Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Write (opinions)
3 - Introduce (topic, book name)
1 - State (opinion)
1 - Supply (reason)
2 - Provide (closure)
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1 - I can write opinions.
3 - I can introduce book topic or name.
1 - I can state opinion.
1 - I can supply reason for opinion.
2 - I can provide closure.
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A. Opinions vary and expressing yours may convince someone to think differently.
B. Being able to support an opinion with facts makes the opinion believable.
C. Introductions and closings help readers identify purpose and structure of reading so more is comprehended.
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A.1 Why is my opinion important?
B.1 Why do I include supporting facts in writing.
C.1 Why are introductions and closings important in writing?
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Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Write (Texts)
1 - Name (Topic)
2 - Supply (Facts)
3 - Provide (Closure)
|
1 - I can write informative/explanatory texts.
1 - I can name topics facts
2 - I can supply facts.
3 - I can provide closure.
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A. Giving specific facts or answers to questions about a topic helps keep the writing on subject.
B. Closure leaves readers with final thoughts to ponder and reinforce what has been read.
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A.1 How do I stay on topic when explaining something?
B.1 Why include closure in a paper?
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Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Narratives
|
2 - Write (Narratives)
1 - 2: Recount (Sequenced events)
2 - Include (Details)
2 - Provide (Closure)
|
2 - I can write narratives.
2 - I can recount two or more appropriately sequenced events.
2 - I can include some details regarding what happened.
2 - I can use temporal words to signal event order.
2 - I can provide some sense of closure.
|
A. Knowing the details can help put events in order.
B. Specific transition words help writers organize sequences and move from one idea or event to another.
C. Without proper sequence, the outcome may be different!
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A.1 How do I make sure that I tell a story in the right order?
B.1 How can I flow from one step of a sequence to another?
C.1 Why is sequence significant?
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With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Strengthen Writing
|
1 - Focus (On topic)
1 - Respond (To questions)
1 - Respond (To peer suggestions)
1 - Add (Details for strength)
|
1 - With guidance and support from adults, I can focus on a topic.
1 - With guidance and support from adults, I can respond to questions.
1 - With guidance and support from adults, I can respond to suggestions from peers.
1 - I can add details to strengthen writing as needed.
|
A. Questioning or suggestions help writers know if writing is complete.
B. Reading others' work may give you new insights or ideas or strengthen your skills.
C. Constructive suggestions are better accepted with courtesy.
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A.1 What value do someone else's questions or suggestions add to my writing?
B.1 How can peer editing of others' work help me?
C.1 How do I provide others with guidance?
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With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Digital Tools
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2 - Use (Digital tools)
|
1 - I can use a variety of digital tools to produce writing, with guidance and support form an adult.
1 - I can use a variety of digital tools to publish writing, with guidance and support form an adult.
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A. The hands- on skills that technology provides keeps a learner on task and focused and allows access to information and communication with others.
B. A variety of publishing software and tools are available, including some on the Internet.
C. Communicating with others helps writers clarify weak points win writing and encourages in strong areas.
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A.1 Why do I use technology to write text?
A.2 How does technology help me to write text?
B.1 How do I use technology to publish text?
C.1 How does peer support help me write better?
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Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Participate (Shared research and writing projects)
3 - Write (Sequence of instructions)
|
1 - I can participate in shared research and writing projects.
1 - I can write a sequence of instructions. e.g.
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A. Learning is done not only by exploring, but also by listening to others' varying viewpoints on a singular topic.
B. Shared work might also result in more complete work.
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A.1 How does shared work help me learn?
A.2 How can group work help me?
B.1 How might sharing work reap other benefits?
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With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Answering Question
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1 - Recall (Information)
1 - Gather (Information)
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1 - I can recall information from experiences to answer a question, with guidance and support from an adult.
1 - I can gather information from provided sources to answer a question.
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A. Responding to prompted questions can help with details of an event.
B. When I gather information, my brain uses past experiences to relate and learn.
C. Listening and remembering are skills that help individuals to recall information to answer questions and build on learning.
D. Learning builds by gathering new information and adding to previous learning experiences.
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A.1 How do I retell information?
B.1 Why might recalling experiences and gathering information be similar in process?
C.1 Why do I need to remember information for later?
D.1 How can previous experience recall benefit learning.
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