Writing with Purpose

Grade: 3rd

Duration: 30 minutes

Class Size: 19 students

Subject: English Language Arts (ELA)

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Learning Objective

• I can introduce a topic clearly and group related information together in my writing.
• I can add illustrations to help explain my writing to others.

Common Core State Standard Alignment

• CCSS.ELA-LITERACY.W.3.2.A: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

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Success Criteria

• I have introduced my topic in a clear sentence.
• I have grouped related facts and ideas together in my writing.
• My illustrations help explain the information I wrote.
• I can share my writing and illustrations with my classmates.

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Materials Needed

• Chart paper and markers
• Writing paper and pencils
• Colored pencils or crayons
• Dyslexia-friendly fonts printed on handouts (OpenDyslexic or similar) for sample texts
• Example paragraph introducing a topic with grouped information
• Picture cards related to sample topics (animals, weather, community helpers)

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Lesson Outline

1. Introduction (5 minutes)

• Engage students with “I can” statement:
  "Today, I can write about a topic by grouping facts and adding pictures that help others understand."
• Show a completed example on chart paper: Introduction sentence + grouped facts + illustrations.
• Ask students what helps them understand writing better—listen for answers like pictures, clear facts, or headings.

2. Mini-lesson & Guided Practice (10 minutes)

• Model grouping related facts about a topic (e.g., "Dogs") aloud:
  • Topic sentence: “Dogs are helpful pets.”
  • Group facts about how dogs help (guide dogs, police dogs).
  • Group facts about what dogs eat and how they play.
• Add simple illustrations for each group on chart paper.
• Invite students to suggest facts and help place them in groups. Illustrate with student input.
• Show dyslexia-friendly text samples to demonstrate reading ease.

3. Independent Writing & Illustration (10 minutes)

• Students choose a topic from picture cards or one they know (e.g., “My favorite animal,” “Our community helpers”).
• Write a topic sentence and group 2-3 related facts below it.
• Draw illustrations to match each group of information.
• Teacher circulates for support, reminding students about grouping and drawing.

4. Sharing & Reflection (5 minutes)

• Pair students to share their writing and illustrations.
• Ask each child to say their topic sentence and one group of facts.
• Reflect with class:
  • What made the writing easier to understand? (Look for answers about grouping and pictures.)
  • How do drawings help explain ideas?

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Differentiation Strategies

• For struggling writers: Provide sentence starters and a graphic organizer with boxes to group facts visually before writing.
• For students with dyslexia: Use dyslexia-friendly handouts and allow oral dictation or scribe support.
• For English learners: Provide picture word banks and work with visual aids to link vocabulary with concepts.

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Extension Activities

• Advanced students write a short paragraph adding a conclusion sentence summarizing their topic.
• Create a “Topic Book” with multiple pages, each focusing on different groups of facts with illustrations.
• Use digital drawing tools or apps to create their illustrations.

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Assessment

• Observe student ability to write an introductory sentence and group related information.
• Check for inclusion of relevant illustrations supporting the text.
• Use informal peer feedback during sharing to assess comprehension.

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This lesson combines clear, engaging instruction with art and peer interaction to reinforce grouping information and using illustrations, directly meeting the CCSS.ELA-LITERACY.W.3.2.A standard. It supports diverse learning needs and encourages creativity, widening student access to structured writing skills.