3rd grade curriculum map: literacy & integrated content grade quarter 3 2016 2017.pdf · 3rd...

3rd Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS=Common Core State Standards SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 3rd Grade Curriculum: Literacy & Integrated Content Revised 2016

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING (Unit 4, Lesson 16)

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI2 Determine the main idea of a text; recount the key details & explain how they support the main idea. 3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3RI3 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, & cause/effect. 3RL9 Compare & contrast the themes, settings, & plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Monitor/Clarify Fluency: Intonation

Author's Purpose, CLLG p. 70 A Mr. Rubbish Mood, CLLG p. 70 Provide student with books in the classroom library on countries around the world that provide information about customs and New Year’s celebrations around the world. New Year’s Celebrations Around the World Use this short reading passage to teach or reinforce this week’s skill “Author’s Purpose”.

SUW Quick Check for Short Answers Tool E9-1a

SOCIAL STUDIES

STANDARDS G.10.3.2 Explain effects of the movement and distribution of people, goods, and ideas on communities using a variety of sources H.12.3.1 Create a historical narrative using chronological sequences of related events in the community, region, or state (e.g.,

FOCUS Essential Questions What can we learn about people from their celebrations? Guiding Questions What tradition do different countries have for celebrating the New Year? What is a custom?

ADDITIONAL CONTENT LESSONS Students will be exploring how different cultures around the world celebrate the New Year and examine similarities and differences in these celebrations. Everyone celebrates New Year. However not all countries celebrate New Year at the same time or in the same way. This is because people in different parts of the world use different calendars and have different New Year's traditions and celebrations. Many other countries celebrate New Year in the spring when new crops begin to grow. Other countries celebrate in the fall when the crops are

ASSESSMENTS Students will decide on New Year Resolutions (One for school and one for home) Develop a plan for how you will accomplish this resolution.



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origin of a historic celebration in a community) G.9.3.2 Describe effects of cultural characteristics

Customs and Traditions Setting Goals for the New Year New Year Resolutions

harvested. However, most countries celebrate New Year on the first day of January. Students should be prepared to share New Year customs in the United States after the winter break. BEFORE READING: Introduce the vocabulary words custom and resolution. Discuss the term custom. Ask the students to identify customs in our country or in other countries around the world. Tell students that a resolution is a promise. Often, people make a resolution for the new year. Tell students that they will be writing a new year’s resolution they’d like to make for 2017. Tell them that they will be reading about New Year’s celebrations from different countries in January. DURING READING: Show students the New Year’s Customs PowerPoint Tell them that in January they will be researching how people in different countries celebrate the New Year. Share the short reading New Year’s Celebrations Around the World to introduce students to the idea that New Year’s is celebrated in many places but the customs and manner in which they celebrate may differ. This will set the stage for their research on how different countries celebrate when they return in January. New Year’s Customs AFTER READING: Review the term resolution and have students decide on two New Year resolutions that they want to make and have them develop a plan for making it happen. (One for school and one for home) When New Year Starts Around the World Saying Around the World “Happy New Year”

SCIENCE (Use with Unit 4, Lesson 16)

STANDARDS LS4-3- Construct an argument with evidence that in a particular habitat

FOCUS Essentials Question: What is a Food Chain?

ADDITIONAL CONTENT LESSONS Science Fusion Unit 4 Lesson 3 Task/Activity: Make a Food Chain

ASSESSMENTS Writing Connection TE. P. 174

https://drive.google.com/open?id=0B2OxYfyPmeqgWl9xVldlUkZfT1U

https://drive.google.com/open?id=0B2OxYfyPmeqgWl9xVldlUkZfT1U

https://drive.google.com/open?id=0B2OxYfyPmeqgQWQyRE1id3VCbTQ

http://www.123newyear.com/newyear-customs/

http://www.123newyear.com/newyear-customs/

http://www.timeanddate.com/counters/firstnewyear.html

http://www.timeanddate.com/counters/firstnewyear.html

http://www.factmonster.com/ipka/A0923039.html

http://www.factmonster.com/ipka/A0923039.html



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some organisms can survive well, some survive less well, and some cannot survive at all.

Activity B Flipchart p. 21 Resources: Sciencesarus p. 152-155 myON Titles: Food Chains and Webs Search "Food Chains" for various titles on www.myon.com Video Clips: "Fabulous Food Chains" https://www.youtube.com/watchv=MuKs9o1s8h8&index=3&list=PLhz12vamHOnZv8kM6Xo6AbluwIIVpulio "Food Chains" http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm

Or Apply Concepts p. 178 Optional: Brain Check p. 177

WORD STUDY (Use with Unit 4, Lesson 16)


VOCABULARY 3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. 3RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary.

STRATEGY: Context Clues ACADEMIC: author’s purpose, theme, monitor, author’s viewpoint SOCIAL STUDIES: resolution, lunar calendar, tradition SCIENCE: Producer, consumer, photosynthesis, food chain, decomposer TARGETED CLUSTERS/CATEGORIES: teacher directed

Context Clues, TE pp. T52-53 Projectable 16.10 Academic Vocabulary, TE. T26, T44

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 2 Vocabulary. Refer to the language and style domain of the SUW scoring guides and content specific assessments.

SPELLING/ENCODING 3L2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Vowel + /r/ Sound in air and fear Spelling Words BASIC: air, wear, chair, stairs, bare, bear, hair, care, pear, pair, share, near, ear, beard REVIEW: buy, year CHALLENGE: earring, compare

WSG p. 70-71

http://www.myon.com/

https://www.youtube.com/watch?v=MuKs9o1s8h8&index=3&list=PLhz12vamHOnZv8kM6Xo6AbluwIIVpulio


http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm




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WRITING WORKSHOP (Use with Unit 4, Lesson 16)


GRAMMAR 3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & in particular sentences. 3L1g Form & use comparative & superlative adjectives & adverbs, & choose between them depending on what is to be modified.

SKILL What is an adjective?

T20, T38, T46, T60-61 Projectable 16.2, 16.6

PROCESS WRITING 3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons. 3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. 3L1i Produce simple, compound, & complex sentences.

WRITING TYPE Sentences

SUW 3-6 Better Sentences, Tool E2-33a 3-7 The Three Sentence Structures, Tools E2-34a and E2-34b Subject Verb Agreement, Tool E2-40a Correcting Subject Verb Agreement, Tool E2-40b

• SUW Quick Check for Sentences, Tool E2-56a

• SUW Sentence Mastery; Samples, Tool E2-56b

Social Studies Prompt: Use the content you have learned in Social Studies to write sentences. i.e. Facts about New Year’s Day; a custom you observe, your New Year resolution

SOCIAL STUDIES


Provide books on how different cultures celebrate. Read about how they celebrate the New Year. I The students will research New Year celebrations around the world. What Can We Learn About a Culture through Its Celebrations Lesson (Use lesson to guide research) New Year Customs PowerPoint

• Teacher selected fiction & nonfiction books New Year’s Day different cultures.

• New Year’s Tradition Class Matrix

• New Year Around the World

___ has the best way to celebrate the New Year. Support opinion with facts on how this culture or country celebrates New Year. Create a poster for celebrating the New Year in one culture you read about. It should show evidence of what you learned about how the culture celebrates the New Year.

http://ssthirdgrade.wikispaces.com/file/view/What+Makes+Our+Country+Diverse+Lesson+%282%29.pdf

http://ssthirdgrade.wikispaces.com/file/view/What+Makes+Our+Country+Diverse+Lesson+%282%29.pdf

http://www.fathertimes.net/traditions.htm



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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Lesson 17


CC3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur).

COMPREHENSION/FLUENCY Skill: Conclusions Strategy: Visualize Fluency: Stress

Conclusions, CLLG p.72 The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands CLLG p. 72 Otzi’s Story CLLG p. 73 Provide students with books in the classroom library on immigrants that came to the United States. Use pictures and other primary sources from the Scholastic website to An author does not always give all the information about a topic. As students are reading about immigrants from books and the Scholastic website, have them draw conclusions that help them understand why they left their country and what life was like for them in the United States. What clues did the author provide to help them draw their conclusions?


SOCIAL STUDIES

STANDARDS G.9.3.2 Describe effects of cultural characteristics on population distribution in a specific place D2.Geo.6.3-5

FOCUS What Makes Our Community Diverse? Essential Question Why is it important for people and cultures to construct narrative about their experiences? Guiding Questions: Who immigrated to America? What are some reasons people immigrate? What are some obstacles that an immigrant faces?

ADDITIONAL CONTENT LESSONS We live in a global world. There are similarities and differences in how people live their daily lives in all parts of the world. We also have a very diverse population in the United States. People from all over the world have come to the United States to live. They have brought their cultures and way of life. These people are called immigrants. BEFORE READING: Introduce the vocabulary words immigrate and push/pull factors. Work with students to complete a vocabulary map for the word immigrate. Discuss the difference between immigrant and immigration. Students will be studying why different people immigrate to the

ASSESSMENTS



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What are some of the differences that immigrants faced in the past compared with immigrants today? What makes America diverse?

United States, their challenges, and their cultures. They will have an opportunity to compare the experiences of immigrants both past and present. Explain to students that everyone living in the United States has an immigrant past, with the exception of Native Americans. Refer back to the 13 colonies and different groups of people that have come to what is now the United States. Historians call the reasons why immigrants leave their home country push factors and the reasons why they want to come to another country pull factors. Over the last few centuries, millions of people have made their way to America. Some people, like slaves, came unwillingly. Other immigrants were drawn by the promise of greater freedom and opportunity. Discuss the term immigration and work with student a definition. DURING READING: Use the story Relive a Boy’s Journey or one of the books you have in the classroom library that tells the story of an immigrant to read aloud and model how to complete the Immigration Note Taking Chart Provide students with books on immigration and have them read them and record information about their experiences on the Immigration Chart. Read books aloud and discuss why the individual or groups came to the United States and their experiences. Immigration Note Taking Chart AFTER READING: After reading Relive a Boy’s Journey discuss the author’s purpose. Have students continue to read about different immigrants and add information about each one they read to the Immigration Note Taking Chart. Immigration Lesson Plan—Scholastic Activity 1 – Use to introduce Immigration. Ellis Island Interactive Tour is not necessary for this lesson. A brief introduction of the role of Ellis Island and immigration will be needed. You may want to print a copy of Seymour Rechtzeit’s story for

http://www.proteacher.com/redirect.php?goto=2516

http://ssthirdgrade.wikispaces.com/file/view/Immigration%20Past%20and%20Present%20Note%20Taking.pdf/516492122/Immigration%20Past%20and%20Present%20Note%20Taking.pdf

http://ssthirdgrade.wikispaces.com/file/view/Immigration%20Past%20and%20Present%20Note%20Taking.pdf/516492122/Immigration%20Past%20and%20Present%20Note%20Taking.pdf


http://ssthirdgrade.wikispaces.com/file/view/Immigration%20Scholastic%20Lesson%20Plan.pdf/516492502/Immigration%20Scholastic%20Lesson%20Plan.pdf



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students. Activity 3: Angel Island: Meet Li Keng Wong Activity 5: Explore Immigration Data (Functional Text) Teacher directed activity. Activity 5: Teacher directed activity. Discuss the types of information provided on the charts, graphs and tables and some of the questions you might ask when examining the data. Arrival at Ellis Island--- Story/Photos/Audio/Video Scroll down page to Teaching Resources/Link on List of All Immigration Video Resources/Link on Arrival at Ellis Island. Angel Island Resources Angel Island Immigrant Voices Pacific Link Immigration Tenement Museum Lesson Plans Use the textbook to discuss people coming to America and how we became a diverse nation. Harcourt SS text pp. 318 -321 – “Dreaming of America, An Ellis Island Story” Harcourt SS text pp. 324-329 – “Moving to New Places”

SCIENCE

STANDARDS LS4-3-Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, & some cannot survive at all.

FOCUS Essentials Question: What are Some

Food Chains?

ADDITIONAL CONTENT LESSONS Science Fusion Unit 4 Lesson 4 Task/Activity: What are Some Food Chains?, Flipchart p. 22 Resources: Sciencesarus pp. 152-155 myON Titles: Food Chains and Webs Search "Food Chains" for various titles on www.myon.com

Video Clips: "Fabulous Food Chains" https://www.youtube.com/watchv=MuKs9o1s8h8&index=3&list=PLhz12vamHOnZv8kM6Xo6AbluwIIVpulio "Food Chains" http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/food-chains.htm

ASSESSMENTS Lesson 4 Inquiry

Pp. 179-180

http://teacher.scholastic.com/activities/asian-american/angel_island/

http://www.scholastic.com/teachers/sites/all/themes/scholastic/printer.html


http://www.aiisf.org/education/station-history/life-on-angel-island

http://www.kqed.org/w/pacificlink/history/usimmigration/

http://www.tenement.org/education_lessonplans.html

http://www.tenement.org/education_lessonplans.html

http://www.myon.com/







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WORD STUDY


VOCABULARY 3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3RF3b Decode words with common Latin suffixes. 3L5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

VOCABULARY STRATEGY: Suffix -ly ACADEMIC: conclusion, generalization SOCIAL STUDIES: immigration, immigrant, push/pull factor SCIENCE: model, food chain, purpose, procedure, hypothesis, results, analyze TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

Suffix –ly, TE. pp. T140-141 Projectable 17.10 WSG p. 135 Academic Vocabulary, TE pp. T112, T132


SPELLING/ENCODING 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

SPELLING/ENCODING Words with /j/ or /s/

Spelling Words

BASIC: age, space, change, jawbone,

jacket, giant, pencil, circle, once, large,

dance, jeans, bounce, huge

REVIEW: nice, place

CHALLENGE: excited, gigantic

WSG p. 72-73

WRITING WORKSHOP


GRAMMAR 3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & their functions in particular sentences.

SKILL Adjectives & Articles




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PROCESS WRITING CC3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons. CC3W1b Provide reasons that support the opinion. CC3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. CC3W2d Provide a concluding statement or section.

WRITING TYPE Informative: Descriptive

4-19 Topic sentence variety, Tool E4-13 4-7 Planning with an Informal Outline, Tools E4-2a and 4-2b 4-27 Paragraph Elaboration-the E’s/The Reds, Tools E4-18a,

E4-18b

5-15 Increasing Elaboration, Tools E4-19a and E4-19b

9-8 Descriptive Writing, Factual Descriptive, Tools 9-8a, 9-8c

Social Studies Prompt Describe the experiences of immigrant that came to the United States. SUW Quick Check for Topic Sentences, Tool E2-56d SUW Informative/Explanatory Paragraph Scoring Guide, Tool E4-35a SUW Informative/Explanatory Essay and Report Scoring Guide, Tool E4-35a



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CC3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RI3 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, & cause/effect. CC3RI5 Use text features & search tools to locate information relevant to a given topic efficiently. CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur).

COMPREHENSION/FLUENCY Skill: Text & Graphic Features Strategy: Question Fluency: Expression

Text and Graphic Features, CLLG p. 74 A Tree Is Growing CLLG p. 74 Choose one or more pictures and/or photographs from books on immigration and from the Scholastic website to teach or reinforce this week’s skill lesson. Not all pictures/photographs will have label or caption. Students could create one for those that do not.


SOCIAL STUDIES

STANDARDS G.8.3.1Use maps to describe the spatial organization of the community using relative location, distance, direction, and scale D2.Geo.2.3-5 G.9.3.2 Describe effects of cultural characteristics on population distribution in a specific place D2.Geo.6.3

FOCUS Immigration Communities around the World Guiding Question: How have the previous cultures of immigrants shaped our country?

ADDITIONAL CONTENT LESSONS Students will continue gathering information about immigrants that have come to America. They will also begin exploring the different communities of the world. Around the World Time for Kids Around the World—Faraway Places at Your Fingertips Global Breakfast Lesson Lessons- Everybody Cooks Rice, Food Around the World This lesson teaches about foods families around the world eat (breakfast, breads, noodles, rice) It includes power points of weekly groceries for families around

ASSESSMENTS

http://www.timeforkids.com/around-the-world

http://www.timeforkids.com/around-the-world

http://sciencenetlinks.com/lessons/global-breakfast/



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the world, different breads, breakfasts, & some very odd foods. Use the textbook to discuss people coming to America and how we became a diverse nation. Harcourt SS text pp. 318-321 “Dreaming of America, An Ellis Island Story” Harcourt SS text pp. 324-329 “Moving to New Places” Immigration Lesson Plan—Scholastic Activity 4: Meet Young Immigrants (Read stories and/or watch each person’s video). They share what it’s like being an immigrant today by describing why their families immigrated to the U.S., how they’ve adjusted to a new country and culture and more. Add each to the chart you began in last week’s lesson. Compare their experiences to those of Seymour Rechtzeit and Li Keng Wong from last week’s lesson. What conclusions can you draw about the experiences of immigrants? Introduce Oral History as another tool that historians use to learn about the past and record the present. Students have been learning about immigration through the voices of people that have immigrated to the United States. Use segments of the following lessons from the Tenement Museum to discuss Oral History and the value of it in our study of history.

• Tenement Museum Oral History Lesson Plan Grades 1-3

• Tenement Museum Oral History Lesson Plan Grades 4-5

SCIENCE

STANDARDS LS4-4- Make a claim about the merit of a solution to a problem caused when the environment changes & the types of plants & animals that live there may change.

FOCUS Essentials Question: How do

Environmental Changes Affect Living

Things?

Science Fusion Unit 4 Lesson 5 Task/Activity: Science Fusion Digital Lesson (Unit 4, Lesson 5) Located on Think Central Resources: Sciencesarus pp. 142, 144-147 myON Titles: Erosion: Changing Earth's Surface Video Clips: "Weathering and Erosion: Crash Course Kids #10.2" https://www.youtube.com/watch?v=R-Iak3Wvh9c "Weathering and Erosion" http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm

ASSESSMENTS Brain Check/Apply Concepts p. 194

http://ssthirdgrade.wikispaces.com/file/view/Immigration%20Scholastic%20Lesson%20Plan.pdf/516492502/Immigration%20Scholastic%20Lesson%20Plan.pdf

http://ssthirdgrade.wikispaces.com/file/view/Oral%20History%20Lesson%20Plan%20-%20Lower%20Elementary.pdf/516491986/Oral%20History%20Lesson%20Plan%20-%20Lower%20Elementary.pdf

http://ssthirdgrade.wikispaces.com/file/view/Oral%20History%20Lesson%20Plan%20-%20Upper%20Elementary.pdf/516492002/Oral%20History%20Lesson%20Plan%20-%20Upper%20Elementary.pdf

https://www.youtube.com/watch?v=R-Iak3Wvh9c

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm

http://studyjams.scholastic.com/studyjams/jams/science/rocks-minerals-landforms/weathering-and-erosion.htm



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WORD STUDY


VOCABULARY 3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3RF3b Decode words with common Latin suffixes

VOCABULARY STRATEGY: Categorize & Classify ACADEMIC: text features, graphic features, question SOCIAL STUDIES: SCIENCE: Erosion, flood, drought TARGETED CATEGORIES: Teacher’s choice

Categorize and Classify, TE pp. T230-231 Projectable 18.10 Academic Vocabulary, TE p. T200


SPELLING/ENCODING 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 3RF3c Decode multisyllable words. 3RF3d Read grade-appropriate irregularly spelled words. 3L2f Use spelling patterns and generalizations in writing words.

SPELLING/ENCODING Spelling the /k/ and /kw/ Sounds

WSG pp. 74-75

WRITING WORKSHOP



SKILL Using the Verb be & Helping Verbs


PROCESS WRITING 3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons. CC3W1b Provide reasons that support the opinion CC3W2d Provide a concluding

WRITING TYPE Informative: Descriptive

4-19 Topic sentence variety, Tool E4-13 4-7 Planning with an Informal Outline, Tools E4-2a and 4-2b 4-27 Paragraph Elaboration-the E’s/The Reds, Tools E4-18a,

E4-18b

5-15 Increasing Elaboration, Tools E4-19a and E4-19b

9-8 Descriptive Writing, Factual Descriptive, Tools 9-8a, 9-8c

SUW Quick Check for Topic Sentences, Tool E2-56d SUW Informative/Explanatory Paragraph Scoring Guide, Tool E4-35a



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statement or section. CC3W2b Develop the topic with facts, definitions, and details. CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.

SUW Informative/Explanatory Essay and Report Scoring Guide, Tool E4-35a



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CC3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. CC3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of the text. CC3RI8 Describe the logical connection between particular sentences & paragraphs in a text.

COMPREHENSION/FLUENCY Skill: Cause & Effect Strategy: Summarize

Cause and Effect, CLLG p. 76 Dogzilla CLLG p. 76

SUW Quick Check for Short Answers Tool E9-1a SUW Summary Writing Scoring Guide Tool E1-41a

SOCIAL STUDIES

STANDARDS G.8.3.1Use maps to describe the spatial organization of the community using relative location, distance, direction, and scale D2.Geo.2.3-5 G.9.3.2 Describe effects of cultural characteristics on population distribution in a specific place D2.Geo.6.3-5

FOCUS Immigration Cultures around the World Guiding Question: How are cultures around the world similar to and different from my culture?

Review the chart students have been compiling with information on all the immigrants that they have been introduced to either in class or through reading. Determine the different places in the world that they have left. Have students work individually or in groups. Pick one of the originated countries to study. Looking at your school population and other countries that are represented, you may add these to those to be researched. Discuss the elements of culture and how important this is to the different groups of people that come to the United States. Culture is a shared set of practices and traditions that characterize a society or group of people. Culture can include clothing, food, traditions, rituals, ceremonies, beliefs, language, family structure, and communication styles. Explain to students that there are different groups of people with different cultures within the countries they will be researching. Their research will provide some general information. One way to find out more about a person or group of people would be to interview someone from a

ASSESSMENTS



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specific area within the country. Why is it important for people to maintain their culture? What evidence do you see of different cultures in your community? The following links provide information that could be used in completing country research:

• Atlapedia (www.atlapedia.com) "countries A to Z"

• Infoplease (http://www.infoplease.com) An online almanac with basic information including country maps and flags in alphabetical order.

• Geographia (www.geographia.com/) Website with interesting tourist information, but you need to know which continent your country is on.

• KidsClick (www.kidsclick.org/) Links provided for some popular countries.

• World Almanac for Kids (www.worldalmanacforkids.com/) Another almanac resource

• Cyberschoolbus (http://www.un.org/Pubs/CyberSchoolBus/) Information on many countries from the United Nations

Have students give examples of cultural traditions they practice. i.e. fireworks on the 4th of July; cake with candles for birthday; certain foods at Thanksgiving

WORD STUDY


VOCABULARY CC3L4b Determine the meaning of the new word formed when a known affix is added to a known word. (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

STRATEGY: Prefixes pre, re, bi ACADEMIC: cause, effect, infer SOCIAL STUDIES: almanac, culture TARGETED CATEGORIES: Teacher’s choice

Prefixes pre, re, bi TE p. T318 Projectable 19.9 WSG p. 138 Academic Vocabulary T310

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 2 Vocabulary. Refer to the language & style domain of the SUW scoring guides & content specific assessments.

SPELLING/ENCODING 3RF3 Know and apply grade-level phonics and word analysis

SPELLING/ENCODING Vowel Sounds in spoon and wood

WSG pp. 76-77

http://www.atlapedia.com)/

http://www.infoplease.com/

http://www.geographia.com/

http://www.kidsclick.org/

http://www.worldalmanacforkids.com/

http://www.un.org/Pubs/CyberSchoolBus/



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skills in decoding words. 3RF3c Decode multisyllable words. 3RF3d Read grade-appropriate irregularly spelled words. 3L2f Use spelling patterns & generalizations in writing words.

Spelling Words

BASIC: mood, wooden, drew, smooth,

blue, balloon, true, crooked, chew, tooth,

hooves, cool, food, pooch

REVIEW: blew, foot

CHALLENGE: loose, jewel

WRITING WORKSHOP


GRAMMAR 3L1d Form & use regular & irregular verbs. 3L1a Explain the function of nouns, pronouns, verbs, adverbs, & adjectives in general & their functions in particular sentences.

SKILL Irregular Verbs


PROCESS WRITING 3W1a Intro. the topic or text they are writing about & state an opinion. Create an organizational structure that lists reasons. 3W1b Provide reasons that support the opinion. 3W2d Provide a concluding statement or section. 3W2b Develop the topic with facts, definitions, and details. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.

WRITING TYPE Narrative: Imaginative

6-6 Six Steps for Writing a Story (Continued) 6-15 Function & Variety of Story Transitions 6-17 Options for Writing the End of a Story 6-19 Six Tips for Writing First Draft



17



3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI2 Determine the main idea of a text; recount the key details & explain how they support the main idea. 3RI5 Use text features & search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur).

COMPREHENSION/FLUENCY Skill: Main Ideas & Details Strategy: Infer/Predict

Main Idea and Details, CLLG p. 78 Life on the Ice CLLG p. 78 Clever Colonies CLLG p. 79


SOCIAL STUDIES

STANDARDS H.6.3.6 Recognize individuals who contributed to the common good of society. H.6.3.7 Analyze a timeline that illustrates selected historical events. H.6.3.8 Compare artifacts from events in various periods of history. G.1.3.12 Utilize the map legend/key to interpret physical

FOCUS Essential Question What is freedom? Is it worth risking your life for freedom? How are conflicts created and resolved? Guiding Questions What was the Underground Railroad? Why did many people place themselves in danger & make sacrifices for people they did not know? What conditions led many slaves to risk

ADDITIONAL CONTENT LESSONS Before Reading: Introduce the vocabulary words slavery and Underground Railroad. CLLG Lesson, Conclusions p. 72 Journeys Unit 4 Lesson 17 Detailed Description of Lesson 17 Use to teach this week’s lessons. All links to resources included on lesson. Save to your desktop on your computer for easy access. Word Wall Activity—Have student use the graphic organize to record words they know that relate to slavery. Harcourt SS Arkansas Supplement p 22 The Civil War

ASSESSMENTS Pretend you are a “way station” on the Underground Railroad and consider answering the following questions: Why would you risk your family to help strangers? What would happen to you if you were caught? How would you hide the runaway slaves? How would you help the slaves

http://ssthirdgrade.wikispaces.com/file/view/Conflicts%20in%20History%20Lesson%2017.pdf/398409916/Conflicts%20in%20History%20Lesson%2017.pdf

http://ssthirdgrade.wikispaces.com/file/view/Word%20Wall%20Activity.pdf/405709006/Word%20Wall%20Activity.pdf



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maps. G.1.3.13 Locate places on contemporary maps using cardinal and intermediate directions, map scales, legends, and titles H.12.3.2 Explain the importance of people and events on timelines to show of historical significance in early Arkansas history H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity G.8.3.1 Use maps to describe the spatial organization of the community using relative location, distance, direction, and scale

their lives to flee slavery? What struggles did they encounter to obtain freedom?

Harcourt SS Arkansas Supplement p 23 Arkansas and Civil War The following three books can also be used to supplement the reading from Journeys. Henry Box Brown Lesson Henry’s Freedom Box by Ellen Levine http://teacher.scholastic.com/activities/bhistory/underground_railroad/primary_sources.htm (Primary Source Image of Henry Brown) Sweet Clara and the Freedom Quilt Lesson by Deborah Hopkinson Working Cotton by Sherley Anne Williams Additional Resources (Use primary sources from resources to provide wide range of text) http://teacher.scholastic.com/activities/bhistory/underground_railroad/story_slavery.htm Scholastic Life in Slavery http://www.awesomestories.com/biographies/frederick-douglass/story-preface Frederick Douglass: From Slave to Leader http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm (Compare two Worlds) Use with Writing Assignment. Runaway Slave Posters (If you use this as a resource, you will need to discuss the language used in the posters and explain the terminology reflected the time period. http://teacher.scholastic.com/activities/bhistory/underground_railroad/primary_sources.htm (Primary Sources-- Period photographs, illustrations, and news articles documenting the people and events of the Civil War-era help to illustrate the stories and facts surrounding slavery & the movement to end it. Digital Images Underground Railroad http://housedivided.dickinson.edu/ugrr/field_trips.html

move on to the next safe house? This is a narrative supported with facts. Be sure to include the following: Two facts about why you help runaway slaves. Two facts about what would happen to you if you got caught with runaways. Three facts about the physical condition of the runaways when they arrive. Three ways you help the slaves once they are in your house. A plan about how you will move them to the next safe house.

http://ssthirdgrade.wikispaces.com/file/view/Henry%27s%20Freedom%20Box.pdf/441402496/Henry%27s%20Freedom%20Box.pdf

http://teacher.scholastic.com/activities/bhistory/underground_railroad/primary_sources.htm


http://ssthirdgrade.wikispaces.com/file/view/Primary%20Source%20Henry%20Brown.pdf/405708718/Primary%20Source%20Henry%20Brown.pdf

http://econed.org/userfiles/files/Sweet%20Clara%20and%20the%20Freedom%20Quilt.pdf

http://teacher.scholastic.com/activities/bhistory/underground_railroad/story_slavery.htm

http://teacher.scholastic.com/activities/bhistory/underground_railroad/story_slavery.htm

http://www.awesomestories.com/biographies/frederick-douglass/story-preface

http://www.awesomestories.com/biographies/frederick-douglass/story-preface

http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm

http://teacher.scholastic.com/activities/bhistory/underground_railroad/map.htm

http://ssthirdgrade.wikispaces.com/file/view/Runaway%20Slave%20Advertisements.pdf/405708944/Runaway%20Slave%20Advertisements.pdf



http://housedivided.dickinson.edu/ugrr/field_trips.html



19

SCIENCE

STANDARDS ETS1-2- Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

FOCUS Essentials Question: How Can You

Design a Tree House?

ADDITIONAL CONTENT LESSONS Science Fusion Unit 2 Lesson 2 Task/Activity: Design A Tree House, Flipchart p. 9 Resources: Sciencesarus pp. 74-77 Design Process Anchor Chart

Video Clips: "The Engineering Process: Crash Course Kids #12.2" https://www.youtube.com/watch?v=fxJWin195kU

ASSESSMENTS Participation/Observation

WORD STUDY


VOCABULARY 3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. 3L4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words & phrases.

STRATEGY: Dictionary/Glossary ACADEMIC: main idea, supporting detail, text structure SOCIAL STUDIES: Slavery, Underground Railroad SCIENCE: design process, solution, problem, evaluate, prototypes

Dictionary/Glossary, TE. pp. T406-407 Projectable 20.9 Academic Vocabulary, TE pp. T398


SPELLING/ENCODING 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 3RF3c Decode multisyllable words. 3RF3d Read grade-appropriate irregularly spelled words. CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

SPELLING/ENCODING Compound Words

Spelling Words

BASIC: birthday, anyone, sometimes,

everything, homework, afternoon,

airplane, grandmother, something,

without, himself, faraway, sunburned,

daylight

REVIEW: someone, cannot

CHALLENGE: scorekeeper, everybody

WSG pp. 78-79

https://www.padlet.com/zsdiamond/summermath/wish/61660501

https://www.youtube.com/watch?v=fxJWin195kU



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WRITING WORKSHOP


GRAMMAR 3L1/3L2 Demonstrate command of the conventions of standard English grammar & usage when writing or spkg. & capitalization, punctuation & spelling when writing.

SKILL Contractions

TE pp. T372, T392, T400, T414-415 Projectable 20.2, 20.6

PROCESS WRITING 3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons. 3W1b Provide reasons that support the opinion 3W2d Provide a concluding statement or section. 3W2b Develop the topic with facts, definitions, & details. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.

WRITING TYPE Narrative: Imaginative Editing/Revising/ Publishing

SUW: 6-22 Writing Drafts & Revising 6-22a Five Tips for Revising 6-23, tools 6-23a 6-24 Editing & Proofreading, tools 6-24a 10-3 Checklists for Revision, tools 10-3a, 10-3b 10-7 Editing with CUPS, tools 10-7a-10-7d

SCIENCE ETS1-1- Design a simple design problem reflecting a need or want that includes specified criteria for successes & constraints of the problem.

FOCUS Essentials Question: How do

Engineers Use the Design Process?

Science Fusion Unit 2 Lesson 1 Task/Activity: Chill Out, Activity A, Flipchart p. 8 Resources: Sciencesarus pp. 74-77 Design Process Anchor Chart

Video Clips: "The Engineering Process: Crash Course Kids #12.2" https://www.youtube.com/watch?v=fxJWin195kU (Search for various Crash Course Kids video clips on each step of the engineering process)

ASSESSMENTS Observation/Participation





21



CC3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RL2 Recount stories, including fables, folktales, & myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. CC3RL5 Refer to parts of stories, dramas, & poems when writing or speaking about a text, using terms such as chapter, scene, & stanza; describe how each successive part builds on earlier sections.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Monitor/Clarify

Story Structure, CLLG p. 80

Two Bad Ants CLLG p. 80 Read a book about Ruby Bridges and use the lesson on story structure to determine important events and discuss characteristics of the characters.

SUW Quick Check for Short Answers, Tool E9-1a

SOCIAL STUDIES

STANDARDS H.6.3.6 Recognize individuals who contributed to the common good of society. H.6.3.7 Analyze a timeline that illustrates selected historical events.

H.6.3.8 Compare artifacts from events in various periods of history.

FOCUS Slavery Underground Railroad

ADDITIONAL CONTENT LESSONS Use this lesson to begin the discussion of how one person can make a big difference. Structure p. 80 Use White Socks Only by Evelyn Coleman from Day 2 Lesson 21 to teach or reinforce Story Structure Detailed Description of Lesson 21

ASSESSMENTS After reading about Fannie Moore, have students put themselves in Fannie’s shoes. Ask them to write about what they think is the hardest thing about being a slave. They must include




22

G.1.3.12 Utilize the map legend/key to interpret physical maps. G.1.3.13 Locate places on contemporary maps using cardinal and intermediate directions, map scales, legends, and titles.

White Socks Only Video Read Aloud of Story http://www.storylineonline.net/ All Stories—Index (Choose White Socks Only) White Socks Only Related Activities Ruby Bridges Lesson Plan (Use to introduce Ruby Bridges and words that best describe her. Use to discuss the effects of differences on our lives and the meaning of equality.) Teaching Empathy: The Story of Ruby Bridges Lesson Plan (Use for the writing assignment) Ruby Bridges Graphic Notes Additional Resources: The Story of Ruby Bridges by Robert Coles Prereading Questions The Story of Ruby Bridges Transcript Interview with Ruby Bridges New Orleans Magazine Ruby Bridges Ruby Bridges’ Long Walk Tulane Article Ruby Bridges—myNewOrleans.com Knocking Down Fences—A Civil Rights Unit for 3rd Grade Ruby Bridges Play Making a Difference Lesson---Lesson on We All Have Rights using the Workshop Model—This lesson builds on the Ruby Bridges Story Ruby Bridges Pictures/Photographs Ruby Bridges Quizlet Flash Card—Retelling the Story http://quizlet.com/10638579/ruby-bridges-flash-cards/ http://www.youtube.com/watch?v=5blbbVWrg18 Story of Ruby Bridges Video Clip Done by Student Word Wall Activity Notes: Download Lesson 21 to desktop for easy access to daily lessons and all resource links.

details from things they learned this week. Growing Up in Slavery http://teacher.scholastic.com/activities/bhistory/underground_railroad/children.htm

http://www.storylineonline.net/

http://ssthirdgrade.wikispaces.com/file/view/BOOKPALS%20STORYLINE%20White%20Socts%20Only%20Activities.pdf/405707970/BOOKPALS%20STORYLINE%20White%20Socts%20Only%20Activities.pdf

http://ssthirdgrade.wikispaces.com/file/view/Ruby%20Bridges%20Lesson%20Plan.pdf/405708748/Ruby%20Bridges%20Lesson%20Plan.pdf

http://ssthirdgrade.wikispaces.com/file/view/Teaching%20Empathy%20The%20Story%20of%20Ruby%20Bridges%20Lesson%20Plan.pdf/405708964/Teaching%20Empathy%20The%20Story%20of%20Ruby%20Bridges%20Lesson%20Plan.pdf

http://ssthirdgrade.wikispaces.com/file/view/Ruby%20Bridges%20Graphic%20Notes.pdf/405708732/Ruby%20Bridges%20Graphic%20Notes.pdf

http://ssthirdgrade.wikispaces.com/file/view/Prereading%20The%20Ruby%20Bridges%20Story.pdf/405708710/Prereading%20The%20Ruby%20Bridges%20Story.pdf

http://ssthirdgrade.wikispaces.com/file/view/New%20Orleans%20Magazine%20Ruby%20Bridges.pdf/405708522/New%20Orleans%20Magazine%20Ruby%20Bridges.pdf

http://ssthirdgrade.wikispaces.com/file/view/Ruby%20Bridges%27%20Long%20Walk%20Tulane%20Article.pdf/405708752/Ruby%20Bridges%27%20Long%20Walk%20Tulane%20Article.pdf

http://ssthirdgrade.wikispaces.com/file/view/Ruby%20Bridges%20myNewOrleans.com%20Article.pdf/405708760/Ruby%20Bridges%20myNewOrleans.com%20Article.pdf

http://ssthirdgrade.wikispaces.com/file/view/Knocking%20Down%20Fences%20Civil%20Rights%20Unit.pdf/405708498/Knocking%20Down%20Fences%20Civil%20Rights%20Unit.pdf

http://ssthirdgrade.wikispaces.com/file/view/Story%20of%20Ruby%20Bridges%20Play.pdf/405708956/Story%20of%20Ruby%20Bridges%20Play.pdf

http://ssthirdgrade.wikispaces.com/file/view/Making%20a%20Difference%20Rights%20Lesson%20Plan.pdf/405708514/Making%20a%20Difference%20Rights%20Lesson%20Plan.pdf

http://ssthirdgrade.wikispaces.com/file/view/Ruby%20Bridges%20Photographs%20and%20Pictures.pdf/405708766/Ruby%20Bridges%20Photographs%20and%20Pictures.pdf

http://quizlet.com/10638579/ruby-bridges-flash-cards/

http://www.youtube.com/watch?v=5blbbVWrg18

http://ssthirdgrade.wikispaces.com/file/view/Word%20Wall%20Activity.pdf/405709006/Word%20Wall%20Activity.pdf

http://teacher.scholastic.com/activities/bhistory/underground_railroad/children.htm





23

Field Trip Option: Mosaic Templar http://www.mosaictemplarscenter.com/education/plan-field-trip/onsite-programs.aspx#Freedom%20summer (One of the activities is based on the book Freedom Summer by Deborah Wiles ) http://teacher.scholastic.com/activities/bhistory/underground_railroad/myths.htm Myths of the Underground Railroad (Use to introduce Underground Railroad) http://www.scholastic.com/teachers/lesson-plan/teacher-activity-guide-underground-railroad (Scholastic Underground Railroad Teacher’s Guide---Includes all segments of the lessons and activities for reference. http://teacher.scholastic.com/activities/bhistory/underground_railroad/harriet_tubman.htm

• Harriet Tubman Segment Taken from Scholastic Underground Railroad Site)

• Lesson plan that discusses the hidden messages in slave spirituals

http://www.youtube.com/watch?v=eQpp9eUYWEM

• The Underground Railroad: The William Still Story http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/

• Interactive Map Underground Railroad

SCIENCE

STANDARDS ETS1-2- Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

FOCUS Essentials Question: How Can You

Design a Tree House?

ADDITIONAL CONTENT LESSONS Science Fusion Unit 2 Lesson 2 Task/Activity: Design A Tree House, Flipchart p. 9 Resources: Sciencesarus pp. 74-77 Design Process Anchor Chart

Video Clip: "The Engineering Process: Crash Course Kids #12.2" https://www.youtube.com/watch?v=fxJWin195kU

ASSESSMENTS Participation/Observation

http://www.mosaictemplarscenter.com/education/plan-field-trip/onsite-programs.aspx#Freedom%20summer

http://www.mosaictemplarscenter.com/education/plan-field-trip/onsite-programs.aspx#Freedom%20summer

http://teacher.scholastic.com/activities/bhistory/underground_railroad/myths.htm

http://teacher.scholastic.com/activities/bhistory/underground_railroad/myths.htm

http://www.scholastic.com/teachers/lesson-plan/teacher-activity-guide-underground-railroad

http://www.scholastic.com/teachers/lesson-plan/teacher-activity-guide-underground-railroad

http://teacher.scholastic.com/activities/bhistory/underground_railroad/harriet_tubman.htm

http://teacher.scholastic.com/activities/bhistory/underground_railroad/harriet_tubman.htm

http://www.youtube.com/watch?v=eQpp9eUYWEM

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u6/





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WORD STUDY


VOCABULARY 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

VOCABULARY STRATEGY: Base Words & Prefix non ACADEMIC: setting, characters, plot, monitor, clarify SOCIAL STUDIES: SCIENCE: design process, solution, problem, evaluate, prototypes CATEGORIES: Teacher’s Choice

Base Words and Prefix non T54-55 Projectable 21.10 WSG p. 143 Academic Vocabulary T46


SPELLING/ENCODING 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3RF3c Decode multisyllable words. 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Words with –ed and -ing

Spelling Words

BASIC: coming, swimming, dropping,

tapping, taping, invited, saving, stared,

planned, changing, joking, loved,

gripped, tasted

REVIEW: making, stopped

CHALLENGE: freezing, scared

WSG pp. 80-81

WRITING WORKSHOP


GRAMMAR 3L2d Form & use possessives. 3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. 3L2 Demonstrate command of the conventions of standard English capitalization, punctuation & spelling when writing.

SKILL Possessive Nouns & Possessive Pronouns




25

PROCESS WRITING 3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. 3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations. 3W3c Use temporal words & phrases to signal event order.

WRITING TYPE Informative: Opinion

SUW: 9-1 Persuasive Writing 9-2 Supporting an Opinion with Facts 4-18 Topic Sentence Variety 4-20 Turning a Prompt into a Topic Sentence



26



3RL1/3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI7 Use information gained from illustrations (e.g., maps, photos) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur). 3RI8 Describe the logical connection between particular sentences & paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3RI9 Compare & contrast most important points & key details presented in 2 texts on the same topic about the same or similar characters (e.g., in books from a series).

COMPREHENSION/FLUENCY Skill: Compare & Contrast Strategy: Visualize

Compare and Contrast, CLLG p. 82 The Journey: Stories of Migration CLLG p. 82 The Taste of Hope CLLG p. 83

SUW Quick Check for Short Answers, Tool E9-1a

SOCIAL STUDIES

STANDARDS C.4.3.4 Identify the fundamental ideals of democracy (e.g., human rights, justice, common good, equal opportunity) H.6.3.6 Recognize individuals who contributed to the common good of society (e.g., Rosa Parks, Susan B. Anthony, Cesar Chavez) H.6.3.7 Analyze a timeline that illustrates selected historical

FOCUS Civil Rights Movement Ruby Bridges

Use CLLG Lesson Share a list of schools in the Little Rock School District. Have students identify which schools are named for African Americans. Make a list of each of the schools for students to see. Ask students to name streets in Little Rock that they think are named for African Americans. Students will be researching the people they have identified.

ASSESSMENTS Story Web---Ruby Bridges (Taken from Ruby Bridges’ Lesson Plan) CLLG Lesson on Story Structure: Ruby Bridges Story Dedication Page: Ruby’s mother says “Our Ruby taught us all a lot. She became someone who helped change our country.



27

events. H.6.3.8 Compare artifacts from events in various periods of history. C.2.3.3 Compare rights & responsibilities of citizens in different times and places (C.4.3.4) H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity (H.6.3.6) H.12.3.2 Explain the importance of people and events on timelines to show understanding of historical significance in early Arkansas history (H.6.37) H.12.3.5 Analyze relationships of national symbols, holidays, and historic places (H.6.3.8)

She was part of history.” At the end of the lesson students should be able to discuss & explain what her mother meant by these statements. Optional Assessment Students will compose a letter to one of the people discussed and learned about over the past lessons. They will write to thank the person for their contributions to the community, tell why those contributions are important, and how the person or the contributions have helped shaped our community. How one little person can make a difference.

SCIENCE

STANDARDS ETS1-1- Define a simple design problem reflecting a need or want that includes specified criteria for successes & constraints of the problem.

FOCUS Essentials Question: How are

Technology and Society Related?

Science Fusion Unit 2 Lesson 3 Task/Activity: Modes of Transportation, Flipchart p. 10 Resources: Sciencesarus pp. 74-77 Design Process Anchor Chart

Video Clips: "The Engineering Process: Crash Course Kids #12.2" https://www.youtube.com/watch?v=fxJWin195kU

ASSESSMENTS Journal Prompt: Write about one piece of technology/equipment piece of technology and one change that you would make to improve the design or function of the object.

WORD STUDY


VOCABULARY 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 3RF3a Identify & know the

VOCABULARY STRATEGY: Prefixes in-, im- ACADEMIC: compare, contrast SOCIAL STUDIES: contributions, historical significance

Prefixes in-, im- TE pp. T142-143 Projectable 22.10

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section





28

meaning of the most common prefixes & derivational suffixes. 3L4b Determine the meaning of the new word formed when a known affix is added to a known word.

SCIENCE: Technology, Society TARGETED CATEGORIES: Teacher’s choice

WSG p. 145 Academic Vocabulary, TE p. T134

2 Vocabulary. Refer to the language and style domain of the SUW scoring guides and content specific assessments.

SPELLING/ENCODING 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

SPELLING/ENCODING Changing Final y to i

Spelling Words

BASIC: cities, cried, puppies, hurried,

stories, flies, parties, tried, pennies, fried,

carried, babies, spied, ponies

REVIEW: pretty, very

CHALLENGE: countries, libraries

WSG pp. 82-83

WRITING WORKSHOP


GRAMMAR 3L1f Ensure subject-verb & pronoun-antecedent agreement. 3L1a Explain the function of nouns, pronouns, verbs, adverbs & adjectives, in general & functions in particular sentences.

SKILL Using Proper Nouns


PROCESS WRITING 3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. 3W3a Establish a situation &

WRITING TYPE Informative: Opinion

SUW: 9-1 Persuasive Writing* 4-6 Color Coding & the Five Elements of Informational Writing* 9-2 Supporting an Opinion with Facts 4-22 Definition & Function of Transitions 4-23 Transition Sets



29

introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations. 3W3c Use temporal words & phrases to signal event order. 3W3d Provide a sense of closure. 3L2c Use commas & quotation marks in dialogue.

4-27 Paragraph Elaboration-The E’s/The Reds 4-29 Conclusion-Defining Terms

(*Previously taught; refer to as needed)



30



3RL1/3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RL3 Describe characters in a story & explain how their actions contribute to the sequence of events. 3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3RI8 Describe the logical connection between particular sentences & paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3RI9 Compare & contrast most important points & key details presented in 2 texts on the same topic.

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Analyze/Evaluate

Sequence of Events, CLLG p. 84 The Journey of Oliver K. Woodman CLLG p. 84 Piggy Goes to Town CLLG p. 85


SOCIAL STUDIES

STANDARDS C.4.3.4 Identify the fundamental ideals of democracy H.6.3.6 Recognize individuals who contributed to the common good of society (e.g., Rosa Parks, Susan B. Anthony, Cesar Chavez) H.6.3.7 Analyze a timeline that illustrates selected historical

FOCUS Making a Difference Melba Pattillo Little Rock Nine

ADDITIONAL CONTENT LESSONS CLLG Lesson Compare and Contrast p. 82 Detailed Description of Lesson 22 (All links to resources and day by day lesson plan format provided) Lesson Resources Continue discussing segregation in schools using the following lesson plan: http://www.educationworld.com/a_lesson/03/lp297-05.shtml

ASSESSMENTS Create a collage of pictures and student created text about a character you have studied over the last few weeks that made a difference. One Little Person can/cannot make a difference. Support


http://www.educationworld.com/a_lesson/03/lp297-05.shtml

http://www.educationworld.com/a_lesson/03/lp297-05.shtml



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events. H.6.3.8 Compare artifacts from events in various periods of history. H.12.3.4 Analyze individuals, groups, & events to understand why their contributions are import ant to historical change and/or continuity (H.6.3.6)

Use this lesson to introduce students to Melba Pattillo, one of the “Little Rock Nine” students. Use this link to tell her story: http://teacher.scholastic.com/barrier/hwyf/mpbstory/index.htm After reading Melba Pattillo’s story, use the Compare and Contrast CLLG lesson, page 82 to help students see the similarities and differences between Ruby Bridges and Melba Pattillo. Defenders of Justice Lesson---Teaching Tolerance Lesson Defender of Justice Cube What Can One Little Person Do Sing Along http://www.youtube.com/watch?v=uh0gAO09zOc Song Lyrics What Can One Little Person Do

your opinion with facts from what you have learned. Compare/contrast the school experiences of Ruby Bridges and Melba Pattillo. Defenders of Justice Lesson---Cube See Defender of Justice Lesson for Guidelines

SCIENCE

STANDARDS ETS1-2- Generate and compare multiple possible solution to a problem based on how well each is likely to meet the criteria and constraints of the problem.

FOCUS Essentials Question: How Can We

Improve a Design?

Science Fusion Unit 2 Lesson 4 Task/Activity: How Can We Improve a Design? Flipchart p. 11 Resources: Sciencesarus pp. 74-77 Design Process Anchor Chart Video Clips: "The Engineering Process: Crash Course Kids #12.2" https://www.youtube.com/watch?v=fxJWin195kU

ASSESSMENTS Lesson 4 Inquiry SB p. 81 And/or Unit 2 Review pp. 85-88

WORD STUDY


VOCABULARY 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3L4b Determine the meaning of the new word formed when a known affix is added to a known word.

STRATEGY: Suffixes -er, -est ACADEMIC: sequence of events, infer, summarize SCIENCE: design process, solution, problem, evaluate, prototype, technology

Suffixes -er, -est TE. pp. T232-233 Projectable 23.10 WSG p. 146


http://teacher.scholastic.com/barrier/hwyf/mpbstory/index.htm

http://ssthirdgrade.wikispaces.com/file/view/Defender%20of%20Justice%20Lesson.pdf/405708456/Defender%20of%20Justice%20Lesson.pdf

http://ssthirdgrade.wikispaces.com/file/view/Defender%20of%20Justice%20Cube.pdf/405708312/Defender%20of%20Justice%20Cube.pdf

http://www.youtube.com/watch?v=uh0gAO09zOc

http://ssthirdgrade.wikispaces.com/file/view/What%20Can%20One%20Little%20Person%20Do%20Song%20Lyrics.pdf/405708998/What%20Can%20One%20Little%20Person%20Do%20Song%20Lyrics.pdf









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3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Suffixes –ful, -ly, -er Spelling Words BASIC: singer, loudly, joyful, teacher, fighter, closely, powerful, farmer, quickly, careful, friendly, speaker, wonderful, truly REVIEW: hopeful, safely CHALLENGE: listener, calmly

WSG pp. 84-85

WRITING WORKSHOP


GRAMMAR CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation & spelling when writing.

SKILL Abbreviations


PROCESS WRITING 3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. 3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations. 3W3c Use temporal words & phrases to signal event order. 3W3d Provide sense of closure. 3L2c Use commas & quotation marks in dialogue.

WRITING TYPE Informative: Opinion (Editing, Revising & Publishing)

SUW: 10-3 Checklists for Revision, tools 10-3a, 10-3b 10-7 Editing with CUPS, tools 10-7a, 10-7d



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3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI2 Determine the main idea of a text; recount the key details & explain how they support the main idea. C3RI5 Use text features & search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3RI6 Distinguish own point of view from that of the author of a text. 3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Question

Author’s Purpose, CLLG p. 86 Dog-of-the-Sea-Waves CLLG pg. 86 Mapping the World CLLG p. 87


SOCIAL STUDIES

STANDARDS C.2.3.1Investigate origins of state and national symbols, patriotic songs, and mottos D1.3.3-5

FOCUS U.S. Symbols and their meanings

ADDITIONAL CONTENT LESSONS Use the resource below and Harcourt SS text pp. 290-295 to teach U.S. symbols. U.S. Symbols PowerPoint U.S. Symbols PowerPoint Complete one of the following:

• iSymbols Activity

• Patriotic Symbols of the U.S. Activity (Fact Book) ---In groups each student will be assigned or choose one of the symbols and complete the activity. These will be compiled into a U.S. symbol fact book. Each page should be illustrated.

ASSESSMENTS

http://ssthirdgrade.wikispaces.com/file/view/American%2BSymbols_8.ppt/442938436/American%2BSymbols_8.ppt

http://www.schenectady.k12.ny.us/users/title3/Future%20Grant%20Projects/Projects/Citezenship/Citizenship_files/frame.htm

http://ssthirdgrade.wikispaces.com/file/view/American%20Symbols.pdf/516318010/American%20Symbols.pdf



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SCIENCE (Unit 10)

STANDARDS PS2-1- Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

FOCUS Essentials Question: What are Simple

Machines?

ADDITIONAL CONTENT LESSONS Science Fusion Unit 10 Lesson 1 Task/Activity: Machines and Forces, Activity A, Flipchart p. 47 Or

Plan a Pulley, Activity B, Flipchart p. 47

Resources: Sciencesarus pp. 290-297

MyOn Resources:

Lance Dragon Defends his Castle with Simple Machines

Smash: Wile E. Coyote Experiments with Simple Machines

Video Clips: "Simple Machines" http://www.pbslearningmedia.org/resource/idptv11.sci.phys.maf.d4ksim/simple-machines/ "Simple Machines" http://www.pbslearningmedia.org/resource/evscps.sci.phys.simpmach/simple-machines/ "Simple Machines Slide Show" http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/simple-machines.htm

ASSESSMENTS Brain Check/Apply Concepts

pp. 413-414

WORD STUDY


VOCABULARY 3L4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). 3L4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise mening of key words and phrases.

VOCABULARY STRATEGY: Words from Other Languages ACADEMIC: author’s purpose SOCIAL STUDIES: symbols, SCIENCE: work, simple machine, lever, fulcrum, wheel-and-axle, pulley CLUSTERS/CATEGORIES:

Words from Other Languages, TE pp. T320-321 Projectable 24.9 Academic Vocabulary, TE p. T312


http://www.pbslearningmedia.org/resource/idptv11.sci.phys.maf.d4ksim/simple-machines/


http://www.pbslearningmedia.org/resource/evscps.sci.phys.simpmach/simple-machines/

http://www.pbslearningmedia.org/resource/evscps.sci.phys.simpmach/simple-machines/

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/simple-machines.htm

http://studyjams.scholastic.com/studyjams/jams/science/forces-and-motion/simple-machines.htm



35

SPELLING/ENCODING 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations in writing words. 3L4b Determine the meaning of the new word formed when a known affix is added to a known word.

SPELLING/ENCODING Prefixes un-, re-

Spelling Words

BASIC: unfold, unhurt, reheat, unwrap,

repaid, rewrite, untie, unlucky, unclear,

unsure, rejoin, recheck, unfair, reuse

REVIEW: reread, unsafe

CHALLENGE: unbuckle, unknown

WSG pp. 86-87

WRITING WORKSHOP



SKILL What is an adverb?


PROCESS WRITING 3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. 3W3a Establish a situation & intro. a narrator and/or characters; organize an event sequence that unfolds naturally. 3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations. 3W3c Use temporal words & phrases to signal event order. 3W3d Provide a sense of closure.

WRITING TYPE Fictional Narrative

SUW: 6-19 Six Tips for Writing a 1st Draft 6-20 Working on the Qualities of a Good Story 6-22 Writing Drafts & Revising 6-23 Five Tips for Revising



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3RL1/3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently 3RI6 Distinguish own point of view from that of the author of a text. 3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of text. 3RI8 Describe the logical connection between particular sentences & paragraphs in a text.

COMPREHENSION/FLUENCY Skill: Text & Graphic Features Strategy: Infer/Predict

Text and Graphic Features, CLLG p. 88 Mountains: Surviving on Mt. Everest, CLLG p. 88


SOCIAL STUDIES

STANDARDS C.5.3.2Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism) G.3.3.3 Describe how people affect and alter their environment (e.g., farming, building dams, environmental lighting, irrigation, pit mining) G.3.3.4 Discuss ways in which the school and community can improve the physical environment by practicing conservation C.3.3.2 Compare ways people interact with rules & laws to improve their community (C.5.3.2) G.9.3.

FOCUS Taking Care of the Environment Responsible Citizenship

ADDITIONAL CONTENT LESSONS CLLG Lesson Text and Graphic Features p. 88 Use textbook pp. 116-117; 119; & pp. 120-121 to reinforce lesson. Also use books from classroom library on the environment. Lesson 25 Daily Lesson (Details for each day’s lesson) http://www.youtube.com/watch?v=z-64sBtY_wA http://learningtogive.org/lessons/unit449/lesson1.html (Day 3 Lesson Link) http://www.youtube.com/watch?v=fimOE5_Tm2w (Stone Soup) http://learningtogive.org/lessons/unit366/lesson2.html (Day 5 Lesson Link) Journeys Lesson 16 Reading Selections (Use for the next two weeks) Counting Cans, HMH Journeys TE p. T14-15

ASSESSMENTS Have students write a persuasive speech about the importance of recycling plastic or reducing consumption of onetime-use products (such as plastic plates and cups). -or- Students could also do a poster that is designed to persuade others of the importance of recycling plastics or reducing consumption of onetime-use products (such as plastic plates and cups).

http://ssthirdgrade.wikispaces.com/file/view/Lesson%2025%20Unit%205.pdf/421522250/Lesson%2025%20Unit%205.pdf

http://www.youtube.com/watch?v=z-64sBtY_wA

http://learningtogive.org/lessons/unit449/lesson1.html

http://www.youtube.com/watch?v=fimOE5_Tm2w

http://learningtogive.org/lessons/unit366/lesson2.html



37

“A Mr. Rubbish Mood” from Judy Moody Saves the World HMH Journeys TE T28-T36 and Student Book pp. 15-28. Lesson 16 Leveled Readers/Vocabulary Reader

• The Recycling Contest

• Joy’s Planet Patrol Plan

• César’s Pollution Solution

• The Green Team

• Recycle, Reuse, and Reduce Notes: Discuss how being a responsible citizen relates to taking care of our environment. Share that April 22 is Earth Day. The posters students make can be put up in the school to celebrate Earth Day

SCIENCE

STANDARDS PS2-4- Define a simple design problem that can be solved by applying scientific ideas about magnets

FOCUS Essentials Question: How has Crane

Technology Changed Over Time?

ADDITIONAL CONTENT LESSONS Science Fusion Unit 10 S.T.E.M. Lesson Task/Activity: Reach for the Sky: Building with Cranes pp.415-416 S.T.E.M Design It: Working Elevator Model (Incorporate magnets) Resources: Sciencesarus pp. 290-297 MyOn Resources: Pull, Lift, and Lower: A Book about Pulleys Video Clips: "Simple Machines" http://www.pbslearningmedia.org/resource/idptv11.sci.phys.maf.d4ksim/simple-machines/

ASSESSMENTS Brain Check pp.427-428

WORD STUDY


VOCABULARY CC3L5 Demonstrate understanding of figurative language, word relationships & nuances in word meanings. CC3L5a Distinguish the literal &

STRATEGY: Analogies ACADEMIC: graphic features, text features SOCIAL STUDIES: pollution, recycle, environment SCIENCE: Crane, Pulley, Lever

Analogies, TE pp. T408-409 Projectable 25.9 Academic Vocabulary, TE. pp. T380-381

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 2 Vocabulary. Refer to the language & style





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nonliteral meanings of words & phrases in context (e.g., take steps).

TARGETED CATEGORIES: Teacher’s Choice

domain of the SUW scoring guides & content specific assessments.

SPELLING/ENCODING 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 3L4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Suffixes: -less, -ness

Spelling Words

BASIC: painless, sickness, sadness,

helpless, thankless, kindness, hopeless,

darkness, fearless, thickness, careless,

goodness, spotless, softness

REVIEW: useful, weakly

CHALLENGE: breathless, eagerness

WSG pp. 88-89

WRITING WORKSHOP


GRAMMAR CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL What is a preposition?


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