March 7, 2017
|
By Bruce Cabell

Lesson plan

It’s My Opinion

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GradeSubjectView aligned standards

Students will be able to write an opinion piece that includes stating an opinion, supplying three reasons for the opinion, and providing a sense of closure.

(5 minutes)
  • Gather your students together to begin.
  • Tell your students that today they'll be writing an opinion about a favorite animal and three reasons to support their opinion.
  • Ask for volunteers to tell you what an opinion is. After some discussion, explain that an OpinionIs what someone believes or feels about something.
  • Have a few students share what they think a reason is. Then, define ReasonAs a convincing thought or piece of information which can help explain opinions.
  • Tell your class that ConvincingMeans making an individual or audience believe that what someone says is true or real.
(10 minutes)
  • Display the list of animals for students to view, using an interactive whiteboard, document camera, projector or chart paper.
  • Read the list of animals aloud to your class, then choose your favorite.
  • Write your opinion about your favorite animal on a poster-size What's Your Favorite Animal?Organizer, or on a worksheet being displayed using an interactive whiteboard, document camera, or projector.
  • Model thinking of and writing out three reasons to support your favorite animal choice.
  • Provide a sense of ClosureAfter listing your third reason in the final box of What's Your Favorite Animal.
  • Reread your opinion, reasons, and closure together, and ask your students if your reasons convinced them that your choice was the best. Listen to any responses.
  • Take any questions your class may have.
(15 minutes)
  • Display another blank What's Your Favorite Animal?Organizer.
  • Call on a volunteer to help you choose another favorite animal from the list.
  • Ask a different volunteer to give an opinion about the animal. If your student struggles, ask others for help. Write the opinion on the organizer.
  • Then ask three students, one at a time, to give you a reason to support the opinion. Write each reason below the opinion.
  • Ask a student volunteer to brainstorm ideas of what the last sentence might be so there is a sense of closure.
  • When completed, reread student ideas.
  • Ask your class if the opinion and reasons make sense. Do the reasons support the opinion? Listen to any responses.
(20 minutes)
  • Before working independently, ask students if they understand how to form an opinion and support it with reasons.
  • Hand a copy of the What's Your Favorite Animal?Organizer to each student.
  • Have your students choose a different animal from the list and write their opinion with three convincing reasons. If they have another animal in mind that isn't on the list, that's fine.
  • Ask if there are any questions.
  • Instruct your students to take out a pencil and begin writing.
  • Encourage students to end their final reason with a sentence that provides a sense of closure (e.g. These reasons explain why ____Is the best animal).

Enrichment

  • Have advanced students choose any topic to write an opinion and three convincing reasons.

Support

  • Allow students who need additional support write one reason to support their opinion.

Measuring understanding and assessment can be observed and completed during independent work time and closing.

  • As students are working independently, walk around and check in with each student. Observe if students are writing their opinions and reasons correctly. Help any students having difficulty.
  • Record your observations.
  • If additional time is needed for assessment, make observations and notes during closing too.
  • Please note the 20 minutes for assessment is during independent work time.
(10 minutes)
  • Divide class into pairs.
  • Instruct students to read their opinion pieces to their partner.
  • Give students a few minutes to share and ask questions.
  • Next, select four students to share their writing with the class.
  • To end the lesson, ask students to important vocabulary words from the lesson (e.g. opinion, reason, convince, and closure).

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