Quarter 4 Unit 2: Genre Study and Opinion Writing

(21 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Literature

Key Ideas and Details

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

 

Integration of Knowledge and Ideas

RL.3.9 Compare and contrast the themes, settings, and plots of stories by the same author about the same or similar characters (e.g. in books from a series).

 

Reading Standards: Foundational Skills

Phonics and Word Recognition

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

c. Decode multisyllable words.

 

Fluency

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

 

Writing Standards

Text Types and Purposes

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

 

Speaking and Listening Standards

Comprehension and Collaboration

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

 

Language Standards

Vocabulary Acquisition and Use

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

 

Standards that support the unit of study focus standards

Writing Standards

Production and Distribution of Writing

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

 

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

 

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

 

Speaking and Listening Standards

Presentation and Knowledge of Ideas

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

 

Language Standards

Vocabulary Acquisition and Use

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

 

Standards that recur through many/all units of study

Reading Standards for Literature

Range of Reading and Level of Text Complexity

RL.3.10      By the end of the year, read and comprehend literature, including stories, dramas, and  poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

 

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

 

Writing Standards

Range of Writing

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Concepts and Skills

Concepts to be learned and skills to be used

When reading

• ASK and ANSWER questions to demonstrate understanding of a text

• REFER explicitly to the text as the basis for the answers

• COMPARE and CONTRAST the themes, settings, and plots of stories written by the same author about the same or similar characters

• KNOW and APPLY grade-level phonics and word analysis skills

• • DECODE multisyllable words

• READ with sufficient accuracy and fluency

• • READ on-level text with purpose and understanding

  • READ on-level prose and poetry orally with accuracy, appropriate rate, and expression

When writing

• WRITE opinion pieces on topics or texts

• SUPPORT a point of view with reasons

• • INTRODUCE the topic or text

  • STATE an opinion

  • CREATE an organizational structure

  • PROVIDE reasons that SUPPORT the opinion

  • USE linking words and phrases to CONNECT opinion and reasons

  • PROVIDE a concluding statement or section

When speaking and listening

• DETERMINE the main ideas and supporting details of a text read aloud

• DETERMINE information presented in diverse media and formats

• CREATE engaging audio recordings of stories or poems that DEMONSTRATE fluid reading at an understandable pace

• ADD visual displays to EMPHASIZE or ENHANCE certain facts or details

When using language

• DEMONSTRATE understanding of word relationships and nuances in word meanings

• • DISTINGUISH the literal and nonliteral meanings of words and phrases in context

  • IDENTIFY real-life connections between words and their use

  • DISTINGUISH shades of meaning among related words that DESCRIBE states of mind or degrees of certainty

 

Essential Questions

• Why is it important to refer back to text when answering questions to improve understanding?

• Why would a reader compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters?

• How does a writer write an effective opinion piece?