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 Third GradeUnit 4 Our Teams |
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| Enduring
Understanding: A team is a group of people who work together to get a job done. Essential Question: What makes a strong team?
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| Week 1 - Seven Spools of Thread | Teacher Resources | Student Resources | |
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Student Learning Outcomes:
RL.3.1
RL.3.3
RL.3.4
RL.3.6
I can statements:
I can use details/evidence from the text to ask and answer questions
before, during, and after reading to show understanding.
I can identify how literal language helps me understand the author’s purpose. I can
distinguish my own point of view from that of the
narrator or characters to help me to understand the author’s purpose. |
Unit 4 - 1
Vocabulary - (PowerPoint) Vocabulary
Match Vocabulary
ReviewWriting Prompts for Week 1- Use these prompts to encourage students to write each day.  Teaching Dialogue with Student Prompt Seven Spools of Thread - (Teacher tool) Use this Smartboard lesson throughout week for introduction of and activities for vocabulary, word knowledge, comprehension, and writing. Drawing Conclusions - (Teacher tool) Use this Smartboard lesson to introduce comprehension skill, drawing conclusions.   QR
Codes for Listening Centers: Teachers please print these out for the
students to use. |
Writing
Dialogue - I can write a narrative using dialogue
between two characters.  Animal
Dialogue - I can create a fictional scenario and dialogue between
two characters in a photo.
Note: Login to aacps.discoveryeducation.com
prior to clicking link. Cause and Effect
- I can complete a multi-flow map to show cause and
effect relationships. Share with your teacher as directed using OneDrive
or Google Drive. PowerPoint version Google Slides version  Cause and Effect I can write cause and effect relationships when reading "Seven Spools of Thread". Text Features -I can identify the text features and how it helps the
reader when reading to be informed. Share with your teacher as directed
using OneDrive or Google Drive. Word version Google Drawings version Vocabulary Game - I can play games to learn the vocabulary for the week. Spelling Game - I can play games to learn the spelling for the week. Summary
of a "Spools of Thread" I can write a summary of "Seven
Spools of Thread" using words from a word box. Share with
your teacher as directed using OneDrive or Google Drive. Word version Google Doc version I can work with a partner to complete oral language activities from Treasures. Oral Language Activity (slideshow) Partner oral language activity (game) Partner oral language activity 2 (game) |
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| Week 2 - Nacho and Lolita | Teacher Resources | Student Resources | |
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Student Learning Outcomes:
RL.3.2
RL.3.4
RL.3.6
RL.3.7 I Can Statements:
I can identify how the author shows creativity using non-literal (figurative) language. I can identify examples of literal language and how they helped me understand the author’s purpose. I can distinguish my own point of view from that of the narrator or characters to help me to understand the author’s purpose. I can identify how the illustrations of a story contribute to the
feelings of the characters, the mood of the story, and
details of the setting. |
Linking
Verbs Unit 4 - 2 Vocabulary (PowerPoint) Vocabulary
MatchVocabulary
ReviewReaders' Theatre (Print for students) - Students will read the script for "Nacho and Lolita" to practice fluency. Reading Activities for story, Nacho and Lolita.  Author's Message of a Fable -(Running Time 13:00) Note: If the link does not work, log in to aacps.discoveryeducation.com |
All About the Author
(website) - I can read about the
author Pam Munzo Ryan, and then I can create a circle map to
organize information I learned about her inside the circle, and
questions I would like to ask her outside the circle map. Circle Map Template (Inspiration) Trading Card - (Website) I can create a trading card to describe one of the characters from this week's story. 
Visualizing Text- I can locate descriptive text that helps me
visualize and better understand the characters, plot, or setting.
Note: Login to aacps.discoveryeducation.com prior to clicking the link.Oral Vocabulary Cards (PowerPoint) - I can practice and develop oral vocabulary in context of the weekly reading selection. Author's Message (web based)- I can make inferences and draw conclusions to determine the theme of the story. Author's Theme (Inspiration)- I can complete a theme map by paraphrasing and recording the details from the story. Vocabulary Game - I can play games to learn the vocabulary for the week. Spelling Game 1 and Spelling Game 2 - I can play games to learn the spelling for the week. Summary of a Folktale (Word) - I can listen to an audio summary of "Seven Spools of Thread" and then will use Word to write a summary. (Link for audio is in Word Document) I can work with a partner to complete oral language activities from Treasures. Oral Language Activity Partner oral language activity (game) Writing
ActivityI can write a story about one of the pictures used in the oral language activity about getting along with others. After composing your story, share it using OneDrive or Google Drive with a classmate for peer review. Word version Google Doc version Partner oral language activity (game) |
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| Week 3 -A Growing Interest(TFK) | Teacher Resources | Student Resources | |
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Student Learning Outcomes: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.3
RI.3.5 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). I can statements:
I can use details/evidence from the text to ask and answer questions before, during, and after reading to show understanding. I can use language that shows time, sequence, and cause/effect to help me to compare the relationships between events, ideas, and procedures. I can use text features and search tools to help me locate information accurately. I can use text features to increase my understanding and ability to make informed choices. |
Unit 4 - 3
Vocabulary (PowerPoint)Vocabulary
MatchVocabulary
Review Writing Prompts for Week 3 - Use these prompts to encourage students to write each day. |
Vocabulary Game - I
can play games to learn the vocabulary
for the week. Tagxedo - I can use vocabulary words and important words from the story to create word art using Tagxedo. Spelling Game 1 and Spelling Game 2 - I can play games to learn the spelling for the week. Oral Vocabulary Cards (PowerPoint) - I can practice and develop oral vocabulary in context of the weekly reading selection. Summary of Informational Text
- I can read about corn mazes and then write a
summary about what I learned.
(Link for slideshow with text and pictures is in the document). Share
with your teacher as directed using OneDrive or Google Drive. Word version Google Doc version Day and Night - I can listen to a literary text to learn more about day and night. (Can be used for fluency practice too.) I can work with a partner to complete oral language activities from Treasures. Oral Language Activity Partner oral language activity (game) Partner oral language activity (game) Problem
and Solution - I can complete a table to organize the plot of
stories that were read. Then I can write a summary of one of the
stories using information from the table. |
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| Week 4 - Ramona and her Father | Teacher Resources | Student Resources | |
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Student Learning Outcomes:
RL.3.3
RL.3.5
RL.3.9 I can statements:
I can identify how different sections of the text build upon earlier
parts in order to create the complete piece of literature. I can compare and contrast two texts by the same author to help me to understand the settings, plots, themes, and characters of stories. |
Unit 4 - 4
Vocabulary (PowerPoint)Vocabulary
MatchVocabulary
Review |
Vocabulary Game -
I can play games to learn the vocabulary
for the week. Spelling Game - I can play games to learn the spelling for the week. Summary of Literary Text -
I can listen to an audio
of "Ramona and Her Father" and then will write a summary.
(Link for audio is in the document). When done writing, share with a
friend using OneDrive or Google Drive and compare summaries. Make notes
to one another using the comment feature. Word version Google Doc version Poetry
- I can read to learn more about what is a poem and the types of poems
there are using the website link. Then, after reading different types of poems, I can decide
which poem I like best and will explain why. Share with your teacher as
directed using OneDrive or Google Drive. Poetry Website Word version Google Doc version. I can work with a partner to complete oral language activities from Treasures. Oral Language Activity (slideshow) Partner oral language activity (game) Partner oral language activity (game) Plot - I can describe the parts of a story they are reading or writing. (Record voice for speaking and listening CCS) |
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| Week 5 - Out of this World! | Teacher Resources | Student Resources | |
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Student Learning
Outcomes:
RI.3.2
RI.3.3
RI.3.9 I Can Statements:
I can use language that shows time, sequence,
and cause/effect to help me to compare the relationships between events,
ideas, and procedures.
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Unit 4 - 5
Vocabulary (PowerPoint)Vocabulary
MatchVocabulary
Review Astronauts (Running Time 10:00) Note: If the link does not work, log in to aacps.discoveryeducation.com Are you cut out to be an Astronaut? (Running Time 11:55) Note: If the link does not work, log in to aacps.discoveryeducation.com What's in Space? (Running Time 15:51) Note: If the link does not work, log in to aacps.discoveryeducation.com |
Ellen Ochoa character trait - I can read and view a video clip on
Ellen Ochoa and give text support to justify she represents a character
trait. Note: Login to
aacps.discoveryeducation.com prior to clicking link. Vocabulary Game - I can play games to learn the vocabulary for the week. Spelling Game 1 and Spelling Game 2 - I can play games to learn the spelling sound for the week. Biocube - (Website) I can create a tree map while reading about each astronaut in "Out of this World". Using the tree map, I can create a biocube about one of the astronauts from the tree map. Summary of a Biography
- I can listen to an audio of
"Out of this World" and then write a summary.
(Link for audio is in the document). Share with your teacher as directed
using OneDrive or Google Drive. Word version Google Doc version I can work with a partner to complete oral language activities from Treasures. Oral Language Activity (slideshow) Partner oral language activity (game) Partner oral language activity (game) Solar System - I can seqence the planets in order from the sun. |
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Theme Connections Our Teams |
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| Unit 4 Theme Project:
What makes a strong team? Poster for Teamwork |
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| Unit 4 Research Question:
In this unit, you will read about what can get done when people work as a team. Find out about a team that worked together to accomplish something important. Write about the team. What did they accomplish? How did they work together to accomplish their goal? 1. What makes a strong team? Organize your ideas by making a circle map about an accomplishment you would like to learn about. Using PowerPoint or Microsoft Word (Print Out) 2. You will create a tree map to organize ideas and information for each question. In your frame, make sure to include the resources you used to learn this information. Another Option - Circle Maps (PowerPoint) 3. You will use their thinking maps to synthesize their information to write about the topic you researched. You will include a topic sentence, middle paragraphs, and a closing paragraph. You will revise and edit with a partner. Synthesizing Information to Write (Microsoft Word) (There are many ideas listed in the teacher resources list below for possible products your students may do for the theme project.) |
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| Research Links for Theme Project for Students: | |
| Ecology Center | This is a community gardening site that encourages communities to garden together. |
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Learn About Hear Me
Organization Listen to an Audio Story See a Visual Story Read a Written Story |
HEAR ME amplifies kids' voices using MEDIA and TECHNOLOGY to CREATE a world where they are heard, acknowledged and understood, giving them the power to INSPIRE social change. |
| Unit 4 Writing - Fictional Narrative: | |
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In this unit, you will identify features of a
fictional narrative. You will plan and write a fictional
narrative using a tree map to organize ideas. Introduction to Fictional Narrative (Teacher Directed Smartboard Lesson for Unit 4 - Goes along with Unit 4 Writing on pages 137A - 137H in Unit 4 of Treasures for Grade 3) Tree Map to Organize Ideas for Narrative (Inspiration) |
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| Technology Resources: | |
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Tech Knowledge
- You will use Paint and drawing tools to draw
a picture. You will work together to create the picture.
As a team, you will view the video to learn how to use the tools.
You will then assign each person on your team a tool to use and then
you will create your own picture. |
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| Resources for Teachers focusing on Teamwork: | |
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Working Together is New Ways (PDF) - This document can be used
with your advanced learners to read more about how to work together.
It shows how groups have worked together to accomplish a goal.
There is also a great example of how to create a flow map to show
how a group worked together to accomplish a goal. You could
have your students create a flow map, like the example provided in
this document, to show how a group worked together to accomplish a
goal. These sites has many great ideas for teachers to use with their students to build teams. Make a Welcome Book Teamwork in the Classroom (Lesson plan) Teamwork Poetry (lesson plan) Effective Teamwork Stacker Mania Teamwork Game Hear Me - Students could add an audio, visual or written story which shows how they brought about change when working together. |
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| Teacher Notes | |
| Standards | Resources |
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Common Core Standard: RL3 CCR Analyze how and why individuals, events, and ideas develop and interact over the course of the text. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Student Prompt for Writing Cause and Effect |
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Common Core Standard: RL2 CCR Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Summary of a Fable Summary of a Folktale Summary of Info Text Summary of Literary Text Summary of Biography Learn about Theme Author's Message Author's Theme |
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Common Core Standard: RI1 CCR Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Technology Standard: |
All About the Author Problem and Solution Ellen Ochoa Discovery |
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Common Core Standard: W3 CCR Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. RL2 CCR Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Unit 4 Writing Dialogue Sequencing Skill |
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Common Core Standard: RL7 CCR Integrate and evaluate content presented n diverse media and formats, including visually and quantitatively, as well as in words. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Text Features |
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Common Core Standard: L4.a. Use sentence-level context as a clue to the meaning of a word or phrase. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Vocabulary Oral Vocabulary Cards Vocabulary Game Homophone Word Study |
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Common Core Standard: L2.e CCR Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words. L2.f CCR Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Spelling Games 1 and 2 Prefixes Soft c and g Word Study |
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Common Core Standard: SL1 CCR Prepare and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly. SL2 CCR Integrate and evaluate information presented in diverse media formats, including visually, quantitatlively, and orally. SL3 CCR Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. SL4 CCR Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Theme Project Unit 4 Writing Oral language activities and partner oral language activities |
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Common Core Standard: L1.b CCR Form and use regular and irregular plural nouns. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Plurals Word Study |
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Common Core Standard: RF3 CCR Know and apply grade-level phonics and word analysis skills in decoding words. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
The /ô/ Sound Word Study |
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Common Core Standard: RF4 Read with sufficient accuracy and fluency to support comprehension. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Day and Night |
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Common Core Standard: SL2 CCR Integrate and evaluate information presented in diverse media and formats, including visually, quantitaltively, and orally. SL5 CCR Make strategies use of digital media and visual displays of data to express information and enhance understanding of presentations. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Day and Night Theme Project Unit 4 Writing Summary of a Fable Summary of a Folktale Summary of Info Text Summary of Literary Text Summary of Biography Learning about Plants Hear Me |
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Common Core Standard: RL10 CCR Read and comprehend complex literary and informational texts independently and proficiently. Technology Standard: Standard 3: Technology for Learning and Collaboration - Use a variety of technologies for learning and collaboration. |
Poetry Visualizing Text Discovery Education |
August 2016