W-Text+Types+&+Purposes

W.5.1.Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., //consequently//, //specifically//). d. Provide a concluding statement or section related to the opinion presented. W.5.2.Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., //in// //contrast//, //especially//). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. W.5.3.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. || ===‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences || ===‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * ===**Common Core Standard**===
 * ===‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**=== || ===‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== ||

‍‍‍‍‍‍‍‍‍‍**I can...**
I can recognize organizational structures that provide logical grouping of ideas.

I can write an introduction paragraph.

I can formulate an opinion about a topic or text.

I can write an opinion piece on a topic or text, supporting a point of view with logical reasons and information, including: a clear introduction of topic or text . statement of opinion logical organizational structure. reasons that are supported by facts and details. links between opinion and reasons, using words and phrases. a concluding statement or section related to the opinion presented.

I can identify a fact.

I can identify a supporting detail.

I can use supporting details to support my writing.

I can determine reasons supported by facts and details.

I can write an opinion piece on a topic or text, supporting a point of view with logical reasons and information, including: a clear introduction of topic or text. statement of opinion logical organizational structure. reasons that are supported by facts and details. links between opinion and reasons, using words and phrases. a concluding statement or section related to the opinion presented.

I can explain and identify: words phrases clauses used to link opinion and reasons (e.g. consequently, specifically).

I can establish links between opinions and reasons using transition words and phrases.

I can write an opinion piece on a topic or text, supporting a point of view with logical reasons and information, including: a clear introduction of topic or text. statement of opinion logical organizational structure. reasons that are supported by facts and details. links between opinion and reasons, using words and phrases. a concluding statement or section related to the opinion presented

I can explain the writer’s purpose.

I can write a conclusion paragraph

I can write an opinion piece on a topic or text, supporting a point of view with logical reasons and information, including: a clear introduction of topic or text. statement of opinion logical organizational structure. reasons that are supported by facts and details. links between opinion and reasons, using words and phrases. a concluding statement or section related to the opinion presented

I can identify a topic and related information grouped logically.

I can identify a topic and related information grouped logically.

I can write an informative/explanatory text that includes: a topic written clearly a general observation and focus related information grouped logically including: formatting illustrations multimedia when useful to aiding comprehension.

I can use linked ideas within and across categories or information using words, phrases, and clauses I can support a topic with: facts definitions concrete details quotations other information examples related to the topic.

I can determine related: facts definitions concrete details quotations other information examples that develop the topic

I can write an informative/explanatory text that includes: a topic written clearly a general observation and focus related information grouped logically including: formatting illustrations multimedia when useful to aiding comprehension.

I can develop a topic with: facts definitions concrete details quotations other information examples related to the topic.

I can identify appropriate words and phrases that link ideas.

I can write an informative/explanatory text that includes: a topic written clearly a general observation and focus related information grouped logically including: formatting illustrations multimedia when useful to aiding comprehension.

I can use linked ideas within and across categories or information using words, phrases, and clauses.

I can identify content specific vocabulary in a text.

I can write an informative/explanatory text that includes: a topic written clearly a general observation and focus related information grouped logically including: formatting illustrations multimedia when useful to aiding comprehension.

I can use precise language and domain-specific vocabulary to inform about or explain the topic.

I can identify concluding transition words and phrases

I can write a conclusion paragraph.

I can write an informative/explanatory text that includes: a topic written clearly a general observation and focus related information grouped logically including: formatting illustrations multimedia when useful to aiding comprehension.

I can define narrative.

I can describe the basic parts of plot.

I can set the scene for the reader by introducing the narrator, characters, and events.

I can sequence the events in my story.

I can identify writing strategies, such as dialogue, description, and pacing.

I can use writing strategies to develop events and/or experiences and show how characters respond.

I can identify transition words.

I can sequence events.

I can use transition words to determine a change or sequence of events

I can identify concrete words and phrases.

I can identify sensory details and use them in my writing.

I can use concrete words and phrases, and sensory details to precisely write about experiences

I can identify the sequence of events in my writing,

I can write a clear closing paragraph to summarize my writing

‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**

 * clauses**
 * sensory details**
 * explanatory**

===‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**=== Fifth grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. In doing so, students need to understand how their reasoning supports their opinion, search and find facts to support their viewpoint, and share this thinking. Students build their argument by linking ideas together in a logical manner. At this level, students use a variety of sentence structures and more complex sentences. They are developing the use of more complex sentences with clauses (consequently, specifically). Students need to engage in behaviors (turn and talk, small group discussion, and numerous writing and speaking activities) that lead to the expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA. For example, fifth grade students need to be able to choose precise vocabulary to explain their thinking about a topic.

Fifth grade students are required to include both an introduction and a concluding statement or section in their writing. Students continue using strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (using summary statements) when writing. They are learning to further organize their writing by developing the use of text features (headings, sections, illustrations, and multimedia). Students also write with complex sentences to link the parts of their writing together. Fifth grade students write informative/explanatory pieces as well. They must be able to find and group information together in a logical way. In order to do so, students need strategies for researching a topic (gathering data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format and organization of written presentation). Fifth grade students write real and imaginative stories. Students are expected to use description to show characters‟ thoughts and feelings as well as the details of characters‟ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing.