3_2_4LA

** Grade: 3 Unit: 2 Week: 4 Content: ELA Dates: 10/22-10/26 **

** Theme Essential Question: Why does the sea inspire writers? **

** Essential Questions: **
 * Why is it important to compare and contrast important points or key details in two texts?
 * How are key details or important points related in two texts on the same topic?
 * How do important points or key details help to compare and contrast two texts on the same topic?
 * How does referring to the text help me to answer questions about the text?
 * How does standard English grammar and usage help me to speak?
 * How does standard English grammar and usage help me to write?

** Standards: ** ** Objectives: ** ** Assessment: **
 * ** RI.3.2: ** Determine the main idea of a text; recount the key details and explain how they support the main idea.
 * ** RI.3.9: ** Compare and contrast the most important points and key details presented in two texts on the same topic.
 * ** 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.
 * ** L.3.1: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** L.3.1(a): ** Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** SL.3.1: ** 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.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** 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.
 * Students will be able to explain the function of adverbs and adjectives in speech, literature, and writing.
 * Students will be able to compare and contrast two poems written about oysters.
 * Students will be able to compare and contrast two informational books about the same topic (e.g., a drop of cater).
 * Students will be able to determine the main idea and supporting details of informational text and/or poetry.
 * Students will be able to research a favorite sea animal.
 * Students will be able to write a short informative piece about a favorite thing (e.g., a sea animal); apply growing understanding of what makes a strong, focused paragraph.
 * Product: **
 * In pairs, create poems about a non-mammal sea creature. As pairs share, students will identify the stanzas in other students’ poems and identify the main idea of each stanza. Poems will be compiled into a class book. (S, I/C) (S/D, R/R, C/L,O/F)


 * Key Questions **
 * What is the main idea?
 * Why is it important to determine the main idea of a text?
 * How can key details help to support the main idea of a text?
 * What is a stanza?
 * How does breaking down each stanza help you to understand poetry?

**Observable Student Behaviors** (Performance) <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Vocabulary: ** Adverbs Author Comma Dialogue Illustrator Line Poem Poet Quotation marks Stanza Text evidence Text features || <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Literacy Block ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Reading Workshop ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Writing Workshop ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Suggested Activities: ** [see Legend to highlight MCO and HYS] <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">(RL.3.5, RL.3.9, SL.3.1a, SL.3.1d) (S/D, R/R, O/F) <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.
 * I can identify stanzas in poetry and determine the main idea.
 * I can conduct research about a favorite sea animal.
 * I can write an informative descriptive paragraph about a sea animal.
 * ** ELA ** ||
 * Adjectives
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Familiar Reading (15 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Phonics/Word Study (30 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Read Aloud (15 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Book Talk/Mini Lesson (10 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sharing/Reflection/Feedback (5 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Writer’s talk/Mini Lesson (10 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Independent Writing/Guided Writing/Investigations (45 minutes total)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sharing/Reflection/Feedback (5 minutes)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Odyssey Lesson: ** Main Idea in Nonfiction (Found in Assignment Archive under District)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Encourage the dramatic interpretation and recitation of poetry in this unit. Read two poems aloud that have similar topics such as: “Sleepy Pearl” by Frances Gorman Risser and “Do Oysters Sneeze?” byJack Prelutsky. Ask the students the following questions:
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">What do you think is the message of each poem? Cite evidence from the poem, by stanza and line, that hints at the meaning.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">How are these poems similar? How are they different?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Which of the poems do you think is the best? Why?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">Read and discuss the poems “My Bed is a Boat”, “Pirate Story”, “At the Sea-Side” from __A Child’s Garden of Verses__. (S/D, R/R, O/F)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Identify character motivation through a variety of poetry:
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“At the Sea-side” by Robert Louis Stevenson
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“Sleepy Pearl” by Frances Gorman Risser
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“Do Oysters Sneeze?” by Jack Prelutsky
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“Undersea” by Marchette Chute
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“Beach Stones” by Lilian Moore
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“The Waves” by Gertrude M. Jones
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“A Sand Witch for a Sandwich” by Emily Sweeney
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">“A Wave” by Gussie Osborne
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">Read informational poetry about the sea.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> “The Jumblies” by Edward Lear
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> “From the Shore” by Carl Sandburg
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> “Seal Lullaby” by Rudyard Kipling
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> “Song of a Shell” by Violet L. Cuslidge
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> “The Barracuda” by John Gardner
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;"> Ocean Poems by Carl Sandburg
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">Read several books about sea animals.
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">__ Crabs __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">__ Predators of the Sea __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">__ Life on a Coral Reef __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">__ Life in a Kelp Forest __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">__ Shark Attack __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">__ Whales __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">__ Swimming with Hammerhead Sharks __
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">Add the names of sea animals to the class list. Choose an interesting sea animal from the books you have read together as a class. Ask the students to come up with five adjectives each to describe the animal. Generate a list of adjectives from the list of student ideas. Then have students perform movements the animal makes and list five adverbs to go with the movements. Create short sentences using the adjectives and adverbs (e.g., “Huge whales glide gracefully.”). After students write several of the sentences on a chart, have them practice making new sentences with comparative or superlative adjectives and adverbs (e.g., “This huge whale glides more gracefully than that one.”) To extend this activity in a different form, ask pairs of students to choose a sea animal. Gather strong adjectives, verbs, and adverbs to describe the animal and its movements. Use the words to create a [|Wordle] with the name of the animal as the center. (L.3.1g, SL.3.6) (S, I/C) (R/R, N/L, C/L)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** RESEARCH TO BE COMPLETED BY THE END OF THE UNIT: ** Refer to the brainstormed class list of sea animals. Students will select and research a favorite sea animal and take notes using a graphic organizer. Give students this prompt: “You have read books about animals that live in the sea. Think about which animal has been most interesting to you. Write a paragraph about what you have learned about that specific sea animal such as, its habitat, its adaptations, and its diet.” Encourage students to do more research using the Internet, encyclopedias, or library books to add to their learning. Some students will need guidance in generating open-ended questions about their specific animal, a plan for locating the most relevant and useful information, and organizing their information into focused paragraphs. Take writing through the writing process.(SL.3.1a, W.3.10, W.3.2, RI.3.2) (I/C,S) (H/P, S/N, C/Q/O)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Grammar Skill: **
 * Nouns, pronouns, verbs, adjectives, and adverbs

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Homework: **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Terminology for Teachers: ** ||  || <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * 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

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Professional Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Effective Literacy for Grades 2- 4 <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Professional Texts for 2011-2013 <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Literary Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Poems **
 * // 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)
 * “A Sand Witch for a Sandwich” (Emily Sweeney)
 * “A Wave” (Gussie Osborne)
 * “At the Seaside” (Robert Louis Stevenson)
 * “Beach Stones” (Lilian Moore)
 * “Do Oysters Sneeze?” (Jack Prelutsky)
 * “From the Shore” (Carl Sandburg) (EA) (Read Aloud)
 * “Seal Lullaby” (Rudyard Kipling) (EA) (Read Aloud)
 * “Sleepy Pearl” (Frances Gorman Risser)
 * “Song of a Shell” (Violet L. Cuslidge) (Read Aloud)
 * “The Barracuda” (John Gardner) (Read Aloud)
 * “The Jumblies” (Edward Lear) (E) (Read Aloud)
 * “The Waves” (Gertrude M. Jones)
 * “Undersea” (Marchette Chute)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Stories ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Informational Texts ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** WebQuest ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://questgarden.com/54/88/4/070910193621/ ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Welcome to a journey with the book, Sarah, Plain and Tall. As we read this book you will have a chance on this web quest to visit the places metioned in the book. The setting of this book is in two different regions of the United States of America in the late 19th century. The main characters in the story are a widowed Midwestern farmer with two children, Anna and Caleb. The farmer advertises for a wife in the newspaper. Sarah answers the advertisement and decides to meet the lonely family. When Sarah arrives in the plains, she notices the big differences between her region and the Midwest and the plains. This causes her to become homesick for Maine, especially for the ocean which she misses greatly. As a result, Ana fears that she will not stay, and when she goes off to town, she thinks that Sarah will not return. However, Sarah returns with colored pencils to illustrate for them the beauty of Maine, and to explain that, though she misses her home, "The truth of it is I would miss you more." The tale explores themes of risks, loss, consequences, and love. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://questgarden.com/16/28/1/060424223223/ ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Students will compare life on a prairie in Kansas to life in Maine, in order to write a persuasive letter to Sarah, convincing her to stay with them on the prairie. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://questgarden.com/135/03/6/111110190055/ ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Sarah, Plain and Tall is a story about a widower, Jacob Witting, his children, Anna and Caleb, and their quest to find a mother and wife to live with them. Papa decides he needs help after his wife’s death and he advertises for a wife in the newspaper. His letter is answered by Sarah Wheaton of Maine, who is invited to come to Kansas by Papa, Anna and Caleb.
 * “The River Bank” in //The Wind in the Willows// (Kenneth Grahame) (Read Aloud)
 * // Amos & Boris // (William Steig) (E)
 * // Canoe Days // (Gary and Ruth Wright Paulsen)
 * // Minn of the Mississippi // (Holling Clancy Holling) (Read Aloud)
 * // Paddle-to-the-Sea // (Holling Clancy Holling) (Read Aloud)
 * // Sarah, Plain and Tall // (Patricia MacLachlan) (E)
 * // The Raft // (Jim LaMarche) (E)
 * // The Storm // (The Lighthouse Family series) (Cynthia Rylant and Preston McDaniels) (E)
 * // The Whale // (The Lighthouse Family series) (Cynthia Rylant and Preston McDaniels) (EA)
 * // Three Days on a River in a Red Canoe // (Vera B. Williams)
 * // A Drop Around the World // (Barbara Shaw McKinney and Michael S. Maydak) (Read Aloud)
 * // A Drop of Water: A Book of Science and Wonder // (Walter Wick) (E) (Read Aloud)
 * // Crabs // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Disasters at Sea // (DK Readers) (Andrew Donkin)
 * // Dolphins, Seals, and Other Sea Mammals // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // John Muir: America's Naturalist // (Images of Conservationists) (Thomas Locker) (Read Aloud)
 * // Journey of a Humpback Whale // (DK Readers) (Caryn Jenner)
 * // Life in a Kelp Forest // (Mary Jo Rhodes and David Hall)
 * // Life on a Coral Reef // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Many Luscious Lollipops: A Book About Adjectives // (World of Language) (Ruth Heller) (Read Aloud)
 * // Octopuses and Squids // (Mary Jo Rhodes and David Hall)
 * // Partners in the Sea // (Mary Jo Rhodes and David Hall)
 * // Predators of the Sea // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Rachel Carson: Preserving a Sense of Wonder // (Thomas Locker and Joseph Bruchac) (Read Aloud)
 * // Sea Turtles // (Mary Jo Rhodes and David Hall)
 * // Seahorses and Sea Dragons // (Mary Jo Rhodes and David Hall)
 * // Shark Attack! // (DK Readers) (Cathy East Dubowski)
 * // Survival Secrets of Sea Animals // (Mary Jo Rhodes and David Hall) (Read Aloud)
 * // Swimming with Hammerhead Sharks // (Kenneth Mallory) (Read Aloud)
 * // The Cod’s Tale // (Mark Kurlansky and S.D. Schindler) excerpts (e.g., informative illustrations/text features) (Read Aloud)
 * // The Lamp, the Ice, and the Boat Called Fish: Based on a True Story // (Jacqueline Briggs Martin and Beth Krommes) (Read Aloud)
 * // Titanic: Disaster That Rocked the World // (DK Readers) (Mark Dubowski)
 * // Up, Up and Away: A Book About Adverbs // (World of Language) (Ruth Heller) (Read Aloud)
 * // Whales // (Smithsonian) (Seymour Simon) (EA)
 * ** Sarah, Plain and Tall **
 * ** Sarah, Plain and Tall **
 * ** Sarah, Plain and Tall **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Art, Music, and Media ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Manipulatives ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Games ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Videos ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Sight Words ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">The expectation for third grade is for students to learn the first 400 words by the end of the year. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** SMART Board Lessons, Promethean Lessons ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=a37432e3-72ae-46af-8cd7-4999eab4e752 ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">21st Century, Poetry and figurative language <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=2ebdac7c-fedd-41ea-a3a2-6fa4249dbee8 ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Discover the author's purpose through poetry <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://exchange.smarttech.com/details.html?id=d42de57c-ae70-4684-bcab-59aecebb5040 ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">This lesson is an introduction lesson on nonfiction text features, such as diagrams, labels, captions, and more.
 * Claude Monet, //__Garden at Sainte-Adresse__// (1867)
 * Edward Hopper, //__Ground Swell__// (1939)
 * Joseph Turner, //__Margate (?), from the Sea__// (1835-1840)
 * Katsushika Hokusai, //__Mount Fuji Seen Below a Wave at Kanagawa__//(1826-1833)
 * Richard Diebenkorn, //__Horizon: Ocean View__// (1959)
 * @http://www.teachertube.com/viewVideo.php?title=ISB_Grade_Three_Writing_Workshop&video_id=14142
 * **FRY LIST** @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
 * ** Poetry **
 * ** Author's Pupose: Poetry **
 * ** Nonfiction Text Features **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Other Activities, etc. ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** @http://education.nationalgeographic.com/education/activity/sea-creature-trading-cards/?ar_a=1 ** <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Activity. Create sea creature trading cards and trade them with your friends.
 * ** Sea Creature Trading Cards **


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