Opinion Writing 5th Grade SAMPLE

in 5th grade
6 Weeks of
Lesson Plans
Unit 3 of 7
5th Grade Writing Units
Year at a Glance
Aug. Sept. Oct. Nov. Dec.
Unit 1 Unit 2 Unit 3

Loving Writing Narrative Opinion Writing
in 5th Grade Writing (6 weeks)
(4 weeks) (6 weeks)
Jan. Feb. March April May/June
Unit 4 Unit 5 Unit 6 Unit 7

Writing on Informative Poetry Writing a
Demand Writing (2 weeks) Novel
(4 weeks) (6 weeks) (6-8 weeks)
Appleslices4th.blogspot.com
5th Grade Writing
Unit Layout
Each unit will contain everything you need to meet all of the 5th
grade writing standards!
Units will include…
- A Unit Pre-test with Standards Based Grading Rubric
- All Lesson Plans and Materials
- A Unit Post-test with Standards Based Grading Rubric
- All Classroom Management Forms
5th Grade Opinion Writing
Table of Contents
Lesson Lesson
Lesson Title Page no. Lesson Title Page no.
no. no.
5th Grade Writing Year at a
2 17 Practicing Your Debate Skills 65
Glance
5th Grade Writing Unit
3 18 3rd Debate 69
Layout
Opinion Writing Unit Block Watch Professional
5 19 71
Schedule Debates
What is Writer’s 20 Using Powerful Language 73

6
Workshop?
21 Body Language & Voice 77
What is a Writing
7
Conference? 22 4th Debate 81
1 Pre-Assessment
23 Practicing Your Debate Skills 83
Pre-Assessment Data
8
Collection Page 24 5th Debate Unit 86
Why Share Opinions & Why
2 12
Listen? 25 Practicing Your Debate Skills 88
3 Using a Rubric 14
26 Final Debate 91
4 Share Opinion of a Book 16 27 Opinion Writing Reflection 93
5 Writing Your Opinion 25 28 & 29 Post-Assessment 95
6 Sharing Your Opinion 27 30 Unit 3 Celebration! 103
Using Facts to Support Optional Lesson:

7 29 104
Your Opinion Organizing Your Writing
8 1st Debate 32 Other Powerful Debate

110
Topics
Debate Guidelines 34 Common Core Student
111
Checklist
Using Facts to Support
9 37
Your Opinion 5th Grade Common Core
State Standards for 113
10 Citing Your Facts 41 Writing
11 Starting With a Lead 43 Unit 3 Conference Data

115
Page
Writing a Powerful
12 45 Opinion Writing “I Can”
Conclusion 116
Statements
13 2nd Debate 47
FAQ 121
14 Practicing Your Debate Skills 49 Works Cited 122
15 Goal Reflection 52 Acknowledgements &

123
Terms of Agreement
16 Using a Counterargument 60
THANK YOU!! 124
5th Grade Opinion Writing - Unit 3 Appleslices4th.blogspot.com

5th Grade Opinion Writing
Block Schedule
Pre-Assessment
Why Share Reassess Using a
No Independent Sharing Opinions Writing Opinions
Opinions? Rubric
Writing or
Publishing Today
1st Debate
Using Facts to
No Independent Putting a debate
Sharing Opinion Support Your Citing your facts
Writing, on paper
of a topic Beliefs
Conferencing,
or Publishing
Today
2nd Debate
Using a No Independent
Starting with a
powerful Writing, Debate Practice Goal Reflection
lead
conclusion Conferencing,
or Publishing
Today
3rd Debate
No Independent Viewing
Using Powerful
Using a Writing, Professional
Debate Practice Language
Counterargument Conferencing, Debates
or Publishing
Today
4th Debate 5th Debate
No Independent No Independent
Body Language/
Writing, Writing, Debate Practice
Voice Debate Practice
Conferencing, Conferencing,
or Publishing or Publishing
Today Today
Final Debate Celebration

Post-Assessment Post-Assessment
No Independent No Independent
Opinion No Independent No Independent
Writing, Writing,
Reflection Writing, Writing,
Today Today
Today Today

What is Writer’s Workshop?
Writer’s Workshop is one of the best ways to get your 5th graders
writing! After several years of tweaking, learning and growing, I have
created a workshop model that I’m happy using! It is a quick and easy
tool to help teachers tackle the high expectations of standardized
testing. You will see success with this Writer’s Workshop. The ability
to differentiate and work one-on-one with students will empower not
only you, but your students as well. Check it out and see how easy it is
to work into your writing schedule.
Average Time Allotted for Writing: At least one full hour (If you have
less than one hour, as many schools do now, try to do a fast Mini
Lesson and give as much Independent Writing time as possible. If
necessary, squeeze Share Time into another part of your day! In
other words, make this set-up work for you!)
10 minutes- Mini Lesson

40 minutes- Conferencing, Classroom Management, Independent
Writing, and Publishing
10 minutes- Sharing and Celebrating
Use this Unit to help teach Opinion Writing in your classroom! For a
complete year of writing, that will guarantee you meet and assess all
CCSStandards, check out all of my writing units, 1-7!
Standards Met in Opinion Writing Unit:

CCSS.ELA-Literacy.W.5.1: Write opinion pieces on topics or texts,
supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.5.1.a: Introduce a topic or text clearly, state an
opinion, and create an organizational structure in which ideas are
logically grouped to support the writer's purpose.
CCSS.ELA-Literacy.W.5.1.b: Provide logically ordered reasons that are
supported by facts and details.
CCSS.ELA-Literacy.W.5.1.c: Link opinion and reasons using words,
phrases, and clauses (e.g., consequently, specifically).
CCSS.ELA-Literacy.W.5.1.d: Provide a concluding statement or section
related to the opinion presented.

What is a Writing Conference?
While writing conferences will definitely look different in each classroom, it’s important
to note that without one-on-one conference time, it will be difficult to give your
students the support necessary for them to grow as writers. Conferences will give
you data about your students that will help plan and drive your future instruction.
Conferences should be held during Independent Writing time, and each conference
should last around 10 minutes. Sometimes they will be shorter, and sometimes they will
be longer. My goal is to meet with about three kiddos a day. You may need to alter
this goal to fit your classroom. Don’t stress if you don’t get to all three students signed
up (using the writing conference sign-up page provided in unit 1), since you can get
caught up the next day. Give yourself a break and move on. If you find yourself with
free time, then up the number of conferences you have each day, focus on your
classroom community, or get caught up on past conferences.
You can use the Conference Data page (one is provided for each student in this unit) to
keep track of what your students show you during writing conferences, as well as
where you’re hoping to take them as learners. You can place these sheets in a binder
with dividers for each student, or you can glue them into a notebook with sections for
each student. The choice is yours. However, if you keep up with your conference
notes, then you will be set when it’s time to do Report Cards! Just pull out your Handy
Dandy Writing Conference Notes!
As you get more and more comfortable with the Common Core State Standards, refer
to the Common Core Student Checklist (one for each student, provided in this unit) to
keep track of your student’s progress on one page. Use the Levels listed below to
help you take notes on student achievement.
What is Modeling?
In this unit, you will often hear me refer to “modeling”. Modeling, or demonstrating
something for your students, is an important part of teaching writing. You can read
more about it here.
Exceeds Grade Level Standards: Demonstrates understanding

4.0 beyond grade level standards consistently and
independently.
Meets Grade Level Standards: Demonstrates understanding
3.0
of grade level standards consistently and independently.
Partially Meets Grade Level Standards: Demonstrates partial
2.0 understanding of grade level standards with or without
support.
Does Not Meet Grade Level Standards: Demonstrates minimal
1.0
(or no) understanding of grade level standards and does
(or 0)
not meet grade level standards even with support.
7

Lesson 1: Pre-Assessment
Date __________________________ Duration of Lesson:____________________
Objective: After completing the lesson, students will be able to write an

opinion piece as a pre-assessment.
CCS Standards ELA-Literacy.W.5.1

Met:
Materials • Opinion Writing Pre- • What Do You Think About Fast

Needed: Assessment (2+ Pages) Food? Article
Mini Lesson: 1) Today’s lesson is all about seeing what your students know
about opinion writing! There will be no Mini Lesson today, as
you allow students to try opinion writing.
2) While it is very tempting to prompt students, in order for this
to be a true pre-assessment, try to allow students to show
their skills using the basic writing prompt.
3) Hand out the writing prompt, the lined paper and What Do
You Think About Fast Food? Article. Allow students to get
started! (I prefer to have students work on these silently
and independently.)
4) If necessary, allow students two days to complete this
assignment.
Independent 1) While students work, walk around and see how students are
Work & responding to the prompt. This is a good opportunity to take
Conferencing: anecdotals, and gently guide students who need more
support.
Share Time: 1) Students can either share their pre-assessment writing piece,
or something they have been working on in their writer’s
notebook.
Reflection for Grab your conferencing notebook, classroom anecdotal notes,
Next Day: the Pre-Assessment Data Collection page (and/or anything else
you may use), and settle in with these pre-assessments. You
want to read through each of them before Lesson 3, and gauge
each student’s opinion writing capabilities.
Take individual notes while reading, so you can remember good

goals for students during writing conferences.
As you notice large classroom gaps, take note of them on the

Pre-Assessment Data Collection Page, or the Classroom Anecdotal
Notes Page.

What Do You Think About Fast Food?
Pros & Cons By Kelly Anne
Has fast food become part of your family’s weekly diet? When a busy family is on
the go, it’s easy to pick up some fast food while they’re out. But is fast food a good
place to turn when you’re hungry? A lot of people think fast food is great due to the
convenience and value it provides. However, others argue that fast food has little to
zero nutritional value and is bad for the environment. What do you think?
Pro: Convenience
Have you ever been traveling with your family and stopped to grab some chicken
nuggets or a hamburger? Families rely on fast food restaurants to provide them with
quick and easy meals. It’s easier to get McDonald’s for dinner than it is to buy
groceries and cook. While homemade meals are healthier, they can be exhausting and
time consuming to make.
Pro: Value
Fast food restaurants purchase their food in bulk, so they can sell their meals for
much cheaper than a typical restaurant. Families are able to spend less money by
purchasing fast food than they would going to the grocery store or a sit-down
restaurant. In today’s economy, it is important for families to spend less money on
food. By buying fast food meals, they are able to better budget their money.
Con: Nutritional Value

What type of nutritional value does fast food provide? French fries are made from
potatoes, but do you get any of the vegetable’s nutrients from eating french fries?
Many people believe that fast food is one of the culprits behind childhood obesity.
While many fast food restaurants provide healthier choices, they are often loaded
with heavy dressings that contain just as many calories as french fries, and are often
not as tasty or easy to eat while on the go.
Con: Environment
What type of environmental impact do fast food restaurants have on our planet?
Each meal purchased is individually wrapped in paper or cardboard that is later
thrown out. Or even worse,
that garbage often gets
discarded out a car
window or blows out of a trash
can. This paper can travel into
rivers and pollute our town.
Animals can try to digest the
trash and suffer from the
effects. You’re putting more
garbage into our world by
consuming fast food meals.
What do you think about

fast food? Is it good for us or
bad for us?
Name ______________________________ Date _______________________________
Opinion Writing Pre-Assessment

Alright Writers! Today I want you to read the article, What Do You
Think About Fast Food? Do you believe we should eat fast food? Why?
Write a piece that states your opinion, and then explain why you feel
that way. You may use this page to plan your writing, and then the
lined paper to write.
Planning Page:
Name ______________________________ Date _______________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Opinion Writing Pre-Assessment

Unit 3 Opinion Writing Date
___________
Pre-Assessment Data Collection
Overall Notes & Observations: Possible Small Groups:

______________________ Focus:
______________________
______________________ Writers:
______________________
______________________
______________________ Possible Small Groups:
______________________ Focus:
______________________
______________________ Writers:
______________________
______________________
______________________
______________________ Quick Notes on the CCSStandards:
Opinion: Support:
______________________
______________________
______________________
______________________
Organization: Concluding
______________________ Statement::
______________________
______________________
______________________
Other:
______________________
______________________
______________________
______________________ Other:
______________________
______________________
______________________
Take specific
notes on CCSS!

Lesson 3: Using a Rubric

Objective: Students will be able to review their work using a rubric.
CCS Standards ELA-Literacy.W.5.1

Met:
Materials • Opinion Rubric (Several

Needed: Provided For You)
Mini Lesson: 1) It is important for students to assess their work, and a rubric
helps them to do so. Using a rubric will help students discover
areas they need to improve upon within the opinion writing
unit, and then they can focus their efforts. And discovering
areas where they are already strong as opinion writers will
boost their confidence.
2) Pass back the pre-assessments, and let your students know
they’ll be learning how to use rubrics today. (You may create
your own class rubric, or use the one provided for you.)
model to the class how to use a rubric by reading an example
pre-assessment aloud. Fill in the rubric, and model how to
find evidence to support your reasoning.
3) Allow students time to edit their pre-assessments. This is a
great chance for students to see how they can improve
their writing!
Independent 1) Students should finish their rubrics, and then free write.
Work & 2) Conference with students who have signed up.
Conferencing:
Share Time: 1) Students can share any piece they are working on in their
writer’s notebook.
Reflection for In tomorrow’s lesson, you will need to facilitate a conversation

Next Day: about a story. Choose a story you can have some
conversations about, and make sure you are ready to “pause at
powerful moments” in order to discuss different parts. Make
sure you form your own opinion!
14
5th Grade Opinion Writing - Unit 3 Apple Slices, LLC

Name ____________________________________
Level:
Evidence:
Notes and
Extra Notes:
Standards reviewed in Unit 3
CCSS.ELA-Literacy.W.5.1 Write opinion

pieces on topics or texts, supporting a
point of view with reasons and
information.
5th Grade Opinion Writing - Unit 3

CCSS.ELA-Literacy.W.5.1a Introduce a topic
or text clearly, state an opinion, and
create an organizational structure in which
ideas are logically grouped to support the
writer’s purpose.
CCSS.ELA-Literacy.W.5.1b Provide logically

ordered reasons that are supported by
facts and details.
CCSS.ELA-Literacy.W.5.1c Link opinion and

reasons using words, phrases, and clauses
(e.g., consequently, specifically).
Unit 3 Standards Based Student Pre-Assessment Rubric
CCSS.ELA-Literacy.W.5.1d Provide a
concluding statement or section related to
the opinion presented.
15
Name
Standards reviewed in Unit 3
CCSS.ELA-Literacy.W.5.1 Write opinion

pieces on topics or texts, supporting a
point of view with reasons and
information.
5th Grade Opinion Writing - Unit 3

CCSS.ELA-Literacy.W.5.1a Introduce a
topic or text clearly, state an opinion,
and create an organizational structure
in which ideas are logically grouped to
support the writer’s purpose.
CCSS.ELA-Literacy.W.5.1b Provide
logically ordered reasons that are
supported by facts and details.
CCSS.ELA-Literacy.W.5.1c Link opinion

and reasons using words, phrases, and
clauses (e.g., consequently, specifically)
Unit 3 Standards Based Pre-Assessment Class Rubric
CCSS.ELA-Literacy.W.5.1d Provide a
concluding statement or section related
to the opinion presented.
**Example Pulled from Unit 2: Narrative Writing**
Keep track of
student work!!
17
**Example Pulled from Unit 2: Narrative Writing**
Notice where your writers

have common gaps that
OR small groups you can you’ll need to review
pull to review a certain
concept!
18
Student Friendly Opinion Writing Rubric
Opinion Piece Title: _______________________________
Partially Meets Does Not Meet
Qualities of Exceeds Grade Level Meets Grade Level
Grade Level Grade Level
Opinion Writing 4.0 3.0
2.0 1.0
The writer
states their
opinion
The writer
supports their
point of view
with reasons
and information
The writer
introduces their
topic clearly
The writing is
organized
logically
The opinion and

reasons flow
together
The writer has

a lead that
hooks the
reader
The writer has

a strong
conclusion that
wraps up the
piece
The writer has

very few to
none
mechanical,
spelling, and/or
revision errors
Notes:
Opinion Writing Rubric
Opinion Piece Title: _______________________________
Partially Meets Does Not Meet
Qualities of Exceeds Grade Level Meets Grade Level
Grade Level Grade Level
Opinion Writing 4.0 3.0
2.0 1.0
Notes:
Self-Grading Opinion Writing Rubric Self-Grading Opinion Writing Rubric
Opinion Piece Title: _________________ Opinion Piece Title: _________________
Qualities of Qualities of
Score & Evidence Score & Evidence
Opinion Writing Opinion Writing
The writer states The writer states

their opinion their opinion
The writer The writer

supports their supports their
point of view with point of view with
reasons and reasons and
information information
The writer The writer

introduces their introduces their
topic clearly topic clearly
The writing is The writing is

organized logically organized logically
The opinion and The opinion and

reasons flow reasons flow
together together
The writer has a The writer has a

lead that hooks the lead that hooks the
reader reader
The writer has a The writer has a

strong conclusion strong conclusion
that wraps up the that wraps up the
piece piece
The writer has The writer has

very few to none very few to none
mechanical, mechanical,
spelling, and/or spelling, and/or
revision errors revision errors
Self-Grading Opinion Writing Rubric Self-Grading Opinion Writing Rubric
Opinion Piece Title: _________________ Opinion Piece Title: _________________
Qualities of Qualities of
Score & Evidence Score & Evidence
Opinion Writing Opinion Writing
Lesson 10: Citing Your Facts

Objective: Students will be able to inform their readers on how they
received information.
CCS Standards ELA-Literacy.W.5.1b and ELA-Literacy.W.5.8
Met:
Materials • What Do You Think • Chocolate Milk T-chart

Needed: About Chocolate Milk? • Your Writer’s Notebook with
Article your own opinion writing piece
started on Should Kids Drink
Chocolate Milk?
Mini Lesson: 1) Citing your information is very important in writing, as we all
know! In this lesson, you will focus on how writers share the
sources of their information. This is informally done here,
but will be addressed in greater detail in Unit 5 - Informative
Writing.
2) Revisit your T-Charts about chocolate milk. There are a lot
of points on there from the article and from your students
or yourself. As a class, examine each statement and have
your students write the statement’s original source in
parentheses. If the statement was from a student, write
their name in parentheses. If the statement was from the
article, write the article’s name in parentheses. If the
statement was from a book, then write the book’s name and
page number. Basically, you want to make the information
as easy to find again as possible.
3) Now that you know where all of your information came
from originally, you can work that into your writing. Model
going back to your writer’s notebook and adding in
information. Example: “I believe kids should be allowed to
drink chocolate milk because they are smart enough to make
their own choices. If they want to drink chocolate milk, then
that’s okay with me. In the article, “What’s to Love and
Loathe About Chocolate Milk?” Allison Audrey says, “a few,
small exercise studies have found that chocolate milk can help
boost endurance after intense workouts.” This proves that
chocolate milk provides kids with vitamins that make their
bones strong.”
4) Model for your class how to smoothly add sources into their
writing. You can also use simple phrases like, “My friend
Joey believes…” or “My Mom is a firm believer in…” or “In
the video _____ I learned that….” This is a simple way to
make sure your reader knows the source of your
information.
23

Lesson 10: Citing Your Facts Continued
Independent 1) Students can free write today. Encourage them to continue

Work & citing their writing.
Conferencing: 2) Conference with students who have signed up.
Share Time: 1) Select students who have tried citing their sources in their
writing to share with the class.
Reflection for Citing information is a huge standard that is challenging, but very
Next Day: important. I chose not to include bibliographies in this unit, but to
instead stress the importance of sharing the source of
information. In Unit 5, we will add to this by showing students
the “formal” way to cite your information. It is important to use
the same language (e.g. cite your source), so that students can
flawlessly move into writing a bibliography. If you would like
students to create bibliographies in this unit, please do!! It would
also be a great extension lesson for a small group of writers
who are ready.
24

Lesson 26: Final Debate

Objective: Students will be able to share their opinion in a debate format.
CCS Standards ELA-Literacy.W.5.1 and ELA-Literacy.W.5.8
Met:
Materials • Debate Guidelines • Debate Author’s Craft Notebook

Needed: Handout Page (Optional)
• Chart Paper • Should Kids Get Paid to Do Chores?
• Chart Markers Article
Mini Lesson: 1) Since this is the final {and 6th!} debate, students should already
know the basic routines. Again, make any changes that you
see necessary.
2) Pass out the Debate Guidelines Page.
3) Go over the rules of the debate with your class.
4) Pass out the article, and give students time to read it. Instead
of allowing students to choose their sides, assign which side
they will have to debate. This will force them to look at the
article a little differently.
5) Once students are ready, have all the pro students line up
across from all the con students.
6) Review your Debate Author’s Craft Anchor Chart as a class,
refreshing students’ memories of how to hold a good
debate.
7) Now, follow the debate guidelines and hold your debate!
8) Once you have finished your debate, review some of the
things that you noticed went really well. Ask your students
what they think, and add to or change anything you all
noticed on your Debate Author’s Craft Anchor Chart.
Independent 1) You will not have time to free write or publish today.
Work &
Conferencing:
Share Time: 1) If time allows, have students share writing they have been
working on in their writers’ notebooks.
Reflection for How far have your students come from the very first debate?
Next Day: What do you especially notice? It would really stink to never use
these skills in your classroom again, right? Well make sure to
take advantage of it by holding small debates frequently
throughout the year. In the middle of a read aloud or over
current events. No topic is ever too small to hold a debate.
Push your students to continually build the skills they have worked
so hard on in this unit!
25

Should Kids Get Paid to Do Chores?
By Pamela Laney
Should parents pay kids an allowance based on doing chores? Paying kids for
chores is one of the most hotly debated parenting topics out there, especially at
a time where everyone is more concerned about their finances.
The logic behind tying allowances to chores is that since grown-ups get paid to
do their jobs, we should pay kids to do their jobs—in this case, everyday
household chores. If they don’t do their jobs, the children don’t get paid,
therefore teaching them that a good work ethic shall be rewarded and that a
bad work ethic will get you nothing. Paying kids for doing chores around the
house is preparing them for the real world and life as an adult outside the
family.
But there is a hole in that argument: Unless it is their profession to do so, adults-
parents- don’t get paid for doing things around the house like taking out the
trash, making beds, and washing dishes. These things are just good life skills,
tasks that need to be done day to day whether you are a child or a grown up.
Laney, P. (n.d.). Chores and Allowance: Should Parents Pay Kids for Chores? Retrieved October 21, 2013, from Peace In Your Home; An Online
Parenting Community: http://peaceinyourhome.com/should-parents-pay-kids-allowance-for-chores/
Should Kids Get Paid to Do Chores?

By Pamela Laney
Should parents pay kids an allowance based on doing chores? Paying kids for
chores is one of the most hotly debated parenting topics out there, especially at
a time where everyone is more concerned about their finances.
The logic behind tying allowances to chores is that since grown-ups get paid to
do their jobs, we should pay kids to do their jobs—in this case, everyday
household chores. If they don’t do their jobs, the children don’t get paid,
therefore teaching them that a good work ethic shall be rewarded and that a
bad work ethic will get you nothing. Paying kids for doing chores around the
house is preparing them for the real world and life as an adult outside the
family.
But there is a hole in that argument: Unless it is their profession to do so, adults-
parents- don’t get paid for doing things around the house like taking out the
trash, making beds, and washing dishes. These things are just good life skills,
tasks that need to be done day to day whether you are a child or a grown up.
Laney, P. (n.d.). Chores and Allowance: Should Parents Pay Kids for Chores? Retrieved October 21, 2013, from Peace In Your Home; An Online
Parenting Community: http://peaceinyourhome.com/should-parents-pay-kids-allowance-for-chores/
Lesson 27: Opinion Writing Reflection

Objective: Students will be able to reflect on what they have learned about
opinion writing and debates.
CCS Standards ELA-Literacy.W.5.1, ELA-Literacy.W.5.1a, ELA-Literacy.W.5.1b,

Met: ELA-Literacy.W.5.1c, ELA-Literacy.W.5.1d,
Materials • Opinion Reflection Page

Needed:
Mini Lesson: 1) In lesson 15, your students reviewed the goals they set for
themselves in writing conferences. Today, they will reflect
on their goals as well as the entire opinion writing unit. The
questions they answer in the reflection are very open,
standards based questions. The reflections make great
“evidence” to place in student portfolios, along with the post-
assessments.
2) At the end of the school year, students can share their
writing and their reflection with families to show all that they
have learned!
3) Pass out the reflections and allow students to work on them.
While they work, walk around and push them to really think
deeply about the debates and writing opinions. Encourage
them to refer back to anchor charts around the room and
their writers’ notebooks.
4) When students finish their reflections, have them turn them in
and get settled in to independent writing.
Independent 1) Conference with students who have signed up.
Work &
Conferencing:
Share Time: 1) Have a few students share pieces of their writing, their
reflections, or other interesting things they have been
working on!
Reflection for These reflections are a great time to bring out all that your
Next Day: students know. Sometimes we don’t realize how much we have
learned until we write it all down. This is a great opportunity to
make your students really think about what they have learned in
this unit, and how they have grown as writers.
27

Name ___________________________________ Date ___________________________________
Opinion Writing Reflection

What did you learn about writing your opinion and holding a debate in this
unit?
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What makes a powerful debate?

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**On the back of this page, create a graffiti board that shows all you have learned about Writing your
Opinion. You may use words, pictures, diagrams, or anything else that shows what you know!**
Lessons 28 & 29: Post – Assessment

Objective: Students will be able to reflect on all they’ve learned and write
an opinion piece of writing.
CCS Standards ELA-Literacy.W.5.1, ELA-Literacy.W.5.1a, ELA-Literacy.W.5.1b,

Met: ELA-Literacy.W.5.1c, ELA-Literacy.W.5.1d,
Materials • Opinion Writing Post- • Time to review each paper

Needed: Assessment Pages • Should We Have Technology in
the Classroom? Article
Mini Lesson: 1) In the post-assessment, your goal is to figure out what your
students have learned about opinion writing. You will be able
to compare these with their pre-assessments.
2) Feel free to use the article provided or any other article that
you would like.
Independent 1) While students are working on their post-assessments,

Work & conference with students one-on-one or in small groups.
Conferencing: 2) If students finish their post-assessment early, then collect
their work and allow them to work on their free writing.
Share Time: N/A
Reflection for Hooray!! You’ve made it through three writing units so far!
Next Day: Once your students completely finish the post-assessment, collect
and grade their writing. Use the Standards Based Rubric to
assess their writing. This will make it easy come report card
time! Keep track of class data by using the Unit 3 Class Rubric.
If you notice something that is an issue for your class overall,
spend a day working on that skill. If you notice one students is
having issues with a certain skill, remember to make that a goal
for them. Don’t forget how valuable this data can be for you
as a writing teacher! Your list of goals may be endless for some
students, but that’s okay! Focus on the most important goals,
and then go from there. That’s what being a great teacher is all
about J
29

Other Powerful Debate Topics
Should animal testing be legal or illegal?
Should junk food be banned from schools?
Is rap music a way to express one’s individuality?
Are the Olympics important?
Should school go from Noon to 6 p.m. instead of

starting early?
Are books better than television?
Will computers replace teachers?
Should America have an official language?
Should we have labels on all food to encourage

people to eat better?
Should everyone go to college?
Should we have year-round schooling?
Should endangered species be protected?
Is advertising bad?
Should people drink coffee?

_______________________’s
5th Grade Common Core Student Checklist
Unit(s) Standard Evidence, Date(s), & Level (4, 3, 2, or 1)
CCSS ELA-
Opinion Writing Unit
Literacy.W.5.1
CCSS ELA-
Literacy.W.5.1a
CCSS ELA-
Literacy.W.5.1b
CCSS ELA-
Literacy.W.5.1c
CCSS ELA-
Literacy.W.5.1d
CCSS ELA-
Informative Writing Unit
Literacy.W.5.2
CCSS ELA-
Literacy.W.5.2a
CCSS ELA-
Literacy.W.5.2b
CCSS ELA-
Literacy.W.5.2c
CCSS ELA-
Literacy.W.5.2d
CCSS ELA-
Literacy.W.5.2e
Notes
Extra
Apple Slices, LLC

Unit(s) Standard Evidence, Date(s), & Level (4, 3, 2, or 1)
CCSS ELA-
Literacy.W.5.3
Narrative Writing Unit
CCSS ELA-
Literacy.W.5.3a
CCSS ELA-
Literacy.W.5.3b
CCSS ELA-
Literacy.W.5.3c
CCSS ELA-
Literacy.W.5.3d
CCSS ELA-
Literacy.W.5.3e
CCSS ELA-
Distribution of
Production &
Literacy.W.5.4
Writing
CCSS ELA-
Literacy.W.5.5
CCSS ELA-
Literacy.W.5.6
CCSS ELA-
Research to Build & Present
Literacy.W.5.7
CCSS ELA-
Literacy.W.5.8
Knowledge
CCSS ELA-
Literacy.W.5.9
CCSS ELA-
Literacy.W.5.9a
CCSS ELA-
Literacy.W.5.9b
Range of
Writing
CCSS ELA-
Literacy.W.5.10
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5th Grade Common Core State Standards for Writing
Page 1
CCSS.ELA-Literacy.W.5.3 Write
Text Types and Purposes narratives to develop real or
imagined experiences or events using
effective technique, descriptive
details, and clear event
CCSS.ELA-Literacy.W.5.1 Write sequences.CCSS.ELA-Literacy.W.5.3a
opinion pieces on topics or texts, Orient the reader by establishing a
supporting a point of view with situation and introducing a narrator
reasons and information.CCSS.ELA- and/or characters; organize an
Literacy.W.5.1a Introduce a topic or event sequence that unfolds
text clearly, state an opinion, and naturally.
create an organizational structure CCSS.ELA-Literacy.W.5.3b Use
in which ideas are logically grouped narrative techniques, such as
to support the writer’s dialogue, description, and pacing, to
purpose.CCSS.ELA-Literacy.W.5.1b develop experiences and events or
Provide logically ordered reasons show the responses of characters to
that are supported by facts and situations.CCSS.ELA-Literacy.W.5.3c
details.CCSS.ELA-Literacy.W.5.1c Link Use a variety of transitional words,
opinion and reasons using words, phrases, and clauses to manage the
phrases, and clauses (e.g., sequence of events.CCSS.ELA-
consequently, specifically).CCSS.ELA- Literacy.W.5.3d Use concrete words
Literacy.W.5.1d Provide a concluding and phrases and sensory details to
statement or section related to the convey experiences and events
opinion presented. precisely.CCSS.ELA-Literacy.W.5.3e
Provide a conclusion that follows
from the narrated experiences or
events.
CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a

topic and convey ideas and information clearly.CCSS.ELA-Literacy.W.5.2a
Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.CCSS.ELA-Literacy.W.5.2b
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
CCSS.ELA-Literacy.W.5.2c Link ideas within and across categories of
information using words, phrases, and clauses (e.g., in contrast, especially).
CCSS.ELA-Literacy.W.5.2d Use precise language and domain-specific vocabulary
to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.2e Provide a concluding statement or section related to
the information or explanation presented.
5th Grade Common Core State Standards for Writing
Page 2
Production and Research to Build and
Distribution of Writing Present Knowledge
CCSS.ELA-Literacy.W.5.4 Produce CCSS.ELA-Literacy.W.5.7 Conduct
clear and coherent writing in which short research projects that use
the development and organization several sources to build knowledge
are appropriate to task, purpose, through investigation of different
and audience. (Grade-specific aspects of a topic.
expectations for writing types are CCSS.ELA-Literacy.W.5.8 Recall
defined in standards 1–3 above.) relevant information from
CCSS.ELA-Literacy.W.5.5 With experiences or gather relevant
guidance and support from peers information from print and digital
and adults, develop and strengthen sources; summarize or paraphrase
writing as needed by planning, information in notes and finished
revising, editing, rewriting, or work, and provide a list of sources.
trying a new approach. (Editing CCSS.ELA-Literacy.W.5.9 Draw
for conventions should evidence from literary or
demonstrate command of informational texts to support
Language standards 1-3 up to and analysis, reflection, and
including grade 5 here.) research.CCSS.ELA-Literacy.W.5.9a
CCSS.ELA-Literacy.W.5.6 With Apply grade 5 Reading standards to
some guidance and support from literature (e.g., “Compare and
adults, use technology, including the contrast two or more characters,
Internet, to produce and publish settings, or events in a story or a
writing as well as to interact and drama, drawing on specific details in
collaborate with others; the text [e.g., how characters
demonstrate sufficient command interact]”).CCSS.ELA-
of keyboarding skills to type a Literacy.W.5.9b
minimum of two pages in a single Apply grade 5 Reading standards to
sitting. informational texts (e.g., “Explain
how an author uses reasons and
evidence to support particular points
in a text, identifying which reasons
and evidence support which
point[s]”).
Range of Writing
CCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
___________________’s Unit 3
Opinion Writing Conference Data
Date: Brief Explanation of Standards we are
working on in Unit 3:
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or
Notes: texts, supporting a point of view with reasons and info.
CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly,
state an opinion, and create an organizational structure to
CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons
that are supported by facts and details.
CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using
words, phrases, and clauses (e.g., consequently,
specifically).
CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or
section related to the opinion presented.
Goal:
Evidence That Goal Is Being Worked Towards or Has Been Achieved:
q Keep Same Goal

q New Goal: _______________________________________________________
Date: Brief Explanation of Standards we are
working on in Unit 3:
CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or
Notes: texts, supporting a point of view with reasons and info.
CCSS.ELA-Literacy.W.5.1a Introduce a topic or text clearly,
state an opinion, and create an organizational structure to
CCSS.ELA-Literacy.W.5.1b Provide logically ordered reasons
that are supported by facts and details.
CCSS.ELA-Literacy.W.5.1c Link opinion and reasons using
words, phrases, and clauses (e.g., consequently,
specifically).
CCSS.ELA-Literacy.W.5.1d Provide a concluding statement or
section related to the opinion presented.
Goal:
Evidence That Goal Is Being Worked Towards or Has Been Achieved:
q Keep Same Goal

q New Goal: _______________________________________________________

Opinion Writing “I Can” Statements
Stuck on goals for students? Here are some great ones to focus on during
this writing unit! These will also be great to put up in your classroom during
this time.
I can write a piece on

specific topics, supporting a
point of view or reason.
CCSS.ELA-Literacy.W.5.1
I can write a piece that has

a clear topic.
CCSS.ELA-Literacy.W.5.1a
36

Frequently Asked Questions
Q: Is it okay for my students to write comics?

A: That is completely up to you. As 5th graders, I
expect students to be able to write more advanced
pieces of writing. However, every now and then I
have a VERY reluctant writer who I will allow to write
comics just to get them into writing. As they produce
more and more comics, I challenge them to begin
creating stories out of their comics, while using less
and less pictures.
Q: When will the other units be available?

A: They are all available in my Store!
37
© Appleslices 2012
Works Cited
Pros and Cons of Having a Class Pet. (2012, September 6). Retrieved October 22, 2013, from Mixminder:
http://mixminder.com/pros-and-cons-of-having-a-class-pet/
Aubrey, A. (2011, November 21). What's to Love and Loathe About Chocolate Milk? Retrieved October 12,
2013, from NPR:
http://www.npr.org/blogs/thesalt/2011/11/21/1
42517141/whats-to-love-and-loathe-about-chocolate-milk
Best-Motorcycle-Gear.com. (n.d.). Detailed Look at Motorcycle Helmet Pros and Cons. Retrieved October
18, 2013, from Best-Motorcycle-Gear.Com:
http://www.best-motorcycle-gear.com/motorcycle-helmet-pros-cons.html
Cons, T. P. (n.d.). Pros & Cons of Television. Retrieved October 18, 2013, from The Pros And Cons: A Debate
On Things That Matter: http://debate.yukozimo.com/pros-and-cons-of-television/
Dedalus, J. (n.d.). Pros and Cons of Exercising. Retrieved October 22, 2013, from AZCentral.com:
http://healthyliving.azcentral.com/pros-cons-exercising-8983.html
Hermitt, A. (n.d.). Pros and Cons of Technology in the Classroom. Retrieved October 22, 2013, from eHow:
http://www.ehow.com/about_5384898_pros-cons-technology-classroom.html
Hill, S. (2007, May 5). Should Public Schools Require Students to Wear Uniforms? Retrieved October 12,
2013, from Yahoo! Voices:
http://voices.yahoo.com/should-public-schools-require-students
-wear-uniforms-331214.html
Horton, J. (n.d.). Are Zoos Good or Bad for Animals? Retrieved October 16, 2013, from Animal Planet:
Animal Facts: http://animal.discovery.com/animal-facts/zoos-good-or-bad1.htm,
http://animal.discovery.com/animal-facts/zoos-good-or-bad2.htm
Jirage, R. (n.d.). Advantages and Disadvantages of Being Vegetarian. Retrieved October 16, 2013, from
Buzzle:
http://www.buzzle.com/articles/advantages-and-disadvantages-of-being-vegetarian.html
Laney, P. (n.d.). Chores and Allowance: Should Parents Pay Kids for Chores? Retrieved October 21, 2013,
from Peace In Your Home; An Online Parenting Community:
http://peaceinyourhome.com/should-parents-pay-kids-allowance-for-chores/
Marie, L. (2013). Pros & Cons of Fast Foods. Retrieved September 8, 2013, from eHow:
http://www.ehow.com/info_8006832_fast-foods-pros-cons.html
SERP. (n.d.). Should Students be Paid to do Well in School? Retrieved October 16, 2013, from Strategic
Education Research Partnership 2010:
http://wg.serpmedia.org/SampleUnit2-05Aug2010.pdf
Sorrentino, J. (2013, July 29). Education.com. Retrieved October 12, 2013, from The Homework Debate:
http://www.education.com/magazine/article/The_Homework_Debate/
Tallman, C., & Ahlers, J. (n.d.). Healthy Habits: Juice and Kids. Retrieved October 1, 2013, from About.com:
http://babyparenting.about.com/od/nutritionandfeeding/a/juiceandkids.html
38

Acknowledgements & Terms of Use
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Thank You
Thank you to those of you who purchase or

download my products! I strive hard to make each
and every product simple to use and effective for all
kiddos in your classroom.
For more information, free downloads, and other

products, visit me at my blog: Apple Slices.
If you have any questions or need any clarification,

please e-mail me at appleslices4th(at)gmail(dot)com .
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in 5th grade

Aug. Sept. Oct. Nov. Dec.

Unit 1 Unit 2 Unit 3

Jan. Feb. March April May/June

Unit 4 Unit 5 Unit 6 Unit 7

What is Writer’s 20 Using Powerful Language 73

5 Writing Your Opinion 25 28 & 29 Post-Assessment 95

6 Sharing Your Opinion 27 30 Unit 3 Celebration! 103

Using Facts to Support Optional Lesson:

8 1st Debate 32 Other Powerful Debate

11 Starting With a Lead 43 Unit 3 Conference Data

15 Goal Reflection 52 Acknowledgements &

5th Grade Opinion Writing - Unit 3 Appleslices4th.blogspot.com

4th Debate 5th Debate

Final Debate Celebration

5th Grade Opinion Writing - Unit 3 Appleslices4th.blogspot.com

10 minutes- Mini Lesson

Standards Met in Opinion Writing Unit:

5th Grade Opinion Writing - Unit 3 Appleslices4th.blogspot.com

Exceeds Grade Level Standards: Demonstrates understanding

5th Grade Opinion Writing - Unit 3 Appleslices4th.blogspot.com

Date __________________________ Duration of Lesson:____________________

Objective: After completing the lesson, students will be able to write an

CCS Standards ELA-Literacy.W.5.1

Materials • Opinion Writing Pre- • What Do You Think About Fast

Take individual notes while reading, so you can remember good

As you notice large classroom gaps, take note of them on the

5th Grade Opinion Writing - Unit 3 Appleslices4th.blogspot.com

Con: Nutritional Value

What do you think about

Opinion Writing Pre-Assessment

Opinion Writing Pre-Assessment

Overall Notes & Observations: Possible Small Groups:

5th Grade Opinion Writing - Unit 3 Appleslices4th.blogspot.com

Date __________________________ Duration of Lesson:____________________

CCS Standards ELA-Literacy.W.5.1

Materials • Opinion Rubric (Several

Reflection for In tomorrow’s lesson, you will need to facilitate a conversation

5th Grade Opinion Writing - Unit 3 Apple Slices, LLC

CCSS.ELA-Literacy.W.5.1 Write opinion

5th Grade Opinion Writing - Unit 3

CCSS.ELA-Literacy.W.5.1b Provide logically

CCSS.ELA-Literacy.W.5.1c Link opinion and

CCSS.ELA-Literacy.W.5.1 Write opinion

5th Grade Opinion Writing - Unit 3

CCSS.ELA-Literacy.W.5.1c Link opinion

Notice where your writers

The opinion and

The writer has

The writer has

The writer has

The writer states The writer states

The writer The writer

The writer The writer

The writing is The writing is

The opinion and The opinion and

The writer has a The writer has a

The writer has a The writer has a

The writer has The writer has

Date ______ Duration of Lesson:

Date ______ Duration of Lesson:

Date ______ Duration of Lesson:

Date ______ Duration of Lesson:

Date ______ Duration of Lesson:

Date ______ Duration of Lesson: