The Stories Julian Tells Ann Cameron and Ann Strugnell E

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					Grade: 3      Unit: 1        Week: 3         Content: ELA Dates: 9/4-9/7

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

Essential Questions:
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 I gain meaning from poetry?
How can participating in class discussions help me to build on other’s ideas or clearly express
 my own?
How does using the conventions of Standard English grammar and usage help me to write and
 speak correctly?


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.3.1(c): 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 determine and analyze characters’ traits motivations in realistic fiction,
 such as More Stories Julian Tells.
Students will be able to compare and contrast character traits and motivations in realistic fiction,
 such as More Stories Julian Tells.
Students will be able to distinguish nouns and adjectives and tell how they relate to one another.
Students will be able to distinguish parts of speech from each other, understanding the role of
 each in a sentence.
Students will be able to perform a Langston Hughes poem dramatically, with expression and
 appropriate phrasing for meaning.
Students will be able to write an opinion piece using supportive reasons to tell about a piece of
 poetry.

Assessment
Product:
Use the information from the Venn diagram that compares and contrasts two characters to
 develop an essay.
Students will complete an opinion piece using the poem Mother to Son.
Project:Perform a Langston Hughes poem dramatically, with expression and appropriate
 phrasing for meaning.



     CCSS Lesson Plan Template, revised 9/2011
Key Questions (match Standard)
How can asking questions help me to understand the information presented? (CC.3.SL.1.c)
How can I link my comments to others while staying on topic? (SL.3.1.c)
What are the conventions of Standard English grammar and usage? (L.3.1)
How does appropriate expression and phrasing engage the listener?
Why is it important to support my opinion with evidence?
What is a noun and how does it function in a sentence? (L.3.1.a)
What is an adjective and how does it function in a sentence? (L.3.1.a)

Observable Student Behaviors (Performance)
I can use details from the text to determine the main idea or moral of the story.
I can describe characters in a story using their traits, motivations, feelings, and actions.
I can compare and contrast two characters in a story.
I can explain the function of nouns and adjectives in general and how they function in particular
 sentences.
I can perform a dramatic reading using appropriate expression and phrasing.
I can express and support my opinion using evidence.


Vocabulary
  ELA
     author
     illustrator
     noun
     adjective
     collective noun
     pronoun
     generational
       stories
     problem
     solution
     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)


     CCSS Lesson Plan Template, revised 9/2011
      Suggested Activities [see Legend to highlight MCO and HYS]

Odyssey Lesson: Adjectives (Located in Assignment Archive Under District)
Read other books in this series, such as More Stories Julian Tells, The Stories Huey Tells, and
Gloria’s Way. As students finish, allow them to analyze other character stories. This provides
the opportunity to compare and contrast books and/or characters by the same author. (RL.3.3,
SL.3.6, SL.3.1b, SL.3.4,RL.3.9)

Students will create a character web about one of the main characters in More Stories Julian
Tells or other books in the series. Then pair students to discuss each character’s traits and
motivations by creating a Venn diagram for presentations.

Tell students that everyone has an opinion. Review fact vs. opinion. Conduct quick “thumbs up”
and “thumbs down” polls in which students demonstrate their opinion on a particular topic. Allow
students to share why they agree or disagree for a few minutes. Introduce the poem Dressed Up
from The Dream Keeper and Other Poems. Ask students: “How do you think the author of this
poem feels? What is your evidence to support your opinion?” (I/C,S) (R/R, O/F)

Read the poem Bound No’th Blues from The Dream Keeper and Other Poems. As a class,
discuss the poem stanza by stanza. Allow students the opportunity to respond to the following
prompt: “What is the meaning of this poem? What is your evidence to support your opinion?”
Allow students to share. (I/C,S) (R/R, O/F)

Read the poem Mother to Son from The Dream Keeper and other poems. Allow students the
opportunity to respond to the following prompt: What is the meaning of this poem? What is your
evidence to support your opinion? Allow students to share their opinion. (E/C, S, I/C) (S/D, S/N,
CL, O/F, CQO)

Read the poem Harriet Tubman from Honey, I Love and other poems. Allow students the
opportunity to respond to the following prompt: “What is the meaning of this poem? What is your
evidence to support your opinion? Allow students to share their opinion.” (EC, IC, S) (S/D,
S/N, R/R, CL, O/F, CQO)

Provide students with several poems by Langston Hughes. Students will select a poem to
perform dramatically. Give the students this prompt: “Choose one of Langston Hughes’s poems
to memorize or read interpretively. Be sure to communicate the meaning of the poem in the way
you recite or read it. Demonstrate fluent reading and show meaningful phrasing and expression
during the dramatic interpretation of a poem. (RF.3.4b) (S, E/C)

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

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences.

Nouns and Adjectives
Ruth Heller has written a series of informational books that teach parts of speech. As you read
the book Many Lusciuos Lollipops: A Book of Adjectives, have the students listen for specific
adjectives. Pause as you read to allow the students to share what they are learning or to ask




      CCSS Lesson Plan Template, revised 9/2011
questions. Create word banks to show that adjectives describe nouns. (I/C, S) (R/R, H/P,
C/Q/O)

Homework
Work on self-selected poem by Langston Hughes to present.

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
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)


      CCSS Lesson Plan Template, revised 9/2011
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)

WebQuests
Trickster Tales
http://questgarden.com/34/02/7/060828230258/
This Webquest is on the topic of Trickster Tales, part of California's 3rd grade Language Arts
    curriculum.
The Ultimate Trickster
http://questgarden.com/79/52/3/090402091544/
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.

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.

SMART Board Lessons, Promethean Lessons
AEGOM Lesson: EK2-013
Adjectives
Students will identify adjectives and use them in context.
AEGOM Quiz: EK2-013
Poetry for Third Grade Common Core Unit 1
http://exchange.smarttech.com/details.html?id=b122e908-9bb0-4a68-89dd-a0e8bb9b223f


     CCSS Lesson Plan Template, revised 9/2011
Collection of poetry to perform and read aloud for the third grade common core unit 1: Stories
    Worth Telling Again and Again
http://exchange.smarttech.com/details.html?id=20d8e7c8-fc7f-408a-b487-023bc137d372
http://exchange.smarttech.com/details.html?id=d84d172b-74d7-4206-aa4b-826715300d5e
http://exchange.smarttech.com/details.html?id=b122e908-9bb0-4a68-89dd-a0e8bb9b223f
http://exchange.smarttech.com/details.html?id=cdcd9ec5-2802-4523-aa57-57f8b0759111



Other Activities, etc.
Become a Character: Adjectives, Character Traits, and Perspective
http://www.readwritethink.org/classroom-resources/lesson-plans/become-character-adjectives-
    character-168.html
Students use an online chart to match the character traits of a character in a book they are
    reading with specific actions the character takes.
Adjectives and Character Traits
http://www.readwritethink.org/files/resources/lesson_images/lesson176/character-trait-3-5.pdf
This student reproducible, from a ReadWriteThink lesson, provides an explanation of character
    traits and how adjectives are used to describe a character's...
Character Traits Chart
http://interactives.mped.org/view_interactive.aspx?id=30
In this student interactive, from ReadWriteThink, students record information about a fictional
    character's actions and then list the character traits...
http://edsitement.neh.gov/lesson-plan/fables-and-trickster-tales-around-world#sect-introduction
http://www.asdk12.org/depts/els/PDF_files/Forsyth_HM_lessons/Grade3_trickster_tales.pdf
Schoolhouse Rock
http://exchange.smarttech.com/details.html?id=41b89f26-893e-4636-9fd2-8ab6fa6a99c3
The Stories Julian Tells Activities:
http://www.studentpublishing.com/docs/StoryWebsAll.pdf
www.rcs.k12.va.us/pfes/third%20grade/reading%20sem%201%20theme%203/julian/stories_juli
    an_teslls_home.htm
www.wakegov.com/nr/rdonlyres/4a0948ec.../storiesjuliantells.pdf
Opinion Writing Graphic Organizer: http://www.writesite.org/pdfs/go/go1-5b.pdf
Games and Activities: http://www.gameclassroom.com/3rd-grade
Grammar Tales Books




     CCSS Lesson Plan Template, revised 9/2011

				
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