Grade 3 Nonfiction Reading and Persuasive Brochures



Grade 3 Nonfiction Reading and Persuasive Brochures | |

|Desired Results for the Unit |

|GOALS (What are our relevant goals for this unit?) |

|Students will learn |

|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate |

| |conversation, and guide our actions?) |

|Assessment Evidence |

|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term |

|Feature Article |progress? What data should be collected?) |

| |Teacher and peer Conferencing, Reading Logs, Readers Notebook |

|Resources |

|UNIT RESOURCES: (What materials and resources are needed to support this unit?) |STUDENT RESOURCES: |

| |Readers Notebook, leveled books, short text, post-it |

Reading:

▪ Readers get ready to read NF texts by thinking about what the text will be about. They use the headings to think to themselves…

o ‘I think this book is mostly about…’

o I wonder if this text will have…'

▪ Readers use headings, subheadings, font differences, and other visual cues to get a "lay of the land", anticipating how the text might go and what the text might be trying to teach.

Paying attention to expository text features such as: the table of contents, diagrams, charts, graphic organizers, photos, and captions helps develop a sense for text content

▪ Readers of NF read in order to learn. Readers become experts on a topic and can discuss the topic. To teach someone, we need to know the main ideas and the supporting details, and it helps to use an explaining voice and sometimes even to use your face, hands, and whole body to illustrate what you mean

▪ Readers are constantly confirming, revising or adding to their initial expectations about the text. Readers can use the headings to discuss main ideas and the information that follows are the supporting details. Readers determine importance and can summarize information on a page. They can tell a partner "the gist

▪ Reading nonfiction is like taking a course where a person is told a whole lot of new and detailed information. Instead of trying to memorize all that information, it helps to create larger categories to organize that information. That way, as we read, we sort the little bits of information under bigger points, creating a boxes-and-bullets outline that matches the text. It is almost as if, as we read, we write headings for the texts that don’t have any.

▪ Readers discuss texts to let ideas get through to us, to let texts change our minds. We talk to grow ideas. We read with purpose (to be able to discuss the new or interesting information)

▪ Isn’t it weird how…’

▪ ‘I wonder why…’

▪ ‘Did you notice that….’

▪ But I want to add one more thing.

▪ Authors Present Information to the Reader in Different Ways. Readers of NF can look for those structures as a strategy to support comprehension

▪ Descriptive or List/Like Structure

▪ Question and Answer Structure

▪ Compare and Contrast Structure

▪ Cause and Effect Structure

▪ Chronological

▪ Problem/Solution

▪ Readers can understand the interconnectedness of ideas within the text. Readers can use this knowledge of presentation of information to structure their own reading, allowing parts of the text to take on greater significance while letting other parts of the text fall away - determine significance

▪ Readers identify how information is presented to the reader and how identifying that prepares you to absorb the information

▪ Authors Present Information to the Reader in Different Ways. Readers of Narrative NF will notice:

▪ Longer stretches of text than in non-narrative nonfiction

▪ the story-like quality of the information

▪ includes both story and information

▪ 1 central character

▪ Problem/solution like structure

▪ Events that culminate in disaster or achievement

▪ Readers of narrative non- fiction read the same way that readers of fiction read. We use the same thinking strategies to help us to comprehend or understand. We summarize to come away with big idea and we ask, "How does all of this fit together?"

▪ Readers of nonfiction text break the text into manageable chunks by fishing out the main ideas - rather than being side-tracked by supporting facts and details. At the end of each chunk, readers may say (or write on a Post-it), “This part teaches me…”

▪ Readers can move from finding the main idea of a paragraph to figuring out the overarching idea of a multi-paragraph text by noticing as they read from one paragraph to another whether the two paragraphs continue to build on one main idea or whether the second paragraph turns a bend, laying out yet another idea

▪ When partners meet they:

▪ point out the details in the pictures or diagrams that highlight what they’re saying.

▪ link previous learning to the new information that they just encountered by flipping back and forth to show pictures that build off of one other and by explaining how these go together.

▪ add gestures to their explanations and use their voices to emphasize what’s important.

▪ act out what they learned and invite their partner to join in

▪ Readers naturally have questions when they are learning new concepts, words, ideas or information on a topic. Readers actively form questions to help clarify meaning

▪ "What does that mean?

▪ "Why did that happen?

▪ "How does that work?"

▪ "When did that happen?

▪ "What is that word and how do I pronounce it?"

▪ Readers question the relevance/importance of an event

▪ Readers consider/question alternate points of view on a topic

▪ Readers often come across challenging words and can:

▪ use text features to make sense of unfamiliar vocabulary—illustrations, photographs, and diagrams often accompany the text's effort to define and explain new words or concepts.

▪ Reread to try to make sense of the word in context

▪ Think about prior knowledge

▪ Use a glossary, if included

▪ Readers read on in text, seeking answers, and thinking back over everything they’ve read so far and everything they already know. (Synthesize information)

▪ Readers of narrative NF move from retelling or recalling facts and details to inferring. They ask, "What is this story teaching me?

▪ How does it fit with what I have been learning?”

▪ Readers think about how all of the parts of the narrative non-fiction go together

▪ Readers of narrative NF move from retelling or recalling facts and details to inferring. They ask,

▪ “What do I know now that I didn’t know before reading this book/text?”

▪ “How is my thinking different from reading this text?”

▪ Readers of narrative NF move from retelling or recalling facts and details to inferring. They make connections between the facts/ideas they learned and form opinions about those facts/ideas

Writing: Persuasive Travel Brochure –Nigeria/Lagos – partnerships/groups

▪ Writers write for specific purposes. They consider: Who’s the audience? Their needs and wants – Choose your audience (families, adult, children, students)

▪ Writers use mentor brochure writers to ask themselves, “What did this author do in his/her review that I can do?”

▪ Writers develop a claim or thesis

▪ Writers present information in different structures: Compare/Contrast, Cause and Effect, Question and Answer, Descriptive or List Like

▪ Writers develop note taking skills – webbing, listing, Venn Diagram, highlighting, paraphrasing

▪ Writers use list- like and narrative structures in combination

▪ Writers use primary and secondary sources

▪ Writers use voice particular to the audience

▪ Writers draft paragraphs including key details

▪ Writers include a strong introduction (heading, strong first sentence etc)

▪ Writers must write with detailed reasons and may include language like:

o “One reason is...”

o “Another reason is...”

o “because...”

o “Also...”

▪ Writers use descriptive, content specific vocabulary

▪ Writers persuade by including sentences that make the reader believe that the subject appeals to masses of people

▪ Writers persuade by making readers feel like they are missing out on something really wonderful if they don’t travel

▪ Writers revise their persuasive brochure by separating ideas into paragraphs or sections

▪ Writers revise their persuasive brochure by removing extraneous information.

▪ Writers revise to use persuasive vocabulary:

o In addition, furthermore

o However, on the other hand

o Clearly you’d want…

o Wouldn’t you rather…

o How could you not want to…

▪ Writers consider layout – what’s it going to look like? Features – (pictures, captions, lists, paragraphs with headings, schedules, graphs, maps, costs, daily temps.)

▪ Writers help their partner think of ways they can use more persuasive word choice.

▪ Writers look for gaps in their piece, searching for places they could say more, spruce up, or even remove.

▪ Writers look back on their work to find their strongest points and elaborate on those.

▪ Writers reread looking for points that weaken their argument or are unimportant to the argument and remove those.

▪ Writers use an editing checklist to check their partner’s letter (write a suggestion on a sticky note for their partner).

▪ Writers use their partner’s suggestion to revise their brochures.

▪ Writers go back and use their editing feedback to revise their work.

▪ Writers go back to reread their own work using their own editing checklist (capitalize proper nouns, using commas, persuasive punctuation- exclamation points, italics)

Grade 3 Performance Task

Diagnostic Task:

Start Spreading the News

The Department of NY Tourism has asked NYC third graders to help launch a brochure campaign persuading elementary school children to visit certain landmarks in NYC that best represent the rich culture of NYC. Be sure to

▪ Decide which landmarks you think the students should see

▪ Include the best facts from the sources that will make the students want to visit the landmarks

▪ Explain your reasons – use facts from the sources provided

▪ Develop a persuasive brochure

In your layout:

▪ Begin with a heading/catch phrase that is designed to grasp the reader’s attention

▪ Develop sections on each landmark that include information from sources provided

▪ Use vocabulary specific to the task

▪ Include simple, compound and complex sentences

▪ Use grade appropriate grammar, spelling, capitalization and punctuation

Name ______________________________________________ Date ____________________________

Grade 3 Performance Task

Summative Task: Welcome to My Habitat

In 2013 President Obama will receive a budget of 1million dollars to protect the natural habitats. Congratulations you have been selected to lead the Save the Habitat Foundation . Your first mission: Create a brochure that will convince President Obama to begin the work to save a habitat with…

Over the next few days you will be writing a persuasive brochure to send to President Obama to convince him to take even more action to preserve natural habitats:

Choose 1 natural habitat

• Rainforest

• Desert

• Ocean

• Tundra

Persuade President Obama to take action to preserve…

Choose 1 natural habitat

▪ Decide which habitat you think

▪ Find the best facts that will make the President take action

▪ Explain your reasons – use facts from the sources provided

▪ Develop an informational brochure

In your layout:

▪ Begin with a heading/catch phrase that is designed to grasp the reader’s attention

▪ Develop sections within your chosen habitat that include information from sources provided

▪ Use vocabulary specific to the task

▪ Include simple, compound and complex sentences

▪ Use grade appropriate grammar, spelling, capitalization and punctuation

|Primary Trait |1 |2 |3 |4 |

|Criteria | | | | |

|Elaborates |Includes no evidence to show |Includes little evidence to show |Includes evidence to show understanding |All of Level 3 |

|Evidence of understanding from |understanding of topic from the sources |understanding of topic from the sources |of the topic from the sources provided |Chooses certain structures over others |

|sources |provided |provided |Uses some structures to persuade the |that are best suited to the argument |

|Gives supporting details |Relates facts using little/no structure |Uses little structure to persuade the |readers and communicate facts: | |

| | |readers and communicate facts |Compares/contrasts | |

| | | |Questions/answers | |

| | | |Cause/effect | |

| | | |Describes/lists | |

|Secondary Trait Criteria | | | | |

|Voice and Tone |Does not use linking words to connect |Uses linking words (e.g., because, and, |Uses linking words and phrases (e.g., |Links opinion and reasons using words and|

|Precise Language |opinion and reason |also) to connect opinion and reason |because, therefore, since, for example) |phrases |

| | | |to connect opinion and reasons. |In addition, furthermore |

| | | | |However, on the other hand |

| | | | |Clearly you’d want… |

| | | | |Wouldn’t you rather… |

| | | | |How could you not want to… |

|Diagnostic and Summative Data |Identifies Topic |Includes Facts ad |Evidence of |Considers structures |Use of linking words |Final Grade |

| | |Opinions |Understanding | | | |

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