Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
OVERVIEW
How can a reader’s point of view differ from that of the narrator, character(s), and/or
author of a piece of text, and why is understanding this difference important in
comprehending what is read? In order for students to understand what they read at the
deepest levels, they need to be able to identify the point of view of the author, narrator,
or characters, analyze it, and determine how their own point of view is similar and how it
differs. In this way, students will be examining why characters do what they do, why
authors write from the perspective they do, and how this information is helpful in gaining
a deeper understanding of what they read. In addition students will be able to use what
they know about point of view to make their own writing more meaningful and
purposeful.
In this unit, students will read literary and informational texts. They will also use
information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate an understanding of the text (e.g., where, when, why, and how key events
occur). Students will produce one or more multi-paragraph, multi-draft opinion pieces
as well as shorter opinion pieces on a topic or text. In addition, students will present an
opinion piece they have written. They will be required to ask questions about others’
presentations and will be prepared to answer questions about their own.
The standards in this unit are conceptually connected because they all center on how
determining, distinguishing, and understanding point of view contributes to a deeper
understanding of what they read, as well as assisting them in writing and speaking with
a specific audience in mind. Students will pay close attention to how point of view is
used to convey meaning in what they read. They will use what they have learned about
how point of view influences their understanding of a text to compose and present their
own opinion pieces. In their opinion pieces, students will demonstrate an ability to use
correct subject-verb agreement, form and use regular and irregular plural nouns, use
comparative and superlative adjectives and adverbs, and produce compound and
complex sentences. In both their written pieces and oral presentations, students will
choose words and phrases for effect. In presenting their writing, they will also recognize
the differences between the conventions of spoken and written Standard English.
Academic Vocabulary
(To be explicitly taught throughout the course of the unit.)
TIER 2
(Academic)
Point of View
Distinguish
Information
Publish
Words for Effect
Elaboration
Detail
Key Events
Convey
Fact/Opinion
Literal/Nonliteral
Nuances
TIER 3
(Domain Specific)
Narrator
Characters
Linking Words/Phrases
Illustrations
Introduction
Concluding
Statement/Section
Regular/Irregular Plural
Nouns
Regular/Irregular
Verbs
Abstract Nouns
Subject-Verb Agreement
Conjunctions
Comparative/Superlative
Adjectives/Adverbs
Simple/Compound/Complex
Sentences
Possessive Nouns
Affixes
Root Words
Base Words
Multiple Meaning
Since students have now learned most of the basic foundational reading skills in the first
three units, they are now ready to move on to the more sophisticated task of analyzing
and developing point of view. They should also be able to build on their experience
writing one –paragraph opinion pieces in Unit 3 to write multi-paragraph opinion pieces in Unit 4. As with all units aligned to the Common Core
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
Standards, students should read texts at the appropriate level of complexity, focus on doing close readings, and supporting their ideas in reading
and writing with evidence from the texts they read.
READING STANDARDS: FOUNDATIONAL SKILLS - RF
(To be assessed periodically based on student need or as identified by the school phonics/fluency program. Those students who need extra practice
with these skills should receive the support they need in small-group instruction or pull-out/push-in intervention)
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
PRIORITY STANDARDS
READING STANDARDS FOR LITERATURE -RL
RL.3.6. Distinguish their own point of view from that of the narrator or those of the
characters. (DOK 2-3)
READING STANDARDS FOR INFORMATIONAL TEXT - RI
RI.3.6. Distinguish their own point of view from that of the author of the text. (DOK 23)
RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why, and
howkey events occur). (DOK 2-3)
SUPPORTING STANDARDS
*RL.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
*RI.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
WRITING STANDARDS -W
W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
(DOK 3-4)
a. Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to
connect opinion and reasons.
d. Provide a concluding statement or section.
W.3.6. 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.
(DOK 1-2)
SPEAKING & LISTENING STANDARDS -SL
L.3.3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening. (DOK 2)
a. Choose words and phrases for effect. *
b. Recognize and observe differences between the conventions of spoken and
written standard English.
SL.3.3. Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail. (DOK 1-2)
W.3.4
With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and purpose.
(Grade-specific expectations for writing types are defined
in standards 1–3 above.)
W.3.5
With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards 1–
3 up to and including grade 3 on pages 28 and 29.)
SL.3.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation
and other information known about the topic to
explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g.,
gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics
and texts under discussion).
c. Ask questions to check understanding of information
presented, stay on topic, and link their comments to
the remarks of others.
d. Explain their own ideas and understanding in light of
the discussion.
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
LANGUAGE STANDARDS -L
(Although this unit and this grade have specific instructional foci for skills in grammar, punctuation, and language use, students should nevertheless be held
accountable to skills learned in previous units and/or grades. Students may need reinforcement of skills that were taught and learned in previous units and years.)
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (DOK 1-2)
c. Use abstract nouns (e.g., childhood)
f. Ensure subject-verb and pronoun-antecedent agreement.*
h. Use coordinating and subordinating conjunctions.
i. Produce simple, compound, and complex sentences.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (DOK 1)
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
VOCABULARY: RL.3.4, RI.3.4, L.3.4, L.3.5
These standards focus on building the academic vocabulary students need to access grade-level complex-texts.
RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
(DOK 1-3)
RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
(DOK 1-3)
L.3.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing
flexibly from a range of strategies. (DOK 1-3)
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company/companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5. Demonstrate understanding of word relationships and nuances in word meanings. (DOK 1-3)
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states or mind or degrees of certainty (e.g., knew, believed, suspected, heard,
wondered).
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
EMBEDDED STANDARDS
RL.3.10 By the end of the year read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text
complexity band independently and proficiently.
RI.3.10 By the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, at the high
end of the grades 2–3 text complexity band independently and proficiently.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or
two) for a range of discipline-specific tasks, purposes, and audiences.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3
Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
L.3.6
Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including
those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
ENDURING UNDERSTANDNGS and ESSENTIAL QUESTIONS
Essential Questions are questions based on the Enduring Understandings that we use to guide or drive instruction and assessment. Enduring
Understandings are those concepts we want students to remember ten years from now. They are the important concepts underlying the content. The goal is that
after instruction, students should be able to independently answer the Essential Question with a grade-appropriate version of the Enduring Understanding.
Activities should be designed to allow the student to discover the Enduring Understanding.
Understanding and developing their own points of view, students will gain deeper knowledge of complex text and make their writing more
meaningful. (RL3.6, RI 3.6, W3.1, W3.6)
 What is the author’s purpose for writing the story or text?
 How can you determine who is narrating the story?
 What details from the text help you determine the author’s beliefs?
 What details from the story help you determine the narrator’s and/or characters’ beliefs?
 How can you explain the difference between your point of view and those of the narrator’s/characters’ or author’s?
 What is your purpose for writing?
 From which point of view are you writing?
 How do you use technology to share your information clearly?
Using grammar and conventions correctly helps writers make their meaning clear to readers. (L3.1, L3.2, L3.3)
 What happens for the reader when language conventions (e.g. nouns, verbs, simple verb tenses, subject-verb agreement, simple
sentence structure, etc.) are not used correctly?
 What happens for the listener when language conventions are not used correctly?
Building academic vocabulary helps students understand complex texts. (RL3.4, RI3.4, L3.4, L3.5)
 What is the literal meaning of words and phrases in a text?
 What is the purpose of the use of “non-literal” words or phrases?
 What is the meaning of the academic and domain-specific words and phrases in the text?
 How will you use context clues, affixes, and reference materials to determine the meaning of unknown and multiple meaning words and
phrases in a text?
Evaluating a speaker helps students develop critical thinking skills and form educated opinions.
(SL3.3)
 What questions can you ask to help speakers improve their presentations?
 What questions can you ask to help you improve your understanding of a presentation?
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
CHAPTERS OF LEARNING
The Chapters of Learning should be determined during collaborative planning sessions within grade-level teams.
Chapter 1 of 4
Approximate Length: 7-9 Days
Standards: RI3.6, W3.1, L3.3, L3.1h (conjunctions), L3.2, RI3.4, L3.4, L3.5
Enduring Understandings:
 Understanding and developing their own points of view, students will gain deeper knowledge of complex text and
make their writing more meaningful.
 Using grammar and conventions correctly helps writers make their meaning clear to readers.
 Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Students will learn about persuasive speech and writing. In this chapter, students will learn strategies for generating
opinion pieces and persuading an audience. Additionally, with scaffolding (such as sentence frames and teacher
modeling), students will discuss point of view in informational texts.
Type(s) of assessment recommended:
Performance task demonstrating mastery of standards; self-assessing writing; formative assessments to adjust instruction;
“Common Core State Standards Formative Assessments Reading Informational Text” RI 3.4 and RI 3.6
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Informational-Text-CCSS-Formative-Assessments-forANY-book-782313 $
Learning Objectives
(with Standard name)1
RI.3.6. Distinguish their
own point of view from
that of the author of the
text. (DOK 2-3)
Criteria for Success2
Students will demonstrate
knowledge of different
points of view (theirs and
the author’s) by
successfully completing
point of view graphic
organizers.
Essential Questions3



W.3.1. Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
(DOK 3-4)
Students will use mentor
texts and persuasive
speeches to learn the
language needed to write a


What is the author’s
purpose for writing the
text?
What details from the
text help you
determine the
author’s beliefs?
How can you explain
the difference
between your point of
view and those of the
author’s?
What is your purpose
for writing?
From which point of
view are you writing?
Corresponding ELD Standards and EL
Considerations
1B6,1B7
1C10, 1C11, 2A1, 2A2, 2C6, 2C7
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
L.3.3. Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening. (DOK 2)
L.3.1.h Use coordinating and
subordinating conjunctions.
(DOK 1-2)
L.3.2. Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
(DOK 1)
RI.3.4. Determine the
meaning of general
academic and domainspecific words and phrases
in a text relevant to a grade 3
topic or subject area.
(DOK 1-3)
L.3.4. Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases based on grade 3
persuasive/opinion piece.
Students will practice selfassessing as they write.
When discussing point of
view, students will practice
using correct language
conventions with the
assistance of sentence
frames.
Students will practice using
language conventions in
their paragraph writing,
specifically using
coordinating and
subordinating conjunctions
correctly.
Using teacher chosen
vocabulary words, students
will correctly define and
use these words in
sentences.
Students will produce
writing in sentence frames
using specific vocabulary
words as well as orally use
these words correctly
through a variety of
vocabulary lessons
including quiz-quiz-trade.
Using a variety of
strategies these word skills
will be practiced based
upon teacher discretion.




What happens for the
reader when
language conventions
(e.g. nouns, verbs,
simple verb tenses,
subject-verb
agreement, simple
sentence structure,
etc.) are not used
correctly?
What happens for the
listener when
language conventions
are not used
correctly?
What is the meaning
of the academic and
domain-specific words
and phrases in the
text?
How will you use
context clues, affixes,
and reference
materials to determine
1A1, 1A2, 1A3, 1A4, 1B5, 1B6, 1B7, 1B8, 1C9,
1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6,
2C7
1A1, 1A2, 1A3, 1A4, 1C9, 1C10, 1C11, 1C12
2A2, 2B3, 2B4, 2B5, 2C6, 2C7
1C10, 1C11
1B6, 1B8
1B6, 1B7, 1B8,
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
reading and content,
choosing flexibly from a
range of strategies.
(DOK 1-3)
L.3.5. Demonstrate
understanding of word
relationships and nuances in
word meanings. (DOK 1-3)

the meaning of
unknown and multiple
meaning words and
phrases in a text?
What is the purpose
of the use of “nonliteral” words or
phrases?
1B7, 1B8, 1C12
Chapter : 2 of 4
Approximate Length: 7-9 Days
1) Standards: RL3.6, W3.1, SL3.3, L3.3, L3.1c (abstract nouns), L3.2, RL3.4, L3.4, L3.5
2) Enduring Understanding(s):
 Understanding and developing their own points of view, students will gain deeper knowledge of complex text and
make their writing more meaningful.
 Using grammar and conventions correctly helps writers make their meaning clear to readers.
 Building academic vocabulary helps students understand complex texts.
 Evaluating a speaker helps students develop critical thinking skills and form educated opinions.
3) Writing or speech that students will produce:
In this chapter, students will collect and organize evidence needed to write a detailed persuasive piece. Students will
practice using transition words and powerful language to convince the reader of their point of view.
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
4) Type(s) of assessment recommended:
Performance task demonstrating mastery of standards; checklists to proofread writing; formative assessments to adjust
instruction; “Common Core State Standards Formative Assessments Reading Informational Text” RI 3.4 and RI 3.6
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Informational-Text-CCSS-Formative-Assessments-forANY-book-782313 $
Learning Objectives
(with Standard name)4
RL.3.6. Distinguish their
own point of view from
that of the narrator or
those of the characters.
(DOK 2-3)
Criteria for Success5
Students will demonstrate
knowledge of different
points of view (theirs, the
narrator, and/or
characters) by successfully
completing point of view
graphic organizers.
Essential Questions6




What is the author’s
purpose for writing the
story?
How can you
determine who is
narrating the story?
What details from the
story help you
determine the
narrator’s and/or
characters’ beliefs?
How can you explain
the difference
ELD Considerations
1B6, 1B7
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
between your point of
view and those of the
narrator’s/characters’
or author’s?
W.3.1. Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
(DOK 3-4)
SL.3.3. Ask and answer
questions about information
from a speaker, offering
appropriate elaboration and
detail. (DOK 1-2)
L.3.3. Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening. (DOK 2)
L.3.1.c Use abstract nouns.
(DOK 1-2)
L.3.2. Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
(DOK 1)
RL.3.4. Determine the
meaning of words and
Students will gather
appropriate evidence to
support their topic/opinion.
With that information,
students will organize their
writing using transition
words. Students should
focus on finding evidence
that is convincing and
using powerful language to
express their opinion/point
of view.

When discussing point of
view, students will practice
using correct language
conventions with the
assistance of sentence
frames.

Students will practice using
correct language
conventions in their
paragraph writing,
specifically including and
using abstract nouns
correctly.
Using teacher chosen
vocabulary words, students





What is your purpose
for writing?
From which point of
view are you writing?
What types of
questions would
generate the best
survey/interview?
What kinds of
questions can you ask
to get the most
information from a
speaker?
What happens for the
reader when
language conventions
(e.g. nouns, verbs,
simple verb tenses,
subject-verb
agreement, simple
sentence structure,
etc.) are not used
correctly?
What happens for the
listener when
language conventions
are not used
correctly?
What is the literal
meaning of words and
1C10, 1C11, 2A1, 2A2, 2C6, 2C7
1A1, 1A2, 1A3, 1A4, 1B5, 1B6, 1B7, 1B8, 1C9,
1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6,
2C7
1A1, 1A2, 1A3, 1A4, 1C9, 1C10, 1C11, 1C12
2A2, 2B3, 2B4, 2B5, 2C6, 2C7
1A1, 1A2, 1A3, 1A4, 1C9, 1C10, 1C11, 1C12
2A2, 2B3, 2B4, 2B5, 2C6, 2C7
1B10, 1B11
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
phrases as they are used in
a text, distinguishing literal
from nonliteral language.
(DOK 1-3)
L.3.4. Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases based on grade 3
reading and content,
choosing flexibly from a
range of strategies. (DOK 13)
L.3.5. Demonstrate
understanding of word
relationships and nuances in
word meanings. (DOK 1-3)
will correctly define and
use these words in
sentences.
Students will produce
writing in sentence frames
using specific vocabulary
words as well as orally use
these words correctly
through a variety of
vocabulary lessons
including quiz-quiz-trade.
Using a variety of
strategies these word skills
will be practiced based
upon teacher discretion.
phrases in a text?
1B6, 1B7, 1B8


How will you use
context clues, affixes,
and reference
materials to determine
the meaning of
unknown and multiple
meaning words and
phrases in a text?
What is the purpose
of the use of “nonliteral” words or
phrases?
1B6, 1B7, 1B8
1B7, 1B8, 1C12
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
Chapter 3 of 4
Approximate Length: 7 - 9 Days
1) Standards: RI3.6, W3.1, L3.3, L3.1i (complex sentences), L3.2, RI3.4, L3.4, L3.5
2) Enduring Understanding(s):
 Understanding and developing their own points of view, students will gain deeper knowledge of complex text and
make their writing more meaningful.
 Using grammar and conventions correctly helps writers make their meaning clear to readers.
 Building academic vocabulary helps students understand complex texts.
3) Writing or speech that students will produce:
Students will be exposed to the different types of opinion writing and practice gathering a variety of evidence by
conducting interviews and/or surveys. Students will practice revising introductions and conclusions and continue selfassessing using a checklist or goal sheet.
4) Type(s) of assessment recommended:
Performance task demonstrating mastery of standards; self-assessing writing using a checklist; formative assessments to
adjust instruction; “Common Core State Standards Formative Assessments Reading Informational Text” RI 3.4 and RI 3.6
http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Informational-Text-CCSS-Formative-Assessments-forANY-book-782313 $
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
Learning Objectives
(with Standard name)7
RI.3.6. Distinguish their
own point of view from
that of the author of the
text. (DOK 2-3)
Criteria for Success8
Students will demonstrate
knowledge of different
points of view (theirs and
the author’s) by
successfully completing
point of view graphic
organizers.
Essential Questions9



W.3.1. Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
(DOK 3-4)
Students will develop an
opinion based on teacher
given topic. They will
revise and edit their first
drafts.
As part of the editing
process, students will



What is the author’s
purpose for writing the
text?
What details from the
text help you
determine the
author’s beliefs?
How can you explain
the difference
between your point of
view and those of the
author’s?
What is your purpose
for writing?
From which point of
view are you writing?
What questions can
you ask to help
speakers improve
ELD Considerations
1B6,1B7
1C10, 1C11, 2A1, 2A2, 2C6, 2C7
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
practice reading their
paragraphs to their
classmates. In return,
classmates will practice
asking clarifying questions
to help the writer improve
his/her paragraph.
L.3.3. Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening. (DOK 2)
L.3.1.i Produce complex
sentences. (DOK 1-2)
L.3.2. Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
(DOK 1)
RI.3.4. Determine the
meaning of general
academic and domainspecific words and phrases
in a text relevant to a grade 3
topic or subject area.
(DOK 1-3)
L.3.4. Determine or clarify
When discussing point of
view, students will practice
using correct language
conventions with the
assistance of sentence
frames.
Students will practice using
correct language
conventions in their
paragraph writing,
specifically including and
using complex sentences
correctly.
Using teacher chosen
vocabulary words, students
will correctly define and
use these words in
sentences.
Students will produce
writing in sentence frames
using specific vocabulary
words as well as orally use
these words correctly
through a variety of
vocabulary lessons
including quiz-quiz-trade.
Using a variety of



their presentations?
What questions can
you ask to help you
improve your
understanding of a
presentation?
What happens for the
reader when
language conventions
(e.g. nouns, verbs,
simple verb tenses,
subject-verb
agreement, simple
sentence structure,
etc.) are not used
correctly?
What happens for the
listener when
language conventions
are not used
correctly?

What is the meaning
of the academic and
domain-specific words
and phrases in the
text?

How will you use
1A1, 1A2, 1A3, 1A4, 1B5, 1B6, 1B7, 1B8, 1C9,
1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6,
2C7
1A1, 1A2, 1A3, 1A4, 1C9, 1C10, 1C11, 1C12
2A2, 2B3, 2B4, 2B5, 2C6, 2C7
1C10, 1C11
1B6, 1B8,
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
the meaning of unknown and
multiple-meaning words and
phrases based on grade 3
reading and content,
choosing flexibly from a
range of strategies. (DOK 13)
L.3.5. Demonstrate
understanding of word
relationships and nuances in
word meanings. (DOK 1-3)
strategies these word skills
will be practiced based
upon teacher discretion.

context clues, affixes,
and reference
materials to determine
the meaning of
unknown and multiple
meaning words and
phrases in a text?
What is the purpose
of the use of “nonliteral” words or
phrases?
1B6, 1B7, 1B8
1B7, 1B8, 1C12
Chapter 4 of 4
Approximate Length: 7 - 9 Days
1) Standards: RL3.6, W3.1, W3.6, L3.3, RL3.4, L3.4, L3.5, L3.2
2) Enduring Understanding(s):
 Understanding and developing their own points of view, students will gain deeper knowledge of complex text and
make their writing more meaningful.
 Using grammar and conventions correctly helps writers make their meaning clear to readers.
 Building academic vocabulary helps students understand complex texts.
3) Writing or speech that students will produce:
Students will evaluate their writing to find where they can include different audiences to help prove their points.
Students will finalize their writing making sure it’s free of errors so that the reader(s) will take their opinion seriously.
4) Type(s) of assessment recommended (add or delete):
Performance task demonstrating mastery of standards; summative assessment of reading, writing, language and
vocabulary standards
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
Learning Objectives
(with Standard name)10
RL.3.6. Distinguish their
own point of view from
that of the narrator or
those of the characters.
(DOK 2-3)
Criteria for Success11
Students will demonstrate
knowledge of different
points of view (theirs, the
narrator, and/or
characters) by successfully
completing point of view
graphic organizers.
Essential Questions12




What is the author’s
purpose for writing the
story?
How can you
determine who is
narrating the story?
What details from the
story help you
determine the
narrator’s and/or
characters’ beliefs?
How can you explain
the difference
between your point of
ELD Considerations
1B6, 1B7
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
view and those of the
narrator’s/characters’
or author’s?
W.3.1. Write opinion pieces
on topics or texts, supporting
a point of view with reasons.
(DOK 3-4)
W.3.6. 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. (DOK 1-2)
Students will evaluate their
writing to find where they
can include different
audiences to help prove
their points. They will
complete and publish their
final drafts.
L.3.3. Use knowledge of
language and its
conventions when writing,
speaking, reading, or
listening. (DOK 2)
When discussing point of
view, students will practice
using correct language
conventions with the
assistance of sentence
frames.
L.3.2. Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.
(DOK 1)
RL.3.4. Determine the
meaning of words and
phrases as they are used in
a text, distinguishing literal
from nonliteral language.
(DOK 1-3)





Using teacher chosen
vocabulary words, students
will correctly define and
use these words in
sentences.
Students will produce

What is your purpose
for writing?
From which point of
view are you writing?
How do you use
technology to share
your information
clearly?
What happens for the
reader when
language conventions
(e.g. nouns, verbs,
simple verb tenses,
subject-verb
agreement, simple
sentence structure,
etc.) are not used
correctly?
What happens for the
listener when
language conventions
are not used
correctly?
What is the literal
meaning of words and
phrases in a text?
1C10, 1C11, 2A1, 2A2, 2C6, 2C7
1A2, 1C10,
1A1, 1A2, 1A3, 1A4, 1B5, 1B6, 1B7, 1B8, 1C9,
1C10, 1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6,
2C7
1C10, 1C11
1B6, 1B7, 1B8
Hueneme Elementary School District
Grade 3: ELA/Literacy Unit 4
Point of View: Literature and Information
(Number of Instructional Days: @ 35)
L.3.4. Determine or clarify
the meaning of unknown and
multiple-meaning words and
phrases based on grade 3
reading and content,
choosing flexibly from a
range of strategies. (DOK 13)
L.3.5. Demonstrate
understanding of word
relationships and nuances in
word meanings. (DOK 1-3)
writing in sentence frames
using specific vocabulary
words as well as orally use
these words correctly
through a variety of
vocabulary lessons
including quiz-quiz-trade.
Using a variety of
strategies these word skills
will be practiced based
upon teacher discretion.


How will you use
context clues, affixes,
and reference
materials to determine
the meaning of
unknown and multiple
meaning words and
phrases in a text?
What is the purpose
of the use of “nonliteral” words or
phrases?
1B6, 1B7, 1B8
1B7, 1B8, 1C12