3_4_1LA


 * Grade: 3Unit: 4 Week: 1** **Content: ELA Dates: 1/7-1/11**


 * Theme **** : ** The People, the Preamble, and the Presidents


 * In this fourth six-week unit of third grade, students read about the people, the Preamble (to the Constitution), and the presidents of the United States. **


 * Theme Essential Question **** : Why is it important to choose words carefully? **


 * Essential Questions: **
 * ** What are domain-specific words and questions? **
 * ** How can summarizing help me to better understand what I have read? **

** RI.3.4: ** Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ** RI.3.8: ** Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). ** SL.3.3: ** Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ** RF3.4: ** Fluency: Read with sufficient accuracy and fluency to support comprehension. ** W.3.7: ** Conduct short research projects that build knowledge about a topic. ** L.3.4: ** Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. ** L.3.4(d): ** Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
 * Standards **


 * Objectives **
 * Students will be able to accurately define, illustrate and explain the meaning of the words: Preamble, Presidency and People.
 * Using the [|GIST method], students will be able to summarize sections of the book __If You Were There When They Signed the Constitution__.
 * Students will be able to identify and use regular and irregular plural nouns correctly.

1.Product:
 * Assessment **
 * Create a semantic map of the words preamble, presidency and people.
 * Combine summaries from the week to write an informational piece of writing about __If You Were There When They Signed the Constitution.__

2.Project

3.Key Questions
 * How can I determine the meaning of an unknown word in a 3rd grade text?
 * What does it mean to summarize?
 * How do I eliminate irrelevant information in a summary?
 * What strategies can I use to comprehend what I have read?
 * What strategies do I use to form irregular plural nouns?

4.Observable Student Behaviors (Performance)
 * I can determine and explain the meaning of the words preamble, presidency and people in multiple ways (definition, illustration, etc.).
 * I can use the [|GIST model] to summarize a long piece of text.
 * I can form regular and irregular plural nouns correctly when writing.


 * Vocabulary **
 * ** ELA ** || || ||
 * * Bio-Poem
 * Chronological order
 * Cumulative choral reading
 * Dictionary
 * Historical Fiction
 * Humorous
 * Immigration
 * Preamble
 * Presidency
 * Settle
 * Settlement
 * Sequence
 * Summarize
 * Synonym ||  ||   ||


 * 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]

Introduce the unit by reading the titles of the books that students will read with you. See if students can arrive at the unit’s theme. Write the three key words on the board: people, preamble, and presidency. Throughout the week, work on developing an accurate meaning of these words. Give students a copy of a Frayer Model Map for each word. Discuss headings. Have students to turn and talk to a partner about each section of the map to get a good understanding of what is expected. Display yours using a document camera or interactive whiteboard. @http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html (EC, S) (SD, SN, NL, CQO)

As you work through each word (possibly over a few days), give students a copy of a semantic map and display yours (on an overhead projector, document camera, or SMART Board, for example). Using dictionaries for reference, begin with the word “people.” To ensure full participation, require each student to “turn and talk” about each part of the map before filling in the spaces. Maps such as these create a richer understanding of a word they already know (e.g., “people”) by looking at parts of speech and the word’s synonyms. (L.3.1b, L.3.1c, L.3.4b, RF.3.3a, L.3.4d, L.3.6) (S, I/C) (R/R, O/F, CL)

Divide students into groups of three or four and give them one of the key words (“people,” “Preamble,” or “presidency”). Ask them to write the word on a poster in large bold print. Then have them use their semantic maps to create symbols, pictures, and words (synonyms) that illustrate the rich meaning of each word. Hang the posters around the room to refer to throughout the unit. (L.3.1b, L.3.1c, L.3.4b, RF.3.3a, L.3.4d, L.3.6) (S, I/C) (C/L, C/Q/O)

Throughout the week, read __If You Were There When They Signed the Constitution__. At the end of each section of reading for the day, have students to summarize what they learned using the GIST method (summarize an entire section rather than a few sentences).GIST template @http://www.readwritethink.org/files/resources/lesson_images/lesson290/Template.pdf ( E/C, S) (S/N, C/Q/O)


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

Form and use regular and irregular plural nouns.


 * Homework **


 * Terminology for Teachers **
 * Gist Method: [] **

** 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 ** ** Informational Texts ** ** Nonfiction Books ** ** Art, Music and Media ** ** Art **
 * “A Nation’s Strength” (Ralph Waldo Emerson) (Read Aloud)
 * “George Washington” (Rosemary and Stephen Vincent Benet) (Read Aloud)
 * “The Flag Goes By” (H.H. Bennett) (Read Aloud)
 * “The Star-Spangled Banner” (Francis Scott Key) (Read Aloud)
 * “Washington Monument by Night” (Carl Sandburg) (EA) (Read Aloud)
 * // The Star-Spangled Banner // (Francis Scott Key, illustrated by Peter Spier) (Read Aloud)
 * // Annushka's Voyage // (Edith Tarbescu and Lydia Dabcovich)
 * // Arthur Meets the President: An Arthur Adventure // (Marc Brown)
 * // Hannah's Journal: The Story of an Immigrant Girl // (Mariss Moss)
 * // Hope in My Heart: Sofia's Immigrant Diary, Book 1 // (Kathrym Lasky)
 * // In America // (Mariss Moss)
 * // In the Year of the Boar and Jackie Robinson // (Bette Bao Lord and Marc Simont)
 * // Lily and Miss Liberty // (Carla Stevens and Deborah Kogan Ray)
 * // Make a Wish Molly // (Barbara Cohen and Jan Naimo Jones)
 * // Molly's Pilgrim // (Barbara Cohen and Daniel Mark Duffy)
 * // Oranges on Golden Mountain // (Elizabeth Partridge)
 * // Otto Runs for President // (Rosemary Wells)
 * // The Dream Jar // (Bonnie Pryor and Mark Graham)
 * // The Garden on Green Street // (Meish Goldish)
 * // The Long Way to a New Land // (Joan Sandin)
 * // The Memory Coat // (Elvira Woodruff and Michael Dooling)
 * // The Orphan of Ellis Island // (Elvira Woodruff)
 * // Together in Pinecone Patch // (Thomas F. Yezerski)
 * // Vote! // (Eileen Christelow)
 * // When Jesse Came Acros the Sea // (Amy Hest and P.J. Lynch)
 * // Woodrow for President: A Tail of Voting, Campaigns, and Elections // (Peter J. and Cheryl Shaw Barnes)
 * // Coming to America: The Story of Immigration // (Betsy Maestro and Susannah Ryan) (Read Aloud)
 * // Ellis Island // (Elaine Landau)
 * // Fourteen Cows for America // (Carmen Agra Deedy, Thomas Gonzalez, and Wilson Kimeli Naiyomah) (E)
 * // …If You Were There When They Signed The Constitution // (Elizabeth Levy and Joan Holub) (Read Aloud)
 * // James Madison: Fourth President 1809-1817 // (Mike Venezia) (Read Aloud)
 * // Lives of the Presidents: Fame, Shame (and What the Neighbors Thought) // (Kathleen Krull and Kathryn Hewitt) (Read Aloud)
 * // Remember the Ladies: 100 Great American Women // (Cheryl Harness) (Read Aloud)
 * // Shh! We’re Writing the Constitution // (Jean Fritz and Tomie dePaola) (Read Aloud)
 * // Smart About the Presidents // (Smart About History) (Jon Buller, Susan Schade, Maryann Cocca-Leffler, Dana Regan, and Jill Weber)
 * // So You Want to Be President? // (Judith St. George and David Small) (E)
 * // The Presidency // (Scholastic, True Books) (Christine Taylor-Butler) (Read Aloud)
 * // The Presidency // (Scholastic, True Books) (Patricia Ryon Quiri) (Read Aloud)
 * // We the Kids: The Preamble to the Constitution // (David Catrow) (Read Aloud)
 * Aaron Shikler, // Oil Portrait of John F. Kennedy (Official Portrait) // (1970)
 * Artist unknown, // Reagan Inaugural Parade // (1981)
 * Chuck Close, // Portrait of Bill Clinton // (2005)
 * Daniel Chester French, // Lincoln Memorial // (1922)
 * Emanuel Leutze, // Washington Crossing the Delaware // (1851)
 * Gilbert Stuart, // George Washington // (1796)
 * Jean-Antoine Houdon, // Bust of Thomas Jefferson // (1789)
 * John Trumbull, // John Adams // (1792-1793)
 * Robert Rauschenberg, // Retroactive 1 // (1964)


 * 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** Vocabulary and Spelling Students will understand the meaning and correct spellings for grade- appropriate vocabulary. Cause and Effect Students will be able to identify and differentiate between cause and effect.
 * AEGOM Lesson EG3-022 **
 * AEGOM Lesson EG4-021 **

Compare and Contrast Students will understand how to compare and contrast within a text.
 * AEGOM Lesson EG4-023 **

Sequence of Information Students will be able to identify the sequence of events presented in a passage.
 * AEGOM Lesson EG6-013 **

Fluency Students will read text with proper accuracy, speed, and intonation (or expression).
 * AEGOM Lesson EG3-020 **

Context Clues Students will use context clues to help find the meaning of unknown words.
 * AEGOM Lesson EG4-020 **

Dictionary Skills Students will learn how to use a dictionary to find information.
 * AEGOM Lesson EG6-024 **


 * ** @http://exchange.smarttech.com/search.html?q=irregular+nouns&subject=All+subjects&grade=All+grades&region=en_US **
 * ** @http://exchange.smarttech.com/search.html?q=irregular+nouns&subject=All+subjects&grade=All+grades&region=en_US **


 * Other Activities, etc. **


 * Get the Gist: A Summarizing Strategy for Any Content Area http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html?tab=4#tabs

Lesson Plan


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