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Personal Narrative Writing Unit: 3rd

Grade Unit Focus (CQ1) (FT: 1c) (C4) Overall big ideas or understandings

o Purpose of narrative writingo Develop independence and growtho Be an engaged member in a community of writers

How is this unit connected to the Student Profile?

This unit is connected to the student profile under interdisciplinary skills and attributes within the category academic thinking skills and strategies in the subcategories Questions critically and thinks creatively and solves problems effectively. It is also connected to the category of communication and collaboration skills under the subcategegories offers ideas and makes contributions and works well with others. Finally, this unit connects with the category of personal attributes in the subcategories exhibits a strong work ethic and takes personal responsibility. Finally, this unit is connected to the student profile under interdisciplinary content and knowledge for literacy and language and information and communication technology.

What are the guiding questions that lead students toward big ideas or understandings?o How do writers write personal narratives with independence?o How do writers become storytellers on the page?o How do writers write with new independence on a second piece?o How do writers revise and edit to produce their best work?

Standards and Levels of Proficiency (CQ1) (FT: 1c) (C4)What are the main standards (i.e., Common Core State Standards, State Standards, or LWSD Power St andards) that will be taught in this unit?

W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

o W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

o W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

o W.3.3c Use temporal words and phrases to signal event order.

o W.3.3d Provide a sense of closure

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.5 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.

What other content standards and/or Interdisciplinary Skills and Attributes will be incorporated

in this unit?

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o L.3.1.i Produce simple, compound, and complex sentences. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.o L.3.2.a Capitalize appropriate words in titles.o L.3.2.c Use commas and quotation marks in dialogue.o L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding

suffixes to base words (e.g., sitting, smiled, cries, happiness).o L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based

spellings, syllable patterns, ending rules, meaningful word parts) in writing words.o L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check

and correct spellings. L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

o L.3.3.a Choose words and phrases for effect.o L.3.3.b Recognize and observe differences between the conventions of spoken and written

standard English. L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-

specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

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 and texts, building on others' ideas and expressing their own clearly.

o SL.3.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

o SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

o SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

SL.3.4 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.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

What do students need to know and be able to do based on the Proficiency Scales?To be at standard students must be able to: W.3.3. Write narratives to develop real or imagined experiences or events using effective technique,

descriptive details, and clear event sequences.

o W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

o W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

o W.3.3c Use temporal words and phrases to signal event order.

o W.3.3d Provide a sense of closure

W.3.4 With guidance and support from adults, produce writing in which the development and Lake Washington School District | Unit and Lesson Planning 2

http://www.corestandards.org/ELA-Literacy/SL/3/5/



http://www.corestandards.org/ELA-Literacy/L/3/6/

http://www.corestandards.org/ELA-Literacy/L/3/2/e/

http://www.corestandards.org/ELA-Literacy/L/3/2/c/

http://www.corestandards.org/ELA-Literacy/L/3/1/i/

organization are appropriate to task and purpose.

W.3.5 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.

Overarching learning targets for the Unit and decide how to teach it By the end of the unit, students will be able to write an effective personal narrative and use a

district proficiency scale-aligned rubric to self-assess their success in meeting or exceeding standard.

o Give table groups puzzle pieces without the box. Ask students to complete the puzzle together.

o After many frustrations, ask students “What would help make this activity more succssful?”

o Provide each group with the puzzle box and explain how having a clear picture of what the final product looks like helps guide a student to reach success.

o Introduce new writing unit and unit learning target.

o Give student groups one exemplary personal narrative written by a previous third grader. Ask students to note or list what pieces the writer put together to create an effective personal narrative.

o Share observations and chart what pieces students can identify.

o Briefly show a district proficiency scale-aligned rubric under the document camera and connect it to the learning target tracking and reflection puzzle/map to show students the progression of the unit and how they will write an effective personal narrative. Explain that the unit learning target is their destination, but we will work through four “bends” to arrive at our final goal.

Determinig students’ baseline knowledge and gather data

To begin, I will ask students to describe and/or define what a personal narrative is in their writing journal.

Then, I will have students take an on-demand pre-assessment. I will ask them to write the best personal narrative they can. I will remind them to write a story with a beginning, show what happens in the middle of the story in order, use details to help readers picture their story and to craft an ending for their story.

Vocabulary (CQ1) (FT: 1c, 2b, 3a) (C4, 1)

Lake Washington School District | Unit and Lesson Planning 3

What key vocabulary (content and academic) will be taught in the unit? What words and phrases do students need in order to access and express their understanding?

o Personal narrativeo Sequence of eventso Organizationo Paragrapho Styleo Voiceo Revisiono Editingo Publishingo Prewriteo Leado Transitionso Endingo Actiono Dialogueo Elaborationo Word choiceo Sentence fluencyo Point of viewo Show not tello Figurative languageo Mentor texto Conventionso Settingo Charactero Narrator

Connecting to the Learner (CQ1) (FT: 1b) (C3)


What are common student preconceptions you think students will have related to this unit?

I believe many students will have preconceptions about what the definition of a personal narrative is and how to write an engaging and focused story. I think students will either confuse this type of writing with a different genre entirely, or think that a personal narrative is simply a “story.” I believe many will not be able to describe that it is a true story about themselves and that they will struggle to describe all of the qualities of a personal narrative since it is the beginning of the school year. I also think many students will start this unit with low confidence or a distaste for writing in general. In the past, I have found that many of my incoming third graders think writing is boring because they “have nothing to write about” or that they have low confidence in themselves. Finally, I can imagine that a large number of students will believe that their writing does not need revision or editing in order to publish it.

How will you determine/what strategies will you use at the beginning of the school year or prior to the unit that will help you learn the students’ life experiences, interests, and biases? How will you use this information to develop your lessons and activtiies for the unit?

I will learn about my students’ life experiences, interests and baises through a writing interest inventory. Parents will also help me learn more about their child’s experiences, interests and biases through a parent questionnaire sent home at the start of the year. I will also use my observations of student behavior along with their work from our first month of Writing Workshop to help me develop strategies I will need to incorporate into my unit in order to meet my students’ current needs. This first month of writing is focused more on building routine and structure of the workshop and less on a particular genre of writing, so I believe student’s writing preferences, gifts and struggles will be presented. I will plan my unit lessons, small group and individual instruction and mentor texts to based on the data found in the previously mentioned strategies so that I can support all of my learners where they currently are. Furthermore, I will use results from an on demand preassessment to determine students’ applied knowledge of personal narratives by grading each preassessment according to the personal narrative rubric that will be used in the unit. This will also guide my whole group and small group instruction choices.

What might students struggle with in the unit? What might be common errors in reasoning?

Some common errors and areas I expect my students to struggle in are in structure and cohesion, elaboration, language, the process of generating ideas, the process of drafting, the process of revision and in the process of editing. Specifically within structure and cohesion, students will probably struggle with lack of focus, confusing or missing information, no tension, no real or significant ending or they won’t use paragraphs. In elaboration, students stories might use sparse detail, stories could be riddled with details, they could add too much dialogue, stories might struggle to convey a deeper meaning and the author might tell rather than show their story like a storyteller. Student’s language issues will revolve around the accuracy of spelling and punctuation. While generating ideas, students commonly say, “I have nothing to write about” or they struggle to represent their true capability in daily writing tasks. During the process of drafting, students have difficulty with stamina and volume of writing as well as their ability to work independently. While revising, students find it difficult to determine personal goals for writing progress and in editing, writers forget to use what they know about editing while writing.

Instructional Plan –Progression of Learning What is it we expect our students to learn? (CQ1) (C 1, 2, 3, 4)(FT: 1a, 1c, 1e, 2b, 3a, 3b, 3c, 3e)

Assessment Plan How will we know if each students has learned it? (CQ2) (C 2, 3, 6)(FT: 1b, 1f, 3b, 3d, 4b)

Differentiation PlanHow will we respond when some students do not learn it?How will we respond when some students already know it? (CQ 3, 4)(C 1, 2, 3) (FT: 1b, 1c, 3c, 3e)


1. Unit Opener:- Anticipatory Set: Students will define/describe what personal narrative writing is in their Writer’s Notebook. Stop after 3 minutes.

- Student table groups will discuss what they know and create a revised definition together by writing a sentence or two on a mini white board. They will share with the class and the teacher will chart. Whole group will discuss similarities and differences found. Teacher will show an accurate, kid-friendly definition under the document camera and students will copy the definition down under a line of learning in their notebook.

- Knowing now what a personal narrative is, students will write a personal narrative in an on demand situation on loose leaf binder paper. Students will have 60 minutes to write.

- Closing: Share unit learning target with students and have them turn and talk to a neighbor. Display photographs of a gold medalist, a crawling baby, and a child on a bike with training wheels on the ActivBoard and ask students to explain which person best resembles how they feel about this unit objective and why.

Pre-Assessment

- Personal interest survey (completed during Morning Work)

- Journal prompt pre-assessment: Students answer “What is personal narrative writing?”

- On demand writing of a personal narrative

- Assessment results will help me modify planned unit lessons and learning targets. They’ll also guide me in matching writing partners and break students into small strategy groups.

If students need accommodations for writing needs such as paper options, a scribe or access to a netbook, they’ll be provided with them.

2. Bend 1: “I can write a personal narrative with independence.”

Starting the Writing Workshop: Visualizing Possibilities

DAILY TARGET: I can make a resolution/goal for the writing I want to make.

Introduction – Table groups

Exit slip: “Explain in your own words what our big goal is by the end of this unit. What four “chapters” of learning will guide us there? Use sentences to describe your understanding, but feel free to add illustrations and captions to support your thinking.”

Struggling writers: Pull small group and ask guiding questions to help them identify one area to grow. Provide extra examples.

Excelling writers: Encourage describing how they will reach the goal.


receive puzzles in Ziploc baggies. Ask groups to complete the puzzles. After frustration, lead students to ask for the box with picture of completed puzzle. Let kids finish puzzle. State learning target & students will write in learning target tracker.

Group Work: Link idea with unit learning target and show students an exemplar personal narrative. Have students mark up the narrative with their writing partners with things they notice the author did to write an effective story. Call on partnerships randomly using popsicle sticks and have each pair share one new observation. Teacher will mark up exemplar in front of the class and then show how these ideas match to the narrative writing checklist and rubric and/or add missing ideas students missed.

Closure: Pass back interest surveys from yesterday and keep checklist on document camera. Using these sources, have kids pick one or two things they want to craft as their writing goal(s) and write in their writing notebook. Students will share their goal with their writing partner to help build accountability with a peer and then reflect on the target on the target tracker once goal(s) is written.3. Finding Ideas and Writing

Up a Storm

DAILY TARGET: I can come up with writing ideas by identifying a person that matters to me, generate a list of small moments with them and write a story about them.

Intro: Link to yesterday’s

Formative: Observations during independent practice specifically for stamina – whole group teaching point to write “fast and furiously – so much that your hand might hurt. If you finish a story, start the next!” Time and provide encouragement.

Formative: Quality/volume of lists and narratives.

Struggling writers: Pull small group and ask guiding questions and providing more examples to help students think of important people and/or small moments from their lives. Release to independence when they’re ready or partner up with a strong writer for extra support. Some of these students will be prompted to orally tell their small moment to a peer, a stuffed animal or a teacher. Focus on beginning, middle and end of story.


work & ask students to give a thumbs up if they have an idea of what to write about now that they know what personal narrative writing is. Tell kids if they don’t know, today you’ll teach them a new strategy. Show target & have kids write in target tracker. Teach context of when strategy is needed, demonstrate process of picking a person important to writer and listing small moments by thinking aloud & modeling under document camera. Start “Finding Ideas for True Stories” anchor chart.

Work: Ask students to practice with you. Have them imagine an important person and list important events across their fingers silently. Have them select one and tell the story chronologically to an elbow partner. Teacher listens and coaches for students to zoom in with detail. Debrief with class before sending them to independently generate idea lists and start writing drafts.

Closure: Gather class together. Give a compliment or two for work. Students wearing blue read story to a few close peers. Listeners give compliments. Each writer writes a compliment for themselves at top of page. (Refer back to checklist & interest survey from yesterday). Review learning target and students complete daily target tracker reflection.

Excelling writers: Encourage describing adding more detail, zooming in more, writing another list and/or small moment, pair up with a struggling writer to provide extra support, ask them to prepare to share their thinking and writing process.


4. Drawing on a Repertoire of Strategies

DAILY TARGET: I can come up with more writing ideas by identifying a place that matters to me, generate a list of small moments about the place, and write about one of these moments.

Intro: Remind students writers draw on a repertoire of strategies for generating writing. Reference “Finding Ideas for True Stories” chart. Introduce new target and have students write in target tracker. Name the context that would lead a write to use this strategy and think aloud to model thinking of a place, why it’s special, mapping it with labels and noting potential small moments.

Work: Prompt students to practice being stuck, referencing the chart thinking of a special place. In a minute or two, have students map this place while jotting story ideas. Then, students can start writing a new story or finish one from yesterday. Mid-Workshop remind students to write a new story once they finish their current piece. Prompt them to think “What’s another true story I’ve experienced? How did it start? What happened next?” etc. Have kids tell their neighbor what they’ll write next and coach listeners to listen with open ears in hopes of being inspired for their own writing.

Closure: Ask kids to give a thumbs up, sideways or down rating for their work that supports the day’s target. Discuss issues of restlessness and student pairs share solutions. Reveal

Formative: Individually confer with struggling writers asking them to give a tour of their Writer’s Notebook and explain what their goals/reflections have been and what help they need. The goal will be to listen and tailor individual teaching to each student’s thoughts and writing.

Struggling writers: Pull small group and ask guiding questions and providing more examples to help students think of important places and/or small moments from their lives. Release to independence when they’re ready or partner up with a strong writer for extra support. Some of these students will be prompted to orally tell their small moment to a peer, a stuffed animal or a teacher. Focus on beginning, middle and end of story. A graphic organizer will be available to help guide student thinking with more support.

Excelling writers: Encourage describing adding more detail, zooming in more, writing another list and/or small moment, pair up with a struggling writer to provide extra support, ask them to prepare to share their thinking and writing process.

All students are encouraged to use brainstorming strategies that work for them. They can choose between listing, mapping or another strategy previously learned.


“When I Run Out of Gas as a Writer” anchor chart and discuss how writer’s problem solve (i.e. if a pencil breaks) and encourage students to get better tomorrow and close with learning target reflection on tracker.DAILY TARGET: I can write my personal narrative with voice by making a mental movie of what happened, telling it in small detail, bit by bit.

Intro: Teacher compliments effort of last two days of writing, specifically some author’s ability to use voice. Read two passages with similar content but one with a “reporter” voice and one with a “storyteller” voice. Ask partners to pick which allows them to “see” and “feel” the story. Have them describe why. Name the learning target and students record in target tracker.

Work: Refer to beginning of Come on Rain! as a class. Teacher thinks aloud to show how Karen Hesse asked herself questions to bring the story to life. Then, think aloud to model remembering personal story – deliberately starting out summarizing, but then rewinding to retry storytelling. Reminding writers to recall what happened like it’s a movie in the mind using small actions and details. Start anchor chart “To Write a True Story” and add today’s target. Practice using a whole class topic. Teacher starts orally telling story, partners turn and finish storytelling step-by-step. Teacher highlights what students did well and reveals, “A Storyteller’s Voice Shows, Not Tells” anchor chart. Students independently continue writing story from yesterday

Formative: Visit table groups to provide table compliments. Look for smart strategies or positive behaviors students exemplify (especially ways students are helping themselves). Name specifically what student is doing to reinforce self-reliance and encourage others to do it too.

Formative: Collect student Writer’s Notebooks to see if writers are writing about small moments, writing in sequence, showing and not telling, summary vs. storytelling, using dialogue, etc. Document using a spreadsheet to easily group students by need.

Struggling writers: Allow students more time to orally tell story. Provide a checklist of questions to guide the sequence and detail provided. Provide the option of sketching story first, then adding sentence support.

Excelling writers: Encourage describing adding more detail by adding characters thoughts and feelings, encourage better stamina/volume of writing on same story.


or start new today. Remind them how to problem solve if they “run out of gas.”

Closure: Students sit next to writing partner. Teacher asks students to discuss how writing partners can help each other. Once partners share, have a whole group share, charting ideas. Next, have partners show their notebook, writing goals and progress toward goal with partner. Have partners repeat back the goal(s) they’ll help support. Revisit today’s target, have partners share how they wrote their story like a storyteller. Have one model partnership share with group. Students reflect on target in target tracker.


6. Taking Stock – Pausing to Ask, “How am I doing?”

DAILY TARGET: I can reflect and self-assess myself on my writing progress using a checklist and set new goals.

Intro: Explain to get better at something, you check progress and set goals for next steps. Name the learning target and students record in target tracker.

Work: Introduce 3rd grade checklist and 4th grade checklist. Teach and guide students through the process of assessing a pre-determined student’s writing with the 3rd grade list. Students engage in partner and whole-group conversation. Then, have students assess their last finished story. Have students write a list of goals they have based on their self-assessment. Add learning target to “To Write a True Story” chart. Kids write independently while teach pulls small groups or individuals as needed.

Closure: Ask writers to reflect on goals and make a plan to not forget goals. Model under document camera. Let kids write an explanation or provide graphic organizer. Then reflect on target tracker.

Formative: Exit slip of goal plans. Collect and write feedback on sticky notes.

Struggling writers: Provide a smaller list of goal choices for them to choose from; guide a small group as they self-assess their writing; provide them the 2nd grade checklist

Above Standard: Provide them the 4th grade checklist

7. Editing as We Go – Making Sure Others Can Read Our Writing

DAILY TARGETS: I can pick and use a strategy to help me remember to use my best spelling.

Intro: Ask kids to verbally list things they know by heart, including words they know how to spell to their writing partner. Listen in and

Formative: Using Bend 1 Learning Target Trackers, students reflect on overall learning toward the daily targets and overall bend target. They will note things that they’re proud of and areas they want to continue focus. They will describe their progress toward their personal learning targets as well. This self-assessment/reflection will be written on a Haiku

Small group for identified struggling spellers to teach them how to conquer words they know are spelled wrong: circle it, consider what is right and/or wrong about it, try writing it three ways, think about similar words that could help, pick the option that seems most accurate.

Possible small group and individual conferences will occur based on student need. Topics could include (below standard): applying accurate spelling and conventions, thinking of ideas, stretching ideas out with showing and not telling,


discuss high-frequency words and the importance of accurate spelling while writing rather than after writing. Tell students it helps to invent ways to remind oneself to spell correctly the words they almost know by heart. Have students write learning target

Work: Ask partners to think of ways to remind themselves of words they know. Share as a class, teacher charts. Teacher emphasizes that writers use the strategy that works best for them and that their peers are a support system for when they’re stuck. Remind students to continue working on a piece or start a new one and to use one of these strategies to help with spelling along with previous teaching points by referencing anchor chart. Students head off to write. Mid-workshop: teacher reminds class that just like spelling, writers write in sentences that use periods and capitals from the start.

Closure: Share work from an exemplar student who worked through a spelling issue and have them share how they will reflect on their target progress. Have all students reflect in target tracker. Then, have students read thoughtfully through notebooks to pick an entry to develop into a finished piece. Have them star the top three. Students share ideas with partner and select final one by placing a paper clip on the entry.

class Wiki and their writing partner will respond with encouragement and/or helpful tips. The teacher will also respond giving at least a compliment and a critique based on the student’s reflections and their Bend 1 Learning Target Tracker.

sequential story telling; (above standard): figurative language, accurate dialogue punctuation, paragraphing, etc.

Students can choose the strategy that best helps them remember spelling of words. Personal dictionaries, personal word walls, flashcards on a binder ring, and checklists will be available if students need them.


8. Bend 2: “I can be a storyteller on the page.”

DAILY TARGET: I can rehearse my narrative many times and many ways to help bring my story to life.

Intro: Have students story-tell their chosen story to their writing partner in a way to elicit a reaction. Then, name the learning target and have students record in target tracker. Add target to “To Write a True Story” chart. Model how to tell a story across the pages of a drafting booklet (relive the moment and storytell) and then name the strategies used.

Work: Students rehearse storytelling again with partner. Teacher calls out coaching tips on voice, sequence, detail, etc. Send students off to continue practicing rehearsing storytelling, but adding a small, quick sketch on corner of each page of booklet as they tell the story. Mid-workshop have partners focus on “main” parts of story to build on emotion for readers.

Closure: Celebrate the work of the writers and emphasize that writers try out different leads to rehearse for writing. Study, discuss and chart Karen Hesse’s tactics. Assign students to write three potential leads for their narrative for homework. Add lead types (action, dialogue, sound) to “To Write a True Story” chart. Restate the learning target and students reflect on target tracker.

Formative: observations and conversations with story tellers.

Formative: Target tracker

Formative: Lead homework

Struggling writers: students can listen to their writing partner first to receive another example before attempting to storytell on their own. Provide students with probing questions to pull more detail out of their stories. Have students focus on a smaller portion of their story rather than rehearse the whole. Assign students to write two leads instead of three for homework.

Excelling writers: Have students write more than three leads and/or attempt using more than one lead strategy in a lead. Encourage students to try to evoke more emotion from their reader by causing different parts of the story to stir different feelings. Provide students with probing questions to pull more detail out of their stories.


9. Writing Discovery Drafts

DAILY TARGET: I can build my writing stamina by fixing my eyes on my subject and writing my story quickly without stopping.

Intro: Remind students of their previous work in the process of drafting and tell them they’re ready to go further. Name the learning target and have students copy in target tracker. Compare writing to an artist who looks at the subject while they work rather than their paper. Tell students today they’ll write a fast-draft, model how and show an example. Add to “To Write a True Story” anchor chart.

Work: Have students take out drafting booklet from yesterday. On page 1, students write favorite lead from yesterday’s homework. Then, using the sketches from yesterday, students orally rehearse their story again with partner. Students will begin to write fast and furiously. Mid-Workshop: Coach students through low-energy moments by reminding them to reread their story like it’s a masterpiece (not focusing on small errors) and then to keep writing.

Closure: Remind writers of strategies they already know for writing with stamina, ask students to read a favorite line aloud to the class, compliment them and remind them that reading their story aloud provides energy. Students reflect in target tracker.

Formative: Observations

Formative: Drafting booklet

Formative: Target Tracker

Small groups and/or individual conferences won’t be scheduled today. I don’t want to interrupt writers “in the groove.” I will meet with writers who aren’t writing “fast and furiously”

IF THENStaring in space

Teach to go to first page and storytell the part that belongs on that page, then shift into writing

Erasing a lot

Teach to put a line through the part of the writing that is distracting and then to keep writing

Thinking and rethinking particular parts

Teach to make notes in the margin about other potential ways to write

Judges every sentence

Encourage to think, “It’s okay for now. I’ll do the best I can and keep going.”

Story is not a small moment and/or they’re summarizing

Pull to back table to reteach zooming in and strategies to show and not tell


10. Revising by Studying What Other Authors Have Done

DAILY TARGET: I can identify ways Karen Hesse made Come on Rain! interesting for readers and revise my story using at least one of these strategies.

(This is an inquiry lesson that does not follow the typical direct instruction, guided practice routine.)

Intro: Explain to students that we are working together today to figure out how to make our writing as good as Karen Hesse’s. Name the inquiry question, “What does Karen Hesse do to make Come on Rain! so powerful and meaningful? And how can we do some of that in our own writing? Have students record target in tracker. Add target to “To Write a True Story” chart. Guide students through steps to help them answer the larger question.

Work: Give table groups various excerpts and have students reread, star places they love and write what Hesse did to make it powerful. Prompt students to study Hesse’s language carefully. Listen and highlight observations that students make. Repeat their observations using more precise language and chart. Encourage students to try and/or revise part of their writing using at least one strategy Hesse used in their own writing. Mid-workshop: Encourage students to think about what they want their readers to feel. Provide other mentor texts students can observe and read like writers to try new strategies.


Formative: Daily work


Struggling writers: Select one craft strategy that seems most “straight forward” and work with students in a small group to apply to their story in a single location. Keep these writers focused on simpler, structure-related parts of writing. Provide 2nd grade checklist if necessary.

Excelling writers: Small group to give another example of studying craft moves from published authors and encourage these students to learn a new craft strategy on their own through a new mentor text to apply to their writing. Provide the 4th grade checklist.


Closure: Select a student writer who has done a good job and have students study the classmate’s work using a 3rd grade checklist as a whole group. Bring writing partners together to assess their own writing similarly. Remind writers to review the goals they set earlier. If they have met them, have them write new goals using the guidelines of the checklist. Restate learning target and have students record reflection in target tracker.Intro: Remind students that revision is a compliment to their writing and use a story (running pace, place hand on heart) to illustrate the importance of revising to draw out the “heart” of their writing. Name learning target and have students write target on tracker. Add under “To Write a True Story” anchor chart.

Work: Spotlight a student that tried to add more detail to the “heart” of their story yesterday by displaying their draft and describing in detail what they did and how. Model one revision strategy of adding paper into the draft by scissoring the page apart. Debrief, summarizing these steps (finish draft, reread, find heart of story, add detail to slow this part down using storytelling voice). Practice as a class on chart paper with previous shared writing narrative. Summarize the lesson to direct children through the steps of this strategy. Remind them to help themselves using tools, resources and routines previously learned when they get stuck. Mid-workshop: remind students they’re writing is like molding clay. Compliment students who have spliced their writing with scissors and tape and

Formative: observations

Formative: daily work


Struggling writers: work individually with writers to help them find the heart of the story. Have them rehearse this part telling the story bit-by-bit. Scribe as they speak. Have student cut draft and tape in.

Excelling writers: Teach internal story mini-lesson in a small group before introducing to the rest of the class in lesson conclusion.


encourage students to use revision pens and or paper to tape revision on top of sentences.

Closure: Highlight a student who applied the mini-lesson by adding an internal story to their narrative. Explain the child’s work in a way others can learn from. Encourage students to try this tomorrow as the stretch the year of their story out. Add details that start with (I noticed…I wondered…I thought). Restate learning target and students record reflection on target tracker.Intro: Celebrate the work that kids are doing to bring out the hearts of their stories by quickly reviewing what a specific student did yesterday. Use the book store analogy of how similar books are grouped together with the idea of paragraphing related sentences. Name learning target and state that today they’ll learn how to identify when to begin new paragraphs. Students record learning target in tracker.

Work: Use a student’s writing to teach and model how a writer would revise to group paragraphs using the paragraph sign with a revising pen. Reveal “When to Start a New Paragraph” chart (new subtopic, time has moved forward, new speaker). Give each partnership a copy of a previous student’s draft that has paragraphs blocked out. Have students read, discuss and note why she’s started a new paragraph. If they disagree, they need to jot down why. Debrief and reveal an accurate copy to correct students thinking. Remind students as they revise to use a paragraphing

Formative: Using Bend 2 Learning Target Trackers, students reflect on overall learning toward the daily targets and overall bend target. They will note things that they’re proud of and areas they want to continue focus. They will describe their progress toward their personal learning targets as well. This self-assessment/reflection will be written on the Haiku class Wiki and their writing partner will respond with encouragement and/or helpful tips. The teacher will also respond giving at least a compliment and a critique based on the student’s reflections and their Bend 2 Learning Target Tracker.

Struggling writers: in a small group have students return to drafting booklets and/or have them mark boxes with you around sentences they think go together. Help students add sentences to small paragraphs.

While observing writers, teacher will carry checklist around the class using it to confer with writers and model/remind them of this tool that reminds them of elaboration techniques.


sign, and next time as they draft, they can paragraph as they go. Add they can check for spelling and punctuation as they read too. Mid-workshop: point out that many paragraphs look tiny, which means their texts need more detail.

Closure: Celebrate a child’s revisions that illustrate elaboration under the document camera. Have writers study their work and look over their goals, starring the work they’re most proud of. Explain that tomorrow they’ll start a new story and that they should use paragraphs, elaborate, describe an internal story and incorporate all that they’ve learned from the very start. Review learning target and students record reflections on target tracker. Celebrate student’s first finished personal narrative!Intro: Celebrate students’ rough drafts and announce they’re ready to graduate and become captains of their own writing. Explain they’ll write a whole new personal narrative but this week they’re the boss of their writing. However, they need to produce about a page of writing or rewriting a day and need to experience the whole writing process. A piece needs to be done five days from now. State learning target and that in order to be their own job captain, they need to think back over everything they know how to do to make a work plan. Students will record learning target on Bend 3 target tracker.

Work: Create more flourish of added responsibility of their own writing and the fact they’ll need to make decisions based on their

Formative: Observations taking particular note of student success toward independence and problem solving.


Formative: Collect and provide feedback on student work plans. Do not tell students what to do, ask students questions to encourage intentional thinking and to reference/apply what they already learned.

To support student growth in independence, do not provide extra assistance in the form of direct instruction and/or explicit answers if possible. While observing student work, walk with narrative checklist and reverse student questions back on them. Mull over the problem aloud, stretching it out as if to think of a solution, but lead student to take the reins and answer for themselves. Encourage metacognition.


current writing – not the teacher. Provide a variety of “what if” situations, allowing students to decide what to do in potential circumstances as an independent writer. Model how to use a “To Write a True Story” checklist to keep tabs on their writing. Practice step one together (find a focused story idea). Remind students of helpful tools to increase independence, students begin writing independently being job captains for themselves. Mid-workshop: when the teacher has several students needing their help, have the first two students describe their issue, but send them off to problem solve on their own. Remind students to be their own boss and to use each other and other tools to problem solve without requiring teacher assistance.

Closure: Have students examine their work for examples of qualities of good writing from “What Hesse Did to Make her Storytelling Voice So Good” chart. Students give thumbs up for each thing they did. Note that while many students did some of these things, many did not. Have partners work together to craft new goals/work plan for tomorrow. Students will also reflect on learning target tracker.14. Revision Happens

Throughout the Writing Process

DAILY TARGET: I can recall and apply the qualities of good writing I already know to my new personal narrative.

Intro: Remind students of their new responsibility, but warn them that they don’t


Formative: Target Tracker

Students should be working on steps taught in lessons 6, 7 and 8. Pull small groups as needed.

Possible teaching points:

IF THENChoosing seed ideas

Students remind each other what they know about doing this


want to forget about all the wonderful writing strategies they already know. Refer back to revision strategies they previously applied and encourage students to apply them at the start of their new piece this round. State learning target and students record in target tracker

Work: Show a poor piece of writing under document camera. Have students help the teacher be the job captain of this text. Read the text aloud and have table groups discuss what kind of plan the author needs to improve it by using the rubric and the plan chart introduced yesterday. Share out. Revise under the document camera. Have students refer to their plan chart to mark where they are. Send students off to write by stating things like, “Those of you who will be revising an entry get started” or “Those of you who will be storytelling with different leads get started” until those who are unsure of what to do are left. Work individually with them to support their work plans. Writers will write.

Closure: Pick a writer that did some problem solving today to share out with the class. How did they remember good qualities of personal narratives and apply a step of that to their story? Have students reflect on target tracker.

Rehearsing Students remind each other what they know about doing this

Writing leads

Remind students they need to decide where the story starts in their sequence of events and/or work on showing and not telling

Drafting Provide a booklet (or binder paper if student prefers) and encourage fast and furious writing

15. Drafting

DAILY TARGET: I can replay life events in my mind as I write in a way that lets readers feel the real experience of my story.

Intro: Put todays work in context of the writing



Individual conferring and potential teaching points:

Focus on a small moment. Envision the experience and relive it

as a writer to create a mental movie. Write with specific detail. Include exact speech. Spell grade level words accurately. Punctuate as you write. Paragraph when time moves forward


process so kids can see that today’s work fits in the cycle of rehearsing, drafting, revising and editing. Give example of your personal reading how you “fell head first” into the story. Name learning target and explain that as a writer, you need to feel stories just like you do when you read them. Students copy target in target tracker.

Work: Point out we all have memories that are seared into our minds. Think aloud/model to show what you write by reliving a memory and writing under document camera. Purposefully think aloud through realistic problems kids will run into. Have students remembered something that happened to them yesterday and have them imagine themselves there again while they write the small moment in their notebook with a storyteller’s voice. Have a student share their writing and note their use of exact actions/details. Send writers off as their own job captains reminding them of the writing cycle and their draft due date. Mid-workshop refer back to due date. Have students take out their checklist to monitor their progress, noting what they still need to do.

Closure: Note the effort students are putting on their greater independence. Have partnerships share a short excerpt where they replayed their experience in their mind as they wrote. Record reflections in target tracker. Explain writers make goals by looking at past writing (and checklists) deciding what to aim for in the future. Have partnerships help each other write a plan to improve

or when the place changes as you write.

Reread your story, like a stranger, asking yourself, “Does this make sense?”

Recruit readers who can tell you places that are confusing in your story.

Solve your problems by using resources and/or inventing solutions rather than relying on your teacher.

Stretch out the heart of your story to put more emphasis where it counts.


quality of writing and/or to finish by due date.16. Revision

DAILY TARGET: I can revise my story by balancing my writing with a variety of details.

Intro: Remind writers to bring what they know to their work today. Explain that yesterday many writers were writing with a lot of detail about ___. (Dialogue, actions, thoughts, etc) State learning target and students write in target tracker.

Work: If overdoing dialogue: Refer to Hesse. Page 4 starts with action, moves to setting details, provides internal story (thoughts and feelings) and finishes with dialogue. Show a section from teacher story that mimics common student work. Model/think aloud which details to add/subtract to create balance. Have partnerships work to locate unbalanced portions of text and revise them. Add technique to “To Write a True Story” chart. Have students take out their plan chart and remind students that as job captains they need to make smart choices to use the mini-lesson teaching or if other revision is important. Glance at student plans before releasing to independent work.

Closure: Close with a “symphony share” where each writer reads short excerpt of balanced details. Compliment student work. Give suggestion for improvement that leads into punctuation. Students reflect on target tracker.

Struggling writers: confer with writers who seem to be at loss for how to revise their work. Pull small group for writers still collecting seed ideas to get them rehearsing and drafting. Pull small strategy group if reteaching is needed on previously taught strategy.

IF THENSummarizing

Check their topic is a small moment. Use a timeline to stretch small moment out, reliving each scene with detail

One kind of elaboration technique overwhelms text

Code the writing for types of detail (D for dialogue, A for action, etc) Use results to see balance and add/delete/subout details

If internal story parts are summaries that take the writer out of the piece

Re-teach show don’t tell from lesson 6.


17. Commas and Quotation Marks

DAILY TARGET: I can accurately punctuate quotations in my narrative.

Intro: Celebrate all that writers have done to write inside the moment with precise detail. Highlight a specific student who uses lots of detail showing their work under document camera. Explain that detailed writing is more complicated and requires sophisticated punctuation. Name the learning target and teach students that quotation marks are necessary to signal exact words of a person speaking. Students record learning target in tracker.

Work: Investigate Hesse’s use of quotation marks. Partnerships discuss what they notice and teacher charts how Hesse punctuates quotes so students have a reference tool. (Begin with capital, end with punctuation, surrounds words and punctuation with quotation marks). Read your example story (that you’ve modeled) aloud having students catch your quotations with fingers to represent quotation marks. Invite writes to make plans to revise/edit their stories. Mid-workshop: have students look for summarized conversations in drafts to replace with exact conversations instead.

Closure: Share a writer’s decision making that led to clearer, more powerful writing with the class. (particularly quotation marks). Have students reflect on target trackers.



Formative: Using Bend 3 Learning Target Trackers, students reflect on overall learning toward the daily targets and overall bend target. They will note things that they’re proud of and areas they want to continue focus. They will describe their progress toward their personal learning targets as well. This self-assessment/reflection will be written on the Haiku class Wiki and their writing partner will respond with encouragement and/or helpful tips. The teacher will also respond giving at least a compliment and a critique based on the student’s reflections and their Bend 3 Learning Target Tracker.

Struggling writers: pull small group to reteach the conventions of accurate punctuation and quotation marks with a practice page. Help writers individually as the others work through quick practice. Correct together before sending back to independent practice.

Excelling writers: push them to pick a sentence where they are reporting to storytell inside that moment. Teach figurative language technique (simile, metaphor) to apply to writing.


18.Bend 4: “I can revise and edit to produce my best work.”

- Writers Revise In Big, Important Ways

DAILY TARGET: I can read and revise my narrative to ensure my writing is clear, flows and has purpose.

Intro: Compare writing with the job of a sculptor. Both step back to look at their work. Then they add, take away, and change their work until it’s perfect. Name learning target and have students copy in target tracker.

Work: Demonstrate how reading aloud can help a writer hear parts that don’t sound right, flow and if all parts have purpose. Think aloud to model. Name questions writers ask themselves to pick what to keep, toss or change. Have students identify a “finished” part of their writing to reread for clarity and purpose. Prompt with verbal questions to cause deeper thinking. Remind that revision is about making writing clear – sometimes that means taking parts away that are confusing or unnecessary. Mid-workshop remind students to read their stories aloud with expression and fluency to help hear if their writing flows/sounds good.

Closure: Give students their on-demand pre-assessment and ask them to compare their writing from then and now using the narrative checklist. Compare it to a makeover TV show. Celebrate their growth and have students look back at their previous set goals. Partnerships turn and talk to share growth and continued



Individual student needs will be met through individual conferences.


goals. Have students reflect on target tracker on today’s target.19. Revised EndingsDAILY TARGET: I can craft multiple endings and select one for my narrative.

Intro: Remind students of their hard work in crafting alluring leads and explain today they’ll work on something harder today – crafting complete endings. Display learning target and students write in target tracker.

Work: Demonstrate with Come on Rain! how to craft powerful endings. Read the text and think aloud what makes it great. With students, reread text carefully noticing and charting Hesse’s moves. (important actions, images, dialogue and reminder of why the moment matters) Debrief naming important takeaways and remind children writers work hard on endings. Have students get started working on endings by rereading to find the most important parts. Explain the ending should relate back to these points. Then they’ll start writing potential endings. Mid-workshop have students recruit a friend to reread a part of their story to check that it makes sense.

Closure: Convene writers and share the work of a student who wrote several endings, trying to be sure they referred to important action, dialogue and images from the story. Have writer read and explain their process. Compliment specifics. Have students reflect on their learning today and record on target tracker.


Formative: Target trackers

Formative: Possible endings work

Pull small strategy groups based on student need.


20. Using Editing ChecklistsDAILY TARGET: I can use a checklist with my writing partner to edit my narrative to make my writing exactly as I intend it to be.

Intro: Create a context for today’s learning by talking about self-help books in bookstores. Transition into a self-help text that can act as a coach – a checklist to help “polish” writing. Announce target, students record in target tracker. Note that if there are six items on the checklist, a writer will reread six times, once with each item in focus.

Work: Tell students they have a personalized editing checklist and demonstrate how to read through a draft using these personalized items. Model and think aloud as if you’re a person who’s never read the text before. When you say, “Huh?” it marks a place that needs editing. Use a special pen to make changes. Have students read through their drafts with their partners, focusing on editing checklists.

Closure: Ask students to show what they’ve done, learned and resolved to do next. Students should share with partner. Explain that they’ll send their draft home with their writing partner to have them complete one final edit – like a real copy editor. Restate the learning that occurred today before students record reflection in target tracker.



Pull writers that are struggling to use the checklist independently. Guide them through each step asking probing questions that lead them to identify areas needing editing on their own as much as possible.


21. PublishingDAILY TARGET: I can publish my personal narrative in Word on the netbook with accuracy.

Intro: Compliment students’ hard work. Thank “copy editors” for their work last night. Remind authors they can take or leave their editors suggestions. State learning target and have students record in target tracker. Get all students logged into the netbook. Show example of completed narrative typed and formatted accurately. Guide students through steps of opening program and setting up their document with correct fonts, sizes, spacing, etc. Remind how to save. Put soft music on to keep voices low.

Work: Students type up narratives independently. Teacher and student tech helpers will assist students as necessary.

Closure: Compliment the focus of students today. Save documents together. Close out netbooks together. Revisit learning target and tell students they’ll have one more day to finish. (If some students finished today, have them reflect in target tracker.)


Formative: target tracker

Students will be assisted as needed for technical issues. At this point, only minor story corrections and/or questions will occur. The focus is purely on typing a fresh, clean published story.

22. Publishing

DAILY TARGET: I can publish my personal narrative in Word on the netbook with accuracy.

DAILY TARGET: I can use a rubric to self-assess my personal narrative.

Intro: Remind students of work expectations stated yesterday by showing a



Formative: Student self-assessments

Students will be assisted as needed for technical issues. I will also assist individual or small groups as needed if they are stuck during their self-assessment.


model of a typed personal narrative. Show rubric and model/think aloud using the exemplary writing how one would self-assess themselves – similar to a checklist. Explain that after their writing is printed, all students will Get all students logged into the netbook. Remind students the steps of opening program and setting up their document with correct fonts, sizes, spacing, etc. Allow for questions. Remind how to save. Put soft music on to keep voices low.

Work: Students type up narratives independently. Teacher and student tech helpers will assist students as necessary. If students finish early, they can add illustrations to support their writing.

Closure: Compliment the effort of students today. Save documents together and print. Close out netbooks together. For those that need to self-assess, provide time later in the day. Revisit learning target(s) and have students reflect in target tracker. Announce tomorrow’s celebration!23. Celebration

DAILY TARGET: I can celebrate my writing with my community of writers by reading my personal narrative and listening to others’ stories.

Intro: (Before mixing up with other third grade classes) Compare today’s experience with a reading teacher attended at a local bookstore. Explain small groups will gather, the writing partner will introduce the author, the author will read their story, and then

Summative: Teacher will grade the personal narrative using the rubric

Formative: Students will (after receiving their final grade and feedback from teacher) review their personal goals, target trackers, self-assessment and their on-demand pre-assessment and write a final journal entry on Haiku explaining if they met the unit learning target and how they know they met or did not meet it.

Students can choose which writing partnership they’d like to share their writing with.


listeners will ask questions.

Welcome all third grade classes and briefly commend the specific work the class has done. Break everyone into small groups. Explain (again) the process of the celebration.

Work: Students will share their stories in small groups. (Two writing partnerships per group along with 4 guests).

Closure: Once groups are finished give everyone a treat and a glass of juice and “raise a glass” to toast the work of the authors.

Learning Environment (FT: 2a, 2b, 2c, 2d, 2e)(C 1, 5)

Resources (FT: 1d, 1e, 3c) (C 1, 4)


What unit-specific considerations are needed for the learning environment related to: Respect and Rapport, Culture for Learning, Classroom Procedures, Managing Student Behavior, Physical Space?Students will be expected to follow the rules we came up with as a class in September: Be Kind and Respectful, Be Safe and Responsible, and Be your Best. The rules chart is written in student friendly language, was signed by all students, and hangs in the room for students to use as a reference. They will also be expected to bring their materials (Writer’s Notebook, etc.) to the carpet during direct instruction at the beginning of each Workshop. Additionally, they will be required to continue to follow the rest of the Writing Workshop routines that were set in September (independent writing, small groups, conferring, etc.) without disrupting others. Students will receive instruction through my direct teaching and modeling, practice with me during guided practice and then transition into their own independent writing time. The environment is set up in a structured and accessible manner. There is a clear meeting space at the carpet for the whole group to gather at the start and conclusion of each lesson. Students are organized in table groups during independent work time and they have access to review anchor charts or retrieve dictionaries or other tools. Small groups occur at the kidney table at the back of the classroom and during individual conferences, I will meet with students at their own desks.

How did current research and best practices guide the development of this unit?The unit includes current research-based instructional practices including: Writing Workshop, direct instruction, the gradual release method, feedback, cooperative grouping, graphic organizers, and rehearsal. This unit builds off of learning in second grade and teaches key concepts in preparation for fourth grade and beyond.

What resources, technologies, materials, adopted curriculum, equipment, and/or tools will be needed to teach this unit?I will need: Units of Study Writing True Stories Curriculum, Come on, Rain!, other personal narrative mentor texts, sticky notes, writing notebooks, chart paper, document camera, ActivInspire, ActivBoard, whiteboards, target trackers, unit learning target puzzle piece posters, graphic organizers, storytelling videos, internet, netbooks, personal dictionaries, tape, and red and blue pens, scissors.

How will students use information and communication technology resources?Students will be using the netbooks throughout the unit. After the completion of each of the four bends, students will reflect on their summative learning on Haiku. A peer will respond to their reflection on Haiku as well. Students will also use the netbooks to publish their personal narratives on Microsoft Word.

Parent/Family Connection (FT: 4c) (C 7)

Local and/or Global Connections (FT: 4e, 4f)(C 8)

Communication: At the beginning of the unit I will send home a letter explaining what the students will be working on throughout the unit. It will also include ways parents can support the unit goals at home. Another way I will communicate with with parents is through my weekly newsletter where I will outline what we’ve accomplished that week and what specific areas the class may be struggling with.

Collaboration: A few times throughout the unit, students are asked to get advice from their parents at home during homework assignments. Parent’s are asked to help students brainstorm small moments, draft leads and practice storytelling.

What opportunities might this unit present for communicating and collaborating with the extended community?Students will get opportunities communicating and collaborating with the extended community through our writing celebration. This celebration will be with the other two third grade classrooms. Writers from all three third grade classrooms will be divided up to share and listen to their personal narratives.

How will the unit’s learning activities engage students with problem solving and real world connections?The unit’s learning activities engage students with problem solving as the unit progresses. During the first two bends, students will receive more teacher support to gain foundational understanding and learn about the access they have to tools and resources during the Writing Workshop.


Then, during the last two bends, students will work as their own “job captains” and take responsibility for issues that arise during their writing. They will be required to show independence and initiative separate from the teacher by using the tools and resources that are available to them, as well as push their writing stamina. The unit engages students with real world connections in that personal narratives are all around us! Students are encouraged to use these examples as mentors to their own writing. They will also continue telling personal stories for the rest of their lives, so the story rehearsal portion of the unit as well as strategies that challenge them to become “storytellers” on the page will help them develop stronger skills.

Reflection (CQ1-4) (FT: 4a, 4d, 4e, 4f) (C 2, 8)To be determined…


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