Unit Plan 13 (Grade 3 ELA): Introducing Opinion Writing

Grade Level: 3

Subject Area: English Language Arts (Reading, Writing, Speaking & Listening, Language)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

This week launches opinion writing. Students learn to clearly state an opinion on a familiar topic and support it with relevant reasons. They practice talking it out first in structured discussions, then drafting a short opinion paragraph that opens with a clear claim and follows with two or more focused reasons. Throughout the week, students strengthen word choice with a small bank of persuasive, academic vocabulary. By Friday, each student publishes a concise opinion paragraph and participates in a short, evidence-centered share.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Write a clear opinion statement (claim) about a familiar topic.
2. Provide relevant reasons that support the opinion and stay on topic.
3. Participate in collaborative discussions, building on others’ ideas and speaking clearly.
4. Use grade-appropriate vocabulary to clarify reasons and strengthen persuasiveness.

Standards Alignment — CCSS Grade 3

• Writing: W.3.1a–b (introduce an opinion and support it with reasons)
• Speaking & Listening: SL.3.1a–d (collaborative discussions)
• Language: L.3.6 (acquire and use grade-appropriate vocabulary)

Success Criteria — student language

• I can write one sentence that clearly states my opinion.
• I can list two or more reasons that truly support my opinion.
• I can talk with a partner/group by listening, taking turns, and responding with sentences.
• I use clear, strong words (e.g., because, important, helpful, benefit) to explain my reasons.

III. Materials and Resources

Mentor Texts & Student Texts — teacher acquires/curates

• 3–4 short mentor opinion pieces (letters to the principal, brief reviews, editorials for kids) with obvious claim + reasons.
• High-interest prompt cards (e.g., “The best recess game,” “School lunch change we should make,” “Field trip we should take”).

Fluency & Modeling

• Sample opinion sentences and reason lists for read-aloud modeling of tone and clarity.

Consumables & Display

• Anchor charts: “What Is an Opinion?”, “Strong Reasons Stay On Topic,” “Discussion Norms,” “Persuasive Word Bank.”
• Sticky notes; index cards; writer’s notebooks or folders; pencils, highlighters.

Projection & Accessibility

• Document camera or projector for live modeling and quick edits.
• Large-print copies as needed; sentence stems visible for discussions.

Preparation — before Session 1

1. Mark mentor texts to highlight claim and reasons.
2. Prepare discussion stems (agree/disagree + because).
3. Create a small persuasive vocabulary bank (convince, important, helpful, improve, benefit, problem, solution, prefer).
4. Select Friday’s on-demand prompt.

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent Work/Conferences → Discussion/Share → Exit Ticket

Session 1: What Is an Opinion? Writing a Clear Claim

• Mini-Lesson (10–12 min): Deconstruct a mentor piece: circle the opinion sentence, underline reasons. Model writing two versions of a claim—vague vs. clear—and choose the stronger.
• Guided Practice (10 min): Pairs sort sample sentences into “opinion” vs. “fact.” Revise one weak claim to make it precise.
• Independent Work (15–20 min): Choose a prompt and draft one clear opinion sentence. Teacher confers with 3–5 students to tighten focus.
• Discussion/Share (5 min): Turn-and-talk: read your claim aloud; partner asks, “What makes you think that?”
• Exit Ticket: Submit one finalized opinion sentence (W.3.1a).

Session 2: Generating Strong, On-Topic Reasons

• Mini-Lesson (10 min): Model a quick list of possible reasons; test each: “Does this reason actually support my opinion?” Cut off-topic or repeating reasons.
• Guided Practice (10 min): Triads receive mixed “reasons”; keep only those that truly support the sample claim.
• Independent Work (15–20 min): Students write three reasons for their claim (aim for at least two strong, distinct reasons).
• Discussion/Share (5–7 min): Small groups share one strongest reason using persuasive vocabulary.
• Exit Ticket: Claim + top two reasons starred (W.3.1b).

Session 3: From Notes to Draft — Claim Followed by Reasons

• Mini-Lesson (10–12 min): Model a short paragraph: Claim (1 sentence) → Reason 1 → Reason 2 (each explained with a precise phrase or example). Point out transitions like because, also, for example (as supports, not the focus standard).
• Guided Practice (10 min): Whole-class improves two reasons by adding a concrete example or brief explanation.
• Independent Work (15–20 min): Draft a 6–7 sentence opinion paragraph: open with the claim, follow with at least two explained reasons.
• Discussion/Share (5–7 min): Partner read; listener checks: “Is each reason clearly connected to the claim?”
• Exit Ticket: Hand in draft with claim highlighted and two reasons boxed (W.3.1a–b).

Session 4: Talk It Out to Strengthen Reasons (SL.3.1) + Vocabulary Lift (L.3.6)

• Mini-Lesson (10 min): Review discussion norms (listen, build, cite your reason). Model using persuasive vocabulary naturally.
• Guided Practice (10 min): Opinion corners: students stand by Agree/Disagree/Unsure; each shares one reason in a full sentence; peers ask one follow-up question.
• Independent Work (10–12 min): Revise drafts to sharpen word choice; replace two general words with stronger options from the word bank.
• Discussion/Share (12–15 min): Small-group share: each writer reads claim + one strongest reason; others respond with one question or “build-on” idea.
• Exit Ticket: Note one vocabulary change you made and why it clarifies your reason (L.3.6).

Session 5: On-Demand Write & Mini Presentations

• Writing Publish (20–25 min): Respond to a new prompt. Produce a clean paragraph: clear opinion sentence + at least two relevant reasons (each briefly explained). (W.3.1a–b)
• Speaking Share (8–10 min): 30–45 second presentation: claim + strongest reason stated clearly; group uses stems to respond. (SL.3.1)
• Reflection (3–5 min): “One change I made that made my reason clearer was… because…”

V. Differentiation and Accommodations

Advanced Learners

• Add a third, distinct reason and a brief example for one reason.
• Evaluate a counterpoint in one sentence: “Some people think…, but…”
• Stretch: Convert the paragraph into a short spoken advocacy statement.

Targeted Support

• Provide frames: “I believe ___ because ___ and ___.” / “One reason is ___.”
• Offer a bank of topic-specific reasons to choose from; allow oral rehearsal before writing.
• Reduce to one strong reason first; add a second during revision.

Multilingual Learners

• Pre-teach persuasive verbs/adjectives with visuals/gestures (prefer, improve, necessary, helpful).
• Use sketch-then-say-then-write for reasons; sentence stems for agree/disagree with because.
• Encourage partner support for pronunciation and vocabulary choices.

IEP/504 & Accessibility

• Large-print mentor texts; colored overlays; extended time.
• Alternatives (dictation/scribe/audio recording); movement breaks; preferential seating.
• Checklist with icons: claim ✔, reason 1 ✔, reason 2 ✔.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Session 1: Clear opinion sentence (W.3.1a).
• Session 2: Two strong, on-topic reasons (W.3.1b).
• Session 3: Draft with claim highlighted and reasons boxed (W.3.1a–b).
• Session 4: Vocabulary changes logged with rationale (L.3.6) + observed participation in discussion (SL.3.1).

Summative Assessment — End of Week; 0–2 per criterion, total 8

1. Opinion Statement (W.3.1a)
   • 2: Clear, focused claim that sets up the paragraph.
   • 1: Claim present but general or partly unclear.
   • 0: Claim missing or off-topic.
2. Reasons (W.3.1b)
   • 2: Two or more relevant reasons that truly support the opinion; brief clarifying phrases/examples aid understanding.
   • 1: Reasons partly relevant or repetitive; limited explanation.
   • 0: Reasons off-topic or missing.
3. Discussion Skills (SL.3.1)
   • 2: Follows norms, listens, and builds on ideas using complete sentences.
   • 1: Participates with minor prompts; limited build-on.
   • 0: Rarely participates or does not follow norms.
4. Vocabulary Use (L.3.6)
   • 2: Uses grade-appropriate words to clarify reasons; substitutions improve precision.
   • 1: Attempts new words with minor misuses.
   • 0: Minimal vocabulary variety; choices reduce clarity.

Feedback Protocol

• Name two strengths (e.g., “Your claim is precise and easy to find”) and one next step (e.g., “Tighten this reason with a clearer example”).
• Set a micro-goal: sharpen the claim, swap one vague word for a stronger choice, or trim a repeated reason.

VII. Reflection and Extension

Reflection Prompts

• “My opinion is… My two best reasons are… because…”
• “A strong word I used to clarify my reason was… It helped because…”
• “In discussion, one idea I built on was…”

Extensions

• Reason Upgrade: Add a concrete example to one reason; read both versions and choose the stronger.
• Poster Pitch: Turn your claim + two reasons into a one-slide or poster pitch for the class.
• Family Connection: Explain your opinion at home; ask which reason is most convincing and why.

Standards Trace — When Each Standard Is Taught/Assessed

• W.3.1a taught Sessions 1 & 3; assessed Friday in on-demand writing.
• W.3.1b taught Sessions 2–3; assessed Friday in on-demand writing.
• SL.3.1 practiced Sessions 1–5; assessed Friday in the mini presentation.
• L.3.6 taught Sessions 2 & 4; assessed in vocabulary choices within the final paragraph.