3_2_2LA


 * Grade: 3 Unit: 2 Week: 2 Content: ELA Dates: 10/8-10/12 **


 * Theme Essential Question: Why does the sea inspire writers? **


 * Essential Questions: **
 * How do key details help me to recount the text?
 * How can key details help to support the main idea of a text?
 * How does referring to the text help me to answer questions about the text?
 * How does asking questions help me to demonstrate understanding of a text?
 * What does it mean to explicitly refer to a text?
 * How does standard English grammar and usage help me to speak and write?


 * Standards: **
 * ** 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.
 * ** 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.
 * ** W.3.3: ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * ** W.3.3(b): ** Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
 * ** SL.3.1: ** 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.


 * Objectives: **
 * Students will be able to cite textual evidence to support an interpretation of characters’ motivations using QAR//.//
 * Students will be able to write imaginary narratives using dialogue and descriptions of actions, thoughts, and feelings.
 * Students will be able to explain the function of adverbs and adjectives in speech, literature, and writing.
 * Students will be able to determine the main idea and supporting details of informational text.


 * Assessment **
 * Product: **
 * Write a personal narrative to describe an experience similar to the haystack slide in __Sarah, Plain and Tall__.
 * Use QAR to answer questions about the text.


 * Key Questions **
 * How can I demonstrate understanding of a text?
 * How can I write a narrative?
 * How do I use effective techniques to write a narrative?


 * Observable Student Behaviors (Performance) **
 * I can recount the key details of a text.
 * I can answer questions to demonstrate understanding of a text by referring explicitly to the text as a basis for the answers.
 * I can write narratives to develop real or imagined experiences or events.
 * I can use effective techniques to write narratives.
 * I can write narratives using clearly sequenced events.

Adverbs Author Comma Dialogue Illustrator Quotation marks Text evidence Text features ||
 * Vocabulary: **
 * ** ELA ** ||
 * Adjectives


 * 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: ** Sarah, Plain and Tall Narrative Writing (Found in Assignment Archive under District)
 * Complete __Sarah, Plain and Tall__. Chapter Five of __Sarah, Plain and Tall__contains a narrative about haystacks. Prepare students to write well-developed narratives using colorful, descriptive adjectives, and guide a discussion of the way Patricia MacLachlan wrote the haystack section by asking them the following questions about the narrative in the chapter:
 * How many of you wanted to try sliding down a haystack after reading that scene?
 * What was it in her writing that made you feel like you were there?
 * How did you know what the characters were feeling?
 * How did the dialogue help you to “be there”?
 * How did she communicate action? Thoughts? Feelings?
 * How did she order the events?
 * How did she close the scene?
 * Then give the students this prompt: “Write a personal narrative about something similar to the haystack slide, such as riding a roller coaster, sledding down a snowy hill, or sliding down a hill. Be sure to show your actions, your thoughts, and your feelings through dialogue and description.” Share with the class. (RL.3.1, W.3.3, W.3.4, L.3.2c, W.3.5, L.3.1, L.3.2, L.3.3, W.3.10, L.3.6, L.3.3a)
 * In small groups have students describe how Sarah feels about haystacks and sand dunes. Record their thinking on a chart. Have students describe in writing, how they would feel about living in Utah with mountains and sand dunes. Remind the students to use colorful adjectives in their writing. ** [|SEE SARAH PLAIN AND TALL BOOK GUIDE.] **
 * After students have had enough explicit instruction, have them create an iPoem based on Sarah Plain and Tall. **SEE iPOEM TEMPLATE.**
 * Brainstorm a list of **sea animals** that will be used later for a writing assignment.
 * ** Grammar Skill: **
 * Nouns, pronouns, verbs, adjectives, and adverbs
 * Use varied adverbs to compare the movement of two sea creatures. (L.3.1a)(I/C) (S/D, CQO, R/R)


 * Homework: **


 * 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

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)


 * Literary Texts **
 * Poems **
 * “A Sand Witch for a Sandwich” (Emily Sweeney)
 * “A Wave” (Gussie Osborne)
 * “At the Seaside” (Robert Louis Stevenson)
 * “Beach Stones” (Lilian Moore)
 * “Do Oysters Sneeze?” (Jack Prelutsky)
 * “From the Shore” (Carl Sandburg) (EA) (Read Aloud)
 * “Seal Lullaby” (Rudyard Kipling) (EA) (Read Aloud)
 * “Sleepy Pearl” (Frances Gorman Risser)
 * “Song of a Shell” (Violet L. Cuslidge) (Read Aloud)
 * “The Barracuda” (John Gardner) (Read Aloud)
 * “The Jumblies” (Edward Lear) (E) (Read Aloud)
 * “The Waves” (Gertrude M. Jones)
 * “Undersea” (Marchette Chute)


 * Stories **
 * “The River Bank” in //The Wind in the Willows// (Kenneth Grahame) (Read Aloud)
 * // Amos & Boris // (William Steig) (E)
 * // Canoe Days // (Gary and Ruth Wright Paulsen)
 * // Minn of the Mississippi // (Holling Clancy Holling) (Read Aloud)
 * // Paddle-to-the-Sea // (Holling Clancy Holling) (Read Aloud)
 * // Sarah, Plain and Tall // (Patricia MacLachlan) (E)
 * // The Raft // (Jim LaMarche) (E)
 * // The Storm // (The Lighthouse Family series) (Cynthia Rylant and Preston McDaniels) (E)
 * // The Whale // (The Lighthouse Family series) (Cynthia Rylant and Preston McDaniels) (EA)
 * // Three Days on a River in a Red Canoe // (Vera B. Williams)


 * Informational Texts **
 * // A Drop Around the World // (Barbara Shaw McKinney and Michael S. Maydak) (Read Aloud)
 * // A Drop of Water: A Book of Science and Wonder // (Walter Wick) (E) (Read Aloud)
 * // Crabs // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Disasters at Sea // (DK Readers) (Andrew Donkin)
 * // Dolphins, Seals, and Other Sea Mammals // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // John Muir: America's Naturalist // (Images of Conservationists) (Thomas Locker) (Read Aloud)
 * // Journey of a Humpback Whale // (DK Readers) (Caryn Jenner)
 * // Life in a Kelp Forest // (Mary Jo Rhodes and David Hall)
 * // Life on a Coral Reef // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Many Luscious Lollipops: A Book About Adjectives // (World of Language) (Ruth Heller) (Read Aloud)
 * // Octopuses and Squids // (Mary Jo Rhodes and David Hall)
 * // Partners in the Sea // (Mary Jo Rhodes and David Hall)
 * // Predators of the Sea // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Rachel Carson: Preserving a Sense of Wonder // (Thomas Locker and Joseph Bruchac) (Read Aloud)
 * // Sea Turtles // (Mary Jo Rhodes and David Hall)
 * // Seahorses and Sea Dragons // (Mary Jo Rhodes and David Hall)
 * // Shark Attack! // (DK Readers) (Cathy East Dubowski)
 * // Survival Secrets of Sea Animals // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Swimming with Hammerhead Sharks // (Kenneth Mallory) (Read Aloud)
 * // The Cod’s Tale // (Mark Kurlansky and S.D. Schindler) excerpts (e.g., informative illustrations/text
 * features) (Read Aloud)
 * // The Lamp, the Ice, and the Boat Called Fish: Based on a True Story // (Jacqueline Briggs Martin
 * and Beth Krommes) (Read Aloud)
 * // Titanic: Disaster That Rocked the World // (DK Readers) (Mark Dubowski)
 * // Up, Up and Away: A Book About Adverbs // (World of Language) (Ruth Heller) (Read Aloud)
 * // Whales // (Smithsonian) (Seymour Simon) (EA)

Welcome to a journey with the book, Sarah, Plain and Tall. As we read this book you will have a chance on this web quest to visit the places metioned in the book. The setting of this book is in two different regions of the United States of America in the late 19th century. The main characters in the story are a widowed Midwestern farmer with two children, Anna and Caleb. The farmer advertises for a wife in the newspaper. Sarah answers the advertisement and decides to meet the lonely family. When Sarah arrives in the plains, she notices the big differences between her region and the Midwest and the plains. This causes her to become homesick for Maine, especially for the ocean which she misses greatly. As a result, Ana fears that she will not stay, and when she goes off to town, she thinks that Sarah will not return. However, Sarah returns with colored pencils to illustrate for them the beauty of Maine, and to explain that, though she misses her home, "The truth of it is I would miss you more." The tale explores themes of risks, loss, consequences, and love. Students will compare life on a prairie in Kansas to life in Maine, in order to write a persuasive letter to Sarah, convincing her to stay with them on the prairie. Sarah, Plain and Tall is a story about a widower, Jacob Witting, his children, Anna and Caleb, and their quest to find a mother and wife to live with them. Papa decides he needs help after his wife’s death and he advertises for a wife in the newspaper. His letter is answered by Sarah Wheaton of Maine, who is invited to come to Kansas by Papa, Anna and Caleb.
 * WebQuests **
 * ** Sarah, Plain and Tall **
 * @http://questgarden.com/54/88/4/070910193621/ **
 * ** Sarah, Plain and Tall **
 * @http://questgarden.com/16/28/1/060424223223/ **
 * ** Sarah, Plain and Tall **
 * @http://questgarden.com/135/03/6/111110190055/ **


 * Art, Music, and Media **
 * Claude Monet, //__Garden at Sainte-Adresse__// (1867)
 * Edward Hopper, //__Ground Swell__// (1939)
 * Joseph Turner, //__Margate (?), from the Sea__// (1835-1840)
 * Katsushika Hokusai, //__Mount Fuji Seen Below a Wave at Kanagawa__//(1826-1833)
 * Richard Diebenkorn, //__Horizon: Ocean View__// (1959)


 * Manipulatives **


 * Games **
 * @http://exchange.smarttech.com/search.html?q=question+answer+and+response+games&subject=All+subjects&grade=All+grades&region=en_US


 * 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. **

Adverbs Students will be able to identify and to use adverbs. This lesson teaches children what adjectives are and how to identify them in written or spoken language. This is an introductory lesson activity on adjectives, utilizing a variety of exercises to practice the concept. Defining and identifying terms Why use adjectives? Interactive slide allows students to compare their adjectives to ones used by an author. This short lesson also gives students an opportunity to invent descriptive adjectives for a picture. Adjectives make writing more interesting. This lesson activity introduces the adjective and provides practice in writing adjectives to describe nouns. Students explore adjectives and their uses, build good sentences, as well as find fantastic adjectives which describe pictures. After reading My Penguin Osbert, students will discover and practice the use of adjectives. @http://exchange.smarttech.com/details.html?id=afb0716e-ce55-4ded-b90d-6cf51bba0fa7 Many activities to aid teachers with the introduction of the book to 3rd grade students that meet national standards! @http://exchange.smarttech.com/details.html?id=b9f1e066-a875-4f37-9bc4-7d426c638270 Review of setting and the vocabulary that makes up the setting in the story. @http://exchange.smarttech.com/details.html?id=d45308ea-3b24-4798-842d-3da21764f53e Movie clips along with discussion questions for Sarah, Plain and Tall. This goes with Third Grade Common Core Unit 2. This lesson explains the purpose of a lead and introduces students to 6 different types of leads they can use in their writing. This lesson introduces students to the steps they should take when receiving a prompt as well as choosing a topic to write about. 6 steps to reading and beginning to plan for a narrative prompt
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson:EG3-009 **
 * ** AEGOM Quiz: EG3-009 **
 * Adjectives
 * @http://exchange.smarttech.com/details.html?id=41b89f26-893e-4636-9fd2-8ab6fa6a99c3 **
 * ** What is an Adjective? **
 * @http://exchange.smarttech.com/details.html?id=97a6ad41-adb7-4a86-b203-a59a053007a1 **
 * ** Adjectives and Adverbs **
 * @http://exchange.smarttech.com/details.html?id=06546311-5d1f-4cc0-ba6a-dfecdbafc67d **
 * ** Adjectives **
 * @http://exchange.smarttech.com/details.html?id=78aca065-55fe-43f7-84e3-fe3b598d9f92 **
 * ** Amazing Adjectives **
 * @http://exchange.smarttech.com/details.html?id=98e55cd4-045b-4d3a-9b2b-dcc94e9617ba **
 * ** Adjectives: Describing Pictures **
 * @http://exchange.smarttech.com/details.html?id=44700b44-d149-4f73-890b-a7d2d4ee0b19 **
 * Adjectives with Osbert **
 * @http://exchange.smarttech.com/details.html?id=61e46538-9108-4611-bf4f-fe327aeb9dcd **
 * ** Sarah Plain and Tall **
 * ** Sarah, Plain and Tall Setting **
 * Sarah, Plain and Tall Movie Clips Common Core Unit 2 Third Grade **
 * ** Leads in Narrative Writing **
 * @http://exchange.smarttech.com/details.html?id=5ad85517-7ea0-455a-9074-e5a444ea6a5c **
 * ** Narrative Prompt Beginning Planning **
 * @http://exchange.smarttech.com/details.html?id=402d38a9-a4a3-4290-89cc-805158456529 **
 * ** Narrative prompt planning **
 * @http://exchange.smarttech.com/details.html?id=a7679d1e-fddd-4909-a986-8325c408f480 **
 * **Compare and Contrast** @http://exchange.smarttech.com/details.html?id=c5b91232-10e2-45f2-a7ab-6255996a49ce (S/D,CQO)

Using Science Texts to Teach the Organizational Features of Nonfiction @http://www.readwritethink.org/classroom-resources/lesson-plans/using-science-texts-teach-413.html (CQO)
 * Other Activities, etc. **

QAR Information
 * @http://www.readwritethink.org/lesson_images/lesson980/qar.pdf
 * @http://www.readwritethink.org/lesson_images/lesson980/question.pdf

Sarah Plain and Tall Unit Ideas:
 * @http://www.mce.k12tn.net/reading3/sarah.htm
 * @http://www.scholastic.com/teachers/lesson-plan/sarah-plain-and-tall-extension-activities
 * @http://www.scholastic.com/kids/homework/pdfs/Sarah_Plain_and_Tall.pdf


 * = ===English===

Arts
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