3rd Grade ELAR Unit 10

Big Idea:

Follow the steps of the writing process to compose a persuasive essay as well as distinguish facts from opinions.

Student Expectations:

Priority TEKS

3.9(Ei) recognize characteristics and structures of argumentative text by:identifying the claim,

3.9(Eii) recognize characteristics and structures of argumentative text by:distinguishing facts from opinion; and

3.9 (Eiii) recognize characteristics and structures of argumentative text by identifying the intended audience or reader

3.12(C) compose argumentative texts, including opinion essays, using genre characteristics and craft

Focus TEKS

3.2(Bi) Spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables

3.2(Biii) Spelling compound words, contractions, and abbreviations

3.11(A) Plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping

3.11(Bi) Develop drafts into a focused, structured, and coherent piece of writing by: organizing with purposeful structure, including an introduction and a conclusion; and

3.11(Bii) Develop drafts into a focused, structured, and coherent piece of writing by: developing an engaging idea with relevant details

3.11(C) revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity

3.11(E) publish written work for appropriate audiences

Ongoing TEKS

3.1(A) Listen actively, ask relevant questions to clarify information, and make pertinent comments;

3.1(B) Follow, restate, and give oral instructions that involve a series of related sequences of action;

3.1(C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

3.1(D) Work collaboratively with others by following agreed-upon rules, norms, and protocols; and

3.1(E) Develop social communication such as conversing politely in all situations.

3.2(Avii) Identifying and reading high frequency words from a research based list

3.2(Bii) Spelling homophones

3.2(D) write complete words, thoughts, and answers legibly in cursive leaving appropriate spacing between words

3.3(A) use print or digital resources to determine meaning, syllabication, and pronunciation

3.3(B) use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple meaning words

3.3(C) identify the meaning of and use words with affixes, such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful

3.3(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text

3.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

3.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.(E) develop social

3.6(H) synthesize information to create new understanding

3.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down communication such as conversing politely in all situations.

3.7(A) Describe personal connections to a variety of sources, including self-selected texts

3.7(C) Use text evidence to support an appropriate response

3.7(E) Interact with sources in meaningful ways such as notetaking, annotating, freewriting or illustrating.

3.7(F) Respond using newly acquired vocabulary as appropriate

3.7(G) Discuss specific ideas in the text that are important to the meaning

3.8(A) infer the theme of a work, distinguishing theme from topic

3.8(B) explain the relationships among the major and minor characters

3.8(C) analyze plot elements, including the sequence of events, the conflict, and the resolution; and

3.8(D) explain the influence of the setting on the plot.

Student Learning Targets:

• I will explain the difference between fact and opinion.
• I will identify the intended audience.
• I will follow the steps of the writing process to compose and publish a persuasive essay.
• I will identify the claim of a persuasive text.

Essential Questions:

• What are some effective ways to plan a writing piece?
• What are strategies that an author uses to convey their message to a variety of audiences?
• How can you structure your writing so it is easily understood?
• What is the purpose of structuring your writing?
• How will revision make you a better writer?
• Where in your life have you used or seen persuasive or argumentative text?
• Why is it important to use facts and opinions when stating your claim?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center