Portfolio Exemplar Cover Sheet

Teacher Candidate: Donovan Martinez Cohort #: 414

Title of Exemplar: Opinion Sentence Starters

Portfolio Category: I II x III IV V

ACEI Standard: Instruction

ACEI Standard Element(s):

A3.3 Development of critical thinking and problem solving-Candidates understand and use a variety of
teaching strategies that encourage elementary students development of critical thinking and problem
solving.


Semester: Spring 2014 Date: April 23, 2014

1. Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s).

In this exemplar, I had my students practice developing stronger opinion statements that
would align with the writing standards for opinion writing. When partner sharing about on the topic
of whether they enjoyed playing indoors or outdoors more while at home, all students started their
opinions the same way, I/my partner liked (indoors/outdoors) because This lesson helped
develop students critical thinking by having them think of a way to begin their opinion sentences
using different words that made their opinion statements clear to the reader or listener. Students
were also provided with an opinion sentence starter and were challenged to think critically in order
to finish the statement so that it made sense.

2. Reflection on my professional growth in knowledge, skills, and dispositions related to this ACEI
Standard and Element(s).

My professional growth in knowledge was gained when some of my students didnt
understand the pair sort activity. I realized that providing a visual example would have lead to a
greater understanding of how to go about the activity. My growth in skills and disposition are
exampled by the behavior of the class. I was able to manage behavior and learning to make for a
positive working environment. The disposition it took to do so was effectively and positively
communicating with my students. I used positive reinforcement to showcase desired behaviors so
that students that were not exhibiting desired behaviors were encouraged to do so.


Lesson Plan Format

Name: Donovan Martinez Grade: 2
nd
Grade Title: Opinion Sentence Starters

Connection to GLO(s): Effective Communicator- Communicates effectively and clearly through writing, using
appropriate forms, conventions, and styles to convey ideas and information for a variety of audiences and purposes
Enduring Understanding: Good writers clearly state their opinion when writing argumentative papers.

Guiding Questions: How do you begin an opinion paper? How do you create an effective topic sentence?


Standard/Benchmark
Specific content area standard/benchmark The performance task gives students opportunity to demonstrate
knowledge to meet the benchmark
CCSS 2.W.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.
**Standard will be written on the whiteboard**
ACEI 2.1 2.4 Content Area Knowledge (2.1 Language Arts, 2.2 Science, 2.3 Math, 2.4 Social Studies) Candidate
demonstrates knowledge, understanding and use of content area concepts, learning theory, and processes to design
instruction

Assessment
The performance task gives students opportunity to demonstrate knowledge to meet the benchmark
Formative assessments (applied appropriately throughout lesson):
Students will turn and talk with a neighbor to discuss ways to use Opinion Sentence Starters and report out.

Summative assessment (includes checklist or rubric):
Criteria
ME: Opinion is clearly stated.
MP: Opinion is stated.
DP: Opinion is not clearly stated.
WB: Opinion is not stated.
ACEI 4 Informal and formal assessment
Candidate plans appropriate formative and summative assessments to guide and assess student learning, including scoring
criteria

Activities/Instructional Strategies
Clear steps that convey the use of multiple strategies, resources and technology
Activating Prior Knowledge:
-Im waiting to see which table is ready to come to the carpet quietly. You will need to bring a pencil, a sheet of folder
paper, and a clipboard or dry erase board.


-Yesterday, we wrote a journal in which you stated your opinion about whether you liked playing indoors or outdoors
when you are at home. I want you to turn and talk with your neighbor and tell them which one you chose playing indoors
or why you chose outdoors and tell them why you chose it?
-Students will discuss their opinions about a given topic in a pair-share activity.
-Now, raise your hand quietly if would like to share your opinion on playing indoors or outdoors?
-Students will raise their hands quietly and share out.
-Teacher will check to see if opinion on the topic is stated clearly & take note of how they stated their opinion. (Eg. I
choose playing in/outdoors because, I would rather play in/outdoors, etc.)
Mini Lesson: What specific strategy or skill will you explicitly model? These are the strategies students will apply.
-Teacher will go over different ways the class stated their opinions.
-Teacher will pass out matching topics and opinions from Opinion Sort.
-Each one of you have either a TOPIC or an OPINION, when I say go you will quietly and safely find your matching
partner, for example(teacher gives an example). When you find your partner, I want you to sit next to your partner in a
circle surrounding the carpet.
-Now that you have found your partner, first write your name and under it write your partners name on the top of the
paper in the right-hand corner. Now, I want you to write your topic and opinion on your sheet of paper. When you are
done, choose between you and your partner to share the sentence you created.
-Teacher will facilitate this.
Work Time: How will students apply the strategies and skills learned during the mini lesson? What directions are needed?
Will they work independently, in pairs or in small groups?
-We have just looked at different ways of stating our opinions about different topics. I want you to use the same topic and
create a new way to state your opinion either using some of the examples we have shared or your own.
- Teacher will then introduce different ways to state their opinions provided by the Opinion Sentence Starters visual.
-Now, using the same topic you and your partner hadI want you to skip a line and re-write the topic THEN you will
create a supporting opinion different that the one that you already have. When you and your partner are done, I want you
to switch papers and read each others new sentence.
Closure: How will you synthesize the learning that occurred in this lesson? How will students reflect upon their learning
from this lesson?
-Now, raise your hand if you would like to share both sentences with the class.
ACEI 3.1 Knowledge of students and community; Integration of knowledge for instruction
ACEI 3.1 Knowledge of students and community; Integration of knowledge for instruction
Candidate designs learning activities that:
Uses a variety of instructional strategies
Integrates knowledge of students, community, subject matter and curricular goals
Incorporates a variety of resources
Uses technology where possible



ACEI 3.3 Critical thinking, problem solving and performance skills
Candidate demonstrates understanding of cognitive processes associated with various kinds of learning, and incorporates
strategies that encourage students development and use of critical thinking and problem solving.

Opportunities offered for inquiry, active learning, individual work and pairs/small group interactions:
Students are encourage to raise their hands if they do not understand and are asked to share both with their partners, as well
as the class. Seating arrangement is in a circle on the carpet in order for students to give each speaker their full attention &
for the speaker to address both the class and the teacher.

ACEI 3.4 Active engagement in learning
Candidate plans instruction that:
Fosters student motivation and active engagement in learning
Incorporates independent and pairs/small group learning
Helps students to assume responsibility for themselves and others, and monitor their own learning

ACEI 3.5 - Communication to foster learning
Candidate plans instruction that uses oral and written discourse between themselves and students to foster:
Active inquiry and collaboration
Positive relationships and social interaction
K-6 students use of effective communication strategies

Differentiation Plan
Adaptations connected to instructional strategies

ACEI 3.2 Adaptation to diverse students
Candidate designs student-centered instructional tasks and incorporates varied strategies to enable all students to achieve
learning goals, and are appropriate to the needs of students who are culturally diverse or have exceptional needs.

Differentiate the learning environment, content, process, or performance task for individuals or small groups (e.g.,
accelerated, ELL/MLL students).

Identify the type of need (e.g., ELL/MLL,
accelerated students, reading needs, 504 students,
struggling learners, enrichment)
List the type of differentiation (learning environment, content,
process, or performance task) and tell how you will differentiate

ELL/MLL

Content Process Keywords will be written on
the board. (E.g. topic, opinion,
etc.)
Struggling Learners

Learning environment The use of pairs and pair share
will encourage struggling
learners. Teacher may also
move struggling learners
closer to the teacher.
Accelerated Learners

Performance Task

Accelerated learners can
create their own topic.

Duration: 50 min.

Materials:
Teacher-Opinion Sentence Starters Visual, Opinion Sort strips
Students-Pencils, eraser, sheet of folder paper, clipboard/dry erase board.