Should We Have Zoos?
Inspired by Should There Be Zoos? By Tony Stead
Developed by Jean Wolph, Louisville Writing Project
Based on National Writing Project CRWP principles
Mini-Unit Overview
Writing
Argument
MINI-UNIT
Emphasis
ARGUMENT SKILLS
PRODUCT
ELEMENTS OF
ARGUMENT
Reading
CLOSE READING
STRATEGIES
RESPONSE TO
READINGS
Close reading strategies
Writing & talking to
develop knowledge on
topic or issue
TOPICS
# of Lessons
Draft, Feedback, Revise,
Reflect
Introducing a Entering Skills:
• Sharing ideas in
researcha whole class
based
discussion
opinion
• Partner reading
Product:
Opinion piece
Researching to
make an
informed
opinion
Studying a
text to see
how writers
support an
opinion
Making a claim
6 Lessons
Foundational
Skills:
• Identifying
evidence used
to support
opinions
• Writing an
introduction
Cataloguing
potential
evidence (pro
or con)
Distinguishing
evidence (pro
or con)
Studying
models to
learn how to
introduce
opinions
Scaffolded
claim writing:
We should
(should not)
have zoos
because _____.
Scaffolded
drafting
Should We
Have Zoos?
4 shared
readings
(students
models of
opinion pieces
on zoos)
PQP Feedback
on focus area:
introduction
Extending Skills:
• Remodeling
claims to focus
on a specific
angle.
2
Writing Standards Emphasized in the
Mini-Unit
Grade 2:
•
•
•
CCSS.ELA-LITERACY.RI.2.8
Describe how reasons support specific points the author makes in a text.
CCSS.ELA-LITERACY.W.2.1
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.
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books
on a single topic to produce a report; record science observations).
Writing Standards Emphasized in the
Mini-Unit
Grade 3:
• CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
• CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create
an organizational structure that lists reasons.
• CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
• CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion and reasons.
• CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.
• CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
• CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two
texts on the same topic.
Mini-Unit Instructional Sequence
Day 1
•
Introduce
research question
(inquiry)
•
Gather our
knowledge about
zoos on a class
chart
Day 2
•
•
Find out what
others think by
reading selections
from Should There
Be Zoos by Tony
Stead: Study text
1; read
aloud/think
aloud. Dual
purpose: see
models of student
work. Rate
effectiveness.
Begin chart: Pros
and Cons of Zoos
•
•
•
•
Study text 2;
Partner
reading and
sharing.
Rate
effectiveness.
Day 3
Continue
class
charting of
responses:
Pros and
Cons of Zoos
(Can add
informational
sources each day
at teacher’s
discretion.)
Study text 3;
Partner
reading and
sharing. Rate
effectiveness.
Continue
class
charting of
responses:
Pros and
Cons of Zoos
(Can add
informational
sources each day
at teacher’s
discretion.)
Day 4
•
Study text
4; Partner
reading and
sharing.
Rate
effectiveness.
•
•
•
•
Continue
class
charting of
responses:
Pros and
Cons of
Zoos
Making a
claim
•
•
Day 5
Days 6-7
Studying
ways
writers
introduce
opinion
pieces
Drafting of
body and
conclusion.
Trying
several
introducetions for
our opinion
pieces
PQP
Rewriting
as needed
(May take 2
days)
What do we know about zoos?
Let’s do a quick-write, then list our ideas on a
class chart.
What do we know about zoos?
Let’s Research: Pros and Cons of Zoos
PDF available at
http://mrjohnsonsfifth
gradeclass.weebly.com
/uploads/1/4/3/7/143
73384/should_there_b
e_zoos.pdf
Before We Begin…
Reading and Discussing Arguments
• We will read 4 arguments from Should There Be
Zoos?, written by Grade 4 students.
–
–
–
–
Zoochosis
Captive Breeding and Reintroduction
Entertainment
Death and Disease
• We will discuss each article: How do reasons
support specific points the authors make? Look
for evidence.
Today we will Jigsaw.
• Your table will read and study one article.
– What is the big point of the article? Is this a reason FOR or
AGAINST zoos?
– What specific points do the authors make? What evidence
do they use?
• Then you will rate the article. Did it help you
understand the issue? Was the evidence factual? Did
the authors convince you?
– 3 Points: This is a strong argument.
– 2 Points: This is an adequate (“okay”) argument.
– 1 Point: This is a poor argument. (It didn’t convince us.)
• Finally, you will share with the class the big points and
main reasons of the article you read, along with your
rating (1, 2, 3).
Charting the Presentation of Evidence
As groups report, capture the big ideas and evidence.
For Zoos
Against Zoos
Taking a Position
• Which side are you on? Are you FOR zoos or
AGAINST zoos?
• Write for 5 minutes to capture your thinking.
Should We Have Zoos?
We should have zoos ___________ because
____________.
We should not have zoos ___________
because ____________.
Challenge!
• A good claim doesn’t give away everything
you know or could say about your position.
• Opinion writers use “umbrella words” to make
their claims more succinct or “short and
sweet.”
• Try an umbrella word in your claim. Examples:
cruel, educational, efficient, harmful, helpful.
Do we need more research?
[Teacher may add additional readings or videos,
continuing to chart pro-con evidence.]
Finding an Audience
• Who needs to know what we know?
• Why do they need to know it?
Planning an Opinion Piece
• Introduction: What is the issue?
• Claim: What is your opinion?
• Evidence: What reasons support your opinion?
What details help explain your thinking?
• Conclusion: What do you want your reader to
think or do?
How do authors write an
INTRODUCTION?
• Let’s re-read each opening. What do we notice?
Now try your own introduction!
• A good introduction catches the reader’s
attention.
• A good introduction lets us know what the
issue is. What do we need to know about the
topic?
• A good introduction often includes your claim.
Let’s PQP our introductions!
• PRAISE: Did your partner do each of these things?
• QUESTION: Was there something you didn’t
understand?
• POLISH: Is there something your partner could add or
improve?
• A good introduction catches the reader’s attention.
• A good introduction tells what the issue is. What do we
need to know about the topic?
• A good introduction often includes your claim.
Drafting the Body of Our Opinion
Pieces
• Evidence: What reasons support your opinion? What
details help explain your thinking?
• Let’s go back to our Pro/Con chart. Which ideas will
help you convince readers to think as you do? Which
are the best ones for your audience?
• Write a paragraph for each reason you select. Explain
to the reader how the evidence helps prove your claim.
Drafting the Ending of Our Opinion Pieces
• Conclusion: This will be your last paragraph.
What do you want your reader to think or do?
• Talk with a partner before you write. Think
together about WHAT you want readers to do
about zoos. Then WRITE it.