You will learn
- State an opinion.
- Give a reason.
- Add an example.
- Close with a restatement.
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 with because.
- Add an example.
- Restate your opinion.
Words to know
what a person thinks or feels about something
why you think it
a case that shows your point
to say again in a new way
1. Discover: Should we have a school garden?
Ayo speaks. “I think our school should have a garden. My reason is that we could grow vegetables for the canteen. For example, tomatoes grow well in our soil. Therefore, a garden would save money and teach us about plants.”
Think: Which words show his reason, example and conclusion?
2. Understand: Because, for example, therefore
Idea 1: Opinion
An opinion is what you think. It is not a fact. Begin: I think… or In my view…
Idea 2: Reason and example
Give a reason using because or my reason is. Back it up with an example: for example, tomatoes grow well here.
Idea 3: Restate
Finish by choosing to restate your opinion: Therefore, a garden would be a good idea.
3. Worked examples
Example 1 (I show you): Opinion
What is Ayo’s opinion?
- Find I think.
Answer: the school should have a garden
Example 2 (We do it together): Reason
What reason does he give?
- Find my reason.
Answer: they could grow vegetables for the canteen
Example 3 (You try): Example
What example does he give?
Show the steps and answer
- Find for example.
Answer: tomatoes grow well in the soil
Did you know?
Debaters practise stating an opinion, a reason and an example in under thirty seconds.
Why this matters
Explaining opinions with reasons helps others understand and trust your thinking.
4. Explore: Opinion speech
Give a short opinion talk.
- Choose a topic.
- State your opinion.
- Give one reason and one example.
- Restate your opinion.
Think about it: what did you notice?
You can explain an opinion.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I think ___.
- My reason is ___.
- For example, ___.
- Therefore, ___.
Guided practice
Question 1. What a person thinks about something is an ___.
opinion
Question 2. Why you think it is the ___.
reason
Question 3. A case that shows your point is an ___.
example
Independent practice
Level 1: Start
- What a person thinks about something is an ___.
- Why you think it is the ___.
- A case that shows your point is an ___.
- To say again in a new way is to ___.
- Ayo wants a school ___.
Level 2: Grow
- What would grow well?
- Who would the vegetables help?
- What would a garden teach?
Level 3: Stretch
- Is an opinion a fact?
- Should you give a reason?
- Should you be respectful?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Give a 30-second opinion talk with a reason and an example.
Show a sample answer
a short talk
Another one. Give your opinion on a topic with a reason and an 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 a reason.
- I can add an example.
- I can close with a restatement.
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 with because.
- Add an example.
- Restate your opinion.
11. Next lesson
Next lesson: Using evidence orally. 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]
- Write an opinion about school lunch. [1 mark]
- Give a reason for the opinion you wrote. [1 mark]
- Name two words that introduce reasons or examples. [2 marks]
- Explain how to give a good opinion speech. [3 marks]
Total: 8 marks.
Marking guide and model answers
- what you think or feel [1]
- a clear statement of view [1]
- uses because with a clear reason [1]
- because [1]; for example [1]
- state the opinion [1]; give a reason and an example [1]; restate it at the end [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 a person thinks about something is an ___.
- Why you think it is the ___.
- A case that shows your point is an ___.
- To say again in a new way is to ___.
- Ayo wants a school ___.
- What would grow well?
- Who would the vegetables help?
- What would a garden teach?
- Is an opinion a fact?
- Should you give a reason?
Homework
Give your opinion on a topic with a reason and an example.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What a person thinks about something is an ___. | opinion | 1 |
| 2. Why you think it is the ___. | reason | 1 |
| 3. A case that shows your point is an ___. | example | 1 |
| 4. To say again in a new way is to ___. | restate | 1 |
| 5. Ayo wants a school ___. | garden | 1 |
| 6. What would grow well? | tomatoes | 1 |
| 7. Who would the vegetables help? | the canteen | 1 |
| 8. What would a garden teach? | about plants | 1 |
| 9. Is an opinion a fact? | no | 1 |
| 10. Should you give a reason? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 opinion; 2 reason; 3 example; 4 restate; 5 garden. Level 2: 1 tomatoes; 2 the canteen; 3 about plants. 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 a reason | 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 an example | 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 Close with a restatement | 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 a reason; add an example; close with a restatement.
Prerequisite knowledge. Structured discussions.
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 4 » 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.4.4 and W.4.1 (report on a topic or text, state an opinion supported by reasons); Cambridge Primary English Stage 4 (speaking). These sources informed the lesson.