LESSON INTRODUCING THE FOCAL TEXT
1 Priming the
OPINION • OPINION ESSAY
LEARNING OBJECTIVES
• Use background knowledge to
prepare to read.
• Make predictions based on
background knowledge.
• Discuss elements of opinion writing.
• Make connections to a text.
• Language  Express opinions in a
small group discussion about a topic.
MATERIALS
Classroom Materials  chart paper,
markers
Display and Engage  12.1
Anchor Chart W04: Elements of Opinion
Text
Focal Text  Big Bad Bubble
WRITER’S VOCABULARY
• opinion  ideas or beliefs that
cannot be proved
LEARNING MINDSET:
Planning Ahead
Introduce  Explain to children that
it’s helpful for us to plan ahead when
we are beginning a project. Planning
ahead helps us think about all the steps
involved to learn something or plan a
project that has different parts. We can
see which step we need to take first.
Planning ahead can also help you guess
how long it will take you to finish
something. Can you think of anything
you’ve had to plan ahead for, like a trip
or a project?
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS 
1.6B  generate questions before/during/after
reading; 1.6C  make/correct/confirm predictions;
1.6E  make connections to experiences/texts/society;
1.13(ii)  generate questions for informal inquiry with
adult assistance; ENGLISH LANGUAGE PROFICIENCY
STANDARDS 1A  use prior knowledge/experiences;
3G  express opinions/ideas/feelings
W178 Writing Workshop
1re_wtg_wr_1201.indd 178
InCopy Notes
1. We have set overset matters on the Left side
ANCHOR CHART
Students
Explore the Topic
• Display Anchor Chart W04:
Elements of Opinion Text. Guide
children to understand that an
opinion is an idea or belief that can’t
be proved. Remind them of the
opinion letter they wrote in Module
11. Have them add the definition in
their Writer’s Vocabulary glossaries.
THINK ALOUD  When I think of the
word opinion, I think of my ideas on a
topic that I believe but can’t necessarily
prove to be true. People may have
different opinions on the same topic. It’s
important to respect people’s opinions
when they are different from yours. Let’s
think of some opinions we can share on a topic. How about ice cream?
• Write ice cream on chart paper. Ask: In your opinion, what is the best flavor of ice
cream? Why it is the best? Giving reasons can help people understand your opinion. List
children’s responses on the chart paper.
• Have children turn and talk to a partner about the opinions and reasons listed.
Discuss the Focus Statement
• Show Display and Engage 12.1.
DISPLAY AND ENGAGE
Read aloud the Focus Statement. Place
children in small groups and have
them discuss the focus statement.
• Ask: What is the best skill you’ve learned
in the first grade? Why do you think so?
How do you use these skills to solve
problems?
Priming the Text
Prepare to Read
• Show the cover of Big Bad Bubble. Point out the art on the cover. Ask: What are some
predictions you can make based on the book cover? What does the title tell you?
• Write the words big, bad, and bubble on the board. Ask: How could a bubble be bad? ENGLISH LEARNER SUPPORT: Utilize Language Transfer
Does that make the title scary or funny? What things are usually big and bad? ALL LEVELS  As you discuss the word opinion, point out to Spanish-speaking children that the
word has a cognate in Spanish: opinión.
• Page through the book with children, pointing out pictures, words, and ideas.
Have children describe what they see.
• Ask: What seems unusual, interesting, or funny about this book so far? (It’s about
monsters that are afraid of bubbles.) What opinions do these monsters seem to have
about bubbles? (They are scary.)
InDesign Notes 1/2/18 12:17 PM
1. This is a list