Weather Opinions Draft

Overview

Lesson 3 of 4 in the unit Weather Opinions Writing. Students examine a short persuasive model, identify its parts, jointly plan ideas, and draft a clear paragraph about their favourite weather.

Learning intentions

• WALT write a persuasive paragraph about our favourite weather.
• WALT organise an opinion, reasons, examples or explanations, and a closing sentence.
• WALT choose words that help communicate and support our ideas.
• WALT reread our writing to check that it makes sense.

Success criteria

• I can state my favourite weather.
• I can use sentence starters from a word card.
• I can give an example or explanation for each reason.
• I can write my ideas in a clear order.

Curriculum links

• Creating and communicating meaning through writing for a clear purpose and audience.
• Organising ideas into a logical sequence using appropriate sentence structures.
• Using vocabulary, spelling, punctuation, and text features to make meaning clear.
• Speaking and listening to develop, clarify, and build on ideas before writing.

Lesson structure (30 minutes)

1. 0–4 minutes – Reconnect and hook Display the weather question in the opening question slide: “Which weather is best for a whole day?” Students briefly share their choice with a partner and give one reason. Remind students that persuasive writing gives an opinion and tries to help a reader agree.

2. 4–9 minutes – Examine the model Read the short model paragraph on the model paragraph slide aloud, then invite students to read it with you. For example: “I think sunny weather is the best. First, I can play outside because the ground is dry. Also, sunshine makes me feel cheerful, so I enjoy being outdoors. That is why sunny weather is my favourite.” Ask: “What is the writer’s opinion? What are the two reasons? What example or explanation supports each reason? How does the writer finish?” Reveal the colour-coded answers on the annotated model slide.

3. 9–14 minutes – Jointly plan Open the planning instructions slide and model choosing one weather type. Think aloud: “My opinion is that windy weather is best. My reason is that I can fly a kite. My example is that I can take my kite to the park.” Complete the corresponding sections of the colour-coded weather paragraph worksheet with the class. Students may rehearse their ideas orally with a partner before writing.

4. 14–17 minutes – Build the paragraph together Use the sentence starters slide to practise a shared paragraph orally. Suggested starters include: “I think…”, “First…”, “For example…”, “Also…”, “This means…”, and “That is why…”. Point out that each reason needs an example or explanation, and that the ideas should follow a clear order.

5. 17–26 minutes – Independent drafting Students use the colour-coded weather paragraph worksheet to draft:

• an opinion statement naming their favourite weather
• two reasons
• an example or explanation for each reason
• a closing sentence Circulate and prompt students to say each sentence aloud before writing. Encourage them to use the sentence starters and weather words shown on the worksheet.

6. 26–30 minutes – Share and check Display the partner-check and plenary slides. Students read their paragraph to a partner, who listens for an opinion, two reasons, examples or explanations, and a closing sentence. Students reread their own work and make one improvement, then invite two or three volunteers to share a sentence.

Resources

• the weather opinions teaching deck covering the hook, model paragraph, colour-coded annotation, planning, sentence starters, drafting instructions, partner check, and plenary.
• the colour-coded weather paragraph worksheet with a model, planning boxes, sentence starters, and a drafting space.
• Whiteboard and markers.
• Pencils, erasers, and coloured pencils.
• A visible timer.
• Optional headphones and speech-to-text devices.
• A dyslexia-friendly font and uncluttered printed layout.

Assessment

• Listen during partner talk and joint planning for an opinion supported by relevant reasons.
• Confer with students during drafting, checking that they include the required paragraph parts in a logical order.
• Use the success criteria for a quick self-check and collect the drafts to inform the final lesson.

Differentiation

• Provide the colour-coded scaffold, partially completed examples, and a small-group teacher table for students needing support. Reduce the writing load if necessary while retaining one opinion and two supported reasons.
• Offer oral-to-written rehearsal: students tell their paragraph to a partner, teacher, scribe, or recording device before drafting.
• Allow dictation, speech-to-text, or a scribe. Use a dyslexia-friendly font, generous spacing, uncluttered pages, spelling support, and a personal word bank.
• Extend confident writers by adding a persuasive question, stronger vocabulary such as refreshing, enjoyable, or peaceful, or a counterpoint: “Some people prefer rain, but I think sunny weather is best because…”

Extension

Students who finish early can improve one reason by adding a more specific example and underline the words that make their writing persuasive.