You will learn
- State an opinion.
- Give reasons.
- Add facts or examples.
- Link opinion to evidence.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Say what you think.
- Give a reason.
- Add a fact or example.
- Connect them with because.
Words to know
what someone thinks or feels
why someone thinks something
facts or examples that support a point
a case that shows what you mean
1. Discover: A longer lunch break
Dayo says: “I think our lunch break should be longer. A short break leaves little time to eat and play. Last week the bell rang before half of Class 5 finished eating. Research shows that children concentrate better after proper rest.”
His opinion is clear. His reason is that time is too short. His evidence is an example from last week and a research claim.
Think: Which part is the opinion, and which parts back it up?
2. Understand: Opinion plus proof
Idea 1: Opinion
An opinion is what you think. It is not a fact, so it needs support.
Idea 2: Reasons and evidence
A reason says why. Evidence proves it: a fact, a measurement or a real example.
Idea 3: Link them
Join with words such as because, for example and this shows.
3. Worked examples
Example 1 (I show you): Opinion
What is Dayo’s opinion?
- I think…
Answer: that the lunch break should be longer
Example 2 (We do it together): Example
What example did he give?
- Last week.
Answer: the bell rang before half of Class 5 finished eating
Example 3 (You try): Evidence
What outside evidence did he give?
Show the steps and answer
- Research.
Answer: research shows children concentrate better after rest
Did you know?
Judges and scientists must back every claim with evidence, not only with strong feelings.
Why this matters
Evidence makes your opinion more convincing and fair.
4. Explore: Back it up
Support an opinion.
- Choose an opinion.
- Write one reason.
- Add an example or fact.
- Say it aloud with because.
Think about it: what did you notice?
You can support opinions with evidence.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- In my opinion, ___.
- This is because ___.
- For example, ___.
- This shows that ___.
Guided practice
Question 1. What someone thinks is an ___.
opinion
Question 2. Why someone thinks it is a ___.
reason
Question 3. Facts or examples that support a point are ___.
evidence
Independent practice
Level 1: Start
- What someone thinks is an ___.
- Why someone thinks it is a ___.
- Facts or examples that support a point are ___.
- A case that shows what you mean is an ___.
- Dayo wants a longer ___ break.
Level 2: Grow
- Who gave the opinion?
- What happened last week?
- What does research show?
Level 3: Stretch
- Is an opinion a fact?
- Does evidence strengthen an opinion?
- Can because link a reason?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Give an opinion with one reason and one example.
Show a sample answer
an opinion
Another one. Give an opinion at home with one reason and one example.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can state an opinion.
- I can give reasons.
- I can add facts or examples.
- I can link opinion to evidence.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Say what you think.
- Give a reason.
- Add a fact or example.
- Connect them with because.
11. Next lesson
Next lesson: Persuasive speaking. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is an opinion? [1 mark]
- What is evidence? [1 mark]
- Name Dayo’s reason. [1 mark]
- Give two words that link an opinion to a reason. [2 marks]
- Explain how to support an opinion. [3 marks]
Total: 8 marks.
Marking guide and model answers
- what someone thinks or feels [1]
- facts or examples that support a point [1]
- a short break leaves little time to eat and play [1]
- because [1]; this shows [1]
- state the opinion [1]; give a reason [1]; add evidence or an example [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- What someone thinks is an ___.
- Why someone thinks it is a ___.
- Facts or examples that support a point are ___.
- A case that shows what you mean is an ___.
- Dayo wants a longer ___ break.
- Who gave the opinion?
- What happened last week?
- What does research show?
- Is an opinion a fact?
- Does evidence strengthen an opinion?
Homework
Give an opinion at home with one reason and one example.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What someone thinks is an ___. | opinion | 1 |
| 2. Why someone thinks it is a ___. | reason | 1 |
| 3. Facts or examples that support a point are ___. | evidence | 1 |
| 4. A case that shows what you mean is an ___. | example | 1 |
| 5. Dayo wants a longer ___ break. | lunch | 1 |
| 6. Who gave the opinion? | Dayo | 1 |
| 7. What happened last week? | the bell rang before half of Class 5 finished eating | 1 |
| 8. What does research show? | children concentrate better after rest | 1 |
| 9. Is an opinion a fact? | no | 1 |
| 10. Does evidence strengthen an opinion? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 opinion; 2 reason; 3 evidence; 4 example; 5 lunch. Level 2: 1 Dayo; 2 the bell rang before half of Class 5 finished eating; 3 children concentrate better after rest. Level 3: 1 no; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 State an opinion | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Give reasons | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Add facts or examples | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Link opinion to evidence | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: state an opinion; give reasons; add facts or examples; link opinion to evidence.
Prerequisite knowledge. Organising presentations.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 5 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core SL.5.1c and SL.5.3 (pose and respond to specific questions; summarize the points a speaker makes and explain how each claim is supported by reasons and evidence); Cambridge Primary English Stage 5 (opinions and reasons). These sources informed the lesson.