Activities

1. Make a paper cube with the characteristics of a claim on each of the six sides.
   
   
2. Given a list of general topics, write a claim for each.

3. Given three claims, write a hook for each.
   
   
4. Using a given opinion/argument article and a claim, list three examples that support the claim and evidence for each example on a graphic organizer.
   
   
5. Create a mini book with examples of opinion/argument writing.  Include a sample of each and identify the intended audience.

6. Given an opinion/argument writing topic, write an introductory paragraph for the intended audience.
   
   
7. Create a poster encouraging fellow students or staff to act or do something for the school.

Answer Key/Rubric

1. Student makes a cube with the characteristics of a claim on each side.  Student understands that the claim helps the reader understand the author’s reason or purpose for writing.  The student correctly states the characteristics of a claim.
   Student understands that a claim is:

• One sentence
• Declarative-the kind of sentence that makes a statement or declares something.
• States an opinion
• Short and concise
• Can be defended or supported with evidence
• An opinion statement without the phrases “I think” or “I feel”

2. Student writes a claim for each of the given topics.  Student expresses a one-sentence opinion on the topic.  Student’s claim is declarative, short and concise.  Students claim does not include “I think” or “I feel.”  Student’s claim can be supported with evidence.  Topics given are general topics such as summer, football, eating dinner with your family, dogs, school, lunch, waking up early, etc…  For example, a claim might be German Shepherds are the best dogs.
   
   
3. Given three claims, student writes a hook for each.  Student understands the hook is the first sentence of an introductory paragraph.  Student writes a hook that is compelling, making the reader want to read more by grabbing or hooking their attention.  Student understands a hook can be a question, a quote or an interesting fact.  Student understands the hook must be relevant to the writing.
   
   
4. Using a given opinion/argument article and a claim, student lists three examples that support the claim and evidence for each example on a graphic organizer.  Student’s examples are relevant and support the claim.  Student’s evidence supports the example given and the claim.  Student fills in graphic organizer completely.  Evidence is copied correct, in quotation marks and written in verbatim form.
   Graphic organizer may look similar to the following:

5. Student creates a mini book with examples of opinion/argument writing.  Student includes a variety of real-world samples of opinion/argument writing and identifies the intended audience.  Student understands that the intended audience is the group of people the author is most likely writing for.  For example, a quilting blog’s intended audience is likely women and quilters.  Student correctly identifies the intended audience for each sample in the mini book.
   Some forms of opinion/argument writing may include, but are not limited to:

• Blogs
• Book reviews
• Posters
• Debates
• Editorials
• Letters of Complaint
• Written arguments
• Grant writing
• Speeches
• Petitions
• Brochures
• Media Advertisements

6. Given an opinion/argument topic, student writes an introductory paragraph for the intended audience.  Student understands the intended audience is the people the author is writing for.  Student correctly identifies the intended audience.  Student correctly writes a hook, claim, and introductory sentences that are relevant to the essay and intended audience.  Student’s introduction does not include specific examples, but remains a general overview of the coming essay.  Student’s introduction is four to six sentences.

• 1 sentence-Student’s hook makes reader want to read more and is relevant to topic.  Student’s hook is a question, interesting fact, or quote. 
• 1 sentence-Student’s claim states an opinion and is one sentence.  Student’s claim is short and concise.  Student’s claim is declarative.  Student’s claim can be supported with evidence.  Student’s claim does not contain “I think” or “I feel” statements. 
• 2-4 sentences-Student includes two to four sentences that introduce the topic and answer the who, what, and why of the essay. 

7. The student creates a poster encouraging fellow students or staff to act or do something for the school.  Student identifies their audience and creates a poster for the intended audience that is appropriate to the group.  Student’s claim is stated clearly.  Student organizes their reasons for students or staff to act.  For instance, the student may state the reason with the most evidence first or may make their point by presenting examples chronologically, etc.  Student supports their reasons with relevant and compelling evidence.