3_2_1LA


 * Grade: 3 Unit: 2 Week: 1 Content: ELA Dates: 10/1-10/5 **


 * Theme Essential Question: Why does the sea inspire writers? **


 * Essential Questions: **
 * What is dialogue?
 * How can I engage in a range of collaborative discussions on grade 3 topics and texts?
 * How can drawing on my knowledge of the topic help me to explore ideas during a discussion?
 * What does it mean to explicitly refer to a text?
 * How can I demonstrate understanding of a text?
 * What are conventions?


 * Standards: **
 * ** RI.3.2: ** Determine the main idea of a text; recount the key details and explain how they support the main idea.
 * ** RI.3.9: ** Compare and contrast the most important points and key details presented in two texts on the same topic.
 * ** 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.
 * ** L.3.1: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** L.3.1(a): ** Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 * ** W.3.3: ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * ** W.3.3(b): ** Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
 * ** SL.3.1: ** 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.


 * Objectives: **
 * Students will be able to cite textual evidence to support an interpretation of characters’ motivations//.//
 * Students will be able to write imaginary narratives using dialogue and descriptions of actions, thoughts, and feelings.
 * Students will be able to explain the function of adverbs and adjectives in speech, literature, and writing.
 * Students will be able to research a favorite sea animal.
 * Students will be able to write a short informative piece about a favorite thing (e.g., a sea animal); apply growing understanding of what makes a strong, focused paragraph.


 * Assessment **
 * Product: **
 * Create a graphic organizer to show evidence of Sarah’s movitivation as well as the motivation of other characters.
 * ** Project: **
 * Use Powerpoint or a diaroma to appropriately prove that the character in the story is “inspired by the sea” using key details in the text.


 * Key Questions: **
 * How does dialogue help me to develop experiences and events of characters?
 * How can using dialogue and descriptions of actions, thoughts, and feelings help to show the response of characters to situations?
 * How do key details help me to recount the text and support the main idea?
 * How does referring to the text help me to answer questions about the text?
 * How does asking questions help me to demonstrate understanding of a text?
 * How does standard English grammar and usage help me to speak and to write?


 * Observable Student Behaviors (Performance) **
 * I can answer questions to demonstrate understanding of a text by referring explicitly to the text as a basis for the answers.
 * I can ask questions to demonstrate understanding of a text.
 * I can use conventions of standard English grammar and usage when I speak and write.
 * I can explain the function of adjectives and adverbs in particular sentences.
 * I can use dialogue and descriptions of actions, thoughts, and feelings to show the response, develop experiences and events of characters of characters to situations.
 * I can engage in a range of collaborative discussions (one-on-one, groups, and teacher-led) with diverse partners on grade 3 topics and texts

Adverbs Author Comma Dialogue Illustrator Quotation marks Text evidence Text features ||
 * Vocabulary: **
 * ** ELA ** ||
 * Adjectives


 * 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)

@http://www.readwritethink.org/classroom-resources/lesson-plans/teachers-allowed-student-book-980.html SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.
 * Suggested Activities: ** [see Legend to highlight MCO and HYS]
 * ** Odyssey Lesson: ** Adverbs & Adjectives (Found in Assignment Archive under District)
 * Teach QAR (Question-Answer Relationship): QAR is an explicit and straightforward strategy that helps students identify questions as "in the book" or "in my head." It also provides a common language for teachers and students to discuss texts. For a sample lesson plan for teaching QAR, you may want to visit:
 * Review characters and character motivation from the first unit. Introduce the book //__ Sarah, Plain __////__ and Tall __// by Patricia MacLachlan as historical fiction: a fictional story from the days of settling the prairies. Introduce also the name of the unit: Inspired by the Sea. As you read the first chapter of this book, challenge students to look for specific places in the text where they can prove that a character in the story is “inspired by the sea.” Ask students to give you a thumbs-up when they hear/see a line in the text that talks about a character “inspired by the sea.” Students should easily detect Sarah as the character motivated by her love of the sea. One of her letters reads, “I have always loved to live by the sea.” Create a chart and write down any evidence of Sarah’s motivation. Discuss what motivates the other characters. Each day, as students come together to discuss the reading, instruct them to be prepared to give textual evidence of Sarah’s motivation and the motivation of at least one other character. Students will use this information to create a powerpoint presentation or diaroma to identify their chosen character and how that character is inspired by the sea.(RL.3.3, RL.3.1, SL.3.4, SL.3.1a) ( E/C, I/C, S) (R/R, CQO) **SEE SARAH PLAIN AND TALL BOOK GUIDE.**
 * After gathering all the information from Sarah Plain and Tall, have students find places in the text that explain or infer character motivations to do something. Cite the actual textual evidence, with proper quotation marks, that support their interpretation of the characters’ motivations. **SEE SARAH PLAIN AND TALL RESPONSE GRAPHIC ORGANIZER**.
 * Read __Three Days on a River in a Red Canoe__ and __Canoe Days__.
 * __ Three Days on a River in a Red Canoe __ activitiy guide @http://econed.org/userfiles/files/Three%20Days%20on%20a%20River.pdf
 * __ Canoe Days __
 * ** Grammar Skills: **
 * Nouns, pronouns, verbs, adjectives, and adverbs
 * // Read ////__ Many Luscious Lollipops __// by Ruth Heller. Teach about adjectives through several language lessons by covering a few pages a day so that students may incorporate what they learn each day into conversation and writing.
 * Use the adjectives and adverbs (Ruth Heller’s book, //__ Up, Up and Away __//) to build interesting sentences about the sea and in students’ own narratives. Be sure students can explain the function of each part of speech (adjectives and adverbs) and its use in literature, speech, and writing. (L.3.1a, L.3.1g, L.3.2d, L.3.5b) (E/C, I/C) (O/F,S/N)


 * Homework **


 * Terminology for Teachers **

||  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * 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


 * Resources **
 * Professional Texts **
 * Effective Literacy for Grades 2- 4 **
 * Professional Texts for 2011-2013 **
 * // 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 **
 * “A Sand Witch for a Sandwich” (Emily Sweeney)
 * “A Wave” (Gussie Osborne)
 * “At the Seaside” (Robert Louis Stevenson)
 * “Beach Stones” (Lilian Moore)
 * “Do Oysters Sneeze?” (Jack Prelutsky)
 * “From the Shore” (Carl Sandburg) (EA) (Read Aloud)
 * “Seal Lullaby” (Rudyard Kipling) (EA) (Read Aloud)
 * “Sleepy Pearl” (Frances Gorman Risser)
 * “Song of a Shell” (Violet L. Cuslidge) (Read Aloud)
 * “The Barracuda” (John Gardner) (Read Aloud)
 * “The Jumblies” (Edward Lear) (E) (Read Aloud)
 * “The Waves” (Gertrude M. Jones)
 * “Undersea” (Marchette Chute)


 * Stories **
 * “The River Bank” in //The Wind in the Willows// (Kenneth Grahame) (Read Aloud)
 * // Amos & Boris // (William Steig) (E)
 * // Canoe Days // (Gary and Ruth Wright Paulsen)
 * // Minn of the Mississippi // (Holling Clancy Holling) (Read Aloud)
 * // Paddle-to-the-Sea // (Holling Clancy Holling) (Read Aloud)
 * // Sarah, Plain and Tall // (Patricia MacLachlan) (E)
 * // The Raft // (Jim LaMarche) (E)
 * // The Storm // (The Lighthouse Family series) (Cynthia Rylant and Preston McDaniels) (E)
 * // The Whale // (The Lighthouse Family series) (Cynthia Rylant and Preston McDaniels) (EA)
 * // Three Days on a River in a Red Canoe // (Vera B. Williams)


 * Informational Texts **
 * // A Drop Around the World // (Barbara Shaw McKinney and Michael S. Maydak) (Read Aloud)
 * // A Drop of Water: A Book of Science and Wonder // (Walter Wick) (E) (Read Aloud)
 * // Crabs // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Disasters at Sea // (DK Readers) (Andrew Donkin)
 * // Dolphins, Seals, and Other Sea Mammals // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // John Muir: America's Naturalist // (Images of Conservationists) (Thomas Locker) (Read Aloud)
 * // Journey of a Humpback Whale // (DK Readers) (Caryn Jenner)
 * // Life in a Kelp Forest // (Mary Jo Rhodes and David Hall)
 * // Life on a Coral Reef // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Many Luscious Lollipops: A Book About Adjectives // (World of Language) (Ruth Heller) (Read Aloud)
 * // Octopuses and Squids // (Mary Jo Rhodes and David Hall)
 * // Partners in the Sea // (Mary Jo Rhodes and David Hall)
 * // Predators of the Sea // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Rachel Carson: Preserving a Sense of Wonder // (Thomas Locker and Joseph Bruchac) (Read Aloud)
 * // Sea Turtles // (Mary Jo Rhodes and David Hall)
 * // Seahorses and Sea Dragons // (Mary Jo Rhodes and David Hall)
 * // Shark Attack! // (DK Readers) (Cathy East Dubowski)
 * // Survival Secrets of Sea Animals // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Swimming with Hammerhead Sharks // (Kenneth Mallory) (Read Aloud)
 * // The Cod’s Tale // (Mark Kurlansky and S.D. Schindler) excerpts (e.g., informative illustrations/text features) (Read Aloud)
 * // The Lamp, the Ice, and the Boat Called Fish: Based on a True Story // (Jacqueline Briggs Martin and Beth Krommes) (Read Aloud)
 * // Titanic: Disaster That Rocked the World // (DK Readers) (Mark Dubowski)
 * // Up, Up and Away: A Book About Adverbs // (World of Language) (Ruth Heller) (Read Aloud)
 * // Whales // (Smithsonian) (Seymour Simon) (EA)

Welcome to a journey with the book, Sarah, Plain and Tall. As we read this book you will have a chance on this web quest to visit the places metioned in the book. The setting of this book is in two different regions of the United States of America in the late 19th century. The main characters in the story are a widowed Midwestern farmer with two children, Anna and Caleb. The farmer advertises for a wife in the newspaper. Sarah answers the advertisement and decides to meet the lonely family. When Sarah arrives in the plains, she notices the big differences between her region and the Midwest and the plains. This causes her to become homesick for Maine, especially for the ocean which she misses greatly. As a result, Ana fears that she will not stay, and when she goes off to town, she thinks that Sarah will not return. However, Sarah returns with colored pencils to illustrate for them the beauty of Maine, and to explain that, though she misses her home, "The truth of it is I would miss you more." The tale explores themes of risks, loss, consequences, and love. Students will compare life on a prairie in Kansas to life in Maine, in order to write a persuasive letter to Sarah, convincing her to stay with them on the prairie. Sarah, Plain and Tall is a story about a widower, Jacob Witting, his children, Anna and Caleb, and their quest to find a mother and wife to live with them. Papa decides he needs help after his wife’s death and he advertises for a wife in the newspaper. His letter is answered by Sarah Wheaton of Maine, who is invited to come to Kansas by Papa, Anna and Caleb.
 * WebQuests **
 * ** Sarah, Plain and Tall **
 * @http://questgarden.com/54/88/4/070910193621/ **
 * ** Sarah, Plain and Tall **
 * @http://questgarden.com/16/28/1/060424223223/ **
 * ** Sarah, Plain and Tall **
 * @http://questgarden.com/135/03/6/111110190055/ **


 * Art, Music, and Media **
 * Claude Monet, //__Garden at Sainte-Adresse__// (1867)
 * Edward Hopper, //__Ground Swell__// (1939)
 * Joseph Turner, //__Margate (?), from the Sea__// (1835-1840)
 * Katsushika Hokusai, //__Mount Fuji Seen Below a Wave at Kanagawa__//(1826-1833)
 * Richard Diebenkorn, //__Horizon: Ocean View__// (1959)


 * Manipulatives **

@http://www.readwritethink.org/lesson_images/lesson980/discussion.pdf
 * Games **


 * Videos **
 * @http://www.teachertube.com/viewVideo.php?video_id=159876
 * @http://www.teachertube.com/viewVideo.php?video_id=242626&title=Adverbs
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=51CA02A7-AC34-4723-98F0CDA72DFE9A28&blnFromSearch=1&productcode=US
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=2AB32985-7276-4A9F-B30A1993E7999857&blnFromSearch=1&productcode=US
 * @http://player.discoveryeducation.com/index.cfm?guidAssetId=974E5809-09EF-4C87-90D7-EBACFF7A5B74


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

Adverbs Students will be able to identify and to use adverbs. This lesson teaches children what adjectives are and how to identify them in written or spoken language. This is an introductory lesson activity on adjectives, utilizing a variety of exercises to practice the concept. Defining and identifying terms Why use adjectives? Interactive slide allows students to compare their adjectives to ones used by an author. This short lesson also gives students an opportunity to invent descriptive adjectives for a picture. Adjectives make writing more interesting. This lesson activity introduces the adjective and provides practice in writing adjectives to describe nouns. Students explore adjectives and their uses, build good sentences, as well as find fantastic adjectives which describe pictures. After reading My Penguin Osbert, students will discover and practice the use of adjectives. @http://exchange.smarttech.com/details.html?id=afb0716e-ce55-4ded-b90d-6cf51bba0fa7 Many activities to aid teachers with the introduction of the book to 3rd grade students that meet national standards! @http://exchange.smarttech.com/details.html?id=b9f1e066-a875-4f37-9bc4-7d426c638270 Review of setting and the vocabulary that makes up the setting in the story. @http://exchange.smarttech.com/details.html?id=d45308ea-3b24-4798-842d-3da21764f53e Movie clips along with discussion questions for Sarah, Plain and Tall. This goes with Third Grade Common Core Unit 2.
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson:EG3-009 **
 * ** AEGOM Quiz: EG3-009 **
 * ** Adjectives **
 * @http://exchange.smarttech.com/details.html?id=41b89f26-893e-4636-9fd2-8ab6fa6a99c3 **
 * ** What is an Adjective? **
 * @http://exchange.smarttech.com/details.html?id=97a6ad41-adb7-4a86-b203-a59a053007a1 **
 * ** Adjectives and Adverbs **
 * @http://exchange.smarttech.com/details.html?id=06546311-5d1f-4cc0-ba6a-dfecdbafc67d **
 * ** Adjectives **
 * @http://exchange.smarttech.com/details.html?id=78aca065-55fe-43f7-84e3-fe3b598d9f92 **
 * ** Amazing Adjectives **
 * @http://exchange.smarttech.com/details.html?id=98e55cd4-045b-4d3a-9b2b-dcc94e9617ba **
 * ** Adjectives:Describing Pictures **
 * @http://exchange.smarttech.com/details.html?id=44700b44-d149-4f73-890b-a7d2d4ee0b19 **
 * ** Adjectives with Osbert **
 * @http://exchange.smarttech.com/details.html?id=61e46538-9108-4611-bf4f-fe327aeb9dcd **
 * ** Sarah Plain and Tall **
 * ** Sarah, Plain and Tall Setting **
 * ** Sarah, Plain and Tall Movie Clips Common Core Unit 2 Third Grade **


 * Other Activities, etc. **
 * @http://www.readwritethink.org/materials/dialogue-tags
 * @http://www.readwritethink.org/lesson_images/lesson291/dialogue_tag.pdf
 * @http://www.readwritethink.org/lesson_images/lesson980/how.pdf

Sarah Plain and Tall Unit Ideas:
 * @http://www.mce.k12tn.net/reading3/sarah.htm
 * @http://www.scholastic.com/teachers/lesson-plan/sarah-plain-and-tall-extension-activities
 * @http://www.scholastic.com/kids/homework/pdfs/Sarah_Plain_and_Tall.pdf

Three Days on a River in a Red Canoe:
 * @http://econed.org/userfiles/files/Three%20Days%20on%20a%20River.pdf


 * = ===English===

Arts
||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || 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:math.png link="3_2_1M"]]
 * = [[image:PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]