3_1_3LA


 * Grade: 3 Unit: 1 Week: 3 Content: ELA Dates: 9/4-9/7 **


 * Theme Essential Question: Why do we hand stories from one generation to another? **


 * Essential Questions: **
 * How do a character’s traits, motivations, feelings, and actions contribute to a story?
 * How can I use personal experiences or imagined events to write a narrative?
 * How do I gain meaning from poetry?
 * How can participating in class discussions help me to build on other’s ideas or clearly express my own?
 * How does using the conventions of Standard English grammar and usage help me to write and speak correctly?


 * Standards **
 * ** 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.
 * ** RL.3.3: ** Describe how characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
 * ** SL.3.1: ** Engage effectively in a range or collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics and texts,// building on others’ ideas and expressing their own clearly.
 * ** SL.3.1(c): ** Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
 * ** W.3.3: ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * ** L.3.1: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** L.3.1(a): ** Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.


 * Objectives **
 * Students will be able to determine and analyze characters’ traits motivations in realistic fiction, such as //__More Stories Julian Tells.__//
 * Students will be able to compare and contrast character traits and motivations in realistic fiction, such as //__More Stories Julian Tells.__//
 * Students will be able to distinguish nouns and adjectives and tell how they relate to one another.
 * Students will be able to distinguish parts of speech from each other, understanding the role of each in a sentence.
 * Students will be able to perform a Langston Hughes poem dramatically, with expression and appropriate phrasing for meaning.
 * Students will be able to write an opinion piece using supportive reasons to tell about a piece of poetry.


 * Assessment **
 * Product: **
 * Use the information from the Venn diagram that compares and contrasts two characters to develop an essay.
 * Students will complete an opinion piece using the poem //Mother to Son.//
 * ** Project: ** Perform a Langston Hughes poem dramatically, with expression and appropriate phrasing for meaning.


 * Key Questions (match Standard) **
 * How can asking questions help me to understand the information presented? (CC.3.SL.1.c)
 * How can I link my comments to others while staying on topic? (SL.3.1.c)
 * What are the conventions of Standard English grammar and usage? (L.3.1)
 * How does appropriate expression and phrasing engage the listener?
 * Why is it important to support my opinion with evidence?
 * What is a noun and how does it function in a sentence? (L.3.1.a)
 * What is an adjective and how does it function in a sentence? (L.3.1.a)


 * Observable Student Behaviors (Performance) **
 * I can use details from the text to determine the main idea or moral of the story.
 * I can describe characters in a story using their traits, motivations, feelings, and actions.
 * I can compare and contrast two characters in a story.
 * I can explain the function of nouns and adjectives in general and how they function in particular sentences.
 * I can perform a dramatic reading using appropriate expression and phrasing.
 * I can express and support my opinion using evidence.


 * Vocabulary **
 * ** ELA ** ||
 * * author
 * illustrator
 * noun
 * adjective
 * collective noun
 * pronoun
 * generational stories
 * problem
 * solution
 * revising
 * editing
 * character traits
 * character motivation ||


 * 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)

SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson: Adjectives (Located in Assignment Archive Under District)
 * Read other books in this series, such as __More Stories Julian Tells__, __The Stories Huey Tells__, and __Gloria’s Way__. As students finish, allow them to analyze other character stories. This provides the opportunity to compare and contrast books and/or characters by the same author. (RL.3.3, SL.3.6, SL.3.1b, SL.3.4,RL.3.9)
 * Students will create a character web about one of the main characters in __More Stories Julian Tells__ or other books in the series. Then pair students to discuss each character’s traits and motivations by creating a Venn diagram for presentations.
 * Tell students that everyone has an opinion. Review fact vs. opinion. Conduct quick “thumbs up” and “thumbs down” polls in which students demonstrate their opinion on a particular topic. Allow students to share why they agree or disagree for a few minutes. Introduce the poem //Dressed Up// from __The Dream Keeper and Other Poems__. Ask students: “How do you think the author of this poem feels? What is your evidence to support your opinion?” (I/C,S) (R/R, O/F)
 * Read the poem //Bound No’th Blues// from __The Dream Keeper and Other Poems__. As a class, discuss the poem stanza by stanza. Allow students the opportunity to respond to the following prompt: “What is the meaning of this poem? What is your evidence to support your opinion?” Allow students to share. (I/C,S) (R/R, O/F)
 * Read the poem //Mother to Son// from __The Dream Keeper and other poems__. Allow students the opportunity to respond to the following prompt: What is the meaning of this poem? What is your evidence to support your opinion? Allow students to share their opinion. (E/C, S, I/C) (S/D, S/N, CL, O/F, CQO)
 * Read the poem //Harriet Tubman// from __Honey, I Love and other poems__. Allow students the opportunity to respond to the following prompt: “What is the meaning of this poem? What is your evidence to support your opinion? Allow students to share their opinion.” (EC, IC, S) (S/D, S/N, R/R, CL, O/F, CQO)
 * Provide students with several poems by Langston Hughes. Students will select a poem to perform dramatically. Give the students this prompt: “Choose one of Langston Hughes’s poems to memorize or read interpretively. Be sure to communicate the meaning of the poem in the way you recite or read it. Demonstrate fluent reading and show meaningful phrasing and expression during the dramatic interpretation of a poem. (RF.3.4b) (S, E/C)
 * ** Grammar Skill: **
 * Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 * Nouns and Adjectives
 * Ruth Heller has written a series of informational books that teach parts of speech. As you read the book//__ Many Lusciuos Lollipops: A Book of Adjectives __//, have the students listen for specific adjectives. Pause as you read to allow the students to share what they are learning or to ask questions. Create word banks to show that adjectives describe nouns. (I/C, S) (R/R, H/P, C/Q/O)


 * Homework **
 * Work on self-selected poem by Langston Hughes to present.


 * Terminology for Teachers **

||  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * 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


 * Resources **
 * Professional Texts **
 * Effective Literacy for Grades 2- 4 **
 * Professional Texts for 2011-2013 **
 * // 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 **
 * Our stories: **
 * // The Stories Julian Tells // (Ann Cameron and Ann Strugnell) (E)
 * // More Stories Julian Tells // (Ann Cameron and Ann Strugnell) (EA)
 * Cultural trickster stories: **
 * // Tops & Bottoms // (Janet Stevens) (E)
 * // Bruh Rabbit and the Tar Baby Girl // (Virginia Hamilton and James Randome)
 * // Love and Roast Chicken: A Trickster Tale from the Andes Mountains // (Barbara Knutson)
 * // Iktomi and the Buzzard // (Paul Goble)
 * // Iktomi and the Coyote // (Paul Goble)
 * // Iktomi and the Boulder // (Paul Goble)
 * // Iktomi and the Berries // (Paul Goble)
 * // Iktomi Loses His Eyes // (Paul Goble)
 * Poems **
 * “Grandpa’s Stories” (Langston Hughes) (E)
 * “Aunt Sue’s Stories” (Langston Hughes) (EA)
 * “Mother to Son” (Langston Hughes) (EA)
 * “By Myself” (Eloise Greenfield)
 * Poems (Read Aloud) **
 * “Your World” (Georgia Douglas Johnson) (E)
 * “The Telephone” (Robert Frost) (EA)
 * “Nani” (Alberto Rios)
 * “You Are Old, Father William” (Lewis Carroll) (EA)
 * “For want of a nail, the shoe was lost…” (Traditional)


 * Informational Text (Read Aloud) **
 * // Throw Your Tooth on the Roof: Tooth Traditions Around the World // (Selby Beeler and G. Brian Karas) (E)
 * // Merry-Go-Round: A Book About Nouns // (World of Language) (Ruth Heller)
 * // Mine, All Mine: A Book About Pronouns // (World of Language) (Ruth Heller)
 * // A Cache of Jewels and Other Collective Nouns // (World of Language) (Ruth Heller)
 * // Kites Sail High: A Book About Verbs // (World of Language) (Ruth Heller)

This Webquest is on the topic of Trickster Tales, part of California's 3rd grade Language Arts curriculum. Through this webquest we will examine different culture's trickster tales. We will identify the components in the story, and the students will be able to write their own trickster story.
 * WebQuests **
 * ** Trickster Tales **
 * @http://questgarden.com/34/02/7/060828230258/ **
 * ** The Ultimate Trickster **
 * @http://questgarden.com/79/52/3/090402091544/ **


 * Art, Music, and Media **
 * Paul Goble, __works__ (1933-present)


 * Manipulatives **


 * Games **


 * Videos **


 * 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. **

Adjectives Students will identify adjectives and use them in context. @http://exchange.smarttech.com/details.html?id=b122e908-9bb0-4a68-89dd-a0e8bb9b223f @http://exchange.smarttech.com/details.html?id=20d8e7c8-fc7f-408a-b487-023bc137d372 @http://exchange.smarttech.com/details.html?id=d84d172b-74d7-4206-aa4b-826715300d5e @http://exchange.smarttech.com/details.html?id=b122e908-9bb0-4a68-89dd-a0e8bb9b223f @http://exchange.smarttech.com/details.html?id=cdcd9ec5-2802-4523-aa57-57f8b0759111
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: EK2-013 **
 * ** AEGOM Quiz: EK2-013 **
 * ** Poetry for Third Grade Common Core Unit 1 **
 * ** Collection of poetry to perform and read aloud for the third grade common core unit 1: Stories Worth Telling Again and Again **

@http://www.readwritethink.org/classroom-resources/lesson-plans/become-character-adjectives-character-168.html Students use an online chart to match the character traits of a character in a book they are reading with specific actions the character takes. @http://www.readwritethink.org/files/resources/lesson_images/lesson176/character-trait-3-5.pdf This student reproducible, from a ReadWriteThink lesson, provides an explanation of character traits and how adjectives are used to describe a character's... @http://interactives.mped.org/view_interactive.aspx?id=30 In this student interactive, from ReadWriteThink, students record information about a fictional character's actions and then list the character traits... Schoolhouse Rock @http://exchange.smarttech.com/details.html?id=41b89f26-893e-4636-9fd2-8ab6fa6a99c3 The Stories Julian Tells Activities: @http://www.studentpublishing.com/docs/StoryWebsAll.pdf www.rcs.k12.va.us/pfes/third%20grade/reading%20sem%201%20theme%203/julian/stories_julian_teslls_home.htm www.wakegov.com/nr/rdonlyres/4a0948ec.../storiesjuliantells.pdf Opinion Writing Graphic Organizer: @http://www.writesite.org/pdfs/go/go1-5b.pdf Games and Activities: @http://www.gameclassroom.com/3rd-grade Grammar Tales Books
 * Other Activities, etc. **
 * ** Become a Character: Adjectives, Character Traits, and Perspective **
 * ** Adjectives and Character Traits **
 * ** Character Traits Chart **
 * http://edsitement.neh.gov/lesson-plan/fables-and-trickster-tales-around-world#sect-introduction
 * @http://www.asdk12.org/depts/els/PDF_files/Forsyth_HM_lessons/Grade3_trickster_tales.pdf


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