Unit3837273 nsite.com



Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Know: Understand: Do:

Text structures: Sequence Cause/effect Compare/contrast (RLA.O.3.1.14, RLA.O.

3.1.08)

Key words that signal each of the text structures (RLA.O.

3.1.14, RLA.O.3.1.08)

Graphic organizers that go with each text structure (RLA.O.

3.1.14, RLA.O.3.1.08)

Purpose of an informational essay (RLA.O.3.2.09)

Parts of an informational essay: (RLA.O.3.2.12) Introduction

Body

Closing

Pronouns: (RLA.O.

3.2.03) Noun/pronoun agreement Subjective and objective pronouns

Rereading

• Checking context clues

• Predicting

• Summarizing

• Questioning

(RLA.O.3.1.07) RLA.O.3.1.08 - use literary and

Writers of informational text use text structures to organize information. Recognizing these

text structures helps readers understand what they read.

Identify the text structure an author uses and explain how it impacts meaning: Sequence of events, Cause/ effect, Compare/contrast (RLA.O.

3.1.14, RLA.O.3.1.08)

Identify cause/effect relationships in text (RLA.O.3.1.14)

Compare different text organizations on the same topic (ET)

Distinguish cause from effect (RLA.O.

3.1.14

Use self-monitoring to check for understanding (RLA.O.3.1.07)

Use strategies to repair comprehension

(RLA.O.3.1.07)

Write simple directions to familiar locations using cardinal directions and landmarks and create an accompanying map (RLA.O.3.1.14, RLA.O.3.1.08)

Write an informational essay that contains at least three paragraphs and includes a topic sentence, supporting details, and relevant information (RLA.O.3.2.12)

Use printed materials to generate ideas for writing an informational essay (RLA.O.3.2.12, RLA.O.3.2.11)

Determine the purpose and intended audience for the informational essay (RLA.O.3.2.09)

Organize information into a logical sequence using time-order words and cause/effect transitions (RLA.O.3.2.12) Revise for clarity by :Using a combination of simple and compound sentences, Rearranging words, sentences, and paragraphs (RLA.O.

3.2.03)

Edit for noun/pronoun agreement and objective/subjective pronouns (RLA.O.3.2.03)

Edit for end punctuation for declarative, interrogative, and exclamatory sentences (RLA.O.3.2.03) Use peer review and rubrics to refine the draft (RLA.O.3.2.04)

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Know: Understand: Do:

informational texts to summarize, determine story elements, determine cause and effect, compare and contrast, paraphrase, infer, predict, sequence, draw conclusions, describe characters, and

provide main idea and support details. RLA.O.3.1.10 - compare self to text in making connections between characters or simple events in a literary work with people and events in one's own life and other cultures. RLA.O.3.1.14 - use reading skills and strategies to understand a variety

of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text). RLA.O.3.2.04 - develop proper paragraph form in written composition:

• beginning, middle, end

• main ideas with relevant details

• sentence variety such as declarative, interrogative and

Publish and share an informational essay with an intended audience (RLA.O.3.3.02, RLA.O.3.3.03, RLA.O.

3.2.09, RLA.O.3.3.03, RLA.PD.3.3) Read informational text and organize information for writing multi-step directions (RLA.O.3.3.02, RLA.O.3.3.03) Use informational text to write a persuasive paragraph ()

RLA.O.3.1.08 - use literary and informational texts to summarize, determine story elements, determine cause and effect, compare and contrast, paraphrase, infer, predict, sequence, draw conclusions, describe characters, and provide main idea and support details.

RLA.O.3.1.14 - use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text). RLA.O.3.1.07 - read third grade instructional level texts and use self- correction strategies (e.g., decoding, searching for cues, rereading). RLA.O.3.2.12 - use a variety of

strategies to plan simple research (e.g., identify possible topic by

brainstorming, list questions, use graphic organizers, organize prior knowledge about a topic, develop a course of action for writing, determine how to locate necessary information). RLA.O.3.2.11 - select a variety of sources to gather information (e.g., use dictionaries, encyclopedias, newspapers, electronic resources). RLA.O.3.2.09 - compose in a variety of forms and genres for different audiences (e.g., diaries, journals,

letters, reports, stories). RLA.O.3.2.03 - compose a written composition using the five-step writing process:

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Know: Understand: Do:

exclamatory and imperative

• descriptive and transitional words

• indentations

RLA.O.3.3.03 - create an age appropriate media literacy product that reflects understanding of format and characteristics. RLA.O.3.3.02 - distinguish different messages conveyed through visual media (e.g., photos, television, multimedia Internet).

• pre-write

• draft

• revise

• edit

• publish

RLA.O.3.2.04 - develop proper paragraph form in written composition:

• beginning, middle, end

• main ideas with relevant details

• sentence variety such as declarative, interrogative and exclamatory and imperative

• descriptive and transitional words

• indentations

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Common Assessments on what students should know and do in this unit:

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Key Learning: Writers of informational text use text structures to organize information.

Recognizing these text structures helps readers understand what they read.

Unit Essential Question(s):

How can we read for information and share that information with others?

[pic]

Concept: Concept: Concept:

Sequencing

Cause and Effect

Compare and Contrast

RLA.O.3.1.14, RLA.O.3.2.12 , RLA.O.3.3.02 , RLA.O.

3.3.03

RLA.O.3.1.14, RLA.O.3.2.12 , RLA.O.3.1.08

RLA.O.3.1.14, RLA.O.3.2.12 , RLA.O.3.1.08

[pic]

Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):

How do authors use the sequencing text structure to help readers understand information? (A)

How can a sequencing graphic organizer be used to show how text is organized? (A)

How can readers determine the sequence of a story if time ordered words are not used in a passage? (ET)

How do readers use signal words to identify the cause/effect text structure? (A)

What strategies can readers use with a graphic organizer to distinguish the cause from the effect? (A)

How do authors use the compare/ contrast text structure to help readers understand information? (A)

How can signal words help you construct a graphic organizer for comparing and contrasting? (A)

How can readers use text structures to compare different text on the same topic? (ET)

[pic]

Vocabulary: Vocabulary: Vocabulary:

Text Structure, Sequence, Signal Words, Order

Reason, Results, distinguish, cause, effect

Similar, Different, compare, contrast, theme

Concept:

Writing an Infomational Essay

RLA.O.3.2.12 , RLA.O.3.2.11 , RLA.O.3.2.09

[pic]

Lesson Essential Question(s):

How do writer's organize and sequence informational essay to persuade others about their opinion? (A)

[pic]

Vocabulary:

Informational essay, Introduction, Body, Closing, Topic Sentence, Details, Text Structure, Time Order words, logical

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Additional Information:

Align with Power Writing. This unit is focused on applying these comprehension strategies to identify how text is organized

(text structures).

Suggestion for breaking up the text structure unit:

10 days-Sequencing

10 days-Cause & Effect

10 days-Compare & Contrast.

Use the month to teach Writing an Informational Essay.

Attached Document(s):

Vocab Report for Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Concept: Sequencing

Text Structure - Sequence - Signal Words - Order -

Concept:

Cause and Effect

Reason - Results - distinguish - cause - effect -

Concept:

Compare and Contrast

Similar - Different - compare - contrast - theme -

Concept:

Writing an Infomational Essay

Informational essay - Introduction -

Body - Closing -

Topic Sentence - Details -

Text Structure - Time Order words - logical -

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How do authors use the sequencing text structure to help readers understand information?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: A.P.#1. What is sequencing?

Assessment Prompt 2: A. P.#2. What is the purpose of sequencing?

Assessment Prompt 3: A.P. #3. What are the steps in sequencing a passage or story?

Activating Strategy:

Make "Time Order" cards before this activity. Words on cards: first, next, after, and finally.

Read this passage to your students or provide a copy to class. Janie helped her father roast hot dogs on the campfire. First, she put a hot dog on a long stick. Next, she held the stick so the hot dog was just above the fire. After a few minutes, she turned the hot dog over. Finally, she removed the hot dog from the fire, and placed it in a bun.

Have the students retell the story by using the "Time Order" word cards. Inform students that when we use "Time Order" words we are sequencing a story or passage.

A.P.#1. Have students share with their partner "What is sequencing?" Afterwards, partners will share with whole group. Answers may vary;To put a story in order.

Students should share that by using time ordered words the passage is broken into different events so the story will be easy to understand.

Key vocabulary to preview:

sequencing, signal words, order

Teaching Strategies:

Graphic Organizer:

Using a foldable that is folded in six parts with the time order words written on the six parts. Instruction:

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Suggesstion:

Have each child choose an activity that they do regularly: brush their teeth, wash the dog, make a sandwich, etc. Then, have them break it up into six steps and write them in order onto a graphic organizer (unnumbered). They cut them out, mix them up and trade with a partner who then has to

put them in the correct order.

Have kids put them into baggies when done, so you now have a class set of sequence cards.

A.P.#2. "What is the purpose of sequencing?" Students use Think, Pair, Share to answer. Answer may vary. Students should share that by using time ordered words the passage is broken into

different events so the story will be easy to understand.

Assignment and/or Assessment:

Make six "time order" sequence word cards to use with any of;the activities below.

Taking a six part foldable that is labeled with time order words, students can listen to a story such

as Alexander and the Terrible, Horrible, No Good, Very Bad Day. Author, Judith Viorst. Another story students can easily sequence would be Alexander, Who Use to be Rich Last Sunday. This story is in

our reading basal. Once teacher has read the story of her choice, class will discuss how the story should be sequenced to show the order. Teacher hands out the six time order cards, and as students sequence the story orally students hold up the next sequence card. Students will complete sequencing foldable organizer. At last, partners will review foldable to see if their sequencing was correct.

"Trick or Treating"

The following is a 9 step sequencing activity to use with your students on "Going Trick or Treating". Make sentence strips or write as a worksheet, the nine steps you must do before and as you go trick

or treating. You could even have these out of order, and have them number order them for a quick assessment.

Decide what kind of costume you would like. Buy or make a costume.

On Halloween, put on your costume and get a bag for candy. Leave your house.

Knock on people's home. Say, "Trick or Treat".

Go home when you are done trick or treating.

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Look over your candy carefully with an adult to make sure it is safe. Eat your candy.

Have students discuss what they need to think about as they prepare for this year's Halloween. Have them put these steps in order.

Students love Nursery Rhymes. Here is one listed that you may use to sequence or choose one of

your favorites. Students can review the rhyme. Teacher can prepare a rhyme in single sentences. Cut in strips and place in envelopes. Students select an envelope and read the sentence. Class will then sequence the rhyme.

Hey, Diddle, Diddle

Hey, diddle, diddle, The cat and the fiddle,

The cow jumped over the moon. The little dog laughed

To see such sport,

And the dish ran away with the spoon.

Teacher can select songs to use while teaching students to sequence. As you teach or review a fun song you could break the stanza's into groups to help show sequence. Students can list the

different movements or words given to show sequence. Teacher could prepare the song on paper, and cut apart the stanza's. Students could glue the song back into the correct sequence form on construction paper.

The Wheels on the Bus

The wheels on the bus go round and round

Round and round, round and round

The wheels on the bus go round and round

All through the town.

(Roll hands over each other)

The wipers on the bus go "Swish, swish, swish, Swish, swish, swish, swish, swish, swish"

The wipers on the bus go "Swish, swish, swish"

All through the town.

(Put arms together in front of you and'swish' like windshield wipers)

The door on the bus goes open and shut

Open and shut, open and shut

The door on the bus goes open and shut

All through the town.

(Cover eyes with hands on 'shut' anduncover them on 'open')

The horn on the bus goes "Beep, beep, beep

Beep, beep, beep, beep, beep, beep"

The horn on the bus goes "Beep, beep, beep" All through the town.

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

(Pretend to honk horn)

The gas on the bus goes "Glug, glug, glug

Glug, glug, glug, glug, glug, glug"

The gas on the bus goes "Glug, glug, glug" All through the town.

(Pretend to fill tank using pointer finger as gas nozzle)

The money on the bus goes "Clink, clink, clink, Clink, clink, clink, clink, clink, clink"

The money on the bus goes "Clink, clink, clink"

All through the town.

(Pretend to put money in cash box on bus)

The baby on the bus says, "Wah, wah, wah! Wah, wah, wah, wah, wah, wah!"

The baby on the bus says, "Wah, wah, wah!" All through the town.

(Fisted hands in front of eyesand rub them like baby crying)

The people on the bus say, "Shh, shh, shh, Shh, shh, shh, shh, shh, shh"

The people on the bus say, "Shh, shh, shh" All through the town.

(Put pointer finger to mouth to 'shhh')

The mommy on the bus says, "I love you, I love you, I love you"

The daddy on the bus says, "I love you, too" All through the town.

(Point to self on 'I',right hand over heart on 'love', and point to other on 'you')

A.P.#3. "What are the steps in sequencing of a passage or story?" Using a Steps in the Process organizer students complete independent by using time ordered words and show the process of sequencing the source teacher selects to use.

Summarizing Strategy:

Read to students the fairy tale "The Three Little Pigs" or one of your own choosing.

Using a sequencing organizer or foldable, have students write the time order words you want used. If using an organizer, students may begin their sentence with the order words you want them to use. Then, students sequence the fairy tale.

Resources and Materials:

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

* A good sequence graphic organizer is located on the site Time for Kids, under graphic organizers for grades 3-4. it wouldn't attach. However, you can go to the site and print the graphic organizer.





Time (in days):

5

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How can a sequencing graphic organizer be used to show how text is organized?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: A.P.#1. How does the ogranizer help me separate the different information? Assessment Prompt 2: A.P. #2. How could you develop an organizer to present the sequencing of a story?

Activating Strategy:

Use premade sentence strips as an organizer. Teacher uses a poem of their choice. The following is a suggestion: Read to class and write on strips the lines the teacher wants students to be able

to arrange in order. They could have numbers on the back for self checking. As teacher reads poem to class the students arrange sentence strips in order.

Five Batty Bats anonymous

Five batty bats

Were hanging 'neath the moon.

"Quiet!" said the first.

"The witch is coming soon."

"She's green," said the second, "With a purple pointy nose."

"Black boots," said the third, "Cover up her ugly toes."

"Her broom," said the fourth, "Can scratch you - that I know!"

"I'm scared," said the fifth. "I think we'd better go."

Five batty bats

Escaped into the night.

"Dear me," said the witch. "That's a scary sight!"

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Key vocabulary to preview:

Text Structure, Sequence, Signal Words, Order

Teaching Strategies:

Graphic Organizer:

Steps in a Process or a foldable using as many folds needed for the sequencing.

Instruction:

Using one of the above ideas for a graphic organizer, students will sequence the following by the different verses of the song..

Assignment and/or Assessment:

Children listen and sing along to thesong," Do your Ears Hang Low?". See website attached below for words and a sing along. There is about four verses in this version of how the ears may

hang. Students will complete the organizer by placing in the different way they can hang according to the song. Students may share their organizers with their partners.

A.P. # 1. How does the ogranizer help me separate the different information?

Students can work with their partner on an organizer to make up and add other verses of their own. Teachers may want to use a nursery rhyme. Here is a suggestion.

There Was a Crooked Man

There was a crooked man and he walked a crooked mile, He found a crooked sixpence upon a crooked stile.

He bought a crooked cat, which caught a crooked mouse. And they all lived together in a little crooked house.

The class can read thispassage and using the sequencing organizer of your choice, students use organizer to separate the information in the story.

Hey! Who's Driving This Thing? Google, the Internet search and mapping company, has developed a car that can steer without a driver

By Jonathan Rosenbloom

Sometimes reality is stranger than science fiction: Google is road-testing cars that steer, stop and start without a human driver. The goal is to "help prevent traffic accidents, free up people's time

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

and reduce carbon emissions," says Sebastian Thrun. He is the project leader for the driverless car, or Carbot.



The Google self-driving car cruises down a highway in California.

By developing the car and the software that drives it, Google wants to change how people get from place to place. Eric Schmidt, one of the company's top officials, said, "Your car should drive itself. It just makes sense."

The test cars, which are tricked-out Toyota Priuses, always have a person behind the wheel to make sure the software that steers the car is working. And if anything should go wrong, the human can immediately start driving.

Look! No Hands!

So far, the driverless autos have gone about 140,000 miles on California roads and highways without people taking over the driving very much. Seven test cars have gone a total of 1,000 miles without a human touching the controls at all. Many of the roads on which the cars have traveled successfully have been very busy or full of curves that challenge human drivers. The autos' software makes it possible to know speed limits, traffic patterns and road maps. The vehicles use radar, lasers and video cameras to find other cars and avoid people crossing streets.

There has only been one accident, during the testing. And in that case, the Carbot was hit from behind by a human driver when Google's car was stopped at a red light. Engineers say the driverless cars are safer than autos with people behind the wheel because the computers react more quickly than humans.

More Time for Relaxing

What would people do if they didn't have to pay attention to the road while driving? Google may hope that they'll surf the web while riding from place to place, notes Rob Enderle, who studies businesses and how they operate.

The Carbot is still in very early testing stages. Experts agree that it will be years before you'll be able to buy one. But it's likely that one day you will be sitting in the driver's seat of a driverless car. And instead of keeping your eyes peeled on the road, you could be checking your digital reader for your favorite book, texting your friends or just enjoying the passing scenery. When the auto was first invented it was called a "horseless carriage." Now it seems it's time for the "driverless carriage" to be part of our lives.

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Summarizing Strategy:

A.P. #2. How could you develop an organizer to present the sequencing of a story? Students choose from a few suggesstions from teacher a sequencing organizer that they like best to do the sequence below:

Rumpelstiltskin

Once there was a miller who was poor, but who had a beautiful daughter. Now it happened that he had to go and speak to the king, and in order to make himself appear important he said to him, I have a daughter who can spin straw into gold. The king said to the miller, that is an art which pleases me well, if your daughter is as clever as you say, bring her to-morrow to my palace, and I will put her to the test.

And when the girl was brought to him he took her into a room which was quite full of straw, gave her a spinning-wheel and a reel, and said, now set to work, and if by to-morrow morning early you have not spun this straw into gold during the night, you must die. Thereupon he himself locked up the room, and left her in it alone. So there sat the poor miller's daughter, and for the life of her could not tell what to do, she had no idea how straw could be spun into gold, and she grew more and more frightened, until at last she began to weep.

But all at once the door opened, and in came a little man, and said, good evening, mistress miller, why are you crying so. Alas, answered the girl, I have to spin straw into gold, and I do not know how to do it. What will you give me, said the manikin, if I do it for you. My necklace, said the girl. The little man took the necklace, seated himself in front of the wheel, and whirr, whirr, whirr, three

turns, and the reel was full, then he put another on, and whirr, whirr, whirr, three times round, and the second was full too. And so it went on until the morning, when all the straw was spun, and all the reels were full of gold.

By daybreak the king was already there, and when he saw the gold he was astonished and delighted, but his heart became only more greedy. He had the miller's daughter taken into another room full of straw, which was much larger, and commanded her to spin that also in one night if she valued her life. The girl knew not how to help herself, and was crying, when the door opened again, and the little man appeared, and said, what will you give me if I spin that straw into gold for you. The ring

on my finger, answered the girl. The little man took the ring, again began to turn the wheel, and by morning had spun all the straw into glittering gold.

The king rejoiced beyond measure at the sight, but still he had not gold enough, and he had the miller's daughter taken into a still larger room full of straw, and said, you must spin this, too, in the course of this night, but if you succeed, you shall be my wife.

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Even if she be a miller's daughter, thought he, I could not find a richer wife in the whole world.

When the girl was alone the manikin came again for the third time, and said, what will you give me

if I spin the straw for you this time also. I have nothing left that I could give, answered the girl. Then promise me, if you should become queen, to give me your first child. Who knows whether that will ever happen, thought the miller's daughter, and, not knowing how else to help herself in this strait, she promised the manikin what he wanted, and for that he once more spun the straw into gold.

And when the king came in the morning, and found all as he had wished, he took her in marriage, and the pretty miller's daughter became a queen.

A year after, she brought a beautiful child into the world, and she never gave a thought to the manikin. But suddenly he came into her room, and said, now give me what you promised.

The queen was horror-struck, and offered the manikin all the riches of the kingdom if he would leave her the child. But the manikin said, no, something alive is dearer to me than all the treasures in the world. Then the queen began to lament and cry, so that the manikin pitied her. I will give you three days, time, said he, if by that time you find out my name, then shall you keep your child.

So the queen thought the whole night of all the names that she had ever heard, and she sent a messenger over the country to inquire, far and wide, for any other names that there might be. When the manikin came the next day, she began with caspar, melchior, balthazar, and said all the names she knew, one after another, but to every one the little man said, that is not my name. On the second day she had inquiries made in the neighborhood as to the names of the people there, and she repeated to the manikin the most uncommon and curious. Perhaps your name is shortribs, or sheepshanks, or laceleg, but he always answered, that is not my name.

On the third day the messenger came back again, and said, I have not been able to find a single new name, but as I came to a high mountain at the end of the forest, where the fox and the hare bid

each other good night, there I saw a little house, and before the house a fire was burning, and round about the fire quite a ridiculous little man was jumping, he hopped upon one leg, and shouted - to-day I bake, to-morrow brew, the next I'll have the young queen's child. Ha, glad am I that no one knew that Rumpelstiltskin I am styled.

You may imagine how glad the queen was when she heard the name. And when soon afterwards the little man came in, and asked, now, mistress queen, what is my name, at first she said, is your name Conrad? No. Is your name Harry? No. Perhaps your name is Rumpelstiltskin?

The devil has told you that! The devil has told you that, cried the little man, and in his anger he plunged his right foot so deep into the earth that his whole leg went in, and then in rage he pulled at his left leg so hard with both hands that he tore himself in two.

Resources and Materials:



You can find a sequence organizer on the website Time For Kids , Edhelper, and in your Learning

Focus text.

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Time (in days):

5

Topic: Text Structures

Subject(s): English Language Arts

Concept: Cause and Effect

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How do readers use signal words to identify the cause/effect text structure?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: AP: How do I distinguish a cause and effect relationship? Assessment Prompt 2: AP: How do I identify the difference between a cause and effect?

Activating Strategy:

Drop a book on the floor, and ask "What happened? Why?" Have students identify the cause (the teacher dropped the book) and the effect (there was a loud "Bang!") in the situation.

Key vocabulary to preview:

reason, results, distinguish, cause, effect

Teaching Strategies:

Graphic Organizer:

Cause and Effect

Instruction:

The students will watch as the teacher (or a student) pops a balloon by sticking it with a pin.· Allow students to predict what they think will happen before the teacher pricks the balloon. Prick the balloon with a pin and allow the students to see what happens.Introduce the terms "cause" and "effect".· Discuss what a the cause and effect was in this situation. (Cause-the teacher pricked the balloon with a pin; Effect----the balloon popped; there was a loud noise)· Fill in cause and effect word map as a whole group.

AP#1: Partners will discuss AP#1, partner sitting on the left will share with whole group.

Assignment and/or Assessment:

· Show students story a familisatrory such as "Snow White and Seven Dwarfs"·

Topic: Text Structures

Subject(s): English Language Arts

Concept: Cause and Effect

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Teacher will read story aloud to students and tell students to listen for cause-effect relationships·

Ask or list the questions "What caused Snow White to leave?" What caused Snow White to go into a deep sleep?" Keep asking cause and effect questions. Point out key words that you use such as "caused" and key words that students use in their response such as "because." ·

Partners answer the questions while filling in graphic organizer using the cause-effect relationships in the story?

AP#2: Students will discuss AP #2. Partners on sitting on the right will share with whole group.

Extending Thinking Activity:

For thewriting activity, the students will write a Cause For the writing activity, the students will write a Cause & Effect paragraph from by choosing a topic of interest from prompts provided by teacher.

Suggested Topics:

Dad bought a new minivan! The children marched out of the school The squirrel scampered quickly up the tree My mom was mad We overslept last night

(Teachers you may choose your own topics.)· Teacher will gather different topics to write about·

Students will choose a topic of interest ·

Students will use the writing process to write their paper· A rubric will be used for scoring·

Students will use what has been learned to write a Cause and Effect paragraph by choosing a topic of interest from prompts provided by teacher.

Summarizing Strategy:

Students will read thenursery rhyme "Hickoy Dickory" and list the cause and effect in the organizer.

Resources and Materials:

Notes: Additional books to use to teach Cause and Effect: Alexander and the Horrible, No Good, Very Bad Day,

Topic: Text Structures

Subject(s): English Language Arts

Concept: Cause and Effect

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

If You Give a Mouse a Cookie, Ira Sleeps Over

Why Mosquitoes Buzz in People's Ears

Songs to Use:

"Five Little Monkeys Jumping on the Bed", "Georgie Porgie",

"Itsy Bitsy Spider".

,

Time (in days):

5

Rubric 1:

Title: Cause and Effect Rubric

| |3 2 1 |

|Crit eria Out st and ing Good Need s help |

| |Clear ly Descr ib es | |Does not d es cr ib e|

|Cont ent | |Descr ib es | |

| |Beginning, M |Beginning, En d |Lack s or ganiz at |

|Organiz at ion |id d le, End | |ion |

| | |Som e sent enc e ar e| |

|Language |All sent ences ar e |com p let e. |No sent ences ar e |

| |com p let e | |com p let e |

Additional Information:

Attached Documents:

Cause and Effect

Topic: Text Structures

Subject(s): English Language Arts

Concept: Cause and Effect

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

What strategies can readers use with a graphic organizer to distinguish the cause from the effect?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: AP#1: What are some of the signal words to indicate the cause/effect event? Assessment Prompt 2: AP #2: How do we determine the cause and effect of a story or passage? Assessment Prompt 3: AP#3: What is the relationship between the cause and effect?

Activating Strategy:

Activity: Cause and Effect Toss

This game can be played both indoors (with a nerf ball or sponge) or outdoors, and children can practice constructing sentences that express a cause and effect relationship. What to do: Players sit in a large circle. The first player holds the ball and says the first part of a cause-and-effect sentence.For example: When the lights went out....

practice...... Since Daniel sold the most boxes of coo

Dad tried to start a fire... Because her bike was brok

The player then tosses the ball to another player in the circle. The player who catches the ball must complete the sentence. If the player can't complete the sentence or drops the ball, the ball goes back to the person who tossed it. That player restates the beginning of the sentence and tosses the ball to another player in the circle.

Key vocabulary to preview:

Reason, results, distinguish, cause, effect, relationship

Teaching Strategies:

Graphic Organizer:

T Chart oCr ause and Effect organizer from Learning Focus site.

Instruction:

Before doing this activity, review cause and effect signal words that have been introduced previously. Remind students that the "cause" tells WHY or WHAT makes something happen, and the "effect" is WHAT HAPPENS as a result of the cause.

Topic: Text Structures

Subject(s): English Language Arts

Concept: Cause and Effect

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

AP#1: Using numbered heads the students will discuss the signal words for cause and effect. Teacher will circulate through groups to ensure students are on track.

With a teacher selected passage partners will read and locate signal words and highlight with a yellow marker or crayon.

Use a T chart organizer for cause and effect. Have students brainstorm events that might happen on a school day, like dropping a tray in the cafeteria, getting a good grade on a test, being late for school, etc... Then on the left of the event, they list three things that might cause this event. For example, if the event was dropping their tray in the cafeteria, a cause might be that the floor was wet. Then on the right of the event, the students list three effects of the cause.

.

Assignment and/or Assessment:

Remind students a cause is why or what makes something happen. The effect is what happens as a result of a cause.Use the book "If You Give a Mouse a Cookie" by Laura Joffe. Teach students how to distinguish cause from effect on a graphic organizer by dividing the two sides of the organizer into

two parts. Label one side cause and the other effect. As you read, or if you have a class set of the book for them to read silently the students fill in the causes and effects on their organizer as the

story progress. The whole story is baseAP#3: The teacher will give each student a sentence strip that has a cause or effect statement and the students must find the person with the matching strip

to complete the cause and effect statementd on a series of causes and effects.

AP#2: The students will complete the graphic organizer using another source such as the nursery rhyme "Jack and Jill" or the fairy tale, "Goldilocks and the Three Little Bears". Then they will share their graphic organizer with the class.

Then the students will read the completed statement and explain how they determined the cause from the effect to the class.

Summarizing Strategy:

Partners discuss their graphic organizer. They can make changes if need be. Assessment:

Students make a two part foldable. They can write the essential question on the back. Underneath they can write a brief answer to the question. On front of the foldable the student writes cause on one flap and effect on the other. Underneath the cause flap students will write a cause. They will then write the effect of the cause under the effect flap.

Resources and Materials:

If You Give a Mouse a Cookie by Laura Joffe, Jack and Jill ,Goldilocks and theThree Bears, Nerf ball or SpongePaper.

Topic: Text Structures

Subject(s): English Language Arts

Concept: Cause and Effect

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Time (in days):

5

Attached Documents:

Cause and Effect

Topic: Text Structures

Subject(s): English Language Arts

Concept: Compare and Contrast

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How do authors use the compare/contrast text structure to help readers understand information?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: AP #1 Think, pair, share

Assessment Prompt 2: 2 AP #2 Students complete a Venn Diagram graphic organizer.

Activating Strategy:

Using pictures of atoad and a frog have students work in partners to find features that are similar and different. Students write their finding on cards. Teacher makesVaenn Diagram on board or chart paper and labels one circle frog and left toad with middle listed similar . Then students place their card in correct area and explain their answer. Teacher then introduces vocabulary words, contrast and compare.

AP #1 Partners think pair share-"What does compare and contrast mean?"

Key vocabulary to preview:

Compare, contrast, similar different, theme

Teaching Strategies:

Graphic Organizer:

Venn Diagram

Instruction:

Teacher suggestion: Select a text that compares two similar things such baustterflies and moths or mudslide and avalanche. As students read the passage or text they highlight similar items in one color and differences with another.

AP # 2 Use a Venn Diagram and complete with information from text.

Assignment and/or Assessment:

There are many different topics that can be compared at the teacher's discretion. Students complete a Venn Diagram with information from teacher selected text.If choosing to compare fiction

Topic: Text Structures

Subject(s): English Language Arts

Concept: Compare and Contrast

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

to nonfiction text fairy tales such as Three Little Bears could be compared to a book about facts about bears, etc.

Extending Thinking Activity:

Suggested site:This is a good site to comparePilgrims/Native Americans, or First Thanksgiving and Present day Thanksgiving. It is also an interactive site that can be use with Smartboard or computer.

Summarizing Strategy:

Students make a compare and contrast organizer of teacher choice. Students will label the organizer (such as a venn diagram). Inside each section of the diagram students write an explanation of the importance of each section and its purpose.

Time (in days):

5

Attached Documents:

Compare Contrast Summary

Topic: Text Structures

Subject(s): English Language Arts

Concept: Compare and Contrast

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How can signal words help you construct a graphic organizer for comparing and contrasting?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: AP1:Comparing and contrasting signal words

Assessment Prompt 2: AP2:How to organize information on a graphic organizer

Activating Strategy:

Students work in groups to compare and contrast second grade to third grade recording information on a grapic organizer. Students share with the class. Teacher models how to record information on a graphic organizer as students share their results from the activating strategy.

Key vocabulary to preview:

Compare, contrast, similar, and different

Teaching Strategies:

Graphic Organizer:

Compare and Contrast

Instruction:

Teacher will demonstrate by using signal words for comparing and contrasting reading and

math. Students will be able to construct a graphic organizer with a partner.AP1: Students record the information on their own graphic organizer while talking with a partner. Teacher talks about compare and contrast signal words and give examples of each. Then break the students up to develop a list for compare words. AP2: Students classify signal words that compare and contrast on a t-chart in groups. Share with the class and to create a master list of signal words to add to the

t-chart. Teacher chooses a book such as "The Relatives Came" by Cynthia Rylant. Students will listen to the story and discuss how the relatives act when they arrive, comparing the book to when they

have relatives visit them. Teacher helps students to understand by using signal words as to compare and contrast the relatives in the story to their relatives. After a class discussion of the book,

students fill in the information on their organizer. They can highlight the signal words to know where to write their information. Students complete the assignment to practice classifying information based on signal words

Assignment and/or Assessment:

Topic: Text Structures

Subject(s): English Language Arts

Concept: Compare and Contrast

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

The Trail Ride

Anna is going on a trail ride. She will ride fifty miles on horseback. The weather will be cold, a it might rain. Anna has two horses, Sugar and Ringer. Anna is sure that both horses are in good

shape. However, she wants to choose the better one for the trail ride. Sugar is a tall white

horse. She is always eager to obey Anna's commands, but she likes to run fast. Sometimes it is hard for Anna to make Sugar walk slowly. Sugar doesn't like to walk in mud. Ringer is a tall brown horse. He is sturdy, patient, and sometimes stubborn. He is more comfortable to ride than

Sugar. He can walk all day without getting tired, and he likes to run. He does not like to be around other horses.

1. How are Sugar and Ringer alike?

a. They are both white.

b. They like other horses. c. They are stubborn.

d. They are in good shape.

2. How is Ringer unlike Sugar?

a. Ringer is more comfortable. b. Ringer belongs to Anna.

c. Ringer gets tired easily.

d. Ringer likes to walk in rain.

3. Both horses like to ______. a. go on trail rides

b. walk slowly c. run fast

d. disobey

4. If it rains on the trail ride, Ringer will be better than Sugar because Sugar does not like to ?

a. be cold b. get tired

c. patient

d. walk in mud

Topic: Text Structures

Subject(s): English Language Arts

Concept: Compare and Contrast

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

5. Sugar and Ringer are both

_____.a. white

b. brown c.short

D. tall

6.This passage is an example of a. poem

b. a story c. a recipe d.a letter

7. How is Sugar different from Ringer?

a. Sugar is in good shape. b. Sugar likes to run. c.Sugar obeys commands. d. Sugar is a horse.

8. Why do you think the author wrote this story?

a. to tell you about Anna

b. to tell you about Sugar &Ringer c. to tell you about feeding horses

d. to tell you about caring for horses

9. The signal words for comparing and contrasting are ... a. mostly about, sums up, another title

b. first, next, then, last

c. alike, different, similar, same

d. cause, effect, because, as a result

10. Complete the graphic organizer below. ( I couldn't get the venn diagram to copy) (Write this in the first part of the venn diagram) Sugar obeys commands. Sugar is a white horse. ? (Next, write this part in the other half of the venn diagram) Sugar obeys commands.Sugar is a white horse. ?

Topic: Text Structures

Subject(s): English Language Arts

Concept: Compare and Contrast

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

a. Both horses like to walk in mud.

b. Both horses can run all day without getting tired. c. Both horses like to be around other horses.

d. Both horses like to run.

Answer Key:1- d 2- a 3.c 4- d 5-d 6- b 7- c 8- b 9- c 10- d

Summarizing Strategy:

Partners discuss how their relatives are alike and different. Partner #1 tells partner #2 one of the signal words they used for compare. Partner #2 tells partner #1 the signal word they used for contrast.

Resources and Materials:

Compare and contrast graphic organizer

Time (in days):

5

Attached Documents:

Compare Contrast Summary

Topic: Text Structures

Subject(s): English Language Arts

Concept: Fix-Up Strategies

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

What do students need to learn to be able to answer the Essential Question?

Teaching Strategies:

Time (in days):

0

Topic: Text Structures

Subject(s): English Language Arts

Concept: Writing an Infomational Essay

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How do writer's organize and sequence informational essay to persuade others about their opinion?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: A.P. #1. Characteristics of an informational essay.

Assessment Prompt 2: A.P.# 2.Using organization and sequencing strategies in writing

Assessment Prompt 3: A.P. #3 Strategies for writing persuasively.

Activating Strategy:

Read thepoem "Homework" by Jack Prelutsky. Ask the students What are we writing about today? (They'll guess homework.) Establish the two points of view (pro and con): Students should have homework. Students should not have homework. Students and the teacher brainstorm and generate ideas for both sides of the issue. The teacher records the information on a chart, board, etc. All students copy the information. The pro and con charts (graphic organizers) serve as the plan for writing. Make students aware that the audience for this essay will be the administrator. The purpose is to persuade the administrator to adopt their point of view on homework.

Key vocabulary to preview:

informational essay, introduction, body, closing, topic sentence, details, text structure, and transitions·

Use a vocabulary rating chart (Know, Have Seen or Heard, Don't Know) to discuss vocabulry. Locate areas on Power Writing GO Model where most sections of an information essay would be found.

Teaching Strategies:

Graphic Organizer:

Graphic Organizer · T-Chart· Vocabulary Rating Chart· Tri-Fold GO for "Anal

Perspectives"

Instruction:

Review the charts from the previous lesson. Class comes to agreement on the point of view for the model. You can guess what students will decide - no homework. Read the poem to the class again, emphasizing how words are used to capture the reader's attention. Together the students and the teacher begin to write the introduction. As in persuasive speaking, techniques should be employed that introduce the topic and captures the reader's attention immediately. (Rhetorical or challenging questions, lyrics from a song, a quotation, a humorous anecdote or a fact that elicits human passion

Topic: Text Structures

Subject(s): English Language Arts

Concept: Writing an Infomational Essay

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

hooks the attention of the reader. Reading a poem, referencing a current event, and using analogies are also effective techniques for ensnaring the reader.) A.P.1: "Think-Ink-Share"- Create at least three "hooks" that could be used to persuade your reader. The graphic organizer directs the writing of the essay. Guide student to use descriptive and sensory language to lead the reader coherently through body of the essay. The teacher channels students' thoughts into well constructed sentences and paragraphs using a variety of transitions to achieve overall paragraph unity. The conclusion restates the writer's opinion in a compelling way. Again the techniques used in the introduction can be successfully employed in the conclusion. Remind students that language choice is important to influence the reader to understand and therefore, to adopt the writer's point of view. Everybody writes as the class composes the rough draft. All students copy the rough draft as a model of persuasive writing. AP2 : How did your graphic organizer help develop your ideas for the essay? Stage 3: Revising/EditingRevise and edit the draft as a class. How can we combine our sentences to make our essay clearer? What better word could be used to convey that thought? Emphasize to students that improvements can be made. Revising ensures that writing is clear, well organized, accomplishes goals, and convinces the audience. Remind students that statements need to be arranged for emotional appeal using strong, exact words. For example, don't say, "Homework is not good because it takes up too much time. Instead, "Homework limits quality time spent with family and friends." Share with students that ideas need to be connected. Using a variety of transitions helps to achieve paragraph coherence and unity. Advise students that the revision stage includes others reading the draft and suggesting improvements. A.P.3: Justify the strategies used to develop a logical argument and persuade your reader.Stage 4: ProofreadingAs a class, check for errors in grammar, spelling, and mechanics. (On purpose, the teacher may want to misspell a word or make errors in grammar or mechanics. This gives the students "controlled practice" in identifying errors.) The teacher can reference "spell check" and "grammar check" in word processing if students are typing their papers. Peer proofreading. Stage 5: Publishing/PresentingFor this assignment, students may submit a copy of the essay to the administrator or invite the administrator to hear their point of view on homework. They may also present their essay to other classrooms, etc.

Assignment and/or Assessment:

Rubric for essay:

Focus: The writer must clearly establish a focus as he/she fulfills the assignment of the essay. 1-

not clearly defined 2-clearly defined, but may stray from topic 3-clea focused throughout essay.

Organization: Organization is the progression, relatedness, and completeness of ideas. Contains an effective beginning, middle, and end. Demonstrates a clear progression of related ideas and/or events and is unified and complete. 1-ideas are not related/ 2- ideas are related, but incomplete 3- ideas are unified throughout effective beginning, unclear progression of idea middle, and end

Support and Elaboration: Support and Elaboration is the extension and development of the topic/

subject.

Supporting details should be relevant and clear. 1- details are absent or unrelated are undeveloped, redundant, 3- details are clear and supportive of subject matter or unclear

Extending Thinking Activity:

Topic: Text Structures

Subject(s): English Language Arts

Concept: Writing an Infomational Essay

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

"Analyzing Perspectives"Students will make a tri-fold graphic organizer where the two edges of the paper meet in the middle. Students draw a picture of themself on one outside flap. They draw their teacher on the other, facing each other as if having a discussion. Open the flaps and in the center, write a dialogue between the two in which each presents his or her perspective on the issue of homework. Student Perspective/ Issue/ Teacher Perspective

Summarizing Strategy:

"3-2-1"- Students write about 3 things, 2 things, 1 thing.

3 situations where you may wish to persuade someone

2 different strategies you can use to persuade

1 way to organize your ideas for an informational essay.

Resources and Materials:

Use this for our Power Writing lesson.

Time (in days):

30

Topic: Text Structures

Subject(s): English Language Arts

Concept: Revising and Editing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

What do students need to learn to be able to answer the Essential Question?

Teaching Strategies:

Time (in days):

1

Topic: Text Structures

Subject(s): English Language Arts

Concept: Revising and Editing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

What do students need to learn to be able to answer the Essential Question?

Teaching Strategies:

Time (in days):

1

Topic: Text Structures

Subject(s): English Language Arts

Concept: Revising and Editing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

What do students need to learn to be able to answer the Essential Question?

Teaching Strategies:

Time (in days):

0

Topic: Text Structures

Subject(s): English Language Arts

Concept: Revising and Editing

5. Acquisition Lesson

Days: 30

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

What do students need to learn to be able to answer the Essential Question?

Teaching Strategies:

Time (in days):

0

Topic: Text Structures

Subject(s): English Language Arts

Concept: Compare and Contrast

6. Extending Thinking Lesson

Days: 30

Grade(s): 3rd

Lesson Essential Question:

How can readers use text structures to compare different text on the same topic?

Summarize / Share:

Students will share their final completed organizer with their group or class.

Assignment:

Teacher chooses several text that will relate to the same topic such as dolphins. Teacher reviews

the different structures w e might find when weuse those texts. Title, Table of Contents, Index, Photos, Captions, Diagram, Glossary,Date Line (for periodicals), Bold Print, Headings, and

Subtitiles. Students can divide the reading materials up as a group or class. Afrterwards, when materials have been read, students can draw and complete a venn diagram to compare and contrast the information they've read.

Time (in days):

1

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

6. Extending Thinking Lesson

Days: 30

Grade(s): 3rd

Lesson Essential Question:

How can readers determine the sequence of a story if time ordered words are not used in a passage?

Assignment:

Using the story from Time For Kids, students will be able to have an understanding of how to sequence a story that doesn't use time order words. September 27, 2010 A Penny's Worth A one- of-a-kind penny sells for more than a million dollars

By Suzanne Zimbler

LEGEND NUMISMATICS

D stands for Denver. This is the only penny made out of copper at the Denver mint in 1943.

Some people say pennies bring good luck. Others say pennies are not worth saving. After all, a penny is only worth a cent. But one unusual penny turned out to be worth a lot more when a coin collector paid $1.7 million for it earlier this month.

The coin is one of a kind. It is the only penny that the Denver mint made out of copper, instead of steel, in 1943. Because it is unique, it is also very valuable. No penny has ever sold for this much money.

The Changing Penny

The Lincoln penny first appeared in 1909. For 34 years, the one-cent coin was made out of copper. Then, in 1943, the penny changed. World War II was going on, and copper was needed for equipment. So for one year, pennies were made out of steel instead. At least most of them were.

A small handful of coins were made out of leftover copper. There are three main mints, or places where coins are made, in the United States. Of the known copper pennies from 1943, twelve were made in the Philadelphia mint, and five were made in the San Francisco mint. Only one was made in the Denver mint.

MATTHEW STAVER-BLOOMBERG/AP

The Denver mint is one of three main mints in the United States.

Nobody knows for sure why a copper penny was made at the Denver mint in 1943, coin-dealer Andy Skrabalak told TFK. "There's a rumor that a mint employee [made] the coin in the middle of the night," he said.

A Special Set

Topic: Text Structures

Subject(s): English Language Arts

Concept: Sequencing

6. Extending Thinking Lesson

Days: 30

Grade(s): 3rd

The coin collector who bought the $1.7 million penny wants to remain anonymous, or unknown. But the reason for his purchase is known. He already had two copper pennies from 1943-one from the San Francisco mint and one from the Philadelphia mint. To complete the set, he needed the Denver penny. The three coins will go on display at a rare-coin convention in Tampa, Florida, this January.

The collector who sold the penny is also keeping his identity a secret. It took four years to convince him to give up the rare coin. Now that he finally sold it, he is donating all of the money to charity.

Resources and Materials:

Use this organizer for the story "A Penny's Worth".



Time (in days):

1

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

8. Differentiating the Unit

What accommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students?

Differentiation Associated with the Unit:

Differentiation Associated with Lessons and Activities:

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

What resources and materials do you need for this unit, the lessons, and the activities?

Resources Associated with the Unit:

Resources Associated with Lessons and Activities:

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Resources and Materials from ACQ Lesson 1:

* A good sequence graphic organizer is located on the site Time for Kids, under graphic organizers for grades 3-4. it wouldn't attach. However, you can go to the site and print the graphic organizer.





Resources and Materials from ACQ Lesson 2:



You can find a sequence organizer on the website Time For Kids , Edhelper, and in your Learning Focus text.

Resources and Materials from ACQ Lesson 3:

Notes: Additional books to use to teach Cause and Effect: Alexander and the Horrible, No Good, Very Bad Day,

If You Give a Mouse a Cookie, Ira Sleeps Over

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Why Mosquitoes Buzz in People's Ears

Songs to Use:

"Five Little Monkeys Jumping on the Bed", "Georgie Porgie",

"Itsy Bitsy Spider".

,

i_have_two_eyes.php

Graphic Organizers from ACQ Lesson 3:

Cause and Effect

Rubric(s) from ACQ Lesson 3:

Cause and Effect Rubric

Resources and Materials from ACQ Lesson 4:

If You Give a Mouse a Cookie by Laura Joffe, Jack and Jill ,Goldilocks and theThree

Bears, Nerf ball or SpongePaper.

Graphic Organizers from ACQ Lesson 4:

Cause and Effect

Topic: Text Structures

Subject(s): English Language Arts

Days: 30

Grade(s): 3rd

Resources and Materials from ACQ Lesson 5:

Compare and contrast graphic organizer

Graphic Organizers from ACQ Lesson 5:

Compare Contrast Summary

Resources and Materials from ACQ Lesson 6:

Use this for our Power Writing lesson.

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Curriculum: Tola Hutchison

Course: ELA 03

Learning-Focused Toolbox

Date: October 20, 2011 ET

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