Thinking Maps
 Create
a lesson plan using thinking maps to
support student development of knowledge
and skills in writing
 Collaborate
by grade level or content team
to develop a lesson plan using Thinking Maps
to engage students in opinion/argument
writing
Define opinion/argument
writing using a circle map to
brainstorm your thinking
evidence
evidence
Claim
e
evidence

“The ability to write logical arguments based on
substantive claims, sound reasoning and relevant
evidence is a cornerstone of the writing standards
with opinion writing- a basic form of argumentextending down into the earliest grades.” Overview in
CCS English Language Arts and Literacy

“Argument writing is a genre of writing that requires
students to investigate a topic, collect, generate,
and evaluate evidence, and establish a position on
the topic in a concise manner.” The Writing Lab
 “Arguments
seek to make people believe that
something is true or to persuade people to
change their beliefs or behavior.” Appendix A, page
23 of CCS for ELA
Use the Common Core Standards to locate the
standard for opinion/argument writing
Cluster: Type and Purpose
WR 1 CCR Anchor Standard
Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning
and relevant and sufficient evidence
Write opinion pieces on topics or texts, supporting
a point of view with reason
http://corestandards.org
 Gr.
2- Standard 1 (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.
 Grade
3 Standard 1 (W.3.1)
 Write opinion pieces on topics or texts
supporting a point of view with reasons
a.
b.
c.
d.
Introduce the topic or text they are writing
about, state an opinion, and create an
organizational structure that lists reasons
Provide reasons that support the opinion
Use linking words and phrases (e.g. because,
therefore, since, for example) to connect opinion
and reasons
Provide concluding statement or section
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information
a. Introduce a topic or text clearly, state an
opinion, and create an organizational structure
in which related ideas are grouped to support
the writer’s purpose
b. Provide reasons that are supported by facts
and details
c. Link opinions and reasons using words and
phrases (e.g., for instance, in order to, in addition)
d. Provide a concluding statement or section
related to the opinion presented

From Parcconline.org
This opinion piece about a work of literature was
produced in class.
Owl Moon
When you go owling you don’t need words, or
worm(warm) or any thing but hope. This is (from) the
book Owl Moon. This book is written by Jane Yolen. I
like the phrase Because The boy was happy because
(because) he got to go owling and hes (he’s) been
wonted (wanting) to go owling for a long time and he
finally got to go.
When other kids are happy. I like it Because you don’t
haf’t (have) to have words to go owling but you haf’t
to have hope to see an owl.
Standards for English Language Arts and Literacy in History/Social
Studies and Science- Appendix C
The writer of this piece:
 Introduces the central message of the book
she is writing about with a quotation from
the book
 States an opinion relative to the book and
provides reasons to support it
 Use words and links ideas
 Includes a concluding sentence
 Demonstrates a command of some of the
conventions of standard written English
Standards for English Language Arts and Literacy/ Appendix C
State an opinion
• Include an intro,
body –both sides
should be
represented with
strong evidence of
your position
Supply a reason(s)
that supports the
opinion
• Use linking words
to link evidence
and position
Gather evidence
• Provide Closure
 Form
grade level groups or content specific
collaborative planning groups
 Review
the Common Core Standards for
Writing for the appropriate grade level
 Decide
on a topic/text appropriate for
opinion/argument writing
 Identify
which thinking map will be used to
develop the writing
 Each
group will identify a topic/text and
thinking map to develop their lesson.
 One
member of the group will report out
 Groups
may begin to work on their lesson
plan for argument writing using the Teacher
to Teacher Lesson Plan document.
 http://www.mdk12.orgstandards
 http://parcconline.org
 http://www.thinkingmaps.org