Grade 3

INTRODUCTION:

ELA

Lesson Guide

The Common Core State Standards define what is required for high school graduates to be ready for college and careers. This Curriculum Builder allows teachers to build lessons using the Common Core Standards as their starting points. ELA standards should be selected for lessons based on their focus on authentic literacy: purposeful close reading, analytical writing, and reasoned argument (Mike Schmoker, Results Now). Once standards and text have been selected for a lesson, the Curriculum Builder will assemble: Essential skills and concepts Question Stems Academic vocabulary Links to additional resources for the lesson

TEXT: OBJECTIVES: SUGGESTED TIME: DATE:

STANDARDS:
RL 3.1 RL 3.3 RL3.6 W 3.1 SL3.1 SL3.4 Ask and answer questions to demonstrate understandings of a text, referring explicitly to the text as the basis for the answers. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Distinguish their own point of view from that of the narrator or those of the characters. Write opinion pieces on topics or texts, supporting a point of view with reasons. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

http://www.readworks.org/lessons/grade3/point-view/lesson-1 This unit includes lessons that will help students identify and describe point of view and differentiate between first person and third person.

BEFORE READING THE BOOK:

In the first lesson of the Point of View unit, students will identify, describe and understand the first person point of view. Students will read White Socks Only by Evelyn Coleman and determine the point of view in the book (first person), and then complete a worksheet to identify the first person point of view in the paragraphs.

VOCABULARY:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45.

DATE STD

ESSENTIAL SKILLS
Ask and answer questions (who, what, when, why, where) Refer to text for answer Synthesize information about in text in order to answer questions about the text.

QUESTION STEMS
Retell the story in sequential order Who were the major/minor characters? What were the major/minor events? What in the text leads you to that answer? What details are the most important? Where can you find ________? 1. 2. 3. 4. 5. 6.

VOCAB
demonstrate understanding text answer details sequence

NOTES

RL 3.1

RL 3.3

Understand the sequence of events in a story Identify major/minor characters Describe characters by citing their traits, motivations, and emotions Understand and explain how the characters actions contribute to major and minor events of the story

Distinguish between major/minor characters in the story. Describe the major/minor characters How do the characters traits contribute to the story? What were the characters motivations in finding a resolution to the problem? How do the characters actions help move the plot along?

1. describe 2. interpretation of character 3. character/ character trait 4. motivation 5. emotion (feelings) 6. contribute 7. sequence events 8. problem 9. resolution

Know what is meant by first person Know what is meant by third person Distinguish between ones own point of view and anothers

Who is telling the story in this selection? Who is the narrator? Is this selection written in first person? How do you know? What words give clues? Is this selection written in third person? How do you know? What words give you clues? What do you think about what has happened so far? Do you agree with the authors message so far? Can you put yourself in the characters place? How would you feel if this was you? Would you feel the same or differently? Who is your audience? What is your purpose for writing? Have you stated an opinion or preference? Did you let your reader know your opinion or preference? How did you introduce your topic? Is your writing organized in a way that makes sense to your reader? Are you using cause and effect or sequence to help organize your writing? Are any important details or reasons left out of your writing? Do you use time-order words to help your reader understand when the events happened? Does your conclusion sum up or restate your

1. 2. 3. 4. 5.

distinguish point of view first person third person narrator

RL 3.6

Chose a topic State an opinion about the topic Know common organizational structures such as cause/effect, chronological/ sequential order; problem/solution Know what linking words are and how to use them when moving from one reason to another Know that conclusions should restate or sum up the writing

W 3.1

1. topic 2. point of view 3. introduction/ conclusions 4. support 5. organizational structure 6. linking words

opinion or purpose? From which point of view will you be writing? What linking words could you use to help your reader follow your thinking?

SL 3.1

Work with a partner Develop good study habits Use rules for conversations Recognize the ideas of others Build upon ideas Ask questions to check understanding Offer comments or suggestions

Have you done your reading? Today you will be working in your teams . . . Ask your partner__________________ Tell your partner everything you learned about _____________. Did you listen carefully to your partner? Did you offer suggestions or comments when your partner was finished speaking?

1. 2. 3. 4. 5. 6.

discussion conversation group work understanding role comments

DATE STD

ESSENTIAL SKILLS
Understand strategies for organizing a presentation such as brainstorming, the use of graphic organizer, or Thinking Maps Understands organizational structure for presentation such a chronologically, problem/ solution, cause and effect, before and after Know that stories are organized with a beginning, a middle, and an end Understand that text or presentation usually have theme Know that reports have an introduction, body with supporting details, and a conclusion Understand that good presentation skills include speaking clearly, with good pacing, and making eye contact

QUESTION STEMS
What is the theme of your report or presentation? Did you write or present facts that were relevant? What descriptive words or language did you use? When you related the events, did they have a beginning, middle, and an end? 1. 2. 3. 4. 5. 6. 7.

VOCAB
theme pace descriptive relate recount recall relevant

NOTES

SL 3.4

http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-self-questioning-227.html?tab=4#tabs Students will be introduced to the comprehension strategy of self-questioning and will refer to the text for support.

DURING READING:

Students learn the types of question-answer relationships (QARs), identify where and how answers can be found, and demonstrate their understanding of the strategy as they analyze The Story of Ruby Bridges and generate new questions about the text. They go on to practice the strategy in small groups, applying it to texts chosen from the Suggested Booklist for Civil Rights provided. The components of the QAR strategy are reinforced through activities in three student-facilitated comprehension centers.
http://www.readingonline.org/electronic/boswell/ Students complete tasks such as vocabulary and sequence that accompany the book Because of Winn-Dixie.

The tasks on the site help students better understand the book Because of Winn-Dixie. It provides vocabulary, sequence, research projects, and extension activities throughout the reading.

DATE

CULMINATING TASKS CULMINATING TASKS

http://www.sharemylesson.com/teaching-resource/Character-Traits-Wanted-Poster-50010451/ Students will choose a character from a book they have read, choose one character trait and use evidence from the text to support their choice.

NOTES

The link leads to a handout of a Wanted poster where students write their information about the characters.

http://www.sharemylesson.com/teaching-resource/WriteSteps-What-and-39-s-your-Opinion-50009763/ Students will begin to share their opinions with others and provide reasons for support.

In Opinion Writing, we support our stance with facts, definitions, and details. These help the reader understand how we feel about a topic and help convince or persuade the reader to see things the way that you do. The assigned writing prompt asks students to share their opinions about homework, and whether or not they are necessary to learning.

http://www.scholastic.com/teachers/article/questioning-text In an article, Stephanie Harvey introduces a strategy for teachers to help students question the text.

TEACHING NOTES AND STRATEGIES:

Childrens writer Madeline LEngle says, Readers sometimes grossly underestimate their own importance. This is particularly true of less experienced readers. As developing readers realize their inner conversation and begin to focus on their own thoughts and questions, reading takes on new importance. When readers interact with the text by thinking about their questions, writing them down, and pondering answers, they comprehend at a much deeper level. Classrooms change when readers begin to believe their thinking matters.
http://www.sharemylesson.com/teaching-resource/Responding-To-Writing-Prompts-The-Smart-Way-50009279/ Students will learn how to turn a question into a statement for the purpose of creating a topic sentence.

Students will learn about the four types of sentences and four types of writings through activities and index cards. After learning about persuasive writing, students will take a position on an issue and write a paragraph defending his or her position.
http://coe3rdgradereading.wikispaces.com/file/view/Sarah+Plain+and+Tall,+Journey.pdf This sample Sarah, Plain and Tall lesson includes various activities for before, during and after the reading. It also includes worksheets, vocabulary, research ideas, a culminating task and a sample unit test.

SMARTER BALANCED ASSESSMENT CONSORTIUM

In class, students read the following passages and then complete the tasks.

DIRECTIONS:

http://dese.mo.gov/divimprove/assess/documents/asmt-sbac-ela-gr3-sample-items.pdf includes third grade ELA sample items and tasks http://dese.mo.gov/divimprove/assess/sbac.html includes sample items and questions per grade level and subject http://www.smarterbalanced.org/ includes information about the SBAC

SOURCE:

THE FOX AS HERDSMAN

Once upon a time, there was a woman who went out to hire a herdsman to watch her goats, sheep, and cows. On her way to find a herdsman she met a bear. Where are you going? asked the bear. Im going to hire a herdsman, answered the woman. Why not have me for a herdsman? said the bear. Well, why not, said the woman, if you only know how to call the flock. Let me hear you. Ow, Ow! growled the bear. No, no! That will not do, said the woman. She went on her way. When she had gone a little farther she met a wolf. Where are you going? asked the wolf. Im going to hire a herdsman, said the woman. Why not have me for a herdsman? said the wolf. Well, why not, if you can call the flock. Let me hear you call, said the woman. Oooo, Oooo! howled the wolf. Oh no, that will not do, said the woman, and she continued walking. After she had gone on a while longer she met a fox. Where are you going? asked the fox. Im just going out to hire a herdsman, answered the woman. Why not have me for a herdsman? asked the fox. Well, do you know how to call the flock? asked the woman. Dil-dal-holom! sang out the fox in a fine clear voice. Thats perfect! said the woman. Ill have you for my herdsman. She sent the fox to herd her flock, and then she returned home. The first day the fox was herdsman, he ate up all the womans goats, the next day he made an end of all her sheep, and the third day he ate up all her cows. When he came home that day the woman asked what he had done with all her flocks. Oh! said the fox, they are playing in the meadow over the hill. The woman was busy churning cream when he said this, but she thought she had better go and have a look at her flock. ITEM PROMPT: Write an ending for the story that tells what the characters say and describes the actions and events.

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THE WOLF AND THE GOAT

A hungry wolf spied a goat at the top of a steep cliff where he could not possibly get at her. That is a very dangerous place for you, he called out, pretending to be very anxious about the goats safety. What if you should fall? Please listen to me and come down! Here you can get all you want of the finest grass in the country. The goat looked over the edge of the cliff. How very, very anxious you are about me, she said, and how kind you are with your grass! But I know you! Its your own food you are thinking of, not mine! ITEM PROMPT: What does the word anxious mean in the text? A. selfish B. hungry C. hopeful D.worried
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BEDTIME

Children should choose their own bedtime. There are things to do, and most have homework. Some people need more sleep, but children like talking to friends. The time to go to bed should be childrens decision when they are tired they go to bed earlier. There are activities to go to, so children learn to be responsible ITEM PROMPT: Rewrite the paragraph by organizing it correctly and adding ideas that support the opinion that is given.
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BIRDS MAKE GOOD PETS

There are many reasons why people keep birds as pets. Canaries sing beautiful songs. Parakeets will sit on your shoulder. Parrots can talk to you. Birds fly outdoors. Pet birds can be fun. ITEM STEM: A student is revising this paragraph and needs to take out information that does not support why birds make good pets. Which of the following sentences does not support why birds make good pets?Options: A. Canaries sing beautiful songs. B. Parakeets will sit on your shoulder. C. Parrots can talk to you. D.Birds fly outdoors.
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