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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