Grade 2 Unit 3 Bend 1 Writing About Reading: Opinion

Unit _3_Table of Contents

Unit Title: Writing About Reading

Section / Page Number
  • Unit Essential Questions
/ Skip
  • Unit Goals and Sub Goals (Task Analysis)
/ Done
  • Unit Language (Spanish, Russian, English)
/ English Done
  • Unit Assessment Checklist
/ Done
  • Unit Assessment Rubric
/ Skip
  • Sample Unit Calendar
/ Skip if time do
Grade 2
Content Unit 3 Bend 1 / Dates of Unit:
Unit Title: / Letter Writing: A Glorious Tradition
Stage 1 / Identify Desired Results
Standards:
(Alpha-numeric listing of standards incorporated in the unit) / W.2.1, W.2.5
RL.2.1, RL.2.2, RI.2.3, RI.2.7, RI.2.10
SL.2.1, SL.2.4
L.2.1, L.2.2, L.2.3
Essential Questions: (These goals should be aligned to Essential Questions.) / SKIP / SKIP / SKIP / SKIP / SKIP
Goals:
(These should be aligned to the Goals above) / Good writers share and support their opinions with others. / Good writers get stronger by setting goals and making plans for writing. / Good writers express their opinions by using present tense verbs and adjectives.
Learning Targets
(aligned to goals) / Session 1: I can write a letter sharing my opinion about my favorite characters. / Session 6: I can use a checklist to choose new goals to improve my writing. / I can use present tense verb phrases.
Session 2: I can rehearse my opinion writing by sharing my big ideas with another person. / I can use adjectives.
Session 3: I can use the pictures to develop new opinions about the book.
Session 4: I can retell part of the story to help my reader understand my opinion.
Session 5: I can write a stronger opinion letter by thinking about my audience.
Stage 2 / Determine Assessment Evidence
ENGLISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
  • Express feelings or preferences
  • Adjectives and present tense verb phrases
/ Academic Language Stems:
Easy for Beginners
  • I like (title of book/character).
  • It/She/he (present tense verb phrase).
I like Cam Jansen.
He is a detective.
Medium for Intermediate
  • I think (title of book/character) is a (adjective) book/character because ______.
Difficult for Advanced and Fluent
  • In my opinion (title of book/characer) is a (adjective) book/character because ______.

Academic Vocabulary:
  • Opinion
  • Rehearse
  • Audience

Assessment Tools: /
  • Goals Rubric
  • Assessment Checklist

Unit 3 Assessment Checklist Bend 1

Student Name / Session 1: I can write a letter sharing my opinion about my favorite characters. / Session 2: I can rehearse my opinion writing by sharing my big ideas with another person. / Session 3: I can use the pictures to develop new opinions about the book. / Session 4: I can retell part of the story to help my reader understand my opinion. / Session 5: I can write a stronger opinion letter by thinking about my audience. / Session 6: I can use a checklist to choose new goals to improve my writing. / I can use present tense verb phrases. / I can use adjectives. / Notes

Unit of Study Assessment Rubric

Unit #3 - Unit Title: Writing about Reading

Learning Target / Mastery / Proficient / Developing / Beginning
Language Learning Target
Stage 3 / Plan Learning Experiences and Instruction

SAMPLE UNIT CALENDAR

Monday / Tuesday / Wednesday / Thursday / Friday
Bend 1:
Day 1: Session 1. Writing Letters to Share Ideas about Characters
Learning Goal: I can write a letter sharing my opinion about my favorite characters. / Day 2: Session 2. Getting Energy for Writing by Talking
Learning Goal: I can rehearse my opinion writing by sharing my big ideas with another person.
Language Goal: I can use present tense verb phrases. / Day 3: Session 3. Writers Generate More Letters: Developing New Opinions by Looking at Pictures
Learning Goal: I can use the pictures to develop new opinions about the book. / Day 4: Session 4. Writers Make Their Letters about Books Even Better by Retelling Important Parts
Learning Goal: I can retell part of the story to help my reader understand my opinion. / Day 5: Mini Lesson Choice Day
Choose or Review a mini lesson of your choice.
Day 6: Session 5. Keeping Audience in Mind
Learning Goal: I can write a stronger opinion letter by thinking about my audience. / Day 7: Session 5. Keeping Audience in Mind
Learning Goal: I can write a stronger opinion letter by thinking about my audience.
Language Goal: I can use adjectives. / Day 8: Session 6. Using a Checklist to Set Goals for Ourselves as Writers
Learning Goal: I can use a checklist to choose new goals to improve my writing. / Bend 2:
Day 9: Session 7. Writing About More than One Part of a Book
Learning Goal: I can make my letter writing stronger by writing my opinion about more than one part. / Day 10: Session 7. Writing About More than One Part of a Book
Learning Goal: I can make my letter writing stronger by writing my opinion about more than one part.
Language Goal: I can use conjunctions to connect two ideas.
Day 11: Session 7. Writing About More than One Part of a Book
Learning Goal: I can plan for the different parts of my letter before drafting. / Day 12: Session 8. Reading Closely to Generate More Writing
Learning Goal: I can grow new ideas by reading my book carefully and paying attention to details. / Day 13: Session 9: Gathering More Evidence to Support Each of Our Opinions
Learning Goal: I can support my opinion by using multiple pieces of evidence. / Day 14: Mini Lesson Choice Day
Choose or Review a mini lesson of your choice. / Day 15: Session 10. Why Is the Author Using a Capital Here?
Learning Goal: I can use mentor texts to answer my writing questions.
Day 16: Session 11. Publishing Our Opinions for All to Read
Learning Goal: I can use “fun little extras” to entertain the reader. / Day 17: Ongoing Lesson
Learning Goal: I can use a checklist to choose new goals to improve my writing. / Day 18: Session 11. Publishing Our Opinions for All to Read
Learning Goal: I can do a final revision to publish my book. / Bend 3:
Day 19: Session 12. And the Nominees Are…
Learning Goal: I can write a nomination for a book that I have a strong opinion about. / Day 20: Session 12. And the Nominees Are…
Learning Goal: I can support my nomination by providing reasons and details.
Language Goal: I can use conjunctions to connect two ideas.
Day 21: Session 13. Prove It! Adding Quotes to Support Opinions
Learning Goal: I can use quotation marks around exact words to provide evidence from the book that support my opinion. / Day 22: Session 14. Good. Better. Best
Learning Goal: I can compare two books to explain why one is better or best.
Language Goal: I can compare two books. / Day 23: Session 14. Good. Better. Best
Learning Goal: I can compare two books to explain why one is better or best.
Language Goal: I can compare two books. / Day 24: Session 15. Readers Giving Signposts and Rest Stops
I can use rest stop punctuation to highlight ideas for my reader. / Day 25: Session 16. Writing Introductions and Conclusions to Captivate
Learning Goal: I can revise my work by adding introductions and conclusions.
Day 26: Session 17. Using a Checklist to Set Writerly Goals
Learning Goal: I can use a checklist to reflect on my writing. / Day 27: Session 18. Keeping the Elaboration Going
I can share my ambitions and goals for writing with others. / Day 28: Session 19. Awarding Our Favorites: A Book Fair Celebration
Learning Goal: I can speak clearly and share my nominations with others. / Day 29: Session 19. Awarding Our Favorites: A Book Fair Celebration
Learning Goal: I can speak clearly and share my nominations with others.

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