week grade 3 • unit 5 question of the week: how does ... 3 • unit 5question of the week: how...

Question of the Week: How does culture influence the clothing we wear?Concepts: Understand the concept of clothing from different cultures; name different kinds of clothes; describe articles of clothing.

1 Grade 3 • Unit 5

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

Grade 3 • Unit 5 • 21Copyright © 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

Objectives

To introduce and discuss concepts and vocabulary related to culture, specifically culture and clothing.Use: Student Book, pp. 152–153.

To use words to describe culture and clothing that people wear.

To have students write a sentence(s) to describe clothing that people from other cultures wear.

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

DAY 1Concept & Vocabulary Development

P/Q Culture is the way people live. What are parts of a culture?

Lesson Vocabulary for the Week

(* = Academic Vocabulary)

caftan, kilt, cotton*, kimono, poncho, culture, influence*, dashiki, sari

Content Vocabulary

Africa, Scotland, Japan, food, music, language, clothing, part(s)

P/Q What clothes come from other cultures? Ask students to think about clothing and culture. Have them use a Classification Map and Concept Journal to say/write a sentence answering:

• What are some different items of clothing?

• Wheredotheycomefrom?

Compile an illustrated vocabulary list of student generated ideas for students to use as reference.

Skill Check: Practice Book, p. 165

B Clothing is part of a ______. B A ______ comes from Japan.

EI ______ is part of a ______. EI A ______ comes from ______.

I ______ and food are parts of a ______. I A ______ comes from ______ and a kilt comes from Scotland.

EA ______ and ______ are parts of a ______. EA A ______ comes from ______ and a ______ comes from Scotland.

A ______, ______, and ______ are parts of a ______.

A ______ comes from ______ and a ______ comes from Scotland. A ______ come from Africa.

RDG10_LCSF03_CA_U5W1.indd Page 121 6/30/10 7:57:40 PM sf-024 /Volumes/107/SF00415/work/indd/Grade_3

Grade 3 • Unit 5 Question of the Week: How does culture influence the clothing we wear?Concepts: Understand the concept of clothing from different cultures; name different kinds of clothes; describe articles of clothing.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring1WEEK

Grade 3 • Unit 5 • Page 122Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

Objectives

To discuss and use CV/VC (consonant-vowel-vowel-consonant) words.

To use CV/VC (consonant-vowel-vowel-consonant) words.

To use consonant-vowel-vowel-consonant words in a sentence.

ELD Standard LS: Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

DAY 2Word Analysis

P/Q Let’s use words with two vowels together when speaking about clothing. What kind of clothing would you like to create?

Lesson Vocabulary

create, diary, giant, liar, lion, piano, poetry, violet, idea, diet, video, stereo, Miami, lair

Content Vocabulary

caftan, work, today

P/Q Let’s name some of the words we used today in our work.

Revisit the concept of clothing from different cultures. Have partners take turns reading their sentences about clothing.


B Let’s create a caftan. B We used “______.”

EI Let’s ______ a caftan. EI We used the word “______.”

I We are going to ______ a caftan. That would be a great idea.

I We used the words “______” and “______.”

EA We are going to ______ a giant caftan. That would be a great ______.

EA We used the words “______,” “______,” and “______.”

A We are going to ______ a ______ caftan. That would be a great ______.

A We used words such as “______,” “______,” and “______” in our work today,





ObjectivesTo use descriptive words and learn the different parts of a story.Use: Student Book, pp. 154–155.

To use descriptive words and words about stories.

To have students write a sentence about the theme of a story.Use: Student Book, p. 153.

ELD Standard R: Use detailed sentences to respond orally to comprehension questions about text.

DAY 3Comprehension Skills & Strategies

P/Q Describe the hat from Mexico on page 154. Lesson Vocabulary

characters, colorful, dusty, many, old, plot, setting, student, theme, story wonderful, young, big, fancy, clothing, culture

P/Q Remember that the theme of a story is its big idea. What is the theme of the story you read on page 153?

Have students look at the story “The Clothing in the Attic” on page 153. Have them answer the following questions:

• Whoarethecharacters?

• Whereisthesetting?

• Whatistheplot?


B The hat is ______. B The theme is ______.

EI The hat is ______ and ______. EI The theme of the story is ______.

I I think the hat is ______. It is also ______. I I think the ______ of the story is ______.

EA I think the hat is ______ and ______. EA I think the ______ of the ______ is about ______ and culture.

A I think that the ______hat is ______ and ______. It has ______ decorations.

A I think the ______ of the ______ is ______ and ______.





Objectives

To use adjectives and articles correctly.Use: Student Book, p. 156.

To use adjectives and articles to talk about clothing from different cultures.

To have students write a complete sentence about clothing from another culture using adjectives and articles.

ELD Standard R: Read and use more detailed sentences to describe orally the relationships between text and one’s own experiences.

DAY 4Grammar & Conventions

P/Q Let’s describe some of the clothes on page 152.

Lesson Vocabulary

a, an, beautiful, bright, brown, colorful, glossy, soft, the, red, purple

[Add to the list descriptive words generated by students as they describe their own clothing.]

Content Vocabulary

caftan, poncho, today, yesterday, wearing, wore

[Add to the list articles of clothing generated by students.]

P/Q Describe what you are wearing. Have partners read their sentences to share what they wore to school and how they describe their items of clothing.


B The caftan is ______. B I am wearing a ______ [student’s clothing item] from ______.

EI ______ caftan is ______. EI I am wearing a ______ [student’s clothing item] and a ______ [student’s clothing item] from ______.

I ______ caftan is ______. I see a ______ poncho.

I Today I am wearing a ______ [student’s clothing item] and a ______ [student’s clothing item] from ______. They are ______.

EA ______ caftan is ______ and ______. I see a ______ poncho. It is ______.

EA Today I am wearing a ______ [student’s clothing item], a ______ [student’s clothing item], and a ______ [student’s clothing item]. They come from ______ and are ______.

A There is a ______ and ______ caftan. I also see a ______ poncho. It looks ______.

A Today I am wearing a ______ [student’s clothing item], a ______ [student’s clothing item], and a ______ [student’s clothing item] from ______. They are ______ and ______.





Objectives

To guide students to express their understanding of weekly concepts.Use: Student Book, p. 157.

To use vocabulary learned this week to discuss different kinds of clothes.

To have students write three or four sentences about the differences between city and country life.

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

DAY 5Writing

P/Q Talk to your partner about what piece of clothing from another culture you would like to wear and why.

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 How does culture influence the clothing we wear?

Have students build fluency by reading their completed writing to partners or the class.

Skill Check: Practice Book, p. 170B I would like to wear a ______. They are ______ and colorful.

B Student writes three or four basic sentences with support.

EI I would like to wear a ______. They are ______ and ______.

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

I I would like to wear a ______. They are ______ and ______. I would also wear a ______ because they are ______.

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

EA I would like to wear a ______. They are ______ and ______. I would also wear a ______ because they are ______.

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

A I would like to _____ a ______. They are ______ and ______. I would also ______ a ______ because they are ______. They would be useful to ______ ______.

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


week grade 3 • unit 5 question of the week: how does ... 3 • unit 5question of the week: how...

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