This is a standards map for the concept of writing opinion pieces. It is specific to Standard 1 of the Text Types and Purposes Anchor in the Writing standards of the CCSS ELA standards.
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Opinion Pieces
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1 - Use (Drawing, dictating, writing)
3 - Compose (Opinion pieces)
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1 - I can use a combination of drawing, dictating, and writing
3 - I can compose opinion pieces in which I tell a reader the topic or the name of the book they are writing about.
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A. Beginning writers can include pictures as they get help putting their words to print.
B. By expressing opinions or preferences, we help readers understand content of the writing.
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A.1 How can I put a book together when I am just beginning to write?
B.1 Why might it be useful to express opinions or preferences?
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Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Write (opinions)
3 - Introduce (topic, book name)
1 - State (opinion)
1 - Supply (reason)
2 - Provide (closure)
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1 - I can write opinions.
3 - I can introduce book topic or name.
1 - I can state opinion.
1 - I can supply reason for opinion.
2 - I can provide closure.
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A. Opinions vary and expressing yours may convince someone to think differently.
B. Being able to support an opinion with facts makes the opinion believable.
C. Introductions and closings help readers identify purpose and structure of reading so more is comprehended.
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A.1 Why is my opinion important?
B.1 Why do I include supporting facts in writing.
C.1 Why are introductions and closings important in writing?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Opinion Pieces
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4 - Write (Opinion pieces)
1 - State (Opinion)
2 - Supply (Reasons)
3 - Support (Opinion)
1 - Use (Linking words)
2 - Connect (Opinions and reasons)
4 - Conclusion (Statement or section)
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4 - I can write an opinion piece.
1 - I can state my opinion.
2 - I can supply reasons.
3 - I can support my opinion.
1 - I can use linking words (e.g. because, and also).
2 - I can connect opinions and reasons.
3 - I can provide a concluding statement or section.
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A. Linking words signal reasons that support opinions.
B. The conclusion of an opinion piece summarizes the reasons for one's point of view or perspective.
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A.1 How do I signal that I am including support for my opinion?
B.1 Why must an opinion piece include a conclusion?
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Write opinion pieces on topics or texts, supporting a point of view with reasons.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
4 - Write (Opinion pieces)
6 - Create (Organizational structure [a])
1 - State (Opinion [a])
5 - Provide (Reasons [b])
3 - Use (Linking words and phrases [c])
4 - Provide (Conclusion [d])
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4 - I can write opinion pieces on topics or texts, supporting a point of view with reasons.
6 - I can create an organizational structure that list reasons. [a]
1 - I can state an opinion. [a]
1 - I can provide reasons that support the opinion. [b]
1 - I can use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [c]
1 - I can provide a concluding statement or section. [d]
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A. Opinion pieces are reliable when supported by facts.
B. An opinion may not be correct if support is lacking.
C. Linking phrases connect and signal reasons and opinions.
D. The conclusion sums up the main points to make one final note to convince.
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A.1 How can an opinion be correct or not correct?
B.1 Why is just my opinion not enough support?
C.1 How do linking words assist in presenting points?
D.1 Why are conclusions included?
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Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Opinion Pieces
Topic
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3 - Write (Opinion pieces)
6 - Support (point of view)
2 - Introduce (topic or text)
6 - State (opinion)
3 - Create (organizational structure)
3 - Provide (supported reasons)
6 - Link (opinion and reasons)
6 - Provide (concluding statement or section)
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3 - I can write opinion pieces on topics or texts
6 - I can support a point of view with reasons and information.
2 - I can introduce a topic or text clearly. [a]
1 - I can state an opinion. [a]
1 - I can create an organizational structure in which related ideas are grouped to support the writer’s purpose. [a]
1 - I can provide reasons that are supported by facts and details. [b]
6 - I can link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [c]
6 - I can provide a concluding statement or section related to the opinion presented. [d]
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A. Opinion pieces gain reliability by referring to facts and details as support.
B. Readers understand carefully organized text and satisfy their purpose in reading more efficiently.
C. Transition words signal so the reader can link ideas, opinions or reasons; variations show relationships and maintain interest.
D. Concluding statements sum up all previous supporting facts and leave the reader with a sense of understanding the author's perspective.
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A.1 Why is my opinion not enough support?
B.1 How can organizational structure assist readers?
C.1 Why do I vary transition words?
D.1 How do concluding statements guide readers?
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Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Write (Opinion piece)
2 - State (Opinion [a])
5 - Create (Organizational structure [a])
3 - Group (Ideas [a])
2 - Order (Reasons [b])
1 - Link (Opinion and reason [c])
4 - Conclusion (Statement or section [d])
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1 - I can write opinion pieces on topics or texts, supporting a point of view with reasons and information.
2 - I can state an opinion. [a]
5 - I can create an organizational structure with ideas. [a]
3 - I can group ideas to support writer's purpose. [a]
2 - I can order reasons that support facts and details. [b]
1 - I can link opinion and reason using words, phrases, and clauses (e.g. consequently, specifically). [c]
4 - I can write a concluding statement or section related to my opinion presented.
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A. Opinion pieces gain reliability by referring to facts and details to use as support.
B. Logical placing of ideas creates cohesion and presents supports and links.
C. Supporting facts and details can be verified and logically answer the question without bias.
D. Transition words allow readers logical links between ideas.
E. Conclusions give readers a final grasp of the main purpose and points of the writing.
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A.1 Why is my opinion not enough support?
B.1 Why is grouping of ideas important?
C.1 How do I know if the facts and details support the argument?
D.1 How do transition words guide the reader?
E.1 How can conclusions guide readers?
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Write arguments to support claims with clear reasons and relevant evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
3 - Write (arguments)
4 - Introduce (claims [a])
3 - Support (claims [b])
3 - Use (words [c])
3 - Use (phrases [c])
3 - Use (clauses [c])
4 - Establish (formal style [d])
4 - Maintain (formal style [d])
6 - Provide (concluding statement [e])
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1 - I can write arguments to support claims with clear reasons.
1 - I can write arguments to support claims with relevant evidence.
4 - I can introduce claim(s) and organize the reasons and evidence clearly. [a.]
3 - I can support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. [b]
3 - I can use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [c]
4 - I can establish and maintain a formal style. [d]
6 - I can provide a concluding statement or section that follows from the argument presented. [e]
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A. An argument is expression of a point of view on a subject and support with evidence.
B. Readers seek point of view or interpretation of material and evidence for a writer's position.
C. Introductions, clear organization and summaries help readers recognize the key points.
D. Providing supports, logical flow and authentic sources will demonstrate credibility and topic understanding.
E. Conclusions restate main points and final thoughts for further investigation.
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A.1 What is an argument in writing?
B.1 How are writing assignments generally presented as more than just facts?
C.1 How do writers help readers?
D.1 How do supports and organization provide credibility?
E.1 Why include a conclusion?
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Write arguments to support claims with clear reasons and relevant evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Understanding
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3 - Write (arguments)
1 - Introduce (claims [a])
1 - Acknowledge (alternate or opposing claims [a])
4 - Organize (reasons [a])
4 - Organize (evidence [a])
6 - Support (claims with logical reasoning and relevant evidence [b])
3 - Use (accurate, credible sources[b])
3 - Demonstrate (understanding of topic, text [b])
3 - Use (words, phrases, clauses [c])
4 - Clarify (relationships [c])
3 - Establish (formal style [d])
3 - Maintain (formal style [d])
1 - Provide (conclusion [e])
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3 - I can write arguments to support claims with clear reasons.
1 - I can write arguments to support claims with relevant evidence.
1 - I can introduce claims. [a]
1 - I can acknowledge alternate or opposing claims. [a]
4 - I can organize the reasons logically. [a]
4 - I can organize the evidence logically. [a]
6 - I can support claim(s) with logical reasoning and
1 - elevant evidence. [b]
3 - I can demonstrate an understanding of the topic or text. [b]
3 - I can use words, phrases, and clauses. [c]
4 - I can clarify the relationships among claims(s), reasons, and evidence. [c]
1 - 3 I can establish formal style. [d]
3 - I can maintain formal style. [d]
1 - I can provide a concluding statement or section that follows form and supports the argument presented. [e]
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A. An argument is a connected series of statements intended to establish a definite proposition by stating supporting evidence.
B. Credibility, accuracy and relevance of sources makes for strong argument.
B. Some evidence may be written by writers with hidden agendas.
C. Choosing words carefully makes ideas join cohesively and promotes clarity.
D. Formal writing must stand on its own, conveying the author's thesis clearly through words alone.
E. Formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.
F. English writing requires writers to say what they will say, say it and state what was said in summation.
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A.1 What is an argument in writing? How does one know if an argument is sound?
B.1 Why must writers carefully check sources?
C.1 Why choose words carefully? How powerful can words be?
D.1 How do I know if writing is too informal?
E.1 Why might formal writing be difficult to write but very easy to read?
F.1 Why include a concluding statement?
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Write arguments to support claims with clear reasons and relevant evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Arguments
Argument
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3 - Write (Arguments to support claims)
1 - Introduce (Claims [a])
1 - Acknowledge (Claims [a])
2 - Distinguish (Claims [a])
3 - Organize (Reasons [a])
3 - Organize (Evidence [a])
6 - Support (Claim (s) with logical reasoning and relevant evidence [b])
3 - Use (Sources [b])
2 - Demonstrate (Understanding [b])
3 - Use (Words, phrases, clauses to create cohesion [c])
4 - Clarify (Relationships among claim (s), counterclaims, reasons, evidence[c])
4 - Establish (Formal style [d])
4 - Maintain (Formal style [d])
2 - Provide (Concluding statement or section [e])
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3 - I can write arguments to support claims with clear reasons.
3 - I can write arguments to support claims with relevant evidence.
1 - I can introduce claims from alternate or opposing claims. [a]
1 - I can acknowledge claims from alternate or opposing claims. [a]
2 - I can distinguish claims from alternate or opposing claims. [a]
3 - I can organize reasons evidence logically that were used with introducing, acknowledging or distinguish alternate or opposing claims. [a]
3 - I can organize reasons logically that were used with introducing, acknowledging or distinguish alternate or opposing claims. [a]
6 - I can support claim(s) with logical [b]
3 - I can use accurate and credible sources related to claim(s). [b]
2 - I can demonstrate understanding of the topic or text related to claim(s). [b]
3 - I can use words, phrases, clauses to create cohesion with relationships among claim(s), counterclaims, reasons, and evidence. [c]
4 - I can use words, phrases, clauses to clarify the relationships among claim(s), counterclaims, reasons, and evidence. [c]
4 - I can establish a formal style when writing arguments to support claims. [d]
4 - I can maintain a formal style when writing arguments to support claims. [d]
2 - I can provide a concluding statement or section that follows from and supports the argument presented. [e]
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A. An argument is a connected series of statements intended to establish a definite proposition by supporting evidence.
B. Credibility, accuracy and relevance of sources create strong arguments; check to avoid authors with hidden agendas.
C. Choosing words carefully makes ideas join cohesively and promotes clarity and clearly conveys the author's thesis.
D. Formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.
E. English writing requires writers to say what they will say, say it and state what was said in summation.
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A.1 What is an argument? How does one know if an argument is sound?
B.1 Why must writers carefully check sources?
C.1 Why choose words carefully? How powerful can words be? How do I know if writing is too informal?
D.1 Why might formal writing be difficult to write but very easy to read?
E.1 Why include a concluding statement?
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Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
4 - Write (arguments to support claims)
4 - Use (valid reasoning, relevant and sufficient evidence)
1 - Introduce (claims [a])
2 - Distinguish (claims from alternate or opposing claims [a])
3 - Create (organization establishing relations [a])
3 - Develop (claim (s) and counterclaims fairly [b])
2 - Supply (evidence for claims while pointing out strengths and limitations of both [b])
3 - Use (words, phrases, clauses to link major sections of text, create cohesion, and clarify relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims[c])
3 - Establish (formal style [d])
3 - Establish (objective tone [d])
1 - Maintain (formal style [d])
3 - Maintain (objective tone [d])
2 - Attend to (norms of the discipline [d])
2 - Attend to (conventions of the discipline [d])
2 - Provide (concluding statement or section [e])
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4 - I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning.
4 - I can write arguments to support claims in an analysis of substantive topics or texts, using relevant and sufficient evidence.
1 - I can introduce precise claims. [a]
2 - I can distinguish claims from alternate or opposing claims. [a]
3 - I can create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [a]
3 - I can develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's
2 - I can supply evidence for claims while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [b]
3 - I can use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. [c]
3 - I can establish formal style while attending to the norms and conventions of the discipline in which I am writing. [d]
3 - I can establish objective tone while attending to the norms and conventions of the discipline in which I am writing. [d]
3 - I can maintain a formal style while attending to the norms and conventions of the discipline in which I am writing. [d]
3 - I can maintain an objective tone while attending to the norms and conventions of the discipline in which I am writing. [d]
2 - I can attend to the norms of the discipline in which I am writing. [d]
2 - I can attend to the conventions of the discipline in which I am writing. [d]
2 - I can provide a concluding statement or section that follows from and supports the argument presented. [e]
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A. An argument is a -connected series of statements intended to establish a definite proposition by supporting evidence.
B. Substantive topics reflect thoughtful interaction and further develop thinking skills.
C. Some evidence may be written by writers with hidden agendas; including counterclaims puts all possibilities on the table.
D. Credibility, accuracy and relevance of sources makes for strong argument.
E. Choosing words carefully makes ideas join cohesively and promotes clarity.
F. Formal writing must stand on its own, conveying the author's thesis clearly through words alone.
G. Formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.
H. English writing requires writers to say what they will say, say it and state what was said in summation.
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A.1 What is an argument? How does one know if an argument is sound?
B.1 How can I tell if a topic or text is substantive?
C.1 Why must writers carefully check sources?
D.1 Why include claims and counterclaims?
E.1 Why choose words carefully? How powerful can words be?
F.1 How do I know if writing is too informal?
G.1 Why might formal writing be difficult to write but very easy to read?
H.1 Why include a concluding statement?
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Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Claims
Sections of Text
|
4 - Write (Arguments to support claims)
3 - Use (Valid reasoning)
3 - Use (Relevant and sufficient evidence)
1 - Introduce (Precise, knowledgeable claim[s] [a])
3 - Establish (Significance of claim[s] [a])
2 - Distinguish (Claims from alternate or opposing claims [a])
3 - Create (Organization that sequences claims, counterclaims, reasons, evidence [a])
3 - Develop (Claims and counterclaims [b])
3 - Supply (Relevant evidence [b])
2 - Point out (Strengths, limitations [b])
4 - Anticipate (Audience knowledge level, concerns, values, possible biases[b])
2 - Use (Words, phrases, clauses, and varied syntax [c])
6 - Create (Cohesion [d])
2 - Clarify (Relationships between claim[s] and reasons [c])
2 - Clarify (Between reasons and evidence [c])
2 - Clarify (Between claim[s] and counterclaims [c])
3 - Establish (Formal style and objective tone [d])
3 - Maintain ( (Formal style and objective tone [d])
1 - Follow [attend to] (Norms and conventions [d])
1 - Provide (Concluding statement or section [e])
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4 - I can write arguments to support claims in an analysis of substantive topics or texts.
3 - I can use valid reasoning when writing arguments.
3 - I can use relevant and sufficient evidence when writing arguments.
3 - I can use relevant and sufficient evidence when writing arguments.
1 - I can introduce precise, knowledgeable claim(s). [a]
3 - I can establish significance of a claim. [a]
2 - I can distinguish claims from alternate or opposing claims. [a]
3 - I can create organization that logically sequences claims, counterclaims, reasons, evidence. [a]
3 - I can develop claims and counterclaims fairly and thoroughly. [b]
3 - I can supply most relevant evidence for claims. [b]
2 - I can point out strengths and limitations of a claim. [b]
4 - I can anticipate audience knowledge level, concerns, values, possible biases. [b]
2 - I can use words, phrases, and clauses as well as varied syntax to link the major sections of the text. [c]
6 - I can create cohesion when writing arguments. [c]
2 - I can clarify the relationships between claim(s) and reasons. [c]
2 - I can clarify between reasons and evidence. [c]
2 - I can clarify between claim(s) and counterclaims. [c]
3 - I can establish a formal style and objective tone when writing. [d]
3 - I can maintain a formal style and objective tone when writing. [d]
1 - I can follow (attend to) the norms and conventions of the discipline in which they are writing.
1 - I can provide a concluding statement or section that follows from and supports the argument presented. [e]
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A. Substantive topics reflect thoughtful interaction and further develops thinking skills.
B. An argument is a connected series of statements intended to establish a definite proposition by supporting evidence.
C. Credibility, accuracy and relevance of sources makes for strong argument.
D. Some evidence may be written by writers with hidden agendas.
E. Choosing words carefully makes ideas join cohesively and promotes clarity.
F. Formal writing must stand on its own, conveying the author's thesis clearly through words alone. Formal writing requires substantial effort to construct meaningful sentences, paragraphs, and arguments relevant to a well-defined thesis.
G. English writing requires writers to say what they will say, say it and state what was said in summation.
|
A.1 How can I tell if a topic or text is substantive?
B.1 What is an argument? How does one know if an argument is sound?
C.1 Why must writers carefully check sources?
D.1 Why choose words carefully? How powerful can words be?
E.1 How do I know if writing is too informal?
F.1 Why might formal writing be difficult to write but very easy to read?
G.1 Why include a concluding statement?
|
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