Opinion Writing in Grades 1-3: [Topic] Adapted by Angel Peavler and Jean Wolph from NWP i3 College Ready Writers Program materials KWP RSPDI

2 WritingReading Argument MINI-UNIT Emphasis # of Lessons ARGUMENT SKILLS PRODUCT ELEMENTS OF ARGUMENT CLOSE READING STRATEGIES RESPONSE TO READINGS TOPICS Draft, Feedback, Revise, Reflect Close reading strategies Writing & talking to develop knowledge on topic or issue Using text- based evidence to support an opinion 4 Lessons Entering Skills: Using Flipbook format for writing Partner talks Ind. sentence writing in response to a question Foundational Skills: Giving text- based evidence Commenting on evidence Conclusion Product: Multi- page flipbook (First I Thought, Then I Learned, Now I Think) Researching to make an informed opinion Giving reasons based on evidence Commenting on evidence (this makes me think) Partner Talks Scaffolded writing: First I Thought, Then I Learned, Now I Think) [Inquiry Question] 3 shared readings (graph or chart, podcast, website) Mini-Unit Overview

Writing Standards Emphasized in the Mini-Unit Write opinion pieces in which students introduce the topic. Write opinion pieces in which students state an opinion, giving reasons. Write opinion pieces in which students provide a concluding statement or section. In this mini-unit, we are helping students to explore a topic and then form an evidence-based opinion. They are not writing arguments at this point.

Day 1Day 2Day 3Day 4 Introduce research question (inquiry). Begin Flipbook. First I Thought: Write in response to research question. Partner sharing. Study image. Partner talks. Then I Learned: Write in response to research question. Listen to podcast. Partner talks. Then I Learned: Continue writing in response to research question. Read article. Then I Learned: Continue writing in response to research question. Re-read flipbook. Learn about conclusions. Now I Think: Write a conclusion. What should we do about [topic]? Mini-Unit Sequence

Starting Our Flip Book Should we [topic]? Write this on the flap. This is our research question.

Should we [topic]? What do you think? Think-Pair-Share

Page 1 of Our Flip Book Should we [topic]? First I thought… Write this on the next flap.

Should we [topic]? What did you think? I’ve never thought about it before. I think we should [topic] because __________. I do not think we should [topic] because ___________.

Fill the first flap: First I thought… First I thought… Use the space to explain your thinking.

Should we [topic]? Study the [graph/chart]. Turn and talk: What do you notice about this [chart/graph]? Text #1 Now let’s start our research. We’ll look at several texts to gather information about [topic]. Insert graph or chart here

Should we conserve water? Let’s read closely! What do the numbers tell us? Text #1 Insert graph or chart here

Page 2 of Our Flip Book Should we [topic]? First I thought… Then I learned… Write this on the next flap.

Now try one of these sentence frames: After studying the [graph or chart] about [topic], I noticed that ___________________. According to the [author or publisher of the graph or chart], ______________________. This makes me think__________________. The [chart of graph] says ________________, so that means ________________________. Capturing our thinking

More RESEARCH! Text #2 Now, we are going to listen to “[Title]”. [url] Insert information about podcast and provide url

More RESEARCH! Text #2 TURN-N-TALK: What did you learn about [topic] from the [“Title”] podcast?

Let’s continue writing: Then I learned… Then I learned… Use the space to explain facts about [topic]. Try at least one of these sentence frames: [“Title”] explains that ________________________. According to the podcast [“Title”], ______________. The author of [“Title”], [insert author’s name], described ___________________________________.

[title of] website Text #3 Let’s READ and RESEARCH to find out more! [insert url of website] [insert screenshot of website’s home page]

Return to Our Flip Book Should we [topic]? First I thought… Then I learned… Go back to this spot. Here you will continue recording new learning about [topic]. Use the back of the sheet, if needed.

Use the back of the flap or add a new sheet, if needed: Then I Learned… Then I Learned… Use the space to explain facts about [topic] that you learned from the website. Be sure to tell the name of the website and its url.

Try one of these sentence frames to share information from the website about [topic]. According to the [“Title” website at _____], __________________________. After researching on the [“Title” website at ____], I learned ______________. Based on what I read on the [“Title” website at ____], ___________________________.

Finishing Our Flip Book Re-read everything you have written so far. Should we [topic]? First I thought… Then I learned… Now I think… Then write this on the last flap.

It’s time to CONCLUDE (or end). Good endings often do one of these two things: Tell the reader what you would like him/her to do. Explain to the reader what you would like him/her to think.

Fill the last flap: Now I think… First I thought… Use the space to explain your thinking. Now that you’ve done the research, what do you think about [topic]? You might try this sentence framework: [WHO] should (or should not) do [WHAT] because [WHY].

Sharing Read your flip book to your partner. Talk about ways you plan to [topic]!

Something to think about… [An inspirational quotation or picture can be inserted here.]

Next Steps Students could develop other flip books on new topics, using the same process. A revision study could be planned. Students would select ONE flip book to turn into a polished piece.