1. art and entertainment
2. books and literature

Introduction
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As standards change and the expectations for students to write more, in a variety of genres, at younger ages becomes
the norm, teachers have to ask, “Is it possible to expand the scope and breadth of what we’re teaching and expect the
same level of mastery from students across the board?” It is an important question. Narrative writing, expository or
informational writing, responses to texts, both literary and informational, opinion/persuasive pieces, writing informed by
research, the friendly letter, poetry…can we expect youngsters to do it all well, all at once?
Without a doubt, developmentally, students cannot “do it all” at once. As educators we need to look at the “big picture” –
scaffolding instruction in such a way that children learn foundational skills that are developmentally appropriate and build
on these with consistent instruction and basic assured experiences over time.
We can no longer focus on a single genre over the course of a “unit of study”, leave it behind, and move to the next.
Instead, objectives for each genre must be pulled, in strands, throughout the entire school year. These strands need to
include numerous powerful exemplars of each genre for analysis and discussion, deconstructing these to build awareness
of the salient features that make it effective. A focus on purpose and audience must become a part of every reading and
writing experience. Lessons that build foundational critical thinking skills that prepare students for specific writing tasks
before putting pencil to paper will be a necessity.
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Instruction is designed month by month around a theme. The theme is addressed via integrated reading and writing
experiences in all genres. The specific skills needed for an exemplary piece in each genre are scaffolded across the school
year, building one on the other over time.
(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
1
Introduction
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The proven, research-based methodology for writing activities (as opposed to awareness building activities)
is as follows:
,1752'8&(WKHFRQFHSWRUVNLOOWKURXJKWKHXVHRISXEOLVKHGH[DPSOHV In narrative writing these
exemplars are taken from middle grade and/or young adult novels, depending on the maturity of the
students. In expository or persuasive writing the pieces are taken from published examples, often magazine
or newspaper articles. Empowering Writers also provides numerous examples for your use.
02'(/ the technique for the class, “thinking out loud” the thoughts and questions of an author. Specific
questioning techniques as well as sample passages and exemplars are provided within the teacher preparation
pages to assist you in this critical step. Students will not demonstrate the skills presented by simply reading,
discussing, and analyzing literature. Modeling is the necessary bridge between recognizing the techniques
and applying them. Each skill is presented discretely, modeled by the teacher who asks productive questions,
translates student responses (in language, expression, or gesture) into powerful, fluent writing.
Numerous *8,'('35$&7,&( opportunities for students are provided as reproducible student pages.
After the teacher has introduced and modeled a particular skill highlighted on the student page, the class is
encouraged to try the same writing task independently. They benefit through the teacher’s effective use of
vocabulary and specific techniques applied. The teacher circulates, offering suggestions, sharing powerful
examples, and assisting where necessary.
4) After numerous 02'(/,1* and *8,'('35$&7,&( opportunities, the students’ $33/,&$7,21
of these skills will emerge in their writing in meaningful ways.
2
(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
Introduction
Additionally, our &RPSUHKHQVLYH*XLGHVWR1DUUDWLYH([SRVLWRU\DQG3HUVXDVLYH:ULWLQJ will further enhance
the opportunities for differentiating instruction.
We highly recommend attending an Empowering Writers workshop to further inform your instruction, and to go to
our Youtube Channel (www.youtube.com/empoweringwriters) to view successful modeling and guided practice in
the classroom.
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For ease of use, simply start at the beginning and work your way through the book. You’ll notice that each theme is
designed to be a month long, providing time for thorough exploration and integrated work in all genre areas. Writing
will need to be taught at least three times a week. Foundational lessons that introduce the concepts and critical
thinking students need to inform their writing, will be generally 15 – 20 minutes in length. Lessons that apply these
foundational understandings to writing will take longer – 30 – 50 minutes to allow for modeling and guided practice.
In order to cover the range of grade level objectives, it is important to teach all of the lessons presented. There are
enough thematic chapters for the entire school year, with a flexible chapter of review and reinforcement activities
that can be used at the teacher’s discretion, for test preparation, reteaching, and differentiating instruction.
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installments of 10 to 15 minutes each. The 0DNLQJLW<RXU2ZQ section, pp. 5 -10 allows you to create
additional relevant lessons. We also recommend referring to our respective &RPSUHKHQVLYH1DUUDWLYHDQG
([SRVLWRU\:ULWLQJ*XLGHV for the widest range of lessons to meet your differentiation needs.
‡,I\RXEHJLQWKHDSSURDFKODWHULQWKHVFKRRO\HDU\RXµOOVWLOOZDQWWRVWDUWDWWKHEHJLQQLQJDQGSURFHHGLQ
order – to facilitate proper scaffolding. In the case of seasonal thematic units, adapt to the season at hand or
use the 0DNLQJLW<RXU2ZQ option, described on pp. 5 -10. Later in the school year, you may be able to move
more quickly through the units, as your students will be a bit more mature.
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as little time on it, as needed. You may select the activities that are most helpful based on local and state
recommendations and guidelines, as well as the specific needs of your students. As long as the monthly
thematic units are presented in sequential order (to ensure proper scaffolding of instruction) you may simply
insert the test prep when you need it, depending on your state testing schedule.
(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
3
Introduction
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On pp. 5-10, you’ll find a series of lesson ideas that are generic in nature, allowing you to follow a given lesson plan, while
dropping in your own thematic material. In this way, you can use the lesson provided as a prototype and apply selected
writing activities to your own language arts themes and content area information. For example, if your class is studying
the rain forest in science, and the designated lesson includes a story critical setting such as “the countryside,” simply
substitute “rain forest” and follow the same lesson procedure. This is an excellent way to ZULWHDFURVVWKHFXUULFXOXP
and to reinforce content area knowledge.
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Review the 0HWKRGRORJ\, p. 2 and follow it faithfully.
Be sure to schedule writing time throughout your week,
every week, consistently.
Review the elements of successful modeling —
to see video segments of effective modeling go to
<RX7XEHFRP(PSRZHULQJ:ULWHUV and/or our website.
When in doubt, model more.
Work with a colleague — team teach, collaborate, reflect.
Take advantage of the range of resources on our website:
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4
(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
Making It Your Own
Clearly, with the range of thematic material covered in language arts and across the curriculum, teachers may
feel that a greater cohesiveness and cross-curricular approach would be helpful, not only in terms of expanding a
theme and related content information, but as a means of streamlining instruction by integrating these themes
throughout the school day, and particularly as a way of writing to learn.
$OORIWKHZULWLQJOHVVRQVWKDWLQYROYH02'(/,1*DQG*8,'('35$&7,&(FDQHDVLO\EHDGDSWHGWR
ZKDWHYHUWKHPDWLFPDWHULDOWKHWHDFKHUFKRRVHV Here are some suggestions for making these student
writing experiences your own:
,QQDUUDWLYHZULWLQJ — simply substitute a different character, setting, or object for the one provided
in the lesson, and proceed similarly, fine-tuning the productive questions to better suit the new theme.
([DPSOH If the elaborative detail lesson provided involves
describing the story-critical character — scarecrow, but you’re
reading about a story about an old grandmother, simply use
grandmother as the story critical character, thus drawing further
connections between reading and writing. Or, to draw upon
students’ own experiences, you might have used their own
grandmother as the story critical character they’ll describe.
The lesson procedure and methodology remain the same.
The same process can be applied to all skills — substituting a story critical setting or object,
a suspenseful revelation, a summary statement capturing the essence of a main event.
,QH[SRVLWRU\ZULWLQJ — substitute a topic and related main ideas.
([DPSOH You’re practicing crafting powerful introduction
paragraphs. The example provided might be about dogs.
The prewriting plan looks like this:
723,& Dogs
0DLQ,GHD Different Breeds
0DLQ,GHD Good Companions
(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
5
Making It Your Own
Students are asked to use this prewriting summary to craft an
introduction. But, if you’re studying landforms in science/geography,
simply provide an alternative prewriting plan such as this:
723,& South West Landforms
0DLQ,GHD Mountains
0DLQ,GHD Mesas
0DLQ,GHD Canyons
Proceed with the lesson as directed. This substitution process
can work for any topic and any expository writing skill.
,QRSLQLRQSHUVXDVLYHRUDUJXPHQWDWLYHZULWLQJ, simply substitute the issue, experience,
or situation about which the author is to write.
([DPSOH Students are asked their opinion about whether it is more
fun to have a cat or a dog. You’re studying habitats and have discussed
deserts and rainforests. Alter the writing assignment accordingly:
Where would you prefer to visit – the desert or the rainforest? Sentence
starters might need to be “tweaked” to better assist students with this
new topic, but otherwise the lesson proceeds as noted.
In addition, the respective &RPSUHKHQVLYH1DUUDWLYH([SRVLWRU\DQG3HUVXDVLYH:ULWLQJ*XLGHV offer
an abundance of valuable material that can be referenced to further enhance and expand instruction.
Teachers are strongly encouraged to adapt the writing lessons in this resource in this way. Not only does this
make the writing more relevant, and maximize instructional time, but, it encourages teachers to examine the
lesson design more closely, thus informing instructional rationale and teacher practice. ,QVKRUWWDNLQJWKH
OHVVRQPDWHULDODQGUHVKDSLQJLWIRUWKHSDUWLFXODUQHHGVRIWKHFODVVempowersWKHWHDFKHUWREHFRPH
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6
(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
Making It Your Own
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With every reading experience, identify the genre, author’s purpose, corresponding graphic organizer,
and summarizing framework. 1DUUDWLYH°GLDPRQG to entertain, ([SRVLWRU\°SLOODUto inform.
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Read a collection of facts, or a simple expository paragraph about a current science or social studies theme
and have the class identify the topic. You can also read a narrative selection and ask students to name expository
topics they could research that would enhance their understanding of the narrative story.
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Select a story critical character, setting, or object from a narrative story and research it,
gathering as much factual information about it as possible.
Then, using books, articles, websites for reference, have students draw a clear illustration (line drawings
are best to VWDUWZLWKDQGFDUHIXOO\ODEHOWKHSDUWVSURYLGLQJYLVXDOLQIRUPDWLRQ
([DPSOH If you’ve read a narrative story about someone in a hot
air balloon (Liza Ketchum’s Newsgirl) research hot air balloons, (story
critical object), draw one and label all important parts.
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Select a story critical character, setting, or object from a narrative story to use as your TOPIC. (Ex. Chart this topic
and engage students in a PICK, LIST, and CHOOSE session. (See Comprehensive Expository Writing Guide for
additional PICK, LIST, CHOOSE activities) List everything they know about the topic, then guide them in breaking it
into a collection of broad yet distinct main ideas. Chart this using the expository summarizing framework.
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After reading a narrative story, selecting a story critical element, and creating a bulleted list of facts and information
about it, the teacher uses this information to create an expository essay, complete with an attention-grabbing
introduction, at least two or three fully elaborated paragraphs in the body of the piece, each with a broad yet
distinct main idea and a variety of specific supporting details, and ending with a powerful conclusion. This is
followed by guiding questions to steer the analysis. The teacher projects it and directs the whole class in analyzing
and annotating the piece for organization and all salient features.
(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
7
Making It Your Own
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Look at the plot of a narrative story with an eye for when things happened. Create a timeline from beginning
to end, marking it with the important action points and main event. The same thing can be created to outline
historical events or science experiments that take place over time.
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Select a story critical character, setting, or object from a narrative story, and brainstorm lists of word referents
the author could have used. Example: in a story about a seaplane — imagine you were planning an expository
report on seaplanes – you might refer to it as “an Alaskan necessity” “tundra lifeline” Or, simpler, for younger
students – in a Frog and Toad story – word referents for a frog or toad: “amphibian” “hopping creature” “insect
eater” See p. 226 for lesson procedure.)
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Select a story critical character, setting, or object from a narrative story and research it, gathering as much
factual information about it as possible. Create a bulleted list of facts, then sort by main ideas:
([DPSOHFor a story-critical character
(historical figure, celebrity, sports figure, public servant, etc.)
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([DPSOHFor a story-critical setting
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(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
Making It Your Own
([DPSOHFor a story-critical object
(invention, artifact, machine, piece of artwork, tool, vehicle,
heirloom, article of clothing, game, food)
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List possible main ideas as children begin simple research. You may limit the main idea categories,
or divide them up between groups of students. Provide different colored post-its or index cards for
each main idea. Students write supporting details on the corresponding color cards or post-its.
OR, for younger students, leave out the color-coding. Simply have them collect facts.
Then, as a group, sort details into main ideas.
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Provide students with an introduction, a collection of broad yet distinct main idea sentences,
and a conclusion. Students drop in facts where they belong. Encourage them to elaborate on
simple facts by asking, “What does it look like? Why is it important?”
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As you research or explore an expository topic, chart facts in complete sentences. Then, using the Cut
and Paste exercises in Month 2, Lesson 3 as prototypes, create an introduction, conclusion, and main idea
sentences. Do a whole-class cut and paste, assigning the charted facts where they best belong relative to
each main idea.
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Instead of a typical book report, have students write an opinion piece about the book, backed up
by “reasons” and evidence. Introduce the following sentence starters together with a qualifier such
as because, since, or for the reason that…
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(continued)
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
9
Making It Your Own
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I stared (at/into/around) the
.
story critical character, setting, object
Apply the appropriate detail generating questions below.
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Take a statement of fact and apply detail generating questions.
([DPSOH Tigers have spots.
What does it look like? Why is it important?
3) Provide a general statement and ask students to revise it using specifics:
([DPSOH Birds have feathers.
10
The Essential Guide to Grade 3 Writing | ©2012 Empowering Writers
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Grade 3
Unit Contents by Month
Month 1 – Bicycles
Overview
Literature Connection
Teacher Background
LESSON 1 Read Short Paragraphs About Bicycles (narrative, expository or persuasive)
LESSON 2 and 3 Reading All About Bicycles (narrative, expository)
LESSON 4 Expository and Narrative Book Covers and Summaries
LESSON 5 Opinion Writing – My Favorite Type of Bicycle
LESSON 6 Subject/Predicate – Sentences About Bicycles (grammar)
LESSON 7 Sorting Details – Bicycle Basket Turnover (expository)
LESSON 8 Predicting Genre – The Classroom Library
Narrative Writing Baseline Assessment
Student Feedback at a Glance Form
Month 2 - Castles
Overview
Literature Connection
LESSON 1 Recognizing Genre: Narrative vs. Expository
LESSON 2 What Do You Know About Castles? Pick, List and Choose (expository)
LESSON 3 Cut and Paste Activity: Castles Detail Sentences (expository)
LESSON 4 Subject/Predicate – Sentences About Castles (grammar)
LESSON 5 General or Specific? (narrative)
LESSON 6 Creating an Elaborative Segment to Describe a Story Critical Character (narrative)
LESSON 7 Castle Facts and Opinions (opinion)
LESSON 8 A King’s Story (narrative, opinion)
LESSON 9 Flip the Sentence Subject – Castle (Queen)
LESSON 10 Elaborative Detail – Crown (narrative)
CALL US TOLL FREE AT: 1-866-285-3516 - WEB - www.empoweringwriters.com
731 Main Street, Unit #1-B3,
Monroe, CT 06468
Phone - 203-452-8301
Fax - 203-452-8365
113 LaFoy Drive,
Clayton, NC 27529
Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
Phone - 609-682-4433
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 3 – Service Animals
Overview
Literature Connection
LESSON 1 Which Service Animal Is It? – (narrative, expository)
LESSON 2 Sorting details into Main Idea Categories (expository)
LESSON 3 Analyzing Text – Service Dogs (expository)
LESSON 4 How Do We Move? – Vocabulary Building (narrative)
LESSON 5 Starting off on the Right Foot (narrative story beginnings)
LESSON 6 Revising Story Beginnings (narrative)
LESSON 7 Sentence Construction Subject/predicate (grammar)
LESSON 8 Elaborative Detail (Cat) – describing a story critical character (narrative)
LESSON 9 Analyzing Story Endings (narrative)
LESSON 10 Extend this Ending (narrative)
LESSON 11 What Feelings Look Like (showing vs. telling – narrative)
LESSON 12 Narrative or Expository? What’s Your Opinion?
LESSON 13 Writing Detail Sentences to form a Paragraph (expository)
Month 4 - Freezing
OVERVIEW
LITERATURE CONNECTION
LESSON 1 Narrative, Expository, or Persuasive?
LESSON 2 Expository/Narrative Analysis and Annotation
LESSON 3 Word Referents (all genres)
LESSON 4 Suspense: Story Questions, Word Referents, Magic of Three (narrative)
LESSON 5 Suspense: Red Flag Words and Phrases
LESSON 6 Building Suspense: Snow Monster (narrative)
LESSON 7 Main Idea/Details: Penguins (expository)
LESSON 8 Research (expository)
LESSON 9 Process Writing Project: A Winter Adventure
LESSON 10 Writing Poetry: Winter/Holiday Cinquain
CALL US TOLL FREE AT: 1-866-285-3516 - WEB - www.empoweringwriters.com
731 Main Street, Unit #1-B3,
Monroe, CT 06468
Phone - 203-452-8301
Fax - 203-452-8365
113 LaFoy Drive,
Clayton, NC 27529
Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
Phone - 609-682-4433
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 5 – Special Places
OVERVIEW
LITERATURE CONNECTION
LESSON 1 Analysis and Annotation – Expository
LESSON 2 Analysis and Annotation – Narrative
LESSON 3 Good … and Better! (expository)
LESSON 4 What Does it Look Like? Why is it Important? Grab Bag (expository)
LESSON 5 Overly General Words and Phrases/Specific Examples (expository)
LESSON 6 Breaking Up the Grocery List (expository)
LESSON 7 Using Detail Generating Questions (expository)
LESSON 8 Comparing Summaries and Fully Elaborated Main Events (narrative)
LESSON 9 Crafting a Fully Elaborated Main Event (narrative)
LESSON 10 Process Writing Timeline – 7 Days to a Perfect Piece (expository)
Month 6 – Lost and Found
OVERVIEW
LITERATURE CONNECTION
LESSON 1 Introductions (expository)
LESSON 2 Writing an Introduction Paragraph (expository)
LESSON 3 Writing an Conclusion Paragraph (expository)
LESSON 4 Responding to Text
LESSON 5 Reading and Writing about Lost and Found - Which Paragraphs are Stronger? (narrative, expository, persuasive)
LESSON 6 Process Writing, 7/8 day process (narrative)
LESSON 7 Author’s Group Revision/Process Piece
Month 7 – Journeys
OVERVIEW
LITERATURE CONNECTION
LESSON 1 Detail Generating Questions - What Does It Look Like?, Why Is It Important? (expository)
LESSON 2 Opinion Writing/Pros and Cons - The Woods or the Beach? (persuasive)
LESSON 3 Research/Opinion Writing - Destination (3-day Lesson) (persuasive)
LESSON 4 Writing a Thank You Letter
CALL
US TOLL and
FREEAnnotate
AT: 1-866-285-3516
- www.empoweringwriters.com
LESSON
5 Analyze
a How-to- WEB
- Prepare
for Take-off (expository)
LESSON 6 Writing Poetry/What If…
731 Main Street, Unit #1-B3,
113 LaFoy Drive,
3 Winfield Court
1424 Custer Avenue
LESSON
7 Prompt
Analysis (narrative)Clayton, NC 27529
Monroe,
CT 06468
Medford, NJ 08055
Odessa, TX 79761
Phone
- 203-452-8301
Phone - 919-333-6799
Phone - 609-682-4433
Phone - 432-978-2735
LESSON
8 Narrative
Assessment
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Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 8 – Space
OVERVIEW
LITERATURE CONNECTIONS
LESSON 1 Alien Story – Response to Literature (opinion)
LESSON 2 Aliens – Elaborative Detail (narrative)
LESSON 3 Main Event or Main Idea? (narrative/expository)
LESSON 4 Crafting a Fully Elaborated Main Event (2-day) (narrative)
LESSON 5 Detail Generating Questions/What Does it Look Like? Why is it Important? (expository)
LESSON 6 and 7 Utilizing Search Engines for Research (expository/opinion)
LESSON 8 Fix Each Fragment (expository)
Month 9 – Water
OVERVIEW
LITERATURE CONNECTIONS
LESSON 1 Detail Generating Questions/What Does It Look Like? Why Is It Important? (expository)
LESSON 2 Improve this Paragraph – Revision, Research
LESSON 3 Analyze and Annotate (compare/contrast expository)
LESSON 4 Opinion Writing
LESSON 5 Pirates and Mermaids – Elaborative Detail (narrative)
LESSON 6 You be the Editor! Which Paragraph is Stronger?
LESSON 7 “How-to” Guide for Fun at the Beach (expository)
LESSON 8 Narrative Writing End of Year Assessment
Test Prep
OVERVIEW
LESSON 1 Key Skill Areas on the Writing Diamond
LESSON 2 Student Scoring Rubric and Anchor Set for Narrative Writing
LESSON 3 Review of Main Event
LESSON 4 Prompt Analysis - Identification of Given and Variable Prompt Elements, Prompt Planning, and Pacing
LESSON 5 Teacher Directed Narrative Prompt
LESSON 6 Key Skill Areas on the Expository Pillar
LESSON 7 Summarizing Frameworks – Effective/Ineffective
LESSON
8 Student
and Anchor
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LESSON 9 “Pick, List and Choose” Procedure and Prompt Analysis
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Elaborate and Support
MainCourt
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LESSON
11 Introductions
and Conclusions
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LESSON 12 Teacher Directed Expository Prompt
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Month 2 : Castles – Contents
Overview xx
Literature Connection xx
LESSON 1
Recognizing Genre: Narrative vs. Expository xx
LESSON 2
What Do You Know About Castles?
Pick, List and Choose (expository)
xx
LESSON 3
Cut and Paste Activity: Castles
Detail Sentences (expository)
xx
LESSON 4
Subject/Predicate – Sentences About Castles (grammar) xx
LESSON 5
General or Specific? (narrative) xx
LESSON 6
Creating an Elaborative Segment to Describe
a Story Critical Character (narrative)
xx
LESSON 7
Castle Facts and Opinions (opinion) xx
LESSON 8
A King’s Story (narrative, opinion)
xx
LESSON 9
Flip the Sentence Subject – Castle (Queen) xx
LESSON 10
Elaborative Detail – Crown (narrative) xx
81
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Month 2 – Castles
Month 2 – Theme: Castles
Before you begin the unit, be sure to read the Overview, background information that
will inform your instruction, and the lesson plan preceding each student activity.
OVERVIEW
Theme: Castles
Month 2 Focus:
• recognizing genre and author’s purpose: narrative vs. expository
• sorting and categorizing details according to main idea
• organization of expository writing
• writing expository detail sentences
• facts vs. opinions
• writing simple sentences by identifying subject/predicate
• expressing an opinion
• writing descriptive segments using specific elaborative detail
REMEMBER: The lessons in this month are designed around a theme in order
to build a background base from which students can draw in order to approach
writing with sufficient knowledge and experience. However, the writing lessons
can be adapted to whatever themes you (or your students) choose. See MAKING
IT YOUR OWN, p.5 for tips on adapting lessons in this way.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Literature Connection
The following thematic books are suggested as optional resources to build background and inform and inspire student writing:
Publisher/Usborne
ISBN-10-0746025165
Ice Cream at the Castle
by Ann Love
Publisher/Child’s Play Intl. Ltd. ISBN-10-0859536777
Paddington, King of the Castle
by Michael Bond
Publisher/ Harper Collins Children’s Books
ISBN-10-0007202016
King Hugo’s Huge Ego
by Chris Van Dusen
Publisher/Candlewick Press
ISBN-10-9780763650049
The Knight and the Dragon
by Tomie dePaola
Publisher/Puffin
ISBN-10-0698116232
The Bravest Knight*
by Mercer Mayer
Publisher/Dial
ISBN-10-0803732066
Over at the Castle
by Boni Ashburn
Publisher/Abram Books for Young Readers
ISBN-10-0810984148
King Bidgood in the Bathtub
by Audrey Wood and Don Wood
Publisher/Sandpiper ISBN-10-0152054359
Into the Castle
by June Crebbin
Publisher/Candlewick
ISBN-10-0763601209
King Jack and the Dragon
by Peter Bentley
Publisher/Dial
ISBN-10-0803736983
Tina Cocolina Queen of the Cupcakes
by Pablo Cartaya and Martin Howard
Publisher/Random House for Young Readers
ISBN-10-0375858911
Do Princesses Wear Hiking Boots?
by Carmela Coyle, Mike Gordon and Carl Gordon
Publisher/Scholastic
ISBN-10-0439683734
Do Princesses Really Kiss Frogs
by Carmela Coyle, and Mike Gordon
Publisher/Cooper Square Publishing
ISBN-10-0873588800
Do Princesses Scrape Their Knees
by Carmela Coyle and Mike Gordon
Publisher/Cooper Square Publishing
ISBN-10-0873589082
Do Princesses Have Best Friends Forever
by Carmela Coyle and Mike Gordon
Publisher/Cooper Square Publishing
ISBN-10-1589795423
The Paperbag Princess
by Robert Munsch and Michael Munsch
Publisher/Scholastic
ISBN-10-0920236162
A Year in a Castle*
(Time Goes By) by Rachel Coombs
Publisher/Milbrook Press
ISBN-10-1580137962
Castles
(First Discovery Book) by Gallimard Jeunesse,
Claude Delafosse, Nancy Krulik
Publisher/Scholastic
ISBN-10-0590463772
What Were Castles For*
(Starting Point History)
Publisher/Usborne
ISBN-10-0746052561
Castles*
by Stephanie Turnbull
Publisher/Usborne
ISBN-10-0794513352
In the Castle
by Anna Milbourne
Publisher/Usborne
ISBN-10-0794562437
The King Who Rained
by Fred Gwynne
Publisher/Simon & Schuster
ISBN-9780671667443
Summarizing Framework for
Reading and Prewriting
REMEMBER: Every reading experience should also be a prewriting experience. Use the following
summarizing frameworks every time you read to summarize what’s been read, emphasizing
the organizational strategy that shapes the writing, and helping to identify genre and author’s
purpose. Enlarge, laminate, and post these prominently for consistent reference. Then, have
students use these same summarizing frameworks to plan their writing – reading and writing as
flip sides of the same coin!
Narrative Writing Summarizing Framework
• This story is about .
character
• The problem, adventure, or experience was that .
single significant main event
.
• The problem was solved, adventure/experience concluded when
solution/conclusion
• Story critical elements to be described:
_____________________________ ____________________________ ____________________________
character
setting
object
Expository Writing Summarizing Framework
TOPIC: .
MAIN IDEA #1: .
MAIN IDEA #2: .
MAIN IDEA #3: .
MAIN IDEA #4: *Author and Publisher credits listed at the end.
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
TEACHER BACKGROUND
84
The Usborne Book of Castle Tales
by Heather Amery
TEACHER BACKGROUND
etc.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Title LESSON 1
is
How does th
ding
improve rea
sion?
comprehen
LESSON 1
Recognizing Genre: Narrative vs. Expository
Objective
S tudents recognize that authors write for different purposes and that the purpose of
narrative writing is to entertain the reader and expository writing is to inform the reader.
Preparation/Materials
Select a pair of “side by side” books relating to a theme: Castles. One of these should
be a narrative picture book (focusing on a character, in a setting with a problem or
adventure, following a beginning, middle, end organizational strategy), the other an
expository nonfiction title. (Ex. a story/picture book about a castle (queen/crown) and
a nonfiction book about castle life.) Using this theme allows students to compare the
expository activities to the narrative elaborative detail lessons for this month. (See the
Literature Connection on p.?? for related book suggestions.)
LESSON AT A GLANCE:
Whole Class Activity
• Compare side by side,
a narrative and expository
picture book about castles.
• Summarize each, using
summarizing frameworks.
Procedure
1) H
old the books up, side by side, and compare the titles and covers. Ask:
• What do you think this month’s theme is all about?
• Which book looks “real” and which looks “make believe”?
Recognizing Genre: Narrative vs. Expository
ESTABLISH THIS GENRE CATEGORIZING AS A REGULAR PART OF YOUR
READING EXPERIENCES. ALWAYS POINT OUT THE AUTHOR’S PURPOSE!
2) M
ake a chart of the following summarizing frameworks, laminate as a dry-erase. Help the class
summarize both the narrative and expository side by side selections every time you read!
Narrative Writing Summarizing Framework
This story is about (character)
.
The problem or adventure was that (main event) .
The problem was solved/adventure concluded when
.
.
• Which book do they think will tell a story?
• Which book will give them information and facts?
Remind them that authors write narrative stories to entertain readers. They write expository pieces (we don’t refer
to expository pieces as stories!) to give information. Make 2 charts and hang them in the reading corner.
REFER TO THESE TO CATEGORIZE EVERYTHING YOU READ!
NARRATIVE WRITING – Entertains EXPOSITORY WRITING - Informs
• Character • Topic
• Setting • Facts, details
• Problem or Adventure
86
Expository Writing Summarizing Framework
TOPIC: .
MAIN IDEA #1: .
MAIN IDEA #2: .
MAIN IDEA #3: etc.
87
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Title
LESSON 2
LESSON 2
What Do You Know About Castles:
Pick, List and Choose
What Do You Know About Castles:
Pick, List and Choose
Objective
Students recognize expository writing is built around a TOPIC and includes a collection of factual DETAILS that
inform the reader about the topic. It also introduces the “Pick, List, Choose” procedure for generating and sorting
details about a topic into main idea categories.
Preparation/Materials
Use the nonfiction book from Lesson 1.
Procedure
1) G
ather the class and read and/or review a nonfiction expository
text that gives information about the topic: Castles.
2.) T
hen, on chart paper, list the TOPIC: CASTLES. Introduce the students to Pick,
List, Choose by asking them to tell you as many details as they can about the
topic. Use the questions below to generate ideas from the students and later
as a guide when color coding their details and deciding upon main ideas.
Bullet their contributions (you don’t need complete sentences) and point out
that these are details that could be used in an expository piece about castles.
(Remember – refer to expository reports as “pieces” and narratives as “stories.”)
LESSON AT A GLANCE:
Whole Class Activity
• R
ead an informational
text on the topic: Castles
• S tudents generate,
teacher charts a variety
of details on castles.
• S ort and color-code details
into main idea categories.
olor code (underline) their details, as indicated below, dividing them into main idea categories.
3.) C
Point out which main ideas have fewer details.
Possible Thought Provoking Questions:
• When were most castles built? (red)
• Why were castles built? (blue)
• Where and how were castles situated? (green)
• What were they built with? (orange)
• Who lived and worked in castles? (brown)
After the “Pick, List, and Choose” write a new set of research questions, based on what you need to learn.
Then, have students research these questions using books, websites, and the media center.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
LESSON 3
Title LESSON 3
Cut and Paste Activity: Castles
Detail Sentences (Expository)
Objective
S tudents, as a class, will organize information in a logical fashion,
based on the EXPOSITORY PILLAR FRAMEWORK.
LESSON AT A GLANCE:
Preparation/Materials
Whole Class Activity/
Small Group Activity
Copy of Castles Cut and Paste activity pp??, a means to project detail sentences (uncut).
Reproduce one set of the Castles Cut and Paste sheets. Before class,
cut off the strips containing the Introduction Paragraph, three Main Idea sentence
strips, and the Conclusion Paragraph. Glue each strip (5 in all: intro, 3 main ideas,
conclusion) to the top of each of 5 large pieces of construction paper. Each will
represent one section of the pillar. Post them sequentially, one beneath the other.
Cut detail sentences into strips along dotted lines and set aside. It is helpful to read
all the detail sentences aloud so students can become familiar with the vocabulary.
• Discuss Castle Topic
and main ideas.
Procedure
• Students use sentence
starters from Expository
Writing – Detail Sentences
to craft detail sentences.
1) E xplain to the class that, together, you will be reconstructing an expository
piece. Share the TOPIC, as well as the introduction, main ideas, and conclusion.
Their job will be to study the detail sentences and decide where they belong.
istribute the detail sentence strips to the children, so that everyone has at
2) D
least one. Have them read these, and think about which main idea it supports or
illustrates.
all children into groups based on the main idea sentences that their detail
3) C
supports. (You will have 3 groups.) Give them their corresponding construction
paper “paragraphs” with their main idea pasted across the top. Their job will be
to organize the detail sentences and glue them in place. Check them as they work.
Finally, put the entire piece together and read it aloud. (You may refer to Castles,
p. ??—an example of an assembled cut and paste activity.)
• Distribute castle detail
strips, one per student.
Cut and Paste Activity: Castles
Detail Sentences (Expository)
5.) F inally, distribute or project p. ?? Expository Writing – Detail Sentences. Have students begin writing detail
sentences based on the expository book from Lesson 1, the Cut and Paste activity, and the research from
Lesson 2. (Option: this can be done on another day.)
BONUS: Chart the word referents used in the piece CASTLES. (*Note: a word referent is a synonym or nearly
synonymous word or phrase that can be used in place of a keyword, in this case, castle. Look for other
words in this expository piece to create word referents in order to improve sentence variety.
(knights, king, queen, peasant)
• Students assign their detail
to appropriate main idea.
• Main idea groups assemble
and glue detail strips into
paragraphs.
OPTIONAL:
On another day, you might
refer to the sample on pg.???
and analyze and annotate it
to reinforce skills previously
taught as done in previous
lessons. See page ??)
4) Using the Summarizing Framework, fill in the TOPIC and Main Idea Blurbs.
TOPIC: Castles
MAIN IDEA #1: who lived in castles
Student
sample
of
BONUS
activity
from
Exposito
ry Writi
ng—
Detail S
entence
s,
p.103 or
the
Option
on p.10
5
MAIN IDEA #2: construction
MAIN IDEA #3: why castles were built
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Cut and Paste
Castles
Introduction:
Imagine living in a stone castle high up on a mountain, dining with the king and
queen, and ordering servants to meet your every wish. Doesn’t that sound like fun?
In reality, castles were cold, stinky, dirty fortresses built to keep out the enemy. Let’s
uncover the truth about castles, from the fascinating people who lived in these everchanging, historical structures to the reasons why they were built.
Main Idea #1:
It’s hard to believe the first castles were built over 900 years ago for kings, noblemen,
and their families to live in.
Main Idea #2:
Interestingly, the construction of these fortresses changed over many years.
Main Idea #3:
There are many reasons kings and their court lived behind the sturdy,
but smelly walls of a castle.
Conclusion:
DETAIL SENTENCES:
The first structures were built of wood.
Masons used mortar and stone to build thick curtain walls.
Royalty needed to stay safe during battles caused when common people became
upset over the strict, sometimes impossible rules the king enforced.
In addition, a deep ditch was dug around the outside of the castle and filled with water.
The opponents dug underground holes leading up to the walls they built, causing
them to fall.
These farmers grew crops which they shared with the castle dwellers, thus being
protected by the king and his knights.
In the same way, kings fought kings to add more territory to their kingdom and power
to their name.
Nevertheless, castles were extra large dwellings with plenty of room for the king
and his court.
This ditch, known as a moat, kept rivals from approaching the palace.
It’s easy to see that castles are not the fanciful palaces we often make them out
to be. The next time you imagine yourself living in a castle, remember the clever kings
that built these medieval fortresses for the purpose of keeping their enemies away at
ALL cost. Still think you might want to live in a castle?
92
Cut and Paste
Undoubtedly the most common reason for such secure buildings was to keep
enemies away.
Small slits left in the walls were used for firing arrows at the enemy.
(continued )
(continued )
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
93
Cut and Paste
Expository Piece
The finished piece might look like this, and can be analyzed and annotated (page ?? for annotated version).
The king and queen shared their castle with soldiers, known as knights, who helped
Castles
protect the fortress.
Certainly, this seems like a swarm of people inside one single castle.
Masons were stone or brick layers skilled in building strong blockades.
Imagine living in a stone castle high up on a mountain, dining with the king
and queen, and ordering servants to meet your every wish. Doesn’t that sound like
fun? In reality, castles were cold, stinky, dirty fortresses built to keep out the enemy.
The curtain walls were eventually rounded to prevent them from collapsing due to the
Let’s uncover the truth about castles, from the fascinating people who lived in
underground openings.
these ever-changing, historical structures to the reasons why they were built.
Stone castles were then constructed with walls as tall as 115 feet.
Not only that, these powerful structures were built to symbolize the power the king had
over his kingdom.
A drawbridge was constructed to stretch across the moat which could be easily raised
or lowered.
It’s hard to believe the first castles were built over 900 years ago for kings,
noblemen and their families to live in. The king and queen shared their castle
with soldiers, known as knights, who helped protect the fortress. Also within the
castle’s walls lived the lords and their ladies plus the servants and their families.
Certainly, this seems like a swarm of people inside one single castle. Nevertheless,
castles were extra large dwellings with plenty of room for the king and his court.
Peasants were allowed to farm the land surrounding the castle.
Peasants were allowed to farm the land surrounding the castle. These farmers
grew crops which they shared with the castle dwellers, thus being protected by
However, the wood rotted easily and caught fire quickly, making these buildings unsafe.
The commoners fought to regain control of their own land surrounding the castle.
It didn’t take long, though, for the enemy to figure out how to collapse these
solid partitions.
Also within the castle’s walls lived the lords and their ladies plus servants and
the king and his knights.
Interestingly, the construction of these fortresses changed over many years.
The first structures were built of wood. However, the wood rotted easily and caught
fire quickly making these buildings unsafe. Stone castles were then constructed
with walls as tall as 115 feet. Masons used mortar and stone to build extra thick
curtain walls. Masons were stone or brick layers skilled in building strong blockades.
their families.
94
(continued )
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
95
Annotated Page
Expository Piece
topic
Small slits left in the walls were used for firing arrows at the enemy. It didn’t take
introduction
long, though, for the enemy to figure out how to collapse these solid partitions. The
opponents dug underground holes leading up to the walls they built, causing them
to fall. The curtain walls were eventually rounded to prevent them from collapsing
due to the underground openings. In addition, a deep ditch was dug around the
outside of the castle and filled with water. This ditch, known as a moat, kept rivals
There are many reasons kings and their court lived behind the sturdy, but
smelly walls of a castle. Undoubtedly the most common reason for such secure
buildings was to keep enemies away. Not only that, these powerful structures were
built to symbolize the power the king had over his kingdom. Royalty needed to stay
kings to add more territory to their kingdom and power to their name.
It’s easy to see that castles are not the fanciful palaces we often make them
out to be. The next time you imagine yourself living in a castle, remember the
clever kings that built these medieval fortresses with the purpose of keeping their
enemies away at ALL cost. Still think you might want to live in a castle?
96
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Construction
control of their own land surrounding the castle. In the same way, kings fought
Body
safe during battles caused when the common people became upset over the strict,
sometimes impossible rules the king enforced. The commoners fought to regain
{
who lived ther
moat which could be easily raised or lowered.
e
from approaching the palace. A drawbridge was constructed to stretch across the
1
Castles
Imagine living in a stone castle high up on a mountain, dining with the king
and queen, and ordering servants to meet your every wish. Doesn’t that sound like
fun? In reality, castles were cold, stinky, dirty fortresses built to keep out the enemy.
Let’s uncover the truth about castles, from the fascinating people who lived in
these ever-changing, historical structures to the reasons why they were built.
2
It’s hard to believe the first castles were built over 900 years ago for kings,
noblemen and their families to live in. The king and queen shared their castle
with soldiers, known as knights, who helped protect the fortress. Also within the
castle’s walls lived the lords and their ladies plus the servants and their families.
Certainly, this seems like a swarm of people inside one single castle. Nevertheless,
castles were extra large dwellings with plenty of room for the king and his court.
Peasants were allowed to farm the land surrounding the castle. These farmers
grew crops which they shared with the castle dwellers, thus being protected by
the king and his knights.
3
Interestingly, the construction of these fortresses changed over many years.
The first structures were built of wood. However, the wood rotted easily and caught
fire quickly making these buildings unsafe. Stone castles were then constructed
with walls as tall as 115 feet. Masons used mortar and stone to build extra thick
curtain walls. Masons were stone or brick layers skilled in building strong blockades.
(continued )
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
97
Body
Reasons for ca
stles
{
Annotated Page
Expository Writing—Detail Sentences
Name: Small slits left in the walls were used for firing arrows at the enemy. It didn’t take
long, though, for the enemy to figure out how to collapse these solid partitions. The
Look at this TOPIC and DETAIL list. On another piece of paper write a detail
opponents dug underground holes leading up to the walls they built, causing them
sentence for each bulleted detail or from the facts you discovered in your reading.
to fall. The curtain walls were eventually rounded to prevent them from collapsing
You can use the sentence starters at the bottom of the page to help you.
due to the underground openings. In addition, a deep ditch was dug around the
outside of the castle and filled with water. This ditch, known as a moat, kept rivals
TOPIC: Castles
from approaching the palace. A drawbridge was constructed to stretch across the
• built high on hills or mountainsides
moat which could be easily raised or lowered.
• built of stone and brick
4
There are many reasons kings and their court lived behind the sturdy, but
• surrounded by a moat
smelly walls of a castle. Undoubtedly the most common reason for such secure
• built to keep out enemies
buildings was to keep enemies away. Not only that, these powerful structures were
• royalty, workers, and soldiers lived in castles
built to symbolize the power the king had over his kingdom. Royalty needed to stay
safe during battles caused when the common people became upset over the strict,
sometimes impossible rules the king enforced. The commoners fought to regain
control of their own land surrounding the castle. In the same way, kings fought
kings to add more territory to their kingdom and power to their name.
5
conclusion
It’s easy to see that castles are not the fanciful palaces we often make them
out to be. The next time you imagine yourself living in a castle, remember the
clever kings that built these medieval fortresses with the purpose of keeping their
enemies away at ALL cost. Still think you might want to live in a castle?
Sentence Starters:
Did you know that____________________? These strong fortresses _______.
You might be amazed to know that_____________.
Castles were_________________. Castles have been inhabited by__________.
Surprisingly,_____________________. Are you aware that_______________?
BONUS: Pretend you are a medieval architect.
Draw a diagram of a castle you must build. Label all of the important parts.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Teacher’s Notes
LESSON 4
Subject/Predicate – Sentences About Castles
Objective
Students continue to become aware of the parts of a sentence including subject
and predicate and the use of proper capitalization and end punctuation.
Preparation/Materials
Photocopy or project p.??-?? Sentences About CASTLES.
Procedure
1) R
emind the class that sentences are made of two parts – a WHO/WHAT
part and a DOING/DESCRIBING part. Ask them what else a sentence needs.
(Capital letter, end punctuation.)
2) E xplain that you will be reading and writing sentences about castles.
Each sentence will need a WHO/WHAT part and a DOING/DESCRIBING part.
Each sentence will need to begin with a capital letter and end with a period.
3) D
istribute or project p. ?? Sentences About CASTLES. Read the example
through together. Ask them who or what the sentence is all about.
(The castle) How is the castle described. (smelled musty)
ork through the first three sentences together, naming the parts,
4) W
inserting the slash, pointing out the capitalization and punctuation.
5) R
ead the rest of the sentences, having children track along with their fingers.
Then ask them to go ahead and divide the sentences using the slash.
Circulate and offer feedback.
6) F inally, have students write two sentences of their own – but remind
them that their sentences also need a WHO/WHAT part and a DOING/
DESCRIBING part, and appropriate capitalization and punctuation.
LESSON AT A GLANCE:
Whole Class and
Independent Activity
• Review subject/predicate,
sentence capitalization
and punctuation.
• Model use of slash to
divide sentences into
subject/predicate.
• Students continue
independently.
• Children write complete
sentences and create
word referents.
OPTIONAL:
Have students draw
an illustration of a
castle, including details
from the sentences.
Then, have students
label each key detail.
7) E nd the lesson by charting the following rule: Sentences are made of two
parts: WHO/WHAT and DOING/DESCRIBING. They begin with a capital
letter and end with a period.
8) B
ONUS—Discuss “word referents”—nearly synonymous words or phrases
that can be used in place of a key word. (palace, fortress, mansion,
stronghold, fortified house, mountaintop refuge, medieval stone house, etc.)
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Sentences about CASTLES
Name: Sentences about CASTLES
Now write another sentence about a castle and its royalty. Use a slash to separate the
who/what and doing/describing parts of the sentence. Be sure to begin with a capital
letter and end with a period!
Sentences are made of two parts – a “who/what” part and a “doing/describing” part:
The castle/smelled musty.
who/what
doing/describing
Read each sentence and use a SLASH / to separate the
who/what and doing/describing parts of the sentence.
Do you think your sentences belong in a narrative story or an expository piece?_______
The king lived in a stone palace.
A moat surrounded the fortress.
The drawbridge spanned the width of the moat.
BONUS: List the word referents for castle used in the sentences! Can you think of more?
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
Knights protected the mansion.
The enemy escaped from the dungeon.
The royal family controlled the peasants.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
LESSON 5
General or Specific?
General or Specific?
Objective
Students see the difference between showing and telling and understand the power
of specific vs. general detail. They also recognize overly general adjectives such as
“good, nice, beautiful, interesting,” etc.
Preparation/Materials
Photocopies or a means to project the student activity sheet titled General or
Specific? If possible, gather a collection of pictures on a theme — ex. a collection
of pictures of dogs, cats, rooms, outdoor landscapes, cars, etc. (greeting cards,
calendar art, magazines, and igoogle.com are good resources.)
For additional resources and more see: Comprehensive Narrative Guide.
Name: LESSON AT A GLANCE:
Whole Class and
Independent Activity
Read each pair of descriptions below. Circle the example in each pair that uses effective specific detail,
rather than overly general detail. Which description tells you more? Which is more entertaining?
• Discuss power of specific
vs. general detail.
• Students compare pairs
of sentences and circle
the sentence that uses
powerful, specific detail.
• Students identify overly
general objectives.
1.) T
he king’s robe was fancy.
A long, red velvet robe with fur trim wrapped around the king’s shoulders.
2.) T
he moat filled with cloudy water flowed like a river around the outside of the castle.
There was water around the castle.
3.) T
he crown was pretty.
Procedure
1) D
isplay your collection of thematic pictures. Write an overly general description
of one of these on the board.
Ex. It was a cute cat.
Ask the class which picture you are describing. In all likelihood, the overly general adjective “cute” will not provide
enough detail for them to make that determination. More specific detail is necessary. This is the point of the lesson.
2) S ubstitute several other overly general adjectives for “cute” — nice, attractive, interesting, awesome, cool.
They will begin to recognize that none of these adjectives is sufficient for accurate, vivid description.
the sheet titled General or Specific? Explain/discuss the directions with the class. Discuss an example
3) Distribute
together. Then, allow students to proceed independently. Circulate to check their understanding. Finally, as a class,
pick out and chart the overly general adjectives in the weak examples. Keep this chart displayed in the classroom
and add more weak, general adjectives to avoid as the year progresses.
The queen wore a bejeweled crown made of solid gold.
4.) A
transparent ghost with green sparkly eyes moved through the walls of the castle.
I saw a ghost in the castle.
5.) T
he dungeon was scary.
The wolves howled outside the door of the darkened dungeon.
6.) T
he castle was attacked.
One hundred knights on armored horses attached the fortress.
BONUS: Go back and read each GENERAL description.
Underline any overly general adjectives.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
LESSON 6 — A Knight
LESSON 6 — A Knight
Creating an Elaborative Segment to
Describe a Story Critical Character
Creating an Elaborative Segment to
Describe a Story Critical Character
Objective
Students apply detail generating questions to create a segment of elaborative
detail describing a story critical character. They learn to apply and internalize
specific detail generating questions, and use a variety of specific sensory details
within the context of strong sentence variety.
For additional resources and more see:
Comprehensive Narrative Guide p? – p?
Preparation/Materials
Chart Paper, markers, copies of page?? A Knight
Procedure
1) E xplain to students that they will be writing an elaborative segment
describing a story critical character – a knight.
2) O
PTION: Students create an artistic rendering of the Knight. In this way,
students will have many concrete details in front of them to reference in
their writing.
ODELING: Gather the class, generate and chart a list of detail generating
3) M
questions about the character. A list of these is included on p.?
LESSON AT A GLANCE:
Whole Class and
Independent Activity
• Identify a story critical
character – a knight.
• Generate a list of detail
generating questions
about the knight.
• Elicit and chart a wide range
of student responses using
powerful vocabulary.
• MODEL an elaborative
segment, applying
student input.
• Have students write their own
elaborative segment during
GUIDED PRACTICE.
4) A
s students call out their answers to each question, chart the wide variety of
student responses. Ask more specific questions when necessary in order to pinpoint specific vivid information.
Provide students with powerful descriptive words that are implied in their responses. (See the sample chart, next
page –
student responses appear in italics, teacher translation in bold print.)
Ex. Question/Answer Chart—student responses in italics,
teacher “translations” that would be charted appear in bold print
STORY CRITICAL CHARACTER — A KNIGHT
HOW BIG/SMALL? (Compare) as big as a giant *as big as a giant as big as a bear *about
the size of a bear as tall as the teacher *teacher-sized (Notice the subtle way the teacher
modifies each response to model good word choice and to avoid redundant similes.)
WHAT WAS HE WEARING? Metal armor (The teacher asks, “What color was this armor?)
silver. (Teacher asks, “Was the armor old or new?) old (Teacher asks, “How do you know it’s
old?) it is rusty and squeaky Another child shouts: dirty – it’s dirty with holes! (Teacher asks,
“Where are the holes?” ) in the arms or legs! * silver metal armor with rusty holes in the
arms and legs (Teacher, “What else was he wearing?) gloves (Teacher, “Leather gloves?
Furry gloves? Metal gloves? Color?) Black leather gloves *large black leather gloves boots
(Teacher, What kind of boots?) camouflage hiking boots *camouflage hiking boots
I know, lace up boots! *lace-up boots a helmet (Teacher: What color?) gold/shiny
(Teacher: How do you keep gold shiny?) polish it *a polished gold helmet
(If children are becoming restless, stop, and continue the next day.)
WHAT WERE HIS FEATURES (EYES, NOSE, MOUTH) LIKE? sparkly eyes (Teacher: What
color eyes?) black (Teacher: Could we call them dark?) *dark sparkly eyes big mouth
(Teacher: And what about his smile?) he doesn’t smile (Teacher: What shape is his mouth
if he is not smiling?) straight *straight, unsmiling mouth
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
107
LESSON 6
LESSON 6
Creating an Elaborative Segment to
Describe a Story Critical Character – A Knight
Creating an Elaborative Segment to
Describe a Story Critical Character – A Knight
HOW DID HE MOVE? slow (Teacher: Why do you think he moved so slow?) his metal armor
wouldn’t bend (Teacher: Can you show me how he moved?) child walks slowly and stiffly
*walked slowly and stiffly (Teacher: Why did the armor not bend?) heavy (Teacher: Can you
show me how he moved?) child shuffles his feet across the floor, barely picking up his feet
*shuffles his feet slowly and stiffly he doesn’t move his arms (Teacher: Can you show me?)
student walks like a robot *he trudges like a robot (Teacher: Anyone else have any ideas of
how the knight might move?) student moves back and forth across the room like a soldier
(guard) *paces like a soldier
WHAT WAS UNUSUAL ABOUT THE KNIGHT? he had a shield (Teacher: What kind of shield?)
big, round, like a lid *he clutched a heavy oval shield in one hand he had a sword (Teacher:
Where was the sword?) inside his armor * his armor was equipped with a sword wedged
beside his left leg (Teacher: Anything else unusual about the knight?) he did not talk
*he was silent
5) N
ext (or on another day) the teacher selects and incorporates these details into a fluent, vivid elaborative
segment. The teacher charts this in front of the class, encouraging them to read along and to offer suggestions
as they go. Keep in mind that the teacher will always model in the extreme, producing a written response that is
larger in length, depth, and scope than what will be expected from students. The charted elaborative segment
might look like this:
Also, keep in mind that the vocabulary used in the modeling should be challenging and stimulating to students.
The use of vivid vocabulary in a meaningful context encourages students to visualize and grasp the vocabulary
and later apply it in their own writing. This is perhaps the most successful way to build student vocabulary.
6.) G
UIDED PRACTICE On another day, review the detail generating questions as well as the charted
responses. Then, pass out the corresponding student activity sheet on which they will be asked to
describe the same character, setting, or object. Leave your sample posted -this enables and encourages
students to apply the vocabulary you’ve modeled. Remind them to use the detail generating questions
and to continue to think of original responses as well.
If they’ve completed corresponding artwork, they should be encouraged to refer to that as a source of
details to write about. Chart a number of sentence starters that might be helpful. (These FOLLOW each
activity in the book.) Circulate as they work, reading strong examples aloud, offering encouragement and
affirmation. For students who are struggling, repeat the questioning and translation sequence with them
verbally, and ask the student to write it down.
Hold students responsible for spelling, mechanics, and grammar you’ve taught. Make corrections as they
go, rather than at the end, which gives them the message that revision and editing are ongoing processes,
not tasks left to the end.
Possible Detail Generating Questions:
• How big was the knight?
• What were its features like? (eyes, nose, mouth)
Standing in front of the stone castle was a knight! He was as tall as a bear and dressed in a coat of
armor from head to toe. His silver metal garment was a bit rusty in places. As he guarded the palace, he
paced from one side of the castle door to the other. He shuffled his feet stiffly like a robot, never bending
his arms or legs. As he marched back and forth, a squeaky sound could be heard echoing from his rusty
suit. An oval-shaped shield was held in front of his body and a sword jutted out from his metallic armor.
His dark sparkling eyes stared ahead with a frightening glare and his expression never changed. The
knight never said a word, but it was as if he was shouting, “Get away from here and never come back!”
108
• What was the knight wearing?
• How was it moving?
• What was particularly unusual about the knight?
• If you listened closely what could you hear?
• And . . . any others you can think of!
(continued )
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
109
LESSON 6
Creating an Elaborative Segment to
Describe a Story Critical Character – A Knight
Elaborative Segment
Name: A Knight
Sample Sentence Starters (Chart these for guided practice):
REMEMBER: When you elaborate, you STOP THE ACTION and observe.
• Use the five senses to describe!
The knight was as big as __________________________________.
• Your elaborative segment should make the reader feel as though
His body was ___________________________________________.
he or she is right there with the main character.
His arms were _ _________________________________________.
• Use specific rather than general details.
I stared at the knight’s _ __________________________________.
He wore a _ ____________________________________________.
His body was clothed in ___________________________________.
The knight’s movement was _______________________________.
Soon he was _ __________________________________________.
• Remember that sentence variety is important!
Write an ELABORATIVE SEGMENT of the character below. Tell SPECIFICALLY what he
looked like (color, features, size), what sounds it made, how he behaved. Do NOT write
a grocery list. Use interesting words and make it entertaining!
Standing in front of the stone castle was a knight.
I looked in wonder at his unusual _ __________________________.
When I looked closely I noticed _____________________________.
If you listened closely you would hear ________________________.
I couldn’t help but notice _ ________________________________.
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Teacher’s Notes
LESSON 7
Castle Facts and Opinions
Objective
LESSON AT A GLANCE:
Students continue to distinguish between facts and opinions.
Preparation/Materials
Whole Class and
Independent Activity
• Review facts vs. opinions.
Photocopy or project p?? Castle Facts and Opinions
• Begin to read Castle Facts
and Opinions together,
discussing which is which.
Procedure
• Students continue
independently, and
write an opinion
sentence about castles.
1) A
sk students if they can tell you the difference between a fact and an
opinion. Remind them that facts are pieces of information that are based
on evidence and can be proven to be true. Opinions are based on personal
likes and dislikes.
2) Distribute or project p.?? Castle Facts and Opinions
ead each sentence aloud. Direct them to mark each with an ‘F’ for fact,
3) R
‘O’ for opinion. (You can discuss each sentence as you move through them,
or allow them to mark their sentences independently, circulating to assess
whether they understand it or not.):
ove to the bonus section and circulate as they write. (Optional) Students
4) M
can illustrate their sentence on the back of the page.
5) For closure, ask: Does that sentence state a fact or an opinion?
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Castle Facts and Opinions
Teacher’s Notes
Name: It is important to know the difference between FACTS (information on a topic) and
OPINIONS (how someone feels about a topic). Read this list. Write F for fact, O for opinion.
_____ Kings and Queens lived in castles.
_____ I’d hate living in a castle.
––––– I think it would be an adventure to explore a castle.
––––– Most castles were built between 1100 and 1500.
_____ Moats were built around a castle to protect the royal family.
_____ I think knights were the bravest men of all.
_____ Castle towers would be the best place for me to play.
_____ The king ruled his kingdom and all who lived in his castle.
––––– The commoners battled the king to get their land back.
BONUS: Complete this sentence telling what you like best about castles.
What I like best about castles is _______________________________________
________________________________________________________________
Does that sentence state a fact or an opinion? ____________________________
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
A King’s Story
LESSON 8
How does
ve
this impro
iting?
student wr
A King’s Story
Objective
S tudents summarize a narrative story using
the summarizing framework and write opinion
sentences about the story. They recognize
how the summarizing framework shapes a
narrative story.
Preparation/Materials
A castle-themed narrative picture book such as Chris Van Dusen’s
King Hugo’s Huge Ego Photocopies of p. ?? A King’s Story
Procedure
1) S hare the cover of the book with the class and discuss the cover art and title. Ask
students if they think the book will be a narrative story or an expository piece
and why. (Remember, usually narrative stories include some hint of a character,
problem, adventure, or experience in the title, and the art is usually imaginative.
Expository texts have covers that look “real” and the title is generally the topic.)
Name: LESSON AT A GLANCE:
Your class read a narrative story about a King. Write the title and author below:
Whole Class and
Independent Activity
A King’s Story: ______________________________________________________
• Display a narrative castle
themed picture book.
• Read it aloud, promoting
students to identify
narrative elements.
• Students complete
A King’s Story
independently, revealing
literal and evaluative
comprehension in writing
nce they determine that the story is narrative, instruct them to listen for the problem, adventure, or experience.
2) O
This is what the story is all about. What the story is all about is called the main event. Then, read the story aloud
to the class and discuss it. Ask them questions such as:
• Who is the main character? • What is the setting?
• What is the main event? • How does the story end?
• What was the author’s purpose? (to entertain)
3) Distribute p.?? A King’s Story Together, fill in the summarizing framework.
By: ______________________________________________________
Think about this story. Fill in the summarizing framework. On another paper, explain what you liked
best about the story. Use the sentence starters to help you.
This story is about___________________________________________________.
CHARACTER and SETTING
The problem, adventure, or experience was________________________________
_________________________________________________________________.
MAIN EVENT
The problem was solved, adventure or experience concluded when_____________
_________________________________________________________________
_________________________________________________________________.
CONCLUSION
Ex. King Hugo’s Huge Ego
This story is about a boastful king who lived in a castle.
The adventure was that a sorceress cast a spell on the king because of how arrogant he was.
It caused his head to swell larger and larger.
The adventure concluded when he realized how boastful he was and decided to change his ways.
• The part I enjoyed most was when ____________________________________.
• It reminded me of the time when______________________________________.
4) A
sk the class if they enjoyed the story. Then, direct them to write several opinion sentences about the book,
using sentence starters for fluency.
• The most exciting scene was__________________________________________.
ou can follow this process for any read-aloud picture book to reinforce the organizational framework, salient
5) Y
features of the genre, and author’s purpose and to use this as a jumping off point for an opinion statement.
• The funniest part was when__________________________________________.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Teacher’s Notes
LESSON 9
his
How does t
improve
ills?
revision sk
Flip the Sentence Subject –
Castle (Queen)
Objective
Students recognize redundant sentence variety
(the “broken record”) and learn how to “flip the
sentence subject.” They begin to see how they
can apply this strategy to their own writing.
Preparation/Materials
Photocopy or project p. ??? Flip the Sentence Subject
Procedure
LESSON AT A GLANCE:
Whole Class and
Independent Activity
• Discuss the importance of
good sentence variety.
• MODEL how to “flip the
sentence subject”.
• Students continue during
GUIDED PRACTICE.
1) C
hart the following (or write them on the board).
She had long black curly hair. She had a sparkling jeweled dress.
She had bright green eyes. She had red glittery slippers.
She had a crown of gold on her head.
Ask the class what they notice about the above description. (She had, she had, she had)
2) D
iscuss how this is boring! We call this redundant sentence structure the “broken record.”
Show them how to “flip the sentence subject.”
She had long black curly hair.
Long black curly hair fell over her shoulders.
Point out the more vivid verb in the second example – fell instead of the more passive “helping verb” had.
3) H
ave them try the next example – chart their responses.
4) E ncourage them to continue independently, sharing powerful examples aloud.
5) B
ONUS: Have them add some additional specific detail.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Flip the Sentence Subject
Teacher’s Notes
Name: REMEMBER: In order for your writing to be interesting you must use good sentence variety. That means
that each sentence should begin a bit differently. One way to break up a “broken record” of redundant
sentence structure is by “flipping the sentence subject.”
DIRECTIONS: Look at the sample sentence revision. Then, try your hand at revising the other redundant
sentences using this technique. Think of a better word than the helping verbs “was” or “were”.
EXAMPLE:
here was a palace in the distance.
T
In the distance stood a palace.
Now it’s your turn. Revise this sentence by “flipping the sentence” and using a more interesting verb.
1) There was a moat around the palace.
________________________________________________________________________
________________________________________________________________________
2) There was a knight on the balcony.
________________________________________________________________________
________________________________________________________________________
3) There was a tall stone tower at the corner.
________________________________________________________________________
________________________________________________________________________
4) There were alligators in the moat.
________________________________________________________________________
________________________________________________________________________
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
LESSON 10
LESSON 10
Elaborative Detail—Crown
Elaborative Detail—Crown
HOW TO WRITE AN ELABORATIVE SEGMENT:
Objective
LESSON AT A GLANCE:
3) S tudents often respond to these questions with short answers. However, children often know or have
experienced more than they are able to articulate. Therefore, affirm their intentions by translating student
responses into vivid vocabulary and interesting sentences to create an elaborative segment.
Students write an elaborative segment describing a story critical object – a crown
Whole Class and
Independent Activity
Preparation/Materials
• Identify a story critical
object – a crown.
4) E licit a wide range of student responses to each question. Chart these using bullet points. Complete
sentences are not necessary -just a word or short phrase. This is a dynamic process that you must move
along quickly to hold student interest and enthusiasm. You might also break the lesson up, working through
several questions in each of several shorter sessions.
• Generate a list of detail
generating questions
about the crown.
REMEMBER – help students to respond by constantly refining your questions and asking for body
language and facial expressions which you can name using powerful vocabulary.
A collection of books and pictures of crowns (images available on the internet.)
Photocopy of Crown p.??
Procedure
1) E xplain that you will be writing an elaborative segment describing a story
critical object – a crown. Remind them that authors use elaborative detail
to allow the reader to experience important elements of the story world
through the five senses of the main character. Powerful elaborative detail
is what brings the writing to life. Vivid elaboration also helps to entertain
the reader. Distribute p.?? Crown and review with the class.
sk the class specific questions about the characteristics of the object.
2) A
These characteristics might include: color, size, texture, shape, material,
age, condition, smell, sound it makes, what it reminds you of. DO NOT
USE YES/NO QUESTIONS. Generate and chart the following:
• Elicit and chart a wide range
of student responses using
powerful vocabulary.
• MODEL an elaborative
segment, applying
student input.
• Have students write their
own elaborative segment
during GUIDED PRACTICE.
Possible Detail Generating Questions:
Your chart might look like this:
What color was the crown and what was the crown made out of?
• gold
• blue sapphires
• glimmering diamonds
• sparkly red paper
• deep purple gems
• crystal beads
• reflective green emeralds
How big was it?
• as big as a volleyball
• taller than your hand
• helmet-sized
• big enough to fit in a shoe box
What was it shaped like?
• pointy
• the size of a baseball cap
• triangular
• round
• scalloped
How old do you suppose it was?
• What color was the crown? What was the crown made of?
• as old as my grandmother
• as old as the dinosaurs
• the age of my mom
• How big was it?
• same age as the first castles
• my brother’s age
• 100 years old
• What was it shaped like?
Did it remind you of anything? What?
• How old do you suppose it was?
• a princess
• Did it remind you of anything? What?
• twinkling lights on a Christmas tree
• Who do you think it belonged to?
• And...any others that come to mind.
• my sister’s tiara
• the king of the castle
• a queen on her thrown
• diamonds in a jewelry store
• a homecoming queen
Who do you think it belonged to?
• the king of Windsor
• a prince of a kingdom
122
• shiny silver metal
• queen of England
• an ancient princess
• president’s wife
(continued )
(continued )
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
123
LESSON 10
LESSON 10
Elaborative Detail—Crown
Elaborative Detail—Crown
5) N
ext MODEL an elaborative segment, borrowing from student responses. As you chart this, “think out
loud” demonstrating your thought process as you construct the segment. Your modeled sample might
end up looking something like this:
Sample Sentence Starters (Chart these for guided practice):
Sample Modeled Segment—Crown:
The crown was made of ________________________.
The crown was gold, trimmed in silver and crystal. Small triangular
points jutted up from the edges and were studded with diamonds.
The bottom edge was scalloped and lined with emeralds and rubies.
__________________________ decorated its surface.
It was large enough to _________________________.
The royal object was lined with turquoise satin and bright blue velvet.
I stared at its ________________________________.
This must have been at least one hundred years old, I thought. I could
The royal object seemed to be ___________________.
imagine it sitting upon the head of a beautiful queen!
It made me think of ___________________________.
6) F inally, move to GUIDED PRACTICE. Have students write their own
description of their crown. (You might have them create an artistic
rendering of this prior to writing in order to provide some concrete
reference points.) Be sure to provide sentence starters p? to help
with fluency.
Perhaps it belonged to _________________________.
CREATIVE CONNECTIONS:
If you looked closely ___________________________.
• A
rt Connection: Have the children make their own crown. Use oak
tag and have sequins and glitter available for them to use as “jewels”.
Decorate your classroom “AUTHOR’S CHAIR” as a throne and have
children sit on “the throne,” wear their crowns, and read their elaborative
segments. For even more fun, have them bring in cardboard rolls from
gift wrap or paper towels and create “royal scepters.” Have them write
an elaborative segment describing their scepters as well.
124
(continued )
Its shape was ________________________________.
Every other stone was __________________________.
The beautiful crown ___________________________.
This was truly ________________________________.
(see student samples, next page)
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
125
Elaborative Detail
Teacher’s Notes
Name: Crown
REMEMBER: When you elaborate, you STOP THE ACTION and observe.
• Use the five senses to describe!
• Your elaborative segment should make the reader feel as
though he or she is right there with the main character.
• Use specific rather than general details.
• Remember that sentence variety is important!
Write an ELABORATIVE SEGMENT describing a crown. Tell SPECIFICALLY what it looked like (color,
features, size). Do NOT write a grocery list. Use interesting words and make it entertaining!
I stared at the most beautiful crown.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Student Samples
Student Samples
Notice the
specific
descriptiv
e details i
n
each of the
se pieces.
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
Making It Your Own
cher extended
a
te
e
n
o
w
o
h
e
Se
substituting
,
y
it
v
ti
c
a
is
th
l
e story critica
th
r
o
f
e
tl
s
a
c
a
(crown).
object provided
sed Lesson 10
u
ly
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im
s
e
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, substituted
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ty
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a
s
a
ng questions
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r
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e
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ore suited to
for a menu m
proceeded in
“castles” and
ner.
the same man
Another te
acher aske
d
students t
o write abo
ut
how they c
reate powe
rful
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e detail, th
us
having th
em synth
esize
their learn
ing. Writ
ing
also clarifi
es thinkin
g!
Month 3 : Service Animals – Contents
Overview
xx
Literature Connection
xx
LESSON 1
Which Service Animal Is It? – (narrative, expository)
xx
LESSON 2
Sorting details into Main Idea Categories (expository)
xx
LESSON 3
Analyzing Text – Service Dogs (expository)
xx
LESSON 4
How Do We Move? – vocabulary building (narrative)
xx
LESSON 5
Starting off on the Right Foot (narrative story beginnings)
xx
LESSON 6
Revising Story Beginnings (narrative)
xx
LESSON 7
Sentence Construction
Subject/predicate (grammar)
xx
LESSON 8
Elaborative Detail (Cat) – describing a story critical character (narrative)
xx
LESSON 9
Analyzing Story Endings (narrative)
xx
LESSON 10
Extend this Ending (narrative)
xx
Lesson 11
What Feelings Look Like (showing vs. telling – narrative)
xx
Lesson 12
Narrative or Expository? What’s Your Opinion?
xx
Lesson 13
Writing Detail Sentences to form a Paragraph (expository)
xx
130
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The Essential Guide to Grade 3 Writing: Month 2 | ©2012 Empowering Writers
The Essential Guide to Grade 3 Writing: Month 3 | ©2012 Empowering Writers