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Unit Title: Writing Workshop Grade Level: 3rd
Timeframe: 5 weeks
Unit Overview: During this unit, students will have the opportunity to explore creative writing by composing an original fable with a moral to their story. The remainder of the unit will focus on informative and explanatory writing, research and presentations. Students will experience the complete writing process as they create an informational/explanatory article in which they convey their ideas in a clear manner, using key and supporting details, facts, definitions and appropriate transition or linking words. The unit will culminate with a research presentation during which students will speak from notes rather than read directly from their papers. Sections of the Reading and Writing Workshop align closely; please be aware of this when planning.
Enduring Understandings/Essential Questions Enduring Understandings
• Storytellers create stories to teach lessons about the human condition. • Storytellers create stories to explain the inexplicable. • Researching topics of interest can lead new understandings.
Essential Questions
• How can I, as a writer, help my reader understand information? • How can I develop strong characters that my readers can relate to? • How can I present information and convey ideas clearly?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. 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.3.6 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. W.3.7 Conduct short research projects that build knowledge about a topic. 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. 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. 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. L3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2 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. L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English. L.3.5.b Demonstrate understanding of figurative language, word relationships and nuances in word meanings. b. Identify real-life connections between words and their use (e.g., describe people who are friendly 21st Century Skills Standard and Progress Indicator Independently complete tasks. Take turns speaking and doing in whole group settings. Work collaboratively with peers to complete tasks. Work collaboratively with partners to solve problems. Apply critical thinking and problem-solving strategies during structured learning experiences. Apply skills and knowledge through use of technology. Dolch Word List Week 1: another, even, following, large Week 2: sometimes, while, thought, beginning Week 3: family, between, school, next Week 4: began, answer, should, enough Week 5: leave, group, house, away Reading – Students read books at their independent level and use post it notes to jot ideas/responses/findings or respond in reader response notebook. Students complete a graphic organizer in response to text. Writing—Students will have opportunities to brainstorm and develop pieces to varying degrees of completion. Word Work – Students complete word sorts that correspond to the current word study lessons or the teacher may assign previous lessons to specific students, based on identified areas of need. Technology – students will compose their own fable, article and research project using technology. If students are ready for the publishing stage, computers should be made available. In addition, students will conduct research via the internet. WRITING RESOURCE— Teachers should reference Trenton Public Schools Writing Units of Study (Informative/Explanatory and Research sections)
Instructional Plan Reflection Pre-‐assessment: Unit 2 EUA writing sample analysis to inform conferencing and small group instruction
DLO – SWBAT Instructional Practice
Student Strategies Formative Assessment Activities and Resources Reflection
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Week 1: By the end of the week, student will produce a draft of a fable with at least 200 words. The fable will include opposing animal characters whose situation teaches the reader a lesson or moral. Day 1 SWBAT chart the elements of a fable and brainstorm possible ideas for writing a fable. Day 2 SWBAT create a draft from the brainstorm and include descriptive details to identify setting and characters. W.3.3 Day 3 SWBAT infuse draft with dialogue in order to reveal character’s intentions and traits. W.3.3 Day 4 SWBAT focus on word choice to reveal the lesson to readers. Day 5 SWBAT accept suggestions from the peer review process. The writer will ask peer to focus on details, dialogue or word choice for growth. W.3.5
WW
Graphic organizer Listing Word banks Brainstorming Beginning to draft Peer review Revisions
CFUs Verbal response to: What is the definition of a fable? What elements are included in a fable? Why does the author use animals instead of humans? Completed graphic organizer. During the mini-lesson: Students verbally summarize the fable read yesterday. CFU during Guided Practice: Students read a fable with a partner and complete the information as presented on the anchor chart. Exit ticket: Why did Aesop use animals with human characteristics instead of humans?
Teacher will introduce the genre of fables: Teacher will read aloud a version of a modern fable found at www.umass.edu/aesop And model how the writer might have filled in this chart prior to writing. Students will turn and talk about their ideas, then complete
2 Characters Situation Moral or Lesson
Academic Language: Fable Moral Teacher explains the purpose of a fable is to teach a lesson in an allegorical manner—allowing something in the story to stand for something else. i.e. animals representing humans, situation in nature to represent something in human lives. Teacher will model completing the following anchor chart during read aloud/think aloud: Title: Summary: Moral or Lesson: Academic Vocabulary: Allegory
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Day 6 SWBAT analyze how the author organized his ideas to convey them clearly by completing a pre-writing graphic organizer W.3.8
WW Graphic Organizer Personal Interests
CFUs Describe the first step of the writing process. What does it entail? What is the topic of this article? How do we know? How would the author complete this graphic organizer in order to produce this text? Completed Graphic Organizer from selected article
Mini-lesson: Thinking about how the writer organized ideas. Teacher activates prior knowledge by asking about the first step of the writing process and what this entails. Chart answers. Teacher introduces the Big I graphic organizer. The top cross of the I holds the Topic. The left side below the cross lists the Key Details and the right side of the I is a space for twin or more supporting detail sentences that further explain the key detail. Teacher and students read article and backward map the writing process. How would the author complete this graphic organizer as a pre-writing tool? Example Big I Graphic Organizer:
Topic: Key detail 1 Key detail 2 Key detail 3
*supporting detail *supporting detail *supporting detail *supporting detail *supporting detail *supporting detail
Domain-specific words: Possible Graphics:
Resources: More Hope for Life on Mars http://www.timeforkids.com/news/more-hope-life-mars/200921 A Massive Dinosaur Discovery http://www.timeforkids.com/news/massive-dinosaur-discovery/171196
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Testing the Five-Second Rule http://www.timeforkids.com/news/testing-five-second-rule/152426 Time for Kids http://www.timeforkids.com/ The Washington Post http://www.washingtonpost.com/lifestyle/kidspost/ Weekly Reader http://www.weeklyreader.com/ National Geographic http://news.nationalgeographic.com/news/ Classroom Science and Social Studies Texts Academic Vocabulary: Key detail Supporting detail Domain-specific words
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Day 7 SWBAT select a topic of interest they have read about (place, animal, event) and gather information to complete the Big I graphic organizer as a method of note-taking. W.3.8
WW Brainstorming Graphic Organizer Personal Stories
CFUs Turn and talk with a partner, listing the nonfiction text features you remember. Beyond the books in the room, list additional resources you may need. Exit ticket: Explain why nonfiction text features are important to informative and explanatory writing. Completed graphic organizer for their explanatory essays
Mini-lesson: Introducing the informative/explanatory writing project. Teacher will explain the informative/explanatory writing project. Students will create a piece of informational or explanatory writing on a topic of their choice. Students will write an article that includes nonfiction text features such as headings, graphics, bold text and domain specific vocabulary. Research will be conducted from nonfiction texts in the classroom or library. Introduce rubric and review with them. (Rubric from NJ Model Curriculum Grade 3, Unit 3 Assessment from NJ DOE website) (Internet research is introduce in Reading Workshop on Day 18)
Students begin pre-writing using the Big I graphic organizer to plan their writing. Materials: Blank Big I graphic organizers Academic Vocabulary: Rubric Headings Graphics
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Day 8 SWBAT transfer information from graphic organizer to a draft, focusing on developing their ideas clearly. W.3.2
WW Graphic Organizers Accountable talk Drafting
CFUs Creating a verbal draft. Stop and jot—after students verbally create a draft of their article, they will stop and jot key words and phrases to include in the draft. Anecdotal Notes: Check on students’ drafting progress. Identify students who may need support such as sentence starters, accountability partners or additional time.
Min-lesson: Verbal drafting from notes. Teacher models turning the topic and key details into a verbal draft. Students select a variety of topic envelopes to verbally create a draft. Students verbally create a draft of their own article and begin writing. Materials: Envelopes and slips inside Cats (outside)—Caring, Feeding, Grooming School (outside)—Gym, Art, Language Arts Solar System (outside)—Planets, Stars, Sun and Moon Recycling (Outside)—Reduce, Reuse, Inform Academic Vocabulary: Verbal draft
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Day 9 SWBAT enhance their drafts by adding facts and definitions to clarify information they are explaining to the reader. W.3.2
WW Graphic organizers Drafting Accountability partners Writing conference
What is the difference between a fact and definition? Turn and Talk: Explain to your writing partner which words you will choose to define for your readers. Why are these words important to define? Exit ticket: Place a star by each of the definitions you added. Place a 4 next to the new fact you added. Completed Rough draft that includes facts and details
Mini-Lesson: Adding facts and definitions. Teacher will model finding words and phrases that need further explanation. Teacher will model adding definitions. Teacher will model adding a fact to support statements. (Use model text, teacher-created draft or student draft) To students: Today as you write, I want you to add at least 2 definitions and 1 additional fact to your draft. Students support each other to identify possible places for adding definitions and facts. Students write independently. Teacher conferences with students: --What do you want me to look for? --Is there a specific area you want assistance with? --What are you most proud of? --Have you thought about trying…? --I see ________, I would also like to see ______. Academic Vocabulary: Facts Definition
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Day 10 SWBAT build on their writing by adding specific details to support information in their draft. W.3.2
WW Drafting CFUs Turn and Talk: Tell your partner the definition of a detail and a fact. (Detail describes something, fact is a true statement that can be proven) Why does informational writing include facts and details? Anecdotal notes: Review sticky notes, are students asking questions in the right areas? Exit requirements: Place a O by at least 2 details you added to your writing today.
Mini-lesson: Adding details Teacher: Yesterday, we looked at our draft to find places where we could add definitions and facts that would enhance our drafts. Sometimes during the pre-writing process we do not always capture every idea and detail that we need to have strong writing. So beyond adding facts and definitions, we need to add additional points or details to our writing. Today, we are going to look at our drafts and find areas where we can add additional details. (Teacher models with mentor text, teacher-created draft or student draft). As I read through this, I am going to think about where I have questions. If I have a question, then this is likely a place where I will need to add another detail to make my writing stronger. (Teacher models think-aloud) Now, with your writing partner, read each other’s drafts. When you have a question, write it on a sticky note and place it on the draft. As you get your paper back, be certain to discuss with your partner what they wanted to know. This will help you decide what detail you would like to add. Students write independently. Teacher conferences with students: --What do you want me to look for? --Is there a specific area you want assistance with? --What are you most proud of? --Have you thought about trying…? --I see ________, I would also like to see ______.
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Day 11 SWBAT produce a concluding statement to finalize their explanatory piece. W.3.2
WW Anchor charts Accountable talk Stop and jot Drafting
CFUs Stop and Jot: What do I want readers to do or remember? Turn and Talk: Speak the draft of your closing statement to your partner. Explain why this is the best closing statement. Completed Draft that includes closing statements Closing Quick Write: Write an alternate closing statement for your piece. Try something different from what you have already written.
Mini-Lesson: Concluding Statement Teacher: We have been working to add definitions, facts and details to our article to make it as strong as possible. As we come to the end of the drafting process, we need to make certain we close our piece with a strong concluding statement. To end your piece, ask yourself: What do I want readers to remember? Chart: Let’s review our mentor texts and see how they have ended their pieces. Now, that we have reviewed a few conclusions, stop and jot your answer to this question: What do you want your readers to do or remember after reading your piece? Turn and Talk with your partner. Speak the draft of your concluding statement. Ask your partner for feedback. Students write independently. Teacher conferences with students: --What do you want me to look for? --Is there a specific area you want assistance with? --What are you most proud of? --Have you thought about trying…? --I see ________, I would also like to see ______. Academic Vocabulary: Conclusion
Conclusions What do I want readers to remember? • Remind the reader of the most important
information • Ask the reader a question • Suggest the reader take action based on the
information • Offer the reader advice based on
information • Use transitional words • Make a strong statement
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Day 12 SWBAT self-score using the Benchmark rubric. W.3.5 FORMATIVE ASSESSMENT
WW Rubric Self-scoring
CFUs Quick write: Create directions on how to use a rubric. Status of the class: Drafts complete? What stage? Anecdotal notes: How clear is each draft thus far? Are students scoring themselves low in common areas?
Mini-lesson: Self-scoring Today we will use the rubric to self-score our own writing. It is important to know how to use the rubric and how to give yourself a fair score. Our rubric focuses on : Development of ideas (details, facts, descriptions) Organization (structure and flow) Clarity of language, and (word choice) Knowledge of language and conventions (Capitalization, usage, punctuation and spelling) Do your best to score your own paper. We will have time for peer reviews and support during the revision process. Teach students to read Score Point 3 column. Look for evidence. If everything is there, move to score point 4 column and confirm all evidence is in the writing before scoring 4. If all evidence is not in 3, then move to score point 2 column to look for evidence. When all criteria are satisfied, that is the score. FORMATIVE ASSESSMENT: Grade level team should coordinate and select reading selection with writing prompt focused on W.3.2. Allow students to perform the assessment online to practice for Benchmark and PARCC. The formative assessment can be performed on classroom computers with students rotating from computer to independent writing to writing conference with teacher.
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Day 13 SWBAT explain the revision process and begin to revise their drafts by adding in headings and linking words and phrases to connect ideas and thoughts W.3.2
WW List of linking words and Phrases Accountable talk Anchor chart Drafting
CFUs Quick write: List as many linking words as you can think of (This will become a word-bank for students. Allow them to add to the list after sharing with a partner and a few whole group.) Turn and Talk: What headings do you want to include in your article? How will this assist your readers? Place a box around the 2 headings you added. Underline the 4 transitional words that were added. Observations: Is the student adding headings appropriately? How to redirect? Which students can be challenged for more sophisticated writing? What will the challenge be?
Mini-lesson: Revision Process Teacher: You scored your writing yesterday and you may see some areas where you want to add to or change your work. This is called revision. When we check our work for spelling, punctuation and grammar, the process is called editing. We will edit later in the week. For the next two days we will revise. Chart: An easy way to think about revising is to remember the acronym ARMS—add, remove, move, substitute
Today, we are going to revise our writing by adding headings and linking or transition words. (Teacher models with mentor text, teacher-created draft or student draft. If using student draft, invite student up to think through the process of adding) While you are revising today, you should add at least 2 headings and 4 transitional words or phrases. Remember that you can also remove, move or substitute. Students revise independently. Teacher conferences with students: --Use the student’s self-scored rubric as a place to begin discussion. Academic Vocabulary Revising Editing
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Day 14 SWBAT revise their draft by adding in nonfiction text features (captions, bold text, graphics—refer to anchor chart Day 7) and domain-specific words.
WW Anchor Chart Accountable talk
CFUs Quick write: List 5 domain specific words that relate to your topic. Turn and talk: Tell your partner about 3 different text features you will add to your writing. Exit requirements: 3 different text features added to the article. At least 2 domain-specific words added, please place a J next to these words.
Mini-lesson: Revising—adding text features and domain-specific words. Teacher: Yesterday, we were able to revise our draft by adding headings and transitional or linking words. Today, we will continue to revise by adding text features (Day 7 Anchor Chart). Think about the text features that will best support the information you are sharing. Turn and talk to your partner about 3 different text features you will add. Why are these features the best? In addition to text features, we are also going to add domain-specific words. These words are special to the topic we are writing about. A student who is writing about polar bears and a student who is writing about Mars will have different domain-specific words. At the beginning of the class you listed 5 domain specific words. If they are not already in your paper, please add at least 2 of them. (Teacher models with mentor text, teacher-created draft or student draft. Student may be invited up to share their revisions with prompts and questions from the teacher.) Students revise independently. Teacher conferences with students: --Use the student’s self-scored rubric as a place to begin discussion.
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Day 15 SWBAT engage in peer review activity by completing the pre-writing graphic organizer. W.3.2/W.3.5
WW Peer/teacher revisions Graphic Organizer Information and details
Completed Big I graphic organizer Compare your original Big I graphic organizer with your peer review. How are they similar? If they are different, does this indicate a need to revise? Exit ticket: Summarize your thoughts about your peers’ work and identify their next steps for revising.
Mini-lesson: Peer review Teacher: We have worked revising our drafts. Today, we are going to test out the structure of our writing and make certain that it is clear. When we began this piece, we completed the Big I graphic organizer by reading an article and deciding how the author might have completed the graphic organizer before he began writing. Today you are going to do the same thing with a peer’s article. (Pass out blank Big I graphic organizers and model how to complete a few steps.) Students read, complete graphic organizer, revise. Teacher conferences with students: --Use the student’s self-scored rubric or Big I as a place to begin discussion. Academic Vocabulary: Peer review
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Day 16 SWBAT edit their peer’s work by using the provided editing checklist (focus on punctuation—commas and appropriate capitalization of titles, spelling, subject/verb agreement). W.3.5/L.3.2
WW Editing Checklist Peer Editing
CFUs Turn and Tell your partner what should be capitalized when we are writing. Stop and jot—Why are the elements in CUPS important to writing? Do you use capital letters other than at the beginning of sentences? Where could you add a title a book or article or a proper noun for greater variety? Complete edited draft of explanatory essay
Mini-lesson: Revision Process Teacher: Now that we have used our ARMS to revise our writing, we will begin editing. This happens when we check our work for capitalization, usage, punctuation and spelling. Chart: An easy way to think about editing is to remember the acronym CUPS—Capitalization, Usage, Punctuation and Spelling
Students will peer edit using the CUPS. Teacher conferences with students: --Use the student’s self-scored rubric or Big I as a place to begin discussion. If students finish early, they may use computers to begin publishing their article. Academic Vocabulary: ARMS CUPS
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Day 17-18 SWBAT produce a final draft by incorporating peer revisions and edits as they type. W.3.6/L.3.2
WW Typing Skills Turn and talk: Tell your partner about a piece you have published on the computer before. Were you satisfied with the results? What would you do differently? Exit Slip: Do you feel satisfied with your work? Explain why or why not. Observations: What areas of word processing are students proficient at? What areas are they struggling with? Make notes for future mini-lessons or collaborations with technology teachers.
Mini-lesson: Publishing Teacher: As you know, publishing is the culminating step in the writing process. Today, as you sit down to type, you will incorporate all of the revisions and edits that you have made to your article. You will be able to add in the text features like graphics and pictures as well. Turn and talk: Tell your partner about a piece you have published on the computer before. Were you satisfied with the results? What would you do differently? (Teacher should provide specific guidelines—style guide—on font size, picture size, etc.) Students typing. Teacher circulates for technology support. Academic Vocabulary: Publishing
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Day 19-20 SWBAT orally present their published essays in a clear, confident manner. Listeners will provide feedback. SL.3.4
WW Oral speaking Complete essays
Presentation Fluency Feedback
Students will present their articles by reading aloud and showing the graphics. This presentation will prepare them for speaking from notes in a week. Peers will provide feedback—3 pluses and a question. For each plus the student will identify something about the writing style or structure they liked (refer to rubric) and one question they have about the topic. Presenter: Reviewer:
+
+
+
?
Academic Vocabulary: Feedback
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Day 21 SWBAT organize their research notes by using a graphic organizer to plan a presentation that conveys a clear, concise message. W.3.8/W.3.7
WW RW Notes Turn and talk: Tell your partner the 3 key details your presentation will focus on. Verbal drafting: After completing the Big I, verbally draft your presentation. Allow your partner to ask questions to clarify your work. Teacher check-in: Teacher reviews Big I and asks clarifying questions before students begin publishing presentation. Exit ticket: What format will your presentation be in?
Teacher reviews requirements of project. Explains that like writing the article they just completed, students will use graphic features to present to their peers, but they will speak from brief notes rather than a complete report. Students will complete the Big I graphic organizer to organize their ideas and plan their presentation. When the Big I is complete, students may begin Presentation format options: Powerpoint Poster Imovie Newscast
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Day 22-23 SWBAT transform research notes into a brief presentation using powerpoint, prezi, iMovie, or poster to share with the class. W.3.8/W.3.7
WW RW notes Creativity
Quick Write: What is the essential information that you need to include in your notes? Verbal drafting—by allowing the students to verbal draft again, they have the opportunity to refine their presentation and practice their oral skills.
Teacher explains that unlike typing the full text of their article, students will highlight only key details and capture essential words and phrases for the presentation—which is more visual than text-based. (Teacher can model this or show a short video of a presentation that meets the project’s requirements) Following the mini-lesson, students will have the opportunity to verbal draft again, and then continue work on their presentation. Materials needed: Computers Markers Posters Glue Construction paper Academic Vocabulary: Essential
Day 24-25 SWBAT orally present their research in a clear, confident manner. Listeners will provide feedback. SL.3.4
WW Presentation Skills Each student presents work
Peers will provide feedback—3 pluses and a question. For each plus the student will identify something about the writing style or structure they liked (refer to rubric) and one question they have about the topic. Presenter: Reviewer:
+
+
+
?
Benchmark Assessment: NJ DOE Model Curriculum End of Unit Assessment--edConnect Progress Monitoring—Running Record
Summative Written Assessments
Nonfiction article completed on Day 20
Summative Performance Assessment
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Presentation from notes completed on Day 25
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Informative/Explanatory Writing Rubric (Modified for NJ Model Curriculum Grade 3, Unit 3 Benchmark Assessment)
Writing:
Development of ideas
The article addresses the prompt and shows effective development of the topic by using reasoning, details, text-‐based evidence, and/or description; the development is largely appropriate to the task and purpose.
The article addresses the prompt and shows some development of the topic by using some reasoning, details, text-‐based evidence, and/or description; the development is somewhat appropriate to the task and purpose.
The article makes reference to the topic of the prompt and develops the topic minimally by using limited reasoning, details, text-‐based-‐evidence, and/or description; the development is limited in its appropriateness to the task and purpose.
The article may not address the prompt, does not develop the topic and is therefore inappropriate to the task and purpose.
No article; or the
article is
• unintelligible or undecipherable • not written in English; • too limited to evaluate
Writing:
Organization
N/A The article consistently demonstrates purposeful and controlled organization
and includes an introduction and conclusion.
The article demonstrates purposeful organization that sometimes is not controlled and may or may not include an introduction and/or conclusion.
The article demonstrates little or no organization.
No article; or the
article is
• unintelligible or undecipherable • not written in English • too limited to evaluate
Writing:
Clarity of Language
N/A The article uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.
The article uses linking words and phrases, descriptive words, and/or temporal words to express ideas with limited clarity.
The article does not use linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.
No article; or the
article is
• unintelligible or undecipherable • not written in English • too limited to evaluate
Writing:
Knowledge of language and conventions
The article demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the article.
The article demonstrates inconsistent command of the conventions of standard English. There are a few patterns of errors in grammar and usage that may occasionally impede understanding.
The article demonstrates limited command of the conventions of standard English. There are multiple distracting errors in grammar and usage that sometimes impede understanding.
The article demonstrates little to no command of the conventions of standard English. Frequent distracting errors in grammar and usage often impede understanding.
No article; or the
article is
• unintelligible or undecipherable • not written in English • too limited to evaluate
