ps3 Long Range Planning Ela

PS3 ENGLISH LANGUAGE
ARTS YEAR PLAN

Breanne Taylor
January 3 – April 14 2022
Fractured Fairy Tales, Informational Writing, &
Opinion Writing
CONTENT
Grade 3/4 Social Year Plan............................................................................................ #
Weight of Units…..............................................................................................................#
Unit Timelines…...............................................................................................................#
Unit One: OPINION WRITING.................................................................................. #

Unit Overview & Rationale….........................................................................................#
Unit Planning Organizer…................................................................................................#
Unit Assessment Plan…...................................................................................................#
Lesson Plans…..................................................................................................................#
Resources…......................................................................................................................#
Unit Three: FRACTURED FAIRY TALES .................................................................. #

Lesson Plans…..................................................................................................................#
Resources…......................................................................................................................#
Unit Three: INFORMATIONAL WRITING ................................................................ #

Lesson Plans…..................................................................................................................#
Resources…......................................................................................................................#
Year Plan
Grade: ¾ Subject: ELA School Year: 2022 Teacher:

(January – April). Breanne
Furlanich
Report Cards:
Due: March 18
Sent out: March 25
Parent / Teacher Interviews: March 6-7
January – February February - March March - April
Topic Fractured Fairy Opinion Writing Information writing

Tales (Albertan
Stories)
INQUIRY How can Fractured Fairy How can I share my opinion How can I share factual
QUESTIONS Tales help bring the story effectively with others? information effectively with
of Alberta to life? others?
How can story-telling
contribute to my personal
identity as an Albertan?
General GLO 2: students will listen, speak, GLO 4: Students will listen, GLO 3: students will listen, speak,
Outcomes: read, write, view and represent to speak, read, write, view and read, write, view and represent to
comprehend and respond represent to enhance the clarity manage ideas and information
personally and critically to oral, and artistry of communication
print and other media texts GLO 3: students will speak,
GLO 5: students will speak, read, read, write, view and represent
write, view and represent to to manage ideas and
respect, support and collaborate information
with others.
Specific 2.2 respond to texts: experience 3.1 plan and focus: focus 3.1 plan and focus: plan to father
Outcomes various texts attention information
 Tell or write about favorite  identify facts and  Contribute ideas for
parts of oral, print and opinions, main ideas developing and following a
other media texts (grade 3) and information on class plan to access and
topics to engage gather ideas and
 Connect own experiences
familiar audiences information (grade 3-4)
with experiences of
individuals portrayed in  focus topics 3.2 select and process: use a
oral, print and other media appropriately for variety of sources
texts, using textual particular audiences  Find/locate information to
references (grade 3) 3.4 share and review: share answer research questions,
 Retell events of stories in ideas and information using a variety of sources
another form or medium  organize and share ideas (grade 3-4).
(grade 4) and information on 3.2 select and process: evaluate
2.2 respond to texts: construct topics to engage sources
meaning from texts familiar audiences
 Review information to
 Connect portrayals of  communicate ideas and determine its usefulness in
characters or situations in information in a variety answering research
oral, print and other media of oral, print and other questions (grade 3)
texts to personal and media texts such as
short reports, talks and  Recall important points,
classroom experiences
posters and make and revise
(grade 3-4)
predictions regarding
 Identify/summarize the 4.2 attend to conventions: upcoming information
main events/ideas in oral, attend to grammar and usage (grade 4)
print and other media texts;  identify a variety of 3.3 organize, record and
explain their causes and sentence types (simple evaluate: organize information
describe how they and compound
influence subsequent sentence) and use in  Organize ideas and
events (grade 3-4) own writing (grade 3-4) information, using a
variety of strategies (using
2.3 understand forms, elements  distinguish between appropriate categories,
and techniques: understand complete and chronological order, cause
techniques and elements incomplete sentences and effect, or posing and
(grade 3) answering questions)
 Include events
(connections among them), 4.2 attend to conventions: (grade 3-4)
setting and characters when attend to capitalization and  Record ideas and
summarizing or retelling punctuation information that are on
oral, print or other media  identify commas, end topic (grade 4)
texts (grade 3-4) punctuation, apostrophe  Organize oral, print, and
 Describe the main and quotation marks other media texts into
characters in terms of who when reading, and use sections that relate to and
they are, their actions in them to assist develop the topi (grade 4)
the story and their relations comprehension (grade
3-4) 3.3 organize, record and
with other characters
evaluate: evaluate information
(grade 3)
 Determine if gathered
5.1 respect and strengthen
information is sufficient to
community: appreciate diversity
answer research questions
 Describe similarities and (grade 3)
differences between
 Examine gathered
personal experiences and
information to identify if
experiences of people or
more information is
characters from various
required; review new
cultures portrayed in oral,
understanding (grade 4)
print and other media texts
(grade 3-4).
5.1 respect others and
strengthen the community: relate
texts to culture
 identify and discuss similar
ideas or topics within
stories (discuss main
characters, plots, setting
and illustrations) from oral,
from diverse cultures and
communities (grade 3-4).
Activities Cinderella Play Read Aloud Would you Rather activities. Partner discussions and
activity. My Opinion – mentor text collaboration.
Project: Fractured Fairy Tale – activities. Mentor text discussions and
An Albertan Twist Fact vs. Opinion – mentor text activities.
Create an Explanatory story – activity. Writing revision practices.
Indigenous Legends activity. Opinion statement group and
Culturally diverse Fairy tale individual practices.
readings and activities.
Create a fractured fairy tale
worksheets and activities.
https://mrswintersbliss.com/how-to-
Resources teach-opinion-writing/
butterflies – Kevin J. Holmes
(mentor text)
https://albertastories.onthemove
ttps://www.youtube.com/c/John
partnership.ca/category/indigen
Spencerteacher/playlists
ous/ Lesson plan reference: Informational
Writing Unit – The Literacy Loft
https://forgottenalberta.com/cate
(Jessica Meyer): The Literacy Loft -
gory/stories/ Jessica Meyer Teaching Resources |
Teachers Pay Teachers
https://docs.google.com/presenta
tion/d/1vlbg4dS1c50VLSZl-
U7iLbE5jzeTLy8h-
V2Y40Obzmw/template/preview
https://www.glenbow.org/blackf
oot/EN/html/traditional_stories.
htm
https://www.galtmuseum.com/ed
ucation
file:///C:/Users/Owner/Download
s/FracturedFairyTaleGraphicOr
ganizers-1.pdf
https://www.teacherspayteacher
s.com/Product/Christmas-
Readers-Theater-Scripts-
Winter-Fractured-Fairy-Tales-
Grades-3-4-5-6-4521808
Assessment Summative: Summative: Summative:
and Fractured Fairy Tale Project Opinion writing piece Informational writing piece
Evaluation
Rubric Rubric Rubric
Formative: Formative: Formative:

Worksheets Writer’s Journal (reflection Presentation
Reflection journal journal) Writers Journal
Checklists? Checklist? Classroom and Group Discussions
observation Worksheets Checklists
observation Observation
January
Monday Tuesday Wednesday Thursday Friday
3 4 5 6 7
10 11 12 13 14
Lesson #1 Lesson #2 Lesson #4 Lesson #4
9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:00 – 11:30 11:10 – 12:00
17 18 19 20 21
Lesson #5 (twin day) Lesson #7 Lesson #8
9:40 – 10:15 Lesson #6 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 9:45 – 10:15 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:30 – 12:00 11:00 – 11:30 11:10 – 12:00
24 25 26 27 28
Lesson #9 Lesson #10 Lesson #11 Lesson #12 Site-Based

9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00 PD Day
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:00 – 11:30 11:10 – 12:00
February
7 8 2 (GROUND 3 4
Lesson #1 Lesson #2 HOG DAY) Lesson #4
9:40 – 10:15 9:45 – 10:15 Lesson #3 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 9:40 – 10:15 11:00 – 11:30
11:30-12:00 10:30 – 11:00 11:10 – 12:00
11:00 – 11:30
7 8 9 10 11
9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:00 – 11:30 11:10 – 12:00
14 15 16 17 18
(VALENTINES 9:45 – 10:15 Lesson #11 Lesson #12
DAY)
11:30 – 12:00 9:40 – 10:15 10:30 – 11:00
Lesson # 9
Lesson #10 10:30 – 11:00 11:00 – 11:30
9:40 – 10:15
11:00 – 11:30 11:10 – 12:00
11:00 -11:30
11:30-12:00
21 22 23 24 Teachers
Teachers Convention
Convention
March
28 1 2 3 4
9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:00 – 11:30 11:10 – 12:00
7 8 21 22 23
9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00
11:00 – 11:30 11:10 – 12:00
21 21 22 17 (ST 18
PATRICKS
Lesson #3 Lesson #4 Lesson #5 Division PD Day
DAY)
9:40 – 10:15 9:40 – 10:15 9:45 – 10:15
Lesson #6
11:00 -11:30 11:00 -11:30 11:30 – 12:00
10:30 – 11:00
11:30-12:00 11:30-12:00
11:00 – 11:30
11:10 – 12:00
21 22 23 24 25
9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:00 – 11:30 11:10 – 12:00
28 29 30 31
9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:00 – 11:30 11:10 – 12:00
April
1 Individual
School PD Day
4 5 6 7 8

9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:00 –11:30 11:10 – 12:00
11 12 13 14 Last Day

9:40 – 10:15 9:45 – 10:15 9:40 – 10:15 10:30 – 11:00
11:00 -11:30 11:30 – 12:00 10:30 – 11:00 11:00 – 11:30
11:30-12:00 11:00 – 11:30 11:10 –
12:00
10
UNIT INTRODUCTION &

RATIONALE
RATIONALE: OPINION WRITING
Purpose: A crucial component of English Language Arts is the ability to use language in order to
effectively communicate their thoughts, feelings and experiences (pos p.1). Students at a young age begin
developing their unique opinions on a range of topics. Whether students believe that ice-cream is the best
dessert, or that recess should have an extra 5 minutes, their opinions matter. Students will be introduced to
the concept of opinions through this lesson, gaining an own appreciation and understanding of the diverse
opinions that exist within the classroom. Through a variety of activities, students will learn that their
opinion, alongside others, are unique and personalized. More importantly, once students gain a grasp as to
what opinions they have and how they may relate or differ from others, students will be provided ample
opportunities to learn how to effectively share their opinions. Rather than merely stating “I like ice-
cream”, students will gain the necessary skills relative to writing and speaking, to learn how to share their
opinion in a way that will be heard and appreciated. Through writing tools, such as “OREO opinion
writing”, students will learn how to gather and organize their thoughts and ideas, support opinions with
reasoning, and how to ultimately write a piece that is both compelling and powerful.
Ultimately, language is an unmistakable mark of personal identity (pos p.1), and students need to feel both
confident and able to express their personal, unique thoughts and ideas in a way that helps them effectively
share their feelings in constructive ways.
Throughout this 3-week unit, students will learn how to explore and share their thoughts, ideas, feeling and
experiences and gain the tools necessary to enhance their artistry of communication. At the end of the unit,
students will work on an approved opinion writing piece that highlights their unique perspectives
alongside their writing skills.
Cross-curricular connections: During the time this unit takes place, students will be learning about
diverse perspectives in social studies. As students gain an understanding and appreciation for the diverse
perspectives and ideas of others, this will likely help them realize that everyone has differing opinions and
supporting reasons. This will be beneficial for both classes, for students will be able to identify that it is
okay and appropriate for others to share contrasting opinions. As students learn how to opinion write, they
will also have opportunities to listen to opinions that may not match their own, but are just as unique and
important as their own.
Predeveloped Knowledge and Skills:

At the beginning of the unit, it will be relatively assumed that students are able to read and write at a grade
3 level. However, writing assignments and discussions will provide adequate prior assessment as to what
level individual students are working at. This way, workloads and writing expectations can be adjusted and
diversified according to students personal learning styles and needs. Furtherly, if there are students who
are unable to write independently, supports such as text-to-speech or having a scribe will be provided.
Furtherly, it will be assumed that students are able to apply basic writing conventions, such as writing full
sentences, using capitalization and proper punctuations. However, before beginning their final opinion
writing piece, students will be provided ample opportunities to work on their sentence structures,
grammar, capitalization and punctuation in order to aid them in successfully writing their opinion in a
professional and compelling manner.
11
UNIT PLANNING ORGANIZER

Subject: ELA Grade: 3/4
Unit/Topic: Opinion Writing
Date and Unit Duration: January 10th – January 27th 2022
1. Unit Overview – Critical Inquiry Question
How can I share my opinion effectively with others?
2. General Learning Outcomes for Unit
GLO 1: students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences
GLO 4: students will speak, read, write, view and represent to enhance the clarity and artistry of
communication
3. Focusing Questions for Unit (Related Questions)

What is an opinion?
Why do opinions need to be supported by reasons?
What is a fact? How does it differ from an opinion?
Why does audience matter? How do you determine who your audience is?
4. Key Concepts for Unit

Opinion
Fact
Reasons
Conclusion
Opening Statement
5. Specific Learning Outcomes for Unit
3.1 plan and focus: focus attention
 identify facts and opinions, main ideas and information on topics to engage familiar
audiences
 focus topics appropriately for particular audiences
3.4 share and review: share ideas and information
 organize and share ideas and information on topics to engage familiar audiences
 communicate ideas and information in a variety of oral, print and other media texts such
as short reports, talks and posters
12
4.2 attend to conventions: attend to grammar and usage

 identify a variety of sentence types (simple and compound sentence) and use in own
writing (grade 3-4)
 distinguish between complete and incomplete sentences (grade 3)
4.2 attend to conventions: attend to capitalization and punctuation
 identify commas, end punctuation, apostrophe and quotation marks when reading, and use
them to assist comprehension (grade 3-4)
PERFORMANCE ASSESSMENT TASK AND

13
EVALUATION TOOL
OPINION WRITING PIECE
For the past few weeks in class, we have been learning

about opinion writing! We have learned that we all
have unique, important opinions. We also learnt that
although we may sometimes share similar opinions
with others, we often will have different opinions and
that is okay. We know though that each of our opinions
matter and should be heard! When we share our
opinions in an effective way, we can help make big
changes!
In the past few weeks, you were asked to look around

your school and community to find something that you
wanted to share your opinion on. For example, we read
that Stella shared her opinion to her principal about why she believed all grades deserved
snack time. Now is your time to be heard! For the next few classes, you will work on
creating an opinion piece about something in the school and community that you want to
share your opinion on.
Your opinion matters! Your opinion piece must include the following:
1. State your opinion with an engaging opening sentence.

2. Provide 2-3 reasons for your opinion.
3. Give detailed examples that support your reasons.
4. State your opinion with a powerful concluding sentence.
To make sure that our opinions are shared in a compelling, powerful

way, you will need to:
 Write with a particular audience in mind.

Rubric: OPINION
 Use sentence variety.WRITING PIECE
 Use proper capitalization and punctuation.
 Communicate your opinion in a variety of texts. You will
write a paper on your opinion, but will also need to present
your information orally. This can be done by:
 Presenting a poster, creating a video, or sharing a
PowerPoint Presentation
lev
el
BEGINNING ACCEPTABLE PROFICIENT MASTERY
criteria
14
Use sentence variety

(4.2.1) Uses little or no Uses sentence variety in a Uses sentence Uses sentence variety in
sentence variety. straightforward manner variety effectively to a skillful manner to
that generally holds the interest the audience. engage the audience.
attention of the audience.
Write with a
particular audience Unclear of targeted Knows their targeted Knows their targeted Knows their targeted
in mind audience. Language audience. Uses language audience. audience.
(3.1.2, 3.4.1) used does not match the that generally holds the Uses language Uses language in a skill
intended audience attention of their intended effectively to manner that engages the
member’s needs. audience. interest their intended audience.
intended audience.
Uses little to no Uses commas, end Uses commas, end Uses commas, end
Use proper commas, end punctuation, apostrophe punctuation, punctuation, apostrophe
capitalization and punctuation, apostrophe and quotation marks in a apostrophe and and quotation marks in
punctuation (4.2.11) and quotation marks. straightforward manner quotation marks a skillful manner to
that generally holds the effectively to engage the audience.
attention of the audience. interest the audience.
Communicate Communicates written Communicates written and Communicates Communicates written

opinions in a variety and oral opinion in a oral opinion in a written and oral and oral opinion in a
of texts superficial manner that straightforward manner opinion in a compelling manner to
(3.4.1) does little to sustain that generally holds the purposeful manner engage the audience.
attention of the audience attention of the audience to interest the
audience
Student: ___________________________________________ Date:_______________________________
Teacher Feedback:
ASSESSMENT OVEVIEW
Learning Outcomes
Reflection Journal & Interview
Title Worksheets
Opinion Writing Piece
Formative
Purpose /
Type Summative Formative

 Pre-Assessment / Diagnostic Summative
15
 Formative
 Summative
Task
 Process
 Competencies
 Growth / Process
Development
Product Process
 Product
 Performance Task
 Quiz / Test
Modality Write
 Write Write Write
Do Say Say
 Do
 Say
Assessor
 Self Teacher Teacher Self
 Peer Teacher
 Teacher
Device
 Anchor / Sample /
Exemplar Worksheets
 Anecdotal Notes Observation Rubric
 Checklist / Rating Scale
 Conversation / Q & A
Discussion Checklist
 Heuristic
 Rubric
 Other
Audienc
Individual
e Individual
Individual
Teacher Teacher
 Individual Classroom
 Class / School
 Community / Online
Weighti -- 80
10
ng
Groupings of Learner Outcomes Learning Objectives
LESSON OVERVIEW
Lesson #1 of 12 First day introduction
Lesson #1 (Monday) time: 1.35 minutes.
Outcome(s) TBA
Assessment TBA
16
Learning Activity(s) Icebreaker activity: candy-game get to know you (w/ smarties)
Students fill out get to know me with their smarties.
Share a few with the class.
You tell me:

Students share class rules and expectations.
Students share what they expect from themselves and from their teacher (assessment
chart).
Ending activity: would you rather…
Materials and Resources Bring hard paper for students to write their names on to put on their desk for the first
week.
Smarties.
Print off “get to know me” sheet.
Lesson #2 of 12 Introduction to opinion writing.

Lesson #2 (Tuesday) 65 minutes.
Outcome(s) 3.1 plan and focus: focus attention - identify facts and opinions, main ideas and information on
topics to engage familiar audiences
Assessment
observation
Learning Activity(s) Refer back to last classes ending activity – would you rather. Introduce opinions.
Attention grabber: Read Stella Writes an Opinion By Janiel Wagstaff

- Stella Writes an Opinion | Scholastic
Questions:
1. What is an opinion?
2. What was Stella’s opinion?
3. What were her reasons?
4. What did she do to make her opinion heard?
5. What would have happened if Stella never gave reasons for her opinion
Class discussion: The best thing to do at recess is ________. (anchor chart)

- https://www.whatihavelearnedteaching.com/teach-state-an-opinion/
- How to state an opinion
- Introduce the concept and emphasize the need to state an opinion and supply
reasons.
Group activity: come up with 1-2 reasons (cut out one of the opinions from the concept
map)
End of class (have throughout unit) – add into teacher box – an opinion (an issue that is
important to them) that needs to be addressed.
Reflection journal: in your own words, what is an opinion. Describe an opinion you
have. What are the reasons for your opinion?
Materials and Resources Large sheet of paper (anchor chart)

Stella writes an opinion book.
Stella worksheet
17
Lesson #3 of 12 Stating Opinions and Reasons.

Lesson #3 (Wednesday) time: 1.35 minutes.
Outcome(s) 4.2.1 identify a variety of sentence types and use in own writing
Assessment Observation
Worksheet
Discussion
Learning Activity(s) Attention grabber: https://www.youtube.com/watch?v=rd2Cd8jKF54&t=6s
- 2 corners: yes or no.
- Work alongside other students to come up with reasons (2-3 reasons)
- Write down on a sheet and prepare to share with someone from across the room
(have to anchor sheets ready for students to write on).
Introduce sentence frames (https://www.whatihavelearnedteaching.com/teach-state-an-

opinion/) with different levels of difficulty (print out prompt strips for students and have
on anchor chart).
- Have displayed in classroom and print out for students.
- Have students use it as they speak with the other students.
WHOLE GROUP PRACTICE WITH STATING AN OPINION (example topic –

favorite animal)
- Chorally say the frames as a class.
- Use example topic (favorite animals) as a group to practice using sentence frames.
- Have a list of printed out questions for students to say out loud: call on a random
student to answer using a sentence frames
PARTNER PRACTICE WITH STATING AN OPINION

- Provide prompt strips and sentences frames
- Print out prompt strips on colored pieces of paper and sentence frames on another
colored piece of paper.
- Student with the prompt paper asks the question and the student with the sentence
frame responds. After asking and answering, students switched paper and found a
new partner. Do a few rounds. Come back together as a group.
Reflection journal: INDIVIDUAL WRITING OPINION STATEMENTS

Prompt examples: favorite food.
- Classroom quick web.
- Write opinion paragraph: use a sentence frame and give three reasons.
Materials and Resources Large sheet of paper.

Smartboard
Computer
Lesson #4 of 12 Considering Audience

Lesson #4 (Thursday) 1.5 hour
Outcome(s) 3.4 share and review: share ideas and information – organize and share ideas and information on
3.1 plan and focus: focus attention – focus topics appropriately for particular audiences.
Assessment Worksheet
observation
Learning Activity(s) Introduce OREO writing and organizing our thoughts – do exemplar together.
Attention grabber: Read I Wanna Iguana

What was Alex’s and Mom’s opinion? What were their reasonings?
- Show their OREO on the board.
18
- Discuss what Alex did well and what he could have done better to share his
opinion.
- Introduce audience. Who was his audience?
Activity on audience.
Watch video: How to Write for Your Audience- Writing Video For Kids - YouTube
Provide exemplar opinion topic. Go over as a class, picking different audience members.
- Discuss how it changed with different audience members.
Practice: pick a topic to write on for students. Have students practice with their
organization sheets by writing their opinion and their reasons.
Have students practice different writing styles for 2 different audience members (e.g.
classmate vs. teacher).
Create together: assessment line “what makes for a good/bad opinion writing”
Materials and Resources I wanna Iguana book.
Worksheet
Computer
Smartboard
Printed out version of assessing opinion writing.
Lesson #5 of 12 Opinions and Reasons

Lesson #5 Monday: 1.35 hours
Outcome(s) 3.1 plan and focus – focus attention: identify facts, opinions, main ideas and details in oral, print
and other media texts
Discussion
Worksheet
Learning Activity(s) Attention grabber: read Hey little aunt - 4 corners opinion: should we let the ant live?
- Have a reason ready (1-2). Use sentence frames. Practice usage and different sentence
frames.
Hey Little Aunt Worksheet – what is your opinion.
Sort opinions activity

- Group: sort opinions and reasons from students own writing from previous
activities (add a few more difficult ones)
- Place under either opinion or reason.
Individual worksheet: sort opinions and reasons (higher level work)

- Afterwards, choose one opinion and reason pair – write opinion and reason and
write two more reasons to go with that opinion.
19
Materials and Resources Board game print outs.

Opinion cards for board game.
Hey little aunt book
Worksheet printed out.
Whiteboard
Marker
Pencils.
Lesson #6 of 12 Fact vs. Opinion; strong opinions.
Outcome(s) 3.1 plan and focus: focus attention – identify facts and opinions, main ideas and details in oral,
Observation
Learning Activity(s) Attention grabber: Harry potter would you rather (https://minds-in-bloom.com/harry-potter-
would-you-rather-questions/)
Read: “facts vs. opinions vs. robots”

Discuss the differences between facts vs. opinions.
Another good source for fact vs. opinion (BrainPop video “Fact and Opinion”)
Activity: facts vs. opinions read out loud (students for e.g., stand for opinion read out
loud, and sit for facts).
Activity and discuss: Bad vs good opinion (The Complete Guide to Opinion Writing for
Students and Teachers | Literacy Ideas) (Opinion Writing - Weak vs Strong Opinions -
Google Slides - YouTube)
- Worksheet: give weaker opinions and have students make it a stronger opinion.
- Go over as a class beforehand.
Materials and Resources Fact vs. opinion vs. robot book

Harry potter would you rather print outs
Smartboard
Computer
Worksheet.
20
Lesson #7 of 12 Writing practice
Outcome(s) 4.3 attend to conventions – attend to capitalization and punctuation: identify commas, end
punctuation, apostrophe and quotation marks when reading, and use them to assist comprehension.
Worksheet
Discussion
Learning Activity(s) Attention grabber: class room activity: TEAM SOUR OR TEAM SWEET
https://www.teacherspayteachers.com/Product/Team-Sour-vs-Team-Sweet-An-Opinion-Writing-
Activity-2470679?st=e13045d5a278f3671a3bab0161701717
Practice on stating opinions – worksheet.

Show examples of well-written opinion writing and poorly-written opinion writing
examples. Go over as a class.
- Create example sheet for students to identify good and weakly written opinions.
- Focus on former writing – capitalization and punctuation (commas, end
punctuation, and quotation marks).
Materials and Resources Worksheet

Examples of good and poorly written opinions.
Pencils.
Team sour or sweet print outs.
Candy.
Lesson #8 of 12 Revising and editing
Outcome(s) 3.4 share and review: share ideas and information – organize and share ideas and information on
3.1 plan and focus: focus attention – focus topics appropriately for particular audiences.
Assessment Reflection journal
Worksheet
21
Observation
Learning Activity(s) Attention grabber: would you rathers (https://conversationstartersworld.com/would-you-rather-
questions/
Read: Duck! Rabbit

- Separate into groups (team duck vs. team rabbit) discuss reasons for opinion. Create a
class anchor chart detailing the reasons that support why it could be a duck, and why it
could be a rabbit.
Lesson on sentence types (simple and compound).
Use “Duck! Rabbit!” for writing sentences.
- Edit work/revise and review with others.
- Follow organize and planning sheet.
- Create rough draft.
Reflection journal
Materials and Resources Duck! Rabbit! Book
Duck! Rabbit! Worksheet
Organization and planning sheet.
Rough draft sheets.
Lesson #9 of 12 Revising and editing
Outcome(s) 4.2 attend to conventions: attend to grammar and usage: identify a variety of sentence types
(simple and compound sentence) and use in own writing (grade 3-4)
4.2 attend to conventions: attend to grammar and usage: distinguish between complete and
incomplete sentences (grade 3)
Assessment Reflection journal
Worksheet
Observation
Learning Activity(s) Attention grabber: DOG VS CAT. https://www.teacherspayteachers.com/Product/Dog-vs-Cat-
Opinion-Writing-Prompt-and-Activity-3873519?st=e13045d5a278f3671a3bab0161701717
Use Dog vs. Cat
- Write rough drafts.
- Work on sentence types (provide examples)
- Work on commas, end punctuation, apostrophe and quotation marks. (show good an dbad
examplars – go over together as a class)
Reflection journal:
Materials and Resources Organization and planning sheet.

Rough draft sheets.
Lesson #10 of 12 Introduction to opinion writing piece.
Outcome(s) TBA.
Assessment
Observation
Learning Activity(s) Attention grabber: PEN TALKS: Pen Talks-a partner activity to help students state their opinions and
give reasons (https://www.teachwriting.org/blog/2019/2/21/4-ways-to-get-your-students-ready-for-opinion-
writing)
22
 Pens do the talking instead of mouths.
 After read aloud, pass out large construction paper (groups of 2 and 2 pens). One student
writes first – write down their favorite part of the story or which character they liked the
best
 Partner two respond with an I AGREE or I DISAGREE because…
 Partner one then responds with another reason, etc. partners practice stating opinion and
sharing reasons for their opinions without realizing
Opinion writing begin activity: pick your own topic and write an opinion piece.
- Planning portion.
- Show an exemplar (good and bad)
Materials and Resources Planning worksheet

Pens
paper
Lesson #11 of 12 Editing and revising opinion piece
Outcome(s) TBA.
Assessment
observation
Learning Activity(s) Work on opinion writing piece.
- Rough draft and revision.
- Show an exemplar (good and bad)
Materials and Resources Pens

Paper
Rough draft sheets
Checklist sheets.
Lesson #12 or 12 Present opinion writing.
Outcome(s) TBA.
Assessment
Project piece.
Learning Activity(s) Share opinions with the class.
Materials and Resources Opinion pieces.

23
UNIT INTRODUCTION &

RATIONALE
RATIONALE: FRACTURED FAIRY TALES
Purpose: In this unit, students will learn about Fractured Fairy Tales. Students will be introduced to a vast
array of fairy tales, both traditional and fractured. Fictional stories can be a power for readers and writers
alike: it can creatively depict underlying truths that impact all of humanity. Although fictional books can
be seen as being read for enjoyment, they arguably can be read for learning. Fairy tales bring to life often
redundant lessons in a way that draws a reader in: although fantasy, readers can still find personal
connections that contribute to their view of their world and their place within it. As British novelist, Doris
May Lessing, stated: there is no doubt fiction makes a better job of the truth. As student’s explore, learn
and make personal connections to traditional and fractured fairy tales, they will additionally write their
own story that holds truth for their future readers. This unit is connected to the social unit that is focused
on Albertan history through story-telling. Students will delve deep in the world of fairy tales, enjoyment
and excitement, and relate its whimsical spirit to Albertan history. Through their own story-telling,
students will learn how to express their ideas, opinions, and feelings in a way that is both creative and
critical, by creating fairy tales that have an Albertan twist.
Cultural considerations: There exists a great opportunity to learn and appreciate diverse cultures when
reading fractured fairy tales. Many traditional fairy tales have been altered to represent another cultural
perspective. Students will be provided ample opportunities to explore various fractured fairy tales. For
example, students will not only read the traditional westernized Cinderella, but will look at fractured fairy
tales that is enriched with, for example, African and Chinese culture. By identifying similarities and
unique differences within these fractured fairy tales, students will be able to gain a deepened appreciation
for diversity.
Cross-curricular connections: The unit’s final project, creating a fractured fairy tale with an Albertan
twist, is connected to social studies. In social studies, students will be learning about Albertan history
through the stories of diverse communities. Students will tie their understanding of Albertan history and
fractured fairy tales to create their own unique fairy tale about Alberta. This is meant to bring history to
life. By reading and reflecting upon others stories, students are able to appreciate the unique voices and
perspectives of diverse communities whilst gaining an understanding of their impact on Alberta today.
Furtherly, by creating their own stories, students can personally identify their identity as an Albertan
through creating history through their own lens.
Prior knowledge: Students will be expected to have a basic understanding of the writing process, being:
prewriting, drafts, revising and editing. However, rather than leaving students on their own to participate
in this process, it will be discussed and reviewed to help students create their best version of their story.
24

Unit/Topic: Fractured Fairy Tales
Date and Unit Duration: February 7th – March 8th 2022
How can Fractured Fairy Tales help bring the story of Alberta to life?
How can story-telling contribute to my personal identity as an Albertan?
GLO 2: students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts
GLO 5: students will speak, read, write, view and represent to respect, support and collaborate
with others.

What is a Fractured Fairy Tale? How does it differ from a Traditional Fairy Tale?
Traditional Fairy Tales
Fractured Fairy Tales

2.2 respond to texts: experience various texts
 Tell or write about favorite parts of oral, print and other media texts (grade 3)
 Connect own experiences with experiences of individuals portrayed in oral, print and
other media texts, using textual references (grade 3)
 Retell events of stories in another form or medium (grade 4)
2.2 respond to texts: construct meaning from texts
 Connect portrayals of characters or situations in oral, print and other media texts to
personal and classroom experiences (grade 3-4)
25
 Identify/summarize the main events/ideas in oral, print and other media texts; explain their
causes and describe how they influence subsequent events (grade 3-4)
2.3 understand forms, elements and techniques: understand techniques and elements
 Include events (connections among them), setting and characters when summarizing or
retelling oral, print or other media texts (grade 3-4)
 Describe the main characters in terms of who they are, their actions in the story and their
relations with other characters (grade 3)
5.1 respect and strengthen community: appreciate diversity
 Describe similarities and differences between personal experiences and experiences of
people or characters from various cultures portrayed in oral, print and other media texts
(grade 3-4).
5.1 respect others and strengthen the community: relate texts to culture
 identify and discuss similar ideas or topics within stories (discuss main characters, plots,
setting and illustrations) from oral, print and other media texts from diverse cultures and
communities (grade 3-4).
26

EVALUATION TOOL
Fractured Fairy Tales: An Albertan Twist!
Far, far away in a distant land lived a class of grade 3 and

4 students who were about to embark on an incredible
journey. This journey was about to take place, in their
minds and on their sheets of paper. They were preparing
to use their writing skills and their creative imaginations
to make the best fairy tale ever. This fairy tale was about
their homeland, Alberta.
The students were brave and valiant. Like knights in

shining armor, they equipped themselves with their
pencils in hand, ready to go to battle. Do you think they
will come out victorious? Will they create the best fairy
tale about Alberta ever to exist?
History lives through the stories of others. Stories bring history to life and help us connect
to our past, helping us forge our unique identities. For your project, you will create a fairy
tale that includes the following parts:
Part 1: Create a Historical Albertan Fairy Tale

• Create a story that illustrates an appreciation for Albertan identity
• Create a story that takes place in historical Alberta
• Create a story that has well-developed characters, setting, illustration and plot.
Part 2: Create a Culturally Fractured version of your Albertan Fairy Tale

• Create a new version of your fairy tale that is written by or about another culturally
diverse perspective.
Part 3: Connect your fairy tale to your own Albertan experience:

• Explain how your fairy tale connects to your personal experiences.
Off the courageous students went, to write epic fairy tales about Alberta so that others too
could understand and appreciate what it means to be Albertan! Their incredible stories
will be passed on, to others who explore the Coalhurst Elementary Library. Let’s bring
Albertan history to life!
level Rubric: Fractured

BEGINNING Fairy Tales: PROFICIENT
ACCEPTABLE Albertan Stories
MASTERY
27
criteria
Identify Alberta’s
cultural evolution
(Social 4.2.2,
4.2.1.1, 4.2.1.2)
(ELA 5.1.1, 5.1.3)
4.S.2
Provides vague or no Provides predictable Provides credible Provides compelling

explanation for explanation for connection explanation for explanation for
Explain personal
connection between between fairy tale and connection between connection between
connections to text
fairy tale and personal personal experiences. fairy tale and fairy tale and personal
(ELA 2.2.2, 2.2.4,
experiences. personal experiences.
2.2.4)
experiences.
.
Create an Albertan
Fractured Fairy Tale
(Social 4.S.8.1,
4.2.1)
(ELA 2.3.3, 2.3.4)
Student: ___________________________________________ Date:_______________________________
Teacher Feedback:
LESSON OVERVIEW
28
Lesson #1 of 18 Fairy Tale Introduction
Outcome(s) 2.2.2 (tell or write about favorite parts)

2.3.3 (include events, setting and characters when summarizing or retelling)
2.3.4 (describe main characters in terms of who they are, their actions and their relations with
others)
observation
Learning Activity(s) Attention grabber: Read fairy tale story about Cinderella
QUESTION:
What type of story is this? How do you know?
what is a fairy tale? (Examples of fairy tales we know)
Powerpoint and printable

practice summarizing together (Cinderella)
- Copy of COMPLETEFracturedFairyTaleWritingUnit.pdf
Choose a book and share your favorite part & summarize the book: (use in later classes)
1. traditional Rapunzel
2. traditional Red riding hood
3. traditional Jack and the beanstalk
4. traditional Humpty Dumpty
5. traditional three little pigs
6. traditional snow white and the seven dwarfs
7. traditional princess and the pea
8. traditional goldilocks and the three bears
9. traditional Hansel and Gretel
10. traditional peter pan
11. traditional beauty and the beast
12. traditional the little mermaid
13. traditional Thumbelina
14. traditional puss n boots
15. traditional alladin
Materials and Resources Cinderella story.

Array of fairytale books.
Worksheets – fairy tale summarizer
Pencils.
Lesson #2 of 18 Fairy Tale Introduction
Outcome(s) 2.2.2 (tell or write about favorite parts)

2.3.3 (include events, setting and characters when summarizing or retelling)
2.3.4 (describe main characters in terms of who they are, their actions and their relations with
others)
Assessment Checklist
Observation
Worksheet completion.
Learning Activity(s) Attention grabber:
Finish: Choose a book and share your favorite part & summarize the book
Illustrate and share.
29
Materials and Resources Array of fairytale books.

Worksheets.
Pencils.
Lesson #3 of 18 Fractured Fairy Tale Introduction
Outcome(s) 2.3.3 (include events, setting, and characters when summarizing or retelling texts)
2.3.4 (describe main characters in terms of who they are, their actions in the story, and their
relations with other characters)
Observation
Learning Activity(s) QUESTION: What is a fractured fairy tale.
Activity on: characters, setting problem and solution (same story as last class). Discussion
and worksheet.
- Copy of COMPLETEFracturedFairyTaleWritingUnit.pdf
Read: Cinderella versions:

1. The Rough-Face Girl by Rafe Martin
Discuss similarities and differences in: characters, settings, problems, solutions
Group Activity: Grab a book and summarize/retell worksheet

Worksheet – traditional version vs. their version.
Choices:
1. The Orphan: A Cinderella Story from Greece by Anthony Manna and
Christodoula Mitakidou
2. Yeh-Shen by Ai-Ling Louie
3. Mufaro’s Beautiful Daughter: An African Tale by John Steptoe
4. Cinderella Skeleton by Robert D. San Souci
5. Bigfoot Cinderella by Tony Johnston
6. Dinorella by Pamela Duncan Edwards
7. Prince Cinders by Babette Cole
Materials and Resources Books: (if not available, find read alouds online).
The Rough-Face Girl by Rafe Martin
The Orphan: A Cinderella Story from Greece by Anthony Manna and Christodoula
Mitakidou
Yeh-Shen by Ai-Ling Louie
Mufaro’s Beautiful Daughter: An African Tale by John Steptoe
Cinderella Skeleton by Robert D. San Souci
Bigfoot Cinderella by Tony Johnston
Dinorella by Pamela Duncan Edwards
Prince Cinders by Babette Cole
worksheet
pencils.
Lesson #4 of 18
Outcome(s) 2.3.3 include events, settings and characters when summarizing or retelling text
observation
Learning Activity(s) Attention grabber: story practice – roll a story (Roll a Story DIGITAL Writing Activity |
The Techie Teacher® )
30
My fractured fairy tale story map and flow chart (CINDERELLA) – worksheet
Go over example together first.
Copy of COMPLETEFracturedFairyTaleWritingUnit.pdf
CINDERELLAFRACTUREDFAIRYTALEGRAPHICORGANIZERLUCYCALKINS-
1.pdf
Materials and Resources Roll a story print out

Dice
Story map and flow chart print outs
Lesson #5 of 18 Make your own “explanatory” story
Outcome(s) 4.2.1.2
4.2.2.3
Assessment Explanatory story
Observation & Discussion.
Learning Activity(s) Explanation why explanatory story and not “legends”.
Activity: students work on creating their own story explaining why things are
how they are.
Provide exemplar: why the cat chirps (show video of cat chirping)
Which story do you like better?
1) Merely give facts – short and sweet
2) Create an explanatory story (fun)
Explain the power of story-telling (memorable).
Students work on their own stories

Provide worksheet (which animal or object (draw), something mysterious about
them (something that needs explanation).
Sharing of stories.
Materials and Resources Worksheet.
Exemplar explanatory story.
Lesson #6 of 18 Personal connections to stories.
Outcome(s) 2.2.4 connect own experiences with the experiences of individuals portrayed in texts
2.2.5 connect portrayals of characters or situations in texts to personal or classroom experiences
2.2.6 summarize the main ideas of texts
Observation
Learning Activity(s) Connect character to your own experiences.
Read together: Three Ninja Pigs - by Corey Rosen Schwartz
Discuss: connections to our own life
Question: was there ever a time you weren’t prepared enough?
Worksheet: three little ninja pigs and me.
Create your own ninja pig (Three Ninja Pigs Craft For Kids - I Heart Crafty Things)
Materials and Resources Three ninja pigs – corey rosen schwartz
An array of books from library.

Worksheet
31
Lesson #7 of 18 Introduction to project.
Outcome(s)
observation
Learning Activity(s) Introduce performance task project
Begin working on Albertan FFT (prewrite worksheet – organize ideas).
Worksheet: FracturedFairyTaleGraphicOrganizers-1 (1).pdf & Copy of
COMPLETEFracturedFairyTaleWritingUnit.pdf
Show example: Three Little Pigs – Three Little Sharks. Display on smartboard.
Work on draft (draft sheets) (my version – there version)

Materials and Resources Performance task sheet printed out
Draft sheets and worksheets to begin planning.
Lesson #8 of 18 Cultural similarities
Outcome(s) 5.1.1 Describe similarities and differences between personal experiences and experiences of
people or characters from various cultures portrayed in oral, print and other media texts
Observation
Learning Activity(s) Cultural focus: similarities and differences to me.
Talisha Snow White: And Her Little Munchkins by: Aphrodyi Antoine
- WORKSHEET
Example worksheet: https://www.teacherspayteachers.com/Product/Compare-and-

Contrast-Fairy-Tales-from-Different-Cultures-with-Passages-6574813?
st=d3e12e111a3aef007c11aac4091a04f4
Example worksheet: https://www.teacherspayteachers.com/Product/Red-Riding-Hood-
and-Lon-Po-Po-Compare-and-Contrast-Fairy-Tales-Print-Easel-1220290?
Materials and Resources White: And Her Little Munchkins by: Aphrodyi Antoine
Culture worksheet
Lesson #9-10 of 18 Cultural similarities
Outcome(s) 5.1.3 Identify and discuss similar ideas or topics within stories (discuss main characters, plots,
setting and illustrations) from oral, print and other media texts from diverse cultures and
communities
observation
Cultural focus: similarities and differences to each other books.

- Red riding hood example: LON PO PO by Ed Young
- Red riding hood example: Little Roja Riding Hood by Susan Middleton Elya
- Worksheet: similarities and differences
- https://www.teacherspayteachers.com/Product/Red-Riding-Hood-and-Lon-Po-Po-
Compare-and-Contrast-Fairy-Tales-Print-Easel-1220290?
32
Materials and Resources Worksheets

LON PO PO by Ed Young
Little Roja Riding Hood by Susan Middleton Elya
Culturally Diverse Fairy Tales - 11 picture books for your classroom - No Time For Flash
Cards
Lesson #11 of 18 Character Change Activity
Outcome(s) 2.3.3 include events, settings and characters when summarizing or retelling text
2.3.4 describe main characters in terms of who they are, their actions and their relations to other
characters/
worksheet
CHANGE THE CHARACTER: fractured fairy tale vs. original

- RED RIDING HOOD (have student summarize)
o Ruby by: Michael Emberley OR Little Red: A Fizzingly Good Yarn by:
Lynn Roberts
- THREE LITTLE PIGS
o Three Little Pugs and the Big, Bad Cat by: Becky Davies
o The Chupacabra Ate the Candelabra by Marc Tyler Nobleman
Start working on a draft: choose characters. Begin writing information about them
(organization chart)
Worksheet: my character
Materials and Resources
Lesson #12 of 18 Setting change
Outcome(s) 2.2
2,3
Observation
Learning Activity(s) CHANGE THE SETTING: fractured fairy tale vs. original
 The Three Little Aliens and the Big Bad Robot: by: Margaret McNamara
 Hansel and Gretel by Rachel Isadora
Activity: create your own setting

Worksheet: my setting
Materials and Resources
Lesson #13 of 18 Problem change
Outcome(s) 2.2
2,3
Observation
33
CHANGE THE PROBLEM: fractured fairy tale vs. original

1. The True Story of the Three Little Pigs, by Jon Scieszka
2. Honestly, Red Riding Hood Was Rotten!
Activity: create your own problem and solution

Worksheet: my problem
Materials and Resources The True Story of the Three Little Pigs book.
Honestly, Red Riding Hood Was Rotten! Book
worksheet
Lesson #14 of 18 Rough draft and revision
Outcome(s)
Observation
Learning Activity(s) work on writing a rough draft.
Go over editing
Show example: Three Little Pigs – Three Little Sharks. Display on smartboard.
Materials and Resources Smartboard

Print out rough draft writing papers
Lesson #15 of 18 Make a play
Outcome(s) 2.2 retell events of stories in another form or medium

Assessment
Observation
Learning Activity(s) Retell in a new form: make a play
- Cinderella role play together
- Make your own.
FreeReadersTheaterScriptFracturedFairyTaleCinderellaReadersTheater-1.pdf
Materials and Resources Cinderella print out scripts.
Worksheets.
Lesson #16 of 18 Writing Process
Outcome(s) TBA.
Checklist?
Introduce and discuss writing process:

Writing process
 PREWRITING
 DRAFT
 REVISE
 EDIT
34
Continue writing on story

Show rough draft to a friend – revise them together
Materials and Resources Writing process powerpoint and/or sheets (or anchor chart)
Rough draft sheets.
Lesson #17 of 18 Editing Day.
Outcome(s) TBA.
Checklist?
Learning Activity(s) Attention grabber: Story Telling Practice: “spin a story” (Spin-A-Story - Narrative
Writing Prompts and Writing Plan Template (teacherspayteachers.com)
Finish editing story.

Create title page for your fairy tale.
Materials and Resources Paper for title page.
Rough draft sheets.
Lesson #18 of 18 Presentation day
Outcome(s) TBA.
Assessment
Project piece – story.
Learning Activity(s)
Reader’s circle
Go listen to each others stories.

Materials and Resources Laminated books.
35
UNIT INTRODUCTION &

RATIONALE
RATIONALE: INFORMATIONAL WRITING
Purpose: In the unit, students will be learning the art of informational writing. Informational writing is an
asset that students will carry throughout their educational and professional journeys. Even at young ages,
students can be taught basic concepts relative to informational writing, helping them develop the skills
needed to write purposefully and creatively. From experience, such writing is often focused on in later
years, where students learn how to research and write on topics of interest. However, even at earlier
grades, students still can be taught how to research, evaluate information and ideas, and ultimately create a
writing piece that demonstrates how to teacher readers about a particular topic. To demonstrate to students
that informational writing is both factual and exciting, students will be encouraged to write about topics
they are both knowledgeable and passionate about. This way, students can find relativeness and
authenticity when writing on factual information.
To ensure students are able to understand the various steps of organizing, researching and writing
informational pieces, lessons will either incorporate mentor texts or teacher writing examples that are
meant to help scaffold students learning and understanding. As a new teacher to all things pertaining to
English Language Arts, many of the ideas and activities displayed throughout this unit has been created by
educator, “The Literacy Loft – Jessica Meyer”. Her unit on informational writing is meant to guide both
teacher and students towards developing a meaningful and authentic experience as to how they can share
information in a meaningful and effective manner. When Jessica’s unit ideas and resources are
implemented, it will be addressed within the lesson to avoid copyright infringements. We are thankful to
educators who provide authentic, flexible activities and lessons that can help create inspired lessons.
As writers, students will work throughout the unit with partners and groups in brainstorming and
discussion opportunities to help students brainstorm effectively in order to come up with ideas and
solutions.
Research will be done both physically and digitally. When researching online, internet safety will be
discussed and reiterated in order to protect students whilst teaching them how to properly use the internet
for research purposes.
At the end of the unit, students will have created an authentic, unique information piece on a topic of
interest that can be shared with others. Ultimately through this process of learning how to write an
informational piece, students become teachers, learning that they too can share facts and information with
others through writing.
Cross-curricular connections: While this unit is occurring during students English Language Arts period,
students will also be learning connecting skills in social studies. In social studies, students will be
exploring and researching about influential Albertans: the unit is deeply engrossed in critical thinking and
research skills. It is my hopes that students can apply the research and critical thinking skills incorporated
into the social studies units additionally within this unit. Connections will be made at appropriate times for
students to recognize how critical thinking is an important aspect of writing.
36
Predeveloped knowledge and skills considerations:

In the previous unit, Opinion Writing, students will gain various organizational and writing skills. Focused
on their artistry and their organization of ideas and opinions, students can transfer this knowledge with
guidance to their information writing unit.

Unit/Topic: Informational Writing
Date and Unit Duration: March 21st – April 14th 2022
How can I share factual information effectively with others?
GLO 3: students will listen, speak, read, write, view and represent to manage ideas and
information

What is informational writing?
How do I find evidence?
What should I write my opinion piece on?
How do I cite sources properly?
How can I make my opinion piece engaging for readers?

Facts
Information
Credible
Sources
Research
3.1 plan and focus: plan to father information
 Contribute ideas for developing and following a class plan to access and gather ideas and
information (grade 3-4)
3.2 select and process: use a variety of sources
 Find/locate information to answer research questions, using a variety of sources (grade 3-
4).
3.2 select and process: evaluate sources
 Review information to determine its usefulness in answering research questions (grade 3)
37
 Recall important points, and make and revise predictions regarding upcoming information
(grade 4)
3.3 organize, record and evaluate: organize information
 Organize ideas and information, using a variety of strategies (using appropriate categories,
chronological order, cause and effect, or posing and answering questions) (grade 3-4)
 Record ideas and information that are on topic (grade 4)
 Organize oral, print, and other media texts into sections that relate to and develop the topi
(grade 4)
3.3 organize, record and evaluate: evaluate information
 Determine if gathered information is sufficient to answer research questions (grade 3)
 Examine gathered information to identify if more information is required; review new
understanding (grade 4)
38

EVALUATION TOOL
INFORMATIONAL WRITING PIECE
You are a writer. You are a teacher. You are both a

writer and a teacher. Part of your job is to create an
informational writing piece that teaches readers about
a topic that you know a lot about and are very
interested in. You will conduct research on your topic
that interests you and share in an essay for others to
read and learn from.
For this project, you will need to:

1. Choose on topic that you would like to teach others about and complete
the following:
a. Use a variety of resources to gather information about your topic
(e.g., books, articles, internet).
b. Provide citations to your resources. Give proper credit to the ideas
and information given by others.
2. To get ready to teach others through writing, you will also:

a. Gather and organization information
b. Practice revising and editing your essay
39
level
BEGINNING ACCEPTABLE PROFICIENT MASTERY
criteria
Use and citation of
resources Uses at least one resource Uses a variety of Uses a variety of
(3.2.1) Use of resources is that straightforwardly resources that resources that strongly
(3.1.4) nonexistent or supports the essay’s topic. logically support the support the essay’s
unrelative to essay’s essay’s topic. topic.
topics. Uses at least 1 citation
variation correctly. Uses at least 2 of the Uses all three citation
Uses no citations citation variations variations purposefully.
properly. effectively.
Gather and
Organize Organizes information Organizes information in a Organizes Organizes information
Information in a random manner simplistic manner information in a in a skillful manner
(3.3.1) logical manner
(3.3.2)
(3.3.3)
Review and revision Revises rough draft in a Revises rough draft in a Revises rough draft Revises rough draft in a
(3.2.5) noncoherent manner simplistic manner to in an effective purposeful manner to
(3.3.5) that does little to teach engage and teach readers. manner to engage engage and teach
and engage readers and teach readers. readers.
Rubric: INFORMATIONAL WRITING PIECE
Student: ___________________________________________ Date:_______________________________
Teacher Feedback:
40
LESSON OVERVIEW
Lesson #1 of 22 Write study a mentor text – writers study the characteristics of the type of writing they
will do.
Outcome(s) 3.1 plan and focus: plan to gather information – contribute ideas for developing and following a
class plan to access and father ideas and information
Assessment Writers journal
Observation
checklist
Learning Activity(s) Print out read aloud plans (for butterflies – kevin j. holmes)
Discussion – what did you notice
1. Read like a writer
2. Title and cover
3. Text features
4. Paragraphs
5. Introduction
6. Text structure
7. Transitions
8. Expert words
9. Teaching tone
10. Conclusion
11. Text organization
Powerpoint: characteristics of informational writing
Materials and Resources Writers notebook

PowerPoint slides
Notebook chart: characteristics of informational text
Example text: butterflies (kevin j. holmes)
Lesson #2 of 22 Writers are teachers
Outcome(s) 3.3 organize, record and evaluate: organization information – record ideas and information that are
on topic.
Observation
checklist
Learning Activity(s) Connection: explain that informational writers are teachers. We write in a way that shows
we are an expert on the topic. (e.g., topic, butterflies).
Model: use mentor text and PowerPoint to model strategies (e.g., point out how the writer
has given us real and true information to TEACHER us about the topic).
Share PowerPoint slides – teaching tone.

- Have students determine if the writer uses a teaching tone in the text (turn and talk
it over with a partner).
- w/ a partner, students complete the teaching tone: true or false activity and then
review as a class.
Independent practice: students will write an entry in their writing notebook about a topic
they know a lot about to practice using a teaching tone.
- Have students think about a topic they know a lot about (discuss as groups or as a
41
class before sending off for independent practice).

- Share teaching example with students (e.g., tacos)
- As students write independently, leave model displayed (teacher example) as a
referral. Go over as a class before being sent off to work independently.
Share: collect one+ student notebooks (ask for permission beforehand) to share a part of
their writing that is a good model of teaching tone strategy.
Materials and Resources Writer’s notebook
Mentor text: spiders (Seymour simon)
Teaching or not activity
PowerPoint: teaching tone
Teacher entry example (example topic: tactos)
Lesson #3 of 22 Writers get ideas by… (thinking about topics that interest them and “trying on” different
topics).
Outcome(s) 3.3 organize, record and evaluate: organization information – record ideas and information that are
on topic.
Observation
checklist
Learning Activity(s) Students choose a topic they care a lot about to become an expert on the topic. (if needed,
narrow down – e.g., social studies (Albertan history or science – simple machines).
Model: topic of choice – model how to make a list of topics you really care about (t-chart)
Mode: try on the topic – explain to students that thinking about what you would teach is
like trying on the topic. Just like you might try on a pair of shoes before you buy them –
you want to try on the topic to see if it fits right. By trying on the topic, you can figure out
how much you have to say about the topic as well as if you want to writer about the topic.
Model: try on the topic – teacher example – pick a list of related topics and show students
how you might try on the topic.
Questions for students to reflect on (put on board) (provide exemplar with teacher
example – good and bad).
1) What are topics that interest me?
2) How could I organize my writing
3) How will I group information into chunks (or chapters)
4) I cant writer every little thing about this topic – how will I focus my writing
Students create t-chart or use graphic organizer (or both).

- Think in your head about 2-3 possible topics you are interested in. when I say go,
I want you to share those ideas with your partner.
- Have students talk through some of their ideas and also hear what others are
thinking. Helps create a buzz and get students excited about their topic.
Students list the ideas they discussed in their writing notebook.
Have students talk with others – think about what could each of your section be with for
this topic – what would you teach about this topic?
Independent practice: students brainstorm topics and the sections they might teach.
Share: have students come back together with their partner and share what they came up
with. Model how you select on of your brainstormed topics and put a start next to it (star
stickers).
Writers get ideas PowerPoint and notebook chart.
Writers get ideas graphic organizer
Writing an information text PowerPoint and Notebook charts.
42
Star stickers.
Lesson #4 of 22 Writers prepare for research
Outcome(s) 3.3 organize, record and evaluate: organize information - Organize ideas and information, using a
variety of strategies
Observation
checklist
Learning Activity(s) Beforehand – plan how students will conduct research (provide appropriate books,
websites, articles, library support?).
At least 2 sources potentially – one a book and another an online article.
Model: remind students how we thought about what we could teach about our topic
before. Now we are going to make sure we are clear on our sections so we can prepare for
any research needed.
Introduction to necessity of research: writers usually have questions they want to answer
about their topic of needed to confirm their knowledge before putting it out there as
factual information. Also when researching, you think often find other interesting
information you did not know – we are always learning!
Model how you think through questions and create a list of sections for your essay
thinking ques (on board)
1) What do I already know
2) What will I teach my readers
3) What would my sections or paragraphs be about
4) What else do I need to find out
Partner activity: think about 2 questions you are going to need to find out when you get
started on your research. After thinking, share your topic and these 2 questions with a
partner. Give me a silent thumbs up when you’ve got 2 questions.
After discussion: have students write their questions in their notebooks.
Independent practice: students continue writing questions in their notebooks.

Encourage students to also start listing things they already know about their topic inside
their notebook
Teaching example
PowerPoint – writers prepare for research
Lesson #5 of 22 Writers research
Outcome(s) 3.1plan and focus: plan to father information - Contribute ideas for developing and following a
class plan to access and gather ideas and information
3.2 select and process: use a variety of sources- Find/locate information to answer research
questions, using a variety of sources
3.3 organize, record and evaluate: evaluate information - Determine if gathered information is
sufficient to answer research question
3.3 organize, record and evaluate: evaluate information - Examine gathered information to identify
if more information is required; review new understanding (grade 4)
Observation
checklist
Learning Activity(s) Model research (the exact same way expected by students).
- Model how to do a google search.
Model organization: make a bulleted list to collect facts and interesting information you
43
want to include in your essay. Later, organize and sort the information. On the left side of
your page, write down the source (book, or website) for when students later them how to
credit sources. (could also be done on google docs).
Discuss: students set up their notebooks before they begin research. Before going off,
students talk to their partner how they plan to collect information.
Independent practice: as students research, pull students one on one to help determine
what information is important rather than writing everything down.

Writers research PowerPoint
Lesson #6 of 22 Writers look for big ideas.
Outcome(s) Writers journal

Observation
checklist
Assessment 3.2 select and process: evaluate sources- Review information to determine its usefulness
in answering research questions
3.2 select and process: evaluate sources- Recall important points, and make and revise
predictions regarding upcoming information
3.3 organize, record and evaluate: evaluate information - Determine if gathered information is
sufficient to answer research question
3.3 organize, record and evaluate: evaluate information - Examine gathered information to identify
if more information is required; review new understanding (grade 4)
Learning Activity(s) Connect: use butterflies book to show students how to organize.
- Point out to students how the author grouped the information into sections that are
mostly about the same thing. (each section has a big idea. The author uses the
heading to group the information) (metaphor – burger – what to see all
components, not just mush it together 0r; cleaning your room (put toys with toys,
socks with socks, etc).
Model: show students the notes you have from the day before. Model how you are starting
to notice a pattern in your notes.
Encourage students to think about patterns they are noticing or big ideas in their
notebooks. Turn to partner and discuss any patterns.
- Will they continue with the same sections or have they found other ideas they
want to explore?
Independent practice: as students continue researching, pull them one by one to help
determine what information is important rather than writing everything down.
If needed, coach students to look for patterns and BIG ideas beginning to think about how
they will group their information
- If possible, have this as their last day for research, otherwise they will continue
researching. Have students communicate if they need more research.
Mentor text (e.g., butterflies by kevin j. holmes)
Lesson #7 of 22 Writers sort information.
Outcome(s) 3.3. organize, record and evaluate: organize information - Organize ideas and information, using a
variety of strategies (using appropriate categories, chronological order, cause and effect, or posing
and answering questions) (grade 3-4)
3.3. organize, record and evaluate: organize information - Record ideas and information that are on
topic
44
3.3. organize, record and evaluate: organize information - Organize oral, print, and other media
texts into sections that relate to and develop the topic
Observation
Writers journal
Learning Activity(s) Connect: make a connection with students than when we are trying to clean our rooms, we
might group similar things together to make it easier to find things later on. When we do
this as a writer, it helps readers find and understand the information easier too
(if needed, give two exemplars (good and bad) of how you would organize your writing
into groups – which do the students prefer to read – why?)
Model: students physically sort your notes and evidence into groups of information
(bucketing)
Activity: label containers with big ideas or sections your text will be about. (have one
bucket titled irrelevant and one miscellaneous
Gather students together in a circle on the carpet – share your notebook with your notes.
Explain you have typed them up to physically sort them into big ideas of groups.
Explain to students you want your writing to be organized and have all the like things
together
You aren’t sure what your groups are yet, but you are going to figure out as you sort facts.
Turn the buckets around so students cant see the big categories yet.
Pull all the strips into a bucket and pull each one out and read one by one – let students
sort them into different buckets. After reading a few, begin to talk about how some of the
facts seem to be about the same thing.
When students begin to notice patterns, turn the buckets around to continue the sort.
Students can do this too within their notebook (connection).

- Show students how to draw buckets in their writing notebook to represent their
big ideas (or use the graphic organizer).
- Look for patterns in their notebooks.
- Give each bucket a title and shade it in with a colored pencil. Each bucket should
have a different color. Students color code their notes identifying which bucket
the fact/evidence will go in.
Students discuss with partner possible bid ideas.
Independent practice: students continue color coding their notes.
Note: include lesson 8 to save time.

Mentor text
Anchor chart: writers sort information into groups or big ideas
Shark evidence sort and baskets.
Lesson #8 of 22 Writers draft paragraphs
Outcome(s) 3.3. organize, record and evaluate: organize information - Record ideas and information that are on
topic

Observation
Checklist
Learning Activity(s) Lesson reminder – avoid students forgetting that the whole point of making a plan for
your writing is to actually use it as you write your essay
Model: own writing or from a mentor text.
Have students identify the main idea statement
45
Model: how you use your boxes and bullets to draft your first paragraph by turning them
into complete sentences.
The box is the amin ideas and the first sentence of your paragraph. Attach a transition
word and write the first sentence
Then move on to the first bullet. Show students how you have to add some words to turn it
into a complete sentence.
- Go over a few bullets as a class.
Activity: students rehearse with a partner how their first paragraph will go. Start with the
box and then move on to each bullet point, turning each point into a sentence.
Independent practice: students draft the first paragraph and possibly second. Remind them
they just did that with their partners
Graphic organizer/plan
Planner to paragraphs PowerPoints
Mentor texts (e.g., spiders by Seymour Simon)
Lesson #9 of 22 Paragraphs with purpose
Outcome(s) 3.1 plan and focus: plan to father information - Contribute ideas for developing and following a
class plan to access and gather ideas and information (grade 3-4)
Observation
Checklist
Learning Activity(s) 3.3. organize, record and evaluate: organize information - Record ideas and information that are on
topic
Materials and Resources Model use your teacher model to review what a paragraph is and looks like.
- Explain purpose of why writers use paragraphs (shoe exemplar of what writing
would look and sound like without paragraphs).
- Explain chunking information to make it easier to think and process what is
written
- Paragraphs organize our writing
- Show a before and after of paragraphs – how does this help you as a reader? (type
up a mentor text without the paragraphs and then with paragraphs. How does this
help you as a reader?)
Model: with your own writing how you move from one paragraph to another, reminding
students how the information comes from your boxes and bullets.
Activity: students turn and talk to their partner about where they would create paragraphs
(use writing). Draw a line to show their thinking and separate paragraphs. Provide a copy
for all students so they can try this work.
Activity: have students work with a partner to share where they think they need to create
paragraphs. (option)
Independent practice: students continue drafting independently, being sure to organize

their writing into paragraphs. (draw a line to separate paragraphs
Lesson #10 of 22 Writers use text evidence
Outcome(s) 3.3. organize, record and evaluate: organize information - Record ideas and information that are
on topic
3.3. organize, record and evaluate: organize information - Organize oral, print, and other media
46

Observation
Checklist
Learning Activity(s) Model: remind students when we use text evidence, we have to give credit to the author
by citing the text.
Three ways we can present our text evidence: (provide anchor charts to glue into
notebooks and have on board)
1) Quote: a direct statement taken from the text
2) Paraphrase: rewriting the authors ideas in your own words (still comes from them)
3) Summarize: briefly give the main idea and key details of the text in your own
words.
Explain that no matter which way we choose to present, we must still give credit.
Model teacher: provide sources you have drawn from and show the three different ways
you might cite.
- Go over a few with class, having them help you cite them (refer to NB charts for
help)
Activity: students turn and share with their partners places in their writing where they
need to cite the text. Did they copy the text word for word? Do they need to add quotation
marks? What phrases will they use to cite the text? Make a plan with their partner how
they will make necessary changes to their writing to be sure they are giving credit.
Independent practice: students look for places in their writing to be sure they are citing
their evidence.
Anchor charts (using text evidence, instead of says, what does the text say?
Lesson #11 of 22 Writing balance facts with voice.
Outcome(s) 3.2 select and process: evaluate sources - Review information to determine its usefulness in
answering research questions
3.2 select and process: evaluate sources - Recall important points, and make and revise predictions
regarding upcoming information

Observation
Checklist
Learning Activity(s) Model: remind students how we did all this diffing about evidence and facts, but we cant
just simply regurgitate all the facts on our paper and expect other people to care about it.
(have to add a little spice – a itttle bit of ourselves – in the writing)
Explain the difference between evidence and elaboration.
Model using a nonfiction text (the life and times of the ant).
Tell them you have read many books about insects (ants). How can there be this many
books or texts about this topic If they are all about the same thing? Don’t they all say the
same thing? All the facts about ants?
Answer – you are right – NO. they are all written by different people and each have their
own voice and perspective on the topic.
Share with students why you love book the life and times of the ant
Activity: students share with partner places in their essay they can balance their facts with
voice.
Independent practice: students continue drafting, looking for places where their writing
just sounds like facts and then rewording to add in their voice.
Materials and Resources Writers notebook/draft essay
47
Mentor text
Anchor chart: craft moves and elaboration strategies
Example text: the life and times of the ant (Charles micucci)
Lesson #12 of 22 Writers use a teaching tone.
Writers journal
Observation
Learning Activity(s) Connect: remind students about the difference about writing and teaching. A writer tone is
their attitude towards their topic; a teaching tone means we describe our topics, tell why it
is important, give the reader examples, etc. we are teaching our readers.
Model: use PP example to show how the writer gives a fact – then they writer teachers the
reader what the fact means.
Model: in your writing, where you used a teaching tone in your text or model how you
add it in to your writing.
Write down teaching tone examples on the board:

1) That means
2) That’s almost
3) For example
Activity: students identify places in a mentor text where the author has used a teaching
tone.
Students identify places here they need to work on adding a teaching tone in their essay.
Independent practice: continue drafting, being sure to use a teaching tone.
Share: popcorn share writing. Each person chooses one sentence from their essay where
they feel is an example of using a teaching tone in the text
(if someone is struggling, work with a partner or group to come up with some ideas
together).
NB chart: craft moves and elaboration strategies
PowerPoint
Mentor text (e.g., snakes! By time for kids or butterflies).
Lesson #13 of 22 Writers use figurative language.
Writers journal
Observation
Learning Activity(s) Model: explain that one way information writers can make their readers stop and pay
attention is by adding in figurative language.
Share example of alliteration from snakes by time for kids and the or a similar from the
same text (PowerPoint)
48
Model adding figurative language to your own writing. Share places in your writing where
you have tried to sprinkle in figurative language
- Have students help you add figurative language to your writing
Activity: turn and talk to partner about places in their text where they could add figurative
language
Find other examples of figurative language in another mentor text
Independent practice: students continue drafting as they try out this work in their won
writing.
Notebook chart: craft moves and elaboration strategies
PowerPoints (alliteration, use a simile, create an image)
Example text (snakes)
Lesson #14 of 22 Writers craft moves and elaboration strategies
Writers journal
Observation
Learning Activity(s) Model: model only one or two of the examples and teach students how to use the chart
(optional: try other strategies even though they aren’t explicitly taught – found on chart)
Go over examples and strategies (PowerPoint)

Have students color code their essays for the parts.
See if they have no elaboration or too much and no evidence.
Activity: with partner, choose some of the craft moves you will try and find places where
it would be appropriate to add to their writing
Independent practice: add craft moves throughout essay
Share: look for students who tried craft moves and share with class, with permission.
(could take picture and display on smartboard).
PowerPoints: craft moves and elaboration strategies
Example text
Lesson #15 of 22 Writers use expert words. (if behind in work, this lesson can easily be taken out)
Writers journal
Observation
Learning Activity(s) Model: show PowerPoint slides from text snakes – point out to students that when a writer
uses expert words, they often explain WHAT the word means or give context clues to the
word because their job is to teach the reader.
Model: how you generate a short simple list of expert words that pertain to your topic.
49
Model going back to your sources to identify words that may be domain specific vocab
words.
Activity: students talk to partner to identify words that are expert words to their topic.
Make a plan with their partner as to how they will incorporate these words so they can
teach readers the word meanings
Independent practice: students continue to revise essay, including expert words as well as
defining what the words mean or giving context clues to the word.
PowerPoint: expert words
Example text (snakes)
Lesson #16 of 22 Writers use transitional words and phrases.
Observation
Writers journal
Learning Activity(s) Model: explanation as to why writers use transition words.
Model with mentor text (butterflies)
Activity: students circle transition words they would like to try out. Look for places to add
them either to draft or boxes and bullets plan.
Independent practice: students draft, adding transition words to their draft sheet.
Butterflies (kevin j. holmes)
Anchor chart: transition words
Lesson #17 of 22 Writers draft introductions.
Writers journal
Observation
Learning Activity(s) Model: use a mentor text to model 3 different introductions
Model: the introductory paragraph should also include a main idea statement for the whole
essay
PowerPoint: give students example of the full introductory paragraph
Activity: students take turns to talk to partner about which introduction they like best and
try saying them verbally to partner.
Students set up an introductions page in their notebook, giving each introduction a name.
Independent practice: students work to craft their introduction and select the best one to
add to their essay
Share: students share their introductions with a partner.

50

Anchor chart: introductions
Example texts
Lesson #18 of 22 Writers draft a conclusion
Writers journal
Observation
Learning Activity(s) Model: remind students they may not be ready for this part, but when they get to the point
where they are ready to craft a conclusion, they will know what to do
On board and NB chart: conclusion should do 2-3 things
1) Give your reader a sense of closure
2) Restate the main idea
3) Call your reader to action (optional)
Model: use a mentor text to share a conclusion paragraph

Model how you tried 3 conclusions for your own essay and selected the best one.
Activity: students look over conclusion NB chart and put a star (sticker) next to 2
conclusions they want to try. Have students turn and talk to partner about which they like
best and try saying them verbally to their partner.
Independent practice: students work independently to craft conclusions.
Share: students share their conclusions with partner. Share a few with class?
Mentor text
Anchor chart: conclusions
Example texts
Star stickers
Lesson #19 of 22 Writers revise for text features. (may move to lesson #21)
3.3 organize, record and evaluate: organize information - Record ideas and information that are on
topic
3.3 organize, record and evaluate: organize information - Organize oral, print, and other media
Writers journal
Observation
Learning Activity(s) Model: use a mentor text to model for students how writers use text features to help
readers better understand the information they are explaining.
Model for students how you reread your text looking for things that a text feature would
help.
Activity: have students use the text features chart to review the different types of text
features. With partner, turn and talk about what text features would be the most
appropriate of their topic and make a plan for their text feature they might use
51
Independent practice: students continue drafting, adding text features to their text.
Share: share out some of the text features students have added
Materials and Resources Essay draft
Mentor text (e.g., snakes by time for kids)
Text features chart and PowerPoint.
Lesson #20 of 22 Writers eliminate unnecessary words
topic
Writers journal
Observation
Learning Activity(s)
Model: model with your essay by adding extra words that are necessary or are repeated.
Explain that in the working world, editors will cut what is not necessary in articles, etc. we
need to do that work on our own (quality over quantity).
Show example of quality vs quantity writing.

Have students share with their partners what the noticed – discuss as a class
Use teacher example to edit for unnecessary words and sentences.
Have students reread their won writing, looking for words, phrases or sentences that could
be crossed out. (cross out – never erase)
Activity: students reread their won writing and look for words, phrases or sentences that
could be crossed out.
Independent practice: students continue drafting, looking for places they can eliminate
unnecessaries .
Materials and Resources Writers revise chart
Quality vs. quantity
Editing checklist (introduce)
Teacher model essay
Lesson #21 of 22 Writers edit
topic
Writers journal
Observation
Learning Activity(s) Model: discuss the power of punctuation
Read a section of your own writing or one from a mentor text – take out all capitalization
and punctuation.
Read in a fast way without stopping for breaths or using any intonation.
52
Go over peer editing: review peer editing dos and donts
Activity: have students look through checklist to be sure they are clear on every point
Students giving their partner feedback on their writing or have students practice giving
feedback to you.
Peer editing review: students discuss where this is a do or don’t and explain why – work
with partners to review.
Independent practice: use a colored pencil to make corrections (essay surgery)

Materials and Resources Informational essay draft
Editing checklist
Peer editing dos and donts PowerPoint and NB chart
Lesson #22 of 22 Writers polish and publish
Outcome(s) (all – rubric).

Essay piece; rubric; checklist.
Observation
Learning Activity(s) Provide time for students to revise, edit and publish their final draft.
Writers celebrate: either gallery walk or class-to-class sharing (if allowed).

- Beforehand, share ideas with students and see which way they would like to
celebrate.
Materials and Resources Print out and publish final drafts
This is also the last day as a class, so may celebration could have snacks, if COVID
appropriate (e.g., cookies).

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PS3 ENGLISH LANGUAGE

ARTS YEAR PLAN

Unit One: OPINION WRITING.................................................................................. #

Unit Three: FRACTURED FAIRY TALES .................................................................. #

Unit Three: INFORMATIONAL WRITING ................................................................ #

Grade: ¾ Subject: ELA School Year: 2022 Teacher:

Parent / Teacher Interviews: March 6-7

January – February February - March March - April

Topic Fractured Fairy Opinion Writing Information writing

Formative: Formative: Formative:

Lesson #9 Lesson #10 Lesson #11 Lesson #12 Site-Based

Lesson #15 Lesson #16 Lesson #17 Lesson #18

Lesson #19 Lesson #20 Lesson #21 Lesson #22

UNIT INTRODUCTION &

Predeveloped Knowledge and Skills:

UNIT PLANNING ORGANIZER

Unit/Topic: Opinion Writing

Date and Unit Duration: January 10th – January 27th 2022

1. Unit Overview – Critical Inquiry Question

How can I share my opinion effectively with others?

2. General Learning Outcomes for Unit

3. Focusing Questions for Unit (Related Questions)

4. Key Concepts for Unit

4.2 attend to conventions: attend to grammar and usage

PERFORMANCE ASSESSMENT TASK AND

For the past few weeks in class, we have been learning

In the past few weeks, you were asked to look around

1. State your opinion with an engaging opening sentence.

To make sure that our opinions are shared in a compelling, powerful

 Write with a particular audience in mind.

Use sentence variety

Communicate Communicates written Communicates written and Communicates Communicates written

Student: ___________________________________________ Date:_______________________________

Type Summative Formative

You tell me:

Ending activity: would you rather…

Lesson #2 of 12 Introduction to opinion writing.

Attention grabber: Read Stella Writes an Opinion By Janiel Wagstaff

Class discussion: The best thing to do at recess is ________. (anchor chart)

Materials and Resources Large sheet of paper (anchor chart)

Lesson #3 of 12 Stating Opinions and Reasons.

Introduce sentence frames (https://www.whatihavelearnedteaching.com/teach-state-an-

WHOLE GROUP PRACTICE WITH STATING AN OPINION (example topic –

PARTNER PRACTICE WITH STATING AN OPINION

Reflection journal: INDIVIDUAL WRITING OPINION STATEMENTS

Materials and Resources Large sheet of paper.

Lesson #4 of 12 Considering Audience

Attention grabber: Read I Wanna Iguana

Lesson #5 of 12 Opinions and Reasons

Hey Little Aunt Worksheet – what is your opinion.

Sort opinions activity

Individual worksheet: sort opinions and reasons (higher level work)

Materials and Resources Board game print outs.

Lesson #6 of 12 Fact vs. Opinion; strong opinions.

Read: “facts vs. opinions vs. robots”

Materials and Resources Fact vs. opinion vs. robot book

Lesson #7 of 12 Writing practice

Practice on stating opinions – worksheet.

Materials and Resources Worksheet

Lesson #8 of 12 Revising and editing

Read: Duck! Rabbit

Lesson on sentence types (simple and compound).

Use “Duck! Rabbit!” for writing sentences.

Student: _____________ Date:_

Student: _____________ Date:_