Do You Like Pizza? 1 of 2

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With prompting and support SWBAT write an opinion paper with an accompanying drawing.

Big Idea

Join us in writing our opinions about pizza.

Warm Up

10 minutes

Today's lesson will be information packed with my students participating in discussions about pizzas, adjectives to describe the pizzas we like and writing sentences on the Predictable Chart.  My goal is to teach them what an opinion is and defend their answer. The common core expectations for the upper grades is to be able to read a text and state an opinion about it.  They must be able to defend their opinion using text based information.  In kindergarten we are expected to give a simple opinion about a text based topic and defend it using fun texts.  This will be the first of two lessons.  Today we will read the story and participate in group discussions using a T-Chart, bubble maps and a predictable chart.  We will wrap up the lesson by drawing a picture of our favorite pizza.  Tomorrow we will review all the charts and write the sentences to accompany our drawing.

I begin my lesson with my students sitting on the carpet for whole group reading block.

"I saw on the school menu that we are having pizza today for lunch.  Wow, that was a big cheer.  The menu states that it will be pepperoni pizza.  How many of you like pepperoni pizza?  How many do not like it?  Did you know that when you say you like something or do not like something, you are giving your opinion?  Well, you are.  Can everyone say OPINION?  OPINION.  An opinion is how you feel about something.  It is important that when you say; I like pizza, that you tell why or defend your opinion.  I can say; I like pizza.  It is gooey.  I just told you what I liked, the pizza and why I liked it, because it is gooey.  Do we all have the same opinion?  NO, we don't.  It is good that we don't have the same opinion.  We can all like something different. Let's begin our lesson with a T-chart.  The T-Chart has a yes on one side and a no on the other side.  I want you to come up by rows and make a tally on the side of your opinion.  I want you to say;  I am ____.  I like ____.  Let's start with the blue row.  Please walk up to the chart in a row.  Listen careful to what everyone's opinion is.  Is it the same as your or different?"

Reading the Story

10 minutes

We review the results of the T-Chart and are surprised that everyone likes pizza.  Using sentence frames is an ELA strategy that helps my ELL students with proper sentence structure helps them with speaking and writing.  I encourage my students to "say the whole thing", say the whole sentence not just a one word answer.  

"Now that I know you all like pizza, I would like to read a book about pizza.  It is called Hold the Anchovies.  This is a nonfiction book, which means it is real.  This book has real pictures and tells us how to make a pizza and where all the ingredients are from.  The title has the word anchovies in it.  Do you know what an anchovy is?  Well, it is a tiny salty fish that is fried and put it on the pizza.  How many of you would like to have tiny fish on your pizza?  Ugh, I don't want it on my pizza either.  That is why people say; HOLD the anchovies.  that means DON"T put them on my pizza.  How do you tell the pizza baker not to put anchovies on your pizza?  You tell them;  Hold the anchovies.  That's right."

"This first part tells us how to make the crust and where we get the flour.  Did you know that flour grows like a gold grass?  It has seeds on the top that people grind and make flour."

"Yeast makes the bread fluffy and light by adding air into the dough."

"What are these red things growing on the vine?  Tomatoes, how did you know that they are tomatoes?  What do you think they use tomatoes for on a pizza?"

"Cows are my favorite animal.  What do we get from cows?  Milk, you are right.  Do we put milk on our pizza?  No, What do we use the milk for?  Look, they are making cheese from the milk.  MMMMMM, I love cheese!"

"Here are pigs, what do we get from pigs that we can put on our pizza?  You don't know?  Look at this picture.  We make pepperoni out of pig meat.  MMMMM, I love pepperoni too."

"I love all these things on the pizza, except the anchovy."


Writing Activity

15 minutes

 "I thought the pictures in the book were really good.  They had bright colors and were real.  I learned how to make a pizza from reading the words and looking at the pictures."

"The writing activity that we will be doing begins with us knowing how we are going to write an opinion paper. We will be writing three sentences."

 "The first sentence is:  I am ____.  What goes on the line?  Your name, good. Sometimes when you give your opinion you need to let people know who you are." 

"The next sentence is: I like _____. What word goes on this line?  PIZZA!  We are talking about pizza today, so the word pizza goes on this line."  

"The last sentence will tell people why you like pizza so this sentence is;  It is _____.  We need to use an adjective on this line."

 "Now I want to fill out a adjective bubble map about the adjectives that we can use to describe our pizza."

I use my name sticks to choose students to give me adjectives that we can use in our sentences.  I write the words on the bubble map.  I have to do a lot of prompting with this activity my ELL students are limited in their English vocabulary.  I act out a few words and give them a few more.  

"Now that we have the adjectives we want to use in our sentence, let's begin writing our sentences on the predictable chart.  Each person will tell me the three sentences as I write them on the chart.  Think now about what adjective you will be using.  Be ready when I call your name so I can write your sentences quickly."

It is faster for me to call on students by row.  I have them come up to the front of the class and stand in a line by my easel.  I ask all students to say the sentences with me so that they are involved and not causing trouble on the carpet.  I have each student spell their name when I write their name on the line.  I also have them spell the word pizza.  Then we all look at the adjective they chose for the last sentence.  We quickly move through the sentences, chanting and spelling words as we go.

"Whew, that was a lot of sentences.   Because we worked so hard today with all these charts, let's use the story paper and just draw a picture of us eating our favorite kind of pizza.  No sentences today.  We will write them tomorrow.  Just draw your picture.  Don't forget to write your name on the back of the paper."

I call my class helpers to pass out the story papers to every seat.  I dismiss my seated students to go to their tables.  I will walk around and encourage the 5 color rule.  (I am trying to encourage my students to use more than one color for everything.  Especially black.  So I tell them to use at least 5 colors in their drawings.)  When they are finished drawing I tell them to go stand in a giant circle on the carpet.

Wrap Up

5 minutes

Because we will not finished our writing activity until tomorrow, I thought it would be fun to stand in a circle and go around giving each student the opportunity to show his/her drawing and telling us what kind of pizza they like.  I collect the papers for tomorrows writing.

Here is a student drawing and an explanation.