Grade 3 - Unit 1 – Bend 1: Writing Personal Narratives with Independence

Unit 1, Bend 1

Table of Contents

Crafting True Stories

Section / Page Number
  • Unit Essential Questions
/ 2
  • Unit Goals and Sub Goals (Task Analysis)
/ 3-4
  • Unit Language (Spanish, Russian, English)
/ 5-7
  • Bend Assessment Checklists
/ 8-9
  • Unit Assessment Checklists
/ 10-11
  • Sample Unit Calendars
/ 12-15

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Grade 3 - Unit 1 – Bend 1: Writing Personal Narratives with Independence

Grade 3
Writing Unit 1, Bend1 / Dates of Unit:
Unit Title: / Crafting True Stories
Stage 1 / Identify Desired Results
Standards:
(Alpha-numeric listing of standards incorporated in the unit) / W.3.3.a,b,c,d Write narratives to develop real or imagined experiences or events using effective technique. descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
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 Languagestandards 1–3 up to and including grade 3 on page29.)
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.
Essential Questions:
Goals: / Good writers use notes, lists and other strategies to strengthen their narratives.
Los buenos escritores usan apuntes, listas y otras estrategias para mejorar sus narraciones. / Good writers revise as they write.
Los buenos escritores revisan conforme van escribiendo. / Good writers edit as they write.
Los buenos escritores editan conforme van escribiendo. / Good writers describe people, places, things, and events.
Los buenos escritores describen a personas,lugares, cosas y eventos.
Learning Targets
(aligned to goals) / Session 1:I can think about what kind of writing I want to make and set goals for myself.
Sesión 1: Soy capaz de pensar acerca del tipo de escritura que quiero producir y poner metas para lograrlo. / Session 5: I can pause and ask myself, “How am I doing?”
Sesión 5: Soy capaz de pausar, releer, y preguntarme “¿Cómo va mi escrito?” / Session 6: I can write as clear as possible so others can read my writing.
Sesión 6: Soy capaz de escribir lo más claro posible para que otros puedan leer y comprender mi escrito. / Session 7: I can conjugate both regular and irregular verbs in the past tense.
Sesión 7: Soy capaz de conjugar verbos los regulares e irregulares en el tiempo pasado.
Session 2:I can think of a person and brainstorm small moments with that person.
Sesión 2: Soy capaz de pensar en una persona y hacer una lluvia de ideas de pequeños momentoscon él/ella. / Session 8: I can use precise adjectives to describe details.
Sesión 8: Soy capaz de usar adjetivos precisos para describir detalles.
Session 3:I can think of a place and list small moments that happen in that place in order to write about that place.
Sesión 3: Soy capaz de pensar en un lugar y hacer una lluvia de ideas de pequeños momentos de lo que ocurrió allí. / Session 9: I can use prepositional phrases to describe where or when things happen.
Sesión 9: Soy capaz de usar preposiciones para describir dónde o cuándo ocurren las cosas.
Session 4: I can write stories using scenes rather than summaries.
Sesión 4: Soy capaz de escribir historias usando escenas en lugar de resúmenes. / Session 10: I can use transition words to move my story along.
Sesión 10: Soy capaz de usar conectores para indicar la secuencia a lo largo de mi historia.
Stage 2 / Determine AssessmentEvidence
English Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Describe people, places, things, and events.
Use thepast tense.
Describir personas, lugares, cosas y eventos.
Usar el tiempo pasado. / Academic Language Stems:
Easy for Beginners
  • I (past tense verb phrase).
  • I played outside.
  • One day
  • Yesterday
  • First
  • Today
  • Then
  • Finally
Medium for Intermediate
  • I (past tense verb phrase) (prepositional phrase).
  • I played outside at the park with my brother.
  • Last week
  • Last…
  • The other day
  • On my birthday
  • Next
  • Later, After that
  • In the end, Finally
Difficult for Advanced and Fluent
  • I (past tense verb phrase) (Adjectives) (prepositional phrase).
  • My older brother and I played soccer at the small park by my house.
  • All of a sudden, As it turned out, Suddenly, Before that

Academic Vocabulary:
  • Narrative
  • Revise
  • Edit
  • Stamina
  • Independence
  • Scenes

Assessment Tools: /
  • Goals Rubric
  • Assessment Checklist

Determine AssessmentEvidence
Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Describe people, places, things, and events.
Use thepast tense.
Describir personas, lugares, cosas y eventos.
Usar el tiempo pasado. / Academic Language Stems:
Easy for Beginners
  • Yo + (predicado con verbo en pasado)
Yo jugué afuera.
(Otros pronombres: Tú, ellos, mi hermano, etc. Usando singular y plural)
  • Conectores de secuencia:
  • Un día
  • Ayer
  • Primero
  • Hoy
  • Entonces /Luego
  • Después de eso
  • Un poco más tarde
  • Al final
MediumforIntermediate
  • Yo + (verbo en pasado)+ (preposición).
  • Yo jugué en el parque con mi hermano.
  • Mi hermano y yo jugamos en el parque ayer.
Adverbios de tiempo y conectores de secuencia:
  • La semana pasada
  • El / la ______pasado/a…
  • Anoche
  • El otro día
  • El día de mi cumpleaños
  • Después
  • Luego
  • Más tarde, pronto
  • Al final
DifficultforAdvanced and Fluent
  • Yo+(verbo en pasado) +(Adjetivo/s) +(preposición).
  • Mi hermano mayor y yo jugamos futbol en el parque pequeño cerca de nuestra casa.
Conectores:
  • De repente
  • Como resultado
  • Repentinamente
  • Antes de

Academic Vocabulary:
  • Narrative
Narrativa /La narración
  • Revise
Revisar
  • Edit
Editar
  • Stamina
  • Persistencia
  • Independence
La Independencia / independientemente
  • Scenes
Las escenas
  • Goals Rubric
  • Assessment Checklist

Unit Checklist, Grade 3, Unit 1, Bend 1
Student Names / Session 1: I can think about what kind of writing I want to make and set goals for myself. / Session 2: I can think of a person and brainstorm small moments with that person. / Session 3: I can think of a place and list small moments that happen in that place in order to write about that place. / Session 4: I can write stories using scenes rather than summaries. / Session 5: I can pause and ask myself, “How am I doing?” / Session 6: I can write as clear as possible so others can read my writing. / Session 7: I can conjugate both regular and irregular verbs in the past tense. / Session 8: I can use precise adjectives to describe details. / Session 9: I can use prepositional phrases to describe where or when things happen. / Session 10: I can use transition words to move my story along.
Lista de control: grado 3, unidad 1, sección 1
Nombre del estudiante / Sesión 1: Soy capaz de pensar acerca del tipo de escritura que quiero producir y poner metas para lograrlo. / Sesión 2: Soy capaz de pensar en una persona y hacer una lluvia de ideas de pequeños momentos con él/ella. / Sesión 3: Soy capaz de pensar en un lugar y hacer una lluvia de ideas de pequeños momentos de lo que ocurrió allí. / Sesión 4: Soy capaz de escribir historias usando escenas en lugar de resúmenes. / Sesión 5: Soy capaz de pausar, releer, y preguntarme “¿Cómo va mi escrito?” / Sesión 6 : Soy capaz de escribir lo más claro posible para que otros puedan leer y comprender mi escrito. / Sesión 7: Soy capaz de conjugar verbos los regulares e irregulares en el tiempo pasado. / Sesión 8: Soy capaz de usar adjetivos precisos para describir detalles. / Sesión 9: Soy capaz de usar preposiciones para describir dónde o cuándo ocurren las cosas. / Sesión 10: Soy capaz de usar conectores para indicar la secuencia a lo largo de mi historia.
Narrative Unit Student Checklist, Grade 3
StudentName / Structure / Development / LanguageConventions
Over: I told the story bit by bit. / Lead: I wrote a beginning in which I helped readers know who the characters were and what the setting was in my story. / Transitions: I told my story in order by using phrases such as a little later and after that. / Ending: I chose an action, talk or feeling that would make a good ending and worked to write it well. / Organization: I used paragraphs and skipped lines to separate what happened first from what happened later (and finally,) in my story. / Elaboration: I worked to show what happened to (and in) my characters. / Craft: I not only told my story but also wrote It in a way that got readers to picture what was happening and that brought my story to life. / Spelling: I used what I knew about spelling patterns to help me spell and edit before I wrote my final draft. / Spelling: I got help from others to check my spelling and punctuation before I wrote my final draft. / Punctuation: I punctuated dialogue correctly with commas and quotations marks. / Punctuation: While writing I used punctuation at the end of every sentence. / Punctuation: I wrote in ways that helped readers read with expression, reading some parts quickly, some slowly, some parts in one sort of voice and others in another.
Lista de Control: escritura narrativa, grado 3
Nombre del estudiante / Estructura / Desarrollo / Normas de escritura
En general: Conté la historia paso a paso. / Introducción: Escribí una introducción para ayudar a los lectores a conocer a los personajes y el escenario . / Conectores: Conté la historia en orden utilizando oraciones como “un poco más tarde” y “después de eso”. / Final: Escogí una acción, un tema, o el sentimiento que creó un buen final a la historia me esforcé para escribirlo bien. / Organización: Usé párrafos y dejé renglones para separar lo que pasó al comienzo de lo que pasó luego y al final. / Elaboración: Me esforcé para mostrar lo que pasó a (y dentro de) mis personajes. / Composición: No solamente conté la historia sino la escribí de una manera que los lectores pudieran ver lo que estaba pasando haciendo la historia más vívida. / Ortografía: Usé mis conocimientos sobre las reglas de ortografía para deletrear bien y editar antes que de escribir mi copia final. / Ortografía : Pedí ayuda a mis compañeros para revisar mi ortografía y puntuación antes de escribir la copia final. / Puntuación: Escribí correctamente el diálogo usando el guion. / Puntuación: Usé signos de puntuación al final de cada oración. / Puntuación: Escribí de una manera que ayudó a los lectores a leer con entonación, leyendo algunas partes rápidamente , algunas lentamente, utilizando una voz en unas partes y otra voz en otras partes.
Stage 3 / Plan Learning Experiences and Instruction

Grade 3, Unit 1

Crafting True Stories

SAMPLE UNIT CALENDAR

Monday / Tuesday / Wednesday / Thursday / Friday
Bend 1
Day 1: Session 1:Starting the Writing Workshop: Visualizing Possibilities
I can think about what kind of writing I want to make and set goals for myself.
What 3rd Grade Notebook Writers…Chart Page 9 / Day 2; Session 2:Finding Ideas and Writing up a Storm
I can think of a person and brainstorm small moments with that person.
Language Goal: I can use precise adjectives to describe details. / Day 3: Session 3:Drawing on a repertoire of Strategies: Writing with Independence.
I can think of a place and list small moments that happen in that place in order to write about that place.
When I Run Out of Gas, I can…Chart. Page 31 / Day 4: Session 4: Writers Use a Storyteller’s Voice. They Tell Stories, Not Summaries.
I can write stories using scenes rather than summaries.
“To Write a True Story” Chart. Page37
A Storyteller’s Voice Shows, Not Tells. It…Chart. Page 40
Language Goal: I can use prepositional phrases to describe where or when things happen. / Day 5: Session 5: Take Stock: Pausing to Ask, “How Am I Doing?”
I can pause and ask myself, “How am I doing?”
Narrative Writing Checklist
Day 6; Session 6: Editing as We Go: Making Sure Others Can Read Our Writing.
I can write as clear as possible so others can read my writing.
Spelling tools.
Page 58 / Bend 2
Day 7: Session 7: Rehearsing: Storytelling and Leads
I can rehearse my story before I start my writing by generating alternate leads.
Add to “To Write a True Story” Chart Page 69 / Day 8: Session 8: Writing Discovery Drafts
I can capture my mental movie be writing my draft fast and furiously.
Language Goal: I can use transition words to move my story along. / Day 9: Session 9: Revising by Studying What Other Authors Have Done
I can revise my writing by studying other authors’ craft.
What Hesse Did to Make Her Storytelling Voice So Good in Come On, Rain! Chart. Page 85 / Day 10: Session 10: Storytellers Develop the Heart of the Story
I can revise by asking myself, “What’s the most important part of the story?” and developing that section.
REVISE Chart. Page 94
Day 11: Session 11: Paragraphing to Support Sequencing, Dialogue, and Elaboration
I can revise by grouping related sentences into paragraphs and elaboration those paragraphs.
When to Start a New Paragraph. Chart Page105 / Day 12: Optional Lesson
Supporting Sequencing and Elaboration
Mid-Workshop Page 108 / Bend 3
Day 13: Session 12: Becoming One’s Own Job Captain
I can use what I have learned to be my own job captain.
To Write a True Story: Monitor My Process Checklist. Page 116 / Day 14: Session 13: Revision Happens Throughout the Writing Process
I can ask myself, “Does this show all I know?” as I write and revise as I write. / Day 15: Session 14: Drafting: Writing From Inside a Memory
I can replay life events from memory in order to let the reader hear, feel, and see the experience.
Day 16: Optional Lesson
Writers Keep an Eye on Deadlines
Mid-Workshop: Conferring Effectively Page 130 / Day 17: Session 15: Revision: Balancing Kinds of Details
I can think carefully about the kind of details I add to my writing (balancing dialogue with actions, thoughts, and details about setting). / Day 18: Session 16: Commas and Quotation Marks: Punctuating Dialogue
I can use commas correctly with dialogue.
I can use quotation marks correctly with dialogue. / Bend 4
Day 19: Session 17: Writers Revise in Big, Important Ways
I can revise to make my writing ring with clarity and purpose.
I can read my writing aloud to make sure it is clear and flows.
Narrative Checklist / Day 20: Session 18: Revising Endings: Learning From Published Writing
I can use published writing to help me craft endings to my stories.
Day 21: Optional Lesson Checking for Sense
Mid-Workshop
Page 159 / Day 22: Session 19: Using Editing Checklists
I can use checklists to help me edit my work.
Editing Checklist Page 163 / Day 23: Session 20: Publishing: A Writing Community Celebrates
I can share and celebrate my writing with others.

Grade 3, Unit 1

Crafting True Stories (Español)

SAMPLE UNIT CALENDAR

Lunes / Martes / Miércoles / Jueves / Viernes
Bend 1
Day 1: Session 1: Starting the Writing Workshop: Visualizing Possibilities
Sesión 1: Soy capaz de pensar acerca del tipo de escritura que quiero producir y poner metas para lograrlo
Cuaderno de apuntes de 3er grado
Cartel: “Los escritores… Pag. 9 / Day 2; Session 2: Finding Ideas and Writing up a Storm
Sesión 2: Soy capaz de pensar en una persona y hacer una lluvia de ideas de pequeños momentos con él/ella
Meta de lenguaje: Soy capaz de usar adjetivos precisos para describir detalles. / Day 3: Session 3: Drawing on a repertoire of Strategies: Writing with Independence.
Sesión 3: Soy capaz de pensar en un lugar y hacer una lluvia de ideas de pequeños momentos de lo que ocurrió allí.
Cartel: “Cuando se me acaba la batería, puedo… “ P. 31 / Day 4: Session 4: Writers Use a Storyteller’s Voice. They Tell Stories, Not Summaries.
Sesión 4: Soy capaz de escribir historias usando escenas en lugar de resúmenes.Cartel: “Para escribirunahistoriaverdadera…” P. 37
Cartel: Un escritor muestra, no dice” P. 40
Meta de lenguaje: Soy capaz de usar preposiciones para describir dónde o cuándo ocurren las cosas / Day 5: Session 5: Take Stock: Pausing to Ask, “How Am I Doing?”
Sesión 5: Soy capaz de pausar, releer, y preguntarme “¿Cómo va mi escrito?”
Lista de control de escritura narrativa.
Day 6; Session 6: Editing as We Go: Making Sure Others Can Read Our Writing.
Sesión 6 : Soy capaz de escribir lo más claro posible para que otros puedan leer y comprender mi escrito.
Herramientasortográficas p. 58 / Bend 2
Day 7: Session 7: Rehearsing: Storytelling and Leads
I can rehearse my story before I start my writing by generating alternate leads.
Add to “To Write a True Story” Chart Page 69 / Day 8: Session 8: Writing Discovery Drafts
I can capture my mental movie be writing my draft fast and furiously.
Language Goal: I can use transition words to move my story along. / Day 9: Session 9: Revising by Studying What Other Authors Have Done
I can revise my writing by studying other authors’ craft.
What Hesse Did to Make Her Storytelling Voice So Good in Come On, Rain! Chart. Page 85 / Day 10: Session 10: Storytellers Develop the Heart of the Story
I can revise by asking myself, “What’s the most important part of the story?” and developing that section.
REVISE Chart. Page 94
Day 11: Session 11: Paragraphing to Support Sequencing, Dialogue, and Elaboration
I can revise by grouping related sentences into paragraphs and elaboration those paragraphs.
When to Start a New Paragraph. Chart Page105 / Day 12: Optional Lesson
Supporting Sequencing and Elaboration
Mid-Workshop Page 108 / Bend 3
Day 13: Session 12: Becoming One’s Own Job Captain
I can use what I have learned to be my own job captain.
To Write a True Story: Monitor My Process Checklist. Page 116 / Day 14: Session 13: Revision Happens Throughout the Writing Process
I can ask myself, “Does this show all I know?” as I write and revise as I write. / Day 15: Session 14: Drafting: Writing From Inside a Memory
I can replay life events from memory in order to let the reader hear, feel, and see the experience.
Day 16: Optional Lesson
Writers Keep an Eye on Deadlines
Mid-Workshop: Conferring Effectively Page 130 / Day 17: Session 15: Revision: Balancing Kinds of Details
I can think carefully about the kind of details I add to my writing (balancing dialogue with actions, thoughts, and details about setting). / Day 18: Session 16: Commas and Quotation Marks: Punctuating Dialogue
I can use commas correctly with dialogue.
I can use quotation marks correctly with dialogue. / Bend 4
Day 19: Session 17: Writers Revise in Big, Important Ways
I can revise to make my writing ring with clarity and purpose.
I can read my writing aloud to make sure it is clear and flows.
Narrative Checklist / Day 20: Session 18: Revising Endings: Learning From Published Writing
I can use published writing to help me craft endings to my stories.
Day 21: Optional Lesson Checking for Sense
Mid-Workshop
Page 159 / Day 22: Session 19: Using Editing Checklists
I can use checklists to help me edit my work.
Editing Checklist Page 163 / Day 23: Session 20: Publishing: A Writing Community Celebrates
I can share and celebrate my writing with others.

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