Writing – Grade 3
Unit of Study: Poetry/La
CURRICULUM OVERVIEW
Second Grading Period – Weeks 1- 2
Big Idea
These are features that distinguish poetry from prose:

“a unique treatment of an ordinary topic

poetic use of descriptive language

precise and economical word choice

focus on the sounds of language as well as the meaning

repetition of sounds, words and phrases for effect

attention to line breaks and ‘white space’

sometimes a formal structure (sonnet, ballad, etc.)”
(Rog and Kropp, 2004)
poesía
Unit Rationale
“What we need to do is to expose students to a range of poetic forms and styles so that they
understand the unique characteristics of poetry and use it to express their ideas in a way that
is not possible with prose. . . Surprisingly, poetry is often an appealing genre for reluctant
readers. Because it is usually short, they think it’s going to be easy. As a result, they’re
more willing to take risks about reading and writing poetry. ”
(Rog and Kropp, 2004)
Rog, L. J. & Kropp, P., (2004). The write genre: Classroom activities and mini-lessons that
promote writing with clarity, style and flashes of brilliance. Pembroke Publishers, Ontario,
Canada.
Rog, L. J. & Kropp, P., (2004). The write genre: Classroom activities and minilessons that promote writing with clarity, style and flashes of brilliance. Pembroke
Publishers, Ontario, Canada.
TEKS
TEKS Specificity - Intended Outcome
The student is expected to
 1A determine the purpose(s) for listening such as to get information, to solve
problems, and to enjoy and appreciate
I can:
 listen to appreciate the poetry of others (1A)
 present a poem dramatically (3A, 3D)
 understand what a poem is and how it is different from a short story (1F, 14D)
 write various types of poems, both rhyming and non-rhyming (1F, 14A,14D)
 revise my poems (18C)
 edit my poetry for spelling (16D, 16H, 17A, 17C)
 edit for items on the editing checklist (18D)
 form plurals correctly (15B, 17A, 17B)
 capitalize proper nouns (15B,18D)
 publish my writing (18F)
Yo puedo:
 escuchar para apreciar la poesía de otros (1A)
 presentar un poema oralmente (3A, 3D)
 entender las diferencias entre un poema y un cuento (1F, 14D)
 escribir varios tipos de poemas, los que riman y los que no riman (1F, 14A,
14D)
 revisar mi poemas (18C)
 editar mi poesía usando la lista de editar (18D, 15B, 15Bii)
 editar la ortografía de mi poema (16D, 16Dii, 16H, 17A, 17C)
Concepts
1B participate in rhymes, songs, conversations, and discussions
 1D listen critically to interpret and evaluate
1F identify the musical elements of literary language, including its rhymes,
repeated sounds, or instances of onomatopoeia
 3A choose and adapt spoken language appropriate to the audience, purpose, and
occasion, including use of appropriate volume and rate
 3D present dramatic interpretations of experiences, stories, poems, or plays
 14A write to record ideas and reflections
14D write in different forms for different purposes such as lists to record, letters to
invite or thank, and stories or poems to entertain
 15 A gain more proficient control of all aspects of penmanship
15B use capitalization and punctuation such as commas in a series, apostrophes in
contractions such as can’t and possessives such as Robin’s, quotation marks, proper
nouns, and abbreviations with increasing accuracy
15Bii use capitalization and punctuation such as commas, hyphens, proper nouns,
and abbreviations
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 1 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 16 D write with more proficient use of orthographic patterns and rules such as
oil/toy, match/speech, badge/cage, consonant doubling, dropping e, and changing y
to i
 16Cii write with more proficient spelling of inflectional endings, including verb tenses
and plurals of words ending in z such as lápiz-lápices
 16Dii write with more proficient use of orthographic patterns and rules such as qu
together, using n before v, m before b, and m before p changing z to c when adding
-es
 16H use resources to find correct spellings, synonyms, or replacement words



formar los plurales correctamente (15B, 15Bii, 17A, 17B)
poner mayúsculas en los sustantivos propios (15B, 15Bii, 18D)
publicar mis poemas (18F)
17A use correct irregular plurals such as sheep
17B use singular and plural forms of regular nouns and adjust verbs for agreement
 18C revise selected drafts for varied purposes, including to achieve a sense of
audience, precise word choices, and vivid images
 18D edit for appropriate grammar, spelling, punctuation, and features of polished
writing
 18F demonstrate understanding of language use and spelling by bringing selected
pieces frequently to final form, "publishing" them for audiences
Evidence of Learning
 90% of the students will write a poem of each type taught.
 90% of students will score 80% or above on a test of regular and irregular plurals from Harcourt Language.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 2 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions







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What is the difference between a poem and a story?
What are the tools of poetry?
What is the intent of a poem?
What are some other types of poetry besides rhyming poetry?
How can I play with language to compose a poem?
How can verbs help me write poetry?
What is onomatopoeia?
What is alliteration?
How can I use similes and metaphors to write poetry?
Essential Pre-requisite Skills
 Write legibly leaving appropriate margins for readability (Grade 2).
 Write legibly in cursive script with spacing between words in a sentence (Grade 3).
 Write letters whose language is tailored to the audience and purpose (e.g. a thank you note to
a friend) and that use appropriate conventions (e.g., date, salutation, closing). (Grade 3)
 Identify the complete subject and the complete predicate in a sentence. (Grade 3)
 Identify and use complete sentences with correct subject-verb agreement and distinguish
between complete and incomplete sentences (Grade 3)
The Teaching Plan
Week 1
Instructional Model/Teacher Directions
The teacher will…
Routines to maintain:
 Mentor Text
 Mini Lessons
 The Writer’s Notebook
 The Writer’s Toolkit
 Word Wall/Word Bank
Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons. These
lessons are based on lessons written by Barry Lane in After the End and lessons written by Lori Jamison Rog and Paul
Kropp in The Write Genre.
Prewriting

It is important to “marinate” students in many different types of poetry (See resources – Mentor Text and Scott
Foresman Poetry units).

Ask the students what the difference is between a poem and a story.

In order to get students comfortable in the genre, read aloud many different types of poetry and give students the
opportunity to do individual and shared oral performances of poetry.

If you choose to do a shared performance, choose some poems of one page or less and divide students into
groups of three or four. The students in the group must work together to decide who will say which lines and what
they will say in unison. They have to attend to rhythm, pauses, volume, tempo, tone, and expression (explain
what these terms mean – Teacher Toolkit: teaching the Tools of Poetry). Make sure that students understand
that they are interpreting these poems for the class by oral performance.

Talk about what you all enjoyed about the interpretation of each poem.

Tell students that poets play with words on the page like they play with toys on the floor. Tell the students that
you are going to teach them to play with words to make poetry. (This activity is call “Wordboxing” by Barry Lane)
(Teacher Toolkit: Wordboxing) Explain that their poems don’t even have to make sense or rhyme.
So students can…
Prewriting
(1A, 1C, 1D, 1F, 3A, 3D)

listen to poems read aloud and identify the
musical elements of poetry

orally interpret a published poem individually
or with a group of students
Drafting
(14A, 14D, 5A)
 write a poem by “wordboxing” collaboratively
with the class
 write individual or partner “wordboxing”
poems
Drafting (The drafting stage lessons may take more than one day.)
 Photocopy excerpts from stories and books you have read to the class. Have students help you “slice” them up into
words or phrases (you may want to glue the bigger text to tag board or sentence strips before you begin to cut them
up, as they will be more durable for manipulation). (This is for class use only.)
 Construct a class poem this way using overhead transparency pieces (see below) before having students try this on
their own. Have the class copy the collaborative poem.
 Have students copy down their poems on a piece of paper before rearranging them into another poem.
 Ask that students share their poems and talk about how they decided to put them together.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 3 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Have students write the poems.
 A variation is to put together a box of words that rhyme and have students play with rhyming poetry.
Revising
 Ask the class to reread their poems that they think will make the poems sound better. They may add some words, if
they wish.
Editing
 Refer to the editing checklist for items listed to date.
 Teach the students about common and proper nouns and abbreviations (Harcourt Language).
 Add the capitalization of proper nouns and correct use of abbreviations to the editing checklist.
Sharing/Publishing
 Create a “Poetry Coffeehouse” where students sit on a stool to read their poems to the class. You could have soft
music (maybe Jazz) playing in the background. Students could each bring a coffee cup from home and you could
serve beverages. Students could applaud each other by snapping their fingers instead of clapping.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Revising
(18C)
 revise the class poem
 revise their individual poems for vivid ideas
Editing
(15B, 15Bii, 16C, 18D)

edit for the items posted

edit for capitalization of proper nouns
Sharing/Publishing
(18F)
 present in the “Poetry Coffeehouse”

Page 4 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 2
Instructional Model/Teacher Directions
The teacher will…
Prewriting
(These lessons may take several days. Several of the lessons are based on lessons by Lori Jamison Rog and Paul Kropp in
The Write Genre.)

Continue to read poetry aloud (See resources – Mentor Text).

Repeat the group performance of a published poem (with a new poem this week).

Tell students that this week you will be reading poems and teaching them to write poems that use the “tools” of
poetry.

One of the tools is rhythm. Some poems have a regular beat, while others have an irregular rhythm (free verse).

Play some music to which they can tap the beat.

Then, go on a scavenger hunt for a poem for which they can actually tap the beat. Often poets do this with
repetition of phrases or words.

Use the lessons in the toolkit for writing poems using onomatopoeia, alliteration, colors, and comparisons
(metaphors and similes) (Teacher Toolkit: Poetry: More Than Rhyme Time).
Drafting

Write with students to compose a sample of each type of poetry for the whole class.

Have students write their own poems.

Remind students to do a “whisper read” in order to edit and revise a paper
Editing

Refer to the editing checklist.

Teach about singular and plural nouns (regular and irregular) (Harcourt Language).
Revising

Have students whisper-read their poetry to revise for flow of ideas and rhythm and use of the poetry tools of musical
language.
Sharing/Publishing

Re-open the Poetry Coffeehouse. This time you may wish to invite parents and other classes.
Have students add their favorite poems to their portfolios.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
So students can…
Prewriting
(1A, 1C, 1D, 1F, 3A, 3D)

listen to poems read aloud

orally interpret a published poem
individually or with a group of students

Identify poems that have a regular rhythm,
onomatopoeia, alliteration, and
comparisons.
Drafting
(14A, 14D, 5A)
 write a poem of each of the types
discussed in prewriting, first with the class
and then individually
Editing
(15B, 15Bii, 16C, 16Cii, 16Dii, 17A, 17B, 18D)

edit for the items posted

edit for capitalization of proper noun
Revising
(18C)
 revise the class poem
 revise their individual poems for vivid ideas
Sharing/Publishing
(18F)
 present in the “Poetry Coffeehouse”
Page 5 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary
English
 poetry
 alliteration
 onomatopoeia
 sensory
 rhyme
 rhythm
 pauses
 volume
 tempo
 tone
 expression
Vocabulary
Spanish
 poesía
 aliteración
 onomatopeya
 sensorial
 rima
 ritmo
 pausas
 volumen
 tempo
 tono
 expresión
Resources
Suggested Mentor Texts
English
 Kids’ Poems: Teaching Third and Fourth Graders to Love Writing Poetry by Regie
Routman
 Oops: Poems by Alan Katz
 Poetry Speaks to Children Editor: Elise Paschen
 Owl Moon by Jane Yolen
 The Important Book by Margaret Wise Brown
 Honey, I Love by Eloise Greenfield
 Good Rhymes, Good Times by Lee Bennett Hopkins
 Snippets: A Gathering of Poems, Pictures and Possibilities by Charlotte Zolotow
 Rainbows, Head Lice, and Pea Green Tile by Brod Bagert
 Where the Sidewalk Ends by Shel Silverstein
 If You’re Not Here, Please Raise Your Hand by Kalli Dakos
 The Random House Big Book of Poetry
 Poetry for Young People by Langston Hughes
Spanish
 Hola mar por Pam Muñoz Ryan
 Arroz con leche por Lulu Delacre
 La luciérnaga: Antología para niños de la poesía mexicana contemporánea
complilación por Francisco Serrano
 A Movie in My Pillow/ Una película en mi almohada por Jorge Agueta
 Jitomates y otros poemas de primavera por Francisco X. Alarcón
 Del ombligo de la luna; y otros poemas de verano por Franciso X. Alarcon y Maya
Cristina Gonzales
 Sueñan, lloran, cantan/ They Dream, They Cry, They Sing por Perry Higman
 Use the Scott Foresman Poetry Units in English or Spanish
SAISD © 2008-09 – Second Grading Period
Textbook:
Harcourt Language/Lenguaje
Writing Grade 3
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Nouns/Sustantivos, pp. 92-93
Common and Proper Nouns/Sustantivos propios y comunes, p.94-95
Abbreviations and Titles/Abreviaciones y títulos, pp. 96-97
Singular and Plural Nouns/Sustantivos en singular y plural, pp. 102-103
Plural Nouns with –es and -ies/Formar el plural con -es, pp. 104-105
 Irregular Plurals/Más sobre el plural de los sustantivos, pp. 106-107
Page 6 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need more
support?



Poetry on Tape: Have some poems on tape for
the students to explore individually.
Partner Writing: Instead of individual pieces, have
students work together to compose their poems.
Technology Application: Have students type their
pieces on the computer.
What do you do for students who master the
learning quickly?
 The students could record dramatic interpretations
of poetry for their peers.
 Challenge the students to compose individual
anthologies of poetry.
Interims/TAKS/Benchmarks
Sample Questions
English: Revising and Editing – 2004
The student must look back on the test to the passage
where the sentence is found. The following is the original
sentence as it appeared in the passage.
(1) Last friday Mr. Garza made an announcement to
his students.
Here is the question about those sentences:
20. What change, if any, should be made in sentence 1?
F Change friday to Friday
G Change made to makes
H Change and to a
J Make no change
Spanish: Revisión y corrección - 2004
The student must look back on the test to the passage
where the sentence is found. The following is the original
sentence as it appeared in the passage.
(10) El agua es tan clara que se pueden ver algunos
pezes.
Here is the question about that sentence:
25. ¿Qué cambio se debe hacer en la oración 10?
A Cambiar El por La
B Cambiar es por son
C Añadir un punto después de clara
D Cambiar pezes por peces
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
College Essay Prompts from University of Chicago
Modern improvisational comedy had its start with The
Compass Players, a group of University of Chicago
students, who later formed the Second City comedy troupe.
Here is a chance to play along. Improvise a story, essay, or
script that meets all of the following requirements:




It must include the line “And yes I said yes I will
Yes” (Ulysses, by James Joyce).
Its characters may not have superpowers.
Your work has to mention the University of
Chicago, but please, no accounts of a high school
student applying to the University–this is fiction,
not autobiography.
Your work must include at least four of the
following elements:
o a paper airplane
o a transformation
o a shoe
o the invisible hand
o two doors
o pointillism
o a fanciful explanation of the Pythagorean
Theorem
o a ventriloquist or ventriloquism
o the Periodic Table of the Elements
o number two pencils
Page 7 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Writing – Grade 3
Unit of Study: Writing
with a Plot/ Escribir con un argumento
CURRICULUM OVERVIEW
Second Grading Period – Weeks 3 - 4
Big Idea
Unit Rationale
“A memoir is often episodic; it is based on a central idea revealed through a series of events. A short
story is essentially a problem that must be solved by a character or characters. It is the unfolding of
events that becomes important in the story, building to a wonderful conclusion.” (Rog and Kropp,
2004)
Rog, L. J. & Kropp, P., (2004). The write genre: Classroom activities and mini-lessons that promote
writing with clarity, style and flashes of brilliance. Pembroke Publishers, Ontario, Canada.
TEKS
TEKS Specificity - Intended Outcome
The student is expected to
Concepts
14A write to record ideas and reflections
 14C write to communicate with a variety of audiences
15B use capitalization and punctuation such as commas in a series, apostrophes in
contractions such as can’t and possessives such as Robin’s, quotation marks, proper nouns,
and abbreviations with increasing accuracy
 15Bii use capitalization and punctuation such as commas, hyphens, proper nouns, and
abbreviations
 16C write with more proficient spelling of inflectional endings, including plurals and past
tense and words that drop the final e when such endings as -ing, -ed, or -able are added
 16Cii write with more proficient spelling of inflectional endings, including verb tenses and
plurals of words ending in z such as lápiz-lápices
 16Dii write with more proficient use of orthographic patterns and rules such as qu together,
using n before v, m before b, and m before p changing z to c when adding -es
17C compose sentences with interesting elaborated subjects
17E edit writing towards standard grammar and usage, including subject-verb agreement,
pronoun agreement, including pronouns that agree in number; and appropriate verb tenses,
including to be, in final drafts
17Eii edit writing toward standard grammar and usage, including subject-verb
agreement/conjugation, number and gender agreement, pronoun agreement, appropriate verb
tenses, and articles
 18A generate ideas for writing by using prewriting techniques such as drawing and listing
key thoughts
 18B develop drafts
 18C revise selected drafts for varied purposes, including to achieve a sense of audience,
precise word choices, and vivid images
SAISD © 2008-09 – Second Grading Period
A personal memoir does not always have a plot, but sometimes it does.
“Personal memoirs are generally based on events that happened to the writer –
the truth “with stretchers,” as Mark Twain would say. . . Some memoirs are
descriptions of events that happened to others, often with details added to
improve the retelling.” (Rog and Kropp, 2004)
Rog, L. J. & Kropp, P., (2004). The write genre: Classroom activities and minilessons that promote writing with clarity, style and flashes of brilliance. Pembroke
Publishers, Ontario, Canada.
Writing Grade 3
I can:
 tell a story about myself with a plot (14A, 14C)
 generate a list of topics that I can write about (18A)
 generate ideas for writing (18A)
 develop a plan for writing (18A)
 develop drafts (18B)
 develop my ideas by using detail and sensory words (17C, 18C)
 reenter my draft to revise (18C)
 use an effective lead sentence to appeal to my reader (17C, 18C)
 reenter my draft to edit (17E)
 punctuate dialogue correctly (16B)
 use possessives and contractions correctly (18G)
 edit my draft, especially for proper use of possessives and use of the
appropriate verb tense(15B, 16C, 17E, 18D)
 write legibly (16A)
 publish my writing (19F)
Yo puedo:
 contar una memoria que incluye un argumento (14A, 14C)
 hacer una lista de temas en que puedo escribir (18A)
 pensar de ideas para escribir (18A)
 desarrollar un plan para mi escritura (18A)
 desarrollar mi borrador (17C)
 desarrollar mis ideas con mas detalles y palabras sensoriales. (17C, 18C)
 revisar mi borrador (17C, 18C)
Page 8 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 18D edit for appropriate grammar, spelling, punctuation, and features of polished writing
 18E use available technology for aspects of writing such as word processing, spell checking,
and printing (2-3); and
 18F demonstrate understanding of language use and spelling by bringing selected pieces
frequently to final form, “publishing” them for audiences
19A identify the most effective features of a piece of writing using criteria
generated by the teacher and the class
 19B respond constructively to others’ writing
 comenzar mi composición con una oración que atrae al lector (17C, 18C)
 editar mi borrador, especialmente para sustantivos masculinos y femeninos
y el uso correcto del tiempo del verbo (115Bii, 16Cii, 16Dii, 17Eii, 18D)
 corregir las palabras no deletreadas correctamente (17Aii)
 escribir con letra clara y bien formada (16A)
 publicar mi escritura (19F)
Evidence of Learning
 Given a choice of topics, students will write personal narratives with a plot that achieve a score of 3 or 4 on the Student-Friendly Rubric.
 Students will use English possessives or correct gender of Spanish nouns and action verbs with 85% accuracy in their compositions.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 9 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions

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



Essential Pre-requisite Skills
How does plot help my story?
How can I include a plot in my memoir?
How can a lead attract my reader and make him/her
want to read more?
How can I orchestrate all the skills and strategies I
have learned so far in my writing?
What role does word choice play in my writing?
How can I add more development or depth to my
writing?
 gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (Kindergarten)
 write with more proficient spelling of regular spelled patterns (CVC, CVCe), inflectional endings,consonant
doubling, dropping e, and changing y to i, r controlled vowels, and familiar words in final drafts (Grades 1 & 2)
 compose complete sentences with appropriate end punctuation (Grades 1 & 2)
 use criteria generated by the teacher and class for writing (Grade 1)
 write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or
poems to entertain (Grade 2)
 use prewriting to generate ideas for writing (Grade 2)
 develop drafts (Grade 2)
 revise drafts (Grade 2)
 edit drafts (Grade 2)
The Teaching Plan
Week 3
Instructional Model/Teacher Directions
The teacher will…
Routines to maintain:
 Mentor Text
 Mini Lessons
 The Writer’s Notebook
 The Writer’s Toolkit
 Word Wall/Word Bank
Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons.
Prewriting

Have students refer to their bank of personal topics or brainstorm a new one (based on the mentor text) for this
writing assignment. You should model this in front of the students.

Refer to your list of words you have been collecting and have students choose a few that they will use in this writing.

Show the students a graphic organizer to develop plot (Teacher Toolkit: Plot)

Demonstrate how you use it and then have them use the graphic.

Collect several books with strong leads and have students read and classify the leads.

Also use the leads in the Teacher Toolkit. With a partner, have your students try out a few of the leads.

Tell students that sometimes an author may think of his/her lead before beginning the writing. At other times, the
author returns to the beginning of the piece and tries out different leads.

Ask the students to plan a lead for their compositions. Tell them they may change the lead later. Encourage them
to share with the class and classify the type of leads that they are experimenting with (Teacher Toolkit: Effective
Leads).
Drafting

Students should have an organizational plan of their plot, lead, and some powerful vocabulary they will use.

Remind students to refer to their plan as they write. Model how you do this.

Write with students (Teacher Toolkit: Teachers as Writers) giving them sufficient time to develop their topics in a first
draft.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
So students can…
Prewriting
(14A, 14C, 18A)

use the ideas and vocabulary of mentor
text to influence their own writing

list a variety of topics they could write
about in a topic bank.

use the words they have been collecting
to make their writing more vivid

use a graphic organizer to plan their
writing

collect and classify different book leads

experiment with the use of different leads
to interest and engage their readers
Drafting
(14A, 14C, 18B)

write to increase fluency

refer to their prewriting plan as they write.
Sharing
(19A, 19B)

volunteer to share their own writing and
leads

classify what type of leads their peers
have used

write exemplary sentences on sentence
strips to share
Page 10 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Sharing

Choose a few students to share with the whole group and model comments that compliment the writer and the
writing, being specific to the writer’s craft in the comments (Teacher Toolkit: Sharing)

Highlight some students who have written some great leads or used some powerful vocabulary (or anything else
you wish to reinforce) by having the student write his or her sentence on a sentence strip and signing it. Post these
on the door or another prominent place. Periodically, request that other students read some of the sentences and
talk about what that student did well in the sentence.
Revising

With a partner, have the students come up with a different type of lead for the composition
Editing

Teach about singular and plural possessives (Harcourt Language)

Record and date when the above items are reinforced. (Teacher Toolkit: Editing Checklist)

Remember: The editing checklist is not a list of editing symbols (though you may certainly use those symbols). It is
a list of editing reminders that you have taught – with the date it was taught. Students need to be continuously held
responsible for checking items listed to date.

Teach students about singular and plural possessives (or fin Spanish about masculine and feminine nouns
(Harcourt Language),

Have students edit for these items.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Revising
(18C)

work on alternative leads for their
partners’ compositions
Editing
(15B, 15Bii, 16C, 167ii, 16Dii, 17E, 17Eii, 18 D)

edit for singular and plural possessives

edit for the items on the editing checklist
Page 11 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 4
Instructional Model/Teacher Directions
The teacher will…
Routines to maintain:
 Use of the mentor text to stimulate and give ideas for the craft of writing
 Mini lessons to teach the necessary tools for writing
 Use of the Writer’s Notebook to record ideas and notes from mini lessons
 Use of the Writer’s Toolkit as a reference tool
 Continued collection of words for the Word Wall/Word Bank in order to enrich the students’ speaking and
writing vocabulary
Prewriting (The lessons for prewriting this week may take several days.)

Use mentor texts to serve as models for writing

Have students refer to their topic banks to choose another topic. If necessary, brainstorm additional ideas based
on the mentor text.

Talk about how an important aspect of writing is idea development. Show students what you mean with the lesson
in the Teacher Toolkit (Teacher Toolkit: Writing with Detail by Barry Lane).

Give students a list of sensory words (Teacher Toolkit: Sensory Words).

Type a short excerpt from a chapter book and have students mark words with the senses they address (Teacher
Toolkit: Sensory Words Lesson).

Have students use a graphic organizer to plan out their plot (Teacher Toolkit: Plot).
Drafting

Model how you use your plan to write your story. Make sure that you include some sensory words in your plan.

If you have a lead in mind for your story, demonstrate that as well. Remind students that they do not have to plan
their leads before writing; they may think of good lead after they have written much of their story.

Demonstrate how to do a “whisper read” in order to edit and revise a paper.

Circulate throughout the class conferencing with students (Teacher Toolkit: Conferencing)
Revising

Have students revise for developed ideas (Teacher Toolkit: Focusing the Binoculars).

Tell students to make sure they have thought out their leads (Teacher toolkit: Effective Leads).
Editing

Teach action verbs and the different verb tenses.

Add this to the editing checklist.
Sharing

Choose a few students to share with the whole group and model comments that compliment the writer and the
writing, giving specific feedback to the author (Teacher Toolkit: Sharing).

Have partners share the conversations they have scripted.
Publishing

Publish student work. Some ideas include: posting work in hallway, class book, an anthology, reading aloud to
class, etc. (Teacher Toolkit – Publishing)
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
So students can…
Prewriting
(14A, 14C, 18A)

use the ideas and vocabulary of mentor text
to influence their own writing

refer to their topic banks to choose a topic

read an excerpt from a story and mark all
the sensory words with their symbols

plan sensory words they will use in their
compositions

use a graphic organizer to plan their writing
Drafting
(14A, 14C, 18B)

write a personal narrative with a plot

whisper read the piece and make changes

conference with the teacher
Editing
(15B, 15Bii, 16C, 167ii, 16Dii, 17E, 17Eii, 18 D)

edit for the items posted
Sharing
(19A, 19B)

share with their peers
Publishing
(18F)

Publish student work. Some ideas include:
posting work in hallway, class book, an
anthology, reading aloud to class, etc.
(Teacher Toolkit – Publishing)
Page 12 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary
Spanish

argumento

verbos principales

verbos auxiliaries
género del sustantivo
Vocabulary
English




Plot
main verbs
helping verbs
possessive
Resources
Suggested Mentor Texts
English
 The Lucky Lottery by Ron Roy (A to Z Mysteries series)
 The Family Under the Bridge by Natalie Savage Carlson
 The Mouse and the Motorcycle by Beverly Cleary
 Curious George by H. A. Rey
Spanish
 La Rue para acalde por Mark Teague
 Curious George: Jorge el curioso por H. A. Rey
 El ratoncito de la moto por Beverly Cleary
 La telaraña de Carlota por E. B. White
Textbook:
Harcourt Language/Lenguaje

Singular Possessive Nouns/Sustantivos masculinos y femeninos, pp. 120-121

Plural Possessive Nouns/Más sobre el género del sustantivo, pp. 122-123

Verbos/verbos, pp. 130-131

Action Verbs/Verbos de acción, 132-133

The Verb Be/Los verbos ser y estar pp. 134-135

Main Verbs and Helping Verbs/Verbos principales y verbos auxiliares, pp.
166-167
Evidence of Learning
What do you do for students who need more
support?
For students that are having trouble getting
started, help them by having them dictate their
plan to you.
For students who have difficulty with the
physical act of writing, have them dictate their
story to a peer or type the story on the
computer.
What do you do for students who master
the learning quickly?
Add depth to the paper by:
 Using a personal anecdote
 Using more detailed description
Sample Questions
English: Revising and Editing – 2004
The student must look back on the test to the passage where the
sentence is found. The following is the original sentence as it appeared
in the passage.
(15) He hear’s it scamper in the fallen leaves.
Here is the question about that sentence:
20. What change, if any, should be made to sentence 21?
F Change hear’s to hears
G Change it to them
H Change fallen to falled
J Make no change
Written Composition 2004
Write a composition about an adventure you have had.
Spanish: Revisión y corrección - 2004
The student must look back on the test to the passage where the
sentence is found. The following is the original sentence as it appeared
in the passage.
College Essay Prompts
"How would you describe yourself as a human being?
What quality do you like best in yourself and what do
you like least? What quality would you most like to
see flourish and which would you like to see wither?"
(Bates College)
Write about one of the following:





A conversation that deeply moved you
A person who inspired you
An ethical dilemma you faced
A turning point in your life (tragic or joyful event)
An experience you will never forget
Length: No longer than two typed double spaced
pages; 12 point font.
(6) Yo nunca no había montado a caballo .
Here is the question about that sentence:
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 13 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
24. ¿Qué cambio se debe hacer en la oración 6?
F Cambiar nunca por núnca
G Quitar la palabra no
H Cambiar había por he
J No se necesita ningún cambio
Written Composition 2004 -- Spanish
Escribe una composición acerca de una aventura que hayas tenido.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 14 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Writing – Grade 3
Unit of Study: Fictional
Narratives/Narrativas ficcionarias
CURRICULUM OVERVIEW
Second Grading Period – Weeks 5 - 7
Big Idea
Unit Rationale
“A short story is essentially a problem that must be solved by a character or
characters. It is the unfolding of events that becomes important in the story, building
to a wonderful conclusion. . . the fictional narrative requires the writer to create
characters, build a story, and then put it all together in a convincing way.”
(Rog and Kropp, 2004)
“Of all the literary genres, the fictional narrative – the short story – is the most familiar to young
readers. We read stories to children long before they begin school and continue long after they
can read to themselves. We talk about many of the elements of a story as early as
Kindergarten. We ask kids to write and illustrate stories as soon as they can hold a pencil..”
(Rog and Kropp, 2004)
Rog, L. J. & Kropp, P., (2004). The write genre: Classroom activities and minilessons that promote writing with clarity, style and flashes of brilliance. Pembroke
Publishers, Ontario, Canada.
Rog, L. J. & Kropp, P., (2004). The write genre: Classroom activities and mini-lessons that
promote writing with clarity, style and flashes of brilliance. Pembroke Publishers, Ontario,
Canada.
TEKS
TEKS Specificity - Intended Outcome
Concepts
The student is expected to
 14C write to communicate with a variety of audiences
14D write in different forms for different purposes such as lists to record, letters to invite or thank, and stories
or poems to entertain
 15B use capitalization and punctuation such as commas in a series, apostrophes in contractions such as
can’t and possessives such as Robin’s, quotation marks, proper nouns, and abbreviations with increasing
accuracy
 15Bii use capitalization and punctuation such as commas, hyphens, proper nouns, and abbreviations
 16Dii write with more proficient use of orthographic patterns and rules such as qu together, using n before
v, m before b, and m before p changing z to c when adding -es
 16E write with more proficient spelling of contractions, compounds, and homonyms such as hair-hare and
bear-bare
17C compose sentences with interesting elaborated subjects
17E edit writing towards standard grammar and usage, including subject-verb agreement,
pronoun agreement, including pronouns that agree in number; and appropriate verb tenses,
including to be, in final drafts
17Eii edit writing toward standard grammar and usage, including subject-verb
agreement/conjugation, number and gender agreement, pronoun agreement, appropriate verb
tenses, and articles
 18A generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts
 18B develop drafts
 18C revise selected drafts for varied purposes, including to achieve a sense of audience, precise word
choices, and vivid images
 18D edit for appropriate grammar, spelling, punctuation, and features of polished writing
 18E use available technology for aspects of writing such as word processing, spell checking, and printing
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
I can:
 write a fictional narrative (14C, 14D)
 write effective leads and endings (17C)
 use and spell contractions correctly (15B)
 develop a character (14D, 17C)
 revise for verb tenses (17E)
 use several different techniques for prewriting a fictional
narrative (14D)
 revise my drafts by developing ideas, deleting or
combining text (18C)
 edit for appropriate word choice (18C, 18D)
 use technology to compose my piece (18E)
 publish my writing (18F)
 use a rubric (19A)
Yo puedo:
 escribir un narrativo ficcionario (14C, 14D)
 escribir comienzos y fines buenos para mi composición
(17C)
 desarrollar un personaje (14D, 17C)
 deletrear correctamente en el borrador final (15Bii)
 revisar para tiempos verbiales (17Eii)
 usar maneras diferentes de planear mi composición
(14D)
 revisar mi borrador por desarrollar las ideas, quitar
secciones o combinar el texto (18C)
 editar para escoger palabras más interesantes (18C,
18D)
 usar la tecnología para escribir (18E)
Page 15 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
19A identify the most effective features of a piece of writing using criteria
generated by the teacher and the class
 18F demonstrate understanding of language use and spelling by bringing selected pieces frequently to final
form, “publishing” them for audiences
 publicar mi escritura (18F)
Evidence of Learning
 Students will score a 3 or 4 on the Student-friendly Rubric for their compositions.
 80% of students will score 85% or more on tests of using and spelling contractions appropriately (English only) or selecting the appropriate verb tense.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 16 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions






What makes a fictional narrative different than a memoir?
What drives a story?
How do I build a believable character?
How do I create a problem, complication, or challenge?
How will my characters attempt to solve the problem?
How does “Ba Da Bing” and use of similes and metaphors help my
writing?
 How can subject-verb agreement make my writing better?
 How do I write an exciting lead and a satisfying ending?
Essential Pre-requisite Skills
 gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke
(Kindergarten)
 write with more proficient spelling of regular spelled patterns (CVC, CVCe), inflectional
endings,consonant doubling, dropping e, and changing y to i, r controlled vowels, and familiar
words in final drafts (Grades 1 & 2)
 compose complete sentences with appropriate end punctuation (Grades 1 & 2)
 use criteria generated by the teacher and class for writing (Grade 1)
 write in different forms for different purposes such as lists to record, letters to invite or thank, and
stories or poems to entertain (Grade 2)
 use prewriting to generate ideas for writing (Grade 2)
 develop drafts (Grade 2)
 revise drafts (Grade 2)
 edit drafts (Grade 2)
The Teaching Plan
Week 5
Instructional Model/Teacher Directions
The teacher will…
So students can…
Routines to maintain:
 Use of the mentor text to stimulate and give ideas for the craft of writing
 Mini lessons to teach the necessary tools for writing
 Use of the Writer’s Notebook to record ideas and notes from mini lessons
 Use of the Writer’s Toolkit as a reference tool
 Continued collection of words for the Word Wall/Word Bank in order to enrich the students’ speaking and
writing vocabulary
Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons.
Prewriting (The ideas in this unit are based on the chapter on ”Fictional Narratives” in The Write Genre by Lori Jamison
Rog and Paul Kropp) (The prewriting lessons and readings should take several days.)
 Students need to learn to read as writers. This means that, as writers, they must start to scrounge ideas and
techniques from other writers.
 So, you need to begin this unit by reading many well-written short stories and picture books. A recommended read
is The Perfect Nest by Catherine Friend.

Read a story once to get the meaning and a second time to notice the author’s craft. This is why we call them
mentor text, because they serve as mentors to influence our writing.
 Here are some questions that students should take down (or they should be posted to notice the writer’s craft):

What makes the lead interesting or uninteresting?
 How did the author get us to know what kind of person the character was?
 How did the author use dialogue?
 Why did the author repeat a certain phrase?
 What kind of language does the author use that you would like to imitate?
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Prewriting
(14C, 14D, 18A)

listen to mentor texts for ideas for their own
writing of fictional narratives

summarize stories with “Somebody . .
.Wanted . . .But . . .So . . . Then”

refer to a list of questions to know what to
notice about author’s craft in stories read
aloud

generate goals and conflicts for characters
based on the initial description of the character
Page 17 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.






Is the ending satisfying or not? What makes it so?
Have students summarize stories with “Somebody . . .Wanted . . .But . . .So . . . Then” to show them that every
character has a goal, a conflict, and attempts at resolving a conflict with a final outcome.
You can even generate some ideas of your own with:

The angry teacher wanted . . .

The famous singer wanted . . .

The lost boy wanted . . .

The brave chicken wanted . . .

The poor mother wanted . . .
Students may want to hang on to these ideas for their writing later
Teach students that what drives a story is not the plot, but the character. Unless you make your readers care
about your character, they will not care what happens to him/her.
A prewriting plan should include:

A well-developed character

The character’s goal or problem

One or more problems, complications or challenges

Some form of resolution
Drafting

Try some of the following to begin to develop a character. Do one together before the students try it on their own.
o Describe the character’s appearance, personality, motivations, likes and dislikes
o Think of someone you know in real life. Then add fictional traits and experiences.
o Cut out magazine pictures and create a personality, conflict and resolution
o Take your character and decide what around her/him will change and, as a result, change a character’s
life (such as a new job, a move, a new brother or sister, a fight with a friend, a new school, a divorce, a
marriage, etc.)
o Do a Character Brainstorm, Character Fastwrite, or Character Interview (Teacher Toolkit: Character
Activities).
Sharing

Have some students share the character they have developed.
Editing

Teach contractions with not or el infinitvo de los verbos (Harcourt Language).
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Drafting
(14C, 14D, 17C

develop the appearance and personality traits
of a fictional character)
Sharing
(18F)

volunteer to share their own writing
Editing
(15B, 15Bii, 16Dii, 16E, 17E, 17Eii, 18D)

edit for contractions and other items on the
editing checklist
Page 18 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 6
Instructional Model/Teacher Directions
The teacher will…
Routines to maintain:
 Use of the mentor text to stimulate and give ideas for the craft of writing
 Mini lessons to teach the necessary tools for writing
 Use of the Writer’s Notebook to record ideas and notes from mini lessons
 Use of the Writer’s Toolkit as a reference tool
 Continued collection of words for the Word Wall/Word Bank in order to enrich the students’ speaking and
writing vocabulary
Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to conduct the lessons.
Prewriting (The ideas in this unit are based on the chapter on ”Fictional Narratives” in The Write Genre by Lori Jamison
Rog and Paul Kropp) (The prewriting lessons and readings should take several days.)
 Read aloud more stories for students to read as writers and get ideas. Continue to summarize stories with
Somebody . . .Wanted . . .But . . .So . . . Then.”

Once a writer gets to know his/her character, he/she has a better idea of what problems the character might face.

Have students think about the following characters and brainstorm some ideas for goals, problems, and
resolutions:

The television addict

The school bully

The popular kid

The unpopular kid

The worrier

The nervous principal

The strict dad

The tallest kid in school

The teenage rock star

The mean babysitter

The busy mother

The expelled kid

The angry policeman

The picky princess

The perfect kid

The lucky boy

The scared pirate

The shy student

The kid that just moved in
Drafting

Tell students that they may wish to develop their characters by using some very specific techniques.

One is “Ba Da Bing” by Gretchen Bernabei (Teacher Toolkit: Ba Da Bing)

Take one of the characters listed above and write a “Ba Da Bing” sentence about him/her.

Next teach students about similes and metaphors to develop an idea (in this case, a character) (Teacher Toolkit:
Similes and Metaphors).
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
So students can…
Prewriting
(18A)

listen to mentor texts for ideas for their own
writing of fictional narratives

summarize stories with “Somebody . .
.Wanted . . .But . . .So . . . Then”

generate goals , problems , and resolutions
for characters based on the initial description
of the character
Drafting
(18B, 18C)

use Ba Da Bing or similes and metaphors to
help reveal a character trait
Page 19 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Sharing

Have students tell their stories orally to each other within two minutes and then switch turns.
Editing

Teach verb tenses (Harcourt Language).

Add it to the editing checklist.

Refer to the editing checklist for items listed to date.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Sharing
(18F)

volunteer to share their own writing
Editing
(15B, 15Bii,17E, 17Eii, 18D)

edit for verb tenses and other items on the
editing checklist
Page 20 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week 7
Instructional Model/Teacher Directions
The teacher will…
So students can…
Routines to maintain:
 Use of the mentor text to stimulate and give ideas for the craft of writing
 Mini lessons to teach the necessary tools for writing
 Use of the Writer’s Notebook to record ideas and notes from mini lessons
 Use of the Writer’s Toolkit as a reference tool
 Continued collection of words for the Word Wall/Word Bank in order to enrich the
students’ speaking and writing vocabulary
Follow this weekly plan. You will need to access the Teacher Toolkit and the Mentor Texts to
conduct the lessons.
Prewriting (The ideas in this unit are based on the chapter on ”Fictional Narratives” in The
Write Genre by Lori Jamison Rog and Paul Kropp) (The prewriting lessons and readings
should take several days.)
 Read aloud more stories for students to read as writers and get ideas. Continue to
summarize stories with Somebody . . .Wanted . . .But . . .So . . . Then.”

Talk about point of view, and that most stories are told in the third person (like in
Goldilocks and the Three Bears – Where the author talks about the character).
Students need to make sure that they do not switch their writing to first person (I) or
to second person (you).

Tell students that once they choose a point of view, they must stick with it. Ask them
what their choice is.

Teach students the types of leads they may use in their narratives (Teacher toolkit:
Effective Leads)

Have students write a lead based on the character and the plot they have developed.
Drafting

Teach students about endings. Have them plan their endings, but tell them that they
can be flexible and change the ending when they revise, if they wish (Teacher
Toolkit: Satisfying Endings).

Have students draft their stories in their entirety, using the ideas they have developed
in the last two weeks.
Revising

Have students revise their leads and endings, if necessary.

Tell them to check to see how well developed their character is and whether they
have developed a plot with a goal, conflict, and attempts at resolution.
Editing

Teach present-tense verbs and subject verb agreement (Harcourt Language).

Refer to the editing checklist for items taught to date.
Sharing

Have some students share.
Publishing

Have students publish their pieces and evaluate it with rubric.
SAISD © 2008-09 – Second Grading Period
Prewriting
(18A, 18C)

listen to mentor texts for ideas for their own writing of fictional narratives

summarize stories with “Somebody . . .Wanted . . .But . . .So . . . Then”

choose a point of view appropriate to the fictional narrative

review the different types of leads
Drafting
(17C, 18B)

explore the different choices for interesting leads and satisfying endings

draft a complete fictional narrative
Revising
(18C)

revise the leads and endings
Editing
(15B, 15Bii,17E, 17Eii, 18D)

edit for future tense and other items on the editing checklist
Sharing
(18F)

volunteer to share their own writing
Publishing
(18F, 19A)

publish and evaluate their writing.
Writing Grade 3
Page 21 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary
English
 verb tenses
 point of view
 development of ideas
 character traits
 subject-verb agreement
 similes
 metaphors
Vocabulary
Spanish

tiempos verbiales

punto de vista

desarrollo de ideas

emociones de personaje

concordancia entre el sujeto y el verbo

similes

metáforos
Resources
Suggested Mentor Texts
English
 Charlie and the Chocolate Factory by Roald Dahl
 The Night I followed the Dog by Nina Laden
 The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble and Steven Kellogg
 Jubal’s Wish by Audrey Wood
 Adventures of Eli Deuce: Bedtime Stories for Young Adventurers by Nick Hofmeister
 The Story About Ping by Marjorie Flack and Kurt Wiese
 Meghan the Monday Fairy ( Fun Day Fairies Series # 1) by Daisy Meadows
Spanish
 Charlie y la fábrica de chocolate por Roald Dahl
 Ramona empieza el curso por Beverly Cleary
 Junie B. Jones tiene un monstruo debajo de la cama por Barbara Park
 Un caso grave de rayas por David Shannon
 El árbol generoso por Shel Silverstein
 El día que nevaron tortillas por Joe Hayes
 El día que el boa de Jimmy comió la ropa por Trinka Hakes Noble and Steven Kellogg
Textbook:
Harcourt Language/Lenguaje
 Contractions with Not/El infinitivo de los verbos, pp. 170-171
 Verb Tenses/Tiempos verbiales, pp.176-177
 Present Tense Verbs/Subject-Verb Agreement /Concordancia entre el
sujeto y el verbo, pp. 180-181
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
What do you do for students who need more
support?
 Use the Eight Page Booklet (foldable): Have
students limit the length of their story by placing it in
the eight page booklet with illustrations on each
page.
 Technology Application: Have students type their
pieces on the computer.
Sample Questions
English: Revising and Editing – 2004
The student must look back on the test to the passage
where the sentences are found. The following are the
original sentence as they appeared in the passage.
What do you do for students who master the
learning quickly?
Here is the question about those sentences:
16 . What is the BEST way to combine sentences 2 and
3?
SAISD © 2008-09 – Second Grading Period
(2) Two round eyes stare down from a tree.
(3) They are yellow.
Writing Grade 3
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
University of Chicago
College Essay Prompt
Have you ever walked through the aisles of a warehouse
store like Costco or Sam’s Club and wondered who would
buy a jar of mustard a foot and a half tall? We’ve bought it,
but it didn’t stop us from wondering about other things, like
absurd eating contests, impulse buys, excess, unimagined
uses for mustard, storage, preservatives, notions of bigness .
. . and dozens of other ideas both silly and serious. Write an
essay somehow inspired by super-huge mustard.
Page 22 of 29
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assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Encourage student to write “Quickie Character
Sketches” about some more of the characters you have
listed in prewriting. They may develop; dialogue for the
character, as well.
F Two round eyes stare down from a tree, but the
round eyes are yellow.
G Two round eyes stare down from a tree that are
yellow.
H Two round eyes stare down from a tree, they are
yellow
J Two round yellow eyes stare down from a tree.
Spanish: Revisión y corrección - 2004
The student must look back on the test to the passage
where the sentence is found. The following is the original
sentence as it appeared in the passage.
(16) El centro de la estalagmita en la foto es amarillo
tiene un anillo blanco.
Here is the question about that sentence:
14. ¿Cuál es la MEJOR manera de volver a escribir la
oración 16?
F El centro de la estalagmita en la foto es amarillo el
centro tiene un anillo blanco.
G El centro de la estalagmita en la foto. Es amarillo
con un anillo blanco.
H El centro de la estalagmita en la foto es amarillo con
un anillo blanco.
J El centro de la estalagmita en la foto es amarillo y
es un anillo blanco.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 23 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Writing – Grade 3
Unit of Study: Storytelling/Contar
un cuento
CURRICULUM OVERVIEW
Second Grading Period – Weeks 5 - 7
Big Idea
Unit Rationale
“Storytelling is relating a tale to one or more listeners through voice and gesture. It is not the same as reading a story aloud or
reciting a piece from memory or acting out a drama, although it shares common characteristics with these arts. The storyteller
looks into the eyes of the audience, and together they compose the tale. The storyteller begins to see and re-create, through
voice and gestures a series of mental images; the audience, from the first moment of listening, squints, stares, smiles, leans
forward, or falls asleep, letting the teller know whether to slow down, speed up, elaborate, or just finish.
Each listener, as well as each teller, actually composes a unique set of story images derived from meanings associated with
words gestures, and sounds. The experience can be profound, exercising the thinking and touching the emotions of both teller
and listener.”
--Committee on Storytelling, National Council of Teachers of English
http://www.nete.org/positions/story.html
In this unit, students will be learning stories from reading that they will retell
TEKS
Students who engage in storytelling will increase their
fluency, comprehension, and public speaking
abilities.
Besides all that – it’s fun! Who doesn’t like to tell,
hear, or see a good story? It’s a time-honored
tradition that has been handed down through the
generations to communicate important information
and for all to enjoy.
TEKS Specificity - Intended Outcome
The student is expected to
 1A determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate
 1E listen responsively to stories and other texts read aloud, including selections from classic and
contemporary
works
 3A choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of
appropriate volume and rate
3D present dramatic interpretations of experiences, stories, poems, or plays
 3E gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences,
and correct tense
 7A read classic and contemporary works
Concepts
Storytelling has direct correlations to the Grade 4
Texas TEKS and will strengthen students’ abilities in
speaking, listening, reading, and writing.
9C retell or act out important events in a story
 9E draw and discuss visual images based on text descriptions
 11H analyze characters including their traits, feelings, relationships and changes
14D write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or
poems to entertain
17E edit writing towards standard grammar and usage, including subject-verb agreement,
pronoun agreement, including pronouns that agree in number; and appropriate verb tenses,
including to be, in final drafts
I can:





enjoy listening to storytelling (1A, 1E, 7A)
learn a story for oral storytelling (3A, 3D, 3E,
7A, 9C, 9E, 11H, 14D)
tell a story that my audience will enjoy ( 3A, 3D,
14D)
use my voice and gestures to appropriately
communicate my story (3A)
use appropriate verb tenses (17E)
Yo puedo:
 gozar la experiencia de escuchar un cuento
(1A, 1E, 7A)
 aprender un cuento para contar oralmente (3A,
3D, 3E, 7A, 9C, 9E, 11H, 14D)
 contar un cuento que le interesa mi audencia (
3A, 3D, 14D)
 usar la voz y otros movimientos para
comunicarse mi cuento bien (3A)
 usar el tiempo verbial apropriado (17E)
17Eii edit writing toward standard grammar and usage, including subject-verb agreement/conjugation, number and
gender agreement, pronoun agreement, appropriate verb tenses, and articles
Evidence of Learning

85% of students will score a 3 or 4 on the Storytelling Rubric (Teacher Toolkit).
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 24 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
CURRICULUM GUIDE
Essential Questions
Unit of Study: Storytelling

What makes for a good story to tell?

Where can I find some stories to tell?

What is the best way to prepare to tell my story?

How can I learn my story well without
memorizing it?

What can help me tell my story well?

What kind of physical gestures can help me tell a
good story?

How can I “read” my audience to help me tell my
story?
Essential Pre-requisite Skills
 gain increasing control of penmanship such as pencil grip, paper position, and beginning stroke (Kindergarten)
 write with more proficient spelling of regular spelled patterns (CVC, CVCe), inflectional endings,consonant doubling,
dropping e, and changing y to i, r controlled vowels, and familiar words in final drafts (Grades 1 & 2)
 compose complete sentences with appropriate end punctuation (Grades 1 & 2)
 use criteria generated by the teacher and class for writing (Grade 1)
 write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to
entertain (Grade 2)
 use prewriting to generate ideas for writing (Grade 2)
 develop drafts (Grade 2)
 revise drafts (Grade 2)
 edit drafts (Grade 2)
The Teaching Plan
Instructional Model/Teacher Directions
Week 8
The teacher will…
Lesson on Learning Your Story for Storytelling (Adapted from a lesson by Sue Kuentz, teacher, Stone Oak
Elementary, NEISD)
Hook:
 Begin with retelling the story of Rumpelstilskin or Jack and the Beanstalk, complete with gestures and voices.
 Ask the students, “How do you think I learned how to tell that story?”
 Tell students that you will take them back to the beginning of how you learned the story you told.
 Discuss how becoming a storyteller can help them in both reading and writing ( how to be a better speaker, making
mental images come alive, summarizing, character analysis, sequencing, story plot, story elements, organization,
prewriting, writing their own stories by being inspired by the craft of other authors, etc.)
Focus: To familiarize students with what it takes to learn a story well for retelling
Learn Their Stories:
(1A, 1E, 3A, 3D, 3E, 7A, 9C, 9E, 11H, 14D, 17E, 17Eii)






Teaching:
 Demonstrate how you had to read your story out loud over and over again. Have students open their Reader’s
Journals and title the page “How to Learn a Story.” #1 will be, “Read your story out loud over and over again.”
 Model how you make a pictorial outline or story map of the story to help you visualize the sequence of images and
events.
 Then practice telling the story with your pictorial outline/story map. Have students write down step # 2.
 Tell the students they must learn the plot (review the plot elements) of the story very well so that they feel comfortable
telling it. They may even try using a tape recorder (#3)
 Encourage students to use their own words to tell the story, but to avoid slang (such as “he goes” instead of “he said”)
Use strong words (#4).
 Tell students that it may give them confidence to memorize the first and last lines of their stories (#5).
 Remind students to pay close attention to characters and think about how they look, speak and are different from one
another (#6).
 Some stories, such as The Three Billy Goats Gruff have a part where the audience may join in. If they want the
SAISD © 2008-09 – Second Grading Period
So students can…
Writing Grade 3

list the benefits of storytelling
learn the steps to choosing and learning a
story to tell.
create a story map or outline of their stories for
quick reference
memorize the first and last lines of their stories
pay close attention to characters’ appearance,
traits and speaking
practice telling their stories to an imaginary
audience
use past and future tense verbs correctly
Page 25 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
audience to help, they must ask them to join in, or to “please join in on this part (#7).
 Tell students that there are several ways to practice (#8):
o Tell your story to an imaginary audience. Look at different people in the “audience,” but don’t stop telling.
o Tell your story into a mirror. This lets you see yourself as others see you and gives you someone to focus on
during the retelling.
Tell your story to anyone who will listen. This will help you know it better and know which places you need to
improve. Ask your listeners to point out if you display any nervous habits or distracting movements.
 Tell students to over-learn their stories by practicing during any spare moments (riding to school, walking the dog,
going to lunch, etc.). Explain that they must practice it at least three times a day until they know it. Then, they must tell
it once a day to keep it fresh (#9).
Guided Practice:
 Ask that students choose their story to tell and follow the steps learned in this lesson.
 Have students write a simple outline as listed above.
Ask students
 What did we practice today? ¿Qué practicamos hoy?
o
Teach about past and future tense verbs and choosing the correct tense (Harcourt Language).
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 26 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Instructional Model/Teacher Directions
The teacher will…
Lesson on Telling Your Story (Adapted from a lesson by Sue Kuentz, teacher, Stone Oak Elementary, NEISD)
Hook:

Start out with “Readings to Show Emotional and Sensory Awareness (Teacher Toolkit: Storytelling: Reading to Show
Emotional and Sensory Awareness).

Tell students that this type of exercise will enable them to be better storytellers.
Focus: How to tell a story that will engage and excite your audience
Teaching:

Just as in last week’s lesson you had students write the steps to learning a story, this week they will take notes on
“Techniques to Help You Tell Your Story.”

Tell the students that the first important factor is Voice:

Put expression into your voice. Make your voice sound angry, frightened, sad, etc. If you use a monotone
(same boring tone, no expression), you will lose the interest of your audience.

Speak loudly enough for all your listeners to hear you. Sometimes you will speak louder or softer for effect.

Vary (change up) the rhythm or tempo of your words. Don’t rush or go too slowly unless you are doing it for
excitement, suspense, or anticipation. Speak the words clearly so everyone knows what you are saying.

Sometimes it’s important to be silent! It can make the story more intense and make the listener pause to
think.

Explain that an important factor is Eye-to-Eye Contact. Don’t dart your eyes everywhere at once. Choose a listener
and keep your eyes on him, and then move on to another person. This makes your audience feel more involved.

Demonstrate how Gestures are important to storytelling:

Gestures can enhance a story, but keep them simple – you are not acting in a play.

Use gestures that come naturally to you such as pointing at something to suggest that it is there.

Tell your students how to make a calm Beginning that will focus the attention of the audience:

Don’t dash to the front of the room and rush into your story

Walk up with confidence. Pause to think about what you are going to say.

Take a deep breath, look around at your audience and say, “ My name is ____ and I am going to tell you the
story of _____.”

Explain that a strong Ending will give your story power. Finish the story with the real ending and there will be no need
to say “The End.” Thank your audience.

Tell students that If You Forget a Part of the Story:

Don’t panic or apologize! It’s better to pause and not say anything as this may interrupt the flow of your story.

Pause, picture where you are in the story, and then go on.

It might be a good idea to give your teacher a copy of your story so that he/she can prompt you when this
happens.
Guided Practice:

Have the students practice their stories with voice, eye-to eye contact, gestures, and beginnings and endings in mind.
Week 9
So students can…
Tell Their Stories:
(1A, 1E, 3A, 3D, 3E, 7A, 9C, 9E, 11H, 14D, 17E, 17Eii)


become a better storyteller through
o practice showing emotional and
sensory awareness
o using voice expression
o speaking loudly and clearly
o varying the rhythm or tempos of their
voice
o using eye-to-eye contact
o beginning with confidence
o ending with power
use irregular verbs correctly
Closure:

ask the following questions:
o What did we learn about today? ¿ Qué aprendemos hoy?
o How can it help you in reading and writing? ¿Cómo te ayuda contar un cuento en la lectura y la escritura?
Teach about irregular verbs (Harcourt Language).
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 27 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Vocabulary
English

storytelling

eye contact

volume

gestures

expression

tempo

story map
Vocabulary
Spanish

contar un cuento

contacto visual

volumen

expresar con gestos

expressión

tempo

mapa del cuento
Resources
Suggested Mentor Texts
English
 Fables by Arnold Lobel
 Aesop’s Fables by Aesop
 Classic Fairy Tales by Scott Gustafson
 The Golden Book of Fairy Tales by Ponsot
 Kit’s Short Story Collection (American Girl Series) by Valerie Tripp
 Spanish
 Los siete cabritillas y el lobo manufactured by Combel editorial
 Pinocho por Margarita Ruiz
 La llorona por Joe Hayes
 Hielito el pingüino (Fábulas de familia series) por Monica Miceli
 Iris y el gato negor (Fábulas de familia series) por Elli Ot
 El pastorcito mentiroso por Eric Blair y Dianne Silverman
 La princesa que creía en los cuentos de hada por Marcia Grad
SAISD © 2008-09 – Second Grading Period
Textbook:
Harcourt Language/Lenguaje

Past Tense and Future Tense Verbs/Verbos en tiempo pasado y futuro, pp. 194-197

Choosing the Correct Tense/Elegir el tiempo correcto, pp. 198-199

Irregular Verbs/Verbos iregulares, pp. 204-205

More irregular vebs/Más verbos irregulares, pp. 206-207
Writing Grade 3
Page 28 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Evidence of Learning
Differentiation
What do you do for students who need more support?
 Have students with difficulty reading to listen to a tape of
a story so that they can practice it for storytelling.
 You may want to pair two student to learn a story
together.
 Check out tapes of master storyteller to show students
how they use gestures and their voice to dramatize a
story.
Interims/TAKS/Benchmarks
Sample Questions
English: Revising and Editing – 2006
The student must look back on the test to the passage where the
sentence is found. The following is the original sentence as it
appeared in the passage.
( 7) This year she was going with a group of
College-Readiness i.e.,
Anticipated Skills for SAT/ACT/College Board/Careers/Life
College Essay Prompt
"You have just finished writing your 300 page autobiography.
Please submit page 217."
people from her school to search for dinosaur fossils
in south america.
Here is the question about that sentence:
What do you do for students who master the learning
quickly?
These students may wish to tell a story that is a little longer or
more complex.
23 What change, if any, should be made
in sentence 7?
A Change was going to been going
B Change dinosaur fossils to them
C Change south america to South
America
D Make no change
Spanish: Revisión y corrección - 2006
The student must look back on the test to the passage where the
sentence is found. The following is the original sentence as it
appeared in the passage.
(6) Invitamos a otros muchachos que vivían ellos en la misma
calle para formar el equipo.
Here is the question about that sentence:
24. Qué cambio se debe hacer en la
oración 6?
F Cambiar Invitamos por Invitemos
G Quitar la palabra ellos
H Usar signos de exclamación
J No se necesita ningún cambio.
SAISD © 2008-09 – Second Grading Period
Writing Grade 3
Page 29 of 29
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.