3_2_5LA

** Grade: 3 Unit: 2 Week: 5 Content: ELA Dates: 10/29-11/2 **

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

** Essential Questions: **
 * Why is it important to determine the main idea of a text?
 * How do important points or key details help to compare and contrast two texts on the same topic?
 * How does standard English grammar and usage help me to write?
 * How does asking questions help me to demonstrate understanding of a text?

** Standards: **
 * ** 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.
 * ** L.3.1(a): ** Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 * ** 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.
 * ** 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.

** Objectives: ** <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Assessment: **
 * 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 artwork on the same topic.
 * 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 identify and describe disasters that could occur at sea.
 * Students will be able to determine the main idea and supporting details of informational text.
 * 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 **
 * Students will be able to research a favorite sea animal and write a short informative piece about a favorite sea animal. (SN,CQO)
 * Students will compare and constrast artists’ work of the sea using Claude Monet, Garden at Sainte-Adresse (1867) and Richard Diebenkorn, Horizon: Ocean View (1959) or Edward Hopper, Ground Swell (1939) and Joseph Turner, Margate (?), from the Sea (1835-1840). (SD, SN)

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Key Questions **
 * Am I able to compare and contrast mediums other than written work?
 * Can I research a favorite sea animal and write a short informative piece about a favorite sea animal?

**Observable Student Behaviors** (Performance)
 * I can explain how key details support the main idea.
 * I can compare and contrast key details in two texts on the same topic.
 * I can ask questions to demonstrate understanding of a text.
 * I can explain the function of adjectives in particular sentences.
 * I can explain the function of adverbs in particular sentences.
 * I can engage in a range of collaborative discussions (one-on-one, groups, and teacher-led) with diverse partners on grade 3 topics and texts.
 * I can use my preparation and knowledge of information to participate in discussions.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Vocabulary ** Adverbs Author Compare Contrast Dialogue Illustrator Text evidence Text features ||
 * ** ELA ** ||
 * Adjectives

<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: 14.6667px;">SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION. <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Homework **
 * <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)
 * ** ART TEACHER: ** Continue with class discussion about the title of the unit, Inspired by the Sea. What do you see in each artwork—can you see the sea? Cover the part of the work that is not part of the sea. What changes about the sea? What do you notice in the water? Why did the artist choose those colors? Is it obvious that this detail is a picture of the sea? What else could it be? Closely compare the Diebenkorn image with the Hopper. Discuss the differences in color, line, texture, and shape of each seascape. Discuss the ideas of abstraction and realism by contrasting these works. (SL.3.1, SL.3.3) (I/C, S) (S/D, N/L, C/Q/O)
 * ** CONTINUE RESEARCH TO BE COMPLETED BY THE END OF THE UNIT: ** 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)
 * Throughout the week, read aloud __The Storm__ by Cynthia Rylant. Ask students to suggest ways to categorize the different disasters (Air, Water, Land/Weather, Earth) Students can also complete a main idea graphic organizer for each chapter of the storm. Then compare and contrast the chapters using the main idea graphic organizer.
 * Read books such as, __Disasters at Sea__ and __Titanic: The Disaster That Shocked the World__. Discuss whether or not students would like to live by the sea. Students should support their opinion with reasons. After reading these books, students can complete a nonfiction text feature hunt. @http://mswinston.com/NF_Scavenger_Hunt.pdf
 * ** Grammar Skill: **
 * Nouns, pronouns, verbs, adjectives, and adverbs

<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;">** Resources ** <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 ** <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;">** Nonfiction Books ** <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: 14.6667px;">** 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: 11pt;">@http://exchange.smarttech.com/details.html?id=074d2ede-3164-4448-89f9-438fc419efd4 <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">ELA and crossword activity for ocean animals, sentence completion, identifying animals <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">@http://exchange.smarttech.com/details.html?id=3edfe649-54da-498f-aa3b-4c8b9578868a <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">This lesson activity introduces six ocean animals with links to view National Geographic videos. <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">@http://exchange.smarttech.com/details.html?id=c5506c96-430f-454c-a184-cfe6bef8437b <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Activate your students' background knowledge about ocean animals and introduce them to marine biology before you explore tons of photographs of marine life. This virtual field trip is a wonderful introduction to an oceanic unit or a lesson on habitats. Students will get the chance to move their name to signify what they've already experienced concerning the ocean (have they been to the beach? the aquarium?). <span style="font-family: arial,helvetica,sans-serif; font-size: 14.6667px;">** Other Activities, etc. **
 * // 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)
 * “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)-Ren Place Literacy Skills Test Available
 * // 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)
 * 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)
 * **FRY LIST** @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html
 * ** Ocean Animals **
 * ** Ocean Animals **
 * ** Ocean Animals-a Virtual Field Trip **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 11pt;">Natural Disasters Learning Activities: @http://www.lessonplanspage.com/209unit2-html/


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