Opinion Argumentative Writing

Opinion/Argumentative Lesson
Day 1
Grade Level: 2nd
1. Purpose:
Content Objective: Students Will Be Able To (SWBAT):
Students will be able to:
-Brainstorm topics for their writing.
-research
-build knowledge
-be able to gather and organize ideas.
Stage of the Writing Process: PREWRITING
DAY 1
Declarative Knowledge (What is it?):
I will explain the importance of prewriting to the students “It’s important to prewrite so we can
gather and organize our ideas. Prewriting is the first stage in the writing process. During
prewriting you brainstorm topic ideas, choose a side, research and gain ideas and evidence.
Then using a graphic organizer so you can organize your thoughts and ideas in an easy and
convenient way.”
Conditional Knowledge (When and Why):

“ We use prewriting as a first step in the writing process. Use it to organize thoughts and ideas
so that you can better express your point of view and ideas. We use prewriting to help you
with brainstorming and thinking about your side of the argument.”
Procedural Knowledge (How):
● Modeling:
I will model for the students how I brainstorm and think about each side of the issue and
choose a side. “I like dogs better than I like cats so I am going to argue that Dogs are better
pets than cats”. I will also model for them how I gather my reasons and supporting evidence
for those reasons. “Dogs are the better animal because they can play with fun toys. I think
this because my dog is good at playing fetch. My second reason is Dogs are better pets
because they will spend time with you. I take my dog on a walk and he likes it.” I will model
for them how I organize my information into the graphic organizer.
● Guided Practice
I will instruct the students “Think about and decide on your stance and and think about the
reasons why you think that is true.” “Next fill out your graphic organizer with two reason that
support your main topic and two supporting pieces of evidence. ”The students will do this
individually. I will go around and meet with each child to check their work and understanding,
and to provide support.
● Student Reflection
Have students reflect “What have you learned about prewriting? What has been difficult about
prewriting? Discuss and share your answers with a neighbor and/or share their prewriting and
ideas about your topic.”
3. Student Engagement: What engagement principle(s) are you choosing for this lesson?
___X_____choice/autonomy, _________collaboration, __X______competence,
________relevance—real world interaction
I will engage students in this lesson by:
Allowing the students to be creative and brainstorm ideas on whether cats or dogs are better
pets. Working with them to help them organize ideas and reasons.
4. Differentiation
How will you differentiate your instruction for struggling/gifted readers?

I will give more support for the students struggling first, try to simplify the instruction as much
as possible.
5. Writing/Communicating/Assessment: How will you know students have met the

purpose of the lesson? Based on the CCSS standards for opinion/argumentative writing and
the language standards, create a grading checklist or rubric.
I can assess their understanding while meeting with each student while they are individually
working. Also by reading their webs/graphic organizers to make sure they found solid evidence
to support their argument.
Rubric
___ 3 pts clearly chosen a side
___ 4 pts have at least 2 reasons and 2 pieces of evidence to support opinion
___ 3 pts organized thoughts using the graphic organizer
Day 2
Grade Level:2nd
1. Purpose:
- Be able to draft an opinion essay
- Have an introductory and concluding paragraph
- Use linking words to connect the supporting reasons and examples.
Stage of the Writing Process:DRAFTING

Getting all our thoughts and ideas written down
“Drafting is the step after prewriting. It is a time to get all the different ideas and thoughts
written down on paper. You don’t have to worry about the paper being perfect, it is just a
good way to get down your opinion and reasons down without worrying about how the paper
sounds.”

“Drafting is the step that helps take those ideas from prewriting and write reasons why your
side of the argument is right and why your audience should side with you.”

“We are going to use OREO writing to help us write about our opinion. We want to use this
process to help us explain why our opinion right. O stands for opinion, R stands for reasons, E
stands for examples and O stands for opinion.”
DAY 1
● Modeling: (I DO) Review the idea of opinions and what linking words are and how
they will help students opinion writing flow and come together. “With OREO writing,
we need to start with stating our opinion. Writing an opinion sentence can start in
many different ways, such as I prefer, I think, I believe, etc. Give students an example
of an opinion sentence. Here is an example: I believe the best dessert is ice cream.
Now we need to move onto giving reasons why. A few ways you can give reasons is
by starting with I feel this way because, I think this is true because, or the reason I
feel this way is because. Now I will write reasons to why my opinion about why ice
cream is the best dessert. Once I finish writing down my reason I need examples or
evidence to support my reasons why I think ice cream is the best. I can do this by
explaining my idea in more detail, tell a story or give an example situation, or give an
example of what your reason might look like. Now that we have given reasons and
examples we need to go back to O and restate our opinion. Make sure you don’t
change your opinion, just restate it using different words.”
● Guided Practice: (WE DO) Give every student 2 copies of the OREO graphic
organizer and as a class go through both points, “Now that we have gone through the
OREO writing we can are now going to go through each sides of our argument of why
dogs are be better or why cats are better and as a class come up with an opinion
sentence for each and one reason and one explanation on the graphic organizer.”
Graphic organizer
● Student Reflection: (YOU DO) “Now that we have gone through as a class each of
the side of the argument it is your turn to complete the rest of the graphic organizer
for the opinion you feel strongest about. This will help you get all your ideas and
thoughts on the paper.”
DAY 2
● Modeling: (I DO) Use the example that you created in class the day before while
modeling to show the students how to transfer their ideas and reasons into
paragraphs for the introduction, body paragraphs and conclusion. “Yesterday we made
a graphic organizer of our thoughts on why dogs are better or cats are better, today
we are going to transfer our thoughts from our organizer and create an actual paper
with an introduction, body, and conclusion. To help us with this we are going to need
transition and linking words to help us create full sentences.” Go through the different
transition and linking words that students can use and make a list on the board for
them to look at while they are writing
● Student Reflection: (YOU DO): “It is your turn to take your graphic organizer and
create your own writing of the opinion you feel strongest about.” Give students lined
paper and give them time to transfer their ideas from their graphic organizer into
paragraphs on the lined paper. Walk around and help the students who need more
help.
____X____choice/autonomy, _________collaboration, ________competence,
Allowing the students to choose if they side with dogs or cats being a better pet. Work
together to form and come up with ideas.
4. Differentiation
The organizer should be helpful to break down the different portions of the writing. As the
teacher it would be helpful to walk around and talk to students who may have special needs or
need extra help during the student reflection portion of the lesson and ask them questions to
prompt their writing and help them with examples and reasons.

Reading what they have written in their graphic organizer and reading what they have written
on day two.
Rubric
____ 5 points - The writer wrote a beginning where they clearly stated their opinion for the
reader
____ 5 points - The writer provides 3 reasons and examples to support their opinion
____ 5 points - The writer connected parts of her piece using words such as also, another, and
because.
____ 5 points - The writer wrote an ending in which he reminded readers of his opinion.
Day 3
Grade Level:2nd
1. Purpose:

-revise previously written paragraph by exchanging ideas via peer review
- introduce a topic and supply reasons to support one side or the other
- ensure to check for evidence of linking words and concluding statement
Stage of the Writing Process:REVISING

The process of revising allows us to check our writing in order to see if it makes sense. We
must look for BIG mistakes. Some things that we should keep a lookout for are organization
and enough details. We can have a friend look at our paper in order to find all of the things
mentioned.
The revising stage is always done after the drafting stage in the writing process. This stage is
important because we want to make sure other people are able to understand our writing. In
order to convince them of what we believe in.
● Modeling:(I DO) On the projector I have six sentences based on my own cats vs.
dogs opinion. I will use the rubric to act as my own error hunter in order to check off
each of the requirements as I read along. I must reread the passage each time I
check something off. In other words I will now show you how you all must be looking
for one thing at a time. (ex- look for details and then look for organization)
● Guided Practice (WE DO) Now I have a new example paragraph based on the same
topic on the projector. This time you will be the ones reading the paragraph.
Remember that we are looking for BIG mistakes like enough details and making sure
that it makes sense. You will now share with a buddy the big mistakes you have found
and then we will all share together.( Reinforce previously stated instructions)Right
now we only looked at one piece of writing but when you do this on your own, you
will do it for two friends.
● Student Reflection (YOU DO) Now it is your turn do complete the revising process.
You will provide feedback to two peers, and make sure that you follow the same steps
that we just did together.
_______choice/autonomy, _____X____collaboration, __X______competence,
Allowing them to collaborate with two different peers as they revise their previously written six
sentences. Besides as a method of engagement, students with varying writing skills will be
able to provide feedback.
4. Differentiation

Gifted readers can decide to be their own peer editor in order to exercise own revision skills.
While struggling readers can be paired with a classmate with strong writing skills to offer
support. In addition, teacher can work with struggling students in a small group setting in
order to provide extensive support.

I will know based on informal observation walking around the classroom and the following
rubric which will guide students in the revision process.
Revision Checklist
Linking words- because, so, therefore (at least 2)
Concluding statement- does the student summarize what

they believe in the final sentence?
Count for a total of six sentences
Enough details- does your classmate explain why

dogs/cats are better?
Give a positive comment- what did you like about your
Day 3
Grade Level:2nd
1. Purpose:
Students will be able to edit their paper and correct it of grammatical mistakes.
Script: “We are going to edit our papers. We will read through it and correct any
spelling errors and make sure our punctuation is on there and correct.”
Stage of the Writing Process:EDITING

Going through your paper and correcting grammatical errors and spelling mistakes.
“Editing is making sure your paper is free of errors that could make it harder to
read. We fix our mistakes and make sure our work is ready to show off.”

Editing is a skill you need to make all your work better, you will use it for all your schooling
and in the workplace to make polished and proper pieces of work.
“We edit our work, to make sure it is ready to show. This is a skill you will use all
your life when you write papers, fill out information and any time we write things.”
● Modeling:
Have a paragraph on the board where I have grammatical mistakes apparent. Go through as a
class and correct them.
“So far, our paper reads….
My favorite animal is a dogg. Dogs can play with cool toys. My dog
can catch a frisbee? Dogs can spend time with you. I take my dog for
walks every knight. dogs are better than cats. “
“Ok let’s first look for spelling mistakes. Can you find any?”
“Ok let’s find any punctuation errors. Can you find a place where we are
missing the correct punctuation?
“Ok can you find where we missed to put a capital letter?”
● Guided Practice
Have an editing checklist where they can go through their own papers while I walk
around and help with any questions they have.
“Please look at your own paper. We are going to trade with a partner. First,
can we check for spelling errors? Please circle any misspelled words”
“Ok now please look for punctuation errors. Please correct them and circle
them.”
“Ok now please check that capital letters are used and correct them if they
are not.”
Peer review would fit well here where they could go through each others paper and find any
mistakes or left out corrections. Students could have a conversation about missing their own
mistakes but being able to catch others because of having fresh eyes for a piece of writing.
“Ok please talk to your partners and take turns talking about what you noticed in
their paper.”
________choice/autonomy, ______x___collaboration, _____x___competence,
Making sure they know the importance of editing and correcting mistakes.
4. Differentiation

Scaffold the editing process. I would work with them on reviewing their papers and guide
them to find mistakes and help them correct them.

Completing the editing checklist fully and having corrections on their paper will be sufficient
for points. Having some corrections but not going through thoroughly will be half points.
Rubric:
Made many corrections to Made little corrections, but Did not attempt to make
their paper (5 points) not fully reviewed (3) corrections to their paper (0)
Completed the editing Completed partial checklist Did not try to use editing
checklist fully (5 points) (3) checklist (0)
Day 4
Grade Level:2nd
1. Purpose:
Students will be able to present their work with an audience.
“Now that you have rewritten you paper neatly, you will share it with your partner
you worked with before and they will tell you what they like about your paper,
then we will present individually in front of the class.”
Stage of the Writing Process:PUBLISHING

Presenting their work to the teacher, a partner, a group or other audience. For the purpose of
this activity, I would have them present in front of the whole class. Being able to have an
image that they can present that relates to their paper.
“Publishing is sharing your work with another person. So someone else can learn
about what you did.”

After completing a piece of work, you can show it off to others.
You show off your work to share your findings with other people.
“You Publish and share your work after you have finished something. You do this
to show someone else what you did, because it is good to share the things we do.”
● Modeling:
I would show off my final product in front of the whole class, and go through the steps of
presenting my information.
I would explain my topic, present my piece, and then conclude. I would also present the art
piece I used to accompany my paper. For my personal presentation on Cats VS Dogs, I would
talk about why I believed dogs were better, present my supporting arguments, conclude and
have an art piece of a dog.
“ I will present now for you. This is my paper and I wrote about why I love dogs.
My evidence is that they can play with cool toys and they spend time with you. I
love dogs more than I love cats.”
“ I also drew this picture of me and my dog.”
“We are going to take a few minutes to color a picture to go along with our
presentation after you talk to your partner about your presentation.”
● Guided Practice
I would have them work in small groups practicing their presentation and jump in if I felt they
needed more instruction for presenting. Having them practice showing a partner their art as
well.
“Now please turn to your partner and tell them about your paper, making
sure to state your topic and your two reasons.”
“Now please give feedback and then we will color a picture for our paper.”
“Ok now we will present one by one in front of the class. I’ve written “Topic.
Evidence 1, Evidence 2 and conclusion on the board so you can remember
what to say.”
“We are going to go around the room and talk about something we liked about this
project.”
________choice/autonomy, _________collaboration, ________competence,
_____X___relevance—real world interaction (Real world interaction, being able to explain)
Teaching them to be proud of their work. I want them to be confident in their abilities and
have the skills to present knowledge to others.
4. Differentiation
What’s nice about publishing at this grade level, is I would have them attach pictures to
accompany their work, so they can use the pictures to go along with their information.

For publishing, I would have them present their information to the class. I would just grade on
them presenting the information or not, and if they were able to successfully talk about their
topic. If they were absent when we presented to a partner, I would have them present it to
me for full credit.
Stood up and presented all Stood up and presented Did not present or makeup
or most of their information some information to the class presentation (0)
to the class. Gave thorough (3)
explanation (5)
Had an accompanying Had something to Had no art or image to
picture or pictures when accompany the piece, a accompany their
presenting (5) partial picture or some sort presentation (0)
of image not fully completed
(3)
Final product: EXAMPLE
My favorite animal is a dog. Dogs can play with cool toys. My dog can
catch a frisbee. Dogs can spend time with you. I take my dog for walks
every night. Dogs are better than cats.
Grading Criteria:
● The unit includes a writing prompt that includes: Purpose, context, audience,
time limit, length, revision, type of writing (genres)/text structure, and how will
writing be assessed.
● The unit is spread out realistically over multiple days to allow for explicit
teaching of all the stages of the writing process. This means you will use several
of these templates when planning your lesson plan.
● Each lesson plan follows the explicit teaching framework at each stage of the
writing process.
● The stages of the writing process are included, with explanation, modeling,
guided practice, and reflection at each stage. The stages are accurately
represented.
● The unit includes appropriate inclusions of differentiation and engagement
principles.
● Grading criteria is included and accurately assesses quality writing at that target
grade level.
● All accompanying materials needed to teach each lesson are included in what you
submit via Canvas (i.e., texts used to gather information, sample
opinion/argumentative piece you used for modeling, graphic organizers, etc.).
● The unit incorporates thematic instruction.

Opinion Argumentative Writing

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Opinion Argumentative Writing

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Opinion/Argumentative Lesson

Grade Level: 2nd

Stage of the Writing Process: PREWRITING

Conditional Knowledge (When and Why):

Procedural Knowledge (How):

How will you differentiate your instruction for struggling/gifted readers?

5. Writing/Communicating/Assessment: How will you know students have met the

Declarative Knowledge (What is it?):

Conditional Knowledge (When and Why):

Procedural Knowledge (How):

How will you differentiate your instruction for struggling/gifted readers?

5. Writing/Communicating/Assessment: How will you know students have met the

Content Objective: Students Will Be Able To (SWBAT):

Stage of the Writing Process:REVISING

Declarative Knowledge (What is it?):

Procedural Knowledge (How):

How will you differentiate your instruction for struggling/gifted readers?

5. Writing/Communicating/Assessment: How will you know students have met the

Linking words- because, so, therefore (at least 2)

Concluding statement- does the student summarize what

Count for a total of six sentences

Enough details- does your classmate explain why

Give a positive comment- what did you like about your

Declarative Knowledge (What is it?):

Conditional Knowledge (When and Why):

Procedural Knowledge (How):

How will you differentiate your instruction for struggling/gifted readers?

5. Writing/Communicating/Assessment: How will you know students have met the

Students will be able to present their work with an audience.

Stage of the Writing Process:PUBLISHING

Declarative Knowledge (What is it?):

Conditional Knowledge (When and Why):

Procedural Knowledge (How):

How will you differentiate your instruction for struggling/gifted readers?

5. Writing/Communicating/Assessment: How will you know students have met the

Final product: EXAMPLE

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