G3+Writing+Unit+4

**Grade 3 Writing Unit Begins Jan 3nd - Feb 15th, 2013 **
 * P.S. 208 The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * Unit 4: Response to Literature: Investigating Themes and Characters (Fiction, Non-Fiction, Biographies) **


 * Essential Question: **How do effective readers investigate themes and characters in fiction and non-fiction texts?
 * Enduring Understanding: **Good readers investigate and analyze themes and characters in text for deeper understanding.

3.W.1 – Write opinion pieces of topics or texts, supporting a point of view with reasons. 3.W.8 – Recall information from experiences or gather information from print or digital sources; take brief notes on sources and sort evidence into provided categories. EfS Standards: A. Cultural Preservation and Transformation I. Sense of Place   Date  ||  Objective/KBAD   ||  Activity   || Environmental Tie-In ||  <span style="font-family: 'Times New Roman Bold','serif';">Resources   || Jan. 2 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers need to understand they are part of a community of <span style="font-family: 'Times New Roman Italic','serif';">readers and talk about books. || -Teacher connects to what they are doing in the Reader’s Workshop, reading and responding to literature and explains that our response to literature study is going to bridge the work in reading and writing -Teachers reflects on her own reading behaviors -Have a reading survey with questions you may want your students to reflect upon -Model how to think and answer those questions -Students complete reading survey and share it with a partner or in small group -Have some students share with the class ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts:
 * <span style="font-family: 'Lucida Grande','serif';">Common Core Learning Standards: **
 * <span style="font-family: 'Times New Roman Bold','serif';">Lesson/
 * Lesson 1

<span style="font-family: 'Times New Roman Bold','serif';">Books:

Response to Literature Unit (p.6, 20-21) || Jan. 3 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers respond to books by retelling what happened in the beginning, middle, and end How characters change from BME || -Teacher builds an understanding of the different types of responses -Using a short story you have read, model how to use post its to mark the B, M, E -Teacher retells aloud what happened in each part of the story and then writes it in her graphic organizer - Students use a book they have finished reading, mark the BME with post its and retell each part to a partner -Students retell the beginning, middle and end in graphic organizer attached to their Reading Notebook -Students share with the class ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts:
 * Lesson 2

<span style="font-family: 'Times New Roman Bold','serif';">Books:

Response to Literature Unit (p.9-10) || Jan. 4 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers notice special features of a zooming in to notice significance || -Teacher explains that another way to retell a story is by zooming in and elaborating on the most important part of the story -Teacher can use the same book from previous day or a different text already read to the class -Teacher and students use the graphic organizer from lesson 3 -Model how readers zoom in the most significant/important part of the book, and add more details about that portion -Students take a look at their graphic organizer and identify the most important part of their book, allow some students to share their thinking before they write it -Then students write a retelling by focusing in on the most important part of their story -Some students share with the class ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts:
 * Lesson 3

<span style="font-family: 'Times New Roman Bold','serif';">Books:

Response to Literature Unit (p.10) || Jan. 7 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers respond to books by retelling and then trying to summarize || -Teacher models how to summarize text by focusing on the main idea and most important details. You could use your own summary or amazon.com has samples -Students practice summarizing verbally with a partner -Students practice summarizing a text they have already read -Some students share with the class ||  || []
 * Lesson 4

Response to Literature Unit (p.10) || Jan. 8 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers respond to books by making personal connections. || -Explain that readers create meaning by making personal connections to the books we read. -Teachers uses a familiar text to identify and mark places where she makes personal connections to specific events, and or characters -Teacher can use graphic organizer to model the different components of personal connection ex. retelling event or describing a character and then making personal connections -Students use post its to mark events/characters they can use to make personal connections -Students share with a partner their personal connections -Students write their connections in graphic organizer -Some students share with the class ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts:
 * Lesson 5

<span style="font-family: 'Times New Roman Bold','serif';">Books:

Response to Literature Unit (p.6-7) || Jan. 9 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers respond to books by making text-to-text connections || -Explain that readers create meaning by making text to text connections. -Teacher uses two familiar texts and thinks aloud how the two texts are similar and how they are different (<span style="font-family: 'Times New Roman Bold','serif';">suggestions: use texts with similar themes, similar problems, characters with similar traits, similar text structures etc.) -Teacher uses a Venn Diagram on chart paper to compare and contrast the two texts. -Students use two texts and use Venn Diagram to compare their two texts -Students share with a partner or small group -Some students share with the class <span style="font-family: 'Times New Roman Bold','serif';">Note: Have copies of short stories that can be compared and contrasted for students who will have difficulty comparing texts ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts:
 * Lesson 6

<span style="font-family: 'Times New Roman Bold','serif';">Books:

Response to Literature Unit (p.8) || Jan. 10 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers respond to books by making text to text or text connections. || -Teacher uses two familiar texts and thinks aloud how the two texts are similar and how they are different (<span style="font-family: 'Times New Roman Bold','serif';">suggestions: use texts with similar themes, similar problems, characters with similar traits, similar text structures etc.) -Teacher uses a different graphic organizer such as a T-chart similar/different on chart paper to compare and contrast the two texts. -Students use two texts and graphic organizer to compare their two texts -Students share with a partner or small group -Some students share with the class <span style="font-family: 'Times New Roman Bold','serif';">Note: Have copies of short stories that can be compared and contrasted for students who will have difficulty comparing texts ||  || Response to Literature Unit (p.8) || Jan. 11 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers respond to books including evaluative statements about characters || -Explain that today we will be responding to texts by having opinions about characters and providing evidence to support our opinions -Teacher has copies of a story (ex. Peter’s Chair) and a T-chart with opinion on one side and evidence/pg. # on next column -Teacher reads story and models how to make opinions about characters using character traits (you could use Peter’s mom) and use post its to mark the evidence, then fill out T-chart -Students work with a partner and use same story to come up with an opinion about Peter and evidence to support their opinion and fill out T-Chart, some students share -Provide a list of common character traits third graders use when describing characters and attach it to their Reading Notebook to be used as reference -Students use texts they read during Reading Workshop and fill in Opinion/Evidence T-chart, encourage them to use the list of traits -Some students share ||  || <span style="font-family: 'Times New Roman Bold','serif';">Books: “Peter’s Chair” “Fly Away Home” “Winn Dixie” “Matilda”
 * Lesson 7
 * Lesson 8

Response to Literature Unit (p.11-12) || Jan. 14 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers respond to books including evaluative statements about the themes in the books we read. || -Explain that today we will be responding to texts by having opinions about the themes in the books that we read and providing evidence to support our opinions -Explain definition of theme and have a chart with the different themes we encounter in the books we read -Teacher can use environmental text to model, and a T-chart with opinion/theme on one side and evidence/pg. # on next column -Teacher summarizes (reviews) story aloud and models how to identify the theme and find evidence to support the theme. -Students work with a partner and use Peter’s Chair and decide on one of the themes and come up with evidence from the text to support their opinion -Provide a list of common themes to be used as reference and paste in Reading Notebook -Students use texts they read during Reading Workshop and fill in Opinion/theme/Evidence T-chart, encourage them to use the list of themes as reference -Some students share ||  || <span style="font-family: 'Times New Roman Bold','serif';">Books: The Lorax
 * Lesson 9

Charts: Themes in Books Response to Literature Unit (p.11-12)

Peter’s Chair || Jan. 15 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers respond to books including evaluative statements Theme || -Teacher refers to chart Themes in Books before starting lesson -Choose another book such as Fly Away Home and use T-chart to identify one of the themes such as homelessness and model how to find evidence in the text to support your opinion -Students work in partners and come up with another theme in Fly Away Home and find evidence to support their opinions -Students use texts they read during Reading Workshop and fill in Opinion/theme/Evidence T-chart, encourage them to use the list of themes as reference -Some students share ||  || <span style="font-family: 'Times New Roman Bold','serif';">Books: Environment themes “Just a Dream” by [|Chris Van Allsburg] Environment themes “The Great Kapok Tree: A Tale of the Amazon Rain Forest by [|Lynne Cherry]
 * Lesson 10

Response to Literature Unit (p.11-12) || Jan. 16 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers analyze an exemplar piece and write their noticings.
 * Lesson 11

<span style="font-family: 'Times New Roman Bold','serif';">(Optional) KBAD Writers examine teacher modeled writing of a response to literature against a checklist || -Have copies of exemplar piece for each students and an enlarged one to display in classroom -Teacher reads exemplar piece while students make noticings -Students share noticings with the class -Review parts or components they will be responsible for and build a definition of what a good response to literature is. ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts:

<span style="font-family: 'Times New Roman Bold','serif';">Books: || Jan. 17 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers examine the Response to Literature checklist with a partner to see all the elements of a response to literature and the rubric that will be used to assess their final piece. || -Teacher distributes copies of checklist and allow students time to read it and share their noticings with a partner -Students share their observations, comments, noticings and write them on chart paper for future reference -Provide copies of the rubric to be used and review the categories and levels, and talk about the expectations for final piece -Teacher could have copies of levels 2 and 1 reading responses so students can see the differences <span style="font-family: 'Times New Roman Bold','serif';">Noticings/Elements
 * Lesson 12
 * Note:** Make sure students have had an opportunity to select a book for their Response to Literature ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts:

<span style="font-family: 'Times New Roman Bold','serif';">Books: || Jan. 18 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers plan and draft their chosen response to literature by using a graphic organizer/ planning page (Para. 1 – summary) || -Teacher explains that students will be selecting a book they would like to use for their response to literature -Teacher models how to reread her notebook looking at all the entries while responding to a variety of books, a book with a strong message, a book she connected to etc. -Teacher refers to books students are familiar with that could be used for the teacher’s response to literature using all components in checklist (could be environment theme book) -Teacher models how to write a summary including title and author, main idea, beginning, middle and end, and shares with the class -Remind students that they should choose a book that they can respond by using all the components listed in the checklist -Students take a few minutes to look through their entries in their Writer’s Notebook, and place a post it to mark the page where they find a significant book they will use -Students share with a partner the book title and the reason for selecting the book -After students have selected their book, they begin drafting by summarizing on loose-leaf paper ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts: -Revision Checklist -Teacher modeled summary
 * Lesson 13

<span style="font-family: 'Times New Roman Bold','serif';">Books: Suggestions <span style="font-family: 'Times New Roman Bold','serif';">“ [|Alejandro's Gift] ” by Richard E. Albert “ [|Just a Dream] ” by Chris Allsburg || Jan. 22 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers plan and draft their chosen response to literature by using a graphic organizer/ planning page (Para 1 – summary) || Continue drafting summary -Teacher could use graphic organizer for students who might have difficulty organizing information -Students should have checklist out and should refer to teacher summary on chart paper ||  ||   || Jan. 23 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers plan and draft their chosen response to literature by using a graphic organizer/ planning page (Para 2 – opinion evidence) || -Teacher refers to checklist and models how to write second paragraph opinion/evidence -Teacher makes an opinion based on a character, theme, etc. and models how to go back to the text to find specific evidence and uses post-its to mark those places -After, teacher models how to write second paragraph including the opinion and at least three or two evidence depending on student’s ability and book substance -Students write an opinion about a character, theme etc. and search for evidence in their book, then use post-its to mark the evidence (maybe it’s a good idea to use a graphic organizer for this activity) students usually have difficulty finding different evidence, this activity might take them the rest of the period ||  ||   || Jan. 24 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers plan and draft their chosen response to literature by using a graphic organizer/ planning page (Para 2 – opinion evidence) || -Teacher rereads paragraph two and reminds students to refer to her chart and the checklist -Students go back to their graphic organizer they started the day before and plug in the evidence they found in their texts -Students reread their graphic organizer and make sure the evidence supports their opinion, you could have students share with a partner their opinion/evidence before they draft it ||  ||   || Jan. 25 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers plan and draft their chosen response to literature by using a graphic organizer/ planning page (Para 3 – text-to-self) || -Teacher refers to checklist and models how to write a text to self connection. Teacher rereads sections of the book she is using as mentor text and models how to write a text to self connection while she/he reads. Teacher can use post its and a graphic organizer to chart in her ideas, you can use a T-chart. -Teacher models how to write a paragraph using the information using the graphic organizer. -Independent Work-Students use post its to mark places in their books that they can make personal connections, then use a graphic organizer to plan their ideas. Finally, they’ll use the information from the graphic organizer to write a paragraph. ||  || <span style="font-family: 'Times New Roman Bold','serif';">Charts: -Revision Checklist -Teacher modeled connections
 * Lesson 14
 * Lesson 15
 * Lesson 16
 * Lesson 17

<span style="font-family: 'Times New Roman Bold','serif';">Book Suggestions: Jan. 28 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers plan and draft their chosen response to literature by using a graphic organizer/ planning page (Para 3 – text-to-text connection) || -Teacher refers to checklist and models how to write a text to text connection. Teacher uses two texts that she has read aloud and uses a graphic organizer (T-chart) to compare characters, themes, settings, etc. ||  || **Book Suggestions:** illiteracy / learning to read Jan. 29 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers plan and draft their chosen response to literature by using a graphic organizer/ planning page (Para 3 – text-to-world connection) || -Teacher refers to checklist and models how to write a text to world connection. Teacher rereads sections of a book she has used as a read aloud and models how to write a text to world connection. You can use a T-chart. -Teacher models how to write a paragraph using the information from T-chart -Independent Work-Students use post its to mark places in their books that they can make text-to-world connections, then use a graphic organizer to plan their ideas. Finally, they’ll use the information from the graphic organizer to write a paragraph. ||  || ** Book Suggestions: ** Jan. 30 || **KBAD** Students choose type of connection that will be included in their Response to Literature || -Teacher explains to the students that today will be selecting the type of connection they will include in their Response to Literature. -Teacher models how to reread the three types of connections and chooses the one that will be used. Then teacher models how to revise her connection by finding places in the writing that needs additional information -Then teacher allows students time to reread the types of connections they have worked on and allow them to choose the connection they feel strong about. Then locate places in their writing that needs elaboration. ||  ||   || Jan. 31 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers plan and draft their chosen response to literature by using a graphic organizer/ planning page (Para 4 – book recommendation) || -Teacher refers to checklist and models how to write a book recommendation. Teacher can refer back to lessons taught earlier on how to write a book recommendation. Teacher uses the mentor text and models how to write a book recommendation, including title, author, opinion and evidence to support their opinion on why readers should read the book. ||  ||   || Feb. 1 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers continue to revise based on checklist || -Use this day to allow students to work on any part of their writing that needs elaboration. You may have students pair up to work on a specific aspect of the writing such as two students helping each other on writing a **book review**, **opinion/evidence** etc. ||  ||   || Feb. 4 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers use an editing checklist to help edit their writing with their partner. || -Teacher models how to edit with editing checklist – model how to work with a partner and edit together -Students take turns each other’s pieces together and take turns helping each other edit || Sustainable writing practices || Response to Literature Unit (p. 15) Editing checklist || Feb. 5 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers use an editing checklist to help edit their writing with their partner. || -Teacher models how to edit with editing checklist – model how to work with a partner and edit together -Students take turns each other’s pieces together and take turns helping each other edit ||  || Response to Literature Unit (p.15) || Feb. 6 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers use an editing checklist to help edit their writing with their partner. || -See above ||  || Response to Literature Unit (p.15) || Feb. 7 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers write or type their final draft || -Teacher models how to recopy from an edited piece to a good draft paper ||  || Book computer lab if typing || Feb. 8 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers write a reflection on this unit of study and their piece || -Teacher models how to write a reflection on their response to literature -Students write their own reflections ||  || Reflection sheets || Feb. 11 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers practice reading aloud their finished pieces piece to their partners. || -Teacher models how to share stories between partners -Pairs rotate, reading stories to each other ||  ||   || Feb. 12 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD Writers celebrate and publish their pieces || -Publishing party ||  ||   || Feb. 13 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD On demand || -Provide students with a selection of short texts and a checklist -Students read the short text and complete an on-demand response to literature draft ||  || Checklist Short texts || Feb. 14 || <span style="font-family: 'Times New Roman Bold','serif';">KBAD On demand || -Writers finish their response to literature on-demand piece ||  ||   || Feb. 15 || End of unit ||  ||   ||   || <span style="font-family: 'Times New Roman Bold','serif';">Children's Literature with Environmental Themes <span style="color: black; font-family: 'Times New Roman Bold','serif'; text-decoration: none;">[|Alejandro's Gift] by Richard E Albert <span style="color: black; font-family: 'Times New Roman Bold','serif'; text-decoration: none;">[|Just a Dream] by Chris Allsburg Baker, Jeannie. [|Where the Forest Meets the Sea]. Bunting, Eve. [|Secret Place] Burningham, John. [|Hey! Get Off Our Train]. Cherry, Lynn. [|The Great Kapok Tree] Cowcher, Helen. [|Jaguar]. Fife, Dale H. [|The Empty Lot]. George, Jean Craighead. [|The Firebug Connection. An Ecological Mystery]. George, Lindsey Barrett. [|In the snow: Who's been here?] contribute to its continuous health.
 * The Relatives Came** by Cynthia Rylant (Children can connect to visiting relatives, or having relatives visit their home)
 * Alexander and the Terrible, Horrible, No Good, Very Bad Day** by Judith Viorst (having a bad day)
 * Super-Completely and Totally the Messiest** by Judith Viorst (Children can connect with the character's feelings about siblings, as well as their own experiences with being super clean or totally messy) ||
 * Lesson 18
 * The Surprise Wednesday ** by Eve Bunting
 * Jeremiah Learns to Read ** by Bogart
 * Thank You, Mr. Falker ** by Patricia Polacco ||
 * Lesson 19
 * Text-to-World Connections **
 * Fly Away Home ** by Eve Bunting (homelessness)
 * A Picnic in October ** by Eve Bunting (immigration)
 * Smoky Night ** by Eve Bunting
 * A Day’s Work ** by Eve Bunting (immigration)
 * Smoky Night ** by Eve Bunting
 * The Great Kapok Tree ** by Lynne Cherry (deforestation)
 * Night in the Country ** by Cynthia Rylant
 * Lorax ** by Dr. Seuss (deforestation)
 * The Other Side ** by Jacqueline Woodson (segregation, inequality) ||
 * Lesson 18
 * Lesson 19
 * Lesson 20
 * Lesson 21
 * Lesson 22
 * Lesson 23
 * Lesson 24
 * Lesson 25
 * Lesson 26
 * Lesson 27
 * Lesson 28
 * Lesson 29
 * Lesson 30