In this learning module, students learn about how to write an opinion about a topic and include reasons and information to support their opinions.
Opinion Reasons Information Facts Details Supporting Opposing Structure Transitions
In this learning module you are going to learn about how to write your opinion about a topic and include reasons and information to support your opinion.
Focus Questions
What is a great pastime?
Why is it important to support reasons with information (facts and details)?
How do I write my opinion and include reasons and information?
Comment: Think about how you spend your time out of school. What is something that you like to do? Write a comment in which you state your opinion of a great pastime with two or three reasons for why it is a great pastime. Use the following example as a model for your sentence:
A great pastime is riding my bicycle because it makes me healthy, it is good for the environment, and I like being outdoors.
Read other students' comments and comment on what they write by starting with @Name. You can ask them a question to clarify their reasons or tell them what you like about their pastime.
In this module students learn how to state an opinion, supported by reasons and information. Students explore opinions through an online discussion in Community, learn about an organizational structure by dividing their work into ‘Elements’, using the Structure Tool in Scholar, and incorporating media. Students draw on their background knowledge and are also encouraged to read and research to gather more information.
This initial activity introduces students to Community with a simple post of a few words but which asks them to articulate two or three reasons to support an idea. These reasons can then be elaborated into paragraphs in the activities that follow.
Main CCSS Focus
W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS Focus
SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Learning Intention: To include information (facts and details) to support my reasons.
Look at the reasons and information (facts and details) for why riding a bicycle might be a great pastime. There are three reasons in favor of riding a bicycle and one reason against it.
| Reason | Information (Facts and Details) |
|---|---|
| It makes me fitter |
Fact: I rode to the local park and back home which is 5 miles. Details:This is further than the 2 miles I could ride when I started riding so I am much fitter now. |
| It is good for the environment |
Facts: According to the U.S. Environmental Protection Agency, cars cause more than half of the air pollution in the USA. Bicycles do not cause any air pollution. Details: I ride my bicycle to school each day so my mom does not have to drive me. This means she does not drive her car as much and add to the air pollution. |
| I like the outdoors |
Fact: When I ride I am closer to nature. Details: I can smell the trees and hear the birds singing. At the local park I saw lots of flowers, trees, squirrels and birds, including a red cardinal. This is why I like being outdoors. |
| It can be dangerous |
Facts: Riding on the footpath can be dangerous to other people who you might bump into. Riding on the road where there is no cycle path can be dangerous because of cars. Also it is dangerous to cycle on icy roads and footpaths. Details: One time, a dog ran in front of me on the footpath and I fell off my bike. My knee was bleeding. |
Complete the chart on a great pastime. Include two or three reasons with information (facts and details) in favor of it and one against it. Submit your chart to your teacher in Community.
Comment: One fact that shows bicycles are good for the environment is that "Cars cause more than half of the air pollution in the USA". This information came from an online news article. Share some facts that you researched about a great pastime. You can also comment on other students' facts and ask them questions.
In this activity students learn to elaborate on their thinking by adding information (facts and details) to their reasons. It also requires them to think about both supporting and opposing arguments although the terminology of claims and counter claims is not yet introduced.
The comment focuses on some simple internet research to use facts to support opinions.
The "Great Pastime Chart" is used to model and then support students to add information to support their reasons. For accountability, this chart may be submitted to the teacher through Submissions in Community. Students should also refer to it as they write their drafts in Creator.
CCSS Focus
W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1b: Provide reasons that are supported by facts and details.
Learning Intention: To understand how to write an opinion by reading other opinions and identifying facts and details.
Choose one of the student-written opinion texts below. Read through at least one of them to help you learn more about how to write an opinion - you can read them all if you like.
As you read them, see if you can identify facts and details in the information that is presented.
A Fact is something that is true or that really happened.
Details are small facts or pieces of information that provide more particulars.
For example, in Adopting a Pet from the Pound:
Fact: Having a pet also means lots of responsibilities.
Details: A child has to feed, clean up after, brush, and exercise the pet.
Comment: Choose one of the above texts. What is one reason and what is the information used to support it? Comment on the comments of another student by adding more information to their comment. You could identify the facts and details. Start with @Name so the student knows you are commenting on their comment.
This activity develops students' understanding of using reasons and information to support their opinions. The three student-written mentor texts provide other models that students may access to inspire and guide and them as they write.
CCSS Focus
W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1b: Provide reasons that are supported by facts and details.
Learning Intention: To understand how to write an opinion text.
| Introduction (1st Paragraph) | Clearly states opinion; Has a preview of the main reasons that will follow in the rest of the opinion |
| 2nd, 3rd, and 4th Paragraphs | Has one reason and information (facts and details) to support the opinion in each paragraph |
| 5th Paragraph | Has one reason and information (facts and details) which is against the opinion |
| Conclusion (6th Paragraph) | Summarizes the reasons and makes a concluding statement |
| Transition Words | Uses words such as firstly, in addition, in conclusion, because, as, and, also, or, and but to sequence the paragraphs and sentences within each paragraph |
First of all, read the Tips for Writing an Opinion. Then look at the mentor text that follows:
Why Bicycle Riding is the Best Pastime
Bicycle riding is the best pastime of all. It has many advantages such as making me fitter, it is good for the environment and it gets you outdoors. There is one disadvantage which is bicycle riding can be dangerous for yourself and for others.
Firstly, bicycle riding is the best pastime because it makes me fitter. I rode to the local park and back home which is 5 miles. This is further than the 2 miles I could ride when I started riding so I am much fitter now.
Another reason why I believe bicycle riding is a great pastime is because it is good for the environment. I ride my bicycle to school each day so my mom does not have to drive me. Cars cause more than half of the air pollution in the USA. Bicycles do not cause any air pollution so are very good for the environment.
In addition, I like the outdoors. When I ride I am closer to nature. I can smell the trees and hear the birds singing. When I was riding at the local park I saw lots of flowers, trees, squirrels and birds, including a red cardinal. This is why I like being outdoors.
Bike riding has many advantages but it can be dangerous. Riding on the footpath can be dangerous to other people who you might bump into. Riding on the road where there is no cycle path can be dangerous because of cars. Also, it is dangerous to cycle on icy roads and footpaths. One time, a dog ran in front of me on the footpath and I fell off my bike. My knee was bleeding so I had to walk home.
In conclusion, I would recommend bicycle riding to everyone as it has many advantages. While it can be dangerous, it is still a great pastime for everyone.
Comment: With a partner discuss whether Why Bicycle Riding is the Best Pastime is/is not an effective opinion text. What makes it effective? What could be improved? Then post a comment from your discussion. Also, contribute to the class discussion by making comments on other students' comments. Link to their comments by starting with @Name.Why Bicycle Riding is the Best Pastime
This activity focuses on the structure of an opinion and using transition words. This will be supported further by the rubric when students start writing their drafts in the next activity.
Emphasize the importance of the face-to-face discussion so that students actually read and evaluate the mentor text, using the 'Tips' to guide their discussion. This will also scaffold their comments for the online discussion. The file of Why Bicycle Riding is the Best Pastime is attached so that students can open it as they look at the 'Tips'.
CCSS Focus
W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped together to support the writer's purpose.
W.4.1b: Provide reasons that are supported by facts and details.
W.4.1c: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.1d: Provide a concluding statement or section related to the opinion presented.
Learning Intention: To start my writing project and to use the Rubric to identify what is important to include.
Project Name: A Great Pastime
Description: In your opinion, what is a great pastime? Include at least three reasons and information (facts and details) to support your opinion, and at least one reason and information which is not in favor of the pastime. Add multimedia such as an image, diagram or link to complement your writing.
You have received a Work Request in Notifications. Click on this link to open the “Untitled Work” in Creator. Then, change the title, and begin a first draft. Go to About This Work => Project => Description for further project information.
For what you need to do in order to write an effective opinion, go to Feedback => Reviews => Rubric. Keep the Rubric open and refer to it as you write.
In the Structure Tool, create 6 sections. The headings may be omitted in the final draft when it is submitted for publication.
When you are ready to submit, click “Submit Draft” below the work. This is the version of your work that will be sent to others for feedback.
Comment: Why is it important to have reasons and information when you express an opinion? Comment on other students' comments, building on their ideas if you can.
As students begin to draft their work, direct them to use the Structure Tool to organize their reasons and information. Students should also refer to the Rubric as a guide as they write in Creator. If necessary, look through the Rubric with students.
In the Structure Tool students can create 6 sections. The headings may be omitted in the final draft which is submitted for publication.
For first time users of Scholar, the following Overt Instruction Updates from The Writer's Toolkit: Strategies for Writing in the New Media may be useful to add to Community:
CCSS Focus
W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience.
W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as interact and collaborate with others.
Learning Intention: To give feedback on other students’ works and then revise my own.
Check your Notifications for Feedback Requests: You have received a Feedback Request. Click on this link to take you to the work you have been assigned to review. Go to Feedback => Reviews => Review Work. Rate the work on each criterion and explain why you gave the work that rating. Make in-text comments at Feedback => Annotations. Make an overall recommendation at Feedback => Recommendation.
Submit your feedback once it is finished at About This Work => Project => Status. You will not be able to submit your review until all requirements set by you teacher have been met. These may include a Review, Annotations, and/or a Publication Recommendation.
For more information, see Reviewing a Work and Submitting a Review and Annotations.
The next stage of the writing process is to revise your own work.
Check your Notifications for a Revision Request: You have received a Revision Request. Click on this link to take you to the most recent version of your work. Then go to Feedback => Reviews => Results to see the reviews and Feedback => Annotations to see in-text comments. Once you have incorporated all of the feedback (Reviews/Annotations) from your peers, click “Submit Revision” below the work.
You can also write a self-review, explaining how you have taken on board the feedback you received.
For more information, see The Revision Phase.
Comment: Do you have any more questions about Scholar at this stage? Make a comment in this update. If you think you have an answer to another student's question, please answer it - be sure to name the student you are replying to in your comment by starting with @Name.
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This update covers two stages of the writing process in Scholar: Review and Revision.
The following Overt Instruction Updates from The Writer's Toolkit: Strategies for Writing in the New Media may be useful to add to Community. They may be used with first time users or it may be appropriate to introduce them in a second writing project so students learn about the features of Scholar over time.
Refer to Analytics to monitor how students are progressing with their writing and reviews.
CCSS Focus
W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as interact and collaborate with others.
L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing.
L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
Learning Intention: To identify what is successful writing.
Check Notifications to see if your work has been published and whether works that you provided feedback on have been selected for publication. Published works may be viewed on your and any collaborators' individual profiles in Community.
Comment: Read two or three other students’ published opinions. What are some interesting reasons and information you have learned from reading other students’ works? These might be reasons you hadn’t thought of, or interesting information such as facts that you didn’t know. Also comment about one thing you have learned about writing opinions. Mention the creator and title of the work, and make a link to that page so the person reading your comment can jump to the page quickly.
Notifications of publication are provided to the creator and all reviewers.
This reflection activity promotes student metacognition about what makes quality writing by reading and reflecting on other students’ writing. Ask students to look over other people’s published works - have them read at least two or three works. Ask them to comment on something interesting they learned from reading other students’ works.
CCSS Focus
W.4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
Title: Minecraft: Photograph by Jo Kay (Source); Fig 1: Harry Potter Books (Source); Fig. 2: Source: Photograph by Chad Heininger; Fig. 3: (Source); Fig. 4: Source: Photograph by Rita van Haren; Fig 5: Source: Photograph by Wilhelmina Richardson; Fig 6: Culture Crew (Source); Fig 7: Minecraft: Screenshot by Jo Kay (Source).