Understanding by Design Unit Template s1

Understanding By Design Unit Template (Revised & adapted)

Title of Unit Realistic Fiction Grade Level 3rd Grade Subject Writing Time Frame 5/4/15-6/26/15 Developed By

Stage 1 - Identify Desired Results

Narrative about this Unit of Study: (including the Big Idea) Big Idea: Through immersion, writers notice the structure and characteristics of realistic fiction in order to create their own realistic fiction to entertain/educate a reader.

In this unit, students will learn about the structure of a realistic fiction in order to create their own realistic fiction. Students will begin by developing a fictional situation caused by a character and sequence events that unfold naturally. Throughout their writing, they will use temporal words for sequence, dialogue to describe events or situations, develop a meaningful problem that unfolds naturally, and conclude with a resolution that provides a sense of closure.

Learning Outcomes – Identified Primary Standards What relevant goals will this unit address?

CCSS W3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS W3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CCSS W3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. CCSS W3.3c Use temporal words and phrases to signal event order. CCSS W3.3d Provide a sense of closure.

CCSS L.3.3a Choose words and phrases for effect.* CCSS L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Understandings Essential Questions What understandings about the big ideas implied in the PLOs are What provocative questions will foster inquiry into the content? desired? Students will understand that... Realistic fiction serves as people’s tool to entertain and educate others How does realistic fiction entertain and educate the reader? by sharing realistic experiences of the world. How can organization influence meaning and clarity in a piece of It is important for the writer to expand his/her knowledge of writing? characteristics and structures of fictional narratives in order to write in this genre. How do writers develop a well written product?

Working on organizing ideas in writing develops an event sequence How does each step of the writing process impact your writing? that unfolds naturally.

Authors use dialogue and descriptive language to develop characters, experiences and events in the story.

A rich vocabulary enables us to understand and communicate more effectively.

Writing is an ongoing process that provides the opportunity for reflection and growth. Writers know that although their initial ideas may be good, their work will be vastly improved by careful revision.

Knowledge: Skills What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit?

Students will know... Students will be able to… Realistic fiction is a kind of narrative, and shares the common Plan for writing using a narrative organizer elements: character, setting, plot, problem, and solution. Create interesting and engaging leads that hook the reader. Writer’s plan out their ideas for their stories. Establish a clear setting. Like other narrative plots, the tension builds after the problem is introduced, peaks at the climax and is finally resolved (sense of Sequence the events of their narratives clearly. closure). Create a strong plot by introducing and developing a meaningful Dialogue can be used to examine and analyze the character or problem that corresponds to the character's personality and situation situations. and then resolving it realistically.

Writers organize their stories in sequence Use descriptive language to develop key events.

Temporal words sequence events. Use dialogue, thoughts, and descriptions of actions and feelings to show characters' personalities and responses.

Provide a sense of closure through their narrative's ending.

Stage 2 – Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

Brief Written Description of the Performance Task

Pre-Assessment:

Culminating Activity: With guidance, students will write their own realistic fictional narratives using a graphic organizer and a checklist, adhering to the standards.

Post-Assessment: Students will write their own realistic fiction story.

Other Evidence Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

 small group and individual student conferences;  teacher observations;  student responses during shared reading and writing, and independent and guided reading;  graphic organizer Objective(s) Listed Aim or Learning Assessment Resources Related to knowledge, skills or Intention of Each Lesson. both? 1: Immersion  Assess student prior Student work -Identifying the elements of a knowledge about realistic Class discussion about the realistic fiction fiction structure in a realistic fiction Supporting charts text  Brainstorm possible topics about things that can happen Select realistic fiction texts for read in the real world aloud (to immerse students in Chart responses fiction)  Notice how elements of Student responses -Developing a story map for narratives function to create a realistic fiction realistic fiction story Student story map organizers Story map

 Plan their story using a story map to sequence events logically (plan for: dialogue, setting-who, what, where, when, problem & solution

2: Plan - Creating the character(s) for the Graphic organizers, Narrative story map or story map realistic fiction story based on the conference notes organizer-lower level following Plot diagram-Reader’s Handbook, - internal character traits Teacher’s Guide (in back) - external character traits

- Brainstorming and coming up with real world problems based on experiences, texts they read, and themes they want to explore

- Discuss possible problems we see in our everyday lives. Use those problems as a guide for the problem in the realistic fiction story

- Choose a problem and map out the plot by using a story map

3: Draft -Creating good beginnings Use mentor texts and model how to write a variety of Good Beginnings: a) starting with dialogue b) starting with establishing setting c) starting with jumping into -Writing a descriptive setting and action introducing characters d) starting with a question or thought e) starting with sound

 Use descriptive words and sensory details to describe the -Sequencing events setting and characters

Draft the sequence of events in their story using their completed story maps (but now must include:  Action: what did the character do?  Descriptions: what did the character see, hear, feel?  Thoughts, and Feelings to develop experiences and events): what was the character wondering, worrying, feeling?  Dialogue: what did the character say or exclaim? -Concluding/Resolution  *optional-Sound effect: what did the character hear?

Students create a sense of closure to their narrative (resolution) a) starting the ending with feeling –show how the character felt about what happened in the story b) starting the ending by defining action- as a result of the main event the main character does something that reflects a decision or a feeling c) start the ending with a memory- have the main character remember the main event d) a decision- include a decision made by the main character as a result of the main event or story problem. e) a wish or hope- as a result of the main event the main character thinks ahead and makes a wish or hope for the future.

Students will draft their selected ending (choose to end with feeling or decision whichever is strongest)

4 Revise Student work samples, Character profile (inner & outer After week 3, students can begin  Evaluate their own writing individual and peer traits) using their understanding of against the rubric and conferences, exit slips plays to add to their writing: confer with the teacher Sketch-to-stretch: students sketch the description of setting, dialogue, about how it could be story elements) facial expression, body improved language, attitude, etc.  peer revise/edit: use the Chart: *thinking about verbs and rubric to help give adjectives to describe and tell actions effective feedback to classmates Reader’s Handbook, Teacher’s  Use descriptive words and Guide (in back) Character sensory details to describe Development Chart/Character Maps the setting (help students develop the characters  General v. specific- the in their writing) difference between showing and telling  “stop & freeze” get students to select a part of their story to stop the Timeline/story map organizer action and elaborate using the five senses  Students generate questions to create a segment of elaborate details describing a specific event in the story (what we see/hear/feel/taste/smell?)  How to write using a variety of complete sentences: simple, compound, complex  Revise by adding or elaborating on dialogue, body language, facial expressions  Students make decisions to select an appropriate title

 Use mentor text and Post its, student work samples Thesaurus’, Dictionaries, word 5. Edit samples of student work to with revisions made in walls, student created vocabulary teach capitalization and another color, observations, books are easily accessible. punctuation individual and peer  Review spelling patterns conferences and generalizations (word families, syllable Select realistic fiction texts (to show patterns..) cover choices- artwork, title  Use of commas and placement quotation marks when using dialogue  Simple verb tenses (walk, walked)

 Students make decisions 6. Publish about how to publish (extension can include: creating a front cover, a blurb, about the author)

 Students present/share their finished piece  As an extension-students can write reviews about it (critiquing)-for all?

7. Pre-assessment and Post-assessment Students will independently write their own realistic fiction story.

Reteach skills based on the needs of your students Student work including post-assessment Supporting charts Realistic Fiction texts Teacher’s note for resource text: Craft Lessons-Teaching Writing K-8 (Ralph Fletcher)

Crafting a good beginning-pg 66-67 Crafting a good ending pg 68-71 Crafting a title pg 72

Reader’s Handbook A Student Guide for Reading & Writing The Common Core Writing by Gretchen Owocki Universal Design for Learning

The ‘how’ of teaching & learning… What scaffolds am I providing? Gradual release of responsibility (model, ENGAGEMENT active engagement, independent work) The ‘why’ of teaching and learning… Peer Tutoring Collaborative learning (peer revision/editing)

Read Alouds/Modeled Writing REPRESENTATION Shared Reading/Writing The ‘what’ of teaching & learning.. Guided Writing Independent Reading/Writing

Small Group Instruction Supporting charts, Graphic Organizers, picture books, illustrations, sentence starters

How do I create an engaging/motiving learning environment to foster independent learners? Writing Process Groups (Self-directed) Access to library

What opportunities do I provide for students to CHOOSE how they demonstrate their understanding in a range of ways Graphic Organizers Student Checklist (Revision & Editing)

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk) Grade 3: Writing Narratives Rubric Grade 3 Common Core Level 4 Level 3 Level 2 Level 1 Standards Above Proficient Proficient Intermediate Novice (Above Grade Level) (At Grade Level) (Approaching) (Below Grade Level) Setting/Plot - Orients the reader by - Establishes a realistic - Attempts to establish -Fails to establish a CCSS.ELA- establishing a vivid situation realistic situation realistic situation Literacy.W.3.3a realistic situation Establish a situation The writer brings the - Attempts to - Does not introduce and introduce a - Introduces characters story to life by using introduce characters characters and/or a narrator and/or and/or a narrator descriptive and sensory and/or a narrator narrator. characters; organize language. an event sequence that i.e. “The dog was unfolds naturally. huge. It looked like a monster.”

- Introduces characters and/or a narrator Coherently organizes a Organizes a clear event Organizes some Does not sequence clear event sequence sequence that unfolds sequencing but might narrative in a logical that unfolds naturally. naturally. confuse the reader order. Narrative is confusing. The writer tells the The story has a story using a variety of beginning, middle, and There is no sense of exceptional sequential end however, the write sequential order in the language and the story does not provide grade story. flows naturally. level sequential language.

The writer attempts to use sequential language however the story does not flow in order.

Narrative Uses creative Uses descriptions of Uses minimal or Uses little to no Techniques descriptions of actions, actions, thoughts, and irrelevant descriptions description of actions, CCSS.ELA- thoughts, and feelings feelings to develop of actions, thoughts, or thoughts, or feelings to Literacy.W.3.3b Use to develop experiences experiences and events feelings to describe describe experiences dialogue and and events experiences /events /events descriptions of actions, thoughts, and feelings Uses vivid dialogue to Uses dialogue to show Attempts to use Does not use dialogue to develop experiences show the response of the response of dialogue to support to support plot Name: Date: Yes No My story has a strong lead.

My story is told in first or third person.

My story has a current-day, lifelike setting with time and place.

The characters are like everyday people.

At least one character deals with a conflict.

The conflict causes the main character to change.

I tell the problem at the beginning of the story.

I have 3 to 5 events in my story.

My story has a solution to the problem.

My story has a believable ending.

I used figurative language in my story.