3_5_3LA


 * Grade: 3Unit: 5 Week: 3** **Content: ELA Dates: 3/4-3/8**


 * 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? **


 * Essential Questions: **
 * How can I express my opinion through writing?
 * How can determining importance and summarizing help me better comprehend literature?
 * 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.


 * Objectives **


 * Students will be able to use dictionaries and thesauruses, both in print and online, to look up words and to consider varied shades of meaning.
 * Students will be able to decode and analyze words with Latin suffixes.
 * Students will be able to listen to a read-aloud novel such as __Frindle__, note how each chapter builds on earlier sections, requiring careful reading/listening for comprehension.
 * Students will be able to create an advertisement for a //frindle//.


 * Assessment **
 * 1) ** Product: **
 * Comic Strip: @http://teachershare.scholastic.com/resources/12078

@http://www.scholastic.com/teachers/lesson-plan/frindle-extension-activity
 * 1) ** Project: **
 * Choose ONE: (1) **Have students conduct "interviews" with their families to find out what kind of words they used as babies. (2) ** Draw a picture that will serve as an advertisement for a //frindle//. (3) Write a letter to an old teacher, like Nick does, telling them all the important things you got out of their class.


 * 1) ** Key Questions **
 * How can I use information from the text to develop a summary?
 * How can I create a book summary using the main idea from each chapter?
 * How can I use reference tools to make “weak” words convey more meaning?


 * 1) Observable Student Behaviors (Performance)
 * I can develop summaries that address relevant information from the text.
 * I can make weak words stronger to convey more meaning.


 * Vocabulary **
 * ** ELA ** || || ||
 * * Affix
 * Imagery
 * Latin Suffix
 * Shades of meaning in words
 * Word roots
 * Thesaurus ||   ||   ||


 * 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]

Ask students if they have ever wondered how things got their names? Who decided that a desk should be called a desk, or a globe a globe? Tell them that there are places on the Internet that can tell them the history of words: @http://etymonline.com/ Look up several words on this site.

Before this lesson, gather some cubes or building blocks to use as a visual representation. Using a chapter book such as //__Frindle__//, use the building blocks to show how the author of a book builds meaning. Demonstrate and discuss how each chapter built on earlier sections, requiring careful reading /listening for comprehension. At the end of each reading session (2-3 chapters), have students write on sticky notes what they believe is the main idea of the chapter. Place the sticky notes on the board and look to see how well the students comprehended the text, discussing as you read them aloud. After the class comes to consensus, write down the main idea of the chapter on another sticky note and place it on the block. Do this with each chapter (or reading session if you do not finish a chapter in one sitting) to show how events build upon each other. If, later in the book, the class realizes (with your guidance) that they have forgotten something important in a previous chapter, go back and revise the building blocks. This will teach the students that good readers tailor their thinking—rethinking the importance of events and ideas—as they read. (RL.3.5, SL.3.2)

// Some discussion questions to use while reading the book // Chapter 2: Are dictionaries important? Why or why not? Chapter 3: What do we already know about “where did all those words come from?” Chapter 4: What would be the perfect dictionary? Chapter 5: Discuss how words get in the dictionary. Chapter 6: Write—If you could rename an object, what would the object be and what would be its new name? Chapter 8: Why or why not was Mrs. Granger fair in her punishment? Chapter 10: Mrs. Granger states: “There is no reason to invent a new and useless word. They should each learn to use the words we already have.” Have students write whether they agree with this or not in an opinion piece. End of book: Why are words important?
 * SEE RENAISSANCE (AR) LITERACY SKILLS TEACHER’S GUIDE **

Have students look up the word //know // in an online thesaurus. Create a horizontal line on the board with wonder at one end and know at the other. To show shades of meaning, discuss the placement of other state-of-mind words (i.e., the synonyms and antonyms of know) on the scale. Repeat this activity with verbs and/or adjectives (such as warm) that come up in student reading. (L.3.5c) (EC, IC, S) (SN, RR, CL, CQO) **SEE SHADES OF MEANING MAP**


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


 * Affixes **


 * 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 **

************************************************************************************************************
 * 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)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Amelia Bedelia, Rocket Scientist // (Herman Parish and Lynn Sweat)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">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 **

@http://exchange.smarttech.com/details.html?id=3e7aa19c-e09d-4c60-ab53-56e17bf71c76
 * 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
 * Dictionary Skills
 * @http://exchange.smarttech.com/details.html?id=299ee233-c787-461b-9216-a68d028f0201
 * @http://exchange.smarttech.com/details.html?id=d1e2b07b-08fd-4b1a-85ab-bef310a07a49
 * Thesaurus Skills
 * 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

Frindle Lesson Plan Ideas:
 * Other Activities, etc. **
 * @http://www.scholastic.com/teachers/lesson-plan/frindle-lesson-plan
 * Electronic Multiple Choice Test: @http://www.quia.com/jq/19663.html

Lesson Plan


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