After being introduced to opinion writing, students start compiling a list of subjects on which they feel strongly enough to express their opinions. At the end of this lesson, students are going to: 
- Explain and provide examples of the distinctions between opinion and fact.
- Read opinion writing to determine that it starts with the formulation of a claim or position statement.
- Use the right words and acknowledge the audience's role when expressing your opinions in writing. 
- Acknowledge that opinion writing needs specific components, such as the use of facts, logical arguments, and supporting details. 
- Learn the strategy for handling potential rebuttals. 
- Make a list of potential topics for an opinion essay, select one, and prepare a draft of it.

- How do linguistic conventions and grammar affect written and spoken communication? 
- What is the objective? 
- Why do authors write? 
- What makes writing clear and effective? 
- Who is the target audience? 
- What will appeal to the audience the most?

- Audience: The person or group of people you are writing to or communicating with. 
- Claim: An assertion or statement of something like an opinion as fact. 
- Conjunction: A word (e.g., but) that connects words, groups of words, or sentences; conjunctions show connections between ideas. 
- Counterargument: An argument that is against, opposite of, or contrary to your opinion. 
- Fact and Opinion: A fact is a statement that can be proved. An opinion, in contrast, is a statement that reflects the writer’s or speaker’s beliefs or feelings.

- sticky notes
- short sample essay (LW-5-1-1_Sample Essay), class viewing copy and copies for each student
- Karen Kaufman Orloff. (2004). I Wanna Iguana. Putnam.
- Opinion Writing—Prewriting organizer (LW-5-1-1_Opinion Writing-Prewriting), one copy for each student

Keep note of which students participate in class discussions orally. This indicates whether or not they are understanding the lesson's primary points. Additionally, assess the students' performance on their written assignments and give them feedback.

Explicit instruction, modeling, scaffolding, and active engagement 
W: Students study how to write opinions in both written and spoken forms of communication, as well as the strategies used to connect with their readers. 
H: Students begin by examining the techniques used in opinion writing. 
E: To investigate the application of opinion writing strategies and the qualities that make them successful, students finish a shared writing assignment. 
R: After conducting an individual analysis of opinion writing strategies, students get to present their findings to the class. After that, students are free to reconsider their analyses. 
E: Group activities foster conversation about the key lessons learned about audience and opinion writing in the classroom. In addition to providing an opportunity for students to voice their opinions and seek clarification, students' participation in these activities and completed worksheets serve to demonstrate their general understanding of the concepts. 
T: From students learning the material for the first time to those who already understand the fundamentals, these activities make information accessible to all skill levels of learners. Interaction is an option for students who are kinesthetic, auditory, or visual. 
O: To reinforce each lesson, there are breaks in between the learning activities for discussion and individual work. 

Key Question: What is the definition of opinion writing?

Part 1

Make two statements: one stating a clear fact, and the other your opinion. "I made two claims. One is based on fact, while the other is a personal opinion. So which one is it? What distinguishes a fact from an opinion?" (A fact can be defined as an idea or thing that is real or true. An opinion is a point of view, belief, or judgment about something. Opinions cannot be proven, but facts can.)

On a large sheet of paper, write your opinion. For example, "Broccoli is the best vegetable." Ask students, "Is this statement a fact or an opinion?" (A opinion) Separate the document into two sections, titled "agree" and "disagree." Give students sticky notes to write their names on. Students take turns placing their sticky notes in the column that corresponds to where they stand on the statement. After every student has had a turn, have a group discussion about the findings. Invite students to share why they cast their votes in the way that they did.

Next, divide the class into smaller groups based on whether they decide to support or oppose broccoli. Assign students to these small groups, and have them write a list of arguments for or against broccoli being the best vegetable. Introduce the terms "claim" and "support." "Your claim is your opinion or position on a matter, and you must substantiate it with facts and logical reasoning to demonstrate that it is a worthwhile opinion." Allow them to finish this task in about fifteen minutes. "Your list ought to consist entirely of reasonable justifications for your position, as well as specifics and facts you are aware of." Next, request that each group present its list. Ask students to vote in groups of three on the top arguments for and against broccoli being the best vegetable. They can then write down their votes on separate pieces of paper to refer to them later.

Part 2

"Can someone tell me about a time when you felt strongly about something?" Ask students to reflect, and then share their ideas with the class and their partners.

"Examine the definitions of "audience" and "opinion" and help students develop their distinction between fact and opinion. "Opinion writing" is defined as writing that aims to express the author's viewpoint. Those who may read this opinion are the audience. The writer needs to be aware of this to ensure that the reader understands. For example, if you were writing to a friend rather than a parent or teacher, you would use different wording. You must tailor your writing to your intended audience. When expressing an opinion, you should back it up with facts and logical arguments, or you can draw on the work of others to bolster your position. Now let's examine a student's opinion essay."

To the class, read the brief sample essay (LW-5-1-1_Sample Essay). It may be beneficial to provide each student with a copy of the essay or to have it available for viewing in class. Spend a few minutes discussing the essay's analysis after the class has read it. Make the following inquiries:

"What is the author's position, assertion, or opinion?"

"Who might be the author's audience?"

"What facts, evidence, and/or analysis does the author provide to support his or her point?"

"What refutation, opposing viewpoint, or counterargument does the author address?"

When finished, begin the transition to independent writing by asking, "What are some things about which you have a strong opinion? What is the best sport? Which is your favorite subject at school? Do you think that those who bully others ought to suffer harsher penalties? Is there a particular charity that you believe your family should donate to?" List roughly five concepts. After that, assign each student to write a list of topics (passions) on which they feel strongly. Give students time to discuss their lists. We'll utilize these lists for upcoming projects.

Part 3

Flip through Karen Kaufman Orloff's book I Wanna Iguana, but stop reading at the page where Alex signs himself "Alex the Financial Wizard." "What does Alex have a strong opinion about?" (getting an iguana) "Who is Alex's target audience?" (mom) "What do you think about Alex's reasons for getting the iguana?" Have students assess whether each point is factual or logical after you go over it with them.

"Alex not only has an opinion, but he is attempting to persuade or convince his mother to agree with him. He tries to convince her by using details, arguments, and logical facts along with emotional appeals. To persuade the reader to feel a particular way, persuasive writers employ a technique called emotional appeals. Emotional appeals are grounded in emotion rather than fact. Could you provide an instance of an emotional appeal that Alex employs?" (If I don't take it, he goes to Stinky, and Lurch, Stinky's dog, will eat it. Do you want that to occur?) "We will only concentrate on providing facts, logical arguments, and specifics to back up our opinions in our writing. We are not attempting to persuade; instead, we are forming a well-supported opinion."

Ask students to write one sentence expressing their belief about whether Alex ought to own an iguana. Ask them to compose a bulleted list of facts and logical justification for their decision after they've made it. When they are done, students should discuss their responses with a companion. Evaluate students' comprehension by reading their answers and providing feedback. After that, read the story's conclusion.

Part 4

"Today, we will go over the knowledge we have already acquired regarding opinion writing. I'll give you a piece of paper so you can start prewriting your opinion essay." Distribute copies of the activity sheet (LW-5-1-1_Opinion Writing-Prewriting) titled "Opinion Writing." "Choose a topic to write about from your list. Utilizing your idea, finish the prewriting paper."

Ask students to choose a topic from the list that they feel strongly about. Ask them to express that idea in a sentence. After deciding on a potential audience, they should write two or three sentences that either support their position with facts or sound reasoning. Check for understanding and offer comments on the prewriting organizer that the students have completed.

Language Skills Mini-Lesson

Teach the following mini-lesson to students to provide them with tools for their opinion writing.

"You will provide arguments for your position in the draft of your opinion paper that you eventually write. A good writer will also provide a counterargument, which is why someone may disagree with them. The author will then respond to the counterargument by trying to disprove, minimize, or otherwise minimize it. This is known as refuting the counterargument. For instance, if you were writing a paper expressing your belief that broccoli is the greatest vegetable, you may acknowledge in it that "some people may say that broccoli is smelly," but you could also counter that "but cauliflower is much stinkier." After providing a counterargument or explanation for why some people might disagree with you, you demonstrate why it is illogical or a weak argument. You'll probably use the conjunction "but" because this is what you'll be doing in your opinion paper. We will study this word's definition in greater detail as well as its proper usage in writing. Let's hear this word in a few of the story's sentences: "I Wanna Iguana.” Reread these sentences aloud to the class.

“I know you don’t think I should have Mikey Gulligan’s baby iguana when he moves, but here’s why I should.”

“I’m glad you’re so compassionate, but I doubt that Stinky’s mother will let Lurch get into the iguana’s cage.”

“Tarantulas are quiet too, but I wouldn’t want one as a pet.”

“I know I have a brother, but he’s just a baby.”

Write these sentences in the classroom. "Now let's define the term "but." "Which part of speech is it?" (A conjunction) Write the conjunction out for the students. "What are the functions of conjunctions? In sentences, what is their function?" (Conjunctions demonstrate connections between ideas by joining words, groups of words, or sentences.) Write the definition down for the students. "Apart from the word but, there are numerous other conjunctions that can be used: or, and, so, and many more. Let's just discuss the function of the conjunction "but" in sentences."

"Go back and read the sentences. What follows the word "but" in these sentences? (After "but", an opposing or contradictory statement is made.) Discuss each sentence with the class and provide clear examples to support it. "The word "but" is used by skilled writers to alert readers that an opposing argument or reason is about to be presented. "But" aids readers in getting ready to read a different perspective from the one the sentence started with. Let's try this out. Use a statement that contrasts with the sentence's opening to complete these sentence frames."

I enjoy napping a lot, but __________.

During lunchtime recess, the playground is usually packed, but __________.

He is aware that the math worksheet appears straightforward, but __________.

They're willing to assist, but __________.

She rarely goes there, but __________.

Extension:

Offer students articles with opinions written in magazines, newspapers, and other publications. Ask students to locate samples of opinion writing and note the viewpoint, the message being conveyed, the arguments made, and the supporting details.