3_3_3LA


 * Grade: 3 Unit: 3 Week: 3 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?

 ** Standards  **
 * Essential Questions: **
 * How can students define and apply words such as “creative” and “inventive” to describe musicians?
 * How do students read biographies (e.g., of artists, musicians, and inventors) and explain the characteristics of a biography?
 * How can students apply knowledge of conjunctions to create simple, compound, and complex sentences?
 * ** 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 musicians and explain the characteristics of a biography.
 * 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.)


 * Assessment **
 * Product **
 * Create a flyer to tell about a musician using Microsoft Office Publisher.
 * ** CONTINUE: ** 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.


 * Key Questions (match Standard) **
 * What organizational tool can I use to organize my thoughts for writing?
 * How do I use key details to focus on the central message?
 * How does the ability to question and locate answers in the text help me to understand and analyze text?
 * What are the best questions to ask or keep in mind when examining a piece of text?
 * Do I consistently use coordinating conjunctions in compound sentences to convey my thoughts?
 * Does my graphic organizer reflect my understanding of a featured musician?


 * Observable Student Behaviors **
 * I can use coordinating conjunctions to expand simple sentences into compound sentences in both my writing and speaking.
 * I can use a graphic organizer to demonstrate knowledge of a featured musician.
 * I can ask relevant questions to help me examine a text.


 * 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)

Generate a list of the key question words to consider, such as who, what, when, where, why, and how. Create a chart with the questions down the left-hand column of the chart in the front of the room. Use key question words to guide comprehension by reading aloud a biography of a famous person such as the singer Marian Anderson. As students hear answers to their questions, have them raise their hands. Write answers on the class chart and have the students write the information on their own charts. As you repeat this activity with other biographies, ask students to generate more open-ended research questions. (RL.3.1, RI.3.3)(S, IC, E/C) (S/N, NL, CQO)
 * Activities ** [see Legend to highlight MCO and HYS]

Read biographies and listen to audio samples of musicians listed below (Feel free to select others.). Give students this prompt: “Use information that you have learned about one musician to create a flyer or poster. This poster should include the title, date of birth/death, music genre, hit songs, and any other pertinent information relevant to this person notable.” Students should use Microsoft Office Publisher or a similar program to create the flyer. Allow students to present their posters/flyers to the class. Then ask students to pair themselves based on a commonality of their musicians. Ask students to justify their grouping (explain to the class their person’s commonalities).
 * // Ella Fitzgerald: The Tale of a Vocal Virtuoso // (Andrea Davis Pinkney and Brian Pinkney)
 * // When Marian Sang: The True Recital of Marian Anderson // (Pam Munoz Ryan and Brian Selznick)
 * // Barbara Hendricks (www.encyclopediaofarkansas.net ) //

** ART TEACHER: ** Select two works to compare in a large-group discussion (for instance, the Warhol self-portrait and the photograph of Louis Armstrong). Discussion should focus on choices that the artist made to communicate the importance of the subject, including the subject’s unique creative sensibility in art, music, or writing. In the above example, students might explore why the trumpet is the focal point of the photograph—does the photographer want the viewer to focus mainly on the music or on the man? How is the self-portrait of Warhol different? What details does he give us, and what remains ambiguous? How did the painter or photographer choose to depict the artist (or musician or writer) and portray his or her talents? (SL.3.1, SL.3.3)

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. ** L.3.1(i): ** Produce simple, compound, and complex sentences. Use the book __Fantastic! Wow! and Unreal__ by Ruth Heller to help teach conjunctions. Have students write simple and compound sentences. Sentence Games to use after explicit instruction and learning has occurred. This is a practice activity. Apply conjunctions by creating simple and compound sentences from a cause-and-effect graphic organizer. For example, consider the invention of the assembly line by Henry Ford.
 * Grammar Skill ** :
 * What caused him to invent it?
 * What were the effects of the invention?


 * 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
 * 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 (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)

** 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 @http://www.education.com/activity/article/Sentence_Scramble_third/
 * 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. **


 * 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.
 * Versatiles Lesson on reading signs around
 * Odyssey Unit 3 Week 3 Conjunctions (Search My District in Assignment archive)

Click here for Word document. (Click cancel if asked for a username and password)


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