Analyzing Narrative and Supporting Opinions- non-fiction focus
Grade Level: 3rd
Subject: ELA
Time Frame: Quarter 3- 8 weeks
Essential Questions
​
Speaking and Listening
- what are the different kinds of roles people have when working in a group?
- What characteristics do effective group members have?
- how do we have collaborative conversations?
- why is it important to speak clearly with appropriate volume and pitch?
- what information is important to consider when giving a presentation?
​
Reading
- How do we use different reading strategies to better understand a variety of texts?
- How is accuracy in reading like accuracy in mathematics?
- How does structure affect our understanding of a text?
- How does comparing two texts help our understanding of what we read?
​
Writing
- How do we connect ideas when writing?
- How do we structure writing effectively?
- How do we support our opinions?
- How do we gather accurate information?
- Why is it important for us to label text features?
- How do we structure writing effectively?
- Why do we use dialogue and description in narrative writing?
- how do we structure our writing effectively?
- Why do we need more than one resource when researching?
- How do visuals support information presented in research?
​
Language Usage
- How do prefixes and suffixes change the meaning of a word?
- How does the root word help us understand the meaning of a word?
- What do we need to be mindful of as a writer?
- What are differences between simple and complex sentences?
- What resources can be used to help small words correctly?
​
By the end of the unit, students will know/be able to:
​
Speaking and Listening
- I can engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing my own clearly.
​
Reading
• I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• I can determine the central lesson and explain how it is conveyed through key details in the text.
• I can describe the characters in a story and explain how their actions contribute to the sequence of events.
• I can determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
• I can describe how parts of a story build on one another.
• I can explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
• I can recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations.
- I can self-select text based on personal preferences.
I can ask questions to deepen my understanding of informational text.
• I can answer questions using specific details from informational text.
• I can determine the main idea of an informational text.
• I can retell key ideas from an informational text.
• I can determine the meaning of unknown words in informational text.
• I can distinguish between my point of view and the author’s point of view.
• I can read third-grade-level texts accurately and fluently to make meaning.
- I can read third-grade-level texts with purpose.
- I can read third-grade-level texts with fluency.
- I can use clues in the text to check my accuracy.
- I can reread to make sure that what I’m reading makes sense
​
Writing
• I can write an opinion piece that supports a point of view with reasons.
- I can introduce the topic of my opinion piece.
- I can create an organizational structure that lists reasons for my opinion.
- I can identify reasons that support my opinion.
- I can use linking words to connect my opinion and reasons.
- I can construct a concluding statement or section for my opinion piece.
• I can write informative/explanatory texts that convey ideas and information clearly.
- I can write an informative/explanatory text that has a clear topic.
- I can develop the topic with facts, definitions, and details.
- I can construct a closure on the topic of an informative/explanatory text.
• I can craft narrative texts about real or imagined experiences or events.
- I can establish a situation.
- I can introduce the narrator and/or characters of my narrative.
- I can organize events in an order that makes sense in my narrative.
- I can use dialogue to show the actions, thoughts, and feelings of my characters.
- I can use descriptive words to show the actions, thoughts and feelings of my characters.
- I can use transitional words and expressions to show passage of time in a narrative text.
- I can write a conclusion to my narrative.
• With support from adults, I can produce writing that is appropriate to task and purpose.
• With support from peers and adults, I can use the writing process to plan, revise, and edit my writing.
• I can conduct a research project to become knowledgeable about a topic.
• I can document what I learn about a topic by taking notes.
• I can sort evidence into provided categories.
• I can write for a variety of reasons.
​
Language Usage
• I can use conventions to send a clear message to my reader.
- I can use adjectives to describe nouns.
- I can use adverbs to describe actions.
- I can use coordinating and subordinating conjunctions.
- I can write simple, complex, and compound sentences
• I can determine the meaning of unknown words and phrases, choosing from a range of strategies.
- I can use sentence-level context as a clue to the meaning of - word or phrase.
- I can determine the meaning of the new word formed when a known affix is added to a known word.
- I can use a known root word as a clue to the meaning of an unknown word with the same root.
- I can use glossaries to determine or clarify the precise meaning of key words and phrases.
​
Assessments
- selected response and short-constructed response
- reading fluency check
- character analysis and opinion writing of a reading piece
- reading a short text (non-fiction) and answer selected response questions and short constructed responses
- Narrative connected to subject matter of a non-fiction text
- Narrative essay
​
Topics
• Launching Independent Reading
• Analyzing the main character in the chosen text
• Reading different genres with the same type of character as chosen text
• Writing Opinions about the main character
• Reading Aloud to Improve Fluency
• Introducing the Performance Task (the task that will show comprehension and understanding of the text)
• Reading Closely about the Traits and Behaviors of those similar to main character
• Writing about the Traits and Behaviors of those similar to the main character
• Reviewing the Performance Task
• Studying the Organization and Structure of Narratives
• Creating Rich Characters Based on Research
• Using Details from Informational Text to Inform Narrative Planning
• Introducing Dialogue
• Drafting a Narrative
• Illustrating a Story
• Revising Drafts for Descriptive Language
and Transitional Words and Phrases
• Sharing the Performance Task
​
Common Core Standards:
RL.3.1; RL.3.2; RL.3.3; RL.3.4;
RI.3.2; RI.3.4; RI.3.6;
W.3.1; W.3.2; W.3.3; W.3.4; W.3.11;
SL.3.2;
L.3.1.g; L.3.1.h; L.3.1.i; L.3.4
​