Analysing Opinion Articles

Overview

This is lesson 6 of 20 in Literacy Skills for CAAs. Students read a short, age-appropriate opinion article, identify the writer’s main argument, and connect supporting details to that argument. The lesson builds critical reading, evidence selection and discussion skills needed for common assessment activities.

Learning intentions

• WALT identify the main argument in an opinion article.
• WALT distinguish supporting reasons, evidence and examples from less relevant details.
• WALT explain how selected details support the writer’s viewpoint.
• WALT use accurate reading vocabulary when discussing a text.

Success criteria

• I can state the writer’s argument in my own words.
• I can locate at least three supporting details in the article.
• I can label a detail as a reason, example, fact or opinion.
• I can explain how one detail strengthens the writer’s argument.

Curriculum links

• Reading processes: selecting, interpreting and responding to information and ideas in texts.
• Close reading of unfamiliar texts, including identifying viewpoints, purposes and supporting evidence.
• Developing and sustaining ideas through written responses.
• Key competencies: thinking; using language, symbols and texts; participating and contributing.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook and prior knowledge Display the provocative question, “Should mobile phones be banned during the school day?” on the opening question slide. Students silently choose a position, then share one reason with a partner. Explain that today they will examine how writers persuade readers to accept a viewpoint.

2. 5–13 minutes – Teach the reading framework Use the argument and supporting details slides to introduce:

• argument: the writer’s overall position or claim
• reasons: points explaining why the writer holds that position
• evidence: facts, examples or quotations used to support a reason
• opinion: a personal judgement or belief Model the difference between a broad argument and a supporting detail. Emphasise that a good summary of the argument is brief and written in the student’s own words.

3. 13–23 minutes – Teacher model and guided reading Provide the class article, “Why Schools Should Create More Quiet Spaces”, through the opinion article and analysis worksheet. Read the opening section aloud while students follow. Think aloud: identify the writer’s position, underline a reason, and circle an example. Ask: “What does this detail help the writer prove?” Record responses on the board or the teacher modelling slides.

4. 23–40 minutes – Paired article analysis Students read the remaining article in pairs, taking turns to read paragraphs aloud or silently, as appropriate. On the argument evidence table, they write the writer’s argument, identify three supporting details, and label each as a reason, fact, example or opinion. Circulate and prompt students with: “Which words show the writer’s viewpoint?” and “How does this detail support the argument?”

5. 40–50 minutes – Compare and discuss Pairs join another pair to compare their answers. Display the discussion prompt slides. Each group must agree on the strongest supporting detail and prepare a one-sentence explanation using the frame: “This detail supports the argument because…”. Invite several groups to share, asking others to refer back to the article rather than simply agree or disagree.

6. 50–57 minutes – Independent written response Students complete the final response on the short-answer section: “What is the writer’s argument, and which supporting detail is most convincing? Explain why.” Encourage a clear structure: argument first, quoted or accurately paraphrased detail second, explanation third.

7. 57–60 minutes – Plenary and exit check Use the recap and exit question slide. Students answer: “What is the difference between an argument and evidence?” Collect responses or invite three students to share. Remind students that strong readers identify not only what a writer says, but how the writer supports it.

Resources

• the analysing opinion articles slide deck
• the opinion article and analysis worksheet
• Class set of pens or highlighters
• Whiteboard and markers
• Projector or interactive display
• Copies of the article for students who need a larger print version

Assessment

• During paired reading, listen for students accurately identifying the writer’s position and distinguishing reasons from evidence.
• Check the argument evidence table for relevant details and appropriate labels.
• Assess the final paragraph for a clear argument, a correctly selected supporting detail and an explanation of the connection between them.

Differentiation

• Provide a short glossary on the worksheet, sentence starters, and a partially completed example for students who need reading or writing support.
• Pair students strategically; allow students to listen to the article being read aloud before completing the analysis.
• For EAL learners, pre-teach argument, viewpoint, reason, evidence, fact and opinion, and permit brief discussion in a familiar language before writing.
• Extend confident readers by asking them to identify a persuasive language choice and explain how it influences the reader.