Stage 1- Desired Results
Students will be able to independently use their learning to…
  1. Demonstrate independence in reading complex texts, and writing and speaking about them.
  2. Build a strong base of knowledge through context rich texts.
  3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
  4. Construct viable arguments and critique the reasoning of others.
  5. Read, write, and speak grounded in evidence.
  6. Use technology and digital media strategically and capably.
  7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
  • W.3.3-Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.3.3-A Write poems, descriptions, and stories in which figurative language and the sounds of words are key elements.
  • 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 29.)
  • W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
  • L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  • 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.
Essential Questions
Why do we write?

How do writers approach the craft of telling an imagined story?

How do author gather their ideas from for narratives?

What can I learn from studying other authors?
Big Ideas
Imagined Stories

Enduring Understandings
Writers write to tell stories that include details about characters, setting, and problems.

There is a craft to writing effectively.

Authors generate lists of ideas from their experiences, places, and things that they love.

I can study the work of authors to help learn the craft of writing.
Students will know…
  • Routines and procedures for effective writing.
  • Habits that support independent writing throughout the writing process.
  • Resources that can support their independent writing.
  • Characteristics of narrative writing.
  • Strategies for effective narrative writing including use of descriptive detail and use of clear event sequences.
  • Strategies for orienting the reader to the problem and the characters.
  • Effective use of sensory details, dialogue, description and pacing.
  • Characteristics of effective conclusions and leads.
  • Their audience for the task.
  • The writing process for drafting, revising, and editing of a piece.

  • Personal narrative
  • Imagined narrative
  • Precise words, phrases, and clauses
  • Narrative techniques
  • Lead
  • Transitions
Students will be skilled at …
  • Applying classroom systems, routines and procedures of the writing workshop.
  • Establishing habits of independent writers throughout the writing process.
  • Creating and learning to use resources, and applying them to independent writing.
  • Writing daily independently following routines.
  • Writing imagined narratives.
  • Writing using effective techniques, descriptive details, and clear event sequences.
  • Orienting the reader by establishing a situation and introducing a narrator and/or characters
  • Organizing an event sequence that unfolds naturally
  • Writing using concrete words and phrases and sensory details to convey experiences and events precisely.
  • Writing using narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
  • Providing a conclusion that follows from the narrated experiences or events.
  • Producing clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • Developing their writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Stage 2- Assessment Evidence
Performance Tasks: Students revise and edit one imagined narrative.

Formative: Students will write several seeds of narratives in their writer’s notebooks. Conference with students to support their application of the skills and strategies taught in the mini-lessons.

Summative: Students complete revising and editing checklist on their writing.

Student Self-Assessment: At the end of the unit, students will write a reflection piece on what they have learned about narrative writing. See other suggestions for self-assessment at the end of the units.
Stage 3- Learning Plan
In this unit of study students begin to explore imagined writing as readers. A variety of picture books are suggested as mentor texts. Moving from personal narrative to an imagined narrative, the unit focuses on the ‘sense of story.’ Students plan their story by creating a map or flow chart. The beginning introduces the main character, setting and problem. Because problem/solution is critical to this genre, the middle tells about two obstacles or struggles with the problem, and a main event right before the problem is solved. The ending or final scene, describes the solution. Character development is also emphasized. Students develop a character their audience can believe. The writing process is followed from prewriting to publishing.

Young authors love to write fiction---to pretend they have other lives in interesting settings. Yet, often their stories seem to be poor retellings of action-figure adventures. How do we teach students what it takes to craft good fiction?

In this unit of study, students begin by exploring fiction as readers. Picture books offer wonderful examples of fiction writing. Included in this unit is a bibliography.These books are optional, but will provide a starting set of strong models for instruction.The lesson plans refer to resources in Scott Foresman. In particular, the short story Prudy’s Problem, by Carey Armstrong-Ellis, is referenced as the mentor text.While drafting, revising and editing, students return to this short story as their model.

Moving from personal narrative to fiction, the Imagined Unit focuses on the ‘sense of story’. Students plan their story by creating a map or flow chart. TheBeginning introduces the main character, setting and problem. Because problem-solution is critical to this genre, the Middle tells about two obstacles or struggles with the problem, and a main event right before the problem is solved. The Ending or final scene, describes the solution.

Character development is also emphasized in this fiction unit. A main character questionnaire helps students list details and facts to develop characters their audience can believe.

The Imagined Story unit builds upon the instructional routines and craft lessons taught in previous units. Anchor charts reinforce lessons and highlight student writing. Teachers continue to demonstrate thinking aloud and modeling their writing. A writing sample is provided in these lessons, but most certainly you are encouraged to create your own writing.

Lesson 1: Favorite Stories-What’s the Problem?
Lesson 2: Character Development–Part 1: Let Me Introduce You!
Lesson 3: Character Development–Part 2: Let Me Introduce You!
Lesson 4: It’s a Struggle:Creating a Conflict and Solution
Lesson 5: Drafting the Beginning:Let Me Introduce You!
Lesson 6: Drafting the Middle-It’s About the Struggle!
Lesson 7: Drafting:How Will it End?An Amazing Solution!
Lesson 8: Revising: Using Phrases
Lesson 9: Revising:Using Punctuation to Clarify Meaning
Lesson 10: Final Revision – Using the Revision Checklist
Lesson 11:Editing Checklist: An Apostrophe Shows Ownership
Lesson 12:Editing Checklist: Editing for Spelling–Adding Suffixes
Lesson 13: Reflection
Lesson 14: Read Aloud Writing

Full Lessons:
To incorporate the Common Core State Standards W.5.6 which describes the use of technology students could:
  • Take digital photographs of shared experiences.
  • Create a PowerPoint of writing with voice recordings.
  • Use story-making applications from iPads or other tablets.
  • Type final projects.
  • Share writing over school announcement system.
  • Have students project the written pieces using a document camera.