Ps 203 Grade 3 Writing Unit

?Topic/Theme DurationUnit 4 – Once Upon a Time – Adapting and Writing Fairy TalesGrade 3Duration 7 – 8 weeksEssential Question/sWhy do writers adapt classic fairy tales?How do writers adapt classic fairy tales?How do writers go about creating well developed original fairy tales?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 SS.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.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 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.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. CCSS.ELA-Literacy.SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. CCSS.ELA-Literacy.SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. CCSS.ELA-Literacy.SL.3.1.d Explain their own ideas and understanding in light of the discussion. 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 SS.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.3.5 Demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). CCSS.ELA-Literacy.L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 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 create my own fairy tales by reading and studying other versions of a classic fairy tale and then adapting it.Lesson 2 - (2 day lesson) I can adapt a fairy tale by making consequential changes to the tale. I can ensure that the change(s) has (have) an impact that effects the other elements of the tale and that these changes manifest themselves throughout the story.Lesson 3 – I can story-tell or act out my story to help as I plan and write my draft. Lesson 4 – I can story tell or act out my story as I am drafting each scene in my story. Lesson 5 – I can use narration, description and dialogue throughout my fairy tale as a way to establish background, tie scenes together, and to end a story. Lesson 6 – I can critically assess my work to make sure I am creating an adaptation that meets all the goals and standards I have set for myself.Bend llLesson 7 – I can independently plan, not only my draft, but my writing process. Lesson 8 – I can make a fairy tale sound like a fairy tale by using special language called refrains.Lesson 9 – I can make significant revisions as I continue to draft and my tale and use those revisions to help lift the level of what's yet to come.Lesson 10 – I can avoid using only dialogue by adding an accompanying action to my tale. Lesson 11 – I can use figurative and descriptive language, to paint a picture" in my readers' minds. Lesson 12 – I can reread my story aloud to identify choppy and/or run on sentences and adjust them to create more precise and well-paced sentences. Bend lllLesson 13 – I can write original tales by using elements of strong narratives: specific characters, strong character traits, motivations, problems, and solutions. Lesson 14 – I can use strategies I have already tried to revise my fairy tale to make sure it sounds like a fairy tale and not just a narrative by ensuring there is dialogue, actions, tension, character traits, etc., and that it makes overall sense.Lesson 15 – I can make scenes more meaningful by not only including a character's actions but also objects that are important to the character. Lesson 16 – I can use both showing and telling sentences in my writing to make my fairy tale interesting and descriptive for my readers.Lesson 17 – I can understand how to use magic as an integral part of the story and make sure it is implemented into appropriate spots.Lesson 18 – I can revise and strengthen my writing by varying the pace of my writing. Lesson 19 – I can prepare to publish my piece by doing a final revision and edit to ensure my writing has all the elements of a well written fairy tale and that readers will be able to read and enjoy my writing.Lesson 20 – I can celebrate my success in fairy tale adaptation and writing.Sequence of Key Learning ActivitiesApplication of Skills: Students will be able to: Identify the elements of a fairy tale. Make meaningful and consequential adaptations to a fairy tale . Show sequence with strong transitional words . Story-tell their ideas before they begin to write . Tell a story that includes the elements of a fairy tale . Use a variety of means of assessing, revising, and editing their work . Write a story rich in details to describe characters, plot, and setting . Write a story that includes dialogue . Write a story that uses a storyteller's voice . Write a story with a clear sequence of events . Write the events of a story as small moments, or small scenes. Application of Knowledge: Students will know:Adaptations include changes that are meaningful and consequential. Fairy tales are a form of narrative writing that is different from a personal narrative. Fairy tales are short stories, written as several small scenes that follow a predictable pattern. Storytelling is different from reporting. Writers have many ways to develop and revise stories they create. Writers learn all they can about a genre before writing. Writers need to revise and edit their written pieces, for instance by varying their sentences.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 writingKey Texts to be UsedCentral Texts Prince Cinders; Babette Cole (N) Jack and the Beanstalk; Paul Galdone (J)Prince Cinders; Babette Cole (N) Mufaro's Beautiful Daughters; John Steptoe (N)The True Story of The 3 Little Pigs; Jon Scieszka (Q)AssessmentsDiagnostic AssessmentPre Assessment - Students plan, draft, write, revise and edit a fairy tale in one 45minute session that includes: 1. a clear cut beginning, middle and end 2. use appropriate transition words 3. elaboration of events 4. use of fairy tale elements 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 the work. Formative AssessmentsStudent – Teacher conferencesWriting NotebooksObservationsEvidence of revisions and editingSelf and peer assessmentsFinal Performance TaskStudents write a fairy tale using the grade 3 TC narrative writing rubric as their guide. (c-Post Assessment)Students revise a fairy tale.Students write a personal narrative in the third person.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, some slowly Use figurative language such as simile, metaphor, and/or personification to bring a story to lifeCreate same fairy tale but in a different time (future)ELL SupportsGraphic OrganizersWord/Picture BanksModel Academic LanguageThink-Write-Pair-ShareDraw first, then write ................
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