3_1_1LA


 * Grade: 3 Unit: 1 Week: 1 Content: ELA Dates: 8/20-8/24 **


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


 * Essential Questions: **
 * How can using key details in the text to explain the meaning of stories while retelling?
 * 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 descriptive details and sequenced events help me to organize a narrative?


 * 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 tell stories from personal experiences and write narratives telling those stories.
 * Students will be able to determine and analyze characters’ traits motivations in non-fiction texts such as __Grandfather’s Journey__ and __Tea with Milk__.
 * Students will be able to distinguish nouns and verbs and understand the role of each in a sentence.


 * Assessment **
 * Product: **
 * Use an interview with a family member or a timeline to create a story board that will be used to write a personal narrative based on a real experience. The narrative should demonstate effective techniques, descriptive details and a clear sequence of events.


 * Key Questions **
 * How can I use personal experiences or imagined events to write a narrative? (W.3.3)
 * What is a noun and how does it function in a sentence? (L.3.1(a))
 * What is a verb and how does it function in a sentence? (L.3.1.(a))


 * Observable Student Behaviors (Performance) **
 * I can retell stories from diverse cultures.
 * I can explain how a character’s actions contribute to the sequence of events.
 * I can use personal experiences or imagined events to write a narrative.
 * I can organize my narrative by using descriptive details and sequenced events.
 * I can explain the function of nouns and verbs in general and how they function in particular sentences.


 * Vocabulary **
 * ** ELA ** ||
 * * author
 * illustrator
 * noun
 * verb
 * pronoun
 * collective noun
 * verb tenses
 * generational stories
 * problem
 * solution
 * narrative writing
 * 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. Nouns and Verbs
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson: Nouns and Verbs (Found in Assignment Archive Under District)
 * This week, students will share favorite family stories. Shift the discussion to how stories are passed down from grandparents specifically. Read __Grandfather’s Journey__ and __Tea with Milk__ by Allen Say. Then, assign the following: “Interview one of your family members (e.g., a parent, grandparent, aunt, or uncle) to learn a family story. Generate questions to use when interviewing a family member. Questions and answers will be used to create a storyboard. Save the story by taking notes or by recording it digitally. Use the story you record to write a narrative.” This writing project should be worked on over a couple of weeks, focusing on elaboration, revision, and editing, using the standards as guidance. (W.3.3, W.3.4, W.3.5, L.3.1, L.3.2, L.3.2f, L.3.3) (E/C, I/M, I/C) (N/L, C/L, C/Q/O)
 * Read __Annie and the Old One__ by Miska Miles and Peter Parnall. Have students to turn and talk to a partner about a favorite relative. Write a poem (cinquain, diamante or free verse) about that special relative. Provide students with templates for cinquains and diamantes. @http://teacherlink.ed.usu.edu/tlresources/units/monsonunits/KATMAC/annie.htm
 * Read __Through Grandpa’s Eyes__ by Patricia Maclachlan and Deborah Kogan Ray. Ask students to respond to the following prompt: “Why do you think the author entitled this book ‘Through Grandpa’s Eyes’?”
 * After reading __Knots on a Counting Rope__ by John Archambault, Ted Rand, and Bill Martin, Jr., review the character traits of the boy and his grandfather. Have the students partner up and list three characteristics for each. Make a connection to another story that honors grandparents such as __Through Grandpa’s Eyes__. As students finish reading the new book, have them work with the same partner to list at least three characteristics of each character in the new story. Then determine:
 * How are the grandparents similar and different?
 * How are the grandchildren similar and different?
 * What is the message of each book? What do you think the author might have wanted you to learn? (RL.3.3) (E/C, S, ) (NL, CL, C, Q, O, G/T/H)
 * Have students to brainstorm important events in their lives. Then make a timeline describing one special event for each year of their life. @http://www.storylineonline.net/knots/storyline_knots.pdf
 * Read __Snowed in with Grandmother Silk__. Ask students to recall a time when they did not have electricity (due to a storm or perhaps because they were camping). Ask them to describe things they did and used to “survive,” and what they did for fun.
 * Get students thinking about their own extended family relationships. Have students examine their relationships with a grandparent (or an aunt/uncle). List traits or behaviors they share in common with that person and ways they are different. Have them share something that makes that person unique and/or something they admire about that person. (Be sure that they include the role that individual plays in their life.)
 * Grammar Skill ** :
 * Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 * Ruth Heller has written a series of informational books that teach parts of speech. As you read the book//__ Merry-Go-Round: A Book About Nouns __//, have the students listen for specific nouns. Pause as you read to allow the students to share what they are learning or to ask questions. Create word banks. (I/C, S) (R/R, H/P, C/Q/O)
 * Ruth Heller has written a series of informational books that teach parts of speech. As you read the book// Kites Sail High: A Book About Verbs // (Ruth Heller), have the students listen for specific verbs. Pause as you read to allow the students to share what they are learning or to ask questions. Create word banks and add discuss shades of meaning in verbs. (I/C, S) (R/R, H/P, C/Q/O)
 * Play Verb Charades to help students identify verbs in a fun interactive way.
 * Play Pictionary using nouns as topics to draw.


 * 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 2011-2012 **
 * // 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: Grandparents’ stories: Cultural trickster stories:
 * Literary Texts **
 * // 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)
 * // Grandfather’s Journey // (Allen Say) (EA)
 * // Tea with Milk // (Allen Say) (EA)
 * // Song and Dance Man // (Karen Ackerman and Stephen Gammel)
 * // Snowed in with Grandmother Silk // (Carol Fenner and Amanda Harvey)
 * // Annie and the Old One // (Miska Miles and Peter Parnall)
 * // Through Grandpa’s Eyes // (Patricia Maclachlan and Deborah Kogan Ray) (EA)
 * // Knots on a Counting Rope // (John Archambault, Ted Rand, and Bill Martin, Jr.)
 * // The Memory String // (Eve Bunting and Ted Rand)
 * // 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 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 **
 * Versatiles Reading Comprehension


 * Games **


 * Videos **

The expectation for third grade is for students to learn the first 400 words by the end of the year.
 * Sight Words **
 * FRY LIST @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html

Plural Nouns Students will identify and write plural nouns. Possessive Nouns Students will be able to identify and correctly use possessive singular and plural nouns to show ownership. @http://exchange.smarttech.com/details.html?id=3f909202-3369-4c79-91db-104676fdef15 Kooshball review of story elements @http://exchange.smarttech.com/details.html?id=dbec4b1b-0dab-41cb-a25d-62e093729d3c Resources to accompany the book. @http://exchange.smarttech.com/details.html?id=461f0bf6-b154-415d-916d-fe6c6516aa72 Week long whole group lesson on the story Annie and the Old One. I use this every year before Thanksgiving. @http://exchange.smarttech.com/search.html?q=storyboard&subject=All+subjects&grade=All+grades&region=en_US @http://exchange.smarttech.com/search.html?q=nouns&subject=All+subjects&grade=Grade+3&region=en_US http://exchange.smarttech.com/search.html?q=nouns&subject=All+subjects&grade=Grade+3&region=en_US#page=3 http://exchange.smarttech.com/search.html?q=nouns&subject=All+subjects&grade=Grade+3&region=en_US#page=3 http://exchange.smarttech.com/search.html?q=nouns&subject=All+subjects&grade=Grade+3&region=en_US#page=2
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: EG3-018 **
 * ** AEGOM Quiz: EG3-018 **
 * ** AEGOM Lesson: EG3-015 **
 * ** AEGOM Quiz: EG3-015 **
 * ** Grandfather's Journey **
 * ** Grandfather's Journey by Allen Say **
 * ** Annie and the Old One **
 * ** Story board: **
 * ** Nouns and Verbs: **

@http://edsitement.neh.gov/lesson-plan/aesop-and-ananse-animal-fables-and-trickster-tales In this unit, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both types of folktales employ various animals in different ways to portray human strengths and weaknesses and to pass down wisdom from one generation to the next. __ http://www.readwritethink.org/classroom-resources/lesson-plans/creating-family-timelines-graphing-870.html?tab=4#tabs __ __ @http://accad.osu.edu/womenandtech/Storyboard%20Resource/ __ @http://quizlet.com/1878065/vocab-for-through-grandpas-eyes-flash-cards/ Grammar Tales Books
 * Other Activities, etc. **
 * ** Aesop and Ananse: Animal Fables and Trickster Tales **
 * **Cinquain:** @http://www.readwritethink.org/classroom-resources/lesson-plans/composing-cinquain-poems-with-43.html
 * **Diamante:** @http://www.readwritethink.org/parent-afterschool-resources/games-tools/diamante-poems-a-30185.html
 * ** Link to generate questions: **
 * ** Through Grandpa’s Eyes: Vocabulary activity **


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