writing pacing guide grade 3 - pemberton …...writing pacing guide grade 3 mp units unit total*...

Writing Pacing Guide

Grade 3

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Good Citizens

25 days 25 days

MP1 FLEX DAYS

5 days 30 days

MP1-2 Unit 2 – Express Yourself

25 days 55 days

MP2 FLEX DAYS

5 days 60 days

MP2 Unit 3 – Learning Lessons

25 days 85 days

MP2 FLEX DAYS

5 days 90 days

MP3 Unit 4 – Extreme Nature

25 days 115 days

MP3 FLEX DAYS

5 days 120 days

MP3-4 Unit 5 – Going Places

25 days 145 days

MP4 FLEX DAYS

5 days 150 days

MP4 Unit 6 – Make Your Mark

25 days 175 days

MP4 FLEX DAYS

5 days 180 days

Pemberton Township School District Third Grade Writing

1 | P a g e

Unit Title: Unit 1: Good Citizens – Narrative Writing

Stage 1: Desired Results Standards & Indicators: NJSLS Grade 3 English Language Arts W.3.3 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10 RL.3.1 RL.3.2 RL.3.3 RL.3.4 RL.3.5 RL.3.6 RL.3.7 RL.3.9 RL.3.10 SL.3.1 SL.3.2 SL.3.3 SL.3.4 SL.3.5 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.4 L.3.5 L.3.6 NJSLS Technology 8.1.5.A.2 NJSLS 21st Century Life and Careers CRP1. CRP2. CRP4. CRP12.


2 | P a g e

Central Idea / Enduring Understanding: Students will…

• Identify the parts of a descriptive paragraph.

• Identify the parts of a friendly letter.

• Identify the characteristics of a personal narrative.

• Brainstorm sensory details for a descriptive

paragraph.

• Place events of a narrative paragraph in the correct order.

• Use time words to show the order in which

events happen.

• Write a strong beginning and ending.

• Plan, draft, revise, and edit a friendly letter.

• Plan, draft, revise, and edit a descriptive paragraph.

• Plan, draft, revise, and edit a personal narrative

paragraph.

• Plan, draft, revise, edit, and publish a personal narrative.

• Identify statement, question, command, and

exclamation sentences.

• Identify the subject of a sentence.

• Identify the predicate of a sentence.

• Fix sentence fragments.

• Fix run-on sentences.

Essential/Guiding Question:

• What makes a great descriptive paragraph?

• What makes a great friendly letter?

• What makes a great personal narrative paragraph?

• What makes a great personal narrative?

• What do you think was the writer’s purpose?

• What makes a writer’s beginning strong?

• How can I make my writing sound interesting?

• Why is it important to use time-order words?

• Did I use descriptive and interesting words?

• Does my beginning draw the reader right in?

• Does my ending leave the reader thinking?


3 | P a g e


• Identify common and proper nouns.

• Identify and use singular and plural nouns.


4 | P a g e

Content:

• Writer’s Workshop: Minilesson Teaching Point, Writing & Conferring, Share

• Big Idea: Write to Narrate

• Focus Trait: Ideas, Word Choice, Sentence

Fluency, Voice

• Graphic Organizer: Web Map, Events Chart, Flow Chart

• Writing Process: Plan, draft, revise, edit, and publish.

• My Writing Rubric in Journeys: Students’ Self-

Evaluation

• Students’ Proofreading Checklist in Journeys

• Academic Language: exact words, sensory details, anecdote, vivid words, sequence of events, time clues, strong beginning, logical order, time-order words, complete subject, complete predicate, statement, question, command, exclamation, sentence fragment, run-on sentence, compound sentence, common and proper noun

• Daily Proofreading Practice

Skills(Objectives):

• Descriptive paragraph

• Friendly letter

• Narrative paragraph

• Topic sentence

• Supporting sentence

• Exact words

• Sensory details

• Anecdote

• Closing sentence

• Sequence events

• Time-order words

• Strong beginning

• Subjects and predicates

• Kinds of Sentences

• Sentence Fragments

• Run-on Sentences

• Common and Proper Nouns

• Singular and Plural Nouns


5 | P a g e

Stage 2: Assessment Evidence Performance Task(s):

• Lesson 1: Descriptive Paragraph • Lesson 2: Friendly Letter

• Lesson 3: Personal Narrative Paragraph

• Lesson 4 & 5: Personal Narrative

• Use Writing Traits Scoring Rubric in Journeys

Other Evidence:

• Completion of Grammar Practice Book Pages

• Weekly Grammar Tests


• Verbal Responses

• Participation in Discussions

• Conferences


6 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 1 – Lesson 1 in Journeys Write to Narrate:

• Teaching Point: Descriptive Paragraph – Use the Writing Model Descriptive Paragraph to identify the characteristics of a good descriptive paragraph. T21

• Teaching Point: Exact Words – Use Focus Trait: Word Choice and A Fine, Fine School, to model examples of using exact words to describe. T41

• Teaching Point: Sensory Details – Use

Regular/Sensory Detail Chart and Writing Model Descriptive Paragraph to brainstorm sensory details for a descriptive paragraph. T49 Prewrite – Students use the prompt to

complete their own Web Map.

• Teaching Point: Varying Sentence Structure – Model writing with varying sentence structures using Drafting a Descriptive Paragraph. T57 Draft – Students begin drafting their own

descriptive paragraph using their prewriting Web Map.

• Teaching Point: Exact Words – Study Revising

Sarah’s Draft to discuss how each revision made Sarah’s description clear. T64, 65 Revise and Edit – Students revise and edit their descriptive paragraph.

Grammar:

• Teaching Point: Subjects and Predicates – Identify the subject and predicate in sentences. T20, 40, 48, 62, 63

Resources: Week 1 – Lesson 1 in Journeys

• Projectable 1.3

• Mentor Text: A Fine, Fine School by Sharon Creech

• Student Practice Book pg. 6

• Regular/Sensory Detail Chart • Projectable 1.3 • Graphic Organizer: Web Map

• Projectable 1.11 • Completed Student Web Map

• Projectable 1.12 • Student Draft • Final Copy of Descriptive Paragraph

• Projectable 1.2, 1.6 • Student Practice Book pg. 2, 4, 14


7 | P a g e

Learning Opportunities/Strategies: Week 2 – Lesson 2 in Journeys Write to Narrate:

• Teaching Point: Friendly Letter – Use the Writing Model Friendly Letter to identify the parts of a friendly letter. T109

• Teaching Point: Audience and Purpose – Use

Focus Trait: Ideas Audience and Purpose and The Trial of Cardigan Jones to model and practice writing details that will make a letter more enjoyable for their audience. T129

• Teaching Point: Parts of a Letter – Use Planning

a Friendly Letter to model how to use correct letter form when writing a friendly letter. T137 Prewrite – Students use prompt and complete Graphic Organizer: Flow Chart.

• Teaching Point: Using Anecdotes – Use Simple

Detail/Anecdote Chart to model anecdotes and Drafting a Friendly Letter to model how to draft a paragraph. T145 Draft – Student use their flow chart to draft a friendly letter.

• Teaching Point: Ideas – Use Revising Travis’ Draft to discuss the revisions made by the student writer. T152, 153 Revise and Edit – Students revise and edit their friendly letter.

Grammar:

• Teaching Point: Identify Statements, Questions, Commands, and Exclamations – Identify the kind of sentences and generate examples of each kind of sentence. T108, 128, 136, 150, 151


• Projectable 2.3

• Mentor Text: The Trial of Cardigan Jones by Tim Egan

• Student Practice Book pg. 20

• Mentor Text: The Trial of Cardigan Jones by Tim Egan

• Projectable 2.9 • Graphic Organizer: Flow Chart

• Simple Detail/Anecdote Chart • Projectable 2.11 • Completed Flow Chart

• Projectable 2.12 • Student Draft • Final Copy of Friendly Letter



8 | P a g e

Learning Opportunities/Strategies: Week 3 – Lesson 3 in Journeys Write to Narrate

• Teaching Point: Personal Narrative Paragraph – Use Writing Model Personal Narrative Paragraph to identify the parts of a personal narrative paragraph. T197

• Teaching Point: Thoughts and Feelings – Use

Focus Trait: Voice and examples from Destiny’s Gift to model and practice describing how someone thinks and feels. T219

• Teaching Point: Describe Events in the Correct

Order – Use Planning a Personal Narrative Paragraph to putting events in the correct order. T227 Prewrite – Students complete their own flow chart.

• Teaching Point: Details and Vivid Words – Use

Plain/Details and Vivid Words Sentence Chart and Drafting a Personal Narrative Paragraph to model writing with vivid words. T235 Draft – Students use their completed flow chart to draft their own personal narrative.

• Teaching Point: Thoughts and Feelings – Using

Revising Callie’s Draft, discuss the revisions made by the student writer. T242, 243 Revise and Edit – Students revise and edit their personal narrative paragraph.

Grammar: • Teaching Point: Sentence Fragments and Run-

on Sentences – Identify sentence fragments and tell what is missing, and identify run-on sentences by breaking them apart and then make a compound sentence. T196, 218, 226, 240


• Projectable 3.3

• Mentor Text: Destiny’s Gift by Natasha Tarpley • Student Practice Book pg. 34

• Mentor Text: Destiny’s Gift by Natasha Tarpley • Projectable 3.9 • Graphic Organizer: Flow Chart

• Plain/Details and Vivid Words Sentences Chart • Projectable 3.11 • Completed Flow Chart

• Projectable 3.12 • Student Draft • Final Copy of Personal Narrative Paragraph



9 | P a g e

Learning Opportunities/Strategies: Week 4 – Lesson 4

• Teaching Point: Personal Narrative – Use Writing Model Personal Narrative Paragraph to identify the parts of a personal narrative paragraph. T287

• Teaching Point: Important, Interesting Details –

Use Pop’s Bridge and Focus Trait: Ideas to model adding interesting details to improve sentences. T309

• Teaching Point: Exploring a Topic – Model listing events and details to write a personal narrative. T317 Prewrite – Students create a list of events and details for a personal narrative.

• Teaching Point: Sequence of Events – Use

previously created list of events/details and Planning a Personal Narrative to choose important events/details to place into the graphic organizer. T325 Prewrite – Students use prompt and complete their own events chart putting events in the correct order.

• Teaching Point: Planning Personal Narrative –

Use student book pg. 144, 145 to study how a student writer planned a personal narrative. T332, 333 Prewrite – Students add interesting details to their events chart in the right order.

Grammar

• Teaching Point – Identify Nouns – Use Naming People, Places, and Things to identify nouns. T286

• Teaching Point – Distinguish Between Common and Proper Nouns – Use Naming People, Places, and Things to identify nouns. T286, 308, 316, 330, 331

Resources: Week 4 – Lesson 4

• Projectable 4.3

• Mentor Text: Pop’s Bridge by Eve Bunting • Student Practice Workbook pg. 48

• List of events and details

• Completed Student List of Events/Details • Projectable 4.10 • Events Chart

• Student Book pg. 144, 145 • Events Chart

• Projectable 4.2, 4.6 • Student Practice Workbook pg. 44, 46, 51


10 | P a g e

Learning Opportunities/Strategies: Week 5 – Lesson 5

• Teaching Point: Personal Narrative – Use Drafting a Personal Narrative to draft a personal narrative. T377 Draft – Students draft a personal narrative using their Events Chart.

• Teaching Point: Time Clues – Use Roberto Clemente and Focus Trait: Sentence Fluency to model using time clues to show the order in which events happened. T399 Draft – Students continue to draft a personal narrative by including time order words.

• Teaching Point: Draft – Use the Strong Beginning Chart to model the author’s strong beginning. T407 Draft – Students continue to draft a personal narrative by using a strong, interesting beginning.

• Teaching Point: Details in Logical Order – Use

the Instead of this…/Author wrote this…Chart to model writing details in an order that makes sense. T415 Draft – Students continue to draft a personal narrative arranging details in a logical order.

• Teaching Point: Personal Narrative – Use

Revising Kelly’s Draft to discuss the revisions made by the student writer. T422 Revise, Edit, and Publish – Students revise, proofread, make a final copy, and share their personal narrative.

Grammar:

• Teaching Point: Identify Singular and Plural Nouns – Students identify and use singular and plural nouns. T 376, 398, 406, 420, 421

Resources: Week 5 – Lesson 5

• Projectable 5.3 • Completed Student Events Chart • Events Chart

• Student Practice Workbook pg. 62 • Completed Student Events Chart • Student Draft

• Strong Beginning Chart • Completed Student Events Chart • Student Draft

• Instead of this…/Author wrote this…Chart • Completed Student Events Chart • Student Draft

• Projectable 5.10 • Student Draft • Final Copy of Personal Narrative



11 | P a g e

Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Model and demonstrate using a Think Aloud approach

• Minilesson

Strategy Charts • Provide writing

exemplars

• Utilize technology

• Feedback to push student to maintain above grade level proficiency

• Rubrics and

Writer’s Checklists


• Minilesson Strategy Charts

• Provide writing

exemplars


• Feedback to push student to maintain on grade level proficiency

• Prewriting Graphic Organizers

• Peer editing and

revising

• Rubrics and Writer’s Checklists



• Provide writing

exemplars


• Guided Writing: Small-group lessons during all phases of the writing process

• Prewriting – Quick

drawing to develop ideas and details

• Use of sentence

frames to jumpstart writing

• Portable word wall

with sequencing & transition words

• Rubrics and


• Flexible time allotment



• Provide writing exemplars


• Guided Writing:

Small-group lessons during all phases of the writing process

• Prewriting –

Quick drawing/talk out loud to develop ideas

• Use of sentence frames to jumpstart writing

• Spell-checkers

• Rubrics &


• Flexible time

allotment

• Journeys ELL Scaffolds


1 | P a g e

Unit Title: Unit 2: Express Yourself – Opinion Writing



2 | P a g e


• Identify the parts of a response paragraph.

• Identify the parts of a compare/contrast response paragraphs.

• Identify the parts of a summary.

• Identify the parts of a response to literature.

• Use details and examples to support ideas.

• Use quotations to show a writer’s exact words

• Use words from the prompt for a topic sentence.

• State an opinion clearly.

• Support an opinion with facts and reasons.

• Plan, draft, revise, and edit a response paragraph.

• Plan, draft, revise, and edit a response compare/contrast paragraph.

• Plan, draft, revise, and edit a summary

paragraph.

• Plan, draft, revise, edit, and publish a response to literature.

• Identify and use action verbs.

• Identify and use being verbs.

• Identify and use present, past, and future verbs.

• Identify and use commas with nouns in a series.


• What makes a great response paragraph?

• What makes great response paragraphs that

compare and contrast?

• What makes a great summary paragraph?

• What makes a great response to literature?

• Did I explain my ideas clearly?

• Did I include reasons to support my position?

• Did I begin by telling my opinion?


3 | P a g e


• Identify and use commas with verbs in a series.

• Identify nouns in a subject.

• Identify verbs in a predicate.

• Identify subject and object pronouns.

• Use pronouns to improve writing.


4 | P a g e

Content:


• Big Idea: Write to Respond

• Focus Trait: Idea, Organization, Word Choice,

Sentence Fluency

• Graphic Organizer: Idea-Support Map, Venn Diagram, T-Chart, Flow Chart

• Writing Process: Plan, draft, revise, edit, and

publish

• My Writing Rubric in Journeys: Students’ Self-Evaluation


• Academic Language: details, quotation marks,

prompt, topic sentence, graphic features, paraphrase, strong opening, facts and reasons, action and being verbs, present, past, and future verbs, commas in a series, pronouns


Skills(Objectives):

• Response paragraph

• Response compare/contrast paragraph

• Summary paragraph

• Response to literature

• Details and examples from text

• Quotation marks

• Topic sentence (words from the prompt)

• Compare/contrast

• Graphic features

• Paraphrase

• Summary

• State opinions with facts and reasons

• Strong opening

• Action verbs

• Being verbs

• Present, past, future verbs

• Commas with nouns and verbs in a series

• Nouns in a subject

• Verbs in a predicate

• Subject and object pronouns


5 | P a g e


• Lesson 6: Compare/Contrast Response Paragraph

• Lesson 7: Compare/Contrast Response Paragraph

• Lesson 8: Summary Paragraph

• Lesson 9 & 10: Response to Literature


Other Evidence:






• Conferences


6 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 6 – Lesson 6 in Journeys Write to Respond:

• Teaching Point: Response Paragraph: Use Writing Model Response Paragraph to identify the characteristics of a response paragraph. T21

• Teaching Point: Details and Examples – Use

Max’s Words and Focus Trait: Ideas to model and practice using details and examples from the story. T43

• Teaching Point: Quotation Marks – Use Max’s

Words to model the use of quotation marks and Planning a Response Paragraph to complete the Idea-Support Map. T51

Prewrite: Students explore a topic and complete their own Idea-Support Map

• Teaching Point: Words From the Prompt – Use Max’s Word and Drafting a Response Paragraph to model writing a topic sentence by using words from the prompt in a response paragraph. T59 Draft: Students draft a response paragraph using their completed Idea-Support Map.

• Teaching Point: Details and Examples – Using

Revising Kareen’s Draft discuss the revisions made by the student writer. T66, 67 Revise and Edit – Students revise and edit their response paragraph.

Grammar: • Teaching Point: Action and Being Verbs –

Identify and use action verbs and being verbs. T20, 42, 50, 64, 65


• Projectable 6.3

• Mentor Text: Max’s Word by Kate Banks • Student Practice Workbook pg. 76

• Mentor Text: Max’s Word by Kate Banks • Projectable 6.9 • Graphic Organizer: Idea-Support Map

• Mentor Text: Max’s Word by Kate Banks • Projectable 6.11 • Student Completed Idea-Support Map

• Projectable 6.12 • Student Draft • Final Copy of Response Paragraph

• Projectable 6.2, 6.6 • Student Workbook pg. 72, 76, 79


7 | P a g e

Learning Opportunities/Strategies: Week 7 – Lesson 7 in Journeys Write to Respond:

• Teaching Point: Response Paragraphs – Use Writing Model Response Paragraphs to identify the parts of response paragraphs that compare and contrast. T111

• Teaching Point: Topic Sentence – Use What Do

Illustrators Do? and Focus Trait: Organization to model and practice how to write a clear topic sentence for a compare/contrast paragraph. T131

• Teaching Point: Comparing and Contrasting

Ideas – Use Planning Response Paragraphs to complete the Venn Diagram by organizing like and unlike ideas. T139 Prewrite: Students use Graphic Organizer: Venn Diagram to organize like and unlike ideas for their topic.

• Teaching Point: Graphic Features – Use What Do Illustrators Do? to study graphic features and Drafting Response Paragraphs to model writing response paragraphs. T147 Draft: Students use a Venn Diagram to begin drafting their own response paragraphs. T147

• Teaching Point: Topic Sentences – Using Revising Emma’s Draft, discuss the revisions made by the student writer. T154, 155 Revise and Edit: Students revise and edit their response paragraphs.

Grammar: • Teaching Point: Present, Past, Future Verbs –

Identify and write clearly with present, past, and future tense of verbs. T110, 130, 138, 152, 153


• Projectable 7.3

• Mentor Text: What Do Illustrators Do? by Eileen Christelow

• Student Practice Workbook pg. 90

• Projectable 7.9 • Graphic Organizer: Venn Diagram

• Mentor Text: What Do Illustrators Do? By Eileen Cristelow


• Projectable 7.12 • Student Draft • Final Copy of Response Paragraphs



8 | P a g e


• Teaching Point: Summary Paragraph – Use Writing Model Summary to identify the characteristics of a good summary paragraph. T 199

• Teaching Point: Using Your Own Words – Use

The Harvest Bird and Focus Trait: Word Choice to model how using their own words to paraphrase the most important points from the story. T219

• Teaching Point: Including the Right Ideas – Use Planning a Summary to model how to write a summary of The Harvest Birds. T227 Prewrite: Students use Graphic Organizer: T-Chart (Events/Details) to plan a summary paragraph.

• Teaching Point: Time-Order Words – Use The Harvest Birds to model the sequence of events and Drafting a Summary Paragraph to model drafting a summary paragraph. T235 Draft: Students begin to draft a summary paragraph using their T-Chart.

• Teaching Point: Revisions – Using Revising Ben’s

Draft, discuss the revisions made by the student writer. T242, 243 Revise and Edit – Students revise and edit their summary paragraph.

Grammar:

• Teaching Point: Commas in a Series – Use commas correctly with nouns and verbs in a series. T198, 218, 226, 240, 241


• Projectable 8.3

• Mentor Text: The Harvest Bird by Blanca Lopez de Mariscal


• Mentor Text: The Harvest Birds by Blanca Lopez de Mariscal

• Projectable 8.9 • Graphic Organizer: T-Chart (Events/Details)

• Mentor Text: The Harvest Birds by Blanca Lopez de Mariscal

• Projectable 8.11 • Completed Student T-Chart

• Projectable 8.12 • Student Draft • Final Copy of Summary



9 | P a g e


• Teaching Point: Response to Literature – Use Writing Model Response to Literature to identify the characteristics of a response to literature. T287

• Teaching Point: Strong Opening – Use

Kamishibai Man and Focus Trait: Organization to model and practice writing strong openings that clearly state an opinion. T309

• Teaching Point: Explore a Topic – Use My

Opinion/Reasons Chart to model listing reasons that support an opinion to a sample prompt. T317 Prewrite: Students use a sample prompt to create a list of reasons to support their opinion.

• Teaching Point: Focusing on the Question – Use

Kamishibai Man to model answering only the question that is asked in the writing prompt. T325 Prewrite – Students use their lists to complete the Graphic Organizer: Flow Chart.

• Teaching Point: Response to Literature – Using

Student Book pg. 320-321, review the student writer’s list and opinion chart. T332, 333 Prewrite – Students check their flow chart to check that they have added details to support their reasons.

Grammar:

• Teaching Point: Nouns in the Subject and Verbs in the Predicate– Identify nouns in the subject and verbs in the predicate. T286, 308, 316, 330, 331


• Projectable 9.3

• Mentor Text: Kamishibai Man by Allen Say • Student Practice Workbook pg. 309

• My Opinion/Reasons Chart • Sample Prompt • List of Reasons to Support Opinion

• Mentor Text: Kamishibai Man by Allen Say • Student Completed List of Reasons • Graphic Organizer: Flow Chart

• Student Book pg. 320-321 • Student Completed Flow Chart

• Projectable 9.2, 9.6 • Student Practice Workbook Vol. 1 pg. 114, 116,

121


10 | P a g e


• Teaching Point: Response to Literature – Use Drafting a Response to Literature to model drafting one paragraph of a response to literature from Kamishibai Man. T377 Draft: Students use their Flow Chart to begin drafting their own response to literature.

• Teaching Point: Introducing New Ideas – Use Young Thomas Edison and Focus Trait: Sentence Fluency to model introducing a new idea in each sentence of a response to literature. T399 Draft – Students continue to draft their response to literature.

• Teaching Point: Topic Sentences – Use

Kamishibai Man to model how each paragraph must begin with a topic sentence that introduces a new idea. T407 Draft – Students continue to draft their response to literature.

• Teaching Point: Facts and Reasons – Use

Kamishibai Man to model using facts and reasons to support opinions. T415 Draft and Revise – Students complete their draft and revise by checking that they have supported their opinions with facts and reasons.

• Teaching Point: Sentence Fluency – Using Revising Hector’s Draft, discuss the revisions made by the student writer. T422, 423 Revise Edit, Publish – Students proofread and make a final copy of their response to literature.

Grammar:

• Teaching Point: Subject and Object Pronouns and Agreement – Identify subject and object pronouns and agreement. T376, 398, 406 T420, 421


• Projectable 10.3 • Mentor Text: Kamishibai Man by Allan Say • Completed Student Flow Chart

• Mentor Text: Young Thomas Edison by Michael Dooling

• Completed Student Flow Chart • Student Draft

• Mentor Text: Kamishibai Man by Allan Say • Completed Student Flow Chart and Draft • Student Draft

• Mentor Text: Kamishibai Man by Allan Say • Projectable 10.10 • Student Draft

• Student Draft • Final Copy of Response to Literature



11 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 3: Learning Lessons – Narrative Writing



2 | P a g e


• Identify the parts of a descriptive paragraph.

• Identify the parts of a humorous poem.

• Identify the parts of a narrative poem.

• Identify the parts of an autobiography.

• Add sensory words and details to sentences.

• Use onomatopoeia in a humorous poem to imitate sounds.

• Write rhyming couplets.

• Use language in sentences that give it voice.

• Plan, draft, revise, and edit a descriptive paragraph.

• Plan, draft, revise, and edit a humorous poem.

• Plan, draft, revise, and edit a narrative poem.

• Plan, draft, revise, edit, and publish an autobiography.

• Form plural nouns correctly.

• Capitalize proper nouns.

• Choose the correct form of present tense verbs.

• Choose the correct verb to go with a pronoun.

• Choose the correct form of past tense verbs.



• What makes a great humorous poem?

• What makes a great narrative poem?

• What makes a great autobiography?

• Did I use descriptive and interesting words?

• Can I prove there are sensory words in my writing?

• How can I help readers know how I feel about what I am writing about?


3 | P a g e

Content:


• Big Idea: Write to Narrate

• Focus Trait: Word Choice, Organization, Voice,

Sentence Fluency

• Graphic Organizer: Web Map, Column Chart, Flow Chart

• Writing Process: Plan, draft, revise, edit, and publish


Evaluation


• Academic Language: sensory words, details, topic sentence, onomatopoeia, exact words, rhyming couplets, first person point of view, plurals, proper nouns, present tense verbs, verb-pronoun agreement


Skills(Objectives):

• Descriptive paragraph

• Humorous poem

• Narrative poem

• Autobiography

• Topic sentence

• Sensory words

• Details in order

• Onomatopoeia

• Rhyming couplets

• Exact words

• First person point of view

• Plurals

• Proper nouns

• Present tense verbs

• Pronoun-verb agreement

• Past tense of verbs


4 | P a g e


• Lesson 11: Descriptive Paragraph

• Lesson 12: Humorous Poem

• Lesson 13: Narrative Poem

• Lesson 14 & 15: Autobiography


Other Evidence:






• Conferences


5 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 11 – Lesson 11 in Journeys Write to Narrate:

• Teaching Point: Descriptive Paragraph – Use Writing Model Descriptive Paragraph to identify the characteristics of a good descriptive paragraph. T21 .

• Teaching Point: Sensory Words and Details – Use Jump! and Focus Trait: Word Choice to practice adding sensory words and details to sentences. T41

• Teaching Point: Topic Sentence – Use Jump!

and Planning a Descriptive Paragraph to model writing a topic sentence and details that will grab the reader’s attention. T49 Prewrite – Students fill in Graphic Organizer: Web Map to plan their descriptive paragraph.

• Teaching Point: Putting Details in Order – Use

Jump! and Drafting a Descriptive Paragraph to model putting details in order. T57 Draft – Students use their Web Map to draft a descriptive paragraph.

• Teaching Point: Revisions – Using Revising

Jessica’s Draft, discuss the revisions made by the student writer. T64, 65 Revise and Edit – Students revise and edit their descriptive paragraph draft.

Grammar:

• Teaching Point: Forming Plurals – Form the plural of nouns ending with a consonant and y; irregular nouns T20, 40, 48, 62, 63


• Projectable 11.3

• Mentor Text: Jump! by Michael Jordan • Student Workbook pg. 146

• Mentor Text: Jump! by Michael Jordan • Projectable 11.9 • Graphic Organizer: Web Map

• Mentor Text: Jump! by Michael Jordan • Projectable 11.11 • Completed Student Web Map

• Projectable T64 • Student Draft • Final Copy of Descriptive Paragraph



6 | P a g e


• Teaching Point: Humorous Poem – Use Writing Model Humorous Poem to identify the characteristics of a humorous poem. T108

• Teaching Point: Onomatopoeia – Use

Weak/Strong Chart and Focus Trait: Word Choice to model writing a humorous poem using onomatopoeia. T129

• Teaching Point: Ideas – Use Planning a

Humorous Poem to model how ideas chosen must be funny. T137 Prewrite – Students use Graphic Organizer: Web Map to plan their own humorous poem.

• Teaching Point: Exact Words – Use Without/With Exact Words and Drafting a Humorous Poem to model drafting a humorous poem using exact words to make the poem more interesting. T145 Draft – Students use their completed Web Map to draft a humorous poem.

• Teaching Point: Exact Words – Using Revising

Ben’s Draft, discuss the revisions made by the student writer. T152, 153 Revise and Edit – Students revise and edit their humorous poem draft.

Grammar:

• Teaching Point: Proper Nouns – Identify and capitalize proper nouns. T108, 128, 136, 150, 151



• Weak/Strong Chart • Student Practice Workbook pg. 160

• Projectable 12.9 • Graphic Organizer: Web Map

• Without/With Exact Words • Projectable 12.11 • Student completed Web Map

• Projectable 12.12 • Student Draft • Final Copy of Humorous Poem



7 | P a g e


• Teaching Point: Narrative Poem – Use Writing Model Narrative Poem to identify the features of a narrative poem. T197

• Teaching Point: Rhyming Couplets – Use Without/With Rhyme Chart and Focus Trait: Organization to create rhyming couplets. T217

• Teaching Point: Choosing a Topic – Use Yonder

Mountain and Planning a Narrative Poem to model choosing a topic and completing the people, places, events chart. T225 Prewrite – Students use Graphic Organizer: Column Chart with the people, places, events they will write about in their narrative poem.

• Teaching Point: Details About People, Places,

and Things – Use Yonder Mountain and Drafting a Narrative Poem to include specific details to make the poem more interesting. T233 Draft – Students begin drafting their narrative poem using their Column Chart.

• Teaching Point: Rhyming Couplets – Using

Revising Chloe’s Draft, discuss the revisions made by the student writer. T240, 241 Revise and Edit – Students revise and edit their narrative poem.

Grammar:

• Teaching Point: Correct Form of Present Tense Verbs – Choose the correct form of present tense verbs. T196, 216, 224, 238, 239



• Without/With Rhyme Chart • Student Practice Workbook, pg. 174

• Mentor Text: Yonder Mountain by Robert Busbyhead

• Projectable 13.9 • Graphic Organizer: Column Chart

• Projectable 13.11 • Student Completed Column Chart

• Projectable 13.12 • Student Draft • Final Copy of Narrative Poem



8 | P a g e


• Teaching Point: Autobiography – Use Writing Model Autobiography to identify characteristics of an autobiography. T285

• Teaching Point: Choosing an Event or Purpose

– Use Aero and Officer Mike and Focus Trait: Ideas to model writing sentences that gives details about an event. T305

• Teaching Point: Using First Person Point of

View – Use Topic/Events Chart to model writing an autobiography using the first person point of view. Prewrite – Students share ideas for their autobiography using the first person (I, me, we, our). T313

• Teaching Point: Autobiography – Use the

Autobiography Anchor Chart and Planning an Autobiography to model filling in events in chronological order. T321 Prewrite – Students use a Graphic Organizer: Flow Chart to organize their ideas for their own autobiography.

• Teaching Point: Autobiography – Using student

book pg. 484, 485, study a student’s flow chart to see how they organized ideas for an autobiography. T328, 329 Prewrite – Students check their flow chart to be sure they have included all important details about their events.

Grammar:

• Teaching Point – Pronoun-Verb Agreement – Identify verb forms to go with different pronouns. T284, 304, 312, 326, 327



• Mentor Text: Aero and Officer Mike by Joan Russell


• Topic/Events Chart • Students’ topic and events for an autobiography

• Autobiography Anchor Chart • Projectable 14.10 • Graphic Organizer: Flow Chart

• Student Book pg. 484-485 • Graphic Organizer: Flow Chart



9 | P a g e

Learning Opportunities/Strategies: Week 15 – Lesson 15 in Journeys Write to Narrate –

• Teaching Point: Autobiography – Use Drafting an Autobiography to model drafting an autobiography. T373 Draft – Students begin drafting their autobiography using completed Flow Chart.

• Teaching Point: Voice – Use The Extra-Good

Sunday Details and Focus Trait: Voice to model and practice writing sentences with voice. T393 Draft – Students continue to draft autobiography adding details to help readers know how they feel.

• Teaching Point: Leaving Out Unimportant

Events and Details – Use Weak Unimportant Details/Strong Important Details Chart to model including only important events and details in an autobiography. T401 Draft – Students continue to draft an autobiography.

• Teaching Point: Varying Sentence Structure –

Use Same/Varied Sentence Structure Chart to model using varied sentence length. T409 Draft and Revise – Students finish drafting their autobiography and revise by varying their sentence structure.

• Teaching Point: Autobiography – Using Revising

Josephine’s Draft, discuss the revisions made by the student writer. T 416, 417 Revise, Edit, and Publish – Students revise, edit, and make a final copy of their autobiography.

Grammar:

• Teaching Point: Forming the Past Tense of Verbs – Form the past tense of verbs. T372, 392, 400, 414, 415


• Projectable 15.3 • Student Completed Flow Chart

• Mentor Text: The Extra-Good Sunday by Beverly

Cleary • Student Practice Workbook pg. 202 • Student Draft

• Weak Unimportant Details/Strong Important Details Chart

• Student Draft

• Same/Varied Sentence Structure Chart • Student Draft

• Projectable 15.10 • Student Draft • Final Copy of Autobiography



10 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



11 | P a g e


1 | P a g e

Unit Title: Unit 4: Extreme Nature – Opinion Writing



2 | P a g e


• Identify the parts of a persuasive letter.

• Identify the parts of an opinion paragraph.

• Use a polite and positive voice in writing.

• Use convincing details to persuade readers.

• Use exact words to write reasons for an opinion.

• List reasons in order of importance.

• Write a separate paragraph for each reason.

• Close a persuasive essay by summarizing the goal and reasons.

• Plan, draft, revise, and edit a persuasive letter.

• Plan, draft, revise, and edit an opinion paragraph.

• Plan, draft, edit, and revise a problem/solution paragraph.

• Plan, draft, edit, revise, and publish a persuasive

essay.

• Use and identify adjectives and articles.

• Compare two or more nouns using -er and –est.

• Use the correct subject-verb agreement for helping verbs.

• Use the correct form of irregular verbs.

• Write contractions correctly


• What makes a great persuasive letter?

• What makes a great opinion paragraph?

• What makes a good problem/solution paragraph?

• What makes a great persuasive essay?

• Did I begin my telling my opinion?

• Did I explain my ideas clearly?

• Did I include reasons to support my position?

• Did I sequence my ideas so they flow naturally?


3 | P a g e

Content:


• Big Idea: Write to Persuade

• Focus Trait: Ideas, Voice, Organization

• Graphic Organizer: Idea-Support Map, Flow

Chart

• Writing Process: Plan, draft, revise, edit, and publish


Evaluation


• Academic Language: sensory details, convincing voice, compound sentence, exact words, facts/examples, audience, topic, reasons, arguments, articles, adjectives, helping verbs, irregular verbs, contractions


Skills(Objectives):

• Persuasive letter

• Opinion paragraph

• Problem/solution paragraph

• Persuasive essay

• Strong reasons to support opinion

• Business letter form

• Polite and positive voice in writing

• Combining sentences

• Convincing details

• Exact words

• Reasons listed in order of importance

• Reasons written in separate paragraphs

• Strong closing

• Adjectives

• Articles

• Compare two or more nouns using -er and –est

• Irregular Verbs

• Helping Verbs

• Contractions


4 | P a g e


• Lesson 16: Persuasive Letter

• Lesson 17: Opinion Paragraph

• Lesson 18: Problem/Solution Essay

• Lesson 19 & 20: Persuasive Essay


Other Evidence:






• Conferences


5 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 16 – Lesson 16 in Journeys Write to Persuade:

• Teaching Point: Persuasive Letter – Use Writing Model Persuasive Paragraph to identify the characteristics of a persuasive letter. T21

• Teaching Point: Strong Reasons – Use A Mr. Rubbish Mood and Focus Trait: Ideas to model writing strong reasons to help persuade readers to believe a writer’s ideas. T39

• Teaching Point: Business Letter Form – Use Six

Parts of a Business Letter and Planning a Persuasive Letter, to model completing the Idea-Support Map. T47 Prewrite – Students use prompt to complete Graphic Organizer: Idea-Support Map to plan a persuasive letter.

• Teaching Point: Polite and Positive Voice – Use

Negative/Positive Voice and Draft a Persuasive Letter to model writing with a polite and positive voice. T55 Draft – Students use their Idea-Support Map to draft a persuasive letter.

• Teaching Point: Strong Persuasive Reasons –

Using Revising Blanca’s Draft, discuss the revisions made by the student writer. T62, 63 Revise and Edit – Students revise and edit their persuasive letter draft.

Grammar:

• Teaching Point: Adjectives – Identify and use adjectives that tell what kind, how many, and this and that. T20, 38, 46, 60, 61



• Mentor Text: A Mr. Rubbish Mood by Megan McDonald


• Six Parts of a Business Letter • Projectable 16.9 • Graphic Organizer: Idea-Support Map

• Negative/Positive Voice • Projectable 16.11 • Completed Student Idea-Support Map

• Projectable 16.12 • Student Draft • Final Copy of Persuasive Letter



6 | P a g e

Learning Opportunities/Strategies: Week 17 – Lesson 17 in Journeys Write to Persuade:

• Teaching Point: Opinion Paragraph – Use Prompt: Opinion Paragraph to identify the characteristics of an opinion paragraph. T107

• Teaching Point: Convincing Voice – Use The

Albertosaurus Mystery and Focus Trait: Voice to model using interesting, convincing details to support an opinion. T127

• Teaching Point: Support an Opinion – Use

Unsupported/Supported Opinion Chart and Planning an Opinion Paragraph to model completing the Idea-Support Map. T135 Prewrite – Students use Graphic Organizer: Idea-Support Map to plan their own opinion paragraph.

• Teaching Point: Combining Sentences – Use The

Albertosaurus Mystery and Drafting an Opinion Paragraph to model writing an opinion paragraph by joining sentences with related ideas. T143 Draft – Students use their completed Idea-Support Map to draft an opinion paragraph.

• Teaching Point: Interesting and Convincing

Details – Using Revising Rick’s Draft, discuss the revisions made by the student writer. T150, 151 Revise and Edit – Students revise and edit their opinion paragraph draft.

Grammar:

• Teaching Point: Articles and Adjectives – Identify and use articles, identify and capitalize proper adjectives, identify and use adjectives ending in –er or –est to compare two or more nouns. T106, 126, 134, 148, 149



• Mentor Text: The Albertosaurus Mystery by T. V. Padma


• Unsupported/Supported Opinion Chart • Projectable 17.9 • Graphic Organizer: Idea-Support Map

• Mentor Text: The Albertosaurus Mystery by T. V. Padma

• Projectable 17.11 • Student Completed Idea-Support Map

• Projectable 17.12 • Student Completed draft • Final Copy of Opinion Paragraph



7 | P a g e


• Teaching Point: Problem/Solution Paragraph – Use Writing Model Problem/Solution Paragraph to identify the characteristics of a problem/solution paragraph. T195

• Teaching Point: Exact Words – Use A Tree is Growing and Focus Trait: Word Choice to model and practice choosing exact words to clearly present reasons to support a solution. T217

• Teaching Point: Facts and Examples – Use

Opinion/Example Chart and Planning a Problem/Solution Paragraph to model using facts and examples to explain reasons. T225

Prewrite – Students use Graphic Organizer: Flow Chart to plan a problem/solution paragraph.

• Teaching Point: Clear Problem and Solution – Use Unclear/Clear Problem Chart and Drafting a Problem/Solution Paragraph to model writing a clear problem. T233 Draft – Students begin drafting a problem/solution paragraph using their Flow Chart.

• Teaching Point: Exact Words – Using Revising

Tana’s Draft, discuss the revisions made by the student writer. T240, 241 Revise and Edit – Students revise and edit their problem/solution paragraph using exact words and supporting ideas with examples.

Grammar:

• Teaching Point: Special Verb be and Helping Verbs – Students will identify and use the forms of the special verb be, use helping verbs correctly for subject-verb agreement, T194, 216, 224, 238, 239



• Mentor Text: A Tree is Growing by Arthur Dorros

• Student Practice Workbook, Vol. 2 pg. 34

• Opinion/Example Chart • Projectable 18.9 • Graphic Organizer: Flow Chart

• Unclear/Clear Problem Chart • Projectable 18.11 • Student Completed Flow Chart

• Projectable 18.12 • Student Draft • Final Copy of Problem/Solution Paragraph



8 | P a g e


• Teaching Point: Persuasive Essay – Use Writing Model Persuasive Essay to identify characteristics of a persuasive essay. T285

• Teaching Point: Audience – Using Focus Trait:

Ideas, students choose reasons that the audience will care about. T305

• Teaching Point: Explore A Topic – Use Cartoon

Speech Bubbles to plan out a persuasive essay. T313 Prewrite – Students begin planning their persuasive essay by drawing their own cartoon.

• Teaching Point: Persuasive Essay Planning –

Use Planning a Persuasive Essay and Cartoon Speech Bubbles to model writing reasons in order of importance. T321 Prewrite – Students use a Graphic Organizer: Idea-Support Map to write their goal and reasons.

• Teaching Point: Explore A Topic – Use Student

Book pg. 134, 135 to study Daniel’s persuasive cartoon bubble to see how he planned a persuasive essay. T328, 329 Prewrite – Students delete and replace any details in their Idea-Support Map that will not appeal to their audience.

Grammar:

• Teaching Point – Past Forms of Irregular Verbs – Correctly use the past forms of the irregular verbs come, do, go, run, and see, eat, give, grow, take, and write. T284, 304, 312, 326, 327


• Projectable 19.3a and 19.3b


• Cartoon Speech Bubbles

• Projectable 19.10 • Graphic Organizer: Idea-Support Map • Student Completed Cartoon Speech Bubbles

• Student Book pg. 134, 135



9 | P a g e

Learning Opportunities/Strategies: Week 20 – Lesson 20 in Journeys Write to Persuade –

• Teaching Point: Persuasive Essay – Use Drafting a Persuasive Essay to model drafting one paragraph of a persuasive essay. T373 Draft – Students begin drafting their persuasive essay using their completed Idea-Support Map

• Teaching Point: Paragraphs for Reasons – Use

Focus Trait: Organization to practice writing a separate paragraph for each reason. T393 Draft – Students continue to draft their persuasive essay.

• Teaching Point: Readers’ Arguments – Use Life

on the Ice to model how to anticipate and answer readers’ possible objections. T401 Draft – Students continue to draft a persuasive essay.

• Teaching Point: Strong Closing – Use the closing

in Life on the Ice to model how to summarize the goal and reasons from the rest of the essay. T 409 Draft and Revise – Students finish drafting their persuasive essay.

• Teaching Point: Persuasive Essay – Using Revising Daniel’s Draft, discuss the revisions made by the student writer. T 416, 417 Revise, Edit, and Publish – Students revise, edit, and make a final copy of their persuasive essay.

Grammar:

• Teaching Point: Contractions – Students will write contractions correctly using verbs and the word not and pronouns and verbs. T372, 392, 400, 414, 415


• Projectable 20.3 • Student completed Idea-Support Map

• Student Practice Workbook pg. 62 • Student Draft

• Mentor Text: Life on the Ice by Susan Goodman • Student Draft

• Mentor Text: Life on the Ice by Susan Goodman • Student Draft

• Projectable 20.10 • Student Draft • Final Copy of Persuasive Essay



10 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 5: Going Places – Narrative Writing



2 | P a g e


• Identify the parts of a fictional narrative paragraph.

• Use suspense in fictional writing.

• Include all plot elements in fictional writing.

• Use vivid words and details in fictional writing.

• Use similes to paint a clear picture for the reader.

• Use sensory details that appeal to the five

senses.

• Use dialogue to give character information.

• Plan, draft, revise, and edit a fictional narrative paragraph.

• Plan, draft, revise, and edit a descriptive

paragraph.

• Plan, draft, revise, and edit a dialogue.

• Plan, draft, revise, edit, and publish a fictional narrative.

• Form possessive nouns and pronouns correctly.

• Capitalize and use proper nouns correctly.

• Write abbreviations correctly.

• Identify adverbs.

• Use more and most with adverbs to compare.

• Identify prepositions and prepositional phrases.


• What makes a great fictional narrative paragraph?


• What makes great dialogue?

• What makes a great fictional narrative?

• Did I use an appropriate beginning, middle, and ending?

• Did I tell my story in a unique or surprising way?

• How can I use words to show how I was feeling

in the story?


3 | P a g e

Content:


• Big Idea: Write to Express

• Focus Trait: Ideas, Word Choice, Voice,

Organization

• Graphic Organizer: Story Map, Web Map, Column Chart


publish



• Academic Language: suspense, story structure,

plot, simile, metaphor, sensory details, logical order, dialogue, vivid details, topic, possessive nouns, possessive pronouns, proper nouns, abbreviations, adverbs, prepositions, prepositional phrases


Skills(Objectives):

• Characteristics of a fictional narrative paragraphs

• Characteristics of a descriptive paragraph

• Use of suspense in fictional writing

• Story structure

• Plot elements

• Sensory details

• Similes

• Sensory details

• Dialogue

• Vivid details

• Resolution

• Possessive nouns

• Possessive pronouns

• Proper nouns

• Abbreviations

• Adverbs

• Prepositions

• Prepositional phrases


4 | P a g e


• Lesson 21: Fictional Narrative Paragraph

• Lesson 22: Descriptive Paragraph

• Lesson 23: Dialogue

• Lesson 24 & 25: Fictional Narrative


Other Evidence:






• Conferences


5 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 21 – Lesson 21 in Journeys Write to Express:

• Teaching Point: Fictional Narrative Paragraph – Use Writing Model Fictional Narrative to identify the characteristics of a fictional narrative paragraph. T21

• Teaching Point: Suspense – Use Two Bad Ants and Focus Trait: Ideas to model using suspense to make readers interested. T41

• Teaching Point: Story Structure – Use Two Bad

Ants and Planning a Fictional Narrative to model including plot elements. T49

Prewrite – Students complete Graphic Organizer: Story Map to plan a fictional narrative.

• Teaching Point: Words for Sounds – Use With/Without Words for Sound Chart and Drafting Narrative Paragraphs to model using vivid words. T57 Draft – Students use their Story Map to draft a fictional narrative

• Teaching Point: Suspense – Using Revising

Holly’s Draft, discuss the revisions made by the student writer. T64, 65 Revise and Edit – Students revise and edit their fictional narrative draft.

Grammar:

• Teaching Point: Possessive Nouns and Possessive Pronouns – Form singular and possessive nouns and possessive pronouns, T20, 40, 48, 62, 63



• Mentor Text: Two Bad Ants by Chris Van Allsburg

• Student Workbook pg. 76

• Mentor Text: Two Bad Ants by Chris Van Allsburg

• Projectable 21.9 • Graphic Organizer: Story Map

• With/Without Words for Sound Chart • Projectable 21.11 • Completed Student Story Map

• Projectable 21.12 • Student Draft • Final Copy of Fictional Narrative



6 | P a g e

Learning Opportunities/Strategies: Week 22 – Lesson 22 in Journeys Write to Express:

• Teaching Point: Descriptive Paragraph – Use Writing Model Descriptive Paragraph to identify the characteristics of a descriptive paragraph. T109

• Teaching Point: Similes – Use The Journey:

Stories of Migration and Focus Trait: Word Choice to model examples of similes. T129

• Teaching Point: Sensory Details – Use The

Journey: Stories of Migration and Planning a Descriptive Paragraph to draft a descriptive paragraph using sensory details. T137 Prewrite – Students use Graphic Organizer: Web Map to plan a descriptive paragraph that includes sensory details. T137

• Teaching Point: Logical Order – Use Drafting a Descriptive Paragraph to model writing a descriptive paragraph describing things in a logical order. T145 Draft – Students use their completed Web Map to draft a descriptive paragraph.

• Teaching Point: Similes – Using Revising Ethan’s

Draft, discuss the revisions made by the student writer. T152, 153 Revise and Edit – Students revise and edit their descriptive paragraph draft.

Grammar:

• Teaching Point: Proper Nouns – Capitalize and use proper nouns that name a day, month, holiday, or people. T108, 128, 136, 150, 151



• Mentor Text: The Journey: Stories of Migration by Cynthia Rylant


• Mentor Text: The Journey: Stories of Migration by Cynthia Rylant

• Projectable 22.9 • Graphic Organizer: Web Map

• Projectable 22.11 • Student Completed Web Map

• Projectable 22.12 • Student Draft • Final Copy of Descriptive Paragraph



7 | P a g e


• Teaching Point: Dialogue – Use Writing Model Dialogue to identify the characteristics of dialogue. T197

• Teaching Point: Characters’ Feelings – Use Oliver K. Woodman and Focus Trait: Voice to model and practice how dialogue can show the voices of the characters. T219

• Teaching Point: Uses of Dialogue – Use the

Dialogue Anchor Chart and Planning a Dialogue to model completing a Column Chart. T227

Prewrite – Students use Graphic Organizer: Column Chart to brainstorm things that characters might do, say, and feel.

• Teaching Point: Different Kinds of Sentences – Use Oliver K. Woodman and Drafting a Dialogue to model drafting a dialogue. T235 Draft – Students begin drafting a dialogue using their Column Chart.

• Teaching Point: Characters’ Feelings – Using

Revising Ava’s Draft, discuss the revisions made by the student writer. T242, 243 Revise and Edit – Students revise and edit their dialogue.

Grammar:

• Teaching Point: Abbreviations – Write abbreviations of the week, months, and places. T196, 218, 226, 240, 241



• Mentor Text: Oliver K. Woodman by Darcy Pattison


• Dialogue Anchor Chart • Projectable 23.9 • Graphic Organizer: Column Chart

• Projectable 23.11 • Student Completed Column Chart

• Projectable 23.12 • Student Draft • Final Copy of a Dialogue



8 | P a g e


• Teaching Point: Fictional Narrative – Use Writing Model Fictional Narrative to identify characteristics of a fictional narrative. T287

• Teaching Point: Vivid Details – Use Dog-of-the-

Sea-Waves and Focus Trait: Ideas to model and practice including vivid details to make a fictional narrative stronger. T307

• Teaching Point: Exploring A Topic – Create a list

to organize ideas for the plot of a story. T315 Prewrite – Students begin planning their own story by completing a similar list.

• Teaching Point: Planning A Fictional Narrative – Use Dog-of-the-Sea-Waves to review writing a resolution and the class list of ideas to model completing a Story Map. T323 Prewrite – Students use their list of ideas to complete a Story Map.

• Teaching Point: Fictional Narrative – Using

Student Book pg. 294, 295, study how a student writer planned a fictional narrative. T330, 331 Prewrite – Students check their story map to make sure they have included vivid details.

Grammar:

• Teaching Point: Adverbs – Identify adverbs that tell how, when, and where, and use more and most with adverbs to compare actions. T286, 306, 314, 328, 329



• Mentor Text: Dog-of-the-Sea-Waves by James Rumford

• Student Practice Workbook Vol. 2 pg. 307

• Class List of Ideas • Student’s List of Ideas.

• Mentor Text: Dog-of-the-Sea-Waves by James Rumford

• Class List of Ideas • Student’s List of Ideas. • Graphic Organizer: Story Map

• Projectable 24.10 • Student Book pg. 294, 295



9 | P a g e

Learning Opportunities/Strategies: Week 25 – Lesson 25 in Journeys Write to Express –

• Teaching Point: Fictional Narrative – Using Drafting a Fictional Narrative, model drafting one paragraph of a fictional narrative. T375 Draft – Students begin drafting their fictional narrative using their completed Web Map

• Teaching Point: Strong Words – Use Mountains:

Surviving on Mt. Everest, and Focus Trait: Word Choice to model and practice choosing strong words to make a story exciting and memorable. T395 Draft – Students draft their fictional narrative.

• Teaching Point: Characters’ Feelings – Use Mountains: Surviving on Mt. Everest to model showing characters’ feelings through what they say, think, and do. T403

• Teaching Point: – Similes and Metaphors – Use

Mountains: Surviving on Mt. Everest to model similes and metaphors. T411 Draft: Students continue to draft a fictional narrative.

• Teaching Point: Fictional Narrative – Using

Revising Louis’s Draft, discuss the revisions made by the student writer. T 418, 419 Revise, Edit, and Publish – Students revise, edit, and make a final copy of their fictional narrative.

Grammar:

• Teaching Point: Prepositions and Prepositional Phrases – T374, 394, 402, 416, 417


• Projectable 25.3 • Student completed Story Map

• Mentor Text: Mountains: Surviving on Mt.

Everest by Michael Sandler • Student Practice Workbook pg. 132 • Student Completed Story Map

• Mentor Text: Mountains: Surviving on Mt. Everest by Michael Sandler

• Mentor Text: Mountains: Surviving on Mt. Everest by Michael Sandler

• Student Draft

• Projectable 25.10 • Student Draft • Final Copy of Fictional Narrative



10 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars





revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment



1 | P a g e

Unit Title: Unit 6: Make Your Mark – Informational Writing

Stage 1: Desired Results Standards & Indicators: NJSLS Grade 3 English Language Arts W.3.2 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10 RI.3.1 RI.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.6 RI.3.7 RI.3.8 RI.3.9 RI.3.10 SL.3.1 SL.3.2 SL.3.3 SL.3.4 SL.3.5 SL.3.6 L.3.1 L.3.2 L.3.3 L.3.4 L.3.5 L.3.6 NJSLS Technology 8.1.5.A.2 NJSLS 21st Century Life and Careers CRP1. CRP12. CRP4. CRP2.


2 | P a g e


• Understand the characteristics of compare and contrast paragraphs.

• Identify the characteristics of a problem/solution paragraph.

• Identify the goals for writing instructions.

• Identify the parts of a research report.

• Include an introduction that states what is being

compared and contrasted.

• Organize similar ideas together in compare and contrast paragraphs.

• Tell how the subjects are alike and different.

• Use details to help to explain ideas.

• Write a topic sentence that tells the problem.

• Write supporting sentences to give details

about how the problem is solved.

• Use exact words to help readers understand.

• Order words to tell when steps should be done.

• Take notes by using expert sources for research.

• Write an outline using research notes.

• Organize a research report so that each paragraph tells about one main idea.

• Gather information for a research report and

then write it in one’s own words.


• What makes a great compare and contrast paragraphs?

• What makes a great problem/solution paragraph?

• What makes great instructions?

• Did I state what is being compared and

contrasted?

• Did I organize similar ideas together?

• Did I tell how my subjects are alike and different?

• Does my topic sentence tell the problem?

• Did I give details to tell how to solve the

problem?

• How can I organize the steps for my instructions?

• How do I take good notes?

• How do I use my notes to create an outline?

• How should the facts in my research report be

organized?

• Did I take the information and put it into my own words?


3 | P a g e


• Use synonyms to help putting facts into one’s own words.

• Plan, draft, revise, and edit compare and contrast paragraphs.

• Plan, draft, revise, and edit a problem/solution

paragraph.

• Plan, draft, revise, and edit instructions.

• Plan, draft, revise, and edit a research report.

• Use quotation marks with a person’s exact words.

• Use commas in a series and dates correctly.

• Use the pronouns I and me correctly.

• Spell homophones correctly.


4 | P a g e

Content:


• Big Idea: Write to Inform

• Focus Trait: Ideas, Organization, Word Choice,

Ideas, Sentence Fluency

• Graphic Organizer: Venn Diagram, Flow Chart, Column Chart


publish



• Academic Language: compare/contrast,

adverbs, details, order of steps, topic, quotation marks, synonyms, paraphrase, commas, possessive pronouns, pronouns I and me, homophones


Skills(Objectives):

• Compare and contrast paragraphs

• Problem/solution paragraph

• Writing instructions

• Research report

• Compare and contrast

• Combining sentences

• Adverbs

• Topic sentence with supporting sentences

• Exact words

• Order Words

• Note-taking for research

• Outline

• Paraphrase

• Plagiarism

• Synonyms

• Quotations marks

• Commas

• Possessive pronouns

• Pronouns I and me

• Homophones


5 | P a g e


• Lesson 26: Compare and Contrast Paragraphs

• Lesson 27: Problem/Solution Paragraph

• Lesson 28: Instructions

• Lesson 29 & 30: Research Report


Other Evidence:






• Conferences


6 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Week 26 – Less 26 in Journeys Write to Inform:

• Teaching Point: Introduce the Model – Use Writing Model Compare and Contrast Paragraphs to identify the characteristics of compare/contrast paragraph. T40

• Teaching Point: Organization – Use The Foot Race Across America and Focus Trait: Organization to model and practice putting similar ideas together. T41

• Teaching Point: Ways to Compare and Contrast

– Use Planning Compare and Contrast Paragraphs to complete the chart. T41

Prewrite – Students complete a Graphic Organizer: Venn Diagram.

• Teaching Point: Combining Sentences – Use Separate/Combined Sentence Chart to model using connecting words to signal comparisons and contrasts and Compare and Contrast Paragraphs to model writing compare and contrast paragraphs. T42 Draft – Students use Venn Diagram to draft their own compare and contrast paragraphs.

• Teaching Point: Introduce the Model – Using Drafting Compare and Contrast Paragraphs, discuss the introduction and supporting sentences that tell how the subjects are alike and different. T42 Revise for Organization – Students revise their draft.

Grammar:

• Teaching Point: Quotation Marks – Use quotation marks with a person’s exact words. T38, 39

Resources: Week 26 – Less 26 in Journeys


• Mentor Text: The Foot Race Across America • Student Practice Workbook pg. 150


• Separate/Combined Sentence Chart • Projectable 26.10 • Completed Student Venn Diagram

• Projectable 26.10 • Completed Draft • Final Copy of Compare and Contrast Paragraph



7 | P a g e

Learning Opportunities/Strategies: Week 27 – Lesson 27 in Journeys Write to Inform:

• Teaching Point: Introduce the Model – Use Writing Problem/Solution Paragraph to identify the characteristics of a problem/solution paragraph. T84

• Teaching Point: Organization – Use The Power of Magnets and Focus Trait: Ideas to model and practice how writers elaborate with details to help explain their ideas. T85

• Teaching Point: Order of Ideas – Use Planning a

Problem/Solution Paragraph, complete the chart to model organizing ideas in an order that makes sense. T85

Prewrite – Using a prompt, students complete a Graphic Organizer: Flow Chart.

• Teaching Point: Elaborating with Details – Use Without/With Adverbs Chart to model using adverbs to elaborate details and Drafting a Problem/Solution Paragraph to model writing a problem/solution paragraph. T86 Draft – Students use their Flow Chart to begin drafting their own problem/solution paragraph.

• Teaching Point: Introduce the Model – Using

Drafting a Problem/Solution Paragraph, discuss the introduction and how supporting sentences tell how the problem is solved. T86 Revise for Organization – Students revise their draft.

Grammar:

• Teaching Point: Compound Sentences – Identify and use commas in compound sentences. T82

• Teaching Point: Commas – Recognize and use commas in a series and with dates. T 82, 83



• Mentor Text: The Power of Magnets • Student Workbook pg. 160


• Without/With Adverbs Chart • Projectable 27.10 • Completed Student Flow Chart

• Projectable 27.10 • Completed Draft • Final Copy of Problem/Solution Paragraph



8 | P a g e


• Teaching Point: Introduce the Model– Use Writing Model Instructions to identify the goals for writing instructions. T128

• Teaching Point: Word Choice – Use Step/Step

With Exact Details Chart and Focus Trait: Word Choice to model using exact words and details. T129

• Teaching Point: Order of Steps – Use Planning

Instructions to model organizing the steps for instructions in the correct order. T129

Prewrite – Students use Graphic Organizer: Flow Chart to plan a paragraph explaining how to do an activity they enjoy.

• Teaching Point: Sharing Your Opinion – Use

Weak/Strong Opening Sentence Chart and Drafting Instructions to model writing instructions to tell facts and information, not opinions. T130 Draft – Students use their completed Flow Chart to draft instructions.

• Teaching Point: Introduce the Model – Using

Drafting Instructions, review how exact words and details help readers know what they will need to follow in the instructions. T130 Revise for Word Choice – Students revise their instructions.

Grammar:

• Teaching Point: Commas – Recognize and use commas in a series and after introductory words. T126, 127



• Step/Step With Exact Details Chart • Student Practice Workbook pg. 170


• Weak/Strong Opening Sentence Chart • Projectable 28.9 • Student Completed Flow Chart

• Projectable 28.9 • Student Draft • Final Copy of Instructions



9 | P a g e


• Teaching Point: Introduce the Model – Use Writing Research Report to identify the parts of a research report. T174

• Teaching Point: Ideas – Use Opinion/Fact Chart and Focus Trait: Ideas to model and practice writing facts and opinions. T175

• Teaching Point: Exploring A Topic – Use a

Column Chart (What I Know, What I Want to Learn, Sources) to model how to organize ideas facts for a research report. T175

Prewrite – Students use Graphic Organizer: Column Chart to explore their topic by writing information into the chart.

• Teaching Point: Planning A Research Report – Using Planning a Research Report, model using index cards to identify and record a question about the topic, the fact, and information about the source. T176 Prewrite – Students use their Column Chart to write similar note cards on their research topic.

• Teaching Point: Planning A Research Report –

Using Planning a Research Report, model organizing an outline by grouping related facts together. T176 Prewrite – Students organize their note cards into an order that makes sense to complete their outline.

Grammar:

• Teaching Point: Possessive Pronouns – T172, 173



• Opinion/Fact Chart • Student Practice Workbook pg. 180

• Graphic Organizer: Column Chart

• Projectable 29.9 • Student completed Column Chart

• Projectable 29.10 • Student Note Cards



10 | P a g e


• Teaching Point: Beginning A Draft – Use the previously created outline to model drafting one paragraph of a research report. T220 Draft – Students begin drafting their research report using their outlines.

• Teaching Point: Organization – Use Saving Buster and Focus Trait: Organization to model and practice how each paragraph in a research report tells about one main idea. T221 Draft – Students continue to draft their research report.

• Teaching Point: Paraphrasing – Use Saving Buster to model rewriting ideas from sources in their own words. T221 Prewrite – Students continue to draft their research report using their own words to tell the information they find in the sources.

• Teaching Point: Synonyms – Saving Buster to

model using synonyms to avoid repeating words in a research report. T222 Draft and Revise – Students revise their draft using synonyms to help with paraphrasing.

• Teaching Point: Introduce Student Model – Using Proofread and Edit Andre’s Draft, discuss the revisions made by the student writer. T222 Revise for Organization – Students revise and edit their research report.

Grammar:

• Teaching Point: Pronouns – Identify and correctly use the pronouns I and me. T218

• Teaching Point: Homophones – Spell homophones T218


• Projectable 29.10 • Student Completed Outline

• Mentor Text: Saving Buster • Student Practice Workbook pg. 190 • Student Draft

• Mentor Text: Saving Buster • Student Draft

• Mentor Text: Saving Buster • Student Draft

• Projectable 30.8 • Student Draft • Student Final Copy of Research Report



11 | P a g e



• Minilesson


exemplars



• Rubrics and




• Provide writing

exemplars


• Feedback to push student to maintain grade level proficiency



revising




• Provide writing

exemplars





• Use of sentence




• Rubrics and







• Guided Writing:


• Prewriting –



• Spell-checkers

• Rubrics &


• Flexible time

allotment


12 | P a g e


writing pacing guide grade 3 - pemberton …...writing pacing guide grade 3 mp units unit total*...

Documents