Unit Overview

Background

Intended Class and Students:

This unit is intended for a third grade inclusion class. The class is made up of twenty
students, thirteen boys and seven girls. Six of the students have IEPs, four for
developmental delay and two for specific learning disability. Seventeen of the
students are ELs: one level 2, two level 3s, eleven level 4s, two level 5s, and a FLEP.

Brief Description of the Unit:

This unit is about teaching students the genre of opinion writing. Throughout the unit,
students learn what an opinion is, the purpose of opinion writing, and how to craft a
piece of opinion writing. The model used for the writing is the OREO model, which
includes the opinion, reasons, examples, and restating the opinion.

Length of the Unit:

This mini-unit is composed of three lessons. Each class period is 45 minutes, with ~10
minutes for the mini-lesson, ~30 minutes for independent work/activity time, and ~5
minutes to recap, discuss the lesson, and preview next lesson.

Stage 1: Desired Results of the Unit Lesson

MA Curriculum Frameworks Standards or WIDA Can Do Descriptors:

MA Frameworks for Writing
 1: Write opinion pieces on topics or texts, supporting an opinion with reasons.
WIDA Descriptors
 Argue by: Producing persuasive pieces supported by multiple reasons or details
(writing)
 Discuss by: Expressing own ideas and supporting ideas of others (oral language)
Understandings:
 Students will understand that an opinion is how you feel about something.
 Students will understand that the purpose of opinion writing is to convince your reader
to agree with your opinion.
 Students will understand that opinion writing is more effective when you provide more
reasons and examples to support your opinion.
Content Objectives of the Unit: Language Objectives of the Unit:
 Students will be able to identify the  Students will be able to explain what
difference between facts and an opinion is.
opinions.
  Students will be able to identify  Students will be able to discuss their
reasons and examples in opinion opinions with peers.
writing.  Students will be able to express their
 Students will be able to write a piece opinions verbally and through writing.
of opinion writing following the OREO
method.
Stage 2: Assessment Evidence

Forms of Assessment:
Assessments become more formal as the unit goes on. The beginning lesson is
primarily discussion-based, with informal assessment occurring throughout. As the
unit progresses students do more writing with specific guidelines, culminating in a
final opinion letter based on a specific prompt and assessed using a rubric.

Stage 3: Learning Plan

Brief Description of Each Lesson:

Lesson 1:
This lesson introduces students to what an opinion is. Students discuss what they know about
opinions, share their opinion on a variety of topics, and practice determining fact from
opinion.
Lesson 2:
This lesson focuses students from opinions in general onto opinion writing. Students are
introduced to the OREO method of providing evidence for opinions, practice identifying the
elements in a sample piece of writing, and try writing a short piece on their own.
Lesson 3:
This lesson highlights the importance of evidence in opinion writing to better convince the
reader. Students review OREO, recall the role of evidence in writing and how much to
include, and write an opinion letter using three pieces of evidence to support their opinion.

Differentiation Plans (bonus points)

The students in this class require more differentiation for special education needs than ESL
needs. There will be differentiation during the writing process for students with
accommodations. They will work in a small group and have sentence frames provided.

Lesson 1

Stage 1: Desired Results of the Lesson

Content Objectives of the Lesson: Language Objectives of the Lesson:

 1. Students understand what an opinion 1. Students will discuss opinions with
is. peers.
2. Students will be able to tell the 2. Students will write down one of their
difference between fact and opinion. opinions.

Stage 2: Assessment Evidence to be Used during the Lesson

Forms of Assessment:

As this lesson is just an introduction to the concept, most of the class is discussion and
assessed informally. Teacher will monitor student responses during full class
brainstorm and first activity to determine fact vs. opinion. Teacher will circulate
during discussion activity and listen to student ideas and discussion. Formal
assessment will be the exit ticket, where students will write down one of their
opinions.

Stage 3: Learning Plan

Learning Activities:
 “Good morning third graders. Today we’re going to start talking about a new type of
writing called opinion writing. Does anyone know what an opinion is?” Note raised
hands. “Great, it looks like a lot of you know about opinions. Let’s think about what
we know about them.” Call on students. Record responses on board. Include ideas if
they don’t come up (how you feel, not a fact, etc.)
 “Here are some of the important things about opinions. Right now let’s talk about
how opinions are not facts. What does this mean?” Call on students for ideas – people
have different opinions, there isn’t one right opinion about a topic.
 “We’re going to practice deciding which statements are opinions and which are
facts.” Pass out individual whiteboards, markers, and erasers. “I’m going to say a
statement. You’re going to think about whether it is a fact or an opinion then write
which you think it is on your board. When I say flip you’ll show me your boards.”
Write the words fact and opinion on the board for students to copy. Give example
statement “Fish breathe through gills” ask class whether it is fact or opinion. Explain
how they would write “fact” on their board. After explanation move through activity.
o Statements to use: Soccer is the best sport (O). Dogs walk on four legs (F).
Massachusetts is a state (F). Real maple syrup is better than fake (O). –if
students understand, move on. If there is confusion use more examples.
 “Great job deciding what statements are facts and opinions. Who can give me an
example of a fact? An opinion?” Call on students to share multiple examples of each.
 “Now that we know what opinions look like we can practice sharing our own opinions.
When we share our opinions, there are some sentence starters that we can use.
 These include: I think… I feel… I prefer… ____ is better than ___... In my opinion… I
believe…” Write sentence starters on board for students to reference.
 Count off by two to divide groups. (concentric circles discussion) Have one group
stand in a circle facing outwards, and the other group in a circle facing in, each
student standing in front of one in the inner group.
 “Ok, now you’re all facing a partner. What we’re going to do is talk about opinions.
I’m going to tell you two things, and you’ll tell your partner which one you like better
and why. For example if the category was cats and dogs, I would tell my partner how I
like cats better because they can curl up on your lap and purr when you pet them. For
each round, both partners will get to talk about their opinions, the partner in the
outer circle will go first. Let’s start with cats and dogs. Tell your partner which you like
better and why.”
o Give each partner 30 seconds to share their opinion. After both partners have
shared, have students in the outer circle move one person to the left so they
all have a new partner. Repeat process with new topic. Continue discussions
and moving for several rounds.
o Example topics: reading and math, favorite food, favorite season, swimming or
soccer, etc.
o After several rounds have students return to seats on the rug.
 Discuss activity. What went well? Was it easy to think of opinions? Did you have the
same opinions as partners or different? How do you feel about sharing opinions?
 “Today we talked a lot about what opinions are, how to tell the difference between
facts and opinions, and how we can share our opinions. As an exit ticket, fill out the
paper on your desk. For the first two questions, there are two statements; you need
to decide which one is an opinion and circle that. For the third one you are going to
write any opinion you have; it can be one we talked about today or another one.
When I say ‘go,’ go to your desk and fill it out. Don’t forget your name.”
 “Tomorrow we’re going to take what we know about opinions and start writing about
them.”

Supplementary Materials Used (attach in Appendix):

 Exit ticket (Appendix A)
 Lesson 2

Stage 1: Desired Results of the Lesson

Content Objectives of the Lesson: Language Objectives of the Lesson:

1. Students will identify the OREO
elements in a piece of opinion writing.
2. Students will apply knowledge of
OREO elements to write their opinion
on a given topic.
1. Students will read aloud from sample
opinion writing.
2. Students will discuss where OREO
elements are found in a sample piece.

Stage 2: Assessment Evidence to be Used during the Lesson

Forms of Assessment:

Informal assessment will occur throughout the lesson. Teacher will monitor student
responses during full group discussion and initial activity. The piece of writing students
produce at the end of the lesson serves as the formal assessment. Each student will follow
the OREO model to write their opinion about a given topic. Their final piece will be assessed
to ensure that they included each of the four elements of OREO writing.

Stage 3: Learning Plan

Learning Activities:

 This lesson will start with a review of what an opinion piece is. The ideas the students
brainstormed yesterday have been written out as an anchor chart (Appendix B). Call
on students to read each of the bullet points and explain what they mean. Have
students give a thumbs up to show if they understand what opinions are.
 “These ideas all talk about what opinions are. Today we’re going to focus more and
talk about opinion writing. The purpose of opinion writing is to convince your reader
to agree with your opinion. It is easier to convince your reader when you include
reasons and evidence to support your opinion.”
 Introduce OREO poster (Appendix C) – “This is one method we can use to make sure
our opinion writing has all of the parts we need.” Go over each of the elements of
OREO and what they mean. Give examples for each step. (ex. creamy peanut butter is
better than crunchy w/ supporting reason and evidence)
 “Now we’re going to see if we can find each of these elements in a piece of opinion
writing. Yesterday someone shared the idea that mermaids are real. Here is an
example of opinion writing using that idea.” Choral read writing sample. Remind
students what the opinion element means. Call on student to find the opinion in the
writing sample, have students signal if they agree. Repeat with reason, example, and
 final opinion. Highlight how adding the reason and evidence makes the argument for
your opinion stronger and makes it more likely to convince your reader.
 Remind students of opinion sentence starters that are at the bottom of the poster
that they can use when writing their opinions. Call on students to read them out loud.
 “We’ve looked at how you can use each piece of OREO to make opinion writing
stronger. Now it’s your turn to use this method for your own writing. Our class needs
to choose between extra recess and bringing in a toy for our class prize. You’re going
to write an opinion piece about which one you think we should do. Make sure you
write each piece of OREO, telling me which one you think we should do and reasons
why you think that.” Pass out paper and send students to their seats to write. Write
options on the board so students can remember and think about the choices.
 As students are working, teacher works with small group who need extra supports.
Teacher walks through each element of OREO and provides sentence frames for
students to use for each one. Use a mini white board to write sentence frames.
 For the last ~5 minutes of the lesson, bring students back together on the rug. Talk
about how they did writing—what was easier, what was more challenging, any
questions, etc. Read a few examples of model student work. Do another thumbs up
quick check to gauge student understanding of the OREO method. “Tomorrow we’re
going to keep working with OREO and talk about ways to make our writing even more
convincing.”

Supplementary Materials Used (attach in Appendix):

 Anchor chart with class ideas about opinions (Appendix B)
 Anchor chart for OREO opinion writing (Appendix C)
 Sample opinion writing (Appendix D)
 Lesson 3

Stage 1: Desired Results of the Lesson

Content Objectives of the Lesson: Language Objectives of the Lesson:

1. Students will understand that that 1. Students will express their opinions
pieces of opinion writing with through writing.
more evidence are more 2. Students will discuss why it is important
successful in convincing the to support opinions with evidence.
reader.
2. Students will use OREO to create a
piece of opinion writing.

Stage 2: Assessment Evidence to be Used during the Lesson

Forms of Assessment:

This lesson focuses more on the writing, so there will be less discussion time and informal
assessment and more focus on the formal. The teacher will monitor student responses during
the group discussion and turn and talks. After students complete the final letter piece of
writing, it will be assessed using the checklist rubric attached (Appendix E).

Stage 3: Learning Plan

Learning Activities:

 Start the lesson by reviewing the elements of the OREO method. Refer to the chart
(Appendix C) and call on students to read off each element and what it means, as well
as the sentence starters written at the bottom of the poster.
 “The reason and example sections of the OREO process can be thought about as the
evidence to support your opinion. We’ve talked a lot this year about how we can use
evidence to support our writing. What are some things we’ve talked about?” call on
students to respond – evidence to support claims, evidence to support your answer
for multiple choice questions, etc.
 “We’ve used a lot of evidence to our writing stronger. When we were talking about
claims, did we just use one piece of evidence to support it?” students – no. “No. The
more evidence we use, the stronger our writing is. How much evidence have we been
using?” students – three pieces.
 “Today we’re going to be making our opinion writing stronger by adding more
evidence, or reasons and examples. Using three reasons and examples to support
your opinion writing makes it easier to convince your reader, which is our purpose for
the writing.”
  “When you add more reasons and examples, you want to make sure that they all
support your original opinion. I’m going to give two examples of opinion stories about
why you should read the Magic Tree House books. Listen closely and then at the end
I’ll ask which is more convincing.”
o Story one r/e: they’re exciting- there’s always action, they’re interesting- Jack
and Annie meet cool people and solve problems, you learn about different
people and places- J/A go to Wild West, Amazon, knights, etc.
o Story two r/e:
 “Today you’ll be writing an opinion letter. It can either be about what should be
changed about the school or where our class should go on a field trip.” Write options
on board. “You’ll be writing as a letter to either the principal or one of the teachers.
Make sure you write to use the OREO method, but instead of just one reason and
example, you’ll have three that support your opinion”
o Remind students that all letters start with “Dear…,” and end with “From, …”
o “When you’re done, your letter should be in this form” Write on board:
 Dear _____,
Opinion
Reason/example 1
Reason/example 2
Reason/example 3
Opinion
From,
____
 Students go back to their desks and write the letter in their writing notebooks. As
students are working, teacher works with small group who need extra supports.
Teacher walks through each element of OREO with the extra reasons/examples and
provides sentence frames for students to use for each one. Use a mini white board to
write sentence frames. If students finish their letters early and include all of the
necessary parts, have them write a second letter to address the other prompt.
 When there are ~5 minutes left in the lesson, call students back to the rug for a wrap-
up discussion of the lesson and unit. Review content and objectives for the unit. Have
students show with thumbs up, down, or sideways how they feel about each of the
objectives. Phrase the key understandings as questions for students to answer to
ensure they have been met: What is an opinion? What is the purpose of opinion
writing? How can you make opinion writing more effective?

Supplementary Materials Used (attach in Appendix):

 OREO poster (Appendix C)
 Rubric for letters (Appendix E)
Appendix
a) Exit Ticket
Circle the opinions for each number:
1. Whales and dolphins are both mammals. Dolphins are cuter than whales.
2. Everybody should eat a banana for breakfast every day. Bananas grow on trees.
Write one opinion you have about something:
3.
______________________________________________________________________________
______________________________________________________________________________
b) Class ideas on opinion writing
c) OREO method anchor chart
 d) Opinion writing sample

e) Rubric for final letter

Checklist of Elements:

 Opinion clearly stated (1pt) in the first sentence (1pt)

 3 reasons and examples (1pt each)
 Reasons/examples support opinion (1pt)
 Opinion restated at the end (1pt)
 Complete sentences with punctuation and capitalization (1pt)
 Includes letter elements “Dear ____,” and “From, _____” (1pt each)
Points:
1-2 – Insufficient
3-4 – Below Expectations
5-6 – Approaching Expectations
7-8 – Meets Expectations
9-10 – Exceeds Expectations