Response to Literature/Opinion

Writer's Workshop

Grade: 2nd Grade

Time: 2-2:45 (45 Minutes)


The student will become an independent, fluent writer that expresses development and organization of thoughts and opinions through his/her writing, while responding to a text read independently.

Learning Objectives:

  • The student will be able to write opinion pieces in which they introduce the topic, state an opinion, and supply reasons from the text that support the opinion.
  • The student will be able to identify supporting details for a given opinion.

Common Core Skills:

  • Students can evaluate information in a text to formulate an opinion.
  • Students can identify the connection between reading and writing by responding to a variety of texts (literary and informational).

Standards Addressed:

CCSS.ELA-Literacy.W.2.1 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.

Key Vocabulary:

Opinion: A view or judgment formed about something, not necessarily based on fact or knowledge.

Support:To keep from weakening or failing; strengthen.

Segregation:The practice or policy of creating separate facilities within the same society for the use of a minority group.


Chart Paper

Prepared Response(modeling)

Mentor Text "Freedom Summer."

Anchor Chart "Opinion Prompts."

Writing Folders/Composition Paper


Activating Prior Knoweldge:

Teacher will display two sentences, one fact and one opinion, in response to a text.

Spookily is a square pumpkin.

Spookily was the best pumpkin in the patch.

Teacher will ask students to identify the opinion statement and explain their thinking.

Motivating the Students:

Students will be given the option of how they would like to present their opinion pieces. They will have the following choices**:

Smore Flyer

Prezi Presentation


PPT Presentation

Teacher will show students examples of each.

**Granted all students have been thoroughly trained on how to use each program.**

Learning Activities:

Introduction: The teacher will display two sentences, one fact and one opinion, in response to a text. Students will identify the opinion statement, after they have turn and talked, and will explain their thinking.

Development: Once students have developed a clear understanding of what an opinion is, teacher will have one student read aloud the day's writing objective, which is:

"I can state my opinion and support it with reasons from the text."

Teacher will have students identify key words and unfamiliar words in the objective. Teacher will review words, such as: support, reasons, and text.

Model: Teacher will display and read aloud a completed Response to Literature piece of writing. Teacher will identify the topic/opinion and supporting details/reasons.

Explaining the Expectation: Teacher will explain that a good response has a clear opinion and a few supporting reasons.

Guided Practice: Teacher will display mentor text that was read earlier in the day. Teacher will choose a couple of students to reiterate and explain the main points in the text. Teacher will have students:

  • Turn and Talk: Explain their thoughts on the events in the text.
  • Share Out: State their opinion and support it with textual evidence/reasons.
  • Utilize Anchor Chart: "Helpful Ways to Express Opinion."
  • Chart Opinions: Write opinion statements with supporting reasons, so that a completed response is formed.

Prompting: Teacher will prompt students with critical thinking questions, such as:

How did you feel when _____________? Why did you feel that way?

What example from the text can you find to support your thinking/ opinion?

What is your opinion of______________? Why?

Do you agree with the actions? With the outcome?

What choice would you have made? Why?

Independent Practice: Students will begin writing independently about what their opinion is of the text, Freedom Summer. They will utilize the rubric and anchor chart to guide them, and to make sure they are meeting the requirements of a well-written response.

Teacher will:

  • Conference with select students.
  • Utilize the rubric to identify areas of strength and weekness.
  • Guide students, as they self-asses their writing and determine areas of focus.
  • Facilitate as students are working independently.

Closure: Teacher will choose one student's writing piece that reflects a strong understanding, and use of newly learned concept. Students will read their writing and will identify their opinion, as well as their supporting reasons.

How did you support your opinion with evidence from the text?

Why is it important to have reasons that support your opinion/thinking?

Give me an example of an opinion about the text. Give an example of a reason that would support that opinion.

**Students will present their ideas through a technological resource at another time. Teacher will check their writing pieces prior to them starting a presentation.


  • Students will be given a graphic organizer to organize their thoughts, identify their opinion, and list supporting reasons.
  • Students will be given a copy of the text, if need be, to be used during the writing process.
  • Small guided writing groups will meet with teacher based on determined needs (organization, ideas, etc.).


  • 6+1 District Rubric (Assessed on the following traits: ideas, organization, and conventions).
  • Observation (Introduction, Closure)
  • Guided Writing Notes (Small Group)
  • Conferencing Notes (1 on 1 with student/ utilizing the rubric)


Reading Response: Students will continue giving their opinion and supporting it with reasons after reading independently in centers.

Interactive Read Alouds/ Guided Reading Groups: Students will be given the opportunity to respond to a variety of texts, literary and informational.

What's Next?

Students will create a presentation(Smores, Prezi, Jing, PPT) of their opinion piece and they will present it to the class.

Students will write an opinion piece on a real life situation, and will have to create reasons to support their thoughts/opinion on the topic.


Strengths: Students had a clear understanding of what an opinion is and had no trouble forming one in response to the text. Students were able to identify areas of weakness, using the rubric, with teacher support.

Weakness: Some students had difficulty identifying sufficient evidence/ reasons to support their opinion. Many students had difficulty self-assessing, as they either overrated themselves or underrated themselves.