Third Grade Lesson Plans - Anderson School District Five



| |Third Grade Lesson Plans |

| |Subject: Reading |

| |March 25 – March 29, 2013 |

| |Standard 3-1 READING: UNDERSTANDING AND USING LITERARY TEXTS |

| |Students in grade three read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read |

| |the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, picture books, folktales, |

| |legends, fables, tall tales, myths, and fantasy. In the category of literary nonfiction, they read personal essays, autobiographical and biographical |

| |sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse. |

| |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. |

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

| |3-1.10 Analyze cause-and-effect relationships in literary texts. |

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

| |3-1.3 Analyze the text to determine first-person point of view. |

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

| |onomatopoeia and alliteration). |

| |3-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics. |

| |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. |

| |Standard 3-2 READING: UNDERSTANDING AND USING INFORMATIONAL TEXTS |

| |Students in grade three read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, |

| |informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, book reviews, journals, |

| |and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational |

| |texts. |

| |3-2.1 Summarize evidence that supports the central idea of a given informational text. |

| |3-2.2 Analyze informational texts to draw conclusions and make inferences. |

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

| |3-2.8 Analyze informational texts to identify cause-and-effect relationships. |

| |3-2.5 Use headings, subheadings, print styles, captions, and chapter headings to gain information. |

| |3-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information. |

| |Standard 3-3 READING: BUILDING VOCABULARY |

| |3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues. |

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| | |

| |3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources |

| |(for example, pictures, photographs, video, and television) to access information. |

| | |

| |Essential Question: What happens if you tell story events out of order? |

| |Skill: Sequence of Events; Strategy: Analyze/Evaluate |

| |Vocabulary: sincere, conversations, managed, inspired, loaded, reunion, loveliest, currently, terror, pleasure |

| | |

| |**The websites below are some resources for you to use with sequencing. |

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

|Monday |Story “The Journey of Oliver K. Woodman” |GUIDED READING: SEE LEVEL TEXT |Indicators: |

| |Writing Prompt: Imagine you could travel anywhere. Tell where you would go and |PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

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

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

| |The teacher will display the message by writing it on the board. See T188 (unit |3R1.1, 3R1.2 | |

| |5 lesson 23) for message. Read the message with students and discuss its | |Teacher will do a Read Aloud of choice. |

| |meaning. Talk about how listeners could be confused and not able to figure out |1. TSW read independently for | |

| |what happens in the story causing them to feel frustrated. Remind students to |enjoyment and fluency |1. TTW read and question students. |

| |listen and be respectful and pay attention while classmates are speaking. |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| |The teacher will have students think about an exciting adventure they’ve had. |log |Focus Skills: |

| |Preview the vocabulary by using the cards 191-200 and discussing the words. Tell| |Make predictions; summarize main idea; |

| |students they will find these words about an amazing trip when they read the | |analyze character and setting; compare |

| |story. | |and contrast settings, characters, |

| |The teacher will read aloud “Piggy Goes to Town” (T190-191). Pause to explain | |events, and ideas in a variety of texts;|

| |each highlighted vocabulary word and discuss the meanings of each word as it is | |identify problem and solution. |

| |used in the story. | | |

| |The teacher will ask students the listening comprehension questions. | |Assessment: TO student participation in |

| |The students will read and pronounce each word and take turns reading the words | |turn and talk |

| |in context using pages 230-231 in student books and T192-193 in teacher books. | | |

| |Students will use their dictionaries to write the definitions of each word in | | |

| |their ELA journals. | | |

| |Assessment Teacher observation, journal entries, discussion | | |

|Tuesday|Story “The Journey of Oliver K. Woodman” |GUIDED READING: SEE LEVEL TEXT |Indicators: |

| |Writing Prompt: Write about a relative who lives far away. Describe your |PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

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

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

| |The teacher will display the message by writing in on the board (T198) for |3R1.1, 3R1.2 | |

| |students to see, read aloud, and discuss. Ask students what would happen if a | |Teacher will do a Read Aloud of choice. |

| |more subtle change were made such as the Big Bad Wolf going to the Second Little |1. TSW read independently for | |

| |Pig’s house first. Lead students to conclude that authors write events in a |enjoyment and fluency |1. TTW read and question students. |

| |particular order to make their stories more enjoyable and understandable for the |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| |readers. |log |Focus Skills: |

| |The teacher will build the student’s background knowledge using the vocabulary | |Make predictions; summarize main idea; |

| |words. T200-201 has the words and some ideas for the teacher to use that will | |analyze character and setting; compare |

| |help the students understand the meaning of each word. | |and contrast settings, characters, |

| |Students will get with partners and take turns rereading “Traveling Now and | |events, and ideas in a variety of texts;|

| |Then..” They will pause at the highlighted words to explain the word as they read| |identify problem and solution. |

| |it. | | |

| |The teacher will introduce the main selection with students. Read aloud SB | |Assessment: TO student participation in |

| |234and discuss the genre of the story. | |turn and talk |

| |The teacher will read the selection, stopping to ask questions throughout as the | | |

| |students follow along. (SB 234-256 and T204-216) | | |

| |Students will respond to the topics on page 257 in their ELA journals. | | |

| |The teacher will introduce compare and contrast/visualize T202-203. Students | | |

| |will write the words and definitions down in their journals. | | |

| |Students will complete workbook page 101 as an assessment of the skill. | | |

| |Assessment Teacher observation, discussion, journal entries, practice book page | | |

|Wednesd|Story “The Journey of Oliver K. Woodman” | | |

|ay |Writing Prompt: Write to a relative asking him or her to visit. Say what you |GUIDED READING: SEE LEVEL TEXT |Indicators: |

| |will do together. |PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

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

| |The teacher will display the message (T220) by writing it on the whiteboard for |INDEPENDENT READING: |-3.1,3-3.2,3-3.4,3-3.5 |

| |students to see, read aloud, and discuss. Have students retell the story. |3R1.1, 3R1.2 | |

| |Remind them to tell the events in order and encourage the use of signal words. | |Teacher will do a Read Aloud of choice. |

| |The teacher will ask students questions about the vocabulary words to check for |1. TSW read independently for | |

| |comprehension. Have them explain some of the meanings in their own words. |enjoyment and fluency |1. TTW read and question students. |

| |Students will reread the story with a partner and ask each other questions to |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| |make sure they understand what the story is about. |log |Focus Skills: |

| |The teacher will do a “Deepen Comprehension” lesson (T224-225) with students to | |Make predictions; summarize main idea; |

| |talk about sequence of events. The teacher will remind students that events in a| |analyze character and setting; compare |

| |selection happen in a certain order. When you tell the sequence of events, you | |and contrast settings, characters, |

| |tell events in time order. Authors do not always state every event. Sometimes | |events, and ideas in a variety of texts;|

| |we as readers have to use clues within the text and our own knowledge to infer | |identify problem and solution. |

| |events that the author doesn’t describe. | | |

| |Students will use Workbook page 106 as an assessment at the end of the lesson. | |Assessment: TO student participation in |

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

|Thursda|Story “The Journey of Oliver K. Woodman” |GUIDED READING: SEE LEVEL TEXT |Indicators: |

|y |Writing Prompt: Describe an interesting visitor you have had OR Imagine you work |PLANS |3-1.1,3-1.2,31.3,3-1.4,3-1.5,3-1.6,3-1.9|

| |for the Pony Express. Describe the best parts of your job. | |,3-1.10,3-2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3|

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

| |The teacher will display the message (T228) for students to see and read it aloud|3R1.1, 3R1.2 | |

| |for them to hear. | |Teacher will do a Read Aloud of choice. |

| |The teacher will ask students questions about the vocabulary words and have them |1. TSW read independently for | |

| |choose which word best answers the question. |enjoyment and fluency |1. TTW read and question students. |

| |The teacher will do a “Connect to Social Studies” lesson using “Moving the U.S. |2. Record reading in reading |2. TSW participate in “Turn and Talk” |

| |Mail” on T230-231. Explain to students the genre of an informational text and |log |Focus Skills: |

| |the parts that make it up. | |Make predictions; summarize main idea; |

| |The students will do a “Text to Self” assignment on page T231 SB 261. | |analyze character and setting; compare |

| |The teacher will do a vocabulary strategies lesson focusing on the Suffixes –er | |and contrast settings, characters, |

| |and –est. See page T232-233 for ideas. | |events, and ideas in a variety of texts;|

| |The students will complete workbook page 109 as an assessment. | |identify problem and solution. |

| |Students will take the selection test and complete the vocabulary strategies | | |

| |sheet for a grade. | |Assessment: TO student participation in |

| |The teacher will reteach where needed. | |turn and talk |

| |Assessment Teacher observation, discussion, paragraphs, selection test, | | |

| |vocabulary strategies sheet | | |

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