3_3_5LA


 * Grade: 3 Unit: 3 Week: 5 12/10-12/14/12 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 I 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?
 * How can I 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?
 * How can I explicitly draw information known about the topic to explore ideas under discussion?


 * 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 (e.g., of artists, musicians, and 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 design and create five slides for a presentation on a notable person (e.g., an inventor).
 * Students will be able to write an opinion piece based on the three key words in this unit (e.g., //creative, inventive, // and //notable). //
 * 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 **
 * Research and write an opinion piece about one artist. Then demonstrate that artist’s style to the class.
 * Students choose from a selection of paintings and recreate their favorite. Write a narrative to tell how the painting makes them feel using details from the painting to justify their emotion.
 * ** 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.
 * Can I research an artist and their style of painting?
 * Can I compare and contrast three artists and their works?
 * Can I pick one artist and their style to write an opinion piece about that artist?
 * Can I create simple, compound, and complex sentences using conjunctions?


 * Observable Student Behaviors **
 * The students will create simple, compound, and complex sentences.
 * The students will research an artist and their style of painting.
 * The students will compare and contrast three artists and their works.

  ** Literacy Block **
 * Vocabulary **
 * Biographies
 * Complex sentence
 * Compound sentence
 * Coordinating conjunction
 * Note taking
 * Presentation
 * Research questions
 * Simple sentence
 * Subordinating conjunction
 * 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)

Read biographies of artists. Teach students about the text features of biographies. 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. Read __No One Saw__ and have students take notes about the style/features of the artists’ works. Students will choose an artist, and research that artist’s style of painting. Students will compile information, present their artist, and demonstrate that artist’s style to the class (if it is Seurat, the student would tell and demonstrate pointillism). Encourage students to make connections to the text __No One Saw__. This book also leads to __My Name is Georgia__ and __Vincent Van Gogh: Sunflowers and Swirly Stars.__ Read __My Name is Georgia__, __Vincent Van Gogh: Sunflowers and Swirly Stars__ and __Picasso and the Girl with a Ponytail.__ Have students compare and contrast the three artists and their works using a graphic organizer, such as a three circle Venn Diagram. Pick one artist and their style to write an opinion piece about which one they prefer. Three circle venn diagram: @http://www.readwritethink.org/classroom-resources/student-interactives/venn-diagram-circles-a-30032.html Read __Van Gogh__ and __Gauguin__ and discuss how the artwork makes the student feel (//Breton Girls dancing// p. 20 __Gauguin__ makes me happy because they look like they are having fun). Have students use details from the paintings to support their statements. Students choose from a selection of paintings and recreate their favorite. They then write a narrative about how the painting makes them feel using details from the painting to justify their reasons. Examine again one of the portraits that you most admire. If you were to create either a self-portrait or a portrait of someone you respect, what features would you include? What aspects of these artists’ works would you use in your own interpretations? Write a brief narrative describing your imagined portrait. (W.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. Write different kinds of sentences (simple, compound, and complex) about inventors and their invention. Use subordinating conjunctions to create complex sentences. (S, E/C, IC) (S/N, CQO)
 * Activities ** [see Legend to highlight MCO and HYS]
 * Grammar Skill ** :
 * 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
 * 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 The expectation for third grade is for students to learn the first 400 words by the end of the year.
 * Sight Words **


 * 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)

In this lesson discuss standard elements in a biography and examine the characteristics of the genre in a workshop setting. After selecting and researching a contemporary or historical figure using online databases, students practice writing short biographies. They then offer feedback on others' compositions and publish final drafts for reading aloud and displaying in class. In this lesson, students explore multiple sources to create a timeline about the life of a person of their choosing. The experience requires students to work together and to research and resolve potentially conflicting pieces of information about the life they research. Extension activities include developing essays from the original research.
 * Other Activities, etc. **
 * Writer’s Workshop: The Biographical Sketch @http://www.readwritethink.org/classroom-resources/lesson-plans/writers-workshop-biographical-sketch-1039.html
 * Biographies: Creating a Timeline of a Lifehttp://www.readwritethink.org/classroom-resources/lesson-plans/biographies-creating-timelines-life-26.html?tab=2#tabs

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