Unit Overview
Content Area: English Language Arts
Unit Title: Opinion Writing Timeline: Ongoing
Target Course/Grade Level:First Grade
Unit Summary:In this unit, students will write to offer their opinion about a topic or reflect on a text. Students will identify an opinion as the way they think or feel about something. Students will also learn to support their opinion with evidence. Before writers can successfully write their own opinion texts, they need to spend time reading, noticing, thinking, and enjoying this genre of writing. This is the student’s time to “persuade or pose an argument” to the reader and try to persuade the reader to accept their opinion.
Primary interdisciplinary connections: Character Education, Science, Social Studies, Math, Health, Technology
21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills: -flexibility and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility.
Anchor Standards:
  • W.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
  • W.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
  • W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate while avoiding plagiarism.
  • W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
  • L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.2 Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.
  • SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • SL.2 Integrate and evaluate information presented in diverse media formats, including visually, quantitatively, and orally.
  • SL.4 Present information, findings and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Learning Targets/Activities
Domain: Writing, Language, Speaking and Listening
Cluster: Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, Conventions of Standard English, Comprehension and Collaboration, Presentation of Knowledge and Ideas
Standard # / Standards
W.1.1 / Writing 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.
W.1.5 / 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.
W.1.8 / With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
L.1.2 / Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2.a / Capitalize dates and names of people.
L.1.2.b / Use end punctuation for sentences.
L.1.2.c / Use commas in dates and to separate single words in a series.
L.1.2.d / Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e / Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
SL.1.1 / Participate in collaborative conversations with diverse partners about grade1 topics and texts with peers and adults in small and larger groups.
SL.1.1.a / Follow agreed-upon rules for discussions (e.g. listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1.b / Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.c / Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2 / Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3 / Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.1.4 / Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5 / Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6 / Produce complete sentences when appropriate to task and situation.
Unit Essential Questions
  • How can I share my opinion and even convince someone to change his opinion.
/ Unit Enduring Understandings
  • An opinion is what you think or believe about something.
  • An opinion can be stated in a variety of formats.
  • To communicate and persuade others of an opinion you must support with reasons.

Unit Learning Targets
Students will ...
  • Recall information from experiences or gather information from resources to offer an opinion on a topic through writing. (W.1.1)
  • Use strategies/organizers to plan an opinion piece of writing. (W.1.1)
  • Gather information from resources to inform/explain a topic through writing. (W.1.1)
  • Compose an opinion piece that names a topic/book, states an opinion, and supplies reasons. (W.1.1, SL.1.4)
  • Provide a sense of closure. (W.1.1)
  • Respond to questions and suggestions from peers/adults. (W.1.5)
  • Capitalize names of people and months of the year. (L.1.2.a)
  • Use end punctuation. (L.1.2.b)
  • Use commas in dates and in a series. (L.1.2.c)
  • Use conventional spelling in words with common spelling patterns and for frequently occurring irregular words. (L.1.2.d)
  • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (L.1.2.e)

Learning Activities
  • Writing mini lessons
  • Sharing and discussion
  • Journal responses
  • Modeled writing
  • Shared and interactive writing
/
  • Writing conferences
  • Read aloud of mentor text
  • Author’s chair
  • Independent writing
  • Book reviews/reports
  • Use of technology (internet, kid pix…)

Evidence of Learning
Formative Assessments
  • Writing samples
  • Anecdotal records
  • Teacher observation
/
  • Writing conferences
  • Graphic organizers

Summative Assessments
  • Rubric for writing sample

RESOURCES/TECHNOLOGY
Teacher Instructional Resources:
  • Mentor Texts
  • Calkins Units of Study/Curricular Plans
  • 6+1 Traits
  • Lucy Calkins, Units of Study
  • “No More I’m Done”, Jennifer Jacobson
  • Craft Lessons, Ralph Fletcher
  • Using Picture Books to Teach Writing with the Traits, Culham & Coutu

Integration of Technology:
  • interactive whiteboard (SMARTBoard)
  • websites
  • computers
  • document camera (Elmo)

Technology Resources:
Click the links below to access additional resources used to design this unit:



(resources)


(online pin board)
(open marketplace)
(worksheets, activities, etc.)
Opportunities for Differentiation:
Literacy center activities
Multiple modalities activities - VAKT
Writers Workshop: Modeled, guided, and independent writing
Handwriting aides (pencil grips, keyboarding devices, etc.)
Independent writing
Graphic organizers
Teacher Notes:
Strategies to become a better writer will be used and emphasized in all writing units throughout the year – including science and social studies units.