A. Guided Practice: Planning an Opinion Essay (15 minutes)

• Distribute and display the Opinion Writing Planning graphic organizer and tell students they will be using this graphic organizer to plan their writing.
• Select a volunteer to read the focus question aloud:
• "Which was the most important factor (or factors) for Jackie Robinson's success in leading social change?"
• Select a volunteer to read the headings and questions in each box of the graphic organizer. Using a total participation technique, invite responses from the group:

"How is this graphic organizer similar to other writing graphic organizers we have used this year?" (Responses will vary, but may include: It has a focus question and focus statement. There are four paragraphs. There is space to record the sources we will use in our writing.)

"How is this graphic organizer different from other writing graphic organizers we have used?" (Responses will vary, but may include: Each proof paragraph will be about a reason for our opinion; facts and evidence we include will support each reason.)

• Display and invite students to retrieve their copy of the Model Essay: Branch Rickey.
• Focus students on the first paragraph. Ask them to reread this paragraph with a partner and locate the sentence that most clearly states the author's opinion. Focus students on the Working to Become Effective Learners anchor chart, specifically collaboration. Remind students that as they will be working in pairs as they work, they will need to collaborate.
• Using a total participation technique, invite responses from the group:

"Which sentence in this paragraph most clearly states the author's opinion?" ("There were many factors that led to Rickey's success, but it was support from others in baseball that was most important.")

• Invite students to underline and label this sentence with the word "opinion" on their copy.
• Ask:

"How do you know this statement is an opinion?" (It says what the author thinks the most important factor in Rickey's success was; someone could disagree or have a different point of view.)

• Focus students on the displayed Opinion Writing Planning graphic organizer. Tell them the first paragraph is the introduction, and invite volunteers to share which sentences catch the reader's attention and give context to the reader.
• Remind students that in informational writing, authors use reasons and evidence to support a point about a topic. Point out that this is true for opinion writing as well; authors use reasons and evidence to support a point they want to make, which is their opinion on a topic.
• Define reason (an explanation for why an author thinks something is true. It is why someone believes what he or she believes).
• Focus students on the second paragraph of the essay. Ask students to reread this paragraph with a partner and locate the sentence that most clearly states a reason for the author's opinion, or why the author believes support from others in baseball was most important in Rickey's success.
• Using a total participation technique, invite responses from the group:

"Which sentences in this paragraph most clearly state a reason for the author's opinion?" ("One person who was very important in Branch Rickey's success in integrating baseball was the commissioner of baseball at the time, A. B. (Happy) Chandler. At a time when few supported integrated baseball, Chandler supported Rickey's plan to break the color barrier."; "With someone so high up in baseball agreeing to integrate the game, Chandler was a key person in Rickey's success.")

• Invite students to underline and label these sentences with the word reason on their copy.
• Explain that authors support their reasons with evidence, or facts and details based on research or observations.
• Focus students on the second paragraph of the essay. Ask students to reread this paragraph with a partner and locate evidence the author gives for his reason, or facts and details explaining why the author believes support from Chandler was important in Rickey's success.
• Using a total participation technique, invite responses from the group:

"What evidence does the author give to support his reason?" ("Judge Kenesaw Mountain Landis was the commissioner of baseball when Rickey first proposed desegregating the major leagues. As Sharon Robinson writes in Promises to Keep, though, he was 'firmly against it.' (p. 27). After Landis died and Chandler became commissioner, Rickey again proposed desegregating baseball and Chandler agreed.")

• Invite students to label this part of the paragraph with the word evidence on their copies.
• Focus students on the displayed Opinion Writing Planning graphic organizer. Tell them that this paragraph is the first proof paragraph, which outlines one reason and evidence supporting that reason.
• Repeat this process with the third paragraph of the essay, asking students to reread the paragraph with a partner and find sentences the author gives for his reason and evidence supporting his reason.
• Using a total participation technique, invite responses from the group:

"Which sentences in this paragraph most clearly state another reason for the author's opinion?" ("Another group of people that led to Rickey's success were sportswriters. They were some of the first people to call for an end to segregation in baseball and provided support to Rickey and Robinson along the way."; "Without the help and support of the sportswriters of the time, Rickey may not have found Jackie Robinson.")

"What evidence does the author give to support his reason?" ("In Promises to Keep, Sharon Robinson names Wendell Smith, Frank A. Young, Art Cohn, Sam Lacy, and Shirley Povich as just a few of the sportswriters of the time who 'wrote daily articles on the injustice of segregation within professional sports' (p. 24). They asked their readers and the American public to consider: 'Could baseball truly be considered America's pastime when black ballplayers and white ballplayers couldn't play on the same field?' (p. 25). When choosing a player to bring into the major leagues, Rickey relied on the knowledge of sportswriters--all of whom agreed that Jackie Robinson had the ability to play in the major leagues and was the right man for the job.")

• Focus students on the displayed Opinion Writing Planning graphic organizer. Tell them that this paragraph is the second proof paragraph, which, like the first proof paragraph, outlines another reason and evidence supporting that reason.
• Focus students on the last paragraph of the essay and tell them this is the conclusion.
• Focus students on the displayed Opinion Writing Planning graphic organizer. Ask students to reread this paragraph with a partner, and then invite volunteers to share which sentences restate the focus and reflect on the topic.