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St. Patrick's Day Writing Activity | Leprechaun Opinion Writing Unit

Rated 4.67 out of 5, based on 3 reviews
4.7 (3 ratings)
;
Grade Levels
K - 3rd
Standards
Formats Included
  • PDF
Pages
25 pages
$4.00
$4.00
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Description

Are Leprechauns REAL? Look at this engaging lesson to teach opinion writing! Students will write an opinion about leprechauns existing or not. At the end of the week, they can share opinion papers while enjoying a chocolate gold coin.

  • Will their opinion change after they hear other students' opinion papers?

What's in this download?

Pg. 1 Cover

Pg. 2 Table of Contents

Pg. 3-4 Lesson Plan

Pg. 5 Brainstorm Page

Pg. 6 In My Opinion Page

Pg. 7 Think About Leprechauns

Pg. 8 Opinion Organizer for K-1

Pg. 9 Organizer for 1-3 TEACHER SAMPLE

Pg. 10 Organizer for 1-3 With intro and closing help

Pg. 11 Organizer for 1-3 Blank (students do all on their own.)

Pg. 12 & 13 Primary Writing Lined Paper

Pg. 14 & 15 Intermediate Lined Writing Paper

Pg. 16 &17 Picture Box Writing Options

Pg. 18 Acoustic Poem

Pg. 19 Opinion RUBRIC for Scoring

Pg. 20 Writing Certificates

Pg. 21 Transition Words

Pg. 22 Descriptive Words for Leprechauns

Pg. 23 Opinion Definition POSTER

Pg. 24 Parent Donation Request Letter

Pg. 25 Credits

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All rights reserved by the author.

Permission to copy for single classroom use only.

Electronic distribution limited to single classroom use only.

Not for public display.

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Total Pages
25 pages
Answer Key
Does not apply
Teaching Duration
1 Week
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Standards

to see state-specific standards (only available in the US).
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
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.

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