Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
Unit _3_Table of Contents
Unit Title: Writing About Reading
Section
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Unit Essential Questions
Unit Goals and Sub Goals (Task Analysis)
Unit Language (Spanish, Russian, English)
Unit Assessment Checklist
Unit Assessment Rubric
Sample Unit Calendar
Page Number
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Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
Unit Title:
Stage 1
Standards:
(Alpha-numeric listing
of standards
incorporated in the
unit)
Essential Questions:
(These goals should be
aligned to Essential
Questions.)
Goals:
(These should be
aligned to the
Goals above)
Learning
Targets
(aligned to goals)
Grade 2
Content Unit 3 Bend 3
Writing Nominations and Awarding Favorite Books
Identify Desired Results
W.2.1, W.2.5, W.2.6
RL.2.1, RL.2.2, RL.2.3, RL.2.4,
RL.2.5. RL.2.7, RL.2.10
SL.2.1., SL.2.2, SL.2.3, SL.2.4,
SL.2.5, SL.2.6,
L.2.1, L.2.2, L.2.3, L.2.6
SKIP
SKIP
SKIP
SKIP
SKIP
Good writers share, support
and expand their opinions.
Good writers use masters’
text or structures as
models for opinion
writing.
Good writers revise and
edit.
Good writers get stronger
by setting goals and
making plans for writing.
Good writers express their
opinions by using present
tense verbs and adjectives
and compare characteristics
about books.
Session 12: I can write a nomination for
a book that I have a strong opinion
about.
Session 15: I can find rest stop
punctuation in mentor texts to
observe how and author uses
them.
Session 16: I can read and study
mentor texts to learn about
introductions and conclusions.
Session 16: I can revise my work
by adding introductions and
conclusions.
Session 17: I can use a checklist to
reflect on my writing.
I can use present tense verb phrases.
Session 18: I can share my
ambitions and goals for writing
with others.
I can use adjectives.
Session 12: I can support my
nomination by providing reasons and
details.
Session 13: I can use quotation marks
around exact words to provide
evidence from the book that support
my opinion.
Session 14: I can compare two books to
explain why one is better or best.
Session 15: I can use rest stop
punctuation to highlight ideas for my
reader.
Session 19: I can speak clearly and
share my nominations with others.
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Dates of Unit:
I can use conjunctions to connect
two ideas.
I can compare two books.
Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
Stage 2
Determine Assessment Evidence
ENGLISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Academic Language Stems:
Easy for Beginners
 Express feelings or preferences, Compare
 I like (title of book/character).
and Contrast
 It/She/he (present tense verb phrase) and it_____(present
 Adjectives, conjunctions and present tense
tense verb.)
verb phrases, comparatives
I like Cam Jansen.
Better, funnier, more interesting
She is a detective and she takes mental pictures.
 (Title of book) is better than (title of book) because it is
(comparative).
Academic Vocabulary:
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Nomination
Rest stop punctuation
Evidence
Quotes
Quotations
Medium for Intermediate
 I think (title of book/character) is a (adjective) book/character
because _______ and __________.
 (Title of book) is (comparative) than (title of book)
because_________________.
Difficult for Advanced and Fluent
 In my opinion (title of book/characer) is a (adjective)
book/character because ________ as well as__________.
 While both books are (adjective), (title of book) is better than
(title of book) because_______.
While both books are enjoyable, Cam Jansen and the Mystery
of the UFO is better than Junie B. Jones Aloha-ha because
Cam Jansen always helps people and never causes trouble.
Assessment
Tools:
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 Goals Rubric
 Assessment Checklist
Student
Name
4|Page
I can use conjunctions to
connect two ideas.
I can compare two books.
I can use adjectives.
I can use present tense verb
phrases.
Session 18: I can share my
ambitions and goals for
writing with others.
Session 16: I can revise my
work by adding
introductions and
conclusions.
Session 17: I can use a
checklist to reflect on my
writing.
Session 15: I can use rest stop
punctuation to highlight ideas for
my reader.
Session 14: I can compare two
books to explain why one is better
or best.
Session 13: I can use quotation
marks around exact words to
provide evidence from the book
that support my opinion.
Session 12: I can support my
nomination by providing
reasons and details.
Session 12: I can write a
nomination for a book that I
have a strong opinion about.
Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
Unit 3 Assessment Checklist Bend 3
Notes
Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
B = Beginning
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D = Developing
P = Proficient
M=Mastery
Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
Unit of Study Assessment Rubric
Learning Target
Mastery
Proficient
Developing
Unit #3 - Unit Title: Writing about Reading
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Beginning
Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
Language Learning Target
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Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
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 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 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 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 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 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 15: Session 10. Why Is the
Author Using a Capital Here?
 Learning Goal: I can use
mentor texts to answer
my writing questions.
Day 6: Session 5. Keeping
Audience in Mind
 Learning Goal: I can
write a stronger opinion
letter by thinking about
my audience.
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.
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Grade 2 Unit 3 Bend 3 Writing About Reading: Opinion
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 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 26: Session 17. Using a
Checklist to Set Writerly Goals
 Learning Goal: I can
use a checklist to reflect
on my writing.
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 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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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 25: Session 16. Writing
Introductions and Conclusions to
Captivate
 Learning Goal: I can
revise my work by
adding introductions
and conclusions.