1. Should We Have Zoos? Opinion Mini-Unit
Developed for K-1; appropriate for 2-3 with more independence in reading texts and possibly with the addition of an age-appropriate article on the role of fat in our diets.
Opinion Mini-Unit
Inspired by Should There Be Zoos? By Tony Stead
Developed by Jean Wolph, Kentucky Writing Project
Lessons created using a process developed by
the National Writing Project i3 College Ready Writers Program,
funded by the Department of Education.

2. Mini-Unit Overview Writing Reading
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
Introducing a research-based opinion
6 Lessons
Entering Skills:
Sharing ideas in a whole class discussion
Partner reading
Foundational Skills:
Identifying evidence used to support opinions
Writing an introduction
Extending Skills:
Remodeling claims to focus on a specific angle.
Product: Opinion piece
Researching to make an informed opinion
Making a claim
Cataloguing potential evidence (pro or con)
Studying a text to see how writers support an opinion
Distinguishing evidence (pro or con)
Studying models to learn how to introduce opinions
Scaffolded claim writing:
We should (should not) have zoos because _____.
Scaffolded drafting
PQP Feedback on focus area: introduction
Should We Have Zoos?
4 shared
readings (students models of opinion pieces on zoos)

3. ELA Standards Emphasized in the Mini-Unit
Grade 2:
Reading
CCSS.ELA-LITERACY.RI.2.8 Describe how reasons support specific points the author makes in a text.
Writing
CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA-LITERACY.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

4. ELA Standards Emphasized in the Mini-Unit
Grade 3:
Writing
CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
CCSS.ELA-LITERACY.W.3.1.B Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
CCSS.ELA-LITERACY.W.3.1.D Provide a concluding statement or section.
CCSS.ELA-LITERACY.W.3.7 Conduct short research projects that build knowledge about a topic.
Reading
CCSS.ELA-LITERACY.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

5. Mini-Unit Instructional Sequence
Day 1
Day 2
Day 3
Day 4
Day 5
Days 6-7
Introduce research question (inquiry)
Quickwrite and gather our knowledge about zoos on a class chart
Find out what others think by reading selections from Should There Be Zoos by Tony Stead: Study text 1; read aloud/think aloud. Dual purpose: see models of student work. Rate effectiveness.
Begin chart: Pros and Cons of Zoos
Study text 2; Partner reading and sharing. Rate effective-ness.
Continue class charting of responses: Pros and Cons of Zoos
(Can add informational sources each day at teacher’s discretion.)
Study text 3; Partner reading and sharing. Rate effective-ness.
Study text 4; Partner reading and sharing. Rate effective-ness.
Making a claim
Studying ways writers introduce opinion pieces
Try several introduc-tions for our opinion pieces
PQP
Rewriting as needed
Drafting of body and conclusion.
(May take 2 days)
If time is an issue, jigsaw the four articles instead.

6. Materials Needed
Should There Be Zoos: A Persuasive Text Paperback – August, 2002
by Tony Stead  (Author), Judy Ballester (Author)
Copies are often available online at Amazon.com and other sellers.
PDF available at

7. Our research question:
Should there be zoos?

8. What do we know about zoos?
Let’s do a quick-write, then list our ideas on a class chart.
What do we know about zoos?
Capturing our thinking

9. Let’s Research: Pros and Cons of Zoos
PDF available at

10. Before We Begin…

11. Reading and Discussing Arguments
We will read 4 arguments from Should There Be Zoos?, written by Grade 4 students.
Zoochosis
Captive Breeding and Reintroduction
Entertainment
Death and Disease
We will discuss each article: How do reasons support specific points the authors make? Look for evidence.

12. What is EVIDENCE? Facts Statistics (number facts) Examples
Stories about experiences

13. Alternate approach Jigsaw Directions
Your table will read and study one article.
What is the big point of the article? Is this a reason FOR or AGAINST zoos?
What specific points do the authors make? What evidence do they use? Underline facts, number facts, examples, and stories of experiences that help prove or support their claims.
Then you will rate the article. Did it help you understand the issue? Was the evidence factual? Did the authors convince you?
3 Points: This is a strong argument.
2 Points: This is an adequate (“okay”) argument.
1 Point: This is a poor argument. (It didn’t convince us.)
Finally, you will share with the class the big points and main reasons of the article you read, along with your rating (1, 2, 3).
Alternate to the daily reading by all of each of the 4 pieces.

14. Article 1: Zoochosis Partner-read the article. Then discuss:
What is the big point of the article? Is this a reason FOR or AGAINST zoos?
What specific points do the authors make? What evidence do they use? Underline facts, number facts, examples, and stories of experiences that help prove or support their claims.
Then rate the article. Did it help you understand the issue? Was the evidence factual? Did the authors convince you?
3 Points: This is a strong argument.
2 Points: This is an adequate (“okay”) argument.
1 Point: This is a poor argument. (It didn’t convince us.)
Be ready to participate in class charting of Pros and Cons of Zoos.

15. Charting the Presentation of Evidence
As students share, capture the big ideas and evidence.
For Zoos
Against Zoos

16. Article 2: Captive Breeding and Reintroduction
Partner-read the article. Then discuss:
What is the big point of the article? Is this a reason FOR or AGAINST zoos?
What specific points do the authors make? What evidence do they use? Underline facts, number facts, examples, and stories of experiences that help prove or support their claims.
Then rate the article. Did it help you understand the issue? Was the evidence factual? Did the authors convince you?
3 Points: This is a strong argument.
2 Points: This is an adequate (“okay”) argument.
1 Point: This is a poor argument. (It didn’t convince us.)
Be ready to participate in class charting of Pros and Cons of Zoos.

17. Charting the Presentation of Evidence
As students share, capture the big ideas and evidence.
For Zoos
Against Zoos

18. Article 3: Entertainment
Partner-read the article. Then discuss:
What is the big point of the article? Is this a reason FOR or AGAINST zoos?
What specific points do the authors make? What evidence do they use? Underline facts, number facts, examples, and stories of experiences that help prove or support their claims.
Then rate the article. Did it help you understand the issue? Was the evidence factual? Did the authors convince you?
3 Points: This is a strong argument.
2 Points: This is an adequate (“okay”) argument.
1 Point: This is a poor argument. (It didn’t convince us.)
Be ready to participate in class charting of Pros and Cons of Zoos.

19. Charting the Presentation of Evidence
As students share, capture the big ideas and evidence.
For Zoos
Against Zoos

20. Article 4: Death and Disease
Partner-read the article. Then discuss:
What is the big point of the article? Is this a reason FOR or AGAINST zoos?
What specific points do the authors make? What evidence do they use? Underline facts, number facts, examples, and stories of experiences that help prove or support their claims.
Then rate the article. Did it help you understand the issue? Was the evidence factual? Did the authors convince you?
3 Points: This is a strong argument.
2 Points: This is an adequate (“okay”) argument.
1 Point: This is a poor argument. (It didn’t convince us.)
Be ready to participate in class charting of Pros and Cons of Zoos.

21. Charting the Presentation of Evidence
As students share, capture the big ideas and evidence.
For Zoos
Against Zoos

22. Taking a Position
Which side are you on? Are you FOR zoos or AGAINST zoos?
Write for 5 minutes to capture your thinking.
Should We Have Zoos?
We should have zoos ___________ because ____________.
We should not have zoos ___________ because ____________.

23. Challenge!
A good claim doesn’t give away everything you know or could say about your position.
Opinion writers use “umbrella words” to make their claims more succinct or “short and sweet.”
Try an umbrella word in your claim. Examples: cruel, educational, efficient, harmful, helpful.

24. Do we need more research?
[Teacher may add additional readings or videos, continuing to chart pro-con evidence.]

25. Finding an Audience Who needs to know what we know?
Why do they need to know it?
OPTIONAL.
The text for the poster can be the claim that the student wrote. If several students have the same claim, they might work together on a single poster.

26. Planning an Opinion Piece
Here’s what’s going on.
Introduction: What is the issue?
Claim: What is your opinion?
Evidence: What reasons support your opinion? What details help explain your thinking?
Conclusion: What do you want your reader to think or do?
Here’s what I think.
Here’s why I think it.
Here’s what’s I want
of YOU.

27. How do authors write an INTRODUCTION?
Let’s re-read each opening. What do we notice?

28. Now try your own introduction!
A good introduction catches the reader’s attention.
A good introduction lets us know what the issue is. What do we need to know about the topic?
A good introduction often includes your claim.

29. Let’s PQP our introductions!
PRAISE: Did your partner do each of these things?
QUESTION: Was there something you didn’t understand?
POLISH: Is there something your partner could add or improve?
A good introduction catches the reader’s attention.
A good introduction tells what the issue is. What do we need to know about the topic?
A good introduction often includes your claim.

30. Drafting the Body of Our Opinion Pieces
Here’s why I think it.
Evidence: What reasons support your opinion? What details help explain your thinking?
Let’s go back to our Pro/Con chart. Which ideas will help you convince readers to think as you do? Which are the best ones for your audience?
Write a paragraph for each reason you select. Explain to the reader how the evidence helps prove your claim.

31. Drafting the Ending of Our Opinion Pieces
Conclusion: This will be your last paragraph. What do you want your reader to think or do?
Talk with a partner before you write. Think together about WHAT you want readers to do about zoos. Then WRITE it.
Here’s what’s I want
of YOU.