grade 3 curriculum map: literacy & integrated content 2014 ... grade quarter 2 2014.pdf ·...

Grade 3 Curriculum Map: Literacy & Integrated Content 2014-2015

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition LRSD Elementary Literacy Department 3rd Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small group reading instruction. These skills and strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING AND LISTENING CC3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grade 3 topics & texts, building on others’ ideas & expressing their own clearly. • CC3SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation &

other information known about the topic to explore ideas under discussion. • CC3SL1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

care, speaking one at a time about the topics & texts under discussion). • CC3SL1c Ask questions to check understanding of info. presented, stay on topic & link comments to remarks of others. • CC3SL1d Explain own ideas & understanding in light of the discussion. CC3SL2 Determine the main ideas & supporting details of a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally. CC3SL3 Ask & answer questions about information from a speaker, offering appropriate elaboration & detail. CC3SL5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. CC3SL6 Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarification. LANGUAGE CC3L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. • CC3L3b Recognize & observe differences between the conventions of spoken & standard written English. CC3L4 Determine or clarify the meaning of unknown & multiple-meaning word & phrases based on grade 3 reading & content, choosing flexibly from a range of strategies. • CC3L4a Use sentence-level context as a clue to the meaning of a word or phrase. READING FOUNDATIONS CC3RF4 Read with sufficient accuracy and fluency to support comprehension. • CC3RF4a Read grade-level text with purpose & understanding. • CC3RF4b Read grade-level prose & poetry orally with accuracy, appropriate rate & expression. • CC3RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. READING STANDARDS FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC3RI9 Compare & contrast the most important points & key details presented in two texts on the same topic. CC3RL9 Compare & contrast the themes, settings, & plots of stories written by the same author about the same or similar characters (e.g., in books from a series). CC3RI10 By end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, at the high end of grades 2–3 text complexity band independently & proficiently. CC3RL10 By end of year, read & comprehend literature, including stories, dramas, & poetry, at the high end of the grades 2–3 text complexity band independently & proficiently.

Small Group Instructional Resources • CLLG pp. 4-5, genre lessons for “Discussion Starters” pp. 101-

108 • Teacher Support Booklet: Extending the CCSS (EXT) Unit 1

Instructional Routines: o p. C6 “Discussions & Presentations” o p. C9 “Formal & Informal English”

• EXT Unit 2, pp. C6-C7 “Compare & Contrast Texts on the Same Topic”

• EXT Unit 4, pp. C6-C7 “Compare & Contrast Stories in a Series” • EXT Unit 5, pp. C8-C9 “Create Audio Recordings” Leveled readers’ teacher’s guides: provide additional, explicit instruction and practice for the same weekly comprehension strategies & in-context vocabulary words. Interventions: In the TE behind the red “Intervention” tab & the teal “English Language Learners” tab or behind “Small Group” tabs Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself” Leveled texts from science & social studies should be used to study grade-level specific content. For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre. When available, use 2 guided reading texts on the same topic or story to compare & contrast. (See standards)

Partnered or independent work: • CLLG pp. 6-7 • Leveled readers’ teacher’s guides * The teacher’s guides for the HMH Leveled readers will provide additional, explicit instruction on the same comprehension & fluency lessons for the week. Weekly vocabulary words are also utilized in context within the leveled readers. **Independent practice may include word work

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 2 Lesson 10

D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

READING WORKSHOP

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CC3RI5 Use text features & search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CC3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CC3RI9 Compare & contrast the most important points & key details presented in two texts on the same topic.

COMPREHENSION/ FLUENCY Skill: Main Ideas & Details *Compare & Contrast Texts on the Same Topic Strategy: Summarize

CLLG p. Lesson 9 Weekly Focus p. 18

Read Aloud Young Thomas Edison, Model Fluency CLLG p. 58

Read Aloud: Ryan Hreljac, Saving Lives at 6, CLLG p. 59

Student Magazine p. RA 24 “Media Maze” EXT pp. C8-C9

Use Lesson EXT G3U2 pp.C6-C7 “Compare & Contrast Texts on the Same Topic”

CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

VOCABULARY TARGET VOCABULARY: signal, genius, gadget, invention, laboratory, electric, experiment, occasional VOCABULARY STRATEGY: Categorize & Classify

WSG pp. 120 – 121 Vocabulary in Context Word Cards 73-80


SPELLING/PHONICS Spelling Principle: Words with au, aw,al, o

WSG pp. 58 – 59

WRITING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

GRAMMAR Pronouns

Weekly Plan T362-T363

CC3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CC3W1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reason. CC3W1b Provide reasons that support the opinion. CC3W1c Use linking words & phrases (e.g., because, therefore, since, for example) to connect opinion & reasons. CC3W1d Provide a concluding statement or section.

WRITING Informative: Opinion

SUW 4-22 Definition & Function of Transitions, Tool 4-22a, 4-23 4-27 Paragraph Elaboration- the E’s/the Reds, Tools 4-27a, 4-27b 4-30 Connecting a Conclusion to a Topic Sentence



SCIENCE FOCUS/ESSENTIAL QUESTIONS Foresman Science Leveled Readers ESS.8.3.9 Demonstrate safety procedures related to severe weather ESS.10.3.1 Demonstrate how the planets orbit the sun ESS.10.3.2 Demonstrate the orbit of Earth & its moon around the sun ESS.10.3.3 Relate Earth’s rotation to the day/night cycle PS.7.3.2 Calculate a change in temperature using the Celsius scale NS.1.3.5 Estimate & measure length, mass, temperature, & elapsed time using International System of Units (SI).

What is the relationship of planets to the Sun? What patterns do the Earth, Sun, moon and stars show? How does the movement of Earth in relation to the Sun determine the pattern of day and night? Vocabulary: Demonstrate, rotate, solar system, cycle

Patterns in the Sky (Below Level) The Sky’s Patterns (On Level) The Sun & the Seasons (Advanced) The Solar System (Below Level) The Sun and Its Planets (On Level) Space Station Life (Advanced)

SOCIAL STUDIES FOCUS Materials/Links to Lessons Essential Question How has technology changed our community? Guiding Question(s) How do new inventions cause people’s lives to change? Social Studies SLEs G.3.3.1 Discuss different types of transportation & communication links between communities H.6.3.8 Compare artifacts from events in various periods of history H.6.3.9 Identify ways in which technology has changed the world (e.g., computers, fax machines, cell phones) See Social Studies Curriculum Map for Detailed Lessons & Resources

The impact of technology on communities Bully Proofing Your School

Social Studies Content Invention Lesson Harcourt SS text pp. 170-175 “Inventions in Communities” Reading Connections CLLG “Cause & Effect” p. 56 Journeys: Kamishibai Man Writing Connections “One of the most important inventions ever is_______.” Provide support for your choice. Assessment Research: How does technology change communities? (Refer to Invention Lesson) Use Step Up to Writing for how to conduct research.

VOCABULARY

Technology Invention

http://ssthirdgrade.wikispaces.com/file/view/Inventions+Lesson.pdf




D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Teacher Support Booklet: Extending the Common Core Standards (Front pocket of TE)

LRSD Elementary Literacy Department 3rd Grade Literacy & Integrated Content Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RL2 Recount stories, including fables, folktales, & myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text. CC3RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, & cause/effect. CC3RI4 Determine the meaning of general academic & domain-specific words & phrases in a text relevant to a grade 3 topic or subject area.

COMPREHENSION/FLUENCY Skill: Fact & Opinion Strategy: Question Genre: Biography, Informational Text

Academic Vocabulary: Biography pausing phrasing Opinion suffix alliteration inference context fact author’s view informational text

Fluency: Phrasing, Natural Pauses

Suggested Weekly Focus CLLG p. 19

TE pp. T14-15 Read Aloud “J-Block”

CLLG p. 61

T24-25 Develop Background/Target Vocab

TE pp. T28-T38 “Jump”

CLLG p. 60

TE pp. T30, T32, T33 Stop & Think

TE pp. T46-47 Fact & Opinion

TE pp. T52-53 Read “Science for Sports Fans”

CLLG p. 61

TE p. T53 Make Connections

T66 Weekly Test Comprehension Fact & Opinion 11.5-11.7

CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes.

VOCABULARY TARGET VOCABULARY: Championship, professional, rooting, competitor, entire, power, athlete, court Vocabulary Strategies: Suffixes –y, -ful, -ous

WSG 122-123 Vocabulary in Context Cards 81-88

Weekly Test 11.2-11.4


PHONICS Phonics: Vowel Dipthongs oi, oy Spelling Principle: Vowel Sound in “joy” Spelling Words BASIC: joy, point, voice, join, oil, coin, noise, spoil, toy, joint, boy, soil, choice, boil REVIEW WORDS: come, are CHALLENGE: poison, destroy

WSG p. 60-61 Other Resource:

T56 Connect to Writing




STANDARDS (November) FOCUS/ESSENTIAL QUESTIONS Scott Foresman Leveled Readers: NOTEBOOK PROMPTS ESS.8.3.9 Demonstrate safety procedures related to severe weather ESS.10.3.1 Demonstrate how the planets orbit the sun ESS.10.3.2 Demonstrate the orbit of Earth & its moon around the sun ESS.10.3.3 Relate Earth’s rotation to the day/night cycle PS.7.3.2 Calculate a change in temperature using the Celsius scale NS.1.3.5 Estimate & measure length, mass, temperature, & elapsed time using International System of Units (SI).

What is the relationship of planets to the Sun?

What patterns do the Earth, Sun, moon & stars show?

How does the movement of Earth in relation to the Sun determine the pattern of day & night?

Vocabulary: Demonstrate, rotate, solar system, cycle

Patterns in the Sky (Below Level) The Sky’s Patterns (On Level) The Sun & the Seasons (Advanced) The Solar System (Below Level) The Sun & Its Planets (On Level) Space Station Life (Advanced)

Write a paragraph describing what you see when using a telescope.

A model/picture of the solar system is different from the real solar system. Explain at least three differences.

Pretend you are one of the planets other than the Earth. Compare & contrast the differences between that planet & Earth.

WRITING WORKSHOP: WHOLE GROUP LESSONS CC3L1b Form and use regular and irregular plural nouns. GRAMMAR

More Plural Nouns Weekly Plan T6 – T7

T67 Weekly Test 11.10-11.11

CC3W1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons. CC3W1b Provide reasons that support the opinion CC3W3d Provide a sense of closure. CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. CC3L1i Produce simple, compound, & complex sentences. CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC3L3b Recognize & observe differences between the conventions of spoken & written standard English

WRITING Editing Revising & Publishing

10-3 Checklists for Revision Tools 10-3a, 10-3b

10-6 Peer Review/Editing/Revision (Quick Checks for Topic Sentences, Tool 10-10e)

10-7 Editing with CUPS, Bonus Tool 10-7-1

10-7 Editing with CUPS Tools 10-7a-10-7d

CONTENT AREA STANDARDS & LESSONS




Social Studies Focus Materials/Links to Lessons

Essential Question(s) How do we know what really happened in the past? How and why do we celebrate holidays? Guiding Questions What challenges do people have to overcome to settle into an area? What was America’s first permanent settlement? What is Veterans Day? What does it mean to be patriotic? Social Studies SLEs C.5.3.1 Examine the significance of national symbols and the role they play in fostering effective citizenship (e.g., National Anthem, Liberty Bell, Pledge of Allegiance, American Flag, Statue of Liberty, United States Constitution) G.3.3.2 Describe human settlements (e.g., cities, towns, communities, villages) H.6.3.11 Identify Jamestown as the first permanent American settlement H.6.3.12 Discuss John Smith’s role and influence in the establishment of a self-sufficient settlement in Jamestown H.6.3.19 Identify similarities and differences among the American Indians and Pilgrims: housing, clothing, foods, traditions, tools See Social Studies Curriculum Map for Detailed Lessons & Resources

Veterans Day Jamestown Pocahontas

Social Studies Content Veterans Day Wall of Peace/ Tribute to all Veterans Lesson (Use this lesson on Veterans Day) Veterans Day PowerPoint Smartboard—What Is Veterans Day Smartboard—Veterans Day Symbols Reading Connections CLLG MINILESSON Fact and Opinion p. 60 Pocahontas Saved the Jamestown Settlers: Fact or Opinion Lesson Pocahontas Image Pocahontas Time line Pocahontas Read Like a Historian (Great lesson to address how two different sources may present different accounts of the facts for the same event. Modifications for the lesson will be needed) Background Information Pocahontas Writing Connections Write an informational paragraph with facts about Veterans Day. Assessment Wall of Peace Respond to the question “”Do you think the people of Jamestown would have survived in the new world without the help of Pocahontas and the Natives?

Vocabulary

Settlement Slavery Monument Conflict Memorial Settler Anthem Claim Veteran Patriotic symbol

http://ssthirdgrade.wikispaces.com/file/view/Tribute+to+Veterans+Lesson.pdf

http://ssthirdgrade.wikispaces.com/file/view/Veterans+Day+PowerPoint.ppt

http://ssthirdgrade.wikispaces.com/file/view/Veteran%27s%20Day%202%202.notebook/443172980/Veteran%27s%20Day%202%202.notebook

http://ssthirdgrade.wikispaces.com/file/view/Veterans%20Day%20file.notebook/443172986/Veterans%20Day%20file.notebook

http://ssthirdgrade.wikispaces.com/file/view/Pocahontas+Saved+the+Jamestown+Settlers++Fact+or+Opinion+Lesson.pdf

http://ssthirdgrade.wikispaces.com/file/view/Pocahontas+Image.pdf

http://ssthirdgrade.wikispaces.com/file/view/PocahontasTimeline.pdf

http://ssthirdgrade.wikispaces.com/file/view/Pocahontas+Read+Like+a+Historian+Lesson.pdf

http://ssthirdgrade.wikispaces.com/file/view/Background+Pocahontas.pdf


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt WSG=Word Study Guide CLLG= HMH Comprehensive Language & Literacy Guide SUW= Step Up to Writing EXT=Extending the Common Core Standards (Front pocket of TE)

LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014


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

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Visualize Genre: Realistic Fiction Academic Vocabulary: Narrator Characters End Beginning Setting Middle Visualize Plot (action) Dialogue Predictions Inferences Story structure Fluency: Stress


CLLG p. 63

T102-103 Read Aloud “The Art Contest”

Model Fluency

T112-113 Develop Background/Target Vocabulary

T116-126 Read “The Science Fair”

CLLG p. 62

T119, T122, T125 Stop & Think

T134-135 Story Structure

Leveled Reader Critical Thinking Blackline Masters 8.7-8.10 Grab-and-Go! pp. 9-12

Reading Standards CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

VOCABULARY TARGET VOCABULARY: report, erupt, presentation, creative, charts educational, certificate, impressive, Vocabulary Strategies: idioms

WSG pp. 124-125 Other Resources: Weekly Plan T94 – T95

Introduce Vocabulary in Context Cards 89-96

T142-243 Vocabulary Strategies: Idioms

Projectable 12.10 Idioms

CC3RI4 Determine the meaning of general academic & domain-specific words & phrases in a text relevant to a grade 3 topic or subject area. CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L2f Use spelling patterns & generalizations in writing words

PHONICS Words Ending in –er, -ie Spelling Principle: Homophones Spelling Words BASIC: hole, whole, its, it’s, hear, here, won, one, our, hour, their, there, fur, fir REVIEW WORDS: road, rode CHALLENGE: peace, piece

WSG pp. 62-63 Other Resources: Weekly Plan T94 – T95

T132 Words Ending in –er & –ie

T147 Words Ending in –er & -ie

T128 Word Sort

T136 Build Homophones


WSG pg. 63 DAY 5




WRITING WORKSHOP: WHOLE GROUP LESSONS CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

GRAMMAR More Proper Nouns Abstract Nouns

Weekly Plan T94 – T95 EXT pps. C10 – C11

CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task and purpose. CC3L1e Form & use simple (e.g., I walked; I walk; I will walk) verb tenses. CC3L3b Recognize & observe differences between the conventions of spoken & written standard English. CC3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, & audiences

WRITING Narrative: Imaginative

T285 “Introduce the Model” T321 Prewrite SUW 6-6 Six Steps for Writing a Story SUW 6-7 Quick-Sketch & Quick Note Planning pp. 262-264; Tools 6-7a, 6-7b, & 6-7c SUW 6-8 Sequencing Events, pp. 271-272 (At this point students should have a plan to use for drafting.)

SUW 6-12 Ways to Begin a Story, Tools 6-12-1, 6-12-2

10-18a Story Writing Scoring Guide Tool 10-18a (RED DISC)

STANDARDS (DECEMBER) FOCUS Scott Foresman Science Readers: NOTEBOOK PROMPTS

ESS.9.3.1 Analyze the effect of wind & water on Earth’s surface

How does weather affect our daily lives? Vocabulary: Analyze, weathering, erosion

Changes on Earth (Below Level) Our Changing Earth (On Level) Follow a River (Advanced) (Also listed in April) Weather (Below Level) Weather and Storms (On Level) Weather Record Breakers (Advanced)

Write a paragraph explaining why plants are important in the protection of soil from water and wind erosion. How does wind and water affect the Earth’s surface? Include supporting details.


Essential Question: How do we know what really happened in the past? Guiding Questions Why were each of the 13 colonies established? What was life like in each of the colonies? Social Studies SLEs H.6.3.7 Analyze a timeline that illustrates selected historical events H.6.3.13 Identify the causes for the establishment of the 13 colonies (e.g., gold, tobacco, religion) H.6.3.8 Compare artifacts from events in various periods of history H.6.2.6 Determine how photos & documents are used to gather information about the past. See SocialStudies Curriculum Map for Lessons & Resources

Thirteen Colonies Social Studies Content The Thirteen Colonies Lesson (Students will need to go the computer lab to access the family they will research from the lesson)

Smartboard Colonial Life

Smartboard Colonial Life and the Thirteen Colonies

13 Colonies PowerPoint

Interactive Website: “Two Families” http://amhistory.si.edu/house/thishouse/pastinhabitants.asp

(How do artifacts help us understand what life was like in the past?) Reading Connections: CLLG “Story Structure” p. 62 Use books with stories about life in the colonies to identify the plot (problem, events, solution) Writing Connections: Use information you have learned about life in the colonies and imagine that you are living in one of the colonies and write about a day in your life. Assessment: Map Questions and Research Questions from The Thirteen Colonies Lesson.

Vocabulary

Freedom Independence Colony Constitution New England Agriculture Revolution Middle Colonies Artifacts 13 Colonies Southern Colonies

http://ssthirdgrade.wikispaces.com/file/view/The+Thirteen+Original+Colonies+Lesson.pdf

http://ssthirdgrade.wikispaces.com/file/view/Colonial+Life.notebook

http://ssthirdgrade.wikispaces.com/file/view/Colonial+Life+and+the+Thirteen+Colonies.notebook

http://ssthirdgrade.wikispaces.com/file/view/Colonies+Powerpoint.ppt

http://amhistory.si.edu/house/thishouse/pastinhabitants.asp

http://ssthirdgrade.wikispaces.com/file/view/The+Thirteen+Original+Colonies+Lesson.pdf


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt WSG=Word Study Guide CLLG= HMH Comprehensive Language & Literacy Guide SUW= Step Up to Writing GREEN or RED manual; Tools from Red Disc when indicated EXT=Extending the Common Core Standards (Front pocket of TE)



COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text. CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CC3RL3 Describe characters in a story & explain how their actions contribute to the sequence of events. CC3RI9 Compare & contrast the most important points & key details presented in two texts on the same topic. CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

COMPREHENSION/FLUENCY Skill: Compare & Contrast Strategy: Analyze/Evaluate Genre: Legend, Informational Text Academic Vocabulary: Analyze Evaluate Compare Contrast Fluency: Rate


T190-191 Read Aloud “The Best Worst Day”

CLLG Mini-lesson p. 65

Model Fluency

T200-201 Develop Background/Target Vocab

T202-203 Introduce Comprehension: Analyze/Evaluate; Compare & Contrast

T204-214 Read “Yonder Mountain”


T207, T210, T213 Stop & Think

228-229 Read “Trail of Tears”


T229 Make Connections to Social Studies Use Lesson EXTG3U2 pp.C6-C7 “Compare & Contrast Texts on the Same Topic” as a model to teach TE U3 pp.T229 “Text to Text” Use Lesson EXT G3U2 pp. C4-C5 “Distinguish Point of View” to model supporting an opinion with texts from TE U3 pp.T236 under “Read to Connect”

T242 Weekly Test Compare & Contrast Strategies: Target Vocabulary 13.5-13.7 Grab & Go Running Record Blackline Masters 13.1-13.14

Reading Standards CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

VOCABULARY TARGET VOCABULARY: examined, peak, fondly, steep, rugged, mist, pausing, pleaded Vocabulary Strategies: Homophones/Homographs

WSG pp. 126 - 127 Other Resources: Weekly Plan T182-T183

Introduce Vocabulary in Context Cards 97-104

T230-231 Vocabulary Strategies: Homophones & Homographs

CC3RI4 Determine the meaning of general academic & domain-specific words & phrases in a text relevant to a grade 3 topic or subject area. CC3L2f Use spelling patterns and generalizations in writing words.

PHONICS Contractions n’t, ‘d, ‘ve Principle: Contractions Spelling Words BASIC: hole, whole, its, it’s, hear, here, won, one, our, hour, their, there, fur, fir REVIEW WORDS: road, rode CHALLENGE: peace, piece

WSG pp. 64-65 Other Resources: Weekly Plan T182-T183

T216 Word Sort

T224 Build Contractions






GRAMMAR Subject-Verb Agreement

Weekly Plan T182-T183 T196, T216, T224, T232, T238-239

T243 Weekly Test 13.10-13.12

CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task and purpose. CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC3L3b Recognize & observe differences between the conventions of spoken & written standard English.


6-15 Function & Variety of Story Transitions Tool 6-15b

6-17 Options for Writing the End of the Story

6-18 Comparing the Beginning & the End of the Story, Tool 6-18a

6-19 Six Tips for Writing a First Draft Tools 6-19a, 6-19b

Tool 10-18a Stories Scoring Guide Examples: Tool 10-18b, 10-18c


STANDARDS (DECEMBER) FOCUS/ESSENTIAL QUESTIONS Scott Foresman Science Leveled Readers NOTEBOOK PROMPTS

ESS.9.3.1 Analyze the effect of wind and water on Earth’s surface

How does weather affect our daily lives? Vocabulary: Analyze, weathering, erosion

Changes on Earth (Below Level) Our Changing Earth (On Level) Follow a River (Advanced) Weather (Below Level) Also listed in April Weather and Storms (On Level) Also listed in April Weather Record Breakers (Advanced) Also listed in April

Write a paragraph explaining why plants are important in the protection of soil from water & wind erosion.

How does wind & water affect the Earth’s surface? Include supporting details.





Essential Question(s) How do we know what really happened in the past? What happens when cultures meet? Guiding Questions What was the Indian Removal Act of 1830? Why were the Cherokee forced on the Trail of Tears and what was it like? What did President Jackson’s speech reveal about his viewpoint of the Native Americans? What did the poem “Trail of Tears” and the picture reveal about results of the Indian Removal Act? Social Studies SLEs H.6.3.8 Compare artifacts from events in various periods of history H.6.2.6 Determine how photos and documents are used to gather information about the past. See Social Studies Curriculum Map for Detailed Lessons and Resources

Trail of Tears Indian Removal

Social Studies Content These Natives Have Got to Go Lesson Teacher Script “Story of the Trail of Tears” Trail of Tears Story Template Reading Connections CLLG “Compare and Contrast” p. 64 Journeys—Yonder Mountain: A Cherokee Legend Student Book pp 430-446; The Trail of Tears Student Book pp 448-450.; Vocabulary Reader—The Daily Life of the Cherokee; Background Cherokee History Student Book p. 428 Journeys p. 429 Compare and Contrast characters Yonder Mountain Writing Connections Write a narrative about a typical day along the Trail of Tears as a Cherokee Indian. It can be in the form of a story, diary, or journal. Assessment Instruct students to imagine that each of them is a Cherokee child whose family is about to embark on the Trail of Tears. Tell them that their Cherokee family has heard the horror stories of the families that are already on the Trail. Based on what they’ve seen and read, write a letter to President Andrew Jackson asking him to let their family stay in the land they love and consider home. Students should include examples of why the Trail is so dangerous and use persuasive techniques.

Vocabulary

Indian Removal Act 1830 Trail of Tears President Andrew Jackson Territory Cherokee

http://ssthirdgrade.wikispaces.com/file/view/These%20Indians%20Have%20Got%20to%20Go%20Indian%20Removal%20Lesson.pdf/443187334/These%20Indians%20Have%20Got%20to%20Go%20Indian%20Removal%20Lesson.pdf

http://ssthirdgrade.wikispaces.com/file/view/Teacher%20Script%20for%20Trail%20of%20Tears%20Story.doc/443187762/Teacher%20Script%20for%20Trail%20of%20Tears%20Story.doc

http://ssthirdgrade.wikispaces.com/file/view/The%20Story%20of%20the%20Trail%20of%20Tears%20Template.pdf/443194846/The%20Story%20of%20the%20Trail%20of%20Tears%20Template.pdf


D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Extending the Common Core Standards (Front pocket of TE)



COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3RL1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. CC3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CC3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CC3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

COMPREHENSION/FLUENCY Skill: Author’s Purpose (Author’s Reasons for Writing) Strategy: Summarize Genre: Informational Text Fluency: Accuracy

• Weekly Focus: CLLG p. 22 • Projectable 14.4 • T324-T325 “Connect & Extend”

Aero & Officer Mike: CLLG p. 66 • T292 - T293 • T303 “Your Turn” More Than A Pet: CLLG p. 66 Kids & Critters: CLLG p. 67 • T317-T318

CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CC3RI4 Determine the meaning of general academic & domain-specific words & phrases in a text relevant to a grade 3 topic or subject area.

VOCABULARY TARGET VOCABULARY: Lying, loyal, partners, shift, quiver, patrol, ability, snap VOCABULARY STRATEGIES: Prefixes in-, im- ACADEMIC LANGUAGE: Author’s purpose, infer, author’s message

WSG pp. 128 - 129 Introduce Vocabulary in Context CARDS 105-112

CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L2f Use spelling patterns & generalizations (word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICS/WORD STUDY Phonics: words with ar, or, ore Spelling Principle: Vowel + r sounds Spelling List: horse, mark, storm, chore, market, acorn, artist, March, north, barking, stork, thorn, forest, restore

• WSG pp. 66-67 (To differentiate, use “Struggling” or “Advanced” lists)




WRITING WORKSHOP: WHOLE GROUP LESSONS CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & their functions in particular sentences. CC3L1e Form & use the simple (e.g., I walked; I walk; I will walk) verb tenses. CC3L1f Ensure subject-verb and pronoun-antecedent agreement.

GRAMMAR

Pronouns & Verbs

Weekly Plan pp. T270-T271

CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CC3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CC3L3b Recognize & observe differences between the conventions of spoken & written standard English. CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. CC3W10 Write routinely over extended time frames & shorter time frames for a range of discipline-specific tasks, purposes, & audiences CC3L2g Consult reference materials, including beginning dictionaries, to check & correct spellings.


SUW:

6-20 Working on the Qualities of a Good Story, Tools 6-20a

10-18 Stories Scoring Guide

10-1 Neat Paper Rules

Tool 10-18a Stories Scoring Guide

Examples: Tool 10-18b, 10-18c


STANDARDS (January) FOCUS Foresman Science Readers:

NOTEBOOK PROMPTS

PS.7.3.4 Differentiate between magnets and non-magnets PS.7.3.5 Describe the effect of distance on attraction & repulsion PS.7.3.6 Construct a magnet by the “Touch/Stroke” method NS.1.3.2 Develop questions that guide scientific inquiry NS.1.3.3 Conduct scientific investigations individually & in teams: lab activities, field studies NS.1.3.4 Communicate the results of scientific investigations NS.1.3.6 Collect & analyze measurable empirical evidence as a team and/or as individuals

How does distance

affect magnetic

attraction?

Vocabulary:

empirical, attraction,

differentiate

Forces & Motion (Below

Level)

How Things Move (On

Level) How Bikes Work

(Advanced)

• Make a list of the magnets in the classroom & at

home. Explain the use of each. What are other

ways magnets can be used?

• Choose a magnet. Then generate four questions

that would guide you in learning & experiencing

more with magnets.





Essential Question(s) What can we learn about a culture

through its celebrations?

Guiding Questions

How and when do different

cultures celebrate the New Year?

Who immigrated to America?

What makes America diverse? Social Studies SLEs G.2.3.2 Identify cultural traits of ethnic groups that live in Arkansas G.2.3.1 Discuss several customs in the United States and tell how they originated. See Social Studies Curriculum Map for Detailed Lessons and Resources

What Makes our Community Diverse? New Year’s Celebrations Immigration

Social Studies Content

What Can We Learn About a Culture through Its Celebrations Lesson

New Year Customs PowerPoint

Teacher selected fiction and nonfiction books New Years Day different cultures.

New Year’s Tradition Class Matrix

Reading Connections

CLLG “Author’s Purpose” p. 66

Read trade books on how different cultures celebrate. Read about how they celebrate the New Year.

Identify the author’s reason for writing the book & provide clues to support why you think this.

Writing Connections

Write an imaginative narrative about celebrating the New Year in another country.

Assessment Three New Year Resolutions—Choose one and develop a plan for how you will accomplish this resolution.

___ has the best way to celebrate the New Year. Support your opinion with facts on how this culture or

country celebrates the New Year.

Create a poster for celebrating the New Year in one of the cultures you read about. It should show evidence of what you learned about how the culture celebrates the New Year. The author’s purpose for this writing assignment is to give information on a specific culture’s New Year and how they celebrate the New Year.

Vocabulary

Prejudice Migrate Population Density Ethnic group Multicultural Diverse Tradition Holiday Immigrant Culture Festival

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

http://ssthirdgrade.wikispaces.com/file/view/New_Year_Customs.ppt

http://ssthirdgrade.wikispaces.com/file/view/New+Years+Traditions+Matrix.pdf





COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CC3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

COMPREHENSION/FLUENCY Skill: Understanding Characters (What

Characters Say & Do/How Characters Change)

Strategy: Infer/Predict Directions: How the author explains how to do Something Fluency: Expression

Suggested Weekly Focus CLLG p. 23 The Extra-good Sunday CLLG p. 68 Give Yourself a Gift CLLG p. 69 Technology Wins the Game (Student Magazine p. RA 28) EXT pp. C3 – C4

Leveled Reader

Critical Thinking

Blackline Masters

8.7-8.10

Grab-and-Go! pp. 9-12

CC3L2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. CC3L3a Choose words and phrases for effect. CC3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language.

VOCABULARY ACADEMIC VOCAB: infer, Characters, motive, motivation, relationships TARGET VOCAB: tense, Anxiously, recommended, degrees, remarked, festive, ingredients, cross VOCABULARY STRATEGIES: Using a Thesaurus/Shades of Meaning

WSG pp. 130-131

EXT pp. C8 – C9 “Vocabulary in Context” Cards 113-120


CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICS/WORD STUDY Phonics: Words with er, ir, ur, or Spelling Principle: Vowel + /r/sound in nurse

WSG pp. 68-69 Weekly Plan T358-T359


CC3L1a Explain the function of nouns, pronouns, verbs, adjectives,

& adverbs in general & functions in particular sentences.

CC3L1f Ensure subject-verb & pronoun-antecedent agreement.*

CC3L3b Recognize & observe differences between the conventions of spoken & standard written English.

GRAMMAR Forming the Past Tense

Weekly Plan T358-T359 Weekly Test 15.10-15.12




CC3W1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons. CC3W1b Provide reasons that support the opinion CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CC3W2d Provide a concluding statement or section. CC3W3d Provide a sense of closure. CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task and purpose. CC3W10 Write routinely over extended time frames & shorter time frames for a range of discipline-specific tasks, purposes, & audiences

WRITING Editing, Revising, Publishing

SUW:

6-22 Writing Drafts & Revising Tool 6-22a

6-23 Five Tips for Revising Tool 6-23a

6-24 Editing & Proofreading Tools 6-24a

Tool 10-18a Stories Scoring Guide Examples: Tool 10-18b, 10-18c

CONTENT AREA STANDARDS & LESSONS STANDARDS (January) FOCUS MATERIALS NOTEBOOK PROMPTS

PS.7.3.4 Differentiate between magnets and non-magnets PS.7.3.5 Describe the effect of distance on attraction & repulsion PS.7.3.6 Construct a magnet by the “Touch/Stroke” method NS.1.3.2 Develop questions that guide scientific inquiry NS.1.3.3 Conduct scientific investigations individually & in teams: lab activities, field studies NS.1.3.4 Communicate the results of scientific investigations (e.g. graphs, charts, & writings) NS.1.3.6 Collect & analyze measurable empirical evidence as a team and/or as

individuals

How does distance

affect magnetic

attraction?

Vocabulary:

Differentiate,

empirical, attraction

Scott Foresman Science

Leveled Readers:

Forces & Motion (Below Level)

How Things Move (On Level)

How Bikes Work (Advanced)

• Make a list of the magnets in the

classroom & at home. Explain the

use of each. What are other ways

magnets can be used?

• Choose a magnet. Then generate four questions that would guide you in learning & experiencing more with

magnets.




Social Studies Focus/Vocabulary Materials/Links to Lessons

Essential Question(s) What can we learn about a culture

through its celebrations?

Guiding Questions

How and when do different cultures

celebrate the New Year?

Who immigrated to America?

What makes America diverse? Social Studies SLEs G.2.3.2 Identify cultural traits of ethnic groups that live in Arkansas G.2.3.1 Discuss several customs in the United States and tell how they originated. See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies Focus What Makes our Community

Diverse?

New Year’s Celebrations

Immigration

Social Studies Content

What Can We Learn About a Culture through Its Celebrations Lesson

Reading Connections

CLLG “Understanding Characters” p. 68

Use trade books on celebrations from different cultures or stories about immigrants that came

to our country to teach this lesson.

Writing Connections

Write an imaginative narrative about celebrating the New Year in another country.

Assessment Three New Year Resolutions—Choose one and develop a plan for how you will accomplish

this resolution.

___ has the best way to celebrate the New Year. Support your opinion with facts on how this

culture or country celebrates the New Year.

Create a poster for celebrating the New Year in one of the cultures you read about. It should

show evidence of what you learned about how the culture celebrates the New Year. The

author’s purpose for this writing assignment is to give information on a specific culture’s New

Year and how they celebrate the New Year.

Vocabulary

Prejudice Migrate Population Density Ethnic group Multicultural Diverse Tradition Holiday Immigrant Culture Festival

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




READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RI2 Determine the main idea of a text; recount the key details & explain how they support the main idea.

CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CC3RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. CC3RL9 Compare & 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).

COMPREHENSION/ FLUENCY Skill: Main Idea & Details Strategy: Monitor/Clarify Genre: Informational Text Fluency: Intonation

Suggested Weekly Focus CLLG p. 24 A Mr. Rubbish Mood, CLLG p. 70 Counting Cans, CLLG p. 71 Save the Rain Forest”, CLLG p. 71 “Make Connections in a Technical Text” EXT C4-C5 Use Lesson EXT G3U4 pp.C6-C7 “Compare & Contrast Stories in a Series”


CC3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. CC3RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & in particular sentences.

VOCABULARY STRATEGIES: Context Clues

Weekly Plan T6-T7 WSG. Pgs. 132-133 Vocabulary in Context cards 121-130


CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICS/ SPELLING Phonics: Words with air, ear, are Spelling Principle: Vowel + r sounds

WSG p. 70-71 Weekly Plan T6-T7




CONTENT AREA STANDARDS & LESSONS STANDARDS (January) FOCUS MATERIALS NOTEBOOK PROMPTS

PS.7.3.4 Differentiate between magnets and non-magnets PS.7.3.5 Describe the effect of distance on attraction and repulsion PS.7.3.6 Construct a magnet by the “Touch/Stroke” method NS.1.3.2 Develop questions that guide scientific inquiry NS.1.3.3 Conduct scientific investigations individually & in teams: lab activities, field studies NS.1.3.4 Communicate the results of scientific investigations (e.g., graphs, charts & writings) NS.1.3.6 Collect & analyze measurable empirical evidence as a team and/or as individuals

How does distance affect magnetic attraction? Vocabulary: Differentiate, empirical, attraction

Foresman Science Readers: Forces & Motion (Below Level) How Things Move (On Level) How Bikes Work (Advanced)

• Make a list of the magnets in the classroom & at home. Explain the use of each. What are other ways magnets can be used? • Choose a magnet. Then generate four questions that would guide you in learning & experiencing more with magnets.

WRITING WORKSHOP: WHOLE GROUP LESSONS CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & in particular sentences. CC3L1g Form & use comparative & superlative adjectives & adverbs, & choose between them depending on what is to be modified.

GRAMMAR Adjectives

Weekly Plan T6-T7

CC3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons. CC3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. CC3W2d Provide a concluding statement or section. CC3W2a Introduce a topic & group related information together; include illustrations when useful to aiding comprehension. CC3W2b Develop the topic with facts, definitions, and details. CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.

WRITING Informative: Technical

SUW:

4-7 Planning with an Informal Outline, Tools 4-6a, 4-6b, Tools 4-5c, 4-7a

4-8 Accordion Paragraphs, Tool 4-8a

9-13 Technical Writing, Tools 9-13a, 9-13-1

4-18 Topic Sentence Variety, Tools 4-18c, 4-18d

10-11 Quick Check for Topic Sentences, 10-11e

10-13 Quick Check for Speeches, Tool 10-13a





Essential Question What is the difference between surviving and living? Guiding Questions What are some ways that you can make a difference in the world? How were the two Bobbies able to survive on the streets of New Orleans? What was the quality of life for the two Bobbies as they fought to survive on the streets of New Orleans? Social Studies SLEs C.5.3.2 Describe how citizens contribute to the improvement of a community. H.6.3.6 Recognize individuals who contributed to the common good of society. See Social Studies Curriculum Map for Detailed Lessons & Resources

Making a Difference in the World

Social Studies Content Reading Connections CLLG “Author’s Purpose” p. 70 Journeys Unit 4 Lesson 16 T29-36 A Mr. Rubbish Mood from Judy Moody Saves the World Journeys Unit 4 Lesson 16 T50-51 Save the Rain Forest Detailed Description of Lesson 16—Use to teach this week’s lessons. All links to resources included on lesson. Save to computer for easy access. Two Bobbies Book Talk The Two Bobbies http://www.youtube.com/watch?v=lqLxtHR6x70 This is an actual news story about the two Bobbies

Writing Connections Write an email, letter or memo to another person outlining a plan of what you would like to do to make a difference in the world. Ask them for their help and explain what you would like for them to do.

Assessment After reading the story of The Two Bobbies or listening to the book talk, have students write what they think the author’s purpose was.

The stories for this week have had to do with making a difference in the world and how those actions help us move beyond survival to being able to live full, happy, productive lives. Have students write a paragraph telling about what they would like to do to make a difference in the world.

Vocabulary

Survival

Hurricane Katrina Note: A copy of the book Two Bobbies by Kirby Larson & Mary Nethery to read would enhance this lesson. However, the book trailer & You Tube news story can be used if a copy is not available.

http://ssthirdgrade.wikispaces.com/file/view/Conflicts%20in%20History%20Lesson%2016.pdf/398409904/Conflicts%20in%20History%20Lesson%2016.pdf

http://www.youtube.com/watch?v=noekZOevj7I

http://www.youtube.com/watch?v=lqLxtHR6x70

grade 3 curriculum map: literacy & integrated content 2014 ... grade quarter 2 2014.pdf ·...

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