Grade - Unit
Title
Unit 4 Table of Contents
Unit Title: Persuasive Writing of All Kinds
Section
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1|Page
Unit Essential Questions
Unit Goals and Sub Goals (Task Analysis)
Unit Language (Spanish, Russian, English)
Unit Assessment Checklist
Unit Assessment Rubric
Sample Unit Calendar
Page Number
Grade - Unit
Unit Title:
Stage 1
Standards:
(Alpha-numeric
listing of
standards
incorporated in
the unit)
Essential
Questions:
Title
Kindergarten
Content: Unit 4 , Bend 1
Exploring Opinion Writing: Makin Our School a Better Place
Identify Desired Results
Dates of Unit:
W.K.1, W.K.5, W.K.6, W.1.1, RI.K.7,
RI.K.8, RI.K.10, RL.K.1, RL.K.2, RL.K.3,
RL.K.10, RFS.K.1, RFS.K.2, RFS.K.3,
SL.K.1, SL.K.2, SL.K.3, SL.K.6, SL.K.4,
SL.K.5, L.K.1, L.K.2, L.K.6
Skip
Skip
Skip
Great writers use
different strategies to
share their opinion.
Great writers revise
their work on their
own.
Great writers use
commands and
conditional statements
to share our opinions.
Session 1: I can see, think,
and write about a
problem.
Session 2: I can give
reasons to convince
people to follow my idea.
Session 3: I can write
more and try different
ways to tackle my
problem.
Session 6: I can get my
words out into the world!
Session 4: I can revise my
own writing. (I don’t have
to wait for others.)
Session 5: I can use
everything I know to spell
hard words.
I can use commands to
state my opinion.
Skip
Skip
(These goals
should be aligned
to Essential
Questions.)
Goals:
(These should be
aligned to the
Goals above)
Learning
Targets
(aligned to goals)
2|Page
I can use conditional
statements (we should)
share my opinion.
I
Grade - Unit
3|Page
Title
Grade - Unit
Stage 2
Title
Determine Assessment Evidence
Academic Language Function(s):
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Academic Language (What language will students need to sound like experts?)
Academic Language Stems:
Express feelings or preferences
Negotiate Solutions
Adjectives and present tense verb phrases
Academic Vocabulary:
 Opinion
 Strategies
 Convince
 Reasons
 Consequences
 Revise
Easy for Beginners
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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.
Do not hit!
Medium for Intermediate
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(Verb “ing”)(prepositional phrase) is a problem.
It is a problem because __________.
I think we should _______________.
Running in the hall is a problem.
I think we should all walk.
Difficult for Advanced and Fluent
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Assessment
Tools:
4|Page
 Goals Rubric
 Assessment Checklist
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.
I believe we should all do a better job of walking.
Grade - Unit
5|Page
Title
Student Name
6|Page
I can use conditional
statements (we should)
share my opinion.
I can use commands to
state my opinions.
Session 6: I can get my
words out into the
world!
Session 5: I can use
everything I know to
spell hard words.
Session 4: I can revise
my own writing. (I don’t
have to wait for others.)
Session 2: I can give
reasons to convince
people to follow my idea.
Session 3: I can write
more and try different
ways to tackle my
problem.
Session 1: I can see,
think, and write about a
problem.
Grade - Unit
Title
Unit of Study Teacher Checklist
Notes
Student Name
7|Page
B = Beginning
I wrote capital letters
to start every
sentence.
I used lower case
letters unless capitals
were needed.
I put spaces between
words.
I used the word wall to help
me spell.
I wrote a letter for the
sounds I heard.
DEVELOPMEN
T
I could read my writing.
I had details in pictures and
words.
STRUCTURE
I put everything I thought
about the topic (or book) on
the page.
I told my opinion in one
place and in another place I
said why.
I had a last part or page.
I wrote my idea and then
said more. I used words
such as because.
I wrote my opinion in the
beginning.
I told, drew, and wrote my
opinion or likes and dislikes
about a topic or book.
Grade - Unit
Title
Unit of Study Opinion Writing Checklist
LANGUAGE CONVENTIONS
Notes
D = Developing
P=
Grade - Unit
Title
Proficient
8|Page
M=Mastery
Grade - Unit
Title
Unit of Study Assessment Rubric
Unit # - Unit Title…
Learning Target
Language Learning Target
9|Page
Mastery
Proficient
Developing
Beginning
Grade - Unit
Stage 3
Title
Plan Learning Experiences and Instruction
SAMPLE UNIT CALENDAR
Monday
Tuesday
Wednesday
Thursday
Friday
Bend 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.
Anchor Chart:
Writers Write to Make
the World Better
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.)
Anchor Chart:
When We Are Done We
Have Just Begun
Bend 2:
Day 11: Session 7. Writing Letter
that Reach Readers
 Learning Goal: I can
write letters like I am
talking to my reader.
10 | P a g e
Day 7: Session 5. Spelling
Strategies Give Writers Word
Power
 Language Goal: I can use
everything I know to
spell hard words.
Anchor Chart: How To
Turn a Word into a Snap
Word (A)
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 8: Mini Lesson Choice Day
 Choose or review a mini
lesson of your choice.
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.
Anchor Chart: Writers
Write to Make the
World Better! (B)
Anchor Chart: Writers
can Make a
Day 9: Session 6. Hear Ye!
Writing to Spread the Word (a
Mini-Celebration)
 I can get my words out
into the world!
Anchor Chart: Writers
Write to Make the
Word Better (C)
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 10: Session 6. Hear Ye!
Writing to Spread the Word (a
Mini-Celebration)
 I can get my words out
into the world!
Day 15: Mini Lesson Choice Day
 Choose or review a mini
lesson of your choice.
Grade - Unit
Title
Day 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.
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.
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.
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.
11 | P a g e
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 24: Session 15. Writing HowTo 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 29: Session 19. The Earth
Day Fair: An Author’s Celebration
 I can present my
speech.
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 25: Mini Lesson Choice Day
 Choose or review a mini
lesson of your choice.
Day 30: Session 19. The Earth
Day Fair: An Author’s Celebration
 I can present my
speech.
Grade - Unit Title
Writers Write to Make the World Better! (A)
12 | P a g e
Grade - Unit Title
Writers Write to Make the World Better (B)
13 | P a g e
Grade - Unit
Title
Writers Can Make a…..
14 | P a g e
Grade - Unit
Title
When We Are Done We Have Just Begun
15 | P a g e
Grade - Unit Title
How to Turn a Word into A Snap Word (A)
16 | P a g e
Grade - Unit
Title
Writers Write to Make the World Better (C)
17 | P a g e
Grade - Unit
18 | P a g e
Title