Lesson Plan: My Favorite Animal

Teacher________Aja Harvey__________ Grade Level_____1st________

Date to be taught: 3/7/18

I. Content and Standards:

a. CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book
they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.

b. CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to
questions and suggestions from peers, and add details to strengthen
writing as needed.

II. Prerequisites:

a. CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
III. Essential Questions (provide a framework)

a. What is an opinion?

b. How do you support your opinion?

IV. Instructional Objective:

a. Students will write a minimum 5-sentence opinion piece on their favorite

animal that shows an introduction of topic, supporting reasons, and a
closing.

V. Instructional Procedures:

a. Entrance- Students will recall that weather is what helps living things
survive on the planet
 i. Think-Pair-Share:

1. What is a living thing? How do we know?

2. Students will be asked to think of their favorite animal and

this discussion will help direct students to understanding
the difference between a fact and opinion.

b. Go over check list for students to use to keep on track as they work
through each portion of their writing.

c. Students will be instructed on the brainstorming activity

i. Students will draw a picture of their favorite animal as the main

topic.

ii. Supporting details will be written from the drawing in the middle
to make a web.

iii. Details should include:

1. Physical descriptions

2. Facts about the animal

3. What they like about the animal

d. Students will use their web as the framework to write their opinion pieces
on their favorite animal.

i. Students will need to write at least 5 sentences.

1. Demonstrate that a sentence is a complete thought, not a

line on the page.
 2. Remind students to follow their checklist as they write each
sentence.

e. Exit Ticket- Students will share 1 thing they wrote about their favorite
animals.

VI. Materials and Equipment: Paper, pencils, crayons, writing checklist,

VII. Assessment/Evaluation:

a. Think-Pair-Share Question:
Students discuss their favorite animal

b. Picture web

c. Final writing piece against the checklist.

VIII. Differentiation: Individualized Activities:

a. Higher-Level Students:

i. These students will compare 2 animals and share why they like one
better than the other.

b. Lower-Level Students:

i. Sentence starters will be provided to help them put their writing

together.

ii. Students could be allowed to dictate what they want to write if the
situation calls.

IX. Technology: N/A

X. Self-Assessment: Student engagement throughout the lesson, student

understanding represented through their responses to questions, their
brainstorming, and their final writing pieces will be used to assess the efficacy
of the lesson’s current structure and content.