Stage 1 Desired Results

Content Standard(s): (Module 2)

Colorado Common Core. Content Area: Reading, Writing, and Communicating. Grade
Level Expectation: First Grade. Standard 3.1. Implement the writing process successfully to
plan, revise, and edit written work (Reading, writing, and communicating academic standards |
CDE, 2010).
Unpacked Standard(s): (Module 2)

Students need to be able to introduce their

topic

Students, when writing an opinion piece,

need to state their opinion and the reasons for
it.

Students must supply facts when writing an

informative and explanatory text.

When writing a personal narrative, students

must include such items as event order,
properly sequenced events, and details about
what happened.

Students need to be able to provide closure to

a written piece.

Students need to be able to utilize tools such

as graphic organizers, mapping, and
outlining.

Students need to use clear and descriptive

language in their writing.

Students need to understand how simple

sentences may be expanded through the use
of adjectives and phrases.

Essential Questions: (Module 2)

How has the author helped me to

understand the story?

In what ways does this help me form

an opinion about the story?

Students will set their own personal goals by. (Module 3)

First they will determine what they did well intellectually, personally, and socially according to the
rubric I provide based on how they feel they did on the pre-assessment. Then they will choose one
thing in each of those areas where they would like to improve and set a specific goal (e.g. I want
to get my work done on time.)
Progress on students' personalized goals will be monitored by(Module 5)
Self-evaluation. They will answer the questions
Did they meet their goals?
How did they meet their goals?

Rules and Procedures (Module 5)

Class Rules:
Be Kind
Respect yourself, your classmates, and your teacher
Actively listen to whomever is speaking
Present opinions and discussions thoughtfully
Be flexible
Class Procedures:
When Entering the Classroom:
o Find your name and place in the present cup
o Check the schedule of activities for the day
o Turn in take-home homework
o Come to meeting
Restroom Breaks:
o May occur during independent work/activity time
Turning in Assignments:
o As you complete your work, turn into the completed subject basket for workshopping
the next day
o For large projects, meet with your group to what needs to be done next for final
submission.
Stage 2 Assessment Evidence Directly Aligned to Content Standard
Pre-Assessment, including analysis of the pre-assessment results. (Module 3)

While none of the children thought of such writing constructs as an introduction or conclusion, or using
tools such as a graphic organizer, and only one included the essential information of the title and
authors name, almost of the students were willing to give at least a like or dislike statement. More
than 2/3 of the class was also able to give a reason as to why they did or did not like the book that was
read.

Performance Task(s) or Assignment Description(s): (Module 3)

Students were read a story to create a baseline situation where content and information might all be
measured as well. They were all asked to write 3-5 sentences on if they liked or disliked the story and
to provide reasons as to why they liked or disliked the story. The class had not, at this juncture, had any
exposure to opinion essays.
Rubric: (Module 3)
Intellectual
Emergent
Instructional
Independent
Graphic Organization
Did not use graphic
Used a graphic
Used OREO to develop
organizer to develop
organizer (not
thoughts or concepts as
thoughts or concepts as a OREO) to develop
a form of pre-writing.
form of pre-writing
thought or concepts
as a form of prewriting
Opinion Statements
Did not use opinion
Used one opinion
Used more than one
statements accurately,
statement accurately opinion statement
such as I prefer, I
such as I prefer, I accurately such as I
feel, I believe, The
feel, I believe,
prefer, I feel, I
best thing/worst thing
The best
believe, The best
about, etc.
thing/worst thing
thing/worst thing
about, etc.
about, etc.
I did not provide an
I provided one
I provided more than
example to support my
example to support
one example to support
opinion.
my opinion.
my opinion.
Writing Constructs
Did not use an
Provided either an
Provided both an
introduction or a
introduction or a
introduction and a
conclusion
conclusion
conclusion
Did not provide essential Provided either the
Provided both the book
information such as the
book title or the
title and the authors
book title or authors
authors name as
name as essential
name
essential information information
Social
Emergent
Instructional
Independent
Asking for Help
I didnt ask for help.
I asked the teacher
I asked a friend or
for help.
another adult for help.
Sharing resources
I did not share my
I shared my
I offered to share my
resources (pens, pencils, resources (pens,
resources (pens, pencils,
markers, etc.)
pencils, markers,
markers, etc.) with my
etc.) with my table
table and others.
or if asked.
Respecting Others
I did not sit quietly and
It took some time for I immediately sat
listen to directions or to
me to sit quietly and quietly and listened to
when others spoke.
listen to directions or directions or to when
to when others
others spoke.
spoke.
Personal
Emergent
Instructional
Independent
Responsibility
I did not get my work
I had to be told to
I got my work done
done within the time
get my work done,
without being told
given.
but it was done
within the time given.
within the time

given.

Neatness

I did not keep my work

or area clean and tidy.

Challenging Self

I do not feel that I

challenged myself/going
the extra mile in my
work.

Self-Assessments (Module 5)

I was asked to clean I kept my work and area

up my work or area
clean and tidy.
and got it done.
I feel like I needed
I challenged
direction to
myself/going with extra
challenge
mile in my work.
myself/going the
extra mile in my
work.
Formative Assessments, Summative
Assessments, etc. (Module 3)

Students will have a copy of the lesson rubric

During the lesson, we will have numerous
prior to writing.
opportunities to check in and discuss. Each
They will have the example of the poem to
task will have that opportunity, but in this
compare opinion language with that which
case we will specifically utilize:
they are writing.
Word Search
On the Smart Board, there will be additional
Catch and Release
examples of opinion language for them to draw
Self-Evaluation
from.
2 days after the assignment is complete, they
will go through the self-evaluative process to
decide how they not only met their goals, but
where they believe their skills fall within each
section of the rubric.
Stage 3 Learning Plan Directly Aligned to Content Standard AND Assessments
Learning Activities: (Module 4)
Read aloud the poem Favorite Shirt by Douglas Florian (Curiosity, Connection)
Have students copy the poem, ensuring they include both title and author (Connection,
Coherence, Concentration, Context)
Discuss what in the poem is opinion language and essential information (i.e. title and
author) (Think-Pair-Share). Have them circle/underline the words in their poem. (Word
Search) (Related activities 15 minutes) (Coherence, Context, Coaching)
Brain break where we will do yoga, dance, something where little kids can move around for a
few minutes (2 minutes) (Concentration, Coaching)
Students will choose their own reading material (they may read independently, buddy read, or
choose the audio station). This section will be timed in order to allow plenty of time for writing
activity. (15 minutes) (Curiosity, Connection)
Have students choose their graphic organizers, if they want to use one. (Catch and Release) (10
minutes) (Concentration, Coaching)
Have students write 3-5 sentences about their opinion on their book. Students may work
independently, with a buddy, or in a group. (Catch and Release) (13 Minutes) (Connection,
Coherence, Context, Coaching)
Stage 4 Feedback Strategies, including Timeliness (Module 5)

Lesson Rubric Complete with their own evaluation of where they believe
they fall on each section
Self-evaluation on how and where they met or did not meet their learning
goals
Comments during the coaching portion of the class period