3_6_1LA


 * Grade: 3Unit: 6 Week: 1** **Content: ELA Dates: 4/8-4/12**


 * Theme ****:****Fantastic Adventures with Dragons, Gods, and Giants **
 * In this sixth six-week unit of third grade, students read fantasies, adventure poetry, mythology, and informational texts about ancient Greece and ancient Rome. **
 * Theme Essential Question **** : ****Why is it important to know mythology? **


 * Essential Questions: **
 * How can I read grade level text independently and proficiently to comprehend informational text?
 * How can I recount stories and myths from diverse cultures to determine the central message and to convey key details in the text?

** RI.3.10: ** By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. ** RL.3.10: ** By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. ** RF.3.4: ** Read with sufficient accuracy and fluency to support comprehension. ** RF.3.4(c): ** Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ** RL.3.6: ** Distinguish their own point of view from that of the narrator or those of the characters. ** RL.3.2: ** Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ** SL.3.5: ** Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
 * Standards **


 * Objectives **
 * Students will be able to define and recognize a myth.
 * Students will be able to retell myths with key details, noting the message of each.
 * Students will be able to distinguish between facts and myths.
 * Students will be able to read grade level informational text fluently with comprehension.


 * Assessment **
 * 1) ** Product: **
 * Students will present dinosaur facts to the class and create a dinosaur fact book.


 * 1) ** Project: **


 * 1) ** Key Questions **
 * Can I read and understand a myth?
 * Can I distinguish the difference between a fact and a myth?
 * Can I listen to my peers and apply the information given?


 * 1) ** Observable Student Behaviors (Performance) **
 * I can listen to my peers and apply the information given toward my research project.
 * I can read and understand grade level informational text.
 * I can distinguish between facts and myths.
 * I can use a graphic organizer to gather my thoughts on a particular topic.


 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * * Fantasy
 * Myth
 * Mythology
 * Narrative poem
 * Summary ||   ||   ||


 * 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]

// A myth is a story with a purpose. It tries to explain the way the world is. Myths also try to explain the relationship between gods and humans. Even though the events in a myth are usually impossible, they try to send a message that has an important social or religious meaning. People have always tried to figure out common questions like who made the universe or questions like what causes a storm. For early people, myths were like science because they explained how things worked. They also explained other questions that are now answered through modern science. //

Introduce the book __ Boy, Were We __ __ Wrong About Dinosaurs! __ by Kathleen V. Kudlinski and S.D. Schindler. Explain that this book will teach them about how scientists can change their thinking after new evidence is collected. Tell students that after reading, they should be prepared to share two different specific places in the book where this happened. Have them use a white board or Post-It note to record their thinking. (RI.3.10, RF.3.4c, RI.3.2, SL.3.1a)

Create a class KWL chart of known facts about dinosaurs **before** reading __Boy, Were We Wrong About the Dinosaurs__ (fill-in “K” section of chart). Ask students to generate questions of what they want to know about dinosaurs (fill-in “W” section of chart). Read the book (fill-in “L” section of chart). Have students determine if specific information in text was a fact or a myth. Add to the KWL chart as needed. Complete the chart this week, making sure the students can tell the difference between fact and myth. Guide students through understanding that some of their ideas are actually myths.

Create a class display of dinosaurs (pictures and figurines). Allow students to choose a dinosaur to research and “mythbust”. Use reference books, nonfiction section of library and internet resources to find facts and myths about specific dinosaurs. Students will compile their information and present while the rest of the class takes notes from the presentations to complete a dinosaur fact book (name, time period, features, type of eater, habitat, special characteristics, and main myth about the dinosaur). (EC, IC, S) (SD, SN, CQO)

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


 * Homework **


 * 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 **
 * “The Tale of Custard the Dragon” (Ogden Nash) (Read Aloud)
 * “A Dragon’s Lament” (Jack Prelutsky)
 * “Adventures of Isabel” (Ogden Nash)
 * “Life Doesn’t Frighten Me At All” (Maya Angelou)
 * “The Dragons are Singing Tonight” (Jack Prelutsky)
 * //Classic Myths to Read Aloud: The Great Stories of Greek and Roman Mythology // (William F. Russell) (Read Aloud)
 * //D’Aulaires’ Book of Greek Myths // (Ingri and Edgar Parin d’Aulaire) (Read Aloud)
 * //Favorite Greek Myths // (Mary Pope Osborne and Troy Howell) (Read Aloud)
 * //Greek Myths for Young Children // (Heather Amery and Linda Edwards) (Read Aloud)
 * //The Gods and Goddesses of Olympus // (Aliki) (Read Aloud)
 * //The Orchard Book of Roman Myths // (Geraldine McCaughrean and Emma Chichester) (Read Aloud)
 * //Ancient Greece // (DK Eyewitness Books) (Anne Pearson) (Read Aloud)
 * //Ancient Greece and the Olympics: A Nonfiction Companion to Hour of the Olympics // (Magic Tree House Research Guide 10) (Mary Pope Osborne, Natalie Pope Boyce, and Sal Murdocca) (EA)
 * //Ancient Rome // (DK Eyewitness Books) (Simon James) (Read Aloud)
 * //Ancient Rome and Pompeii: A Nonfiction Companion to Vacation Under the Volcano // (Magic Tree House Research Guide 14) (Mary Pope Osborne, Natalie Pope Boyce, and Sal Murdocca) (EA)
 * //Boy, Were We Wrong About Dinosaurs! // (Kathleen V. Kudlinski and S.D. Schindler) (E)
 * //I Wonder Why Greeks Built Temples and Other Questions About Ancient Greece // (Fiona MacDonald) (Read Aloud)
 * //If I Were a Kid in Ancient Greece // (Ken Sheldon, ed.)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">If I Were a Kid in Ancient Greece: Children of the Ancient World // (Ken Sheldon, ed.) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">If I Were a Kid in Ancient Rome: Children of the Ancient World // (Ken Sheldon, ed.) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Rome: In Spectaclar Cross Section // (Andrew Solway and Stephen Biesty)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Science in Ancient Rome // (Jacqueline L. Harris) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Tools of the Ancient Romans: A Kid’s Guide to the History and Science of Life in Ancient Rome // (Rachel Dickinson) (Read Aloud)

<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 15px;">Nonfiction Books
**Art, Music, and Media**


 * Art **
 * //Greek and Roman Art Collection// (The Metropolitan Museum of Art)
 * The Colosseum (Rome, Italy, 80 CE)
 * The Parthenon (Athenian Acropolis, Greece, 438 BCE)


 * 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 **
 * Fables, Myths, and legends @http://exchange.smarttech.com/search.html?q=fables
 * Stories from other cultures: @http://exchange.smarttech.com/search.html?q=stories+from+other=cultures&subjectsgrade=All+grades&region=en_US
 * Stories from other cultures: @http://exchange.smarttech.com/search.html?q=stories+from+other+cultures&subject=All+subject8grade=All+grade&region=en_US
 * Traditional Stories @http://exchange.smarttech.com/search.html?q=stories+from+other+cultures&subjects=en_US
 * Retelling Lesson @http://exchange.smarttech.com/details.html?id=61a18596-7569-4ebb-8c87-70867ac86b91
 * Point of View (Lesson on determining 1st and 3rd person point of view) @http://exchange.smarttech.com/details.html?id=b61399cd-2598-449a-8560-6a16fe46127c
 * Main Idea and Details (Uses web diagrams to practice identifying the main idea and details.) @http://exchange.smarttech.com/details.html?id=6908519d-07c3-4f66-887d-d2f73992362f
 * Main Idea and Details (Covers a beginning introduction to main idea.) @http://exchange.smarttech.com/details.html?id=91b77b3f-3b33-4fa5-b382-6c47e3da9ef2
 * Summarizing a Non-Fiction Text (practice) @http://exchange.smarttech.com/details.html?id=33d2b366-a5e6-48d9-956f-811340cf1604
 * Opinion Writing @http://exchange.smarttech.com/details.html?id=fc35e009-7eb4-45b8-8b7f-304d58896bd4


 * Other Activities, etc. **
 * Dinosaur Myths: @http://www.creationconcepts.org/resources/DINOSAUR.pdf
 * Dinosaur Myths: @http://www.enchantedlearning.com/subjects/dinosaurs/allabout/Myths.html

Lesson Plan


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