Grade - Unit
Title
Unit 4, Bend 1__Table of Contents
Once Upon a Time
Section
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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.
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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