Grade - Unit Title Unit 4, Bend 1__Table of Contents Once Upon a Time Section 1|Page Unit Essential Questions Unit Goals and Sub Goals (Task Analysis) Unit Language (Spanish, Russian, English) Unit Assessment Checklist Unit Assessment Rubric Sample Unit Calendar Page Number Grade - Unit Title Unit Title: Stage 1 Standards: Grade 3 Unit 4, Bend 1 Writing in the Footsteps of the Classics Identify Desired Results Dates of Unit: (Alpha-numeric listing of standards incorporated in the unit) Essential Questions: (These goals should be aligned to Essential Questions.) Goals: (These should be aligned to the Goals above) Learning Targets (aligned to goals) 2|Page Good writers use other authors to inspire and improve their own writing. Good writers rehearse their stories as they draft. Good writers self-reflect as they plan and draft. Good writers describe people, places, things, and events. Session 1: I can gain inspiration and begin to write my own version of a fairy tale, by reading and studying several different versions of a classic fairy tale. Session 3: I can story-tell or act out my story to help as I plan my draft and as I review my draft. Session 6: I can check my work and plan for future projects. I can conjugate both regular and irregular verbs in the past tense. Grade - Unit Title Session 2: I can adapt fairy tales in meaningful ways, making changes that are consequential and affect other elements of the story. Session 5: I can weave narration through my fairy tale as a way to establish background, tie together scenes, and teach a moral or end a story. Session 4: I can rehearse for writing by storytelling or acting out each scene. I can use precise adjectives to describe details I can use prepositional phrases to describe where or when things happen. I can use transition words to move my story along. 3|Page Grade - Unit Stage 2 Title Determine Assessment Evidence Academic Language (What language will students need to sound like experts?) Academic Language Function(s): Academic Language Stems: Easy for Beginners Describe people, places, things, and events. Use the past tense. • I (past tense verb phrase). • I played outside. • One day Academic Vocabulary: • Yesterday • First Fairy tale • Today Classic • Then Adapt • Finally Scene Rehearse Medium for Intermediate Storytelling • 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 Assessment Tools: 4|Page Goals Rubric Assessment Checklist Student Name 5|Page I can use transition words to move my story along. I can use prepositional phrases to describe where or when things happen. I can use precise adjectives to describe details I can conjugate both regular and irregular verbs in the past tense. Session 6: I can check my work and plan for future projects. Session 5: I can weave narration through my fairy tale as a way to establish background, tie together scenes, and teach a moral or end a story. Session 4: I can rehearse for writing by storytelling or acting out each scene. Session 3: I can story-tell or act out my story to help as I plan my draft and as I review my draft. Session 2: I can adapt fairy tales in meaningful ways, making changes that are consequential and affect other elements of the story. Session 1: I can gain inspiration and begin to write my own version of a fairy tale, by reading and studying several different versions of a classic fairy tale. Grade - Unit Title Grade 3 Unit 4 Bend 1 Assessment Checklist Student Name 6|Page 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. Punctuation: While writing I used punctuation at the end of every sentence. Punctuation: I punctuated dialogue correctly with commas and quotations marks. Development Spelling: I got help from others to check my spelling and punctuation before I wrote my final draft. Spelling: I used what I knew about spelling patterns to help me spell and edit before I wrote my final draft. 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. Structure Elaboration: I worked to show what happened to (and in) my characters. Organization: I used paragraphs and skipped lines to separate what happened first from what happened later (and finally,) in my story. Ending: I chose an action, talk or feeling that would make a good ending and worked to write it well. 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. Over: I told the story bit by bit. Grade - Unit Title Narrative Unit Student Checklist Grade 3 Language Conventions Grade - Unit 7|Page Title Grade - Unit 8|Page Title Grade - Unit 9|Page Title Grade - Unit Title Unit of Study Assessment Rubric Unit # - Unit Title… Learning Target Language Learning Target 10 | P a g e Mastery Proficient Developing Beginning Grade - Unit Stage 3 Title Plan Learning Experiences and Instruction Grade 3 Unit 4 Once Upon a Time SAMPLE UNIT CALENDAR Monday Bend 1 Day 1: Session 1: Adapting Classic Tales I can gain inspiration and begin to write my own version of a fairy tale, by reading and studying several different versions of a classic fairy tale. Ways Authors Adapt Fairy Tales Chart. Page 8 Day 6: Session 5: Weaving Narration Through Stories I can weave narration through my fairy tale as a way to establish background, tie together scenes, and teach a moral or end a story. The Power of Narration Chart Page 48 11 | P a g e Wednesday Thursday Friday Day 2: Session 2: Writing Story Adaptations that Hold Together I can adapt fairy tales in meaningful ways, making changes that are consequential and affect other elements of the story. How to Write a Fairy Tale Adaption Chart Page 17 Tuesday Day 3: Optional Lesson Mid-Workshop Checking Adaptation Plans Page 22 Day 4: Session 3: Storytelling, Planning, and Drafting Adaptations of Fairy Tales I can story-tell or act out my story to help as I plan my draft and as I review my draft. Language Goal: I can use prepositional phrases to describe where or when things happen. . Day 5: Session 4: Writers can Story-Tell and Act Out as They Draft I can rehearse for writing by storytelling or acting out each scene. Mid-Workshop: Being a Spelling Godmother. Page 41 Language Goal: I can use transition words to move my story along. Day 7: Session 6: Mirror, Mirror on the Wall: Assessment Using Self-Reflection I can check my work and plan for future projects. Narrative Writing Checklist. Page 57 Mid-Workshop: Set Personal Goals. Page 58 Bend 2 Day 9: Session 8: Telling Stories That Make Readers Shiver I can make my writing sound like a fairy tale by using special language, adding refrains. Language Goal: I can use precise adjectives to describe details Day 10: Session 9: Revise Early and Often I can make significant revisions as I draft, using other authors’ writing as mentor text. Day 8: Session 7: Goals and Plans Are a Big Deal I can rely on others and myself to independently plan not only my stories but also my writing process. “How to Write a Fairy Tale Adaptation” Planning Chart. Page 65 Grade - Unit Title Day 11: Session 10: When Dialogue Swamps Your Draft, Add Action I can balance my dialogue by adding accompanying actions. Language Goal: I can use commas and quotation marks correctly with dialogue. Day 12: Session 11: Painting a Picture with Words: Revising for Language I can use figurative language to “paint a picture” in the readers’ mind. “Language Paints a Beautiful Picture” Chart. Page 97 Alliteration Page 101 Day 13: Session 12: The Long and Short of It: Editing for Sentence Variety I can read my stories aloud and identify choppy or abrupt sentences and smoothing them out by simplifying long-winded ones or complicating simplistic ones. Bend 3 Day 16: Session 14: From “This is Fairy Tale About” to “Once Upon a Time” I can look back at my writing and think about which processes and strategies worked for me before, and which didn’t, to help me write my current piece. Day 17: Session 15: Tethering Objects to Characters I can make my scenes more meaningful by not only including a character’s actions, but also objects important to the character. Day 18: Session 16: Using Descriptive Language While Drafting I can elaborate as I draft by balancing telling sentences with showing sentences Language Goal: I can use precise adjectives and adverbs to describe details and events in my story. Mid-Workshop: Character Actions and Reactions. Page 139 Day 19: Session 17: Revising the Magic I can revise my story and tether the magic in my story to the heart of the story, the beginning and/or end of the story. “Magic Comes in Many Forms” Chart. Page 144 Day 21: Session 19: Editing with an Eye Out for Broken Patterns I can reread and edit my writing by looking for where patterns of good writing are broken. Language Goal: I can conjugate both regular and irregular verbs in the past tense. Day 22: Session 20: Happily Ever After: A Fairy Tale Celebration I can share my story with a younger audience. I can read my own writing with expression and fluency. 12 | P a g e Day 14: Session 13: Collecting Ideas for Original Fairy Tales I can use elements of strong narratives: specific characters, motivations, troubles, and resolutions in my original tales. . Day 15: Optional Lesson Mid-Workshop: Villains! I can brainstorm villains and their character traits form classic fairy tales. Language Goal: I can use precise adjectives to describe details about characters. Day 20: Session 18: Revising for Readers I can revise my writing by showing the reader how to read a piece by varying the pace of the writing. Grade - Unit 13 | P a g e Title