Lessons & Units

Voice 3rd Grade Unit


Lesson 1 Words and Phrases that Support the Author’s Voice Give examples of words and phrases that support the author’s voice in a poem.
Lesson 2 Comparing Author’s Voice Compare and contrast words and phrases in poems with different voices.

Unit Extension Ideas

  • Students should identify an author’s voice, or tone in fiction books and poems in literature groups and independent reading. (See UEE's suggested book list for books that have a strong voice.)
  • Have students practice reading poems with different tones aloud. For example, have students read a spooky poem aloud. Discuss with the class how their voice reflects the voice of the author.
  • During an author study, have students discuss the tone of an author throughout several books.
  • Have students write book reviews that describe the author’s voice and why a reader may or may not want to read this book. Students should reference key words and phrase choices that support their description of the author’s voice.
  • Students can compare and contrast the tone of different genres such as mystery, fantasy or science fiction.
  • Develop a list of words that describe the tone of several articles or stories that students read in literature groups and write the words on sentence strips. Have students read the articles or stories and match the sentence strips to the correct work.
  • Read traditional and fractured versions of fairy tales and have students compare and contrast the tone of each. Examples of fractured fairy tales include The True Story of the Three Little Pigs by Jon Scieszka, Kate and the Beanstalk by Mary Pope Osborne and Cinder Edna by Ellen B. Jackson.
  • Encourage students to write a poem with a distinct voice. Then, have students trade poems and underline the words and phrases that support their voice or tone.
  • Have students write a paragraph on the same subject in two different tones or voices.  Discuss what was similar and different between the two paragraphs.
  • Tell students a story and have them determine the tone and discuss how they determined it.
  • Have students discuss tone in their stories and help them revise by adding details that support the tone and deleting details that do not.
  • Discuss the tone of the Concepts of Comprehension Reading Passages and textual analysis passages. Have students provide evidence from the text to support their thoughts on tone. They can underline or highlight the parts of the passage that provide evidence to support the tone.

More Books for Teaching Voice

Mrs. Katz and Tush
The True Story of the Three Little Pigs
More Stories Julian Tells
Amber Brown is Not a Crayon

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looking forward to getting new ideas for implementing the common core