BRENT ELEMENTARY SCHOOL



|Unit Theme |Dates |Unit Focus |Key Ideas |Anchor Texts |Standards Addressed |

|TC Writer’s Workshop Unit | |In this unit, students will get accustomed to the routines and | | |CCSS.ELA-Literacy.W.3.3 Write narratives |

|1: | |expectations of the writing workshop. Writers will generate |*Writers Write Personal Narratives with |“Come On Rain” by Karen Hesse |to develop real or imagined experiences |

| |6 Weeks |personal narrative writing and set goals for themselves. They |Independence | |or events using effective technique, |

|Crafting True Stories | |will increase their volume and stamina and write with more | |“In My Momma’s Kitchen” by Jardine Nolan |descriptive details, and clear event |

| | |attention to conventions or craft. Students will learn to reread|*Writers become Storytellers on the Page | |sequences. |

| | |their notebooks, to select a seed idea, and then to develop that| |Teacher Personal Narrative | |

| | |seed idea by storytelling different ways the story might go |*Writers Write with New Independence on a Second | | |

| | |(sound, start and end, etc.). Writers will learn paragraphing |Piece | | |

| | |and how to develop paragraphs by adding step-by-step actions, | | | |

| | |dialogue, thoughts, and feelings. |*Writers Fix Up and Fancy Up Our Best Work: | | |

| | | |Revision and Editing | | |

|TC Writer’s Workshop Unit | |Throughout this unit, students will learn that non-fiction | |“Deadliest Animals” by Melissa Stewart |CCSS.ELA-Literacy.W.3.2 Write |

|2: | |readers learn about the world around them. Readers will read to |*Writers Organize Information | |informative/explanatory texts to examine |

| |6 Weeks |gather and study information and learn how to add new | |“Popcorn in America” by TC |a topic and convey ideas and information |

|The Art of Information | |information to their existing toolkits. Readers will pay close |*Writers Reach to Write Well | |clearly. |

|Writing | |attention to the text features and structures of non-fiction and| |Bonus: | |

| | |distinguish these characteristics from those of fiction. Readers|*Writers Move Toward Publication, Move Toward |“Disney Secrets” by TC |CCSS.ELA-Literarcy.W.3.8 |

| | |learn to read for purpose, understanding, and meaning, and |Readers | |Recall information from experiences |

| | |eventually become experts in the topics they reading about. | |Student Exemplar | |

| | | |*Writers Transfer Learning from Long Projects to | | |

| | | |Short Ones | | |

| | | | | | |

| | |During this unit, students generate ideas, plan, draft, revise, | | |CCSS.ELA-Literarcy.W.3.8 |

| | |and edit, going through the writing process more quickly and |*Writers Organize Information | |Recall information from experiences |

| |6 Weeks |with greater independence, at the same time learning strategies |*Writers Reach to Write Well | | |

|TC Writer’s Workshop | |for raising the level of their work. Writers will learn to |*Writers Move Toward Publication, Move Toward | | |

|Unit 3: | |support bold, brave opinions as they write persuasive speeches. |Readers | |CCSS.ELA-Literacy.W.3.1 Write opinion |

| | |Students will work together on a shared topic; this allows them |*Writers Transfer Learning from Long Projects to | |pieces on topics or texts, supporting a |

|Changing the World: | |to receive lots of help writing structured texts that contain a |Short Ones | |point of view with reasons. |

|Persuasive Speeches, | |claim, reasons, and examples. Throughout this unit, students | | | |

|Petitions, and Editorials | |gather facts and details and organize them. They “write long” |*Launching Work on Persuasive Speeches | | |

| | |about their topic, categorize the evidence they collect, and |*Raising the Level of Persuasive Writing | | |

| | |decide which evidence belongs in their speech. They then deliver|*From Persuasive Speeches to Petitions, | | |

| | |their speech to their peers. |Editorials, and Persuasive Letter | | |

| | | |*Forming Cause Groups | | |

| | | | | |CCSS.ELA-Literacy.W.3.3 Write narratives |

|TC Writer’s Workshop Unit | |During this unit writers will take ideas they are having about |*Writers will state an idea clearly and find | |to develop real or imagined experiences |

|4: | |stories and support those ideas with evidence directly from the |details to support the idea. |“A Pig Parade is a Terrible Idea” by |or events using effective technique, |

|Baby Literary Essay |5 weeks |text and write a quick draft of an essay. |*Writers will increase their independence as they|Michael Ian Black and Kevin Hawkes |descriptive details, and clear event |

| | | |draft and revise essays. | |sequences. |

| | | |*Writers will learn to write an essay that either|“Stonefox” by John Renyolds Gardiner | |

| | | |compares or contrasts two texts. | | |

| | | | |“Fox” by Margaret Wild | |

| | | | |“Peter’s Chari” by Ezra Jack Keats | |

| | | | | | |

| | |During this final unit, students will explore the |*Folktales, fables, and fairy tales contain stock| | |

| | |distinguishable features of folktales, fables, and fairytales. |elements and characters that writers of these | | |

| | |Students will learn that storytellers are part of a tradition |tales rely on. | | |

| | |whereby previous versions of a tale are altered or retold in new|*Writers inject conflicts into their tales to | | |

| | |ways. Students will see how writers create different versions of|create more interesting plots and demonstrate |Classics: | |

| | |familiar tales and then explore ideas for retelling/rewriting |character development. |“Three Billy Goats” | |

|TC Writer’s Workshop Unit | |favorite tales of their own. They will consider what kinds of |*Writers and tellers of tales choose to develop |“Cinderella” | |

|5: | |problems heroes and heroines encounter and how problems and |and publish tales they believe will best |“Little Red Riding Hood” | |

| |6 Weeks |solutions can lead to great ideas for their own tales. They will|accomplish their purpose and appeal to their | | |

|Once Upon a Time: Adapting | |consider how the literature they read utilizes the journey/quest|audience. |Adapted: | |

|and Writing Fairy Tales | |structure and attempt to emulate this plot organization | |“Clever Jack Takes the Cake” by Candace | |

| | |strategy. | |Fleming | |

| | | | | | |

| | |During this unit, students learn about features and attributes | | |CCSS.ELA-Literacy.W.3.2 Write |

|Research Unit: |3 Weeks |of the biography genre. Students will read a variety of mentor |*Biographies: What’s It All About? |“Henry Ford”- |informative/explanatory texts to examine |

|Inventions and Inventors | |texts about individuals important to our world. Student will |*Features of Biographies |Time for Kids |a topic and convey ideas and information |

| | |employ writing techniques specific to biographies in their own |*Identifying and Selecting Inspirational | |clearly. |

| | |writing pieces. Writers will select an individual who matters to|Subjects: Individuals Who Fight For What’s Right | |CCSS.ELA-Literacy.W.3.8 Recall |

| | |them to research and write about. Students will gather facts and|and Changing the Way Our World Works | |information from experiences or gather |

| | |details about their subjects and organize them into a structured|*Making Connections with Our Subjects and | |information from print and digital |

| | |non-fiction writing piece. |Noticing What Matters | |sources; take brief notes on sources and |

| | | |*Describing Challenges, Obstacles, and | |sort evidence into provided categories. |

| | | |Achievements | |CCSS.ELA-Literacy.W.3.7 Conduct short |

| | | |*The Importance of a Quote | |research projects that build knowledge |

| | | | | |about a topic. |

| | | | | |CCSS.ELA-Literarcy.W.3.8 |

| | | | | |Gather information from print and digital|

| | | | | |sources; take brief notes on sources and |

| | | | | |sort evidence into provided categories. |

Grade 3 Writing Scope & Sequence

SY: 2018 - 2019

Mrs. JoAnn Hill & Mrs. Elisabeth Kraemer & Mrs. Kelly Maschari & Mrs. Girardi-Reed

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