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: |

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| Multiple articles and lessons to teach various skills related to different styles of writing. |

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|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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