3_6_2LA


 * Grade: 3Unit: 6 Week: 2** **Content: ELA Dates: 4/15-4/19**


 * Theme ****:****Fantastic Adventures with Dragons, Gods, and Giants **
 * In this sixth six-week unit of third grade, students read fantasies, adventure poetry, mythology, and informational texts about ancient Greece and ancient Rome. **
 * Theme Essential Question **** : ****Why is it important to know mythology? **


 * Essential Questions: **
 * How can reading grade level text independently and proficiently lead to comprehension of literature?
 * How can use an audio recording of a poem to demonstrate fluency adding visual details to emphasize details?
 * What makes __My Father’s Dragon__ a modern day myth?

** RI.3.10: ** By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. ** RL.3.10: ** By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. ** RF.3.4: ** Read with sufficient accuracy and fluency to support comprehension. ** RF.3.4(c): ** Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ** RL.3.6: ** Distinguish their own point of view from that of the narrator or those of the characters. ** RL.3.2: ** Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ** SL.3.5: ** Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
 * Standards **


 * Objectives **
 * Students will be able to read and comprehend grade level literature.
 * Students will create a multimedia project and an audio recording of the poem “Custard the Dragon”.
 * Students will be able to use research and details from the book, __My Father’s Dragon__ to create a lap book.
 * Students will be able to identify mythical characteristics.
 * Students will be able to independently read books in the grade 2 through 3 stretch text range with fluency and comprehension.


 * Assessment **
 * 1) ** Product: **
 * Students will create a lap book using information gathered through research and the book __My Father’s Dragon__.
 * 1) ** Project: **
 * Students will create a multimedia project using illustrations and recording of a selected poem.
 * 1) ** Key Questions ** :
 * Can I read and understand grade level literature?
 * Can I research and gather information to create a lap book?
 * Can I fluently read and illustrate a selected poem?
 * Can I create a multimedia project using illustrations and recording of a selected poem?


 * 1) ** Observable Student Behaviors (Performance) **
 * I can identify mythical characteristics.
 * I can explain the cultural significance of dragons in various cultures.
 * I can create a multimedia presentation using “Custard the Dragon”.


 * Vocabulary **
 * ** ELA ** || || ||
 * * Fantasy
 * Myth
 * Mythology
 * Narrative poem
 * Summary ||  ||   ||


 * Literacy Block **
 * 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)


 * Suggested Activities ** [see Legend to highlight MCO and HYS]

// A myth is a story with a purpose. It tries to explain the way the world is. Myths also try to explain the relationship between gods and humans. Even though the events in a myth are usually impossible, they try to send a message that has an important social or religious meaning. People have always tried to figure out common questions like who made the universe or questions like what causes a storm. For early people, myths were like science because they explained how things worked. They also explained other questions that are now answered through modern science. //

As students read the book //__My Father’s Dragon __// by Ruth Stiles Gannett and Ruth Chrisman Gannett, focus on how each chapter builds on the last to tell the story. As students finish each chapter, have them to create a lap book to retell the story (made from 2 file folders). Here’s an example of a lap book []. Each part of the lap book has a comprehension question or research question for students to answer. (RL.3.10, RF.3.4c, L.3.1, L.3.2, L.3.3)

Ask the question “Where did the concept of dragons originate? What countries or cultures do we find early use of dragons in tales and legends? Begin to research which cultures use [|dragons] as a symbol in shared reading and continue through independent research. Bring research back together as you compare and contrast the dragons found in the various cultures (Chinese, Nor Smith, Celtic, British, French, German, etc). Have students take that information and record the cultural significance of the dragons in Culture/Dragon Graphic Organizer.

Have students choose an animal listed in the book “My Father’s Dragon” and research its characteristics, habitats, diet, and interesting facts. Take notes on research, categorize information, and write an informative/explanatory piece telling about their chosen animal, citing facts from the texts, digital and print, and providing a concluding statement.

Read aloud the poem “Custard the Dragon”. Divide class and let each group act out the poem while the other group choral reads. Then, each student should illustrate each stanza of the poem. Students will add their voice recording of “Custard the Dragon” to a power point of their illustrations. Allow students to share their presentations with students in lower grades. (E/C, I/M, S) (SN, RR, NL, CL, CQO)


 * Grammar Skills: **
 * ******SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.****** **


 * Homework **


 * Terminology for Teachers **

** 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 **


 * Resources **
 * Professional Texts **

** Effective Literacy for Grades 2- 4 ** ** Professional Texts for 2011-2013 ** (ISBN#)

// 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)

**Literary Texts**

**Poems **
** Stories **
 * “The Tale of Custard the Dragon” (Ogden Nash) (Read Aloud)
 * “A Dragon’s Lament” (Jack Prelutsky)
 * “Adventures of Isabel” (Ogden Nash)
 * “Life Doesn’t Frighten Me At All” (Maya Angelou)
 * “The Dragons are Singing Tonight” (Jack Prelutsky)
 * //Classic Myths to Read Aloud: The Great Stories of Greek and Roman Mythology // (William F. Russell) (Read Aloud)
 * //D’Aulaires’ Book of Greek Myths // (Ingri and Edgar Parin d’Aulaire) (Read Aloud)
 * //Favorite Greek Myths // (Mary Pope Osborne and Troy Howell) (Read Aloud)
 * //Greek Myths for Young Children // (Heather Amery and Linda Edwards) (Read Aloud)
 * //The Gods and Goddesses of Olympus // (Aliki) (Read Aloud)
 * //The Orchard Book of Roman Myths // (Geraldine McCaughrean and Emma Chichester) (Read Aloud)
 * //Ancient Greece // (DK Eyewitness Books) (Anne Pearson) (Read Aloud)
 * //Ancient Greece and the Olympics: A Nonfiction Companion to Hour of the Olympics // (Magic Tree House Research Guide 10) (Mary Pope Osborne, Natalie Pope Boyce, and Sal Murdocca) (EA)
 * //Ancient Rome // (DK Eyewitness Books) (Simon James) (Read Aloud)
 * //Ancient Rome and Pompeii: A Nonfiction Companion to Vacation Under the Volcano // (Magic Tree House Research Guide 14) (Mary Pope Osborne, Natalie Pope Boyce, and Sal Murdocca) (EA)
 * //Boy, Were We Wrong About Dinosaurs! // (Kathleen V. Kudlinski and S.D. Schindler) (E)
 * //I Wonder Why Greeks Built Temples and Other Questions About Ancient Greece // (Fiona MacDonald) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">If I Were a Kid in Ancient Greece // (Ken Sheldon, ed.)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">If I Were a Kid in Ancient Greece: Children of the Ancient World // (Ken Sheldon, ed.) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">If I Were a Kid in Ancient Rome: Children of the Ancient World // (Ken Sheldon, ed.) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Rome: In Spectaclar Cross Section // (Andrew Solway and Stephen Biesty)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Science in Ancient Rome // (Jacqueline L. Harris) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Tools of the Ancient Romans: A Kid’s Guide to the History and Science of Life in Ancient Rome // (Rachel Dickinson) (Read Aloud)

**<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 15px;">Nonfiction Books **
**Art, Music, and Media**


 * Art **
 * //Greek and Roman Art Collection// (The Metropolitan Museum of Art)
 * The Colosseum (Rome, Italy, 80 CE)
 * The Parthenon (Athenian Acropolis, Greece, 438 BCE)


 * Manipulatives **


 * Games **

**Videos**

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

**Smartboard Lessons****, Promethean Lessons ** @http://exchange.smarttech.com/search.html?q=fables
 * Fables, Myths, and legends
 * Stories from other cultures: @http://exchange.smarttech.com/search.html?q=stories+from+other=cultures&subjectsgrade=All+grades&region=en_US
 * Stories from other cultures: @http://exchange.smarttech.com/search.html?q=stories+from+other+cultures&subject=All+subject8grade=All+grade&region=en_US
 * Traditional Stories @http://exchange.smarttech.com/search.html?q=stories+from+other+cultures&subjects=en_US
 * Retelling Lesson @http://exchange.smarttech.com/details.html?id=61a18596-7569-4ebb-8c87-70867ac86b91
 * Point of View (Lesson on determining 1st and 3rd person point of view) @http://exchange.smarttech.com/details.html?id=b61399cd-2598-449a-8560-6a16fe46127c
 * Main Idea and Details (Uses web diagrams to practice identifying the main idea and details.) @http://exchange.smarttech.com/details.html?id=6908519d-07c3-4f66-887d-d2f73992362f
 * Main Idea and Details (Covers a beginning introduction to main idea.) @http://exchange.smarttech.com/details.html?id=91b77b3f-3b33-4fa5-b382-6c47e3da9ef2
 * Summarizing a Non-Fiction Text (practice) @http://exchange.smarttech.com/details.html?id=33d2b366-a5e6-48d9-956f-811340cf1604
 * Opinion Writing @http://exchange.smarttech.com/details.html?id=fc35e009-7eb4-45b8-8b7f-304d58896bd4


 * Other Activities, etc. **
 * A projectable book of __My Father’s Dagon__ @http://www.gutenberg.org/files/30017/30017-h/30017-h.htm.
 * Dragon Origins: @http://www.onmarkproductions.com/html/dragon.shtml
 * My Father’s Dragon: Good resource to get students thinking after each section: @http://teachers.net/lessons/posts/1321.html
 * Book: __ Could be Worse __ by James Stevenson Read
 * Book: __Dragons, Dragons__ by Eric Carle

Lesson Plan


 * = ===English===

Arts
||= Matrix ||= Resources ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Matrix ||= Resources ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-5 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
 * = ===Math=== ||= [[image:commoncorepcssd3/Actions-insert-table-icon.png link="commoncorepcssd3/3_6MMatrix"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]