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PS 143 First Grade Curriculum Mapping Date: May 7th - End of June
Last edited: 4.10.18
Title of Unit: Give and Take
‘Stores’ for unit suggested may do groups within the class
● Bookmarks
● book covers
● Handmade instruments
● Little notebooks/sketchbooks
● Pencil cases or t-shirt bags (use ziplock bags or old t-shirts)
Enduring Understanding:
People are both consumers and producers who provide goods and services.
Essential Questions:
1. What are goods and services?
2. What is a producer? What is a consumer?
3. What is a need? What is a want?
4. How are our needs and wants met?
5. How do the choices people make affect their decisions on what they need or
want?
Writing: Opinion
Culminating Presentation: Oral presentation of their opinion writing piece and finished
product. Students will explain their product and reasons why someone should buy it. This
will be the presentation part of the unit. Students will create an advertisement (optional)
with an opinion writing piece about a product. Students need to include a topic sentence, 3
reasons why someone should buy the product and a sense of closure. Students will provide
feedback to their peers using the ‘Audience Checklist’ previously used.
Social Studies Standards:
● 1.10 People make economic choices as producers and consumers of goods and
services.
○ 1.10a: Goods are consumable, tangible products; services are actions
performed by a person or group of people with a certain skill.
■ Students will identify examples of goods and services.
○ 1.10b: A producer makes goods or provides a service, while a consumer uses
or benefits from the goods or services.
■ Students will identify examples of producer and a consumer.
○ 1.10c: People and families work to earn money to purchase goods and services
that they need or want.
1
■ Students will examine how earning money through work is related to
the purchase of goods and services.
○ 1.10d: People make decisions about how to spend and save the money that
they earn.
■ Students will examine decisions that people make about spending and
saving money.
Reading Standards:
● Literature
○ RL.1.1: Ask and answer questions about key details in a text.
○ RL.1.2: Retell stories, including key details, and demonstrate understanding
of their central message or lesson.
○ RL.1.3: Describe characters, settings and major events in a story using key
details.
○ RL.1.7: Use illustrations and details in a story to describe its characters
settings or events.
○ RL.1.9: Compare and contrast the adventures and experiences of characters
in stories.
● Informational
○ RI.1.1: Ask and answer questions about key details in a text.
○ RI 1.4: Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
○ RI 1.5: Know and use various text features (e.g., headings, tables of
contents, glossary, electronic menus, icons) to locate key facts or
information in a text.
○ RI.1.6: Distinguish between information provided by pictures or other
illustrations and information provided by words in a text.
Writing Standards:
● W.1.1 Write opinion pieces in which they introduce the topic or name the book they
are writing about, state an opinion, supply a reason for the opinion, and provide
some sense of closure.
● W.1.5 With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
● W.1.8 With guidance and support from adults, recall information from experiences
or gather information from provided sources to answer a question.
Language Standards
● L.1.1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
● L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
2
● L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on Grade 1 reading and content, choosing flexibility from an array of
strategies.
Listening and Speaking Standards
● SL.1.1: Participate in collaborative conversations with diverse partners about Grade
1 topics and texts with peers and adults in small and larger groups.
● SL.1.2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
● SL.1.3: Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
● SL.1.6: Produce complete sentences when appropriate to task and situation.
3
Know by the end of the unit Dos (Actions for Students)
● Identify and define (Vocabulary
Word)
○ consumer
○ producer
○ goods
○ service
○ needs
○ wants
○ advertisement
● What is and how to be a
consumer?
● What is and how to be a producer?
● What is an advertisement?
● How to create an advertisement
that engages the buyer.
● How to visit a store and purchase
items?
● How to make decisions as a
producer?
● How to make decisions as a
consumer?
● How to plan and create a product?
● How to orally present what they
have learned?
● How to ask questions and respond
after listening to someone else?
● How to give peer feedback on oral
presentation?
● How to collaborate with peers
about their writing?
● How to ask and answer questions
about the meaning of the text?
● How to use context clues to
determine word meanings?
● How to write and advertisement
and opinion that explains their
products?
● How to purchase products from
classmates?
● Children will be able to identify
vocabulary words
○ consumer
○ producer
○ goods
○ service
○ needs
○ wants
○ advertisement
● Students will view related content by
looking at texts, pictures, and through
videos
● See below listed options for Read
Alouds
● PebbleGo: All About Money
○ https://pebblego.com/modules/
5/categories/5006
● BrainPop: Goods & Services, Needs &
Wants, Saving & Spending
○ https://jr.brainpop.com/search
/?keyword=Goods+and+Services
● Discovery Ed
○ Look at the Give & Take Unit in
the 1st grade folder
● Reading A to Z - Leveled Book - Some
Suggestions: Needs and Wants (Level F):
NECESIDADES Y DESEOS (Level F)
○ https://www.raz-plus.com/book
s/leveled-books/book/?id=95&l
ang=English
What I Want (Level C)
LO QUE QUIERO (Level C)
○ https://www.raz-plus.com/book
s/leveled-books/book/?id=1525
&lang=English
● Compare and contrast the adventures
and experiences of characters in
stories.
● Students will plan and create a
4
product (options):
○ Bookmarks
○ book covers
○ Handmade instruments
○ Little notebooks/sketchbooks
○ Pencil cases or tshirt bags
(use ziplock bags or old
t-shirts)
● Students will create an advertisement
for their product
● Students will use the writing process
to write two opinion pieces
○ Opinion Piece - Student Choice
○ Opinion Piece - Product
● Students will peer edit each other's
work
● Students will present their product.
● Students will give feedback to the
presenter (audience checklist).
● Visit other stores and purchase peers’
products (visit another classroom).
○ Teachers will print money (see
below)
5
Assessment Pieces:
Use new school wide On-Demand Performance Assessment Prompt, Teacher Rubric and
Student Checklist.
Formative/Summative
ON-DEMAND PERFORMANCE ASSESSMENT PROMPT (Pre & Post)
Opinion/Argument Writing
Say to students (rephrase as needed for your students):
Think of a topic or issue that you know and care about, an issue around which you have
strong feelings. Tomorrow, you will have forty-five minutes to write an opinion or
argument text in which you will write your opinion or claim and tell reasons why you feel
that way. When you do this, draw on everything you know about essays, persuasive
letters, and reviews. Please keep in mind that you’ll have forty-five minutes to complete
this, so you will need to plan, draft, revise, and edit in one sitting.
● For students in grades K–2, you will add:
○ “In your writing, make sure you:.
■ Name your opinion.
■ Give reasons and evidence to explain why you have that opinion.
■ Write an ending.”
Use the teaching rubrics to assess and score these pieces of on-demand writing.
Summative: Oral presentation of why they should buy their product (opinion writing
piece). Students will explain their product and why someone should buy it. This will be the
presentation part of the unit. Students will create an advertisement (optional) with their
opinion writing piece about a chosen product. Students need to include a topic sentence, 3
reasons why someone should buy the product and a sense of closure.
● Students will provide feedback to their peers using the ‘Audience Checklist’
previously used.
● Students will use a ‘Presenter Checklist’ to support their presentation.
Give and Take Assessment (Updated) on website. Social Studies assessment.
- Give students the picture and allow students to label (include a word bank).
6
Websites:
● Brainpop
○ Login username: ps143la password: learn
● PebbleGo
○ Login username: ps143 password: school
● Reading A - Z
○ Login username: agoldman8 password: ordan554
● Discovery Education
1. Go to www.discoveryeducation.com
2. Click LOGIN in the top right
3. On the login page, click ‘Passcode/Create new user’
4. Enter the following passcode for the school: 6377-FD40
5. Then select the ‘New User’ option and complete the appropriate information.
Read aloud books:
● Lemonade In Winter by Emily Jenkins and G. Brian Karas
● My Rows and Piles of Coins by Tololwa M. Mollel
● Goods and Services by Janeen R. Adil ( text Collection)
● Do I Need It? Or Do I Want It? By Jennifer S. Larson
● Jobs People Do by Thea Feldman
● Community Jobs by Margie Burton, Cathy French, and Tammy Jones
● My school community by Bobbie Kalman
● What are Goods and Services by Carolyn Andrews (only for visuals and the
page(s) that focus on Goods and Services)
● A Chair for My Mother by Vera B. Williams
○ Refer to PDF file on website
○ https://www.youtube.com/watch?v=E4Onfbx6v3g
● Community Needs by Jake Miller(in the social studies book collection)
Teacher will read different read alouds as needed.
Video(s):
● BrainPop Video:
https://jr.brainpop.com/socialstudis/economics/goodsandservices/
● You tube
● Look at Discovery Education site for suitable videos. (Some are YouTube)
● ReadWorks.org
● Reading A-Z
● PebbleGo
○ All about Money
○ Consumers and Producers
○ Social Studies → All about money
7
LEARNING PLAN:
Day
What will be done:
Resources/Notes
1 Reading:
Social Studies Pre-assessment
Kick-off: Get students excited about what we will be
working on throughout this unit (i.e., project).
Can show students an actual commercial that they might
commonly see on T.V. such as a McDonalds, Skechers light
up.
Teach Vocabulary through the Frayer Model
Suggested Skill: Ask and answer questions to help
determine or clarify the meaning of words and phrases in
a text.
Vocabulary Words:
○ consumer
○ producer
○ goods
○ service
○ needs
○ wants
○ advertisement
Opinion Writing:
ON-DEMAND PERFORMANCE ASSESSMENT PROMPT (Pre)
Opinion/Argument Writing
Say to students (rephrase as needed for your students):
Think of a topic or issue that you know and care about, an
issue around which you have strong feelings. Tomorrow,
you will have forty-five minutes to write an opinion or
argument text in which you will write your opinion or claim
and tell reasons why you feel that way. When you do this,
draw on everything you know about essays, persuasive
letters, and reviews. Please keep in mind that you’ll have
forty-five minutes to complete this, so you will need to
plan, draft, revise, and edit in one sitting.
● For students in grades K–2, you will add:
○ “In your writing, make sure you:
■ Name your opinion.
Reading:
Social Studies
Pre-assessment
Links to
commercials
Frayer Model
Video(s)
Read Alouds
Writing:
Pre Assessment
8
■ Give reasons and evidence to explain
why you have that opinion.
■ Write an ending.”
Use the teaching rubrics to assess and score these
pieces of on-demand writing.
2 Reading:
Topic: Teach Vocabulary through the Frayer Model
Suggested Skill: Ask and answer questions to help
determine or clarify the meaning of words and phrases in
a text.
Teacher model: How to complete the Frayer model on
choice of vocabulary
Opinion Writing:
Topic: What do you know about opinion writing?
(Brainstorm Ideas)
Suggested Skill: Discuss parts of an opinion writing
piece. Introduce the Student Checklist. Use a sample
from the pre-assessment, pathways, or teacher made.
Reading:
Frayer Model
Video(s)
Read Alouds
Writing:
Introduce Student
Checklist
Opinion Writing
Anchor Chart
3 Reading:
Topic: Teach Vocabulary through the Frayer Model
Suggested Skill: Ask and answer questions to help
determine or clarify the meaning of words and phrases in
a text.
Teacher model: How to complete the Frayer model on
choice of vocabulary
Opinion Writing:
Topic: What do you know about opinion writing?
(Brainstorm Ideas)
Suggested Skill: Continue to discuss parts of an opinion
writing piece. Introduce the Student Checklist. Use a
sample from the pre-assessment, pathways, or teacher
made.
Reading:
Frayer Model
Video(s)
Read Alouds
Writing:
Continue student
Checklist
Opinion Writing
Anchor Chart
9
4 Reading:
Topic: Teach Vocabulary through the Frayer Model
Suggested Skill: Ask and answer questions to help
determine or clarify the meaning of words and phrases in
a text.
Teacher model: How to complete the Frayer model on
choice of vocabulary
Independent Activity: Students complete frayer model
for the vocabulary words.
Opinion Writing:
Topic: Opinion Writing
Suggested Skill: (Prewrite) Brainstorm topics to write
opinion pieces about.
Teacher Model: how to brainstorm topics
Independent Activity: Students will complete a graphic
organizer that has topics they want to write about.
Reading:
Frayer Model
Video(s)
Read alouds
Writing:
Shopkins, Legos,
Fidget Spinners,
Light-up Shoes
Graphic organizers
(e.g. web)
5 Reading:
Topic: What do you want to know about producers?
Suggested Skill: Generating questions and finding
answers.
Teacher Model: Teacher models how to ask questions.
Independent Activity: Write questions that you have.
To follow up watch a video or read a book to gather the
answers to the questions. Students could write the
answers they find on post-its and put next to the
question.
Opinion Writing:
Topic: Opinion writing
Suggested Skill: Choose topic and begin working on the
graphic organizer to supply reasons for their opinion
Teacher Model:Choose topic and model filling in graphic
organizer to give reasons for the opinion
Independent Activity: Students work on their graphic
organizer.
Reading:
Large charts to
list questions
Post its to jot
answers
T-chart (Q & A)
Read Alouds
books or videos
Writing:
Various graphic
organizers
(e.g, web, outline
of planning page,
picture box with
lines)
10
6 Reading:
Topic: What do you want to know about consumers?
Suggested Skill: Generating questions and finding
answers.
Teacher Model: Teacher models how to ask questions.
Independent Activity: Write questions that you have.
To follow up watch a video or read a book to gather the
answers to the questions. Students could write the
answers they find on post-its and put next to the
question.
Opinion Writing:
Topic: Opinion writing
Suggested Skill: Choose topic and finish working on the
graphic organizer to supply reasons for their opinion
Teacher Model:Choose topic and model filling in graphic
organizer to give reasons for the opinion
Independent Activity: Students finish working on their
graphic organizer
Reading:
Large charts to
list questions
Post its to jot
answers
T-chart (Q & A)
Read Alouds
books or videos
Writing:
Various graphic
organizers
(e.g, web, outline
of planning page,
picture box with
lines)
7 Reading:
Topic: What are goods and services?
Suggested Skill: Generating questions and finding
answers.
Teacher Model: With students, generate questions
and show how to locate how to find information about
goods and services in the texts. (May have to use the
index or other text features )
Independent Activity: Students will locate answers to
questions in texts, using the text feature of an Index
to help them.
Topic: Opinion Writing
Suggested Skill: How to write an introduction?
Teacher Model:Use opinion anchor chart (sentence
starters) to write introduction
Independent Activity: Students will generate their own
introduction
Reading:
Read aloud
Nonfiction books
Reading A-Z
books for
students
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
11
8 Topic: What are needs and wants?
Suggested Skill: Generating questions and finding
answers.
Teacher Model: With students, generate questions
and show how to locate how to find information about
goods and services in the texts. (May have to use the
index or other text features )
Independent Activity: Students will locate answers to
questions in texts, using the text feature of an Index
to help them.
Topic: Opinion Writing
Suggested Skill: How do I support my opinion with
reasons?
Teacher Model: Show how to come up with reasons to
support their opinion.
Independent Activity:Students will write reasons to
support their opinion
Reading:
Read aloud
Nonfiction books
Reading A-Z
books for
students
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
9 *Reading will now focus on literature reading
Reading:
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. (Stories have opinions in
them)
Teacher Model: Show how to retell, maybe use a story
map.
Independent Activity: Students will complete teacher
model of story map.
Topic: Opinion Writing
Suggested Skill: How do I support my opinion with
reasons?
Teacher Model: Show how to come up with reasons to
support their opinion.
Independent Activity:Students will write reasons to
support their opinion
Reading:
Story map(s)
Story Element
anchor chart
Retelling Anchor
Chart
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
12
10 Reading:
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. ( Stories have opinions in
them)
Teacher Model: Show how to retell, maybe use a story
map.
Independent Activity: Students will complete teacher
model of story map.
Topic: Opinion Writing
Suggested Skill: How do I support my opinion with
reasons?
Teacher Model: Show how to come up with reasons to
support their opinion.
Independent Activity:Students will write reasons to
support their opinion
Reading:
Story map(s)
Story Element
anchor chart
Retelling Anchor
Chart
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
11 Reading:
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. (Stories have opinions in
them)
Teacher Model: Show how to retell, maybe use a story
map.
Independent Activity: Students will complete teacher
model of story map.
Topic: Opinion Writing
Suggested Skill: Provide a closing sentence
Teacher Model: Show how to write a closing sentence
Independent Activity:Students will write a closing
sentence
Reading:
Story map(s)
Story Element
anchor chart
Retelling Anchor
Chart
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
13
12
Reading Topic: Retell Stories
Suggested Skill: Retell stories, including key details, and
demonstrate understanding of their central message or
lesson.
Teacher Model: Model retelling a story
Independent Activity: Students will retell their story
Topic: Opinion Writing
Suggested Skill: Revise
Teacher Model: Show how to revise using a student or
teacher created work
Independent Activity:Students will revise their
writing
Reading:
Read aloud
Nonfiction books
Reading A-Z
books for
students
Retell anchor chart
Retell Graphic
Organizer
Writing:
Opinion Writing
Anchor Chart for
revising
13 Reading Topic: Key Details
Suggested Skill: Retell stories, including key details, and
demonstrate understanding of their central message or
lesson.
Teacher Model: Model showing key details in a text.
Independent Activity: Students will identify key details
in a text on their reading level (non-reader and low
readers can work with a partner).
Topic: Opinion Writing
Suggested Skill: Editing
Teacher Model: Model how to edit a piece of student
or teacher created work
Independent Activity: Students will edit their own
work and or peer edit
Reading:
Key details
Graphic
Organizer and
Anchor Chart
Reading A-Z for
text options
Classroom Library
- Leveled Books
Writing:
Opinion Writing
Anchor Chart for
editing and peer
edit checklist
14
14 Reading Topic: Central Message
Suggested Skill: Retell stories, including key details, and
demonstrate understanding of their central message or
lesson.
Teacher Model: Model identifying the central message in
a text .
Independent Activity: Students will identify the central
message in a text on their reading level (non-reader and
low readers can work with a partner).
Topic: Opinion Writing
Suggested Skill: publishing
Teacher Model: Model how to publish a piece of
student or teacher created work
Independent Activity: Students will publish their own
work
Reading:
Central message
anchor chart and
graphic organizer
Writing:
Opinion Writing
Anchor Chart for
publishing
15 Reading: Pick another text
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. (Stories have opinions in
them)
Teacher Model: Show how to retell (use a story map.
Independent Activity: Students will complete teacher
model of story map)
Topic: Opinion Writing
Suggested Skill: publishing
Teacher Model: Model how to publish a piece of
student or teacher created work
Independent Activity: Students will publish their own
work
Reading:
- Story map(s)
- Use different
texts
- Story Elements
Anchor chart
Writing:
Opinion Writing
Anchor Chart for
publishing
16 Reading:
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. (Stories have opinions in
them)
Teacher Model: Show how to retell (use a story map.
Reading:
- Different types
of story maps
- Use different
texts
- Story Elements
Anchor chart
15
Independent Activity: Students will complete teacher
model of story map)
Topic: Opinion Writing
Suggested Skill: Sharing
Teacher Model: Show students how to share with a
partner or triad. What are the ways we should speak and
listen to each other when presenting our work?
Independent Activity: Students will share their writing
pieces, can use audience checklist and presenter
checklist.
Writing:
Opinion Writing
anchor chart
Audience and
presenter
checklist
17 Reading:
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. (Stories have opinions in
them)
Teacher Model: Show how to retell (use a story map.
Independent Activity: Students will complete teacher
model of story map)
Topic: Opinion Writing
Suggested Skill: Sharing
Teacher Model: Show students how to share with a
partner or triad. What are the ways we should speak and
listen to each other when presenting our work?
Independent Activity: Students will share their writing
pieces, can use audience checklist and presenter
checklist.
Reading:
- Story map(s)
- Use different
texts
- Story Elements
Anchor chart
Writing:
Opinion Writing
anchor chart
Audience and
presenter
checklist
18
Reading:
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. (Stories have opinions in
them)
Teacher Model: Show how to retell (use a story map.
Independent Activity: Students will complete teacher
model of story map)
Reading:
- Story map(s)
- Use different
texts
- Story Elements
Anchor chart
16
Topic: Opinion Writing
Suggested Skill: brainstorming
Teacher Model: Elicit different ideas of what they
could make or produce for school? Suggested product
after students come up with ideas : ● Bookmarks
● Book cover
● Handmade instruments
● Little notebooks/sketchbooks
● Pencil cases or tshirt bags (use ziplock bags or
old t-shirts)
Independent activity: Students can choose which
product they would like to create
Writing:
Brainstorm bubble
map
19 Reading:
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. (Stories have opinions in
them)
Teacher Model: Show how to retell (use a story map.
Independent Activity: Students will complete teacher
model of story map)
Opinion Writing:
Topic: Opinion writing
Suggested Skill: Choose a product they want to produce
(separate into groups of 5 students per
product-*depends on size of class) and begin working on
the graphic organizer to brainstorm possible reasons for
their product
Teacher Model:Choose topic and model filling in graphic
organizer to give possible reasons for their product of
choice. What do they need it or want it for?
Independent Activity: Students work on their graphic
organizer.
Reading:
- Story Map(s)
- Use different
texts
- Story Elements
Anchor chart
Writing:
Opinion Writing
Anchor Chart
Brainstorm bubble
20 Reading:
Topic: Identify story elements
Suggested Skill: Retelling story with character,
setting, problem and solution. (Stories have opinions in
them)
Reading:
- Story map(s)
- Use different
texts
17
Teacher Model: Show how to retell (use a story map.
Independent Activity: Students will complete teacher
model of story map)
Topic: Opinion Writing
Suggested Skill: How to write an introduction?
Teacher Model:Use opinion anchor chart (sentence
starters) to write introduction
Independent Activity: Students will generate their own
introduction
- Story Elements
Anchor chart
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
21
Reading Topic: Compare and Contrast (within a book or
different books)
Suggested Skill: comparing characters
Teacher Model: Choose and compare two different
characters
Independent Activity: Students will compare two
different characters
Topic: Opinion Writing
Suggested Skill: How do I support my opinion with
reasons?
Teacher Model: Show how to come up with reasons to
support their opinion.
Independent Activity:Students will write reasons to
support their opinion
Reading:
Read aloud Fiction
books
Reading A-Z
books for
students
Venn diagram
Double bubble map
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
22 Reading Topic: Compare and Contrast (within a book or
different books)
Suggested Skill: contrasting characters
Teacher Model: Choose and contrast two different
characters
Independent Activity: Students will contrast two
different characters
Reading:
Read aloud Fiction
books
Reading A-Z
books for
students
Venn diagram
Double bubble map
18
Topic: Opinion Writing
Suggested Skill: How do I support my opinion with
reasons?
Teacher Model: Show how to come up with reasons to
support their opinion.
Independent Activity:Students will write reasons to
support their opinion
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
23 Reading: Revisit skills needed with different books
and/or begin creating the product
Topic: Opinion Writing
Suggested Skill: How do I support my opinion with
reasons?
Teacher Model: Show how to come up with reasons to
support their opinion.
Independent Activity:Students will write reasons to
support their opinion
Reading:
As needed
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
24 Reading: Revisit skills needed with a different books
and/or begin creating the product
Topic: Opinion Writing
Suggested Skill: Provide a closing sentence
Teacher Model: Show how to write a closing sentence
Independent Activity:Students will write a closing
sentence
Reading:
As needed
Writing:
Opinion Writing
Anchor Chart
Oreo or stoplight
25 Reading: Revisit skills needed with a different books
and/or begin creating the product
Reading: Key details G.O.
Reading A-Z for
text options
Classroom Library
- Leveled Books
19
Topic: Opinion Writing
Suggested Skill: Revise
Teacher Model: Show how to revise using a student or
teacher created work
Independent Activity:Students will revise their
writing
Writing:
Opinion Writing
Anchor Chart for
revising
26 Reading: Revisit skills needed with a different books
Topic: Opinion Writing
Suggested Skill: Editing
Teacher Model: Model how to edit a piece of student
or teacher created work
Independent Activity: Students will edit their own
work and or peer edit
Reading: Central message
anchor chart and
graphic organizer
Writing:
Opinion Writing
Anchor Chart for
editing and peer
edit checklist
27 Reading Time:
Work on creating the product.
Topic: Opinion Writing
Suggested Skill: publishing
Teacher Model: Model how to publish a piece of
student or teacher created work
Independent Activity: Students will publish their own
work
Reading:
Advertisement
(optional)
Writing:
Opinion Writing
Anchor Chart for
publishing
28 Reading Time:
Work on creating the product.
Topic: Opinion Writing
Suggested Skill: Sharing
Writing:
Opinion Writing
anchor chart
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Teacher Model: Show students how to share with a
partner or triad. What are the ways we should speak and
listen to each other when presenting our work?
Independent Activity: Students will share their writing
pieces, can use audience checklist and presenter
checklist.
Audience and
presenter
checklist
29 Reading Time:
Work on creating the product.
Topic: Opinion Writing
Suggested Skill: Sharing
Teacher Model: Show students how to share with a
partner or triad. What are the ways we should speak and
listen to each other when presenting our work?
Independent Activity: Students will share their writing
pieces, can use audience checklist and presenter
checklist.
Writing:
Opinion Writing
anchor chart
Audience and
presenter
checklist
*As part of the culminating activity students and
classes can visit each others classes or shops.
Post assessments:
1- Give students a picture and allow students to label with
word bank (vocab words) and explain why.
2- Post Assessment of opinion writing
● Opinion/Argument Writing
● Say to students: Think of a topic or issue that you
know and care about, an issue around which you
have strong feelings. Tomorrow, you will have
forty-five minutes to write an opinion or argument
text in which you will write your opinion or claim
and tell reasons why you feel that way. When you
do this, draw on everything you know about essays,
persuasive letters, and reviews. Please keep in
mind that you’ll have forty-five minutes to
complete this, so you will need to plan, draft,
revise, and edit in one sitting.
● For students in grades K–2, you will add:
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○ “In your writing, make sure you:
■ Name your opinion.
■ Give reasons and evidence to explain
why you have that opinion.
■ Write an ending.”
Use the teaching rubrics to assess and score these
pieces of on-demand writing.
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