1

2nd

Grade Opinion Writing Lesson Plans –

Connected to Unit 4 Fossils

CA CC Standards:

W1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and

editing.

W7. Recall information from experiences or gather information from provided sources to answer a question.

RI Reading Informational Texts 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

text. 2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. 3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures

in a text. 4. Determine the meaning of words and phrases in a text 5. Know and use various text features (e.g., captions, bold print, subheadings) to locate key facts or information in a text

efficiently. 6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 8. Identify the reasons an author gives to support points in a text. 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or

procedures).

L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (A-G)

L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (A-E)

L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases (A-D)

L5 Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny)

L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe

SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (A-C)

SL2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Overview: Flow Map of Process

Prepare the learner Reading and Task New Concept + Language Task

New learning (Dinosaurs) +

New Concept (opinion) Pro/Con

Coop Sort Language/

writing practice

Understand the concept of

“opinion” using less

cognitive demanding content

Writing

Practice

Partner or Group

language practice

New learning: Fossils of

Dinosaurs – Gathering

evidence through reading.

Develop a

Process Grid

Language/

writing practice

Fact vs

Opinion -

Sports

Fact vs

Opinion -

Fossils

2

Language Task Writing & Language Task

Part 1 ELD Practice (preparing the learner) Explain what an opinion is and place the 2

nd gr. opinion poster up in the

class. Introduce opinion by introducing topics that students will have

opinions about by the time they are in 2nd

grade.

Understand the concept of “opinion” using less cognitive demanding content

ELD Practice during these 3 weeks: Students will learn the language

of opinion. A set of cards (Which one?) have been made and partners or

groups of 4 can practice their opinions by choosing the one they like best.

Help students determine the verbs to use and practice different types of

linguistic patterns, going from easy to more difficult:

a. I like ___ best. I like ___ best because ___. I like ___ best because

_____ and ____. In my opinion, _____ is my favorite ____ (or the best)

b. I prefer __ . I prefer __ because ___. In my opinion, I prefer __

because ______

c. I would rather ____ ____than ___. I would rather __ __ than ___ because ___.

Fact and Opinion Mini Lessons:

Display the posters for students and explain that some sentences in opinion writing are about how

someone feels and some sentences are facts – true statements that support how you feel. The

opening sentence is how you feel about the topic – an opinion. (I like the beach.)

A reason can be a true fact (One reason, is it has big waves.) or an opinion – like an adjective (For

one reason, it’s so relaxing!)

Usually when you explain your reason, you use a fact from something you have seen or read that

is true. (Reason: Relaxing: Example: You can lie in the sand in a chair). OR (Reason: Big Waves

– Explain: They build up and crash on the sand.

Formal Writing: form opinion

about favorite dinosaur.

Creating tree map

or ½ multi-flow

Form opinions about

dinosaurs using data.

Collaborative Conversations

Prompt and discussion:

Students bring their

sorting evidence.

opinion

reasons

restate opinion

supporting

details

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Small Group Practice: Have students work in groups with the fact and opinion

game using sports to understand the difference. (They must understand this concept

in order to pull facts from text and determine their opinions from what they read.

Students can practice writing their own opinion and fact sentences on the ½ sheet

provided with the game.

ELD Speaking and Writing (use a sport or any other familiar category that doesn’t need

research, but rather is from experience). Students can choose their own sport first to practice or it

can be done together, voting on a sport for the whole class.

Add a frame of reference:

Example using a sport What does this map tell you?

Adding the Supporting Detail: Explain, Example, or Describe

One part of the multi-flow map is missing – the supporting detail for each reason. So the next

exercise helps students to expand on each reason.

Using the favorite class sport (come to a consensus), create a co-op paragraph. Use a pocket chart.

For one reason, it’s fun! In Room 4’s opinion, soccer is the best sport around!

For one reason, it’s fun!

You get to be with all your friends outside.

1. Create the opening sentence together.

(Show poster sign 1)

2. Write the 3 reasons on the sentence strips.

Place in the pocket chart. Use the poster and

add transitions to each reason asking

students which would be best.

3. Then have students in their teams create

supporting details in complete sentences

(assign tables different reasons to create the

supporting details (2 details for each

reason).

4. Bring supporting details up, revising by

adding words to make stronger sentences, or

combining sentences – tearing the sentences

to make them work and wrap around. Then

edit the sentences.

5. Teach student about how to write an

ending by returning to the opening,

changing it and adding PUNCH to it! Use

the poster for help.

Also, you get a lot of great exercise!

Every time we play, we run and kick without stopping!

Once we were tied and scored at the very last second!

Finally, it’s the most exciting game!

Reason

Opinion Reason

Reason

It is great

exercise.

It is fun.

In my

opinion,

soccer it

the best

sport of

all! Soccer is

exciting.

Soccer is the best sport!

Soccer is our #1 sport in the world!

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MINI LESSON SUPPORTING DETAILS*

Say: Often if you state a reason, you need to back it up with evidence – either from something

you have seen or done yourself, or from something you read. There are some different ways you

can support your reasons.

Here are 3 ways: Explain, Provide an Example, or Describe

something you are talking about (you can display the tree map).

As you tell how to do each type of supporting detail, write down

the explanations for each type of supporting detail. Give

examples for each type before going on to the next:

(You can use “soccer” or another idea)

Write this on the tree map:

When you explain, you tell more using HOW or WHY to

support your reason.

1. Demonstrate Explain:

Let’s try it: Here is an opinion: Soccer is fun! underline “fun.” Ask…. Explain to

me…

a. Explain How Soccer is ‘fun.’

Possible answer: I get together with my best friends and we laugh and encourage

each other during our games.

b. Explain Why Soccer is ‘fun’?

Possible answer: We play for hours on Saturdays without a care in the world!

2. Demonstrate Example:

Write this on the tree map

When you give an example, you can tell a small story to

support your reason.

Let’s try it: Here is an opinion: Soccer is exciting! underline “exciting.” Say….

Give me an example of when it was exciting – tell a little story

Possible answer: For example, one day we were behind by 1 point and in the last

minute we tied the game! It went into overtime and we won

3. Demonstrate Describe: Write this on the tree map

When you describe, you tell WHAT your reason LOOKS like.

Let’s try it: Here is an opinion: Soccer is great exercise! underline “great exercise.”

Say… Describe for me how soccer is good exercise – tell me what it LOOKS like:

Possible answer: You run back and forth on the field for a long period of time,

without stopping. You use your legs to kick and move side to side.

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2nd Grade Opinion Student Writing Rubric

Rubric: You will notice that the rubric uses the same icons

as the poster.

Review the Co-op paragraph. Check off the rubric stars for

your coop paragraph.

You can make the rubric (pieces are available with the

opinion writing cards) and place in a pocket chart and add

stars as you check it off each criteria or create a large poster

using a poster maker.

New learning: Fossils of Dinosaurs

Research for Evidence – Finding the details to support your opinion.

Dinosaur articles. Display and explain the process grid and explain what each

category means:

a. Description: what it looked like

b. Behaviors: Things dinosaurs did – eating, running, etc.

c. Interesting Facts: Whatever makes this dinosaur stand

out –something unique to each dinosaur.

d. Opinion – Students will place their name on a post-it on

the dinosaur they like best – after reading all the articles.

Read each dinosaur article (choose which ones your class prefers)

Note: You will notice that they were not all written the same – students should identify the text

features of each article and how they help with meaning.

As you read:

a. Clarify meaning, vocabulary, and ask TDQs.

b. Students can hi-light or use crayons (different colors) to find evidence to match each category

in the process grid.

-You can share-write in the process grid and students can have their own grid to fill in –

try to let them do it independently or in small groups, maybe after modeling one.

-Then come back together to share information on the large process grid.

c. Fact/opinion dinosaur paper - write 1 fact and 1

opinion for each dinosaur on the paper provided.

d. Student Pro-Con sheet for each dinosaur:

1. Using the provided tree map, write one positive aspect of the

dinosaur – that would make it your favorite choice.

2. Then find a piece of evidence that would be perceived as negative–

that would make him NOT your favorite dinosaur. (Use the language practice on the next page)

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Language Practice for Pro/Con: Discuss each and use the following linguistic pattern in pairs:

_________ is a great dinosaur because _____________________________.

_______ is not my favorite dinosaur because _________________________.

Create an Opinion: Now it is time for students to form their own opinion about

which dinosaur they like most and want to write about.

1. Rap “Which Dinosaur is Best?” A great song during ELD, etc. to help

students with opinion! Have students notice the reasons in the song.

2. Review the Process Grid: Which dinosaur is your favorite? Hand out a

circle map to each student and have them secretly choose their favorite.

3. Creating Reasons on a Circle Map: Use process grid to help students

create reasons they like a certain dinosaur. (Create a tree map)

Look at “Description” section in the process grid and ask, “What are some

things in the description section you might use as reasons you like a dinosaur?”

Continue with behavior and Interesting Facts following the same discussion and questioning:

“What are some things in the _____ section you might use as reasons you like a dinosaur?”

Students will write their reasons on their circle map. (You can develop this

more during the collaborative conversation:

a. Give Reasons

b. Support with explanations, descriptions, or examples

3. Place their name on the Process Grid Opinion section: Using a

post-it, students will write their name

on a post-it, and place it on their

favorite dinosaur on the process grid.

Reasons

Description

Size

gigantic

huge

tall

weight

Body Parts

long neck

armor

teeth

tail

hands

Behavior

speed

eating habits

eggs

life span

how it walked

Interesting Facts

The MOST:

The BEST:

Brain

Fierce

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Collaborative Conversation: Students will bring their opinion circle

map to the group and their talking mat – if needed.

Example: 1. Question: Think about the dinosaur fossils we have been learning

about: Stegosaurus, Apatosaurus, Saltasaurus, Iguanodon, Stegosaurus and Tyrannosaurus

Rex. In your opinion, which dinosaur is your favorite?

2. Think about your opinion and share it with your partner first.

3. Who would like to share their opinion?

Possible Facilitating questions and statements:

a. Can you give me a reason why?

b. Can you give me an example (or describe or explain) Help students to use evidence,

examples, or descriptions to support their reasons.

b. Who agrees with ____? Do you have other reasons why you like it too?

c. Who has a different opinion? (follow up) Why? Can you give me some reasons or

examples?

d. Did anyone change their opinion about their favorite dinosaur? Why?

4. Conclusion of Conversation: Now you will write about your opinion – your favorite dinosaur.

Think about some of the new ideas you might want to add, after we explored our opinions.

You may have changed your mind and might want to write about a different dinosaur than you

originally thought.

After the Collaborative Conversation If students change their mind about their dinosaur after the conversation, they can move their

name on the process grid to their new favorite dinosaur.

Take it to Writing: Preplanning with the Flee Map

a. Explain to students that they will be writing about what they think and

feel, telling their opinion about dinosaurs.

b. Review the 2nd

grade student rubric again. Review and discuss the

writing posters that go with the rubric.

c. Introduce the Flee Map to Students that has all the parts and match

it up to the posters and rubric.

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“I do – You do” Modeling

a. Suggestion: Use one of the dinosaurs you do not put on the process grid – like Saltasaurus:

b. You might want to share read “Saltasaurus” and explain that it will be “my dinosaur” and you

will choose yours to write about.

Say: This is my favorite dinosaur. I will write my opinion first in the opening.

Now students will write their opinion in their opening.

Reasons

Say: Now I will choose my 3 favorite reasons. Let me look back at the tree map. I will reread

the sentences that describe Saltasaurus. One reason really stands out to me – Saltasaurus’ back!

My first reason is:

a. Have students either look at their 1st reason on their circle map and transfer to their flee map

- or change and make it better after the modeling.

b. Continue modeling reason #2 (behavior – how it ate – the sharp teeth) – Then have students

add their next reason – it doesn’t have to be “behavior” as it could be 2 descriptions, etc.

c. Add the last reason – The longest neck is an interesting fact about that make Saltasaurus stand

out. Then have students add their last reason.

Tell More by explaining, describing or providing

examples

Use the Ways to “tell more” tree map and model different ways to support the reasons:

My favorite dinosaur is the Saltasaurus from the Cretaceous Period.

Saltasaurus had the

most amazing back.

Saltasaurus used its

sharp teeth for eating. It had one of the

longest necks.

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a. Look back at the first reason… “Saltasaurus had the most amazing back.”

Say: How can I tell more about its back and why it’s amazing?

I will look back at the text and find out more about the plates.

It says: “was covered with circular and oval-shaped bony, armored plates – possibly with spikes!”

Say: That “describes” the plates more. I will write this to support my reason.

- Have students add their own supporting detail to tell more for the 1

st reason.

b. Continue with the 2nd

reason: Evidence about teeth: Explain: They were peg-like and

could rake tough leaves or shrubs and eat them whole.

- Have students add their own supporting detail to tell more for the 2nd

reason.

c. Continue with the 3

rd reason: Evidence about its neck: Explain how it used its long neck:

It could reach up higher than any other dinosaur to get leaves on the tops of trees.

- Have students add their own supporting detail to tell more for the

3rd

reason.

Transitions – Look at the poster for some types of transitions to

each reason. Add yours on your flee map and have students add

theirs:

Closing:

Saltasaurus had the

most incredible back.

Saltasaurus had

amazing teeth. It had one of the

longest necks.

it was covered

with oval circular

armored plates

that it used for

protection.

they were peg-like

and could rake

tough leaves or

shrubs and eat

them whole.

it could reach up

higher than any

other dinosaur to

get leaves on the

tops of trees.

First of all, Also, Another reason is

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SAY: A closing restates your opinion with a PUNCH to emphasize your opinion. I will look at

my closing poster to get some ideas.

- Have students add their own closing.

Oral Rehearse Have students oral rehearse their maps with partners. Help them to revise as needed adding

more adjectives, looking at conventions and spelling.

Take it to Writing: Taking the Information off the Flee Map and onto paper. Have students write their opinion paper. They may illustrate their paper.

a. Go over the rubric with their papers.

b. Students can share their writing.

Conclusion: How can you continue with Opinion writing? Use opinion

discussion about books and authors.

You can see why I love the Saltasaurus from Argentina!!!

Saltasaurus

Saltasaurus was a large, plant-eating dinosaur that lived about 83 to 79 million

years ago, during the late Cretaceous Period.

Description

This large dinosaur had a small head on

an elongated neck. Its neck helped it

reach food that smaller plant-eaters

couldn’t reach. Saltasaurus’ legs were

strong and stocky with five toes on each

foot. It could rear up on its muscular

hind legs to grab leaves from the top of

trees. It also used its sturdy tail for

balance.

The Saltasaurus' back was

covered with circular and oval-

shaped bony, armored plates

used for protection. The plates

had rough surfaces; they were

about 4 ½ inches round. Horns or

spikes may have stuck out from

the plates, but this is not for sure. Saltasaurus was about 40 feet long and

weighed about 10 tons (20,000 pounds).

Large Teeth… Lots of Food

The Saltasaurus was an herbivore. This beast

had a mouth full of long, peg-like teeth. He

raked these teeth through branches of trees and

shrubs to strip them of tough leaves, which he

swallowed whole. The long neck helped it feed

on vegetation that would have been too high up

to reach for smaller herbivores.

Habitat

Salta is the name of an area in

Argentina, and that is the place

where the fossils of the Saltasaurus

were found. There have also been

some discoveries of bones in

Uruguay. Many fossils have been

found together so it probably moved

around in herds for protection.

Enemies

Saltasaurus was not one of the largest dinosaurs. It had a large neck but a small body. This made it easy to be attacked by larger carnivorous dinosaurs. But any animal that tried to leap upon the Saltasaurus back would have stubbed its claws and snapped off teeth when trying to sink them into the rock-hard armor in Saltasaurus' tough hide.

Iguanodon

The Iguanodon was one of the first dinosaurs ever to be discovered.

Iguanodon is one of the most popular and most well-known of all

the dinosaurs. It lived over 150,000,000 years ago during the

Jurassic Period. The Iguanodon was also one of the most

successful dinosaurs because it lived for tens of millions of

years on Earth in Europe and North America.

The “hands” of the Iguanodon

made this reptile different from most

other dinosaurs. Each hand had five “fingers.” Three fingers

in the middle had hoof-like claws, which were useful when

walking. Another finger could be pulled in toward the palm,

and was used to grasp with. A fifth finger was a sharp,

spiked thumb, used for defense.

Iguanodon had a flat, stiff tail

and three-toed hind feet with

hoof-like claws. Its legs were

much larger than its arms. It

could move on all fours, or just

on its hind legs. The front of

Iguanodon's beak-like mouth

was toothless. Growing to a

length of 30 feet and a height of 16 feet, and a weight of 9000 pounds, it was

almost the size of a house!

BEHAVIOR Iguanodons lived in herds as discovered in bone-beds. In these

bone-beds, dozens of Iguanodon fossils were found together,

suggesting that they came together during their lives. The

Iguanadon had many predators, such as the Tyrannosaurus Rex or

Megalosaurus. Its best protection was the sharp thumb spike,

which could pierce the hide of an enemy. The ability to walk on

four, or two legs, also gave it an advantage over other dinosaurs.

Since Iguanodon could run on two legs or walk on four; it was a

relatively fast dinosaur.

DIET AND TEETH

Iguanodon, which means iguana-like teeth,

was a plant eater. It probably nipped

cycads and other prehistoric plants with its

tough, toothed beak. It had no teeth in the

front of its mouth, but had strong teeth (about

2 inches long) in the side of its jaw (cheek

teeth) which it used to grind up tough plants.

Some scientists have also suggested that the

Iguanodon might have had a long tongue, like

a giraffe.

BRAINPOWER

Iguanodon was an ornithopod, whose intelligence

was midway among the dinosaurs. It had the

brain built for what it needed as an herbivore, a

plant eater.