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ELA G3:M3A:U3

Writing Like a Reader: Developing Opinion’s about the Author’s Craft in Peter Pan

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Planning Writing: Generating Criteria and Making a Plan for a Summary of Peter Pan

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can retell a story using key details from the text. (RL.3.2)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can identify the criteria for a strong summary paragraph.
  • I can describe the setting, characters, and events of Peter Pan.
  • I can plan my summary by completing an Accordion paragraph graphic organizer about Peter Pan.
  • Peter Pan Where/Who/What recording form
  • Accordion paragraph graphic organizer
  • Back-to-back and Face-to-Face

Lesson 2Writing a First-Draft Peter Pan Summary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative/explanatory text. (W.3.2)
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can write routinely for a variety of reasons. (W.3.10)
  • I can write a first draft of my Peter Pan summary.
  • Students’ first draft writing
  • None

Lesson 3Revising and Editing: Simple and Compound Sentences and Conventions

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write simple, complex, and compound sentences. (L.3.1)
  • I can use conventions to send a clear message to my reader. (L.3.2)
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can revise my Peter Pan summary paragraph to include simple and compound sentences.
  • I can capitalize appropriate words in titles.
  • I can correctly spell words that have suffixes.
  • I can use resources to check and correct my spelling.
  • Students’ sentence revisions
  • Students’ edited writing
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 4Mid-Unit Assessment: Writing a Summary about Waiting for the Biblioburro

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative/explanatory text. (W.3.2)
  • I can write a strong summary about the text Waiting for the Biblioburro.
  • Students’ summaries
  • Tracking My Progress, Mid-Unit 3
  • None

Lesson 5Peter Pan Opinion Writing: Generating Criteria and Choosing a Favorite Character

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can describe the characters in a story (traits, motivations, feelings). (RL.3.3)
  • I can explain how a character’s actions contribute to the events in the story. (RL.3.3)
  • I can identify the criteria for a strong opinion paragraph.
  • I can describe my two favorite characters from Peter Pan.
  • Selecting Characters recording form
  • Back-to-back and Face-to-Face

Lesson 6Opinion Writing: Planning Opinion and Reasons

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)

    a. I can introduce the topic of my opinion piece.

    a. I can create an organizational structure that lists reasons for my opinion.

    b. I can identify reasons that support my opinion.

    c.  I can use linking words to connect my opinion and reasons.

    c. I can construct a concluding statement or section for my opinion piece.

  • With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can create a plan for my writing that states my opinion and lists my reasons clearly.
  • I can use linking words and phrases to connect my reasons together in a paragraph.
  • Draft Opinion Writing
  • Progress Check-in
  • None

Lesson 7Opinion Writing: Introducing an Opinion and Providing a Conclusion Sentence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)

    a. I can introduce the topic of my opinion piece.

    a. I can create an organizational structure that lists reasons for my opinion.

    b. I can identify reasons that support my opinion.

    c. I can use linking words to connect my opinion and reasons.

    c. I can construct a concluding statement or section for my opinion piece.

  • With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can introduce my reader to my opinion about a Peter Pan character.
  • I can craft a conclusion to my opinion writing that reminds my reader of my opinion. 
  • Introduction and Conclusion drafting page
  • Opinion writing drafts
  • None

Lesson 8Revising Opinion Writing: Strengthening My Reasons by Using Specific Details about My Character

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)

    a. I can introduce the topic of my opinion piece.

    a. I can create an organizational structure that lists reasons for my opinion.

    b. I can identify reasons that support my opinion.

    c. I can use linking words to connect my opinion and reasons.

    c. I can construct a concluding statement or section for my opinion piece.

  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W3.5)
  • I can express ideas using carefully chosen words. (L.3.3)
  • I can use specific details about my character to strengthen my reasons.
  • Opinion drafts
  • Praise Question Suggest recording form
  • Praise-Question-Suggest

Lesson 9Final Revision: Using Feedback and Criteria

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W3.5)
  • I can use conventions to send a clear message to my reader. (L.3.1)
  • I can write simple, complex, and compound sentences. (L.3.1i)
  • I can use possessives in my writing. (L.3.2d)
  • I can use feedback to strengthen my opinion writing.
  • I can use the editing checklist to make final edits to my opinion writing.
  • Opinion writing drafts with edits and editing checklist
  • None

Lesson 10On-Demand End of Unit Assessment and Celebration of Opinion Writing

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)

    a. I can introduce the topic of my opinion piece.

    a. I can create an organizational structure that lists reasons for my opinion.

    b. I can identify reasons that support my opinion.

    c. I can use linking words to connect my opinion and reasons.

    d. I can construct a concluding statement or section for my opinion piece.

  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W3.5)
  • I can write an opinion piece describing my second favorite character.
  • I can share the final draft of my scene with my audience.
  • On-demand end of unit assessment
  • Final draft of Peter Pan scenes
  • End of Unit 3 Tracking My Progress
  • None

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