Third Grade Personal Essay Unit By Haven Bassett

Stage 1: Desired Results

Unit Goals: W.GN.03.03 Write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern. W.PR.03.04 Revise drafts based on constructive and specic oral and written responses to writing by identifying sections of the piece to improve sequence and ow of ideas (e.g. arranging paragraphs, connecting main and supporting ideas, transitions). W.PR.03.05 Proofread and edit writing using appropriate resources (e.g. dictionary, spell check, writing references) and grade-level checklists, both individually and in groups. W.PS.03.01 Exhibit personal style and voice to enhance the written message in both narrative (e.g. varied word choice and sentence structure, character description) and informational writing (e.g. examples, transitions, grammar and usage). Essential Questions: How can I use personal stories, observations and other sources in my writing to share my ideas or opinions? Is my thesis statement clear, strong and specific? What do I really want my reader to know about my topic? How can I make my writing sound better? How can I make my writing look better? Understandings: Essayists make observations and then support those observations (ideas or opinions) with a variety of information including mini-stories, quotes, statistics and references to other texts. Student Will Enhance Their Ability To: Write a non-narrative piece about an opinion or idea that is important to them. Essay should include a specific and clear thesis statement, personal stories, observations and quotes and/or statistics and/or references to other texts to support the thesis statement and an introduction and conclusion that hooks the reader and summarizes why the essay is important. Each student will work on revising his or her writing to make it sound better and editing his or her essay to make it look better for the reader.

Stage 2: Assessment Evidence

Performance Tasks

Ongoing Evidence to Collect: Thesis Statement Handout Framing Essay Graphic Organizer Individual Conferences

Make observations that spark realizations (essay topic). Write clear, strong and specific thesis statement that expresses an opinion or idea on a topic that is important to the student. Use a variety of supporting evidence: ministories, quotes, statistics and references to other texts (homework element). Craft an introduction and conclusion that sparks the readers interest and explains why the topic is important. Create a flow and chronological order by ordering information according to importance, using transition words and repeating parts of the thesis in supporting sentences.

Stage 3: Learning Experiences

Sequential List of Lessons Lesson 1: Collecting Essay Ideas (MT: When I was Young in the Mountains by Cynthia Rylant) Lesson 2: (2 Days) Expanding Ideas (MT: The Pain and the Great One by Judy Blume) Lesson 3: (2 Days) Narrative and Non-Narrative Writing (MT: Welcome to the Green House by Jane Yolen and The Umbrella by Jan Brett) Lesson 4: (2 Days) Thesis Statement (MT: The Pain and the Great One by Judy Blume) Lesson 5: (2 Days) Framing Essay (MT: The Pain and the Great One by Judy Blume) Lesson 6: (5-10 Days) Expanding on Bullets with Mini-Stories (MT: The Pain and the Great One by Judy Blume) Lesson 7: (2 Days) Variety of Information Lesson 8: Organizing for Draft Lesson 9: (3 Days) Revision/Editing Lesson 10: Cohesive Draft Lesson 11: (2 Days) Introduction and Conclusion