Unit 2, Bend 3 Table of Contents The Art of Informational Writing Section Page Number Unit Essential Questions Unit Goals and Sub Goals (Task Analysis) 2 Unit Language (Spanish, Russian, English) English, Spanish Unit Assessment Checklist 6 Unit Assessment Rubric 10 Sample Unit Calendar 11 Grade 3 Unit 2, Bend 3 Dates of Unit: Unit Title: Moving Towards Publication, Moving Towards Readers Stage 1 Identify Desired Results Standards: (Alpha-numeric listing of standards incorporated in the unit) W.3.2, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10
Essential Questions: (These goals should be aligned to Essential Questions.) Goals: (These should be aligned to the Goals above) Good writers revise. Los buenos escritores revisan sus escritos. Good writers organize information. Los buenos escritores organizan su información. Good writers edit. Los buenos escritores editan. Good writers describe people, places, things and events. Los buenos escritores describen personas, lugares, cosas y eventos. Learning Targets (aligned to goals) Session 12: I can use a checklist to make a plan for revision. Soy capaz de utilizar una lista de control para hacer un plan de revisión. Session 14: I can use different nonfiction text features to enhance my informational writing. Soy capaz de utilizar varios rasgos de texto informativos para realzar mi escritura. Session 16: I can keep a close eye on punctuating with paragraphs when I edit. Soy capaz de puntuar mi información al escribir párrafos al editar. I can use adjectives to describe my topic. Soy capaz de utilizar adjetivos para describir mi tema. Session 13: I can clear up confusion by revising from a different perspective. Soy capaz de despejar las dudas al revisar mi escrito desde una perspectiva diferente. I can use conjunctions to describe topic. Soy capaz de utilizar conjunciones para describir mi tema. Session 13: I can clear up confusion in my writing by role playing with a partner. Soy capaz de despejar las dudas en mi escrito al dramatizarlo con un compañero. I can use prepositional phrases to describe where or when things happen. Soy capaz de utilizar frases preposicionales para describir cuando las cosas suceden. Session 15: I can research to make sure that my facts are I can use transition words to move my writing along.
Student Name Session 12: I can use a checklist to make a plan for revision. Session 13: I can clear up confusion by revising from a different perspective Session 13: I can clear up confusion by revising from a different perspective. Session 14: I can use different nonfiction text features to enhance my informational writing. Session 15: I can research to make sure that my facts are correct and fix them if they are not correct. Session 16: I: I can keep a close eye on the punctuation of paragraphing when I edit. I can use adjectives to describe my topic. I can use conjunctions to describe topic. I can use prepositional phrases to describe where or when things happen. I can use transition words to move my writing along. I can make connections in my writing. (introduced in Session 16) B = Beginning D = Developing P = Proficient M=Mastery Lista de control para la unidad 2, sección 3
Nombre del estudiante Sesión 12: Soy capaz de utilizar una lista de control para hacer un plan de revisión. Sesión 13: Soy capaz de despejar las dudas al revisar mi escrito desde una perspectiva diferente. Sesión 13: Soy capaz de despejar las dudas en mi escrito al dramatizarlo con un compañero. Sesión 14: Soy capaz de utilizar varios rasgos de texto informativos para realzar mi escritura. Sesión 15: Soy capaz de investigar para asegurarme que los hechos utilizados sean correctos y corregirlos si son incorrectos. Sesión 16: Soy capaz de puntuar mi información al escribir párrafos al editar. Soy capaz de utilizar adjetivos para describir mi tema. Soy capaz de utilizar conjunciones para describir mi tema. Soy capaz de utilizar frases preposicionales para describir cuando las cosas suceden. Soy capaz de utilizar conectores para avanzar mi escrito Soy capaz de hacer conexiones entre el pronombre y el antecedente en mi escritura (introducido en sesión 16) P = Principiante D = En desarrollo C= Competente M=Maestría Information Writing Student Checklist, Grade 3
accuracy. Language Goal: I can spell key words related to my topic correctly. my new writing. clear up confusion in my writing by role playing with a partner. Language Goal: I can use conjunctions to describe topic. Bend 3 Day 16: Session 14: Using Text Features Makes It Easier For Readers to Learn Learning Goal: I can use different nonfiction text features to enhance my informational writing Bend 3 Day 17: Session 15: through Rapid Research Learning Goal: I can research to make sure that my facts are correct and fix them if they are not correct Bend 3 Day 18: Session 15 Continue Fact-Checking through Rapid Research Learning Goal: I can research to make sure that my facts are correct and fix them if they are not correct Bend 3 Day 19: Session 16: Punctuating with Paragraphs Learning Goal: I can keep a close eye on the punctuation of paragraphing when I edit. Bend 3 Day 20: Session 16: Continue Punctuating with Paragraphs Mid-Workshop Teaching p.120 Language Goal: I can make connections in my writing. Bend 4 Day 21: Session 17: Plan Content-Area Writing , Drawing on Knowledge from Across the Unit Learning Goal: I can transfer what I have learned to plan and draft a content-specific informational text. Bend 4 Day 22: Session 17: Continue Plan Content Area Writing, Drawing on Knowledge from Across the Unit Learning Goal: I can transfer what I have learned to plan and draft a content-specific informational text. Bend 4 Day 23: Session 18: Revising from Self-Assessments Learning Goal: I can compare my plans for my draft using different revision strategies. Bend 4 Day 23: Session 18: Continue Revising from Self-Assessments Learning Goal: I can compare my plans for my draft using different revision strategies Bend 4 Day 25: Session 19: Crafting Speeches, Articles or Brochures Using Information Writing Skills Learning Goal: I can reimagine my informational writing into a different format, like a speech, a brochure, or an article. Bend 4 Day 26: Session 19: Continuing Crafting Speeches, Articles or Brochures Using Information Writing Skills Bend 4 Day 27: Session 20: Bringing All You Know to Every Project Learning Goal: I can draw on all that I have Bend 4 Day 28: Session 21: A Final Celebration-Using Knowledge Writing to Teach Younger Students