Questions.) 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. Stage 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)
Unit of Study Opinion Writing Checklist STRUCTURE LANGUAGE CONVENTIONS Student Name I told, drew, and wrote my opinion or likes and dislikes about a topic or book. I wrote my opinion in the beginning. I wrote my idea and then said more. I used words such as because. I had a last part or page. I told my opinion in one place and in another place I said why. I put everything I thought about the topic (or book) on the page. I had details in pictures and words. I could read my writing. I wrote a letter for the sounds I heard. I used the word wall to help me spell. I put spaces between words. I used lower case letters unless capitals were needed. I wrote capital letters to start every sentence. Notes B = Beginning D = Developing P =
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 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. We Can Be Really Convincing(A) What Makes Writing Easy to Read