Opinion

Writing
for
1st & 2nd
Grade
Created by
Lisa Lilienthal
 Aligned to Writing
plans for
CCSS two weeks
or more!

About this Packet

Included are two opinion
writing projects with:
ü opinion writing poster
ü lesson plans
ü literature connections
ü graphic organizers
ü example filled-in graphic organizers
ü example rough drafts
ü example revised drafts
ü example drafts for editing
ü editing poster and checklist
ü publishing pages with two line styles
with and without clip art
ü holistic grading rubric
ü feedback cards
ü extra blank graphic organizers

Students write about

One writing project could the best fruit and the
be used as a guided best outdoor activity.
writing activity and the This writing unit
other could be used as an would be great to
teach along with a
independent writing
health & nutrition unit.
assessment.

© Lisa Lilienthal 2012

Opinion
Writing
• tells others what you think
• tries to convince others to
agree with you by giving
reasons and details to
support your opinion

Each paragraph has:

• a topic sentence
• detail sentences
• a conclusion
Opinion
Writing
• tells others what you think
• tries to convince others to
agree with you by giving
reasons and details to
support your opinion

Each paragraph has:

• a topic sentence
• detail sentences
• a conclusion
 Opinion
Writing

The Best Fruit to Eat

 Opinion Writing
Lesson Plans

CCSS
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.
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.
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.
W.2.5 With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.

Day 1 ~ Prewriting/Brainstorming

o Activate prior knowledge by reading a book about

fruits and vegetables.

Suggested books:
• Eating the Alphabet: Fruits & Vegetables from
A to Z by Lois Ehlert
• Fruits by Sara Anderson
• Fruits by Nancy Dickmann
• Oliver’s Fruit Salad by Vivian French
o I like to keep several books out for students to read
throughout the writing unit.
 Day 1 continued

o **Idea: Some children have never tried certain

fruits. Bring in some lesser known fruits for
students to try.
o Do the Quiz-Quiz-Trade brainstorming activity to
get students thinking about fruits they like and
reasons why they like them. My students love this
activity!
o I find that it’s really helpful to first explain the
activity and then model it with myself and 3 other
students.

Quiz-Quiz-Trade
o Pass out the fruit question cards. The cards say, “Do
you like ____? Why or why not?” This will help
students think of ideas for their paragraphs. There
are 18 cards. If you have more than 18 students,
duplicate extra cards. It’s okay for more than one
student to have the same card.
1) For the activity students stand up, put a hand
up, and find a partner by giving a high-five.
2) One student asks the question on the card and
the other student answers.
3) Students switch roles and then SWITCH
CARDS.
4) Students raise their hand in the air to signal
that they need a partner and walk around to
find new partners.
5) Repeat the previous steps. Continue for several
rounds.
 Day 1 continued

o Have students pick a fruit they think is the best.

o Demonstrate using a Circle Map to brainstorm
details/reasons for liking the fruit (an example is
included).
o Have students complete a Circle Map for their fruit
by writing/drawing details.

Day 2 ~ Prewriting

o Have students share their Circle Maps with a

partner or small group.
o Introduce opinion writing with the Opinion Writing
Poster. Students should try to convince others that
their fruit is the best by giving great reasons.
o Demonstrate filling in the Opinion Writing Graphic
Organizer with an example best fruit (an example is
included).
o Have students fill in their own graphic organizer. If
students pick a fruit that starts with a vowel, help
them change “a” to “an”.
o Students can begin an illustration of their best fruit
(A blank page with border is included). **Idea:
students can draw a big picture of their face with a
smiling open mouth and a hand with the fruit ready
to eat.

Day 3 ~ Drafting

o Have students share their graphic organizers and

pictures with partners or small groups. Share some
good student examples with the class.

© Lisa Lilienthal 2012

 Day 3 ~ Drafting

o Demonstrate using the example graphic organizer

to write a rough draft (an example rough draft is
included).
o Have students write rough drafts.

Day 4 ~ Revising/Editing

o Introduce the idea of revising. Demonstrate

revising the rough draft by adding more details and
varying sentences (An example revised draft is
included).
o Introduce the editing checklist.
o Show an example of a draft that needs editing.
Guide students to identify and correct errors (an
example draft for editing is included).
o Have students revise and edit their rough drafts.
o Conduct individual and/or peer revising/editing
conferences.

Day 5 + ~ Publishing/Presenting/Sharing/Feedback

o Students publish their writing. There are blank

pages included for writing and illustrating.
o Students could present their writing orally to the
whole class or a small group. Students could use the
feedback cards to write compliments or questions
for the presenters. I like to use feedback cards so
that students have something tangible from their
peers. I always model giving/receiving
appropriate feedback first.

© Lisa Lilienthal 2012

 Do you like

Quiz-Quiz-Trade Cards
bananas? Do you like
Why or why not?   strawberries?
Why or why not?  

Do you like Do you like

oranges? cherries?
Why or why not?   Why or why not?  

Do you like
lemons?
Why or why not?  
Do you like
pineapples?
Why or why
not?  

© Lisa Lilienthal 2012

 Quiz-Quiz-Trade Cards
Do you like Do you like
grapes? pears?
Why or why Why or
not?   why not?  

Do you like apples? Do you like

Why or why not?   watermelon?
Why or why not?  

Do you like Do you like

blueberries? kiwifruit?
Why or why not?   Why or why not?  

© Lisa Lilienthal 2012

 Quiz-Quiz-Trade Cards
Do you like Do you like
peaches? raspberries?
Why or why not?   Why or why not?  

Do you like
Do you like limes?
pumpkins?
Why or why not?  
Why or why not?  

Do you like Do you like plums?

papayas? Why or why not?  
Why or why not?  

© Lisa Lilienthal 2012

 Name _______________________  
 
Circle Map

What is the best fruit to eat?

Why do you like it?

details

fruit
Example

Name _______________________  
 
Circle Map

What is the best fruit to eat?

Why do you like it?

details

sweet tropical
flavor
makes a healthy
tasty juice juicy
reminds me
soft pulp of Hawaii
fruit
seeds are green skin,
edible
guava white or
pink inside
refreshing to good for
eat in the making
summer jelly
 Name: _____________________________  

Opinion Writing ~ Prewriting Graphic Organizer

Topic Sentence:

The best fruit to eat is a ___________.

Reason Reason Reason

     
     
____________________   ____________________   ____________________  
     
     
____________________   ____________________   ____________________  
d    
 
d    
 
d    
 
____________________ ____________________ ____________________

____________________   ____________________   ____________________  

     

Conclusion:

A ___________ is the tastiest fruit of all!

© Lisa Lilienthal 2012

Example

Name: _____________________________  

Opinion Writing ~ Prewriting Graphic Organizer

Topic Sentence:

The best fruit to eat is a guava .

Reason Reason Reason

     
     

sweet makes a good for

d   tropical d   tasty d   making
flavor juice jelly
     

Conclusion:

A guava is the tastiest fruit of all!

© Lisa Lilienthal 2012

Rough Draft Example

The Best Fruit to Eat

The best fruit to eat is a

guava. Guavas are great because
they have a sweet tropical flavor.
Guavas make a tasty juice. Guavas
are also good for making delicious
jelly. A guava is the tastiest fruit
of all!

© Lisa Lilienthal 2012

Revised Draft Example

The Best Fruit to Eat

The best fruit to eat is a

guava. Guavas are great because
they have a tropical flavor. I like to
eat a sweet guava for a treat after
school. Guava juice is very tasty too.
The delicious juice is refreshing to
drink on a warm summer day.
Guavas are also good for making
yummy jelly, fruit salad, and tarts.
Everyone loves the amazing guava
jelly my Aunt Cindy makes. A guava
is the tastiest fruit of all!

© Lisa Lilienthal 2012

Example Draft for Editing

The Best Fruit to Eat

The best fruit to eat is a

guava. Guavas are great because
thay have a tropical flavor. i lik to
eat a sweet guava for treat after
school Guava juice is very tasty too
the delicious juice is refreshing to
drink on a warm summer day.
Guavas is also good for making
yummy jelly fruit salad, and tarts
everyone loves the amazing guava
jelly my Aunt cindy makes. A guava
is the tastiest fruit of all!

© Lisa Lilienthal 2012

Example Draft for Editing KEY

The Best Fruit to Eat

The best fruit to eat is a

guava. Guavas are great because
they have a tropical flavor. I like to
eat a sweet guava for a treat after
school. Guava juice is very tasty too.
The delicious juice is refreshing to
drink on a warm summer day.
Guavas are also good for making
yummy jelly, fruit salad, and tarts.
Everyone loves the amazing guava
jelly my Aunt Cindy makes. A guava
is the tastiest fruit of all!

© Lisa Lilienthal 2012

 Opinion
Writing

The Best Outdoor Activity

 Opinion Writing
Lesson Plans

CCSS
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.
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.
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.
W.2.5 With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.

Day 1 ~ Prewriting/Brainstorming

o Activate prior knowledge by reading a story about a

character enjoying outdoor activities.

Suggested ~ Froggy books by Jonathan London

• Froggy Learns to Swim
• Froggy Rides a Bike
• Froggy Plays Soccer
• Froggy Plays T-Ball

o I like to keep several books out for students to read

throughout the writing unit.
 Day 1 continued

o Do the Quiz-Quiz-Trade brainstorming activity to

get students thinking about outdoor activities they
like and reasons why they like them. My students
love this activity!
o I find that it’s really helpful to first explain the
activity and then model it with myself and 3 other
students.

Quiz-Quiz-Trade
o Pass out the outdoor activity question cards. The
cards say, “Do you like ____? Why or why not?” This
will help students think of ideas for their
paragraphs. There are 18 cards. If you have more
than 18 students, duplicate extra cards. It’s okay
for more than one student to have the same card.
1) For the activity students stand up, put a hand
up, and find a partner by giving a high-five.
2) One student asks the question on the card and
the other student answers.
3) Students switch roles and then SWITCH
CARDS .
4) Students raise their hand in the air to signal
that they need a partner and walk around to
find new partners.
5) Repeat the previous steps. Continue for several
rounds.
 Day 1 continued

o Have students pick an outdoor activity they think is

the best.
o Demonstrate using a Circle Map to brainstorm
details/reasons for liking the outdoor activity (an
example is included).
o Have students complete a Circle Map for their
activity by writing/drawing details.

Day 2 ~ Prewriting

o Have students share their Circle Maps with a

partner or small group.
o Review opinion writing with the Opinion Writing
Poster. Students should try to convince others that
their activity is the best by giving great reasons.
o Demonstrate filling in the Opinion Writing Graphic
Organizer with an example best activity (an
example is included).
o Have students fill in their own graphic organizer.
o Students can begin an illustration of their best
outdoor activity (A blank page with border is
included).
Day 3 ~ Drafting

§ Have students share their graphic organizers and

pictures with partners or small groups. Share some
good student examples with the class.

© Lisa Lilienthal 2012

 Day 3 ~ Drafting

§ Demonstrate using the example graphic organizer

to write a rough draft (an example rough draft is
included).
§ Have students write rough drafts.

Day 4 ~ Revising/Editing

§ Review revising. Demonstrate revising the rough

draft by adding more details and varying sentences
(An example revised draft is included).
§ Review the editing checklist.
§ Show an example of a draft that needs editing.
Guide students to identify and correct errors (an
example draft for editing is included).
§ Have students revise and edit their rough drafts.
§ Conduct individual and/or peer revising/editing
conferences.

Day 5 + ~ Publishing/Presenting/Sharing/Feedback

§ Students publish their writing. There are blank

pages included for writing and illustrating.
§ Students could present their writing orally to the
whole class or a small group. Students could use the
feedback cards to write compliments or questions
for the presenters. I like to use feedback cards so
that students have something tangible from their
peers. I always model giving/receiving
appropriate feedback first.

© Lisa Lilienthal 2012

Quiz-Quiz-Trade Cards

Do you like to Do you like to

ride a bike? skateboard?
Why or why not?   Why or why not?  

Do you like to Do you like to

catch insects? jump rope?
Why or why not?   Why or why not?  

Do you like to play

Do you like to
in the sprinklers?
play soccer?
Why or why not?  
Why or why not?  

© Lisa Lilienthal 2012

Quiz-Quiz-Trade Cards

Do you like to Do you like to

play basketball? roller skate?
Why or why not?   Why or why not?  

Do you like to Do you like to

walk a dog? play on a slide?
Why or why not?   Why or
why not?  

Do you like to Do you like to

play hopscotch? swing?
Why or Why or why not?  
why not?  

© Lisa Lilienthal 2012

Quiz-Quiz-Trade Cards

Do you like to Do you like to swim?

run races? Why or why not?  
Why or why not?  

Do you like to
Do you like to
play baseball?
play in the snow?
Why or why not?  
Why or why not?  

Do you like to Do you like to play

jump in leaves? hide-and-seek?
Why or why not?   Why or why not?  

© Lisa Lilienthal 2012

 Name _______________________  
 
Circle Map

What is the best outdoor activity?

Why do you like it?

details

activity
Example

Name _______________________  
 
Circle Map

What is the best outdoor activity?

Why do you like it?

details

good
exercise nice
can hike in scenery
different
places fun to
activity
hike with
friends
see wildlife hiking
challenging
to hike up
take steep hills
pictures
 Name: _____________________________  

Opinion Writing ~ Prewriting Graphic Organizer

Topic Sentence:

The best outdoor activity is

___________________________.

Reason Reason Reason

     
     
____________________   ____________________   ____________________  
     
     
____________________   ____________________   ____________________  
d    
 
d    
 
d    
 
____________________ ____________________ ____________________

____________________   ____________________   ____________________  

     

Conclusion:

___________ is a great activity for me!

© Lisa Lilienthal 2012

 Name: _____________________________  

Opinion Writing ~ Prewriting Graphic Organizer

Topic Sentence:

The best outdoor activity is

hiking .

Reason Reason Reason

 
 
 
 
   

nice good fun to do

scenery   exercise   with
d   d     d  
friends  
 

Conclusion:

Hiking is a great activity for me!

© Lisa Lilienthal 2012

Rough Draft Example

The Best Outdoor Activity

The best outdoor activity is

hiking. It is wonderful to look at
the beautiful scenery when
hiking. Hiking is great because it
is good exercise. It is also fun to
go hiking with friends. Hiking is a
great activity for me!

© Lisa Lilienthal 2012

Revised Draft Example

The Best Outdoor Activity

The best outdoor activity is

hiking. It is wonderful to look at the
beautiful scenery when hiking at
Mount Charleston. I like seeing
flowers, trees, and streams when I
hike. Hiking is great because it is
good exercise. It’s more fun to go
hiking than going to the gym. It is
also fun to hike with friends. My
friends love to hike with me every
weekend. Hiking is a great activity
for me!
© Lisa Lilienthal 2012
Example Draft for Editing

The Best Outdoor Activity

The best outdoor activity is

hiking. it is wonderful to look the
beautiful scenery when hiking at
Mount charleston. i like seeing
flowers trees, and streams when I
hike hiking is great because it is
good exercise. It’s more fun to go
hiking than going to the gym. It are
also fun hike with friends My friends
love to hike with me every weekend.
Hiking is a great activity for me!

© Lisa Lilienthal 2012

Example Draft for Editing KEY

The Best Outdoor Activity

The best outdoor activity is

hiking. It is wonderful to look at the
beautiful scenery when hiking at
Mount Charleston. I like seeing
flowers, trees, and streams when I
hike. Hiking is great because it is
good exercise. It’s more fun to go
hiking than going to the gym. It is
also fun to hike with friends. My
friends love to hike with me every
weekend. Hiking is a great activity
for me!
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
© Lisa Lilienthal 2012
 Editing

Capitalization
ü Beginning of sentence: The dog is big.
ü Names: His name is Spot.
ü The word I: I love him.

Punctuation
ü End of sentence: . ! ? Look at that baseball team.
They are really good!
Do you play baseball?
ü Commas when listing: , I have a bat, ball, and glove.

Grammar
ü Sentences make sense: He are is going to school.

Spelling
ü Words are spelled correctly
She is a nice gril girl.

© Lisa Lilienthal 2012

 Editing Checklist
I read my writing out loud to check for errors.

I capitalized the beginning of my sentences.

I capitalized names of people, places, and things.

I capitalized the word “I”.

I used correct punctuation at the end of sentences.

I used commas when listing things.

My sentences make sense.

I have checked the spelling of words that did not look correct.
© Lisa Lilienthal 2012

Editing Checklist
I read my writing out loud to check for errors.

I capitalized the beginning of my sentences.

I capitalized names of people, places, and things.

I capitalized the word “I”.

I used correct punctuation at the end of sentences.

I used commas when listing things.

My sentences make sense.

I have checked the spelling of words that did not look correct.
© Lisa Lilienthal 2012
 Feedback Cards

I liked ________
I have a question.
___________________  
_____________________  
_______________________  
_____________________  
because ____________  
_______________________   _____________________  

I liked ________
I have a question.
___________________  
_____________________  
_______________________  
_____________________  
because ____________  
_______________________  
_____________________  

I liked ________
I have a question.
___________________  
_____________________  
_______________________  
_____________________  
because ____________  
_____________________  
_______________________  

© Lisa Lilienthal 2012

 Holistic Opinion Writing Rubric
4~Exceeds Standards 3~Meets Standards
This writing exceeds grade level standards. This writing meets grade level standards.
All or most of the following are shown based All or most of the following are shown based
on grade level standards. on grade level standards

§ Clearly and thoughtfully § Clearly focuses and develops

develops the topic. the topic.
§ Develops an opinion using § Develops an opinion using
many reasons supported by reasons supported by details.
relevant details. § Begins with a topic sentence,
§ Ideas are linked with smooth organizes ideas logically, and
transitions to support logical provides a conclusion; some
organizational structure; has transitions or linking words
an interesting introduction are present.
and conclusion. § Uses descriptive language,
§ Uses engaging and expressive and sensory details; uses
language; uses varied varied sentences that mostly
sentences that flow smoothly. flow smoothly.
§ Shows strong command of § Shows basic command of
capitalization, punctuation, capitalization, punctuation,
grammar, and spelling. grammar, and spelling.

2~Approaches Standards 1~Emerging/Developing

This writing approaches grade level standards. This writing is below grade level standards.
All or most of the following are shown based on All or most of the following are shown based
grade level standards. on grade level standards.

§ Somewhat focuses and develops § Mentions the topic.

the topic. § May have an opinion with
§ Expresses an opinion but reasons unclear or irrelevant details.
may not be sufficient or supported § Has little or no organization;
by details. does not include transitions or
§ Shows some organization but may linking words; introduction
lack structure; includes few or no and conclusion may not be
transitions or linking words; present.
introduction and conclusion may § Writing seems lifeless; uses
not be developed.
unclear or repetitive words;
§ Uses simple or dull words and
uses simple or incomplete
language; uses similar sentences
sentences.
that don’t always flow smoothly.
§ Shows consistent misuse of
§ Shows inconsistent use of
capitalization, punctuation, capitalization, punctuation,
grammar, and spelling. grammar, and spelling.
 Name _______________________  
 
Circle Map
 Name: _____________________________  

Opinion Writing ~ Prewriting Graphic Organizer

Topic Sentence:

Reason Reason Reason

     
     
____________________   ____________________   ____________________  
     
     
____________________   ____________________   ____________________  
d    
 
d    
 
d    
 
____________________ ____________________ ____________________

____________________   ____________________   ____________________  

     

Conclusion:

© Lisa Lilienthal 2012

 Thank
you!
Thank you very much for purchasing my Primary
Opinion Writing Packet! I appreciate your
business. Please leave feedback for me on my
TPT page. I’d love to know what you think!
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Happy Writing!
Lisa Lilienthal

Graphics & Fonts:

• http://mycutegraphics.com/
• http://openclipart.org/