to Essential Questions.) Goals: Great writers plan Great writers revise Great writers set Great writers know (These should be before they write. to make their work goals for themselves. how to coach their aligned to the clearer. partners. Goals above) Session 1: I can study Session 3: I can reread Session 6: I can write I can make suggestions Learning examples of the kind of my writing as I go and faster, longer, and using to help my partner Targets writing I want to make. make changes. stronger by setting goals revise. (aligned to goals) for myself. Session 2: I can touch Session 4: I can work Session 7: I can use a I can give directions each page and tell the with my writing partner writing checklist to set about how to do steps of my how-to to make my writing goals for myself. something, using book. clearer and easier to imperative verbs such as follow. take, give, open. Session 5: I can add I can use transition details by labeling my words to write the steps diagrams. of my how-to book. Stage 2 Determine Assessment Evidence Academic Language (What language will students need to sound like experts?) Academic Language Function(s): Academic Language Stems (to talk about their writing): Easy for Beginners Give and Follow Directions and Sequence Request clarification using simple questions: What What is first? What is next? What is last? Define, Explain Actions, and Sequence Give simple directions using commands: Dig, Make a, Roll… Request assistance and clarification Dig a hole.
to Essential Questions.) Goals: (These should be aligned to the Goals above) Great writers plan before they write. Great writers revise to make their work clearer. Great writers set goals for themselves. Great writers know how to coach their partners. Learning Targets (aligned to goals) Session 1: I can study examples of the kind of writing I want to make. Session 3: I can reread my writing as I go and make changes. Session 6: I can write faster, longer, and stronger by setting goals for myself. I can make suggestions using to help my partner revise. Session 2: I can touch each page and tell the steps of my how-to book. Session 4: I can work with my writing partner to make my writing clearer and easier to follow. Session 7: I can use a writing checklist to set goals for myself. I can give directions about how to do something, using imperative verbs such as take, give, open. Session 5: I can add details by labeling my diagrams. I can use transition words to write the steps of my how-to book. Stage 2 Determine Assessment Evidence Academic Language (What language will students need to sound like experts?) Academic Language Function(s): Give and Follow Directions and Sequence Define, Explain Actions, and Sequence Request assistance and clarification Academic Language Stems (to talk about their writing): Easy for Beginners Request clarification using simple questions: What What is first? What is next? What is last? Give simple directions using commands: Dig, Make a, Roll… Dig a hole.