Opinion Writing Unit Overview

Purpose: To argue orally and write an opinion text to give or convince someone of your point of view
Writing Genre: Persuasive texts
Unit outline

Students listen to, read, view, discuss, interpret, and create opinion texts with a focus on statement of opinion, series of reasons and a concluding statement.
In the context of exploring expositions, students develop an understanding of:
• Text structure and organisation.
• Purpose of genre; to give an opinion / argue one side of an issue.
• Purpose of statement of opinion to explain writer’s point of view.
• Reasons / Argument development through a series of statements listed in order of importance.
• Concluding statements purpose to forcefully persuade the reader.
• Using paragraphs to organise ideas and should be about the topic.
• Conjunctions to expand ideas and write more complex sentences
• Modal verbs (e.g. must, should).
• Time connectives to sequence ideas (e.g. Firstly, Secondly).
• Sensing verbs (e.g. think, need).
• Present tense.
• Common and proper nouns to refer to people, places or things.
• Pronouns to refer to common nouns.

Achievement Standard

YEAR 1

Receptive modes (listening, reading and viewing)

By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They
identify that texts serve different purposes and that this affects how they are organised. They describe characters, settings and events in different types of literature.
Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use
knowledge of the relationship between sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise
literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features and interaction skills.

Productive modes (speaking, writing and creating)

Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing,
speech and images.
They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations on familiar topics.
When writing, students provide details about ideas or events, and details about the participants in those events. They accurately spell high-frequency words and words with regular spelling
patterns. They use capital letters and full stops and form all upper- and lower-case letters correctly.

YEAR 2
Receptive modes (listening, reading and viewing)
By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to
communicate factual information.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They
monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships
to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing
content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns.

Productive modes (speaking, writing and creating)

When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as
comparisons. They create texts that show how images support the meaning of the text.
Students create texts; drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and
make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words
and sentences legibly using unjoined upper- and lower-case letters.

Learning Area and Content Descriptors

General capabilities and

Content descriptions to be taught
cross-curriculum priorities

Language Literature Literacy

Language variation and change Responding to literature Texts in context Literacy

• Understand that spoken, visual and written forms
of language are different modes of
communication with different features and their
use varies according to the audience,
purpose, context and cultural
background (ACELA1460)
Text structure and organisation
• Understand that different types of texts have
identifiable text structures and features that help
the text serve its purpose (ACELA1463)
• Understand how texts are made cohesive
through language features,
• Identify aspects of different types • Discuss different texts on a similar
of literary texts that entertain, and topic, identifying similarities and
give reasons for personal differences between the
preferences (ACELT1590) texts (ACELY1665)
Interacting with others
• Listen for specific purposes and
information, including instructions, and
extend students’ own and others' ideas
in discussions (ACELY1666)
• Use interaction skills including initiating
topics, making positive statements and •
voicing disagreement in an appropriate
• Develop the skills to learn and communicate
confidently in listening: reading and viewing;
writing, speaking and creating print; and visual
and digital materials
Numeracy
• Develop understanding about how the
numerical system is used in texts within
everyday environments, including shopping and
food production
ICT capability
Explore how ICTs use symbols and systems to
 including word associations, synonyms, and manner, speaking clearly and varying create and communicate meaning through
antonyms (ACELA1464) tone, volume and pace online shopping, food blogs and cooking shows
• Recognise that capital letters signal proper nouns appropriately (ACELY1789) • Use a range of digital technologies to create,
and commas are used to separate items in • Rehearse and deliver short publish and present learning
lists (ACELA1465) presentations on familiar and new
Expressing and developing ideas topics (ACELY1667) Critical and creative thinking
• Understand that simple connections can be made Interpreting, analysing and evaluating • Sequence instructions using new vocabulary
between ideas by using a compound • Identify the audience of imaginative,
sentence with two or more clauses usually linked informative and persuasive Personal and social capability
by a coordinating conjunction (ACELA1467 texts (ACELY1668)
• Develop communication skills for conversation
• Understand the use of vocabulary about familiar Creating texts in everyday situations including social
and new topics and experiment with and begin to • Create short imaginative, informative interaction at meal times, shopping and giving
make conscious choices of vocabulary to and persuasive texts using growing reasons for personal preferences, and working
suit audience and purpose (ACELA1470) knowledge of text structures collaboratively in a team
• Understand how to use digraphs, long vowels, and language features for familiar and
blends and silent letters to spell words, and use some less familiar audiences, selecting
morphemes and syllabification to break up simple print and multimodal elements
words and use visual memory to write irregular appropriate to the audience and
words (ACELA1471) purpose (ACELY1671)
• Recognise common prefixes and suffixes and how • Reread and edit text for spelling,
they change a word’s meaning (ACELA1472) sentence-boundary punctuation
Sound and letter knowledge and text structure (ACELY1672)
• Recognise most sound-letter matches including • Write legibly and with growing
silent letters, vowel/consonant digraphs and fluency using unjoined upper case and
many less common sound-letter lower case letters (ACELY1673)
combinations (ACELA1474)

Teaching and Learning Strategies

• Provide access to a range of opinion / persuasive texts in print, audio, electronic and digital format for students to read, view, listen to and express personal preferences.
• Students use iPad to research unknown words, ensure they record in their vocabulary books
• Provide many opportunities in the beginning for students to orally conduct debates regarding points of view.
• Discuss the format of persuasive writing: title, statement of opinion, series of arguments and concluding statements.
• Read aloud many examples:
- Stop at key points for students to observe the structure: title, statement of opinion, series of arguments and concluding statement
- Identify how an argument always begins with a statement of opinion.
- Discuss the way that language is used to persuade the reader to the writer’s point of view.
- Identify that each argument should contain reasons for point of view.
 - Explore that each argument begins with a new paragraph
- Identify how writers use present tense.
- Identify concluding statements restates the writer’s opinion and summarises the argument presented.
- Explore simple, compound and complex sentence structure.
- Investigate time connectives to sequence ideas.
- Investigate conjunctions to show cause and effect and reason.
- Identify sensing verbs, common and proper nouns and pronouns.
• Present an argument and ask students to present an argument for or against orally and in written format.
• Encourage students to use word wall, when writing opinion pieces. This will extend students tier 2 and 3 vocabulary
• Complete small group and independent oral and written tasks
• Discuss structure and features for an exposition:
- Statement of position
- Paragraphs to organise series of arguments.
- Concluding statement.
- Vocabulary that demonstrates strong opinions for or against.
• Plan independently, identifying a series of arguments that would maintain the reader’s interest for their persuasive text.

Differentiation Assessment

Wave 1 (All learners) Children are given opportunities to demonstrate their knowledge, skills and understanding
• Activate prior learning in orientation through both formative and summative assessment. The assessment is collated and allows
• Discuss and model tasks for ongoing feedback to children on their learning.
• Participation in activities
The teaching and learning experiences throughout the term provide opportunities for
Wave 2 (Support)
students to develop the understanding and skills required to complete these assessments.
• Students requiring support will meet with teacher in a mini guided writing session (after As students engage with these learning experiences, ongoing feedback on specific skills is
whole class instruction), this will include detailed instruction and scaffolding n a smaller provided.
group setting
• Individual teacher assistance
• SSO support The sequence of teaching and learning experiences allows opportunities for teachers to
• Peer support (paired by teacher) gather evidence of children:
• Consideration of NEP requirements • discussing preferences and giving reasons, making accurate observations, selecting, and
• Prompts and use of multimodal recording devices for evidence (iPad) sharing information and explaining processes
• reading, viewing, and discussing a range of digital and print-based narrative texts
Wave 3 (Extension) • analysing narrative language and the way images are used to communicate meaning
• Students requiring extension- all activities are open ended and transformed to allow for Reading fluently and expressively, monitoring meaning and self-correcting using context,
individual abilities prior knowledge, grammar, and phonic knowledge.
• Deeper critical and creative thinking explored through strategic questioning in lessons
 Lesson overview

Teaching and learning plan

Lesson Structure Resources

1 Pre-assessment of prior knowledge - Lesson 1
Power point
Learning intention: Write an opinion piece based on prior knowledge.
Success criteria: A written text sharing own opinion on a topic and reasons for that opinion.
- Pre-assessment
writing template
Tuning in: Lesson 1 Pre Power point – Slides 1, 2 - Read the text ‘Homework should be banned’. Explain to students that this is an opinion text about banning
homework. Explain that this term we will be learning about opinion writing.
- Writing goals
Whole Class: Briefly explain the structure of opinion writing; Title, opinion statement, three reasons, Concluding opinion. 2020 (in file)

Task: Lesson 1 Pre Power point – Slides 3,4 - Show students ‘Dogs make better pets than cats’ slide.
- Explain that they will give their opinion and argue for or against this statement.
- Allow students 30 minutes to complete task. Collect for assessment.

Reflection: Lesson 1 Term 3 Writing Goals PP: Read through the goals on each slide (PP in Lesson 1 folder).
- Students may choose 2 of these goals or think of their own.
- Students write their writing goals for this term in a place of your choosing.

2 What is an opinion? Opinion Power

Learning intentions: To understand what having an opinion means. To justify our opinions/points of view with reasons. point
Success criteria: Explanations for points of views / opinions.

Introduction: Opinion PowerPoint Slide 4. Play Would you rather…

Teacher reads one statement at a time and tells students “If you would like…, stand at the back of the room. If you have chosen …, stand at the front of the
room”. Students decide which option shows their opinion and stand at either the front or back of the room. Teacher asks several students in turn to explain
the reason/s for their decision. Repeat for the other statements.
As an introduction to future work, it would be good to mention the use of the conjunction or to join two ideas in the one sentence.
Whole class:
• Persuasive PowerPoint Slide 5: What does opinion mean? Discuss.
• Slide 6: Read aloud In My Opinion https://www.youtube.com/watch?v=oYtt_CS4o8o Discuss

• People often have different points of view about certain situations or topics.
• Slide 7: Discuss & encourage students to explain and justify their point of view.
• Slide 8: Read Point of View
 • Slide 9: List of opinion starters. Model opinion statements beginning with I think or I believe, etc.

Task: Slide 10: What is your opinion about reading or long car trips or exercise?
In pairs, students discuss their opinion on each topic using opinion language (I think, I believe) and give reasons for their opinion.
One pair takes a turn to share their opinion and the other groups present opposite views. A bit like a mini debate.

Review:
• What have we discovered about opinions?

3 Writing: Opinion & Reasons Opinion Power

point
Learning intention: To write about an opinion using pros and cons and reasons to justify the position.
Success criteria: Written opinion and reasons for that opinion. I Wanna Iguana lift
the flap page to
Introduction: Slide 11. Play Would you rather… print
Teacher reads one statement at a time. Students choose which they would rather and stand on opposite sides of the mat. Each group takes turns to give a
reason for their opinion. Try to make this fast paced … as in an argument.
As an introduction to future work, it would be good to mention the use of the conjunction or to join two ideas in the one sentence.

Whole class:
• Slide 12: Watch Opinion Writing for Kids Episode 1 What Is It? https://www.youtube.com/watch?v=KEK2oGBSsHk (or these videos are on Epic! Just type
opinion video in SEARCH)

Task: Slide 13: Watch: I Wanna Iguana (3.49mins) https://www.youtube.com/watch?v=X7dswe0DuDU

• Discuss the different opinions and make a T chart of the Pros and Cons for each: The boy shouldn’t get an iguana or The boy should get an iguana.
TEACHERS: There is an example of a T chart on this slide but create a new one with the class.
• “Should the boy get an iguana?” template: Students cut out the title piece and paste at the top of the page in their Writing Book. They circle Yes or No
according to their opinion. Students cut out the 4 reasons boxes and paste or sticky tape into their book (as per example on Slide 14). They write a reason
for their opinion underneath each flap.

Review:
• Share work with a partner who had the opposite opinion.

4 Writing: Opinion & Reasons Opinion Power

point
Learning intention: To practice writing an opinion and giving reasons to justify the position.
Success criteria: Written opinion and reasons for that opinion.

Introduction: Slide 14. Play Would you rather…

Teacher reads one statement at a time. Students choose which they would rather and stand on opposite sides of the mat. Each group takes turns to give a
reason for their opinion. Try to make this fast paced … as in an argument.

Whole class:
 Slide 15: Watch: The Perfect Pet (7.44mins) https://www.youtube.com/watch?v=eWa63fkck8g The Perfect Pet lift
the flap page to
Task: print
• Students discuss the pets that they think are the best and share some reasons for their opinion.
• “What animal makes the perfect pet?” template: Students cut out the question section and paste at the top of the page in their Writing Book. They write
their opinion underneath the question. For example: In my opinion the best pet is ______. or I believe the best pet is__________. or I think the best pet
is ________.
• Students cut out the 4 reasons boxes and paste or sticky tape into their book. They write a reason for their opinion underneath each flap.
Review:
• Share work with a partner who had the opposite opinion.

5 For or Against Opinion Power

point
Learning intention: To justify our points of view with reasons.
Success criteria: Students can explain their point of view.

Tuning in: Slide 18: Read For or against

Slide 19: For or against class activity. Teacher reads statements and students agree (for) or disagree (against) with each.

Whole Class:
Slide 20: Watch Hey, Little Ant https://www.youtube.com/watch?v=ruD6L3rJnLc
• Discuss
- What is the boy in the story thinking about doing? What does the ant think and feel about this?
- How is the point of view of the boy different from the point of view of the ant?
- What reasons did the ant use to try and convince the boy to save his life? Hey Little Ant lift
- What do you think the boy will decide to do? the flap page to
- Do you think the boy should squish the ant? Why or why not? print
• Remind about point of view. Explain that the ant is trying to persuade the boy to agree with his point of view. He uses a series of reasons to try and
convince the boy that his life is important and that he should not be squished. Hey Little Ant
• Students make a T chart. For The Boy Should Squish the Ant at the top of one half and Against The Boy Should Not Squish the Ant on the other side of
the chart. Record the reasons included in the story that are for and against. Encourage the students to add their own reasons to each list. Topic
Sentence
Task: Slide 20 continued: Students cut each box where scissors indicate until Opinion writing box. Then they sticky tape the left (Opinion writing) side of the

Opinion Writing
printed sheet Hey Little Ant into their writing book. Students write their topic sentence underneath the Topic Sentence flap (e.g. I believe that the boy should Reason 1
not squish the ant. Or In my opinion the boy should squish the ant.) depending on individual opinion.
Reason 2
Review: Look back at the T chart about the fate of the ant.
- If you are for squishing the ant move to the back of the room. If you are against squishing the ant move to the front of the room.
Reason 3
- As a group, are we for or against the ant being squished? How do you know this?
6 Opinion Topics Opinion Power
point
Learning intention: To identify opinion topics and the structure of opinion texts.
Success criteria: Students list opinion topics and write an opinion piece.

Tuning in: Slide 21: Watch Stella has an Opinion https://www.youtube.com/watch?v=jLQkSCRYqTE

Discuss the structure / parts of an opinion text mentioned in the story.

Whole Class: Slide 21:

• Look at the list of the Stella opinion topics. (the best food is ice cream, we should be allowed to bring toys to school, Ms Merkley is the nicest teacher in
the world) and students add to this list.
• Read slide 21: If you’re having trouble thinking of opinion topics, just think about: what do you love, what don’t you like, what annoys you at school or
home, what would you change if you were in charge of the world, your class, your bedroom?
• Watch Opinion Writing for Kids | Episode 2, Choosing a topic https://www.youtube.com/watch?v=qv4rHG6rrr8 (or these videos are on Epic! Just type
opinion video in SEARCH

Task: Slide 22: Opinion topics

• Read the topic ideas already listed. Students work with a partner to think of their own topics to add to this list. You may want them to write their ideas on
paper and then share with the whole class.
• Write their opinion topics on this slide.
Slide 23: Opinion text structure
• Students will be aware of some structure from the templates used in previous lessons. What did Stella need to include in her opinion writing? (page 18)
Discuss and list the structure that Stella followed to write her opinion text.
• Record the structures that Stella used (title, topic sentence stating her opinion, reasons, conclusion/ending) on slide 23.
• Whole Write: Individual students choose one opinion that is important to them from the list on Slide 22 and have a try at writing an opinion in their
writing book.
Slide 24: Sentence starters. You may want to discuss this slide and keep it on the IWB while students are writing.

Review:
• Students read their opinion writing to a partner.
• Select a few students to read their opinion writing piece to the class.
7 Opinion Text Structure Opinion Power
point
Learning intention: To identify the structure of an opinion text.
Success criteria: Students identify and sequence an example persuasive text. - Sequencing
activity printed for
Tuning In: pairs
In pairs, choose from the following topics:
• Fish Make the Best Pets
• All Children Should Play Weekend Sport

Oral: One partner will argue for and the other partner will argue against the statement.
 The partners will take turns to give their point of view one at a time.
- Share the For and Against arguments with the class (hopefully it will be an animated session). - Scissors, A4
paper for each pair
Whole Class:
Slide 25: Review the structure used when presenting an opinion text.

Task:
Slide 26: Read the text ‘All children should learn to swim’
Slide 27: Read task.
Slide 28: Template of Opinion text structure that students may refer to during the task.
• Give pairs a printed ‘All children should learn to swim’ sheet. Good idea to pair developing and capable readers.
• Students cut out each section of their sheet.
• Partners place each section in the correct order so that the writing makes sense and uses the correct opinion writing structures. Paste onto A4 paper.
• Pairs then label each section (title, opinion, reason 1, reason 2, reason 3, opinion/conclusion)
• Once finished, students can give the piece of writing a sizzling title.

Review
• As a class, discuss answers on slide 29.
• Discuss any techniques used by the students to help them sequence the text e.g. time connectives.

8 Paragraphs Opinion Power

point
Learning intention: To identify paragraphs and understand that each paragraph contains ideas that are connected.
Success criteria: Students recognise and sort ideas into paragraphs.

Tuning In: In pairs, choose one of the following topics:

• Zoos are very important Printed copy of
• Children Should do homework every night Bike riding is the
best hobby for
Oral: One partner will argue for and the other partner will argue against the statement. Have Slide 24 on IWB to encourage opinion language. each pair.
The partners will take turns to give their point of view one at a time.
- Share the For and Against arguments with the class (hopefully it will be an animated session).
Whole Class:
Slide 30: Discuss what a paragraph is and read the definition.
• Read the text ‘Bike riding is the best hobby’
• Read the questions on the slide.

Task:
• Give pairs a printed copy of ‘Bike riding is the best hobby’.
• Students work with a partner to investigate why the ideas and sentences been grouped together in each paragraph. Encourage them to write their
thoughts on the printed copy.
(The ideas in each paragraph go together because they explore the same idea. Introduction / health / fun / being with other people / conclusion)
 Review:
• Pairs share their reasons for grouping the sentences into each paragraph.

9 Paragraph Practice / Opinion Text Structure: Introduction, statement of opinion. Opinion Power
point
Learning intentions: To understand that each paragraph contains ideas that are connected. To identify parts of an introduction.
Success criteria: Students write sentences with connected ideas in the introduction / statement of opinion paragraph.
Topic cards (in file)
Tuning In: Ask the students to stand in a circle. Choose a Topic Card and read it aloud to the class. Ask each student to make a statement about the topic or Julie has a
using opinion language and one reasons for their opinion. Once all the students have had a turn (or they have run out of ideas for that topic), choose another laminated set)
card and repeat the activity.

Class Tasks:
Slide 31: Watch Opinion Writing for Kids Episode 3, Planning to write. https://www.youtube.com/watch?v=KEK2oGBSsHk
• Say to students: Let’s try writing our own opinion text about: Everyone should have a pet.
• First, we need to plan our writing. (Teachers may like to use a graphic organiser as in the video or have students rule their page into quarters as shown on
this slide).

Slide 32: Watch Opinion Writing for Kids Episode 4, Writing an Introduction https://www.youtube.com/watch?v=JmEWpwB85E0
• Discuss the important parts of an introduction paragraph (sizzling start to hook reader’s interest, name the topic and tell your opinion).
• Read through Writing Hooks poster for sizzling start.
• Students have a try at writing their own introduction in their writing book.

Slide 33: Refer to the sentence starter suggestions on this slide to write their introductions.

Review: Students share introduction paragraphs with the class.

10 Opinion Text Structure: Reasons and examples. Opinion Power

point
Learning intention: To write reasons and give supporting examples in paragraphs.
Success criteria: Students write reasons and examples to support their opinion using paragraphs.

Tuning In: Topic Card Activity Ask the students to stand in a circle. Choose a different Topic Card from the previous lesson and read it aloud to the class. Ask
each student to make a statement about the topic using opinion language and one reason for their opinion. Once all the students have had a turn (or they
have run out of ideas for that topic), choose another card and repeat the activity. One might be about the beach (playing at the beach is better than playing
with toys) before our excursion to the Marine Discovery Centre.

Whole Class:
Slide 34: Watch Opinion Writing for Kids Episode 4, Writing reasons and examples. https://www.youtube.com/watch?v=KEK2oGBSsHk
• Read the definitions for reasons and examples provided on the slide.
Slide 35: Modelled Writing: Topic: Summer is the best season. The title and opinion statement are already written.
• Ask students to brainstorm three reasons why summer is the best season (e.g. I think/I believe summer is the best season because…)
 • Together write the three reason paragraphs.

Task:
• Students look at the plan they made for the Opinion Writing topic Everyone should have a pet and check they are happy with the simple, one word
reasons they wrote.
• Students now turn the reason they wrote on their plan into sentences to complete a paragraph for each reason. The sentences will include supporting
examples and facts.
Slide 36: Refer to the sentence starter suggestions on this slide to write their reasons.

Review:
Students share reason paragraphs with a partner. Partner gives feedback.

11 Sentence Structure: Conjunctions Opinion Power

point
Learning intention: To use conjunctions to expand ideas in sentences.
Success criteria: Sentences with conjunctions connecting ideas.

Tuning In:
Slide 37: Watch & read for students (no sound) Simple, Compound and Complex Sentences https://www.youtube.com/watch?v=pyVfspf-qIc

Whole Class:
Slide 37: A conjunction is a word that acts as a 'joining word', connecting two ideas in a sentence.
• Read the conjunction example sentences. Read the simple sentences as they would have been written before adding the conjunctions.
• Read the list of conjunctions. Can you think of any more?
• Have a conjunction hunt. Students look in books for sentences using conjunctions. Share and record the sentences using conjunctions.
• Look back at the opinion text ‘Bike riding is the best hobby’. Circle the conjunctions. Add to the conjunction list.
Slide 35: Look back at the reasons the class came up with for Summer is the best season. Could any of these sentences be changed to include conjunctions to
expand the ideas?

Task:
• Students look at the reason paragraphs for the opinion piece on Everyone should have a pet they wrote last lesson. (Some students may not have
completed their reason paragraphs and can continue with these now). Students need to ask themselves ‘Have I used conjunctions to expand my ideas?’
• Students try to use ‘and’, ‘but’, ‘because’ and other conjunctions on Slide 37 to expand their reasons sentences.

Review: Students share one sentence they wrote using a conjunction.

12 Sentence Structure: Conjunctions continued Opinion Power

point
Learning intention: To use conjunctions to expand ideas in sentences.
Success criteria: Sentences with conjunctions connecting ideas.

Tuning In: Slide 37: Watch Conjunction Junction song https://safeYouTube.net/w/srfO 3.33mins
 Task:
• Continued from Lesson 11.
• Students look at the reason paragraphs for their opinion piece on Everyone should have a pet
• Students continue to use ‘and’, ‘but’, ‘because’ and other conjunctions on Slide 37 to expand their reasons sentences.

Review: Students share one reason sentence or paragraph they wrote using a conjunction.
13 Conclusion Opinion Power
point
Learning intention: To understand the purpose and structure of a conclusion.
Success criteria: Written conclusion which restates the opinion. opinion

Tuning In:
• Reasons for and against game: Students stand in a circle. Teacher reads a topic card and the first student gives a reason for the topic and
the next student gives a reason/argument against the topic. Continue with this pattern around the circle as quickly as possible. Students
are allowed to pass once. If topic reasons are completely exhausted, choose one more topic card and go again.

Whole Class:
Slide 38: Watch Opinion Writing for Kids Episode 6, writing a conclusion https://www.youtube.com/watch?v=3Xo9C8BxgWE
• Discuss: A conclusion has three parts: Restate the opinion, Summarise the reasons, Final thoughts.
Slide 35: Look back at the modelled writing Summer is the best season. What sentence could we use to begin our conclusion??
(For example: I’m sure you now agree that summer really is the best season. I believe that ___________ (list reasons) clearly show that
summer is a season filled with action and good feelings. Have fun and enjoy the summer sun and surf!) Or something similar.

Task:
• Students write their own conclusion for their opinion piece on Everyone should have a pet.
Slide 39: Refer to the sentence starter suggestions on this slide to write their conclusion.

Review: Students share their conclusion with a partner.

14 Father’s Day Whole Write Opinion Power
point
Learning intention: To write using the structure of opinion writing.
Success criteria: Writing to include paragraphs, an introduction, three reasons and examples, a conclusion.

Tuning In:
Slide 40: Watch I’m glad your dad is not an octopus https://www.youtube.com/watch?v=nmZQHd16-eA

Whole Class:
• Revise the story and list reasons why Dads are special.

Task:
Slide 40: Students write an opinion piece about their Dad, titled, My Dad is the Best.
Slide 41: Students can refer to this slide for Opinion structure and sentence starter suggestions.
 • Students draw a picture of their Dad underneath.
• For less confident writers, you may ask them to write 1 or 2 reasons, not 3.

Review: Students share their writing with a partner or whole class. You may even want to video them reading their Opinion pieces for their Dad on Father’s
Day.

15 Revise Opinion Power

point
Learning intention: To revise and improve opinion writing.
Success criteria: Writing to make sense and include strong words, details.

Whole Class:
Slide 42: Watch Opinion Writing for Kids Episode 7, Revising your writing. https://www.youtube.com/watch?v=6sZao2fUhSw
• Students quickly list simple, ‘weak’ adjectives and teacher writes on slide (e.g. fun, good, nice).
• If you want your opinion to sound strong and convincing, you need to use strong words. The stronger your opinion sounds, the more likely it is that
your reader will listen!
• Brainstorm some strong words and write on the slide.

Task:
Slide 42: Reread your writing and make changes. Does it make sense? Did I use strong words? Did I give enough details?

Review: Share more strong words with the class and add to the list on Slide 42.

16 Editing Opinion Power

point
Learning intention: To edit and improve opinion writing.
Success criteria: Writing that has been checked for spelling, punctuation, capitals and spaces.

Whole Class:
Slide 43: Watch Opinion Writing for Kids Episode 8 Editing Your Writing https://www.youtube.com/watch?v=LSmjkSkaR70
• Students quickly list simple, ‘weak’ adjectives and teacher writes on slide (e.g. fun, good, nice).
• If you want your opinion to sound strong and convincing, you need to use strong words. The stronger your opinion sounds, the more likely it is that
your reader will listen!
• Brainstorm some strong words and write on the slide.

Task:
Slide 42: Reread your writing and make changes. Does it make sense? Did I use strong words? Did I give enough details?
• Early finishers may help those less confident writers.

Review: Share more strong words with the class and add to the list on Slide 42.
17 Whole Write practice to coincide with post assessment of learning Opinion Power
Students write a whole class write on: point
 1. Summer is the best season
2. IPads should be banned
3. Everyone should play sport
18 Post-assessment of learning Post
Power point
Learning intention: To write an opinion text that includes learnt features.
Success criteria: Students create opinion writing that shows appropriate structures and features. Opinion Writing
Checklist
Tuning in: Powerpoint Slide 2: Review the learning done over the term. Remind students of the format of Opinion writing.
- Show students the Writing Checklist and review what is expected. Post writing
template per child.
Student task: Give students post teaching writing template to work on. Allocate approximately 45 minutes to complete task.

Students write a whole class write on:

1. Summer is the best season
2. IPads should be banned
3. Everyone should play sport
- Students can use books to collate work they have been working on