Grade 3 Unit 6

Enduring Understanding Good readers make inferences about events not directly stated. Essential Question: What details help you make inferences about characters, their relationships, and plot events.
Week 1/ Week 2/ Week 3/ Week 4/ Week 5
Week 1 - Stone Soup	Teacher Resources	Student Resources
Student Learning Outcomes: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters 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 the author shows creativity using non-literal (figurative) language? I can identify how literal language helps me to understand the author’s purpose. I can distinguishing my own point of view from that of the narrator or characters to help me to understand the author’s purpose.	6-1 Vocabulary Lesson - (Teacher tool) Use this Smartboard lesson to introduce vocabulary. 6-1 Vocabulary Lesson - (Powerpoint) Use this lesson to introduce vocabulary. Vocabulary Match Vocabulary Review Comprehension - (PowerPoint) Teachers use this to introduce the comprehension strategy and skill. Stone Soup - (PowerPoint) Teachers use this to introduce the comprehension strategy and skill. Text Dependent Questions- Students will answer text dependent questions while reading "Stone Soup". Inferencing - (Website) This is a website with many examples to teach visualizing. Stone Soup lesson (Teacher Website) - This site has many wonderful connections to use for the weekly story. QR Codes for Listening Centers: Teachers please print these out for the students to use.	Inference Battleship (Website) - I can make inferences in order to find the enemy’s ships. Character Inference - (Website) I can make inferences about characters, their relationships, and plot events. Prefix Game - I can determine the meaning of the new word formed when a known affix is added to a known word. Prefix Brainstorm - I can understand how a word changes meaning when a prefix is attached. I can use prefixes appropriately. Facts and Opinion (Interactive)- I can differentiate between fact and opinion. Visualizing Activity - I can visualize and illustrate excerpts from Stone Soup. Vocabulary Conversation -I can use pictures to initiate in conversation using the vocabulary from Stone Soup. Writing a Folktale based on Stone Soup -I can write and illustrate a folktale that teaches the lesson about the value of community. (Can extend by having the students create a board instead of writing. They can use images to represent the beginning, middle, and end.) If the link does not open, login to aacps.discoveryeducation.com prior to selecting the link.
Week 2 - The Strongest One	Teacher Resources	Student Resources
Student Learning Outcomes: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) I Can Statements: I can use key details from the text to explain the message, moral, or lesson of a story. I can identify how the author shows creativity using non-literal (figurative) language? I can use the literal language to help me understand the author’s purpose. I can explain how early events in the text help build the story. 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?	6-2 Vocabulary Lesson - (Teacher tool) Use this Smartboard lesson to introduce vocabulary. 6-2 Vocabulary Lesson - (PowerPoint) Use this lesson to introduce vocabulary. Vocabulary Match Vocabulary Review Native People of Regions (Running Time 2:49) If the link does not open, login to aacps.discoveryeducation.com. Wild About Plays (Website) - Teacher tool with ideas for interactive notebooks, explains vocabulary, video clip performance of the text.	Zuni Tribe Facts for Kids (Website) I can read to be informed about the Zuni Tribe. StoryNory (Website) I can listen to an audio story and summarize it. Strongest One Visualization -I can visulatize what is happening in the story by completing a tree map. Response to Literature - I can respond to literature by thinking beyond the text and analyzing the character's motivations.
Week 3 - Tales of the Trickster	Teacher Resources	Student Resources
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.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 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 the surrounding sentences to provide clues about the text.	6-3 Vocabulary Lesson - (Teacher tool) Use this Smartboard lesson to introduce vocabulary. Vocabulary Match Vocabulary Review Comparing and Contrasting Trickster Tales Across Cultures - This lesson allows students to use text and video to explore the characteristics of trickster tales. It also allows the class to compare and contrast trickster tales from different cultures. *If the link does not open, login to aacps.discoveryeducation.com prior to selecting the link.*	Adverbs - I can use adverbs correctly to add details to their writing. Vocabulary Scramble - I can identify vocabulary words using conventional spelling patterns and then use the word in a grade appropriate sentence verbally. Adverbs - I can use adverbs correctly to add details to their writing. Kooshball Game on Adverbs I can identify and use adverbs correctly when writing sentences. Adverbs Smartboard - I can form and use comparative and superlatives adjectives and adverbs.
Week 4 - Cook-A-Doodle Do!	Teacher Resources	Student Resources
Student Learning Outcomes: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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 describe characters in a story and explain how their actions contribute to the sequence of events. I can identify how the author shows creativity using non-literal (figurative) language. I can identify examples of literal language and how they help me understand the author’s purpose.	6-4 Vocabulary Lesson - (Teacher tool) Use this Smartboard lesson to introduce vocabulary. Vocabulary 6-4 - (Powerpoint) Use this lesson to introduce vocabulary. Vocabulary Match Vocabulary Review Examples of Idioms	Yoshi and Ivan - I can compare and contrast the themes and characters from two folktales. *If the link does not open, login to aacps.discoveryeducation.com prior to selecting the link.* Artful Thinking and Thinking Maps (RL 3.7) - I can explain how mood is conveyed in the story by looking at how the illustrations and words interact. Text/ Illustration Correlation - I can define how the mood of a character or of the story by analyzing illustration. Red Hen Introduction to Vocabulary - I can determine the meaning of vocabulary words by using context clues.
Week 5 - One Riddle, One Answer	Teacher Resources	Student Resources
Student Learning Outcomes: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) 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 describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. I can identify how the author show creativity using non-literal (figurative) language. I can identify examples of literal language and how they help me understand the author’s purpose. I can identify how illustrations of a story contribute to the feelings of the characters, the mood of the story, and details of the setting.	6-5 Vocabulary Lesson - (Teacher tool) Use this Smartboard lesson to introduce vocabulary. Vocabulary Match Vocabulary Review One Riddle, One Answer - Students will read "One Riddle, One Answer" using comprehension strategies.	Suffixes - I can determine the meaning of the new word formed when a known affix is added to a known word. One Riddle, One Answer Summary/ Theme Board - I can monitor the character's changes in the story by summarizing the story and determining the theme. *If the link does not open, login to aacps.discoveryeducation.com prior to clicking link.* Summarizing Fiction - I can monitor my reading by summarizing the character's actions in the beginning, middle, and end.

Theme Connections
Unit 6 Theme Project: What kind of stories do you like to read and why?

Unit 6 Research Question: In this unit, you will research the characteristics of different types of stories because every person likes to read about different things. You will investigate myths, fairytales, fables, folktales, and legends and create a presentation using a tool of your choice. 1. Separate students into 5 groups. (Jigsaw Activity) Each group will research one of the following types of stories: myths, fairytales, fables, folktales, and legends, using the references and links provided. 2. Students will create a circle map with their group to list all characteristics and ideas linked to their particular type of story. 3. Students will create a project of their choice to present what they learned to the class. powerpoint, brochure, poster, song, poem, comic strip, postcard, Discovery Education Board Builder 4. As groups are presenting projects, other students will record information about each story type on a tree map. 5. Students may follow up by comparing and contrasting the characteristics of these types of stories in a piece of writing.
Research Links for Theme Project for Students
Characteristics of Fairytales, Folktales, Fables, Myths, and Legends	This is a link to a web page that lists the characteristics of the different types of stories. It is a kid-friendly version that can be printed for reference.
Aesop's Fables Login to aacps.discoveryeducation.com prior to selecting the link. Please note that videos must be downloaded prior to viewing as per AACPS guidelines.	This is a link to a Discovery Streaming Video that discusses the characteristics of fables and gives examples of Aesop's fables.
Folktales Login to aacps.discoveryeducation.com prior to selecting the link. Please note that videos must be downloaded prior to viewing as per AACPS guidelines.	This is a link to Discovery Streaming folktale videos. You may choose to show any that you like.
Myths and Legends Login to aacps.discoveryeducation.com prior to selecting the link. Please note that videos must be downloaded prior to viewing as per AACPS guidelines.	This is a link to Discovery Streaming some examples of myths from Ancient Rome.
Fairytales Login to aacps.discoveryeducation.com prior to selecting the link. Please note that videos must be downloaded prior to viewing as per AACPS guidelines.	This is a Discovery Streaming link for Little Red Riding Hood.
Unit 6 Writing The writing focus for this unit is persuasive writing. The students will choose their favorite story and write to persuade others to read it. Smartboard Guided Lesson for Teachers

Teacher Notes
Standards	Resources
Common Core Standard: RL1: Ask and answer questions to demonstrate understanding of a text, referring explicity to the text as the basis for the answers. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration. STANDARD 4: Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.	Text Dependent Questions- Students are answering questions about Stone Soup that require them to look back to the text for evidence. Booklist for modeling visualizing, resources for use in poems, etc.
Common Core Standard: RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	Storytelling- This is a storytelling site that provides background information, ideas, and activities to help students become storytellers. One Riddle, One Answer Summary Board Builder
Common Core Standard: RL1: Ask and answer questions to demonstrate understanding of a text, referring explicity to the text as the basis for the answers. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	Inference lesson plan for "Animals Should Definitely Not Wear Clothing" Inference Battleship An online game where students can make inferences in order to find the enemy’s ships Inference Practice Several links to practice making inferences Character Inference Learn about how things characters say and do can help you make inferences about the story One Riddle, One Answer: Smartboard activity guiding students through before, during, and after reading strategies.
Common Core Standard: RF3a: Identify and know the meaning of most common prefixes and derivational suffixes. L4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	Prefix Game Suffixes
Common Core Standard: RL1: Ask and answer questions to demonstrate understanding of a text, referring explicity to the text as the basis for the answers. W1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	Facts and Opinions (Interactive)- Activity to help practice applying knowledge of fact and opinion to prepare for writing.
Common Core Standard: RL2: Recount stories, including fables, folktales, myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through dey details in the text. RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	Background information on the Zuni Tribe Zuni Tribe Facts for Kids Background info. on Tricksters Visualizing Activity Visualizing Activity for Strongest One
Common Core Standard: RL1: Ask and answer questions to demonstrate understanding of a text, referring explicity to the text as the basis for the answers. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	StoryNory Listen to an audio story and summarize SpeakaBoos Watch short video stories and summarize
Common Core Standard: L1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	Adverbs Smartboard
Common Core Standard: (4th Grade) RL5b: Recognize and explain the meaning of common idioms, adages, and proverbs. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	Examples of Idioms
Common Core Standard: W2: Introduce a topic and group related information together, include illustrations when useful to aiding comprehension. Technology Standard: STANDARD 4: Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.	Circle map Tree map Stone Soup Fable About Community Writing
Common Core Standard: RL1: Ask and answer questions to demonstrate understanding of a text, referring explicity to the text as the basis for the answers. Technology Standard: Standard 3: Technology for Learning and Collaboration-Use a variety of technologies for learning and collaboration.	Riddles for Kids
Common Core Standard: RL3.7: Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a character or setting). Technology Standard: Standard 3: Technology for Learning and Collaboration- use a variety of technologies for learning and collaboration.	Artful Thinking and Thinking Maps Text/ Illustration Correlation
Common Core Standard: RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Technology Standard: Standard 3: Technology for Learning and Collaboration- use a variety of technologies for learning and collaboration.	Red Hen Introd to Vocab
Common Core Standard: RL 3.9 Compare and contrast the themes, settings, and plots of stories. Technology Standard: Standard 3: Technology for Learning and Collaboration- use a variety of technologies for learning and collaboration.	Ivan and Yoshi (Discovery Ed Writing Prompt)

August 2016