3_6_6LA


 * Grade: 3Unit: 6 Week: 6** **Content: ELA Dates: 5/13-5/17**


 * Theme ****:****Fantastic Adventures with Dragons, Gods, and Giants **
 * In this sixth six-week unit of third grade, students read fantasies, adventure poetry, mythology, and informational texts about ancient Greece and ancient Rome. **
 * Theme Essential Question **** : ****Why is it important to know mythology? **


 * Essential Questions: **
 * How can students apply information gained about myths and create visual displays when appropriate to enhance certain facts or details?
 * How can students determine the central message and explain how it is conveyed through key details in the text?
 * How can students recount myths from diverse cultures to distinguish their own point of view?

** RI.3.10: ** By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. ** RL.3.10: ** By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. ** RF.3.4: ** Read with sufficient accuracy and fluency to support comprehension. ** RF.3.4(c): ** Use context to confirm or self-correct word recognition and understanding, rereading as necessary. ** RL.3.6: ** Distinguish their own point of view from that of the narrator or those of the characters. ** RL.3.2: ** Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. ** SL.3.5: ** Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
 * Standards **


 * Objectives **


 * Students will be able to independently read books in the grade 2 through 3 stretch text range with fluency and comprehension.
 * Students will be able to create a multimedia presentation (e.g., a set of slides) using self made myths and illustrations in a newspaper format.
 * Students will be able to retell myths with key details, noting the message of each.
 * Students will be able to read a variety of informational books on ancient Greece and ancient Rome.
 * Students will be able to research gladiators and coliseums (present day and past), comparing and contrasting the present day and past coliseums.
 * Students will be able to write a short fantasy narrative//.//
 * Assessment **
 * 1) Product:
 * Create a trading card for the god/goddess of their choice.
 * Generate a graphic organizer comparing and contrasting a past and present coliseum.


 * 1) Project:
 * Create myths and illustrations and compile onto a newspaper template. Present their section to the class.
 * Use various materials to create a 3-D coliseum.


 * 1) Key Questions
 * What kinds of information should I include on a trading card about gods/goddesses?
 * How can I use research on gladiators and coliseums (present day and past), to compare and contrast the present day and past coliseums?
 * How can I create a multimedia presentation (e.g., a set of slides) using self made myths and illustrations in a newspaper format?
 * How can I construct a coliseum?


 * 1) Observable Student Behaviors (Performance)
 * I can use information gained about myths to create a god/goddess trading card.
 * I can use research on gladiators and coliseums (present day and past), to compare and contrast the present day and past coliseums.
 * I can create a multimedia presentation (e.g., a set of slides) using self made myths and illustrations in a newspaper format.
 * I can construct a coliseum.


 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * * Fantasy
 * Mythology
 * Narrative poem
 * Summary ||  ||   ||


 * 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]

// A myth is a story with a purpose. It tries to explain the way the world is. Myths also try to explain the relationship between gods and humans. Even though the events in a myth are usually impossible, they try to send a message that has an important social or religious meaning. People have always tried to figure out common questions like who made the universe or questions like what causes a storm. For early people, myths were like science because they explained how things worked. They also explained other questions that are now answered through modern science. //

Students will create trading cards of the gods/goddess. Students should use the template provided to create the cards (**See Website).** Students should refer to __The Gods and Goddesses of Olympus__, other related resources and look online to complete the trading cards.

Each student should choose at least one God to write a myth about during Writer’s Workshop. After students have taken their article (myth) through the writing process, they will type the myth in a word document. Students should also illustrate their myth. Compile articles, illustrations etc onto the newspaper template provided. **SEE NEWSPAPER TEMPLATE**

Read __Eyewitness Book about Rome and The Tools of the Ancient Romans__. Discuss characteristics of a gladiator and the coliseum in depth (use anchor charts to gather students’ responses). Have students to compare and contrast the Roman coliseum vs. a modern day equivalent of a coliseum (like football stadium, Verizon Arena, etc) using an appropriate graphic organizer. Share images (Google search) to showcase the differences and similarities of those structures. Students should illustrate or create their version of a coliseum using found objects (milk cartons, tooth picks, straws, snap cubes, etc). (E/C, I/M, IC, S) (S/D, S/N, NL, R/R, CL, CQO)

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


 * Homework **


 * Terminology for Teachers **


 * ** 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   ||


 * 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 **
** Stories **
 * “The Tale of Custard the Dragon” (Ogden Nash) (Read Aloud)
 * “A Dragon’s Lament” (Jack Prelutsky)
 * “Adventures of Isabel” (Ogden Nash)
 * “Life Doesn’t Frighten Me At All” (Maya Angelou)
 * “The Dragons are Singing Tonight” (Jack Prelutsky)
 * //Classic Myths to Read Aloud: The Great Stories of Greek and Roman Mythology // (William F. Russell) (Read Aloud)
 * //D’Aulaires’ Book of Greek Myths // (Ingri and Edgar Parin d’Aulaire) (Read Aloud)
 * //Favorite Greek Myths // (Mary Pope Osborne and Troy Howell) (Read Aloud)
 * //Greek Myths for Young Children // (Heather Amery and Linda Edwards) (Read Aloud)
 * //The Gods and Goddesses of Olympus // (Aliki) (Read Aloud)
 * //The Orchard Book of Roman Myths // (Geraldine McCaughrean and Emma Chichester) (Read Aloud)
 * //Ancient Greece // (DK Eyewitness Books) (Anne Pearson) (Read Aloud)
 * //Ancient Greece and the Olympics: A Nonfiction Companion to Hour of the Olympics // (Magic Tree House Research Guide 10) (Mary Pope Osborne, Natalie Pope Boyce, and Sal Murdocca) (EA)
 * //Ancient Rome // (DK Eyewitness Books) (Simon James) (Read Aloud)
 * //Ancient Rome and Pompeii: A Nonfiction Companion to Vacation Under the Volcano // (Magic Tree House Research Guide 14) (Mary Pope Osborne, Natalie Pope Boyce, and Sal Murdocca) (EA)
 * //Boy, Were We Wrong About Dinosaurs! // (Kathleen V. Kudlinski and S.D. Schindler) (E)
 * //I Wonder Why Greeks Built Temples and Other Questions About Ancient Greece // (Fiona MacDonald) (Read Aloud)
 * //If I Were a Kid in Ancient Greece // (Ken Sheldon, ed.)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">If I Were a Kid in Ancient Greece: Children of the Ancient World // (Ken Sheldon, ed.) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">If I Were a Kid in Ancient Rome: Children of the Ancient World // (Ken Sheldon, ed.) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Rome: In Spectaclar Cross Section // (Andrew Solway and Stephen Biesty)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Science in Ancient Rome // (Jacqueline L. Harris) (Read Aloud)
 * //<span style="font-family: 'Arial','sans-serif'; font-size: 15px;">Tools of the Ancient Romans: A Kid’s Guide to the History and Science of Life in Ancient Rome // (Rachel Dickinson) (Read Aloud)

**<span style="color: windowtext; font-family: 'Arial','sans-serif'; font-size: 15px;">Nonfiction Books **
**Art, Music, and Media**


 * Art **
 * //Greek and Roman Art Collection// (The Metropolitan Museum of Art)
 * The Colosseum (Rome, Italy, 80 CE)
 * The Parthenon (Athenian Acropolis, Greece, 438 BCE)


 * 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 **


 * Other Activities, etc. **
 * Lesson Plan **


 * = ===English===

Arts
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