Grade: 3 Unit 1: Stories Worth Telling Again and Again · PDF fileGrade: 3rd Unit 1: Stories...
-
Upload
vuongquynh -
Category
Documents
-
view
246 -
download
7
Transcript of Grade: 3 Unit 1: Stories Worth Telling Again and Again · PDF fileGrade: 3rd Unit 1: Stories...
Grade: 3rd Unit 1: Stories Worth Telling Again and Again
ELA
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7
Standards RL.3.3
Describe characters in a
story (e.g., their traits,
motivations, or feelings)
and explain how their
actions contribute to the
sequence of events.
W.3.8
Recall information from
experiences or gather
information from print and
digital sources; take brief
notes on sources and sort
evidence into provided
categories.
W.3.7
Conduct short research
projects that build
knowledge about a topic.
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.
RI.3.3
Describe the relationship
between a series of
historical events, scientific
ideas or concepts, or steps
in technical procedures in a
text, using language that
pertains to time, sequence,
and cause/effect.
RL.3.9
Compare and contrast the
themes, settings, and plots
of stories written by the
same author about the
same or similar characters
(e.g., in books from a
series.
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.
Objective SWBAT describe the
character in a story by
with words describing
character’s actions and
feelings.
SWBAT tell stories by
conducting family
interviews, use interview
to create the story, and
present the story to the
class.
SWBAT present
information about a
culture by conducting a
short research project.
SWBAT analyze tales
by reading the tale then
write about the
components of the tale.
SWBAT describe the
cause and effect of why
stories are told in
cultures by completing a
cause and effect flow
chart.
SWBAT compare and
contrast two fables by
analyzing the themes,
settings, and plots using
a Venn diagram.
SWBAT identify the
message of the folktale
and explain how it is
conveyed through key
details by reading a
folktale and creating a
mobile.
Days 5 days 5 days 3-4 days 3-4 days 2 days 2 days 1-2 days
Teacher
Strategies
Introduction:
What is an author
study? Who is Patricia
Polacco?
Introduce Patricia
Polacco Author Study.
(Author’s bio) [First day
of school/unit]
Who Am I?
Read Rechenka’s Eggs
by Patricia Polacco
Watch Meet Patricia
Polacco
Day 1: What is a
character?
Create an anchor chart to
define a character.
Choose one of suggested
Patricia Polacco texts [or
use Rechenka’s eggs] to
read aloud to the class
and brainstorm all of the
characters from the
story.
Differentiate between
main character and
supporting characters.
Day 2: What are
character traits? How
do we describe
characters?
Introduction:
Hometown research
DUE
Read My Hometown by
Russell Griesmer and
Priscilla Wong
[Not available until
October 1, 2015]
Introduce Hometown
project (5 days in
school)
Day 1: How do we
learn about our family
history? What are
some objects that are
passed down through
the generations in our
family?
Watch video of Patricia
Polacco (reading
Rockets) to introduce
family stories and
history.
Discuss family history
and the word tradition.
As a whole group and
discuss the heirloom or
item that is passed down
with students.
Read aloud either:
The Keeping Quilt
Fiona’s Lace
The Blessing Cup
Introduction: Hand out Multicultural
Project (at home project)
Locate each country on
large [wall] world map
with students name and
country.
Read The Legend of
Blue Bonnet by Tomie
DePaola
Compare/Contrast:
How is the girl in
the story different
from you?
What makes this
culture different
from your own?
Day 1: What is
culture? What are
some different cultures
of Native Americans?
Define culture in small
groups.
Culture: the beliefs,
customs, arts, etc., of a
particular society, group,
place, or time.
Culture includes beliefs,
art, food, clothing,
dance, music,
storytelling, and other
ways of life.
Day 1: What are some
important components
of a story? What are
some characteristics of
a fairy tale?
Discuss/brainstorm
characteristics of a
fairytale/folktale on a
class anchor chart.
Hand out a copy of a
general Cinderella story
from a children’s
storybook.
Brainstorm a story map
(characters, setting,
sequence of events,
problem and solution on
a piece of chart paper.
Debrief: Does the story
of Cinderella reflect the
characteristics of a
fairy/folktale? If so,
what is some evidence to
support these
characteristics?
Day 2: Are there other
versions of fairytales
from other cultures
around the world?
How are they alike?
How are they
different?
Read the reader’s theater
script of Mufaro’s
Beautiful Daughters.
Create a similar story
Introduction:
Who is Tomie
DePaola?
Tomie DePaola Author
Study
Meet Tomie DePaola
Biography
Day 1: How does a
cause and effect
relationship contribute
to the story’s plot?
Introduce the reading
skill of cause and effect.
Use the brain pop jr.
video Cause and Effect
[UN: frcsls
PW: redsox123]
ELL SUPPORT: Use
the text If you give a
mouse a cookie…
introduce the skill.
Create or review an
anchor chart on Cause
and Effect.
Brainstorm some words
or vocabulary that can
be used when citing
evidence of cause and
effect from the text.
Teacher reads aloud
Strega Nona by Tomie
DePaola. Or watches the
video:
Strega Nona
Day 1: What is a fable?
What are the
characteristics of a
fable? How do fables
illustrate a central
message or theme?
Introduce the genre of
FABLE to the class and
brainstorm or discuss the
characteristics.
Discuss how fables have
a central message (or
theme) and how it
affects the characters
thoughts, actions, and
feelings and the overall
plot.
Review setting and plot
(sequence of events with
students).
Teacher reads aloud
two fables from Aesop’s
Fables. Teacher thinks
aloud when reading to
identify comparisons
and contrasts of the
themes, settings, and
plots between the two
fables.
Teacher pauses for
questioning about
theme, setting, and plot.
Teacher models how to
complete a Venn
diagram comparing and
contrasting the theme,
setting, and plot of the
two fables.
Teacher will read aloud
Stone Soup by Tomie
DePaola, stopping and
asking questions along
the way.
Teacher will model, with
the help of the students,
how to identify the
message and key details
of Stone Soup.
Teacher will model how
to create a mobile using
the story Stone Soup.
Students will create a
mobile of the story
Stone Soup, including
characters (with traits),
theme or central
message, setting, and 3-
4 sequenced events.
Discuss what a character
trait is and create a
STEAL anchor chart to
discuss how characters
feelings and actions
influence traits.
Hand out character traits
list/chart for binder and
go over with students.
Partner up with a
classmate and describe
them in two traits paired
with a reason (introduce
vocabulary word
evidence).
Read aloud Chicken
Sunday by Patricia
Polacco to students and
discuss the characters as
a whole group.
Hand out character
profile graphic
organizer.
Day 3: What is the
difference between
External and Internal
Character Traits?
Define the words
external and internal and
discuss the difference
between.
Create a common anchor
chart for students to
reference throughout the
lesson.
Watch the video of
Patricia Polacco’s
Keeping Quilt.
Have students take out
pictures of an heirloom
or object that is
“traditional” in their
household. (no bigger
than 4 x 6)
Students will create a
classroom quilt by
gluing their pictures
down to a quilt square
and combining with the
class.
Day 2: How do pictures
or items play a role in
family history? How
are family stories
passed down through
generations?
Discuss previous days
activities.
Read Family pictures by
Carmen Lomas Garza.
Model writing interview
questions with class. Use
prepared graphic
organizer to complete.
Family Tree Magazine
20 questions to ask
relatives about family
history
Sample questions:
Distribute different NA
tribes and informational
texts:
If you lived with
the…
True Books:
American Indians
(Iroquois, Sioux,
Navajo, Pueblo, Inuit,
Apache, Cheyenne,
Zuni, etc.)
Research each tribe’s
culture and complete a
poster or graphic
organizer in small
groups of 4-5 students.
Day 2: What are some
different folktales from
different Native
American tribes and
cultures?
Watch the video:
How the Coyote got its
Cunning
Discuss the story with
the whole group:
What are some
characteristics that
make this story
unique?
What are the
purpose of Native
American Folktales
and legends?
Hand out different tales
of each tribe to the same
map on a piece of chart
paper.
Create a venn diagram
and have students first
compare and contrast in
small groups and then as
a whole group.
Extension: “The Market
Place” activity to
compare to the local
shopping center or mall.
Day 3: What are some
other versions of a
familiar fairytale from
cultures around the
world?
Split into small groups
and share/group read a
various Cinderella text.
They will complete a
story map (graphic
organizer or chart
paper)s a group.
[See Suggested Texts]
Students will be
assessed as a group on
their story map chart
using the provided
rubric.
Students will illustrate
the cause and effect of
the text on a provided
guide or graphic
organizer and pair their
illustration with 2
sentences (attached
evidence).
Day 2: How can we use
cause and effect to
understand what we
are reading? How does
cause and effect play a
role in the plot of the
story?
Teacher reviews the skill
of Cause and Effect by
providing causes on
small slips of paper and
students act out the
cause and their partner
has to guess the effect.
(Charades)
Teacher reads aloud
either:
Jamie O’Rourke and
the Big Potato by
Tomie DePaola
The Junkyard
wonders by Patricia
Polacco
Students will complete a
cause and effect
flipbook or a
Day 2: What is the
central message or
theme of a fable?
Have students
independently read a
fable and create a
sequence of events,
using index cards and a
strip of construction
paper.
This should also include
the central message and
the setting on individual
cards.
Read My Rotten Red-
Headed Older Brother
by Patricia Polacco.
Have students complete
the external vs. internal
graphic organizer to
brainstorm various
comparable character
traits.
Day 4: How are
character traits
influenced by the
thoughts, feelings,
actions, and sayings of
a character?
Introduce the FAST
graphic organizer.
Choose a suggested
Patricia Polacco text to
read aloud.
Suggested:
For the Love of
Autumn
Thundercake
Mr. Lincoln’s Way
(click for video)
Students will complete
the FAST graphic
organizer in small
groups of 3-4 students.
Day 5: How do
characters influence
the plot based on their
What is your first
memory?
Who is the oldest
relative you
remember and what
do you remember
about them?
What are some of
the places you have
been the happiest?
Tell me about your
childhood home.
How did you
celebrate holidays?
How did your
family come to live
in this particular
area?
Students will work in
small groups to
brainstorm 5-8 questions
to ask a relative.
Students will have 2-3
days to interview the
oldest living relative that
they have access to.
(should be other than
parents, however
exception can be made if
necessary).
Day 3: How can we
create an item or visual
art that represents our
family history or
culture?
small groups from the
previous day.
Groups share read each
tale together as a
shared/group read.
Work in small groups to
bring the folktale to life
Day 3 & 4: What are
some characteristics of
a Native American
Folktale?
Tell the story of how the
Racoon got its mask.
(Students may read
along or listen)
[A long time ago, Raccoon
had no mask. It was the
coldest winter ever. Raccoon
had to follow people around
and steal food. One night, the
people lit a fire to keep them
warm. It was a cold night. The
fire had gone out. Raccoon
quietly crept up to the
longhouse. Raccoon put his
nose down to sniff out the
food. His nose fell on the hot
ashes of the fire, which had
burned out only recently. It
stung horribly, and Raccoon
put his nose in the snow to
cool it down. Now the ashes
are stuck to Raccoons face
forever. The moral of the
story is not to steal from
people, for there are
consequences.]
Discuss characteristics
or features of a Native
American
cause/effect graphic
organizer.
thoughts, feelings,
sayings and actions?
Create the anchor chart:
How do characters drive
the story? (with
students)
Read aloud Thank you
Mr. Falker by Patricia
Polacco with the
students.
Discuss how Tricia
“drove” the story. How
did other characters help
her in the story?
Model how to find
character traits in the
story and pair with
evidence.
Have students work in
partners to complete
Character Analysis
Graphic Organizer.
Have students
independently complete
foldable character
project or facebook
character page
Extension:
Read Chrysanthemum
by Kevin Henkes and
create a character trait
web as a whole group to
discuss character traits
and C’s thoughts and
actions from the story
Introduce the art and
culture of totem poles in
the Northwest tribe.
Hand out an informative
text about totem poles.
Have students read the
article/text in partners.
Students will bring in
family pictures and
items to glue to totem
pole to represent their
family history and
stories.
Days 4 & 5: What are
some family stories or
experiences that have
been passed down in
our family?
Tomie DePaola Reading
Rockets
[First two minutes
ONLY]
Have students present
their interviews in small
groups (2-4 students).
Have students pick one
of their relative’s stories
and retell it to their
group. They should act
out the story using body
movements, facial
expressions, and correct
vocal intonation.
Present the concept of
narrative to students by
creating a narrative
anchor chart, including
Folktale/Legend.
Brainstorm these on a
piece of Chart Paper or
have students create
their own handout.
Write their own NA
folktale that explains
why an animal has a
specific physical or
behavioral characteristic.
and how they affected
her traits.
Read Bad Case of
Stripes by David
Shannon to discuss
external/internal traits.
the features or
characteristics of a
narrative.
Teacher will model how
to complete a narrative
graphic organizer with
the whole group.
Students will use one of
their relative’s
stories/responses from
interview to complete
the narrative graphic
organizer. They will
then write a short
narrative based on their
graphic organizer.
Teachers will collect this
narrative and use it as a
baseline for writer’s
workshop.
Student
Strategies
Students will begin a
study of Author Patricia
Polacco.
Day 1:
Students will brainstorm
main and supporting
characters.
Day 2:
Students will partner up
and discuss character
traits with evidence from
the text.
Students will complete a
character profile that
Day 1:
Students will create a
quilt square that features
an heirloom or
traditional item from
their family. As a class,
they will attach the
squares to make a class
quilt.
Day 2:
Students will develop 5-
8 questions to interview
their oldest available
relative. They will
independently interview
and record their
relative’s responses and
Day 1:
Students will research a
specific Native
American tribe in small
groups.
Students will record
research findings on a
poster or graphic
organizer and present
their findings to the
class.
Day 2:
Students will read a
Native American
Folktale from the
Day 1:
Students will develop a
story map for the story
Cinderella, including
characters, setting, plot
(sequence of events),
problem, and solution.
Day 2:
Students will read a
“reader’s theater” script
of Mufaro’s Beautiful
Daughters with fluency
and expression.
Students will compare
and contrast two
Students will begin a
study of Author Tomie
DePaola.
Day 1:
Students will read/watch
Strega Nona by Tomie
DePaola and illustrate
one cause and effect.
Students will cite
evidence from the text to
support their cause and
effect.
Day 2:
Day 1:
Students will discuss
with partners or groups
questions about the
theme, settings, and
plots asked by the
teacher.
Students will read two
fables from Aesop’s
Fables.
Students will
independently complete
the Venn diagram using
the two fables.
Students will read Stone
Soup along with the
teacher.
Students will answer
questions while reading.
Students will complete a
mobile based on the
story, Stone Soup.
cites traits and evidence
from the text.
Day 3:
Students will use a
graphic organizer to
compare external and
internal character traits.
Day 4:
Students will complete a
graphic organizer that
outlines the character’s
thoughts, feelings,
actions, and sayings
from the text.
Day 5:
Students will create a
foldable character
project that cites a
character’s traits paired
with evidence of
thoughts, feelings,
sayings, and actions
from the text.
bring their findings back
to school to present.
Day 3:
Students will create a
family history totem
pole that includes
pictures of family
members, traditions,
cultural items, maps, and
symbols.
Days 4 & 5:
Students will present the
results of their interview
and tell a family story to
a small group, using
correct body
movements, facial
expressions, and vocal
intonation.
Students will plan a
short narrative using a
graphic organizer.
Students will write a
short narrative of a
family that will be used
as a baseline for
teachers.
culture/tribe that they
researched in a small
group shared read.
Students will bring the
folktale to life using
creative drama skills.
Days 3 &4:
Students will plan and
write their own Native
American folktale that
explains why an animal
has a certain physical or
behavioral characteristic.
versions of the
Cinderella story.
Day 3:
Students will read
another version of
Cinderella from another
culture in a small group
shared read.
Students will create a
poster, illustrating and
including the
components of a story.
Students will silently act
out the cause of a
situation with a partner
and their partner will
guess a reasonable
effect.
Students will complete a
cause and effect graphic
organizer paired with
evidence from the text.
Day 2:
Students will complete a
sequence of events
project that includes
characters and central
message to diagram a
fable.
Text Rechenka’s Eggs
Chicken Sunday
My Rotten Red-
Headed Older
Brother
Thank you, Mr.
Falker
The Keeping Quilt by
Patricia Polacco
Family Pictures,
Carmen Lomas Garza
Other suggested texts:
(Polacco)
Collection of various
informative texts of
different Native
American Tribes.
Suggested Texts:
If you live with
the…
Cinderella Storybook
(copies for students if
possible) [French
version]
Mufaro’s Beautiful
Daughters (Reader’s
Theater Script)
Strega Nona by Tomie
DePaolo
Jamie O’Rourke and the
Big Potato by Tomie
DePaolo
The Junkyard Wonders
by Patricia Polacco
Aesop’s Fables Stone Soup by Tomie
DePaola
Other suggested texts:
(Polacco)
For the Love of Autumn
Babushka’s Doll
Thundercake
Mr. Lincoln’s Way
Fiona’s Lace
The Blessing Cup
True Books:
American Indians
Suggested Tribes:
Iroquois, Sioux,
Navajo, Pueblo, Inuit,
Apache, Cheyenne,
Zuni, etc.
Suggested Cinderella
texts:
Yeh Shen (China)
Vasilisa the
Beautiful (Russia)
Cinder Lad
(Ireland)
Rough Faced Girl
(Native American)
The Egyptian
Cinderella
The story of Tam
and Cam or
Brocated Slippers
(Vietnam)
The Old Man and
His Daughter
(Romania)
Tattercoats Princess
Furball (England)
Katie Woodecloak
(Norway)
Korean Cinderella
(Korea)
Rashin-Coatie
(Scotland)
Ashputtel (Germany)
Assessme
nt
Foldable Character Map
(with rubric)
Various Graphic
Organizers (F.A.S.T.,
Character profile, etc.)
Heirloom Quilt
Family History Totem
Pole
Written family story
Tribe Research Poster or
Graphic Organizer
Folktale Presentation
Written Folktale
Story Map Graphic
Organizer
Group Story Map Poster
Cause & Effect Graphic
Organizers
Venn diagram
Index Card
Sequence/Theme Project
Story Map Mobile
Science
TERM 1 Unit 1 Earth’s Systems/STEM Science - Learning Standards / Concepts and Skills & Related Topics
Earth and Space Sciences
STEM
Topics
Atmosphere Clouds Wind
(3-4wk)
Learning Standard -
3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.
3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution
must meet.*
3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of
the design problem.
3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design
solution.* Clarification Statements:
SWBAT:
Students will develop and sharpen their skills at obtaining, recording and charting, and analyzing data in order to study the weather.
They will determine how humans interactions impact and earth systems,
Students will analyze weather patterns and consider humans’ influence and opportunity to affect weather-related events.
Students will analyze weather related impact and consider how influence the impact appropriately.
Text/Resources- text/ video resources
Lesson notes
Mr. Parr
Vocabulary- Troposphere, Stratosphere, Mesosphere, Thermosphere, cirrus, cumulus, stratus, cumulonimbus, trade winds,
Lesson Seed-
Lesson 1 – What is our atmosphere
Lesson 2 – What are clouds?
Lesson 3 – What is wind and where does it come from?
LABS:
Cloud model- Class Activity
Create atmosphere model –
Cloud in a bottle - Cloud in a bottle
Grade: 3 Unit 2: Connected By the Sea
ELA
Performance Task: Write a 1- 2 paragraph informative essay on how the Wampanoags or the Pilgrims used the natural environment around them to live.
Give at least two to three examples from your learning to support your response.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Performance
Task
Days 1 day 5 days 4 days 3 days 6-11 days 2 days 1 day 2 days 1 day
2-3 days
Objective Students will list
prior knowledge
of Wampanoags
in KWL format.
R.I. 3.1
Determine main
idea of text
RI.3.2:
Determine the
main idea of a
text; recount the
key details and
explain how they
support the main
idea.
Students will
create a wetu
and a mishoon
and write an
explanatory
paragraph on
how to create
it.
Students will list
prior knowledge
of Pilgrims in
KWL format.
Students will read
Thanksgiving on
Thursday and
demonstrate mastery
of the following story
elements through
various assessments.
Problem/solution
Plot
Context Clues
Cause/effect
Comparing
characters
Setting- how it
affects the story
Dialogue
Students will
analyze
informational
text on the
Pilgrims.
Students will
compare and
contrast Sarah
Morton’s Day
with Tapenum’s
Day using a Venn
Diagram.
Students will
illustrate the
daily life of a
Pilgrim using
examples from
the text.
Students will
compare and
contrast
details from
Pilgrims and
Thanksgiving
on Thursday.
Students will
work on the
performance task
using their
graphic
organizers as
references.
Task:
Write a 1-2
paragraph
informative essay
on how the
Wampanoags or
the Pilgrims used
the natural
environment
around them to
live. Give at least
two to three
examples to
support your
response.
Teacher
Strategies
and
Connection
to Balanced
Literacy
(shared
reading,
interactive
writing,
guided
reading/writ
ing, read
aloud,
independent
reading/writ
ig)
Introduce a
KWL chart to
the students
about the
Wampanoags.
Have students
complete the
K(now) section as a whole class
(individual,
small group, or
whole group).
Then have them
complete W(ant
to know) section of the
chart.
Whole class
KWL, post-its,
or individual
KWL in journal.
Show Scholastic
virtual tour
Complete a
graphic
organizer to
answer the
following
questions with a
small group.
Guiding
questions:
What are
some of the
natural
resources
they used
from the
environme
nt around
Day 1:
Shared
Reading
With the whole
class, read as a
group,
Who are the
People of the
First Light?
Discuss the
meaning of the
word
Wampanoag
with the class.
On a map of
Southeastern
Massachusetts,
locate the
origins or tribal
land of some of
the tribes within
the Wampanoag
nation.
Day 2:
Read Aloud
Read
Tapenum’s Day
and discuss
more details
about
Wampanoags.
Read passage
about
Wampanoag
food.
Fill in “Section,
Sketch, Skill”
graphic
organizer as a
Day 1:
Shared
Reading
Read passage
about
Wampanoag
living
structures
(wetus).
Brainstorm
steps to build a
wetu with
students
through a think
aloud and on
the smartboard.
In small
groups,
students will
review and
record the
steps to build a
wetu on a small
graphic
organizer card
that will be
used during
day 4.
Day 2:
Activity
Discuss the
vocabulary
term wetu as a
class.
Students will
build wetus out
of pipe cleaners
that attach to
their index
card. Layered
Introduction:
KWL Chart
Introduce a KWL
chart to the
students about
the Pilgrims.
Have students
complete the
K(now) section as a whole class
(individual, small
group, or whole
group). Then
have them
complete W(ant
to know) section
of the chart.
[Whole class
KWL, post-its, or
individual KWL
in journal.]
Day 1:
Show Scholastic
Mayflower
video.
Add information
to the L(earning)
section of their
KWL chart.
Day 2:
Shared/Partner
Reading
Read Chapters
1&2 from
Pilgrims (page
13-33).
Shared Reading and
Shared Writing
Read Thanksgiving
on Thursday using
the Thanksgiving on
Thursday packet as a
guide.
Read 1 chapter per
lesson; Alternate
chapters by twos:
first chapter as a
shared reading with
lesson on
comprehension skill
and second chapter as
independent practice.
[If needed, you may
read two
lessons/chapters in
one day]
Make sure to show
excerpts from the text
to show dialogue.
Make sure to
emphasize the asking
questions piece of the
standard.
Day 1: Shared
Infer & Predict
Read Chapter 1 (SR)
Ch 1 Questions
Day 2: Independent
Read Chapter 2 (I)
Ch 2 Questions
Day 3: Shared
Compare & Contrast
Read Chapter 3 (SR)
Ch 3 Questions
Day 1:
Shared
Reading
Read Chapters 4
and 5.
Fill in “Section,
Sketch, Skill”
graphic
organizer
independently.
[Response
Journal-binder]
Day 2:
Read Aloud
Read This is the
Feast .
Independently,
students will
write a journal
entry as a
Pilgrim who
came over on
the Mayflower.
They should
write about their
difficult journey
and support it
with details
about the
hardships they
faced both on
the Mayflower
and in their first
year at Plimoth.
There response
should be a
minimum of 3-4
sentences.
Read Aloud
Read Samuel
Eaton.
What were some
similarities and
differences
between Samuel
and Tapenum’s
day?
Students will
complete a Venn
Diagram on the
Wampanoags vs.
the Pilgrims daily
life.
Shared Reading
Day 1:
Shared Reading
Chapter 6 in
Pilgrims (2
lessons) about
daily life of a
Pilgrim.
Fill in “Section,
Sketch, Skill”
graphic organizer
as a small group.
[Response
Journal-binder]
Day 2:
Read Aloud
Read aloud Sarah
Morton’s Day.
Students will
complete a
graphic organizer
to illustrate a
Text to Self
connection.
Skill
Teacher will
build a class
T-chart and
model 2-3
details to
compare
Pilgrims to
Wampanoags
.
Students will
then
independentl
y complete a
T-Chart to
show details
from each
text and the
evidence to
support them,
citing the text
it was found
in.
them?
How are
their homes
similar/diff
erent form
ours?
What else
did you
notice that
you did not
know about
before?
whole class.
[Response
Journal-binder]
Complete the
Wampanoag
Food Collage.
Day 3:
Shared
Reading
Wampanoag
Gender Roles
Model for
students through
think aloud how
to determine
details after
reading each
section of the
text. (Whole
group)
Fill in “Section,
Sketch, Skill”
graphic
organizer as a
whole class.
[Response
Journal-binder]
Day 4:
Shared
Reading
Wampanoag
Language
Fill in “Section,
Sketch, Skill”
graphic
organizer as a
small group.
paper will form
bark around the
outside of the
wetu.
Day 3:
Shared
Reading &
Activity
Read the
passage on
Wampanoag
Travel in small
groups.
Discuss the
vocabulary
term mishoon
or canoe.
Brainstorm the
steps to build a
mishoon on the
smartboard.
Students will
record the steps
to build a
mishoon on
their graphic
organizer card.
Students will
practice
making
mishoons in
small groups
using
cucumbers
(halved) and
plastic spoons.
Day 4:
Writing
Read passages on
Pilgrim travel,
communication,
etc. Fill in
graphic organizer
listing ‘section’ ,
‘sketch’ and
‘details’. Model
for students
through think
aloud how to
determine details
after reading each
section of the
text. Have them
fill in the same
graphic organizer
in their reading
response journal .
Day 3:
Shared Reading
Read pages 62-69
about the
historical figures
from the Pilgrim;
Complete a bio-
profile (bio cube,
character baseball
card, etc) on each
figure.
Day 4: Independent
Read Chapter 4 (I)
Ch 4 Questions
Day 5: Shared
Read Chapter 5 (SR)
Ch 5 Questions
Problem & Solution
Day 6: Independent
Read Chapter 6 (I)
Ch 6 Questions
Day 7: Shared
Sequence of Events
Read Chapter 7 (SR)
Ch 7 Questions
Day 8: Independent
Read Chapter 8 (I)
Ch 8 Questions
Day 9: Shared
Making Connections
Read Chapter 9 (SR)
Cause and Effect
Day 10: Independent
Read Chapter 10 (I)
Ch 9 & 10 Questions
Day 11: Skill
Inferencing with Context Clues
Summarizing (S-W-B-S-T)
[Response
Journal-binder]
Day 5:
Independent/Pa
rtner Reading
Read Chapter 3
in Pilgrims
(page 35-49)
and add more
details to
graphic
organizer.
Fill in “Section,
Sketch, Skill”
graphic
organizer
independently.
[Response
Journal-binder]
Using their
graphic
organizer,
students will
plan out the
sequence of
steps to create
either a
mishoon or
wetu. [their
choice]
Students will
then write an
explanatory
paragraph
telling someone
how to create a
mishoon or a
wetu.
[Modeling
paragraph may
be necessary]
Supplementary
Resource:
Brain Pop Jr.
video-How to
Using an
informative
rubric, teachers
will use this
informative
paragraph as a
baseline for
further
informative
writing.
Text Virtual field
trips from
Scholastic
Pilgrims by
Mary Pope
Osborne
Wampanoag
Resource Guide
Clambake by
Russell M Peters
Scholastic video
Pilgrims by Mary
Pope Osborne.
Thanksgiving on
Thursday
Pilgrims
This is the Feast
by Diane Z.
Shore
Samuel Eaton Thanksgiving
on Thursday
Pilgrim
Assessment Students will
complete an exit
ticket:
What are 2 new
things you
learned about
the
Wampanoags?
Graphic
organizer
students
completed
independently in
reading response
journals
Student writing
– explanatory
paragraph
Students will
complete an exit
ticket:
What are 2 new
things you
learned about the
Wampanoags?
Graphic
organizer for
PIlgrims
Thanksgiving on
Thursday activites
that correlate to story
elements.
Graphic
organizer
Venn Diagram to
compare Samuel
Eaton and
Tapenum.
T-chart
Science
Unit 2 Earth’s Systems /STEM Science - Learning Standards / Concepts and Skills & Related Topics
Earth and Space
Sciences
STEM
TOPICS
Wind
Temperature
Climate v Weather
(3-4WKs)
Learning Standard 3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.
3-ESS2-1. Use graphs and tables of local weather data to describe and predict typical weather during a particular season in an area.
3-ESS2-2. Obtain and summarize information about the climate of different regions of the world to illustrate that typical weather conditions over a year vary by region.
3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must
meet.*
3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the
design problem.*
3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.*
Clarification Statements:
SWBAT:
Students will develop and sharpen their skills at obtaining, recording and charting, and analyzing data in order to study the weather.
They will determine how humans interactions impact and earth systems,
Students will analyze weather patterns and consider humans’ influence and opportunity to affect weather-related events.
Students will analyze weather related impact and consider how influence the impact appropriately.
Text/Resources- text/ video resources
Lesson notes
Mr. Parr
Weather wiz kids
Vocabulary- anometer, barometer, climate, weather, temperature, precipitation, evaporation,
Lesson Seed-
Lesson 1 – What is the difference between weather and climate?
Lesson 2 – What is temperature and how is the earth heated?
Lesson 3 – What precipitation?
Lesson 4 - How does the water cycle work?
Lab-
Track weather data –Home /class lab
Create water cycle bags, make and record observations- Class Activity
Weather v. climate demonstration – M& M
Grade: 3 Unit 3: Creative, Inventive, and Notable People
ELA
Performance Task: Students will write an informative piece about a famous and influential person from Massachusetts and how they have impacted
our country or the world.
Prompt: Research the life of a famous person from Massachusetts (assigned). What are some important events in their life? How have they impacted
the country or the world?
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 PT
Standards
RL.3.1 RI.3.1 RI.3.1, 3.5,
3.7 RI. 3.1 RI.3.5 RI 3.3 RI.3.3 RI.3.1
# of Days 1 Day 1 Day 2 Days 2 Days 1 Day 3 Days 2 Days 3 Days 1 Day 5 Days 2-4 Days 3 Days
Objective SWBAT
define the
word
“inventive”
by creating a
Frayer
model.
SWBAT ask
and answer
questions by
using a graphic
organizer.
SWBAT
generate a list
of questions by
completing a
graffiti write.
SWBAT
locate
information by
using text
features.
SWBAT answer
questions about
an inventor by
locating relevant
information in
the text.
SWBAT
locate
relevant
information
by using
search
tools.
SWBAT
write a
how-to
piece by
listing the
materials
and the
steps for
lifting an
animal into
a zoo
habitat.
SWBAT
create a
timeline by
using
information
about their
own life.
SWBAT
explain the
effects of
inventions on
the world.
SWBAT
read a
grade-level
biography
text from a
list of
various
creative,
inventive, or
notable
people.
SWBAT
identify key
information
and
important
events from
a grade-
level
biography
text.
SWBAT write
an informative
or explanatory
text by writing
their own
biography on
a person from
Massachusetts
who has
influenced the
global
community.
Sub
Objectives SWBAT use
a dictionary
to locate
information.
SWBAT
model their
understandin
SWBAT write
a questions
using the QAR
strategy.
SWBAT write
a question with
SWBAT write
a question by
using the 5W’s
and an H.
SWBAT write
a question with
SWBAT
identify text
features in
expository
text.
SWBAT
explain the
SWBAT answer
questions by
locating
information
from the
biography.
SWBAT
research
different
types of
inventions
online.
SWBAT
explain
how simple
machines
can be used
in an
invention.
SWBAT
sequence
information
into
chronological
order.
SWBAT
determine
cause and
effect when
reading.
SWBAT ask
and answer
SWBAT ask
and respond
to questions
based on
their
assigned
text.
SWBAT
write
paragraphs
with topic
sentences
and
g by
illustrating
the word.
SWBAT
write a
sentence
using the
word
correctly.
SWBAT
make a
connection to
themselves.
the correct
punctuation.
the correct
punctuation.
purpose of
text features.
SWBAT
categorize
inventions.
SWBAT
record
inventions
and the
year they
were
created for
each type
of
invention.
SWBAT
write a list
of
procedures
for making
their
invention.
SWBAT
create a
timeline
questions
about cause
and effect
relationships.
SWBAT
analyze a
timeline.
SWBAT
organize
information
about their
biography
using a
graphic
organizer.
supporting
details.
SWBAT ask
and answer
questions
about a
biography
topic
(person).
SWBAT
create a
“bio-buddy”
that strongly
resembles
their topic.
SWBAT
explain how
their
biography
topic has
impacted
history and
the global
community.
Teacher
Strategies Read Aloud
Start by
showing
pictures of
famous
inventions.
Ask the
students
what they
have in
common.
After a
discussion
Shared
Reading/Read
Aloud
Students and
Teacher will
read George
Washington
Carver
(Reading a-z)
QAR Question
Strategy
Shared
Reading/Read
Aloud
Day 1:
Teacher will
read a short
passage about
American
inventors from
the suggested
text below.
Shared
Reading
Teacher will
directly
instruct
students on
text features
and the text
features
purpose using
a
SMARTBoard
Shared Reading
Teacher and
students will
read biography.
Teacher lead
students in
discussion after
each section
about their
questions and
answers.
Read
Aloud
Teacher
will use the
internet to
model
finding
different
types of
inventions
and the
year they
were
Read
Aloud &
Shared
Writing
Teacher
will read
aloud
How-to
book or
website.
(i.e. How
to Make
Rice from
Shared
Reading
Teacher and
students
will read a
timeline
with a short
passage
about the
timeline.
Be sure to
expose
students to
Shared
Reading/Gui
ded Reading
Teacher will
model
picking one
of the
inventions
and
answering
guided
questions:
Independent
Reading
Teacher will
monitor
students
understanding
as they
independently
read their
assigned
biography.
Writing
Teacher
will model
and guide
students in
creating
their “bio-
buddy” out
of
construction
paper.
The teacher
will then
introduce the
unit theme to
the class.
Read Aloud,
“The Story
of Jeans” as
a Reading A-
Z
projectable.
Discuss the
impact jeans
have had on
society.
Pass out the
Frayer
Model
graphic
organizer
with the
word
inventive in
the center.
Model how
to locate a
word in the
dictionary
and complete
the Frayer
model using
a different
word.
Frayer
Model
Facilitate a
Whip
Around to
share their
student
Graphic
Organizer
With students
read a part of a
chapter then
guide students
on writing
questions on
graphic
organizer.
RAZ: Thomas
Edison
Lead
discussions
about inventors
and model
creating
questions.
Facilitate the
graffiti walk.
Each poster of
graffiti walk
will be a 5 W
and H.
Facilitate the
gallery walk.
Day 2:
TFK:
Alexander
Graham Bell
Facilitate and
monitor student
reading.
Lead
discussion
about
Alexander
Graham Bell’s
influential
invention.
or powerpoint
presentation.
Teacher will
lead a text
features
scavenger
hunt by
assigning a
text feature to
each table.
invented
then write
them on
notecards.
The teacher
will stop
and ask
questions
while
modeling.
Reading A-
Z or
http://www
.ehow.com/
how_57988
10_make-
paper-
whirlybird.
html)
Supplemen
tal:
How to
Make Rice
in small
groups
both
vertical and
horizontal
timeline
formats.
1. What
caused
your
invention
to be
invented?
2. What was
the impact
on
people’s
lives
because
of your
invention?
Teacher will
model how to
determine the
cause and
effect of
events in a
text.
Teacher will
monitor as
students
complete the
graphic
organizer.
model how
to write an
informative
or
explanatory
writing
piece about
their
assigned
topic.
friendly
definitions.
Student
Strategies The students
will
participate in
a discussion
about
inventions.
They will
discuss how
jeans have
impacted
society.
Students will
use a
dictionary to
look up the
meaning of
the word
inventive.
Students will
complete the
Frayer
Model with a
partner.
Students will
participate in
a Whip
Around to
share their
work.
The students
will listen to
teacher read
and model
writing
questions while
following along
writing the
teacher’s
questions.
Read the next
section along
with the class
then complete
graphic
organizer by
writing
questions.
Day 1:
The students
will read
passage about
inventors.
The students
will complete
graffiti walk by
writing one
question for
each of the 5 W
and H on the
poster.
Students do a
gallery walk
and choose 1
question from
each of the 5
W’s and H to
write down on
their graphic
organizer.
5Ws Graphic
Organizer
Students share
their questions
to their teams.
Day 2:
Students will
read TFK:
Alexander
Graham Bell in
partners or
small groups.
The students
will take notes
on the text
features
SMARTBoard
presentation.
The students
will complete
a text features
scavenger
hunt by
working with
group to find
their assigned
text feature
within the
biography.
Then label a
copied section
out of the
biography
with the text
features.
The students
will complete
sheet with a
match of text
feature to
purpose.
The students
will choose a
leveled
biography on
interest and read
it in class.
The students
will locate
information
about their
choice and
complete a
graphic
organizer that
includes all
relevant
information.
Locating
Information in a
Biography text
Graphic
Organizer.
The
students
will answer
questions
while the
teacher is
modeling.
Organizatio
nal ideas:
Social
Studies
Our
Communiti
es Text
Pages 29
and 59 in
student text
OR
Glue
envelopes
inside a
manila
folder –
one per
category of
invention.
Slide
notecards
in
envelopes
by
category.
Day 1:
The
students
will read
along with
the teacher
on How to
make
Whirly
Birds.
They will
participate
in a
discussion
about the
component
s in a How-
To text.
Students
will read
How to
Make Rice
with a
partner or
small
group.
The
students
will name
two
characterist
ics of a
“How-to”
piece.
Day 2:
The
students
Day 1: The
students will
read a
timeline with
a passage as
a whole
class.
The students
will create a
timeline on
butcher paper
using the
inventions
and dates
provided by
the teacher.
Day 2:
Students will
bring in
pictures from
their “earlier
years” and
construct a
timeline of
their life.
The students
will follow
along on the
graphic
organizer
during the
teacher
model.
The students
will chose an
invention
from their
notes from
their online
search to
research
further.
Students will
go back to
the text
online and
reread the
text.
The students
will explain
why their
inventions
were
invented and
what the
impact was
on other
people’s
lives.
Cause and
Effect –
Lesson 8
The students
will
independentl
y read their
assigned
biography in
five small
sections.
The students
will
determine
important
information
and record it
on the
provided
biography
graphic
organizer.
The
students
will
complete a
graphic
organizer
that
provides
key
information
and events
of their
assigned
topic.
They will
complete a
timeline
that
outlines
important
events in
their
topic’s life.
Students will
determine
questions based
on the 5 W
model and
create a
foldable
project.
will then be
assigned a
various zoo
animal.
They will
write a
how-to
piece about
how to use
simple
machines
to lift their
assigned
animal into
a zoo
habitat.
Graphic
Organizer
Text The Story of
Jeans – Level
M
Reading A-Z
http://www.re
adinga-
z.com/books/
leveled-
books/book/?
id=757
Ellen Videos
– Kids
Inventing
Ellen Videos
- Kids
Inventing
George
Washington
Carver
(Reading A-Z)
Reading A-Z
Biography
Thomas Edison
Time for
Kids: Henry
Ford
Various Leveled
Biographies
(Reading A-Z)
Launch
page with
websites on
inventions
in
communica
tion,
transportati
on,
medicine,
games and
sports, and
general.
http://teach
er.scholasti
c.com/lesso
nrepro/less
onplans/the
me/inventi
ons04.htm
RAZ: How to Make Rice
http://www
.ehow.com/
how_57988
10_make-
paper-
whirlybird.
html)
Timeline
with short
passage
http://www.t
imetoast.co
m/
www.oursto
ry.com
Launch page
with websites
on inventions
in
communicati
on,
transportation
, medicine,
games and
sports, and
general.
http://teacher.
scholastic.co
m/lessonrepr
o/lessonplans
/theme/invent
ions04.htm
Individual novels from the Who was…? Series
(Publisher: Penguin Group)
Assessment Completed
Frayer Model
Completed
QAR Graphic
Organizer
Completed
Graffiti Walk
and recorded
questions on
graphic
organizer
Labeled
pages out of
expository
text.
Completed
Biography
Graphic
Organizer
Completed
index cards
with at
least five
examples
of
inventions
(including
name of
inventor
and year
invented)
that fit into
that type of
invention.
Completed
Individual
invention
project.
Published
How-To
Piece
Personal
timeline
Foldable
Invention
Project/Asses
sment
Completed
Biography
Graphic
Organizer
Bio Buddy
with Rubric
Informative/
Explanatory
Biography
writing
piece
Science
Unit 3 Earth & Human Activity/STEM Science - Learning Standards / Concepts and Skills & Related Topics
Earth Science
Earth and Space Sciences
STEM
Extreme Weather Greenhouse Effect
Coral Reefs (3-4wks)
Learning Standard –
3-ESS3-1. Evaluate the merit of a design solution that reduces the damage caused by weather.
3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must meet.*
3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the design
problem.*
3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.*
SWBAT:
They will determine how humans interactions impact and earth systems,
Students will analyze weather patterns and consider humans’ influence and opportunity to affect weather-related events.
Students will analyze weather related impact and consider how influence the impact appropriately.
Text/Resources- text/ video resources
Lesson notes
Mr. Parr
Weather wiz kids
Ducksters
Vocabulary- volcano, tornado, hurricane, tsunami, tornado, coral reef, greenhouse effect,
Lesson Seed-
Lesson 1 – What is extreme weather and what causes it?
Lesson 2 – What is the greenhouse effect?
Lesson 3 – How have we as human impacted the coral reefs?
Lab-
Tornado demonstration
Volcano experiment
Global warming simulation - global warming
Coral Reefs - Coral reef links
Three little pigs house experiment
Polar ice caps demonstration
Grade: 3 Unit 4: Fantastic Adventures of Greece
ELA
Performance task:
Students will choose one Greek god and write a short persuasive essay about why they feel that god was the most OUTRAGEOUS in Greek mythology and
support with facts from the texts used in this unit.
Culminating Activity:
Students will create a t-shirt book report about their god following the criteria given. Feast of the Gods in the cafeteria.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8
Lesson 9
Objecti
ve
SWBAT create
questions by
reading about
the Greek
culture.
SWBAT
distinguish
their point of
view from
Percy
Jackson’s point
of view by
taking notes.
SWBAT recount
the elements of a
myth by creating
a poster.
SWBAT
describe
characters of a
myth by
creating paper
bag puppets.
SWBAT
identify main
idea of a text
by completing
a main idea
and details
poster.
SWBAT
compare and
contrast
Olympics
then and now
by presenting
posters and
noting
similarities
and
differences.
SWBAT
identify types
of architecture
by using
pictures and
text.
SWBAT
identify types of
art by using
pictures and
text.
SWBAT to use
comprehension
strategies to
complete various
tasks based on the
book Hour of the
Olympics and
Ancient Greece and
the Olympics.
Teacher
Prepara
tion
Teacher needs
to read the
book and
model point of
view from
Percy Jackson
and herself.
Mythology PPT
presentation
Teacher model
Paper Bag
Puppets
KWL chart
See poster
example:
http://www.pi
nterest.com/pi
n/5939128880
8109026/
Venn diagram
or students
can create
their own
Venn
diagram.
Stations with
different types
of architecture
(picture and
description
only-NO
NAME)
Recording
Sheet for
stations.
Stations with
different types
of art (picture
and description
only-NO
NAME)
Recording
Sheet for
stations.
Art PowerPoint.
Duratio
n of
Lesson
3 days Throughout
unit
3 days 2 days 4 days 1 day 1 day 1 day 10 days
Standar
d
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.3.6:
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.
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.
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.3.10: 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.
RL.3.3:
Describe
characters in a
story (traits,
motivations, or
feelings) and
explain how
their actions
contribute to the
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.
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.
RI.3.9:
Compare and
contrast the
most important
points and key
details
presented in
two texts on the
same topics.
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.
RI.3.7: use
information
gained from
illustrations
and the works
in a text to
demonstrate
understanding
of the text.
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.
RI.3.7: use
information
gained from
illustrations and
the works in a
text to
demonstrate
understanding of
the text.
RL 3.7
RL 3.9
RL 3.3
sequence of
events.
Type of
Lesson
Shared
Reading
Read Aloud Shared Reading Shared
Reading
Shared
Reading
Shared
Reading
Shared
Reading
Shared
Reading
Shared Reading
Teacher
Strategi
es
Map Activity:
TTW travel to
Greece using
Google Earth or
something
similar on the
Smartboard.
Shared
Reading (3
days):
TT and TSW
read pages 13-
19, 39-55, and
in the Greeks
and the
Olympics by
Mary Pope
Osborne.
Day 1: Map and
read first
chapter.
Day 2: Daily
Life and then
outline of
person with
clothing
Day 3: question
activity
TTW model
creating a test
The teacher
will review
point of view.
TTW read
aloud: The
Lighting Thief
- Percy
Jackson and
the Olympians-
Book 1.
TTW model
how to write
from Percy
Jackson’s point
of view, her
point of view,
and how their
point of views
are similar.
TTW show a
Brainpop video:
Greek Gods.
TTW explain
mythology with
a PPT
presentation.
Day 1:
Shared
Reading:
TT and TSW
will read a myth
from: DK
Readers: Greek
Myths.
As a whole class
discuss the
elements of the
myth and fill out
a
Greek Myth
Graphic
Organizer.
TTW model
creating a poster
TTW review
character traits
and ways we
describe
characters.
The teacher
and students
will reread
myth from
previous lesson
(Myths: DK
Readers:
Greek Myths
by Debrah
Lock) and
teacher will
model filling
out a character
frayer.
TTW monitor
students as
they reread
myths from
previous lesson
and complete
character
frayer.
TTW model
how to create
the character
puppet and
how to act out
character’s
Day 1:
KWL
The teacher
will ask the
students what
they know
and want to
know about
the Olympics.
TTW show a
Brainpop
video:
Olympics
Then and Now
Early
Olympics and
Olympic
grounds
(chapter 5 and
6) with class
discussion.
Day 2:
Jigsaw
Chapter 7.
Present their
sport. Make a
class chart to
TTW model
presenting
using a
presentation
rubric.
TTW monitor
the students
presenting.
TT and TSW
complete a
Venn diagram
(teacher
version on
smartboard)
noting the
similarities
and
differences
between the
Ancient
Olympics and
Modern
Olympics
(hang the
groups’
posters up in
front of the
class for
students to
reference).
TTW show
architecture
powerpoint to
build
background.
Greece
Architecture
PowerPoint or
Greek
Architecture
PowerPoint
TTW have
students list 3
different types
of Greek
columns and 3
famous
buildings.
The teacher
and students
will read a
selection from
EyeWitness
Book: Ancient
Greece by
Anne Pearson
TTW monitor
students as
they walk to
each station to
TTW show art
powerpoint to
build
background.
TTW have
students list 3
different types
of art.
The teacher and
students will
read a selection
from
EyeWitness
Book: Ancient
Greece by Anne
Pearson
TTW monitor
students as they
walk to each
station to
identify the art
based on the
picture and the
description
Lessons continue
using the Hour of
Olympics and
Ancient Greece
and the Olympics.
Skills:
RL3.9 Compare
themes, plot,
characters using
the 2 Magic Tree
House books.
RL3.7
illustrations
contribute to text
RL3.3 how
characters actions
contribute to
sequence of
events
Focus on the
Gods to give
students enough
information for
performance task.
question based
on the
information in
the text.
* Sample
question: About
how many years
ago did the
ancient Greeks
live? (from
page 4)
TTW model the
stand-up, hand-
up, pair-up
activity.
TTW circulate
while students
are completing
the stand-up,
hand-up, pair-
up activity.
using the Greek
Myth Graphic
Organizer.
Day 2:
TTW monitor
the students as
they partner read
a myth from: DK
Readers: Greek
Myths.
TTW monitor
the students as
they complete
the Elements of a
Myth poster.
Day 3:
TTW model
presenting the
poster and
evaluate using
the rubric.
TTW monitor
the students
presenting and
evaluation each
other.
actions,
thoughts and
feelings from
the myth.
list all ancient
sports.
Day 3:
research (at
home night
before)
modern
Olympic sport
assigned by
teacher. In
class,
compare with
post it notes
to the ancient
sports. Why
do some of
these sports
not exist
anymore?
What were
some of the
themes of the
ancient
Olympics
versus now?
TTW
read/show the
Guiding
Questions for
Ancient
Olympics and
Modern
Olympics.
identify the
architecture
based on the
picture and
the
description
Day 4
Shared
Reading:
TT and TS
read The
Olympics Past
and Present
(from
Reading A-Z).
TTW model
how to
highlight the
answer to the
guiding
questions as
the class reads
the text.
TTW model
taking the
highlighted
notes and
write them on
the main idea
and details
poster.
Student
Strategi
es
Shared
Reading:
TT and TSW
read pages 4-7,
20-23, and 30 in
the Greeks Built
Temples by
As the teacher
is reading, the
students will
have 3
notecards. On
1 notecard they
will write from
Percy
Jackson’s point
TSW watch a
Brainpop video:
Greek Gods and
write 2-3 facts
learned on a
post-it note.
TSW reread
myth from (DK
Readers:
Greek Myths
from previous
lesson.
TSW write
what they
know and
want to know
about the
Olympics on
post-it notes.
With their
groups, TSW
present their
main idea and
details posters
to the class.
TSW watch
architecture
powerpoint to
build
background.
Greece
Architecture
Powerpoint
TSW watch art
powerpoint to
build
background.
Greece
Architecture
Powerpoint
Fiona
Macdonald.
After reading,
TSW create
questions from
the reading on
notecards to be
used in a stand-
up, hand-up,
pair-up.
TSW complete
a stand up-hand
up-pair up by
choosing their
favorite
question and
quizzing their
partner. The
partner must
answer the
question on the
back of the
notecard and
write the page
number where
they got their
answer.
of view, 1
notecard from
their point of
view, and 1
notecard on
how their point
of views are
similar.
Day 1:
Shared
Reading:
TT and TSW
will read a myth
from: DK
Readers: Greek
Myths.
As a whole class
TT and TSW
discuss the
elements of the
myth and fill out
a Greek Myth
Graphic
Organizer.
TTW model
creating a poster
using the Greek
Mythology
Graphic
Organizer.
Partner Read:
Day 2:
TSW partner
read a myth
from: DK
Readers: Greek
Myths.
TSW complete
the Elements of a
Myth poster with
partners.
Day 3:
TSW complete
character
frayer
TSW create a
paper bag
puppet based
on character
frayer.
TSW draw
what the
character looks
like and write
what they say
on the back to
use as a guide
when
presenting.
TSW act out
character’s
actions,
thoughts and
feelings from
the myth.
TSW watch a
Brainpop
video:
Olympics
Then and Now
and note one
similarity and
one difference
between
Olympics
Then and
Now.
Shared
Reading:
TT and TS
read The
Olympics Past
and Present
(from
Reading A-Z).
TSW
highlight the
answers to the
guiding
questions as
they read the
text.
TSW will
work in
groups to
write their
highlighted
notes from the
TSW
complete a
Venn diagram
noting the
similarities
and
differences
between the
Ancient
Olympics and
Modern
Olympics
(referencing
the groups’
posters in
front of the
class).
TSW use
rubric to
evaluate their
presentation.
TSW list 3
different types
of Greek
columns and 3
famous
buildings.
The teacher
and students
will read a
selection from
EyeWitness
Book: Ancient
Greece by
Anne Pearson
TSW walk to
each station to
identify the
architecture
based on the
picture and
the
description.
TSW list 3
different types
of Greek
columns and 3
famous
buildings.
The teacher and
students will
read a selection
from
EyeWitness
Book: Ancient
Greece by Anne
Pearson
TSW walk to
each station to
identify the art
based on the
picture and the
description.
TSW present
their poster to
another pair of
students. One
pair will evaluate
the other pair
using the rubric.
text and fill in
the main idea
and details on
the poster.
Text Greeks Built
Temples by
Fiona
Macdonald
The Lighting
Thief - Percy
Jackson and
the Olympians-
Book 1 by Rick
Riordan
Myths: DK
Readers: Greek
Myths by Debrah
Lock
http://www.raym
ondhuber.co.nz/
wp-
content/uploads/
MythLessons.pdf
(document to
differentiate
myths from
folktales and
fairytales.)
Myths: DK
Readers:
Greek Myths
by Debrah
Lock
Reading A-Z:
The Olympics
Past and
Present
Reading A-Z:
The Olympics
Past and
Present
EyeWitness
Book: Ancient
Greece by
Anne Pearson
Looks Greek
to Me
(Reading A-
Z)
EyeWitness
Book: Ancient
Greece by Anne
Pearson
Looks Greek to
Me (Reading A-
Z)
Assessm
ents
Notecards with
questions
3 notecards: 1
with Percy
Jackson’s point
of view, 1
notecard with
the student’s
point of view,
and the
similarities of
both points of
view
Main Idea and
Details Poster
Venn diagram
with similarities
and differences
of Ancient
Olympics and
Modern
Olympics.
Presentation with
rubric
Greek
Mythology
Graphic
Organizer
Elements of a
Myth poster
Presentation with
rubric
Character
frayer and
paper bag
puppets.
Recording sheet
from stations.
Criteria for t-
shirt:
Name on front
Artistically
representative of
the god/goddess
Must be
historically and
mythologically
accurate;
aesthetically
pleasing; clearly
reflect Greek
culture
On the back there
should be 2 facts.
One fact should
clearly state what
the god
represents. The
other should
include the myth
they appear in.
Technology with Suzanne:
SWBAT research a part of the Ancient Greek culture by using previous notes and the internet.
SWBAT create a PowerPoint presentation by using information collected.
SWBAT report on their topic by presenting their PowerPoint.
The Fantastic Adventures of Greece Launch page
TTW model how to use information previously collected and how to use the launch page to collect more information for research.
Student Outcomes:
TSW research myths, Olympics, or architecture to create research report.
TSW use information previously collected and use the launch page to collect more information for research.
TSW complete the note taking sheet while researching and then use to create PowerPoint presentation.
TSW present PowerPoint and will be graded using rubric.
TSW evaluate each other using student friendly rubric.
References:
The Fantastic Adventures of Greece Launch page
Greeks Built Temples by Fiona Macdonald (pages 26-27)
Greeks Built Temples by Fiona Macdonald (pages 16-17)
Greeks Built Temples by Fiona Macdonald (pages 12-14)
Science
Unit 4 Motion & Stability: Forces & Interactions Science - Learning Standards / Concepts and Skills & Related Topics
Physical Science
TOPICS
Gravity Force
Motion Friction
Magnetism (6-8wks)
Learning Standard -
3-PS2-1. Provide evidence to explain the effect of multiple forces, including friction, on an object. Include balanced forces that do not change the motion of the object and
unbalanced forces that do change the motion of the object.
3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.
3-PS2-3. Conduct an investigation to determine the nature of the forces between two magnets based on their orientations and distance relative to each other.
3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution
must meet.*
3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of
the design problem.*
3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.
SWBAT:
Students consider the interactions and consequent reactions between objects and forces, including forces that are balanced or not
Students will determine the differences between force and motion
Students will discover the key elements of magnets and how they influence humans environment
Text/Resources- text/ video resources
Lesson notes
Mr. Parr
Gravity video Galilieo-
Physics for kids
Ducksters-physics
Vocabulary- repel, attract, magnetism, gravity, force, friction, mass, weight, motion
Lesson Seed-
Lesson 1 – How does gravity affect humans? What is gravity’s impact on the earth?
Lesson 2 – What does it actually mean to be in motion?
Lesson 3 – What are you really doing when you push and pull?
Lesson 4 – When one surface is rubbed against another what is really happening?
Lesson 5- When objects attract or repel each other what is making this happen?
Lab- Investigation One: Balanced and Unbalanced Forces Link to Physical Science Experiments
Investigation Two: Force and Motion
Investigation Three: Electric and Magnetic Forces
Investigation Four: Final Project
Phonebook friction
Grade: 3 Unit 5: A Feast of Words
Introduction/
Extension Lesson 1
Lesson 2 Lesson 3
Lesson 4
Lesson 5 Lesson 6
Lesson 7 Lesson 8 Lesson 9
Lesson 10
Objective TSW
determine
the meaning
of words by
using
knowledge
of prefixes
and suffixes.
TSW identify
persuasive text
by locating
loaded or
emotional
words in text.
TSW animate
a poem using
expressive
fluency
through voice,
appropriate
pace, and
body
movements.
TSW describe
the meaning
of figurative
language by
creating a
class idiom
book.
TSW classify
figurative
language
while using
literary text
exemplars.
TSW analyze a
persuasive text.
TSW distinguish
between two
different point of
views (that of the
narrator or
speaker and that
of a secondary
characters).
TSW state their
opinion based on
the persuasive
text and write an
opinion essay
supporting their
reasons.
TSW identify
characters who
are influenced by
personification.
TSW analyze
poetry by
identifying
elements and
structure of
poems.
TSW
visualize
poetry and
create a
comic strip
based on a
familiar
poem.
TSW
sequence a
series of
events in a
literary
selection by
completing
a graphic
organizer.
TSW write
an
opinion
piece by
creating an
advertiseme
nt that
supports
their point
of view.
SWBAT to
use
comprehensio
n strategies to
complete
various tasks
based on the
book Frindle
by Andrew
Clements.
Duration
of Lesson
1-2 days 2 days 1 day
Ongoing
application
2 days 7 days 3 days 3 days
Ongoing
application
1-2 Days 2-3 days 5 -10 days 10 days
Standard L.3.4b
Determine the
meaning of the
new word
formed when a
known affix is
RL.3.4
Describe the
meaning of words
and phrases as
they are used in a
text,
distinguishing
RL.3.5
Refer to parts of
stories, dramas,
and poems when
writing or
speaking about a
text, using terms
RL.3.4
Describe the
meaning of
words and
phrases as they
are used in a text,
distinguishing
L.3.5
Demonstrate
understanding of
figurative
language, word
relationships and
L.3.5
Demonstrate
understanding of
figurative
language, word
relationships
RL.3.5
Refer to parts of
stories, dramas,
and poems when
writing or
speaking about a
text, using terms
RL.3.5
Refer to parts of
stories, dramas,
and poems
when writing or
speaking about
a text, using
RL.3.5
Refer to parts
of stories,
dramas, and
poems when
writing or
speaking about
W.3.1
Write opinion
pieces on
topics or texts,
supporting a
point of view
with reasons.
RL 3.7
RL 3.9
RL 3.3
Grade: 3 Unit 5: A Feast of Words
g
added to a
known word.
literal from
nonliteral
language.
such as chapter,
scene, and
stanza; describe
how each
successive part
builds on earlier
sections.
literal from
nonliteral
language.
nuances in word
meanings. RL.3.6
Distinguish their
own point of
view from that of
the narrator or
those of the
characters.
W.3.1
Write opinion
pieces on topics
or texts,
supporting a
point of view
with reasons.
such as chapter,
scene, and
stanza; describe
how each
successive part
builds on earlier
sections.
terms such as
chapter, scene,
and stanza;
describe how
each successive
part builds on
earlier sections.
a text, using
terms such as
chapter, scene,
and stanza;
describe how
each
successive part
builds on
earlier
sections.
RL.3.3:
Describe
characters in a
story (e.g.,
their traits,
motivations, or
feelings) and
explain how
their actions
contribute to
the sequence
of events.
Type of
Lesson
Read Aloud Shared Reading Creative Drama Shared
Reading/
Read Aloud
Read Aloud
Grade: 3 Unit 5: A Feast of Words
Teacher
Strategies
Begin by
explicitly
teaching
prefixes to
the class.
Read aloud If You Were
a Prefix by
Marcie
Aboff
Distribute a
copied
passage from
the book and
instruct
students to
highlight all
of the
prefixes they
find.
Monitor the
class as they
record the
prefixes, root
words, and
meaning of
the
highlighted
words.
Repeat the
following
day with
suffixes.
Give each
team an
envelope of
words.
Explain that
they will sort
the words
into two
piles:
persuasive
words and
non-
persuasive
words.
Call on
teams to
share words
they thought
were
persuasive.
Record on
the board.
Provide
direct
instruction
of persuasive
words and
their
function.
Read aloud
I Wanna
Iguana by
Karen
Have students
stand in a
circle. Pass an
imaginary ball
around the
circle. The
ball changes
as it gets
passed to each
person based
on the
following
categories:
Object
that we
might
use
Object
changes
the
person’s
emotion.
Object
that we
put on
and
wear.
Object
used in a
sport or
activity.
Mirror
Activity:
Have
students
work with a
Read aloud Even More
Parts by
Lead the
class in the
discussion of
what the text
says and
what it
actually
means.
The class
will make a
chart on
butcher
paper of all
of the idioms
in the book
and what
their
meanings.
TTW model
how to
analyze an
idiom by
creating a
page for a
class idiom
book.
Distribute
Idiom Book
Graphic
Organizer
Day 1:
Introduce
Metaphor using the
Figurative
Language
PowerPoint.
Read Misery is
a smell in your
back pack by
Harriet Ziefer
or
My School is a
Zoo by Stu
Smith
Create a
“Metaphor
Poem” using
“Happiness
is…”
With sentence
strips and chart
paper.
Day 2:
Introduce
Simile using
the Figurative
Language
PowerPoint.
Read:
My Best Friend
is as sharp as a
pencil or My
dog is as smelly
as dirty socks
by Hanoch
Piven
Day 1:
Introduce
Personificat
ion using the
Figurative
Language
PowerPoint.
Read
The True
Story of the
Three Little
Pigs by Jon
Scieszka
Discuss how
the wolf has
feelings and
emotions.
Create a
character
profile for
the wolf.
Day 2:
Read the
Three Little
Pigs (any
version)
Compare
and Contrast
Day 1:
Eating while
Reading
By Gary
Soto
Using a
poem written
on chart
paper, use
“think
alouds” to
model how
you analyze
the poem.
Identify
elements and
describe the
structure of
the poem.
Distribute
Poetry
Study sheet and
complete the
first two
pages of the
sheet with
the students.
Monitor the
students as
they
complete the
We Do and
You Do on
Review each
poem from
the previous
lessons. (or
provide
copies on the
smartboard)
Read aloud:
Stopping by
the Woods
on a snowy
evening
Ask:
- How does
the
illustrator
use each
page to bring
the poem to
life?
What
strategies did
the
illustrator
use to
showcase
each line of
the poem?
Distribute
blank comic
Distribute
Casey at the
Bat.
Read Aloud
with students
while it is
projected on
the board.
Or listen to
James Earl
Jones read
the poem
aloud.
Have
students
watch the
Disney
version at:
Casey at the
bat HQ
Hand out
sequencing
graphic
organizer.
Show the
video: Fact
vs
Persuasion -
PBS
Learning
Guide the
student’s
choral
reading the
current
school menu.
Ask
questions
about the
menu.
Model how
to complete
the School
Lunch
Advertisem
ent Form.
Show a
teacher
created
advertisemen
t that
includes an
idiom,
sensory
images, and
persuasive
words to
convince the
cafeteria of a
Introduce the
book
Frindle.
Lessons
continue
using the
Frindle
packet.
Skills:
Focus on the
rich
language to
give students
enough
information
for
performance
task.
Grade: 3 Unit 5: A Feast of Words
Kaufman
Orloff.
Tell students
to listen for
persuasive
words and
record them
on a student-
created web
while
listening.
Distribute a
passage
(either from
the book or a
separate
text) and tell
students to
highlight
persuasive
words in the
text.
Monitor
students as
they work.
partner to
mirror facial
expressions
and body
movements.
Hand out a
copy of a
poem [chosen
by teacher’s
preference].
“Perform” the
memorized
poem for the
students.
Model
[appropriate]:
Pace
Volume
Expressi
on
Body
moveme
nts
Distribute
poems based
on grade and
reading
level. Have
students
choose a
poem that
they connect
with.
Monitor and
coach
to each
student.
Give each
student an
idiom to
analyze.
Monitor
students as
they work.
or
Muddy as a
duck puddle
and other
American
Similes by
Laurie Lawlor
or
My Heart is
like a zoo by
Michael Hall
Hand out
sentence strips.
Fold strips in
half. Students
will write one
half of the
simile and trade
with a partner
to complete the
rest.
Day 3:
Introduce
Alliteration using
Figurative
Language
PowerPoint.
Read
Bootsie Barker
Bites by
Barbara
Bottner
or Some Smug
Slug by Pamela
Edwards
on chart
paper the
point of
views of
each side of
the story.
Have
students
decide which
stance they
want to take.
Is the wolf
innocent or
guilty?
Students will
complete an
opinion
graphic
organizer to
discuss
whether the
wolf is
innocent or
guilty.
Day 3:
Students will
write an
opinion
essay stating
their opinion
of the wolf’s
the Poetry
Study sheet.
Day 2:
A Bird Came
down the
Walk
By Emily
Dickinson
Visualizing
Activity
Day 3:
Halfway
Down the
Stairs
By A.A.
Milne
Poetry Study
Sheet
Day 4:
The Road
Not Taken
By Robert
Frost
Amaze Me
by Naomi
Shihab Nye
strip paper.
Using a
familiar
poem,
MODEL
how to
distribute
lines of the
poem to
individual
comic boxes.
Sketch each
line within
the box.
With a
partner,
students will
then choose
a familiar
poem to
create a
comic strip.
new menu
item they
should have.
Monitor
students as
they
complete the
School
Lunch
Advertisem
ent Form.
Monitor the
students as
they create
their own
advertisemen
t.
Grade: 3 Unit 5: A Feast of Words
students as
they
memorize and
perform the
poem over the
next few
weeks.
As a class,
practice
Alliteration
sentences using
their names and
adjectives to
describe on
sentence strips
or chart paper.
Illustrate the
sentence
afterwards.
Day 4:
Introduce
Onomatopoeia
using
Figurative
Language
PowerPoint.
Read:
Wet Dog! by
Elise Broach
or That's Good!
That's Bad! by
Margery
Cuyler
Go outside (if
possible) or
walk around
the school. Go
on a “sound
hunt”. Have
students write
down as many
sounds that
they can hear
and spell them
guilt or
innocence.
EXT:
Hold a mock
trial in class
where
students
have the
opportunity
to debate
whether the
wolf is
innocent or
guilty.
Compare
and Contrast
to “Road less
traveled”
Venn
Diagram
*Each day
start the
reading
block off by
reading a
poem aloud and
discussing
the elements/
structure of
the poem.
* Suggested
text
Read aloud:
Love that
dog
Grade: 3 Unit 5: A Feast of Words
the way they
sound.
Create a sound
chart when you
return to the
classroom.
Day 5:
Introduce
Hyperbole
using
Figurative
Language
PowerPoint.
Read:
What I saw in
the Teacher’s
lounge
By Jerry
Palotta
Hand out
“Madlibs” style
Hyperbole
worksheet.
Students will
complete
activity, adding
in hyperboles.
Day 6: Sensory
Detail
Mud by Mary
Lynn Ray
Grade: 3 Unit 5: A Feast of Words
Create a class
anchor chart to
illustrate each
sensory detail
that we
encounters as
we read.
Student
Strategies
TSW follow
along with
the direct
instruction
lesson by
taking notes
in their
journals.
They will
then
participate in
the Read
Aloud.
Finally, they
will
highlight
words with
prefixes in
the passage
and record
those words
on the
organizer.
TSW repeat
the process
with suffixes
the
following
day.
TSW sort the
words into
persuasive
and non-
persuasive
words
categories.
TSW share
their
findings with
the teacher.
While the
teacher reads
aloud, TSW
listen for
persuasive
words and
record them
in a student-
created web.
TSW
highlight
persuasive
words from
the passage
they are
given.
TSW
dramatize an
action,
expression,
or item,
based on an
invisible
object.
TSW
memorize a
grade-level
poem and
perform it
with
appropriate
pace,
accuracy,
expression,
and body
movements.
TSW will
record the
idioms they
hear while
listening to
the read
aloud.
TSW
contribute
what they
wrote while
the teacher
creates a
class chart.
TSW follow
along while
the teacher
models how
to analyze an
idiom.
TSW
analyze an
idiom by
drawing the
literal
meaning of
the idiom
they were
TSW create
their own
metaphors
using an
emotional
word.
TSW create
similes with
a partner and
identify
them within
a grade-level
text.
TSW create
sentences
using
alliteration
and illustrate
their
meaning.
TSW
brainstorm
sound words
as they go on
a sound hunt
to find
onomatopoei
a.
TSW
complete a
character
profile about
the animal in
the story and
how they
take on
human
emotions or
characteristic
s.
TSW
compare and
contrast two
different
point of
views of
both the wolf
and the three
little pigs.
TSW write
an opinion
essay
defending
their opinion
TSW
participate in
a discussion
about the
elements and
structure of a
poem.
TSW
complete, as
a whole
class, the
first two
pages of the
Poetry Study
sheet.
TSW work
with a
partner to
complete the
We Do page
of the Poetry
Study sheet.
TSW
individually
to complete
the You Do
page of their
With a
partner,
TSW create
a comic
strip, line by
line, of a
poem read
together in
class.
While the
teacher reads
aloud, TSW
visualize the
poem line by
line.
TSW create
a sequence
outline of the
events of the
poem, Casey
at the Bat.
TSW watch
a dramatized
version of
Casey at the
Bat.
TSW watch
the video:
Fact vs.
Persuasion.
TSW read
the current
school lunch
menu.
TSW
participate in
a discussion
and answer
questions
about the
school lunch
menu.
TSW
complete the
School
Lunch
Advertisem
ent Form.
TSW write
an
advertisemen
t using the
School
Lunch
TSW use
various
reading
strategies to
read each
chapter of
Frindle
(Read
Aloud,
Shared
partner or
Group Read,
Individual
Read).
TSW ask
and answer
questions
based on
various
grade-level
comprehensi
on strategies.
With a
partner,
TSW create
a cereal
[box] based
Grade: 3 Unit 5: A Feast of Words
given, then
writing the
figurative
and literal
meanings.
TSW
exaggerate
common
sayings and
create
hyperboles
using a
guided
worksheet.
TSW locate
sensory
details
within a text
and outline
them on a
graphic
organizer or
chart.
or their own
point of view
on whether
the wolf is
innocent or
guilty.
Poetry Study
sheet.
TSW be
compare and
contrast two
poems of
similar
themes.
Advertiseme
nt Form and
present to
the class.
on the book
Frindle.
Day 1: Ch 1
Day 2: Ch 2 &
3
Day 3: Ch 4 &
5
Day 4: Ch 6 &
7
Day 5: Ch 8 &
9
Day 6: Ch 10 &
11
Day 7: Ch 12 &
13
Day 8: Ch 14 &
15
Day 9: Cereal
Box
Day 10: Cereal
Box
Text If You Were
a Prefix by
Marcie
Aboff
If You Were
a Suffix by
Marcie
Aboff
I Wanna
Iguana by
Karen
Kaufman
Orloff
Non-fiction
examples of
higher level
persuasive
test
Texts by:
Jack
Prelutsky
Shel
Silverstein
Bruce
Lansky
Kenn Nesbiit
More
Parts/Even
More Parts
By Tedd
Arnold
Amelia
Bedelia
series
Metaphor:
-Misery is a
smell in your
back pack by
Harriet
Ziefer
-My School
is a Zoo by
Stu Smith
Simile:
The True
Story of the
Three Little
Pigs by Jon
Scieszka
The Three
Little Pigs
(any version
Eating while
reading
by Gary Soto
A Bird came
down the
walk
By Emily
Dickinson
Stopping by
the Woods
on a snowy
Evening
Frost/Jeffers
Various
Declamation
Poems
Casey at the
Bat
by Ernest
Lawrence
Thayer
Frindle
By Andrew
Clements
Grade: 3 Unit 5: A Feast of Words
Should
There Be
Zoos?
Or Should
We Have
Pets?
RAZ White
House as a
National
Symbol
Other
various
collections
based on
teacher’s
preference
Chocoloate
Moose for
Dinner by
Fred Gwynn
-My Best
Friend is as
sharp as a
pencil by
Hanoch
Piven
-My dog is
as smelly as
dirty socks
by Hanoch
Piven
-Muddy as a
duck puddle
and other
American
Similes by
Laurie
Lawlor
-My Heart is
like a zoo by
Michael Hall
Alliteration:
- Bootsie
Barker Bites
by Barbara
Bottner
- Some Smug
Slug by
Pamela
Edwards
Onomatopoeia
Halfway
down the
stairs by
A.A. Milne
The Road
less traveled
By Robert
Frost
Amaze Me
by Naomi
Shihab Nye
Love that
dog
By Sharon
Creech
Grade: 3 Unit 5: A Feast of Words
-Wet Dog!
by Elise
Broach
-That's
Good! That's
Bad! by
Margery
Cuyler
Hyperbole:
What I saw
in the
Teacher’s
lounge
By Jerry
Palotta
RAZ Pecos
Bill
Imagery:
Mud by
Mary Lynn
Ray
Assessment Copied
Passages
highlighted
with Prefixes
and Suffixes
Prefix and
Suffix
Passages
highlighted
with
persuasive
words
Declamation
Poem Rubric Class Idiom
Book
Various
Class
Activities
Opinion
Essay
Various Class
Activities
Poetry Comic
Strip Rubric Sequencing
Rubric School
Lunch
Advertisem
ent Form
and Student
Created
Advertiseme
nt
Performance
Task:
Create an
advertisement
for Frindle
cereal that
includes:
Grade: 3 Unit 5: A Feast of Words
Science
Unit 5 From Molecules to Organisms; Structures & Process Biological Evolution: Unity & Diversity /STEM
Science - Learning Standards / Concepts and Skills & Related Topics
Life Science
TOPICS
Fossils Dinosaurs
(3 wks)
Learning Standard -
3-LS4-1. Use fossils to describe types of organisms and their environments that existed long ago and compare those to living organisms and their environments. Recognize
that most kinds of plants and animals that once lived on Earth are no longer found anywhere
3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution
must meet.*
3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of
the design problem.*
Graphic
Organizer
- Text
Evidence
-Persuasive
words
-Two types of
figurative
language
(simile,
metaphor,
idiom,
alliteration,
onomatopoeia
, or
hyperbole)
-2+ reasons
Grade: 3 Unit 5: A Feast of Words
3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design
solution.*
SWBAT:
Students will gain insight into how life existed through fossil and evidence left behind using this information to explain how life evolves over time.
Student will analyze and interpret information in given graphs, diagrams, and pictures.
Students will identify features when presented with information on dinosaurs.
Text/Resources-
Science Evan Moor 3rd
Lesson notes
Mr. Parr
Bill Nye
Vocabulary- fossil, dinosaurs, traits, paleontologist, ancient, extinct
Lesson Seed-
Lesson 1 – What can be learned from fossils?
Lesson 2 – What happened to the dinosaurs?
Simulation of a disappearing city
Lab- Make your own fossil – Evan Moor pg 65
Classify through observation of traits with given examples of dinosaurs Evan Morr pg 70
Grade 3 Unit 6: Let Freedom Ring!
ELA
Performance Task: Students will conduct a short research on a president of their choice by collecting facts and information
and writing a report using a well-developed introduction, body and conclusion.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6, 7,
and 8 Lesson 9 Lesson 10
Lesson 11 Lesson
12 & 13
Lesson 14 Lesson
15-16
10
Lessons
then 2
days for
PT
Stand
ard
RI3.4: Determine
meaning of general
academic and
domain-specific
words and phrases
in a text relevant to
grade 3 topic or
subject area.
L.3.4 (d) Use
glossaries and
beginning
dictionaries, both
print and digital to
determine or
clarify the precise
meaning of key
words and phrases.
RI3.4: Determine
meaning of general
academic and
domain-specific
words and phrases in
a text relevant to
grade 3 topic or
subject area.
L.3.4 (d) Use
glossaries and
beginning
dictionaries, both
print and digital to
determine or clarify
the precise meaning
of key words and
phrases.
RI.3.8:
Describe the logical
connection between
particular sentences
and paragraphs in a
text (e.g.:
comparison,
cause/effect,
first/second/third in a
sequence).
R.I. 3.1: ask and
answer questions
to demonstrate
understanding to a
text referring
explicitly to a text
as the basis for the
answers.
RI.3.6:
Distinguish their
own point of
view from that
of the author of
the text.
W.3.3
Use dialogue and
descriptions of
actions, thoughts,
and feelings to
develop
experiences and
events or show
the response of
characters to
situations.
RL3.5
Refer to parts of
stories, dramas,
and poems when
writing or
speaking about a
text, using terms
such as chapter,
scene, and
stanza; describe
how each
successive part
builds on earlier
sections.
RI.3.2
Determine
the main
idea of a
text; recount
the key
details and
explain how
they support
the main
idea.
RI3.3
Describe
the
relationshi
p between
a series of
historical
events,
scientific
ideas or
concepts,
or steps in
technical
procedure
s in a text,
using
language
that
pertains to
time,
sequence,
and
cause/effe
ct.
Objec
tive
TSW determine
the meaning of
unknown
words by using
a dictionary.
TSW determine
the meaning of
unknown phrases
by using a
dictionary and
presenting it in
one of various
ways.
TSW
complete
a visual
map of the
13
colonies.
TSW describe the
connection of the
paragraphs by
stating
comparisons,
cause/effect, and
sequence.
(Do comparison
day 1, cause and
effect day 2, and
sequence day 3).
TSW create
wanted
posters
about
important
people from
the
American
Revolution.
Day 1:
TSW list prior
knowledge of
colonists in a
KWL.
Day 2 and 3:
TSW ask and
answer
questions by
creating an
interview for a
TSW write a
letter stating
an opinion
about the
Stamp Act
using
evidence
from the text
to support it.
TSW
complete a
comic strip
about the
Boston Tea
Party using
details from
the text.
TSW will
complete a
Sketch to
Stretch to
illustrate the
main idea
and details of
a poem about
Paul Revere.
TSW will
complete
a
sequenci
ng
graphic
organizer
to
illustrate
the battle
at
Lexingto
TSW
determine
the main
idea and
details of
the
Declaratio
n of
Independe
nce.
TSW
write a
summar
y of the
Revoluti
onary
War
using
details
from all
the texts
presente
d.
Various
objective
s- one
per
chapter.
colonist to
answer.
n and
Concord.
Stude
nt
Strate
gies
The students
will highlight
words that are
unfamilar to
them from the
teacher created
passage. With
partners or
small groups
the students
will look up
words in the
dictionary and
create student
friendly
definition.
Record words
and student
friendly
definitions on
sentence strips
or graphic
organizer.
Students will
present student
friendly
definitions.
With partners or
small groups the
students will
create a poster,
advertisement, or
skit to act out
ONE word
assigned by
teacher so that
each word is
presented
(possibly use
sentence strips to
assign the
words).
Brainpop
video on
the 13
colonies.
Large
visual map
of the 13
colonies.
Students
can come
up and add
colonies as
you
introduce
them.
Shared Reading:
American
Revolution,
Have students
identify and
write the cause
and effect of the
paragraph
Page 13-14
Use a graphic
organizer to
show
cause/effect
relationship.
Choose one
relationship to
model and then
have students
identify another
relationship to
record on their
organizer
independently.
Shared
Reading:
Read in
American
Revolution
pages79-83
and discuss
the
important
people from
this time
period.
Students
will choose
2 important
people and
complete a
WANTED
poster about
the traitors
to the king.
Present
within a
small group.
Additional
resource for
intro lesson:
John, Paul,
George and
Ben
Day 1:
KWL
Day 2:
The students
will create an
interview to ask
a colonist
appropriate
questions about
their daily life.
Students can
either create a
list of interview
questions and
trade with a
partner to
answer the
questions or
they can answer
their own.
Day 3:
Read aloud If
You Lived in
Colonial Times
And students
will answer
interview
questions after
listening to the
book.
Shared
Reading:
Pages 37-43
On the
Stamp
Act/Boston
Massacre.
Model
writing a
letter stating
your opinion
and using
evidence
from the
text to
support it.
Shared
Reading:
Pages 43-45
On the Boston
Tea Party.
Model using
dialogue and
details from
the text to
create a comic
strip.
Additional
resource: The
Boston Tea
Party by
Alison Draper
Shared
Reading:
Chapter 4:
Paul Revere
from
American
Revolution to
gain
background
knowledge of
Paul Revere.
Read the
poem “The
Midnight
Ride of Paul
Revere” by
Longfellow.
Using index
cards, have
the students
sketch the
main idea of
each stanza
as read by the
teacher and
on the back
write one
sentence to
state the main
idea.
Continue the
sketch to
stretch
throughout
the poem.
Reinforce the
poem in
guided
reading
groups for
fluency and
Shared
Reading:
Lexington
and
Concord
from
American
Revolutio
n.
Students
complete
a
sequencin
g graphic
organizer
to
illustrate
the battle
at
Lexington
and
Concord.
Day 2:
Complete
a
sequencin
g
organizer
on Bunker
Hill
Additional
Resource:
Daniel
Brown at
the Battle
of
Lexington
by Ellen
W. Leroe
Shared
Reading:
Chapter 6
from
American
Revolutio
n on
Declarati
on of
Independ
ence.
Read
Aloud:
Those
rebels
John and
Tom.
Main
Idea and
Details of
the
Declarati
on of
Independ
ence
using a
graphic
organizer
.
Shared
Reading
:
Last
Chapter
s of the
book.
Summar
ize the
Revoluti
onary
War.
Shared
Reading:
1 chapter
per
lesson of
Revolutio
nary War
on
Wednesd
ay by
Mary
Pope
Osborne.
Asses
sment
Student
friendly
definitions on
sentence strips
Performance of
vocabulary
words
Complete a
map of the
13
colonies.
Cause and
effect organizer
WANTED
poster
Asking and
answering
interview
questions.
Letter Comic strip Sketch to
stretch/Main
idea
sentences
Sequenci
ng
organizer
Main idea
graphic
organizer
Summar
y
Science
understandin
g.
Summarize
using
Graphic
Organizer
Text Teacher-
created passage
including
vocabulary for
the unit.
American
Revolution by
Mary Pope
Osborne
American
Revolution
by Mary
Pope
Osborne
John, Paul,
George and
Ben
American
Revolution and
other resources
If You Lived in
Colonial Times
American
Revolution
American
Revolution
The Boston
Tea Party by
Alison Draper
American
Revolution
“The
Midnight
Ride of Paul
Revere” by
Longfellow.
American
Revolutio
n
Daniel
Brown at
the Battle
of
Lexington
By Ellen
W. Leroe
American
Revolutio
n
Those
rebels
John and
Tom
America
n
Revoluti
on
Revolutio
nary War
on
Wednesd
ay by
Mary
Pope
Osborne.
Unit 6-A From Molecules to Organisms; Structures & Process CONT. Biological Evolution: Unity & Diversity /STEM
Science - Learning Standards / Concepts and Skills & Related Topics
Science
Life Science
TOPICS
Life Cycles of Plants Life Cycles of Animals
Growth & Change
Learning Standard -
3-LS1-1. Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth,
reproduction, and death in common but there are a variety of ways in which these happen.
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these
individuals in their survival and reproduction.
3-LS4-5(MA). Provide evidence to support a claim that the survival of a population is dependent upon reproduction.
Animal Groups (6-8 wks)
3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must
meet.*
3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the
design problem.*
3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.
SWBAT:
Students will identify and label the life cycle of a plant.
Students will identify and label the life cycle of a plant.
Students will explain the growth and change that occurs given the life cycle of a plant or animal.
Students will classify animals as vertebrate or invertebrate.
Text/Resources-
Science Evan Moor 3rd
Lesson notes
Mr. Parr
Bill Nye Video
Vocabulary- cell, plant cell, animal cell, sunlight, photosynthesis, seedling, vertebrate, invertebrate, exoskeleton,
Lesson Seed-
Lesson 1 – What is a cell?
Lesson 2 – What do plants need to survive?
Lesson 3 – What the jobs of each part of the plant?
Lesson 4 – What is the life cycle of a plant?
Lesson 1- Vertebrates v. Invertebrates; how do you we use this information to classify animals?
Lesson 2 – How do we classify animals?
- Fish
- Reptiles
- Amphibians
- Birds
- Mammals
Unit 6-B From Molecules to Organisms; Structures & Process CONT. Biological Evolution: Unity & Diversity
Science - Learning Standards / Concepts and Skills & Related Topics
Science
Life Science
TOPICS
Off Spring/Heredity Adaptation
Habitats (4-6 wks)
Learning Standard –
3-LS1-1. Use simple graphical representations to show that different types of organisms have unique and diverse life cycles. Describe that all organisms have birth, growth,
reproduction, and death in common but there are a variety of ways in which these happen.
3-LS3-2. Distinguish between inherited characteristics and those characteristics that result from a direct interaction with the environment. Give examples of characteristics of living
organisms that are influenced by both inheritance and the environment.
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these
individuals in their survival and reproduction.
3-LS4-3. Construct an argument with evidence that in a particular environment some organisms can survive well, some survive less well, and some cannot survive.
3-LS4-4. Analyze and interpret given data about changes in a habitat and describe how the changes may affect the ability of organisms that live in that habitat to survive and
reproduce.
3.3-5-ETS1-1. Define a simple design problem that reflects a need or a want. Include criteria for success and constraints on materials, time, or cost that a potential solution must
meet.*
- Amphibians
- Insects
Lab- Make your own fossil – Evan Moor pg 65
Classify through observation of traits with given examples of dinosaurs Evan Morr pg 70
Photosynthesis diagram – comic strip
Investigation of the plant root system – with carnations
3.3-5-ETS1-2. Generate several possible solutions to a given design problem. Compare each solution based on how well each is likely to meet the criteria and constraints of the
design problem.*
3.3-5-ETS1-4(MA). Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.
SWBAT:
Students will identify external characteristics and examine how those help plants and animals survive.
Students will determine how the environment leads to the successful survival of some living things and how environmental factors influence where living things inhabit.
Using camouflage as an example of adaptation students will explain the environmental factors that make this necessary and how this is an effective adaptation.
Text/Resources-
Science Evan Moor 3rd
Lesson notes
Mr. Parr
Vocabulary- adaptation, heredity, habitat, ecosystem, reproduction, trait, survival,
Lesson Seed-
Lesson 1 – What can be learned from fossils?
Lesson 2 – What happened to the dinosaurs?
Simulation of a disappearing city
Lab- Candy Camouflage
Heredity investigation