Grade: 3Unit: 1, Week3 Title: Stories Worth Telling Again and AgainDates of Instruction: ______

Essential Question / Objectives / Target Skills
Suggested Materials
/ Resources
Click to show your students a 6 minute video on how to revise their writing

For ideas on teaching revision, click on link. Type revision into the “search” box, then click on the internal link, Collaborative Stories 2: Revising
/ Unit Standards / Recurring Standards
RL.3.2 / RL.3.7
RL.3.3 / RL.3.9
W.3.3 / RL.3.11
L.3.1. / RI.3.1
RI.3.5
RI.3.6
W. 3.4, 3.5, 3.6, 3.8,
W. 3.10
SL. 3.2, 3.4, 3.6
L. 3.2, 3.3
Possible Activities
  • In their journals, have students begin revising the rough drafts of narratives telling their family stories. Remind the group to be sure they have a beginning, end, and important details in their writings.
  • Introduce the new chapter book, and take turns having the class read silently, or the teacher aloud, The Stories Huey Tells,and have students focus on determining and analyzing character traits and motivations as you all read through the story.
  • Have students invite their grandparents in this week to tell their own stories or to read aloud some of the grandparent books. Hold a “grandparents” day to celebrate the family.
  • Have students interview a family member to learn a family story and take notes or record it. Use the story to write a narrative.
  • Read students the book,Kites Sail High: a Book about Verbs. Teach a mini-lesson on verbs as a part of speech and review rules with students. Have students add verbs to their word banks.
  • Continue reading aloud the story Sign of the Beaver. This book is read over 2-3 weeks (approx. 2 chapters a day) to provide students with background in tales passed down, and to model fluent reading.
  • Read Langston Hughes poems. Choose one and reread it to begin memorizing.
/ Evidence of Learning
  • Student makes changes to original drafts that create more interest and elaborate on the original document.
  • Student answers questions, makes comparisons, and interprets information presented in multiple texts on the same topic.
  • Student can list and define new vocabulary found in the readings.
  • Student understands the verb as a part of speech and usesverbs correctly in his/her writing.
  • Student can read multiple Langston Hughes poems, interpret their meanings and select a favorite.
  • Following a family member interview, the student is able to collect pertinent information, and create a draft narrative containing salient points from the interview.
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