Unit Writing Prompt: What season is the best?

Unit Template:
Day 1 Day 2 Day 3 Day 4 Day 5
Date: 11/6 Date: 11/2 Date: 11/6 Date: 11/7 Date: 11/8
(60 mins) (40 mins) (35 mins) (35 mins) (35 mins)
Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily Objective:
By the end of By the end of By the end of By the end of By the end of this
this lesson, this lesson, this lesson, this lesson, lesson, students
students will students will be students will be students will be will be able to
understand the able to able to clearly able to provide effectively close
expectations of brainstorm state and one or more their opinion
writers ideas about introduce their reasons to pieces by
workshop and topics to write opinions at the support their restating their
write an opinion opinions about beginning of a opinion. opinions.
on what they and one strong paper using
think happened supporting words like I
to the ant in Hey idea. think, I feel, I
Little Ant. believe, etc.
Mini-Lesson Mini-Lesson Mini-Lesson Mini-Lesson Mini-Lesson
Focus: What is an Focus: Focus: Stating Focus: Focus: How to
opinion? (Fact v. Brainstorming your opinion Supporting your close out an opinion
Opinion sort) ideas (Four claims. piece/ restating
What is Writer’s corners your thoughts.
Workshop?(Intro brainstorm)
duction)
Mentor Mentor Text: Mentor Text: Mentor Text: Mentor Text:
Text: Hey, Little I Wanna New I Wanna New I Wanna New I Wanna New Room
Ant Room and Room and Anchor Room and and Anchor Chart
Anchor Chart Chart Anchor Chart
From day 2
Instruction: Instruction: Instruction: Instruction: Instruction:
https://docs.goo https://docs.goo https://docs.goog https://docs.goo https://docs.google
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1ixnNVScF822XDJ 1FPLgSJe4nNfuQ UWpP833wsF6aY 1IyCXqAHg8m_Yr 6W8N91Z8dPHI
TtVfBPXW8OE0yf 8EpQRxmtYvVPh k2vVUis_KL9Rwp h0iJ7OH0ZDLrvcZ V4LPpRuGSUeM
1qW_mrDrIThQ0 fMinhyCZ5Sl3iNli 7MvT9C0iNEcV3F td9fE32AB_oyuR MRhL3CkSGCFs
0E/edit?usp=shar 8/edit?usp=shari Gw/edit?usp=sha 4/edit?usp=shari GEY/edit?usp=sha
ing ng ring ng ring

Planning for Planning for Planning for Planning for Planning for
Conferring: Conferring: Conferring: Conferring: Conferring:
Will go around to Work with Work with Have students Work with the last
our students who students who students on the that I’ve worked five students on the
usually struggle struggled with post-it from with already list before going
with writing opinion writing yesterday. Asking checked off, back in the rotation.
assignments (K.P., the most. questions about work with
I.H., A.G., J.R) Identify one genre, working students on my
feature of with students on post-it who
writing to work selected aren’t checked
with. Talk and conferring off. Starting from
work with strategy. those with least
students for 5 understanding to
mins each. most
understanding.
Assessment: I will Assessment: Assessment: Assessment: Assessment: I will
collect student I will assess the Introduce traffic Have three take a look at
work and progress of light to students? different colored students finished
evaluate it based students Have three cards on their pieces to see if they
on the rubric to formatively (e.g. different colored desks and will need additional
see where these I will see how cards on their students can flip support in other
students are much they have desks and to the card areas before we go
starting at to gotten done and students can flip they’re on to into letter writing
inform future I will take note to the card indicate if they conventions and
instruction. (Can on post its on they’re on to need help, If revising and editing.
students state who finished the indicate if they they’re okay and
their opinion, can most and who need help, If If they have
students provide finished the they’re okay and more questions.
supporting least). I will visit If they have more (Take note of
details? How the students questions. (Take these students
many? Can with the least note of these and visit
students close amount done students and visit students on red
their pieces?) the next day. students on red tomorrow).
tomorrow).
Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes:
Ask: What is Picture of letters Pictures of letters Pictures of Pictures of letters
opinion writing? from book from book letters from book from book
What’s an
opinion?
Introduce writer’s
workshop
expectations.
Resources: Resources: I Resources: Resources: Resources:
Hey, Little Ant Wanna New I Wanna New I Wanna New I Wanna New Room
Book Room Room Room

Reflection: Reflection: Reflection: Reflection: Reflection:

 Day 6 Day 7 Day 8 Day 9 Day 10
Date: 11/9 Date: 11/10 Date: 11/13 Date: 11/14 Date: 11/16

Daily Objective: Daily Objective: Daily Objective: Daily Objective: Daily

Students will Students will be Students will be Students will be Objective:
be able to able to identify able to work with able to use a Students will
write a letter areas where they a peer and provide rubric to edit their be able to
using dear and can include more feedback about the peer’s work.
an appropriate detail and will be completeness of Students will (to
sign- off able to add their thoughts in the best of their
appropriate their story. ability) be able to
detail. use correct editing
marks.
Mini-Lesson Mini-Lesson Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson
Focus: Focus: Revising with a Peer Editing: (How Focus:
Conventions of Revising by peer: (Complete to edit with a peer/ Final Drafts
a letter, how to yourself: (Adding thoughts/ how to checking writing (Finishing your
write a letter Details [hot ticket revise with a against rubric ?) writing on a Commented [WTN1]: Edit through Coferring, opinion
words?]/ How to partner) neat, edited writing worksheets for students to do while waiting for
proof reading?
revise) copy)
Mentor Text: Mentor Text: Mentor Text: Mentor Text: Mentor Text:

Instruction: Instruction: Instruction: Instruction: Instruction:

Planning for Planning for Planning for Planning for Planning for
Conferring: Conferring: Conferring: Conferring: Conferring:
Assessment: Assessment: Assessment: Assessment: Assessment:

Teaching Notes: Teaching Notes: Teaching Notes: Teaching Notes: Teaching

Notes:
Resources: Resources: Resources: Resources: Resources:
Reflection: Reflection: Reflection: Reflection: Reflection:

Writing Unit: Opinion Writing Rubric

Date: 11/1- 11/17
CCSS:
W.1.1
 Write opinion pieces in which they introduce the topic or name of the book they are
writing about, state an 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.

Goal:
  By the end of this 10 day sequence, students will be able to write an opinion letter about
their favorite season with a clear beginning, 2 supporting details and a closing thought.

Rubric

1 2 3
Needs Meets Expectations Exceeds Expectations
Improvement

Basics Student does not Student signs their N/A

sign their names names on the paper.
on the paper.

Conventions Student does not Student starts letter Student starts letter
start and/or end with Dear and closes with Dear and a
letter with Dear the letter closing.
and some closing. appropriately.
(sincerely, yours
truly, etc.)

Conventions cont. Student does not Student uses capital Student uses capital
use any letters at the letters at the beginning
punctuation. beginning of of sentences and
sentences and periods, question
periods at the ends marks and exclamation
of sentences. points where
appropriate.

Process
(I’m thinking of having
this standard look at
how they did or didn’t
take into account
student and teacher
feedback based on
standard W.1.5)

Topic Student does not Student states a Student states a clear

state a clear clear opinion and opinion, addresses the
opinion or addresses the topic. topic and states their
address the topic. reasoning in opening
sentences.

Reasoning Student provides Students provide 1 Students provide 2 or

0 reasons to reason to back their more pieces of reasons
back their opinion. and/or elaborates on
opinion. them.
 Closing Student does not Student restates Student restates their
close their letter. their opinion to close opinion and their
their letter. reason to close their
letter.

Total Points available 20

** I’m trying to aim for 20 possible total points so it’s easier to grade.

Lessons Day 1-5

Introduction to Opinion Writing Teacher: Taylor White

Date: Wednesday, November 1, 2017

School: Walsh Elementary

Grade Level: First Materials:

Time: 35 mins Hey Little Ant, chart paper for writer’s workshop
expectations, Opinion definition piece, Fact v. Opinion
Word sort

CCSS:
W.1.1
· Write opinion pieces in which they introduce the topic or name of the book they are writing
about, state an 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.
Unit Objective: By the end of this unit, students will be able to write an opinion letter with a
clear opinion, a supporting reason and a close that re-states their opinion. The letter will have
a header, will be addressed to the proper person and will have a closing (Sincerely, etc.)

Lesson Objective:
By the end of this lesson, students will understand the expectations of writers workshop and
write an opinion on what they think happened to the ant in Hey Little Ant.

Time Procedures Followed Materials

Warm Up: n/a

0
Minutes

Transition: Teacher will call students to the carpet by

1-2 their desk sections. Quietest and most attentive
Minute(s) section will be chosen first and second and third
quietest sections will be chosen after.

Set Induction: Teacher will introduce writer’s Chart Paper with

5 workshop to students and discuss expectations: heading about writer’s
Minutes 1. Always writing, workshop (During
2. Level Zero Voices, Writer’s Workshop,
3. Try your best, Authors… Or other
4. Work independently)[Introduce writer’s stamina clever title), Marker to
piece ?] write with, etc.
5. A writer is never “done”
 Learnable Piece:
5 Introduce Opinion Writing:
Minutes  What is Opinion writing?
o A feeling or belief about a topic
 Is an Opinion the same thing as a fact?
 What is a fact?
o Something that is proven to be true
 Opinion v. Fact Sort
o 4 students per group
o TPT WS?
o Group discussion? (Bat facts and bats
are cute or creepy)

Presentation of New Material/Directions:

1  Students begin their own exploration of
Minutes opinion writing by responding to the prompt Do
you think the ant was squished at the end
of Hey, Little Ant?

Transition: Call students to desks based on quiet

1 colors.
Minute
 Activity:
15  Students write response to the question
Minutes  Upon completion (after getting checked by a
teacher) students may share their opinions
with one friend.
o Students look for capitols, finger
spaces, and may discuss their
opinions.
 Students may also finish fact and opinion sort
if they didn’t prior to writing.
 Scaffolding:
o Students with difficulty forming an
opinion work with teachers and are
prompted with the following questions.
 Do you think the ant was
squished?
 Why or why not?
 What in the book told
you?


Possible Modifications: When students return to

1-2 their seats from the carpet, teacher will model what
Minutes their heading should look like. Tells students to open
writer’s notebook to the next clean page (And will walk
around and check) Will ask students to put the date
on the top of their paper so they know when they
started working with the question given. Teacher will
write the question on the board and set the timer for
30 minutes.

10 Lesson Review: Students will share out work to each

Minutes other back on the carpet. (After sharing out, students
will provide feedback?)

Notes:
Brainstorming/ Drafting Teacher: Taylor White

Date: Thursday, November 2, 2017

School: Walsh Elementary

Grade Level: First Materials:

Time: 45 mins? I Wanna New Room Letter (Exact Letter TBD), Chart Paper,
Markers, Writer’s workshop conferring checklist, Writer’s
Workshop foldable for brainstorming.

CCSS:
W.1.1
·
Write opinion pieces in which they introduce the topic or
name of the book they are writing about, state an 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.

Unit Objective: By the end of this unit, students will be able to write an opinion letter with a
clear opinion, a supporting reason and a close that re-states their opinion. The letter will have
a header, will be addressed to the proper person and will have a closing (Sincerely, etc.)

Lesson Objective:
By the end of this lesson, students will be able to brainstorm ideas about topics to write
opinions about and one strong supporting idea
 Time Procedures Followed Materials

Warm Up: n/a

0
Minutes

Transition: Teacher will call students to the

1-2 carpet by their desk sections. Quietest and
Minute(s) most attentive section will be chosen first and
second and third quietest sections will be
chosen after.

Set Induction:
3 Minutes  Teacher acknowledges the successes
of Writer’s Workshop yesterday.
 Teacher reminds of some things to
improve on for this workshop if
necessary.
 Reminds of how we “do” writer’s
workshop.
 Learnable Piece: Chart paper organized by
7  Encourage students to think about the topic and support, markers.
Minutes writing process.
o How do we come up with ideas
for what we write? (Key Word:
Brainstorm)
o Good writer’s always brainstorm
things to write about.
o Brainstorming in opinion writing
is coming up with an opinion
about something.
 It’s important that our
opinions also have
strong reasons behind
them.
 (I Do) If I were at the store and saw a
shirt that I liked, and I said I like that
shirt because it’s cool.
o What is my opinion?
o What is my reason?
o Is that a strong reason?
o Let’s think of some better
reasons. (We Do)
 (We Do)
o Let’s think of our own opinions
and reasons.
o What candy did you like best
from halloween?
 What is your opinion?
 What is your reason?
o Put opinions and reasons on a
the chart paper (3-4 students).
 Presentation of New Material/Directions:
3  Introduce graphic organizer
Minutes  Introduce prompt
o Which season is your favorite?
(Scaffolding: Encourage students to think of
two reasons if they are up for a challenge)

Transition: Call students to desks based on Writer’s workshop conferring

1 quiet colors. checklist
Minute

Activity: Students work on opinion graphic

20 organizer.
Minutes  Allow students 5 minutes to cut and
paste organizer into their notebooks.
 During: Teacher will confer with
students based on findings in piece
from yesterday.
 If students finish early, they will begin
their draft of their response to the
prompt.
 Possible Modifications: When students
1-2 return to their seats from the carpet, teacher
Minutes will model what their heading should look like.
Tells students to open writer’s notebook to the
next clean page (And will walk around and
check) Will ask students to put the date on the
top of their paper so they know when they
started working with the question given.
Teacher will write the question on the board
and set the timer for 30 minutes.

10 Lesson Review: Students will share out work

Minutes to each other back on the carpet. (After sharing
out, students will provide feedback?)

Notes:

Stating/ Introducing an Opinion Teacher: Taylor White

Date: Thursday, November 2, 2017

School: Walsh Elementary

Grade Level: First Materials:

Time: 35 mins? I Wanna New Room Letter (Exact Letter TBD), Markers, Writer’s
workshop conferring checklist, My beginning of my opinion piece,
Opinion writing checklist, Oreo anchor chart, student copies of
oreo chart, Opinion sentence starters list.
CCSS:
W.1.1
·
Write opinion pieces in which they introduce the topic or
name of the book they are writing about, state an 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.

Unit Objective: By the end of this unit, students will be able to write an opinion letter with a
clear opinion, a supporting reason and a close that re-states their opinion. The letter will have
a header, will be addressed to the proper person and will have a closing (Sincerely, etc.)

Lesson Objective:
By the end of this lesson, students will be able to clearly state and introduce their opinions at
the beginning of a paper using words like I think, I feel, I believe, etc.

Time Procedures Followed Materials

Warm Up: n/a

0
Minutes

Transition: Teacher will call students to the

1-2 carpet by their desk sections. Quietest and
Minute(s) most attentive section will be chosen first and
second and third quietest sections will be
chosen after.
 Set Induction:
5 Minutes  Teacher acknowledges the successes
of Writer’s Workshop yesterday.
 Teacher reminds of some things to
improve on for this workshop if
necessary.
 Reminds of how we “do” writer’s
workshop.

Learnable Piece:
5 After brainstorming, we write our first
Minutes draft. We will be working on this all week.
 When we write opinion pieces, it’s
sort of like an oreo (Explain different
parts of the oreo). Today we’ll talk
about the opinion part, or top cookie
of our oreo.
 (I Do) It’s important to make sure you
tell the reader what your opinion is at
the beginning of your writing.
o Look at my piece.
o I think Fall is the best season.
o
 Presentation of New Material/Directions: Chart paper with opinion
5  (We Do) When I told my opinion, I sentence starters written on the
Minutes said I think. What are some other top, Large paper with the
ways I could’ve started my opinion? beginning of my piece on it,
Remember: An opinion is what markers.
someone thinks or feels about a topic.
o Introduce sentence starters
o Brainstorm more ways with
sentence starters.
 (You Do) Send students back to
desks to work on opinion piece still.
This time, students are writing a letter
to me telling me what season they
think is the best.

Transition: Call students to desks based on Writer’s workshop conferring

1 quiet colors. check list
Minute
 Activity:
15  Students write their responses to
Minutes the prompt using sentence starters
for opinion writing.
 During this time, teacher confers with
students.
 Scaffolding:
 Students needing more assistance
during writing will get a sentence
starters worksheet to check off
possible sentence starters.
 Students who finish early will be
asked to think of additional
reasons to support their opinions

Possible Modifications: When students

1-2 return to their seats from the carpet, teacher
Minutes will model what their heading should look
like. Tells students to open writer’s notebook
to the last piece(And will walk around and
check) Teacher will put sentence starter
sheet and plan for writer’s workshop on the
board and set the timer for 30 minutes.

10 Lesson Review: Students will share out

Minutes work to each other back on the carpet. (After
sharing out, students will provide feedback?)
Notes:

Reasonings in Opinions Teacher: Taylor White

Date: Monday, November 6, 2017

School: Walsh Elementary

Grade Level: First Materials:

Time: 35 mins? I Wanna New Room Letter (Exact Letter TBD), Chart Paper,
Markers, Writer’s workshop conferring checklist

CCSS:
W.1.1
· Write opinion pieces in which they introduce the topic or name of the book they are writing
about, state an 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.
Unit Objective: By the end of this unit, students will be able to write an opinion letter with a
clear opinion, a supporting reason and a close that re-states their opinion. The letter will have
a header, will be addressed to the proper person and will have a closing (Sincerely, etc.)

Lesson Objective:
By the end of this lesson, students will be able to provide one or more reasons to support
their opinion.

Time Procedures Followed Materials

Warm Up: n/a

0
Minutes

Transition: Teacher will call students to the carpet

1-2 by their desk sections. Quietest and most attentive
Minute(s) section will be chosen first and second and third
quietest sections will be chosen after.

Set Induction:
2  Teacher acknowledges the successes of
Minutes Writer’s Workshop yesterday.
 Teacher reminds of some things to improve
on for this workshop if necessary.
 Reminds of how we “do” writer’s workshop.
 Learnable Piece: Chart paper organized
5  Introduce second and third part of the by topic and support,
Minutes oreo’s. markers.
o You need to tell us why you feel that
way.
o Remember that when we provide
our reasonings we need them to be
strong reasons, not just “it’s fun” or
“it looks cool”

Presentation of New Material/Directions:

5  Introduce I Wanna New Room text and
Minutes have students identify reasons.
o What reasons did he give?
o How many reasons did he give?
o Add to reasons chart
 Provide my example
 Ask students to come up with one reason
why they like their season (3 students).

Transition: Call students to desks based on quiet Writer’s workshop

1 colors. conferring checklist
Minute
 Activity:
15 Students write reasons. Students are
Minutes encouraged to come up with as many reasons
as possible.
 If students came up with reasons yesterday,
they will be given a sentence starters check
list so see if they can use these sentence
starters in their writing.
 Students are also encouraged to finish or
add to piece after they come up with
reasons.
 If students finish early, they will be given
checklist to make sure they used capitals,
finger spaces, etc and completed their
piece.
 Students needing more assistance will still
be using the sheet provided. Students can
look back to their reasonings flaps as a way
to cultivate or copy down previous ideas.
Teacher will be conferring with students.

Possible Modifications: When students return to

1-2 their seats from the carpet, teacher will model what
Minutes their heading should look like. Tells students to
open writer’s notebook to the last piece(And will
walk around and check) Teacher will put sentence
starter sheet and plan for writer’s workshop on the
board and set the timer for 30 minutes.

10 Lesson Review: Students will share out work to

Minutes each other back on the carpet. (After sharing out,
students will provide feedback?)
Notes:

Conclusions Teacher: Taylor White

Date: Tuesday, November 7, 2017

School: Walsh Elementary

Grade Level: First Materials:

Time: 35 mins? I Wanna New Room Letter (Exact Letter TBD), Chart Paper,
Markers, Writer’s workshop conferring checklist

CCSS:
W.1.1
· Write opinion pieces in which they introduce the topic or name of the book they are writing
about, state an 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.
Unit Objective: By the end of this unit, students will be able to write an opinion letter with a
clear opinion, a supporting reason and a close that re-states their opinion. The letter will have
a header, will be addressed to the proper person and will have a closing (Sincerely, etc.)

Lesson Objective:
By the end of this lesson, students will be able to effectively close their opinion pieces by
restating their opinions.

Time Procedures Followed Materials

Warm Up: n/a

0
Minutes

Transition: Teacher will call students to the carpet

1-2 by their desk sections. Quietest and most attentive
Minute(s) section will be chosen first and second and third
quietest sections will be chosen after.

Set Induction:
2  Teacher acknowledges the successes of
Minutes Writer’s Workshop yesterday.
 Teacher reminds of some things to improve
on for this workshop if necessary.
 Reminds of how we “do” writer’s workshop.
 Learnable Piece: Chart paper organized by
5  Introduce last part of the oreo topic and support,
Minutes o When we write opinion pieces, it’s markers.
important to make sure that we
close our paper properly.
 Look at I Wanna New Room letter
o How did he close his letter?
o How can we use this in our writing?

Presentation of New Material/Directions:

5  Look at my text
Minutes o I wanted to remind my readers what
my opinion was. So I wrote my
opinion again, but in a different way.
Let’s try that together
 Students try restating their opinions
differently.
o Bring up conclusion sentence
starters if additional assistance is
needed.

Transition: Call students to desks based on quiet Writer’s workshop

1 colors. conferring checklist
Minute
 Activity:
15 Students write conclusions and re read their
Minutes piece.
 If students finish early, they will be given
checklist to make sure they used capitals,
finger spaces, etc and completed their
piece.
 Students needing more assistance will still
be using the sheet provided on day 2.
Teacher will be conferring with students.

Possible Modifications: When students return to

1-2 their seats from the carpet, teacher will model what
Minutes their heading should look like. Tells students to
open writer’s notebook to the last piece(And will
walk around and check) Teacher will put sentence
starter sheet and plan for writer’s workshop on the
board and set the timer for 30 minutes.

10 Lesson Review: Students will share out work to

Minutes each other back on the carpet. (After sharing out,
students will provide feedback?)
Notes: