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Theme Essential Question by tJpe17BZ

VIEWS: 147 PAGES: 7

									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:
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:
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.

Assessment:
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?


     CCSS Lesson Plan Template, revised 9/2011
What is a stanza?
How does breaking down each stanza help you to understand poetry?

Observable Student Behaviors (Performance)
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 paragrapha about a sea animal.

Vocabulary:
   ELA
 Adjectives
 Adverbs
 Author
 Comma
 Dialogue
 Illustrator
 Line
 Poem
 Poet
 Quotation marks
 Stanza
 Text evidence
 Text features


                  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]
Odyssey Lesson: Main Idea in Nonfiction (Found in Assignment Archive under District)
 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:
      What do you think is the message of each poem? Cite evidence from the poem, by
        stanza and line, that hints at the meaning.
      How are these poems similar? How are they different?
      Which of the poems do you think is the best? Why?
 (RL.3.5, RL.3.9, SL.3.1a, SL.3.1d) (S/D, R/R, O/F)




     CCSS Lesson Plan Template, revised 9/2011
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)

Identify character motivation through a variety of poetry:
     “At the Sea-side” by Robert Louis Stevenson
     “Sleepy Pearl” by Frances Gorman Risser
     “Do Oysters Sneeze?” by Jack Prelutsky
     “Undersea” by Marchette Chute
     “Beach Stones” by Lilian Moore
     “The Waves” by Gertrude M. Jones
     “A Sand Witch for a Sandwich” by Emily Sweeney
     “A Wave” by Gussie Osborne

Read informational poetry about the sea.
   • “The Jumblies” by Edward Lear
   • “From the Shore” by Carl Sandburg
   • “Seal Lullaby” by Rudyard Kipling
   • “Song of a Shell” by Violet L. Cuslidge
   • “The Barracuda” by John Gardner
   • Ocean Poems by Carl Sandburg


Read several books about sea animals.
     Crabs
     Predators of the Sea
     Life on a Coral Reef
     Life in a Kelp Forest
     Shark Attack
     Whales
     Swimming with Hammerhead Sharks
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)

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)


    CCSS Lesson Plan Template, revised 9/2011
Grammar Skill:
******SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL
GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.******

Nouns, pronouns, verbs, adjectives, and adverbs

Homework:

Terminology for Teachers:


                                        Multicultural Concepts
 Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
                                         High Yield Strategies
Resources
   Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
               Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
                      Generating-Testing Hypothesis | Cues, Questions, Organizers


************************************************************************************************************
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
Poems
“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)


      CCSS Lesson Plan Template, revised 9/2011
“The Waves” (Gertrude M. Jones)
“Undersea” (Marchette Chute)

Stories
“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)

Informational Texts
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)

WebQuest
Sarah, Plain and Tall
http://questgarden.com/54/88/4/070910193621/
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


     CCSS Lesson Plan Template, revised 9/2011
    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.
Sarah, Plain and Tall
http://questgarden.com/16/28/1/060424223223/
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.
Sarah, Plain and Tall
http://questgarden.com/135/03/6/111110190055/
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.



Art, Music, and Media
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)

Manipulatives

Games

Videos
http://www.teachertube.com/viewVideo.php?title=ISB_Grade_Three_Writing_Workshop&video_
    id=14142

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.

SMART Board Lessons, Promethean Lessons
Poetry
http://exchange.smarttech.com/details.html?id=a37432e3-72ae-46af-8cd7-4999eab4e752
21st Century, Poetry and figurative language
Author's Pupose: Poetry
http://exchange.smarttech.com/details.html?id=2ebdac7c-fedd-41ea-a3a2-6fa4249dbee8
Discover the author's purpose through poetry
Nonfiction Text Features
http://exchange.smarttech.com/details.html?id=d42de57c-ae70-4684-bcab-59aecebb5040
This lesson is an introduction lesson on nonfiction text features, such as diagrams, labels,
    captions, and more.


Other Activities, etc.


     CCSS Lesson Plan Template, revised 9/2011
Sea Creature Trading Cards
http://education.nationalgeographic.com/education/activity/sea-creature-trading-
    cards/?ar_a=1
Activity. Create sea creature trading cards and trade them with your friends.




     CCSS Lesson Plan Template, revised 9/2011

								
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