UbD Template 2.0 (Adapted by R.

Rose 2022)

Stage 1 - Desired Results

Title of Unit: My Opinion Matters! Opinion Writing - Animals in the low country

TIME FRAME: 3-4 weeks Theme: Intelligence matters

3RD GRADE - Writing

ESTABLISHED GOALS / Transfer

STANDARDS (South Carolina
State Standards) Students will be able to independently use their learning to…
W1.1.
Write opinion pieces that: state their opinion with sufficient evidence gathered to support that opinion.
a. introduce the topic or text,
state an opinion, and create an Hear an opinion and decide what they think by looking at the evidence
organizational structure that provided with that opinion statement.
includes reasons;
Decide their own opinion on a matter and have the ability to find supporting
c. organize supporting reasons evidence to back up their own thinking.
logically;

d. use transitional words or Meaning

phrases to connect opinions and
reasons; UNDERSTANDINGS ESSENTIAL QUESTIONS

e. develop and strengthen writing Different perspectives and How do perceptions inform our opinion?
as needed by planning, revising, experiences influence opinion.
and editing building on personal How are words used to persuade?
ideas and the ideas of others; Organization impacts effectiveness in What contributes to effectiveness in
communication. communication?
f. use paraphrasing and original
language to avoid plagiarism;
Evidence strengthens opinions. How is writing used to persuade or
and change others ideas or opinions?

g. provide a concluding Opinions can change based on Can opinions be right or wrong?
statement or section. persuasive reasoning.

Opinions can be validated or refuted.

Acquisition

Students will know… Students will be skilled at…

 how opinions can differ based on point
of view.
how opinions will differ based on
evidence provided.
stating their opinions in an opinion
writing piece.
backing up their opinion by using
sufficient evidence from the text.

How to use transition words like Introducing a topic in an opinion writing

According to the evidence, Furthermore, piece
first of all, In conclusion, in summary,
all in all. Organizing their opinion in a writing
piece
Vocabulary words such as claim,
evidence, validate and refute.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

Rubric

PERFORMANCE ASSESSMENT (Summative / GRASPS)

Performance Assessment:

Did you know, after Dolphins, alligators are the most popular wildlife
attraction in coastal areas of South Carolina? In the Wildlife center at the
Magnolia Plantation there are two Alligators, but no dolphins. The plantation
owners, the Drayton family, want to know if their visitors will want to see
alligators or dolphins more. They released a survey to ask the members of
the community which animal should they have in the? Should they keep the
alligators or should they get the dolphins. The Drayton family wants to listen
to their community, but they can only afford to have one type of animal and
not both. What do you think?

G: Students will state their opinion about if they think the Wildlife center at
the Magnolia Plantation should keep their alligators or if they should get
dolphins instead. Then the students will provide evidence that supports their
opinion.
 R: The student will be acting as a member of the community who has just
received a survey asking their opinion in regards to some changes at the
Magnolia Plantation Wildlife center.
A: The Drayton Family
S: The plantation owners know that alligators are a very popular attraction in
the south, but dolphins are even more of a popular attraction. They want to
know what their community wants to see more of either the dolphins or the
alligators.
P: Prepare a short writing about which animal you think as a community
member should be at the Wildlife center and give evidence from the text to
support your opinion.
S: Well written opinion responding to the survey using transition words,
organization, and evidence from the text that supports your opinion.

OTHER ASSESSMENT EVIDENCE (Formative/Ongoing)

Informal Assessment:
Observe and Evaluate

Use the class opinion write as an exit ticket

Self assessment on the class opinion writing

Stage 3 - Learning Plan

Summary of Key Learning Events and Instruction
Sequence of Lessons

Day 1: Introduce “OREO”

Day 2: Learn how to use transition words

Day 3: Read other opinion writings and learn how to find research

Day 4: Learn how to find evidence from text

Day 5: Practice “OREO” as a class using two texts

Day 6: Practice both “O”

Day 7: Practice first RE using first text

Day 8: Practice second RE using second text

Day 9: Practice explaining why evidence from the text supports your opinion

Day 10: Type it all up

Day 11: Mini practice opinion writing (about animals) with your table groups

Day 12: Introduce summative assessment and start brainstorming ideas

Day 13: Research Day

Day 14: Write your first and last O

Day 15: First RE and type it up

Day 16: Second RE and type it up

Day 17: Finish typing if not yet finished and start editing

Day 18: Summative assessment due