Grade 3 - Writing Curriculum Unit 2 Unit 2- Opinion (Response to Literature. Approximate Pacing: 5-6 weeks

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1 - Opinion (Response to Literature In order to meet the Common Core Standards, choose the applicable lesson in the scope and sequence based on the writing abilities and understandings of your students. Approximate Pacing: 5-6 weeks Unit Objectives/Enduring Understanding Students will pre-write to generate ideas for self-selected writing Students will draft writing to capture ideas and develop fluency Students will revise writing to improve content and personal expression Students will develop a clear topic with an organizational plan that matches purpose, genre, expectations, audience, and length Students will write paragraphs with topic sentences and details Students will write a persuasive/ opinion piece that states a clear position Students will write, combine and vary simple and compound sentences to match purposes with audience Students will use an editing checklist for grade level conventions including: Ending punctuation Capitalization Commas in a series Checking for spelling errors Fragments, and run-on sentences Priority CCSS Lessons 6-10 SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2, SL.3.3, SL.3.4, SL.3.6 (speaking and listening) L.3.1, L.3.2, L.3.3, L.3.4, L.3.5, L.3.6 (language) Unit Writing Conventions W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1a Introduce the topic or text they are writing about, state and opinion, and create an organizational structure that lists reasons. L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2e Use conventional spelling for high-frequency and other studied word and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.2f Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts ) in writing words. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Page 1 of 6

2 example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section. W.3.7 Conduct short research projects that build knowledge about a topic. L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Scope and Sequence Brainstorm Ideas Identify Main Idea and Details- Graphic Organizer W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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 disciplinespecific talks, purposes, and audiences. HMH Common Core Handbook Writing Strategy: Mini-lessons 61 and 62 pg.74 The Common Core Writing Book Generating Meaningful Topics pg. 19 Graphic Organizer pgs Stating an Opinion and Creating an Organizational Structure pgs Additional Resources Page 2 of 6

3 Summarizing Lesson 6, Minilesson 11 pg E3YzEtZGIxZmEzNzdhZTdm/edit?hl=en_US Drafting Mini-lesson 93 pg. 90 Lesson 6, Minilesson 12 pg. 24 Write Smart CD ROM Interactive lessons Leads and Thesis Statement Reflecting on Reading- (Refer back to text) Mini-lesson 69 and 70 pg. 78 Lesson 8, Minilesson 15 and 16 pg. 28 Crafting a Strong Introduction pgs Anchor 9: pgs Mini-lessons 73 and 74 (Word Choice) pg. 80 Writing opinions or thoughts Lesson 9, Minilessons 17 and 18 pg. 30 Lesson 7, Minilesson 13 and 14 pg Conclusions Mini-lessons 71 and 72 (Organization) pg. 79 Providing a Page 3 of 6

4 Revising Editing Publishing Lesson 10, Minilessons 19 and 20 pg. 32 (Sentence Fluency, Connecting Words) Mini-lessons 75 and 76 pg. 81 Mini-lesson 67 pg. 77 Mini-lesson 68 pg. 77 Mentor Texts I Wanna Iguana by Karen Kaufman Orloff The Salamander Room by Anne Mazer My Brother Dan s Delicious by Layne/galey Can I Keep Him? by Steven Kellogg Earrings by Judith Viorst Don t Let the Pigeon Drive the Bus by Mo Willems The Great Kapok Tree by Lynne Cherry Dear Mrs. LaRue by Mark Teague Hey, Little Ant by Philip Hoose Should There Be Zoos? by Tony Stead and Judy Ballester I Want a Pet by Lauren Child Cloudy with a Chance of Meatballs by Judi Barrett The Wretched Stone by Chris Van Allsburg Sense of Closure pgs Anchor 4: pgs Anchor 5: pgs Anchor 6: Publishing Ideas pg verb verb tenses commas in a series simple subjects and simple predicates pronouns complex sentences response paragraph compare/contrast paragraph summary paragraph opinion statement redundancy word choice Academic Vocabulary Page 4 of 6

5 The True Story of the Three Little Pigs by Jon Scieszka Dear Mr. Blueberry by Simon James Can I have a Stegosaurus, Mom? by Lois G. Grambling Can I have a T-Rex, Dad? by Lois G Grambling I Am Absolutely Too Small for School by Lauren Child Flossie and the Fox by Patricia McKissack and Rachel Isadora The Other Side by Jacqueline Woodson Who Wants a Cheap Rhinoceros? By Shel Silverstein Duck for President by Doreen Cronin Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst Formative Evidence of Learning Conference Notes, Writing Journals, Graphic Organizers used for Prewriting Summative Prompted unit writing, Writing district benchmark, Unit Benchmark test. Test Genre W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Test Prep Mini-lessons: HMH Common Core Handbook Writing Strategy: Mini-lesson 89- Writing to a Prompt Mini-lesson 90- Budgeting Your Time Mini-lesson 91 Introducing Checklists and Rubrics Page 5 of 6

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