Opinion Essay All Lessons · Opinion Essay All Lessons ... Pose the following questions to the class. ... 7 XXX UFONBSLT DPN

Opinion Essay All Lessons

Welcome to TenMarks Writing! This document includes all of the lessons for the Opinion Unit. Use the

Resources Guide to help you select and sequence the lessons for your students.

Freewrite

Introduction to Freewriting 2

Prewrite

Strong Topics for Opinion Writing 7

Generating Reasons for an Opinion 11

Information to Support Reasons 15

Writing an Opinion Statement 20

Draft

Draft in a Day: Opinion Writing 25

Introductory Paragraphs: Opinion Writing 29

Hooks: Grab the Reader’s Attention 37

Background for Opinion Introductions 44

Topic Sentences 52

Using Information in Supporting Paragraphs 54

Concluding Paragraphs: Opinion Writing 59

Listing References 65

Revise & Edit

Revising with ARMS 69

Editing with CAPS 76

Publish

Ways to Publish 81

One Paragraph Lessons

Reasons and Information 86

Drafting an Opinion Paragraph 91

Revising and Editing 96

Paragraph in a Day: Opinion Writing 105

Opinion Essay All Lessons

©TenMarks Education, LLC www.tenmarks.com

1

Introduction to Freewriting Lesson Plan

Learning Objective Students will be able to freewrite in response to a prompt.

Suggested Time 30 minutes

Supporting Materials ● Freewrite Anchor Chart● Optional: Freewrite

Technology Used

Students: TenMarks Bursts (Freewrite) Teacher: Demo Student account

Name the Focus (1 minute) Tell students they will learn to a strategy called freewrite that writers use to generate ideas or begin writing again when they are stuck.

Connection (3 minutes) Pose the following questions to the class. Have students cheer if their answer is yes.

● Have you ever had struggled to get started writing?● Have you ever gotten stuck in the middle of writing something?● Have you ever erased or crossed out huge blocks of your writing?● Have you ever gotten side-tracked or distracted while you write?

Instruction (5 minutes) Explain Tell students that these roadblocks are common to all writers, even professionals. One way to overcome these roadblocks is by freewriting or writing whatever comes into your mind without thinking too much about it. Emphasize that freewriting isn’t evaluated or graded by anyone, not even yourself.

Model Log in to TenMarks Writing and go to the Demo Student account. Click on the Burst Topics tab. Select a Freewrite prompt from the menu, such as “Do you like breakfast or dinner better? Explain.”

Tell students you will freewrite for two minutes. You will write whatever comes into your head about the prompt without worrying about the best answer or the right words. You’re ignoring your self-censor.

Introduction to Freewriting TenMarks Writing

©TenMarks Education, LLC www.tenmarks.com 2

Set a timer and think out loud about the topic, writing down everything you are saying. Make sure to model several dos and don’ts listed on the Freewrite Anchor Chart, such as:

● Getting stuck or writing nonsense, and then getting back to your topic ● Deleting and writing down that you are not supposed to delete ● Misspelling and writing down that you want to fix the spelling, but it’s ok--you’re writing fast

When the timer goes off, write one sentence that brings your ideas back to your topic.

Note: Students benefit from seeing you make mistakes and keep going. See the Freewrite Sample for how the writing may look after you are done.

Application (17 minutes)

Practice Have students log in to TenMarks Writing and go to the Bursts prompts menu. Have them go to the Bursts Topic tab and all choose the same prompt, such as “Are you a morning person or a night person?”

Note: If you do not have enough computers, have students write in a freewriting notebook.

Set a timer and have students write for five minutes. Circulate and encourage students to follow the norms of freewriting. Discuss (Partners) Have students read their freewriting aloud to a partner. Have the partner share a compliment and then have them switch roles.

Note: At first students may be uncomfortable sharing writing that has mistakes. It i important to build their comfort soliciting peer feedback on their writing projects at all stages.

Practice Have students choose another prompt, such as “What superpower would you most like to have? Why?” Have them again write for five minutes and then share with a partner. Circulate and conference.

If Students Then

Stop writing or hesitate Remind them to keep going and that, if they can’t think of anything, they can write a word from the prompt several times and try to free associate to help themselves get started again.

Focus on spelling or grammar, asking how to spell words or trying to fix them

Remind them that spelling and grammar don’t matter. They should keep going.

Delete or backspace a lot Suggest that they pretend that the delete or backspace buttons don’t exist, or give students a piece of tape to put on their delete and backspace keys as a physical reminder not to use that key.

Finish early Tell them there’s no such thing as finishing early with freewriting; the idea is to write as many ideas as possible. Give them a sentence starter based on the prompt



3

Closure (4 minutes) Discuss (Group) Ask the class to popcorn their ideas about how it felt to freewrite:

● What did you like about it? ● What was tricky? ● When might you want to use freewriting?

Encourage the observation that freewriting can get your thoughts flowing if you’re stuck and don’t know what to write. Let them know they can freewrite anytime they like using Bursts or in a notebook.



4

Freewrite Anchor Chart

DOs DON’Ts

● Write for at least five minutes. Set a timer or use a clock to keep track.

● Just start! Write as much as you can, as fast as you can.

● KEEP GOING! If you get stuck, use a word from the prompt to get started again.

● Let your thoughts flow. Write whatever comes into your head, even if it is off-topic.

● At the end, write one last sentence that brings your thoughts back to the topic.

● Don’t stop writing! ● Don’t try to fix spelling

or grammar. ● Don’t judge your ideas or worry whether

they are “good." ● Don’t delete or cross out.



5

Freewrite

Prompt: Do you like breakfast or dinner better? Explain.

I like dinner, because I don’t have a lot of time to eat in the morning. It is hard to get up and make

fod that without now I lost my train of thougth because I wanted to fix my spelling mistake. But I’m

supposed to keep going. So I will talk about dinner angain. That - ah, this is hard. Not supposed to

delete. I like dinner because more of the food I really like to eat is dinner food. Breakfast food is

more limited, like cereal or toast or oatmeal I guess that’s a kn kind of cereal. Too. Dinner. Dinner.

Dinner. Dinner. Dinner is good because there is italian food or chinese food or sushi or lots of

different things to eat. And I like to cookf or people and it is hard to have people over for breakfast.

It is better to eat dinner with friends than sit around eating bowls of cereal toge4ther. At least that’s

what I think. And now I’m stuck again. Dinner. Dinner is my favoirate meal of the day. I also don’t

really love lunch, except at work because by lunchtime I’m pretty hungry and want to eat. When I get

home, then I get to relax and eat and cook, well, really cook, then eat. It is fun to make a meal

together with my family and then sometimes we sit around the table and have it or we might eat in

the living room. DINNER IS THE MEAL I LIKE BEST IN THE DAY.



6

Strong Topics for Opinion Writing Lesson Plan

Learning Objective Students will be able to generate or select a topic of interest for their opinion piece.


Supporting Materials ● Picking a Strong Topic Activity Sheet

● Picking a Strong Topic Activity Sheet Sample

Technology Used

Students: TenMarks Writing Project (Prewrite Stage)

Teacher: Demo Student account

Name the Focus (1 minute) Tell students that they will each select a topic for their opinion writing.

Freewrite (5 minutes) Prompt

Describe a problem you have noticed in your school and explain how the problem affects you and

your school.

Look for: The ways students describe a problem and how they create a call to action

Instruction (7 minutes) Explain

Tell students that writers present a point of view on a topic in opinion writing. In order to present a strong

point of view, writers need to write about a topic that is important to them. Tell students that first they will

be brainstorming as many topics as possible that they care about, and then they’ll think about which of

those topics they have the strongest opinions about.

Model

Project the Picking a Strong Topic Activity Sheet. Read aloud the two criteria for picking a strong topic:

“Topic I Care about” and “Opinion about the Topic.” Explain that you are going to brainstorm as many

topics as you can and that you might have multiple opinions about a single topic. Remind students about

the norms of brainstorming: generate lots of ideas, build on ideas, and no self-censoring.

Strong Topics for Opinion WritingOpinion Writing

©TenMarks Education, LLCwww.tenmarks.com7

Note: If you are having students select a prompt from TenMarks Writing, use a sample topic from

TenMarks Writing and use the TenMarks Writing prompt to generate possible opinion statements

instead of modeling how to generate topics and opinion statements.

Application (14 minutes) Practice

Distribute the Picking a Strong Topic Activity Sheet. Have students brainstorm topics that they care about

and write their opinions about those topics. Circulate and conference as students brainstorm.

Note: If your students are selecting prompts in TenMarks Writing, have them generate opinions in

response to those prompts instead.

If Students Then

Would benefit from an

additional challenge

Have them consider who they might want to persuade of their

topics and opinions. Encourage them to consider which topics

would be of interest to their community, their school, and so on.

Struggle to brainstorm topics Encourage them to think about problems that are important to

them and to explain why those problems matter.

Have trouble coming up with an opinion

or explaining their thinking

Provide students with sentence frames to explain their thinking

about the topics that they are brainstorming. For example:

● The problem is _____. My opinion is _____

because _____.

● I want to persuade (or inform) people about _____

because _____.

● I think _____ for this reason: _____.

Finish brainstorming topics early Have students partner up with a peer and explain their opinions

and reasoning. Have peers give feedback about their partner’s

opinions and explanations. Then swap roles.

Closure (3 minutes) Reflect

Have students read through their activity sheet and star the top one or two opinions that they care most

about. Have 1 to 2 students share out an opinion that they are looking forward to writing about.


©TenMarks Education, LLCwww.tenmarks.com

8

Picking a Strong Topic Activity Sheet

Topic I Care about Opinion about the Topic



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Picking a Strong Topic Activity Sheet Sample

Topic I Care about Opinion about the Topic

Social media and kids Kids should not start using social media until they get to middle school.

Social media makes kids feel better about themselves.

Technology in schools Robots should never replace teachers.

Animals and the environment Movies should not portray animals as so cute and cuddly all the time.

People should recycle more. ✭

Staying healthy Kids should exercise to stay healthy.

It is important to eat well.



10

Generating Reasons for an Opinion Lesson Plan

Learning Objective Students will be able to brainstorm reasons to support their opinions.


Supporting Materials ● Optional: Brainstorming Supporting Reasons Activity Sheet

● Optional: Brainstorming Supporting Reasons Activity Sheet Sample

Technology Used



Name the Focus (1 minute) Tell students that they will be brainstorming reasons to support their opinions.


Imagine you had the choice of sitting on a stool with two legs, three legs, or four legs. Which would you

choose? Explain your reasoning.

Look for: The reasons students provide in support of their choices

Instruction (7 minutes) Share Out

Ask students who provided supporting reasons to share out details from their writing.

Activate Knowledge

Tell students that four legs on a stool provide more support than two. Similarly, in opinion writing, writers

use multiple reasons to provide stronger support for their ideas.

Model

Tell students that you will model brainstorming reasons to support your opinion. Log in to TenMarks

Writing and go to your Demo Student account. Review your opinion on the topic. Think aloud that your

reasons should relate to your opinion, but you want think of as many reasons as possible. You will review

them for quality later. Model generating one to two supporting reasons. Then, solicit student input while

you continue to brainstorm reasons to support your opinion.

Generating Reasons for an Opinion Opinion Writing


11

Note: You can use the Brainstorming Supporting Reasons Activity Sheet Sample for a sample set

of reasons.

Explain that the next step is to choose three reasons that best support your opinion. When you draft your

essay, you’ll write a supporting paragraph based on each reason you select. Review your reasons and

think aloud as you choose three that you think will convince your reader.


Have students log in to TenMarks Writing, review their opinions, and brainstorm supporting reasons.

Then have them choose the three reasons that best support their opinion. Circulate and conference.

If Students Then

Struggle to generate reasons to support

their opinions

Confer with them about why the topic is important to them.

Have them work with a partner to explain their opinion while the

partner takes notes on the explanations that the student verbalizes.

Struggle to choose their top

three reasons

Encourage them to select three reasons that are different from

each other so they have more varied support for their opinion.

Have them explain how their reasons connect to their main

opinion and choose the three for which they can most clearly

explain that connection.

Finish early Have them consider the order in which they want to write about

their top three reasons in their essay.

Are ready for a challenge Have them consider how different reasons can build on and

complement each other. Then have students brainstorm and select

their top reasons with this in mind.

Closure (2 to 3 minutes) Discuss (Partners)

Have one student share a reason that supports his or her opinion. Have his or her partner give a

compliment, ask a question, or share a personal connection to the supporting reason. Switch roles.



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Brainstorming Supporting Reasons Activity Sheet

Opinion:

Supporting Reasons



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Brainstorming Supporting Reasons Activity Sheet Sample

Opinion: People should recycle more.

Supporting Reasons

● Trash takes up lots of space. ● Animals can think plastic that we throw away is food. ● Garbage is bad for the environment. ● Recycling takes old stuff and makes it useful again. ● Aluminum and plastic take a long time to break down. ● Makes jobs for people. ● Reduces pollution. ● Using recycled materials takes less energy than raw materials. ● Trash ends up in the oceans and hurts animals there. ● Garbage just sits in landfills.



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Information to Support Reasons Lesson Plan

Learning Objective Students will be able to generate supporting information related to their reasons.


Supporting Materials ● Generating Supporting Information Activity Set

● Freewrite Activity: Building Blocks

Preparation Cut the Generating Supporting Information Activity Set into cards, making one set of cards per student pair.

Technology Used



Name the Focus (1 minute) Tell students that they will be brainstorming supporting information for their reasons.


(Project the Freewrite Activity of the building blocks.) How would you best organize blocks like these so

you could easily build whatever you wanted? Explain your thinking!

Look for: Students’ descriptions of how they would group the building blocks and explanations of

why they chose to group them in that way


Tell students that supporting information is like building blocks for opinion writing. It is easier to build a

strong structure when blocks fit together with one another, and it is easier to build a piece of opinion

writing when the supporting information fits with the reasons.

Model

Tell students that they are going to practice organizing and brainstorming supporting information for this

opinion: People should recycle more. On the board, write the reason: Recycling creates less waste .

Solicit student input for what information would support this reason. Write relevant supporting

information on the board.

Information to Support Reasons Opinion Writing


15

Note: Alternatively, you can put this information on the board and ask students which pieces of

information would support the reason.

● Recycling makes old products new.

● Trash in a landfill is wasted.

● Recycling means people reuse raw materials.

● Recycling is fun.

Explain to students that the first three pieces of information are about creating less waste, but the

fourth piece of information does not support the reason.

Practice

Have students partner up. Distribute the cards from the Generating Supporting Information Activity Set to

each pair. Tell partners to group the reason cards with the supporting information cards. Circulate as

students organize supporting information.

Application (11 minutes) Explain

Tell students that they will now be brainstorming supporting information for the reasons that support their

own topic. Think aloud that if you have more than three reasons, you may be able to use the extra

reasons as supporting information for your main reasons. Remind students of a brainstorming norm:

Generate as much supporting information as possible without self-censoring.

Practice

Have students log in to TenMarks Writing and brainstorm supporting information for their top three

reasons. Circulate and conference as students write.

If Students Then

Do not generate at least three

supporting facts or details for

each reason

Consider coaching students on broadening a reason or changing a

reason when needed.

Do not know of any facts to support

a reason

Encourage students to think of examples and anecdotes to

support reasons.

Have students brainstorm supporting information with a partner

who is writing about a similar topic.

Finish early Have them create a “puzzle” by mixing up their supporting

information, then trade with a partner and see if the partner can

solve the puzzle by grouping the information with the right reason.

Have students trade back and check the organization of their own

information, adjusting it into the order they want to write about it.

Are ready for a challenge Have students consider their audience when selecting the most

persuasive reasons and supporting information.

Have them research supporting information on their topic and find

facts and quotations to include.



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Closure (2 minutes) Takeaway

Have students write an Exit Ticket with at least one reason and one piece of supporting information for

that reason about why they shouldn’t have homework tonight.



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Generating Supporting Information Activity Set

Reason Recycling saves energy.

Reason Recycling helps the environment.

Supporting Information It takes less energy to recycle a product than to

make it from raw materials.

Supporting Information Recycling means less trash in oceans, streams,

and lakes.

Supporting Information Recycled materials take less time to turn into new

products, and that uses less energy.

Supporting Information Recycling keeps animals from being harmed by

plastic bags or other waste.

Supporting Information It takes energy to move raw materials long

distances, but recycled products do not have to move long distances.

Supporting Information Plants and animals are healthier when less trash

is put into the environment.



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Freewrite Activity



19

Writing an Opinion Statement Lesson Plan

Learning Objective Students will be able to write clear opinion statements.


Supporting Materials ● Opinion Statements Activity Sheet

● Opinion Statements Activity Sheet Sample

● Freewrite Image: Surprise!

Preparation Complete the Prompt, Opinion, and Top Reasons sections of the Opinion Statements Activity Sheet in advance.

If you are writing an essay in TenMarks Writing, you can copy your information from there, or use the ones on the

Opinion Statements Activity Sheet Sample.

Technology Used


Teacher: None

Name the Focus (1 minute) Tell students that they will be drafting an opinion statement to express how all of their reasons are

connected.

Freewrite (5 minutes) Project the Freewrite Image.

Prompt

Write about one main idea that explains how three or more of the images are connected. Make sure to

explain your thinking!

Look for: Logical connections to one central idea


Tell students that they just used a main idea to explain how a group of images is connected. Similarly,

they can write an opinion statement to help the reader understand the main idea or purpose of their

essay.

Writing an Opinion Statement Opinion Writing


20

Project the Opinion Statements Activity Sheet. Then have volunteers read out the Definition. Explain that

an opinion statement provides a clear opinion in response to the prompt or topic and gives the reader a

preview of the reasons for that opinion.

Model

Show students the completed Prompt, Opinion, and Reasons sections of the activity sheet. Think aloud

about how you can combine these three components to write a strong opinion statement. Model writing

your opinion statement by talking through how you will use the prompt as a starter for expressing your

opinion. Then complete the sentence by summarizing your supporting reasons without repeating them

exactly.


Practice

Distribute a copy of the Opinion Statements Activity Sheet to each student. Have students complete it by

logging in to TenMarks Writing and referring to their completed organizer for their opinion and reasons.

Remind students about the definition and important features of an opinion statement. When students are

ready have them enter their opinion statements online. Circulate and conference.

Note: If students need a reminder of what the prompt is, they can review the prompt in the tool

by going to the Plan step.

If Students Then

Struggle to articulate their main opinion Encourage them to look through their reasons for common ideas.

Struggle to generate a broad enough

opinion statement

Have them review their reasons with you or a peer and explain the

connection between the reasons or generate additional reasons if

necessary.

Use formulaic phrases like: That is why

[topic] is important

Encourage them to use a sentence starter: This is important

because… After they get a sentence written, have them delete the

sentence starter.

Finish early Encourage them to think of an alternate point of view for their

chosen topic. Then have students think of one or more reasons

that could persuade someone with that alternative point of view.

Are ready for a challenge Have them write another version of their opinion statement without

using a paraphrase of the prompt as a sentence starter. Have them

refer to the Opinion Statements Activity Sheet Sample and look at

the difference in phrasing between the prompt and opinion

statement.

Closure (3 minutes) Share Out

Have 1 to 2 students read their opinion statement to the class. Solicit class feedback about what makes

the statement strong, focusing on how the statement connects to the main supporting reasons.



21

Opinion Statements Activity Sheet

De�nition

An opinion statement expresses an opinion and provides a preview of the reasons that will be used

to support it.

A strong opinion statement:

● States a clear point of view

● Can be supported with reasons and supporting information

● Refers to the prompt

My Example

Prompt

Opinion

Top Reasons

●

●

●

Opinion Statement



22

Opinion Statements Activity Sheet Sample

De�nition

An opinion statement expresses an opinion and previews the reasons that will be used to support it.

A strong opinion statement:

● States a clear point of view

● Can be supported with reasons and supporting information

● Refers to the prompt

My Example

Prompt

Do people recycle enough?

Opinion

People should recycle more.

Top Reasons

● Reduces waste

● Saves energy

● Helps environment

Opinion Statement

Increasing recycling is important

because it has many benefits for

people and the planet.



23

Freewrite Image Surprise!



24

Draft in a Day: Opinion Writing Lesson Plan

Learning Objective Students will learn about the components of an essay and draft one.


Supporting Materials ● Model of an Essay Anchor Chart

Technology Used

Students: TenMarks Writing Project (Draft Stage)

Teacher: None

Name the Focus (1 minute) Tell students they will be drafting the introduction, supporting paragraphs, and conclusion for their

essays.


In one minute, draw a map of the school building for a new student. Then, write about your drawing. How

did you decide which features were important to include in the drawing?

Look for: Descriptions focused on minimum requirements


Tell students that just like including certain features on a map helps viewers to better understand it, a

well organized piece of writing ensures your reader will not be confused. Explain that as students draft,

they should make sure to include all of the basic parts of an essay.

Create a Reference

Project the Model of an Essay Anchor Chart, and review the parts of an essay. Solicit student input as

you explain the role of each of these paragraphs.

For example: Tell students that the introduction lets the reader know what you will be talking

about and introduces your big idea, the supporting paragraphs provide the main points you use

to support that idea, and the conclusion wraps up your thoughts and convinces the reader why

your topic matters.

Draft in a Day: Opinion Writing Opinion Writing


25


Practice

Have students log in to TenMarks Writing and draft their essays. Remind students that this is a first draft,

so they don’t need to worry about spelling, punctuation, or phrasing. Encourage students to use any

available graphic organizers or planning materials. Circulate and conference as students draft.

Note: If students do not finish drafting, you may need to extend drafting to a subsequent class

period or assign the remaining paragraphs for homework.

If Students Then

Are distracted by trying to fix mistakes

as they draft

Encourage them to pretend the delete button doesn’t exist or put a

piece of tape over the delete button so that they get their first draft

down and don’t worry about phrasing or perfecting their work.

Struggle with topic sentences Remind them to revisit the big idea they are presenting and explain

the connection between their supporting reason and the main

points.

Are not expanding on the points in their

outlines

Challenge them to add an example or to think about how they

might explain their ideas to a younger student.

Are unsure of how to write their

introductions

Suggest that they begin drafting the supporting paragraphs, and

then come back to the introduction.

Encourage them to think about why their topic is interesting and

what background information their readers would need to have to

understand the topic.

Are unsure of how to write a conclusion Have them try rephrasing their main points and explaining why

these are important in the concluding paragraph.

Finish early Have students look for places where they can add an example.

Have students look for places where they can add transitions

between ideas and paragraphs so that their essay flows well.

Are ready for a challenge Encourage them to try adding more vivid verbs, changing their

word choice, or adding figurative language to engage the reader

and add creativity and humor.

Closure (2 minutes) Takeaway

Ask students to reflect on their drafting process by rating their drafts on a scale from zero to five, in

which zero means “My ideas feel jumbled” and five means “My writing feels very organized.” Have

students write their self-ratings on sticky notes.



26

Note: Consider defining the range with students so they come up with what zero and five mean.

You can modify this scale by defining the poles so they relate to temperature, give a color

spectrum, or any metaphor that lends itself to a continuum that students would enjoy. This activity

can be done in writing, verbally, or kinesthetically.



27

Model of an Essay Anchor Chart

Introduction

Supporting Paragraph(s)

Conclusion



28

Introductory Paragraphs: Opinion Writing Lesson Plan

Learning Objective Students will be able to draft their introductory paragraphs. Suggested Time 30 minutes Supporting Materials

● Planning and Drafting Introductions Anchor Chart

● Planning and Drafting Introductions Anchor Chart Sample

● Optional: Powerful Hooks Anchor Chart Sample

● Optional: Identifying Strong Background Information Activity Sheet Sample

● Optional: Opinion Statements Activity Sheet Sample

Technology Used

Students: TenMarks Writing Project (Draft Stage) Teacher: None

Name the Focus (1 minute)

Tell students that they will focus on writing introductions that include engaging hooks, useful background information, and clear opinion statements.

Freewrite (5 minutes)

Prompt Imagine you are meeting a friend, teacher, or relative for the first time. What information would you want to share?

Look for: Students providing detailed descriptions and a personal statement about themselves Instruction (7 minutes)

Explain Tell students that just as people want to provide specific and interesting information when introducing themselves, writers also want to introduce their opinion and give background on the topic when producing a piece of opinion writing. Create a Reference Project the Planning and Drafting Introductions Anchor Chart. Direct students’ attention to the triangle that represents the introduction. Then explain that a good introduction has three parts.

Introductory Paragraphs: Opinion Writing Opinion Writing


29

● An engaging hook: Start the essay in a way that will grab the reader’s attention. ● Background information: Give the reader some information so that they can understand the topic. ● A clear opinion statement: Highlight the focus of the essay.

Model Explain that you are going to work backwards to ensure your introduction clearly presents your topic.

1. Think aloud about your main topic or opinion and the supporting information you will include in your supporting paragraphs. On the anchor chart, draft your main topic statement or opinion statement and solicit student feedback about whether the statement is clear.

2. Draft your background information, soliciting feedback about whether you have included too much, enough, or not enough information for your reader. Ask students if your introduction covers the two to three most important things a reader needs to know about your topic or opinion.

3. Solicit student ideas about how to grab the reader’s interest. Draft a hook and think about how it connects to the background information. Note: If students are unfamiliar with these components, review the Powerful Hooks Anchor Chart Sample, Identifying Strong Background Information Activity Sheet Sample, or Opinion Statements Activity Sheet Sample.


Practice Have students log in to TenMarks Writing to draft their introductions. Circulate and conference.

Note: If students don’t finish their introductions, you may need to extend drafting to another class period or assign it as homework.

If Students Then

Struggle to write a strong hook Have them refer to the Powerful Hooks Anchor Chart Sample and draft one or two hooks of a type they find engaging.

Struggle to write relevant background information

Confer on what would be the most useful facts for understanding the topic or their opinion about it. Have them read their background information and opinion statement to a partner. Then tell the listener to share questions about missing or excessive information.

Write an opinion statement that is too broad (“Sports are good”) or narrow (“We should play baseball at recess every Tuesday to get more exercise”)

Have them reread the prompt, tell you their first response, and orally explain their reasons for their opinion.

Finish early Encourage students to partner with peers who have also finished and review each other’s work. Tell them to give feedback based on the elements of introductions.

Are ready for a challenge Have them plan their hook and background information according to what will be most persuasive to their intended audience.



30

Closure (2 to 3 minutes)

Share Out Have one to two students share out an excerpt of their writing that exemplifies one of the three necessary elements of introductions. Solicit class feedback about what makes each example strong.



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Planning and Drafting Introductions Anchor Chart

Hook

Background

Opinion Statement



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Planning and Drafting Introductions Anchor Chart Sample

Hook Are Americans more likely to vote or recycle? If you guessed recycle, you’re right. Background Data shows that Americans are recycling over three times more today than they did 50 years ago. However, people still throw away more than half of their trash. That is too much garbage going to landfills. Opinion Statement Increasing recycling is important because it has many benefits for people and the planet.



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Powerful Hooks Anchor Chart Sample

Type of Hook Published Example Class Example

Unusual Detail or Interesting Fact Use a detail or fact about your topic that your reader likely won’t know.

For about 186 million years, a group of amazing creatures roamed our planet. (Dinosaurs! Animal Planet Chapter Books Series , Lori Stein)

Over 750,000 people have jobs in the recycling or reuse industry.

Surprising Statement Tell the reader something surprising, shocking, or exaggerated that relates to your topic.

Long, long ago, nobody lived in America. (The Very First Americans , Cara Ashrose)

Bigger than Texas, a giant region of trash called the Pacific Garbage Patch stretches across the ocean.

Appeal to Emotion Tell the reader something that will make him or her care.

On the morning I was scheduled to die, a large barefoot man with a bushy red beard waddled past my house. (The Colossus Rises, Peter Lerangis)

On average, 40,000 pieces of plastic are floating in every square mile of the earth’s oceans. Animals in the sea can’t avoid all this trash, so they get hurt and even killed in huge numbers.

Sound Effect Provoke the reader’s thinking by beginning with a sound related to your topic and reasons.

Chug, chug, chug. Puff, puff, puff. Ding-dong, ding-dong. (The Little Engine That Could , Watty Piper)

Crunch, scrunch, screeeeeech. That is the sound of trash being recycled.

Question Ask a question that will get your reader thinking about your topic.

“Where’s Papa going with that axe?” said Fern to her mother as they were setting the table for breakfast. (Charlotte’s Web , E. B. White)

Are Americans more likely to vote or recycle? If you guessed recycle, you’re right.



34

Identifying Strong Background Information Activity Sheet Sample

Opinion: We should recycle more.

Background Information Strong

or Weak

Explain

Here are all the numbers we know about this. In 1960, Americans recycled almost 8% of their trash. In 1990, they recycled 17% of trash. Now, Americans recycle about 30%. In California, they recycle 48%.

Weak

Too many facts and statistics for intro

Data shows that Americans are recycling over three times more today than they did 50 years ago. However, people still throw away more than half of their trash. That is too much garbage going to landfills.

Strong

Refers to a study, data, or expert Gives some history

People throw things out all the time and do not think about where they go or what happens to them. Do you even know?

Weak

Too general Talks to the reader

Recycling is a process to take used or old products and find a new use for them. Cans, plastic bottles, and paper can all be used again if we recycle them. It is good for people and the planet.

Strong

Defines a key term Mentions multiple benefits without listing them

Recycling is a hotly discussed topic today. Some people say that recycling costs too much money or is not worth the trouble. Others claim it is easy to do and benefits everyone.

Strong Gives information about different views on the topic Mentions multiple benefits without listing them

I am going to talk about using things over again and give three reasons why people should do that. This is a very important topic you will learn about.

Weak

Talks about the writing task Gives no extra information about the topic



35

Opinion Statements Activity Sheet Sample

Definition

An opinion statement expresses an opinion and provides a preview of the reasons that will be used to support it. A strong opinion statement:

● States a clear point of view ● Can be supported with reasons and supporting information ● Refers to the prompt

My Example

Prompt Do people recycle enough? Opinion People should recycle more.

Top Reasons

● Reduces waste

● Saves energy

● Helps environment

Opinion Statement

Increasing recycling is important because it has many benefits for people and the planet.



36

Hooks: Grab the Reader’s Attention Lesson Plan

Learning Objective Students will be able to draft hooks for their introduction.


Supporting Materials ● Model of an Introduction Anchor Chart

● Published First Lines Activity Sheet

● Published First Lines Activity Sheet Sample

● Powerful Hooks Anchor Chart

● Powerful Hooks Anchor Chart Sample

Technology Used


Teacher: None

Name the Focus (1 minute) Tell students they will be adding a hook to their introductions to grab their reader’s attention and interest.


How does your favorite book or movie begin? Write a description of the opening scene.

Look for: Descriptions of an interesting or exciting hook

Instruction (5 minutes) Create a Reference

Project the Model of an Introduction Anchor Chart. Ask volunteers to read aloud the three sections. Tell

students they will be focusing only on writing their hooks today.

Discuss (Partners)

Show students the Published First Lines Activity Sheet. Tell students that they will be determining which

lines are the most interesting and/or engaging to them. Put students into pairs, and distribute a copy of

the activity sheet to each student. Have students read through and mark the first lines that are most

interesting to them, then explain to their partners why they found these lines engaging.

Note: This activity provides students with multiple examples on which to base their own hooks. In

the activity sheet, consider adding or substituting first lines from texts students read earlier in the

year or in previous years.

Hooks: Grab the Reader’s Attention Opinion Writing


37


Practice

Distribute the Powerful Hooks Anchor Chart and review each type of hook. Tell students to begin

brainstorming at least three different types of hooks for their writing. Encourage students to use the

published examples as inspiration for their own hooks. Circulate and conference as students brainstorm.

Create a Reference

Project the Powerful Hooks Anchor Chart and solicit hooks from students to complete the Class Example

column for each type of hook.

Practice

Have students log in to TenMarks Writing and draft a hook for their introduction. Have them read through

the hooks they brainstormed and look for the strongest and most persuasive hook. Circulate and

conference with students as they draft and review their hooks.

If Students Then

Struggle to generate a hook Suggest a type of hook students will have success with and

provide a sentence frame.

For example:

Question Sentence Frame:

Have you ever [complete the question]?

Completed Frame:

Have you ever heard of the Pacific Garbage Patch?

Have already written their background

and opinion statement

Have students read aloud their introduction paragraph, think about

the ideas that connect their hook and background sentences, and

then add any transitions if needed to make the ideas flow.

Have trouble choosing one hook

over another

Have students share potential hooks with a partner, asking for

feedback on the most engaging one for their topic.

Finish early Have students partner with peers who have also finished to read

and review each other’s work, giving feedback based on the

choice of hook.

Are ready for a challenge Have students try out a type of hook not on the anchor chart, such

as a quotation hook or a historical hook.

Closure (2 minutes)

Share Out

Ask 1 to 2 students to share their thoughts about what the purpose of a hook is and how the hook they

chose connects to the overall purpose of their writing.



38

Model of an Introduction Anchor Chart

Introduction



39

Published First Lines Activity Sheet

All children, except one, grow up. ( Peter Pan , J. M. Barrie)

It’s a funny thing about mothers and fathers. Even when their own child is the most disgusting

little blister you could ever imagine, they still think that he or she is wonderful. ( Matilda , Roald

Dahl)

I love baseball. I know a lot about it. But before last fall, I had never heard of the Negro Leagues.

( Negro Leagues: All Black Baseball , Laura Driscoll)

For about 186 million years, a group of amazing creatures roamed our planet. ( Dinosaurs! Animal

Planet Chapter Books Series , Lori Stein)

Chug, chug, chug, Puff, puff, puff. Ding-dong, ding-dong, ding-dong. ( The Little Engine that Could ,

Watty Piper)

“Where’s Papa going with that axe?” said Fern to her mother as they were setting the table for

breakfast. ( Charlotte’s Web , E. B. White)

In the heart of Thembuland, in South Africa, was a grand house. The local people called it “the

Great Place.” ( Who Was Nelson Mandela? , Pam Pollack and Meg Belviso)

Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I’ll let you in

on a little secret. Nobody knows the real story, because nobody has ever heard my side of the

story. I’m the Wolf. ( The True Story of the Three Little Pigs , Jon Scieszka)

Johnny never knew for certain why he started seeing the dead. ( Johnny and the Dead , Terry

Pratchett)

My mom doesn’t understand about red. ( Red is Best , Kathy Stinson)

Long, long ago nobody lived in America. ( The Very First Americans , Cara Ashrose)

Once upon a time there lived. . . “A king!” my little readers will say immediately. No, children, you

are mistaken. Once upon a time there was a piece of wood. ( Pinocchio , Carlo Collodi)



40

Published First Lines Activity Sheet Sample

All children, except one, grow up. ( Peter Pan , J. M. Barrie)

✭

It’s a funny thing about mothers and fathers. Even when their own child is the most disgusting

little blister you could ever imagine, they still think that he or she is wonderful. ( Matilda , Roald

Dahl)

✭

I love baseball. I know a lot about it. But before last fall, I had never heard of the Negro Leagues.

( Negro Leagues: All Black Baseball , Laura Driscoll)

For about 186 million years, a group of amazing creatures roamed our planet. ( Dinosaurs! Animal

Planet Chapter Books Series , Lori Stein)

Chug, chug, chug, Puff, puff, puff. Ding-dong, ding-dong, ding-dong. ( The Little Engine that Could ,

Watty Piper)

✭

“Where’s Papa going with that axe?” said Fern to her mother as they were setting the table for

breakfast. ( Charlotte’s Web , E. B. White)

In the heart of Thembuland, in South Africa, was a grand house. The local people called it “the

Great Place.” ( Who Was Nelson Mandela? , Pam Pollack and Meg Belviso)

Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I’ll let you in

on a little secret. Nobody knows the real story, because nobody has ever heard my side of the

story. I’m the Wolf. ( The True Story of the Three Little Pigs , Jon Scieszka)

✭

Johnny never knew for certain why he started seeing the dead. ( Johnny and the Dead , Terry

Pratchett)

✭

My mom doesn’t understand about red. ( Red is Best , Kathy Stinson)

✭

Long, long ago nobody lived in America. ( The Very First Americans , Cara Ashrose)

✭

Once upon a time there lived. . . “A king!” my little readers will say immediately. No, children, you

are mistaken. Once upon a time there was a piece of wood. ( Pinocchio , Carlo Collodi)



41

Powerful Hooks Anchor Chart


Unusual Detail or

Interesting Fact

Use a detail or fact about

your topic that your reader

likely won’t know.

For about 186 million years, a

group of amazing creatures

roamed our planet. ( Dinosaurs!

Animal Planet Chapter Books

Series , Lori Stein)

Surprising Statement

Tell the reader something

surprising, shocking, or

exaggerated that relates to

your topic.

Long, long ago nobody lived in

America. ( The Very First

Americans , Cara Ashrose)

Appeal to Emotion


that will make him or her

care.

On the morning I was scheduled to

die, a large barefoot man with a

bushy red beard waddled past my

house. ( The Colossus Rises , Peter

Lerangis)

Sound Effect

Provoke the reader’s thinking

by beginning with a sound

related to your topic and

reasons.

Chug, chug, chug. Puff, puff, puff.

Ding-dong, ding-dong.

( The Little Engine that Could , Watty

Piper)

Question

Ask a question that will get

your reader thinking about

your topic.

“Where’s Papa going with that

axe?” said Fern to her mother as

they were setting the table for

breakfast. ( Charlotte’s Web , E. B.

White)



42

Powerful Hooks Anchor Chart Sample


Unusual Detail or

Interesting Fact

Use a detail or fact about

your topic that your reader

likely won’t know.

For about 186 million years, a

group of amazing creatures

roamed our planet. ( Dinosaurs!

Animal Planet Chapter Books

Series , Lori Stein)

Over 750,000 people have jobs

in the recycling or reuse

industry.

Surprising Statement


surprising, shocking, or

exaggerated that relates to

your topic.

Long, long ago, nobody lived in

America. ( The Very First

Americans , Cara Ashrose)

Bigger than Texas, a giant

region of trash called the Pacific

Garbage Patch stretches across

the ocean.

Appeal to Emotion


that will make him or her

care.

On the morning I was scheduled to

die, a large barefoot man with a

bushy red beard waddled past my

house. ( The Colossus Rises, Peter

Lerangis)

On average, 40,000 pieces of

plastic are floating in every

square mile of the earth’s

oceans. Animals in the sea can’t

avoid all this trash, so they get

hurt and even killed in huge

numbers.

Sound Effect

Provoke the reader’s

thinking by beginning with a

sound related to your topic

and reasons.

Chug, chug, chug. Puff, puff, puff.

Ding-dong, ding-dong.

( The Little Engine That Could ,

Watty Piper)

Crunch, scrunch, screeeeeech.

That is the sound of trash being

recycled.

Question

Ask a question that will get

your reader thinking about

your topic.

“Where’s Papa going with that

axe?” said Fern to her mother as

they were setting the table for

breakfast. ( Charlotte’s Web , E. B.

White)

Are Americans more likely to

vote or recycle? If you guessed

recycle, you’re right.



43

Background for Opinion Introductions Lesson Plan

Learning Objective Students will be able to include background information on their topic in their introductory paragraph.


Supporting Materials

● Model of an Introduction Anchor Chart

● Identifying Strong Background Information

Activity Sheet

● Identifying Strong Background Information

Activity Sheet Sample

● Background DOs and DON’Ts Anchor Chart

● Background DOs and DON’Ts Anchor

Chart Sample

Technology Used


Teacher: None

Name the Focus (1 minute) Tell students that they will add useful background information to their introductions to help the reader

understand their opinion.


Imagine you are telling a friend about something that happened to you over the summer. What

information would you include to help your friend understand your story?

Look for: Descriptions of giving context so the listener understands


Explain that background for a story helps the listener understand and even relate to it better. Tell

students that writers of an opinion essay need to give readers enough background information on the

topic so they understand why it is important and can relate to the writer’s opinion.

Project the Model of an Introduction Anchor Chart. Point out that background goes between the hook

and opinion statement. Tell students that it does two things for the reader:

● Acts as a bridge to connect the hook and opinion statement

Background for Opinion Introductions Opinion Writing


44

● Provides general information that the audience needs to know so they can understand

the writer’s opinion

Tell students that what they put in their background depends on their opinion. Strong background

information will help the reader; weak background will not. Tell students that they will look at and

evaluate different examples of background information for the same opinion.

Practice (Partners)

Distribute the Identifying Strong Background Information Activity Sheet. Have them partner up and

evaluate the background information for whether it helps the reader understand the topic about

recycling more. Circulate and encourage students to justify their evaluation to their partner.

Discuss (Group)

Project the activity sheet. Have pairs share out their assessment of each example. Solicit student ideas

about what makes each example strong or weak. Project the Background DOs and DON’Ts Anchor

Chart. Then record some general guidelines in both columns for writing good background information as

a reference for students.

Note: Tell students to pick one or two elements from the DOs list to try in their own background

information; they do not need to include all of them.


Have students log in to TenMarks Writing and draft their background sentences. Remind them to include

information that directly connects to their opinion. Circulate and conference.

If Students Then

Struggle when evaluating the examples

on the activity sheet as strong or weak

Give them specific weaknesses to look for.

For example:

Too many facts or statistics

Addressing the reader directly

Talking about the writing task

Struggle to come up with

background information

Have them imagine they are explaining their opinion to a younger

student and see what information that student would need to know

to understand their opinion.

Finish early Have them write out the questions about the topic that they

answered with their background information. Then have them

brainstorm other questions that the reader might still have and add

the answers to their background. Have them add transitions between their hook, background

information, and opinion statement.

Are ready for a challenge Have them consider how their phrasing and word choice can make

their background information more persuasive to the reader.



45


Have partners read each other’s background information and opinion. Then have each partner give the

other feedback on what parts of the background were helpful in understanding their opinion, as well as

advice about whether to add or remove any information.



46

Model of an Introduction Anchor Chart

Introduction



47

Identifying Strong Background Information Activity Sheet

Opinion: People should use less water.


or Weak

Explain

Here are all the numbers we know about this. In 1960,

Americans recycled almost 8% of their trash. In 1990, they

recycled 17% of trash. Now, Americans recycle about 30%.

In California, they recycle 48%.

Data shows that Americans are recycling over three times

more today than they did 50 years ago. However, people

still throw away more than half of their trash. That is too

much garbage going to landfills.

People throw things out all the time and do not think

about where they go or what happens to them. Do you

even know?

Recycling is a process to take used or old products and

find a new use for them. Cans, plastic bottles, and paper

can all be used again if we recycle them. It is good for


Recycling is a hotly discussed topic today. Some people

say that recycling costs too much money or is not

worth the trouble. Others claim it is easy to do and

benefits everyone.

I am going to talk about using things over again and give

three reasons why people should do that. This is a very

important topic you will learn about.



48

Identifying Strong Background Information Activity Sheet Sample

Opinion: We should recycle more.


or Weak

Explain

Here are all the numbers we know about this. In 1960,

Americans recycled almost 8% of their trash. In 1990, they

recycled 17% of trash. Now, Americans recycle about 30%.

In California, they recycle 48%.

Weak

Too many facts and statistics for

intro

Data shows that Americans are recycling over three times

more today than they did 50 years ago. However, people

still throw away more than half of their trash. That is too

much garbage going to landfills.

Strong

Refers to a study, data, or expert

Gives some history

People throw things out all the time and do not think

about where they go or what happens to them. Do you

even know?

Weak

Too general

Talks to the reader

Recycling is a process to take used or old products and

find a new use for them. Cans, plastic bottles, and paper

can all be used again if we recycle them. It is good for


Strong

Defines a key term

Mentions multiple benefits

without listing them

Recycling is a hotly discussed topic today. Some people

say that recycling costs too much money or is not

worth the trouble. Others claim it is easy to do and

benefits everyone.

Strong Gives info about different views

on topic

Mentions multiple benefits

without listing them

I am going to talk about using things over again and give

three reasons why people should do that. This is a very

important topic you will learn about.

Weak

Talks about the writing task

Gives no extra info about the

topic



49

Background DOs and DON’Ts Anchor Chart

DOs DON’Ts



50

Background DOs and DON’Ts Anchor Chart Sample

DOs DON’Ts

● Define or explain your topic

● Include an expert or mention research

or data

● Refer to some, but not all, of your

reasons or information

● Give different views on the topic

● Include too many specific facts

● Use the word you to talk to the reader

● Talk about the writing task

● Be so general that the reader does not

have any information about the topic



51

Topic Sentences Lesson Plan

Learning Objective Students will be able to write topic sentences for their supporting paragraph(s).


Supporting Materials None

Technology Used



Name the Focus (1 minute) Tell students that they will be writing topic sentences to show the main idea of a paragraph.


Write something that connects the words hoop , basketball , dunk , and crowd .

Look for: A main idea or narrative that connects the four ideas


Tell students that just as essays have a main idea, paragraphs within an essay have a main idea as well.

Explain that strong writers use topic sentences to make it clear to the reader what the paragraph will be

about. The topic sentence is like the umbrella that covers all of the supporting information in the

paragraph.

Model

Go to Demo Student account in TenMarks Writing. Think aloud that you want to review the supporting

information you plan on using in your supporting paragraph so you can make sure your topic sentence

introduces the information in the paragraph. Read aloud your supporting information, then think aloud

how those supporting details connect to the main idea you are presenting in the paragraph. Draft a topic

sentence that introduces the main idea of the paragraph and previews the supporting information.

Topic Sentences Opinion Writing


52


Practice

Have students log in to TenMarks Writing and draft their topic sentence(s). Circulate and conference.

Note: If you want students to practice the skill of writing topic sentences first and foremost, have

them write the topic sentences for all supporting paragraphs. Otherwise, suggest that students

draft supporting paragraphs as a whole, making sure to write a clear topic sentence for each one.

If Students Then

Struggle to write a clear topic sentence Ask them how they might introduce the main idea in the supporting

paragraph to someone who is unfamiliar with their topic.

Finish early Encourage them to read aloud their writing to ensure they are

presenting the main idea of each paragraph.

Are ready for a challenge Have them use transition words and phrases to explain how the

topic sentence connects to the overall topic or argument of their

essay, or to the previous paragraph.

Closure (2 minutes) Discuss (Partners)

Have students turn to a partner and share out one of their topic sentences. Have partners give a

compliment or ask a question. Then, tell them to swap roles.

Topic Sentences Opinion Writing


53

Using Information in Supporting Paragraphs Lesson Plan

Learning Objective Students will be able to incorporate supporting information into their writing by adding details and examples.


Supporting Materials ● Optional: Using Supporting Information Activity Sheet

● Optional: Using Supporting Information Activity Sheet Sample

● Optional: Parts of a Paragraph Anchor Chart

Technology Used



Name the Focus (1 minute) Tell students that they will be adding details and examples as they draft their supporting paragraphs.


What is the best place to go after school or on the weekends? Explain your thinking using

specific examples.

Look for: Examples or details about students’ experiences

Instruction (10 minutes) Model

Tell students that when they use details and examples in their supporting paragraphs, they help their

audience understand the main idea in their writing. Log in to the Demo Student account in TenMarks

Writing. Model using the notes from the Reason and Supporting Information boxes. Think aloud about

how you can expand these ideas into a supporting paragraph. Turn your notes into a paragraph in the

Supporting Paragraph box. Model creating a topic sentence, adding examples for your supporting

information notes, and closing your paragraph.

Note: If you are writing offline, model writing a supporting paragraph with the Using Supporting

Information Activity Sheet. The Using Supporting Information Activity Sheet Sample provides

sample reasons and supporting information, as well as a sample supporting paragraph.

Using Information in Supporting Paragraphs Opinion Writing


54


Have students log in to TenMarks Writing and draft their supporting paragraphs with examples.

Encourage students to use any other notes they’ve taken and/or texts they’ve referenced to support

their paragraphs as they draft.

Note: You may want to encourage reluctant writers to use the Parts of a Paragraph Anchor Chart

to help them organize their ideas before they draft in TenMarks Writing.

If Students Then

Have difficulty thinking of an example Have them look at their outlines and choose the supporting

reasons they personally connect to the most. Then, have them

brainstorm examples of that personal connection.

Write an example that is not relevant Have them check the topic sentence and make sure that the

example/mini-story relates to that specific reason.

Give too much detail in their

supporting information

Encourage them to review the main idea of the paragraph and

highlight only the details that help the reader better understand the

main idea.

Encourage them to read the supporting paragraph aloud to ensure

that it stays on topic.

Finish adding supporting information

to their supporting paragraphs

Have them reread their supporting paragraphs to ensure that the

topic sentence, supporting information, and closing sentence

clearly support the reason and opinion statement.

Finish early Have them try to find additional details that might interest the

reader, then add these to the appropriate paragraphs.

Have them try to add transitions to their supporting paragraphs to

make clearer connections between ideas and information.

Are ready for a challenge Have them consider their word choice and tone for what will be

most persuasive to the reader.

Closure (1 minute) Share Out

Have students write a Note to Self about how they can use examples to support their reasons and help

readers to understand their opinions.



55

Using Supporting Information Activity Sheet

Supporting Paragraph



56

Using Supporting Information Activity Sheet Sample

Supporting Paragraph



57

Parts of a Paragraph Anchor Chart

Topic Sentence

Introduces the main idea of the paragraph and explains

the connection to the main idea of the essay.

Supporting Sentences

Introduce the supporting information.

Explain how this information relates to the topic sentence.

Closing Sentence

Summarizes the information and describes how the example supports the

topic sentence and main idea of the paragraph.



58

Concluding Paragraphs: Opinion Writing Lesson Plan

Learning Objective Students will be able to draft their concluding paragraphs.


Supporting Materials ● Drafting Conclusions Activity Set

● Optional: Model of an Essay Anchor Chart

● Optional: Why It Matters Anchor Chart Sample

Preparation Cut the Generating Supporting Information Activity Set into cards, making one set of cards per student pair.

Technology Used


Teacher: None

Name the Focus (1 minute) Tell students that they will be learning about the elements of a conclusion and drafting a concluding

paragraph for their essays.


Describe the ending of a book or movie that you like. Why did you like it?

Look for: Cues that the ending tied up all the loose ends of a story or movie

Instruction (6 minutes) Practice (Partners)

Have students partner up and distribute the cards from the Drafting Conclusions Activity Set. Instruct

students to use the cards to create three logical concluding paragraphs. Tell them that they need to

match the sentence on the white cards with the part of the introduction on the gray cards. Circulate

and conference.

Note: Instead of using the activity set as a sorting activity, you can use these cards to play

a game with the elements of a conclusion. You can have students collect and arrange cards

that correspond to a particular paragraph (modeling the activity on a game such as Go Fish);

match cards to the parts of a conclusion (such as a pair-matching game); or compete to be the

first to build a conclusion by selecting cards.

Concluding Paragraphs: Opinion Writing Opinion Writing


59

Application (16 minutes) Share Out

Tell students that, just like introductions, conclusions often follow a particular order to summarize their

writing for their audience. On the board, write the three elements of a conclusion.

● Review Main Opinion: Say your main opinion statement in different words.

● Summary of Main Ideas: Summarize your main ideas in one or two sentences.

● Why It Matters: Wrap up your essay by saying why your opinion is important.

Have students review the paragraphs they built with the activity set cards and identify the different

sentences within each conclusion.

Note: If your students need additional support before drafting their conclusions, you may want

to review the Model of an Essay Anchor Chart.

Practice

Have students draft their conclusions in TenMarks Writing with the three necessary elements. Remind

students that once they finish drafting, they can check their conclusions to make sure the ideas are

connected together with transitional words and phrases. Circulate and conference as students draft their

conclusions in TenMarks Writing.

If Students Then

Struggle to restate their main

opinion statements

Encourage them to imagine explaining their main points to a

younger student.

Have them paraphrase their main ideas.

Use phrases like: “That is why [topic]

is important”

Encourage them to use the sentence starter: “This is important

because….” Then, have them delete the sentence starter.

Finish early Have students compare their conclusions with their introductions

to ensure that they are not using the same words to express

their ideas.

Are ready for a challenge Encourage them to think about their audience as they draft their

Why It Matters statement and to consider what will be most

important to them.

Provide the Why It Matters Anchor Chart Sample to students and

have them try to develop a Why it Matters statement of each type,

then choose one to use for their conclusion.

Closure (2 minutes) Share Out

Have 1 to 2 students share out a sentence from their conclusions that they think is particularly strong.

Have peers volunteer feedback about what makes that sentence strong.



60

Drafting Conclusions Activity Set

Review Opinion Statement #1 People should do more to recycle and reuse whenever possible.

Summary of Main Ideas #1 Recycling puts less waste in landfills, helps save energy, and is better for the environment. Recycling does a lot of good and is easy to do.

Why It Matters #1 Next time you need to throw something away, close the trash can and reach for the recycling bin!

Review Opinion Statement #2 Cats make the best pets.



61

Summary of Main Ideas #2

Taking care of cats is easy enough for young kids to do because cats can clean themselves and are independent. They are also good companions and can catch mice if you have them in your house.

Why It Matters #2 Let’s go get a cat today!

Review Opinion Statement #3 People have many ways of saving water and helping to make sure that our planet stays healthy.

Summary of Main Ideas #3

People can save water by using the resources in their environment, such as reusing water or collecting rainwater. They can also save water by making sure they do not waste water.

Why It Matters #3 Changing just a few ways we use water can make a huge difference!



62

Why It Matters Anchor Chart Sample

Type of Why It Matters Statement Example

Make a Personal Connection Tell the reader how your position on the topic has

affected the way you live your life.

I did not always think about where my trash went, but now I know that recycling can make a big difference for people and the environment.

Hope for the Future Describe something you would like to happen that relates to your topic.

As more people learn about the benefits of recycling, hopefully, they try to do more to keep the planet clean and healthy.

Appeal to Emotion Tell your reader something that will make them care.

A clean environment is a healthy environment, and everyone should work hard to make the world happier and healthier!

Connect to Current Events Connect your topic to something that is happening in the world today.

Landfills are filling up, and the oceans are getting dirtier. It is time to start changing this and help the environment!

Call to Action Challenge your reader to do something.

Next time you need to throw something away, close the trash can and reach for the recycling bin!



63


Introduction


Conclusion



64

Listing References Lesson Plan

Learning Objective Students will be able to create a list of their references.


Supporting Materials ● Citing References Anchor Chart

● Citing References Anchor Chart Sample

Technology Used



Name the Focus (1 minute) Tell students that they will be creating a list of the references that they found while doing their research.


Has anyone ever taken credit for something you have done? Have you ever taken credit for someone

else’s work? Describe that experience.

Look for: Descriptions of plagiarism or copying

Instruction (7 minutes) Share Out

Have one or two students share out excerpts from their freewrite that describe plagiarism or copying.

Discuss (Whole Group)

Ask students to share out why they think it is important to give people credit for their work and ideas.

Create a Reference

Project the Citing References Anchor Chart. Solicit students’ opinions as you think aloud about why it is

important to include information about references. Encourage students to think about why their readers

might want that information and why authors might want to have information about the resources they

used in their own writing.

Say that, for each reference, you need to include enough information for your readers to be able to find

the text you are referring to. Write the minimum requirements for a reference list in the Information to

Listing References Opinion Writing


65

Include box on the anchor chart. Explain that a list of references should include information for each

source that you found in your research.

Note: You may want to include a model citation. Use a text that you are using as a source for your

sample essay or use a text with which students are familiar. If your students are using print and

online sources, model how to cite both.


Ask students to log in to TenMarks Writing. Have students create their list of references online, including

all of the necessary information from the Citing References Anchor Chart. Circulate and conference.

If Students Then

Are not including enough information

about each source

Refer students to the Citing References Anchor Chart to double

check that they are putting in enough information.

Finish early Have students double check their online source citation by either

typing in the URL or using the information they have included in

their citation as search terms.

Have students reread their essays to make sure they have cited

references for any information they incorporated from sources.

Are ready for a challenge Encourage students to look at sample bibliographies that use the

formatting style that students will be expected to use in future

grades at your school. Have them find the bibliographic information

in the texts they used and use it in their own list of references.

Closure (2 minutes) Reflect

Have students write a Note to Self that addresses this question: How might your list of references be

useful to you in the future?



66

Citing References Anchor Chart

Why to List References:

Information to Include:



67

Citing References Anchor Chart Sample

Why to List References:

Give credit to the author

Show readers where you are getting your information

Make it easier for people to look up the source

Information to Include:

Author(s) name

● Ramona Giwargis

Include information about the book title, article title, or online post

● “San Jose to Consider Larger Trash Cans to Fix Recycling Troubles”

● http://www.mercurynews.com/2015/12/13/san-jose-to-consider-larger-trash-cans-to-fix-recycling-troubles/

Include the date published and the publisher information

● San Jose Mercury News ● Published December 13, 2015



68

Revising with ARMS Lesson Plan

Learning Objective Students will be able to revise their writing using the ARMS strategy.


Supporting Materials ● Revising with ARMS Anchor Chart

● Practice with ARMS Activity Sheet

● Practice with ARMS Activity Sheet Sample

● Optional: Parts of a Paragraph

Anchor Chart

● Optional: Model of an Essay Anchor Chart

Technology Used

Students: TenMarks Writing Project (Revise & Edit Stage)

Teacher: Demo Student account (Optional)

Name the Focus (1 minute) Tell students that they will read and revise their writing using the ARMS strategy.


I never saw that before! Describe a time when you noticed something new about a familiar person or

item. What new thing did you observe?

Look for: How students describe seeing someone or something differently


Write the acronym ARMS on the board. Then complete the word that each letter stands for:

A dd

R emove

M ove

S ubstitute

Remind students that during the revision process, they will be focusing on their ideas and phrasing

instead of on spelling, grammar, or punctuation. Think aloud that you are going to look at some

sentences to see how you can revise them with ARMS.

Revising with ARMS Opinion Writing


69

Note: If you are introducing ARMS for the first time to students, consider using the Revising with

ARMS Anchor Chart to teach each letter of the mnemonic separately, or giving students more

practice with each before applying the strategy to their own writing.

Model

Project the Practice with ARMS Activity Sheet. Go through each kind of revision. Then solicit student

input for what to add, remove, move, or substitute.

Note: Instead of using the activity sheet to model revising, you can also use your sample essay

from the Demo Student account if you have been writing along with your class.


Have students log in to TenMarks Writing and begin revising their writing. Circulate and conference.

If Students Then

Struggle to identify places to revise

their work

Encourage them to use the Parts of a Paragraph Anchor Chart and

the Model of an Essay Anchor Chart to ensure that they have all of

the necessary components in each paragraph.

Have copied from a text Encourage them to substitute their own words or to add quotation

marks around part of the information and paraphrase the rest. You

may need to remind students how to properly introduce a quote.

Finish early Encourage students to review their topic sentences to make sure

they include transitions that connect to the main idea.

Have them review their language use and vary their vocabulary.

Are ready for a challenge Have students read their writing with an ear for their own style and

voice, looking for consistency as they revise.

For example: If students are using a formal style, have them

examine their writing for opportunities to eliminate

conversational transitions or idioms.

Closure (2 to 3 minutes) Reflect

Have students write a Note to Self about at least one part of their writing that improved. Encourage

students to use specific details in their note.



70

Revising with ARMS Anchor Chart

A dd R emove M ove S ubstitute

See if you can add:

Words that make

ideas clearer

Transitions between

paragraphs and

ideas

Details and

descriptions

Facts, quotations,

explanations

Take out any:

Words or sentences

that do not make

sense

Wordy phrases that

could be shorter or

clearer

Sentences that are

not on your topic

Change the order

of:

Sentences related

to ideas in another

part of your writing

Facts and details

that fit better in a

different paragraph

Transitions that fit

better in a different

spot

Switch out:

Vivid verbs for dull

verbs

Appropriate words

for slang words or

phrases

Related details for

unrelated details



71

Practice with ARMS Activity Sheet

First Draft Revision

Add

Throwing away plastic bottles is bad. They can end up in the ocean.

Add

Remove

I will show you that recycling is better for

the planet.

Remove

Move

It can pile up to be over 1,000 feet high. Trash in landfills just keeps growing.

Move

Substitute

Recycling is a cool way that people can help the environment.

Substitute



72

Practice with ARMS Activity Sheet Sample

First Draft Revision

Add

Throwing away plastic bottles is bad. They can end up in the ocean.

Add

Throwing away plastic bottles is bad for the environment. They can end up in the ocean and harm animals that think the bottles are food.

Remove

I will show you that recycling is better for

the planet.

Remove

Recycling is better for the planet.

Move

It can pile up to be over 1,000 feet high. Trash in landfills just keeps growing.

Move

Trash in landfills just keeps growing. It can pile up to be over 1,000 feet high.

Substitute

Recycling is a cool way that people can help the environment.

Substitute

Recycling is a valuable way that people can help the environment.



73

Parts of a Paragraph Anchor Chart

Topic Sentence

Introduces the main idea of the paragraph and explains

the connection to the main idea of the essay

Supporting Sentences

Introduces the supporting information and

explains how it relates to the topic sentence

Closing Sentence

Summarizes the example and describes how it supports the

topic sentence and main idea of the paragraph



74


Introduction


Conclusion



75

Editing with CAPS Lesson Plan

Learning Objective Students will be able to edit their writing using the CAPS acronym.


Supporting Materials ● CAPS Anchor Chart

● Practice with CAPS Activity Sheet

● Practice with CAPS Activity Sheet Sample

Technology Used

Students: TenMarks Writing Project (Revise & Edit Stage)

Teacher: None

Name the Focus (1 minute) Tell students that they’ll be improving their writing by editing for spelling, grammar, and mechanics.


Finish a story that starts with, I heard a loud noise. When I opened my eyes... Be creative!

Look for: Students finishing the thought with complete sentences


Ask students why it was important to finish the fragment in the freewrite prompt before continuing their

story. Explain that completing the sentence in the prompt is necessary in order for the audience to get a

clear picture of the writer’s ideas. Tell students that they will now be editing their work to make sure that

their thoughts are complete and clearly presented.

Model

Project the CAPS Anchor Chart and distribute the Practice with CAPS Activity Sheet. Think aloud that

when you are editing, reading a text out loud can help you find and catch errors. Tell students to raise

their hands if they see or hear any errors as you read aloud the text from the activity sheet, starting with

the last sentence and working backwards. Solicit student input as you read aloud, regularly reminding

students to look for errors in Capitalization, All Sentences Checked, Punctuation, and Spelling on the

activity sheet.

Editing with CAPS Opinion Writing


76

Note: If your students cited references, tell them that the CAPS acronym doesn’t work well

for references because references are not in complete sentences and they have a

different formatting.


Have students edit their work in TenMarks Writing. Explain that they will be editing from the bottom up in

TenMarks Writing, just as they did on the activity sheet. Circulate and conference.

If Students Then

Struggle to identify parts of their work

to edit

Have them read their work aloud or listen to a partner read their

work. As students read aloud, encourage them to listen for errors.

Struggle to recognize errors in

capitalization, sentences, punctuation,

and/or spelling

Have them focus on one specific editing focus from the CAPS

acronym, and then move to the next one.

Finish early Encourage them to write a note to you or to themselves about their

next writing goal based on the errors they edited.

Assign a TenMarks Writing assignment on editing based on the

elements that students need to practice.

Are ready for a challenge Challenge them to add complex sentences to their writing. Tell

them one way to form a complex sentence is to add a phrase that

introduces the main idea of the sentence.

Encourage students to read through their essays and add

introductory clauses to existing sentences or to write complex

sentences from scratch.


Have students turn to a partner and discuss whether they thought working backwards through their

writing was helpful and why or why not. Encourage students to discuss specific errors they caught

while editing.



77

CAPS Anchor Chart

C apitalization A ll sentences

checked

P unctuation S pelling

Look at each:

●First word of

a sentence

●Word in a title

●Name of a person

or a place

Watch out for:

●Missing verbs

●Really long

sentences

●Missing short

words like "a"

and "the"

●Sentences that

sound strange

See if you need to

add or take out:

●Periods

●Question marks

●Commas

●Apostrophes

●Quotation marks

Look for words that:

●Are misspelled

●Sound the same

but are spelled

differently

●Sound wrong in

the sentence

(“I came

form home.”)



78

Practice with CAPS Activity Sheet

We switch to hang dryers. They will help the environment. Paper towels come frum trees. What will

you see? if you look in the janitor’s closet at school? It is fulled up with paper towels. That is a lot of

trees that we would save and they are a precious resource and help our environment and if we used

automatic dryers there would be less waste at our school Hand dryers will make the planet happy!



79

Practice with CAPS Activity Sheet Sample

We should switch to han g d dryers. They will help the environment. Paper towels come frum from

trees. What will you see ? if you look in the janitor’s closet at school? It is fulled full of up with paper

towels. That is a lot of trees that we would save , and they are a precious resource and that help our

environment . and if If we used automatic dryers there would be less waste at our school . Hand

dryers will make the planet happy!



80

Ways to Publish Lesson Plan

Learning Objective Students will be able to select a way to publish their writing.


Supporting Materials ● Ways to Publish Anchor Chart

● Ways to Publish Anchor Chart Sample

Technology Used

Students: TenMarks Writing Project (Publish Stage)


Name the Focus (1 minute) Tell students that they will be publishing their writing in TenMarks Writing and deciding how they want to

share their work.


Describe what you would write in a note to a friend and what you would write on a poster in your school

hallway. Explain the difference between a private note and a poster.

Look for: Descriptions of purpose of writing and addressing different audiences

Instruction (7 minutes) Discuss (Partners)

Have students turn to a partner and discuss these questions:

1. Who will be interested in your piece of writing?

2. How can you share your writing with people who are interested?

Encourage partners to take turns answering the questions and giving each other feedback.

Create a Reference

Show the Ways to Publish Anchor Chart. Tell students they will create a list of possible ways to publish

their work. This list will help them decide how they want to publish their writing. Have partners share out

some of the ideas they discussed as you write them on the Ways to Publish Anchor Chart. As students

share out, think aloud about how the writing will be shown and who will see it. Encourage students to

add similar suggestions.

Ways to Publish TenMarks Writing


81

Note: If you have already created this reference when teaching a previous genre, refer students

to the anchor chart and ask what other ways they might want to publish. For example, if social

media is listed as a publishing option, encourage students to think about other Internet-based

publishing options, such as blog posts and school websites. Add these to the chart. Ask if there

are ways that stand out to students as especially good for sharing their work.

Application (14 minutes) Model

Tell students that you are going to review your final draft and decide how to publish it. Log into TenMarks

Writing and go to the Demo Student account. Project the final draft of your writing. Think aloud about the

audience you had in mind for it. Solicit students’ opinions about effective ways to publish it as you review

some options from the Ways to Publish Anchor Chart. Once you decide how you will publish, think aloud

about next steps.

For example: If you and your students decide that your writing could be published in a local

newspaper, think about who might see it and how you would submit your writing.

Practice

Tell students that they will now review their final drafts and choose how to publish their work. Have

students log in to TenMarks Writing and save their writing as completed work. Have students consider

how they want to share their work and next steps to take. Circulate and conference. Encourage students

to think about publishing in more than one way and including additional materials that often accompany

published work, such as illustrations, diagrams, or cartoons.

If Students Then

Struggle to decide on a method

of publishing

Have students describe their intended audience to you or a

peer. Then think about where people would be most likely to see

their writing.

Are not comfortable drawing attention

to themselves or their work

Encourage them to think about a means of publishing that will

make them feel more comfortable, or ask students if they can think

of a trusted person with whom they might be comfortable sharing

their work.

Have them create individual portfolios where they can store and

revisit their work.

Ask one or more of your students’ teachers from previous years if

they, or their current students, would make a good audience for

your students’ work.

Finish early Encourage them to design supplementary materials, such as

related illustrations or diagrams.

Are ready for a challenge Encourage them to publish their work in a forum outside of school,

such as an online writing contest or a periodical. Assist them in

looking up the rules of submission and the mailing or e-mail

address for their chosen forum.



82

Closure (2 to 3 minutes) Reflect

Have students write a Note to Self about which way they plan to publish and any next steps they need

to take.



83

Ways to Publish Anchor Chart

Ways to Publish and Share:



84

Ways to Publish Anchor Chart Sample

Ways to Publish and Share:

Online ● In blog posts ● On social networks ● Email ● On the school website

Print ● In a local newspaper ● In a school newspaper ● In a magazine ● As part of an anthology ● On a poster or bulletin board in school

Aloud ● In a different class ● At an open mic ● At a publishing party ● To family, friends, or other adults, such as teachers, a principal, or a coach



85

Opinion Paragraph: Reasons and Information Lesson Plan

Learning Objective Students will be able to brainstorm reasons that support their opinion and to generate supporting information

related to their top reason.


Supporting Materials ● Brainstorming Reasons and Information Activity Sheet

● Brainstorming Reasons and Information Activity Sheet Sample

Preparation Create a TenMarks Writing Project if you haven’t already done so. Then choose a prompt or have students pick

one. If you plan to have students research their topic, provide them with access to sources or arrange to teach

this lesson in the library or media center where they can look up supporting information.

Technology Used



Name the Focus (1 minute) Tell students that they will prepare to write a paragraph by brainstorming reasons to support their

opinion and by generating supporting information related to one reason.


Imagine that you had to build a house. Where would you start and why? What material would you use?

Look for: Students talking about building a strong foundation and using strong materials


Tell students that just like a house needs a strong foundation and materials, writers use reasons and

information to provide strong support for their ideas. Write these steps on the board:

1. Take a position.

2. Brainstorm reasons.

3. Choose a top reason.

4. Write supporting information.

Opinion Paragraph: Reasons and Information Opinion Writing: One Paragraph


86

Model

Log in to TenMarks Writing and go to the Demo Student account. Model the four steps you wrote on

the board:

1. Write your opinion on the topic. Think aloud that you won’t worry about phrasing for now.

2. Tell students that you want to think of as many reasons that support your opinion as possible. You

will review them for quality later. Solicit student input while you brainstorm reasons that relate to

your opinion.

Note: If you prefer to prewrite offline, you can use the Reasons and Evidence Activity Sheet for

these steps. If you are not writing a sample paragraph, you can use the completed Sample.

3. Explain that the next step is to choose just one reason that will be the main idea of your

paragraph. Review your reasons. Then think aloud as you choose the one that you think will best

convince your reader.

4. Solicit student input for what information would support your top reason. Think aloud that you

may be able to use your extra reasons as supporting information for your top reason. Generate

supporting information. Then enter it in the online tool.

Note: If students are going to research information on the topic, you might also model looking up

supporting information on your topic in a reliable source.


Have students log in to TenMarks Writing and follow the four steps on the board. Remind students of a

brainstorming norm: Don’t self-censor! Have them generate as many reasons and as much supporting

information as possible. Circulate and conference.

If Students Then

Struggle to choose their top reason Have them think about which reason they can best support with

facts and details.

Have a hard time generating at least

three supporting facts or details for the

top reason


reason when needed.

Have them look up a piece of supporting information in a source.

Finish early Have them consider the order in which they want to write about

their supporting information in their paragraph.

Are ready for a challenge Have students consider their audience when selecting the most

persuasive reason and supporting information.

Have them research information from an expert on the topic and

include a quotation in their paragraph.



87


Have one student share their opinion, top reason, and supporting information to a partner. Have the

partner share a comment or ask a question about the reason or supporting information. Then tell

partners to switch roles.



88

Brainstorming Reasons and Information Activity Sheet

Opinion:

Supporting Reasons

Supporting Information



89

Brainstorming Reasons and Information Activity Sheet Sample

Opinion: People should recycle more.

Supporting Reasons

● Trash takes up lots of space. ● Animals tend to eat plastic that we throw away. ● Garbage is bad for the environment. ● Recycling takes old stuff and makes it useful again. ● Recycling reduces waste. ✭

Supporting Information

● Less trash goes to the landfill. ● New materials made from trash are useful to people. ● Less waste makes people and animals healthier.



90

Drafting an Opinion Paragraph Lesson Plan

Learning Objective Students will be able to draft a paragraph by incorporating supporting information.


Supporting Materials ● Strong Paragraph Anchor Chart

● Optional: Using Supporting Information Activity Sheet

● Optional: Using Supporting Information Activity Sheet Sample

Technology Used

Students: TenMarks Writing Project (Prewrite and Draft Stages)


Name the Focus (1 minute) Tell students that they will add details and examples as they draft their paragraph.


Write a description of the best weekend you have ever had. Use specific examples to describe

your weekend.

Look for: Examples or details about students’ experiences


Tell students that just as details can help others understand an experience, details can also help a reader

understand the writer’s ideas. Project the Strong Paragraph Anchor Chart. Briefly review the terms: topic

sentence , supporting sentences , and closing sentence .

Model

Tell students that you will draft your paragraph one part at a time. Log in to TenMarks Writing and go to

the Demo Student account. Then think aloud as you model each of these steps:

1. Topic Sentence - Review the reason and supporting information you have already outlined. Think

aloud that you need a single sentence that states your reason and provides a preview of your

information. Then draft the sentence in the tool.

Drafting an Opinion Paragraph Opinion Writing: One Paragraph


91

2. Supporting Sentences - Tell students that using details and examples in your paragraph helps

your audience understand the main idea in your writing. Think aloud about how you can expand

your notes into a paragraph and model doing so.

3. Closing Sentence - Tell students that this will be the reader’s final takeaway. Think aloud as you

write a sentence that wraps up your thoughts and leaves a strong impression.

Note: If you are writing offline, you can model writing a paragraph with the Using Supporting

Information Activity Sheet.


Practice

Have students log in to TenMarks Writing. Have them draft their topic sentence and then the rest of their

paragraph. Encourage students to support their paragraph with details and examples as they draft by

using any other notes they’ve taken and materials they’ve referenced.

If Students Then

Have trouble getting started Encourage them to use the Strong Paragraph Anchor Chart to help

them organize their ideas before they draft in TenMarks Writing.

Have difficulty thinking of an example Have them look at their outlines and choose the supporting

reasons they personally connect with the most. Then, have them

brainstorm examples of that personal connection.

Write an irrelevant example Have them check the topic sentence and make sure that the

example or mini-story relates to that specific reason.

Give too much detail in their

supporting information

Encourage them to review the main idea of the paragraph and

highlight only the more powerful details that help the reader better

understand the main idea.

Encourage them to read the paragraph aloud to ensure that it stays

on topic.

Finish early Have them try to find additional details that might interest the

reader and then add these to the paragraph.

Have them try to add transitions to their paragraph to make clearer

connections between ideas and information.

Are ready for a challenge Have them consider their word choice and tone for what will be

most persuasive to the reader.

Closure (1 minute) Share Out

Have students reread their paragraph and write a Note to Self about one thing they would like

to improve.



92

Strong Paragraph Anchor Chart



93


Paragraph



94


Paragraph



95

Revising and Editing Lesson Plan

Learning Objective Students will be able to revise their writing with the ARMS strategy and edit with CAPS. Suggested Time 30 minutes Supporting Materials

● Acronyms to Improve Writing Anchor Chart ● Practice with ARMS and CAPS Activity Sheet ● Practice with ARMS and CAPS Activity

Sheet Sample

● Opinion Paragraph Checklist ● Optional: Strong Paragraph

Anchor Chart

Technology Used

Students: TenMarks Writing Project (Revise & Edit Stage) Teacher: None

Name the Focus (1 minute)

Tell students that they will revise their writing with ARMS and edit with CAPS. Freewrite (5 minutes)

Prompt Describe a time when you read a book for a second time and noticed new details. Explain which details you noticed the second time.

Look for: How students describe the details

Instruction (12 minutes) Explain Remind students that during the revision process, they will focus on their ideas and phrasing first and then on spelling, grammar, and punctuation. Explain that it makes sense to leave the editing until the end because the revision process may introduce new errors.

Note: If you are introducing ARMS or CAPS for the first time, consider using the Acronyms to Improve Writing Anchor Chart to teach each part separately or giving students more practice with each before applying the strategies to their own writing.

Model Project the Acronyms to Improve Writing Anchor Chart. Then briefly review each part. Distribute a copy of the Practice with ARMS and CAPS Activity Sheet. Have students compare the two drafts. Ask them to

Revising and Editing Opinion Writing: One Paragraph


96

focus first on revisions, not on editing. Compare the first sentences in the paragraphs. Then have students share out which letter from ARMS corresponds to the revision. Practice (Partners) Have students pair up and read the remaining sentences in the paragraphs to find other revisions. Have students label the changes with A, R, M, or S. Then have them share the changes they found with the group. Explain Think aloud that when they are editing, reading a text out loud, backwards, can help them catch errors. Ask students why it might be helpful to read sentences out of order. Encourage the observation that their brain can fill in the correct word and that they would miss the error if they read them normally. Tell students to raise their hands if they see or hear any errors as you read aloud the text from the activity sheet, starting with the last sentence and working backwards. Remind students to look for errors in Capitalization, All Sentences Checked, Punctuation, and Spelling on the activity sheet.


Practice Have students log in to TenMarks Writing to revise and edit their writing. Circulate and conference.

Note: If your students cited references, tell them that the CAPS acronym doesn’t work well for references because they have a different format.

If Students Then

Struggle to identify what to revise Encourage them to refer to the Strong Paragraph Anchor Chart for all of the necessary components in their paragraph.

Struggle to identify parts of their work to edit

Have them read their work aloud or listen to a partner read their work. As students read aloud, encourage them to listen for errors.

Struggle to recognize errors using CAPS

Have them apply one specific editing focus from the CAPS acronym and then move to the next one.

Copy exact language from a reference Encourage them to substitute their own words or to add quotation marks around part of the information and paraphrase the rest. You may need to remind students how to properly introduce a quote.

Finish early Have them review their language use and vary their vocabulary. Assign a TenMarks Writing assignment on editing based on the elements that students need to practice.

Are ready for a challenge Have students read their writing with an ear for their own style and voice, looking for consistency as they revise.

For example: If students are using a formal style, have them examine their writing for opportunities to eliminate conversational transitions or idioms.



97

Closure (2 to 3 minutes)

Reflect Distribute the Opinion Paragraph Checklist. Then ask students to assess their own paragraph in the four areas, giving it a check for meeting expectations, a minus for needing more work, and a plus for exceeding expectations. After they have graded themselves, have them make further changes to their paragraph where necessary.



98

Acronyms to Improve Writing Anchor Charts

ARMS

Add Remove Move Substitute

See if you can add: ● Words that make

ideas clearer ● Transitions between

paragraphs and ideas

● Details and

descriptions ● Facts, quotations,

or explanations

Take out any: ● Words or

sentences that do not make sense

● Wordy phrases

that could be shorter or clearer

● Sentences that are

not on your topic

Change the order of: ● Sentences related to

ideas in another part of your writing

● Facts and details that

fit better in a different paragraph

● Transitions that fit

better in a different spot

Switch out: ● Vivid verbs for

dull verbs ● Appropriate words

for slang words or phrases

● Related details for

unrelated details

CAPS

Capitalization All sentences checked

Punctuation Spelling

Look at each: ● First word of

a sentence ● Word in a title ● Name of a person or

a place

Watch out for:

● Missing verbs

● Long sentences

● Missing short words, like a and the

● Sentences that

sound strange

See if you need to add or take out:

● Periods

● Question marks

● Commas

● Apostrophes

● Quotation marks


● Have misspellings

● Sound the same, but spelled differently

● Sound wrong in the

sentence (“I came form home.”)



99

Practice with ARMS and CAPS Activity Sheet

First Draft

I will show you why the benefit of recycling comes from reduce garbage. Recycling is about

taking old materials and making them new again. That old plastic bottle could go to the landfill and

just take up space, and recycling that plestic bottle means it could become a new bottle. The same

true for newspapers, cans, and glass. It makes sense to use the plastic again instead of wasting it.

Second Draft

The most important benefit of recycling comes from reducing waste. Recycling is about taking

old materials and making them new again. That old plastic bottle could go to the landfill and just

take up space. Recycling that plastic bottle means it could become a new bottle. It makes sense to

use the plastic again instead of wasting it. The same is true for newspapers, cans, and glass.



100

Practice with ARMS and CAPS Activity Sheet Sample

First Draft

R A

I will show you why tThe most important benefit of recycling comes from reduceing garbage

S

waste. Recycling is about taking old materials and making them new again. That old plastic bottle

could go to the landfill and just take up space,. and rRecycling that plestic plastic bottle means it

could become a new bottle. The same true for newspapers, cans, and glass. It makes sense to use

M

the plastic again instead of wasting it. The same is true for newspapers, cans, and glass.

Second Draft

The most important benefit of recycling comes from reducing waste. Recycling is about taking

old materials and making them new again. That old plastic bottle could go to the landfill and just

take up space. Recycling that plastic bottle means it could become a new bottle. It makes sense to

use the plastic again instead of wasting it. The same is true for newspapers, cans, and glass.



101

Opinion Paragraph Checklist

Category Description

Scoring

Ideas and Support States an opinion and supports it with facts, details, examples, or information.

Organization Shows standard paragraph format (topic sentence, supporting sentences, and closing sentence).

Language Uses clear, appropriate language to express ideas.

Editing Has undergone edits and shows few grammar, spelling, or punctuation mistakes.

Notes



102

Opinion Paragraph Checklist

Category Description

Scoring

Ideas and Support States an opinion and supports it with facts, details, examples, or information

Organization Shows standard paragraph format (topic sentence, supporting sentences, and closing sentence)

Language Uses clear, appropriate language to express ideas

Editing Has undergone edits and shows few grammar, spelling, or punctuation mistakes

Notes My paragraph has great ideas. I needed a closing sentence though. I will add that in. I also used pretty

good language. Maybe I could find some better synonyms. And I edited really well.



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Paragraph in a Day: Opinion Writing Lesson Plan

Learning Objective Students will be able to plan, draft, revise, and edit an opinion paragraph.


Supporting Materials ● Strong Paragraph Anchor Chart

● Acronyms to Improve Writing Anchor Chart

● Optional : Using Supporting Information Activity Sheet

● Optional : Using Supporting Information Activity Sheet Sample

Preparation Enter a sample opinion, reasons, and supporting information using the Demo Student account in TenMarks

Writing for modeling purposes.

Technology Used

Students: TenMarks Writing Project (Prewrite, Draft, and Revise & Edit Stages)


Name the Focus (1 minute) Tell students that they will plan, draft, revise, and edit a paragraph. Explain that the purpose is to become

comfortable with getting their ideas out in each step without perfecting them and then improving their

writing in the next step.


Describe a time when you had a short amount of time to complete a homework assignment. Explain

what you did to make sure it was your best effort.

Look for: Descriptions focused on completing it in an efficient way


Tell students that just like it is important to find the most effective way to complete a homework

assignment, it is just as important for writers to think through and follow the steps on how to plan, draft,

revise, and edit a paragraph. Remind students that they will be going through all of the steps in one day.

So, it is important to be efficient.

Paragraph in a Day: Opinion Writing Opinion Writing: One Paragraph


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Model

Log in to TenMarks Writing and go to the Demo Student account. Show students the opinion and reasons

that you completed before class. Then briefly explain how you chose your top reason. Show students the

supporting information you found for your top reason.

Note: Keep this review brief so you can spend more time on modeling the Draft and Revise &

Edit steps.

Project the Strong Paragraph Anchor Chart. Briefly review the terms: topic sentence , supporting

sentences , and closing sentence .

Think aloud as you model these steps:

1. Topic Sentence - Review the reason and supporting information you have already outlined. Draft

a single sentence that covers your reason and information.

2. Supporting Sentences - Tell students that using details and examples in your paragraph will help

your audience understand your top reason. Model expanding your notes into a paragraph.

3. Closing Sentence - Tell students that the last sentence is the reader’s last impression of your

writing. So, you want to give the reader a takeaway. Write a final sentence that wraps up your

thoughts and leaves a strong impression.

Note: If you are writing offline, model writing a paragraph with the Using Supporting Information

Activity Sheet. The Using Supporting Information Activity Sheet Sample provides a sample

reason, supporting information, and paragraph.

Finally, model revising the paragraph first by focusing on ideas and phrasing, and then editing by reading

the paragraph out loud, one sentence at a time, beginning with the last sentence and working

backwards, to catch any errors.


Practice

Have students log in to TenMarks Writing and write their opinion on the topic. Tell students to brainstorm

two reasons and select their top reason.

Then, have students generate supporting information for their reason and use these facts and details to

draft a paragraph. Remind them that they are writing a draft. So, they don’t need to worry about spelling,

punctuation, or phrasing until after their first draft is complete.

Have students revise and edit using the online supports when they have completed drafting. Circulate

and conference.

Note: If students do not finish revising and editing, you may need to extend this work to a

subsequent class period or assign the remaining tasks for homework.



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If Students Then

Try to fix mistakes as they draft Encourage them to pretend that the Delete button doesn’t exist.

You could also put a piece of tape over the Delete button so that

they get their first draft down and won’t worry about phrasing or

perfecting their work.

Have trouble generating at least

three supporting facts or details for the

top reason


reason when needed.

Have them look up a piece of supporting information in a source.

Struggle with topic sentences Have them try using the prompt as a sentence stem and include

their top reason to complete the sentence.

Have trouble expanding on the points in

their outline

Challenge them to add an example or to think about how they

might explain their ideas to a younger student.

Struggle to identify places to revise

their work

Encourage them to use the Strong Paragraph Anchor Chart to

ensure that they have all of the necessary components in

their paragraph.

Struggle to identify parts of their work

to edit

Have them read their work aloud or listen to a partner read their

work. As students read aloud, encourage them to listen for errors.

Finish early Have students look for places where they can add an example.

Have students look for places where they can add transitions

between ideas so that their paragraph flows well.

Are ready for a challenge Encourage them to try adding more vivid verbs, changing their

word choice, or adding figurative language to engage the reader

and add creativity and humor.

Closure (1 to 2 minutes) Reflect (Partners)

Have students tell a partner one thing they did well and one thing they want to improve for their next

paragraph. Have students write another paragraph as homework.



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Acronyms to Improve Writing Anchor Charts

ARMS

A dd R emove M ove S ubstitute

See if you can add:

●Words that make

ideas clearer

● Transitions between

paragraphs and

ideas

●Details and

descriptions

● Facts, quotations,

or explanations

Take out any:

●Words or

sentences that do

not make sense

●Wordy phrases

that could be shorter

or clearer

● Sentences that are

not on your topic

Change the order of:

● Sentences related to

ideas in another part

of your writing

● Facts and details that

fit better in a

different paragraph

● Transitions that fit

better in a

different spot

Switch out:

● Vivid verbs for

dull verbs

● Appropriate words

for slang words

or phrases

● Related details for

unrelated details

CAPS

C apitalization A ll sentences

checked

P unctuation S pelling

Look at each:

● First word of

a sentence

●Word in a title

●Name of a person or

a place

Watch out for:

●Missing verbs

● Long sentences

●Missing short

words, like a

and the

● Sentences that

sound strange

See if you need to add

or take out:

● Periods

●Question marks

● Commas

● Apostrophes

●Quotation marks


●Have misspellings

● Sound the

same, but

spelled differently

● Sound wrong in the

sentence (“I came

form home.”)



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Paragraph



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Paragraph



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Opinion Essay All Lessons · Opinion Essay All Lessons ... Pose the following questions to the class. ... 7 XXX UFONBSLT DPN