LITERACY-9
SELECTIVE UNIT 3 (S03)
(The Genres)
Reading: Reading Genres
Writing Literacy: Writing Genres
(July 2014)
Unit Statement: In this unit the student will work to examine and to compare and contrast
different reading and writing genres (see unit emphasis for specific genres). He/she will
examine the characteristics that are specific to each genre, identify which genre he/she
prefers, and then read and write using that genre. This is an overview of the genres learned
throughout the year and a chance to review and consolidate all that has been learned.
Unit one is currently engaged, and teachers should refer to it for continued practice of
routines, strategies, skills, etc.
Unit Emphasis (Focus Wall):
Reading Strategies/Skills: making connections; compare and contrast; making
generalizations
Developing Vocabulary: Integrate previously learned prefixes, roots, and suffixes
Writing Genre: realistic fiction, historical fiction, traditional tale, fantasy, science fiction and play
Trait Focus: use the 6+1 writing traits in conjunction with the writing process
Grammar Focus: Integrate previously learned grammar skills
Essential Outcomes: (reading and writing must be assessed separately for mastery)
Reading Literacy (S03): (Reading Genres)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will read short samples from at least three of these genres: realistic
fiction, historical fiction, traditional tales (myth/legend), fantasy, science fiction,
poetry, and drama.
2. TSW define the characteristics of each genre.
3. TSW compare and contrast the genres being studied, looking at the types of plots,
characters, conflicts, settings, and themes.
4. TSW read a novel in the genre of his/her choice.
5. TSW make a variety of connections (text-to-text, text-to-self, text-to-world) while
reading the novel.
6. TSW discuss the typical themes addressed in the genre of choice.
7. TSW discuss the characteristics of characters found in the genre of choice.
8. TSW produce a response to the novel read demonstrating active use of the reading
strategies, citing specific text examples/support.
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Writing Literacy (S03): (Writing Genres)
1. The Student Will brainstorm a list of possible genres.
2. TSW choose a specific genre and write an outline for it.
3. TSW develop characters that are specific to that genre.
4. TSW develop a setting and plot that are specific to that genre.
5. TSW publish a story in the genre of his/her choice using the writing process.
Introduced Outcomes: (taught, but not assessed)
1. The Student Will look for a repeated theme or idea addressed in multiple genres by
the same author.
2. TSW discuss how a text would be different if it were written in another genre.
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1.
2.
3.
4.
TSW acquire and use new vocabulary in reading, writing, and speaking.
TSW demonstrate age appropriate spelling in their writing.
TSW practice properly formed handwriting techniques.
TSW apply previously learned prefixes, roots, and suffixes in determining the
meaning of age-appropriate words.
5. TSW Integrate previously learned grammar skills.
Key Terms and Concepts:
Reading
realistic fiction
traditional tale
legend
science fiction
Writing
same as reading
historical fiction
myth
fantasy
play
Suggested Materials for Teachers: (provided by school)
*See Essential Unit 1
Journeys Language and Literacy Guide (p. 248 - 257)
Suggested Professional Materials for Teachers: (provided by school)
*See Essential Unit 1
Suggested Exemplar Texts (read alouds):
The Last of the Really Great Whangdoodles - Julie Andrews Edwards
The Lion, the Witch, and the Wardrobe - C. S. Lewis
The BFG - Roald Dahl
Charlie and the Chocolate Factory - Roald Dahl
How Many Spots Does a Leopard Have? and Other Tales - Julius Lester
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The City of Ember - Jeanne DuPrau
Additional Resources: (may not be provided by school)
*See Essential Unit 1
The Usborne Illustrated Guide to Greek Myths and Legends - by Cheryl Evans
Technology Links:
*See Essential Unit 1
Destiny Webpath Express (found in school library)
http://www.flashcardmachine.com/genres-for-4thgradersyork.html
Genre flashcards with explanations
http://www.myteacherpages.com/webpages/cbarnes/resources.cfm
Fiction genres listed with short explanations
http://kellyteachingcorner.blogspot.com/2012/08/teaching-genres.html
Anchor chart ideas
http://greece.mrdonn.org/myths.html
A site containing numerous Greek myths written for children
http://www.activityvillage.co.uk/greek-myths
More Greek myths
http://www.ducksters.com/history/ancient_greek_mythology.php
Information on the Greek gods
http://monsters.monstrous.com/index.htm
A site containing descriptions and pictures of mythological monsters
Suggested Activities:
● Anchor Charts - Create and reference anchor charts when modeling how to read and
write. Students will use these to reference when it's his/her turn to work
independently.
○ The Genres (showing each genre with a brief definition)
● Focus Wall- Create a wall with all the genres, a list of genre characteristics, lists of
writing ideas, editing checklists, etc.
● Genre Rewrite - Rewrite a text, incorporating its theme, in a different genre
● Represent the Genre - Students each research a different genre; they all come to class
prepared to discuss and debate why their genre is “best.”
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes
(TSWs). An effective rubric is presented and discussed with the student at the
beginning of the unit, referred back to throughout the unit, and used to assess at
the end. Students will collaborate with peers and the teacher to assess their own
writing with final judgment by the teacher.
2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and
checklists for teachers and students.
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3. “6+1 Traits” writing rubrics
4. Teachers can have students produce a quick write at the beginning and end of units.
(*See QSI Quick Write Guidelines) Teachers should keep these as evidence of
students’ writing.
5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are
found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI
mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be
at the B level and scores on the 4 should be an A.) Document Source: Elk Grove
Unified School District, Elk Grove, CA
6. Fountas and Pinnell Benchmark Assessment / DRA
7. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
RUBRICS FOUND ON FOLLOWING PAGES………………………
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QSI LITERACY-9 S03
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LITERACY-9 Reading: Reading Genres (S03)
Student Name: ________________________________________ Date: ____________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
‘B’ Level
1. Read samples from each of
these genres: realistic fiction,
historical fiction, traditional
tales, fantasy, science fiction,
and drama.
I have read texts from each
of these genres.
2. Define the characteristics
of each genre.
I can define the
characteristics of each genre.
3. Compare and contrast the
genres being studied, looking
at the types of plots,
characters, conflicts, settings,
and themes.
I used specific
examples and details
while comparing and
contrasting the
genres.
4. Read a novel in the genre
of his/her choice.
5. Make a variety of
connections (text-to-text, textto-self, text-to-world) while
reading the novel.
I compared and contrasted
the story elements in each
of the genres that we
studied.
I have read a novel in a
specific genre that I chose.
My connections
show deep
engagement with the
text and higher level
thinking.
I have made text-to-text,
text-to-self, and text-toworld connections while
reading my novel
6. Discuss the typical themes
addressed in the genre of
choice.
I can discuss the types of
themes used in the genre I
chose.
7. Discuss the characteristics
of characters found in the
genre of choice.
I can talk about the kind of
characters found in my
chosen genre.
8. Produce a response to the
novel read demonstrating
active use of the reading
strategies, citing specific text
examples/support.
My response
explains how using
the strategies helped
me gain a better,
deeper
understanding of the
story and its parts. I
go beyond the text in
my response.
My literature response shows
how I used the reading
strategies I have learned. I
used specific
examples/support from my
novel.
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QSI LITERACY-9 S03
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‘P’-Notes
LITERACY-9 Writing: Writing Genres Rubric (S03)
Student Name:
Date: ____________________________________
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level
mastery on all remaining TSW’s.
TSW
‘A’ Level
‘B’ Level
1. brainstorm a list of
possible genres.
I have a list of possible
genres.
2. choose a specific
genre and write an
outline for it.
I chose a genre and wrote
an outline for it.
3. develop characters
that are specific to that
genre.
I have created a
genre “warp” and
used characteristics
from several genres
clearly and
effectively to
develop my
characters.
The characters I used
have characteristics that
are specific to my genre.
4. develop a setting
and plot that are
specific to that genre.
I have created a
genre “warp” and
used characteristics
from several genres
clearly and
effectively to
develop my setting
and plot.
The setting and plot I
used are specific to my
genre.
5. publish a story in
the genre of his/her
choice using the
writing process.
My story shows a
I used a theme from my
strong grasp of the
favorite genre to write a
necessary
short story.
characteristics of this
genre.
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‘P’-Notes