elementary gt curriculum pacing guide grade 3—quarter 1 · fables, folktales, and myths from ......

Elementary GT Curriculum Pacing Guide Grade 3—Quarter 1

Essential Question: THEME—Heroes

Why is it important for people and cultures to create stories about their experiences?

When does a positive personality trait become a tragic flaw?

What is the role of a hero in a culture?

How do various cultures reward or recognize their heroes?

READING VOCABULARY WRITING MATH SOCIAL STUDIES SCIENCE/STEM

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.

Introduce the following and discuss the characteristics of

Sadlier-Oxford Vocab. Workshop Pretest Complete a unit a week. 3.L.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and

Introduce and model the steps for writing a fictional narrative. The students may choose to write a folktale, fairy tale, legend, myth, tall tale, or fable.

Reference—Writer’s Express—A Handbook for Young Writers, Thinkers, and Learners

See math lesson plans.

Geography—Compare cultural products and practices of different groups in the countries that the folktales, fairy tales, legends, myths, tall tales, and fables are located.

The students

Discovery Education—Science

Unit—Renewable Resources

Concepts:

• Sunlight • Plants • Soil Resources • Alternative Energy

Sources • Value of Renewable

Resources

Watch Brainpop—“Spiders”

each:

• Folktales • Fairy tales • Legends • Myths • Tall Tales • Fables

Read a variety of the above genres from different countries.

The Adventures of Anansi the Spider

The True Story of the Three Little Pigs

Aesop’s Fables

The Stupid Cheese Man and Other Fairly Stupid Tales

Compare/contrast the differences between genres.

RL.3.3 Describe characters in a story and explain

phrases, including those that signal spatial and temporal relationships. The students will find their own vocabulary words and keep them in their own personal dictionaries.

Fairy Tale and Folktale Extension Menu—choose three projects from the menu to complete.

Compare and contrast The Three Little Pigs and The True Story of the Three Little Pigs.

3.RI.6 Distinguish your own point of view from that of the author of a text.

Discuss the difference between the point of viewof The Three Little Pigs and The True Story of the Three Little Pigs.

will locate the countries and the continents where the stories are located.

Create a landform map to coincide with one of the stories read.

The Adventures of Anansi the Spider

Locate the continent of Africa on the map, and label the countries of Liberia and Ghana. Have the students research the customs and food of these

how their actions contribute to the sequence of events.

Explore character traits in the above genres, and discuss what would happen if the main characters had different traits.

Example: What if Anansi the Spider was hard-working instead of lazy? How would the folktales have changed?

*4.L.5a Explain the meaning of simple similes and metaphors in context.

Introduce similes and have them find all of the similes in each story. Watch Brainpop video-“Similes/Metaphors”

Introduce all parts of speech. Watch Brainpop videos when appropriate:

• Nouns • Verbs • Adjectives • Adverbs • Conjunctions • Parts of speech

areas.

Introduce cardinal directions with the story “How Spider Got a thin Waist.”

*4.RL.2 Determine a theme of a story, drama, or poem from details in the text.

The students will identify the theme, moral, or lesson in each story.

Above and Beyond, Issue 17, Nov,/Dec.2005—“Life Lessons”--pp. 28-29

Literature Club introduction—show the Powerpoint, and discuss the purpose of Literature Club and the rules.

Set up notebooks.

Students will read The Fantastic Mr. Fox by Roald Dahl.

Wk. 1--Ch. 1-5

3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Students will defend the theme, lesson, or moral using evidence from the text.

Wk. 2--Ch. 6-9

Wk. 3—Ch. 10-14

Wk. 4—Ch. 11-18

As reading, plot the story elements on a graphic organizer:

• setting • main

characters • problem • solution

RL.3.3 (See above)

Have the students keep a running list of character traits of each character, as they read the story.

*4.L.5a Explain the meaning of simple similes and metaphors in context.

Vocabulary Students will choose five of their own words in their weekly reading, and find the parts of speech and definitions. They will use the words in their own sentences.

Remarks Each week, students will answer open-ended, higher level questions about what they read. They must support their answers with evidence from the text. A—answer C—cite evidence E—extend Comments Using comment starters, students will write six comments reflecting their opinions about the story. Model the writing of informational reports.

Introduce the author, Roald Dahl. Locate his birthplace on the map (Wales) and where he grew up (England).

Watch the Brainpop “Roald Dahl”.

RL.3.5 Use text features and search tools to locate information relevant to given topic efficiently.

Jigsaw Groups

Students will be broken up into four groups. Each group will be responsible for researching the following:

• Habitat/Location • Diet • Appearance/Habits • Interesting Facts

Students may use i-pads, computers, books, magazines, and other reference materials.

Students will present their information to the rest of the

Students will keep a list of all of the similes and metaphors they find in the novel. They will identify the two things being compared and what they have in common.

Write an informational report on foxes.

class. Display charts around the room to use for reference and writing informational reports.

Discovery Education—Science

Unit-Animals

• Basic Needs of Animals

• Food and Oxygen • Shelter and Defense • Animal Life Cycles

Unit-Living in the Environment

• Habitat Characteristics • Responses to the

Environment

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Introduce Junior Great Books. Discuss the rules and procedures with the class. Read introductory stories.

Literature Club

Introduce The Hundred Penny Box by Sharon Bell Mathis. Discuss the genre realistic fiction.

As reading, put the story elements on a graphic organizer and discuss.

Write, support, and discuss (worksheet):

Continue with Vocabulary Workshop. Complete a unit per week. Literature Club—weekly procedures—complete Vocabulary, Remarks, Comments, and Picture.

Introduce personal narrative writing. Students will write an autobiography depicting each year of their lives.

My Penny Book—write a paragraph about a significant event for every year of life. (Birth-Present). Create a penny book and illustrate.

Find a penny for every year of life to put on each page of the book.

See math plans.

Math Activities with pennies

Calculate what year the story takes place setting) using Aunt Dew’s birthdate.

Place events accurately on a timeline organized by years, decades, and countries.

Students will make a timeline from birth to the present highlighting a significant event for every year of life. This timeline will be used to write a personal narrative book entitled My Hundred Penny Box.

Aunt Dew was born in 1874. Put a list of inventions (see hand-

Discuss the difference between physical and chemical changes.

Questions to explore-Is it a physical or chemical change when:

• a penny is melted

• a penny is squished by a machine

• a penny changes from a copper color to a green color

2

If you could only choose three possessions in your life to keep, what would you choose and why?

RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.

Provide a list of character traits. Students will pick the three they think most describes Michael and defend their choices.

Non-Fiction-Informational Text

RI.3.4 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Read “The Story of the Penny” and write the main ideas and supporting ideas on a spider map.

4.L.5b Recognize and explain the meaning of common idioms, adages,

Explore changes in character traits and how it affects the story. Example: What if Michael was selfish instead of generous? How would the story change?

Grade with rubric.

out) from 1874-1974 on a timeline. Pick the invention that you think is the most important contribution to society so far. Research the invention on the i-pads, and defend your answer with five pieces of evidence.

Locate Atlanta, Georgia on the Map.

I can compare cultural practices of different groups of people.

Compare your own family to the Michael’s family. How is Michael’s family similar and how does it differ?

I can share a family custom.

Michael’s family has many customs. What are some customs that your family shares?

What materials is a penny made of? Has it changed over the years? Research the creation of the penny and the metals that the penny s composed of.

Discovery Education-Science Techbook

Unit—“Changes in Matter”

Concept-Chemical Changes

3

and proverbs.

Group the students, and provide each group a list of idioms related to pennies (cents). Have them try to figure out what their chosen idiom means. After making a prediction, have the students research the origin of the idiom and what it means.

Read Aloud—Read The Giving Tree and discuss the significance of the tree in the story. What is the theme of the story?

Literature Club—Introduce the genre of mystery. Discuss the

Complete the worksheet “In Praise of Trees.”

Using a venn diagram, compare and contrast the importance of the tree in The Hundred Penny Box to the tree in The Giving Tree. Write a paragraph of similarities and

Fraction Fun-Make an Apple Tree

4

elements of a mystery.

Bunnicula by Debora and James Howe

Wk. 1--Ch. 1-3

Wk. 2--Ch. 4-6

Wk. 3—Ch. 7-9

Discuss the difference between 1st and 3rd person point of view.

The story is written in 1st person point of view from Harold, the dog.

Discuss foreshadowing. What are some clues that Bunnicula is different? (pp. 20-25)

Literature Club—weekly procedures—complete Vocabulary, Remarks, Comments, and Picture.

differences.


Introduce how to write diary entries.

Read aloud The Diary of a Worm.

Discuss how it is told in 1st person point of view and so is Bunnicula. Bunnicula is written from the point of view of Harold, the dog. What if the story were told from Bunnicula’s point of view? The students will write a diary entry from Bunnicula’s point of view explaining how he feels about the other members of the family.

p. 9—Use clues in the text to locate where Bunnicula came from.

--Carpathian Mountains

--Romanian sheet music

Have them research the areas and locate them on a map.

How do these locations relate to the theme of the story?

Research on i-pads/computers:

Rabbits

--dietary habits

--habitat

--behaviors

Discovery Education Science Techbook—

Unit—“Animals”

Concepts—

• Basic Needs • Food and

Oxygen • Shelter and

Defense • Animal Life

Cycles

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Introduce the author, Sid Fleischman, before reading.

www.sidfleischman.com

Introduce the genre of historical fiction.

Introduce The Whipping Boy, after the jigsaw group presentations.

Week 1—Chap. 1-5

Week 2—Chap. 6-10

Week 3—Chap. 11-14

Week 4—Chap. 15-18

Continue with Vocabulary Workshop. Complete a unit per week. Literature Club—weekly procedures—complete Vocabulary, Remarks, Comments, and Picture. Personal Dictionaries--harvest words from reading

Introduce how to write a friendly letter. Have Prince Brat write a letter to Master Peckwit about why he did not have his homework done.

Reference—Writer’s Express—A Handbook for Young Writers, Thinkers, and Learners

In groups of four or five, students will use the heraldic colors, animals, and symbols to design a school crest. Each group will collectively write

See math plans. Jigsaw groups to study the Medieval Period (Middle Ages)

Break the students up into groups of four to research these topics:

• Castles • People • Religion • Art • Food/Feasts

Have each group present their research to the rest of the class, before reading The Whipping Boy.

Watch the following

Discovery Education Science:

Unit--Diversity of Living Things

• Similarities of Parents and Offspring

• Learning • Adaptation

2

Additional books to read aloud:

St. George and the Dragon as retold by Margaret Hodges

Food and Feasts in the Middle Ages by Lynne Elliott

Arts and Literature in the Middle Ages by Marc Cels

You Wouldn’t Want to be in a Medieval Dungeon by Fiona MacDonald


Explore the character traits of Prince Brat and Jemmy. How did their backgrounds shape their personalities?

4.L.5a Explain the meaning of simple similes and metaphors in context.

a paragraph to justify why the crest they designed should represent the school. Each group will present their crests.

Individually students will design a crest that symbolizes himself or herself, using the heraldic colors, animals, or symbols. Each will write a paragraph justifying his or her decisions.

Brainpop videos:

• Feudalism • Middle Ages • The Black

Death

3

4.L.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

Keep a list of all of the similes, metaphors, and idioms found throughout the novel.

Read the non-fiction selection “Coat of Arms”.

*4.RI.2 Determine the main idea of a text and explain how it is supported by key details.

Plot the main idea and supporting details on a graphic organizer.

Junior Great Books—Read a story and go through the procedures for the study and discussion of the story.

.

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Literature Club—Introduce the genre historical fiction.

Introduce the author Patricia Maclachlan.

Have the students present their jigsaw groups before we begin reading Sarah, Plain and Tall.


Discuss from what point of view the novel is written. (1st person from the point of view of Anna).

Continue with Vocabulary Workshop. Complete a unit per week. Literature Club—weekly procedures—complete Vocabulary, Remarks, Comments, and Picture.

Using graphic organizers, compare and contrast the state of Maine to any Great Plains state in the late 1800s. Use evidence from the text. Then write two paragraphs comparing and contrasting the two.

Using evidence from the text, compare and contrast life in the late 1800s to present life.

Journal Entry—write a journal entry from one of the main character’s point of

See math plans. Put students in jigsaw groups to research life in the Midwest United States during the late 1800s. Use i-pads and Discovery Education Social Studies techbook to research the following:

• Location/states in the area

• Food/clothing • Shelter/chores • Transportation • Interesting Facts

Study the different types of landforms:

--Mountains

Discovery Science Education

Unit—Non-renewable Resources

• Mineral resources

• Fossil Fuels

Discuss how the pioneers used non-renewable resources in their everyday lives.

2


Use a graphic organizer to keep track of all of the characters’ traits. Discuss how each character’s actions affect all of the other characters.

Non-Fiction books to read:

If You Traveled West in a Covered Wagon by Ellen Levine

Our West by Lillian Schlissel

Junior Great Books—Read a story and go through the procedures for the study and discussion of the story.

view, describing the conditions of the time period and the character’s feelings towards this way of life.

--Plains

--Plateaus

Discuss how the setting of the story is located on the plains. How does this setting affect the story? What if the story took place in the mountains instead? How would it change?

On a map, locate the states that were considered the Midwest Plains.

(Oklahoma, Kansas, Nebraska, Illinois, South Dakota, North Dakota)

Differentiating Instruction With Menus-Social Studies by Laurie E. Westphal

Culminating Activity—p. 59 “Westward Expansion” menu

Choose two activities from the menu that total ten points.

SVocabulary Workshop -‐ Grade 3

Strand: Language

Topic: Vocabulary Acquisition and Use

Standard Statements

4. Determine or clarify the meaning of unknown and multiple-‐meaning word and phrases based

on grade 3 reading and content, choosing flexibly from a range of strategies.

a. Use sentence-‐level context as a clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known affix is added to a known

word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

c. Use a known root word as a clue to the meaning of an unknown word with the same root

(e.g., company, companion).

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the

precise meaning of key words and phrases.

5. Demonstrate understanding of figurative language, word relationships and nuances in word

meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take

steps).

b. Identify real-‐life connections between words and their use (e.g., describe people who are

friendly or helpful)

c. Distinguish shades of meaning among related words that describe states of mind or degrees

of certainty (e.g., knew, believed, suspected, heard, wondered).

6. Acquire and use accurately grade-‐appropriate conversational, general academic, and

domain-‐specific words and phrases, including those that signal spatial and temporal

relationships (e.g., After dinner that night we went looking for them)

Novel List

Title Author Lexile Score

Grd

The Secret Garden Frances Hodgson Burnett 460 2.5Tales of a Fourth Grade Nothing Judy Blume 470 2.5The Cage Ruth Minsky Sander 500 2.7Stone Fox John Reynolds Gardiner 550 3Sarah, Plain & Tall Patricia MacLachlan 560 3And Then There Were None Agatha Christie 570 3.1The Whipping Boy Sid Fleischman 570 3.1If You Lived in Colonial Times Ann McGovern 590 3.3Star Girl Jerry Spinelli 590 3.3Because of Winn Dixie Kate DiCamillo 610 3.3Circle of Gold Candy Dawson Boyd 610 3.3McHiggins the Great Virginia Hamilton 620 3.5Homecoming Cynthis Voight 630 3.5White Fang Jack London 650 3.7Holes Louis Sachar 660 3.7The Face on a Milk Carton Caroline B. Cooney 660 3.7Darkness Before Dawn Sharon Draper 670 3.9Number The Stars Lois Lowry 670 3.9The House of Dies Drear Virginia Hamilton 670 3.9Charlotte's Web E. B. White 680 4If You Grew Up with George Washington Ruth Below Gross 680 4A Day No Pigs Would Die Robert Newton Peck 690 4Wringer Jerry Spinelli 690 4Catwings Ursula K. Le Guin 700 4.1From the Mixed-‐Up Files of Mrs. Basil E. Frankweiler E. L Konigsburg 700 4.1Navajo Long Walk Nancy Armstrong 700 4.1Where the Red Fern Grows Wilson Rawls 700 4.1Who comes with Cannons Patricia Beatty 700 4.1The Story of the White House Kate Waters 710 4.1A Wrinkle in Time Madeleine L’Engle 740 4.4The True Confessions of Charlotte Doyle Avi 740 4.4

Novel List


Grd

The Outsiders S. E, Hinton 750 4.5The Westing Game Ellen Raskin 750 4.5Sarah Bishop Scott O'Dell 760 4.6The Best Christmas Pageant Ever Barbara Robinson 760 4.6The Giver Lois Lowry 760 4.6Great Exploration David Neufield 770 4.7My Brother Sam is Dead James Lincoln Collier 770 4.7The Sign of the Beaver Elizabeth George Speare 770 4.7Tuck Everlasting Natalie Babbitt 770 4.7Indian in The Cupboard Lynn Reed Banks 780 4.8The Glory Field Walter Dean Myers 800 5Bridge to Terabithia Katherine Paterson 810 5Charlie and the Chocolate Factory Roald Dahl 810 5Goodbye Vietnam Gloria Whelan 810 5Maniac Magee Jerry Spinelli 820 5.2The City in the Lake Rachel Neumeier 840 5.5The Witch of Blackbird Pond Elizabeth George Speare 850 5.5If You Traveled West in a Covered Wagon Ellen Levine 860 5.6James and the Giant Peach Roald Dahl 870 5.8The Light in The Forest Conrad Ritcher 870 5.8The View From Saturday E. L. Konigsburg 870 5.8Harry Potter and the Goblet of Fire J. K. Rowling 880 5.9Harry Potter and the Prisoner of Askaban J. K. Rowling 880 5.9Harry Potter and the Sorcerers Stone J. K. Rowling 880 5.9Caddie Woodland C. R. Brink 890 5.9Shiloh Phyllis Reynolds Naylor 890 5.9The Red Badge of Courage Stephen Crane 900 6Old Yeller Fred Gibson 910 6Roll of Thunder, Hear My Cry Mildred Taylor 920 6.3Our World of Mysteries Suzanne Lord 930 6.4

Novel List


Grd

The Golden Compass Philip Pullman 930 6.4Harry Potter and the Chamber of Secrets J. K. Rowling 940 6.5One Upon a Time in the North Phillip Paulman 940 6.5The Lion, Witch and Wardrobe C. S. Lewis 940 6.5Bud, Not Buddy Christopher Paul Curtis 950 6.7The Pigman Paul Zindel 950 6.7Mr. Blue Jeans Maryann N. Weidt 960 6.7Eragon Christoher Paloni 970 6.9Island of the Blue Dolphins Scott O'Dell 1000 7.4The Phantom Tollbooth Norton Juster 1000 7.4The Watsons Go to Birmingham Christopher Paul Curtis 1000 7.4The Wizard of Oz L. Frank Baum 1000 7.4The Eygpt Game Zilpha Keatley Snyder 1010 7.5Hatchet Gary Paulsen 1020 7.7Harry Potter and the Half Blooded Prince J. K. Rowling 1030 7.9April Morning Howard Fast 1050 8.2Tales of Real Escape Paul Dowswell 1060 8.5Anne Frank: Beyond the Diary Ruud van der Rot and Rian Verhoeven 1070 8.6D'Aulaires Book of Greek Myths Edgar Parin d'Aulaire 1070 8.6Blizzard Jim Murphy 1080 8.8The Diary of Anne Frank Anne Frank 1080 8.8Amos Fortune Free Man Elizabeth Yates 1090 8.8Across Five Aprils Irene Hunt 1100 8.9Castle David MacCaulay 1180 10.3Where the River Runs Nancy P. Graff 1340 13.7Animal Farm George Orwell 1370 13.9The Death of Lincoln: A Picture History of the Assassination Leroy Hayman Not Assigned 4.5Nothing But the Truth Avi Not Assigned 6.9

Novel List

SubjectFriendship

Colonial DaysMidieval TimesMysteryNF-‐Colonial Times

Missing Child**Adult Content**

HolocaustUnderground Railroad

Great Depression

Underground Railroad/Civil War

Science Fiction

Novel List

Subject1950'sMysteryRevolutionary War

Science Fiction/Government/CommunitiesNFRevolutionary War

Grief/Relationships

NF-‐Westward ExpansionFantasy/Insects

Witchcraft and WizardryWitchcraft and WizardryWitchcraft and WizardryNative Americans (1864-‐65)Internal Struggle/Animal Abuse

Racism/Civil Rights

Novel List

Subject

Witchcraft and Wizardry

Fantasy Englan WW II

NF-‐Levi Strauss

Scince FictionRacism/Civil Rights

Witchcraft and Wizardry

NFNF-‐HolocaustMythology

NF Diary/Holocaust

Civil WarNF-‐CastlesNF-‐Cambodian Refugees

NF-‐BiographyBill of Rights/Point of View/Freedom of Speech

elementary gt curriculum pacing guide grade 3—quarter 1 · fables, folktales, and myths from ......

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