Lesson Plan

Tuning In

• Revise the content of the unit so far. Remind the students that opinion texts follow a specific structure, have specific language features and include specific devices to help the author present his or her viewpoint.
• Project an opinion paragraph on the board where the sentences are in the incorrect order (the opinion paragraph on page 3 of the PEEL Paragraph Structure – Poster and Worksheets would be perfect for this; the teacher would simply need to reorder the sentences). Ask a student to read the paragraph aloud. Ask the class:
  • Do you think this paragraph flows smoothly? Why or why not?
  • What is wrong with the way this paragraph is structured?
  • How might these problems be fixed?

Teacher Instruction

• Project the PEEL Your Paragraphs Poster on the board. Discuss what each letter of the acronym stands for. Using the PEEL technique, see if the class can correctly sequence the paragraph from the previous activity.
• Provide the students with a copy of the Writing an Opinion Paragraph Worksheet (this could be pasted into the students’ workbooks for future reference). Read through the explanation of the PEEL technique and the example paragraph provided.

Guided/Independent Learning

• Choose a topic card from the Opinion Topic Cards – Upper Grades. As a class, brainstorm arguments for and against the topic. Record these on the board using a t-chart (this is a great technique for students to use when they are planning their own opinion texts). After the brainstorm, select the viewpoint with strongest arguments.
• Select an argument from the t-chart. Using the PEEL technique, write a paragraph for this argument as a whole class activity. Encourage the students to build upon and develop each other’s ideas as the paragraph takes shape. If possible, research facts and statistics to be included as evidence. When the students are happy with what they have written together, allow them time to write the paragraph in their workbooks.
• Provide the students with a copy of the PEEL Your Paragraphs Planning Template.Working in pairs, ask the students to choose another argument from the class brainstorm which supports the same viewpoint. Allow the students to work together to plan and write an opinion paragraph for this argument. Monitor and support the students as required.

Wrapping Up

• Encourage each pair to share their opinion paragraphs. Allow the class to provide positive feedback, as well as suggesting helpful ideas for improvement.

Differentiation

Extending Students

• Ask pairs who finish their shared paragraph to work individually to write an opinion paragraph for a third argument (supporting the same viewpoint).

Supporting Students

• Allow students who find writing challenging to work with a teacher or teacher aide during the pair activity.

Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

Common Core State Standards alignment

Grade 5 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.5.1 > CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.

Grade 6 > English Language Arts Standards > Writing > Text Types and Purposes > CCSS.ELA-LITERACY.W.6.1 > CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.

Find more resources for these topics...

LiteracyWritingStyles/GenresParagraphing

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