Unit 4: Persuasive Writing of All Kinds (Opinion)Timeframe: March 15th – April 30th

Assessment- How will we know if students have learned it? What common formative assessments will we use?*Please find On-Demand assessments attached (or pgs. 86, 88, 89 of Writing Pathways)

AprilPre On-Demand Assessment Opinion Writing for baselineMay/JunePost On-Demand Assessment Opinion Writing and Published pieces (with Celebrations)

Writing Checklist/Rubric Formative observation and analysis of writing samples. Individual and small group conferencing

Getting ReadySuggested Mentor Texts:

o The Naked Molerat Gets Dressed by Mo Willems

o Click, Clack, Moo: Cows That Type by Doreen Cronin

o Corduroy Writes a Letter by Alison Inches

o I Wanna Iguana by Karen Kaufman Orloff

o I Wanna New Room by Karen Kaufman Orloff

o Earrings by Judith Viorsto Should We Have Pets? A Persuasive

Text by Sylvia Lolliso The Pigeon Wants a Puppy by Mo

Willems o Should I Share My Ice Cream? By

Mo Willems o Too Pickley by Jean Reidy

Resources- Basket of Opinion/Persuasive

Writing Books Shared writing from previous unit Opinion Writing Checklist (student

copies) pgs. 88-89, CD ROM Alphabet Chart Anchor Charts Large Chart Paper Pre-stapled Booklets Paper trays Post-it tape Date stamp Crayons/markers Two Pocket Folders Red and green colored dots Student set of dry erase boards and

markers (30) Materials for Conference notes

Anchor Charts Writers Write to Make the World

Better! (pgs. 4, 22, 47, 57, 99) Writers Can Make A… (pgs. 23, 119) When We Are Done, We’ve Just

Begun! (pg. 31) We Can Be Really Convincing (pgs.

70,84,103,107) What Makes Writing Easy to Read

(pgs. 72, 111) Writers Don’t Say…(pg. 39) Make People Really Listen (pgs.

135,137) Planning Out Loud (pg. 131) How to Turn a Word into a Snap

Word (pg. 41)

Videos

o Shark vs. Train by Chris Barton o The Perfect Pet by Margie Palatinio Red is Best by Kathy Stinson o A Pig Parade is a Terrible Idea by

Michael Ian Blacko Duck! Rabbit! by Amy Krouse

Rosenthal o The Day the Crayons Quit by Drew

Daywalt

https://vimeo.com/90910534

What do we want students to learn? The Essential Learning Goals: Students can… Bend IWriters…

live with open eyes, seeing problems and ways to solve them use words to make things happen provide the consequences of inaction are persistent revise and reread on their own write hard-to-spell words

Bend IIWriters…

use the work of other writers to help their own writing write to make changes and make a difference add the most important words, adding details angled toward their readers reread their writing before showing it to others

Bend IIIWriters…

make sure their solutions are feasible add detailed information through research “how”, “when”, “why” write detailed how-to-books reviewing the steps to cause change use correct punctuation

plan before sharing with others celebrate… rally others to action

Summary of Teaching Points- The time allotted for each session may be revised according to each class’s formative data.Bend 1: Exploring Opinion Writing: Making our School a Better Place.

Week 1: 3.15- 3.19 Sessions 1,2 and 3

Session 1 (2 Days): page 3“If writers are going to make the world a better place, they need to recognize problems, think of ways to solve them, and write about these solutions.”

Session 2 (2 Days): page 13“Writers can convince people to follow their ideas by giving them lots of reasons to support their opinion.”

Session 3 (1 Day): p age 22“In order that writers convince people about their ideas, they need to keep writing more and more to different people and in different ways.”

Week 2: 3.22- 3.26Sessions 4, 5 and 6

Session 4 (2 Days): page 30“Writers reread their writing and think, “How can I make it better?” They change their writing without anyone telling them what to do.”

Session 5 (2 Days): page 39“Even when words are hard, writers decide which strategies they will use to spell the best they can. They can say a word sloooowly and write all the sounds they hear.”

Session 6 (1 Day): page 46“Persuasive writers get their words out into the world so that many people will be able to know and care about the message.”

Bend 2: Sending Our Words Out into the World: Writing Letters That Make A Change

Week 3: 4.5- 4/9Sessions 7,8 and 9

Session 7 (1 Day): page 57“When writers want to write a powerful letter, they close their eyes and pretend the person they are writing to is standing next to them.”

Session 8 (2 Days): page 68“Persuasive writers are problem solvers. They need to find answers to questions in order to make their letter as convincing as possible.”

Session 9 (2 Days): page 76“Persuasive writers write many letters to different readers so they can fix a problem. Writers ask, “what do I need to tell this reader?”

Bend 3: Week 4: 4.12- 4.16 Session 10 (1 Day): Session 11 (2 Days): page

Persuasive Writing Projects*starts at session 12

Sessions: 10 and 11 page 84“Persuasive writers suggest solutions to problems. Writers include fix-it ideas in their letters so that readers will have possible ways to take action.”

92“Before authors finish, they do everything they have learned to make their writing the best it can be!”

Week 5: 4.19- 4.23Sessions: 12, 13, 14 and 15

Session 12 (2 Days): page 98“Writers use all they have already learned about writing to make the world a better place.”

Session 13 (1 Day): page 107“Persuasive writers can be really convincing by including important information they get from asking questions and reading books.”

Session 14 (1 Day): page 113“Writers can reread their writing to find ways to make it better. One way to make it better is to add more information.“

Session 15 (1 Day): page 117“When writers explain solutions to problems, they write every step in a way that teaches readers exactly what to do.”

Week 6: 4.26- 4.30Sessions: 16, 17, 18 and 19

Session 16 (2 Days): page 124“Persuasive writers make sure that the punctuation marks are in all the right places so that their writing sounds exactly the way they want it to.”

Session 17 (2 Days): page 131“Writers make a plan about the ideas they want to share with their audience. They reread their writing to decide… “What sentences are most important?” and “What else do I think?”

Week 7: 5.3- 5.7Sessions: 18 and 19

Session 18 (2 Days): page 137“Writers make sure their writing is readable before they send it into the world.”

Session 19 (2 Days): page 143Authors CelebrateWriters notice problems in the world and write about them to rally others to action.

What will we do if students do not learn it? What interventions can be provided?Please find detailed intervention strategies on the following pages of the If… Then… Curriculum:If…Then Opinion Writing Interventions pgs. 98-102

If Then Curriculum book- Grade K: Writers live with open eyes, seeing problems and possibilities for change.

Exploring opinion writing: Making our school/world a better place.Structure and CohesionIf the writer is having difficulty with opinion writing compare a narrative story with an opinion piece using a T-chart. Example

In a story… In an opinion piece…

Opinion writing: “I think this way… Here’s why!” ElaborationIf the writer is struggling to elaborate offer the language.

Why do I feel this way? Why else? What’s bad about the other way?

Incorporate strategies during: Small Group Instruction One-to-one conferences Peer mentoring