Unit 6 — Writing an Opinion

Track G+M · Klasse 8 · Niveau G/M

Template: Activate → Input → Practise → Produce → Reflect.
Niveau: G/M parallel. class test (“Klassenarbeit”) at Niveau M (45 BE).

Learning objectives Link to heading

  • I can read an opinion text and identify the main claim and one supporting reason.
  • I can structure my own opinion in 4 paragraphs (claim, reason, counter, conclusion).
  • I can use signposting phrases (in my view, on the contrary, in contrast, finally).

Bildungsplan alignment Link to heading

  • 3.2.1 Soziokulturelles Orientierungswissen / Themen
  • 3.2.3.2 Leseverstehen
  • 3.2.3.5 Schreiben
  • 3.2.3.8 Verfügen über sprachliche Mittel – Grammatik
  • 3.2.4 Text- und Medienkompetenz

(Source: https://www.bildungsplaene-bw.de/,Lde/LS/BP2016BW/ALLG/SEK1/E1)

Lead-in story Link to heading

Hawa’s class is writing opinion pieces for a school blog. The topic: Should pupils have a say in choosing school books? Mr. Ade pinned a single-page guide on the wall: Claim. One reason. One counter. Conclusion. Hawa stared at it. “Four moves,” she said. “That’s almost a dance.”

1. Activate Link to heading

Claim spotting. Slide shows three short paragraphs. With your partner, underline the one sentence in each that is the writer’s main claim.

2. Input Link to heading

Reading — model opinion text Link to heading

In my view, pupils should help choose at least one of the books we read each year. Firstly, when students are part of the choice, they are more likely to actually read the book. Secondly, the school benefits because more voices are involved. On the other hand, teachers know the curriculum better than students do, and that knowledge matters. In conclusion, a small say — perhaps one book in three — would be a fair compromise.

Structure of the opinion paragraph Link to heading

  1. Claim — what you think.
  2. Reason — why.
  3. Counter — what someone might say against you.
  4. Conclusion — your final position, slightly softer or sharper.

Signposts: In my view / I think / firstly / secondly / on the other hand / however / on the contrary / in contrast / in conclusion / overall.

3. Practise Link to heading

Niveau G Link to heading

  1. Match: claim — c, reason — r, counter — co, conclusion — cn. Label each sentence in the model text.
  2. Choose the right signpost: (disagreement) → ___ ; (adding a second reason) → ___ ; (closing) → ___ .

Niveau M Link to heading

  1. Build a 4-sentence mini-opinion on: Should we have a longer break?
Answer key

G. 1. open (most students should help choose = c; Firstly / Secondly = r; On the other hand = co; In conclusion = cn). 2. On the contrary / However / Secondly / Finally / In conclusion.

M. 3. Open.

4. Produce Link to heading

Opinion paragraph, 120 words. Choose: Should school start later? Should pupils choose one book a year? Should school clubs be free? Use the four-move structure and three signposts.

Sample Link to heading

In my view, school clubs should be free for everyone. Firstly, paying makes some clubs feel like extra school, when they should feel like a release valve. Secondly, free clubs reach pupils whose families cannot pay, which is the whole point. On the other hand, equipment costs money, and someone has to pay for it. In conclusion, the school could ask for a small contribution if you can, but never block a pupil from joining because of cost.

5. Reflect Link to heading

  • I can identify claim, reason, counter, conclusion in a text.
  • I can structure an opinion text with three signposts.
  • I can write a 120-word opinion paragraph.

One thing in your notebook: Write one sentence using something you learned in this Unit.

Exam example Link to heading

class test ("Klassenarbeit") — Niveau M (45 minutes)
Time. 45 minutes. Total. 45 points.

Task 1 — Listening (10 BE) Link to heading

Listen twice.

“In my view, school should start later. Firstly, teenagers’ biological clocks are different from adults’. Secondly, students who sleep more do better in school. On the other hand, many parents leave for work early. In conclusion, a thirty-minute later start would help most.”

  1. Claim: ___ . 2. First reason: ___ . 3. Counter: ___ . 4. Conclusion: ___ .

Task 2 — Reading (12 BE) Link to heading

Read the model text above. Answer.

  1. Main claim: ___ . 2. Two reasons: ___ . 3. Counter: ___ . 4. Final position: ___ .

Task 3 — Use of English (10 BE) Link to heading

Insert the right signpost.

  1. ___ , I think the rule is unfair. (opening)
  2. ___ , the teachers know the curriculum. (counter)
  3. ___ , a small say would be fair. (conclusion)
  4. ___ , students would read the book. (additional reason)

Task 4 — Writing (13 BE) Link to heading

Write 120 words: an opinion paragraph on a school topic. Use the four-move structure.

Answer key
T1. school should start later, biological clocks, parents leave for work, 30 min later start. T2. pupils should help choose at least one book, more likely to read + more voices involved, teachers know curriculum better, small say (1 in 3) would be fair. T3. In my view / However / In conclusion / Secondly. T4. Open.
Notenschlüssel (von 45)
| 42–45 | 1 | 36–41 | 2 | 30–35 | 3 | | 22–29 | 4 | 13–21 | 5 | 0–12 | 6 |

Downloads Link to heading

**Slide deck timing.** 45 minutes total. Lead-in 4 min · Activate 5 min · Input 14 min · Practise 8 min · Produce 11 min · Reflect 3 min.

Differentiation. Niveau G: extra scaffolding card with the key structure. Above Niveau M: extension prompt linking to the next Unit.

Common pitfalls Link to heading

  • Stating an opinion without a reason → reads as a claim only.
  • Skipping the counter → makes the writing look like a rant.
  • Mixing first person with passive: In my view, the rule is changed → unclear who changes it.

Further reading / listening Link to heading

  • The Guardian — short opinion pieces by teachers.
  • BBC News — Have your say columns.

Downloads

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