3_1_2LA


 * Grade: 3 Unit: 1 Week: 2 Content: ELA Dates: 8/27-8/31 **


 * Theme Essential Question: Why do we hand stories from one generation to another? **


 * Essential Questions: **
 * How can I use key detail in the text to explain the meaning while retelling stories?
 * How do a character’s traits, motivations, feelings, and actions contribute to a story?
 * How can I use personal experiences or imagined events to write a narrative?
 * How do descriptive details and sequenced events help me to organize my narrative?


 * Standards **
 * ** 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.
 * ** RL.3.3: ** Describe how characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
 * ** SL.3.1: ** Engage effectively in a range or collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics and texts,// building on others’ ideas and expressing their own clearly.
 * ** SL.3.1c: ** Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
 * ** W.3.3: ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * ** 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.


 * Objectives **
 * Students will be able to tell stories from personal experiences and write narratives telling those stories.
 * Students will be able to determine and analyze characters’ traits motivations in non-fiction texts or memoirs, such as __The Memory String.__
 * Students will be able to determine and analyze characters’ traits motivations in realistic fiction such as, //__The Stories Julian Tells.__//
 * Students will be able to distinguish nouns and pronouns and understand the role of each in a sentence.
 * Students will be able to revise and edit narratives with the help of peers and adults.


 * Assessment **
 * Product: **
 * Complete Character Traits graphic organizer
 * Construct a Memory String to relay information about special memories.
 * ** CONTINUE: ** Use an interview with a family member or a timeline to create a story board that will be used to write a personal narrative based on a real experience. The narrative should demonstate effective techniques, descriptive details and a clear sequence of events. Score writing using a writing checklist or writing rubric. (R/D I/C E/C S) (S/N, H/P, N/L, C/Q/O)


 * Key Questions **
 * What do I turn a memory into a personal narrative?
 * How does using the conventions of Standard English grammar and usage help me to write and speak correctly? (3.3.L.1)
 * What is a noun and how does it function in a sentence? (L.3.1.a)
 * What is a pronoun and how does it function in a sentence? (L.3.1.a) (I/M, E/C) (H/P, N/L)


 * Observable Student Behaviors (Performance) **
 * I can retell stories from diverse cultures.
 * I can explain how a character’s actions contribute to the sequence of events.
 * I can use personal experiences or imagined events to write a narrative.
 * I can demonstrate Standard English grammar and usage when writing or speaking.
 * I can explain the function of nouns and pronouns in general and how they function in particular sentences.


 * Vocabulary **
 * ** ELA ** ||
 * * author
 * illustrator
 * noun
 * verb
 * pronoun
 * collective noun
 * verb tenses
 * generational stories
 * problem
 * solution
 * narrative writing
 * revising
 * editing
 * character traits
 * character motivation ||


 * 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)

SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson: Pronouns (Located in Assignment Archive under District)
 * Read __The Memory String__. Explicitly teach and model how to find the traits of a character in literature. Complete a character traits graphic organizer of a character from the story. Follow up by having students either in groups or individually complete a character traits graphic organizer to share based on other stories read throughout the week. (S, I/C) (C/Q/O, R/R)
 * Students will participate in read-alouds and discussions about memories and family. Then create a memory string, timeline, scrap book, etc. using special events from their own experiences. Present their memories to the class. (E/C, I/C) (N/L, H/P)
 * Continue to discuss family stories, by asking students if they have family stories they love to tell. Allow students to share favorite family stories for a few minutes. Introduce that day’s new chapter book: //__The Stories Julian Tells__// by Ann Cameron and Ann Strugnell. Read the chapter aloud to the students as they follow along. After reading the first chapter of the book, “The Pudding Like a Night on the Sea,” ask them to examine Julian as a character. You might post these leading questions: (1) How would you describe Julian? (2) What are his character traits? (3) Why does he do what he does? Tell students to cite evidence from the text as they answer the questions. Continue reading the subsequent chapters in the days that follow, encouraging as much independent reading as possible. Continue to focus on character traits and motivation.
 * ** Grammar Skill: **
 * Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 * Nouns and Pronouns
 * Ruth Heller has written a series of informational books that teach parts of speech. As you read the book//__ Merry-Go-Round: A Book About Nouns __//// or __A Cache of Jewels and Other Collective Nouns__ //, have the students listen for specific nouns. Pause as you read to allow the students to share what they are learning or to ask questions. Create word banks. (I/C, S) (R/R, H/P, C/Q/O)
 * Ruth Heller has written a series of informational books that teach parts of speech. As you read the book//__ Mine All Mine: A Book About Pronouns __//, have the students listen for specific pronouns. Pause as you read to allow the students to share what they are learning or to ask questions. Create word banks to show how a pronoun takes the place of a noun. (I/C, S) (R/R, H/P, C/Q/O)


 * Homework **


 * Terminology for Teachers **

||  || 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


 * Resources **
 * Professional Texts **
 * Effective Literacy for Grades 2- 4 **
 * Professional Texts for 2011-2013 **
 * // 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 **
 * Our stories: **
 * // The Stories Julian Tells // (Ann Cameron and Ann Strugnell) (E)
 * // More Stories Julian Tells // (Ann Cameron and Ann Strugnell) (EA)
 * Cultural trickster stories: **
 * // Tops & Bottoms // (Janet Stevens) (E)
 * // Bruh Rabbit and the Tar Baby Girl // (Virginia Hamilton and James Randome)
 * // Love and Roast Chicken: A Trickster Tale from the Andes Mountains // (Barbara Knutson)
 * // Iktomi and the Buzzard // (Paul Goble)
 * // Iktomi and the Coyote // (Paul Goble)
 * // Iktomi and the Boulder // (Paul Goble)
 * // Iktomi and the Berries // (Paul Goble)
 * // Iktomi Loses His Eyes // (Paul Goble)
 * Poems **
 * “Grandpa’s Stories” (Langston Hughes) (E)
 * “Aunt Sue’s Stories” (Langston Hughes) (EA)
 * “Mother to Son” (Langston Hughes) (EA)
 * “By Myself” (Eloise Greenfield)
 * Poems (Read Aloud) **
 * “Your World” (Georgia Douglas Johnson) (E)
 * “The Telephone” (Robert Frost) (EA)
 * “Nani” (Alberto Rios)
 * “You Are Old, Father William” (Lewis Carroll) (EA)
 * “For want of a nail, the shoe was lost…” (Traditional)


 * Informational Text (Read Aloud) **
 * // Throw Your Tooth on the Roof: Tooth Traditions Around the World // (Selby Beeler and G. Brian Karas) (E)
 * // Merry-Go-Round: A Book About Nouns // (World of Language) (Ruth Heller)
 * // Mine, All Mine: A Book About Pronouns // (World of Language) (Ruth Heller)
 * // A Cache of Jewels and Other Collective Nouns // (World of Language) (Ruth Heller)
 * // Kites Sail High: A Book About Verbs // (World of Language) (Ruth Heller)

This Webquest is on the topic of Trickster Tales, part of California's 3rd grade Language Arts curriculum. Through this webquest we will examine different culture's trickster tales. We will identify the components in the story, and the students will be able to write their own trickster story.
 * WebQuests **
 * ** Trickster Tales **
 * @http://questgarden.com/34/02/7/060828230258/ **
 * ** The Ultimate Trickster **
 * @http://questgarden.com/79/52/3/090402091544/ **


 * Art, Music, and Media **
 * Paul Goble, __works__ (1933-present)


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **
 * FRY 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. **

Editing Students will edit sentences to ensure proper capitalization, punctuation and spelling. @http://exchange.smarttech.com/details.html?id=ef598c8e-78e5-40bc-b7cf-35ecd733f528 @http://exchange.smarttech.com/details.html?id=6cf33a79-7127-44cd-a6d7-914dea0b868e @http://exchange.smarttech.com/details.html?id=c28c7d21-70da-4c25-8398-99e8729e7b85
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: EG3-021 **
 * ** AEGOM Quiz: EG3-021 **
 * ** Subject Pronouns: **
 * ** Object Pronouns: **
 * ** Singular and Plural Pronouns: **

@http://www.readwritethink.org/classroom-resources/lesson-plans/creating-family-timelines-graphing-870.html The one area that students are the best authorities on is their own memories and experiences. In this lesson, students participate in read-alouds and discussions about memories and family. After this exploration, students brainstorm questions to ask family members in order to learn more about important and/or memorable family events. Once students determine a list of questions, they interview family members, taking notes on the events and giving each a positive or negative rating. Using their interview notes, students create a graphic family timeline which includes illustrations or photographs.
 * Other Activities, etc. **
 * ** Creating Family Timelines: Graphing Family Memories and Significant Events **
 * www.tacoma.k12.wa.us/information/.../2007G4rdg-stud.pdf
 * @http://quizlet.com/1878065/vocab-for-through-grandpas-eyes-flash-cards/
 * @http://oneextradegree.blogspot.com/search?q=eve+bunting+memory+string
 * The Stories Julian Tells
 * @http://www.pembroke.k12.ny.us/is/teachers/myersj/The%20Stories%20Julian%20Tells%20Guide.pdf
 * @http://3rdgrade.pbworks.com/w/page/928888/The-Stories-Julian-Tells
 * @http://www.studentpublishing.com/docs/StoryWebsAll.pdf
 * www.rcs.k12.va.us/pfes/third%20grade/reading%20sem%201%20theme%203/julian/stories_julian_teslls_home.htm
 * www.wakegov.com/nr/rdonlyres/4a0948ec.../storiesjuliantells.pdf
 * Grammar Tales books


 * ===English ===

Arts
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