First Impressions: Writing, Sensory Language and Enemy Pie
This writing-based unit uses the story Enemy Pie by Derek Munson to challenge students to think critically about perspective and improve their writing skills. Students engage in discussion with their peers to understand first impressions and why writers use sensory language to engage readers. Further, students learn to use text evidence to support conclusions and express these conclusions in a final constructed response.
First Impressions: Writing, Sensory Language and Enemy Pie
This writing-based unit uses the story Enemy Pie by Derek Munson to challenge students to think critically about perspective and improve their writing skills. Students engage in discussion with their peers to understand first impressions and why writers use sensory language to engage readers. Further, students learn to use text evidence to support conclusions and express these conclusions in a final constructed response.
English Arts
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in Standards
1-3 above.)
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.)
With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
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.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
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About the Teacher
Michelle Davis
Kingsland Elementary School
Michelle Davis is currently a 3rd grade teacher at Kingsland Elementary School. She received her Bachelor of Music in Music Education from Valdosta State University and her Master of Education in Educational Technology from Lesley University. Michelle served as a STEM Camp Counselor for two years and currently serves as a mentor teacher for both students and fellow teachers. Her best piece of teaching advice is to remember that learning really is fun. Add some music or a video. Get in touch with your sense of humor. Students will try so much harder if they are having a good time.
