Grade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure. Overview

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1 Grade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for the year are implemented.) Correlates with Reading Unit 4.2, 4.3, 4.4 Foundational Skills Handwriting Conventions Writing Students will learn and practice cursive writing, emphasizing appropriate upward strokes during whole group instruction and independent practice. Students will demonstrate their understanding of subject, object, and possessive pronouns and the rules of contractions. Higher Order Concepts, Skill, & Strategies Students will demonstrate their understanding of persuasive writing by creating a brochure marketing a region of their choice. The purpose of the brochure is to persuade a peer to live in the afore mentioned region. Reading Selections The following reading selections will support student understanding of the text type they are studying: Marvelous Marble Mania and Hottest, Coldest, Highest, Deepest. Essential questions students should be able to answer by end of unit What does it mean to be unique? What makes nature s record holders unique? Why is it valuable to have unique interests? What unique traits does it take to be the first to do something?

2 Version 1 Grade 3, Language Arts/Writing Unit 8 Written Curriculum COMMON CORE STATE STANDARDS. WRITING Text Types and Purposes W3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Production and Distribution of Writing W3.4. 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.) W3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 3 on pages 28 and 29.) Research to Build and Present Knowledge W3.7. Conduct short research projects that build knowledge about a topic. W3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Range of Writing W3.10. 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. Comprehension and Collaboration SPEAKING AND LISTENING SL3.1. 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. 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. 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). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion. University of Connecticut s Center for Behavioral Education and Research E-ii

3 Version 1 Grade 3, Language Arts/Writing Unit 8 SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL3. 3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas SL3. 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. SL3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. LANGUAGE Conventions of Standard English L3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. L3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. b. Use commas in addresses. c. Use commas and quotation marks in dialogue. d. Form and use possessives. e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use L3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. University of Connecticut s Center for Behavioral Education and Research E-iii

4 Version 1 Grade 3, Language Arts/Writing Unit 8 b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L3.5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L3.6. 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). Notes, Clarifications, and Prerequisites W3.1 Opinion In previous grades, students have learned how to introduce a topic or name of book, stating an opinion, supply reasons for opinions (e.g., because, and, also) and how to provide a concluding statement or section. In this unit, students will learn how to introduce a topic clearly, provide reasons that are supported by facts and details, create an organizational structure in which related ideas are grouped to support purpose. Additionally, students will link opinions and reasons using words and phrases (e.g., for instance, in order to, in addition) as well as providing a concluding statement or section related to the opinion presented. New ideas presented in this unit will need direct, explicit, instruction with a focus at an introductory level. W3.5 Process In previous grades students responded to questions and suggestions from peers, added details to strengthen writing, focused on a topic during the planning stage of writing and edited and revised their writing to strengthen it. In this grade, they are expected to rely on peer support in addition to adult support, develop their planning skills and edit for conventions from the language standards that are being addressed. W3.7 Research In previous grades, students were introduced to shared research and writing projects. For this persuasive brochure, students will be using the mentor Reading Street texts and other sources to gather information about stars and constellations. W3.8 Information In previous grades, students were supported by teachers in recalling information from experiences and gathering information from provided sources to answer questions. In third grade, they will continue to develop these skills as they learn how to recall information from both print and digital sources, take brief notes on sources and sort evidence into provided categories. University of Connecticut s Center for Behavioral Education and Research E-iv

5 Version 1 Grade 3, Language Arts/Writing Unit 8 WRITING FRAME Text type: Persuasive Text Specific type of writing: Brochure Topic: Students will develop a brochure to persuade a peer to live in a specific region. Purpose: to persuade others where to live Audience: classmates/peers Writing will support: Understanding of the power of persuasive writing and convey what they have learned about different climates. Writing should include: Essential elements in students persuasive writing (see below). Writing should include facts and information about different geographical areas and should include a special quality in a certain region and an opinion as to why this quality is important. (Revisit Reading Street Unit 4, Volume 1,Marvelous Marble Mania and Hottest, Coldest, Highest, Deepest.) Research and Note taking: Students will need exposure to persuasive texts and brochures. Students will review Hottest, Coldest, Highest, Deepest to locate information regarding the unique qualities of the region they chose to write about. Students will want to find out information about what is unique about their region. Process Strategies: Grade 3 Unit 8 Text Type Elements PERSUASIVE TEXT/BROCHURE Publication: Students will publish a persuasive brochure. Students will distribute their brochure to classmates and engage in a discussion about the unique aspects of their region. Assessment: See ancillary Writing materials for text-type specific rubric Relevant Reading Street Resources: To support students understanding of various regions, teachers should relate the readings and discussion about regions during reading time to what students are writing. ESSENTIAL ELEMENTS IN STUDENTS PERSUASIVE WRITING Easy-to-read structures Heading: a question, statement, or phrase to hook reader Captions Language: concise and factual to persuasive description; may use superlatives, comparisons and unsubstantiated Claims and evidence/opinions to back up those claims Specific vocabulary: superlatives (descriptive adjectives used to persuade) Readable, intriguing, functional text Pictures, graphics and other illustrative material, such as maps or photos to establish interest/avoid distraction Definition: A brocure is a small booklet or pamphlet designed to show services; sell an idea; or advertise a product, attraction, idea or event. University of Connecticut s Center for Behavioral Education and Research E-v

6 Version 1 Grade 3, Language Arts/Writing Unit 8 What does it look like? A single sheet, often folded in half or thirds. Key structures, features, and elements Easy to read structures May contain facts and structures May use persuasive language, including superlatives Color, font, type, size, and layout are important Includes pictures or illustrations which may take up much of the space Headings to hook a reader Contact information (for more information, contact: ) ALIGNING CCSS AND PERSUASIVE WRITING Expectations of Common Core State Standards (W.3.1.a) Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (W.3.1.b) Provide reasons that support the opinion. (W.3.1.c) Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (W.3.1.d) Provide a concluding statement or section. Brochure Title or heading to hook the reader. Sentence that introduces region. This should be a persuasive statement to make peers want to live in the region. Names one or more unique features of a region specific to climate etc. States a reason why features are unique or important and supports through the use of linking words and phrases. Includes a summary sentence that reminds the reader of the important information about the region. Other not specified in CCSS: May include visuals Assessed Curriculum Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 4 Summative/Unit Assessment for details about this assessment. Score each student s writing product using the W.1 rubric found in the Providence Writing Resource Guide. University of Connecticut s Center for Behavioral Education and Research E-vi

7 Version 1 Grade 3, Language Arts/Writing Unit 8.1 Taught Curriculum Writing Unit 8 (Unit 8, Week 1) Handwriting Learning Objectives Students will write lower case cursive letters: o, w, and b, with uphill strokes in whole group instruction, guided practice and independently. Resources Street, Unit 4, Vol 1: Handwriting pp.59d Conventions Through oral practice in whole group, students will understand, respond to questions, and provide examples of subject and object pronouns. Students will apply their understanding of subject and object pronouns to generate individual sentences both orally and in writing. Students will identify additional examples of subject and object pronouns within the week s readings. Given short compositions with errors, students will rewrite the composition editing for subject and object pronouns. Street, Unit 4, Vol 1: Conventions Lessons pp.59d, 69c, 77e, 85c, 85o Providence Writing Resource Guide: Conventions routine Bdays 1-5 Writing Through engaging in class discussion, students will understand the key features of persuasive writing and how they relate to narrative and informational/explanatory writing. Through engaging in class discussion, students will compare and contrast persuasive brochures to other types of writing they have already completed. Students will use key vocabulary related to persuasive writing (topic, opinion, facts and definition) in order to discuss the elements of a travel brochure. Students will identify and chart the key elements of a travel brochure through whole class analysis of example travel brochures and guided class discussion Students will apply their knowledge of the key elements of persuasive writing in order to identify a topic, audience and research plan (if appropriate) for their travel brochure. Students will understand the specific writing strategies needed to write a travel brochure by reviewing informal outlines. Students will research the region they choose in order to gain information for their brochure. Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 1 Sopris West Step Up to Writing Intermediate Level: Teacher s Guide: Persuasive Writing (p ) Supporting Opinion with Facts ( ) Tools: 9-1a,b,c,d,e,f,g; 9-2a; 9-10a,b,c,d Bonus tool: use CD to help students get ideas Handy Pages NA Posters: NA Street, Unit 4, Vol 1: Marvelous Marble Mania pp and Hottest, Coldest, Highest, Deepest pp University of Connecticut s Center for Behavioral Education and Research E-1

8 Version 1 Grade 3, Language Arts/Writing Unit 8.1 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary Region, geographical, climate, pictures, graphics, illustrations Genre/Text Type Specific Vocabulary Text, topic, opinion, conclusion, structure, brochure, headings, captions, persuasive Planning and Instructional Delivery Considerations Handwriting: Students need to use appropriately spaced paper to practice letters. Teachers should model multi-kinesthetic techniques like sky writing for reinforcement. Teachers should be sure to model on charts and/or white boards and overheads. Pages in the First Stop teachers guide have reproducibles for all letter and number formation. It would be good for each student to have a copy of these for reference. Conventions: Students should work in whole group, pairs, and independently. Examples of conventions should also be called out in reading so students can see direct application of conventions being taught. Make sure to reinforce these concepts when students are working on their persuasive brochure. Conventions will follow the pattern of : Week 1 A, Week 2 A, Week 3 B. In Week 2, teacher may elect to use routine A or B if the students are: proficient with the convention being taught, or if this skill is a review from a prior grade or unit. Writing: Step Up To Writing is a collection of strategies that help students improve writing. While specific strategies have been called out for each writing unit, teachers should feel free to explore additional SUTW. There are many great tricks that can be used from SUTW such as paper folds on page T32. Formative/Embedded Assessments Assessed Curriculum 8.1 Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame B: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept Day 2: Teacher checks to see if students can use the convention concept in writing Day 3: Teacher checks to see if students can identify and describe the convention concept Day 4: Teacher reviews students response, evaluating for presence and quality of convention concept only Day 5: Teacher reviews students writing, evaluating for presence and quality of convention concept primarily, but also for previously taught convention University of Connecticut s Center for Behavioral Education and Research E-2

9 Version 1 Grade 3, Language Arts/Writing Unit 8.2 Taught Curriculum Writing Unit 8.2 (Unit 8, Week 2) Handwriting Learning Objectives Students will write lower case cursive letters: v and z with uphill strokes in whole group instruction, guided practice and independently. Resources Street, Unit 4, Vol 1: Handwriting pp.91d Conventions Through oral practice in whole group, students will understand, respond to questions, and provide examples of possessive pronouns. Students will apply their understanding of possessive pronouns to generate individual sentences both orally and in writing. Students will identify additional examples of possessive pronouns within the week s readings. Given a prompt related to the week s reading, students will create a short response using possessive pronouns. Street, Unit 4, Vol 1: Conventions Lessons pp.91d, 99c, 107e, 115c, 115o Providence Writing Resource Guide: Conventions routine A or B days 1-5. Refer to instructional considerations. Writing Students will use key vocabulary related to persuasive writing (topic, opinion, facts and definition) in order to discuss the elements of a travel brochure. Students will identify and chart the key elements of a persuasive travel brochure through whole class analysis of example travel brochures and guided class discussion Students will apply their knowledge of the key elements of persuasive writing in order to identify a topic, audience and research plan (if appropriate) for their travel brochure. Students will understand the specific writing strategies needed to write a persuasive travel brochure by reviewing informal outlines. Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 2 Sopris West Step Up to Writing Intermediate Level: Teacher s Guide: Persuasive Writing (p ) Supporting Opinion with Facts ( ) Tools: 9-1a,b,c,d,e,f,g; 9-2a; 9-10a,b,c,d Bonus tool: use CD to help students get ideas Handy Pages NA Posters: NA Street, Unit 4, Vol 1: Marvelous Marble Mania pp and Hottest, Coldest, Highest, Deepest pp University of Connecticut s Center for Behavioral Education and Research E-3

10 Version 1 Grade 3, Language Arts/Writing Unit 8.2 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary Region, geographical, climate, pictures, graphics, illustrations Genre/Text Type Specific Vocabulary Text, topic, opinion, conclusion, structure, brochure, headings, captions, persuasive Planning and Instructional Delivery Considerations Handwriting: Students need to use appropriately spaced paper to practice letters. Teachers should model multi-kinesthetic techniques like sky writing for reinforcement. Teachers should be sure to model on charts and/or white boards and overheads. Pages in the First Stop teachers guide have reproducibles for all letter and number formation. It would be good for each student to have a copy of these for reference. Conventions: Students should work in whole group, pairs, and independently. Examples of conventions should also be called out in reading so students can see direct application of conventions being taught. Make sure to reinforce these concepts when students are working on their persuasive brochure. Conventions will follow the pattern of : week 1 A, week 2 A, week 3 B. In week 2, teacher may elect to use routine A or B if the students are: proficient with the convention being taught, or if this skill is a review from a prior grade or unit. Teacher should conduct small group instruction to target areas of need for struggling writers that may need additional modeling/scaffolding. Writing: Step Up To Writing is a collection of strategies that help students improve writing. While specific strategies have been called out for each writing unit, teachers should feel free to explore additional SUTW. There are many great tricks that can be used from SUTW such as paper folds on page T32. University of Connecticut s Center for Behavioral Education and Research E-4

11 Version 1 Grade 3, Language Arts/Writing Unit 8.2 Assessed Curriculum 8.2 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Choose Frame A or B. Convention Frame A: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept Day 2: Teacher checks to see if students can use the convention concept in writing Day 3: Teacher checks to see if students can identify and describe the convention concept Day 4: Teacher reviews students response, evaluating for presence and quality of convention concept only Day 5: Teacher reviews students writing, evaluating for presence and quality of convention concept primarily, but also for previously taught convention Convention Frame B: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept Day 2: Teacher checks to see if students can use the convention concept in writing Day 3: Teacher checks to see if students can identify and describe the convention concept Day 4: Teacher reviews rewriting, checking for editing of the convention concepts Day 5: Teacher evaluates whether the student has correctly edited for the convention concept University of Connecticut s Center for Behavioral Education and Research E-5

12 Version 1 Grade 3, Language Arts/Writing Unit 8.3 Taught Curriculum Writing Unit 8.3 (Unit 8, Week 3) Handwriting Conventions Learning Objectives Students will write lower case cursive letters: r and s with uphill strokes in whole group instruction, guided practice and independently. Through oral practice in whole group, students will understand, respond to questions, and provide examples of contractions. Students will apply their understanding of contractions to generate individual sentences both orally and in writing. Students will identify additional examples of contractions within the week s readings. Given a prompt related to the week s reading, students will create a short response using contractions. Resources Street, Unit 4, Vol 2: Handwriting pp.121d Street, Unit 4, Vol 2: Conventions Lessons pp.121d, 131c, 141e, 149c, 149o Providence Writing Resource Guide: Conventions routine A days 1-5. Refer to instructional considerations. Writing Through engaging in class discussion, students will understand the key features of persuasive writing and how they relate to narrative and informational/explanatory writing. Through engaging in class discussion, students will compare and contrast persuasive travel brochures to other types of writing they have already completed. Students will use key vocabulary related to persuasive writing (topic, opinion, facts and definition) in order to discuss the elements of a travel brochure. Students will identify and chart the key elements of a persuasive travel brochure through whole class analysis of example travel brochures and guided class discussion Students will apply their knowledge of the key elements of persuasive writing in order to identify a topic, audience and research plan (if appropriate) for their travel brochure. Students will understand the specific writing strategies needed to write a travel brochure by reviewing informal outlines. Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 3 Sopris West Step Up to Writing Intermediate Level: Teacher s Guide: Persuasive Writing (p ) Supporting Opinion with Facts ( ) Tools: 9-1a,b,c,d,e,f,g; 9-2a; 9-10a,b,c,d Bonus tool: use CD to help students get ideas Handy Pages NA Posters: NA Street, Unit 4, Vol 1: Marvelous Marble Mania pp and Hottest, Coldest, Highest, Deepest pp University of Connecticut s Center for Behavioral Education and Research E-6

13 Version 1 Grade 3, Language Arts/Writing Unit 8.3 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary Region, geographical, climate, pictures, graphics, illustrations Genre/Text Type Specific Vocabulary Text, topic, opinion, conclusion, structure, brochure, headings, captions, persuasive Planning and Instructional Delivery Considerations Handwriting: Students need to use appropriately spaced paper to practice letters. Teachers should model multi-kinesthetic techniques like sky writing for reinforcement. Teachers should be sure to model on charts and/or white boards and overheads. Pages in the First Stop teachers guide have reproducibles for all letter and number formation. It would be good for each student to have a copy of these for reference. Conventions: Students should work in whole group, pairs, and independently. Examples of conventions should also be called out in reading so students can see direct application of conventions being taught. Make sure to reinforce these concepts when students are working on their persuasive brochure. Conventions will follow the pattern of : Week 1 A, Week 2 A, Week 3 B. In Week 2, teacher may elect to use routine A or B if the students are: proficient with the convention being taught, or if this skill is a review from a prior grade or unit. Teacher should conduct small group instruction to target areas of need for struggling writers that may need additional modeling/scaffolding. Writing: Step Up To Writing is a collection of strategies that help students improve writing. While specific strategies have been called out for each writing unit, teachers should feel free to explore additional SUTW. There are many great tricks that can be used from SUTW such as paper folds on page T32. Formative/Embedded Assessments Assessed Curriculum 8.3 Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame B: (Grades 2-5) Day 1: Teacher checks to see if students can orally use the convention concept Day 2: Teacher checks to see if students can use the convention concept in writing Day 3: Teacher checks to see if students can identify and describe the convention concept Day 4: Teacher reviews rewriting, checking for editing of the convention concepts Day 5: Teacher evaluates whether the student has correctly edited for the convention concept Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 4 Summative/Unit Assessment for details about this assessment. Score each student s writing product using the W.1 rubric found in the Providence Writing Resource Guide. University of Connecticut s Center for Behavioral Education and Research E-7

14 Version 1 Grade 3, Language Arts/Writing Unit 8 Notes University of Connecticut s Center for Behavioral Education and Research E-8

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