For this lesson, students will learn what linking verbs are through videos and a website. They will practice identifying linking verbs through online games. To end the lesson, they will write a paragraph about themselves using linking verbs.

Students previously looked at maps of Michigan and discussed some of the cities and regions in our state. In reading, students began to read narratives, both fiction and nonfiction. For the entry event, students were asked to select an artifact that represented a special, small moment they experienced within the state of Michigan.

Students shared their artifacts and stories and plotted the setting from their stories on a map of Michigan. We realized our stories represented many regions in Michigan and could be used to describe many aspects of life as a Michigander. Students wanted to share these stories with others, so we began learning about narrative writing.

Typically, I use Google Slides for a mini-lesson, to allow students time to work on a specific, standard related task that will help build their Michigan small moment story, and then pull them together to share a few examples of student work. Students sometimes work alone, but often work with a partner or small group to brainstorm ideas, revise, and edit.

After, students will publish their ideas on Google Docs. When completed, they'll put their doc onto Google Sites or Google Slides and incorporate other media to enhance their story. Then, we'll print the story and create book covers using the iPad app Canva. We'll use both models to share with other classes within our school and hopefully with students from another country (I'm still working on finding an international school).

This Roadmap contains part 3 of 3 in opinion writing. This is structured with step by step revision and editing practices for specifically opinion writing with a partner.

So many animals need a home! Students will visit the Humane Society’s Adoptable Animals page to pick an animal they’d like to see get a forever home. Students will use ChatterPix an iOS app and the power of persuasion to animate a photograph of an animal in need of adoption. There are several alternatives for those who don't have iPads in the classroom.

Students will use Google Slides to publish a writing piece by typing their story, adding images to their slides, and creating links for readers to navigate their published book. This activity may take more than one class period.

In Unit 3, students revise a scene of Peter Pan and then prepare a presentation explaining how and why they revised that scene. They begin the unit by analyzing a model revised scene from Peter Pan in Kensington Gardens. They then select a scene to revise from Peter Pan, using the reasons they wouldn't recommend the text, generated in Unit 2, and determine why they want to revise their chosen scene. They then map out the original scene on a Narrative Planning graphic organizer and determine which parts of the scene can be revised without changing the outcome. Students then draft their revised scene before revising dialogue and description, possessives, word and phrase choice, and temporal words and phrases. For the mid-unit assessment, students revise a new scene from Peter Pan, following an already completed Narrative Planning graphic organizer.
In the second half of the unit, students prepare a presentation explaining how and why they chose to revise their scene. They prepare prompt cards for their presentation and practice the cards to present. Students also practice reading new excerpts of text aloud for fluency, in preparation for reading their revised scene aloud in the performance task presentation and in preparation for the end of unit assessment, during which they read a new text aloud for fluency. For the performance task, students perform their presentations for an audience.
RF.3.3, RF.3.4a, RF.3.4b, RF.3.4c, W3.3, W.3.4, W.3.6, L.3.2a, L.3.2c, L.3.2d, L.3.3a

Culminating Activity: Reading and Writing Identity (5 days)
Day 1. Memoirs: Some of you may be thinking that this is the same as a personal narrative, but memoirs are more about looking back and reflecting as we did at the beginning of class. Narratives tell a story, but memoirs show how the event impacted the author’s life.
Characteristics of memoirs:
-Use 1st person point of view
-Use true accounts of actual events
-Describe any conflicts faced by the author
-Include the author’s feelings about the situation or event
Students will work on planning their memoir.
Day 2. Students will work on their memoirs, then share with partners.
Day 3. Finish draft
-Revise and edit your paper
-Peer revise and edit (if finished early)
-Revise some sentences to make them showing sentences
Narrative Checklist Sample
Third Grade Editing Checklist
Day 4. If you have access to technology, students could create a digital book, PowerPoint, or a different digital display.
Students will peer edit and then work on their memoir project.
Day 5. Students will move freely around the room to read each other’s memoirs. If your class needs more structure, set a time to indicate a rotating schedule.

. Students will write a Personal Narrative. This Remote Learning Plan addresses the following NDE Standard: English Language Arts - Writing It is expected that this Remote Learning Plan will take students 5 days with 45 to 60 minutes for each lesson to complete.Here is the direct link to the Google Doc:Personal Narrative Lesson

Editable slide deck for distance learning as a tool to build connections and increase technology skills. Model for an interactive introductory presentation for students who are distance learning. Created for 3rd graders, but can be adapted for other ages.

Toony Tool is a free web tool that works on any device with a web browser. It allows students to be creative as they create their own cartoon/realistic scenes, comic scenes, posters or memes. It does not require a login. Pictures can be uploaded as well. Students can download or share their creations.

In this unit, students apply what they have learned about the research process from Unit 2 to research and write an essay about a freaky frog of their choice as part of their performance task for this module. Students begin this unit by choosing a frog to study and reading informational texts to gather information about their frog and its unique adaptations. Students build on their learning about informational writing from Unit 2 to plan and draft an essay, discussing what makes an essay more complex than a paragraph.
For the mid-unit assessment, students will draft the second proof paragraph to their own essay. Then through mini lessons and peer critique, students will continue to draft, revise, and edit their writing. Finally, in the end of unit assessment, students incorporate teacher and peer feedback to revise their essays on demand. The unit ends with students compiling their writing from across the module to create the final performance task, a book about freaky frogs.
W.3.2, W.3.4, W.3.5, W.3.6, W.3.7, W.3.10, L.3.1d, L.3.1e, L.3.1i, L.3.1j, and L.3.6

Students will read, discuss and write about the novel Wonder by RJ Palacio.

​​​​​​​In this activity, students write an informational piece of writing and read it to their audience on SeeSaw.