SLIDE 3 4/11/2014 3
Have an Have an Opinio Opinion? Use the: Use the: What-Why-H
gy
WHAT do WHAT do you you think? ink? This This is is you your opinion
Sometimes s a singl single sent senten ence will ill be a all you ll you need.
can n also t so think ink of
it a as you your main in idea idea if if you you’re re writ iting ing an essa
you’re w re working rking on
research ch pa paper, this w per, this would d be be you your thesis. thesis. WHY WHY do do you you t think ink it it? Opinio Opinions don don’t just pop st pop up ou
t of nowhere for nowhere for no no WHY WHY do do you you t think ink it it? Opinio Opinions don don t just st pop pop up ou
nowhere for no no reas ason at
If you’ u’ve g got t an an op
n, you’ u’ve g got t a a reas ason
for it, an and often
more re than one. Ca
n’t t think of ink of a rea reason?
Mayb ybe e you your opinio
isn’t rea really w lly what you you t think. ink. HOW HOW do y you kn u know?
As the s the saying goes goes: : “Ever veryone’s en enti titl tled to thei to their
” But are you really? But are you really? Where’ Where’s you s your proof proof? Wha What examples examples or
evid eviden ence can you n you come up me up with to with to ma make ke you your point point? For every rea For every reason
you shoul
have at l at leas ast t on
e exam ample or ple or other
kind of proof. proof.
Th The e key t key to a successful a successful arg argument nt is g is great eat support support.
Anchor Charts for Opinion Writing Anchor Charts for Opinion Writing
OREO OREO – Graphic Organizer Graphic Organizer
Opini Opinión Razone Razones Evid Eviden enci cia o ejempl ejemplos Opini Opinión
Chart to Chart to he help lp stude students build ts build the their opinion ir opinion – by by giving m giving more re re reasons/examp asons/examples, the es, their opinion is ir opinion is
- nly stre
- nly strengthened
ngthened
Overview of Opinion/Argument Within this unit of study, students will learn that writing argument essays involves not only writing an essay in which they make a clear claim and then shift towards including evidence. Students will learn that the challenge is also to reach and influence readers. There will be evidence that students write with readers in mind—sometimes directly addressing readers, sometimes writing in ways that show they are trying to evoke a response in readers, sometimes using voice to try to win friends and influence people. As you continue through the unit, you will confer with students one-on-one and monitor their progress in writing. You will note whether they state a clear claim and give reasons and supporting evidence. If necessary, you can create a small group for students who need extra support in developing one clear
- stance. You will also note their structure and organization. A group (or perhaps
the whole class) may benefit from extra instruction on strategically ordering the sections of their essay and the information presented within each section. You will also probably find some students that need support with introductions, conclusions, and/or transitions to make the ideas in the essay flow smoothly. ~ Adapted from Lucy Calkins Grade 4/5, 2013
