3_4_3LA


 * Grade: 3Unit: 4 Week: 3** **Content: ELA Dates: 1/22-1/25**


 * Theme **** : ** The People, the Preamble, and the Presidents


 * In this fourth six-week unit of third grade, students read about the people, the Preamble (to the Constitution), and the presidents of the United States. **


 * Theme Essential Question **** : Why is it important to choose words carefully? **


 * Essential Questions: **
 * How does comparing and contrasting help me to comprehend?
 * What characteristics do most presidents have in common?

** RI.3.4: ** Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. ** RI.3.8: ** Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). ** SL.3.3: ** Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ** RF3.4: ** Fluency: Read with sufficient accuracy and fluency to support comprehension. ** W.3.7: ** Conduct short research projects that build knowledge about a topic. ** L.3.4: ** Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. ** L.3.4(d): ** Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
 * Standards **
 * Objectives **
 * Students will be able to compare and contrast two similar books or artwork on the same topic (the presidents).
 * Students will be able to create an acrostic poem of the word president.
 * Students will be able to form and use comparative and superlative adjectives and adverbs and choose between them depending on what is modified.


 * Assessment **
 * 1) Product:
 * Students will create a digital acrostic poem using descriptive words and phrases that accurately describe the presidency. Students will present their poem.


 * 1) Project:


 * 1) Key Questions
 * What steps do I take to compare and contrast two or things on the same topic?
 * What are comparative and superlative adjectives and adverbs?
 * What clues can I use to determine when to use comparative and superlative adjectives and adverbs?


 * 1) Observable Student Behaviors (Performance)


 * I can compare and contrast books and artwork on the same topic.
 * I can create an acrostic of the word president using descriptive words and phrases that accurately describe the presidency.
 * I can determine when to use comparative and superlative adjectives and adverbs.


 * Vocabulary **
 * ** ELA ** || || ||
 * * Bio-Poem
 * Chronological order
 * Cumulative choral reading
 * Dictionary
 * Historical Fiction
 * Humorous
 * Immigration
 * Settle
 * Settlement
 * Sequence
 * Synonym ||  ||   ||


 * 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]

Choose two books about presidents __(So You Want to be President?__ and __Lives of Presidents__) to compare and contrast. Ask students the following questions: Choose two additional titles for students to compare and contrast independently using a three-column chart. (RI.3.6, RI.3.1, RI.3.9, SL.3.1) (EC, IC, S) (SD, SN, CL, CQO)
 * In what ways are the two books similar?
 * How are they different?
 * Did you feel that any of the humorous comments made about the presidents were inappropriate? What part of the text supports your opinion?


 * ART TEACHER: ** Compare the following artwork: //Washington Crossing the Delaware// (Leutze) versus //Reagan Inaugural Parade// (photographer unknown) AND //George Washington// (Stuart) versus //Oil Portrait of John F. Kennedy// (Shikler). Discuss which elements in depicting presidents have remained the same and which ones have changed over time regarding the subject, details, and themes. (SL.3.1, SL.3.3) (EC, IC, S) (SD, NL, CL)


 * ART TEACHER: ** View the portrait of Bill Clinton by Chuck Closeor Rauschenberg’s portrait of John F. Kennedy. What have modern artists chosen to omit or add in more recent portraits? How do these images differ from previous presidential portraits? (SL.3.1, SL.3.3) (EC, IC, S) (SD, NL, CL)

Create a digital acrostic poem using the word President that accurately portrays the presidency. @http://www.readwritethink.org/classroom-resources/student-interactives/acrostic-poems-30045.html


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

Form and use comparative and superlative adjectives and adverbs. Choose between them depending on what is modified.


 * Homework **

Read books about presidents in free time for next week’s learning.


 * 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#)


 * __ All __**** participants need the following 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)

** Poems ** ** Stories ** ** Informational Texts ** ** Nonfiction Books ** ** Art, Music and Media ** ** Art **
 * Literary Texts **
 * “A Nation’s Strength” (Ralph Waldo Emerson) (Read Aloud)
 * “George Washington” (Rosemary and Stephen Vincent Benet) (Read Aloud)
 * “The Flag Goes By” (H.H. Bennett) (Read Aloud)
 * “The Star-Spangled Banner” (Francis Scott Key) (Read Aloud)
 * “Washington Monument by Night” (Carl Sandburg) (EA) (Read Aloud)
 * // The Star-Spangled Banner // (Francis Scott Key, illustrated by Peter Spier) (Read Aloud)
 * // Annushka's Voyage // (Edith Tarbescu and Lydia Dabcovich)
 * // Arthur Meets the President: An Arthur Adventure // (Marc Brown)
 * // Hannah's Journal: The Story of an Immigrant Girl // (Mariss Moss)
 * // Hope in My Heart: Sofia's Immigrant Diary, Book 1 // (Kathrym Lasky)
 * // In America // (Mariss Moss)
 * // In the Year of the Boar and Jackie Robinson // (Bette Bao Lord and Marc Simont)
 * // Lily and Miss Liberty // (Carla Stevens and Deborah Kogan Ray)
 * // Make a Wish Molly // (Barbara Cohen and Jan Naimo Jones)
 * // Molly's Pilgrim // (Barbara Cohen and Daniel Mark Duffy)
 * // Oranges on Golden Mountain // (Elizabeth Partridge)
 * // Otto Runs for President // (Rosemary Wells)
 * // The Dream Jar // (Bonnie Pryor and Mark Graham)
 * // The Garden on Green Street // (Meish Goldish)
 * // The Long Way to a New Land // (Joan Sandin)
 * // The Memory Coat // (Elvira Woodruff and Michael Dooling)
 * // The Orphan of Ellis Island // (Elvira Woodruff)
 * // Together in Pinecone Patch // (Thomas F. Yezerski)
 * // Vote! // (Eileen Christelow)
 * // When Jesse Came Acros the Sea // (Amy Hest and P.J. Lynch)
 * // Woodrow for President: A Tail of Voting, Campaigns, and Elections // (Peter J. and Cheryl Shaw Barnes)
 * // Coming to America: The Story of Immigration // (Betsy Maestro and Susannah Ryan) (Read Aloud)
 * // Ellis Island // (Elaine Landau)
 * // Fourteen Cows for America // (Carmen Agra Deedy, Thomas Gonzalez, and Wilson Kimeli Naiyomah) (E)
 * // …If You Were There When They Signed The Constitution // (Elizabeth Levy and Joan Holub) (Read Aloud)
 * // James Madison: Fourth President 1809-1817 // (Mike Venezia) (Read Aloud)
 * // Lives of the Presidents: Fame, Shame (and What the Neighbors Thought) // (Kathleen Krull and Kathryn Hewitt) (Read Aloud)
 * // Remember the Ladies: 100 Great American Women // (Cheryl Harness) (Read Aloud)
 * // Shh! We’re Writing the Constitution // (Jean Fritz and Tomie dePaola) (Read Aloud)
 * // Smart About the Presidents // (Smart About History) (Jon Buller, Susan Schade, Maryann Cocca-Leffler, Dana Regan, and Jill Weber)
 * // So You Want to Be President? // (Judith St. George and David Small) (E)
 * // The Presidency // (Scholastic, True Books) (Christine Taylor-Butler) (Read Aloud)
 * // The Presidency // (Scholastic, True Books) (Patricia Ryon Quiri) (Read Aloud)
 * // We the Kids: The Preamble to the Constitution // (David Catrow) (Read Aloud)
 * Aaron Shikler, // Oil Portrait of John F. Kennedy (Official Portrait) // (1970)
 * Artist unknown, // Reagan Inaugural Parade // (1981)
 * Chuck Close, // Portrait of Bill Clinton // (2005)
 * Daniel Chester French, // Lincoln Memorial // (1922)
 * Emanuel Leutze, // Washington Crossing the Delaware // (1851)
 * Gilbert Stuart, // George Washington // (1796)
 * Jean-Antoine Houdon, // Bust of Thomas Jefferson // (1789)
 * John Trumbull, // John Adams // (1792-1793)
 * Robert Rauschenberg, // Retroactive 1 // (1964)


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **
 * ** Fry’s 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. **

Vocabulary and Spelling Students will understand the meaning and correct spellings for grade- appropriate vocabulary. Cause and Effect Students will be able to identify and differentiate between cause and effect.
 * Smartboard Lessons ****, Promethean Lessons **
 * AEGOM Lesson EG3-022 **
 * AEGOM Lesson EG4-021 **

Compare and Contrast Students will understand how to compare and contrast within a text.
 * AEGOM Lesson EG4-023 **

Sequence of Information Students will be able to identify the sequence of events presented in a passage.
 * AEGOM Lesson EG6-013 **

Fluency Students will read text with proper accuracy, speed, and intonation (or expression).
 * AEGOM Lesson EG3-020 **

Context Clues Students will use context clues to help find the meaning of unknown words.
 * AEGOM Lesson EG4-020 **

Dictionary Skills Students will learn how to use a dictionary to find information
 * AEGOM Lesson EG6-024 **
 * Other **
 * Lesson on Acrostic Poems: @http://www.readwritethink.org/files/resources/interactives/acrostic/
 * About Chuck Close: @http://burgher-art-facts.tripod.com/close.html
 * Portrait of Bill Clinton by Chuck Close@http://www.flickr.com/photos/mbell1975/4219803441/
 * Rauschenberg’s portrait of John F. Kennedy:@http://www.telegraph.co.uk/news/obituaries/1953011/Robert-Rauschenberg.html
 * List of books about presidents: @http://www.amazon.com/TOP-CHILDRENS-BOOKS-GREATEST-PRESIDENTS/lm/R2XSKA24LP415O

Lesson Plan


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