[ANSWER] GRADE 3 ELA – MINI-UNIT PLAN 1 GRADE THREE ENGLISH LANGUAGE ARTS MINI-UNIT PLAN

- Identify the 

problem and 

solution of a story

WEEK TWO

Timeline &  

Topics

Desired Results

Instructional  

Strategy/ELA Strands

Acceptable Evidence

Learning Experiences

Materials

Days:

6-8

Topic:

Pre-writing and  Drafting

Students will know:

- Components of a  narrative

Students will 

understand:

- The steps 

involved in 

writing (pre

writing, drafting, 

revising)

Students will be able to: - Practice pre

writing by 

brainstorming 

ideas 

- Apply their 

knowledge on the 

components of a 

narrative into 

their writing

- Share and 

compare their 

ideas with peers

Instructional Strategy: - Direct Instruction – Explicit Teaching; 

Assigned 

Questions; 

Modelling 

(thinking out loud)

- Interactive 

Instruction –

Anchor Charts; 

Discussions; 

- Independent Study –

Worksheets/Assign

ed Questions; 

Brainstorming; 

Creative Writing

ELA Strands:

- Reading

- Writing

- Representing 

- Speaking

- Listening

Students will 

brainstorm their ideas  onto worksheets 

provided. 

Brainstorming activity  will be pre-writing for  students’ first draft of  their own short story.

Students will begin  the first draft of their  story. 

Assessment:

Formative –

Discussion/Revisiting  prior lessons; Observe  students at work

1) Revisit the 

components of a 

narrative. Use anchor  charts as a visual guide. 2) Introduce the steps  involved in writing 

(pre-writing, drafting,  revisiting). Create an  anchor chart that 

highlights each step. 3) Students will begin  pre-writing by 

completing worksheets  provided.

4) Students will share  their ideas orally with a peer.

4) Using the pre-writing  worksheets as a guide,  students will plot their  story and begin writing.

Components of a 

narrative anchor 

charts

Anchor chart and  markers (for writing  steps)

Pre-writing 

worksheets

- Begin drafting 

their own short 

story

WEEK THREE

Timeline &  

Topics

Desired Results

Instructional  

Strategy/ELA Strands

Acceptable Evidence

Learning Experiences

Materials

Days:

9-15

Topics:

Drafting and 

Revising

Sharing

Students will know:

- Components of a  narrative

- Steps of the 

writing process

Students will 

understand:

- How to revise 

their work

- The steps that go  into publishing 

literature

Students will be able to: - Revise their 

written work

- Peer edit each 

other’s writing

- Complete a final 

draft of a written 

short story (at 

least 1 page) that 

includes all the 

components of a 

narrative

Instructional Strategy: - Direct Instruction – Explicit Teaching; 

Assigned 

Questions

- Interactive 

Instruction –

Anchor Charts; 

Discussions

- Independent Study  – Reading; 

Worksheets/Assign

ed Questions

- Experiential – Visit  from Expert 

ELA Strands:

- Reading

- Writing

- Speaking

- Listening

- Viewing

- Representing

Students will 

complete writing a  rough draft of a short  story.

Students will revise  and edit their rough  draft with the help of  feedback provided (by  peers and teacher).

Students will 

complete a final draft  of their short story, as  well as a 

corresponding picture.

Students will share  their final drafts with  their peers.

Assessment:

Formative – Observe  students at work; 

Collect completed 

rough drafts for

1) Students will 

complete their rough  drafts.

2) Introduce how to edit  writing – checking for  grammar and spelling  errors, finding 

synonyms or adjectives  to enhance writing, etc.  – Refer to writing steps  anchor chart for 

support.

3) Students will meet a  local 

editor/publisher/author  to learn more about the  publishing process.

4) Students will 

complete the final draft  of their story. 

5) Students will share  their stories with peers. 6) Students’ final pieces  will be displayed above  shelves of classroom  library for sharing.

Writing steps anchor  chart from week 2

Expert visitor (local  editor, publisher, or  author)

Sheets to transfer  final draft of story

- Draw a picture 

that corresponds 

to their story

- Share their 

completed story

revising; Collect final  drafts of stories

Short Story Evaluation

Student Name: __________________________ Date: ______________________

Setting

□ Setting is unclear

□ Limited description

□ Setting is clear

□ Uses adjectives and sensory  details to describe setting

Characters

□ Protagonist/antagonist is  missing

□ Characteristics of 

characters are not 

described

□ Protagonist and antagonist  are easily identified

□ Uses adjectives to describe  both internal and external 

characteristics

Problem &  Solution

□ There is no problem or  solution

□ Does not support 

problem and solution 

with details

□ Uses various nouns, verbs,  adjectives, and adverbs to 

explain the problem and 

solution in detail

Quality of  Writing

□ Some steps are missing in  pre-writing 

□ Grammatical or spelling  errors are present

□ Follows each of the pre

writing steps

□ Little to no grammatical or  spelling errors

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