At Least Three Reasons To Support Opinion

Desember 25, 2022Desember 24, 2022 falma.u99 least, opinion, reasons, support, three

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________________________________________________________ Appendix F

Lesson 2 – Different Opinion

Researcher: Katrina Haug

Subject: Persuasive Writing Grade/Class: 5

Date: TBD Time: TBD

Duration: ~ 30 mins

Lesson Topic: Different Opinion CURRICULUM EXPECTATIONS:

The expectations for the following four lessons on persuasive writing fulfill expectations 1.1, 2.1, 2.5 and 4.1 of the Ontario Ministry of Education Curriculum for Grade 5 in Writing.

SPECIFIC EXPECTATION:

By the end of the lesson, students should/will be able to:

Understand that there is an opinion different from their own. They will be able to identify that opinion and come up with some reasons someone may have for that opinion.

MATERIALS:

 Comparing arguments worksheet to be used with Smart Board. Question 1 is complete while Question 2 is missing vital components.

 Assignment worksheet: Imagine your parents asked you “Do you think that you should have to clean your room? Try to write one page to convince them of your opinion on cleaning your room. To complete either orally or written depending on treatment condition.

PROCEDURE:

Introduction: ~3-5 mins

 Remind students about the content of the previous lesson: that the topic sentence in argument writing expresses their opinion and that reasons help to make a stronger argument. Without good, convincing reasons it is hard to persuade the reader and is difficult for the reader to understand your opinion.

 Introduce the topic of today’s lesson, which is: “Today we are going to learn that it is important to think about the other opinion. Someone might have an opinion different from yours. This is the other side of the argument. They may have reasons for their opinion.It is important to include this in your writing because there are always two sides to a problem or argument. When you write about the other opinion you:  let the reader know you have thought about both sides

 but you show them that you agree more with one side”

Beginning Activity: ~5 mins

 Model and Explain: Using the attached text with the smart board (Comparing Arguments Example 1), read the text with the class and point out the parts of the text including the writer’s opinion, reasons for their opinion and the other opinion and the reasons for that opinion. Ask students: Why is it important to include the other opinion?

 Explain that: “although the goal of persuasive writing is to convince the reader of your opinion it is important to include the other opinion different from yours because it will show the reader you have thought about the other opinion..”

Activity: ~ mins

 Model and Explain: Using the attached text with the smart board (Example 1), read the text with the class and point out the parts of the text including the writer’s opinion, reasons for their opinion and the other opinion and the reasons for that opinion. Ask students: Why is it important to include the other opinion? Explain that: even though the goal is to persuade your audience to agree with your opinion it will make your argument stronger if you include the other side of the issue and reasons that someone may support an opinion different from yours.

 Think, Pair, Share: Students will work with a partner and read the text in their workbook (attached as Example 2). This text is incomplete and does not contain the other side of the issue or reasons for that opinion.

Ask students to work with their partner to identify the parts of the argument in the text such as: the writer’s opinion, and a reason

Then ask students to work with their partner again but this time, add the missing part of the text. That is to fill in the other side of the issue and then add some possible reasons someone may have to support that side.

 Finally, each group will share how they fixed the text with the class.

Assignment: ~15 mins

 Have students find the worksheet called Argument Writing Assignment #2 with the question: “Do you think children should have to clean their rooms?”

 Go over the assignment and remind students of the task by asking questions such as: Q: What are you going to remember to do first? A: Give an opinion, Q: Next, you will give as many reasons as you can, why do you give reasons? A: To make an argument convincing.

 Remind students that the checklist at the top of the page is a guide to help them remember all of the elements of the argument to include in their text.

 Before starting to write, have students spend approximately 3-4 minutes looking over the checklist and memorizing it. Then instruct students to close their books and find a partner. They will take turns with their partner reciting the steps in the checklist to help them remember  Students will be given approximately 15 minutes to complete this assignment either written or

oral depending on the treatment condition.

 Students’ written work will be collected by the researcher upon completion and the students will be provided with feedback. The researcher will mark up the text with comments for the parts of the argument that the student is missing, and use checkmarks to indicate all the parts that they included.

Considerations:

If students are having difficulty getting started with the writing assignment, then the teacher may provide sentence starters to the student such as: “Other people may think…” or “Someone else might think that…” In providing only sentence starters, it ensures that the ideas belong to the student. Comparing Arguments

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Example #1