3_3_1LA

** Grade: 3 Unit: 3 Week: 1 11/12/12-11/16/12 Content: Language Arts ** ** Theme: Creative, Inventive, and Notable People **  In this third six-week unit of third grade, students read biographies about musicians, artist, and inventors of the early twentieth century. ** Theme Essential Question: ** ** 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 (e.g., of artists, musicians, and inventors) and explain the characteristics of a biography?
 * How can students learn about conjunctions and use them to create simple, compound, and complex sentences? (Focus on coordinating conjunctions.)


 * 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 artists, musicians, and inventors.
 * Students will be able to read biographies of inventors and explain the characteristics of a biography.
 * Students will be able to take simple research notes while reading biographies.
 * Students will be able to present information about an invention.
 * Students will be able to describe the relationship between a series of historical events, scientific ideas or concepts.
 * 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.)


 * Assessment **
 * Product **
 * Identify and write sentences with coordinating conjunctions using text in all subject areas.
 * Create a 3-D pop-up of an inventor that we read about to tell what made him/her an inventor and how that invention helped society.
 * Use Venn-Diagram to write an opinion piece telling which inventor was the most innovative.
 * Choose an invention, an artwork, or song that you love. Research to find out who invented it, created it, or wrote it. Photograph the object or artwork, or record the song to use for an oral presentation of your research results.


 * Key Questions (match Standard) **
 * What are coordinating conjunctions?
 * How can learning to use coordinating conjunctions correctly help me in my writing and speaking?
 * How can learning about inventors help me to understand the world around me?
 * How can I explain the relationship between two historical inventors?
 * How can I demonstrate my understanding for nonfiction text features by creating a booklet?


 * Observable Student Behaviors **
 * I can name inventors and their corresponding inventions.
 * I can explain the relationship between two historical inventors.
 * I can identify the characteristics of an innovative person.
 * I can identify conjunctions in simple, compound and complex sentences.
 * I can use coordinating conjunctions to expand simple sentences into compound sentences in both my writing and speaking.

** Vocabulary **
 * 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)

Begin this new unit with a discussion of its title: Creative, Inventive, and Notable People. Use some of the following questions to guide the conversation, and ask students first to write their answers in complete sentences in their journals before the class discussion begins: ** INVENTIONS WE LOVE: ** **RESEARCH TO BE COMPLETED BY THE END OF THE WEEK** Give students this research prompt: “Choose an invention, an artwork, or song that you love. Research to find out who invented it, created it, or wrote it. Photograph the object or artwork, or record the song to use for an oral presentation of your research results.” Have each student choose an invention that they love (e.g., a bicycle, a portable media player, a song, painting, etc.). Help students to formulate open-ended questions using the question stems (//who, where, when, why, what//, and //how//) to guide the research about who invented or created the item they selected. Have students create a presentation of the information they discover about the inventor of their object. Require students to use the guiding question stems as an organizational tool in their presentations. Allow students to photograph the object so that they can display an image of it while they tell about the history of their invention. If students picked an artwork or a song, display the work or play a recording as the student shares their research. Make sure that students cite their source properly. (RI.3.5, W.3.7, W.3.8, SL.3.4) Read __Hooray for Inventors!__ by Marcia Williams to share stories behind some of the world's greater and lesser inventions. Emphasize how many inventions build on earlier ones. For example, without the radio we wouldn’t have TV. Without the TV we wouldn’t have video. Without video, we could not enjoy DVDs or DVR. Begin reading biographies of inventors. Talk about how the title of a biography sometimes tells the name of the person and that it sometimes gives a description of the person’s main contribution. Tell students that while they are reading or listening to someone else read a biography, they should note the key events that occur in the subject’s life using a graphic organizer (note taking strategy). At the end of this week, let the students choose two inventors to compare and contrast (Venn diagram). Then students will write an opinion piece about one of the two inventors that they thought was the most innovative using supporting details from the graphic organizer. ** After reading, choose activities below to complete. 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 Teach students about the text features of biographies (nonfiction text). Then let students complete nonfiction graphic organizers or create a nonfiction text feature booklet. Nonfiction text feature graphic organizer @http://www.fcrr.org/Curriculum/PDF/G2-3/2-3Comp_2.pdf Nonfiction text feature booklet @http://www.teacher2teacherhelp.com/wp-content/uploads/ExpositoryTextFeaturesBooklet_13A6A/TextFeaturesBooklet.pdf SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.
 * Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson Sequential Order (Found in Assignment Archive Under District)
 * What does it mean to be creative or inventive?
 * How are these words similar? How are they different?
 * Whom do you know that is creative?
 * Do you know anyone who is inventive? What did he/she invent?
 * What does it mean to be notable?
 * Of the famous people that you have learned about, who do you think is notable?
 * What other words can we make from the base word //create//? (Possible answers: //creation, created, creating, recreate, uncreative, recreation//) (RL.3.1, SL.3.1)
 * // Alexander Graham Bell: Inventor of the Telephone // (//TIME for Kids// Biographies) (Editors of //TIME For Kids// with John Micklos, Jr.)
 * // Henry Ford: Putting the World on Wheels // (//TIME for Kids// Biographies) (Editors of //TIME For Kids// with Dina El Nabli)
 * // 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).
 * Grammar Skill ** :

** L.3.1(h): ** Use coordinating and subordinating conjunctions. ** L.3.1(i): ** Produce simple, compound, and complex sentences.

Teach coordinating conjunctions (FANBOYS…for, and, nor, but, or, yet, so) using Ruth Heller’s book //__Fantastic! Wow! and Unreal! A Book About Interjections and Conjunctions__//__.__ Create an anchor chart to list coordinating conjunctions and how they function in sentences.


 * Homework **


 * 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 **

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

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

Aegoms Odyssey
 * SMART Board 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
 * EG4-021
 * EG6-013
 * Unit 3 Week 1 Sequential Order (Search assignment archive My District)


 * Other Activities, etc. **
 * 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

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