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 3Dates of Unit:
Unit Title: Persuasive Writing ProjectsStage 1 Identify Desired ResultsStandards:(Alpha-numeric listing of standards incorporated in the unit)
W.K.1, W.K.2, W.K.5, W.K.6, W.K.8, W.1.1, W.1.2, RI.K.1, RFS.K.1, RFS.K.2, RFS.K.3, RFS.1.3, SL.K.1, SL.K.2, SL.K.3, SL.K.4, SL.K.5, SL.K.6, 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.
Great writers share their work with an audience.
Great writers think about their audience before they write.
Great writers use commands and conditional statements to share our opinions.
Learning Targets(aligned to goals)
Session 12: I can use what I already know to tackle a new project.
Session 16: I can add punctuation to my writing.
Session 17: I can plan and rehearse my speech.
I can use commands to state my opinion.
Session 13-14: I can include facts in my writing to teach readers important information.
Session 18: I can use a checklist to revise my writing.
Session 19: I can present my speech.
I can use conditional statements (we should) share my opinion.
Session 15: I can write a “how to” book to show my reader how to solve a problem.
I can use conjunctions explain my reasoning.
I can revise to make sure I used transition words.
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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. We can say nice words. Do not hit!
Review Transition Words used in Unit 3
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.It is a problem because kids could fall.I think we should all walk.
Review Transition Words used in Unit 3
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.This is a big problem because kids could trip and they could fall.I believe we should all do a better job of walking.
Review Transition Words used in Unit 3
Academic Vocabulary: Opinion Strategies Convince Reasons Consequences Revise Persuade Fix – it Strategy Rehearse Speech Present Punctuation
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Grade - Unit Title
Assessment Tools:
Goals Rubric Assessment Checklist
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Grade - Unit Title
Unit of Study Teacher Checklist
Student Name Sess
ion
12: I
can
use
w
hat I
alre
ady
know
to
tack
le a
new
pro
ject
.
Sess
ion
13-1
4: I
can
incl
ude
fact
s in
my
writi
ng to
teac
h re
ader
s im
port
ant i
nfor
mati
on.
Sess
ion
15: I
can
writ
e a
“how
to”
book
to sh
ow
my
read
er h
ow to
solv
e a
prob
lem
.
Sess
ion
16: I
can
add
pu
nctu
ation
to m
y w
riting
.
Sess
ion
17: I
can
pla
n an
d re
hear
se m
y sp
eech
.
Sess
ion
18: I
can
use
a
chec
klist
to re
vise
my
writi
ng.
Sess
ion
19: I
can
pre
sent
m
y sp
eech
.
I can
use
com
man
ds to
st
ate
my
opin
ion.
I can
use
con
ditio
nal
stat
emen
ts (w
e sh
ould
) sh
are
my
opin
ion.
I can
use
con
junc
tions
ex
plai
n m
y re
ason
ing.
I can
revi
se to
mak
e su
re I
used
tran
sition
w
ords
.
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.
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.
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.)
Day 7: Session 5. Spelling Strategies Give Writers Word Power
Language Goal: I can use everything I know to spell hard words.
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!
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.Anchor Chart:Writers Can Make a
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.Anchor Chart: Planning Out Loud
Anchor Chart: Make People Really Listen
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 Title
Writers Can Make a…
Writers Can …
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Grade - Unit Title
Planning Out Loud!
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Grade - Unit Title
Make People Really Listen!
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