Ps 203 Grade 3 Writing Unit 1

?Topic/Theme DurationUnit 1: Personal Narrative Writing: Crafting True StoriesGrade 3Duration: 7 – 8 weeksEssential Question/sWhere do writers' ideas come from for narrative writing?How do writers go about creating well-developed narratives?How do writers go about producing strong narratives using dialogue, descriptions, actions, thoughts, feelings, and sensory perception?Standards CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-Literacy.W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS.ELA-Literacy.W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. CCSS.ELA-Literacy.W.3.3.c Use temporal words and phrases to signal event order. CCSS.ELA-Literacy.W.3.3.d Provide a sense of closure. CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. CCSS.ELA-Literacy.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. CCSS.ELA-Literacy.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-Literacy.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.3.1.b Form and use regular and irregular plural nouns. CCSS.ELA-Literacy.L.3.1.c Use abstract nouns (e.g., childhood). CCSS.ELA-Literacy.L.3.1.d Form and use regular and irregular verbs. CCSS.ELA-Literacy.L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. CCSS.ELA-Literacy.L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. CCSS.ELA-Literacy.L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. CCSS.ELA-Literacy.L.3.1.h Use coordinating and subordinating conjunctions. CCSS.ELA-Literacy.L.3.1.i Produce simple, compound, and complex sentences. CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.3.2.a Capitalize appropriate words in titles. CCSS.ELA-Literacy.L.3.2.c Use commas and quotation marks in dialogue. CCSS.ELA-Literacy.L.3.2.d Form and use possessives. CCSS.ELA-Literacy.L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CCSS.ELA-Literacy.L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CCSS.ELA-Literacy.L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.3.3.a Choose words and phrases for effect. CCSS.ELA-Literacy.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Key Student Learning ObjectivesBend lLesson 1 - I can make New Year’s resolutions to become the kind of writer I want to be and set goals for myself to become that type of writer.Lesson 2 – I can generate ideas for true stories by thinking of a person who matters to me and then brainstorming small moments spent with that person. Lesson 3 - I can draw/think of a place and list small moments that happened in that place, and then write about one of these moments. Lesson 4 – I can draw readers in by telling my story in scenes rather than summaries. Lesson 5 – I can pause and reflect to consider what's going well in my writing and what I might try next to take my writing up a level. Lesson 6 – I can edit my work while I am writing; I can take a minute as I write to make sure my writing is as clear as possible for my readers.Bend llLesson 7 – Before deciding on how to write my story, I can run the story through my head in different ways, using different leads and voice to choose the just right path. Lesson 8 – I can draft my writing by writing fast and furiously, working to capture the mental movie on the page. Lesson 9 – I can revise my own work by studying other author's craft and naming what the author does so I can try it in my own writing. Lesson 10 – I can revise my own work by asking, "What's the most important part of my story?" and developing that section. Lesson 11 – I can revise my stories by grouping related sentences into paragraphs and then elaborating on those paragraphs. Bend lllLesson 12 – I can prepare for my next writing piece by using all I have already learned about the narrative writing process and making a plan for my own, more independent writing. Lesson 13 - I can go over previous writing entries and practice good revising and editing skills to strengthen my writing. Lesson 14 – I can replay and relive life events and then write about them in ways that let readers experience the event.Lesson 15 – I can use revision to bring my writing piece to a new level, so it rings with clarity and purpose.Lesson 16 – I can correctly punctuate dialogue. Bend lVLesson 17 – I can read my own writing like a stranger and ask is my writing clear, does It flow; and then revise and edit it accordingly. Lesson 18 – I can craft and improve the endings for my stories by studying published writing. Lesson 19 – I can make my writing exactly how I intend it to be for readers by using checklists to help me. Lesson 20 – I can celebrate my accomplishments as a writer.Sequence of Key Learning ActivitiesApplication of Skills: Students will be able to: Write narratives in which they include details to describe actions. Write narratives in which they include details to describe feelings. Write narratives in which they include details to describe thoughts. Write narratives in which they provide a sense of closure. Write narratives in which they recount a short sequence of events. Write narratives in which they recount a well-elaborated event. Write narratives in which they use temporal words to signal event order.Application of Knowledge: Students will know:Writers draw upon personal experiences to write personal narratives. Writers have many ways to develop and revise stories they create. Writers have routines and procedures to follow in a workshop setting. Writers learn craft moves from a mentor text, for example using dialogue to bring characters to life. Writers need to revise and edit their written pieces, for example by checking punctuation, capitalization, and spelling. Writers use notebooks to log their ideas. Writing partners support each other's efforts during the writing process.Activities to Support Learning Objectives:Create and refer to anchor charts Study pages from exemplar writer's notebooks Provide and present mentor texts as models Teach children to read like writers using mentor texts Create an on-going class book for modeling and trying out new skills Use writer's notebook for daily writing Tap, sketch, or jot across the pages as a way of planning stories Explore and try a variety of leads and endings Practice creating mental movies and acting out a story in order to make writing come alive Use figurative language and sparkle words to improve descriptions of character and setting Add dialogue to writing to bring characters alive Set mini-writing goals as you move through the writing process Provide checklists to assess and develop on-going writing goals Write long and strong to build stamina Teach that sentences are used to group one idea and paragraphs are used to group similar ideas Plan to celebrate the conclusion of classroom writing projects Use technology to publish a piece of writing Key Texts to be UsedCentral Texts Come on Rain; Karen Hesse (M)Owl Moon; Jane Yolen (O)Chrysanthemum; Kevin Henkes (M)Wilfred Gordon McDonald Partridge; Mem Fox (K)When I Was Young in the Mountains; Cynthia Rylant (K)The Boy Who Loved Words; Ronni Schotter (Q)AssessmentsDiagnostic AssessmentPre Assessment - Students plan, draft, write, revise and edit a personal narrative in one 45minute session that includes: 1. a clear cut beginning, middle and end 2. use appropriate transition words 3. elaboration of events 4. Show, not tell Post Assessment - Same as Pre Assessment, but there must be evidence that all skills and strategies learned during this unit were applied to the writing. There should also be clear evidence that the TC Narrative Writer's rubric was used to revise, edit and self-assess their work. Formative AssessmentsStudent – Teacher conferencesWriting NotebooksObservationsEvidence of revisions and editingSelf and peer assessmentsFinal Performance TaskStudents write a personal narrative using the grade 3 TC narrative writing rubric as their guide. (c-Post Assessment)Meeting Students’ needsFor Students Needing More Support:Provide support as needed during individual teaching sessions Provide feedback in small group setting Provide personal copies of teaching charts Provide modified and/or alternate grade level checklists and rubrics Provide modified writing paper Provide appropriate writing partners Use draw first, then write strategyWord wallFor Gifted/Advanced StudentsTell a story bit by bit but then remove unimportant parts Use paragraphing to separate different parts or times of the story or to show when a new character is speaking Show why characters do things by including their thinking Vary the pace of the story; make some parts go quickly, go slowly Use figurative language such as simile, metaphor, and/or personification to bring a story to lifeELL SupportsGraphic OrganizersWord/Picture BanksModel Academic LanguageThink-Write-Pair-ShareDraw first, then write ................
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