3_6_3LA


 * Grade: 3Unit: 6 Week: 3** **Content: ELA Dates: 4/22-4/26**


 * 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 and comprehend informational texts, including history/social studies?
 * How can I distinguish my point of view from that of the narrator?
 * How can I create a visual display to enhance certain facts or details?

** 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 read and comprehend informational text including history/social studies.
 * Students will be able to read and understand stories and myths from diverse cultures.
 * Students will be able to distinguish their own point of view from that of the narrator.
 * Students will be able to add visual displays to enhance facts learned.
 * Students will be able to retell myths with key details, noting the message of each.
 * Students will be able to read a variety of informational books on ancient Greece.
 * Students will be able to research a current Olympic sport, comparing and contrasting it to a sport in the days of ancient Greece.


 * Assessment **
 * 1) ** Product: **
 * Create an opinion piece using information about past and present Olympic sports to tell which Olympic Games you would like to be a part of and why.
 * Write an informational piece to compare and contrast past Olympic Games to present games.


 * 1) **Project:**
 * Class Project: Represent Mt. Olympus as home of the Gods and Goddesses by using illustrations.


 * 1) ** Key Questions **
 * What strategies do I use to read and comprehend informational text including history/social studies?
 * Can I read and understand stories and myths from diverse cultures?
 * Can I distinguish my point of view from that of the narrator?
 * How do visual displays help to enhance facts I learned?


 * 1) ** Observable Student Behaviors (Performance) **
 * I can read and understand stories and myths from diverse cultures.
 * I can distinguish my point of view from that of the narrator.
 * I can use visual displays to enhance facts I learned.


 * Vocabulary **
 * ** ELA ** || || ||
 * * Fantasy
 * god
 * goddess
 * 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. Religion, gods, and myths were created when people tried to make sense out of these questions. 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 gods and goddesses by reading provided texts (__Favorite Greek Myths__ retold by Mary Pope Osborne, __D’Aulaires’ Book of Greek Myths__ and __The Gods and Goddesses of Olympus__ by Aliki). Discuss and chart characteristics and attributes of each god/goddess. Have students to select two of their favorite gods/goddesses to illustrate. Allow students to vote on the best image of each god/goddess that will be used to create a class paper mural of Mt. Olympus.


 * WHOLE GROUP PROJECT ** : Students will use above images to create a visual representation of Mt. Olympus and position gods and goddesses based upon hierarchy. Provide the Greek names and later add the Roman names for the gods and goddesses. SEE EXAMPLE.

After reading each of the myths, have students retell the story with as many key details as they can. Have them partner to retell, helping the partner when he/she forgets what came next. Discuss the following prompts/questions as a class, or have them write down their thoughts for more independent thinking and accountability before discussing as a group. As we read the myth and as we retell the stories, let’s think about the message in the myth. “Why was the myth told during the time of the ancient Greeks? Why is it still told today?” (RL.3.2, SL.3.2, L.3.1, L.3.2, L.3.3)

Read __Hour of the Olympics__ (non-fiction) and accompanying fiction book, __Ancient Greece and the Olympics__. Then create a map showing all the countries that participate in the modern Olympics. Allow each student to choose an Olympic year to research. Find at least 2 or 3 interesting facts associated with that year of the Olympics. (For example: At the 1972 Olympic Games in Munich, 11 Israeli athletes were taken hostage and murdered by a Palestinian terrorist group.) After presenting, students will attach the information gathered to a map to show the country where it occurred or the country affected.

Read a variety of informational texts in shared reading and through student independent reading about the first Olympic Games in Ancient Greece. Then give students this prompt: “Using online resources, research one sport from the most recent summer Olympics. Compare and contrast to tell how it is similar and how it is different from the first games. Cite facts from texts and provide a conclusion. Create a teaching poster or multimedia slide and report orally on your learning.”

Attached is a guided reading book (pdf) about Olympics past and present. Students can create an Olympic time line to show the evolution of modern day games. (EC, IM, IC, S, RD) (SD, SN, NL, CL, RR, CQO)


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


 * 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 ** []
 * The expectation for third grade is for students to learn the first 400 words by the end of the year. **

**Smartboard Lessons****, Promethean Lessons ** @http://exchange.smarttech.com/search.html?q=fables
 * Fables, Myths, and legends
 * 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. **
 * //**Powerful Writing: Description in Creating Monster Trading Cards**//**<span style="color: #571c1f; font-family: 'Cambria','serif'; font-size: 15px;"> (ReadWriteThink) (L.3.1a, RL.3.2) **@http://www.readwritethink.org/classroom-resources/lesson-plans/powerful-writing-description-creating-134.html
 * Magic Tree House Teachers Club Resource Center: http://www.magictreehouse.com/teachers_resource_center#teachers_reasource_center
 * The Olympians: @http://www.desy.de/gna/interpedia/greek_myth/olympian.html
 * The Greek Gods: Olympians and Others: @http://www.dowlingcentral.com/MrsD/area/unitthemes/myth/greekgodtable.html
 * Greek Mythology, The 12 Gods of Olympus: @http://www.webgreece.gr/greekmythology/olympiangods/


 * Image of Mt. Olympus Class Paper Mural

Lesson Plan


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