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Grade - Unit Title
Unit 4 Table of ContentsUnit Title: Persuasive Writing of All Kinds
Section Page Number Unit Essential Questions Unit Goals and Sub Goals (Task Analysis) Unit Language (Spanish, Russian, English) Unit Assessment Checklist Unit Assessment Rubric Sample Unit Calendar
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Grade - Unit TitleKindergarten
Content: Unit 4 , Bend 1Dates of Unit:
Unit Title: Exploring Opinion Writing: Makin Our School a Better PlaceStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)
W.K.1, W.K.5, W.K.6, W.1.1, RI.K.7, RI.K.8, RI.K.10, RL.K.1, RL.K.2, RL.K.3, RL.K.10, RFS.K.1, RFS.K.2, RFS.K.3,SL.K.1, SL.K.2, SL.K.3, SL.K.6, SL.K.4, SL.K.5, L.K.1, L.K.2, L.K.6
Essential Questions: (These goals should be aligned to Essential Questions.)
Skip Skip Skip Skip Skip
Goals:(These should be aligned to the Goals above)
Great writers use different strategies to share their opinion.
Great writers revise their work on their own.
Great writers use commands and conditional statements to share our opinions.
Learning Targets(aligned to goals)
Session 1: I can see, think, and write about a problem.
Session 4: I can revise my own writing. (I don’t have to wait for others.)
I can use commands to state my opinion.
I
Session 2: I can give reasons to convince people to follow my idea.
Session 5: I can use everything I know to spell hard words.
I can use conditional statements (we should) share my opinion.
Session 3: I can write more and try different ways to tackle my problem.Session 6: I can get my words out into the world!
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Grade - Unit Title
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Grade - Unit TitleStage 2 Determine Assessment Evidence
Academic Language (What language will students need to sound like experts?)Academic Language Function(s):
Express feelings or preferences Negotiate Solutions Adjectives and present tense verb phrases
Academic Language Stems:
Easy for Beginners
I don’t like (state problem). It/She/he (adjective). It makes me feel (state of being). (command)
I don’t like hitting. It is bad. It makes me feel sad. Do not hit!
Medium for Intermediate
(Verb “ing”)(prepositional phrase) is a problem. It is a problem because __________. I think we should _______________.
Running in the hall is a problem.I think we should all walk.
Difficult for Advanced and Fluent
In my opinion (verb “ing”) is a (adjective) problem. This is a (adjective) problem because_________ and ______. I believe we should____________.
In my opinion running in the hall is a large problem.I believe we should all do a better job of walking.
Academic Vocabulary: Opinion Strategies Convince Reasons Consequences Revise
Assessment Tools:
Goals Rubric Assessment Checklist
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Grade - Unit Title
Unit of Study Teacher Checklist
Student Name Sess
ion
1: I
can
see,
th
ink,
and
writ
e ab
out a
pr
oble
m.
Sess
ion
2: I
can
give
re
ason
s to
conv
ince
pe
ople
to fo
llow
my
idea
.
Sess
ion
3: I
can
writ
e m
ore
and
try
diffe
rent
w
ays t
o ta
ckle
my
Sess
ion
4: I
can
revi
se
my
own
writi
ng.
(I do
n’t
have
to w
ait f
or o
ther
s.)
Sess
ion
5: I
can
use
ever
ythi
ng I
know
to
spel
l har
d w
ords
.
Sess
ion
6: I
can
get
my
wor
ds o
ut in
to th
e w
orld
!
I can
use
com
man
ds to
st
ate
my
opin
ions
.
I can
use
con
ditio
nal
stat
emen
ts (w
e sh
ould
) sh
are
my
opin
ion.
Notes
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Grade - Unit Title
Unit of Study Opinion Writing Checklist
STRUCTUREDEVELOPMENT LANGUAGE CONVENTIONS
Student Name I tol
d, d
rew
, and
wro
te m
y op
inio
n or
like
s and
disl
ikes
ab
out a
topi
c or
boo
k.
I wro
te m
y op
inio
n in
the
begi
nnin
g.
I wro
te m
y id
ea a
nd th
en
said
mor
e. I
used
wor
ds
such
as b
ecau
se.
I had
a la
st p
art o
r pag
e.
I tol
d m
y op
inio
n in
one
pl
ace
and
in a
noth
er p
lace
I sa
id w
hy.
I put
eve
ryth
ing
I tho
ught
ab
out t
he to
pic
(or b
ook)
on
the
page
.
I had
det
ails
in p
ictu
res a
nd
wor
ds.
I cou
ld re
ad m
y w
riting
.
I wro
te a
lette
r for
the
soun
ds I
hear
d.
I use
d th
e w
ord
wal
l to
help
m
e sp
ell.
I put
spac
es b
etw
een
wor
ds.
I use
d lo
wer
cas
e le
tter
s unl
ess c
apita
ls w
ere
need
ed.
I wro
te c
apita
l lett
ers
to st
art e
very
se
nten
ce.
Notes
B = Beginning D = Developing P = Proficient M=Mastery
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Grade - Unit Title
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Grade - Unit Title
Unit of Study Assessment RubricUnit # - Unit Title…
Learning Target Mastery Proficient Developing Beginning
Language Learning Target
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Grade - Unit TitleStage 3 Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Monday Tuesday Wednesday Thursday FridayBend 1:Day 1: Session 1. Words Are Like Magic Wands: They Can Make Things Happen
Learning Goal: I can see, think, and write about a problem.Anchor Chart:Writers Write to Make the World Better
Day 2: Session 2. Convincing People: Providing Reasons and Consequences
Learning Goal: I can give reasons to convince people to follow my idea.
Day 3: Cont. Session 2. Convincing People: Providing Reasons and Consequences
Learning Goal: I can give reasons to convince people to follow my idea.
Language Goal: I can use commands to state my opinion.
Day 4: Session 3. Don’t Stop There! Generating More Writing for More Causes
Learning Goal: I can write more and try different ways to tackle my problem.
Anchor Chart: Writers Write to Make the World Better! (B)
Anchor Chart: Writers can Make a
Day 5: Cont. Session 3. Don’t Stop There! Generating More Writing for More Causes
Learning Goal: I can write more and try different ways to tackle my problem.
Language Goal: I can use conditional statements (we should) share my opinion.
Day 6: Session 4. Writers Reread and Fix Up Their Writing
Learning Goal: I can revise my own writing. (I don’t have to wait for others.)Anchor Chart:When We Are Done We Have Just Begun
Day 7: Session 5. Spelling Strategies Give Writers Word Power
Language Goal: I can use everything I know to spell hard words.Anchor Chart: How To Turn a Word into a Snap Word (A)
Day 8: Mini Lesson Choice Day Choose or review a mini
lesson of your choice.
Day 9: Session 6. Hear Ye! Writing to Spread the Word (a Mini-Celebration)
I can get my words out into the world!Anchor Chart: Writers Write to Make the Word Better (C)
Day 10: Session 6. Hear Ye! Writing to Spread the Word (a Mini-Celebration)
I can get my words out into the world!
Bend 2:Day 11: Session 7. Writing Letter that Reach Readers
Learning Goal: I can write letters like I am talking to my reader.
Day 12: Session 7. Writing Letter that Reach Readers
Learning Goal: I can write letters like I am talking to my reader.
Language Goal: I can use conjunctions explain my reasoning.
Day 13: Session 8. Studying a Mentor Text (A Guided Inquiry)
Learning Goal: I can study mentor texts and use what I have learned in my writing.
Day 14: Session 9. Knowing Just What to Say: Angling Letters to Different Audiences
Learning Goal: I can write many letters about one topic to different audiences.
Day 15: Mini Lesson Choice Day Choose or review a mini
lesson of your choice.
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Grade - Unit TitleDay 16: Session 10. How Can We Make It Better?
Learning Goal: I can give a “fix-it” idea to my readers.
Day 17: Session 10. How Can We Make It Better?
Learning Goal: I can give a “fix-it” idea to my readers.
Language Goal: I can use conditional statements (we should) share my opinion.
Day 18: Session 11. Wait! What’s That Say? Fixing Up Letter before Mailing Them
Learning Goal: I can fix up letter before I mail it.
Bend 3:Day 19: Session 12. Draw on a Repertoire of Strategies to Write about a World Problem
Learning Goal: I can use what I already know to tackle a new project.
Day 20: Cont. Session 12. Draw on a Repertoire of Strategies to Write about a World Problem
Learning Goal: I can use what I already know to tackle a new project.
Day 21: Session 13. Sound Like at Expert! Teaching Information to Persuade Your Audience
Learning Goal: I can include facts in my writing to teach readers important information.
Day 22: Session 14. More on Adding Detailed Information to Persuasive Writing
Learning Goal: I can include facts in my writing to teach readers important information.
Day 23: Session 15. Writing How-To Book to Make a Change
Learning Goal: I can write a “how to” book to show my reader how to solve a problem.
Day 24: Session 15. Writing How-To Book to Make a Change
Learning Goal: I can write a “how to” book to show my reader how to solve a problem.
Language Goal: I can revise to make sure I used transition words.
Day 25: Mini Lesson Choice Day Choose or review a mini
lesson of your choice.
Day 26: Session 16. Editing for Punctuation: Partner Work
Learning Goal: I can add punctuation to my writing.
Day 27: Session 17. Speaking Up and Taking a Stand
Learning Goal: I can plan and rehearse my speech.
Day 28: Session 18. Fixing and Fancying Up for Publication Using the Super Checklist
Learning Goal: I can use a checklist to revise my writing.
Day 29: Session 19. The Earth Day Fair: An Author’s Celebration
I can present my speech.
Day 30: Session 19. The Earth Day Fair: An Author’s Celebration
I can present my speech.
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Grade - Unit TitleWriters Write to Make the World Better! (A)
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Grade - Unit TitleWriters Write to Make the World Better (B)
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Grade - Unit Title
Writers Can Make a…..
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Grade - Unit Title
When We Are Done We Have Just Begun
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Grade - Unit TitleHow to Turn a Word into A Snap Word (A)
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Grade - Unit Title
Writers Write to Make the World Better (C)
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Grade - Unit Title
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