Student Name Session 14: I can tailor my persuasive writing to different forms of opinion writing, such as speeches, editorials, letters, and petitions. Session 15: I can hold myself accountable by making a work plan and meeting deadlines. Session 16: I can conduct surveys and interviews to collect evidence for my opinion. Session 17: I can revise my introductions and conclusions, trying out several ones, before deciding which one will have the biggest impact on my audience. Session 18: I can monitor my progress and set new goals by using a checklist or goal sheet. I can use irregular verbs in my writing I can use transitional words to connect my evidence and support opinions. I can use adjectives to enhance my opinions. I can use conjunctions to connect my evidence and support opinions. I can use adverbs to enhance my opinions. B = Beginning D = Developing P = Proficient M=Mastery B = Beginning D = Developing P = Proficient M=Mastery Opinion Unit Student Checklist Grade 3
Student Name Structure Development Language Conventions Overall: I told readers my opinion and ideas on a text or topic and helped them understand my reasons. Lead: I wrote a beginning in which I not only set readers up to expect that this would be a piece of opinion writing, but also try to hook them into caring about my opinion. Transitions: I connected my ideas and reasons with my examples using words such as for example and because. I connected one reason or example using words such as also and another. Ending: I worked on an ending perhaps a thought or comment related to my opinion. Organization: I wrote several reasons or examples of why readers should agree with my opinion and wrote at least several sentences about each reason. Organization: I organized my information so that each part of my writing was mostly about one thing. Elaboration: I not only named my reasons to support my opinions, but also wrote more about each one. Craft: I not only told readers to believe me but also wrote in ways that got them thinking, or feeling in certain ways. Spelling: I used what I knew about word families and spelling rules to help me spell and edit. Spelling: I got help from others to check my spelling and punctuation before I wrote my final draft. Punctuation: I punctuated dialogue correctly with commas and quotation marks. Punctuation: While writing I put punctuation at the end of every sentence. Punctuation: I wrote in ways that helped readers read with expression, reading some parts quickly, some slowly, some parts in one sort of voice and others in another.
Language Learning Target Stage 3 Plan Learning Experiences and Instruction Grade 3 Unit 3: Changing the World Monday Tuesday Wednesday Thursday Friday Bend 1 Day 1: Session 1: Practicing Persuasion Learning Goal: I can flash-draft a persuasive speech. Bend 1 Day 2: Session 2: Gathering Brave, Bold Opinions for Persuasive Writing Learning Goal: I can gather, choose Bend 1 Day 3: Session 3: Drawing on a Repertoire of Strategies for Generating Opinion Writing Bend 1 Day 4: Session 4: Considering Audience to Say More Learning Goal: I can be more persuasive by Bend 1 Day 5: Session 4: Continue Considering Audience to Say More Learning Goal: I can be more persuasive by