3_2_3LA

** Grade: 3 Unit: 2 Week: 3 Content: ELA Dates: 10/15-10/18 **

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

** Essential Questions: ** ** Standards: **
 * How can I demonstrate understanding of a text?
 * How can I engage in a range of collaborative discussions on grade 3 topics and texts?
 * Why is it important to compare and contrast important points or key details in two texts?
 * How are key details or important points related in two texts on the same topic?
 * How do important points or key details help to compare and contrast two texts on the same topic?
 * What is the main idea?
 * Why is it important to determine the main idea of a text?
 * ** 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.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** W.3.3: ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** 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.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** 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.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** 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.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Objectives: **
 * Students will be able to explain the function of adverbs and adjectives in speech, literature, and writing.
 * Students will be able to compare and contrast two informational books about the same topic (e.g., a drop of cater).
 * Students will be able to determine the main idea and supporting details of informational text.
 * Students will be able to research a favorite sea animal.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Assessment **
 * Product: **
 * Develop a class anchor chart to list various text features and their puposes.
 * In cooperative groups, use information gathered from reading to create the fictional whale from __The Whale__ and to create a realistic humpback whale from __Journey of a Humpback Whale__ (sculpt from soap bar, potato,or draw). Using information gathered write a compariative descriptive piece. (S, IC) (S/D, R/R, N/L, C/L)
 * **Project:**
 * Create a two page spread utilizing nonfiction text features to demonstrate understanding of how text features help the reader to gain meaning from the text. (See other activities link to read-write-think)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Key Questions **
 * How do text features help me to better understand what I am reading?
 * How can I get information from both fictional and non-fictional texts?
 * What strategies can I use to compare and contrast two texts on the same topic?

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Observable Student Behaviors (Performance) ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Vocabulary: ** Adverbs Author Comma Dialogue Illustrator Line Poem Poet Quotation marks Stanza Text evidence Text features ||
 * I can determine the main idea of a text.
 * I can compare and contrast the most important points in two texts on the same topic.
 * I can compare and contrast key details in two texts on the same topic.
 * 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//.//
 * I can use my preparation and knowledge of information to participate in discussions.
 * ** ELA ** ||
 * Adjectives

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Literacy Block ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Reading Workshop ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Writing Workshop ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Suggested Activities: ** [see Legend to highlight MCO and HYS] (S, IC) (S/D, R/R, N/L, C/L) **SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.**
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Familiar Reading (15 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Phonics/Word Study (30 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Read Aloud (15 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Book Talk/Mini Lesson (10 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sharing/Reflection/Feedback (5 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Writer’s talk/Mini Lesson (10 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Independent Writing/Guided Writing/Investigations (45 minutes total)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sharing/Reflection/Feedback (5 minutes)
 * **Odyssey Lesson**: Compare and Contrast (Located in Assignment Archive under District)
 * Choose books that has good examples of text features (e.g., cross-section diagram, table) such as The Cod’s Tale by Mark Kurlansky, Disasters at Sea by Andrew Donkin, Titanic by Mark Dubowski and Shark Attack by Cathy East Dubowski .Create a list of all the text features the students will see in the book. Display the text as you read, instructing students to look for text features as you turn each page. Give each student one sticky note. As they spot a text feature, have them write the page number on the sticky note and put it by the name of the text feature on the list. Ask “How did this text feature help you go gain more meaning from the text?” Discuss the purpose of each text feature in general and in the text you are reading. (RI.3.5) (S, E/C) (S/N, R/R, O/F, CQO) SEE [|INFORMATIONAL TEXT STRUCTURES CHART]
 * Read aloud two books with similar topics, such as: The Whale by Cynthia Rylant and Journey of a Humpback Whale by Caryn Jenner. Compare and contrast real and fictional whales in both books. Use information gathered write a compariative descriptive piece.
 * Compare The Raft by Jim LaMarche and Paddle to the Sea by Holling Clancy Holling. Define Paddle to the Sea as an informational text and The Raft as fictional text.
 * Read Life in a Kelp Forest and Life on a Coral Reef to compare and contrast ecosystems. Have students describe the underwater environment. Compare and contrast two or more underwater environments. Next have students compare and contrast underwater environments to our local environments. Create a diorama to illustrate the living and nonliving parts of the ocean ecosystem (I/C) (S/D)
 * Grammar Skill:
 * Nouns, pronouns, verbs, adjectives, and adverbs

** Homework: **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** 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 ||   || <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">Lesson Plan in Word Document (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Resources ** Effective Literacy for Grades 2- 4 Professional Texts for 2011-2013 <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Literary Texts **
 * 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)
 * 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)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** 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)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** 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)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Webquests ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://questgarden.com/54/88/4/070910193621/ ** 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. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://questgarden.com/16/28/1/060424223223/ ** 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. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://questgarden.com/135/03/6/111110190055/ ** 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.
 * ** Sarah, Plain and Tall **
 * ** Sarah, Plain and Tall **
 * ** Sarah, Plain and Tall **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Art, Music, and Media ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Manipulatives ** @http://quizlet.com/367721/vocab-1-nonfiction-text-features-flash-cards/ <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> @http://page.reallygoodstuff.com/pdfs/157556.pdf <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Sight Words ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> The expectation for third grade is for students to learn the first 400 words by the end of the year. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> Adverbs Students will be able to identify and to use adverbs. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=41b89f26-893e-4636-9fd2-8ab6fa6a99c3 ** This lesson teaches children what adjectives are and how to identify them in written or spoken language. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=97a6ad41-adb7-4a86-b203-a59a053007a1 ** This is an introductory lesson activity on adjectives, utilizing a variety of exercises to practice the concept. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=06546311-5d1f-4cc0-ba6a-dfecdbafc67d ** Defining and identifying terms <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=78aca065-55fe-43f7-84e3-fe3b598d9f92 ** 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. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=98e55cd4-045b-4d3a-9b2b-dcc94e9617ba ** This lesson activity introduces the adjective and provides practice in writing adjectives to describe nouns. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=44700b44-d149-4f73-890b-a7d2d4ee0b19 ** Students explore adjectives and their uses, build good sentences, as well as find fantastic adjectives which describe pictures. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=61e46538-9108-4611-bf4f-fe327aeb9dcd ** After reading My Penguin Osbert, students will discover and practice the use of adjectives. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> @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! <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> @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. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> @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. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=5ad85517-7ea0-455a-9074-e5a444ea6a5c ** This lesson explains the purpose of a lead and introduces students to 6 different types of leads they can use in their writing. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=402d38a9-a4a3-4290-89cc-805158456529 ** This lesson introduces students to the steps they should take when receiving a prompt as well as choosing a topic to write about. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=a7679d1e-fddd-4909-a986-8325c408f480 ** 6 steps to reading and beginning to plan for a narrative prompt <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Other Activities, etc **.
 * 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)
 * Games **
 * Text Feature Scavenger Hunt
 * Videos **
 * @http://www.brainpop.com/english/writing/mainidea/
 * www.teachertube.com/viewVideo.php?video_id...yo_main_Idea
 * **FRY LIST** @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson:EG3-009 **
 * ** AEGOM Quiz: EG3-009 **
 * **Adjectives**
 * ** What is an Adjective? **
 * ** Adjectives and Adverbs **
 * ** Adjectives **
 * ** Amazing Adjectives **
 * ** Adjectives: Describing Pictures **
 * ** Adjectives with Osbert **
 * ** Sarah Plain and Tall **
 * ** Sarah, Plain and Tall Setting **
 * ** Sarah, Plain and Tall Movie Clips Common Core Unit 2 Third Grade **
 * ** Leads in Narrative Writing **
 * ** Narrative Prompt Beginning Planning **
 * ** Narrative prompt planning **
 * **Compare and Contrast** @http://exchange.smarttech.com/details.html?id=c5b91232-10e2-45f2-a7ab-6255996a49ce (S/D,CQO)
 * Using Science Texts to Teach the Organizational Features of Nonfiction
 * @http://www.readwritethink.org/classroom-resources/lesson-plans/using-science-texts-teach-413.html
 * http://www.readwritethink.org/classroom-resources/lesson-plans/using-science-texts-teach-413.html?tab=3#tabs


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