The adventures of a fourth grade teacher in East Central Illinois.

Learning to Opine

My students have a lot of deeply held beliefs about right and wrong, good and bad, preferred and not preferred. They are developing their sense of collective and individual justice and fairness. They frequently share these opinions with me, with other teachers, with parents, and with peers.

However, they don’t always make the strongest arguments.

A common argument I hear in my classroom is simply, “That’s not fair!” When I ask why, the response is typically, “It just isn’t! I wanted to do that and you said no!” (There are often multiple exclamation marks in these arguments that often border on quarreling.) I often calmly and matter-of-factly reply that fairness does not always mean “the same” and there may be a reason one student is permitted to do something that another is not.

As we move into the last month of school, I’ve decided to use Lucy Calkins’s Writers Workshop framework to organise my instruction on writing opinion pieces. My main goal is simply for my students to learn how to express the ideas clearly and well. Before starting the unit, I wanted to get a baseline of their current level, so I picked a topic that I knew would bring out their passion: I told them that our principal was considering canceling the end-of-the-year kickball game and colour run and that the students had to write letters to her explain why she should or shouldn’t.

What I was looking for was a clearly stated opinion, at least three supporting statements, and a conclusion. Some students did this very well, some didn’t do it at all, and most of them did part of it.

So today we started with breaking down the writing process. The first step I decided to teach was picking a topic. This can be easy: make a list of things you care strongly about and keep it handy! Some of the topics the students brought up were video games, homework, music, movies, books, games, recess, sports, etc. The next step was outlining the essay itself. I selected a topic of personal interest and first wrote up a quick opinion piece about it:

I like tacos because they are yummy and I think you should like tacos, too, because then you will agree that they are yummy also.

I asked if this was a well-written opinion piece and asked the students to rate it on a scale of 1 to 5. Most gave it a one or a two. They pointed out that even though it was a run-on sentence, it stated my postion and gave at least one reason. But they also all agreed that my opinion wasn’t very strong.

So then I had then help me outline my piece to make it clearer. Here is what the final outline looked like:



After outlining my essay, I had each student pick a topic of their own and make their own outline. Then they could begin working on an early draft. I will share my own early draft with the class tomorrow and have them help me improve my piece until we have a strong essay that clearly explains why I like tacos.


One response

  1. Scott

    Very cool! Love the work you do.

    April 23, 2015 at 7:44 am

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