3_3_4LA


 * Grade: 3 Unit: 3 Week: 4 12/3-12/7/12 Content: Language Arts **

In this third six-week unit of third grade, students read biographies about musicians, artist, and inventors of the early twentieth century.
 * Theme: Creative, Inventive, and Notable People **
 * Theme Essential Question: ** How are the words “creative” and “inventive” similar? How are they different?

 ** Standards  **
 * Essential Questions: **
 * How do students define and apply words such as “creative” and “inventive” to describe artists, musicians, and inventors?
 * How do students read biographies (e.g., of artists, musicians, and inventors) and explain the characteristics of a biography?
 * Why is it important to describe the relationship between a series of historical events, scientific ideas or concepts?
 * How can students learn about conjunctions and use them to create simple, compound, and complex sentences.
 * ** RI.3.3: ** Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
 * ** 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.
 * ** SL3.1: ** 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.
 * ** W.3.2: ** Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * ** L3.1: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** L.3.1(h): ** Use coordinating and subordinating conjunctions.
 * ** L.3.1(i): ** Produce simple, compound, and complex sentences.


 * Objectives **
 * Students will be able to define and apply words such as “creative” and “inventive” to describe artists, musicians, and inventors.
 * Students will be able to read biographies (e.g., of artists, musicians, and inventors) and explain the characteristics of a biography.
 * Students will be able to take simple research notes while reading biographies.
 * Students will be able to design and create five slides for a presentation on a notable person (e.g., an inventor).
 * Students will be able to describe the relationship between a series of historical events, scientific ideas or concepts.
 * Students will be able to learn about conjunctions and use them to create simple, compound, and complex sentences. (Focus on coordinating conjunctions weeks 1-3 and subordinating conjunction weeks 4-6.)


 * Assessment **
 * Product **
 * Students generate questions using note-taking skills while teacher reads __The Sign Painter__.
 * Paired students create signs and write to tell the story of their signs.
 * ** CONTINUE: ** Give students this writing prompt: “Choose a famous person’s biography to read. Write about the person. Be sure to answer the questions //who, where, when, why, what //, and //how // and highlight three to five key events in the person’s life.” Present information in a 5 slide presentation.

 ** Observable Student Behaviors  **
 * Key Questions (match Standard) **
 * What organizational tool can I use to organize my thoughts for writing?
 * How do I use key details to focus on the central message?
 * How does the ability to question and locate answers in the text help me to understand and analyze text?
 * What are the best questions to ask or keep in mind when examining a piece of text?
 * How do I describe the relationship between a series of historical events, scientific ideas or concepts
 * Do I consistently use coordinating conjunctions in compound sentences to convey my thoughts?
 * I can use coordinating and subordinating conjunctions to expand simple sentences into compound sentences in both my writing and speaking.
 * I can give background information to explain why specific signs were created.
 * I can ask relevant questions to help me examine a text.
 * I can differentiate between a sign painter or a visual painter.


 * Vocabulary **
 * Biographies
 * Complex sentence
 * Compound sentence
 * Coordinating conjunction
 * Note taking
 * Presentation
 * Research


 * 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)


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

Introduce __The Sign Painter,__ written and illustrated by Allen Say. In this book about a man and a boy who paints billboards, the illustrations play an important role in telling the story. While you read it aloud, challenge the students to question and think, and ask them to jot down questions. Read at a leisurely pace so that students have the opportunity to ask questions about specific illustrations, words, or pages of the book where they might lose focus or struggle with understanding the story. (RL.3.1) Read, __Emma’s Rug__ written and illustrated by Allen Say. Have students to compare and contrast the two Allen Say books using characters’ inspirations of their paintings. Then students should choose what kind of painter they would be (sign painter or visual painter) and record choices on a graphic organizer. As they decide, require students to tell the similarities and differences and the two kinds of painters. Discuss all kinds of signs that students see in their environment or during travel (billboards, highway signs, street signs, etc). Ask: Why are these signs important? What kind of information do they provide? Tell students that there is usually a story behind why a particular sign was created and share visual aids of less familiar signs using the internet. (Prior to this lesson, research the background of various signs to share with the class.) Place students into partner groups. Have them to brainstorm a sign that they would like to create. Partners should create their sign and tell the story behind the meaning/why it is needed during presentations.

SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION. ** L.3.1(h): ** Use coordinating and subordinating conjunctions. ** L.3.1(i): ** Produce simple, compound, and complex sentences. Teach subordinating conjunctions (WAWBUS…while, after, when, before, until, since) using Ruth Heller’s book //__Fantastic! Wow! and Unreal! A Book About Interjections and Conjunctions__//__.__ (L.3.1h, L.3.1i) Make a list of subordinating conjunctions and discuss when you would use each.
 * Grammar Skill ** :


 * Homework **


 * Terminology **

** 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 **

Effective Literacy for Grades 2- 4 Professional Texts for 2011-2013
 * Resources **
 * 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)

** Stories **
 * Literary Texts **
 * Poems **
 * “Jimmy Jet and his TV Set” (Shel Silverstein)
 * “Paper I” (Carl Sandburg) (EA)
 * “Paper II” (Carl Sandburg) (EA)
 * “The Folk Who Live in Backward Town” (Mary Ann Hoberman)
 * // No One Saw: Ordinary Things Through the Eyes of an Artist // (Bob Raczka) (Read Aloud)
 * // The Pot That Juan Built // (Nancy Andrews-Goebel and David Diaz) (Read Aloud)
 * // Emma’s Rug // (Allen Say) (EA)
 * // Rocks in His Head // (Carol Otis Hurst and James Stevenson)
 * // The Sign Painter // (Allen Say) (E) (Read Aloud)


 * Informational Texts **
 * Nonfiction Books **
 * // Ah, Music! // (Aliki) (E) (Read Aloud)
 * // Alexander Graham Bell: Inventor of the Telephone // (//TIME for Kids// Biographies) (Editors of //TIME For Kids// with John Micklos, Jr.)
 * // Amelia and Eleanor Go For a Ride // (Pam Munoz Ryan and Brian Selznick)
 * // Ella Fitzgerald: The Tale of a Vocal Virtuoso // (Andrea Davis Pinkneyand Brian Pinkney)
 * // Fantastic! Wow! And Unreal!: A Book About Interjections and Conjunctions // (Ruth Heller) (Read Aloud)
 * // Henry Ford: Putting the World on Wheels // (//TIME for Kids// Biographies) (Editors of //TIME For Kids// with Dina El Nabli)
 * // Here’s Looking at Me: How Artists See Themselves // (Bob Raczka) (Read Aloud)
 * // Hidden Worlds: Looking Through a Scientist’s Microscope // (Stephen Kramer and Dennis Kunkel) (Read Aloud)
 * // Hooray for Inventors! // (Marcia Williams)
 * // Inventing the Future: A Photobiography of Thomas Alva Edison // (Marfe Ferguson Delano and Jennifer Emmett) (Read Aloud)
 * // My Name is Georgia: A Portrait // (Jeanette Winter)
 * // Paul Gauguin // (Getting to Know the World’s Greatest Artists) (Mike Venezia) (Read Aloud)
 * // Picasso and the Girl with a Ponytail // (Laurence Anholt)
 * // The Museum Book: A Guide to Strange and Wonderful Collections // (Jan Mark and Richard Holland) (E) (Read Aloud)
 * // The Yellow House: Vincent van Gogh and Paul Gauguin Side by Side // (Susan Goldman Rubin)
 * // Thomas Edison: A Brilliant Inventor // (//TIME For Kids// Biographies) (Editors of //TIME For Kids// with Lisa DeMauro)
 * // To Fly: The Story of the Wright Brothers // (Wendie Old and Robert Andrew Parker) (Read Aloud)
 * // Van Gogh // (Getting to Know the World’s Greatest Artists) (Mike Venezia) (Read Aloud)
 * // Vincent van Gogh: Sunflowers and Swirly Stars // (Brad Bucks and Joan Holub)
 * // When Marian Sang: The True Recital of Marian Anderson // (Pam Munoz Ryan and Brian Selznick)


 * Art, Music, and Media **


 * Art **
 * Alice Neel, // Faith Ringgold // (1976)
 * Andy Warhol, // Self-Portrait // (1967)
 * Arnold Newman, // Igor Stravinsky // (1946)
 * Artist Unknown, // Helen Keller with Anne Sullivan // (1888)
 * Edoardo Gelli, // The Last Portrait of Mark Twain // (1904)
 * Pablo Picasso, // Gertrude Stein // (1906)
 * Paul Gauguin, // Self-Portrait // (1889)
 * Richard Avedon, // Marian Anderson, Contralto, New York // (1955)
 * Vincent van Gogh, // Self Portrait // (1887-1888)
 * Winold Reiss, // Portrait of Langston Hughes // (no date)
 * World-Telegram staff photographer, // [|Louis Armstrong] // (1953)


 * Manipulatives **

@http://www.englishmedialab.com/GrammarGames/wheel/conjunctions_wheel.html @http://eslkidsworld.com/Interactive%20games/Grammar%20Games/Conjunctions/conjunctions%20game.html
 * Games **
 * Conjunctions - Interactive@http://www.funenglishgames.com/grammargames/conjunction.html
 * Complex Sentences@http://www.harcourtschool.com/activity/complex_sentence/index.html
 * Simple and Compound Sentences@http://www.harcourtschool.com/activity/sentence_power/index.html
 * Sentence Structure (simple, compound, and complex)@http://www.quia.com/rr/126726.html


 * Videos **
 * Conjunctions@http://www.teachertube.com/viewVideo.php?video_id=159879
 * Sentence Structure (Simple, compound, and complex sentences)@http://www.teachertube.com/viewVideo.php?video_id=125046&title=Sentence_Structure
 * Inventors and Inventions@http://www.teachertube.com/viewVideo.php?video_id=196343&title=Inventors_and_Inventions_Song
 * This video also contains a PDF Teacher’s Guide.@http://player.discoveryeducation.com/index.cfm?guidAssetId=C11B68E9-F5FC-48D0-85ED-DC8F21544385&blnFromSearch=1&productcode=US
 * Characteristics of Inventors@http://player.discoveryeducation.com/index.cfm?guidAssetId=9352FC5F-6AB5-44C2-BDE3-2DF9C60AC303&blnFromSearch=1&productcode=US
 * What Would Life Be Like Without Inventions?@http://player.discoveryeducation.com/index.cfm?guidAssetId=9352FC5F-6AB5-44C2-BDE3-2DF9C60AC303&blnFromSearch=1&productcode=US

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


 * SMART Board Lessons, Promethean Lessons **
 * Asking and Answering Questions (QAR)@http://exchange.smarttech.com/details.html?id=1d79dfb6-3328-435d-8315-48ef1b1c2c87
 * Conjunctions@http://exchange.smarttech.com/details.html?id=6ed544c9-7c41-497b-9d6f-009557c06017
 * Simple and Compound Sentences@http://exchange.smarttech.com/details.html?id=9b3a8b56-69ea-4726-89c0-c4b38e894d2e
 * Clauses and Complex Sentences@http://exchange.smarttech.com/search.html?q=complex+sentences&subject=English+Language+Arts&grade=Grade+1&grade=Grade+2&grade=Grade+3&grade=Grade+4&region=en_US
 * Opinion Writing@http://exchange.smarttech.com/details.html?id=fc35e009-7eb4-45b8-8b7f-304d58896bd4
 * Artists@http://exchange.smarttech.com/details.html?id=fe06b2b7-91d8-4f50-82dd-dcd95285fbbe
 * Inventors@http://exchange.smarttech.com/details.html?id=1130846c-f385-4521-9c37-df38943249a1
 * What Is An Invention?@http://exchange.smarttech.com/details.html?id=e735cb29-a6f8-4171-9a79-a692b6103557
 * Great Inventors (SB)
 * Inventors and Inventions (SB)

In this lesson discuss standard elements in a biography and examine the characteristics of the genre in a workshop setting. After selecting and researching a contemporary or historical figure using online databases, students practice writing short biographies. They then offer feedback on others' compositions and publish final drafts for reading aloud and displaying in class. In this lesson, students explore multiple sources to create a timeline about the life of a person of their choosing. The experience requires students to work together and to research and resolve potentially conflicting pieces of information about the life they research. Extension activities include developing essays from the original research.
 * Other Activities, etc. **
 * Writer’s Workshop: The Biographical Sketch @http://www.readwritethink.org/classroom-resources/lesson-plans/writers-workshop-biographical-sketch-1039.html
 * ** Biographies: Creating a Timeline of a Life ** http://www.readwritethink.org/classroom-resources/lesson-plans/biographies-creating-timelines-life-26.html?tab=2#tabs

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