Third Grade ela instructional Map Quarter 3 Unit 1



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Third Grade ELA Instructional Map – Quarter 3 Unit 1


Overview:

In this 4-4 ½ week unit, students will demonstrate and apply their knowledge of character traits in order to write a short essay. Reading the novel Stone Fox and stories such as, Balto, the Dog Who Saved Nome, and Alaska, the Last Frontier, students will compare and contrast characters’ external and internal character traits. Students determine the theme of a story, summarizing the main points of a fiction or nonfiction piece. They will use their knowledge of text structure to aid in interpreting charts and graphs as they make connections with/between text. Students determine the meaning of phrases as they are used figuratively in text. They distinguish their own point of view from that of the author of the text and use their knowledge of language and its conventions as they write, speak, read and listen. During this time period, students will be introduced to five words per week (four high frequency words and one word from the prefix/suffix weekly focus). The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit.



Big Ideas:

Students will understand that…



  • Reading and writing are essential to communicating and learning.

  • Writers choose narrative, informational/expository, or opinion/argumentative writing based upon which mode(s) of writing will best convey their ideas to their audience.
  • Authors use a variety of techniques to fully develop characters (such as vivid adjectives, strong adverbs, reactions to events, actions when confronted with challenges, descriptions of feelings and emotions, etc.).



Essential Questions:

  • What role does writing play in our lives?

  • What are ways people express their thoughts?

  • What techniques does an author use to fully-develop the characters’ traits?

Performance Task:

Choose a character trait that is displayed in both Stone Fox and Balto, the Dog Who Saved Nome. Identify a character from both stories that exemplifies this one character trait. Use specific evidence from the story to support your answer.


Teachers, please note: An optional graphic organizer is available at http://www.jcboe.org/media/97498/grade%204%20stone%20fox%20summer%20packet.pdf . In addition, a List of Character Traits is available for your use.

Other Possible Sources of Evidence: (may or may not be graded) teacher-made tests and quizzes, work samples, reports and projects, teacher observation, homework/class work assignments, notebook/journal, cooperative group project activities, exit slips, cold read comprehension quizzes, self-selected reading conferences, running records, fluency checks, writing workshop conferences, developmental writing scales, PSSA Reading Rubric, Developmental Reading Assessment (DRA)…

Student Objectives/Competencies:

Students will be able to…



  • identify character traits

  • write detailed literary essay

  • use text organization

  • differentiate fact from opinion

  • determine point of view of text

  • compare multiple texts

  • combine sentence types and structure to convey meaning
  • use text based evidence


  • write as well as use literary devices

  • read with sufficient accuracy and fluency to support comprehension

  • utilize linking words and phrases

  • utilize temporal words in writing

  • answer text dependent questions

  • identify main idea and supporting details

  • use text features for comprehension

Required Works:

Individual Copies of Print:

Stone Fox (class novel set)

Balto, the Dog Who Saved Nome (Hartcourt Collections – basal book 1, p. 194)

Alaska, the Last Frontier (A-Z, Level R)

Susan Butcher (Short Biography – attached or available at

http://library.thinkquest.org/11313/Iditarod/susan.html)

Your World (Common Core Poem)

Scholastic News Magazine
Read Alouds:

Complementary Works:

Individual Copies of Print:

The Iditarod Trail (Poem – attached or available at

http://www.poemfarm.amylv.com/2011/03/watch-iditerod-in-poem-348.html)

Ramona Forever by Beverly Clearly (Harcourt Collections-basal book 1 p. 330)

Animals Feel Emotions (A-Z Level S)

The Star (Poem)

Bear in There (Poem)

Read Alouds:


Reading

Writing - Informational/Explanatory


Resources

(suggested usage of required materials)

Focus Standard

Lesson at a Glance

Focus Standards

Lesson at a Glance

LC=Lucy Calkins resource box (one per classroom)

Lesson=provided on Schoolwires

Balto, the Dog Who Saved Nome


CC.1.3.3.C Describe characters in a story and explain how their actions contribute to the sequence of events


CC.1.2.3.C Explain how a series of event, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect
CC.1.1.3.E Read with accuracy and fluency to support comprehension


describe characters (traits and actions) and how they contribute to the story (ex., Little Willy, Searchlight, Grandpa, Stone Fox)
explain how the different events in the text lead to Balto saving Nome

read on-level text at appropriate rate and expression



CC.1.4.3.B Identify and introduce the topic


CC.1.5.3.A Engage effectively in a range of collaborative discussions on grade level topics and texts building on others' ideas and expressing their own clearly

CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts

CC.1.4.3.B Identify and introduce the topic

CC.1.4.3.A Write informative/explanatory text to examine a topic and convey ideas and information clearly

CC.1.4.3.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts

CC.1.4.3.D Create an organizational structure that includes information grouped and connected logically with a concluding statement or section
CC.1.4.3.C Develop the topic with facts, definitions, details, and illustrations, as appropriate

CC.1.4.3.D Create an organizational structure that includes information grouped and connected logically with a concluding statement or section

CC.1.4.3.E Choose words and phrases for effect

CC.1.4.3.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling
CC.1.4.3.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing

CC.1.4.3.E Choose words and phrases for effect

CC.1.4.3.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

E03.C.1.2.1 Introduce a topic for the intended audience, and group related information together to support the writer's purpose

E03.C.1.2.2 Develop the topic with facts, definitions, and/or details
E03.C.1.2.3 Use linking words and phrases to connect ideas within categories of information

E03.C.1.2.4 Provide a concluding statement or section
CC.1.4.3.X Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences
E03.D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences

E03.D.1.1.2 Form and use regular and irregular plural nouns

E03.D.1.2.5 Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words

E03.D.1.2.6 Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful work parts) in writing words


Lesson: What a Character! Brainstorming Unforgettable Characters
Lesson: Character Traits

Lesson: Planning the Essay. Finding Evidence in Text

Lesson: Drafting the Body Paragraphs

Lesson: Revision

Writing an informational piece

Writing an information piece


Use linking words/phrases within writing

conclusion


Grammar Focus:

-nouns

-pronouns


-verbs

-adverbs


-adjectives

-regular and irregular plural nouns




Stone Fox

CC.1.3.3.E Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene, and stanza and describe how each successive part builds upon earlier sections
CC.1.3.3.B Ask and answer questions about the text and make inferences from text, referring to text to support responses
CC.1.3.3.H Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters

cite how events within chapters support character traits

compare and contrast character traits with Balto, the Dog Who Saved Nome



Alaska, the Last Frontier

Reading A-Z



CC.1.2.3.B Ask and answer questions using text
CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words


CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea
CC.1.5.3.A Engage effectively in range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly
CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently

answer questions using text evidence

meaning of common prefixes and suffixes, decode multisyllable words

main idea and supporting details of nonfiction text

have a discussion on the environment and the importance of Alaska


Susan Butcher

CC.1.5.3.A Engage effectively in range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly
CC.1.2.3.E Use text features and search tools to locate and interpret information

how the author uses quotes within the text to provide information



Your World

Poem


CC.1.5.3.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others' ideas and expressing their own clearly
CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding
CC.1.1.3.E Read with accuracy and fluency to support comprehension
CC.1.2.3.F Determine the meaning of words as phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words.



word analysis and decoding

read with accuracy and fluency



Scholastic News Magazine
Do weekly

CC.1.2.3.E Use various text features and search tools to locate key facts or information in a text efficiently

CC.1.2.3.B Ask and answer questions using text

CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level
CC.1.5.3.B Determine the main ideas and supporting details of text read aloud or information presented in diverse media formats


using text features

answer questions using text evidence

main idea and details


District Word Study Document

CC.1.1.3.D – Know and apply grade-level phonics and word analysis skills in decoding

high frequency words



Pattern Words

-ain/ane


-ait/ate

-eel/eal


-eap/eep
Prefix/Suffix

-re (recover)

-dis (discomfort)

-less (priceless)



-ness (fairness)

Assessments:

  • Performance Task for Q3U1: choose a character from Stone Fox and Balto that share a character trait and support with evidence from the text

  • Running records

  • Multiple opportunities for exit slips

  • Teacher made tests/quizzes

Assessments:

  • Information pieces of writing scored with a rubric

  • Graphic organizers

Exit Slips/Text Dependent Questions for Required or Complementary Works:


  • Pick a character from today’s reading. Identify a character trait and state how that character demonstrates this trait, providing supporting evidence from the story.

  • Compare and contrast two different texts about the Iditarod.

  • State 3 facts you learned in today’s text. State one opinion.

  • Identify the genre of today’s text. Tell how you know.

  • How do the text features (labeled diagrams, charts, graphs, maps, etc.) assist you in making meaning of the text?

  • Create a timeline showing 4 plots of the events in today’s reading.

  • What is the author’s purpose in writing today’s text?

  • How does the author’s point of view differ from or align with your point of view?

Links:

Please locate the following Resources under the Elementary Literacy tab at:  http://www.eriesd.org/Page/8367

  • Developmental Writing Scale

  • Comprehension Strategies

  • Word Study Document

  • Common Understandings


www.corestandards.org/

www.pdesas.org/

http://www.jcboe.org/media/97498/grade%204%20stone%20fox%20summer%20packet.pdf

http://teacher.scholastic.com/activities/iditarod/index.htm - a variety of resources about Iditarod

http://www.alaska.gov/kids/ - background information on Alaska

http://www.alaskakids.org/ - background information on Alaska

http://www.randomhouse.com/features/garypaulsen/journal.html - Gary Paulsen’s Iditarod Journal

Erie School District Grade Three Quarter Three Unit One---Revised June 2015 Page




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