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Teacher Name : Rose Kesselring Subject : RDG/Lang Arts Start Date(s): Sept 13th Grade Level (s): 3rd Building : HEMSUnit PlanUnit Title: an educational unit title summarizes content across several lessons that establishes and reinforces certain skills and essential knowledge for grade levels and content areas. Growing and LearningEssential Questions: Essential questions are concept in the form of questions.? Questions suggest inquiry. Essential questions are organizers and set the focus for the lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key concepts implicit in the curriculum What can stories teach you? What can traditions teach you about cultures? How do people from different cultures contribute to a community? How can problem solving lead to new ideas? How do landmarks help us understand our country’s story?Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)RL.3.1 Ask and answer questions to demonstrate a understanding of text, referring explicitly to the text as the basis for the answersRL.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.Rl.3.3 Describe characters in a story (e.g. their traits, motivations, or feeling) and explain how their actions contribute to the sequence of eventsRL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such chapter, scene and stanza describe how each successive part builds on earlier sectionsRl.3.6 Distinguish their own point of view from that of the narrator or those of the characters.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting)RL.3.9 Compare and 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)Rl.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades2-3 txt complexity band independently and proficiently RI.3.2 Determine the main idea of a text: recount the key details and explain how they support the main idea.RI.3.3 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/effectRI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject areaRI.3.6 Distinguish their own point of view from that of the author of a textRI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where,when, why and how key events occur)RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first second third in a sequenceRI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.RI>3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts at the high end of the grades 2-3 text complexity band independently and proficientlyL3.6RF.3.3cRF3.4.bW.3.3a.W.3.3cL.3.2fL.3.4L.3.4.dL.3.4.aSummative Unit Assessment :Summative Assessment ObjectiveAssessment Method (check one)Students will-Be able to cite evidence to answer questions about a text, be able to show a character through their words and actions, determine a sentence from a fragment and write the four different types of sentences correctly using mechanics, spell short vowel words with a CV pattern.____ Rubric ___ Checklist __X__ Unit Test ____ Group____ Student Self-Assessment ____ Other (explain)DAILY PLANDayObjective (s)DOK LEVELActivities / Teaching Strategies GroupingMaterials / ResourcesAssessment of Objective (s)1Students will-Listen to discuss Three Pigs, A wolf, and A book. Define and characterize genre FantasyLearn CVC spelling patternDistinguish between a sentence and a fragmentListen read aloud Three Pigs a wolf, and a Book and discussDefine genre fantasyUse strategy of visualization while readDefine vocabulary for Bruno’s New homeLearn the CVC spelling pattern and apply it to wordsList characteristics of a sentence and identify from fragmentsWGYour Turn workbookReading writing workshopTeacher’s manualSpelling print out Grammar printoutFormative-grammar worksheetSummative- Student Self - Assessment-2Students will-apply visualization strategy, create a story map, define and create synonym pairsWrite sentences properly.Expand vocabulary using spelling words and adding endingsReread and Discuss Bruno’s New homeComplete story mapReview synonyms and make pairs with the use of thesaurusCreate new words using different endings added to CVC pattern words.PWYour turn workbookTeacher’s manualRead/write workshopThesaurusesSpelling wordsFormative-story MapList of created wordsSummative- Student Self - Assessment-3Students will-close read text and discuss elements of literatureLearn the different mechanics of writing various types of sentencesDetermine spelling words through rhymes and synonymsRead and discuss Wolf storyWrite statements, questions, commands, and exclamations correctlyIdentify spelling words using terms on series created worksheets wAnthologyTeacher’s manualPrint out for spellingNotebookFormative-Class participation for rhymesBoardwork in writing sentencesSummative- Student Self - Assessment-4Students willReread Wolf story-Continue writing various sentence typesInterview a fellow student and write important detailsReread Wolf story compare and contrast to next passage Interview a fellow student and write important detailsContinue review of sentencesWIIPAnthologyVenn diagramSentence review printoutOut from seriesSpelling listFormative-venn DiagramSummative- Student Self - Assessment-5Students will close Jennie and the Wolf.Practice book River RescuePractice synonyms Spelling test lList characteristics of sentences and fragmentsClose read Jennie and the Wolf. Compare and contrast wolf character in stories.Spelling testComplete chart on sentences for sentences mechanicsPractice book River RescueWIW WWeekly assessment testWolf graphic organizerPractice identifying statements and questionsPractice book pages 13-15Formative-chart with sentences and fragments and created sentencesClass discussionSummative- Spelling Test Week 1 wordsStudent Self - Assessment-6Student will read and discuss Leveled Readers, /duck’s Discovery.Be introduced to words on week 2 spelling list and discuss the wordContext clues with synonyms312Read and discuss Duck’s discovery. Compare character traits and actions to those found in “wolf”Review of writing sentencesIntroducing Spelling words for week 2Practice determining meaning of words though synonyms found in passages already read WOLf,Jennie and the Wolf, IWLeveled ReadersSentence fragment worksheetPrinted out spelling listReview of context clues with synonymsFormative-Sentence worksheetSummative- Student Self - Assessment-7Students will complete weekly assessment testMake a chart for writing statements and questionsSpelling work with CVC patternComplete Weekly Assessment Introduce the mechanics of writing statements and sentencesSort spelling words using CVC pattern.Look for rhyming words IWIWeek 1 testStatement and sentence chart and written examples of eachSpelling print out week 2Formative-Completion of chartAssign writing four statements and four questions.Summative- week 1 test8Students will define/ask new vocabulary words T68 applying that to Prac. Bk p.11Discuss elements and examples of Realistic FictionUsing Story listen comp story “ready for Aloha”Prac bk p16 A Family TradtionReview statements and questions, introduce commands and exclamationsStudent will define and discuss vocabulary words T68 that go with Essential Question-What can traditions teach you about cultures?Discuss and think of examples of Realistic Fiction apply to Listening comp”Ready for Aloha” on T79Share student examples of statements and questions on board, noting end marks. Introduce commands and exclamations completing chart of kinds of sentences. Do examples and identify sentences using that information.Vocabulary cards for week 2Practice book p 11Fill out realistic fiction on Genre chartContinue with types of sentences, reviewing statements and questions then introducing commands and exclamations. Worksheet to identify different types of sentences.Formative-Defintions of vocabularyPractice book p 11Sentence worksheetAssignment list one tradition that your family hasSummative-9Students will close read The Dream Catcher Review spelling words week2 and make a chart to learn how to write verbs with CVC pattern using the endings –s, -ed, and ing Demonstrate their knowledge of types of sentences.Close read The Dream Catcher. Discuss character traits. Work in pairs to find passages that show how the character feels and the actions that demonstrate that.Review spelling words from week 2 list. Create a chart showing how to add endings to verbs including those with CVC pattern. Complete Practice page 18Review all four types of sentences on the board having the students list their attributes and give an example of each. Give a quiz on identifying and writing sentences.Reader writer workshopPractice book page18Sentence quizFormative-Practice p.18 (use as a grade)Sentence quizSummative10Students will read The Dream Catcher creating a story mapThe students will then read “Giving Thanks” Prac book Show knowledge of spelling Week 2 wordsStudent will reread The Dream Catcher and complete a story map for it. The students will read “Giving Thanks” Prac bk p13-15Spelling test week 2 wordsIWIStory map example T89Practice book Spelling testFormative –Story mapComprehension questions in practice bookSpelling test11Students will close read Yoon and the Jade BraceletStudents will look for synonyms in sentences and create their own sentences using pairs of synonyms.Will be able read and practice spelling words from Week 3 spelling listClose read Yoon and the Jade Bracelet, focus on character traits and how traditions along with story details affect the charactersReview synonyms. Using the teacher created sentences, have the students circle the pairs of synonyms found in them. The student will brainstorm synonyms for words and try to write sentences including those pairsIntroduce and spell words from week 3 Spelling listTeacher synonym sentence paper.Week 3 Spelling listSummative-Identifying words to show character traitsSynonym pair sentences.write each spelling word five times each.12Students will reread Yoon and the Jade Bracelet. They will write about a time someone tricked them and how they reacted to the problem.Read Family Traditionsp 54-57Students will be able to pick the correct meaning of a word using Context cluesReview Week 3 spelling words, put in ABC orderBe able to divide a sentence into the complete subject and the complete predicate.Reread Yoon and the Jade Bracelet. Write about a time when you were tricked and how you dealt with your problem.Read Family Traditions p 54-57 Discuss how informational text is different than entertaining text. (Author’s purpose)Review how there are clues to help define unknown words in a passage. Have the students complete teacher made Context clue paper. Review reading week 3 spelling words, Have class put in ABC order.Explain the two part of each sentence. Give examples of the naming part (subject) and the predicate. Do some sentences together. Have the students try to divide some on their own.Paper for writing promptChart of Author’s Purposeteacher made context clue paperSummative-Writing promptContext clue paperSpelling ABC order.13Read Leveled Reader The Family MealLearn and use the suffix “ment”Demonstrate knowledge of week 3 spelling wordsIdentify the simple subject of sentencesClose read The Family MealDiscuss suffixes and the meaning of “ment” Using the disappointment generate new words that have ment as a suffix. Write sentences using those words.Review spelling words . Have class complete worksheet for spelling week 3 sentencesWrite sentences on the board. Have the class find the subject and the predicate. Explain how one word is the simple subject that does the action of the sentence. Practice finding the simple subject. Leveled reader The Family mealT107 morphology “ment”Spelling sentence worksheet Find the simple subject paper.Summative-Questions in Leveled reader The Family MealSpelling worksheetFind the simple subject paper14The student will review vocabulary from Yoon and the Jade Bracelet.Use context clues to determine the meaning of words.Have class brainstorm what kinds of things make up a culture and connect those items of different cultures.Finding simple subjects in sentences.On board. Write the vocabulary words celebrate, courage,disappointment,precious,pride, remind,symbols, and traditionGive class definitions and examples of them for the class to identify.Practice context clues using study island on projector with the class.Brainstorm elements of culture such as holidays, traditions, foods, music, clothing. Go through list and identify different elements with different cultures. Will find simple subjects in sentences.BoardVocab words Projector, study islandCulture chart on boardSentence paper for simple subjects.Summative-Answers to study island context clueSimple subject paper (may use as a grade)15The student will demonstrate their knowledge of synonyms, character traits, and sequencing of events in passages.Read and discuss the Leaf PoemRead and discuss Scholastic NewsGive the week 2 Assessment test,Spelling test week 3 wordsAssessment week 2 testSpelling test week 3Scholastic NewsLeaf Poem print outSummative-Spelling test week 3 Writing of poemFormative –week 2 Assessment test ................
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