3_4_2LA


 * Grade: 3Unit: 4 Week: 2** **Content: ELA Dates: 1/14-1/18**


 * 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 do prefixes and derivational suffixes change the meaning of a word? **
 * ** How does the use of illustrations help with comprehension? **

** 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 define key words in the Preamble to the U.S. Constitution.
 * Students will be able to orally recite the Preamble to the U.S. Constitution.
 * Students will be able to explain how the illustrator adds meaning to the text.
 * Students will be able to identify and know the meaning of the most common prefixes and derivational suffixes.

1.Product:
 * Assessment **

2.Project
 * After group discussions, students will present a dramatic interpretation of the Preamble to the U.S. Constitution.

3.Key Questions
 * How can I determine the meaning of an unknown word in a 3rd grade text?
 * How are the sentences in a paragraph connected?
 * How does the sequence effect the connection of sentences in a paragraph?
 * What strategies can I use to comprehend what I have read?

4.Observable Student Behaviors (Performance)
 * I can recite the Preamble to the U.S. Constitution.
 * I can demonstrate understand of key words and phrases in the Preamble to the U.S. Constitution through defining phrases, similes, synonyms, or illustrations.
 * I can participate in a dramatic choral reading of the Preamble to the U.S. Constitution.
 * I can identify and explain the meaning of the most common prefixes and derivational suffixes.


 * 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]

Read aloud __Shh! We’re Writing the Constitution__ throughout the week.

Using the book, __We the Kids: The Preamble to the Constitution__, discuss the role of an illustrator in telling a story. Before reading the book aloud, show only the illustrations (cover the text). Have students to develop a story together about the book. After they have created a story, read the actual text of the book. Explain that the text for the book is actually the Preamble to the U.S. Constitution. Reread the book to see how each illustration illustrates the meaning of the phrase. (RL.3.7, SL.3.1)

Preamble Lesson Plan: @http://www.lawanddemocracy.org/pdffiles/Preamble.pdf

Using the Preamble text below, select a key word (in bold print). As a class, develop a defining phrase, simile, synonym or illustration to show the meaning of the word. Then, give students the following writing assignment: Choose a key word (in bold print) from the Preamble. Use defining phrases, similes, or synonyms or illustrations to show that you understand the key word. (RI.3.4, W.3.2b, W.3.10, L.3.2g, L.3.4d, SL.3.1) EC, IC, S) (SN, RR, NL, CL)


 * // Preamble: //**

// We the People of the United States, in Order to form a more perfect **Union**, establish **Justice**, insure domestic **Tranquility**, provide for the common **defense**, promote the general **Welfare**, and secure the Blessings of **Liberty** to ourselves and our **Posterity**, do ordain and establish this **Constitution** for the United States of America. //

Divide the class into 8 groups to perform a cumulative choral reading of the Preamble to the U.S. Constitution. The first group will read to the first comma. The second group will join in as they read to the second comma. The third group will join in as they read to the third comma. The remaining groups will join in the same fashion until the entire class is reading the Preamble. (RF.3.3c, RF.3.4) (EC, IC, S) (CL)

Rewrite the Preamble using “kid friendly terms” (EC, IC, S) (SN, RR, CL)


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

Identify and know the meaning of the most common prefixes and derivational suffixes.


 * Homework **

Memorize the Preamble to the Constitution.


 * 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#)


 * __ All __**** participants need the following 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 ** ** Stories ** ** Informational Texts ** ** Nonfiction Books ** ** Art, Music and Media ** ** Art **
 * Literary Texts **
 * “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 **
 * Schoolhouse Rock Video for Preamble to the U.S. Constitution: @http://www.schooltube.com/video/e0c8af9159b6300c0612/Constitution%20Preamble%20-%20Schoolhouse%20Rock


 * Sight Words **
 * Fry 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. **

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.
 * Smartboard Lessons ****, Promethean Lessons **
 * 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=preamble&subject=All+subjects&grade=All+grades&region=en_US
 * @http://exchange.smarttech.com/search.html?q=prefixes+&subject=All+subjects&grade=All+grades&region=en_US


 * Other Activities, etc. **
 * Lesson on Designing a Block Quilt for the Preamble: @http://www.lawanddemocracy.org/pdffiles/Preamble.pdf

Lesson Plan


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