Students learn about the elements of opinion writing and choose a claim statement for their writing. At the end of the lesson, students are going to: 
- Examine and analyze samples to determine the components and strategies employed in opinion writing. 
- Write two assertions or stance statements that express your opinions on two different topics. 
- Select a single claim statement, then fill out an organizer that provides evidence and justification for the claim.

- 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. 
- Counterargument: An argument that is against, opposite of, or contrary to your opinion. 
- Direct Address: Talking specifically to your reader by writing his or her name at the beginning or end of a sentence. 
- 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. 
- Tag Question: A question that is added at the end of a statement that addresses the reader.

- access to the Internet and a media projector 
- Time for Kids writing sample: http://www.timeforkids.com/files/homework_helper/aplus_papers/PersuasiveSampler.pdf 
- class viewing copies of essays on the topics of visiting the capital and getting a pet turtle (LW-5-1-2_Going to the US Capital and LW-5-1-2_The Perfect Pet) 
- student copies of the Opinion Writing Techniques/Strategies handout (LW-5-1-2_Opinion Writing Techniques-Strategies) 
- class viewing copy and one copy per student of the Opinion Writing Map organizer (LW-5-1-2_Opinion Writing Map)

- Assess each student's comprehension of the subject matter by observing their engagement in class discussions and their performance on the Opinion Writing Map.

Direct Instruction, Modeling, Active Participation, and Scaffolding 
W: Students go over the intent and role of opinion writing. In writing, students discover ways to substantiate a claim or position statement. 
H: Students evaluate the effectiveness of various support arguments (logical reasoning, facts, and details) found in literature and student essays. 
E: As they brainstorm possible topics for an opinion essay, students finish a handout on techniques and strategies. Underline how important it is to write succinctly and clearly, and when appropriate, address the reader. 
R: Before writing an opinion piece, students examine the sources. To assess their understanding of the various writing techniques, students use the Opinion Writing Map and peer discussion. 
E: Students can present their position statement and a list of potential sources of evidence to the class. 
T: All learners are expected to participate in the activities on an auditory, kinesthetic, and visual level. 
O: To reinforce each lesson, there are breaks in between the learning activities for discussion and individual work. 

Focus Question: What are some strategies for writing opinions, and how do you apply them?

Part 1

"What strategies are used in opinion writing? " (Facts, details, and logical reasoning) "The purpose of opinion writing is to communicate your viewpoint to your audience. What do we mean by the audience when we write? (the person or people who will read or hear what you have written) "How you write will be influenced by your probable audience. There are two possible styles for your writing: formal and informal. Formal writing appears professional and is frequently about an important or serious subject. Informal writing may be about something more lighthearted or enjoyable and have a more conversational tone as if you are speaking with your audience. You will write in a more formal style if your reader is an adult. A more casual style is appropriate if your audience consists of a friend or fellow student." Allow students a few minutes to decide which style they will use based on their intended audience and topic.

Language Skills Mini-Lesson

"Let's look at two more straightforward approaches to addressing your audience: tag questions and direct addresses. Because of their extreme subtlety, they are "not obvious. By using them, you can help your readers feel as though you are speaking with them directly rather than having them read a faceless essay. It is recommended that you rehearse these techniques regardless of the writing style you choose for this essay. I Wanna Iguana employs these strategies in its narrative. Let's go back and review a few sentences that demonstrate these strategies."

“You don’t want that to happen, do you?” (When Alex tells Mom that Lurch ate the iguana.)

“Are you sure you want to do this, Alex? [Mum asks Alex again about the iguana.]

"What type of punctuation is used at the end of the first sentence?" (A question mark) "What is the question-like portion of the sentence?" (do you?) "How would you punctuate the sentence's end if you read the first part?" (A period ) "Why?" (It is not a question; it is a statement.) "How are the sentence's two parts separated?" ( a comma) "A tag question is a question that is added at the end of a statement. The verb used in the statement is always opposite the verb used in the tag question. This indicates that a positive verb in the statement will result in a negative verb in the tag. If the verb in the statement is negative, the verb in the tag will be positive. Let's take a look at some more examples." Write these sentences for the class.

That's accurate, isn't it?

You get my point, don't you?

He doesn't get it, does he?

She doesn't agree, does she?

Engage students in the process of going over the sentences, highlighting any positive or negative verbs in the statements, and then circling the opposites in the tags. Remind students that using a tag question allows them to feel like they are a part of the argumentative conversation rather than being lectured at.

"You can also address your readers directly with the second sentence in the book, 'Are you sure you want to do this, Alex?'" "What is the sentence's last word?" (Alex) "Which punctuation mark appears before the name?" (a comma) "Why?" (It detaches the name from the question.) "This is known as a direct address. This tactic allows you to speak to your reader directly. A comma can be used to separate the name at the start or end of a sentence. Try addressing these sentences directly." Write these sentences for the class.

__________, pay attention to my argument.

I think this is a crucial point,__________.

I recognize the issue, __________.

__________, I am aware that this is a perplexing matter.

Allow students to propose names for the sentence frames. It is important to note that the name is always separated from the rest of the sentence by a comma. In every sentence, highlight the comma.

Give students practice writing direct addresses or tag questions in sentences. Each partner should identify the type of sentence that each is and make sure that the comma is inserted correctly in each. After that, gather the sentences to make sure everyone understands them.

Part 2

Review sections of an opinion essay with students. This essay sample demonstrates to students how to structure and write well. It is available at http://www.timeforkids.com/files/homework_helper/aplus_papers/PersuasiveSampler.pdf 

Give the students the Opinion Writing Techniques/Strategies handout (LW-5-1-2_Opinion Writing Techniques-Strategies) and the essays on visiting the US capital and obtaining a pet turtle (LW-5-1-2_Going to the US Capital and LW-5-1-2_The Perfect Pet). Discuss the two papers' structures and tactics (logical argumentation, factual information backed by research), paying close attention to the way the essays are organized. Examine the paragraph structure and consider whether "each paragraph presents a single idea or claim, or does the author combine multiple ideas or claims in a single paragraph? What methods do the writers employ? Is it possible to determine the target audience for every choice? Is it evident what each writer believes or desires? Are there any suggestions anyone could make to improve the papers?" Have students complete their visiting-the-capital essay handout after you model how to fill it out.

Choose one of the papers for a large-group discussion, then work together to revise it to make it stronger. Maybe it needs more evidence from research or facts, for example. Make notes in the margins about potential revisions. Concentrate on the claim, or main idea, to wrap up the paper. "How does the author start?" ask students. "What is the author's viewpoint? What are some recommendations for improving it?" Rewrite the position statement to make it more persuasive, taking the advice of the students. Keep this writing assignment handy for later use.

After that, walk the students through the process an author goes through to create a position statement or claim from scratch. Take a look at each sample essay's claims. Highlight the elements of each: clearly stating an opinion and a summary of the logical reasoning and facts that support the opinion.

Ask, "Do you remember when we were debating whether broccoli was the best vegetable? Let's now act as though broccoli is the greatest vegetable ever, and we want it for lunch every day. With whom could we express our viewpoint?" (Adults such as the school board, principal, etc.) "Let's write a claim or position statement while considering our target audience." Create a claim by utilizing the students' suggestions. "Using our list from the other day, we will now attempt to work on our own claim or position statement."

Encourage students to review the list of topics they wrote about in Lesson 1 about which they feel strongly. If they would like, let them add to this list. Next, ask students to choose two subjects that most strongly resonate with them. Remind the students to consider who their target audience is. Ask students to prepare a claim or position statement outlining their viewpoint on the subject of their choice and the evidence supporting it. Give them ten minutes to write their sentences, then share with the class what makes a strong position statement—a concise declaration of opinion backed up by evidence.

Ask students to present their position or claim in small writing groups so that others can offer suggestions on how to strengthen their sentences. Meet with each small group to go over the revised statement from the shared writing session. Find out if there are any more ideas for improving the statement. Check for understanding and offer comments to the students during this time.

Part 3

"We will now begin writing the main body of our opinion paper on broccoli, allowing you to observe how a writer organizes their thoughts."

Utilizing the opinion writing map (LW-5-1-2_Opinion Writing Map) as a guide, carry on the collaborative writing project about broccoli that was initiated in Lesson 1. First, just present the main idea. Fill in the box labeled "Claim/Position Statement" and cover the remaining space on the page. Then, move the paper to the right, displaying the three boxes labeled "Main reason." Collaborate with your students to identify three primary arguments in favor of the assertion or position statement that broccoli is the greatest vegetable. Fill in these boxes with your words. Ask students to provide logical arguments, supporting details, facts, or examples for each major point. For the remaining two reasons, follow the same procedure.

After that, give each student a blank copy of the Opinion Writing Map (LW-5-1-2_Opinion Writing Map), which they can use to write a claim or position statement. Note: Students can complete this online at https://www.readwritethink.org/files/resources/interactives/persuasion_map/ to finish it from home.

Each student must choose a claim or position statement that they wrote during the previous assignment. Ask students to fill in the Main Idea: Claim/Position Statement box with their sentence, covering the remainder of the paper. After they're done, ask them to slide the paper over so the three boxes for the main reasons are visible. Give them 15 to 20 minutes to fill these boxes with sentences. Make sure to circulate the classroom, offering assistance to students who are struggling to come up with an explanation. Next, ask the students to provide facts or logical justifications for each reason. Give students enough time to finish this section of the story map. Once more, follow up with students to offer assistance as required.

Note: For Lesson 3, make sure you save the completed maps.

Extension:

As the students get ready to write their essays, have them finish the Opinion Writing Techniques/Strategies handout (LW-5-1-2_Opinion Writing Techniques-Strategies).