Stage 1- Desired Results
Students will be able to independently use their learning to…
  1. Demonstrate independence in reading complex texts, and writing and speaking about them.
  2. Build a strong base of knowledge through content rich texts.
  3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
  4. Construct viable arguments and critique the reasoning of others.
  5. Read, write, and speak grounded in evidence.
  6. Use technology and digital media strategically and capably.
  7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
  • W.2.1-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.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Essential Questions
  • How can writing persuade others to change their minds?
  • How can writing persuade others to change their minds?

  • What tools do writers use to persuade others of their ideas and opinions?
Big Ideas

Enduring Understandings
  • We can persuade others towards our opinions and ideas through writing.

  • Writers can persuade others by clearly stating their opinions and giving supporting reasons.
Students will know…
  • The purpose of persuasive writing.
  • Strategies for revising and editing.
Students will be skilled at …
  • Writing an opinion piece that introduces the topic or book, states an opinion, supplies reasons that support the opinion, and provides a concluding statement or section.
  • Writing using linking words to connect opinions and reasons.
  • Writing and editing for apostrophes correctly to form contractions and frequently occurring possessives.
  • Editing for grade-level conventions: capitalization, punctuation, and spelling.
Stage 2- Assessment Evidence
Performance Tasks: Students write their opinion on an important historical figure. Students state an opinion, supply supporting details that support the opinion, and provide a concluding statement.

Formative: Conferences and conference logs.

Summative: Students complete revising and editing checklist on their writing.

Student Self-Assessment: At the end of the unit, students will write a reflection piece on what they have learned about narrative writing.
Stage 3- Learning Plan
Part 1: The intention of the first five lessons is to provide a high level of support as we introduce the idea that people may agree or disagree with an opinion while supporting the opinion with facts from text. In order for all students to have access to the text, we chose to use the main selection fromUnit 1, Week 4 in Scott Foresman, A Walk in the Desert, by Caroline Arnold, as our example.

If you have other texts that all your students have access to such as Time For Kids, ScholasticNews, or another classroom magazine, feel free to substitute text of your choice instead of our example.
Another option would be to set up an opportunity of agreeing or disagreeing using a fiction series about a favorite character such as Henry and Mudge stories (Cynthia Rylant) or Ivy and Bean stories (Annie Barrows), or Pinky and Rex stories (James Howe). For example, Henry feels Mudge isa good pet. Students could agree or disagree with the statement, “Mudge would make a good pet.” Using several books from the series, students could support their opinion.
NOTE: Read biographies aloud throughout this week in preparation for the second project in this unit.
Part 2: The second part of this unit gives students the opportunity to practice these skills fromPart 1 independently and focuses more on finding several details to support an opinion, choosing the strongest details, and clarifying use of apostrophes.

Lesson #1: Opinions (W.2.1, W.2.7, W.2.8)
Lesson #2: Opinion Graphic Organizer (W.2.1, W.2.5)
Lesson #3: Restating Your Opinion (W.2.1)
Lesson #4: Drafting (W.2.1, W.2.5)
Lesson #5: Editing (W.2.5)
Lesson #6: Character Traits (W.2.1, W.2.7, W.2.8)
Lesson #7: Finding Supporting Details (W.2.1, W.2.7)
Lesson #8: Choosing Supporting Details (W.2.1, W.2.5)
Lesson #9: Drafting and Revising (W.2.1, W.2.5)
Lesson #10: Apostrophes (L.2.2.c)
Lesson #11: Editing (W.2.5)
Lesson #12: Celebrating

Full Lessons:



Student Examples: