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 content 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.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
  • W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
Essential Questions

Overarching:
  • What can I learn by reading and writing?

Topical:
  • What can I learn from studying other authors?
  • How do authors approach writing in response to what they have read?
Big Ideas
Learning by Reading and Writing

Enduring Understandings
Overarching:
  • I can learn by reading about topics and then writing about them to share with others.

Topical:
  • I can study the writing of authors to help improve my writing craft.
  • Authors use narrative, informative, and persuasive writing in response to texts they have read.
Students will know
  • The purposes of narrative, informative, and persuasive writing.
  • Strategies for analyzing a writing prompt including the form, audience, and purpose.
  • Strategies for using top down webs to plan their prompt.
  • Strategies for responding to a narrative, informative, and persuasive writing prompts by restating the question, analyzing the text, citing evidence, and explaining their answer.
  • Characteristics of effective narrative, informational, and persuasive text based responses.
Students will be skilled at …
  • Identifying the form, audience, and purpose in a writing prompt.
  • Planning their text based response using a top down web.
  • Restate the question from the prompt.
  • Analyzing the text for evidence to support the answer to a prompt.
  • Citing evidence to support their answer to the prompt.
  • Explaining their answer to a prompt with sufficient evidence.
  • Annotating model of writing to identify characteristics of effective text based responses.
  • Writing effective narrative, informational, and persuasive text based responses.
  • Analyzing their own writing and those of others to determine if the characteristics of an effective text based response are present.
  • Providing feedback to others on their writing given a checklist.
  • Reflecting on their own writing and setting goals for improvement.
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Stage 2- Assessment Evidence
Performance Tasks: Students will complete a narrative, informative, and persuasive text based response across two texts. Students will write prose constructed responses all year long. Use Writing to Sources as part of the Reading Street anthology to support additional practice all year.

Formative: Use checklists with students to help assess if characteristics of an effective response have been met. Use conferencing and conference logs to record strengths and areas of need.

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 opinion writing. See suggestions for self-assessment at the end of units.
Stage 3- Learning Plan
Lessons are based on Grade 3 Common Core Writing to Texts. The full lessons in this unit have been changed to make use of top down webs exclusively throughout instead of the multiple different graphic organizers in the text.

Week One: Opinion/Argument Writing Mini-Lessons
  • Lesson 1: Writing to One Text
  • Lesson 2: Writing to Multiple Texts

Week Two: Informative/Explanatory Writing Mini-Lessons
  • Lesson 3: Writing to One Text
  • Lesson 4: Writing to Multiple Texts

Week Three: Narrative Writing Mini-Lessons
  • Lesson 5: Writing to One Text
  • Lesson 6: Writing to Multiple Texts

Full Lessons:

RAPP:
Other Sample PCRs:
Resources
Digital:
To incorporate the Common Core State Standard 3.W.6, to "use a variety of digital tools to produce and publish writing," you may choose to:
  • 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-use WORD publishing forms such as postcards and brochures.
  • Share writing over school announcement system.
  • Have students project the written pieces using a document camera.