3_5_4LA


 * Grade: 3Unit: 5 Week: 4** **Content: ELA Dates: 3/11-3/14**


 * Theme ****:** **A Feast of Words on a Planet Called Earth and Beyond **
 * In this fifth six-week unit of third grade, students read stories, poems, and informational text full of rich language, a “feast of words.” **
 * Theme Essential Question **** : ****What makes a word or phrase the “right” word or phrase? **

** Objectives **
 * Essential Questions: **
 * How do I express my opinion in writing?
 * Why is it important to use reasons to support an opinion?
 * How do illustrations support the ideas in the print part of the text?
 * Do you think the authors fairly described the way people in the United States eat? Why or why not?
 * Standards **
 * ** RI.3.7: ** Use information gained from illustrations (e.g., maps [and] photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
 * ** RF.3.3: ** Know and apply grade-level phonics and word analysis skills in decoding words.
 * ** RF.3.3(b): ** Decode words with common Latin suffixes.
 * ** L.3.4b: ** Determine the meaning of the new word formed when a known affix is added to a known word//.//
 * ** RL.3.4: ** Describe the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
 * ** W.3.1: ** Write opinion pieces on topics or texts, supporting a point of view with reasons.
 * ** RL.3.5: ** Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as //chapter, scene,// and //stanza;// describe how each successive part builds on earlier sections.


 * Students will be able to independently read stories, poems, and informational text.
 * Students will be able to decode and analyze words with Latin suffixes.
 * Students will be able to write an opinion piece based on one’s own thinking (e.g., about food legislation) while applying a growing understanding of strong, focused paragraphs.
 * Students will be able to research and write a report about the way that Americans eat versus the way that the rest of the world eats, using the key questions (//who, where, when, why, what,// and //how//) to guide research.


 * Assessment **
 * 1) ** Product: **
 * Write an opinion paragraph using this prompt: “In your opinion, do you think there should be laws passed to tell people what they can and cannot eat? Support your answer with strong reasons.” Use a writing rubric to score.


 * 1) ** Project: **


 * 1) ** Key Questions **
 * What is my opinion about the way that Americans eat?
 * Can I support my opinion with facts and reasons?
 * What tools can I use to research a country and its main foods?


 * 1) ** Observable Student Behaviors (Performance) **
 * I can express my opinion using facts and specific reasons.
 * I can use multiple research tools to gather information about a country and its main foods.


 * Vocabulary **
 * ** ELA ** || || ||
 * * Affix
 * Idiom
 * Imagery
 * Latin suffixes
 * List Poem
 * Opinion
 * Research
 * Reasons
 * Stanza
 * Thesaurus
 * Word roots ||  ||   ||


 * 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]

Using a book such as __What the World Eats__ by Faith D’Aluisio and Peter Menzel, discuss the differences in the way people eat around the world. Challenge students to think critically about nutrition, their eating habits, and the way other cultures look at food. Use the following questions to guide the discussion: Finally, assign an opinion writing piece: “In your opinion, do you think there should be laws passed to tell people what they can and cannot eat? Support your answer with strong reasons.” (RI.3.2, RI.3.7, SL.3.1a, SL.3.2, SL.3.1c, SL.3.1d, SL.3.1b, W.3.1, L.3.1i, L.3.2) After reading __What the World Eats__ and discussing differences in the way people eat around the world, students will write a research report about a country. The report should include the country’s population, main food crops, how food is prepared, and which food groups are represented in an average meal. Students should also represent proportions on a “food plate”. Students should use multiple sources to research the country and its food. Refer back to the list poem “Eating While Reading”. Have students to write a spinoff poem entitled “Eating While ______________.” Throughout the week, read aloud the book __The Search for Delicious__. Have students to brainstorm a list of delicious foods they have eaten. Then, narrow it down to the most delicious food they have ever eaten. Ask students to write a well-constructed paragraph to convince someone to try that food using specific reasons and descriptive words. (S, E/C, IC, R/D) (S/D, S/N, NL, CQO) ** Affixes **
 * What do you think the authors were trying to say in this text?
 * Can you support your opinion with evidence from the text?
 * How did the illustrations support the ideas in the print part of the text?
 * Do you think the authors fairly described the way people in the United States eat?
 * Grammar Skills: **
 * ******SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.****** **


 * 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 **
 * Picture Books **
 * //Birds of a Feather: A Book of Idioms // (Vanita Oelschlager and Robin Hegan)
 * //In a Pickle and Other Funny Idioms // (Marvin Terban and Giulio Maestro)
 * //Mad as a Wet Hen!: And Other Funny Idioms // (Marvin Terban and Giulio Maestro)
 * //Punching the Clock: Funny Action Idioms // (Marvin Terban and Thomas Huffman)
 * //Raining Cats and Dogs: A Collection of Irresistible Idioms and Illustrations to Tickle the Funny Bones of Young People // (Will Moses)
 * //There's a Frog in My Throat: 440 Animal Sayings a Little Bird Told Me // (Loreen Leedy and Pat Street)
 * //Ve Lo Que Dices/See What You Say: Modismos en Espanol e Ingles/Spanish and English Idioms // (Nancy Maria Grande Tabor)
 * //Why the Banana Split: Adventures in Idioms // (Rick Walton and Jimmy Holder)
 * “Barefoot Days” (Rachel Field)
 * "Catch a Little Rhyme" (Eve Merriam) (EA)
 * “Eating While Reading” (Gary Soto) (E)
 * “I Wandered Lonely as a Cloud” (William Wordsworth) (Read Aloud)
 * “Skyscrapers” (Rachel Field)
 * “Spring Grass” (Carl Sandburg) (EA) (Read Aloud)
 * “The City” (Langston Hughes) (EA)
 * “The Grass on the Mountain” (Paiute American Indian) transcribed by Mary Austin (Read Aloud)
 * “The Grass” (Emily Dickinson) (Read Aloud)
 * //Candy Corn: Poems // (James Stevenson)
 * //Popcorn: Poems // (James Stevenson)
 * //Sweet Corn: Poems // (James Stevenson)
 * //Amelia Bedelia // series (Peggy Parish)
 * //Amelia Bedelia, Rocket Scientist // (Herman Parish and Lynn Sweat)
 * //Dog Breath!: The Horrible Trouble with Hally Tosis // (Dav Pilkey)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Even More Parts: Idioms from Head to Toe // (Tedd Arnold)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Frindle // (Andrew Clements and Brian Selznick) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">My Momma Likes to Say // (Denise Brennan-Nelson)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Thank You, Amelia Bedelia // (Peggy Parish and Barbara Siebel Thomas)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The Search for Delicious // (Natalie Babbitt) (E) (Read Aloud)

<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 15px;">Stories
**Informational Texts**


 * Nonfiction Books **
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">A Medieval Feast // (Aliki) (E)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Discover the Planets // (Kids Can Read) (Cynthia Pratt Nicolson and Bill Slavin)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Earth // (A True Book: Space) (Larry Dane Brimner)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Eleven Planets: A New View of the Solar System // (David A. Aguilar) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">It’s Disgusting and We Ate It! True Food Facts from Around the World and Throughout History // (James Solheim and Eric Brace) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Jupiter ( // A True Book: Space) (Larry Dane Brimner)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Jupiter // (News Nonfiction Readers) (Christine Taylor-Butler)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Mars // (A True Book: Space) (Larry Dane Brimner)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Mars // (News Nonfiction Readers) (Melanie Chrismer)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Mars: The Red Planet // (All Aboard Science Reader) (Patricia Brennan Demuth)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Mercury // (A True Book: Space) (Larry Dane Brimner)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Mercury // (News Nonfiction Readers) (Christine Taylor-Butler)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Moonshot: The Flight of Apollo 11 // (Brian Floca) (E)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Neptune // (A True Book: Space) (Larry Dane Brimner)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Neptune // (News Nonfiction Readers) (Melanie Chrismer)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Next Stop Neptune: Experiencing the Solar System // (Alvin Jenkins, illus. by Steve Jenkins) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Our Solar System: Revised Edition // (Seymour Simon)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Planets! // (TIME for Kids) (Editors of TIME For Kids with Lisa Jo Rudy)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Pluto: From Planet to Dwarf // (True Books) (Elaine Landau)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Saturn // (A True Book: Space) (Larry Dane Brimner)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Saturn // (True Books) (Elaine Landau)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The Planets // (Gail Gibbons) (EA)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">The Solar System // (Gregory Vogt)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Uranus // (News Nonfiction Readers) (Christine Taylor-Butler)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Uranus // (A True Book: Space) (Larry Dane Brimner)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Uranus // (True Books) (Elaine Landau)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Venus // (A True Book: Space) (Larry Dane Brimner)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Venus // (News Nonfiction Readers) (Melanie Chrismer)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">What the World Eats // (Faith D’Aluisio and Peter Menzel) (E) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">When Is a Planet Not a Planet?: The Story of Pluto // (Elaine Scott) (Read Aloud)
 * Dictionaries
 * Online dictionaries
 * Online thesaurus
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Scholastic Dictionary of Idioms (Revised) // (Marvin Terban)
 * Thesaurus

**<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 15px;">References **
**Art, Music, and Media**
 * Art **
 * Helen Frankenthaler, //Canyon// (1965)
 * Helen Frankenthaler, //Wales// (1966)
 * Jackson Pollock, //Number 1, 1950 (Lavender Mist)// (1950)
 * Jackson Pollock, //One: Number 31, 1950// (1950)
 * Morris Louis, //Number 182// (1961)
 * Sam Gilliam, //Red Petals// (1967)


 * 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. **

**Smartboard Lessons****, Promethean Lessons ** Similes and Metaphors Students will be able to identify and distinguish between similes and metaphors.
 * AEGOM Lesson EG4-018 **

Suffixes Students will use suffixes to change the meaning of root words.
 * AEGOM Lesson EG3-012 **

Prefixes Students will be able to identify common prefixes and their meanings.
 * AEGOM Lesson EG3-013 **

Suffixes and Spelling Students will learn how and when to make spelling changes to the end of a root word when adding a suffix.
 * AEGOM Lesson EG3-019 **


 * Figurative language **
 * @http://exchange.smarttech.com/details.html?id=c63d0858-6987-4025-90df-b84b4eef1cd0
 * @http://exchange.smarttech.com/details.html?id=34fb1dcb-7479-4f28-bad4-c332414d4c51
 * Affixes **
 * Prefix Introduction (pre-, un-, re-, dis-, mis-) @http://exchange.smarttech.com/details.html?id=6e25c075-7cc9-4a4a-9e0c-9ee2989677b5
 * (Un-, non-) @http://exchange.smarttech.com/details.html?id=b22efab5-1309-492e-bbdc-a4e3393d0165
 * Prefixes/suffixes @http://exchange.smarttech.com/details.html?id=99c23456-d8d9-4d5e-bd33-fb2abced7802
 * (Leads to a couple of online games to practice) @http://exchange.smarttech.com/details.html?id=e3a17e9a-a04e-4cb2-8aa0-1f1cae4114bd
 * Suffixes (-less, -ful) @http://exchange.smarttech.com/details.html?id=172812dc-21c2-488d-82f4-d16a5ca97cb2
 * The Many Sounds of the Suffix – ed @http://exchange.smarttech.com/details.html?id=5235c533-c0ce-488f-93cc-9f1435511c2e
 * Comparative Adjectives Using -er and –est @http://exchange.smarttech.com/details.html?id=f7380cb5-8932-449e-97e1-933fc4b050ca
 * Comparing Adjectives Using er and est Question Set (Smart Response Question Set) @http://exchange.smarttech.com/details.html?id=6ee95250-bd23-4e8e-8e2b-5f0a53cf9151
 * Opinion Writing @http://exchange.smarttech.com/details.html?id=fc35e009-7eb4-45b8-8b7f-304d58896bd4
 * Persuade, Argumentative, Opinion Writing (This lesson shows students a great format for writing their opinion pieces.) @http://exchange.smarttech.com/details.html?id=a044fadb-824e-4cda-849a-feb891242fb9


 * Other Activities, etc. **
 * Opinion Writing: http://www.sbusd.org/cms/lib/CA01000811/Centricity/Domain/42/3rd%20Gr.%20Opinion%20Term%204.pdf
 * @http://www.icivics.org/curriculum/persuasive-writing

Lesson Plan


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