Stage 1- Desired Results
Transfer:
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.
Standards:
  • 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
Overarching:
  • Why do we write?
  • How do writers approach the craft of telling an imagined story?

Topical:
  • How do author gather their ideas from for narratives?
  • What can I learn from studying other authors?
Big Ideas
Imagined Stories

Enduring Understandings
Overarching:
  • Writers write to tell stories that include details about characters, setting, and problems.
  • There is a craft to writing effectively.

Topical:
  • 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.

Vocabulary:
  • 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 writingprocess.
  • Creating and learning to use resources, and applying them to independentwriting.
  • Writingdaily independently using routines.
  • Writing personal narratives.
  • Narrowing a topic.
  • Writing using effective techniques, descriptive details, and clear event sequences.
  • Establishing a situation when writing.
  • Introduce a narrator
  • Organizing an event sequence that unfolds naturally
  • Writing using precise words and details to convey experiences and events precisely.
  • Writing using dialogue and description of actions, thoughts, and feelings to develop experiences and events.
  • Providing a sense of closure when writing.
  • 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 personal narrative.

Formative: Students will write several seeds of personal 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 strategies for self-assessment at the end of the unit.
Stage 3- Learning Plan
In this unit students will write a Narrative of personal significance. They will select a single event in their own life.The narrative will follow
the writing process from prewriting to publishing. Prewriting will include selecting an event to write about and organizing the event so
as develop a beginning, middle and end. Drafting follows with embedded revision lessons on temporal transition words, leads, dialogue
and reflective endings. Editing incorporates lessons on using a dictionary, punctuating dialogue and using editing checklists.

The unit of study begins with a focus on the Prewriting stage in the writing process.Students will choose a writing topic that is personally
relevant. Two primary aspects of the personal narrative are emphasized: the memory or event has to be small,and it has to be meaningful.
Students at this stage are often unaccustomed to reflecting on the value of a particular event. So teaching students to question and reflect
on the significance of those moments, will help them choose a ‘seed idea’ that could produce a meaningful personal narrative.
Finally,these lessons reteach narrowing the topic. Students use an inverted triangle graphic to help eliminate the practice of bed-to-bed
stories.

Once students have successfully found a seed idea they are anxious to begin their narrative, but it is important that students have a
solid plan in place before they start writing. Students must carefully select and describe the important happenings at the beginning,
middle and end. In this unit students are asked to sketch a graphic organizer that illustrates characters,settings and important events
before composing. This helps students formulate ideas and retrieve details.

During the composing or Drafting stage of the writing process the focus is on learning to write fluently and to convey meaning through
their writing. The teacher models putting the ideas from the ‘plan’ into the written structure as s/he thinks aloud. The writing lessons----time transitions, and engaging lead and ending with a satisfying conclusion---directly connect to the students’ daily writing. Mentor texts are
revisited many times to help students noticethingsaboutanauthor’sworkandempowerthemtotrysomethingnewintheirwriting.

In the Revision stage we strive to develop the writer,not just improve the writing.The central goal is making the good writing “even better.”
Students are taught to identify the most important scene and revise that scene first.The focus of these lessons is to teach specific craft
strategies: color words and adding dialogue to elaborate a scene.

Finally, the lessons presented in the Editing stage build on the procedures presented in the Launching Unit.Writers continue to build
on their understanding that conventions are not just tedious obligations but tools that add clarity and interest to the writing. Modeled
writing and think-alouds continue the emphasis on making the meaning clear. An Editing Checklist and writing samples for demonstration
are provided in the unit.

Celebration at the end of the publishing process is an important way to let students know we value their writing. It is something to
look forward to and can motivate students to do their best work while publishing. Celebrations can be as simple as sharing writing
with a partner or as elaborate as an author’s tea with parents. It is entirely up to you. Try different ways to celebrate at the end of each
unit and have a marvelous time with your students as you write together through the year.

Lesson #1: An Introduction to the Personal Narrative
Lesson #2: Choosing an Idea for the Personal Narrative
Lesson #3: Using a Graphic Organizer to Plan Writing
Lesson #4: Focus on Details
Lesson #5: Using a Personal Narrative Planner
Lesson #6: Using Temporal Transitions between Events
Lesson #7: Being Aware of Capitalization: Drafting
Lesson #8: Opening: Let Me Introduce You!
Lesson #9: Write a Lead that Catches the Reader’s Attention
Lesson #10: An Ending that Tells What’s Important
Lesson #11: Revising: Use the Senses to Elaborate
Lesson #12: Adding Dialogue to Elaborate a Scene
Lesson #12a: Editing: Quotation Marks and Punctuation
Lesson #13: Using an Editing Checklist
Lesson #14: Edit the Spelling of High Frequency Words
Lesson #14a: Edit the Spelling: Dictionary Skills
Lesson #15: Editing: Begin and End that Sentence!
Lesson #16: Reflection
Lesson #17: Read Aloud your Writing

Full Lessons:
Resources
Digital:
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.