Lesson Plan

Opinion Writing with Time For Kids

The goal is to have students support their opinions with reasons in order to go beyond simple statements.
Kelly S.
Classroom teacher
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My Grades 1, 2, 3, 4, 5
My Subjects English Language Arts, English Language Learning, Math, Science, Social Studies, Arts, Health & Wellness

Students will be able to read an article about current events.  Then they will take a stance on the issue and support this stance with reasons.  

English Language Arts
using supporting evidence
Grades 2 - 4
All Notes
Teacher Notes
Student Notes

1 Introduction

As a class, we will read an article from TIME for Kids.  Students will use their print editions and I will use the digital edition.  We will spend time discussing the main issue presented in the article as a class.  

2 Discussion/Taking a Stance

Activity: Conversing

As a class, we will talk about both sides of the issue.  For example, if the article is on homework, we would discuss what the pros and cons of homework are.  Students would create a T Chart to record the different ideas presented for each side of the issue.  I would emphasize the need to go back to the text to find support for their ideas.  Students would then decide which side they agree with the most and take a stance.  We would practice going around the room stating our stance and a few reasons why we support it.


3 Composing

Google Drive
Free, Paid

Students would create a document using google docs and share the file with me.  They would then begin to compose their opinion piece.  I would remind them to focus on explaining their reasons either for or against the given topic.  I would model my expectations by creating a piece of my own on another topic.  Once they had gotten a good start, I would use the comment feature to peek in on their writing and make comments to either encourage or help them develop their writing.

4 Revising and Editing

Google Drive
Free, Paid

I would call students to conference with them one on one.  We would both have our Chromebooks open to the document that they created.  At this time, we would discuss their writing.  They could take notes or make changes as needed immediately.  As with any writing conference that I do, I make suggestions, but the ultimate decision to make changes lies with the author of the piece.  I sometimes also include some editing or computer keyboard tips during the conference to get the most out of the conference as possible.  For example, I had a student that didn't know how to type a period.  That was a quick, easy lesson to be included in our conference.  This step may require two different conferences to focus on revising and editing in two steps.