3_1_5LA


 * Grade: 3 Unit: 1 Week: 5 Content: ELA Dates: 9/17-9/21 **


 * 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? (RL.3.3)
 * How can participating in class discussions help me to build on other’s ideas or clearly express my own? (SL.3.1.c)
 * What is a trickster tale? (RL.3.2)
 * How does the culture effect the organization of a trickster tale? (RL.3.2)


 * 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 or motivations in fables or trickster tales//.//
 * Students will be able to determine the trickster, the fool, the problem, and the solution in various cultures’ trickster tales.
 * Students will be able to write an opinion piece using supportive reasons to tell about their favorite trickster tale.
 * Students will be able to continue researching one of the trickster tale’s cultures, as part of responding to class-generated questions.
 * Students will be able to compare and contrast two trickster stories, specifically, the characters and message of the story.
 * Students will be able to distinguish verbs and adverbs. Understand the role of each in a sentence.
 * Assessment **
 * Product **
 * ** Project: **
 * Research one of the trickster tale’s cultures, as part of responding to class-generated questions.
 * Work on developing individual trickster tales and animal drawings.
 * Work on developing individual trickster tales and animal drawings.


 * Key Questions (match Standard) **
 * How can I explain the meaning while retelling stories by using key details in the text? (CC.3.RL.2)
 * 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? (CC.3.SL.1.c)
 * How does using the conventions of Standard English grammar and usage help me to write and speak correctly? (CC.3.L.1)


 * Observable Student Behaviors (Performance) **
 * I can retell stories from diverse cultures.
 * I can describe characters in a story using their traits, motivations, feelings, and actions.
 * I can form an opinion and support my opinion using facts.
 * In a class discussion, I can make comments that are connected to the remarks of others and participate effectively in class discussion about topics or texts.
 * I can build on other’s ideas and clearly express my own.
 * I can explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and how they function in particular sentences.


 * Vocabulary **
 * ** ELA ** ||
 * * author
 * illustrator
 * noun
 * verb
 * collective noun
 * pronoun
 * verb tenses
 * generational stories
 * trickster tales
 * the trickster
 * the fool
 * problem
 * solution
 * internet search
 * shared research
 * 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: Character ** (Located in Assignment Archive under District)
 * ** CONTINUE: Small Group Fables/Trickster Tales Research Project: To be completed by the end of the unit ** Students will read a variety of trickster tales from various cultures. They will choose one of the cultures to research, write a report about and present to the class. Give small groups of students the following prompt: “Research a culture that tells trickster tales. Generate questions related to the culture and assign a person to research each question. Create a book or multimedia presentation to communicate your findings.” (W.3.6, W.3.7, W.3.8) (EC, IC, S, RD)(SD, SN, CL, CQO)
 * ** CONTINUE: ** **Fables/Trickster Tales Writing Project: To be completed by the end of the unit** Have students research online one of the following cultures: **(1) African American slave culture (2) European culture (choose specific country) (3) Native American (Plains) culture (4) Andes Mountain** to get background for fables and trickster tales which they will write. Remind students that most Trickster Tales have animals with personification. After students have completed their online research, have them choose an animal for their tale, draw the animal, and describe the animal’s human features. Decide whether you will create a class book or a multi-media presentation based on the culture research and the Trickster Tales each student writes. (EC, IC, S, RD)(SD, SN, CL, CQO)
 * Organize students into groups or pairs, and have them choose two trickster tale books to read. Have them determine the trickster, the fool, the problem and the solution and what culture they think it came from and why they believe it is that culture using a graphic organizer.
 * Review the Trickster Tales you have used in class. Compare tricks. Ask the students: “Do you think the characters had good or bad reasons for doing what they did?” “How did the characters solve their problem?” “Who was your favorite trickster character?” “Why?” Have students write a short opinion piece answering these questions.
 * ** Grammar Skill: **
 * Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 * Review Parts of Speech


 * 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


 * 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)

Our stories: Cultural trickster stories:
 * Literary Texts **
 * Stories **
 * // The Stories Julian Tells // (Ann Cameron and Ann Strugnell) (E)
 * // More Stories Julian Tells // (Ann Cameron and Ann Strugnell) (EA)
 * // The Stories Huey Tells // (Ann Cameron and Roberta Smith) (EA)
 * // Gloria’s Way // (Ann Cameron and Lis Toft) (EA)
 * // 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)
 * Stories (Read Aloud) **
 * // The Apple and the Arrow // (Mary Buff)
 * // Sign of the Beaver // (Elizabeth Geroge Speare)
 * 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 Texts **
 * Students will do internet research on a culture related to a favorite trickster tale:
 * African American slave culture
 * European culture (choose specific country)
 * Native American (Plains) culture
 * Andes Mountain culture


 * 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)


 * 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. **

@http://exchange.smarttech.com/details.html?id=47f8c724-dd33-44f4-9fae-8f7242638968 http://express.smarttech.com/?url=http://exchangedownloads.smarttech.com/public/content/b1/b122e908-9bb0-4a68-89dd-a0e8bb9b223f/Poetry%20for%203rd%20Grade%20Common%20Core%20Unit%201.notebook# @http://exchange.smarttech.com/details.html?id=bea2277f-8e4e-4bb6-8bf3-ac77d75008e3
 * SMART Board Lessons, Promethean Lessons **
 * Parts of Speech-Nouns, verbs, adjectives, and adverbs
 * Langston Hughes Common Core Lesson
 * Parts of Speech Sort

Games and Activities: @http://www.gameclassroom.com/3rd-grade Grammar Tales Books
 * Other Activities, etc. **


 * ===English ===

Arts
||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  Week 5 ||  Week 6 || Week 1 ||  <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 6 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Math === ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd3/math.png link="commoncorepcssd3/3_1_1M"]]
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">[[image:commoncorepcssd3/PCSSDlogo.JPG link="@commoncorepcssd/home"]]