Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview

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1 Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech 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 2.4, 2.5, 2.6 Foundational Skills Handwriting Conventions Writing Students will learn and practice cursive writing, emphasizing on appropriate upward strokes during whole group instruction and independent practice. Students will demonstrate their understanding of different types of nouns. Higher Order Concepts, Skill, & Strategies Students will demonstrate their understanding of opinion writing by creating a persuasive speech to convince their classmates of something. Reading Selections The following reading selections will support student understanding of the text type they are studying: I Wanna Iguana Essential questions students should be able to answer by end of unit What can we do to make sure solutions are fair? How have plants and animals adapted to solve problems? University of Connecticut s Center for Behavioral Education and Research E-i

2 Version 1 Grade 3, Language Arts/Writing Unit 4 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. Research to Build and Present Knowledge 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. d. Explain their own ideas and understanding in light of the discussion. SL3.2. 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. 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. b. Form and use regular and irregular plural nouns. 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 4 L3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Form and use possessives. 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. 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. L3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Notes, Clarifications, and Prerequisites W3.1 Opinion In previous grades students learned how to introduce a topic or name of book, state an opinion, supply reasons for their opinion, use linking words to connect reasons and opinions and provide a concluding statement or section. This year, students will build on these skills and in addition, students will be expected to be able to introduce a topic or a text and create an organization structure that lists reasons. Some of these ideas may be difficult for third graders, so provide appropriate time and supports as needed. 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, 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. University of Connecticut s Center for Behavioral Education and Research E-iii

4 Version 1 Grade 3, Language Arts/Writing Unit 4 WRITING FRAME Text type: Persuasive Text Grade 3 Unit 4 Text Type Elements PERSUASIVE SPEECH Specific type of writing: Speech Topic: Student choice Purpose: to convince someone to do or believe something Audience: classmates/peers Writing will support: Understanding of opinion writing. Writing should include: an introduction to an opinion on a topic, an organizational structure that lists the reasons for that opinion, linking words to connect reasons and opinions (e.g. because, therefore, since, for example), a concluding statement or section Research and Note taking: Students have read the mentor text I Wanna Iguana, They must find the minimum of one fact from any available source to substantiate their reasoning. Process Strategies: Publication: Each student will create a speech to share orally with their classmates. Assessment: See teacher and student Opinion Rubric, grade 3 Relevant Reading Street Resources: Throughout the three-week unit, call attention to persuasive writing within the mentor text I Wanna Iguana, pp , and the listening and speaking prompts around persuasive speeches on pp. 264 & 265. ESSENTIAL ELEMENTS IN STUDENTS PERSUASIVE WRITING Topic Opinion on a topic Organizational structure that lists reasons Linking words Conclusion Definition: To influence the audience s beliefs or opinions What does it look like? It includes 5 paragraphs. The first paragraph introduces the topic and states the author s opinion. The middle three paragraphs each contain one reason for the opinion along with supporting evidence (factual or fictitious). The fifth and concluding paragraph must provide a concluding statement or section related to the overall opinion presented in the introductory paragraph. Key structures, features, and elements Organizational o Ideas and facts have a logical sequence o Introduction o Statement of case o Conclusion University of Connecticut s Center for Behavioral Education and Research E-iv

5 Version 1 Grade 3, Language Arts/Writing Unit 4 May include visuals May include rhetorical questions, personal experiences, humorous anecdotes to emphasize a point, engender emotive reaction, or maintain interest. May include informal language or idioms May include short sentences to enable reader to maintain focus ALIGNING CCSS AND PERSUASIVE WRITING Expectations of Common Core State Standards Introduce topic and state an opinion (W3.1.a.) Organizational structure (W3.1.a.) Supply reasons for opinion (W3.1.b.) Linking words and phrases (W3.1.c.) Closure (W3.1.d.) Persuasive Speech Title or heading to hook the reader. Sentence that introduces a topic and opinion. The organizational structure lists ideas and supporting arguments. States a reason why feature is unique or important. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Includes a summary sentence that reminds the reader of the importance of the opinion. May include visuals Other not specified in CCSS: Assessed Curriculum Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 2 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-v

6 Version 1 Grade 3, Language Arts/Writing Unit 4.1 Taught Curriculum Writing Unit 4.1 (Unit 4, Week 1) Handwriting Learning Objectives Students will write lower case cursive letters: l, n, k, t, i, u, e, j, p with uphill strokes in whole group instruction, guided practice and independently. Resources Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Daily Handwriting pp.305d Conventions Through oral practice in whole group, students will understand, respond to questions, and provide examples of singular possessive nouns. Students will apply their understanding of singular possessive nouns to generate individual sentences both orally and in writing. Students will identify additional examples of singular possessive nouns within the week s readings. Given short compositions with errors, students will rewrite the composition editing for singular possessive nouns. Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Conventions Lessons pp.305d, 317c, 327e, 333c, 333o Providence Writing Resource Guide: Conventions routine B days 1-5 Writing Through engaging in class discussion, students will understand the key features of opinion writing and how they relate to narrative and informational/explanatory writing. Through engaging in class discussion, students will compare and contrast persuasive speech s to other types of writing they have already completed. Students will use key vocabulary related to opinion writing (topic, opinion, facts and definition) in order to discuss the elements of a persuasive speech. Students will identify and chart the key elements of a persuasive speech through whole class analysis of example persuasive speech and guided class discussion. Students will apply their knowledge of the key elements of opinion writing in order to identify a topic, audience and research plan (if appropriate) for their persuasive speech. Students will understand the specific writing strategies needed to write a persuasive speech by reviewing strategies for planning and drafting a speech. Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 1 Sopris West Step Up to Writing Intermediate Level: Teacher s Guide: Components of a Good Speech (p.320) Speech Planning (4-7 is a prerequisite) (p ) Persuasive Speeches (p ) Focus on Your Audience (p ) Tools: 8-1a; 8-2a,b; 8-3a,b; 8-4a,b; Bonus tool: NA Handy Pages NA Posters: NA University of Connecticut s Center for Behavioral Education and Research E-6

7 Version 1 Grade 3, Language Arts/Writing Unit 4.1 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary persuasive, speech Genre/Text Type Specific Vocabulary text, topic, opinion, conclusion, structure 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: The content of the grammar/conventions comes from Reading Street. Use the Conventions Teaching Frame specified in the resource section to guide how you teach each week. These frames provide more supportive instructional activities for students. 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. Writing: Make sure to reinforce convention concept during student writing time. Assessed Curriculum 4.1 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 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-7

8 Version 1 Grade 3, Language Arts/Writing Unit 4.2 Taught Curriculum Writing Unit 4.2 (Unit 4, Week 2) Handwriting Conventions Writing Learning Objectives Students will write lower case cursive letters: a, d, c, n, m, x, g, q, o, w, b 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 plural possessive nouns. Students will apply their understanding of plural possessive nouns to generate individual sentences both orally and in writing. Students will identify additional examples of plural possessive nouns within the week s readings. Given a prompt related to the week s reading, students will create a short response using plural possessive nouns. Students will apply their understanding of the strategies for blocking out a speech in order to complete a first draft of their persuasive speech. Students will demonstrate the ability to define and write a topic sentence for their speech. Students will demonstrate the ability to revise and expand their writing by using strategies for elaboration. 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 speeches. Resources Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Daily Handwriting pp.339d Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Conventions Lessons pp.339d, 349c, 355e, 363c, 363o 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: Blocking Out a Speech (p ) Defining a Topic Sentence (p ) Mastering Topic Sentences (p ) Definition and Function of Definitions (p. 178 ) Transition Sets (p. 179) Paragraph Elaborationthe E s/ the Reds (p.185) Tools: 4-17b, 4-18a, 4-24a, 4-24b, 4-25a, 4-31a, Bonus tool: , , Handy Pages - Topic Sentences (p ), - Transition Sentences (p.13-14), - Stretch Your Ideas p ) Posters: Intermediate poster No.1 University of Connecticut s Center for Behavioral Education and Research E-8

9 Version 1 Grade 3, Language Arts/Writing Unit 4.2 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary persuasive, speech Genre/Text Type Specific Vocabulary text, topic, opinion, conclusion, structure Planning and Instructional Delivery Considerations Handwriting: During handwriting, each lesson follows the same structure; Model letter formation, Model letter spacing, and Guided practice. It is important to set up the rituals and routines in the beginning of the year. If extra practice is needed for handwriting, send additional support home for homework or an activity in the writing center. Conventions: The content of the grammar/conventions comes from Reading Street. Use the Conventions Teaching Frame specified in the resource section to guide how you teach each week. These frames provide more supportive instructional activities for students. Writing: Utilize small group time to individualize and differentiate for students. Formative/Embedded Assessments Assessed Curriculum 4.2 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 4.3 Taught Curriculum Writing Unit 4.3 (Unit 4, Week 3) Handwriting Learning Objectives Handwriting not addressed in this week. Resources Conventions Through oral practice in whole group, students will understand, respond to questions, and provide examples of the different types of nouns. Students will review the different types of nouns by generating individual sentences both orally and in writing. Students will review the different types of nouns within the week s readings. Given a prompt related to the week s reading, students will create a short response using the different types of nouns. Pearson/Scott Foresman Reading Street, Unit 2, Vol. 2: Conventions Lessons pp. IR17, IR27, IR37, IR47, IR57 Providence Writing Resource Guide: Conventions routine A days 1-5 Writing Students will use their goals for revision (developed in week 2) to revise their speech. Students will demonstrate the ability to connect their topic sentence to their conclusion. Students will demonstrate the ability to incorporate teacher and/or peer teacher feedback into their final drafts of their persuasive speech. 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. Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 3 Sopris West Step Up to Writing Intermediate Level: Teacher s Guide: Conclusion Defining Terms (p.189) Connecting a Conclusion to a Topic Sentence (p. 190) Keys to Writing Conclusions (p.190) Editing with CUPS (p ) Tools: 4-34a, b; 4-35; 4-36a,b; 10-7a,b,c,d Bonus tool: , , Handy Pages Two Kinds of Writing (front cover), Posters: Intermediate poster No.1 University of Connecticut s Center for Behavioral Education and Research E-10

11 Version 1 Grade 3, Language Arts/Writing Unit 4.3 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary persuasive, speech Genre/Text Type Specific Vocabulary text, topic, opinion, conclusion, structure Planning and Instructional Delivery Considerations Conventions: The content of the grammar/conventions comes from Reading Street. Use the Conventions Teaching Frame specified in the resource section to guide how you teach each week. These frames provide more supportive instructional activities for students. Writing: It is very important that whole group, small group and individualize instruction is balanced during this week. In order to best meet the needs of all students, differentiation of this writing activity will be necessary. Assessed Curriculum 4.3 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 Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 2 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-11

12 Version 1 Grade 3, Language Arts/Writing Unit 4 Notes University of Connecticut s Center for Behavioral Education and Research E-12

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