Review the Opinion Writing Checklist see the Tools page. Post: Learning targets and applicable anchor charts see Materials list. Tech and Multimedia Continue to use the technology tools recommended throughout Modules 1—2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Challenge students to think of more than one way they could use this linking language to write their focus statement. Universal Design for Learning Multiple Means of Representation MMR : Students provide kind, helpful, and specific feedback during a peer critique of their opinion writing planning.
As this familiar learning target is displayed, consider inviting students to share examples of this type of feedback from previous lessons and note their responses for visual display.
Multiple Means of Action and Expression MMAE : Continue to support a range of fine motor abilities and writing needs by offering students options for writing utensils.
Multiple Means of Engagement MME : Since peer review can be threatening to some students, continue to emphasize the benefits of peer review and feedback for all students. Make this activity relevant by reminding students that writers have editors who provide feedback for their writing through each step in the writing process, which improves their writing.
For ELLs and students who may need additional support with comprehension and engagement: Working toward Same Learning Target Invite students to discuss how they previously worked toward each learning target. Provide sentence frames.
Guided Practice: Planning an Opinion Essay 15 minutes Distribute and display the Opinion Writing Planning graphic organizer and tell students they will be using this graphic organizer to plan their writing.
There are four paragraphs. There is space to record the sources we will use in our writing. Display and invite students to retrieve their copy of the Model Essay: Branch Rickey.
Focus students on the first paragraph. Focus students on the Working to Become Effective Learners anchor chart, specifically collaboration. Remind students that as they will be working in pairs as they work, they will need to collaborate.
Focus students on the displayed Opinion Writing Planning graphic organizer. Remind students that in informational writing, authors use reasons and evidence to support a point about a topic.
Point out that this is true for opinion writing as well; authors use reasons and evidence to support a point they want to make, which is their opinion on a topic. Define reason an explanation for why an author thinks something is true. It is why someone believes what he or she believes.
Focus students on the second paragraph of the essay. Happy Chandler. Explain that authors support their reasons with evidence, or facts and details based on research or observations.
After Landis died and Chandler became commissioner, Rickey again proposed desegregating baseball and Chandler agreed. Tell them that this paragraph is the first proof paragraph, which outlines one reason and evidence supporting that reason. Repeat this process with the third paragraph of the essay, asking students to reread the paragraph with a partner and find sentences the author gives for his reason and evidence supporting his reason.
They were some of the first people to call for an end to segregation in baseball and provided support to Rickey and Robinson along the way.
When choosing a player to bring into the major leagues, Rickey relied on the knowledge of sportswriters—all of whom agreed that Jackie Robinson had the ability to play in the major leagues and was the right man for the job.
Tell them that this paragraph is the second proof paragraph, which, like the first proof paragraph, outlines another reason and evidence supporting that reason. Focus students on the last paragraph of the essay and tell them this is the conclusion.
Ask students to reread this paragraph with a partner, and then invite volunteers to share which sentences restate the focus and reflect on the topic. For students who may be overwhelmed by too much print on a page: Reduce anxiety and support sustained effort by offering a copy of graphic organizer with one paragraph box per page.
Once students read the article about pennies, they were ready to form an opinion. After discussing the pros and cons with partners, the class took sides. With students divided into two groups, they took part in a spirited Visible Thinking debate called Tug of War. After hearing many of their classmates voice their reasoning for keeping or retiring the penny, the students were ready to get started putting their thoughts on paper. Using the name of a popular cookie is a mnemonic device that helps my students remember the structural order their paragraphs need to take: Opinion, Reason, Example, Opinion.
Because this was our first foray into example writing, we worked through the organizer together. My students did pretty well with the initial organizer and we used it again to plan out opinion pieces on whether sledding should be banned in city parks. Once students had planned out two different opinions, they selected one to turn into a full paragraph in their writer's notebooks.
The organizers made putting their thoughts into a clear paragraph with supporting reasons and examples very easy for most students. With each practice we did, my students got stronger and I introduced different organizers to help them and to keep interest high. Giving each student one sandwich cookie to munch on while they worked on these organizers helped keep them excited about the whole process.
After we worked our way through several of the Scholastic News opinion pieces, my third graders also thought of issues pertinent to their own lives and school experiences they wanted to write about, including: Should birthday treats and bagel sales be banned at school?
Should all peanut products be banned? Should we be allowed to download our own apps on the iPads the school gave us? As we continued to practice, different organizers were introduced. Those are shown below.Reviewing Learning Targets 5 minutes 2. Work Time A. Independent Practice: Planning an Opinion Essay 25 minutes 3. Closing and Assessment C. Peer Critique: Opinion Writing Planning 15 minutes 4. Homework A.
Focus students on the focus question at the top of the Opinion Writing Planning graphic organizer. For students who may need additional support with comprehension: Offer a model written on three colored index cards green for the focus, yellow for reason 1, and blue for reason 2 to highlight the three distinct parts of the focus statement. Remind them that they have discussed their opinion and recorded notes on their Preparing for a Text-Based Discussion: Jackie Robinson note-catcher and new conclusions on their Discussion Notes Form: Jackie Robinson.
Should all peanut products be banned?
With each practice we did, my students got stronger and I introduced different organizers to help them and to keep interest high. I hope you find a few of these tips and my graphic organizers helpful! Click on the images below to download and print. Tech and Multimedia Continue to use the technology tools recommended throughout Modules 1—2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing. They were some of the first people to call for an end to segregation in baseball and provided support to Rickey and Robinson along the way. There are four paragraphs.
It establishes the structure, but also helps students remember to use opinion-based sentence starters along with transition words. Remind students that as they plan their essays, they should use the reasons they just erased in Proof Paragraphs 1 and 2. Giving each student one sandwich cookie to munch on while they worked on these organizers helped keep them excited about the whole process. There are four paragraphs.