Learning Goals
Learning Goal
Learning Goal #1:
Students will be able to write a
thesis statement and develop
reasons to support their claim.
Learning Goal #2:
Students will be able to show
the changes in their writing
over time through the gained
knowledge of planning,
revision, and editing.
Learning Goal #3:
Students will be able to write
for longer periods of time after
development of an important
idea or thought.
Common Core Alignment Design For
Instruction
Common Core Standards Alignment -Verbal-
Content: Writing Linguist
Grade: 3rd grade -Intrapersonal
Domain: Text Types and Purposes
Cluster: Write opinion pieces on topics or
texts, supporting a point of view with reasons.
Standards: CCSS.ELA-
LITERACY.W.3.1.A, CCSS.ELA-
LITERACY.W.3.1.B
W.3.1.A- Introduce the topic or text they are
writing about, state an opinion, and create an
organizational structure that lists reasons.
W.3.1.B- Provide reasons that support the
opinion.
Common Core Standards Alignment -Verbal-
Content: Writing Linguist
Grade: 3rd grade -Interpersonal
Domain: Production of Distribution and
Writing
Standard: CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and
adults, develop and strengthen writing as
needed by planning, revising, and editing.
(Editing for conventions should demonstrate
command of Language standards 1-3 up to
and including grade 3 here.)
Common Core Standards Alignment -Verbal-
Content: Writing Lingust
Grade: 3rd Grade -Interpersonal
Domain: Range of Writing -Intrapersonal
Standard: CCSS.ELA-LITERACY.W.3.10
Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
 day or two) for a range of discipline-specific
tasks, purposes, and audiences.

Learning Goal #1
Students will be able to write a thesis statement and develop reasons to support their claim.
Throughout the entirety of this unit, students will be able to state their thesis in a brave
and bold manner. This concept is reinforced throughout a variety of lessons and is essential when
writing a persuasive writing piece. A thesis is a brand new term for third graders and when they
learn how to make a bold claim, they then will write their different reasons to help support what
they are trying to say. In the pre-assessments that I obtained only from Mrs. Rileys class
(excluding the neighboring team class), all students were able to state what their claim was, but
were not able to state it in a clear and concise way, or able to back it up with concrete evidence.
Knowing how to write a thesis is incredibly important because it is built upon for the entire
writing piece.
Instructional Strategies
Using the Kagans Multiple Intelligence Structure Survey, I learned that approximately 9
students enjoy working on different types of writing or creative writing activities. Also, about
half of the students enjoy working intrapersonally, meaning they enjoy working by themselves.
During this unit, a goal is for students to write their own thesis statements and to work at
providing reasons to support the thesis. This goal matches the survey for design for instruction
because students will be able to learn new verbal-lingustic skills, as well as working
independently.

Learning Goal #2
Students will be able to show the changes in their writing over time through the gained
knowledge of planning, revision, and editing.
In this unit, and shown in my Teacher Work Sample, are examples of how students are
taught how to set goals for themselves and how to plan, edit and revise to meet those goals.
Students are taught different ways to help plan their writing, whether it being through lists, webs,
work plans, and goal sheets. The format of this unit has the students writing a persuasive speech
for bends one and two, a second persuasive piece for bend three, and a third persuasive piece for
bend four. These writing pieces are intended to help students learn how to plan their writing, how
to revise them to better impact their audience, use powerful examples and details, and lastly, how
to properly be the editors of their own writing. Students still struggle with remembering to use
spelling techniques or proper capitalization, or even punctuation. These learned skills will help
students in all aspects of their academics, not solely writing.
Instructional Strategies
Using the Kagans Multiple Intelligence Structure Survey, I learned that 7 students enjoy
working with a group or partners in school. I think it is great to encourage collaboration and
teamwork when working on an assignment. Students can give each other ideas about language to
use, how best to write something, or what worked for them, that way they can learn new skills
from each other, rather then just the teacher. Students will also be continuing to work on verbal-
linguist skills.

Learning Goal #3
Students will be able to write for longer periods of time after development of an important idea
or thought.
A lot of focus throughout third grade has been working on writing stamina. During this
unit, there are many days where students are expected to write for an hour or longer, and there
are some days where students work on strategizing their work, planning what they want to do,
and editing or revision. This goal is crucial for students to work on because they will see that all
writing time is valuable to their finished product, especially because each specific writing time
has a purpose and a plan to help them. This unit allows for lots of differentiation, as students
write mainly at their own pace, have their goals in mind, and the different lengths of writing
times allows for a variation of instructional times and writing periods.
Instructional Strategies
This goal meets the Kagans Multiple Intelligence Structure Survey because students will
be working on verbal-linguist skills, interpersonal and intrapersonal skills. Depending on the
lesson for the day, students may be working independently or in a group. For all shares, students
come together and talk about different things in their writing, depending on the lesson. Students
will continue to grow their writing skills, and independent, or group skills as well.