G3+Writing+Unit+2


 * P.S. 208 The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013**
 * Grade 3 Writing Unit Begins Oct 1st - Nov 21st, 2012**
 * Unit 2: Non-Fiction Research on Endangered Animals**

**Essential Question: **
 * Enduring Understanding:** Students understand that Nonfiction writing is made up of components, or parts, that are quite different from those that make up fiction. When we are familiar with the components of nonfiction, we can better understand what we are reading, and help us organize our own writing when we compose factual pieces.

**Performance Task: **Bundled Task 1 - Animals in Puerto Rico, Endangered Animals and Preservation **Common Core Learning Standards: ** 3.W 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3.W. 6 - With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3.W.7 - Conduct short research projects that build knowledge about a topic. 3.RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RI.1. - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.RL.4 - Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a //grade 3 topic or subject area//. 3.RI.7 - Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.SL.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics and texts//, building on others’ ideas and expressing their own clearly. 3.SL.2 - Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3.SL.3 - Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.SL.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
 * Performance Task:** As a result of a non-fiction unit of study, created non-fiction books. Students began exploring topics on endangered animals in Puerto Rico and used their prior knowledge to begin collecting information. Then, they conducted research to gather information from videos and books. After, students chose a mentor text and used it to help them create their own non-fiction books. These pieces show not only student expertise on a specific topic, but their ability to write quality books following the style of a mentor text.


 * EfS Standards:**


 * A. Cultural Preservation and Transformation:** The preservation of cultural histories and heritages, and the transformation of cultural identities and practices that contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive**.**
 * E. Healthy Commons:** Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities, and actions to care for the Commons.

Date || Objective/KBAD || Activity || Environmental Tie-In || Resources || Oct 1 || **KBAD ** Writers use prior knowledge to collect facts about endangered animals. || -Review word **Endangered** -Have students work in partnership and talk about their knowledge about endangered animals in general -Have students share with the rest of the class -Bring in information about endangered animals (books, magazines, pictures etc). Students read information. <span style="font-family: 'Times New Roman','serif';">-Then create a Did you know? board where the teacher and students use index cards to post amazing or interesting facts about endangered animals during workshop time, content area time, independent reading, and for homework. || || **<span style="font-family: 'Times New Roman','serif';">Books: ** =<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 16px;">-Endangered Animals (True Books: Environment) by = <span style="color: windowtext; font-family: 'times new roman','serif';"> [|Rhonda Lucas Donald] **<span style="color: windowtext; font-family: 'Times New Roman','serif';">Charts: ** <span style="color: windowtext; font-family: 'times new roman','serif';">Did you know? board <span style="color: windowtext; font-family: 'times new roman','serif';">http://kids.nationalgeographic.com/kids/stories/animalsnature/ || <span style="font-family: 'Times New Roman','serif';">Oct 2 || **<span style="font-family: 'Times New Roman','serif';">KBAD **<span style="font-family: 'Times New Roman','serif';"> Writers write questions and wonderings about endangered animals. || <span style="font-family: 'Times New Roman','serif';">-Teacher chooses an endangered animal and models asking questions and wonderings and writes them on chart paper <span style="font-family: 'Times New Roman','serif';">-Students choose an endangered animal and work in partnership and share their questions and wonderings <span style="font-family: 'Times New Roman','serif';">-Begin a wondering chart on which students write some big questions they wonder about endangered animals. They can read each other’s questions, which may spark some new ones. ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-Wondering/Questions <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (fact dropping (p.17-18) || <span style="font-family: 'Times New Roman','serif';">Oct 3 || **<span style="font-family: 'Times New Roman','serif';">KBAD **<span style="font-family: 'Times New Roman','serif';"> Writers collect facts, illustrate and label objects related to endangered animals. || <span style="font-family: 'Times New Roman','serif';">-Teacher uses text to model how to collect facts about a specific animal using your own words, how to illustrate and label objects, animals, habitats etc. <span style="font-family: 'Times New Roman','serif';">-Students use texts brought to class to continue collecting facts, illustrate and label objects <span style="font-family: 'Times New Roman','serif';">-Students share with class ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">Facts About….. (whatever animal you chose), include illustrations, labels, captions =<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 16px;">-Endangered Animals (True Books: Environment) by = <span style="color: windowtext; font-family: 'times new roman','serif';"> [|Rhonda Lucas Donald] || <span style="font-family: 'Times New Roman','serif';">Oct 4 || **<span style="font-family: 'Times New Roman','serif';">KBAD **<span style="font-family: 'Times New Roman','serif';">Writers notice special features of nonfiction. || <span style="font-family: 'Times New Roman','serif';">-Teacher uses nonfiction text(s) and models noticing text features of nonfiction, use a T-Chart-one side text feature, the other side purpose of features <span style="font-family: 'Times New Roman','serif';">-Have baskets set up with nonfictions texts <span style="font-family: 'Times New Roman','serif';">-Each group gets a basket and sift and sort through the books and other reading materials, and use T-Chart to add other features they notice <span style="font-family: 'Times New Roman','serif';">-Gather class by rug and begin chart “Features of Nonfiction Books” ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">“Features of Nonfiction Books” <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.20-21) <span style="font-family: 'Times New Roman','serif';">[] || <span style="font-family: 'Times New Roman','serif';">Oct 5 || **KBAD** Writers notice special features of nonfiction. || <span style="font-family: 'Times New Roman','serif';">-Teacher uses **different** nonfiction text(s) ex. (question/answer, and or focus on introduction) and models noticing text features of nonfiction, use a T-Chart-one side text feature, the other side purpose of feature <span style="font-family: 'Times New Roman','serif';">-Have baskets set up with nonfictions texts <span style="font-family: 'Times New Roman','serif';">-Each group gets a basket (rotate baskets) and sift and sort through the books and other reading materials, and use T-Chart to add other features they notice <span style="font-family: 'Times New Roman','serif';">-Gather class by rug and continue adding to “Features of Nonfiction Books” chart ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">“Features of Nonfiction Books” <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.20-21) <span style="font-family: 'Times New Roman','serif';">[] || <span style="font-family: 'Times New Roman','serif';">Oct 9 || **KBAD** Students will gain an awareness and general understanding what text structures are and learn what clues they can use to identify the text structure of a piece of writing. || -Explain that Text features determine how nonfiction texts look but **Text structure** of nonfiction determines how ideas are organized. Writers use text cues or signal words to help us figure out those organizational patterns. -Provide students with a copy of website #2 and review different text structures and signal words -Use nonfiction article website #3 and model to students (problem/solution structure) -Have baskets with nonfiction books, articles etc. and allow students to choose a text and analyze and determine the structure of the text and signal words/clues ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-Text Structures of Nonfiction Books/Signal Words” <span style="font-family: 'Times New Roman','serif';">1.[] <span style="font-family: 'Times New Roman','serif';">2.[] <span style="font-family: 'Times New Roman','serif';">3.[] || <span style="font-family: 'Times New Roman','serif';">Oct 10 || **<span style="font-family: 'Times New Roman','serif';">KBAD **<span style="font-family: 'Times New Roman','serif';">Writers notice text structures of nonfiction || -Review Lesson 6 Refer to chart and article -Have baskets with nonfiction books, articles etc. and allow students to choose texts, analyze and determine the structure of the texts and signal words/clues -Students use chart and fill in: Text, Text Structure, Signal Words ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-Text Structures of Nonfiction Books/Signal Words” || <span style="font-family: 'Times New Roman','serif';">Oct 11 || **KBAD** Students come up with a definition of Nonfiction and understand how an author becomes an expert on something. || <span style="font-family: 'Times New Roman','serif';">-Ask students what they already know about life (animals, habitats etc) and how they know that <span style="font-family: 'Times New Roman','serif';">-Explain that the author of a nonfiction piece is an expert on the topic <span style="font-family: 'Times New Roman','serif';">-Brainstorm sources we use to learn about things and begin chart ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-Definition of Nonfiction <span style="font-family: 'Times New Roman','serif';">-How Do Authors Become an Expert on Something? <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (pg.18-19, 20) || <span style="font-family: 'Times New Roman','serif';">Oct 12 || **KBAD** Writers choose an endangered animal in PR and use prior knowledge to begin collecting facts and asking questions they might want to research. || <span style="font-family: 'Times New Roman','serif';">-Provide a list of endangered animals in Puerto Rico and students choose one <span style="font-family: 'Times New Roman','serif';">-Teacher chooses an animal and writes everything she knows, questions and wonderings on chart paper <span style="font-family: 'Times New Roman','serif';">-Students write everything they know about that animal and questions and or wonderings <span style="font-family: 'Times New Roman','serif';">-Students share notes, questions, wonderings ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-Teacher notes on an endangered animal
 * <span style="font-family: 'Times New Roman','serif';">F. Natural Laws and Ecological Principles: **<span style="font-family: 'Times New Roman','serif';">The laws of nature and science principles of sustainability. Students will see themselves as interdependent with each other, all living things, and natural systems. They will be able to put their knowledge and understanding to use in the service of their lives, their communities, and the places in which they live.
 * <span style="font-family: 'Times New Roman','serif';">I. Sense of Place: **<span style="font-family: 'Times New Roman','serif';">The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological, and architectural history of that place and contribute to its continuous health.
 * <span style="font-family: 'Times New Roman','serif';">Lesson/
 * <span style="font-family: 'Times New Roman','serif';">Lesson 1
 * <span style="font-family: 'Times New Roman','serif';">Lesson 2
 * <span style="font-family: 'Times New Roman','serif';">Lesson 3
 * <span style="font-family: 'Times New Roman','serif';">Books: **
 * <span style="font-family: 'Times New Roman','serif';">Lesson 4
 * <span style="font-family: 'Times New Roman','serif';">Lesson 5
 * <span style="font-family: 'Times New Roman','serif';">Lesson 6
 * <span style="font-family: 'Times New Roman','serif';">Lesson 7
 * <span style="font-family: 'Times New Roman','serif';">Lesson 8
 * <span style="font-family: 'Times New Roman','serif';">Lesson 9

<span style="font-family: 'Times New Roman','serif';">[] <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.23) || <span style="font-family: 'Times New Roman','serif';">Oct 15 || **KBAD** Writers students continue gathering around the topic in the form of research by developing good interview questions. || -Teacher reviews the six question words – who, what, where, when why, and how – with the class using a visual aid and talks about how they are used to start questions. -Teacher uses a think aloud to model how to develop questions to get information needed for her endangered animal <span style="font-family: 'Times New Roman','serif';">-Students practice generating questions with a partner <span style="font-family: 'Times New Roman','serif';">-Students share questions with the class, provide feedback on quality of questions <span style="font-family: 'Times New Roman','serif';">-Students generate five or six questions about their endangered animal ||  || **<span style="font-family: 'Times New Roman','serif';">Chart: ** <span style="font-family: 'Times New Roman','serif';">Teachers Interview Questions for her endangered animal <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.26) || <span style="font-family: 'Times New Roman','serif';">Oct 16 || **KBAD** Writers use various resources to research their topic and decide what information they should include in their notes. || <span style="font-family: 'Times New Roman','serif';">-Refer to chart lesson 8, How Do Authors Become Experts on Something? <span style="font-family: 'Times New Roman','serif';">-Students make a list of resources they will use for their research <span style="font-family: 'Times New Roman','serif';">-Brainstorm what kind of information we are including in our final piece ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-How Do Authors Become Experts on Something? <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.24-25) || <span style="font-family: 'Times New Roman','serif';">Oct 17 || **KBAD** Writers understand the expectation for their nonfiction piece. || <span style="font-family: 'Times New Roman','serif';">-Provide Rubric and review expectations <span style="font-family: 'Times New Roman','serif';">-Provide checklist and explain its purpose <span style="font-family: 'Times New Roman','serif';">-You may want to expose students to CCLS ||  || **<span style="font-family: 'Times New Roman','serif';">- **<span style="font-family: 'Times New Roman','serif';">Introduce writing folders <span style="font-family: 'Times New Roman','serif';">-Rubric <span style="font-family: 'Times New Roman','serif';">- Common Core Learning Standards for Unit || <span style="font-family: 'Times New Roman','serif';">Oct 18 || **KBAD** Writers practice using their own words when taking notes. || <span style="font-family: 'Times New Roman','serif';">-Discuss with the students the criteria for taking notes. <span style="font-family: 'Times New Roman','serif';">-Explain the difference between copying verbatim and putting what’s been read in one’s own words. <span style="font-family: 'Times New Roman','serif';">-Begin chart How to Take Notes (pg. 27) <span style="font-family: 'Times New Roman','serif';">-Read aloud a short nonfiction passage, have students read along from photocopies of the passage. Ask students to signal by raising their hands when they hear something “noteworthy”. Chart the notes generated by the whole class. <span style="font-family: 'Times New Roman','serif';">-Students go back to their desks, finish reading passage and continue practice taking notes <span style="font-family: 'Times New Roman','serif';">-Class share ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-How to Take Notes <span style="font-family: 'Times New Roman','serif';">-Notes generated by the class <span style="font-family: 'Times New Roman','serif';">-Copies of nonfiction reading passage for each student <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.27) || <span style="font-family: 'Times New Roman','serif';">Oct 19 || **KBAD** Writers take notes by using double sided entry/ what I think or wonder. || <span style="font-family: 'Times New Roman','serif';">-Model one method of note taking by writing a double-sided entry on chart paper (Big Ideas/What I Think or Wonder) <span style="font-family: 'Times New Roman','serif';">-Use videos or pictures to model how to take notes (videos and pictures forces students not to depend on print and use their own words) ||  || <span style="font-family: 'Times New Roman','serif';">-Use computer to search for images and videos of their chosen animal <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.28) || <span style="font-family: 'Times New Roman','serif';">Oct 22 || **KBAD** Writers take notes by using double sided entry/ what I think or wonder. || **<span style="font-family: 'Times New Roman','serif';">Follow Up from Lesson 14 ** <span style="font-family: 'Times New Roman','serif';">-Model one method of note taking by writing a double-sided entry on chart paper (Big Ideas/What I Think or Wonder) <span style="font-family: 'Times New Roman','serif';">-Use videos or pictures to model how to take notes (videos and pictures forces students not to depend on print and use their own words) ||  || <span style="font-family: 'Times New Roman','serif';">-Use computer to search for images and videos of their chosen animal || <span style="font-family: 'Times New Roman','serif';">Oct 23 || **KBAD** Writers continue taking notes using books and articles. || <span style="font-family: 'Times New Roman','serif';">-Model taking notes using books, articles etc. <span style="font-family: 'Times New Roman','serif';">-Allow students to read texts during independent reading so they are ready to take notes during the Writer’s Workshop ||  || <span style="font-family: 'Times New Roman','serif';">-Use computer to search for articles on chosen animal <span style="font-family: 'Times New Roman','serif';">-Use available books, magazines || <span style="font-family: 'Times New Roman','serif';">Oct 25 || **KBAD** Nonfiction writers spend time envisioning their material in different ways before drafting. || ** - ** Explain to students that nonfiction writers spend time envisioning their final piece in various ways (Suggestions for Types of Nonfiction end product: articles, brochures, essays, question/answer) -Have examples of the different types of nonfiction writing -Think aloud about the research and writing you have gathered and envision it using one type of nonfiction. Model your planning or choose a text that reflects that type of nonfiction and review components -Allow student to envision their writing using two types of nonfiction texts -Students share their visions ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-Copies of examples of the different types of nonfiction
 * <span style="font-family: 'Times New Roman','serif';">Lesson 10
 * <span style="font-family: 'Times New Roman','serif';">Lesson 11
 * <span style="font-family: 'Times New Roman','serif';">Lesson 12
 * <span style="font-family: 'Times New Roman','serif';">- **<span style="font-family: 'Times New Roman','serif';">Checklist for unit
 * <span style="font-family: 'Times New Roman','serif';">Lesson 13
 * <span style="font-family: 'Times New Roman','serif';">Lesson 14
 * <span style="font-family: 'Times New Roman','serif';">Lesson 15
 * <span style="font-family: 'Times New Roman','serif';">Lesson 16
 * <span style="font-family: 'Times New Roman','serif';">Lesson 17
 * <span style="font-family: 'Times New Roman','serif';">- **<span style="font-family: 'Times New Roman','serif';">Types of Nonfiction

<span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.29) || <span style="font-family: 'Times New Roman','serif';">Oct 26 || **KBAD** Nonfiction writers spend time envisioning their material in different ways before drafting. || ** Follow Up from Lesson 17 ** -Have examples of the different types of nonfiction writing -Think aloud about the research and writing you have gathered and envision it using a **different** type of nonfiction. Model your planning or choose a text that reflects that type of nonfiction and review components -Allow student to envision their writing using other types of nonfiction texts -Students share their visions ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-Copies of examples of the different types of nonfiction
 * <span style="font-family: 'Times New Roman','serif';">Lesson 18
 * <span style="font-family: 'Times New Roman','serif';">- **<span style="font-family: 'Times New Roman','serif';">Types of Nonfiction

<span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.29) || <span style="font-family: 'Times New Roman','serif';">Oct 29 || **KBAD** Writers will select the structure or type of nonfiction for their final piece and plan with a mentor text || <span style="font-family: 'Times New Roman','serif';">-Students choose one type of nonfiction writing which will be used as mentor text <span style="font-family: 'Times New Roman','serif';">-Model going back to your notes and teach students how to box important information you want to transfer into a draft <span style="font-family: 'Times New Roman','serif';">-Have students reread everything they have written about their topic. Have students draw a box around the important information. Once they have boxed the important facts, have them think about how they will incorporate these facts into the structure/style they have chosen. ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.30-31) || <span style="font-family: 'Times New Roman','serif';">Oct 30 || **KBAD** Writers continue deciding and boxing/marking important information to include in their draft. || <span style="font-family: 'Times New Roman','serif';">F**ollow Up from lesson 19** <span style="font-family: 'Times New Roman','serif';">-Continue modeling going back to your notes and teaching students how to box/mark important information you want to transfer into a draft <span style="font-family: 'Times New Roman','serif';">-Students continue rereading everything they have written about their topic, boxing and or marking the important facts, and thinking about how they will incorporate these facts into the structure/style they have chosen. <span style="font-family: 'Times New Roman','serif';">-Some students could color code information, use different color post-its to mark information. <span style="font-family: 'Times New Roman','serif';">-You may want to use graphic organizers for struggling writers <span style="font-family: 'Times New Roman','serif';">-Students continue using mentor text ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.30-31) || <span style="font-family: 'Times New Roman','serif';">Oct 31 || **KBAD** Writers continue deciding and boxing/marking important information to include || <span style="font-family: 'Times New Roman','serif';">F**ollow Up from lesson 20** <span style="font-family: 'Times New Roman','serif';">-Continue modeling going back to your notes and teaching students how to box/mark important information you want to transfer into a draft <span style="font-family: 'Times New Roman','serif';">-Students continue rereading everything they have written about their topic, boxing and or marking the important facts, and thinking about how they will incorporate these facts into the structure/style they have chosen. <span style="font-family: 'Times New Roman','serif';">-Some students could color code information, use different color post-its to mark information. <span style="font-family: 'Times New Roman','serif';">-You may want to use graphic organizers for struggling writers <span style="font-family: 'Times New Roman','serif';">-Students continue using mentor text ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.30-31) || <span style="font-family: 'Times New Roman','serif';">Nov. 1 || **KBAD** Writers begin drafting in selected structures || <span style="font-family: 'Times New Roman','serif';">-Teacher form groups according to style of nonfiction chosen by students (maybe no more than three different styles, its more manageable) <span style="font-family: 'Times New Roman','serif';">-Each group should have a checklist that reflects style of nonfiction they are working on <span style="font-family: 'Times New Roman','serif';">-Students use the planning they did in the past few days to begin drafting ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.31) || <span style="font-family: 'Times New Roman','serif';">Nov. 2 || **KBAD** Writers continue drafting in selected structures || <span style="font-family: 'Times New Roman','serif';">-Teacher form groups according to style of nonfiction chosen by students (maybe no more than three different styles, its more manageable) <span style="font-family: 'Times New Roman','serif';">-Each group should have a checklist that reflects style of nonfiction they are working on <span style="font-family: 'Times New Roman','serif';">-Students use the planning they did in the past few days to continue drafting ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.31) || <span style="font-family: 'Times New Roman','serif';">Nov. 5 || **KBAD** Writers continue drafting in selected structures || <span style="font-family: 'Times New Roman','serif';">-Teacher form groups according to style of nonfiction chosen by students (maybe no more than three different styles, its more manageable) <span style="font-family: 'Times New Roman','serif';">-Each group should have a checklist that reflects style of nonfiction they are working on <span style="font-family: 'Times New Roman','serif';">-Students use the planning they did in the past few days to continue drafting ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.31) || <span style="font-family: 'Times New Roman','serif';">Nov. 7 || **KBAD** Writers add interesting information to spice up your nonfiction writing || <span style="font-family: 'Times New Roman','serif';">-Teacher uses own piece and model how to add interesting information <span style="font-family: 'Times New Roman','serif';">-Students add interesting information to their writing piece <span style="font-family: 'Times New Roman','serif';">-Teacher confers with groups and or individuals <span style="font-family: 'Times New Roman','serif';">-Students share telling where they decided to add interesting information and why. ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.32) || <span style="font-family: 'Times New Roman','serif';">Nov. 8 || **KBAD** Writers use a revision checklist to help them improve their writing || <span style="font-family: 'Times New Roman','serif';">-Introduce and model your thinking around a revision checklist. Use your topic as a model <span style="font-family: 'Times New Roman','serif';">-Have copies of checklists that reflect each type of nonfiction writing chosen by students, and review them <span style="font-family: 'Times New Roman','serif';">-Model how to use the checklist and begin drafting your own piece <span style="font-family: 'Times New Roman','serif';">-Students share what they added in their writing ||  || **<span style="font-family: 'Times New Roman','serif';">Charts: ** <span style="font-family: 'Times New Roman','serif';">-copies of revision checklists for each type of nonfiction writing <span style="font-family: 'Times New Roman','serif';">-Literary Nonfiction Unit (p.3-34) || <span style="font-family: 'Times New Roman','serif';">Nov. 9 || **KBAD** Writers use a revision checklist to help them improve their writing || <span style="font-family: 'Times New Roman','serif';">-Choose a different component from the revision checklist and model it in your own piece <span style="font-family: 'Times New Roman','serif';">-Students continue using checklists to add different components in their writing <span style="font-family: 'Times New Roman','serif';">-Students continue using mentor texts to aid with structure <span style="font-family: 'Times New Roman','serif';">-Students share what they added in their writing ||  || **<span style="font-family: 'Times New Roman','serif';">- **<span style="font-family: 'Times New Roman','serif';">Revision checklist <span style="font-family: 'Times New Roman','serif';">-Mentor texts <span style="font-family: 'Times New Roman','serif';">-Literary Nonfiction Unit (p.33-34) || <span style="font-family: 'Times New Roman','serif';">Nov. 13 || **KBAD** Writers use a revision checklist to help them improve their writing || <span style="font-family: 'Times New Roman','serif';">-Choose a different component from the revision checklist and model it in your own piece <span style="font-family: 'Times New Roman','serif';">-Students continue using checklists to add different components in their writing <span style="font-family: 'Times New Roman','serif';">-Students continue using mentor texts to aid with structure <span style="font-family: 'Times New Roman','serif';">-Confer with students <span style="font-family: 'Times New Roman','serif';">-Students share what they added in their writing ||  || <span style="font-family: 'Times New Roman','serif';">-Revision checklist <span style="font-family: 'Times New Roman','serif';">-Mentor texts <span style="font-family: 'Times New Roman','serif';">-Literary Nonfiction Unit (p.33-34) || <span style="font-family: 'Times New Roman','serif';">Nov. 14 || **KBAD** Writers use an editing checklist to improve writing || <span style="font-family: 'Times New Roman','serif';">-Review chart “Editing Checklist” <span style="font-family: 'Times New Roman','serif';">-Provide each student with a copy of editing check list <span style="font-family: 'Times New Roman','serif';">-Choose the editing focus for your group according to their needs (punctuation, spelling, sentence structure, grammar etc.) <span style="font-family: 'Times New Roman','serif';">-Use your piece to model it <span style="font-family: 'Times New Roman','serif';">-Students edit their writing ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.35) || <span style="font-family: 'Times New Roman','serif';">Nov. 15 || **KBAD** Writers use an editing checklist to improve writing || <span style="font-family: 'Times New Roman','serif';">-Choose the editing focus for your group according to their needs (punctuation, spelling, sentence structure, grammar etc.) <span style="font-family: 'Times New Roman','serif';">-Use your piece to model it <span style="font-family: 'Times New Roman','serif';">-Students edit their writing ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.35) || <span style="font-family: 'Times New Roman','serif';">Nov. 16 || **KBAD** Writers write final draft || <span style="font-family: 'Times New Roman','serif';">-If your students typed their writing, you can continue editing their writing according to students needs ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.35) || <span style="font-family: 'Times New Roman','serif';">Nov. 19 || **KBAD** Writers continue writing final draft || <span style="font-family: 'Times New Roman','serif';">-Use this day to work on final draft, illustrations with labels, captions (adding nonfiction features) etc, up to your discretion ||  || <span style="font-family: 'Times New Roman','serif';">Literary Nonfiction Unit (p.36) || <span style="font-family: 'Times New Roman','serif';">Nov. 20 || **<span style="font-family: 'Times New Roman','serif';">KBAD **<span style="font-family: 'Times New Roman','serif';"> On-Demand (Assessment) ||  ||   ||   || <span style="font-family: 'Times New Roman','serif';">Nov. 21 || **<span style="font-family: 'Times New Roman','serif';">KBAD **<span style="font-family: 'Times New Roman','serif';"> On-Demand (Assessment) ||  ||   ||   || Resources **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.earthsendangered.com/search-regions3.asp?mp=1&search=1&sgroup=allgroups&ID=294 **
 * <span style="font-family: 'Times New Roman','serif';">Lesson 19
 * <span style="font-family: 'Times New Roman','serif';">Lesson 20
 * <span style="font-family: 'Times New Roman','serif';">Lesson 21
 * <span style="font-family: 'Times New Roman','serif';">Lesson 22
 * <span style="font-family: 'Times New Roman','serif';">Lesson 23
 * <span style="font-family: 'Times New Roman','serif';">Lesson 24
 * <span style="font-family: 'Times New Roman','serif';">Lesson 25
 * <span style="font-family: 'Times New Roman','serif';">Lesson 26
 * <span style="font-family: 'Times New Roman','serif';">- **<span style="font-family: 'Times New Roman','serif';">Revision checklists
 * <span style="font-family: 'Times New Roman','serif';">Lesson 27
 * <span style="font-family: 'Times New Roman','serif';">Lesson 28
 * <span style="font-family: 'Times New Roman','serif';">Lesson 29
 * <span style="font-family: 'Times New Roman','serif';">Lesson 30
 * <span style="font-family: 'Times New Roman','serif';">Lesson 31
 * <span style="font-family: 'Times New Roman','serif';">Lesson 32
 * <span style="font-family: 'Times New Roman','serif';">Lesson 33
 * <span style="font-family: 'Times New Roman','serif';">Lesson 34

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