subject: writing grade level: teacher: shaylee date · the following unit plan, you will find a...

Subject: Writing Genres

Grade Level: 3rd

Teacher: Shaylee Baker

Date: 12/05/2017


Grade Level: 3rd


Date: 12/05/2017

Unit Title:

Troll Many Ways to Write

Grade level: 3rd

Unit Rationale:

This unit plan has been created for the purpose of providing the North Dakota State Standards, goals,

objectives, procedures, and assessments over the course of a ten-day plan. The value of this unit is

presented in understanding two specific genres of writing. These genres are poetry and persuasive. In

the following unit plan, you will find a five-day lesson plan format consisting of materials and sources for

the activities and assessments provided for the poetry writing genre, and you will will also find a five-day

lesson plan format consisting of materials and sources for the activities and assessments provided for

the persuasive writing genre. This unit plan provides a step-by-step approach for the teacher and

students.

Goals:

The overall goals for this unit will consist of having students recognize the difference between the two

genres. The students will build their knowledge as each day goes by. The students will be able to have an

understanding of not only poetry and persuasive writing, but children’s literature, technology, and

promoting good health as well. The teacher will allow time for students to examine the different

concepts and provide opportunities for students to assemble their knowledge.

Objectives:

Listed throughout the unit.

Materials:

Listed throughout the unit.

Extensions of lessons across the curriculum:

This unit plan will provide lessons including children’s literature, technology, health, writing, and art. The

students will have an integration of these disciplines throughout various lessons. All students will be

encouraged to participate in every lesson.

Accommodations:

All IEP’s and 504 plans will be taken into consideration using an accommodations and

modifications wheel. Accommodations will be made for students on 504’s and IEPs. The

teacher will be available to re-teach any misunderstood concept after each day is complete. The

teacher will organize each lesson accordingly to meet the needs of all students. For students

who are physically disabled in the classroom, the teacher will adjust the lesson plan in red ink

for different activities the student can complete. The classroom will be very inclusive to all

students. The teacher will make appropriate changes based on the students’ needs and

learning styles.

Assessment:


Grade Level: 3rd


Date: 12/05/2017

The primary form of assessment that will be used throughout the unit is teacher observation and the

final product of the published writing piece. The teacher will walk around the classroom for any

guidance that may be needed.

State Standards:

Writing

W.2-Write informative/explanatory texts to examine a topic and convey ideas and information

clearly.

W.5-Develop and strengthen writing as needed by planning, revising, and editing.

W.6-Use technology, including the Internet, to produce and publish grade-level writing using

keyboarding skills/digital tools as well as to interact and collaborate with others.

Technology:

K-5.IAI.4-Use basic search strategies to locate resources.

K-5.IAI.10-Collaborate with others to exchange ideas.

Health:

3.7.1-Identify ways to promote good health.

Speaking/Listening:

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.


Grade Level: 3rd


Date: 12/05/2017

Learning Objectives Estimate time to be spent on each activity where appropriate.

The students will be able to: - Choose their persuasive writing piece.

ND Standards/Benchmarks Writing

W.2-Write informative/explanatory texts to examine a topic and

convey ideas and information clearly.

W.5-Develop and strengthen writing as needed by planning,

revising, and editing.

Technology:

K-5.IAI.4-Use basic search strategies to locate resources.


Health:


Materials/Resources/Equip. Green Eggs and Ham- Book Paper Pencils

Introduction/Modeling Anticipatory Set (15 minutes)

The teacher will begin by greeting the students. - Good Morning Students! How is everyone? - Today we will begin by reading the book Green Eggs and Ham. - We have all read this book haven’t we? Well there is a key

detail I want you to pay attention to. - We are going to look at how he persuades people to eat the

green eggs and ham. - Let’s Begin!

The teacher will begin reading the book, and in between pages, the students and teacher will have time for discussion about how he persuades each person to try the green eggs and ham.

- Now that we have finished the book, I am going to introduce you into your next activity.

- Over the course of this week, we are going to be creating a persuasive paper.

- A persuasive paper is like an informational paper. - We are going to find a healthy snack, and write down any

information on as to why you think it is healthy. - We are going to do our best to persuade people to try this

snack. - So we need to inform them of the healthy benefits this snack

has, and the ingredients this snack needs. - We are going to be following the writing process throughout

this unit.


Grade Level: 3rd


Date: 12/05/2017

- We need to begin by brainstorming.

Guided Practice (10 minutes)

The students will then take out a sheet of paper and a pencil. - Let’s try this on the board.

The teacher will bring up the Active Inspire. - Let’s begin by doing some research on healthy snacks. - Let’s try “Healthy Teddy Bear Snack”. - Let’s look at the ingredients this snack needs?

Healthy Teddy Bear Snack-Strawberries, blueberries, bananas, whole wheat bread, and Nutella.

- Okay, now that we have our list of ingredients, let’s see what food groups we can cover.

- We can cover fruits, and whole grains! - Now that we have conducted our research, we need to

brainstorm on how we can sell this. - It has three different fruits, and is low in sugar. - But it calls for Nutella, so that may be high in sugar. Maybe we

can substitute it for peanut butter, which is high in protein. The teacher will continue to go through the brainstorming process until some final conclusions have been made. This will be completed as a class to ensure the students understand the first step to the writing process, which is brainstorming.

Independent Practice (18 minutes)

The students will then have time to explore their options on the internet. What type of healthy snack would they like to promote and persuade people to try? The students will jot down ideas, and take their time thinking about what they would like to create. The students can collaborate with one another to discuss what they would like to write a paper on.

Assessment

The teacher will walk around the room and observe students who are researching.

Closure/Wrap Up (2 minutes)

The students will store their brainstorming notes into the writing process folder and will begin to prepare for the next lesson.


Grade Level: 3rd


Date: 12/05/2017


Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Write their first draft of the persuasive paper.

ND Standards/Benchmarks Writing:





Health:


Materials/Resources/Equip. I Wanna Iguana-Book Writing Process folders Paper Pencils


The teacher will begin by greeting the students. - Good Morning! How is everyone? - We are going to listen to another read aloud today. - I will be reading I Wanna Iguana.

The teacher will let the students know that this is another persuasive book and that we will take some time during the text to talk about how persuasion is being perceived.

- The students will then return to their desks.


The students will take out their brainstorming paper from their writing process folder. The teacher will inform the students what the next step will be.

- Now that we are in the writing stage, let’s talk about how to construct a formal writing piece.

The teacher will handout the BLT graphic organizer to help develop their writing paper.

- For the introduction, we want to talk about what the purpose of a healthy snack is, versus a not so healthy snack. We want to discuss the benefits of eating a healthy snack.


Grade Level: 3rd


Date: 12/05/2017

- For our next paragraph, we then want to discuss the pros of your healthy snack. Talk about the ingredients of your healthy snack and why it is the best snack to eat.

- For the next paragraph, you want to discuss the cons. Such as there being too much sugar in the fruits, some may be lactose, etc.

- For the next paragraph, you want to discuss changes you would make to your snack to fix up the cons.

- For your final paragraph, you conclude. You put all your details together.


Once the students have gathered instruction on the information needed for the paragraphs, the student will then begin to begin their draft.

- The students will begin to start their draft. - The students will leave a space in between to make room to

fix grammar and mechanical errors. - The students will spend a significant amount of time creating

their rough draft. The students will take time constructing their rough draft. Although this is a rough draft, they are expected to put in their best effort to create a dynamic writing piece.

Assessment (2 minutes)

The students will put their rough drafts into their writing process folder and will turn that in to the teacher.


The students will clean up their areas and begin to prepare for the next lesson.


Grade Level: 3rd


Date: 12/05/2017


Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Revise their persuasive writing piece.






Health:


Materials/Resources/Equip. Click, Clack, Moo Cows That Type-Book Writing Process Folder Previous writing paper Pencils


The teacher will begin by greeting the classroom. - Good Morning students! How is everyone? - Today we will begin by reading Click, Clack, Moo Cows That

Type. - The teacher will allow time for students to tell the teacher

which piece is being persuasive. - The students have enough knowledge to pick out persuasive

statements with the guidance of their peers.


The teacher will hand back their persuasive writing pieces which are now ready to be revised. The teacher will have previously made comments on the student’s papers and the students are expected to make the appropriate changes. The teacher will discuss the next step in the writing process which is revision.

- You are to now review, alter, and make appropriate changes according to what has been written in the draft

- I have already made some notes and comments that I would like for you to change to help make this the best writing piece you have ever written.


The students will now be able to take time to fix work on the revision of their papers.

- Students can work within their student tables to get ideas.


Grade Level: 3rd


Date: 12/05/2017

The students will be asked to peer review one another’s students paper to ensure that all appropriate changes have been made.


The students will turn their revision of their papers into their writing process folder and will hand that into the teacher. Teacher observation

Closure/Wrap Up (1 minute)



Grade Level: 3rd


Date: 12/05/2017


Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Edit their persuasive writing paper.






Health:

3.7.1-Identify ways to promote good health

Materials/Resources/Equip. Eat Your Peas-Book Writing Process Folders Pencils


The teacher will begin by greeting the classroom. - Good Morning students! How is everyone? - Today we will begin by reading Eat Your Peas. - The teacher will use sticks to pick a student to read the text

Eat Your Peas. It is important for students to participate in being the reader for the read aloud.


The students will now be in one of the last steps of the writing process. The students will edit their writing pieces. The students will be encouraged to proofread one another’s papers. This is the step in which proofreading involved checking for grammatical and punctuation errors.


Once the students have competed proofreading and fixed any punctuation and grammar errors. Once the student have finished editing their paper, and upon teacher approval, the students can begin to type up their papers on the computer. The students will use the computers and Microsoft Word to type up their finished pieces. The students will be able to take their time typing their persuasive writing pieces


Grade Level: 3rd


Date: 12/05/2017


The teacher will walk around the room for observation.


The students will save their typed writing pieces onto their computers and will return to them the next day.


Grade Level: 3rd


Date: 12/05/2017


Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Publish their persuasive writing piece. - Create a poster with the healthy snack they have chosen if

time permits.

If time does not permit, the students will finish/begin their posters in Art and/or science/health class.


W.6-Use technology, including the Internet, to produce and

publish grade-level writing using keyboarding skills/digital tools

as well as to interact and collaborate with others.

Speaking/Listening:

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.

Materials/Resources/Equip. Author’s Chair Students’ completed writing papers.


The teacher will instruct the students to type up the remaining portions of their papers. The teacher will instruct those who have finished typing up their writing papers to begin creating a poster promoting their healthy snack.


The teacher will walk around the room and ask students if any guidance is needed.


The students will share their healthy snack persuasion paper to the entire class.

- Each student will introduce themselves, and their healthy snack.

- The students will then read their paper sitting in the author’s chair sharing their published piece of writing.

- Each student will have a chance to share their entire paper - Each student will go through the introduction, the three

points, and their concluding statement. - The other students will be encouraged to ask questions

regarding the healthy snack they have chosen.


Completion of student’s final papers will be submitted to the teacher.


The students will hand in their final papers after they have finished presenting and will complete the self-rubric.


Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Interact with their peers to conduct an interview.






Technology:


Materials/Resources/Equip. Computers Paper Pencils Incredible Me-Book


The teacher will greet the students. - Good Morning Students! How are you? - The teacher will begin to explain their next writing genre and

inform them that they will be using this to go create a biography.

- The teacher will pick students names to do a biography on one another.

- The students will then find their partners and return to their student tables with them.

- The teacher will inform the students that they will be creating a biography of their partner.

- This will be your partner throughout the entire week. - The students will conduct an interview with each other.

The interview for the students is attached below the lesson plan. - Page 1: my name is, my hair color is, my eye color is, I am a

girl/boy, my teacher is Ms. Baker - Page 2-My favorites: food, drink, movie, cartoon, song, color,

subject, holiday - Page 3-My family: my mom, dad, grandma, siblings, grandpa - Page 4: My partner: (describe partner) - Page 5-Student drawn pictures


The students will gather information regarding their partners from the interview questions.


Grade Level: 3rd


Date: 12/05/2017

The students will write down their answers and put their paper into the writing process folder. The students will each ask the students the interview questions.


The students will then draw their partner out. The students will draw only their face and staple it behind the completed interview questions.

- As each day goes by, the students will work on one page. - There are a total of 6 pages, including a title page and the back

page which is a drawing of their partner. - The students will complete all the corresponding questions for

the pages needed in the biography.


The teacher will walk around the room and observe those who are conducting the interviews.


The students will clean up their areas and put their interviews and drawings into their writing process folder.


Grade Level: 3rd


Date: 12/05/2017


Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Write the first draft of their partner’s biography.






Materials/Resources/Equip. Frist draft of biographical papers.


The teacher will inform the students that they are to use their interview questions to create a biographical story.

With the given questions and answers, the students are to conduct a paper.

The students will have an introduction, stating who the biography is about.

The next few paragraph will be about their partner’s favorites, likes/dislikes, family members, best friend, etc.


Once the students have the idea what their papers should consist of, they can begin to complete their rough draft.

Inform students that they should attempt to make it the best work possible.

The students will use the BLT Essay Sandwich as a writing graphic organizer.

The teacher will inform the students on how the proper paragraph structure.

The teacher will inform the students that a good paper always has about 5 paragraphs.

It should always begin with an introduction, three supporting paragraphs and a conclusion.


Once the students have gathered instruction on the information needed for the paragraphs, the student will then begin to begin their draft.

- The students will begin to start their draft.


Grade Level: 3rd


Date: 12/05/2017

- The students will leave a space in between to make room to fix grammar and mechanical errors.

- The students will spend a significant amount of time creating their rough draft.

The students will take time constructing their rough draft. Although this is a rough draft, they are expected to put in their best effort to create a dynamic writing piece.


The students will hand in their rough drafts into the assignment bin.




Grade Level: 3rd


Date: 12/05/2017


Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Revise their biographical rough drafts.






Materials/Resources/Equip. Previous writing papers


The teacher will begin by greeting the classroom. - Good Morning students! How is everyone? - Today we will begin by reading Abraham Lincoln. - The teacher will use sticks to pick a student reader. - During this time, the teacher will stop the reading in the

middle of the text to have a class discussion on biographies. - Next, we are going to work on revising. With revising, we are

going to focus on amending and reviewing what has been written in the first draft.


The teacher will hand back their persuasive writing pieces which are now ready to be revised. The teacher will have previously made comments on the student’s papers and the students are expected to make the appropriate changes. The teacher will discuss the next step in the writing process which is revision.

- You are to now review, alter, and make appropriate changes according to what has been written in the draft

- I have already made some notes and comments that I would like for you to change to help make this the best writing piece you have ever written.


The students will make all appropriate changed based on the teacher’s recommendation.

- The students are allowed to work with their partners for proper revisions.

- Their partners are to proofread their papers. The students will also ask another student, who is not their partner to proofread their papers.


Grade Level: 3rd


Date: 12/05/2017


The students will hand in their papers to the teacher to see if any other errors need to be corrected.




Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Edit their final biographical papers.


Grade Level: 3rd


Date: 12/05/2017






Materials/Resources/Equip. Harriet Tubman-Book Biographical Papers


The teacher will begin by greeting the classroom. - Good morning students! - Today we will begin by reading a biography from the life of

Harriet Tubman. The teacher will allow time for discussion during and after the text.


The students will now be in one of the last steps of the writing process.

The students will edit their writing pieces.

The students will be encouraged to proofread one another’s papers.

This is the step in which proofreading involves checking for grammatical and punctuation errors.


Once the students have competed proofreading and fixed any punctuation and grammar errors, they can begin to type up their biographical paper.

The students will use the computers and Microsoft Word to type up their finished pieces.

The students will be able to take their time typing their biographical papers.


The teacher will walk around the room to observe students who are close to completing their final product.


The students will clean up their areas and will begin to prepare for the next lesson.


Grade Level: 3rd


Date: 12/05/2017


Grade Level: 3rd


Date: 12/05/2017


The students will be able to: - Present their final biographical papers with their assigned

partner.


W.6-Use technology, including the Internet, to produce and

publish grade-level writing using keyboarding skills/digital tools

as well as to interact and collaborate with others.

Speaking/Listening:

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.

Materials/Resources/Equip. Author’s Chair Finished Biography Product


The teacher will let the students know that this is the final day for their biographies.

The teacher will inform students that they are to finish typing up their biographies for submission.


The students will now finish their final product.

The final product should include all pages listed in Day 1 of the introduction to biographical writing.


Grade Level: 3rd


Date: 12/05/2017


The students will each sit in the author’s chair sharing their biographical writing pieces.

The students will share their biographies on their partners with the classroom.

Each student will share each page of their biographical story.

Assessment The student’s final product will be used as a form of assessment.


The student’s will hand in their final product and will begin to prepare for the next lesson.

List of Sources:

https://www.google.com/search?q=biography+children%27s+books&rlz=1C1GGRV_enUS752US752&so

urce=lnms&tbm=isch&sa=X&ved=0ahUKEwjQn7ejnfLXAhVn7oMKHYEnBG8Q_AUICigB&biw=853&bih=8

22&dpr=1.13#imgrc=GjzertIwq8a8ZM:

https://www.google.com/search?q=biography+children%27s+books&rlz=1C1GGRV_enUS752US752&so

urce=lnms&tbm=isch&sa=X&ved=0ahUKEwjQn7ejnfLXAhVn7oMKHYEnBG8Q_AUICigB&biw=853&bih=8

22&dpr=1.13#imgrc=op5n92AwJxiDQM: ‘

https://www.google.com/search?q=persuasive+writing+books&rlz=1C1GGRV_enUS752US752&source=l

nms&tbm=isch&sa=X&ved=0ahUKEwj5rpi1nfLXAhWGw4MKHXbWB10Q_AUICigB&biw=853&bih=822&d

pr=1.13#imgrc=pheum4ewca__kM:

https://www.google.com/search?q=incredible+me&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=i

sch&sa=X&ved=0ahUKEwiZzK7FnfLXAhXqzIMKHXBIBlcQ_AUICygC&biw=853&bih=822&dpr=1.13#imgrc=

u3jeGSewMhdxxM:

https://www.google.com/search?rlz=1C1GGRV_enUS752US752&biw=853&bih=822&tbm=isch&sa=1&ei

=GTsmWqa9Eam_jwSOk4ugDg&q=writing+process+organizer+folder&oq=writing+process+organizer+fo

lder&gs_l=psy-ab.3...3848.4683.0.4743.7.7.0.0.0.0.122.529.1j4.5.0....0...1c.1.64.psy-

ab..2.1.122...0i30k1j0i8i30k1.0.Me9A5IOocmg#imgrc=9Or6PIL400xeYM:

https://www.google.com/search?q=i+wanna+iguana&rlz=1C1GGRV_enUS752US752&source=lnms&tbm

=isch&sa=X&ved=0ahUKEwjHt5LqnfLXAhWH34MKHecQAjIQ_AUICygC&biw=853&bih=822&dpr=1.13#im

grc=e1bOWQKCv2AJ7M:

https://www.google.com/search?rlz=1C1GGRV_enUS752US752&biw=853&bih=822&tbm=isch&sa=1&ei

=QTsmWvquAszSjwTkwou4Bw&q=click+clack+moo&oq=click+clack+moo&gs_l=psy-

https://www.google.com/search?q=biography+children%27s+books&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjQn7ejnfLXAhVn7oMKHYEnBG8Q_AUICigB&biw=853&bih=822&dpr=1.13#imgrc=GjzertIwq8a8ZM



https://www.google.com/search?q=biography+children%27s+books&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjQn7ejnfLXAhVn7oMKHYEnBG8Q_AUICigB&biw=853&bih=822&dpr=1.13#imgrc=op5n92AwJxiDQM



https://www.google.com/search?q=persuasive+writing+books&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj5rpi1nfLXAhWGw4MKHXbWB10Q_AUICigB&biw=853&bih=822&dpr=1.13#imgrc=pheum4ewca__kM



https://www.google.com/search?q=incredible+me&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiZzK7FnfLXAhXqzIMKHXBIBlcQ_AUICygC&biw=853&bih=822&dpr=1.13#imgrc=u3jeGSewMhdxxM



https://www.google.com/search?rlz=1C1GGRV_enUS752US752&biw=853&bih=822&tbm=isch&sa=1&ei=GTsmWqa9Eam_jwSOk4ugDg&q=writing+process+organizer+folder&oq=writing+process+organizer+folder&gs_l=psy-ab.3...3848.4683.0.4743.7.7.0.0.0.0.122.529.1j4.5.0....0...1c.1.64.psy-ab..2.1.122...0i30k1j0i8i30k1.0.Me9A5IOocmg#imgrc=9Or6PIL400xeYM




https://www.google.com/search?q=i+wanna+iguana&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjHt5LqnfLXAhWH34MKHecQAjIQ_AUICygC&biw=853&bih=822&dpr=1.13#imgrc=e1bOWQKCv2AJ7M



https://www.google.com/search?rlz=1C1GGRV_enUS752US752&biw=853&bih=822&tbm=isch&sa=1&ei=QTsmWvquAszSjwTkwou4Bw&q=click+clack+moo&oq=click+clack+moo&gs_l=psy-ab.3..0l10.21019.24894.0.25081.31.19.1.4.4.0.306.2176.5j3j3j2.14.0....0...1c.1.64.psy-ab..15.15.1974.0..0i67k1j0i10k1j0i13k1.100.575CSjTASMc#imgrc=5fFrjYMsUBlcSM



Grade Level: 3rd


Date: 12/05/2017

ab.3..0l10.21019.24894.0.25081.31.19.1.4.4.0.306.2176.5j3j3j2.14.0....0...1c.1.64.psy-

ab..15.15.1974.0..0i67k1j0i10k1j0i13k1.100.575CSjTASMc#imgrc=5fFrjYMsUBlcSM:

https://www.google.com/search?q=eat+your+peas&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=

isch&sa=X&ved=0ahUKEwiv9aCMnvLXAhXL24MKHS13C50Q_AUICygC&biw=856&bih=824&dpr=1.13#im

gdii=B2CG-Ztqu1CgoM:&imgrc=YVhITQLWdoFcQM:

https://www.google.com/search?q=blt+graphic+organizer&rlz=1C1GGRV_enUS752US752&source=lnms

&tbm=isch&sa=X&ved=0ahUKEwizgPaanvLXAhXn4IMKHYUnBZsQ_AUICigB&biw=856&bih=824&dpr=1.1

3#imgrc=fWxNKYlsVhjuMM:



https://www.google.com/search?q=eat+your+peas&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiv9aCMnvLXAhXL24MKHS13C50Q_AUICygC&biw=856&bih=824&dpr=1.13#imgdii=B2CG-Ztqu1CgoM:&imgrc=YVhITQLWdoFcQM



https://www.google.com/search?q=blt+graphic+organizer&rlz=1C1GGRV_enUS752US752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwizgPaanvLXAhXn4IMKHYUnBZsQ_AUICigB&biw=856&bih=824&dpr=1.13#imgrc=fWxNKYlsVhjuMM



subject: writing grade level: teacher: shaylee date · the following unit plan, you will find a...

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