Third Grade Lesson Plans - Anderson School District Five



| |Third Grade Lesson Plans |

| |Subject: Reading |

| |April 15 – April 19, 2013 |

| |Unit Plan: The Monster’s Ring by Bruce Coville |

| |Reading |

| |3-1.1 Analyze the details that support the expression of the main idea in a given literary text. |

| |3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions. |

| |3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including |

| |onomatopoeia and alliteration). |

| |3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text. |

| |3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text. |

| |3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition). |

| |3-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information. |

| |Writing |

| |3-4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary |

| |models). |

| |3-4.4 Use grammatical conventions of written Standard American English, including |

| |• comparative and superlative adjectives, |

| |• prepositions and prepositional phrases, |

| |• conjunctions (because, since, yet, until), and |

| |• nominative and objective case pronouns. |

| |The Big Ideas: |

| |• Can students exemplify devices of figurative language including similes? |

| |• Can students analyze texts to make, revise, confirm predictions, and draw conclusions? |

| |• Can students exemplify works of fiction? |

| |• Can students generate the meaning of unfamiliar words by using context clues? |

| |• Can students use print sources to access information? |

| |• Can students create written descriptions about people? |

| |• Can students understand the relationship among characters, setting, and plot? |

| |• Can students understand the effect of the author’s craft? |

| |• Can students use details to support main idea? |

| |• Can students respond to literary texts? |

| |• Can students carry out independent reading for extended periods of time? |

| |• Can students understand that headings, subheadings, and other text features provide information to the reader? |

| |• Can students use graphic features as sources of information? |

| |• Can students use prewriting techniques to organize written works? |

| |• Can students use complete sentences? |

| |• Can students create paragraphs that include a topic sentence with supporting details and logical transitions? |

| |• Can students use conventions of written Standard American English? |

| |• Can students create written communications? |

| |• Can students create narratives that include characters in a setting and follow logical sequence? |

| |• Can students create written descriptions about people, places, or events such as those important to South Carolina history? |

| |• Can students create written pieces such as riddles and jokes to entertain others? |

| |• Can students use print sources and nonprint sources to access information? |

| |• Can students organize information by classifying or sequencing? |

| |• Can students use vocabulary that is audience appropriate? |

| |Comprehension Focus: |

| |• Visualizing/Inferring |

| |• Summarizing and Synthesizing Information |

| |• Activating and Connecting to Background |

| |• Determining Importance |

| |• Questioning |

| |Shared Reading |Guided Reading |Interactive & Read-Aloud |

|Monday |Lesson 5 |GUIDED READING: SEE LEVEL TEXT |Indicators: |

| |SET (3-1.5, M-3.4.1) The teacher will ask students to think of the word revenge.|PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

| | | |,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3|

| |Quick write in journals explaining why or why not revenge is an effective verbal |INDEPENDENT READING: |-3.1,3-3.2,3-3.4,3-3.5 |

| |and nonverbal communication skill for healthy living. |3R1.1, 3R1.2 | |

| | | |Teacher will do a Read Aloud of choice. |

| |ENGAGE (3-1.5) The teacher will have students read Chapter 5 independently or |1. TSW read independently for | |

| |with partners. Students will sticky note ideas about Russell and Eddie as they |enjoyment and fluency |1. TTW read and question students. |

| |read. |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| | |log |Focus Skills: |

| |RESPOND (3-1.5, M-3.4.1) The students will use Character Comparison (Resource 2) | |Make predictions; summarize main idea; |

| |to compare Russell and Eddie. | |analyze character and setting; compare |

| | | |and contrast settings, characters, |

| |The student will work in groups or partner to complete. | |events, and ideas in a variety of texts;|

| | | |identify problem and solution. |

| |Share these with the class. | | |

| | | |Assessment: TO student participation in |

| |Assessment Teacher observation, journal entries, discussion | |turn and talk |

|Tuesday|Lesson 6 |GUIDED READING: SEE LEVEL TEXT |Indicators: |

| |SET (SC 3-1.2) The teacher will facilitate a discussion on whether it is a good |PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

| |idea for Russell to use the magic ring at school. | |,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3|

| | |INDEPENDENT READING: |-3.1,3-3.2,3-3.4,3-3.5 |

| |ENGAGE (SC 3-1.2) The teacher will read aloud Chapter 6 to the class. |3R1.1, 3R1.2 | |

| | | |Teacher will do a Read Aloud of choice. |

| |While reading, the students will sticky note responses to these questions: |1. TSW read independently for | |

| |• What was the double whammy? |enjoyment and fluency |1. TTW read and question students. |

| |• Why were some people scared of Russell and some were not? |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| | |log |Focus Skills: |

| |Students will share their responses with a partner. | |Make predictions; summarize main idea; |

| | | |analyze character and setting; compare |

| |RESPOND (SC 3-1.2, 3-1.7) The teacher will instruct students to illustrate and | |and contrast settings, characters, |

| |describe Russell’s costume using details from the chapter. | |events, and ideas in a variety of texts;|

| | | |identify problem and solution. |

| |Assessment Teacher observation, discussion, illustrations | | |

| | | |Assessment: TO student participation in |

| | | |turn and talk |

|Wednesd|Lesson 7 | | |

|ay |SET (SC 3-1.2) The students will turn to page 45 in the text to predict why they|GUIDED READING: SEE LEVEL TEXT |Indicators: |

| |think Russell is going berserk. |PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

| | | |,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3|

| |The teacher will introduce “Let’s Talk!” (Resource 3) by writing these prompts on|INDEPENDENT READING: |-3.1,3-3.2,3-3.4,3-3.5 |

| |the board: |3R1.1, 3R1.2 | |

| |• Ask a question | |Teacher will do a Read Aloud of choice. |

| |• Make a prediction |1. TSW read independently for | |

| |• Make a connection |enjoyment and fluency |1. TTW read and question students. |

| |• Make a comment |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| |• Clarify something |log |Focus Skills: |

| | | |Make predictions; summarize main idea; |

| |ENGAGE (SC 3-1.2) Explain to students that while reading aloud, the teacher will | |analyze character and setting; compare |

| |stop at certain points for students to discuss with a partner using one of the | |and contrast settings, characters, |

| |prompts from the “Let’s Talk.” | |events, and ideas in a variety of texts;|

| | | |identify problem and solution. |

| |The teacher will read Chapter 7 aloud as students discuss the chapter with | | |

| |partners. | |Assessment: TO student participation in |

| | | |turn and talk |

| |RESPOND (SC 3-1.2) The teacher will instruct students to look at the picture on | | |

| |page 45 and draw a conclusion about why Russell goes berserk. | | |

| | | | |

| |The students will write a paragraph in journals about what happened. | | |

| | | | |

| | | | |

| |Assessment Teacher observation, discussion, paragraphs | | |

|Thursda|*Students will take quiz on chapters 4-7* |GUIDED READING: SEE LEVEL TEXT |Indicators: |

|y | |PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

| | | |,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3|

| |Lesson 8 |INDEPENDENT READING: |-3.1,3-3.2,3-3.4,3-3.5 |

| |SET (SC 3-1.4, 3-3.1, 3-4.1) The students will revisit the alphaboxes from Lesson|3R1.1, 3R1.2 | |

| |1 and complete a quick write, using the words they have learned to tell about the| |Teacher will do a Read Aloud of choice. |

| |story. |1. TSW read independently for | |

| | |enjoyment and fluency |1. TTW read and question students. |

| |The students will discuss alliteration. |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| | |log |Focus Skills: |

| |ENGAGE (SC 3-3.1) The teacher instructs students to read Chapter 8, filling in | |Make predictions; summarize main idea; |

| |new words on the Alphaboxes as they read. | |analyze character and setting; compare |

| | | |and contrast settings, characters, |

| |RESPOND (SC 3-1.4, 3-4.4) The teacher will model how to write a sentence with | |events, and ideas in a variety of texts;|

| |alliteration about the story. | |identify problem and solution. |

| | | | |

| |The students will use their Alphaboxes to come up with a sentence that uses | |Assessment: TO student participation in |

| |alliteration about the story and illustrate. | |turn and talk |

| | | | |

| | | | |

| |Assessment Teacher observation, discussion, quiz, alphaboxes, quick write, | | |

| |illustrations | | |

|Friday | |GUIDED READING: SEE LEVEL TEXT |Indicators: |

| |Lesson 9 |PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

| |SET (3-1.2) The teacher will ask the students to recall the directions of how to | |,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3|

| |use the ring. |INDEPENDENT READING: |-3.1,3-3.2,3-3.4,3-3.5 |

| | |3R1.1, 3R1.2 | |

| |The students will turn and talk to predict Chapters 9-10 from the titles. | |Teacher will do a Read Aloud of choice. |

| | |1. TSW read independently for | |

| |ENGAGE (3-1.5) The teacher instructs students to read Chapters 9-10. |enjoyment and fluency |1. TTW read and question students. |

| | |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| |The teacher will lead a class discussion on the following: |log |Focus Skills: |

| |• Describe Russell with three twists of the ring. | |Make predictions; summarize main idea; |

| |• How did Russell help Eddie? | |analyze character and setting; compare |

| |• What happened when Russell tried to change back to his old self? | |and contrast settings, characters, |

| | | |events, and ideas in a variety of texts;|

| |RESPOND (3-1.5, 3-4.1, 3-5.3) Assign a three-circle Venn diagram comparing | |identify problem and solution. |

| |Russell after each twist of the ring. (Hoyt 8) | | |

| | | |Assessment: TO student participation in |

| |The teacher will assign students to use the three-circle Venn diagram to write a | |turn and talk |

| |description of Russell with three twists of the ring. | | |

| | | | |

| |Assessment teacher observation, discussion, diagrams/descriptions | | |

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