# data[].attributes.headline
Student created Anchor Chart for Fact and Opinion

# data[].attributes.subject
Student created Anchor Chart for Fact and Opinion

# data[].attributes.attachment_link.readable_text
We started our opinion writing unit this week. My goal for this week was to have students learn to state an opinion using academic language. Because opinions also require reasons, we did supplying reasons, but I did not ask students to use academic language or linking words to supply reasons . . . yet. We only focused using academic language with the opinion statement.

All of the materials you see in the pictures come from my Opinion Writing Tools packet on TpT. It has a whole unit's worth of resources to scaffold and teach opinion writing.
Goal: Introduce opinion writing and the concept of stating an opinion and supplying reasons
This was our first day working with opinion writing formally this year. I did what I did last year to introduce opinion writing and we wrote about recess as a shared activity. Since we all go to recess and have that background knowledge, it was the best topic to do as a whole class the first time through.

After doing the whole group brainstorming of activities students can do at recess, pairs went off to come up with their reasons. We came back together to report out one or two reasons for each recess activity. Then, students wrote a paragraph (I use that term loosely here) choosing one recess activity and giving reasons why they like it.

My goal for this day was to introduce the concept and emphasize the need to state an opinion and supply reasons. Those terms were nailed in over and over throughout the lesson and writing.
Goal: Use sentence frames to state an opinion
On day two, I introduced students to using sentence frames to state an opinion. Since this was their first day working with the sentence frames, I kept it simple and stuck to these sentence frames. I was a hard ball about it and required that students used these frames, at least for today.

As I introduced the sentences to the class, I starred them with different colors and emphasized the level of difficulty. As students move down the chart, the sentences get more complex and more "college-like".

Whole Group Practice with Stating an Opinion

We did some whole group practice, chorally saying the frames as well as some whole group practice responding to prompts using the frames. The prompts were the same ones students were going to use with a partner during the partner practice.

During the whole group practice, I had students sit knee to knee, meaning they were sitting criss-cross and their knees were touching. I had one student ask the question and the other student answer the question using a sentence frame.

I didn't give students the prompt strips, but just said the question orally for the whole group. I said it twice, so that the first student could get it and so that the second student had some thinking time. The first student repeated the prompt and the second student answered the question.

After answering, we came back whole group and I called on a few students, emphasizing the different sentence frames they chose to use. We did this with a few prompts, switching who was asking and answering the questions.

Partner Practice with Stating an Opinion

After we had some whole group guided practice, students then did some partner practice. To do this, I printed the prompt strips on one colored piece of paper and a the sentence frames on another colored piece of paper. Each student had to find a partner with the opposite kind of paper. The student with the prompt paper asked the question and student with the sentence frame paper responded. After asking and answering, students switched papers and found a new partner. We did a few rounds of this then came back together whole group.

Individual Writing

Since we had spend so much time on the whole group and partner practice today, I gave students an easy prompt: their favorite food. We did a quick web and I sent students off to write their opinion paragraph. I emphasized that they had to state their opinion using a sentence frame and give three reasons.

I generally don't like giving students a quantity when writing, but if I didn't they'd write one sentence and say they were done. They don't understand the concept of having to thoroughly explain their opinion. I think it might be a developmental issue with second graders or a language or poverty issue. That's a discussion for another time, but I'd love some insight on it if you want to comment below.
Goal: Practice using sentence frames to state an opinion
We were three days into our unit on opinion writing. Today, we again practiced stating an opinion using academic language. We practiced a little bit whole group, sitting knee-to-knee, but it was a quick practice.

I then had students go back to their table groups and play a board game. It was a very simple board game where they flipped over a card, gave their opinion using a sentence frame, rolled the die, and moved a marker. This just gave them one more way to practice.

After the board game, I gave students three prompts from the game. Students chose a prompt, wrote an opinion statement and three reasons for it.

While students were writing, I circulated the room and made sure each student had used a sentence frame to state their opinion. I noticed that most students used, "I prefer ___". This was first on the chart and first on my list. I'm assuming that the frequency of use was because that prompt was first on the lists. Something to think about!
Goal: Work with academic language and provide more practice
On Thursday, students sorted opinions and reasons. We did a whole group sort with opinions and reasons I had taken from their writing the previous three days. I cleaned up the writing a little bit, but used mostly their writing with a few other more difficult ones thrown in.

During the whole group sort, I used the same headers, State an Opinion and Supply Reasons. We first sorted the strips of paper into option and reason. Then we matched the reason to the correct opinion. This whole group activity mirrored what I wanted students to do during their independent activity.

Students did their own sort. The worksheet had sentences modeling the sentence frames and high-level language. The sentence structures are much higher than what students are producing in class. This gives them exposure to accurate academic language for opinion writing.

After sorting, students chose one opinion and reason pair. They wrote that opinion and reason on a blank paper and wrote two more reasons to go with that opinion. Not only was I able to get another piece of writing from students, they used the given opinion statement and matching reason to practice some higher-level writing.
Goal: Practice writing opinion statements flexibly
On Friday, we again discussed the sentence frames, and, using a few prompts from Monday, we practiced with a partner. I had one student ask if he could combine sentence frames, which opened up the discussion for how to adjust the sentence frames. I love it!

Although I had said all week that students had to use the sentence frames when they stated an opinion, I also repeatedly said that they could adjust the frames to meet their needs. Today was the day that most students actually got it. They were able to see how they could manipulate the sentence frames. I added a couple extra words to show students how the phrases can move around and be used with different frames. We practiced a bit with these additions.

Students then went back to their seat and practiced just stating their opinion four times. I told them that because we had used "I prefer__" so often that they couldn't use that frame. They also had to use a different frame for each prompt. One student had the brilliant idea to cross out the ones that were already used.

Here are a few student samples so you can see where they're at with their writing.

This student needed some coaching on finishing his opinion in #4.

I'm not sure why he erased "to the".

This is one of my highest students. #4 isn't completed, but it gives you the idea.

This is one of my lower students who has come a long way this year.

This student is one of my lowest English learners. She did an awesome job using the sentence frame, but the rest of the sentence was missing a few components to make it clear.

From here, students chose one opinion statement to develop into a full paragraph with reasons. By this day, students' reasons were so much better. They were actually complete sentences! I still have a few kiddos who are having difficulty coming up with reasons. Do you have any suggestions for those students?

Throughout the whole week, I made sure that students were writing an opinion and set of reasons each day. I want a set of student work that we can refer back to and revise over the coming weeks as we delve deeper into opinion writing. Plus, I felt that students really need to write each and every day, not just practice the component (state an opinion) we were working on for the week.

By writing each day, I could really see students writing develop throughout the week. The biggest change was the use of the word because. I started emphasizing that students couldn't use it at the beginning of the week because students were not writing their reasons in complete sentences. By the end of the week, I had complete sentences. Albeit, very simple sentences, like I can kick the ball, but it's a complete sentence that is a real reason. I can work with that.

A complete sentence will allow us to work on supplying reasons using academic language and linking words. Without a complete sentence for the reason, that would not have been possible.

All of the materials you see in the pictures come from my Opinion Writing Tools packet on TpT. It has a whole unit's worth of resources to scaffold and teach opinion writing.

# data[].attributes.attachment_link.description
We started our opinion writing unit this week. My goal for this week was to have students learn to state an opinion using academic language. Because opinions also require reasons, we did supplying reasons, but I did not ask students to use academic language or linking words to supply reasons .

# data[].attributes.headline
Mentor Text-Click CLack Moo Cows That Type

# data[].attributes.subject
Mentor Text-Click CLack Moo Cows That Type

# data[].attributes.headline
Writing Prompt for Don't Let the Pigeon Drive the Bus

# data[].attributes.subject
Writing Prompt for Don't Let the Pigeon Drive the Bus

# data[].attributes.headline
Bubblegum Lesson-writing a letter to persuade

# data[].attributes.subject
Bubblegum Lesson-writing a letter to persuade

# data[].attributes.attachment_link.title
Bubble Gum Letters: A Persuasive Writing Activity

# data[].attributes.attachment_link.description
This video goes along with the OREO persuasive writing concept. Great for helping students with opinion writings!

# data[].attributes.headline
Persuasive Letter Writing with rubric, format, and graphic organizers

# data[].attributes.subject
Persuasive Letter Writing with rubric, format, and graphic organizers

# data[].attributes.headline
Mentor Text-Don't Let the Pigeon Drive the Bus

# data[].attributes.subject
Mentor Text-Don't Let the Pigeon Drive the Bus

# data[].attributes.attachment_link.title
Don't Let the Pigeon Drive the Bus! -- Mo Willems

# data[].attributes.attachment_link.description
The bus driver has to leave for a minute. He puts you in charge. He has one demand: "Don't let the Pigeon Drive the Bus!" Are you up to the challenge? Don't be so quick to commit. You haven't seen this pigeon yet. He's equal parts cute, pushy, and desperate.

# data[].attributes.attachment_link.title
I wanna new room by Karen Orloff  Book Trailer.wmv

# data[].attributes.attachment_link.readable_text
This persuasive writing unit of study is designed to fit into your primary classroom writing workshop.

The mini lessons within this persuasive writing unit of study are newly updated (as of 1/4/17)! We have redone the printables and provided them in one easy download. Includes anchor charts, graphic organizers & more.

Persuasive writing can be an important part of the primary writing curriculum as students learn to use their opinions and knowledge to influence others. Persuasive writing can be thought of as perhaps an extension of opinion writing and differs in that the author's opinion is followed not only by reasons for the opinion, but persuasive text that attempts to get the reader to feel or believe the same way.

This unit on teaching children to write persuasive and opinion pieces was designed with second grade in mind. However, you will find many mini-lessons that can be used for other grade levels. This unit was written with the help of Cathy's student teachers (Joel Larrison, Kellie Wood and Amanda Rush.)

A writing workshop typically begins with a 10 to 15 minutes mini-lesson. You will find that many of the ideas for lessons below could run beyond the 15 minutes. Because of this, you might choose to spread some of the lessons over multiple days. Also keep in mind that you will want to reinforce some of your mini-lessons with reviews or follow-ups and that the different types writing being done by students will often times require more than one day to complete. The timeline for these lessons will also depend upon whether or not you wish your students to revise and edit one or all of the persuasive pieces you will teach.

***Below you will find the descriptions of all the resources which can be found in ONE download at the very bottom of this post.

Immersion - The first two days of this unit are designed to expose children to different types of persuasive writing. It is important to have a good stack of mentor texts so children can explore the unique features of this type of writing. This stack is different than other mentor stacks you might have created for other units because not all of your texts will be books. You will also need to find book & movie reviews and other types of persuasive writing that fit.

We start many of our units by having our students "notice" various things about certain types of texts. In this case give small groups of two or three students two mentor texts. Then provide post-it notes and ask them to "notice" features of the writing by recording their observations on the post-its. You may also choose to use our Group Noticings graphic organizer. After students have time to explore, gather them together and share their observations. Discuss the texts and their similarities. We have provided a blank chart so that you can create your own with your students. However, we thought it would be helpful for you to see one that has already been filled in to give you some ideas. Display one or both of them in your classroom for the duration of the unit.

What is Persuasion? - Read aloud the book I Wanna Iguana by Karen Kaufman Orloff. After reading, discuss the term "persuade" and what it means. Talk about how the main character in the story is trying to persuade another character in some way. Use the Persuasive Text Story Map to show what is happening in the book. After completing the story map, discuss the Persuasive Writing Anchor Chart and display it in your classroom near your noticings chart(s).

Choosing Persuasive Language - Younger students often need help choosing the correct persuasive language. A lesson where you create an anchor chart with powerful word choices for this type of writing can be helpful. We have provided an anchor chart with some possibilities you can introduce along with a discussion about why they are appropriate. Your students might also think of new words to add to it.

Supporting Our Opinions - Students may not know how to effectively support their opinions without practice so you may want to give them a chance to practice this skill. A perfect read aloud for this is Don't Let the Pigeon Drive the Bus! (Big Book Edition) (Pigeon Series). It is a simple text with clear supporting details. Read the book aloud and then complete the Persuasive Text Story Map (same as from lesson 2) as a class, in small groups or individually. Next, give the students a chance to create their own supporting details for a persuasive piece. Together, choose a topic of high interest. Perhaps it could be "Why the class should have a longer recess" or "Why teachers should give less homework". Fill out the Persuasive Planner provided with the class to help guide them in creating strong supporting details for the opinion topic you chose. Doing this will also give the students the framework & model for planning when they begin to create their own opinion pieces.

Writing a Persuasive Paragraph - Model how to write a persuasive paragraph using the Persuasive Planner the class created in lesson 4. If needed to help students understand that they need to begin their persuasive pieces with opinions, show and discuss the Opinion Sentence Starters anchor chart and use it to help you begin your writing in front of the class. Be sure to "think aloud" as you write in front of the class so they will understand how you are using your planner and making writing choices as you go. Next, show the students the list of 16 persuasive writing topics provided and have each choose their own topic from the list of ideas (or think of a new one). Pass out Persuasive Writing Planners to everyone and have students begin by writing their opinion topic at the top, and thinking of three supporting details to add below. Once students have completed their planner, they can begin to write their own persuasive paragraph based on the modeling you provided earlier in the unit (a lined paper has been provided should you choose to use it). Some students might need more guidance so conferencing with those who are struggling will be key.

Introduction to Persuasive Letters - For this lesson it is best to read aloud a book that has persuasive letters within the story itself. Some suggestions are Dear Mrs. La Rue: Letters From Obedience School or Click, Clack, Moo: Cows That Type. Discuss with students what the animals want in the book and the supporting arguments they give. As a class, pick a topic that students could use to write a letter to the principal, cafe manager or other important adult in the building. Write a class letter trying to persuade the adult of the class' opinion. (A letter writing template has been provided if you wish to use it.) For example, students might try to argue that they should be allowed to watch a movie because of their hard work and good behavior, or that the cafe should serve a new favorite food. As the class participates in this guided writing activity, be sure to point out the specific punctuation that letters should have.

Writing a Persuasive Letter - Begin this lesson by gathering students to reread and discuss the letter that was written in lesson 6. Once again, emphasize the importance of supporting their opinions with details, as well as briefly reviewing the punctuation involved in writing a letter. Next begin brainstorming topics and audiences to whom they might write a persuasive letter. As students are thinking, briefly meet with each one to discuss what topic and audience they choose to write to and get them started with the Persuasive Writing Planner. As they finish their planners, we suggest you have them meet with peers to talk about their supporting opinions before they begin to write their actual letters. We have provided a simple letter template if you would like for your students to use one.

Introduction to Commercials & Ads - Your students will probably love this lesson! Start by sharing some of your favorite commercials with your class from your computer screen, SmartBoard, or tablets. After each commercial, discuss what was being advertised, as well as one fact and one opinion from each commercial. Discuss the purpose of commercials and ads - to persuade people to purchase a product or service. Emphasize that commercials and ads are most definitely a form of persuasive writing in our every day life. We have created a recording page, Finding Facts & Opinions in Commercials" to accompany this lesson in case you would like to write the class' answers or have them work in small groups on different commercials.

Planning a Class Commercial & Ad - For this lesson you will need to bring in a product that you think the students will enjoy creating a commercial and advertisement for. (The crazier the product the more fun the class will have!) Show your students the product and discuss its characteristics and strengths. Together fill out the Commercial Advertisement Planning pages to fit the specifics of the product you brought in. We have provided two types of planners for each one so that you can choose which works best, OR you might want to use both since one focuses on facts & opinions and the other focuses on audience and details. These will serve as the model for students to plan their own commercials or advertisements in the next lesson.

Writing Individual Commercials or Ads -Using the planning pages from lesson 9, model for or explain to the students how you would like for them to write their own commercials or design their advertisements. Refer back to the Words for Persuasive Writing anchor chart to remind students of persuasive language they will want to be sure to use in their writing. Also be sure to include specifics about opinions and facts within the advertisements that you want them to include. Then, depending upon your timeline, we suggest that you have students choose only one form of persuasive writing they would like to do - a commercial or an advertisement. You might even decide to have them work with partners. Have students brainstorm products (or give them an extra day to bring something in) and fill out their respective planners. We have created pages where students can draft a commercial script and/or design an ad. After a few days of writing and working, have students act out their commercials or create a hallway display of the advertisements they create. Discuss the persuasive nature of the ads and point out the facts and opinions contained in each.

Introduction to Writing a Book Review - Another form of persuasive writing is book reviews where students attempt to persuade their peers to read a particular book they have enjoyed. First spend some time reading book reviews as a class. You will find some great examples (mentor texts) of book reviews here: Spaghetti Book Reviews. Read some aloud with the entire class and also provide some time for students to read a few with partners. Gather students to discuss the purpose of a book review - persuading others to read or not to read a particular book. Spend time discussing the importance of providing strong opinions/reasons so that the piece will truly persuade the reader in a particular direction.

Writing a Class Book Review - Use a book that you have already read aloud to the class to model for students how to fill out the Book Review Planner. Once the class has completed the planner together, model how you would like for them to format their actual book reviews. There are many formats that book reviews can take - written reports, brochures, posters...even the commercials and ads your students learned in the previous lessons. You make the decision on the format for the book reviews based on the standards you are teaching. If you choose a writing-only format, we have several different styles of papers to choose from at the end of the download. Again, be sure to "think aloud" as you are writing so students know what to include and why it is important, as well as grammar, punctuation and other rules (book titles, indenting, etc).

Writing Individual Book Reviews - Students now have the tools and knowledge to write their own book reviews. After choosing and reading a book they would like to write a review on, have students fill out Book Review Planners. You may want to choose one format for all of the students to use to write their reviews or you may want to show several options (models) and let students use their own creativity to write the book review.
**Additional Resources - The download also includes some additional resources & writing pages to help supplement your teaching of persuasive writing. Use them throughout your lessons as you see fit if they are helpful.
Celebration - We always suggest some type of writing celebration at the ends of writing units of study. The celebration for the persuasive writing unit can simply be a gathering of people for students to share their writing with, along with some light refreshments & awards, or can be more elaborate as you have students present their commercials, ads and book reviews. The intent is to make students feel proud of their learning and the writing process.

**You will find the complete download of all the resources described above here: Persuasive Unit Resources **

If you are looking to avoid using color ink, we are providing the download in black and white here: Persuasive Unit in Black and White

Below we have included links to our favorite books to use when teaching a persuasive writing unit of study (contains affiliate links)

***Fact vs. Opinion - Before teaching this unit, you might want to do some mini-lessons dealing with the difference between fact and opinion to make sure all your students understand the difference. If you need some resources to teach fact vs. opinion you will find some things that we have created here:
You might also be interested in our Opinion Writing Unit of Study.

# data[].attributes.attachment_link.description
This persuasive writing unit of study is designed to fit into your primary classroom writing workshop. The mini lessons within this persuasive writing unit of study are newly updated (as of 1/4/17)! We have redone the printables and provided them in one easy download. Includes anchor charts, graphic organizers & more.