Unit of Study: Narrative Writing
Grade: 3
Title: Unit 2
Length of Study: 6 to 7 weeks
Genre Description: What is narrative writing?
Priority Standards:
Supporting Standards:
W.3.3.1.b.ii. Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the response of
characters to situations. (CCSS: W.3.3b)
W.3.3.1.b i. Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds naturally. (CCSS:
W.3.3a)
W.3.3.1.b iii. Use temporal words and phrases to signal event order.
(CCSS: W.3c)
W.3.3.3.a. With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose. (CCSS:
W.3.4)
W.3.3.1.b iv. Provide a sense of closure. (CCSS: W.3.3d)
W.3.3.3.e. ix. Produce simple, compound, and complex sentences.
(CCSS: L.3.1i)
W.3.3.3.e.x. Vary sentence beginnings, and use long and short
sentences to create sentence fluency in longer texts
W.3.3.3.b. With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5)
W.3.3.3.c. With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact and
collaborate with others. (CCSS: W.3.6)
W.3.3.3.d.i. Choose words and phrases for effect. (CCSS: L.3.3a)
W.3.3.3.d.ii. Recognize and observe differences between the conventions of
spoken and written standard English. (CCSS: L.3.3b)
W.3.3.3.e. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (CCSS: L.3.1)
W.3.3.3.e. i. Explain the function of nouns, pronouns, verbs, adjectives, and
adverbs in general and their functions in particular sentences. (CCSS: L.3.1a)
W.3.3.3.f.v. Use conventional spelling for high-frequency and other studied
words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness). (CCSS: L.3.2e)
W.3.3.3.f.vi. Use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules, meaningful word parts)
in writing words. (CCSS: L.3.2f)
W.3.3.3.f.vii. Consult reference materials, including beginning dictionaries, as
needed to check and correct spellings. (CCSS: L.3.2g)
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Unit of Study: Narrative Writing
Grade: 3
Title: Unit 2
Length of Study: 6 to 7 weeks
Essential Questions:
Mini Lesson Concepts/Topics
Resources
Mentor Text
Day 1: Pre-Assessment Unassisted
Gather seed ideas (ideas for writing)
Anchor Chart
 A person that matters to you
 A place that matters to you
 Objects that spark a memory
Narrow the Focus/Small Moments
(Get students to focus on small moments
within a larger moment. No bed-to-bed
stories!)
 Discuss the difference between
larger topics and small moments
 Model narrowing the topic orally (i.e.
trip to Elitches vs. going on The
Tower of Doom ride)
 Model with inverted triangle from
Mentor Texts
 Watermelon vs. watermelon seeds
(the watermelon is a large idea and
watermelon seeds are the small
Mentor Texts p. 54 by Lynne R. Dorfman &
Rose Cappelli
Launching the Writing Workshop by
Denise Leograndis
Launching the Writing Workshop by
Lucy Calkins
In Our Backyard by Eileen Spinelli
In My Momma’s Kitchen by Jerdine Nolen
All the Places to Love Patricia MacLachlan
My Map Book by Sara Fanelli
Rim Shots: Basketballs, pix by Charles Smith
Wilford Gordon McDonald Partridge by Mem Fox
The Relatives Came by Cynthia Rylant
Tar Beach by Faith Ringgold
Family Pictures by Sandra Cisneros
1. Formative Assessment:
Check student’s Writer’s Notebook for seed
ideas
Mentor Texts “Using an Inverted Triangle to
Shortcut by Donald Crews
Find a Specific Writing Topic” pp. 60-62
One Lucky Girl by George Ella Lyon
Launching the Writing Workshop – Session 3 by When I was Five by Arthur Howard
Lucy Calkins
I’m in Charge of Celebrations by Byrd Baylor
Dad and Me by Peter Catalonotto
2
Unit of Study: Narrative Writing
stories that happened within the
whole watermelon)

Begin an Anchor Chart “Qualities of
Good Personal Narrative Writing”
(-Write a little seed story; don’t
write all about a giant watermelon
topic; -Zoom in so you tell the most
important parts of the story)
Writing Step-by-Step/Using signal and
temporal words
 Model an example of “talking about
or commenting on (summarizing)”
your seed idea versus telling your
story step-by-step or sequentially
(what happened first, next, etc.)
 Students share their stories with
their partner using verbal rehearsal
(using motions, acting out)
 Add to Anchor Chart
Show, not Tell (actions, thoughts, feelings)
 Model telling about a seed idea
(vague, lacking description). Using
the same seed idea, create a clear
picture of what is happening (specific
details)
 Add to Anchor Chart
Leads




2. Formative Assessment:
Student has narrowed the focus by listing small
moments. Student identifies the difference
between large topics (bed-to-bed) and small
moments.
Launching the Writing Workshop Session 5 by
Lucy Calkins
Mentor Texts Chapter 4
Mentor Texts Chapter 4 and Your Turn Lessons
1-3 pp. 92-97
Feelings Chart or create a class chart
3. Formative Assessment:
Students tell story step-by-step.
Lily’s Purple Plastic Purse by Kevin Henkes
Dad & Me by Peter Catalanotto
I Remember Papa by Helen Ketterman
The Memory String by Eve Bunting
Crab Moon by Ruth Horowitz
4. Formative Assessment:
Students include specific details about their
topic (show, not tell).
Launching the Writing Workshop Session 7 by
Peter’s Chair by Ezra Jack Keats
Read leads in mentor texts. Only
Lucy Calkins
Whistling by Elizabeth Partridge
read the beginning of the text.
Mentor Texts Chapter 5 and Your Turn Lesson 2 Fireflies! By Julie Brinckloe
Discuss the different types of leads
p. 129
Witch of Blackbird Pond by Elizabeth Speare
in the mentor texts (character
Because of Winn-Dixie by Kate DiCamillo
description, setting, dialogue, action)
Too Many Tamales by Gary Soto
Add to Anchor Chart
Owl Moon by Jane Yolen
Students choose a piece of writing
Cocoa Ice by Diana Applebaum
and craft 2-3 different leads
5. Formative Assessment
Student is able to generate 2-3 different leads.
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Unit of Study: Narrative Writing
Endings




Sentence





Dialogue



Read endings in mentor texts.
Discuss the different types of
endings (surprise, lesson learned,
memory, feeling, wish, strong line,
question, circular ending, important
action, dialogue, images)
Add to Anchor Chart
Students choose a piece of writing
and craft 2-3 different endings
Variety
Circle first word in each sentence
Sentence stretchers – Begin with a
simple sentence and practice adding
where, when, what, and why to each
sentence.
Vivid verbs and specific/precise
nouns – Look through writing and
change any label words (nouns) to
specific/precise nouns. Change
boring/dead/passive verbs to vivid
verbs.
Take one sentence and write it three
different ways.
Combine simple sentences to create
compound and complex sentences
In partners, take turns writing a
conversation back and forth to each
other (no talking). Have students
rewrite the conversation using
correct punctuation for dialogue
Read mentor texts, pointing out the
use of dialogue
Show students how characters often
think in stories
Launching the Writing Workshop Session 9 by
Lucy Calkins
Mentor Texts Chapter 5 and Your Turn Your
Lesson 3 p. 131
The Writing Diner Chapter 3 pp. 110-152
(Anema)
Fireflies! By Julie Brickloe
Thunder Cake by Patricial Polacco
Big Mama’s by Donald Crews
Salt Hands by Chelsea Aragon
Blowing Away the State Writing Assessment
Writing Alive – Sentence Building Chart,
Sentence Styling, Complex Sentences Need a
Chocolate Clauses!
Daily Language Instruction
Sentence Structures handout (Anema)
Mentor Texts Chapter 8, p. 201
Thirteen Different Ways to Start a Sentence –
sheet
What is a ______? Books by Brian P. Cleary
Ruth Heller books
Commas Really Do Matter
Eats, Shoots & Leaves Why, Commas Really DO
Make a Difference! By Lynne Truss
The Sign of the Seahorse by Graeme Base
Hoops by Robert Burleigh
The Ghost Dance by Alice McLerran
6. Formative Assessment
Student generates 2-3 different endings.
7. Formative Assessment
Student writing contains a variety of sentence
types and lengths.
Student writing contains strong verbs.
Razzle Dazzle Writing pp. 39-45
Words for “said” chart
Words for “ask” chart
If You Give a Teacher A Book - Library Lil’
lesson
Frog and Toad books
Hey, Little Any by Hoose
Fireflies! by Julie Brinkloe
David Goes to School by David Shannon
Peter’s Chair by Jack Ezra Keats
8. Formative Assessment
Student writing contains dialogue with correct
punctuation.
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Unit of Study: Narrative Writing
Conferencing
 Individual or small group
 Brief conversations
 Students does most of the talking
 Student reads their writing, teacher
listens
 Model partner conferencing
Revising


Use student work or your own
writing to model revising.
Read the writing, focusing on one
type of revision each time you read
through it (sentence variety,
sentence beginnings, vivid verbs,
specific nouns, etc.).
Editing
Conferring questions sheet
Small-Group Writing Conferences How to Use
Your Instructional Time More Efficiently by
Holly Slaughter
Launching the Writing Workshop – Session IV
America’s Choice: Mini-Lesson Series MiniLessons: Establishing the Writers Workshop –
p. 29
How’s It Going? Chapters 2&3
Writing Essentials Chapter 9 p. 205
Launching the Writing Workshop Session 15 by
Lucy Calkins
Mentor Texts
Editing Checklist/Poster

Students individually use editing
checklist to check their writing
Peer editing
9. Formative Assessment
Student provides verbal feedback to partner to
improve their partner’s writing.
10. Formative Assessment
Student writing has evidence of revision.
11. Formative Assessment
Student writing has evidence of editing.

Publishing
 Students type or hand-write their
final copy
On Demand Writing Prompts:
1. There are often people in our lives who are really important to us. Write about one moment you spent with a person who really matters to
you. Tell the story of that moment.
2. There are often places in our lives that are really important to us. Write about one moment you spent in that important place that really matters to
you. Tell the story of that moment.
Common Formative Assessment Tasks: Checks for Understanding
1. Formative Assessment:
2. Formative Assessment:
bed) and small moments.
3. Formative Assessment:
4. Formative Assessment:
Check student’s Writer’s Notebook for seed ideas.
Student has narrowed the focus by listing small moments. Student identifies the difference between large topics (bed-to
Students tell story step-by-step.
Students include specific details about their topic (show, not tell).
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Unit of Study: Narrative Writing
5. Formative
6. Formative
7. Formative
8. Formative
9. Formative
10.Formative
11.Formative
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Student
Student
Student
Student
Student
Student
Student
is able to generate 2-3 different leads.
generates 2-3 different endings.
writing contains a variety of sentence types and lengths. Student writing contains strong verbs.
writing contains dialogue with correct punctuation.
provides verbal feedback to partner to improve their partner’s writing.
writing has evidence of revision.
writing has evidence of editing.
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