4th Grade Opinion Writing Unit

Standards:
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-LITERACY.W.4.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which related ideas are grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.4.1.B
Provide reasons that are supported by facts and details.
CCSS.ELA-LITERACY.W.4.1.C
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in
addition).
CCSS.ELA-LITERACY.W.4.1.D
Provide a concluding statement or section related to the opinion presented.

Objective of Strategy/Teaching Method Student Work (End

Lesson Product)

What is Opinion -Quick Write Warm Up: Would You
Writing? Rather...?
“Mr. Tiger Goes Wild”
-How does the author share his
opinion with the reader?
Quick Write: Think of
something that you get
tired of doing (washing
dishes, doing homework).
Create a story in which
you go wild, and include
the reaction of others to
your new behavior.

Essay Structure Opinion: Athletes as Agents of Class chart of qualities of

Boot Camp Change (NewsELA article) opinion writing
-How does the author share his
opinion with the reader?

Generating and Writing to Change the World Quick Write: “I would

Collecting Ideas change…”
“Click, Clack, Moo: Cows That
Type”
-What is the issue? How do the cows
use writing to change their world?

Generating and Writing to Change the World
Collecting Ideas (continued)
“All the Water in the World”
-How does the author format the
text to portray her message?
Quick Write: What issue
am I passionate about
changing?
 -Is this an informational or opinion
piece? What is the message?
-How does the author encourage is
to change our world?
Focusing What Do You Do With An Idea?”
In/Introduction to -What affect does this idea have on Visible Thinking Routine
Claims the boy?
-Why is it important to give our ideas
attention? How will you give your
ideas attention?
Evidence “The Day the Crayons Quit”
-Why is reasoning/evidence
important in opinion writing?
-Create class chart of each
crayon’s reasoning and evidence
for quitting
-What could another color’s
argument be for it to be included?
Claims Crafting a Thesis
-Students look back at previous
quick writes,
Claim/Support/Question routine,
evidence table and highlight main
points and ideas
-Elements of a Claim
Leads (Anecdotes) Anecdotes Can Teach and Give
Evidence (W.S. page 252)
Introduction Model an Introduction Paragraph
by color coding and use of a
checklist.
Body Paragraphs Use a checklist to write Body
Paragraph #1 with an emphasis on
Evidence, Explanations, and
Examples that support that reason.
Conclusion Pro/Con NewsELA article
Claim, Support, Question
Abstract Ideas, Concrete
Examples (graphic
organizer):
Based on your opinion,
come up with 3 main
reasons and evidence or
examples to support each
reason
-Take one line that stands
out to you...how else can
you say it? Re-write in
several ways (provide
sentence frames)
Identify the point of your
opinion essay, then
elaborate through an
anecdote
Students will repeat this
process with their own
essays.
As a class we will construct
Body Paragraph #2.
Students will be given a
sentence from the
paragraph to sequence.
Students form an opinion
on the article and finish

Revision What Problem Are You Solving?
-Say your problem as a statement.
Peer Review Students work in pairs to review
opinion essays.
the article using a
checklist.
Read through your piece,
part by part. Stop and
reflect: Do the
details/examples/reasons
help solve the problem?
Completed Check List