Grade: 3 Subject: Language Arts
Unit: Communities
Lesson Focus: Personal Narrative Writing – A Special Place
Timeframe: 45 Minutes
“I can” statements
I can generate ideas about a personal experience which took place at a place which is special to me
I can write a detailed story about a small moment
I can write a story which is organized in a sequential order (the that the event happened)
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
· understand and apply readers’/listeners’ comments to clarify meaning
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write a variety of poetry, fiction and non-fiction texts
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· Prewriting: talk about the ideas they plan to write about, draw pictures to develop ideas for writing, choose, use, and create simple graphic organizers
· Drafting: Writing is connected to pre-writing, Write on a single topic re-read their writing to monitor meaning and message and include information that is relevant and purposeful for an intended audience
· Revision: make changes to writing to clarify meaning through strategies such as, crossing out words, inserting words using a caret, adding details, replacing overused words
· Editing: use the word wall and personal spelling references to check high frequency words, use self-editing checklists to edit for grade level conventions
· Publishing/information sharing: publish student-selected final pieces of writing that demonstrate grade level traits and conventions
Connection: The story “Up Home” by Shauntay Grant was read in the previous lesson Making Connections with Up Home by Shauntay Grant
Resources:
“Up Home” by Shauntay Grant
Writing Station: Personal Narrative – A Special Place (at Writing Station)
The Writing Process chart (displayed in classroom)
Qualities of a Good Personal Narrative chart (displayed in classroom)
How to revise & edit chart (displayed in classroom)
Personal Narrative Writing Rubric
Extra Resource: TED TALK: Three anti-social skills to improve your writing - Nadia Kalman
21st Century Skills
· Communicate and Collaborate ·Create&Publish
· Citizenship · Evaluate & Leverage
·Apply and Interconnect
Mini-lesson:
Explicit Teaching (I do)
Remind students that in Writer’s Workshop we have been writing stories about a personal experience. We are focusing on a small moment and writing a detailed story about that experience. At the Writing Station this week you will be reading the book Up Home by Shauntay Grant. You can buddy read if you like. (We have already read this book in class as a mentor text.) The author describes a special place in her childhood. You will be using the list of your special places that we created in Writers Workshop. You will choose a place and think about something that happened there. Remember to use the Writing Charts in the classroom (point to “The Writing Process”, “Qualities of a Good Personal Narrative”, “Revise” and “Edit” charts.) Remember to read and follow the Writing Station Assignment when you do this station.
Independent (I do)
1. Students read the Writing Station Assignment.
2. Students follow the steps outlined in this assignment.
*Teacher conferences with students
Time to Share (We share)
At the end of each day, during circle time students have an opportunity to share something they have learned or done that day.
At the end of the week students who want to share their story will have an opportunity to do so.
At a later time students will choose 2 stories that they have completed during first term. They will use what they have learned to make more revisions and they will then publish these stories. They have the option to use a computer/or net book and to illustrate their story.
Students will also have an opportunity to share their published stories.
Differentiation
Students on an adaptation for writing are able to you an Assistive Tech writing program, such as Kurzweill.
Teacher will conference with these students more frequently.
Enrichment
Conference to encourage these students to make more revisions. Include more dialogue and descriptive details.
Assessment
Writing piece
Notes taken during conferences
Rubric
Unit: Communities
Lesson Focus: Personal Narrative Writing – A Special Place
Timeframe: 45 Minutes
“I can” statements
I can generate ideas about a personal experience which took place at a place which is special to me
I can write a detailed story about a small moment
I can write a story which is organized in a sequential order (the that the event happened)
Outcomes
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others’ ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· express and explain opinions, and respond to questions and reactions of others
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
· understand and apply readers’/listeners’ comments to clarify meaning
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write a variety of poetry, fiction and non-fiction texts
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· Prewriting: talk about the ideas they plan to write about, draw pictures to develop ideas for writing, choose, use, and create simple graphic organizers
· Drafting: Writing is connected to pre-writing, Write on a single topic re-read their writing to monitor meaning and message and include information that is relevant and purposeful for an intended audience
· Revision: make changes to writing to clarify meaning through strategies such as, crossing out words, inserting words using a caret, adding details, replacing overused words
· Editing: use the word wall and personal spelling references to check high frequency words, use self-editing checklists to edit for grade level conventions
· Publishing/information sharing: publish student-selected final pieces of writing that demonstrate grade level traits and conventions
Connection: The story “Up Home” by Shauntay Grant was read in the previous lesson Making Connections with Up Home by Shauntay Grant
Resources:
“Up Home” by Shauntay Grant
Writing Station: Personal Narrative – A Special Place (at Writing Station)
The Writing Process chart (displayed in classroom)
Qualities of a Good Personal Narrative chart (displayed in classroom)
How to revise & edit chart (displayed in classroom)
Personal Narrative Writing Rubric
Extra Resource: TED TALK: Three anti-social skills to improve your writing - Nadia Kalman
21st Century Skills
· Communicate and Collaborate ·Create&Publish
· Citizenship · Evaluate & Leverage
·Apply and Interconnect
Mini-lesson:
Explicit Teaching (I do)
Remind students that in Writer’s Workshop we have been writing stories about a personal experience. We are focusing on a small moment and writing a detailed story about that experience. At the Writing Station this week you will be reading the book Up Home by Shauntay Grant. You can buddy read if you like. (We have already read this book in class as a mentor text.) The author describes a special place in her childhood. You will be using the list of your special places that we created in Writers Workshop. You will choose a place and think about something that happened there. Remember to use the Writing Charts in the classroom (point to “The Writing Process”, “Qualities of a Good Personal Narrative”, “Revise” and “Edit” charts.) Remember to read and follow the Writing Station Assignment when you do this station.
Independent (I do)
1. Students read the Writing Station Assignment.
2. Students follow the steps outlined in this assignment.
*Teacher conferences with students
Time to Share (We share)
At the end of each day, during circle time students have an opportunity to share something they have learned or done that day.
At the end of the week students who want to share their story will have an opportunity to do so.
At a later time students will choose 2 stories that they have completed during first term. They will use what they have learned to make more revisions and they will then publish these stories. They have the option to use a computer/or net book and to illustrate their story.
Students will also have an opportunity to share their published stories.
Differentiation
Students on an adaptation for writing are able to you an Assistive Tech writing program, such as Kurzweill.
Teacher will conference with these students more frequently.
Enrichment
Conference to encourage these students to make more revisions. Include more dialogue and descriptive details.
Assessment
Writing piece
Notes taken during conferences
Rubric