Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview

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1 Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction 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 1.1, 1.2, & 1.3 Handwriting Conventions Writing Foundational Skills Students will review and practice manuscript writing emphasizing appropriate spacing, during whole group instruction and independent practice. Students will demonstrate their understanding of different parts of sentences and different types of sentences. Higher Order Concepts, Skill, & Strategies Students will demonstrate their understanding of narrative writing by creating a humorous realistic fiction piece based off of their own life experiences of trying something new. Reading Selections The following reading selections will support student understanding of the text type they are studying: When Charlie McButton Lost Power Essential questions students should be able to answer by end of unit Which skills help us make our way in the world? What can we learn by trying new things? What can we learn by trading with one another? How can we achieve our goals? University of Connecticut s Center for Behavioral Education and Research E-i

2 Version 1 Grade 3, Language Arts/Writing Unit 1 Written Curriculum COMMON CORE STATE STANDARDS. Text Types and Purposes WRITING W3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a.establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 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. W3.6. 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. 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. c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. 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. Conventions of Standard English LANGUAGE 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. c. Use abstract nouns (e.g., childhood). University of Connecticut s Center for Behavioral Education and Research E-ii

3 Version 1 Grade 3, Language Arts/Writing Unit 1 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 L3.3 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. 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 figurative language, word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral 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 W3.3 Narrative In the previous grade, students worked on establishing their ability to recount a well elaborated or short sequence of events that included details to describe actions, thoughts and feelings using temporal words to signal an events order and providing a sense of closure in their narrative writing. This year, they will continue to work on these skills but will focus their narrative development work on learning how to establish a situation, introduce a narrator or characters, organize an event sequence that unfolds naturally and use dialogue and description of actions, thoughts and feelings to develop experiences and events to show the response of characters to situations. At this point, these new ideas will need direct, explicit instruction with a focus at the introductory level. Some of these ideas may be difficult for third graders, so provide appropriate time and supports. 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. At this point, these new ideas will need direct, University of Connecticut s Center for Behavioral Education and Research E-iii

4 Version 1 Grade 3, Language Arts/Writing Unit 1 explicit instruction with a focus at the introductory level. Some of these ideas may be difficult for third graders, so provide appropriate time and supports. W3.7 Research In previous grades, students were introduced to shared research and writing projects. In this grade, students will for the first time conduct short research projects that build knowledge about a topic. At this point, this is a new skill and will need direct, explicit instruction with a focus at the introductory level. Conducting this type of research may difficult for third graders, so provide appropriate time and supports. 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. At this point in the year, this is a new skill and will need direct, explicit instruction with a focus at the introductory level. Grade 3 Unit 1 Text Type Elements NARRATIVE WRITING WRITING FRAME Text type: Narrative Specific type of writing: Realistic Fiction, a made up story that seems as if it could happen. Topic: Students will write a humorous story generated from events in their lives using exaggeration and hyperbole to create humor. Purpose: To entertain. Audience: Students will write to entertain their peers. Writing will support: Understanding the humor when learning something new. Writing should include: Essential Elements in Students Narrative Writing (see below) establish a situation and introduce a narrator and/or character, an organized event sequence that unfolds naturally, dialogue and description of actions, feelings to develop experiences and events or show the response of characters to situations, provide a sense of closure. Use temporal words and phrases to signal event order. Research and Note taking: Students will draw on their own experiences when learning something new. Refer to mentor text When Charlie McButton Lost Power. Process Strategies: Publication: Students will publish their humorous realistic fiction piece and orally share it with a partner. Assessment: See teacher and student Narrative Writing Rubric, Grade 3 Relevant Reading Street Resources: Throughout the three-week unit, call attention to story elements such as: humor, learning a lesson through change, exaggeration and hyperbole when reading. This writing activity shares common elements with When Charlie McButton Lost Power. University of Connecticut s Center for Behavioral Education and Research E-iv

5 Version 1 Grade 3, Language Arts/Writing Unit 1 ESSENTIAL ELEMENTS IN STUDENTS INFORMATIONAL WRITING A situation A narrator and/or characters Sequence events Dialogue, descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations Temporal words and phrases to signal event order Sense of closure REALISTIC FICTION: Definition: A classification of literature containing stories that could happen in the real world, in a time and setting that is possible, and with characters that are true to life, yet drawn from the writer s imagination. What does it look like? A written story containing several paragraphs, may or may not include pictures. Key structures, features, and elements Story elements (setting, initiating event, plot, time period, characters, problem, solution) Story grammar Use of exaggeration and hyperbole to bring humor into the text Characterization ( attitudes, actions, motivations thoughts, traits, comparisons/ relationships) ALIGNING CCSS AND REALISTIC FICTION Expectations of Common Core State Standards A situation (W3.3.a.) A narrator and/or characters (W3.3.a.) Sequence events (W3.3.a.) Dialogue, descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations (W3.3.b.) Temporal words and phrases to signal event order (W3.3.c.) Sense of closure (W3.3.d.) Realistic Fiction Beginning of narrative establishes a realistic situation. Narrator and/or characters are introduced Organize an event sequence that unfolds naturally Use dialogue, descriptions of actions, exaggeration, hyperbole, 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 Other not specified in CCSS: May include one or more illustrations Assessed Curriculum Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 1 Summative/Unit Assessment for details about this assessment. Score each student s writing product using the (rubric W.3) rubric found in the Providence Writing Resource Guide. University of Connecticut s Center for Behavioral Education and Research E-v

6 Version 1 Grade 3 Language Arts/Writing Unit 1.1 Taught Curriculum Writing Unit 1.1 (Unit 1, Week 1) Handwriting Conventions Learning Objectives Students will write upper and lower case manuscript letters: aa, dd, oo, gg in words in whole group instruction, guided practice and independently. Through oral practice in whole group, students will understand, respond to questions, and provide examples of sentences. Students will apply their understanding of sentences to generate individual sentences both orally and in writing. Students will identify additional examples of sentences within the week s readings. Given a prompt related to the week s reading, students will create a short response using sentences. Resources Street, Unit 1, Vol. 1: Daily Handwriting pp.25d Street, Unit 1, Vol. 1: Conventions Lessons pp.25d, 37d, 47e, 55c, 55o Providence Writing Resource Guide: Conventions routine A days 1-5 Writing Through engaging in class discussion, students will understand the key features of narrative writing. Through engaging in class discussion, students will compare and contrast realistic fiction to other types of writing. Students will use key vocabulary related to narrative writing (character, topic, conflict, solution, hyperbole, and exaggeration) in order to discuss the elements of a humorous realistic fiction piece. Students will identify and chart the key elements of narrative writing/ realistic fiction through whole class analysis of realistic fiction and guided class discussion. Students will apply their knowledge of the key elements of narrative/realistic fiction writing in order to identify a topic and audience for their humorous realistic fiction. Students will understand the specific writing strategies needed to write a narrative/realistic fiction piece by reviewing two types of writing, the writing process story elements, and neat paper rules. Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 1 Sopris West Step Up to Writing (Intermediate) Level: Teacher s Guide: Introducing two kinds of writing (p ) Introducing Story Elements (p ) Learning Story Elements (p ) Neat Paper Rules(p ) Tools: 4-1a, b; 6-1a,b,c; 6-2a,b,c ;10-1a Bonus tool: 4-11 Handy Pages Two Kinds of Writing (front cover) Posters: Intermediate poster No.1 Street, Unit 1, Vol. 1: When Charlie McButton Lost Power pp University of Connecticut s Center for Behavioral Education and Research E-6

7 Version 1 Grade 3 Language Arts/Writing Unit 1.1 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary exaggeration, hyperbole, humor Genre/Text Type Specific Vocabulary narrative, realistic fiction, character, setting, topic, conflict, solution Planning and Instructional Delivery Considerations Handwriting: Students need to use appropriately spaced paper to practice letters. Teachers should model multi-kinetic 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 humorous realistic fiction piece. Writing: Handy pages are to be distributed to students for reference, however, these Handy Pages are not consumable. 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. Assessed Curriculum 1.1 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. 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. University of Connecticut s Center for Behavioral Education and Research E-7

8 Version 1 Grade 3 Language Arts/Writing Unit 1.2 Taught Curriculum Writing Unit 1.2 (Unit 1, Week 2) Handwriting Conventions Writing Learning Objectives Students will write upper and lower case manuscript letters: cc, ee, ss, in words in whole group instruction, guided practice and independently. Through oral practice in whole group, students will understand, respond to questions, and provide examples of subjects and predicates. Students will apply their understanding of subjects and predicates to generate individual sentences both orally and in writing. Students will identify additional examples of subjects and predicates within the week s readings. Given a prompt related to the week s reading, students will create a short response using subjects and predicates. Students will apply their understanding of the six steps to planning and writing a story to complete a first draft of their humorous realistic fiction story. Students will develop their understanding of strategies for editing by using the CUPS strategy and apply these strategies to their writing. Students will consult with teacher and/or peers to get feedback on their drafts. Students will apply their understanding of the revision process by developing a plan for revising their drafts. Resources Street, Unit 1, Vol. 1: Daily Handwriting pp.61d Street, Unit 1, Vol. 1: Conventions Lessons pp.61d, 71c, 79e, 89c, 89o Providence Writing Resource Guide: Conventions routine A days 1-5 Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 2 Sopris West Step Up to Writing (Intermediate) Level: Teacher s Guide: Teacher s Guide: Six Steps for Planning and Writing a Story/ Narrative (p ) The Writing Process (p ) Editing with CUPS (p ) Tools: 6-6a; 4-5a,b,c; 10-7a,b,c,d Bonus tool: 4-5-1, Handy Pages Planning/Writing a Story/Narrative (20-22); The Writing Process (front cover) Posters: Intermediate posters No.1; No. 2 Street, Unit 1, Vol. 1: When Charlie McButton Lost Power pp University of Connecticut s Center for Behavioral Education and Research E-8

9 Version 1 Grade 3 Language Arts/Writing Unit 1.2 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary exaggeration, hyperbole, humor Genre/Text Type Specific Vocabulary narrative, realistic fiction, character, setting, topic, conflict, solution Planning and Instructional Delivery Considerations Handwriting: Students need to use appropriately spaced paper to practice letters. Teachers should model multi-kinetic 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 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. Writing: Handy pages are to be distributed to students for reference, however, these Handy Pages are not consumable. 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. Assessed Curriculum 1.2 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. 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. University of Connecticut s Center for Behavioral Education and Research E-9

10 Version 1 Grade 3, Language Arts/Writing Unit 1.3 Taught Curriculum Writing Unit 1.3 (Unit 1, Week 3) Handwriting Conventions Writing Learning Objectives Students will write upper and lower case manuscript letters: Ff, Bb, Ll, in words in whole group instruction, guided practice and independently. Through oral practice in whole group, students will understand, respond to questions, and provide examples of declarative and interrogative sentences. Students will apply their understanding of declarative and interrogative sentences to generate individual sentences both orally and in writing. Students will identify additional examples of declarative and interrogative sentences within the week s readings. Given a prompt related to the week s reading, students will create a short response using declarative and interrogative sentences. Students will use their goals for revision (developed in week 2) to revise their humorous realistic fiction story. Students will demonstrate the ability to incorporate teacher and/or peer teacher feedback into revision process. After they complete their final revisions, students will edit their compositions using the CUPS strategy. Students will publish their writing, applying the strategies they learned in the Neat Paper Rules lesson. Students will show support for their peers writing by providing positive reinforcement during a class writing celebration. Resources Street, Unit 1, Vol. 1: Daily Handwriting pp.95d Street, Unit 1, Vol. 1: Conventions Lessons pp.95d, 105d, 115e, 121c, 121o Providence Writing Resource Guide: Conventions routine A of days 1-5 Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 3 Sopris West Step Up to Writing (Intermediate) Level: Teacher s Guide: Six Steps for Planning and Writing a Story/ Narrative (p ) The Writing Process (p ) Editing with CUPS (p ) Tools: 6-6a; 4-5a,b,c; 10-7a,b,c,d Bonus tool: 4-5-1, Handy Pages Planning/Writing a Story/Narrative (20-22); The Writing Process (front cover) Posters: Intermediate posters No.1; No. 2 Street, Unit 1, Vol. 1: When Charlie McButton Lost Power pp University of Connecticut s Center for Behavioral Education and Research E-10

11 Version 1 Grade 3, Language Arts/Writing Unit 1.3 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary exaggeration, hyperbole, humor Genre/Text Type Specific Vocabulary narrative, realistic fiction, character, setting, topic, conflict, solution Planning and Instructional Delivery Considerations Handwriting: Students need to use appropriately spaced paper to practice letters. Teachers should model multi-kinetic 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 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. Writing: Handy pages are to be distributed to students for reference, however, these Handy Pages are not consumable. 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. Assessed Curriculum 1.3 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. 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. Summative/Unit Assessment Score each student s writing product using the (rubric W.3) rubric found in the Providence Writing Resource Guide. University of Connecticut s Center for Behavioral Education and Research E-11

12 Version 1 Grade 3, Language Arts/Writing Unit 1 Notes University of Connecticut s Center for Behavioral Education and Research E-12

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