5 - Opinion Writing Letters for Social Action

In this unit, we build on the letter writing experiences developed in the kindergarten opinion letter. We teach children how to channel their natural abilities of persuasion into letters designed to state an opinion and to make a difference in the world. Letter writing begins with believing you have something to share with someone and that people are interested in hearing others’ points of view. We begin by telling children that what they have to say is important and matters.

One goal of this unit is to teach children that writers can do more than complain about a problem, they can imagine solutions and write to enhance those reasons. Another goal is that writers can use letters as a vehicle to state their opinions and reasons in ways that convince an audience in a compelling way. This unit of study moves beyond teaching lessons on greetings and paragraphing. The focus is on content.

After supportive mini-lessons and conferring, we want students to have the same self-reliance and productivity in this unit as they have had in any other unit. Students will envision ideas for persuasive letters through various immersion activities. They will have opportunities to generate multiple opinions on a variety of topics/issues and select an issue that tugs at their heart. Students will then orally plan and rehearse their topics by stating their opinions, providing reasons and suggesting a possible solution. Lastly, students will put their thoughts and arguments out into the world as they mail their letters.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do writers use mentor text to understand how to express opinions?
2. How do writers generate and develop opinions on social issues?
3. How do writers plan and rehearse opinions providing supportive reasons and a possible solution?
4. How do writers write in a compelling way to convince an audience?
5. How do writers revise and edit to make their pieces more effective?
6. How do writers go public to make an impact in their world?

Part One: Immersion Phase

Concept I: Writers use mentor text to understand how to express opinions.

Immersion 1 Writers read mentor text as writers to discover the characteristics of Opinion Letters.

Immersion 2 Writers reread mentor text as writers to discover characteristics of Opinion Letters.

Immersion 3 Writers reread mentor text as writers to discover techniques used for effective Opinion Letters.

Immersion 4 Writers reread mentor text as writers to discover techniques of effective Opinion Letters.

Immersion 5 Writers reread mentor text to better understand persuasion.

Part Two: Lesson Sequence Phase

Concept II: Writers generate and develop opinions on social issues.

Session 1 Writers notice and name things that matter to them in a variety of places (home, school or neighborhood).

Session 2 Writers form an opinion.

Concept III: Writers plan and rehearse opinions providing supportive reasons and a possible solution.

Session 3 Writers choose a topic, form an opinion and think about the appropriate audience for something they want to make better.

Session 4 Writers think about reasons and then choose their very best reason to convince their audience.

Session 5 Writers don’t just complain about an issue, they include a solution.

Session 6 Writers think about their best reason and then add more reasons to support their opinions.

Session 7 Writers use tools to help them remember the parts of an opinion letter.

Concept IV: Writers write in a compelling way to convince an audience.

Session 8 Writes use transitional phrases to link ideas and reasons.

Session 9 Writers can use examples to support their opinions.

Session 10 Writers carefully choose words that help show what happened.

Session 11 Writers include additional solutions(s) to make their opinions more compelling.

Session 12 Writers provide closure to their opinion letters.

Concept V: Writers revise and edit to make their pieces more effective.

Session 13 Writers improve their pieces by sharing with their writing partners.

Session 14 Writers check for correct capitalization and punctuation.

Concept VI: Writers go public to make an impact in their world.

Session 15 Writers choose a piece to improve.