Opinion Writing Less: Defending the Best School Lunch

Grade Level: 6th Grade
Subject: English Language Arts – Opinion Writing
Duration: 60 minutes
Materials: Whiteboard or chart paper, markers, pencils, and paper 

Objective

By the end of the lesson, students will be able to:

• Develop and articulate an opinion about school lunch options.

• Support their opinion using at least three reasons.

• Verbally present their opinion using persuasive language techniques.

Warm-Up: Lunch Debate Sparks (10 Minutes)

Say: “Raise your hand if you’ve ever had a school lunch that you really loved. Now raise your hand if you’ve ever had one you really didn’t like.” (Pause for reactions.)

Ask: “What makes a school lunch great? Is it the taste? How healthy it is? How fun it is to eat?”

Do: On the board, make a two-column T-chart titled: “What Makes a Lunch GREAT?” and “What Makes a Lunch NOT-SO-GREAT?” Call on students to contribute ideas and add them to the chart.

Say: “Today, you’re going to take a stand and defend what you think is the best school lunch. You’ll use your words, your reasoning, and your voice to convince others why your lunch is the winner!”

Instruction: How to Write and Defend an Opinion (10 Minutes)

Say: “When you write an opinion, it’s not enough to say what you like. You need to explain why you like it. Think of yourself as a lawyer in a lunch courtroom you want to convince the jury that your lunch is the best choice!”

Do: Draw a simple picture on the board of the following:

Opinion Writing Sandwich

• Top Bun = Your opinion (your claim)

• Fillings = Your 3 supporting reasons (each reason is like a different “ingredient” in your argument)

• Bottom Bun = Conclusion (repeat your opinion and make it stick!)

Model Example (say aloud while writing on the board):

• Opinion: “Pizza is the best school lunch.”

• Reason 1: “It’s cheesy and delicious.”

• Reason 2: “You can eat it with your hands, so it’s easy and fun.”

• Reason 3: “Almost everyone likes pizza, so it's a crowd-pleaser.”

• Conclusion: “That’s why pizza rules the cafeteria!”

Main Activity: Lunch Defense Speech! (25 Minutes)

Say: “Now it’s your turn! Choose one school lunch that you think is the best. Then, write a short speech defending your lunch using the sandwich model we just learned.”

Do: Give students time to brainstorm their lunch choice and reasons on scratch paper or in notebooks. Encourage them to talk quietly with a partner to test out their ideas.

Say: “Now we’re going to do a Lunch Defense Challenge! You’ll read your opinion speeches to the class. You can try to convince others to vote for your lunch as the best.”

Do: Invite 5–6 students to share their speeches aloud. Encourage applause and positive feedback. After each one, ask: “Who’s feeling convinced by that lunch idea?”

Class Poll & Tally Time (5 Minutes)

Do: On the board, make a tally chart titled: “What’s the Best School Lunch?” List the top lunch choices mentioned (e.g., pizza, chicken nuggets, spaghetti, tacos, mac and cheese).

Say: “Raise your hand if [Lunch Option A] convinced you today.” Record tallies. Do this for each lunch.

Ask: “Were there any lunch speeches that changed your mind?” Discuss how persuasive writing and strong reasons can influence others.

Reflection Activity: Partner Share (5 Minutes)

Say: “Now, turn to a partner and answer these questions:

1. What lunch did you choose and why?

2. What was one strong reason you used to support your opinion?

3. What’s something new you learned about persuasive writing?”

Do: Circulate and listen for strong reasoning or creative responses.

Wrap-Up Discussion: Why Opinions Matter (5 Minutes)

Say: “Whether we’re talking about school lunch or big world issues, learning how to explain and support your opinion is a superpower. It helps you be heard and helps others understand your point of view.”

Ask: “What made a speech convincing today?” “Why is it important to use reasons, not just opinions?”

Assessment (Informal)

• Listen for student engagement during discussion.

• Observe the use of opinion-writing structure in speeches.

• Check for the ability to give three clear, relevant reasons.

• Encourage participation in polling and reflection.

Differentiation

• For advanced learners: Challenge them to include a counterargument (e.g., “Some people say tacos are better, but here’s why pizza wins.”)
   

• For students needing support: Provide sentence starters:
   

  • “I think the best lunch is ___ because…”

  • “One reason is…”

  • “Another reason is…”

  • “That’s why I believe…”
     

• For ELLs: Allow them to pair up with a buddy to co-write and present their speech together.

Written by Rachel Jones
Education World Contributor
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