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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Opinion Pieces
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4 - Write (Opinion pieces)
1 - State (Opinion)
2 - Supply (Reasons)
3 - Support (Opinion)
1 - Use (Linking words)
2 - Connect (Opinions and reasons)
4 - Conclusion (Statement or section)
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4 - I can write an opinion piece.
1 - I can state my opinion.
2 - I can supply reasons.
3 - I can support the my opinion.
1 - I can use linking words (e.g. because, and also).
2 - I can connect opinions and reasons.
3 - I can provide a concluding statement or section.
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A. Opinion pieces have reasons to support opinion.
B. The conclusion of an opinion piece summarizes the reasons.
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A.1 What is the difference between fact and opinion?
B.1 Why must an opinion piece be supported by points?
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Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Informative Texts
Sentences
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4 - Write (Informative /explanatory texts)
2 - Introduce (Topic)
2 - Use (Facts)
2 - Use (Definitions)
3 - Develop (Points)
4 - Provide (Concluding statement, section)
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4 - I can write informative/explanatorytexts.
2 - I can introduce a topic.
2 - I can use facts to support the main ideas.
2 - I can use definitions to support the main idea.
3 - I can develop points.
4 - I can provide a conclusion.
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A.1. Good writing uses important details to support the main idea.
A.2. An idea becomes stronger with information to support it.
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A.1 Why do I need details?
A.2 How can we thoroughly explain our ideas?
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Write narratives in which they recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Narratives
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4 - Write (Narratives)
2 - Recount (Event or sequence)
1 - Include (Details)
2 - Describe (Actions)
2 - Describe (Thoughts)
2 - Describe (Feelings)
2 - Use (Temporal words to signal event order)
1 - Provide (Closure)
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4 - I can write narratives.
2 - I can recount events or sequences in logical order.
1 - I can include details.
2 - I can describe actions.
2 - I can describes thoughts.
2 - I can describe feelings.
2 - I can use temporal words to signal event order.
1 - I can provide a sense of closure.
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A. All stories have a clear beginning, middle, and end.
B. Good writing describes specific people, places, actions, thoughts or feelings.
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A.1 Why can't I tell the events any way I want?
B.1 How do writers paint a picture for the reader?
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With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Focus
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1 - Focus (on topic)
1 - Revise (writing)
1 - Edit (writing)
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1 - With guidance and support from adults and peers, I can focus on a topic as needed by revising.
1 - With guidance and support from adults and peers, I can focus on a topic as needed and strengthen by editing.
1 - With guidance and support from adults and peers, I can strengthen writing as needed by revising.
1 - With guidance and support from adults and peers, I can strengthen writing as needed by editing.
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A. Questioning or suggestions strengthen writing when revisions and editing are complete.
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A.1 What value do someone else's questions or suggestions add to my writing?
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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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1 - Use (Digital tools)
1 - Produce (Writing)
2 - Publish (Writing)
3 - Participate (Peer collaboration)
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1 - I can use a variety of digital tools to produce writing, including in collaboration with peers, with guidance and support from adults.
1 - With guidance and support from adults, I can use a variety of digital tools to publish writing, including in collaboration with peers.
1 - I can produce writing in collaboration with peers.
1 - I can produce published writing in collaboration with peers.
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A. The hands on skills that technology provides keep a learner on task and focused.
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A.1 Why would I use technology?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Participation
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1 - Participate (Shared research)
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1 - I can participate in shared research (e.g., read a number of books on a single topic to produce a report; record science observations).
1 - - I can participate in writing projects(e.g., read a number of books on a single topic to produce a report; record science observations).
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A. Learning is done not only by exploring, but also by listening to others.
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A.1 How does shared work help me learn?
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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)
1 - Answer (Questions)
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1 - I can recall information from experiences to answer a question.
1 - I can gather information from provided sources to answer a question.
1 - I can answer questions from recalled experiences or gathered information.
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A. Responding to prompted questions can help in recalling or gathering details of an event.
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A.1 How do I retell information?
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