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

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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