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arguments - starting w/ debates, cats v dogs, should students have homework, etc - to be the basis for 5 paragraph essay, including counterargument

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Students convince teachers/principal of things they want to see happen in school.
Students debate both sides of an issue.
Study and application of paragraph structure.
Identify facts and opinions.
Sort facts with supporting details.

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Students research and take notes on a WW2 country, add persuasive language and create a travel brochure.

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1. Scaffolding by using graphic organizers, reading and discussing examples, reading and referring to vocabulary and phrases.
2. We use novels, little movies (BrainPOP & Newsela, videoclips, etc. to build background knowledge before beginning.
3. Google Slides & PowerPoint presentations
4. Use of novels to frame an opinion
5. Guided lists of opinion topics
6. Discussions - listening and debating ideas

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Research skills (kiddle.co/brainpop jr/books)
Note taking (bullets - key words)
Structured booklet for building paragraphs and final piece.
Curiosity projects (simple machine/Who was/auto-biography)

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Students research and take notes on a natural disaster and create a newspaper.

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1) Mentor Texts
2) Discuss the mentor texts with pairs
3) Brainstorm ideas collectively for their own texts
4) Some topics are : All About Me, Friends, Family, Special Place, Special Person, My Wish, etc.
We give them Graphic Organizers when needed
5) We give them the sentence starter
6) There is a day for adding more
7) There is a day for sharing

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Mentor texts
Brainstorm ideas
Writing pieces (do you agree or disagree with what the main character states? / give reasons to support opinion)
Individual checklists
Mother's Day piece
Edit
Would you rather (explain your reasons)

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Students plan, draft, revise, edit, and publish a personal narrative and a fairytale with an event structure.

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Mentor text
Roller Coaster Structure
Fiction elements
Structured booklet for planning and final piece
Dialogue
Author's chair for published work
Illustrations

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1. Example texts, graphic organizers, etc.
2. Note taking
3. Real life examples
4. Board games
5. Science based topics (colonize Mars, for example).
6. Watch videos watching how to do something.

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Mentor texts
Brainstorm ideas
Prior knowledge
facts vs. opinions
Research (several books on a single topic / videos)
Take notes
Writing pieces
Individual checklists
Edit
Final project - choose an animal and publish writing

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1) Non-fiction mentor text
2) Discussion about it
3) Brainstorm ideas for their own text
4) We give them a Graphic Organizer to guide them
5) Interview - Practice writing questions using the Wh words
6) We give them the sentence starter
7) We give them a day to add more to their writing.
8) A day to share

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Informative explanatory writing was taught through structural and linguistic features biographynewspaper articlescientific report. After planning, drafting, revising, editing all genres, they choose their preferred for a final draft.

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Mentor texts
Brainstorming
Think. Pair. Share.
Explore ways to get ideas for writing
Writing personal narratives
Edit
Individual checklists

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1) Mentor Text
2) We discuss opinion Vs fact
3) Brainstorm ideas for their own texts
4) We give them examples of teachers' opinions
5) They talk about their opinions - Think-Pair-Share.
6) We give the sentence starter
7) We give them a day to add more to their writing.
8) A day to share.

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1. Fractured fairytale - read aloud, listen, and write a summary of the fairytale. The project is related to traditional fairytales.
2. Listening to read aloud and completing a related graphic organizer.
3. We use their strength in narrative writing to develop and extend writing skills by focusing on sensory details and concrete words, and transitional phrases (by providing lists and graphic organizers/word banks).

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Narrative writing was taught while reading fantasy-fiction storiesbooks as a guidance for sts (character traits - phrasing - plot )  to create their own story (plan-draft- revise-edit-publish)