Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
NJ Student Learning Standards
1
English Language Arts
FIFTH GRADE
Opinion Writing
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Contents of Fifth Grade Opinion Writing
2
NJSLS English Language Arts Standards
pgs. 3 – 5
Student Learning Objectives
pg. 6
Enduring Understandings
pg. 7
Essential Questions
pg. 8
Mentor Text
pg. 9
Mini-lesson Structure
pg. 10
Teaching and Learning Actions for Launching Writer’s Workshop
pgs. 11 – 13
End-of-Year Benchmark Expectations
pg. 14
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Grade 5
NJSLS Anchor
Standards
3
Student
Learning
Standards
Text Type – Informational Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.5.2 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are
grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details from text(s), quote directly from text when
appropriate.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a conclusion or section related to the opinion presented.
W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience. (Grade-specific expectations for writing types are defined in #1–3 above.)
W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach.
W.5.6. With some guidance and support from adults and peers, use technology, including the Internet, to produce and
publish a minimum of two pages of writing (using the keyboard) as well as to interact and collaborate with others.
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Grade 5
Student
Learning
Standards
4
Text Type – Informational Writing
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different
perspectives of a topic.
W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.
W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., ―Compare and contrast two or more characters, settings, or
events in a story or a drama, drawing on specific details in the text‖).
b. Apply grade 5 Reading standards to informational texts (e.g., ―Explain how an author uses reasons and evidence
to support particular points in a text, identifying which reasons and evidence supports which point[s]).
L.5.1. Observe conventions of grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular
sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb aspects.
c. Use verb tense and aspect to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense and aspect.*
e. Use correlative conjunctions.
L.5.2. Observe conventions of capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the
sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Grade 5
ELA
Standards
5
Text Type – Informational Writing
L.5.3. Use language to enhance meaning, convey style, and achieve particular effects when writing or speaking.
Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words
and phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
SL.5.1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Explicitly draw on previously read text or material and other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon norms for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions.
SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Grade 5
Student
Learning
Objectives
Text Type – Opinion Writing
Use the writing process:
• To establish a clear position on an issue
• To persuade the reader to think like the author on an issue and to take action.
• To provide a series of clear arguments using facts to support the opinion.
6
Grade 5
Text Type – Opinion Writing
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Enduring
Understandings
IDEAS:
• The writer clearly states his/her opinion or point of view to improve their world or critique society.
• Include relevant evidence to support a position, so the reader will be convinced to think like the writer.
ORGANIZATION:
• Begin with an opening that tells the reader what is being argued and end with a conclusion.
• Provide a series of clear reasons to support the argument.
7
VOICE:
• The writer must reveal his/her stance toward the topic to the reader.
• The writer must demonstrate a strong commitment to the topic by showing why the reader needs to know this and
why he/she should care.
SENTENCE FLUENCY:
• Write well-crafted sentences that express the writer’s convictions.
WORD CHOICE:
• The writer must select precise words to convey the opinion and reasons.
• Use quotes to support the argument.
CONVENTIONS:
The correct use of conventions guides the reader easily through the text.
PRESENTATION:
The writer’s message is understandable in the format used.
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Grade 5
Essential
Questions
Text Type – Opinion Writing
IDEAS:
• How can I form an opinion about a topic and then convince my audience to see it my way?
• What evidence is included in my writing to persuade my audience?
ORGANIZATION:
• How do I organize information to persuade a reader to accept my opinion?
VOICE:
• How can I be sensitive to my audience?
• How can I make a convincing argument to my audience?
8
WORD CHOICE:
• What words and phrases did I use to support my opinions and reasons?
SENTENCE FLUENCY:
• How can sentences be constructed so that my reader will be able to easily connect with the most important points
of my opinion?
CONVENTIONS:
• How will correct spelling, punctuation, and capitalization enhance the readability of my writing?
PRESENTATION:
• What is the best way to layout the text for opinion writing?
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Grade 5
Mentor Text
9
Text Type – Opinion Writing
Dear Mrs. LaRue: Letters from Obedience School - Mark
The Great Kapok Tree - Lynne Cherry
Teague
I Want a Pet - Lauren Child
Should There Be Zoos? - Tony Stead
Cloudy with a Chance of Meatballs - Judi Barrett
I Wanna Iguana - Karen Kaufmann Orloff
The Wretched Stone - Chris Van Allsburg
Click, Clack, Moo: Cows That Type – Doreen Cronin
The True Story of the Three Little Pigs - Jon Scieszka
Twisting Arms – Dawn DiPrince
Dear Mr. Blueberry - Simon James
My Brother Dan’s Delicious – Steve Layne
Can I have a Stegosaurus, Mom? - Lois G. Grambling
Otto Runs for President – Rosemary Wells
Can I have a T-Rex, Dad? - Lois G Grambling
My Lucky Day – Keiko Kasza
I Am Absolutely Too Small for School - Lauren Child
The Salamander Room - Mazer
Flossie and the Fox - P. McKissack and R. Isadora
Can I Keep Him? - Kellogg
Who Wants a Cheap Rhinoceros? - Shel Silverstein
Earrings - Viorst
Duck for President - Doreen Cronin
Don’t Let the Pigeon Drive the Bus - Willems
Alexander and the Terrible, Horrible, No Good, Very Bad Day Judith Viorst
Hey, Little Ant - Philip Hoose
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Mini-lesson
Structure
Mini-lesson
Teaching Points
10
Writer’s Workshop
•
•
•
•
Model why, how, and when students will use the strategy you are about to teach.
Teach students strategies that they will use often as writers.
Demonstrate, explain, and show examples, engage in shared inquiry, or use guided practice.
Incorporate technology to enhance learning.
Active Student
Engagement
After teaching, give all students a timed opportunity to apply what you have taught. Teachers must use this
opportunity to observe students’ understanding of the teaching point prior to the formal writing portion of Writer’s
Workshop.
Link
Link the mini-lesson to the day’s workshop. You can do this in your writing today. It is not something to do just
today. Today and everyday you can do it.
Share/Reflect
After the formal writing portion of Writer’s Workshop, share examples of students using the day’s strategy by
reading aloud or a pair/share.
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Teaching and Learning Actions for Opinion Writing
Use technology (Smartboards, Document Cameras) to help teach various elements
of narrative writing through the use of mentor text.
 Use mentor texts as models to study the characteristics of opinion and persuasive
writing.
 Use mentor texts as models for effective leads, focus and sequence, use of facts to
support opinions, and strong conclusions. Complete a shared writing piece to practice
this writing.
11  Select a social issue and problem such as crime, drugs, pollution, bullying, etc. that
you feel passionate about. Using a T-chart model for students how to look at both
sides of a problem listing the pros and cons.
 Conduct research to find evidence to support your opinions. Create a bulleted list
to support your point of view. Use relevant information, facts, expert opinions,
statistics, quotes, or examples from experts that fit the purpose of the writing, citing the
source.
 Introduce a topic by creating a strong opening that clearly states your opinion.
Grab the reader’s attention by presenting an unusual fact or detail, tell a story related
to your position, or alarm the reader by presenting a cause/effect, a “what if,” or a
question.
Notes
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Teaching and Learning Actions for Opinion Writing
Develop three or more main reasons for your argument each in a separate
paragraph.
Anticipate opposing arguments and refute them.
 Writers use transitions between paragraphs to organize their writing. Generate an
anchor chart with possible transitions – although, while, however, for instance,
similarly, in particular, of course, in other words, to sum it up, because, consequently,
first, next, sometimes, most importantly, always, surely, on the other hand, clearly,
there is no doubt, unlike…
12  End by summarizing the evidence and give a closing statement that is interesting,
convincing, and suggests action.
• Example – “Uniforms are a must for all these reasons. They look neat, there is
no decision making in the morning, and most importantly it saves hundreds of
dollars for parents that can be spent in so many more meaningful ways. Let’s
say “yes” to uniforms for all!”
Generate an anchor chart of phrases to use for closings – For these reasons, in
conclusion, now you can see why, it is in everyone’s best interest to, all in all, in
closing…
 Use technology to publish selected pieces of opinion writing.
Notes
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Teaching and Learning Actions for Opinion Writing
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Notes
Pemberton Township Schools English Language Arts Literacy – Opinion Writing June 2016
Grade 5
Grade Five
End-of-Year
Benchmark
Expectations
for Opinion
Writing
LOOK FOR:
14
IDEAS:
Text Type – Opinion Writing
Begins with a clear topic sentence that states an opinion to convince the audience
about an issue or topic.
Includes several fully developed and relevant reasons or examples to support the
opinion.
Demonstrates an understanding of the topic.
There is a strong call to action.
Feelings about the topic are very clear and strongly expressed.
Provides a clearly defined conclusion.
ORGANIZATION:
Includes an effective introduction, a middle, and a strong conclusion.
Uses more than one paragraph.
Selects and maintains a clear focus.
The structure is creative and meaningful to the reader.
Supports reasons by facts and details.
Connects reasons in a logical and sequential order that allow important
points to stand out.
Incorporates thoughtful transition words to connect opinions and reasons
within and between sentences and paragraphs.
VOICE:
Writer’s voice adds interest to the message.
Writing is passionate, compelling, and individual.
The writing shows how the writer feels about the topic.
The writing connects strongly with the reader in a personal and unique way.
Reveals the creative personality of the writer.
The writer convinces the reader and shows an awareness of the audience.
The writer’s point of view is evident.
WORD CHOICE
Uses words that are well-suited for convincing the audience.
The writer risks using words beyond their spelling ability.
The writing uses clear, colorful, and powerful language to convince
the reader.
Words and phrases convey precise meaning.
Select a more precise word when prompted.
The writing uses clear, colorful, and powerful language to convince
the reader.
Incorporates newly used words from reading and discussion.
Extend writing by using specialized words related to the topic.
The writer risks using appropriate words beyond spelling ability.
Words and phrases convey precise meaning.
SENTENCE FLUENCY:
Uses an interesting variety of sentence lengths and beginnings.
Uses a variation of simple and compound sentences.
Creates well-formed sentences that show rhythm, variety, and
strong purposeful opinions.
Sentences flow smoothly and naturally.
CONVENTIONS:
The writing has capital letters for sentence beginnings and all
proper nouns.
The writing shows the use of ending punctuation marks correctly.
Uses commas in a series correctly.
All familiar high-frequency words are spelled correctly.
Approximate the use of quotations marks in dialogue.
Errors in grammar, spelling, capitalization, and punctuation are
infrequent and do not interfere with meaning.