PED3141 Unit Plan Template Version 1.

0
Group Members:
1. Riley
2. Lianna
3. Caitlin R.
4. Olivia A.

Part 1: Overview of Unit

Subject/Course: Language Arts
Grade Level: 3
Time Frame: 4-6 weeks
Title of the Unit: Narratives
Strand(s) of learning that frame the design of this unit: Writing, Reading, Oral Communication, Media Literacy, Visual Art
Brief summary of the unit:
This unit explores narrative forms throughout 8 lessons. In participation, students will learn to write an autobiographical piece,
recount, retell and create a diary. In keeping with the expectations for this unit, students will be working toward a goal of building their
knowledge/understanding, thinking/inquiry, communication and application skills in writing (composition, editing, revising, etc.)
through our activities. The unit will also include strands of visual art, media literacy and oral communication, which will enhave the

students understanding of narratives. The culminating performance task for the unit will be a portfolio of student work done
throughout the unit, which will consist of the students best pieces along with a reflective piece of writing. This will give the students
an opportunity to assess themselves and have selection from the entire unit. The unit will serve as a good learning experience for
grade 3 students, who will learn skills to be carried on throughout their experience as writers.

Part 2: Identify Desired Results for the Unit

Overall Curricular Expectations:
Oral Communication:
1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
Reading:
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to
construct meaning
3. use knowledge of words and cueing systems to read fluently
Writing:
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the
purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine
expression, and present their work effectively;
4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different
stages in the writing process.
Media Literacy:
1. demonstrate an understanding of a variety of media texts
2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
Visual Art

D1. Creating and Presenting: apply the creative process to produce a variety of two- and three- dimensional art works, using
elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
Specific Curricular Expectations:
Oral Communication:
1.2 demonstrate an understanding of appropriate listening behaviour by using active listening strategies in order to
contribute meaningfully and work constructively in groups
1.4 demonstrate an understanding of the information and ideas in a variety of oral texts by identifying important
information or ideas and some supporting details
1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to
other familiar texts, including print and visual texts; and to the world around them
1.7 identify and explain the importance of significant ideas and information in oral texts
1.8 identify the point of view in different types of oral texts and cite words, phrases, ideas, and information from the
texts that confirm their identification
2.2 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including small and
large-group discussions
2.3 communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a logical sequence
2.4 choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary,
and a few elements of style, to communicate their meaning accurately and engage the interest of their audience
2.7 use a variety of appropriate visual aids to support or enhance oral presentations
Reading:
1.1 read a variety of literary texts
1.4 demonstrate understanding of a variety of texts by identifying important ideas and some supporting details
1.7 identify specific elements of texts and explain how they contribute to the meaning of the texts
3.1 automatically read and understand most high-frequency words, many regularly use words, and words of personal
interest or significance, in a variety of reading contexts
3.3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to
the reader and an audience
Writing:
1.1 identify the topic, purpose, audience, and form for writing
1.2 generate ideas about a potential topic, using a variety of strategies and resources
1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources
1.4 sort ideas and information for their writing in a variety of ways
1.5 identify and order main ideas and supporting details into units that could be used to develop a short, simple
paragraph, using graphic organizers
1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and

gather new material if necessary

2.1 write short texts using a variety of forms
2.2 establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude
or feeling towards the subject or audience
2.3 use words and phrases that will help convey their meaning as specifically as possible
2.4 vary sentence structures and maintain continuity by using joining words
2.6 identify elements of their writing that need improvement, using feedback from the teacher and peers, with a focus
on specific features
2.7 make revisions to improve the content, clarity, and interest of their written work, using several types of strategies
2.8 produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content,
organization, style, and use of conventions
3.1 spell familiar words correctly
3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word
structures, word meanings, and generalizations about spelling
3.3 confirm spellings and word meanings or word choice using several different types of resources
3.4 use punctuation to help communicate their intended meaning
3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns
for titles
3.6 proofread and correct their writing using guidelines developed with peers and the teacher
3.7 use some appropriate elements of effective presentation in the finished product, including print, script, different
fonts, graphics, and layout
3.8 produce pieces of published work to meet identified criteria based on the expectations related to content,
organization, style, use of conventions, and use of presentation strategies
4.3 select pieces of writing that they think show their best work and explain the reasons for their selection
Media Literacy
1.1 identify the purpose and intended audience of some media texts
3.1 identify the topic, purpose, and audience for media texts they plan to create
3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create
3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate
conventions and techniques
Visual Arts
D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art
works on a theme or topic
D1.3 use elements of design in art works to communicate ideas, messages, and understanding
D1.4 use a variety of materials, tools, and techniques to respond to design challenges

Essential Questions:
What is the relationship between fiction and truth?
Why am I writing and for whom?
Why do people write?
What different narratives can we use and how do they differ?
How can we evaluate and reflect to improve writing?
How do writers plan their writing?
How can we identify parts of a text?
What are different ways we can sort our ideas?
How can we pick out the main ideas from a text?
What are different strategies we can use when revising our texts?
Essential/Important Knowledge to be built:
Differences between fiction and non-fiction
Different types of narratives
Know when and how to revise/edit work
Essential/Important Skills to be built:
Teamwork
Initiative
Organization
Listening
Critical Thinking
Coherency
Participation
Collaboration
Independent Work
Responsability
Precision
Conciseness
Essential/Important Values/Dispositions/Attitudes to be built:

Self-awareness
Confidence
Honesty
Creativity
Resourcefulness

Part 3: Determining/Gathering Acceptable Evidence of Desired (Overall)

Results
Description of the culminating task:
Students will choose their best work from the unit with a minimum of one piece per narrative. They will edit each piece based on the
teachers previous feedback. The students will then create a portfolio to hold their work and include a reflection page describing why
they chose each piece and how they believe it follows the rubric.
Evaluation tool for the culminating task:
The teacher will have given the students a rubric at the beginning of the unit for students to refer back to as they are completing their
work. This rubric will be used by students to select the pieces they are putting in their portfolio and by the teacher to evaluate the
students portfolios. The rubric will use statements that will work with each narrative such as, follows the appropriate format of the
chosen narrative, includes few spelling/grammar errors, information is clear and coherent, etc.

Part 4: Planning a Set of Integrated Lessons

Sequence and Planning of the Lesson

Assessment and Evaluation

Lesson # & Title

Essential
Questions/
Objectives1

Point form list of

Learning
Sequence2

Specific Expectations3

Purpose4

Assessor5

Mode6

Tool7

1
Autobiographies:
the basics

What is the
relationship
between
fiction and
truth?

- The teacher will

read aloud Janet
Wongs You
Have to Write
asking relevant
questions before,
during and after
reading
- Large group
share: students
will discuss the
books main ideas
-The teacher will
write down on an
anchor chart
students

Oral Communication:
1.2 demonstrate an
understanding of appropriate listening
behaviour by using active listening
strategies in order to contribute
meaningfully and work constructively in
groups
1.6 extend understanding of oral
texts by connecting the ideas in them to
their own knowledge and experience; to
other familiar texts, including print and
visual texts; and to the world around
them
1.8 identify the point of view in
different types of oral texts and cite
words, phrases, ideas, and information

Diagnostic/
Formative

Teacher

Mode: Say
Task:
Share
book ideas
and
information
shared
with
partner.

Graphic
organizers,
observation
checklist,
participation
checklist

Why am I
writing and
for whom?
How is
information
organized?
How can
graphic

Mode: Say
Task: Turn
& Talk.
Mode:
Write

1 List the essential questions or the learning objectives for each lesson
2 Example: Introduce essential question; Draw out prior knowledge of topic using TodaysMeet; Watch Video with guiding questions; Turn & Talk to
make connections using guiding questions; Large group share -- identify what we still need to know.

3 From curriculum document(s)

4 Diagnostic/Formative/Summative
5 Peer/Self/Teacher
6 Write/Say/Do plus Task/Strategy. So, for example: Mode: Say Task: Turn & Talk to Partner
7 For example: Checklist, Thumbs Up/Thumbs Down

organizers
improve my
writing?

responses
from the texts that confirm their
-The teacher will
identification
explain that
2.2 demonstrate an
writing about
understanding of appropriate speaking
How do
yourself is an
behaviour in a variety of situations,
writers plan
autobiography
including small and large-group
their writing? -Turn and Talk:
discussions
with a partner
2.3 communicate orally in a clear,
Why do
discuss what
coherent manner, presenting ideas,
people
kinds of things
opinions, and information in a logical
write?
can we say about
sequence
ourselves?
2.7 use a variety of appropriate
-Large group
visual aids to support or enhance oral
share: discuss
presentations
what you spoke
Writing:
about with your
1.1 identify the topic, purpose,
partner.
audience, and form for writing
-Teacher will
1.2 generate ideas about a
group important
potential topic, using a variety of
headings together
strategies and resources
on another
1.3 gather information to support
anchor chart. (i.e.
ideas for writing in a variety of ways
My Family, My
and/or from a variety of sources
Birth, My
1.4 sort ideas and information for
Hobbies, My Fave
their writing in a variety of ways
Things)
1.5 identify and order main ideas
-Teacher will hand
and supporting details into units that
out a graphic
could be used to develop a short, simple
organizer for each
paragraph, using graphic organizers
student
2.3 use words and phrases that
-Students will fill
will help convey their meaning as
in missing
specifically as possible
information in the
3.1 spell familiar words correctly
graphic organizer
3.2 spell unfamiliar words using a
variety of strategies that involve
understanding sound-symbol

Task: Fill
out graphic
organizer.

relationships, word structures, word

meanings, and generalizations about
spelling
3.3 confirm spellings and word
meanings or word choice using several
different types of resources
3.4 use punctuation to help
communicate their intended meaning
3.5 use parts of speech
appropriately to communicate their
meaning clearly, with a focus on the use
of: proper nouns for titles
2 Cereal Box
Autobiographies

How can we
evaluate
and reflect
to improve
writing?

-Introduce cereal Oral Communication:

Diagnostic/
box
1.2 demonstrate an
Formative
autobiography
understanding of appropriate listening
-Group share:
behaviour by using active listening
discuss what
strategies in order to contribute
cereal boxes are
meaningfully and work constructively in
How do
meant for? What
groups
writers plan
purpose do they
2.2 demonstrate an
their writing? have? (i.e. sell a
understanding of appropriate speaking
Why do
product)
behaviour in a variety of situations,
people
-go over
including small and large-group
write?
instructions for
discussions
activity and
2.3 communicate orally in a clear,
How do we
purpose of activity
coherent manner, presenting ideas,
communicat -hand out
opinions, and information in a logical
e ideas
instructions sheet
sequence
effectively?
-students will plan
2.4 choose a variety of
their boxes before
appropriate words and phrases,
gluing or creating
including descriptive words and some
anything on the
technical vocabulary, and a few
box
elements of style, to communicate their
-in language
meaning accurately and engage the
journals students
interest of their audience

Teacher/
Peer

Mode: Say
Task:
participate
in group
discussion.
Mode:
Write
Task: Plan
cereal box.
Mode:
Write
Task:
answer all
required
information
in journal.
Mode: Do
Task:
create
cereal box.

Peer
assessment
form,
language
journal,
observation
checklist,
presentation
checklist,
active
participation
checklist,
visual art
rubric,
language
rubric

will answer all

Writing
required
1.1 identify the topic, purpose,
information (i.e.
audience, and form for writing
personal facts,
1.2 generate ideas about a
my story)
potential topic, using a variety of
-after teacher
strategies and resources
sees all written
1.3 gather information to support
work, students
ideas for writing in a variety of ways
can start to create
and/or from a variety of sources
cereal box using
1.4 sort ideas and information for
artistic materials
their writing in a variety of ways
-students will
1.5 identify and order main ideas
share finished
and supporting details into units that
product with class
could be used to develop a short, simple
in a short oral
paragraph, using graphic organizers
presentation
1.6 determine whether the ideas
(show and tell)
and information they have gathered are
-students will
relevant and adequate for the purpose,
provide feedback
and gather new material if necessary
to each student
2.1 write short texts using a
by filling out a two
variety of forms
wishes and a star
2.2 establish a personal voice in
sheet
their writing, with a focus on using
concrete words and images to convey
their attitude or feeling towards the
subject or audience
2.3 use words and phrases that
will help convey their meaning as
specifically as possible
2.4 vary sentence structures and
maintain continuity by using joining
words
2.6 identify elements of their
writing that need improvement, using
feedback from the teacher and peers,
with a focus on specific features

Mode: Do
Task:
share
finished
cereal box.
Mode:
Write
Task:
complete
peer
assessmen
t sheet.

 2.7 make revisions to improve

the content, clarity, and interest of their
written work, using several types of
strategies
2.8 produce revised, draft pieces
of writing to meet identified criteria
based on the expectations related to
content, organization, style, and use of
conventions
3.1 spell familiar words correctly
3.2 spell unfamiliar words using a
variety of strategies that involve
understanding sound-symbol
relationships, word structures, word
meanings, and generalizations about
spelling
3.3 confirm spellings and word
meanings or word choice using several
different types of resources
3.4 use punctuation to help
communicate their intended meaning,
with a focus on the use of: quotation
marks to indicate direct speech; commas
to mark grammatical boundaries within
sentences; capital letters and final
punctuation to mark the beginning and
end of sentences
3.5 use parts of speech
appropriately to communicate their
meaning clearly, with a focus on the use
of: proper nouns for titles
3.6 proofread and correct their
writing using guidelines developed with
peers and the teacher
3.7 use some appropriate
elements of effective presentation in the

finished product, including print, script,

different fonts, graphics, and layout
3.8 produce pieces of published
work to meet identified criteria based on
the expectations related to content,
organization, style, use of conventions,
and use of presentation strategies
Media Literacy
1.1 identify the purpose and
intended audience of some media texts
3.1 identify the topic, purpose,
and audience for media texts they plan
to create
3.2 identify an appropriate form
to suit the specific purpose and audience
for a media text they plan to create
3.4 produce media texts for
specific purposes and audiences, using
a few simple media forms and
appropriate conventions and techniques
Visual Arts
D1.2 demonstrate an
understanding of composition, using
principles of design to create narrative
art works or art works on a theme or
topic
D1.3 use elements of design in
art works to communicate ideas,
messages, and understanding
D1.4 use a variety of materials,
tools, and techniques to respond to
design challenges
3 Chain Link
Recount

How can we
write in
sequence?

-Introduce Chain
Link activity
-Brainstorm

Writing
1.1 identify the topic, purpose,
audience, and form for writing

Diagnostic/
Formative

Peer/Tea
cher/Self

Mode: Say
Share
ideas with

Observation
checklist,
Student

words to use as a
1.2 generate ideas about a
class and give
potential topic, using a variety of
exemplars of
strategies and resources
what a recount of
1.3 gather information to support
student
ideas for writing in a variety of ways
experiences could
and/or from a variety of sources
Is a recount look like (What
1.4 sort ideas and information for
fiction or
experiences could
their writing in a variety of ways
non- fiction? we tell about?
1.5 identify and order main ideas
How long could
and supporting details into units that
What sort of the experience
could be used to develop a short, simple
brainstormin last? Which
paragraph, using graphic organizers
g techniques words would be
2.3 use words and phrases that
can we use
best to use to
will help convey their meaning as
to come up
describe our
specifically as possible
with recount recount?)
3.1 spell familiar words correctly
ideas?
-Give instructions
3.2 spell unfamiliar words using a
about activity,
variety of strategies that involve
How can we including art
understanding sound-symbol
express
portion
relationships, word structures, word
these ideas -students will
meanings, and generalizations about
creatively?
write on the
spelling
pieces of
Oral Communication
construction
1.6 extend understanding of oral
paper links as a
texts by connecting the ideas in them to
rough copy (just
their own knowledge and experience; to
to get started on
other familiar texts, including print and
understanding
visual texts; and to the world around
what a recount is)
them
-teacher will
Visual Arts
circulate and
D1.2 demonstrate an
make
understanding of composition, using
corrections/help
principles of design to create narrative
students with
art works or art works on a theme or
writing their
topic
experiences
D1.3 use elements of design in
What are
the words
that we can
use?

entire class participation

checklist
Mode:
Write
Task:
writing out
rough
copies
Mode: Say
Turn and
talk to
partner
Mode: Say
Task: give
verbal
feedback
to partner

-students will
interview a friend
in order to share
their chain link
-students will give
verbal feedback
to their partner
4 Recounting
My Day

What things
could we
include in a
recount of
our day?
How can we
effectively
convey our
message?

-Teacher will
introduce the
book Memoirs of
a Hamster
-students will
listen and engage
with a brainstorm
-instructions of
the activity will be
given and
explained to
students
-materials will be
handed out
(storyboard,
paper, coloured
pencils, glue and
scissors)
-students will
write their day out
on each section
of the storyboard
that corresponds
with the
sequential order
of their day
-teacher will

art works to communicate ideas,

messages, and understanding
D1.4 use a variety of materials,
tools, and techniques to respond to
design challenges

Oral Communication
Diagnostic/
1.2 demonstrate an
Formative
understanding of appropriate listening
behaviour by using active listening
strategies in order to contribute
meaningfully and work constructively in
groups
2.2 demonstrate an
understanding of appropriate speaking
behaviour in a variety of situations,
including small and large-group
discussions
2.3 communicate orally in a clear,
coherent manner, presenting ideas,
opinions, and information in a logical
sequence
2.4 choose a variety of
appropriate words and phrases,
including descriptive words and some
technical vocabulary, and a few
elements of style, to communicate their
meaning accurately and engage the
interest of their audience
Writing
1.1 identify the topic, purpose,
audience, and form for writing
1.2 generate ideas about a

Teacher

Mode: Say
engaging
in
brainstorm
and
collaborati
ng/sharing
ideas
Mode:
Write
Task: write
My Day
in order of
events in
each door
of the
storyboard
Mode: Say
students
present
their day in
a small
presentatio
n-style
form of

Checklist,
anecdotal
observations
during work
period

evaluate the work

based on a short
presentation by
the student

5 Retell - What is How do we

-review parts of a
it?
identify parts recount
of a text?
-look at parts of a
retell
What are
-discuss
different
similarities and
ways we
differences
can sort our between a
ideas?
recount and a

potential topic, using a variety of

strategies and resources
1.3 gather information to support
ideas for writing in a variety of ways
and/or from a variety of sources
1.4 sort ideas and information for
their writing in a variety of ways
1.5 identify and order main ideas
and supporting details into units that
could be used to develop a short, simple
paragraph, using graphic organizers
2.3 use words and phrases that
will help convey their meaning as
specifically as possible
Visual Arts
D1.2 demonstrate an
understanding of composition, using
principles of design to create narrative
art works or art works on a theme or
topic
D1.3 use elements of design in
art works to communicate ideas,
messages, and understanding
D1.4 use a variety of materials,
tools, and techniques to respond to
design challenges
Oral Communication:
1.2 demonstrate an
understanding of appropriate listening
behaviour by using active listening
strategies in order to contribute
meaningfully and work constructively in
groups
1.4 demonstrate an
understanding of the information and

sharing

Diagnostic/
Formative

Teacher

Mode: Say
Task:
Class
Discussion
Mode:
Write
Task: Put
sentences

Sticky Note
Observations
, Checklist,
Worksheet

How can we
pick out the
main ideas
from a text?
What are
different
strategies
we can use
when
revising our
texts?

retell
ideas in a variety of oral texts by
-watch video
identifying important information or ideas
eSpark Learning:
and some supporting details
How to Retell a
1.7 identify and explain the
Story Instructional
importance of significant ideas and
Video
information in oral texts
stopping video to
2.3 communicate orally in a clear,
ask students their
coherent manner, presenting ideas,
thoughts
opinions, and information in a logical
-read Pirate Lee
sequence
By: Teresa
Writing:
McGee
1.1 identify the topic, purpose,
-stop
audience, and form for writing
intermittently after
1.4 sort ideas and information for
parts of the retell
their writing in a variety of ways
are revealed
1.5 identify and order main ideas
-ask students if
and supporting details into units that
they see any part
could be used to develop a short, simple
for the retell
paragraph, using graphic organizers
-write answers on
1.6 determine whether the ideas
anchor chart
and information they have gathered are
-after story is
relevant and adequate for the purpose,
done ask
and gather new material if necessary
students if they
2.1 write short texts using a
want to make any
variety of forms
changes to the
2.7 make revisions to improve
retell
the content, clarity, and interest of their
-put the parts into
written work, using several types of
sentence form as
strategies
a class
-students fill out
worksheet putting
recount
sentences in
order for Pirate
Lee

for retell in
order

6 Retell - Story
Mapping

How do we
-review anchor
identify parts charts from
of a text?
previous lesson
-ask students to
What are
get in small
different
groups
ways we
-lay out several
can sort our books that will
ideas?
work for a retell
for students to
How can we pick (The Dark
pick out the By: Lemony
main ideas
Snicket, Knuffle
from a text? Bunny By: Mo
Willems, Click
What are
Clack Moo Cows
different
That Type By:
strategies
Doreen Cronin,
we can use
Stuck By:Oliver
when
Jeffers)
revising our -students pick a
texts?
book that
interests them,
read it together
and fill out Story
Map sheet
-individually make
story map into a
BitStrip
-peer edit
-print and hand in
BitStrip

Oral Communication:
Formative/
Summative
1.2 demonstrate an
understanding of appropriate listening
behaviour by using active listening
strategies in order to contribute
meaningfully and work constructively in
groups
2.2 demonstrate an
understanding of appropriate speaking
behaviour in a variety of situations,
including small and large-group
discussions
2.3 communicate orally in a clear,
coherent manner, presenting ideas,
opinions, and information in a logical
sequence
Reading:
1.1 read a variety of literary texts
1.4 demonstrate understanding
of a variety of texts by identifying
important ideas and some supporting
details
1.7 identify specific elements of
texts and explain how they contribute to
the meaning of the texts
3.1 automatically read and
understand most high-frequency words,
many regularly use words, and words of
personal interest or significance, in a
variety of reading contexts
3.3 read appropriate texts at a
sufficient rate and with sufficient
expression to convey the sense of the
text readily to the reader and an
audience

Peer
Teacher

Mode: Say
Task:
Group
Discussion
Mode:
Write
Task: Story
Map
Mode: Do
Task: Peer
edit
Mode:
Write
Task: Story
Map into
sentences
to create
retell

Sticky Note
Observations
, Checklist,
Story Map,
Peer edits,
BitStrip

Writing:
1.1 identify the topic, purpose,
audience, and form for writing
1.2 generate ideas about a
potential topic, using a variety of
strategies and resources
1.3 gather information to support
ideas for writing in a variety of ways
and/or from a variety of sources
1.4 sort ideas and information for
their writing in a variety of ways
1.5 identify and order main ideas
and supporting details into units that
could be used to develop a short, simple
paragraph, using graphic organizers
1.6 determine whether the ideas
and information they have gathered are
relevant and adequate for the purpose,
and gather new material if necessary
2.1 write short texts using a
variety of forms
2.3 use words and phrases that
will help convey their meaning as
specifically as possible
2.4 vary sentence structures and
maintain continuity by using joining
words
2.6 identify elements of their
writing that need improvement, using
feedback from the teacher and peers,
with a focus on specific features
2.7 make revisions to improve
the content, clarity, and interest of their
written work, using several types of
strategies

 2.8 produce revised, draft pieces

of writing to meet identified criteria
based on the expectations related to
content, organization, style, and use of
conventions
3.1 spell familiar words correctly
3.2 spell unfamiliar words using a
variety of strategies that involve
understanding sound-symbol
relationships, word structures, word
meanings, and generalizations about
spelling
3.3 confirm spellings and word
meanings or word choice using several
different types of resources
3.4 use punctuation to help
communicate their intended meaning
3.5 use parts of speech
appropriately to communicate their
meaning clearly, with a focus on the use
of: proper nouns for titles
3.6 proofread and correct their
writing using guidelines developed with
peers and the teacher
3.8 produce pieces of published
work to meet identified criteria based on
the expectations related to content,
organization, style, use of conventions,
and use of presentation strategies
7 - Diary of a
Spider

What is a - Read aloud Diary

diary?
Of A Spider,
written by Doreen
Who am I
Cronin
writing for? - Large group share
facilitated by

Oral Communication:
1.2 demonstrate an
understanding of appropriate listening
behaviour by using active listening
strategies in order to contribute
meaningfully and work constructively in

Diagnostic/
Formative

Teacher

Mode:Say
Task:
Class
Discussion
Mode:

-Learning
checklist
-Observation
checklist
-Writing
journal

What is
point of
view?

teacher using
groups
inquiry-based
1.4 demonstrate an
learning to begin
understanding of the information and
understanding of
ideas in a variety of oral texts by
What point
basic diary
identifying important information or ideas
of view am I concepts (for
and some supporting details
using?
example: what is
1.6 extend understanding of oral
a diary? Who is
texts by connecting the ideas in them to
How is
the spider writing
their own knowledge and experience; to
information
for? What types
other familiar texts, including print and
organized?
of things is the
visual texts; and to the world around
spider saying?
them
Daily events, or
1.7 identify and explain the
made up stories?)
importance of significant ideas and
- Teacher will wrap up
information in oral texts
that discussion by
1.8 identify the point of view in
going over key
different types of oral texts and cite
points: explaining
words, phrases, ideas, and information
what a diary is,
from the texts that confirm their
that it is not
identification
intended for an
2.2 demonstrate an
audience, point of
understanding of appropriate speaking
view, etc.)
behaviour in a variety of situations,
- Teacher will explain
including small and large-group
writing
discussions
assignment: write Writing:
a diary entry from
1.1 identify the topic, purpose,
the point of view
audience, and form for writing
of the spider, and
1.3 gather information to support
will remind
ideas for writing in a variety of ways
students that
and/or from a variety of sources
diary entries
1.4 sort ideas and information for
should always
their writing in a variety of ways
start with the
1.6 determine whether the ideas
date, just like in
and information they have gathered are
the book.
relevant and adequate for the purpose,

Write
Task: Write
diary in
writing
journals

-Language
Arts Writing
Rubric

- Students will return

to their desks to
individually
complete the
writing
assignment

and gather new material if necessary

2.1 write short texts using a
variety of forms
2.2 establish a personal voice in
their writing, with a focus on using
concrete words and images to convey
their attitude or feeling towards the
subject or audience
2.3 use words and phrases that
will help convey their meaning as
specifically as possible
2.4 vary sentence structures and
maintain continuity by using joining
words
2.6 identify elements of their
writing that need improvement, using
feedback from the teacher and peers,
with a focus on specific features
2.7 make revisions to improve
the content, clarity, and interest of their
written work, using several types of
strategies
2.8 produce revised, draft pieces
of writing to meet identified criteria
based on the expectations related to
content, organization, style, and use of
conventions
3.1 spell familiar words correctly
3.2 spell unfamiliar words using a
variety of strategies that involve
understanding sound-symbol
relationships, word structures, word
meanings, and generalizations about
spelling
3.3 confirm spellings and word
meanings or word choice using several

different types of resources

3.4 use punctuation to help
communicate their intended meaning
8 - Diary: I Feel
Silly

What is a
diary?

Large group share:

Oral Communication:
review concepts
1.2 demonstrate an
from last diary
understanding of appropriate listening
Who am I
lesson. Start by
behaviour by using active listening
writing for?
showing a thumbs
strategies in order to contribute
up or thumbs
meaningfully and work constructively in
What is
down (Thumbs
groups
point of
up if you
1.4 demonstrate an
view?
remember almost
understanding of the information and
everything from
ideas in a variety of oral texts by
What point
last lesson,
identifying important information or ideas
of view am I Thumbs sideways
and some supporting details
using?
if you need some
1.6 extend understanding of oral
review, Thumbs
texts by connecting the ideas in them to
How is
down if you forget
their own knowledge and experience; to
information
a lot)
other familiar texts, including print and
organized?- Read aloud Today I
visual texts; and to the world around
Feel Silly & Other
them
How do my
Moods That Make
1.7 identify and explain the
daily
My Day written
importance of significant ideas and
experiences by Jamie Lee
information in oral texts
affect my
Curtis
1.8 identify the point of view in
feelings? - Large group
different types of oral texts and cite
discussion: How
words, phrases, ideas, and information
was this diary
from the texts that confirm their
different from the
identification
spiders diary?
2.2 demonstrate an
(i.e. she talks
understanding of appropriate speaking
about her
behaviour in a variety of situations,
feelings)
including small and large-group
- Turn and Talk: with
discussions

Diagnostic/
Formative

Teacher

Mode: Say
Task:
Large
group
share
Mode: Say
Task: Turn
and Talk
Mode:
Write
Task: Write
a diary
entry from
your own
point of
view

-Thumbs
up/down
-Learning
checklist
-Observation
checklist
-Writing
journal
-Language
Arts Writing
Rubric

a partner, discuss
one thing that
happened to you
today and how it
made you feel.
- Teacher will explain
writing
assignment: write
a diary entry from
your own point of
view about your
day today, and
will remind
students that
diary entries
should always
start with the date
and should
include their
feelings, just like
in the book
- Students will return
to their desks to
individually
complete the
writing
assignment

Writing:
1.1 identify the topic, purpose,
audience, and form for writing
1.3 gather information to support
ideas for writing in a variety of ways
and/or from a variety of sources
1.4 sort ideas and information for
their writing in a variety of ways
1.6 determine whether the ideas
and information they have gathered are
relevant and adequate for the purpose,
and gather new material if necessary
2.1 write short texts using a
variety of forms
2.2 establish a personal voice in
their writing, with a focus on using
concrete words and images to convey
their attitude or feeling towards the
subject or audience
2.3 use words and phrases that
will help convey their meaning as
specifically as possible
2.4 vary sentence structures and
maintain continuity by using joining
words
2.6 identify elements of their
writing that need improvement, using
feedback from the teacher and peers,
with a focus on specific features
2.7 make revisions to improve
the content, clarity, and interest of their
written work, using several types of
strategies
2.8 produce revised, draft pieces
of writing to meet identified criteria
based on the expectations related to

content, organization, style, and use of

conventions
3.1 spell familiar words correctly
3.2 spell unfamiliar words using a
variety of strategies that involve
understanding sound-symbol
relationships, word structures, word
meanings, and generalizations about
spelling
3.3 confirm spellings and word
meanings or word choice using several
different types of resources
3.4 use punctuation to help
communicate their intended meaning

Rationale for your Unit Plan

Please provide succinct justifications for your design thinking. These prompts will guide you. Aim to write no more than 600 words
total (so 150-ish words per prompt).
Learning Priorities
Explain the value of the essential questions and their relationship with the overall curriculum expectation being addressed in this unit.
How will learning the essential/important knowledge, skills and/or attitudes identified enable students to meet expectations?
Essential questions are incorporated into a unit to allow a teacher to focus on the big ideas for a given strand in a specific curriculum.
In this unit, the essential questions focus on the Grade 3 writing strand with particular attention on narratives and narrative voice.
Essential questions, according to Wiggins & McTighe are built on the basis that they encourage student thinking and inquiry while

providing content for students to identify long-term goals (i.e. overall expectations). Essential questions derive from overall
expectations and what the curriculum states students should learn by the end of a given grade. For example, under the writing strand
in the Language Curriculum, it states that by the end of Grade 3 students should generate, gather, and organize ideas and
information to write for an intended purpose and audience. Students achieve this overall expectation by focusing on the essential
question why am I writing and for whom? Essential questions like these serve as tools for framing key learning goals.
Assessment Plan
How do the various diagnostic and formative assessments that you have planned build toward the culminating task?
The assessment tools used in the unit plan include checklists, graphic organizers, peer assessment forms, worksheets, observations,
and rubrics. These tools will be useful to us because they provide assessment for, as, and of learning. These modes of
diagnostics will be extremely helpful to implement throughout the unit (after/during each lesson) because they will provide the teacher
with immediate feedback and evidence of learning. Students will also be able to peer edit and self-assess, which provides them with
an opportunity to self-correct their work and the work of their peers. This method of assessing throughout the unit with various tools
allows for the teacher to redirect the student and keep track of student understanding and learning. The assessments build up to the
culminating task, which includes pieces of work that have already been assessed. The final assessment of the unit will be a rubric,
which the students will have seen at the beginning of the unit. The teacher will be able to see how students learned through this clear
and concise tool, which will clearly demonstrate what students need to meet expectations.
Teaching and Learning Plan
How will the sequence of lessons lead students to be able to answer the essential questions?
The sequence of lessons was designed specifically to ease students into the process of writing narratives. To accomplish this, we
reviewed the key characteristics for learning and transfer from Chapter 3 of the Bransford, Brown and Cocking reading. We start
with simple narratives focusing on the students themselves and their life and then move onto a summary of their day. The recount
has a more specific and concise format which prepares the students for writing retells. When learning to write retells, the students are
able to use the format they have previously learned while engaging with texts. When learning to write a diary, the students are
working with the skills they previously learned while practicing writing about feelings. This will be helpful when later learning about
character analysis. This sequence will ease students into a deeper understanding of the essential questions. They will be working
with fact and fiction and learning a variety of strategies pick out the main ideas from a text and sort them. By organizing our lessons
by difficulty and narrative sophistication, all of the essential questions are revisited several times and students have plenty of time to
deepen their understanding of them.

Reflecting on Backward Design

How does this unit plan align with the processes of Backward Design that we have addressed in class? Clarify the conceptual links,
making specific reference to the readings we have done.
The creation of this lesson followed the backward design method using the three stages of design, which are outlined and explained
by Wiggins and McTighe (2005). As a group, we started with step one of backward design, which is identifying desired results.
Choosing the curriculum expectations and end goal that we wanted to meet in creating this lesson completed this step of the
backward design process. Once we determined what our end goal was, we moved onto step two, which is to determine acceptable
evidence. Through discussion, it became obvious that writing assignments and activities would be our best way to assess the
students learning. Which left us with step three, to design and plan learning experiences and instruction which you can see in our
learning sequence section of the chart. Creating a lesson in a backward manner is difficult at times (for example, deciding on
acceptable evidence without a lesson or activity in mind). However, starting with the end goal in mind allows us as teachers to create
a purposeful lesson that aligns with the curriculum.

References

Bransford, J., Brown, A.L. & Cocking, R. R. (Eds.), How people learn: Brain, mind, experience and school (pp. 3-27).
Cereal Box Autobiography. (2012). Retrieved October 25, 2015, from https://www.teacherspayteachers.com/Product/Cereal-BoxAutobiography-155495
Cronin, D. (2000). Click, Clack, Moo: Cows that type. New York, New York: Simon & Schuster Books for Young Readers.
Cronin, D. (2005). Diary of a Spider. New York, New York: Joanna Cotler Books.
Curtis, J. (1998). Today I Feel Silly & Other Moods that Make my Day. New York, New York: HarperCollins.
eSpark Learning: How to Retell a Story Instructional Video (1.RL, Quest 3). (2013, July 29). Retrieved October 27, 2015, from
https://www.youtube.com/watch?v=_gcC8B26IcQ

Jeffers, O. (2011). Stuck. New York, New York: Philomel Books.

McGee, T. (2006). Pirate Lee. In Literacy Place for the Early Years. Markham, Ontario: Scholastic Canada.

Sammis, S. (n.d.). About Me Graphic Organizer (Autobiography Project). Retrieved October 30, 2015, from
https://www.teacherspayteachers.com/Product/About-Me-Graphic-Organizer-Autobiography-Project-2031800
Scillian, D. (2013). Memoirs of a Hamster. Ann Arbor, MI: Sleeping Bear Press.
Snicket, L. (2013). The Dark. New York, New York: Little, Brown.
Wiggins, G. & McTighe, J. (2005). Backward design. In G. Wiggins & J. McTighe, Understanding by design (2nd ed., pp. 13-24).
Alexandria, VA: ASCD.
Willems, M. (2004). Knuffle Bunny: A cautionary tale. Hyperion Books.

Washington, D.C.: National Academy Press. Retrieved from http://www.nap.edu/openbook.php?isbn=0309070368.

Wong, J. (2002). You Have to Write. New York: M.K. McElderry Books.