web viewgreat writers use commands and conditional statements to share our opinions

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 2Dates of Unit:

Unit Title: Sending Our Words Out Into the World: Writing Letter to Make a ChangeStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)

W.K.1, W.K.5, W.K.8, W.1.1, RI.K.1, RI.K.2, RI.K.8, RI.K.10, RL.K.1, RFS.K.1, RFS.K.2, RFS.K.3,SL.K.1, SL.K.3, SL.K.6, SL.K.4, SL.K.5, L.K.1, L.K.2, L.K.6, L.K.5

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 think about their audience before they write.

Great writers use mentor texts to strengthen their writing.

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 7: I can write letters like I am talking to my reader.

Session 8: I can study mentor texts and use what I have learned in my writing.

Session 11: I can fix up letter before I mail it.

I can use commands to state my opinion.

Session 9: I can write many letters about one topic to different audiences.

I can use conditional statements (we should) share my opinion.

Session 10: I can give a “fix-it” idea to my readers.

I can use conjunctions explain my reasoning.

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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 Conjunctions (because)

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.It is a problem because kids could fall.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.This is a big problem because kids could trip and they could fall.I believe we should all do a better job of walking.

Academic Vocabulary: Opinion Strategies Convince Reasons Consequences Revise Persuade Fix – it Strategy Conjunctions

Assessment Tools:

Goals Rubric Assessment Checklist

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Grade - Unit Title

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Grade - Unit Title

Unit of Study Teacher Checklist

Student Name Sess

ion

7: I

can

writ

e le

tters

like

I am

talk

ing

to

my

read

er.

Sess

ion

8: I

can

stud

y m

ento

r tex

ts a

nd u

se

wha

t I h

ave

lear

ned

in

my

writi

ng.

Sess

ion

3: I

can

writ

e Se

ssio

n 9:

I ca

n w

rite

man

y le

tters

abo

ut o

ne

topi

c to

diff

eren

t au

dien

ces.

Sess

ion

10:

I can

giv

e a

“fix-

it” id

ea to

my

read

ers.

Sess

ion

11:

I can

fix

up

lette

r bef

ore

I mai

l it.

I can

use

com

man

ds to

st

ate

my

opin

ion.

I can

use

con

ditio

nal

stat

emen

ts (w

e sh

ould

) sh

are

my

opin

ion.

I can

use

con

junc

tions

ex

plai

n m

y re

ason

ing.

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.

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.

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.)

Day 7: Session 5. Spelling Strategies Give Writers Word Power

Language Goal: I can use everything I know to spell hard words.

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!

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.Anchor Text:We Can Be Really Convincing(A)

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.Anchor Chart:Questions to Ask



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Grade - Unit TitleAnchor Chart: What Makes Writing Easy to Read

Day 16: Session 10. How Can We Make It Better?

Learning Goal: I can give a “fix-it” idea to my readers.Anchor Chart:We Can Be Really Convincing (B)

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 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.

We Can Be Really Convincing(A)

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Grade - Unit Title

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Grade - Unit TitleWhat Makes Writing Easy to Read

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Grade - Unit TitleQuestions to Ask

We Can Be Really Convincing (B)

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Grade - Unit Title

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web viewgreat writers use commands and conditional statements to share our opinions

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