Unit Overview - Tewksbury Township Schools
|Unit Overview |
|Content Area: English Language Arts |
|Unit Title: Writing Realistic Fiction |
|Target Course/Grade Level: 3rd Grade Timeline: 4-6 weeks |
|Unit Summary: Students will write fictional narratives with realistic settings and characters using clear descriptive language. Students will |
|explore realistic fiction by others to identify key components of narrative writing such as characters, setting, plot, conflict, and solution. |
|Students will write narratives which include these elements and are clear, organized, sequential, engaging and appropriate for the intended |
|audience. |
|Primary interdisciplinary connections: Character Education, Science, Social Studies, Math, Health, Technology |
|21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills: -flexibility and|
|adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. |
|Anchor Standards for Writing: |
|Text Types and Purposes |
|3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event |
|sequences. |
|Production and Distribution of Writing |
|4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
|5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. |
|Range of Writing |
|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 tasks, purposes, and audiences. |
| |
|Anchor Standards for Speaking and Listening: |
|Comprehension and Collaboration |
|3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. |
|Presentation of Knowledge and Ideas |
|4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, |
|development, and style are appropriate to task, purpose, and audience. |
|6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. |
| |
|Anchor Standards for Language: |
|Conventions of Standard English |
|1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. |
|Learning Targets/Activities |
|Domain: Writing, Speaking and Listening, Language |
|Cluster: Text Types and Purposes, Production and Distribution of Writing, Range of Writing, Comprehension and Collaboration, Knowledge and |
|Ideas, Conventions of Standard English |
|Standard # | Standards |
|W.3.3a-d |Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and |
| |clear event sequences. |
| |Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. |
| |Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of |
| |characters to situations. |
| |Use temporal words and phrases to signal event order. |
| |Provide a sense of closure. |
|W.3.4 |With guidance and support from adults, produce writing in which the development and organization are appropriate to task |
| |and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) |
|W.3.5 |With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and |
| |editing. |
|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. |
|SL.3.3 |Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |
|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. |
|SL.3.6 |Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
|L.3.1.i |Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| |i. Produce simple, compound, and complex sentences. |
|L3.2.a,b,e,g |Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| |Capitalize appropriate words in titles. |
| |Use commas in addresses. |
| |Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, |
| |smiled, cries, happiness). |
| |Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. |
|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.) |
|Unit Essential Questions |Unit Enduring Understandings |
|How do fictional writers engage their audience in a real or imagined |Writers can generate fiction ideas from their own lives or reading mentor|
|event? |texts. |
|How do writers use their own experiences to generate ideas for |Realistic fiction writing includes story elements such as characters, |
|fiction? |setting, problem and solution. |
|How do writers develop a believable realistic fictions story using the|Writers use specific strategies to plan, write and revise realistic |
|writing process? |stories. |
|Unit Learning Targets |
|Students will ... |
|Establish and focus on a moment/part of a real or imagined experience/event. (W.3.3, W.3.8) |
|Use prewriting strategies (such as: brainstorming, graphic organizers, oral storytelling, freewriting, notes and/or logs). (W.3.3) |
|Establish a situation and introduce a narrator and/or characters. (W.3.3.a) |
|Organize events into a natural sequence. (W.3.3.a) |
|Use transition words to show sequence of events. (W.3.3.c) |
|Use dialogue and descriptions of actions, thoughts and feelings to develop experiences. (W.3.3.b) |
|Use dialogue to develop experiences and show character’s feelings and emotions to situations. (W.3.3.b, L.3.6) |
|Appropriately use commas and quotation marks in dialogue. (L.3.2.c) |
|Show the response of characters to situations. (W.3.3.b) |
|Provide a concluding statement or section. (W.3.3.d) |
|Produce an organized narratve piece that provides clarity and cohesiveness and is appropriate to task, purpose, and audience. (W.3.4) |
|Plan, revise, and edit writing with guidance and support of peers and adults in order to strengthen writing. (W.3.5) |
|Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or |
|two). (W.3.10) |
|Identify and produce simple, compound, and complex. (L.3.1, L.3.1.i) |
|Capitalize appropriate words in a title. (L.3.2.a) |
|Use conventional spelling for high-frequency words. (L.3.2.e) |
|Use spelling patterns to assist in spelling words. (L.3.2.f) |
|Consult references to determine and/or confirm spelling of words. (L.3.2.g) |
|Orally share realistic fiction writing with an audience. (SL.3.3, SL.3.4, SL. 3.6) |
|Learning Activities |
|Mini-lessons |Reading Response Journals and/or prompts |
|Modeling |One on one editing w/ teacher |
|Shared, guided and independent reading |Writing prompts |
|Flexible groups |Small and Large Group Discussions |
|Mentor texts/read alouds |Independent writing |
|Teacher/peer conferencing/editing | |
|Leveled readers | |
|Think alouds | |
|Reading journal | |
|Writer's Workshop | |
|Whole class writing | |
|Evidence of Learning |
|Formative Assessments |
|Graphic organizers |Peer Editing |
|Drafts |Adult Editing |
|Conferences |Rubric Analysis of Independent writing samples |
|Self Editing | |
|Summative Assessments |
|Published Realistic fiction piece |
|Sharing realistic fiction piece |
|RESOURCES/TECHNOLOGY |
|Teacher Instructional Resources: |
|Teacher chosen resources |
|Guided Reading Leveled Books (Stone Fox, Frindle, Donovan's Word Jar, Clementine, etc.) |
|Units of Study - Lucy Calkins |
|6 + 1 Write Traits |
|Various Realistic Fiction books such as “Amelia and Elenor Go for a Ride” by Pam Munoz Ryan and Brian Selznick, A Picnic in October by Eve |
|Bunting, etc. |
|Websites |
|Read Alouds/Mentor Texts - |
|Leveled readers |
|Calkins Units of Study/Curricular Plans |
|Strategies That Work, Harvey and Goudvis |
|Reading With Meaning, Debbie Miller |
|Lessons in Comprehension, Frank Serafini |
|Growing Readers, Kathy Collings |
|7 Keys to Comprehension; Susan Zimmermann |
|Mosaic of Thought; Susan Zimmerman |
|Conferring: The Keystone of Readers Workshop; Patrick Allen |
|Guided Reading, Fountas and Pinnell |
|Guided Comprehension in the Primary Grades, Maureen McLaughin |
|The Big Book of Graphic Organizers; Jennifer Jacobson & Dottie Raymer |
|Reading Passages that Build Comprehension; Linda Ward Beech |
|Reading Rockets |
|Integration of Technology: |
|SmartBoard during instruction |
|Computers (Classroom and Library) |
|Online resources |
|Computer lab |
|Technology Resources: |
|Click the links below to access additional resources used to design this unit: |
| |
| Multiple articles and lessons to teach various skills related to different styles of writing. |
| |
|Opportunities for Differentiation: |
|Mentor Text Choices (Level, Character, Setting, Topics, etc.) |
|Writing Lengths |
|Degree of support/scaffolding by teacher |
|Paired vs. group vs. independent writing |
|Technology use |
|Teacher Notes: |
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