Documentos de Académico
Documentos de Profesional
Documentos de Cultura
VictoriaSchwandt
BeforetheUnit:Priortothisunit,studentshavebeenstudyingtheCoreDemocratic
Valuesinsocialstudiestoexplainwhypeoplemaydifferinopinioninregardstoa
constitutionalissue.StudentswillhavebeeninstructedtochooseaspecificCDVandwill
haveusedtheirprewritingtoolstobrainstormwhatthisvalueentailsandthecurrentissues
thatpertainthatvalue.
OverviewofUnit:Inthistwoweekunit,studentswillengageinopinionwriting.The
purposeofthisunitistocombineskillsgainedfrompersuasivewritingexperiencesfrom
gradespastwithnewresearchandorganizationaltoolsgatheredfrommentortextsand
priorknowledgeaboutcoredemocraticvalues.Studentswillstrengthentheiropinion
writingskillsbybeingimmersedininformationaltextsfromavarietyofprintanddigital
sourcestoguidetheminforminganopinionandsupportingtheiropinionlogicallyand
effectivelyinwriting.Studentswillbegintheprewritingstageofthethewritingprocessand
proceedtothedraftingstagebyrecordingresearchandorganizingfacts,reasonand
personalthoughtsabouta
particularCDVandanissuethatrelatestoit.
AftertheUnit:Studentswillproceedwiththewritingprocess,transitioningfromprewriting
todrafting,revising,editingandfinallypublication
CommonCoreStateStandards(Writing):
W.5.1Writeopinionpiecesontopicsortextssupportingapointofviewwithreasonsand
information.
W.5.4Produceclearandcoherentwritinginwhichthedevelopmentandorganizationare
appropriatetotask,purpose,andaudience.
AlignedCCSS(Reading):
RI.5.6Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilarities
anddifferencesinthepointofviewtheyrepresent.
ConnectiontoSocialStudiesGLCEs
5P3.3.1
Composeashortessayexpressingapositiononacontemporarypublicpolicyissue
relatedtotheconstitutionandjustifythepositionwithareasonedargument.
EnduringUnderstandings:
Writingisapowerfultooltocommunicateourresearch,opinionsandpointofviewtoan
audience.
Inorderforouraudiencetogainaclearunderstandingofouropinion,ourwritingneedsto
haveaclearpurposeandfocus.
Asindividualsinademocraticsociety,wehavetherighttocommunicateourdifferent
opinionsaboutissuesusingfactsandreasoninwriting.
Usingmultiplenonfictionsourcesgivesusawellresearchedandbalancedunderstanding
aboutaspecifictopic.
Grade5,Unit:OpinionWriting
VictoriaSchwandt
Toolsstudentswilladdtotheirtoolbeltsinclude:
1.Differentiatebetweenfactandopinioninwriting.
2.Useavarietyofprintanddigitalresourcestogatherinformation.
3.Introduceandstateopinionsclearly.
4.Supportopinionswithfactsandreason,nototheropinions.
5.Organizeideaslogicallywhenwriting.
EssentialQuestionstoGuideInstructionandFocusonToolsinStudentsTool
Belts
inThisUnit:
Howdowedeterminewhetherinformationpresentedinatextisfactoropinion?(Tool1)
Howdoesusingavarietyofprintanddigitalsourcesonaspecifictopichelpmakemy
audienceandmyselfunderstandmytopicbetter?(Tool2)
HowdoIintroduceandstatemyopinionclearlyandeffectively?(Tool3)
HowdoIknowwhatfactsandreasonarethestrongestchoicestosupportmyopinion?
(Tool4)
HowdoIlogicallyorganizemyreasonsandfactstocommunicatemyopiniontoreaders?
(Tool5)
MentorTextstoHelpStudentsAddToolstoTheirToolBeltsinThisUnit:
TheSalamanderRoombyAnneMazer
ThePigeonWantsaPuppybyMoWillems
EatThis,NotThatbyDavidZinczenko
SchoolUniformsShouldNotBeRequiredfromTimeForKids
WeNeedaNap!fromTimeForKids
ASchoolCafeteriaWithNoChickenFingersorMeatballs?byMeeraDolasia
DoBoysandGirlsLearnBetterTogetherorApart?fromTimeForKids
ShouldKidsBeRewardedforDoingChores?byMelanieKletter
We:Teacherandstudentswill
bothwatchanepisodeof
ChannelOnenewsandnote
whichstorieswerebasedonfact
andwhichstorieswerebased
onopinion.Theteacherwillthen
askstudentstosharewhich
storiestheybelievedtobebased
onfactoropinion.
You:Studentswillevaluateeach
otherbyusingthumbsup,
thumbsdown,signifying
whetherornottheyagreewith
theirclassmates.
We:Theteacherwillreadan
excerptfromatextrelatingtoan
issuethattheyclasshasbeen
discussinginsocialstudies.The
teacherwillstopperiodicallyat
preselectedpointstoask
Grade5,Unit:OpinionWriting
VictoriaSchwandt
questionsaboutwhetherthe
authorssupportisfactor
opinion.
Wed. RI.5.6 I CAN tell the
difference between a
fact and opinion in a
piece of writing.
Studentswillconstructunderstanding
byrecollectinginformationfromthe
previousdayslessonandorganize
informationcorrectlyasfactsor
opinions.
I:Theteacherwillplace
preselectedfactsandopinions
fromthearticletheclassreadon
thepreviousdayonthe
SmartBoard.
We:Theteacherwilldrawa
tchartontheSmartBoardwith
onecolumnlabeledfactand
theothercolumnlabeled
opinion.Studentswilltake
turnsorganizingtheinformation
correctlyontheSmartBoard.
Thurs. RI.5.6 I CAN tell the
difference between a
fact and opinion in a
piece of writing.
Studentswillworktogetherinsmall
groupsandreadaninformational
articletogether.Astheyaretaking
turnsreadingaloud,studentswill
recordwhichdetailstheybelievetobe
factoropinion.
I:Theteacherwillbeginby
remindingstudentsofthe
SmartBoardactivitythatthey
workedonthepreviousday.The
teacherwillbreakstudentsinto
smallgroupsandpassoutan
excerptfromaninformational
text.
We:Theteacherwillmodelhow
groupshouldtaketurnsreading
astheotherstudentsrecordthe
detailstheybelievetobefactor
opinion.Theteacherwilltravel
fromgrouptogrouptoensure
theyareontask.
You:Studentswillworktogether
toreadthearticleandhelpone
anothertocorrectlyrecordwhich
detailstheybelievetobefactor
opinion.
Fri. RI.5.6 I CAN tell the
difference between a
fact and opinion in a
piece of writing.
Studentswillworkingroupsusing
factsandopinionsfromtheprevious
dayslessonandcreateatchartto
organizetheinformation.Students
willsharetheirposterswilltheentire
classwhenfinished.
We:Theteacherwillinstruct
studentstoreturntothegroups
thattheywereworkingwithon
thepreviousday.Studentswill
usethefactsandopinionsthey
recordedandorganizetheminto
afact/opiniontchartonapiece
ofchartpaper.
You:Whengroupshavefinished
working,studentswilltaketurns
presentingtheirpostertothe
Grade5,Unit:OpinionWriting
VictoriaSchwandt
class.Thestudentsinthe
audiencewillevaluatetheir
peersusingthumbsup,thumbs
downtosignifywhetherornot
theyagree.Theclassroom
teacherwillcallonstudentsto
defendwhytheyagreeor
disagreeandgivegroup
membersachancetodefend
themselvesaswell.
Week 2 RI.5.6 Analyze multiple
accounts of the same
event or topic, noting
important similarities
and differences in the
point of view they
represent.
W.5.1 Write opinion
pieces on topics or texts
supporting a point of
view with reasons and
information.
Mon. RI.5.6 I CAN tell the
difference between a
fact and opinion in a
piece of writing.
Studentswillcreateatchartthatlists
thefactsandopinionsaboutacertain
topicpresentedbytheclassroom
teacher.
I:Theteacherwillintroducethe
lessonbydiscussingtheCore
DemocraticValuesthatstudents
havebeenstudyinginsocial
studiesandtodefinetheir
purposeinwriting.
We:Thestudentsandteacher
willreadtworesourcetextsasa
groupthatdiscussthesame
socialissue.Theteacherwill
havepreselectedfactsand
opinionsfrombothpiecesof
writingthatstudentswillsortinto
aFactandOpiniontchartonthe
SmartBoard.
You:Studentswillworkinsmall
groups(34)studentsandreada
newresourcetextabouta
socialissue.Studentswillwork
collaborativelytocreateaFact
andOpiniontchartaboutthe
issue.Groupswillthenpresent
theirtcharttotheclassand
explainwhytheychoseto
organizetheirevidenceaseither
factoropinion.Studentsinthe
audiencewillusethethumbs
Grade5,Unit:OpinionWriting
VictoriaSchwandt
up,thumbsdownassessment
toeitheragreeordisagreewith
theirclassmates.
Tues. RI.5.6 I CAN read an
informational text and
determine the authors
point-of-view.
Studentslistentotheteacherread
twotypesoftext(persuasiveand
informative)andcompletea
persuade,informandentertain(PIE)
anchorchartwiththeclassroom
teacher.
I:Theteacherreintroduces
authorspurposebycreatinga
PIE(persuade,inform,entertain)
anchorchart.Theteacherwill
remindstudentsoftextsthey
havereadinthepast,andwill
discusswhyeachtextcanbe
organizedintothePIEchart
usingtheauthorspurpose.
We:Theteacherwillreadaloud
twomentortexts(persuasivetext
andinformativetext)andwillstop
atkeypoints(factandopinions)
andaskstudentstodetermine
whattypeofevidencetheauthor
isusingtosupporthis/her
opinion.Theteacherwillrecord
thisevidenceonaseparate
anchorchartaboutthisparticular
text.Finally,studentsandteacher
willdiscussanddeterminethe
authorspointofvieworpurpose
ofthisparticulartext.
Wed. RI.5.6
W.5.1
I CAN read an
informational text about
a topic and record the
facts, reason and
emotion the author uses
to support their opinion.
Studentswillhighlightevidenceinan
informationaltextandorganize
evidenceusingagraphicorganizer.
I:Theteacherwilldisplayan
excerptfromaninformationaltext
onthewhiteboardusingthe
projector.Theteacherwillread
thetextaloud,stoppingatpoints
inthetextwheretheauthoruses
facts,reasonandemotionto
supporthis/heropinion.The
teacherwilluseahighlighterto
showstudentswherethe
evidenceislocatedinthetext.In
thisfirstexcerpt,theteacherwill
talkthroughhis/herthinkingand
willdisplayaseparategraphic
organizerthathasthree
columns:facts,reasonand
emotion.Theteacherwillthen
organizeafewpiecesof
evidenceforstudentstosee.
We:Theteacherthendisplaysa
secordexcerptfromthesame
textandwillcontinuethesame
Grade5,Unit:OpinionWriting
VictoriaSchwandt
process.Studentswillfollow
alongwiththeirowncopyofthe
text,highlightingandorganizing
evidencewiththeirowngraphic
organizer.
Thurs. RI.5.6
W.5.1
I CAN read an
informational text about
a topic and record the
facts, reason and
emotion the author uses
to support their opinion.
Studentswillhighlightevidenceinan
informationaltextandorganize
evidencebyworkingcollaboratively
andcreatinga3columnchart.
I:Toreiteratekeypointsfromthe
previousdayslesson,the
teacherwillquicklyreviewhow
readerscandeterminewhether
evidenceisfact,reasonor
emotionusingeveryday
examples.
We:Usingtheprocessthatwas
modeledthedaybefore,
studentswillbreakintosmall
groupsof3or4students.Each
groupmemberwillbeassigned
adifferentrole(reader,
factrecorder,reasonrecorder
andemotionrecorder).Students
willreadanexcerptfroman
informationaltextsuppliedbythe
teacherandwillhighlight
evidencethatsupportsthe
authorsopinion.Group
memberswilldecidewherethe
evidenceshouldbecategorized
andwillcreatea3columnchart.
Theteacherwillvisiteachgroup
askinggroupsessential
questionsthatwillkeepthem
focused.
Fri. RI.5.6
W.5.51
I CAN read an
informational text about
a topic and record the
facts, reason and
emotion the author uses
to support their opinion..
Studentswillsharehighlighted
evidencefromaninformationaltextby
presentingtheir3columncharttothe
class.Studentswillalsohighlightand
organizeevidenceinaninformational
textindependentlyusingagraphic
organizer.
We:Studentstake5minutesto
discusswiththeirgroup
memberswhattheywillpresent
totheclass.Groupswilltake
turnspresentingtheirorganized
evidencetotheclassasthe
teacherasksessential
questionsthathelptheteacher
andotherstudentsunderstand
theirrationale.Thestudentsin
theaudiencewillvoteusing
thumbsup,thumbsdownto
saywhetherornottheyagree
withhowacertainpieceof
evidencewasorganized.The
teacherwillrandomlyselect
Grade5,Unit:OpinionWriting
VictoriaSchwandt
studentsintheaudienceto
defendtheirposition.
We:Studentswillhavealready
chosentheCDVtheywillbe
writingaboutduringsocial
studies.Theteacherwillchoose
aCDVthathasnotbeen
assignedtoanystudentandwill
createabrainstormingwebon
theSmartBoard.Studentswill
workwiththeclassroomteacher
tobrainstormevidencethat
supportsthesignificanceofthis
particularCDV.Studentswill
volunteertocometotheboard
andaddtheirideastothe
brainstormingweb.
You:Studentswillbeinstructed
tobegintheirownbrainstorming
webabouttheCDVtheychose,
listingfacts,reasonand/or
pointofviewandemotional
reasonsthatillustratetheCDVs
importanceandmeaning.
Tues. W.5.1
W.5.4
I CAN create a
brainstorming web using
facts, reason and my
point-of-view about a
certain topic.
Studentswillworktogetherasaclass
tocreateadoublewebthinkingmap
usingfacts,reasonandopinionabout
aspecificissueandconnectittothe
brainstormingwebabouttheCDV
fromthepreviousday.
I:Teacherwilldisplaythe
brainstormingmaponthe
SmartBoardthatthestudents
andteacherworked
collaborativelyonfortheprevious
dayslessonabouttheCDV.
Grade5,Unit:OpinionWriting
VictoriaSchwandt
We:Studentswillhaveselected
asocialissueinsocialstudies
theywouldliketowriteabout.
Theteacherwillgiveanexample
ofasimilarissue(i.e.school
uniforms)andcreateadouble
webbrainstormingmapusing
thepreexistingCDVmap.The
teacherwillinformtheclass
whatsideoftheargumentthey
willbesupporting.Studentswill
taketurnsaddingtothe
brainstormingmap.
Wed. W.5.1
W.5.4
I CAN create a
brainstorming web using
facts, reason, and my
point-of-view about a
certain topic.
Studentswillcreateadoubleweb
thinkingmapusingfacts,reasonand
opinionaboutaspecificissueand
connectittotheirbrainstormingweb
abouttheCDVthattheychose.
We:Teacherwilldisplaythe
doublewebthinkingmapthat
theclasshasworked
collaborativelyonpertainingtoa
specificCDVandasocialissue.
Teacherwillaskstudentstowalk
throughthestepsthattheclass
tooktoarrivetothepointthatthey
areatnowinthewritingprocess.
You:Studentswillwork
independentlyontheirdouble
webthinkingmapwiththe
understandingthattheywill
beginformulatingtheiropinions
insentenceformatthenextday.
Duringthelastfiveminutesof
class,studentswill
thinkpairsharewithapartner
sittingnexttothembyreviewing
eachothersmapsandusing
starsandwishes.
Thurs. W.5.1
W.5.4
I CAN determine and
write my own opinion
after considering
multiple sources about a
topic.
Studentswillpracticestatingtheir
opinionindifferentways.
I:Theteacherwilldisplaya
varietyofimagesonthe
Smartboardthatsymbolize
ongoingsocialissuesthatare
beingdiscussedinsocial
studies(i.e.schooluniform,a
foreignflagrepresenting
immigration,lunchboxetc.).The
teacherwillwalkthrougheach
imagestatinghis/heropinion
usingfactorreasonabouteach
issueusingphrasessuchasI
stronglybelieve,myopinionis,in
mypointofviewetc.
Grade5,Unit:OpinionWriting
VictoriaSchwandt
Fri. W.5.1
W.5.4
I CAN determine and
write my own opinion
after considering
multiple sources about a
topic.
Usingtheirbrainstormingmapsand
printed/digitalresourcesaboutthe
issuestheyarewritingabout,
studentswilldetermineandpractice
writingtheiropinionsonlinedpaper.
Studentswillsharetheiropinions
aloudinclass.
I:Theteacherwillbrieflyreview
howtostateopinionsindifferent
ways.
We:Theteacherwilldisplaythe
doublewebbrainstormingmap
ontheSmartBoardalongsidethe
anchorchartwithdifferentways
tostateanopinion.Theteacher
willaskstudentsto
thinkpairsharewithapartner
sittingnexttothemtostatetheir
opinionabouttheissueusing
theCDV.Studentswillshare
aloudwiththeclassasthe
teacherredirectstheir
phrasing/thinking.
You:Studentswillpractice
writingtheiropinionsusingthe
CDVtheychoseinmultipleways
onlinedpaper.Forthelastten
minutesofclass,studentswill
passtheirpapersaroundina
circleattheirtable.Eachstudent
willwriteastarandwishnextto
theopiniontheyfeelisworded
thebestandwhichopinion
needsthemostimprovement.
Studentswillpasstheirpapers
untileverypersonattheirtable
hashadachancetorevieweach
opinionassignment.