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Unit #3: Writing About Reading-Opinion
Unit #3: Writing About Reading-Opinion
Essential Questions:
Essential Questions:
How can writers write a letter to share their opinions?
How can writers raise the level of their writing?
How do writers support their opinions?
Priority Standards:
Priority Standards:
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
Describe how characters in a story respond to major events and challenges.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Supporting Standards:
Supporting Standards:
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Recall information from experiences or gather information from provided sources to answer a question.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ELA Learning Expectations:
ELA Learning Expectations:
Curiosity-The desire to know more about the world.
Openness-The willingness to consider ways of being and thinking in the world.
Engagement-A sense of investment and involvement in learning.
Creativity-The ability to use novel approaches for generating, investigating and representing ideas.
Persistence-The ability to sustain interest in and attention to short-and long-term projects.
Responsibility-The ability to take ownership of one's actions and understand the consequences of those actions for oneself and others.
Flexibility-The ability to adapt to situations, expectations, or demands.
Metacognition-The ability to reflect on ones own thinking as well as on the individual and cultural process used to construct knowledge.
National Council of Teachers of English & National Writing Project (2011)
Concepts & Skills:
Concepts & Skills:
Students will be able to:
Bend I
write letters to explain an opinion about a character
rehearse writing with a partner by talking through big ideas
look closely at pictures to find new information and to develop new opinions
retell part of the book to help readers understand your opinion
consider the audience when writing an opinion letter
Bend II
plan for what will be written in each part of the opinion letter
reread and pay close attention to the details in the text to add to the opinion letter
find multiple pieces of evidence to support each opinion idea
reread, revise and edit opinion letters for capitalization and punctuation
publish opinion writing to share with others
Bend III
choose topics that they have strong opinions about
use specific evidence from the text to support opinion or thinking (quotes)
determine what part of quotes support opinion writing
compare characters, series or kinds of books to explain why they think one is better or best
edit and revise writing for capitalization and punctuation
Instructional Strategies:
Instructional Strategies:
Writer's Workshop to include a daily mini lesson (15 min.), writing time and share. Writing time will include small group work, individual conferences, peer editing/revising.
Mini-lesson will include anchor texts and provided strategy notes to develop writing anchor charts.
Options for publishing throughout the unit.
Opportunities to share and celebrate.
Assessments:
Assessments:
On Demand Performance Assessment-Beginning of Unit
On Demand Performance Assessment-End of Unit
Opinion Checklist/Rubric
Resources:
Resources:
Lucy Calkins Writing Units of Study- Grade 2
Mentor Texts: Mercy Watson To the Rescue by Kate DiCamillo; Pink and Rex and the Bully by James Howe
Opinion Writing Checklist/Rubric
Writing Folders-two pocket
Writer's Tools: variety of paper, revisions strips, post its, scissors, tape, staplers, highlighters, extra pencils
On-line resources for a list of other recommended books.
On-line resources for anchor charts and examples of student work
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