Writing Unit Plan

Grade: 3 Unit: Writing - Inferring Unit Dates: March 6 - April 11 Teacher: Miss. Leys

Overview: The unit on inferring is used to teach students how to collect information from a story or a picture that is not
explicitly told to the readers. The point of using comics to teach inferring to the students is because comics do not use a
lot of text and heavily rely on the picture provided for the reader to gather important information from. Using comic books
provides students with a different way to infer then the way that they had previously learned with story books. Students
will then be given the opportunity to draw and write their own comics and write their own inferring.

Learning Outcomes
General Learning Outcome:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences
2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print
and other media texts
3. Students will listen, speak, read, write, view and represent to manage ideas and information
4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others
Specific Learning Outcomes:
● 1.1 - connect prior knowledge and personal experiences with new ideas and information in oral, print and other media texts
● 1.1 - choose appropriate forms of oral, print and other media texts for communication and sharing ideas with others
● 1.2 - ask for the ideas and observations of others to explore and clarify personal understanding
● 1.2 - experiment with arranging and recording ideas and information in a variety of ways
● 2.1 - identify the main idea or topic and supporting details in simple narrative and expository passages
● 2.2 - choose a variety of oral, print or other media tests for shared and independent listening
● 2.2 - make inferences about a character’s actions or feelings
● 2.3 - identify distinguishing features of a variety of oral, print and other media texts
● 2.3 - recognize examples of repeated humor, sound and poetic effects that contribute to audience enjoyment
● 2.4 - experiment with ways of generating and organizing ideas prior to repeating oral, print and other media texts
● 3.3 - organize ideas and information, using a variety of strategies, such as clutingering, categorizing and sequencing
● 4.1 - edit for complete and incomplete sentences
● 4.1 - choose words, language patterns, illustration or sounds to add detail and crate desired effects in oral, print and other
media texts
● 4.2 - use adjectives and adverbs to add interest and detail to own writing
Key Teachings and Learning Activities:
● Each SLO is discussed and focused on during the classes
● Class Discussion helps further students understanding and discuss new terms or review terms that they have learned
already
● Mini Lessons presents students with new information in a smaller instance and then allows students to go right back to
writing
● Worksheets: allows students to physically do some examples of the information themselves then apply it to their writing
● Fill in the Blank Comic Strips: students are able to complete the dialogue for a comic strip and understand how a comic strip
is written without having to worry about the pictures or developing their own storyline yet
● Planning Guide: allows students to plan their writing before starting and have a basis of where to start their writing
● Writing their own Comic Strip: students are able to use their own ideas to complete a comic strip and create their own
drawings and storyline. Students able to show their understanding of inferring throughout the comic strip

Resources: Planning for Diversity: Assessment and Evaluation:

Jenny’s Resources While determine which students need to Class Discussion
Various Books and Comics compete entire worksheet and who needs Observation
Various Websites to complete only some of it. Will be Worksheets
Grade 3 Writing Guide determined depending on their Mini Lessons
comprehension or ability. Planning Guide
Focus and monitor students who are Fill in the Blank Comic Strips
struggling. Encourage or provide extra help Writing their own Comic Strip
when needed.
Some students will need to be guided more
or entirely do less work.
Following the Support to Independence
Model.

SLO Teaching and Learning Activities Resources Materials Assessment and

Evaluation (Formative
and Summative)

1.1 Writing Captions: Grade 3 Writing Pictures for Class Discussion

1.2 ● Explain that we can infer in any situation, Guide Captions Observation
2.2 it does not just have to be when we are Jenny’s Resources Booklet with Booklet with pictures for
reading a book or looking at stories in a Various Websites pictures writing captions
book. Smartboard
● Explain that we are going to be looking at
pictures and we need to infer what is
happening in the picture by just looking at
it. There is no text telling us what is
happening, we must only look at the
picture.
○ Explain that what we infer is not
always the correct answer but
instead it is what we ‘think’ is
happening in the picture.
● Display one picture at a time on the
smartboard. For the first one or two I will
say what I think is going on in the picture
and write a caption for it.
● For the next four or five pictures have the
students raise their hands and they can
decide what they think is going on in the
picture and will write a caption of it
○ They will probably need help
writing a caption at first
● Hand out a small booklet with more
images that the students can write
captions in. Explain that they will be
writing their own captions of what they
are inferring about the picture.
○ Do the first one in the booklet with
them so that they know where to
write and to give them another
example.
● Go over the captions that the students
made as a class to see what they wrote
1.1 Introduction to Comics: Grade 3 Writing Books/Comi Class Discussion
1.2 ● Bring students to the carpet Guide cs - ‘Chalk’ Observation
2.2 ● Explain that we are still going to be Jenny’s Resources and
talking about inferring but instead of Various Websites ‘Snappsy
looking at regular story books, we are Story the Alligator’
going to be looking at books/stories or Books/Comics and ‘ Calvin
comics with very little text or no text at all and
● The way that we are going to be doing Hobbes’
most of our inferring is by looking at the Smartboard
pictures and taking information from
them. Some of this information is not said
to us, we just have to look at the picture
to find it.
● Have two story books picked out to read
the class to infer with them (Chalk,
Snappsy the Alligator)
○ Read the book before hand and
have sticky notes on pages or
sections that I want to emphasize
and infer on.
○ During this time I will be pointing
out items that are inferring.
● Have students go back to their desks and
direct their attention to the smartboard.
● On the Smartboard is Calvin and Hobbes
comics. These comics have little to no
text throughout the story. In order to
understand what is going on in the story
the students must infer
● Go through all of the comics with the
students and write down their ideas and
thoughts of what is going on in the story.

1.1 ‘We’ - Fill in the Blank Comics Grade 3 Writing Smartboard Class Discussion
2.2 ● I will provide a few different fill in the Guide Blank Observation
blank comics that I will do and then we Jenny’s Resources Comic Fill in the Blank Comic
 will also do as a class. Various Websites Strips Strip
● Display a blank comic strip up on the
smartboard to show the class what one
looks like
● Explain that in order for our words to go
along with what is going on during the
story they must look at the pictures and
infer information that will go along with it
● Explain that I will be filling in the blank on
this comic strip
○ I will have a comic strip pre written
and ready to show the students
before I start the class.
● Once I am finished writing the first one
myself, I will do one with the students
(shared).
● I will display another blank comic strip (fill
in the blank) and the students will help
me write the words for these comics.
○ Remind students about word
choice when they are deciding on
what they want each character to
say or what they want me to write
● Guide students at times if they are
struggling with what is happening next
● Once, as a class, we have successfully
filled in the blank spots on the comics,
hand out the same blank comic strip and
have the students copy what we wrote.
● Remind them to write small as there is
not a lot of space.

1.1 ‘They’ - Fill in the Blank Comics Grade 3 Writing Fill in the Class Discussion
2.2 ● Send students to the carpet. Guide Blank Observation
● Review with students that we wrote a fill Jenny’s Resources Comic Fill in the Blank Comic
in the blank comic together last week and Various Websites Strips Strips
 now it is there turn to do their own fill in
the blank comic strips.
● Provide a few different options for them to
choose from. Remind them that the
sequence or the order of the story must
make sense.
● To write a good comic you must conclude
or have an ending to the comic. You
cannot end your comic in the middle of a
storyline. There must be some sort of
conclusion to the comic.
● Show the different types of fill in the blank
comic strips that they can choose from.
Explain that they must complete one
blank comic strip and edit it, have one of
the teachers look at it and then you may
grab another fill in the blank comic strip to
do.
● Remind them that it is ok if they only
complete one fill in the blank, and they
will have another chance to do it the next
day as well.

1.2 Planning our Comics Grade 3 Writing Smartboard Class Discussion

2.1 ● Have students go to the carpet Guide Chart Paper Observation
2.2 ● Explain that before writing a story or a Jenny’s Resources Organizer Sequencing Photos
2.4 comic you must create a plan as to how Various Websites
3.3 you want your story to progress.
● In a comic there is not a lot of space to
write a long story, nor should you be. We
want to write shorter comics, so there is
not a lot to plan. But you also have to
very carefully plan so then your story
makes sense and is to the point.
○ We do not have the space to write
a huge detailed paragraph,
 instead we write one sentence
and get right to the point of the
sentence
● Bring out an organizer to show the
students and explain that eventually they
will get one of these to plan their comics
as well.
● Step one is to decide who I want to be in
the comic and where I want my comics to
take place
● Step two is decide what is going to
happen in the comic. There does not
have to be a problem in the comic but
instead it can be a little story or a funny
joke.
● While you are planning what is going to
happen in the story it is important to think
about how many comic squares that I am
going to need. Some comics are very
short and only need one square or some
can be fairly long.
○ I want our comics to be 4-6 comic
squares long.
● I will have a comic that I am making
planned out and will explain my planning
to the class.
● After walking the class through my
planning I will explain that I want them to
fill out their own planner.
● Dismiss the students to their seats and
spend the rest of the class with the
students working on their planners.

2.2 I Write a Comic: Grade 3 Writing Planning Class Discussion

2.3 ● Send the students to the carpet. Guide Guide Observation
2.4 ● Explain to the class that now that I am Jenny’s Resources Chart Paper Planning Guides
3.3 done my planning for my comic I need to Various Websites
4.1 make a rough copy of what I want my
comic to look like.
● I am going to have my planner beside me
while I draw my rough copy of my comic
for the class.
● For the majority of the class I am going to
walk the students through how I am
planning on drawing my comic and
following my planning guide.
● If students start getting ancy I will pause
for a movement break and then continue.
● I want to show the class my thinking as I
am creating my comic.
● After I had completed my rough draft of
my comic, I will dismiss the class back to
their seats
● For the remainder of the class I will have
the students finished their planners for
their own comics

2.2 Writing Your Own Comic Grade 3 Writing Smartboard Class Discussion
2.3 Speech Bubbles/Action Words - mini lesson Guide Action Observation
2.4 ● Keep students at their desks Jenny’s Resources words Planning Guides
3.3 ● Ask how many of them have read comics Various Websites website Writing their own comic
4.1 before, do you notice any special words Speech Speech bubble labeling
or font that is used to emphasize bubbles
something? Planning
● Show examples of comic book action guides
words to the students and explain that
these words are emphasizing the action
that just happened. But sometimes they
can just be for emphasizing sounds.
Instead of have to read it in the sentence,
you can read the one describing word
and know what is going on.
 ○ https://www.cbr.com/the-15-most-
iconic-comic-book-sound-effects/
● Show students these examples and point
out the action or sound words to describe
what is happening in the scene.
● Next, ask how do you know if someone is
talking, shouting, whispering or thinking
something?
● Explain that there are different speech
bubbles for the different things that you
are saying or thinking.
● Display the speech bubbles on the
smartboard and ask what they think they
mean. Then explain the meaning of each
of them and have them give me
examples of what should be written in
them
● After this mini lesson allow them to either
continue their planning guide or start
creating their comic.
● This will be for the remainder of the
lesson

2.2 Writing Their Own Comic Grade 3 Writing Planning Class Discussion
2.3 ● For the remainder of the unit students will Guide Guide Observation
4.1 be writing their own comic. Completing a Jenny’s Resources Blank Writing their own comic
planning guide, draft copy and final copy Various Websites Comic strip
of their comic Strips
● More mini lesson may occur depending Black Fine
on the students planning and writing Tip Pen
process. If I see that they need a
reminder of anything or need to learn
something new then I will take time to do
so.
● Explain that once the draft of their comic
is finish they need to edit it, show a
 teacher and get it approved and then
start writing their final copy.
● On their final copy, explain that I want
their neatest and best work for their
drawings, and writing style.
● Once they have completed the story they
may outline their pictures of speech
bubbles in fine tip black pen