Writing Unit 3 Plans 2022-2023

Est. Days
Standards of
Learning
I can
• use story elements in my writing.
• use character traits to describe the characters in a story. 2.10
• identify and discuss elements of a narrative.
• use singular an plural pronouns in my writing.
• use adjectives correctly.
• use possessive nouns.
• use contractions.
• edit and revise my writing
• add descriptive details and words to my story.
• use verbs in my writing
• write in complete sentences.
• use proper nouns in my writing.
• use a capital letter to identify a proper noun in my writing.
• share my writing with my classmates.
• begin each sentence with a capital letter.
• use correct punctuation mark to complete my sentence.

Unit Plans
Day 1 Day 2 Day 3 Day 4 Day 5
Standard: 2.10a Standard: 2.10a Standard: 2.10a Standard: 2.10a Standard:
Objective: Objective: Objective: Objective: 2.10a
students will students will students will students will Objective:
identify a story identify a story identify a story identify a small students will
elements elements elements moment brainstorm a list
including including including Materials: of real things
character, character, character, Small moment sort they can write
setting, conflict setting, conflict setting, conflict Small moment about
and resolution and resolution and resolution video Materials:
Materials: Materials: Materials: Plan: anchor chart
Read Aloud Read Aloud Read Aloud Use small moment paper
Story Story Story sort. Markers
Anchor Chart Anchor Chart Anchor Chart Walmart vs Toy Writers
Graphic Graphic Graphic aisle notebook
Organizer Organizer Organizer Slide vs whole Plan:
Plan: Plan: Plan: pool 1. Remind
Read Jabari Read Roller Read Shortcut Goal vs world cup small
Jumps Coaster (in Independent: Roller coaster vs momen
As a class create mentor text box) Students will whole fair ts
an anchor chart complete Independent:
of character, As a class fill out graphic 2. As a
setting, conflict graphic organizer class
and resolution. organizer. Each independently. create
Independent: student list of
N/a completes as generic
teacher small
completes. momen
*ESOL will bring Independent: ts
hard copies of N/a student
books* s can
write
about
3. Explain
a list is
1-3
words,
not a
sentenc
e
4. Use
docum
ent
camera
to
model
making
a list
(teach
er’s list)
in
writers
notebo
ok
Independent:
Students will
create a list of
4 or more small
moments to be
potential
personal
narratives.
Students can
write words
and draw a
QUICK picture
Day 6 Day 7 Day 8 Day 9 Day 10
Standard: 2.10a Standard: 2.10a Standard: 2.10a Standard: 2.10a Day 10.1
Objective: Objective: I can Objective: I can Objective: I can Standard:
Students will turn my graphic turn my graphic turn my graphic 2.10a
chose 1 topic in organizer into a organizer into organizer into Objective: I
writing notebook story writing writing Materials: can re-read
then create FNTL Materials: writing Materials: graphic organizer my writing
graphic paper (ESOL) graphic Writing paper Materials:
organizer. Plan: organizer Plan: Writing paper
Materials: 1. Use Writing paper 3. Use Plan:
Writing student Plan: teacher 1. Review
notebook model to 1. Use example CUPS/A
FNTL graphic put docu another to review RMS to
organizer camera student “next” help
(created by 2. Ask example “then” student
ESOL) student to “last” s edit
Plan: to talk present Independent: writing.
1. Model through creating Students will 2. TW use
circling 1 story “first” continue to person
topic 3. Model 2. Use complete writing al
2. Model writing teacher writing
completi first for example to
ng teacher to create demon
graphic store “next” strate.
organizer Independent: “then” 3. Use
using Students write Independent: student
quick “first” in their Students will exampl
drawing story continue to e under
and complete writing docum
“mini ent
sentence camera
” to show
student
work
and
editing.
Independent:
Completing
writing
Day 11 Day 11 Day 13 Day 14 Day 15
Day 10 Standard: 2.10a Standard: 2.10a Standard: 2.10a Standard:
Standard: 2.10a Objective: I can Objective: I can Objective: I can 2.10a
Objective: I can publish my use my senses to identify Objective:
re-read my writing write descriptive words Materials:
writing Materials: descriptively in a personal Descriptive
Materials: Writing paper Materials: narrative words anchor
Writing paper Plan: Anchor chart Materials: chart
Plan: 7. Students Pickles Mentor Text Plan:
1. Some will use Mini chart for Plan: 1. teacher
students writing notebook 1. Re-read models new
buddy paper to Plan: Jabari ”small
read and complet 1. Each jumps moment” story
help e final student 2. Add to idea
check copy of gets a anchor 2. Model
writing writing pickle chart starting
2. Other Independent: 2. Students descriptive planning your
students Completing will look words story across
continue writing at pickle 3. “maybe a pages in order
to work and little scary” of events
with ESOL share Pg 5: 3. Choose your
to descriptiv Squeezed first sentence
complet e words. 4. “bottom of and write it.
e writing TW write the Ask students to
3. Last 15 on ladder” help you add
minutes anchor 5. “deep descriptive
students chart breath” words.
share 3. Repeat 6. “stood up Continue
writing for all straight” modeling with
Independent: senses 7. “Rough a few
Completing (sight, edge” sentences (see
writing sound, 8. “Whispere picture)
touch, d"
smell, 9. Last page
taste, Independent: go Independent:
feelings) back to planning Students will
4. Student page from last begin a new
eat writing, and think story
pickle about which story
5. Students they can tell next.
copy 1-2 kids share or
descriptiv tell story.
e words
to
anchor
chart to
create
descriptiv
e word
bank
Day 16 Day 17 Day 18 Day 19 Day 20
Standard: 2.10a Standard: 2.10a Standard: 2.10a Standard: 2.10a Standard:
Objective: Objective: Objective: Objective: 2.10a
Materials: Students will Materials: Materials: Objective:
Descriptive begin new Plan: Lucy Caulkins Materials:
writing anchor narrative writing Independent: rubric Lucy Caulkins
chart/ character piece. Plan: spelling rubric
traits anchor Materials: writing Independent: Plan:
chart/teacher notebook, Independent:
writing from graphic
previous day organizer
and selected 1-2
students' new Plan:
story who used Independent:
descriptive
words in their
writing
Plan:
1. Review
teacher
writing
and
anchor
charts
2. Have
students
you have
selected
share
and
have
students
name
the
descriptiv
e words
they
used.
3. How did
this help
us as
readers
understa
nd the
writer's
story?
Independent:
Students
continue
planning and
writing