Third Grade Quarter 3
Quarter 3 Common Core Standards Grade 3Writing
W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
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.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.10. 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. / Technology / Language
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
· Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
· Form and use regular and irregular plural nouns.
· Use abstract nouns (e.g., childhood).
· Form and use regular and irregular verbs.
· Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
· Ensure subject-verb and pronoun-antecedent agreement.*
· Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
· Use coordinating and subordinating conjunctions.
· Produce simple, compound, and complex sentences.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
· Capitalize appropriate words in titles.
· Use commas in addresses.
· Use commas and quotation marks in dialogue.
· Form and use possessives.
· Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
· Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
· Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
· Choose words and phrases for effect.*
· Recognize and observe differences between the conventions of spoken and written standard English.
L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
6 Traits of Writing
Ideas and Content
Organization
Sentence Fluency
Conventions
Voice
Word Choice
Speaking/Listening Standards
Comprehension and Collaboration
1 / SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
2 / SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3 / SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge
4 / SL4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5 / SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
6 / SL4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)
Standard:
W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
Content Objectives / Guiding Questions / Vocabulary / Resources
Framework for Opinion Unit of Study
I can write about a topic that I am an expert on.
I can write an opinion piece that includes a topic, opinion, reasons for opinion, and a concluding statement. / What are some topics you know about?
What is something you consider yourself an “expert” at?
Why do we write opinion pieces?
Where would I find an opinion piece?
How can you use your expertise to write an opinion piece?
How did the writer go about making this?
What does this reviewer do that I could try as well?
Why do or don’t you agree with/like/ care about the topic? / Topic
Opinion
Fact
Expert / Mini-lesson Ideas:
Generating Ideas that evoke strong emotions
Fact and Opinion (current events)
Writing an opinion and stating reasons for that opinion
Selecting a Topic
Writing a Review
Writing a Persuasive Letter / Resources:
Mentor Texts:
The True Story of the Three Little Pigs by Jon Scieszka
Dear Mrs. LaRue by Mark Teague
Two Bad Ants by Chris Van Allsburg
Hey, Little Ant by Phillip and Hannah Hoose
I Wanna Iguana by Karen Kaufman
Click Clack Moo by Doreen Cronin
Write Source:
p. 182-214-Persuasive Writing
p. 44-50- Writing Paragraphs and Organization
Professional Resources:
Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi
Units of Study in Opinion, Information and Narrative Writing by Lucy Calkins
Online:
OREO Graphic Organizer for Paragraphs
OREO PPT
101 Ideas for persuasive essay topics
http://www.ereadingworksheets.com/writing/persuasive-essay-topics/
Ideas for persuasive writing framed with situation
http://home.earthlink.net/~jhholly/persuasive.html
http://www.imlay.k12.mi.us/HighSchool/Classes/akoss/English%2010/Eng%2010%20Persuasive%20Writing%20Prompts.htm
Graphic Organizers for persuasive writing http://www.worksheetplace.com/index.php?function=DisplayCategory&showCategory=Y&links=2&id=11&link1=43&link2=11
Interactive Persuasive Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Strategies for Persuasive Writing PowerPoint
http://www.readwritethink.org/files/resources/lesson_images/lesson56/persuasive_strategies.pps#261,6,Ethos
List of Persuasive Words
http://www.readingrockets.org/content/pdfs/persuasivewordsphrases.pdf
http://www.readingrockets.org/strategies/persuasive_writing/
http://www.readwritethink.org/professional-development/strategy-guides/persuasive-writing-30142.html
http://www.missionliteracy.com/page79/page80/page82/assets/Opinion%20Writing%20Unit%202nd%20grade%20Lin%20Bush.pdf (even though this says second grade it contains a lot of great information that can be used in third grade)
http://www.readtennessee.org/teachers/common_core_standards/3rd_grade/writing/w34.aspx
http://writing-model.joplin.schoolfusion.us/modules/locker/files/get_group_file.phtml?fid=12780260&gid=2897902&sessionid=
http://www.ware.k12.ga.us/Curriculum/resources/3/3rd%20Grade%20Writing/Sect4%20Grd3%20%20Persuasive%20Wrtg.pdf
I can state my opinion about the topic.
I can give reasons and/or state facts for my opinion.
I can use an organizational structure that helps the reader clearly understand my opinion. / What is the difference between fact and opinion?
What are your thoughts, feelings, and/or beliefs (opinion) about this topic?
How could I rewrite these so that I include details that are going to persuade my readers?
What structure could I use to organize my opinion and reasons? / Beliefs
Feelings
Thoughts
Voice
Word Choice / Mini-lesson Ideas:
Elaborate on reasons for your opinion
Choose relevant details
· Food-taste/texture, décor, service
· Book and Movie-characters and setting
· Video Game-graphics and sound effects, required equipment to play the game
Include personal experiences to support your opinion
Organizational structure
Considering the audience and choose appropriate language
Include counter-arguments (the other side)
Persuasive Word Choice (wouldn’t you rather, how could you not want to) / Resources:
**Refer to resources listed above.
I can use linking words and phrases to connect opinion and reasons. / How do writers connect thoughts and ideas?
What words do writers use to connect thoughts? / Linking words / Mini-lesson Ideas:
Sentence Fluency
Linking Words
Transition phrases and sentences
Use Vocabulary too…
· Signal agreement (in addition, furthermore)
· Compare/Contrast a viewpoint (however, on the other hand)
· Interject (or, yet)
Compound Sentences / Resources:
**Refer to resources listed above.
I can write a concluding statement. / What would happen if you didn’t have a concluding statement?
Why is a concluding statement important? / Concluding Statement / Mini-lesson Ideas:
Concluding Statement
Restating Opinion in a different way
Summarizing opinion/argument / Resources:
**Refer to resources listed above.
Assessment:
Author Study with Patricia Polacco or Jan Brett or Chris Van Allsburg
o Every day for a week, read one of the picture books by one of these authors as a read-aloud during Writer’s Workshop mini-lesson.
o Have conversation about student’s opinions…for example: Should Annie tame one of the wild animals for a pet? Why or Why not?
o Approximately on day 5 (or culmination of Author Study) have students select one of the picture books that they had a strong feeling or emotion to, and begin writing their opinion piece.
o Score using SFSD 3-5 writing rubric