G3+Writing+Unit+7


 * P.S. 208 The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * Grade 3 Writing Unit Begins May 20th - June 26th, 2013 **
 * Unit 7: Memoir (Theme based) **

Essential Question: Enduring Understanding:


 * Common Core Learning Standards: **
 * W3.3** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence.
 * W3.4** With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
 * W3.5** With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
 * W.3.6.** 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.
 * W3.10** Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.
 * SL 3.1** Engage effectively in a range of collaborative discussions (one –on-one, in groups, and teacher led) with diverse partners on grade 3 topics building on other’s ideas and expressing their own clearly.
 * SL3.4 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.
 * SL.3.6 ** Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
 * L3.1** Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
 * L3.2** Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
 * L3.3** Use of knowledge of language and its conventions when writing, speaking, reading, or listening.
 * L3.5** Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
 * L3.6** Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.


 * 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**.**
 * B. Responsible Local and Global Citizenship:** The rights, responsibilities, and actions associated with leadership and participation toward healthy and sustainable communities. Students will know and understand these rights and responsibilities and assume their roles of leadership and participation.
 * C. The Dynamics of Systems & Change:** A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Fundamental patterns of systems include growth, decline, and vacillation. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future.
 * D. Sustainable Economics**: The evolving theories and practices of economics and the shift towards integrating our economic, natural, and social systems to support and maintain life on the planet. Students will know and understand 21st century economic practices and will produce and consume in ways that contribute to the health of the financial, social and natural capital.


 * 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.


 * F. Natural Laws and Ecological Principles:** 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.


 * G. Inventing and Affecting the Future:** The vital role of vision, imagination, and intention in creating the desired future. Students will design, implement, and assess actions in the service of their individual and collective visions.
 * I. Sense of Place:** 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.

May 20 || **KBAD** Writers examine and reflect on the art of storytelling. || -Teacher plans and tells a small-moment story to tell from her own life. Some craft elements to consider: lead, description of characters, figurative language repetition etc. -Teacher explains that thinking about stories read, (refer to a memoir you have read to the class), and remembering stories told by other people helps her remember some of her own stories -Teacher tells her story, students share with partner craft elements (things) they notice, then students share with class while teacher records their noticings on chart paper -Remind students they have been remembering and writing their own stories in writer’s notebooks -Students go back to their writer’s notebook and find personal stories and focus telling their stories with details to a partner, they should use some of the craft elements on list -Class share ||  || **Charts:** Story Noticings “Fireflies!” by Julie Brinckloe Memoir Unit (p. 9-10) || May 21 || **KBAD** Writers develop strategies for remembering their stories. || -Teacher shows examples of ways to create lifelines, mix of drawings and words (chronological, compare/contrasts, imagistic (a drawing of tree or other image with life events on branches, web) -Students create lifelines -Share- Teacher chooses four or five students to highlight a variety of student approaches ||  || -Graphic organizers || May 22 || **KBAD** Writers create a memory quilt with sketches showing important events they have observed of others (or timeline, memory list, etc.) || -Teacher models using her lifeline to sketch moments in her life, then models using sketches to gather entries in her writer’s notebook -Students use their lifelines to sketch moments in their lives, then use sketches to write entries in their writer’s notebooks -Students share drawings and writing ||   || Memoir Unit (p. 10-11) || May 23 || **KBAD** Writers examine craft elements of memoirs and build a definition using literature. || -Teacher asks What is a memoir? Add students responses on chart titled, A Memoir is… -Use a touchstone memoir the students are familiar with and students make noticings of craft elements the writer uses and add them to the chart -Students work with texts the teacher has selected and mark places with sticky notes when they find examples of craft elements already on the definition chart, and other elements they want to share with the class -Share-groups share and add to the class chart -Come up with a definition for memoir ||  || **Charts:** A Memoir is… “Fireflies!” by Julie Brinckloe  “The Memory String” by Eve Bunting  *“Shortcut” by Donald Crews  Memoir Unit (p. 11-12) *Note: Use drawings to create a quilt that can be used for future entries || May 24 || **KBAD** Writers learn about the structure and craft of a small moment memoir by examining literature/teacher modeled writing or literature || - Using a personal one moment story or one moment text, the teacher identifies craft elements and structure of a single moment memoir -Students read one moment texts prepared by teacher, and fill in graphic organizer (Title of book, memoir structure, craft elements and pg.#) -Groups share their findings ||   || **Charts:** Craft Elements in Memoirs “Owl Moon” by Jane Yolen “A Chair for My Mother” by Vera B. Williams “The Leaving Morning” by Angela Johnson Memoir Unit (p. 16) || May 28 || **KBAD** Writers lean about the structure and craft noticings of a many moment s narrative by examining literature/teacher modeled writing || - Using a personal many moments memoir or many moments text, the teacher identifies craft elements and structure of a many moment memoir -Students read many moments texts prepared by teacher, and fill in graphic organizer (Title of book, memoir structure, craft elements and pg.#) -Groups share their findings ||  || **Charts:** Craft Elements in Memoirs “When I Was Young in the Mountains” by Cynthia Rylant “ [|When I Was Little: A Four-Year-Old's Memoir of Her Youth] ” by [|Jamie Lee Curtis] “My Mama Had a Dancing Heart” Libba Moore Gray Memoir Unit (p. 16) || May 29 || **KBAD** Writers write off their memory quilt/timeline (teacher model) -Teacher uses her own timeline to model two strategies such as writing around a theme, place, someone’s loss, etc.(use craft elements from chart) -Students choose moments from lifeline and share orally before they write it, encourage them to use craft elements from chart -Students share their writing with class ||  || **Charts:** Craft Elements in Memoirs Memoir Unit (p. 10-11, 13) || May 30 || **KBAD** Writers write off their memory quilt/timeline (teacher model) || -Teacher models using her lifeline to gather entries in her writer’s notebook -Teacher uses her own timeline to model two different strategies such as writing around a theme, place, someone’s loss, etc.(use craft elements from chart) -Students choose moments from lifeline and share orally before they write it, encourage them to use craft elements from chart -Students share their writing with class ||  || **Charts:** Craft Elements in Memoirs Memoir Unit (p. 10-11, 13) || May 31 || **KBAD** Writers write off their memory quilt/timeline/list (teacher model) -Teacher uses her own timeline to model two different strategies such as writing around a theme, place, someone’s loss, etc.(use craft elements from chart, ) -Students choose moments from lifeline and share orally before they write it, encourage them to use craft elements from chart -Students share their writing with class ||  || **Charts:** Craft Elements in Memoirs Memoir Unit (p. 10-11, 13) || Jun. 3 || **KBAD** Writers choose a seed idea/topic and stick with that seed/topic through publishing || -Teacher models how to go back to her memoir entries and putting sticky notes on entries that she has more to tell and can grow bigger, and models how to choose a piece to publish -Students read all of their entries and mark with sticky notes entries they feel strong about and have more to tell -Students work with partners, share their choices and receive feedback from classmates on the best choice for a final piece, then share choices with the rest of the class for feedback on topic -Students share their final choice while teacher records their names and topics on chart paper ||  || Memoir Unit (p. 18-19) || Jun. 4 || **KBAD** Writers choose a mentor text for structure and examine the checklist for writing their memoir || -Teacher models how to select a mentor text based on her choice of structure (single or many moments memoir) -Have two stacks of touchstone texts, single events and series-of-connected events, students choose a text that reflects the structure they want to use -Have revision checklist for every student -Use the checklist to review with the class the craft elements they should add to their memoir ||  || **Charts:** Revision Checklist Memoir Unit (p. 21) || Jun.5 || **KBAD** Writers use graphic organizers to help plan their draft || -Teacher models how to choose a seed idea and uses various graphic organizers to begin planning -Students return to their writer’s notebook, select a meaningful seed idea and begin planning or organizing their ideas using graphic organizers (plan according to structure chosen) -Students share their plan with a partner, then with class ||  ||   || Jun. 7 || **KBAD** Writers draft seed idea using a specific story structure and stretch their writing to include reflection || -Teacher uses her graphic organizer to model how to draft a seed idea using a specific structure (students should have mentor text available to give them craft ideas) -Students use their planning from the previous day and begin drafting -Students should stretch out ideas as they draft -Students share with class ||  || Memoir Unit (p. 17-20) || Jun. 10 || **KBAD** Writers revise by identifying and stretching out the most important part of their memoir || -Teacher models how to identify the most important part of her story and stretch it out by adding specific details ||  ||   || Jun. 11 || **KBAD** Writers revise their memoir by crafting effective leads || -Teacher copies on chart paper two different leads so the students can see the words -Ask students what they notice, write it on chart paper -Teacher writes on chart paper two or more leads for her memoir (**Suggestions:** use senses to describe the setting, start with dialogue, start with a reflection etc.) -Looking at the chart, students decide which lead types they will try -Teacher confers with students -Students share with class ||  || **Books:** “Bigmama’s” by Donald Crews-beginning with dialogue “Wilfred Gordon” McDonald Partridge by Mem Fox-beginning with a descriptions of a character “Night in the Country” by Cynthia Rylant-beginning with a description of a character Memoir Unit (p. 23-24) || Jun. 12 || **KBAD** Writers revise their memoir by adding feelings/emotions || -Teacher uses a graphic organizer (T-chart) to show different events in her own story, and **shows** how she was feeling -Teacher models how to return to her draft and include those emotions -Teacher could use any graphic organizer that works for you or any strategies suitable for your group -Students work independently on the strategies taught -Students share where they included feelings ||  || Memoir Unit (p. 22) || Jun. 13 || **KBAD** Writers revise their memoir by examining the “internal story” || -Teacher explains that one thing writers do when telling our stories is to let the reader know how we feel inside or what we think or how we react to the things that are happening to us, and add our inside story to our draft -Teacher models by returning to draft and finding events that caused strong reactions or feelings and added to draft -Students practice by using post its and marking places in their draft that caused strong emotions or some type of reaction and share with a partner -Have students share with the class before they included in their writing -Students try strategy taught -Students share what they added with the class ||  || Memoir Unit (p. 22-23) || Jun. 14 || **KBAD** Writers revise their memoir by creating reflective endings || -Teacher copies on chart paper two different endings so the students can see the words -Ask students what they notice, write it on chart paper -Teacher writes on chart paper two or more endings for her memoir. -Looking at the chart, students decide which ending types they will try -Teacher confers with students -Students share with class ||  || Memoir Unit (p. 24-25) || Jun.17 || **KBAD** Writers revise their endings in different ways to include reflection || -Teacher copies on chart paper two different endings (one can be a reflection) so the students can see the words -Ask students what they notice, write it on chart paper -Teacher writes on chart paper two or more endings (one can be a reflection) for her memoir -Looking at the chart, students decide which ending types they will try -Teacher confers with students -Students share with class ||  || Memoir Unit (p. 24-25) || Jun. 18 || **KBAD** Writers edit their writing with a partner || -Editing suggestions from CCLS: form and use of regular and irregular plural, form and use of regular and irregular verbs, verb tenses, subject-verb agreement, simple compound and complex sentences, choose words/phrases for effect, use commas and quotation marks in dialogue. -These are only suggestions, use your discretion and needs of your students when modeling/reviewing editing skills -Teacher models strategy -Students use strategy -Students share ||  || **Charts:** “Editing Checklist” || Jun. 19 || **KBAD** Writers edit their writing with a partner || -Editing suggestions from CCLS: form and use of regular and irregular plural, form and use of regular and irregular verbs, verb tenses, subject-verb agreement, simple compound and complex sentences, choose words/phrases for effect, use commas and quotation marks in dialogue. -These are only suggestions, use your discretion and needs of your students when modeling/reviewing editing skills -Teacher models strategy -Students use strategy -Students share ||  || **Charts:** “Editing Checklist” || Jun. 20 || **KBAD** Writers edit their writing with a partner || -Editing suggestions from CCLS: form and use of regular and irregular plural, form and use of regular and irregular verbs, verb tenses, subject-verb agreement, simple compound and complex sentences, choose words/phrases for effect, use commas and quotation marks in dialogue. -These are only suggestions, use your discretion and needs of your students when modeling/reviewing editing skills -Teacher models strategy -Students use strategy -Students share ||  || **Charts:** “Editing Checklist” || Jun. 21 || **KBAD** Writers write/type their final draft || -If students typed their draft they can continue editing and or revising their draft ||  ||   || Jun. 24 || **KBAD** Writers write/type their final draft (write reflection) || -If students typed their draft they can continue editing and or revising their draft ||  ||   || Jun.25 || **KBAD** Writers publish and celebrate their writing || -Students should be able to write a reflection for the unit and their final piece ||  ||   || Jun. 26 || **KBAD** On demand piece || -Students return to their writer’s notebook, choose a seed idea and go through the writing process to produce a final piece -You could provide students with the same checklist they use previously ||  ||   ||
 * **Lesson/**  **Date**  ||  **Objective/KBAD**  ||  **Activity**  || **Environmental**
 * Tie-In** || **Resources** ||
 * Lesson 1
 * Books:**
 * Lesson 2
 * Lesson 3
 * Lesson 4
 * Books:**
 * Lesson 5
 * Books:**
 * Lesson 6
 * Books:**
 * Lesson 7
 * (Optional)**Writers learn about the structures and craft noticings of narratives and memoirs by sifting and sorting through literature (Memoir Unit (p. 16) || -Teacher models using her lifeline to gather entries in her writer’s notebook
 * Lesson 8
 * Lesson 9
 * ptional) KBAD** Writers use one moment and many moments structure in their writing (Memoir Unit (p. 17-20) || -Teacher models using her lifeline to gather entries in her writer’s notebook
 * Lesson 10
 * Lesson 11
 * Lesson 12
 * Lesson 13
 * Lesson 14
 * Lesson 15
 * Lesson 16
 * Lesson 17
 * Lesson 18
 * Lesson 19
 * Lesson 20
 * Lesson 21
 * Lesson 22
 * Lesson 23
 * Lesson 24
 * Lesson 25
 * Lesson 26

“Keeping Quilt” “Tarantulas in my Purse” “The House on Mango Street” “ [|When I Was Little: A Four-Year-Old's Memoir of Her Youth] ” by [|Jamie Lee Curtis] “The House on Mango Street” “The Pigman and Me” by Paul Zindel “When I Was Young in the Mountains” by Cynthia Rylant “My Mama Had a Dancing Heart” Libba Moore Gray “Fmily Pictues” by Carmen Lomas Garza *“The Memory String” by Eve Bunting *“Fly Away Home” by Eve Bunting *“Owl Moon” by Jane Yolen *“Shortcut” by Donald Crews *“Fireflies!” by Julie Brinckloe
 * Memoirs for Read Aloud/Mentor Texts:**
 * “ ** [|26 Fairmount Avenue] ** ” ** by Tomie dePaola
 * “ ** [|Flora and Tiger] ** ” ** by Eric Carle
 * “ ** [|Homesick] ** ” ** by Jean Fritz
 * “ ** [|Childtimes: A Three-Generation Memoir] ** ” ** by Eloise Greenfield
 * “ ** [|Sing a Song of Tuna Fish: A Memoir of My Fifth-Grade Year] ** ” ** by Esmé Raji Codell
 * “ ** [|But I'll Be Back Again] ** ” ** by Cynthia Rylant
 * “The Leaving Morning” by Angela Johnson
 * “A Chair for My Mother” by Vera B. Williams
 * “Big Momma” by Donald Crews
 * “The Relatives Came” by Cynthia Rylant