Grade 1
Content Unit 4 Bend 3
Unit Title:
Stage 1
Standards:
Dates of Unit:
Becoming More Powerful at Realistic Fiction:
Studying the Genre and Studying Ourselves as Writers
Identify Desired Results
W.1.3, W.1.5, W.1.7, W.1.8, RL.1.1, RL.1.4, RL.1.7, SL.1.1, SL.1.2, SL.1.4, SL.1.5, SL.1.6, L.1.1, L.1.2, L.1.5, L.1.6
(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)
SKIP
SKIP
SKIP
Good writers use different
strategies to write a fictional series.
Good writers get stronger by
setting goals and making plans for
writing.
Good writer use adverbs to add
repetition to their stories.
Session 11: I can use my own
experiences to imagine details that
make realistic fiction seem real.
Session 12: I can show (not tell) my
reader what is happening in the
story by using exact details.
Session 13: I can divide my story into
chapters.
Session 13: I can stretch my chapters
out so that they have a beginning, a
middle and an ending.
Session 14: I can stretch out my
story by using patterns.
Session 15: I can use all the
strategies (superpowers) that I’ve
learned about writing realistic fiction
to improve my stories.
Ongoing: I can use the narrative
checklist to set goals for my writing.
I can use adverbs of frequency to
add repetition to my story and
make it more interesting.
SKIP
Stage 2
Determine Assessment Evidence
ENGLISH Academic Language (What language will students need to sound like experts?)
Academic Language Function(s):
Academic Language Stems:
Easy for Beginners
 Compare and contrast actions using adverbs
 Adverbs of frequency – to show repetition
Examples: once, twice, three times
 Adverbs of frequency
My mother said it once.
My father said it twice.
Academic Vocabulary:
My brother said it three times.
Medium
for Intermediate
 Imagine
 Adverbs of frequency – to show repetition
 Chapters
Examples: always, never, sometimes, usually
 Stretch out
My mother always eats her vegetables.
 Repetition
My father sometimes eats his vegetables.
 Punctuation
My brother never eats his vegetables.
Difficult for Advanced and Fluent
 Adverbs of frequency – to show repetition
Examples: generally, usually, typically, hardly ever, rarely, never
My mother usually eats her vegetables.
My father hardly ever eats his vegetables.
My brother never eats his vegetables.
Assessment
Tools:
 Goals Rubric
 Assessment Checklist
Student
Name
I can use adverbs of
frequency to add repetition
to my story and make it
more interesting.
Ongoing: I can use the
narrative checklist to set
goals for my writing.
Session 15: I can use all the
strategies (superpowers)
that I’ve learned about
writing realistic fiction to
improve my stories.
Session 14: I can stretch out
my story by using patterns.
Session 13: I can stretch my
chapters out so that they
have a beginning, a middle
and an ending.
Session 13: I can stretch my
chapters out so that they
have a beginning, a middle
and an ending.
Session 11: I can use my
own experiences to imagine
details that make realistic
fiction seem real.than one
Session 12: I can show (not
story for my favorite
tell) my reader what is
character.
happening in the story by
using exact details.
Unit 4 Assessment Checklist Bend 3
Notes
Monday
Tuesday
Wednesday
Thursday
Friday
Bend 1
Day 1: Session 1: Serious Fiction
Writers Do Some Serious
Pretending
 Learning Goal: I can
pretend to invent
characters and their
Small Moment
adventures.
Bend 2
Day 6: Session 6: Series Writers
Always Have a Lot to Write
About
 Learning Goal: I can
model myself after a
famous series author
and think of more than
one story for my
favorite character.
Bend 3
Day 11: Session 11: Series
Writers Investigate What Makes
Realistic Fiction Realistic
 Learning Goal: I can use
my own experiences to
imagine details that
make realistic fiction
seem real.
Day 16: Session 15: Writers Use
Their Superpowers to work with
Greater Independence.
 Learning Goal: I can use
all the strategies
(superpowers) that I’ve
learned about writing
realistic fiction to
improve my stories.
Day 2: Session 2: Writers
Develop a “Can-Do”,
Independent Attitude.
 Learning Goal: I can
have a “can do” attitude
and give myself
“orders” to keep
writing.
Day 3: Session 3: Writers Learn
to Get Their Characters Out of
Trouble.
 Learning Goal: I can
make a satisfying ending
to my story.
Day 4: Session 4: Serious Writers
Get Serious about Spelling
 Learning Goal: I can
make courageous word
choices and attempt to
spell these challenging
words.
Day 5: Session 5: Writers Use
Checklist to Set Goals
 Learning Goal: I can use
a checklist to revise my
writing and set goals.
Day 7: Session 7: Introducing
Your Character in Book One of a
Series: What Does Your Reader
Want to Know?
 Learning Goal: can
write a Book One in my
series and include many
details about my
character.
Day 8: Session 8: Writers
Develop Their Dialogue
 Learning Goal: I can add
speech bubbles and
dialogue to my book
series.
Day 9: Session 9: Saddle Up to
the Revision Party ---And Bring
Your Favorite Writer
 Learning Goal: I can
revise my series books
by seeing what my
favorite series author
put in their books.
Day 10: Session 10: Celebrating
Our First Series
 Learning Goal: I can
revise and edit by using
the narrative writing
checklist so that I can
publish my work.
Day 12: Session 12: Writers
“Show, Not Tell” by Focusing on
Tiny Realistic Details.
 Learning Goal: I can
show (not tell) my
reader what is
happening in the story
by using exact details.
Day 13: Session 13: Fiction
Writers Include Chapters:
Writing a Beginning, Middle, and
End
 Learning Goal: I can
divide my story into
chapters.
Day 15: Session 14: Patterns Help
Writers Elaborate
 Learning Goal: I can
stretch out my story by
using patterns.
Bend 4
Day 17: Session 16: Punctuation
Parties
 Learning Goal: I can add
punctuation to my story
by rereading it aloud.
Day 18: Session 17: Writers Use
Illustrations to Tell Important
Details
 Learning Goal: I can
look at mentor texts
improve my
illustrations.
Day 14: Session 13: Fiction
Writers Include Chapters:
Writing a Beginning, Middle, and
End
 Learning Goal: I can
stretch my chapters out
so that they have a
beginning, middle and
an ending.
Day 19: Session 17: : Writers
Use Illustrations to Tell
Important Details
 Learning Goal: I can give
my readers extra
information by using
illustrations.
Day 20: Session 18: “Meet the
Author” Page
 Learning Goal: I can
write a meet the author
page for my series.
Day 21: Session 19: Getting
Ready for the Final Celebration
 Learning Goal: I can
revise and edit a final
time to publish my work