3_3_2LA


 * Grade:3 Unit: 3 Week: 2 **11/19-11/20 ** Content: Language Arts **

In this third six-week unit of third grade, students read biographies about musicians, artist, and inventors of the early twentieth century.
 * Theme: Creative, Inventive, and Notable People **
 * Theme Essential Question: ** How are the words “creative” and “inventive” similar? How are they different?


 * Essential Questions: **
 * How can students define and apply words such as “creative” and “inventive” to describe artists, musicians, and inventors?
 * How can students read biographies and explain the characteristics of a biography?
 * How can students learn about conjunctions and use them to create simple, compound, and complex sentences.


 * Standards **
 * ** RI.3.3: ** Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
 * ** RL.3.1: ** Ask and answer such questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 * ** SL3.1: ** Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) with diverse partners on //grade 3 topics and texts,// building on others’ ideas and expressing their own clearly.
 * ** SL.3.1(a): ** Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
 * ** W.3.2: ** Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 * ** L3.1: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** L.3.1(h): ** Use coordinating and subordinating conjunctions.
 * ** L.3.1(i): ** Produce simple, compound, and complex sentences.


 * Objectives **
 * Students will be able to define and apply words such as “creative” and “inventive” to describe inventors.
 * Students will be able to determine the difference between being innovative and being an inventor.
 * Students will be able to take simple research notes while reading biographies.
 * Students will be able to design and create five slides for a presentation on a notable person (e.g., an inventor).
 * Students will be able to learn about conjunctions and use them to create simple, compound, and complex sentences. (Focus on coordinating conjunctions weeks 1-3 and subordinating conjunction weeks 4-6.)

 ** Key Questions (match Standard) **
 * Assessment **
 * Product **
 * Create compound sentences using coordinating conjunctions.
 * Give students this writing prompt: “Choose a famous person’s biography to read. Write about the person. Be sure to answer the questions //who, where, when, why, what//, and //how// and highlight three to five key events in the person’s life.” Present information in a 5 slide presentation.
 * Can I apply coordinating conjunctions correctly in a compound sentence?
 * Can I understand how simple, compound, and complex sentences strengthen the meaning of sentences in a paragraph?
 * How do I narrow down information to select the most relevant points to share?

  ** Vocabulary **
 * Observable Student Behaviors **
 * I can use coordinating conjunctions correctly in a compound sentence.
 * I can use coordinating conjunctions to expand simple sentences into compound sentences in both my writing and speaking.
 * I can tell how the production of simple, compound, and complex sentences strengthen the meaning of a sentence.
 * I can use a graphic organizer to record research about a specific inventor.
 * Biographies
 * Complex sentence
 * Compound sentence
 * Coordinating conjunction
 * Note taking
 * Presentation
 * Research questions
 * Simple sentence
 * Subordinating conjunction


 * 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)


 * Activities ** [see Legend to highlight MCO and HYS]

** RESEARCH TO BE COMPLETED BY THE END OF THE UNIT ** Give students this writing prompt: “Choose a famous person’s biography to read. Write about the person. Be sure to answer the questions //who, where, when, why, what//, and //how// and highlight three to five key events in the person’s life.” Make sure that students cite their main source properly. Have students choose an age-appropriate biography to read from a series, such as the //TIME for Kids// series of biographies. Instruct the students to take notes based on the key questions while reading the biographies. After students have located a few additional sources and answered their last question, create a short series of slides to answer each of the questions (//who, where, when, why, what//, and //how//), as well as to highlight three to five key events in the person’s life. Have students combine multiple questions on one slide such as where and when. Limit each student to a total of five slides, with the last slide showing the key events in the inventor’s life. Combine the slides into one presentation and present it to an audience such as the students’ parents or another class. Following this research, a class could present a “Wax Museum,” where each student dresses as their assigned person and tells about her/his life. (SL.3.1a, SL.3.4, RI.3.3, W.3.8, W.3.2, W.3.5, L.3.1, L.3.2, L.3.3, W.3.10)

__ Read Amelia and Eleanor Go for a Ride. __ Discuss why Amelia is important and the difference between an innovator and an inventor. (S, IC, E/C) (S/D, R/R, CQO, S/N) Read more biographies and/or watch videos about inventors. **Feel free to incorporate other biographies not included in the unit.** Interactive Bio Cube @http://www.readwritethink.org/files/resources/interactives/cube_creator/ Bio Graphic Organizer @http://www.sbac.edu/~media/Graphic%20organizers/feb05_unit_BiographyChart.pdf Read __Hidden Worlds: Looking Through a Scientist’s Microscope__ by Stephen Kramer and Dennis Kunkel. Through the lenses of powerful microscopes, he has examined objects most people have never even thought about: a mosquito’s foot, a crystal of sugar, a grain of pollen, the delicate hairs on a blade of grass. Hidden Worlds takes students behind the scenes of Kunkel’s work and explains how he captures his remarkable images of microscopic life and objects. Students will learn how he became interested in microscopes as a boy, how he prepares specimens for study, and how different kinds of microscopes work. Use this book to spark a class discussion about wonderment. Ask: “Is Dennis Kunkel an inventor or innovative? Why?” SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION. ** L.3.1(h): ** Use coordinating and subordinating conjunctions. Write different kinds of sentences (simple and compound) about inventors and their inventions. Use coordinating conjunctions to create compound sentences. (S, E/C, IC) (S/N, CQO)
 * Grammar Skill ** :
 * L.3.1(i): ** Produce simple, compound, and complex sentences.
 * Homework **


 * Terminology **

** 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 **

Effective Literacy for Grades 2- 4 Professional Texts for 2011-2013 (0-8141-1317-6)
 * Resources **
 * Professional 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
 * // Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)

** Stories **
 * Literary Texts **
 * Poems **
 * “Jimmy Jet and his TV Set” (Shel Silverstein)
 * “Paper I” (Carl Sandburg) (EA)
 * “Paper II” (Carl Sandburg) (EA)
 * “The Folk Who Live in Backward Town” (Mary Ann Hoberman)
 * // No One Saw: Ordinary Things Through the Eyes of an Artist // (Bob Raczka) (Read Aloud)
 * // The Pot That Juan Built // (Nancy Andrews-Goebel and David Diaz) (Read Aloud)
 * // Emma’s Rug // (Allen Say) (EA)
 * // Rocks in His Head // (Carol Otis Hurst and James Stevenson)
 * // The Sign Painter // (Allen Say) (E) (Read Aloud)


 * Informational Texts **


 * Nonfiction Books **
 * // Ah, Music! // (Aliki) (E) (Read Aloud)
 * // Alexander Graham Bell: Inventor of the Telephone // (//TIME for Kids// Biographies) (Editors of //TIME For Kids// with John Micklos, Jr.)
 * // Amelia and Eleanor Go For a Ride // (Pam Munoz Ryan and Brian Selznick)
 * // Ella Fitzgerald: The Tale of a Vocal Virtuoso // (Andrea Davis Pinkneyand Brian Pinkney)
 * // Fantastic! Wow! And Unreal!: A Book About Interjections and Conjunctions // (Ruth Heller) (Read Aloud)
 * // Henry Ford: Putting the World on Wheels // (//TIME for Kids// Biographies) (Editors of //TIME For Kids// with Dina El Nabli)
 * // Here’s Looking at Me: How Artists See Themselves // (Bob Raczka) (Read Aloud)
 * // Hidden Worlds: Looking Through a Scientist’s Microscope // (Stephen Kramer and Dennis Kunkel) (Read Aloud)
 * // Hooray for Inventors! // (Marcia Williams)
 * // Inventing the Future: A Photobiography of Thomas Alva Edison // (Marfe Ferguson Delano and Jennifer Emmett) (Read Aloud)
 * // My Name is Georgia: A Portrait // (Jeanette Winter)
 * // Paul Gauguin // (Getting to Know the World’s Greatest Artists) (Mike Venezia) (Read Aloud)
 * // Picasso and the Girl with a Ponytail // (Laurence Anholt)
 * // The Museum Book: A Guide to Strange and Wonderful Collections // (Jan Mark and Richard Holland) (E) (Read Aloud)
 * // The Yellow House: Vincent van Gogh and Paul Gauguin Side by Side // (Susan Goldman Rubin)
 * // Thomas Edison: A Brilliant Inventor // (//TIME For Kids// Biographies) (Editors of //TIME For Kids// with Lisa DeMauro)
 * // To Fly: The Story of the Wright Brothers // (Wendie Old and Robert Andrew Parker) (Read Aloud)
 * // Van Gogh // (Getting to Know the World’s Greatest Artists) (Mike Venezia) (Read Aloud)
 * // Vincent van Gogh: Sunflowers and Swirly Stars // (Brad Bucks and Joan Holub)
 * // When Marian Sang: The True Recital of Marian Anderson // (Pam Munoz Ryan and Brian Selznick)


 * Art, Music, and Media **


 * Art **
 * Alice Neel, // Faith Ringgold // (1976)
 * Andy Warhol, // Self-Portrait // (1967)
 * Arnold Newman, // Igor Stravinsky // (1946)
 * Artist Unknown, // Helen Keller with Anne Sullivan // (1888)
 * Edoardo Gelli, // The Last Portrait of Mark Twain // (1904)
 * Pablo Picasso, // Gertrude Stein // (1906)
 * Paul Gauguin, // Self-Portrait // (1889)
 * Richard Avedon, // Marian Anderson, Contralto, New York // (1955)
 * Vincent van Gogh, // Self Portrait // (1887-1888)
 * Winold Reiss, // Portrait of Langston Hughes // (no date)
 * World-Telegram staff photographer, // [|Louis Armstrong] // (1953)

**Manipulatives**

@http://www.englishmedialab.com/GrammarGames/wheel/conjunctions_wheel.html @http://eslkidsworld.com/Interactive%20games/Grammar%20Games/Conjunctions/conjunctions%20game.html
 * Games **
 * Conjunctions - Interactive @http://www.funenglishgames.com/grammargames/conjunction.html
 * Complex Sentences @http://www.harcourtschool.com/activity/complex_sentence/index.html
 * Simple and Compound Sentences @http://www.harcourtschool.com/activity/sentence_power/index.html
 * Sentence Structure (simple, compound, and complex) @http://www.quia.com/rr/126726.html


 * Videos **
 * Conjunctions @http://www.teachertube.com/viewVideo.php?video_id=159879
 * Sentence Structure (Simple, compound, and complex sentences) @http://www.teachertube.com/viewVideo.php?video_id=125046&title=Sentence_Structure
 * Inventors and Inventions @http://www.teachertube.com/viewVideo.php?video_id=196343&title=Inventors_and_Inventions_Song
 * This video also contains a PDF Teacher’s Guide. @http://player.discoveryeducation.com/index.cfm?guidAssetId=C11B68E9-F5FC-48D0-85ED-DC8F21544385&blnFromSearch=1&productcode=US
 * Characteristics of Inventors @http://player.discoveryeducation.com/index.cfm?guidAssetId=9352FC5F-6AB5-44C2-BDE3-2DF9C60AC303&blnFromSearch=1&productcode=US
 * What Would Life Be Like Without Inventions? @http://player.discoveryeducation.com/index.cfm?guidAssetId=9352FC5F-6AB5-44C2-BDE3-2DF9C60AC303&blnFromSearch=1&productcode=US

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


 * SMART Board Lessons, Promethean Lessons **
 * Asking and Answering Questions (QAR) @http://exchange.smarttech.com/details.html?id=1d79dfb6-3328-435d-8315-48ef1b1c2c87
 * Conjunctions @http://exchange.smarttech.com/details.html?id=6ed544c9-7c41-497b-9d6f-009557c06017
 * Simple and Compound Sentences @http://exchange.smarttech.com/details.html?id=9b3a8b56-69ea-4726-89c0-c4b38e894d2e
 * Clauses and Complex Sentences @http://exchange.smarttech.com/search.html?q=complex+sentences&subject=English+Language+Arts&grade=Grade+1&grade=Grade+2&grade=Grade+3&grade=Grade+4&region=en_US
 * Opinion Writing @http://exchange.smarttech.com/details.html?id=fc35e009-7eb4-45b8-8b7f-304d58896bd4
 * Artists @http://exchange.smarttech.com/details.html?id=fe06b2b7-91d8-4f50-82dd-dcd95285fbbe
 * Inventors @http://exchange.smarttech.com/details.html?id=1130846c-f385-4521-9c37-df38943249a1
 * What Is An Invention? @http://exchange.smarttech.com/details.html?id=e735cb29-a6f8-4171-9a79-a692b6103557
 * Great Inventors (SB)
 * Inventors and Inventions (SB)


 * Other Activities, etc. **
 * Odyssey- Unit 3 Week 2 Cause and effect (search assignment archive My District)
 * Great American Inventors- In this lesson from Thinkfinity students compare three inventors. Links to handouts, a biography list, and a lesson plan are included. http://www.readwritethink.org/classroom-resources/lesson-plans/great-american-inventors-using-957.html?tab=1#tabs
 * Web resources to accompany Great American Inventors Lesson @http://www.readwritethink.org/files/resources/lesson_images/lesson957/web-inventors.html
 * Invention at Play is a website from the Smithsonian dedicated to invention and creativity. Students can learn about inventors and their inventions. @http://www.inventionatplay.org/inventors_main.html

Click here for Word document. Click cancel when asked for a username and password.


 * = ===English===

Arts
||= Matrix ||= Resources ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Matrix ||= Resources ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Home K-2 ||= Home 3-5 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||
 * = ===Math=== ||= [[image:commoncorepcssd3/Actions-insert-table-icon.png link="commoncorepcssd3/3_3MMatrix"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]