3_3_6LA


 * Grade:3 Unit: 3 Week:6 12/17-12/21/12 Content: Language Arts **

In this third six-week unit of third grade, students read biographies about musicians, artist, and inventors of the early twentieth century.
 * Theme: Creative, Inventive, and Notable People **
 * Theme Essential Question: ** How are the words “creative” and “inventive” similar? How are they different?


 * Essential Questions: **
 * How can students apply words such as “creative” and “inventive” to describe artists, musicians, and inventors?
 * How can students learn about conjunctions and use them to create simple, compound, and complex sentences.
 * How can students recite a poem and create an accompanying illustration that captures a poem’s meaning and displays it?


 * Standards **
 * ** RI.3.3: ** Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
 * ** RL.3.1: ** Ask and answer such questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 * ** SL3.1: ** Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) with diverse partners on //grade 3 topics and texts,// building on others’ ideas and expressing their own clearly.
 * ** SL.3.1(a): ** Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * ** W.3.2: ** Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * ** L3.1: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** L.3.1(h): ** Use coordinating and subordinating conjunctions.
 * ** L.3.1(i): ** Produce simple, compound, and complex sentences.


 * Objectives **
 * Students will be able to define and apply words such as “creative” and “inventive” to describe artists, musicians, and inventors.
 * Students will be able to learn about conjunctions and use them to create simple, compound, and complex sentences.
 * Students will be able to record themselves reading a poem.
 * Students will be able to create an accompanying illustration that captures a poem’s meaning and display it on a class Internet page.
 * Students will learn about conjunctions and use them to create simple, compound, and complex sentences. (Focus on coordinating conjunctions weeks 1-3 and subordinating conjunction weeks 4-6.)

  **Key Questions** (match Standard)
 * Assessment **
 * Product **
 * Record students while reading (reciting) student selected poem. Note fluency.
 * Create an illustration to display depicting your view of the selected poem.
 * Using information from research and class discussions, write an essay to tell which person you think is most notable, creative or inventive.
 * ** PRESENT: ** Give students this writing prompt: “Choose a famous person’s biography to read. Write about the person. Be sure to answer the questions //who, where, when, why, what //, and //how // and highlight three to five key events in the person’s life.” Present information in a 5 slide presentation.
 * Create a class “paper museum” using descriptive essays about students’ collections along with a photograph of the collections.
 * Can I demonstrate appropriate reading fluency while reading (reciting) a selected poem?
 * Does my illustration enhance a selected poem?
 * How does using question stems and open-ended questions about a biography help me to create a power point presentation with relevant information?
 * How do I use information from research and class discussions to write an essay to tell which person I think is most notable, creative or inventive?
 * How do I create use my writing and a picture of my collection to create a “paper museum”?


 * Observable Student Behavior **
 * I can select and recite a poem with proper fluency.
 * I can display an illustration that correct reflects the meaning of a selected poem.
 * I can create a short power point presentation (5-7 slides) to share information with the class using question stems and open-ended question about a biography.
 * I can use information from research and class discussions to write an essay to tell which person I think is most notable, creative or inventive.
 * I can create a “paper museum” about my collection.


 * Vocabulary **

  ** Literacy Block  **
 * Biographies
 * Complex sentence
 * Compound sentence
 * Coordinating conjunction
 * Note taking
 * Presentation
 * Research questions
 * Simple sentence
 * Subordinating conjunction
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writing Workshop **
 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)

The poems in this unit show how poets look at the world in a different way. Students should choose one of the poems and then practice reciting it in the way that best exemplifies the meaning of the poem. With a video camera, record the students reading (reciting) poems. Then, have students to create an illustration to display while you play the recording of their poetry reading. For illustrations: http://www.kerpoof.com/#/activity/draw Links to poems: @http://www.turnoffyourtv.com/poemsessays/jimmyjet.html @http://www.poetryfoundation.org/poem/176368 Read //The Pot That Juan Built// and use the following link for activities and resources. @http://www.leeandlow.com/p/juan_tg.mhtml **(E/C, S, IC) (NL, R/R)** Read __Rocks in His Head__. Brainstorm different kinds of collections that students are aware of. Discuss the specific collections that students have. Challenge students to describe their collection using vivid details. Students should also explain how they began their collection, who helps to support the collection, where it is housed, why it is important to them, etc. Encourage the use of simple, compound and complex sentences as this paper is taken through the writing process.
 * Activities ** [see Legend to highlight MCO and HYS]
 * Poems **
 * “Jimmy Jet and his TV Set” (Shel Silverstein)
 * “Paper I” (Carl Sandburg) (EA)
 * “Paper II” (Carl Sandburg) (EA)
 * “The Folk Who Live in Backward Town” (Mary Ann Hoberman)
 * // No One Saw: Ordinary Things Through the Eyes of an Artist // (Bob Raczka) (Read Aloud)
 * // The Pot That Juan Built // (Nancy Andrews-Goebel and David Diaz) (Read Aloud)

Read __The Museum Book: A Guide to Strange and Wonderful Collections.__ As a class, brainstorm which type of museum would best house their collections. Discuss the words “gallery and gallaries”. Create a class “paper museum” that displays their descriptive essays about their collections along with a photograph of the collections. Separate collections into different galleries based on similarities.

Give the students this prompt: “You began this unit with a discussion about three words: //creative, inventive//, and //notable//. Choose the person from this unit that you believe to be the most creative, inventive, and notable. Write about the person you chose, and give reasons why you believe they are creative, inventive, and notable.” (W.3.1, L.3.2) Following this research, a class could present a “Wax Museum,” where each student dresses as their assigned person and tells about her/his life for family members or the remaining student body. (SL.3.1a, RI.3.3, W.3.2, L.3.1)

SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION. ** L.3.1(h): ** Use coordinating and subordinating conjunctions. ** L.3.1(i): ** Produce simple, compound, and complex sentences.
 * Grammar Skill ** :


 * Homework **


 * Terminology **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers  ||
 * ** Multicultural Concepts **

Effective Literacy for Grades 2- 4 Professional Texts for 2011-2013
 * Resources **
 * Professional Texts **
 * // Bringing Words to Life // by Beck et al (9781572307537)
 * // Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)
 * // Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)
 * // Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)
 * // Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //
 * // Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)
 * // Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * // The Fluent Reader // by Rasinski (9780439332088)
 * // The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)
 * // Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)

** Stories **
 * Literary Texts **
 * Poems **
 * “Jimmy Jet and his TV Set” (Shel Silverstein)
 * “Paper I” (Carl Sandburg) (EA)
 * “Paper II” (Carl Sandburg) (EA)
 * “The Folk Who Live in Backward Town” (Mary Ann Hoberman)
 * // No One Saw: Ordinary Things Through the Eyes of an Artist // (Bob Raczka) (Read Aloud)
 * // The Pot That Juan Built // (Nancy Andrews-Goebel and David Diaz) (Read Aloud)
 * // Emma’s Rug // (Allen Say) (EA)
 * // Rocks in His Head // (Carol Otis Hurst and James Stevenson)
 * // The Sign Painter // (Allen Say) (E) (Read Aloud)


 * Informational Texts **
 * Nonfiction Books **
 * // Ah, Music! // (Aliki) (E) (Read Aloud)
 * // Alexander Graham Bell: Inventor of the Telephone // (//TIME for Kids// Biographies) (Editors of //TIME For Kids// with John Micklos, Jr.)
 * // Amelia and Eleanor Go For a Ride // (Pam Munoz Ryan and Brian Selznick)
 * // Ella Fitzgerald: The Tale of a Vocal Virtuoso // (Andrea Davis Pinkneyand Brian Pinkney)
 * // Fantastic! Wow! And Unreal!: A Book About Interjections and Conjunctions // (Ruth Heller) (Read Aloud)
 * // Henry Ford: Putting the World on Wheels // (//TIME for Kids// Biographies) (Editors of //TIME For Kids// with Dina El Nabli)
 * // Here’s Looking at Me: How Artists See Themselves // (Bob Raczka) (Read Aloud)
 * // Hidden Worlds: Looking Through a Scientist’s Microscope // (Stephen Kramer and Dennis Kunkel) (Read Aloud)
 * // Hooray for Inventors! // (Marcia Williams)
 * // Inventing the Future: A Photobiography of Thomas Alva Edison // (Marfe Ferguson Delano and Jennifer Emmett) (Read Aloud)
 * // My Name is Georgia: A Portrait // (Jeanette Winter)
 * // Paul Gauguin // (Getting to Know the World’s Greatest Artists) (Mike Venezia) (Read Aloud)
 * // Picasso and the Girl with a Ponytail // (Laurence Anholt)
 * // The Museum Book: A Guide to Strange and Wonderful Collections // (Jan Mark and Richard Holland) (E) (Read Aloud)
 * // The Yellow House: Vincent van Gogh and Paul Gauguin Side by Side // (Susan Goldman Rubin)
 * // Thomas Edison: A Brilliant Inventor // (//TIME For Kids// Biographies) (Editors of //TIME For Kids// with Lisa DeMauro)
 * // To Fly: The Story of the Wright Brothers // (Wendie Old and Robert Andrew Parker) (Read Aloud)
 * // Van Gogh // (Getting to Know the World’s Greatest Artists) (Mike Venezia) (Read Aloud)
 * // Vincent van Gogh: Sunflowers and Swirly Stars // (Brad Bucks and Joan Holub)
 * // When Marian Sang: The True Recital of Marian Anderson // (Pam Munoz Ryan and Brian Selznick)


 * Art, Music, and Media **


 * Art **
 * Alice Neel, // Faith Ringgold // (1976)
 * Andy Warhol, // Self-Portrait // (1967)
 * Arnold Newman, // Igor Stravinsky // (1946)
 * Artist Unknown, // Helen Keller with Anne Sullivan // (1888)
 * Edoardo Gelli, // The Last Portrait of Mark Twain // (1904)
 * Pablo Picasso, // Gertrude Stein // (1906)
 * Paul Gauguin, // Self-Portrait // (1889)
 * Richard Avedon, // Marian Anderson, Contralto, New York // (1955)
 * Vincent van Gogh, // Self Portrait // (1887-1888)
 * Winold Reiss, // Portrait of Langston Hughes // (no date)
 * World-Telegram staff photographer, // [|Louis Armstrong] // (1953)


 * Manipulatives **

@http://www.englishmedialab.com/GrammarGames/wheel/conjunctions_wheel.html @http://eslkidsworld.com/Interactive%20games/Grammar%20Games/Conjunctions/conjunctions%20game.html
 * Games **
 * Conjunctions - Interactive @http://www.funenglishgames.com/grammargames/conjunction.html
 * Complex Sentences @http://www.harcourtschool.com/activity/complex_sentence/index.html
 * Simple and Compound Sentences @http://www.harcourtschool.com/activity/sentence_power/index.html
 * Sentence Structure (simple, compound, and complex) @http://www.quia.com/rr/126726.html


 * Videos **
 * Conjunctions @http://www.teachertube.com/viewVideo.php?video_id=159879
 * Sentence Structure (Simple, compound, and complex sentences) @http://www.teachertube.com/viewVideo.php?video_id=125046&title=Sentence_Structure
 * Inventors and Inventions @http://www.teachertube.com/viewVideo.php?video_id=196343&title=Inventors_and_Inventions_Song
 * This video also contains a PDF Teacher’s Guide. @http://player.discoveryeducation.com/index.cfm?guidAssetId=C11B68E9-F5FC-48D0-85ED-DC8F21544385&blnFromSearch=1&productcode=US
 * Characteristics of Inventors @http://player.discoveryeducation.com/index.cfm?guidAssetId=9352FC5F-6AB5-44C2-BDE3-2DF9C60AC303&blnFromSearch=1&productcode=US
 * What Would Life Be Like Without Inventions? @http://player.discoveryeducation.com/index.cfm?guidAssetId=9352FC5F-6AB5-44C2-BDE3-2DF9C60AC303&blnFromSearch=1&productcode=US

FRY LIST @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.htm The expectation for third grade is for students to learn the first 400 words by the end of the year.
 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **
 * Asking and Answering Questions (QAR) @http://exchange.smarttech.com/details.html?id=1d79dfb6-3328-435d-8315-48ef1b1c2c87
 * Conjunctions @http://exchange.smarttech.com/details.html?id=6ed544c9-7c41-497b-9d6f-009557c06017
 * Simple and Compound Sentences @http://exchange.smarttech.com/details.html?id=9b3a8b56-69ea-4726-89c0-c4b38e894d2e
 * Clauses and Complex Sentences @http://exchange.smarttech.com/search.html?q=complex+sentences&subject=English+Language+Arts&grade=Grade+1&grade=Grade+2&grade=Grade+3&grade=Grade+4&region=en_US
 * Opinion Writing @http://exchange.smarttech.com/details.html?id=fc35e009-7eb4-45b8-8b7f-304d58896bd4
 * Artists @http://exchange.smarttech.com/details.html?id=fe06b2b7-91d8-4f50-82dd-dcd95285fbbe
 * Inventors @http://exchange.smarttech.com/details.html?id=1130846c-f385-4521-9c37-df38943249a1
 * What Is An Invention? @http://exchange.smarttech.com/details.html?id=e735cb29-a6f8-4171-9a79-a692b6103557
 * Great Inventors (SB)
 * Inventors and Inventions (SB)


 * Other Activities, etc. **

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