3_4_5LA


 * Grade: 3Unit: 4 Week: 5** **Content: ELA Dates: 2/4-2/8**


 * 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: **
 * Why is it important to know and understand the history of immigration?
 * What kinds of cultures immigrants bring to America?
 * How did immigration help to shape America?
 * What is the significance of the Statue of Liberty?

** 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 ask and answer questions of a speaker or interviewee.
 * Students will be able to sequence the events in an informational text.
 * Students will be able to form and use regular and irregular verbs.

1.Product:
 * Assessment **
 * Craft a well-developed paragraph about the book’s main character and that character’s greatest challenge.

2.Project:
 * Interview an immigrant using teacher created questionnaire. Present information to the class in a multimedia format. (I/M, E/C, I/C, S) (C/Q/O, O/F, S/N)

3.Key Questions
 * What strategies can I use to comprehend what I have read?
 * How can I use planning, revising, and editing to strengthen my writing?
 * How can I form and use regular and irregular verbs correctly?

4.Observable Student Behaviors (Performance)
 * I can define immigration.
 * I can determine the important components of immigration.
 * I can conduct research by interviewing an immigrant to determine what he/she saw and felt coming to America.


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

Tell students that America is unique because its people have come from various backgrounds. Introduce the book __Coming to America: The Story of Immigration__. Read the story as if you are telling the story of immigration. As you read the book aloud, have students to write down important events on sticky notes, keeping them in chronological order to sequence events in America’s history. When you are finished, have students to place sticky notes on a large timeline to show how immigration occurred.

Invite speakers to tell immigrations stories to students. Use as many immigration stories (speakers or texts) as possible that represent the ethnic backgrounds of students.

Create a class library of historical fiction books based on the topic of immigration. Allow students to choose a book that interests them. As students read, ask them to use sticky notes to mark and respond to questions such as: When students are finished, conduct class discussions about the people who came previously and continue to come to America. Locate where they came/come from on the globe. Then students can use the information to craft a well-developed paragraph about the book’s main character and that character’s greatest challenge. (RL.3.1, RL.3.3, RL.3.5, RL.3.9, RL.3.10, RF.3.4, W.3.10)
 * Who came to America?
 * When did they come?
 * Why did they come?
 * From where did they come?
 * Where did they settle in America?
 * What are some adjustments that they had to make in America?
 * Which passage in the book best illustrates challenges faced by the main character in a strange new country?

The Statue of Liberty is a symbol of the United States and of freedom. It welcomes people from other countries who come to live in the United States. It has been greeting people for more than a century. Write a journal entry as though you are an immigrant coming to the United States. Tell how you feel when you first see the Statue of Liberty. @http://www.glencoe.com/sites/common_assets/socialstudies/immigration/pdf/Grade_3_WAI_38.pdf (EC, IM, S, RD) (SD, SN, CL, CQO)


 * 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 verbs.


 * Homework **

Interview an immigrant. (Teacher will need to provide the student with a questionnaire.) **Interview Project Getting to Know Our Immigrant Friends through Graphs**: @http://www.ailf.org/teach/lessonplans/p4_interviewproject.pdf


 * 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 ** ** 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://www.glencoe.com/sites/common_assets/socialstudies/immigration/activities_grade_school.htm
 * Other Activities, etc. **
 * Lesson on Immigration using the book __ Marianthe’s Story Painted Words, Spoken Memories __@http://www.ailf.org/teach/lessonplans/p8_marianthesstory.pdf
 * ** Our Family Stories: What Can We Learn From Them? **@http://www.uen.org/Lessonplan/preview.cgi?LPid=22200
 * ** Ideas for teaching kids about immigration: **@http://www.educationworld.com/a_sites/sites053.shtml


 * [|Lesson Plan] **


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