w5 Havo 5 L2 Opinion essay introduction
Havo 5 Week 5: 26/01-30/01
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Havo 5 Week 5: 26/01-30/01
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Lesson Objective
By the end of this lesson, you should understand the structure of an opinion essay as well as be able to construct a formal introductory paragraph for an opinion essay that includes a strong title, and a clear thesis statement supported by at least three reasons, while adhering to formal academic style constraints.
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Lesson Agenda:
Opinion essay format
Mind map on opinion essay topics and research time
Practice writing an introduction
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The Art of the Opinion Essay
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Introduction to the Opinion Essay:
Goal: Convince the reader to adopt your specific point of view on an issue.
Structure: We will use the standard five-paragraph essay format.
The Three Stages: Pre-writing (Planning), Writing (Organizing), and Proofreading (Editing).
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The Title – Authority is Key
Rule: Your title should not be a question.
Switching Tones: Instead of "Is climate change man-made?", use "The Necessity of Recognizing Man-Made Climate Change".
Checklist: Is it strong? Is it authoritative? Does it declare your stance?
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The Introduction – Your Roadmap
Purpose: Present the subject and state your opinion clearly.
The Thesis Statement: Your main opinion must be the final sentence of the introduction.
Signposting: This sentence acts as a checklist for your body paragraphs. It should preview the three arguments you will develop later.
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The Introduction – Checklist (Signposting)
Signposting: This sentence acts as a checklist for your body paragraphs. It should preview the three arguments you will develop later.
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From here you would sign post your three main arguments, and say "this will be discussed in the essay in order to show your thesis statement."
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Techniques to Start (The "Hook")
Direct Address: "You know the feeling – you are sitting an important exam and your mind goes blank".
Rhetorical Question: "Have you ever thought of taking a gap year?".
Quotation: Using words from experts like Einstein to frame your topic.
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Techniques to Start (The "Hook")
Address the reader directly: This involves using personal pronouns to connect with the audience, such as, "You would be surprised how many people enroll for online courses these days".
Ask a (rhetorical) question: This technique prompts the reader to think about the topic immediately, for example, "Have you ever thought of taking a gap year between school and university?".
Include a quotation: This uses an authoritative voice to frame the argument, such as Einstein’s quote: “Education is not the learning of facts, but the training of the mind to think”.
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Core Requirements for the BodyCore Requirements for the Body
Three Separate Paragraphs: You must write three distinct paragraphs, each focusing on a separate point of view or argument that supports your thesis.
Topic Sentences: Every paragraph must begin with a topic sentence that clearly states the main idea you will back up with evidence.
Supporting Evidence: You must provide reasons, examples, details, or evidence to develop and prove the argument presented in each topic sentence.
One Idea Per Paragraph: Do not start a new paragraph just because one is getting long; only start a new one when you move to a new idea.
Counterarguments: You may present counterarguments and then refute it (prove why it is wrong) to strengthen your own position.
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Formatting and Style
Linking Words: Use a variety of linking expressions to give reasons (e.g., one reason for... is, since..., due to...) or add new ideas (e.g., first of all, what is more, finally).
Paragraph Layout: Always skip one line between paragraphs to clearly indicate the start of a new section.
Sentence Count: Generally, once you have written more than twelve sentences, you should consider if you are ready to move to a new paragraph/idea.
Formal Tone: Maintain a formal vocabulary by avoiding slang, colloquial expressions, and contractions (e.g., use do not instead of don't).
Tense: Normally, you should use the present tense throughout these paragraphs.
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Assignment: Brainstorming & The "Roadmap" Introduction
Selection: Pick a topic from the provided list of 40 (e.g., Standardized testing, Animal research, or Social media danger) .
Brainstorming: Create a mindmap. In the center, write your Statement (your stance).
Branching: Create three main branches for Supporting Arguments and one branch for a Counterargument.
Tip: Evaluate your ideas to see which are strong enough to support your point.
Research: Find one specific fact, statistic, or quote for each of your three supporting branches.
What do you notice about the verb tense here?
what is the present?
Why would we have a verb tense in the past when the tense we are learning is in the present?
Page 96 verb list.
Part 2: Drafting the "Signpost" Introduction"Roadmap" Introduction
Write your introductory paragraph (approx. 35–50 words). You must end with a Thesis Statement that lists your three arguments in order.
Example Structure: The hook, thesis statement "this is shown through a discussion of [Argument A], [Argument B], and [Argument C], I am convinced that [Your Opinion] which will be shown in the arguments presented."
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What do you notice about the verb tense here?
what is the present?
Why would we have a verb tense in the past when the tense we are learning is in the present?
Page 96 verb list.
Part 3: Peer Checklist
Exchange your introduction with a partner. Check for:
[ ] Does the paragraph end with the opinion?
[ ] Does the final sentence list three distinct reasons?
[ ] Is it written in the Present Tense?
[ ] Are there zero contractions (e.g., no "don't" or "it's")?
What do you notice about the verb tense here?
what is the present?
Why would we have a verb tense in the past when the tense we are learning is in the present?
Page 96 verb list.
Tomorrow's Lesson:
Tomorrow I will begin teaching you the work for your writing exam that takes place in test week C. We will practice writing skills and the format of this exam.
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Reflection Questions:
What did you do well in your reading exam?
Where do you think you could improve?
How do you feel about your performance in your speaking exam?
How could you have improved this?
What do you notice about the verb tense here?
what is the present?
Why would we have a verb tense in the past when the tense we are learning is in the present?
Page 96 verb list.
