week grade 3 • unit 4 question of the week: what behaviors are unique to different ... ·...

Question of the Week: What behaviors are unique to different animals?Concepts: Understand that animals have unique behaviors; identify some animals with protective behaviors; describe how unique animal behaviors help animals survive.

5 Grade 3 • Unit 4

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 3 • Unit 4 • 11Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

ObjectivesTo introduce and discuss concepts and vocabulary related to unique animal behaviors.Use: Student Book, pp. 144–145.

To have students use words to describe unique animal behaviors.

To have students write a sentence(s) about Bear’s and Porcupine’s unique behaviors.

ELD Standard R: Use content-related vocabulary in discussions and reading.

DAY 1Concept & Vocabulary Development

P/Q What kinds of animal behaviors can you think of that are unique to a porcupine?

Lesson Vocabulary for the Week

(* = Academic Vocabulary)

bobcat*, behaviors*, echoed*, hibernate(s)*, porcupine*, quills*, predator(s), protection

Content Vocabulary

itself, protect, sharp, winter, roll, ball, pokes

P/Q What is Bear’s unique behavior? What is Porcupine’s unique behavior?

Have students use the Description Map to say a sentence about the behavior of the animal the class chooses: a bear, a bobcat, or a porcupine.

• What behaviors does our animal have?

• How do these behaviors help our animal?

Skill Check: Practice Book, p. 149

B The porcupine uses its ______. B Bear ______.

Porcupine pokes out sharp ______.

EI The porcupine uses its sharp ______. EI Bear ______ all winter.

Porcupine rolls into a ball and pokes out sharp ______.

I The ______ uses its sharp ______ to protect itself.

I Bear ______ all winter.

Porcupine rolls into a ball and pokes out sharp ______ for protection.

EA The ______ uses its sharp ______ to protect itself from predators.

EA Bear ______ all winter.

Porcupine rolls into a ball and pokes out sharp ______ for ______.

A The ______ uses its sharp ______ to protect itself from ______.

A Bear ______ all winter.

To protect himself, ______ rolls into a ______ and pokes out sharp ______.

RDG10_LCSF03_CA_U4W5.indd Page 111 6/30/10 7:57:33 PM sf-024 /Volumes/107/SF00415/work/indd/Grade_3

Grade 3 • Unit 4 Question of the Week: What behaviors are unique to different animals?Concepts: Understand that animals have unique behaviors; identify some animals with protective behaviors; describe how unique animal behaviors help animals survive.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring5WEEK

Grade 3 • Unit 4 • Page 112Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Objectives

To have students use words with the syllable pattern VCCCV and words with three consonants together.

To have students recognize and use words with the syllable pattern VCCCV and words with three consonants together.

To have students use words with the syllable pattern VCCCV and words with three consonants together to write a sentence about unique behaviors of animals.


DAY 2Word Analysis

P/Q Name an animal and then name something that makes it unique.

Lesson Vocabulary

monster, hundred, surprise, pilgrim, complete, thirsty, partner, merchant, stream, striped, stripes

Content Vocabulary

hunt, hide, grass, hiding, zebra, animals, tigers

P/Q Name an animal and its unique behavior. Revisit the concept of unique animal behaviors and how they help protect the animals. Have partners name an animal and its unique behavior. When they discuss zebras and tigers, have students use the target words they learned today: striped, stripes, and surprise.


B A zebra has ______. B Tigers are striped. They hide in the ______.

EI A zebra has ______. They help it hide in the grass.

EI Tigers are ______. They hide in the grass.

I A zebra has ______ that help it hide in the grass. When it is ______, other animals can't surprise it.

I Tigers are ______. They can hide in the grass and ______ other animals.

EA A zebra has ______. The ______ help it hide in the ______. When the zebra is ______, other animals can't ______ it.

EA Tigers are ______ so they can hide in the grass and ______ other animals.

A A zebra has ______. The ______ help it hide in the ______. When the ______ is ______, other ______ can't ______ it.

A Tigers are ______. The ______ help them hide in the grass so they can be a ______ ______ to other ______.





Objectives

To have students recognize and use past tense verbs to describe. To have students recognize plot and theme in fiction.Use: Student Book, pp. 146–147.

To have students recognize and use past tense verbs to tell what happened in the past. To have students use words related to plot and theme.

To have students write a sentence(s) describing the plot of a story.


DAY 3Comprehension Skills & Strategies

P/Q What is a unique behavior of some animals? Lesson Vocabulary

action verb, past tense, theme, plot, beginning, middle, end, slipped, rolled, flipped, tripped, poked, growled, echoed, hibernated

Content Vocabulary

after, Bear, Porcupine, Bobcat, quills, unique, like, behavior, rescues

P/Q Write sentences telling the plot of the story “Bear and Porcupine” on page 145.

After students complete the “Your Turn” activity, have pairs of students discuss their answers.

• What is the theme of the story?

• Why do some animals have unique behaviors?

• How did Porcupine’s unique behaviors help him?


B A porcupine rolls into a ball. When Porcupine was in danger, he ______ into a ball.

B At first, ______ does not like his quills. After he meets Bobcat, Porcupine likes his unique ______.

EI A porcupine pokes out its quills. When Porcupine was in danger, he ______ out his ______.

EI At first, ______ does not like his ______. After he meets ______, Porcupine likes his unique ______.

I Bobcats growl as a warning. In the story, Bobcat ______ when he saw Porcupine.

I At first, ______ tells Bear that he does not like the way he rolls into a ball and sticks out his ______. After he meets Bobcat, ______ likes his unique ______.

EA A bobcat has a cry that echoes. In the story, Bobcat’s cry ______ when he was in pain.

EA At first, ______ tells ______ that he does not ______ the way he rolls into a ball and sticks out his ______. After his behavior rescues him from Bobcat, ______ likes his quills and his ______ behavior.

A In the story Bear ______ last winter. That’s because bears ______ every winter.

A At first, ______ tells ______ that he does not ______ the way he rolls into a ball and sticks out his ______. After his ______ ______ him from Bobcat, ______ likes his ______ and his ______ behavior.





Objectives

To have students recognize and use prepositions correctly.Use: Student Book, p. 148.

To have students use prepositions to answer the questions about the story students read this week.

To have students write a complete sentence about where a bear hibernates, using a preposition.

ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

DAY 4Grammar & Conventions

P/Q What did Porcupine do when he was scared? Lesson Vocabulary

preposition, where, into, under, in, beside, near, with, at, on, inside

Content Vocabulary

ball, rolled, Porcupine, scared, poked, quills, bush, waits, nighttime, hill

P/Q Where does a bear hibernate? Ask students to exchange sentences they wrote for “Your Turn” and tell their partner:

• “Yoursentence[does/doesnot]usea preposition to tell where a bear hibernates.”

• “Yoursentences[does/doesnot]usecorrect punctuation.”


B He rolled ______ a ball. B A bear hibernates ______ a cave.

EI Porcupine rolled ______ a ball. EI Bears hibernate ______ caves.

I When Porcupine was scared, he rolled ______ a ball.

I A bear hibernates ______ a cave ______ a mountain.

EA When Porcupine was scared, he rolled ______ a ball and ______ out his quills.

EA A bear hibernates ______ a cave ______ a ______.

A When Porcupine was scared ______ the bottom of the ______, he rolled ______ a ______ and ______ out his ______.

A A bear hibernates ______ a cave ______ a mountain or a ______.





Objectives

To guide students to express understanding of concepts and skills in writing.Use: Student Book, p. 149.

To have students use vocabulary learned this week to describe how unique animal behaviors help animals survive.

To have students write three or four sentences about how an animal’s unique behavior helps it survive.

ELD Standard W: Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

DAY 5Writing

P/Q Write a story about how an animal’s unique behavior helps it survive.

Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas.

P/Q What behaviors are unique to different animals? Have students build fluency by reading their completed writing to partners or the class.


B Porcupines have a unique ______. They can roll ______ a ball and poke out their ______. This keeps them safe.

B Student writes three or four basic sentences with support.

EI ______ have a unique ______ that protects them. They can roll ______ a ball and poke out their ______. This keeps them safe from ______.

EI Student writes three or four sentences and includes some concept vocabulary.

I ______ have a unique ______ that helps them survive. If they are afraid, they can roll ______ a ball and poke out their ______. The ______ are very sharp. They protect ______ from ______.

I Student writes three or four sentences and includes some concept vocabulary.

EA ______ have a unique ______ that helps them survive. If they are afraid, they can roll ______ a ball and poke out their ______. The ______ are very sharp and dangerous. They protect _______from ______ such as bobcats.

EA Student writes three or four well-constructed sentences and includes concept vocabulary.

A ______ have a unique ______ that helps them survive. If they are ______, they can roll ______ a ball and poke out their ______. The ______ are very sharp and ______. They protect _______from ______ such as ______.

A Student writes four or more well-constructed sentences and includes concept vocabulary.


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