3rd grade curriculum map: literacy & integrated … 3rd grade q3.pdflesson plan paired books ......

3rd Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG=HMH Comprehensive Language & Literacy (includes Word Study Guide) VR= Vocabulary Reader SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 3rd Grade Curriculum: Literacy & Integrated Content Revised 2017

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 4 Lesson 16

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

3RL2 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. 3RL3 Describe characters om a story and explain how their actions contribute to the sequence of events. 3RL 5 Refer to parts of stories, dramas, & poems when writing or speaking about a text, using terms such as chapter, scene, & stanza; describe how each successive part builds on earlier sections. 3RL 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).

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Monitor/Clarify Fluency: Intonation Genre: Humorous Fiction

Author's Purpose, LLG p. 216 Judy Moody Saves the World TE pp. T20-T35, SB pp. 12-37 Counting Coins TE pp. T14-T15 Connected to Topic: My Smelly Pot from Judy Moody TE pp. T58-T61

• Provide student with books in the classroom library on countries around the world that provide information about customs and New Year’s celebrations around the world.

• Students will be reading informational text and narratives (fiction and nonfiction) about New Year celebrations in different parts of the world.

www.cals.org (Library card number will be needed to access Bookflix on the website) Lesson Plan Paired Books Sam and the Lucky Money by Karen Chinn Chinese New Year by David F. Marx Bookflix has two books about Chinese festivals. Use the lesson plan to discuss fiction and nonfiction books. It provides discussion for how to determine genre. Sam and the Lucky Money can be used to reinforce this week’s skill lesson.

SUW Quick Check for Short Answers Tool E9-1a

SOCIAL STUDIES Unit 4, Lesson 16

STANDARDS G.10.3.2 Explain effects of the movement and distribution of people, goods, and ideas on communities using a variety of sources H.12.3.1 Create a historical narrative using chronological sequences of related events in the community, region, or state (e.g.,

Essential Questions What can we learn about people from their celebrations? Guiding Questions 1.What tradition do different countries have for celebrating the New Year? 2.What is a custom? FOCUS

LESSON CONTENT- Celebrations Around the World Lesson Plan Use to guide this week’s content and literacy lessons. Students will be exploring how different cultures around the world celebrate different holidays. They will examine similarities and differences in New Year celebrations. People celebrate the New Year in many parts of the world. However not all countries celebrate New Year at the same time or in the same way. This is because people in different parts of the world use different calendars and have different New Year's traditions and

ASSESSMENTS Students will decide on New

Year Resolutions (One for

school and one for home)—

Develop a plan for how you

will accomplish this

resolution.

http://www.cals.org/

https://drive.google.com/file/d/1cc8vGhKy097SR9RtUz4pllxhRaMPYOqV/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgNmVSajJfTmFuNnM/view?usp=sharing



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origin of a historic celebration in a community) G.9.3.2 Describe effects of cultural characteristics NDARDS G.10.3.2 Explain effects of the movement and distribution of people, goods, and ideas on communities using a variety of sources H.12.3.1 Create a historical narrative using chronological sequences of related events in the community, region, or state (e.g., origin of a historic celebration in a community) H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are important to change and/or continuity G.9.3.2 Describe effects of cultural characteristics on population distribution in a specific place

Customs and Traditions Setting Goals for the New Year New Year Resolutions FOCUS Essential Questions What can we learn about people from their celebrations? Guiding Questions What tradition do different countries have for celebrating the New Year? What is a custom? Customs and Traditions Setting Goals for the New Year New Year Resolutions

celebrations. Many other countries celebrate New Year in the spring when new crops begin to grow. Other countries celebrate in the fall when the crops are harvested. However, many countries celebrate New Year on the first day of January. Ask students should to share New Year customs in the United States BEFORE READING Anticipation Guide Begin this lesson by asking students to share how they and their families celebrated the New Year. Then, before reading, ask students to agree or disagree with each of the statements below.

• All around the world people celebrate the new year on January New Year's Day always happens in winter.

• Chinese New Year is celebrated on January 1.

• Grapes and black-eyed peas are symbols of good luck. Introduce the vocabulary words custom and resolution. Discuss the term custom. Ask the students to identify customs in our country or in other countries around the world. Tell students that a resolution is a promise. Often, people make a resolution for the new year. Tell students that they will be writing a new year’s resolution they’d like to make for 2018. Tell them that they will be reading about New Year’s celebrations from different countries. DURING READING: Show students the New Year’s Customs PowerPoint Tell them that they will be reading about and researching how people in different countries celebrate the New Year. Share the short reading New Year’s Celebrations Around the World to introduce students to the idea that New Year’s is celebrated in many places but the customs and manner in which they celebrate may differ. This will set the stage for their research on how different countries celebrate their New Year. Happy New Year ReadWorks New Year’s Celebrations Around the World It’s a Chinese New Year ReadWorks AFTER READING: Review the term resolution and have students decide on two New Year resolutions that they want to make and have them develop a plan for making it happen. (One for school and one for home).

New Year’s Resolution Plan

Ask students the following question: “What did you learn about the way people celebrate the New Year in __________? Could you have learned the same information in a fictional story? Why or why not? Have students discuss their ideas with a partner and then share their discussion with the class. Tell students that today they will begin conducting their own research about the way different countries and cultures celebrate. Break students into groups of 4 or 5. Assign each group a country to research. The research can be done using books collected or in the computer lab using websites: New Year Traditions FatherTime’s.net New Year’s Booklet New Year’s Matrix

https://drive.google.com/open?id=0B2OxYfyPmeqgWl9xVldlUkZfT1U

https://drive.google.com/open?id=0B2OxYfyPmeqgWl9xVldlUkZfT1U

https://drive.google.com/open?id=0B2OxYfyPmeqgQWQyRE1id3VCbTQ

https://drive.google.com/open?id=0B2OxYfyPmeqgQWQyRE1id3VCbTQ

https://drive.google.com/file/d/0B2OxYfyPmeqgUlY2cXZlRmg5dUk/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgQWQyRE1id3VCbTQ/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgQ1pmeWY2V1VwUE0/view?usp=sharing

https://drive.google.com/file/d/15_BWSyZtTjPqM5MeI7CmjXN8vsTMajqN/view?usp=sharing

http://www.fathertimes.net/traditions.htm

https://drive.google.com/file/d/1D3UnKDzCbwOuaGjqFHWEZ3_SsqGN7aNm/view?usp=sharing

http://ssthirdgrade.wikispaces.com/file/view/New+Years+Traditions+Matrix.pdf



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Timeframe for New Year Around the World Saying Around the World “Happy New Year”

WORD STUDY Unit 4 Lesson 16


VOCABULARY 3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. 3RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary.

STRATEGY: Context Clues ACADEMIC: author’s purpose, theme, monitor, author’s viewpoint SOCIAL STUDIES: resolution, lunar calendar, tradition TARGETED CATEGORIES: teacher directed

Weekly Plan TE pp. T10-T11 Context Clues TE pp. T62-T63, T92-T93, T95 Projectable 16.8 Academic Vocabulary T40-T41 Daily Phonics TE pp. T13, T39, T47, T57, T67

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 2 Vocabulary. Refer to the language and style domain of the SUW scoring guides and content specific assessments.

SPELLING/ENCODING 3L2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Vowel + /r/ Sound in air and fear Spelling Words BASIC: air, wear, chair, stairs, bare, bear, hair, care, pear, pair, share, near, ear, beard REVIEW: buy, year CHALLENGE: earring, compare

Weekly Plan TE pp. T10-T11 LLG pp. 86-87 TE pp. T16-T17, T44, T48, T54, T70

WRITING WORKSHOP Unit 4, Lesson 16


GRAMMAR 3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & in particular sentences. 3L1g Form & use comparative & superlative adjectives & adverbs, & choose between them depending on what is to be modified.

SKILL What are adjectives and Articles?

Weekly Plan TE pp. T36, T44, T54, T70, SB pp. 50-51 Projectable 16.2, 16.564

What adjectives can you use to describe New Year’s Day? Social Studies Prompt: Use the content learned in Social Studies to write sentences. i.e. Facts about New Year’s Day; a custom you observe, your New Year resolution

PROCESS WRITING 3W5 With guidance & support from peers & adults, develop &

WRITING TYPE Sentences

SUW 3-6 Better Sentences, Tool E2-33a 3-7 The Three Sentence Structures, Tools E2-34a and E2-34b

SUW Quick Check for Sentences, Tool E2-56a

https://www.timeanddate.com/counters/firstnewyear.html



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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

strengthen writing as needed by planning, revising, and editing. 3L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening.

Subject Verb Agreement, Tool E2-40a Correcting Subject Verb Agreement, Tool E2-40b

SUW Sentence Mastery; Samples, Tool E2-56b Social Studies Prompt: Use the content you have learned in Social Studies to write sentences. i.e. Facts about New Year’s Day; a custom you observe, your New Year resolution.



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Unit 4, Lesson 17


3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3RI7 Use information gained from illustrations (e.g., maps, photos) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur).

COMPREHENSION/FLUENCY Skill: Conclusions Strategy: Visualize Fluency: Stress Genre: Informational Text

Conclusions, LLG p. 218 The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands LLG p. 218 TE pp. T116-T129, T135 SB pp. 56-75 Otzi’s Story LLG p. 219, TE pp. T110-T11

• Provide students with books for the classroom library with both informational and narrative text on immigration/immigrants. Students will be learning about immigrants and the cultures they brought with them to America.

• This week students will be discussing family traditions and how they are a small part of a bigger culture. They will be learning more about American culture.


TCM – Primary Source Reader: American Culture Lesson (pp. 39-48)

Before During, and After Reading Activities (pp. 40-42) Prereading Activity (p. 40) text feature chart During Reading Activity (p. 41) “Truly American” (p. 45)

Interactiv-eBook (see DVD in kit)

SOCIAL STUDIES Unit 4 Lesson 17

STANDARDS H.12.3.4 Analyze individuals, groups, & events to understand why their contributions are important to change &/or continuity G.9.3.2 Describe effects of cultural characteristics on population distribution in a specific place H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are

FOCUS Essential Question: How does culture shape our family unit? Guiding Questions: How do family traditions start? What are some of your family traditions, beliefs, and/or values? What does it mean to be an American? What are some American cultures?

LESSON CONTENT- American Culture Read "American Culture" with students to identify elements of culture. This should continue throughout the week. As the week progresses, have conversations about how the people in the book they read are similar to and different to them. TCM Primary Source Teacher’s Guide “American Culture” pg. 39-48 Follow the link for detailed lesson plans form the Primary Source Teacher’s Guide Guided Reader- American Culture

ASSESSMENTS Have students write a new patriotic song using the ideas from their Truly American! Activity sheet or the book. (See complete assessment on pg. 41 in TCM teachers guide) American Culture Quiz pg. 48

https://drive.google.com/open?id=0B8G1oEob-IxJN3JwY3ZkQk1ObEk

https://drive.google.com/open?id=0B8G1oEob-IxJUHUzazlrazdvYkk








https://drive.google.com/open?id=0B8G1oEob-IxJa0twN0xMZjF5X2M



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important to historical change and/or continuity. H.12.3.5 Analyze relationships of national symbols, holidays and historic places.

BEFORE READING: Lead a discussion about family traditions. Ask the students what traditions they have and what traditions they did over winter break. DURING READING: Distribute the American Culture book to students and discuss content from the book. AFTER READING: Briefly review the vocabulary words with the students. Ask students to explain what it means to be American and some of our values. Discuss how they can relate to some of the things mentioned in the book and also how they may do things differently than what is mentioned in the book. TCM – Primary Source Reader: American Culture

After Reading Activity, (p. 42) “What It Means to Be American” (p. 46) Primary Source Activity, (p. 43) “A Picture Tells a Story” (p. 47)

TCM- Primary Source Teachers Guide TCM – Primary Source Reader: American Culture Quiz (p. 48)

WORD STUDY Unit 4, Lesson 17


VOCABULARY 3RL4 Determine meaning of words & phrases used in a text, distinguishing literal from nonliteral language. 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3RF3b Decode words with common Latin suffixes. 3L5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

VOCABULARY STRATEGY: Suffix -ly ACADEMIC: conclusion, generalization SOCIAL STUDIES: beliefs, culture, customs, icons, patriotic, values, Ellis Island TARGETED CATEGORIES: teacher directed

Weekly Plan TE pp. T106-T107 Suffix –ly TE pp. T154-T155, T184-T185, T187 Projectable 17.18 LLG p. 149 Academic Vocabulary TE p. T134 Daily Phonics TE pp. T109, T133, T141, T151, T159


SPELLING/ENCODING 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes.

SPELLING/ENCODING Words with /j/ or /s/ Spelling Words

Weekly Plan TE pp. T106-T107 LLG pp. 88-89 TE pp. T112-T113, T130, T142













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3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base. 3L2f Use spelling patterns & generalizations in writing words.

BASIC: age, space, change, jawbone, jacket, giant, pencil, circle, once, large, dance, jeans, bounce, huge REVIEW: nice, place CHALLENGE: excited, gigantic

TCM – Primary Source Reader: American Culture Lesson

Before and After Reading Vocabulary Activities (pp. 40, 42) “American Vocabulary” (p. 44)



GRAMMAR 3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. 3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & their functions in particular sentences.

SKILL Adjectives That Compare

Weekly Plan TE pp. T106-T107 TE pp, T130, T138, T148, T162 SB pp. 84-85 Projectable 17.2, 17.5 Spiral Review: Writing Proper Nouns TE p. T156

PROCESS WRITING 3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. 3W2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3W2b Develop the topic with facts, definitions, and details. 3W2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

WRITING TYPE Informative: Descriptive

4-19 Topic sentence variety, Tool E4-13 4-7 Planning with an Informal Outline, Tools E4-2a and 4-2b 4-27 Paragraph Elaboration-the E’s/The Reds, Tools E4-18a, E4-18b 5-15 Increasing Elaboration, Tools E4-19a and E4-19b 9-8 Descriptive Writing, Factual Descriptive, Tools 9-8a, 9-8c Once students have gained the ability to write effective informative paragraphs, provide instruction for writing essays and reports. E2-46 Accordion Paragraphs, Tools E2-46a-c 5-6 Informal Outlines for Essays and Reports, Tools E4-8a-e 5-22 Stretch, Don’t Stack Practice, Tools E2-48a and E2-48b

Social Studies Prompt Write about some American traditions and what it means to be an American. Use evidence from this week’s book “American Culture” SUW Quick Check for Topic Sentences, Tool E2-56d SUW Informative/Explanatory Paragraph Scoring Guide, Tool E4-35a








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3W2d Provide a concluding statement or section. 3W4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

SUW Informative/Explanatory Essay and Report Scoring Guide, Tool E4-35a

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 4, Lesson 18



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3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, & cause/effect. 3RI5 Use text features & search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of the text.

COMPREHENSION/FLUENCY Skill: Text & Graphic Features Strategy: Question Fluency: Expression Genre: Informational Text

Text and Graphic Features, LLG p. 220 A Tree Is Growing LLG p. 220,TE pp. T208-T223, T229, T270-T271, SB pp. 90-115 The World Tree LLG p. 221,TE pp. T202-T201 This week students will be thinking about traditions in their families and communities and sharing their ideas. As a class, they will be discussing how their ideas are a part of American culture, or how they are part of another country’s culture that were brought to America. They will be using the TCM Primary Source Reader “American Culture” to explore and gather facts about other countries. Choose one or more graphic features from books on immigration and from the Scholastic website to teach or reinforce this week’s skill lesson. How do graphic features such as pictures/tables/graphs/charts support the text as students learn about immigration? Analysis of photographs also provide a deeper understanding of immigrants and their experiences. Scholastic Immigration Lesson Immigration Data—What can you learn about immigration from the chart. Use the questions to guide instruction.


TCM - Primary Source Reader: Cultures Around the World Lesson (pp. 49-58) Before, During, and After Reading Activities (pp.50-52) Interactiv-eBook (see DVD in kit)


http://teacher.scholastic.com/activities/immigration/index.htm

http://teacher.scholastic.com/activities/immigration/immigration_data/

https://drive.google.com/open?id=0B8G1oEob-IxJVmNZYUhnYjFUQkE

https://drive.google.com/open?id=0B8G1oEob-IxJWU1uS3ZXcDFoeTA




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STANDARDS H.12.3.4 Analyze individuals, groups, & events to understand why their contributions are important to change &/or continuity G.9.3.2 Describe effects of cultural characteristics on population distribution in a specific place H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity. H.12.3.5 Analyze relationships of national symbols, holidays and historic places.

FOCUS Cultures Around the World Essential Question: What are different cultures around the world? Guided Questions: What are different cultures around the world? What are characteristics of different cultures? How are some cultures alike and different?

LESSON CONTENT- Cultures Around the World TCM Primary Source Teacher’s Guide 3rd Grade – Cultures Around the World pg. 49-58 Follow the detailed lesson plans from the Teacher’s Guide using the TCM primary source 3rd grade. BEFORE READING: Ask students to think back on last week’s lesson about American Culture. Explain to students that there are many cultures around the world and that they will learn about several during the week. DURING READING: Split the class into groups and assign each group one country out of Cultures Around the World. Throughout the week have students read about their country and create a list explaining their countries’ culture. Point out the different text and graphic features and remind students to use them to help them better understand the information on each country. AFTER READING: At the end of the week have each group share the information they found about each country. After each group has shared, compare and contrast American cultures to World cultures using the resource on page 56 of TCM teacher’s guide. TCM - After Reading Activity (p. 52) “Comparing World Cultures” (p. 56) Tell students that they will be looking at how different groups of people immigrated to the United States and brought their cultures with them. Extra: Inquiry- “How Does Our Culture Make Us Similar and Different? Over the next few weeks we will examine diverse cultures and histories in communities around the globe. We will explore how the lives of people are similar and different around the world in comparison with our own community. We will begin by working

ASSESSMENTS TCM - Writing Activity (p. 51) Have students write an opinion piece over which country they would like to visit most and using detailed information from the lesson to explain why. “A Country Worth Visiting” (p. 55) TCM - Primary Source Reader: Cultures Around the World Quiz (p. 58)








http://ssthirdgrade.wikispaces.com/file/view/Cultural%20Diversity%20Inquiry.pdf/595347256/Cultural%20Diversity%20Inquiry.pdf











https://drive.google.com/open?id=0B8G1oEob-IxJU3Rxc2hfM2daZms






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on the inquiry “How Does Our Culture Make Us Similar and Different? In addressing this compelling question, students will work through a series of guiding questions, formative performance tasks and featured sources. Use the inquiry to help guide the instruction for this week’s topic.



VOCABULARY 3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3RF3b Decode words with common Latin suffixes

STRATEGY: Root Words ACADEMIC: text features, graphic features, question, diverse, diversity SOCIAL STUDIES: beliefs, Carnival, culture, customs, national, religions, tradition TARGETED CATEGORIES: Teacher’s choice

Root Words TE pp. 248-T249, T278-T279 Projectable 18.18 Academic Vocabulary TE p. T228 Daily Phonics TE pp. T201, T227, T235, T245, T253


SPELLING/ENCODING 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 3RF3c Decode multisyllable words. 3RF3d Read grade-appropriate irregularly spelled words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Spelling the /k/ and /kw/ Sounds Spelling Words BASIC: shark, check, queen, circus, flake, crack, second, squeeze, quart, squeak, quick, coldest, Africa, Mexico REVIEW: black, thank CHALLENGE: correct, question

Weekly Plan TE pp T198-T199 LLG pp. 90-91 TE pp. T204-T205, T232, T236, T256, T272

TCM - Primary Source Reader: Cultures Around the World Before and After Reading Vocabulary Activities (pp. 50, 52)








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GRAMMAR 3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. 3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & their functions in particular sentences.

SKILL Using the Verb be & Helping Verbs

Weekly Plan E pp. T224, T232, T242, T256 SB pp. 124-125 Spiral Review: Abstract Nouns TE p. T250

PROCESS WRITING 3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. 3W2a Introduce a topic & group related information together; include illustrations when useful to aiding comprehension. 3W2b Develop the topic with facts, definitions, and details. 3W2c Use linking words & phrases to connect ideas within categories of information. 3W2d Provide a concluding statement or section. 3W4 With guidance & support from adults, produce writing in which the development and organization are appropriate to task & purpose. 3W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing.


4-27 Paragraph Elaboration-the E’s/The Reds, Tools E4-18a, E4-18b 5-15 Increasing Elaboration, Tools E4-19a and E4-19b 9-8 Descriptive Writing, Factual Descriptive, Tools 9-8a, 9-8c Once students have gained the ability to write effective informative paragraphs, provide instruction for writing essays and reports. E2-46 Accordion Paragraphs, Tools E2-46a-c 5-6 Informal Outlines for Essays and Reports, Tools E4-8a-e 5-22 Stretch, Don’t Stack Practice, Tools E2-48a and E2-48b 4-33 Comparing Paragraph and Report Elaboration, Tools E4-20a and E4-20b TCM - Primary Source Reader: Cultures Around the World

Primary Source Activity (p. 53) “Postcard from Kenya” (p. 57)







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3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. 3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of the text. 3RI8 Describe the logical connection between particular sentences & paragraphs in a text.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Summarize Fluency: Reading Rate Genre: Fluency: Reading Rate Myth

Story Structure , LLG p. 222 Two Bear Cubs LLG p. 222, TE pp. T302-T315, T321, T362-T363, SB 130-151 Bear Scare LLG pg. 223, TE pp. T296-T297 Projectable 19.1 Use one of the books in the classroom library or a story from an earlier lesson that tells about an event(s) in an immigrant’s life for this week’s skill lesson. Teaching With Primary Sources Lesson (Lower Elementary) Use this lesson from the Tenement Museum to guide you in telling the story of Victoria Cofino using the primary sources in the lesson. Have students use what they learned to retell the story of Victoria Confino.

SUW Quick Check for Short Answers Tool E9-1a SUW Summary Writing Scoring Guide Tool E1-41a


STANDARDS G.10.3.2 Explain effects of the movement and distribution of people, goods, and ideas on communities using a variety of sources G.10.3.3 Describe diverse groups and reasons why they settled in Arkansas (e.g. push-pull factors) H.12.3.1 Create a historical narrative using chronological sequences of related events in the community, region, or state (e.g., origin of a historic celebration in a community)

FOCUS- Immigration Essential Question How can we compare and contrast immigration then and now? Guiding Questions: Who immigrated to America? What are some reasons people immigrated? What are some obstacles that an immigrant faces? What are some of the differences that immigrants faced in the past compared with immigrants today?

LESSON CONTENT-Immigration TCM -- 2nd Grade Primary Source Reader: Coming to America (You can use Smartboard to display and read to students. You can also pull the books from one of the 2nd grade sets>)

• Lesson (pp. 79-88) Students will be studying why different people immigrate to the United States, their challenges, and their cultures. Over the last few centuries, millions of people have made their way to America. Some people, like slaves, came unwillingly. Others were drawn by the promise of greater freedom and opportunity. Ask students why they think it is important for people to tell about their experiences. Tell them that they will be learning about the stories of different people that have come to the United States. BEFORE READING:

ASSESSMENTS Social Studies Students provide 3 facts they learned about Ellis Island and 3 facts they learned about Angel Island. Create a T-Chart (Students can add to the chart during unit) Reasons People Leave Their Country Reasons People Come to the United States After Immigration Stories complete Immigration Stories

https://www.tenement.org/education_lessonplans.html

https://drive.google.com/open?id=0B8G1oEob-IxJa3BJX3oyQURfOHc




https://drive.google.com/open?id=0B8G1oEob-IxJd1RDRUluVlEwcDQ



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TCM -- 2nd Grade Primary Source Reader: Coming to America Before Reading Activities, p. 80 (use the Before Reading activities to introduce immigration)

• Introductory Activity, “A Family Moves” (moves.pdf -- Digital Resource CD)

• “Through Immigrant Eyes” (p. 84) Introduce the vocabulary words immigration and push/pull factors. Work with students to create a definition for the word immigration. Introduce the words immigrate and immigrant. Discuss the difference between the words immigration, immigrate and immigrant. Historians call the reasons why immigrants leave their home country push factors and the reasons why they want to come to another country pull factors. Students will be reading about the experiences of immigrants that entered our country at both Ellis Island (New York) and Angel Island (California). Show them where each one is on a map of the United States. Immigration is the action of coming to live permanently in a foreign country. For example, if a fifth grader is currently living in Mexico and his family moved to New York, he or she would be an immigrant, and their family would be immigrating to our country in America. Additional Activity to Introduce Immigration: Immigration Lesson Plan—Scholastic (Website) Immigration Lesson Plan—Scholastic (PDF) Activity 1----Use to introduce immigration. Ellis Island Interactive Tour is not necessary for this lesson. However, it would enhance student understanding. A brief introduction of the role of Ellis Island and immigration will be needed. DURING READING: TCM -- 2nd Grade Primary Source Reader: Coming to America Writing Activity (p. 81) Use During Reading: activities to guide reading of book.

• “No Irish Need Apply Poem” (poem.jpg)

Quiz pg. 98 in Primary Resource 2nd Grade TCM - Primary Source Reader: Coming to America Quiz (p. 88)




https://drive.google.com/open?id=0BygUCc8vNmjcUHpFQnk4OFJPZm8

https://drive.google.com/open?id=0BygUCc8vNmjcUHpFQnk4OFJPZm8


https://beta.scholastic.com/teachers/lesson-plans/teaching-content/immigration-lesson-plan-grades-3-5/

http://ssthirdgrade.wikispaces.com/file/view/Immigration%20Scholastic%20Lesson%20Plan.pdf/516492502/Immigration%20Scholastic%20Lesson%20Plan.pdf




https://drive.google.com/open?id=0BygUCc8vNmjcMEFqSU83a0dvRVk

https://drive.google.com/open?id=0B8G1oEob-IxJUGlsUVE0OGZJYU0





15

• “Stop Prejudice” (p. 85) AFTER READING: TCM -- 2nd Grade Primary Source Reader: Coming to America (p. 83) Use After Reading Activities

• “Cause and Effect” (p. 86) Use the following links to read about the experiences of two children, one that went through Ellis Island and one that went through Angel Island. READINGS: Immigration Lesson Plan—Scholastic Activity 2 Relive a Boy’s Journey (During Instruction) Use the story Relive a Boy’s Journey or one of the books you have in the classroom library that tells the story of an immigrant. Model how to complete the Immigration Note Taking Chart. You may want to print a copy of Relive a Boy’s Journey, Seymour Rechtzeit’s story for students to follow along as you read it aloud. Immigration Lesson Plan—Scholastic Activity 3: Angel Island: Meet Li Keng Wong As a comparison to Ellis Island, introduce the Angel Island experience of Chinese immigrant, Li Keng Wong. Read together with students and stop throughout to gather information to complete the Immigration Note Taking Chart. Students will complete their chart as the teacher adds to the class chart. After reading Relive a Boy’s Journey and Angel Island: Meet Li Keng Wong have a discussion to compare and contrast the similarities and differences between immigrants’ experiences on Angel Island and Ellis Island. Questions for Comparing—(Word document format allows teacher to delete and/or add questions) Taken from History of Immigration Webquest






https://beta.scholastic.com/teachers/articles/teaching-content/relive-boys-journey-america/


http://ssthirdgrade.wikispaces.com/file/view/Immigration%20Past%20and%20Present%20Note%20Taking.pdf/516492122/Immigration%20Past%20and%20Present%20Note%20Taking.pdf



http://teacher.scholastic.com/activities/asian-american/angel_island/

http://ssthirdgrade.wikispaces.com/file/view/Immigration%20Past%20and%20Present%20Note%20Taking.pdf/516492122/Immigration%20Past%20and%20Present%20Note%20Taking.pdf




http://exploreimmigration.weebly.com/ellis-island-vs-angel-island.html



16

Angel Island vs Ellis Island--- Teacher Background Angel Island Resources Discovering Angel Island-The Story Behind the Poems (Background) Pacific Link Immigration (Background for teachers)

TCM Primary Sources My Country Statue of Liberty Then and Now (pp. 8-15) Part A: Photograph Card Part B: The Facsimile



VOCABULARY 3L4b 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).

STRATEGY: Prefixes pre, re, bi ACADEMIC: cause, effect, infer SOCIAL STUDIES: immigrants, immigration, law, citizens, diversity, prejudice, opportunities, traditions, honor, orphan, quotas TARGETED CATEGORIES: Teacher’s choice

Prefixes pre, re, bi TE pp. T340-T341, T370-T371 Projectable 19.8 LLG p. 152 Academic Vocabulary TE T320 Daily Phonics TE pp. T295, T319, T327, T337, T345

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 2 Vocabulary. Refer to the language & style domain of the SUW scoring guides & content specific assessments.

SPELLING/ENCODING 3RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 3RF3c Decode multisyllable words. 3RF3d Read grade-appropriate irregularly spelled words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Vowel Sounds in spoon and wood Spelling Words BASIC: mood, wooden, drew, smooth, blue, balloon, true, crooked, chew, tooth, hooves, cool, food, pooch REVIEW: blew, foot CHALLENGE: loose, jewel

Weekly Plan TE pp. T292-T293 LLG pp. 92-93 TE pp. T298-T299, T328, T358-T359

WRITING WORKSHOP

http://immigrantsareawesome.weebly.com/ellis-island-vs-angel-island.html

http://www.kqed.org/w/pacificlink/lessonplans/interactive.pdf?trackurl=true

http://www.kqed.org/w/pacificlink/history/usimmigration/

https://drive.google.com/open?id=0BygUCc8vNmjcNnhvbkw3RnFTeTQ

https://drive.google.com/open?id=0B8G1oEob-IxJa2tfM1oxME1SYlU

https://drive.google.com/open?id=0B8G1oEob-IxJR1A5cnhydEZOREE



17

Unit 4, Lesson 19


GRAMMAR 3L1d Form & use regular & irregular verbs. 3L1a Explain the function of nouns, pronouns, verbs, adverbs, & adjectives in general & their functions in particular sentences.

SKILL Irregular Verbs

Weekly Plan TE pp. T292-T293 TE pp. T316, T324, T334, T348, SB pp. 160-161 Projectable 19.2, 19.6 Spiral Review: Subject-Verb Agreement TE p. T342

PROCESS WRITING 3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. 3W2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. 3W2b Develop the topic with facts, definitions, and details. 3W2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3W2d Provide a concluding statement or section. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task and purpose. 3W5 With guidance & support from peers & adults, develop and strengthen writing as needed by planning, revising, & editing.


4-27 Paragraph Elaboration-the E’s/The Reds, Tools E4-18a, E4-18b 5-15 Increasing Elaboration, Tools E4-19a and E4-19b 9-8 Descriptive Writing, Factual Descriptive, Tools 9-8a, 9-8c Once students have gained the ability to write effective informative paragraphs, provide instruction for writing essays and reports. E2-46 Accordion Paragraphs, Tools E2-46a-c 5-22 Stretch, Don’t Stack Practice, Tools E2-48a and E2-48b 4-33 Comparing Paragraph and Report Elaboration, Tools E4-20a and E4-20b E4-31 Revising Informative/Explanatory Writing, Tool E2-12a E4-34 Editing Informative/Explanatory Writing, Tool E2-13a

Social Studies Prompt: Compare the experiences of Seymour Rechtzet, Jewish immigrant entering the U.S. through Ellis Island and Li Keng Wong’s, Chinese immigrant, experiences entering the U.S. through Angel Island. SUW Informative/Explanatory Paragraph Scoring Guide, Tool E4-35a SUW Informative/Explanatory Essay and Report Scoring Guide, Tool E4-35a

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING



18

Unit 4 Lesson 20


3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI2 Determine the main idea of a text; recount the key details & explain how they support the main idea. 3RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area 3RI5 Use text features & search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur).

COMPREHENSION/FLUENCY Skill: Main Ideas & Details Strategy: Infer/Predict Fluency: Accuracy Genre: Informational Text

Main Idea and Details, LLG p. 224 Life on the Ice LLG p. 224, TE pp. T394-T407, T458-T459, T468 SB pp. 166-185 Clever Colonies LLG p. 225, TE pp. T388-T389 Projectable 20.1 “Reading Books about Kids Makes Them Want to Read More”—NEWSELA---Read this article together and use it to reinforce this week’s skill lesson. How does this article relate to the social studies unit on immigration? Meet the Immigrants Select 2-3 young immigrant's stories that were introduced in Lesson 18 or choose another immigrant story from books read. Oral history is another tool historian's use to learn about the past. After completing this week’s social studies lesson on oral history, students will plan a mock interview with one of the people they have read about in this unit. For example, Memory Coat by Elvira Woodruff´s provides a look at the experiences of the Corsi family as they go through Ellis Island. Ask students to think about what they could learn from Edward Corsi and his two sisters, Liberta and Helvetia about their experiences if they interviewed them. Tell students to select one child they would like to "interview". Work with students to brainstorm some questions they would ask if they could meet the person they chose. Some questions may include:

• How long did it take to get to America?

• Did you have to take a Citizenship Test?

• How did you get to the United States?

• What was life like in your country?

• Include as many details as if you were conducting a real interview!

SUW Quick Check for Short Answers Tool E9-1a Using content from the book or story on the immigrant student chose to interview, they will write interview question and provide answers for them. SUW Tools Planning and Writing an Interview 10-6a Interview Notes 10-6c Biographical Sketch 10-7a Biographical Sketch Narrative Example10-7c

SOCIAL STUDIES

http://teacher.scholastic.com/activities/immigration/young_immigrants/taylor.htm



19

STANDARDS G.10.3.2 Explain effects of the movement & distribution of people, goods, & ideas on communities using a variety of sources G.10.3.3 Describe diverse groups and reasons why they settled in Arkansas (e.g. push-pull factors) H.12.3.1 Create a historical narrative using chronological sequences of related events in the community, region, or state (e.g., origin of a historic celebration in a community)

FOCUS Immigration Essential Question What are the push/pull factors for immigrants coming to the United States? Guiding Questions:

• Who immigrated to America?

• What are some reasons people immigrate?

• What are some obstacles that an immigrant faces?

• What are some of the differences that immigrants faced in the past compared with immigrants today?

• What makes America diverse?

LESSON CONTENT TCM 2nd Grade Primary Source Readers: Immigration Stories (Borrow from 2nd Grade)

Lesson (pp. 89-98) BEFORE READING: Review push/pull factors and discuss some of the reasons that immigrants came to the United States from what students learned last week. Discuss how the United States is a very diverse nation as the result of the many immigrants that have come to live in the United States. Before Reading Activities (p. 90) Use photograph of four immigrates in the book to begin discussion, introduce vocabulary and present the Pre-Reading activity on why it is important for readers to ask questions before, during, and after reading. DURING READING: Read and discuss readings throughout out the week about different immigrants from the TCM book, scholastic website, and books from classroom library. Compare and contrast each story as you read with the students. TCM -- 2nd Grade Primary Source Readers: Immigration Stories During Reading Activities (p. 91)

• “Land of Opportunity” (p. 95) AFTER READING: TCM -- 2nd Grade Primary Source Readers: Immigration Stories After Reading Activity (p. 92)

• “Q and A” (p. 96) TCM -- 2nd Grade Primary Source Readers: Immigration Stories Primary Source Activity (p. 93)

• “My Story” (p. 97) ADDITIONAL RESOURCES: Immigration Lesson Plan—Scholastic

ASSESSMENTS Ask students to respond to the following: It is important to learn about the story of the immigrants that have come to the United States because _________. If your students have learned about individual immigrants, have them use information gathered on one of the immigrants to write five facts about their experience. Be sure to include where they came from, why they immigrated and challenges they faced. TCM -- 2nd Grade Primary Source Readers: Immigration Stories Quiz (p. 98)

https://drive.google.com/open?id=0B8G1oEob-IxJSkhIOWM2amNSVVU


https://drive.google.com/open?id=0B8G1oEob-IxJR1lGTHdObEhnUWs












https://drive.google.com/open?id=0B8G1oEob-IxJLVl0cjMtTWx6NlE





20

Meet Young Immigrants (Read stories and/or watch each person’s video). They share what it’s like being an immigrant today by describing why their families immigrated to the U.S., how they’ve adjusted to a new country and culture and more. Interactive Tour of Ellis Island has a link “Photos” that would work well for this activity. Meet Young Immigrants. Choose the country and click on the “Day In a Life” link. Around the World Time for Kids Around the World—Faraway Places at Your Fingertips



VOCABULARY 3RL4 Determine meaning of words & phrases as used in a text, distinguishing literal from nonliteral language. 3L4d Use glossaries or beginning dictionaries, both print & digital, to determine or clarify the precise meaning of key words & phrases.

STRATEGY: Dictionary/Glossary ACADEMIC: main idea, supporting detail, text structure SOCIAL STUDIES: immigrants, immigration, law, citizens, diversity, prejudice, opportunities

Dictionary/Glossary TE pp. T432-T433, T466-T467, T469 Projectable 20.7 Academic Vocabulary TE pp. T412 Daily Phonics TE pp. T387, T411, T419, T429, T437


SPELLING/ENCODING 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 3RF3c Decode multi-syllable words. 3RF3d Read grade-appropriate irregularly spelled words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Compound Words Spelling Words BASIC: birthday, anyone, sometimes, everything, homework, afternoon, airplane, grandmother, something, without, himself, faraway, sunburned, daylight REVIEW: someone, cannot CHALLENGE: scorekeeper, everybody

Weekly Plan TE pp. T384-T385 LLG pp. 94-95 TE pp. T391-T391, T416, T420, T426, T460-T461

http://teacher.scholastic.com/activities/immigration/young_immigrants/

http://teacher.scholastic.com/activities/immigration/tour/

http://teacher.scholastic.com/activities/immigration/young_immigrants/

http://www.timeforkids.com/around-the-world

http://www.timeforkids.com/around-the-world



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GRAMMAR 3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. 3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL Contractions

Weekly Plan TE pp. T384-T385 TE pp. T408, T416, T426, T440-T441, T468 SB pp. 194-195 Projectable 20.2, 20.6 Spiral Review TE p. T434

PROCESS WRITING 3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3W1a Intro. the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons. 3W1b Provide reasons that support the opinion. 3W1c Use linking words & phrases to connect opinion and reasons. 3W2d Provide a concluding statement or section. 3W2b Develop the topic with facts, definitions, & details. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.

WRITING TYPE Informative: Opinion

E5-10 Topic Sentence Variety in Opinion Writing, Tools E5-10a-j (These tools should not be taught in the same lesson; each takes time for students to master. Choose a couple of tools for the week.) E5-3 Planning an Opinion Paragraph with an Informal Outline, Tool E5-3a E5-15 Elaboration in Opinion Writing – The E's/the Reds, Tools E5-15a and E5-15b Once students have gained the ability to write effective opinion paragraphs, provide instruction for creating essays and reports supported by facts. E5-8 Writing Opinion Essays and Reports Step by Step E5-7 Informal Outlines for Opinion Essays and Reports E5-12 Two Sentence Introductions for Opinion Essays and Reports E5-21 Using Transition Topic Sentences in Opinion Essays and Reports

SUW Opinion Paragraph Scoring Guide, Tool E5-28a SUW Opinion Essay and Report Scoring Guide, Tool E5-29a



22



3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RL2 Recount stories, including fables, folktales, & myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text. 3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. 3RL5 Refer to parts of stories, dramas, & poems when writing or speaking about a text, using terms such as chapter, scene, & stanza; describe how each successive part builds on earlier sections.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Monitor/Clarify Fluency: Intonation Genre: Historical Fiction

Story Structure, LLG p. 226

Sarah Plain and Tall LLG p. 226, TE pp. T20-T31, T37

SB pp. 204-221 Seal’s Story LLG pg. 227, TE pp. T14-T15 Projectable 21.1 Use Henry’s Freedoms Box by Ellen Levine to reinforce this week’s skill lesson (Story Structure) Author’s Interview Henry’s Freedom Box by Ellen Levine Interview 1 Interview 2—Author Reads Book Underground Railroad: Escape From Slavery Slideshow http://bit.ly/Wf5qGH

SUW Quick Check for Short Answers, Tool E9-1a


STANDARDS H.6.3.6 Recognize individuals who contributed to the common good of society. H.6.3.7 Analyze a timeline that illustrates selected historical events.

FOCUS- Immigration/Slavery Essential Question: Did everyone who immigrated to the United State come willingly?

LESSON CONTENT- TCM Trade Book: Henry's Freedom Box Lesson Plan Teaching the Book Henry’s Freedom Box BEFORE READING: After learning about the push/pull factors for different groups of people that came to the United States as Immigrants, they are going to learn about another group that unwillingly came to the United States. They will be learning about the lives of slaves and

ASSESSMENTS Pretend you are a “way station” on the Underground Railroad and consider answering the following questions: Why would you risk your family to help strangers? What would

http://www.scholastic.com/teacher/videos/teacher-videos.htm#3193529792001/5709100001

http://www.scholastic.com/teacher/videos/teacher-videos.htm#3193529792001/5709100001

https://www.scholastic.com/teachers/activities/teaching-content/underground-railroad-escape-slavery/

https://www.scholastic.com/teachers/activities/teaching-content/underground-railroad-escape-slavery/

http://bit.ly/Wf5qGH

https://drive.google.com/file/d/1517Elr-oDJrMBjCmdcuq2E_hZ2X5bczO/view?usp=sharing



23

H.6.3.8 Compare artifacts from events in various periods of history. G.1.3.12 Utilize the map legend/key to interpret physical maps. G.1.3.13 Locate places on contemporary maps using cardinal and intermediate directions, map scales, legends, and titles.

Guiding Questions: What is the difference between a slave and an immigrant? What was the Underground Railroad? What can we learn about slavery from the daring escape of Henry "Box" Brown? Why does Henry risk his life for freedom?

how many sought their freedom. Tell students that they will be reading a story about a real man named Henry Brown who lived in the United States in the mid 1800’s when most African Americans were slaves in the South. He was born a slave and like other brave African Americans, escaped to freedom traveling on the Underground Railroad. Use the National Geographic Introduction to the Underground Railroad website to introduce the terms slave and Underground Railroad. Lesson Plan Teaching the Book Henry’s Freedom Box Use p.2 and p.7 of the lesson to teach Domain Specific Vocab.

DURING READING: Read the book aloud. Pause every few pages and have students predict what might happen next to Henry. Reread the book and pause on each page and ask students to study the illustrations. Guide student understanding or how to read an illustration for its mood and meaning and how to integrate with the text. Model how to connect the story detail with the illustration (pages 4-5) Use the “As You Read” and Resource #2 on p.8 of the Lesson Plan to guide this instruction. Video excerpt One Noble Journey: A Box Marked Freedom AFTER READING: Use other resources provided below on Underground Railroad and slavery to discuss why slaves would risk their lives for freedom. Additional Resources (Use primary sources from resources to provide wide range of text) Underground Railroad Images (Primary Sources) http://teacher.scholastic.com/activities/bhistory/underground_railroad/primary_sources.htm (Primary Source Image of Henry Brown) Sweet Clara and the Freedom Quilt Lesson by Deborah Hopkinson Scholastic Life in Slavery Escape from Slavery-Underground Railroad Map

happen to you if you were caught? How would you hide the runaway slaves? How would you help the slaves move on to the next safe house? This is a narrative supported with facts. Be sure to include the following: Two facts about why you help runaway slaves. Two facts about what would happen to you if you got caught with runaways. Three facts about the physical condition of the runaways when they arrive. Three ways you help the slaves once they are in your house. A plan about how you will move them to the next safe house.

https://www.nationalgeographic.org/activity/introduction-underground-railroad/

https://www.nationalgeographic.org/activity/introduction-underground-railroad/



http://www.craftingfreedom.org/brown/video.php

http://teacher.scholastic.com/activities/bhistory/underground_railroad/primary_sources.htm



http://ssthirdgrade.wikispaces.com/file/view/Primary%20Source%20Henry%20Brown.pdf/405708718/Primary%20Source%20Henry%20Brown.pdf

http://econed.org/userfiles/files/Sweet%20Clara%20and%20the%20Freedom%20Quilt.pdf

http://teacher.scholastic.com/activities/bhistory/underground_railroad/



24

You can use the website as a whole class activity or students can use their electronic devices to do the interactives.

• Begin the Journey Interactive

• Slideshows

• Activities

• Primary Sources-- Period photographs, illustrations, and news articles documenting the people and events of the Civil War-era help to illustrate the stories and facts surrounding slavery and the movement to end it. Digital Images Underground Railroad

Virtual Field Trips http://housedivided.dickinson.edu/ugrr/field_trips.htm



VOCABULARY 3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

STRATEGY: Base Words & Prefix ‘non’ ACADEMIC: setting, characters, plot, monitor, clarify SOCIAL STUDIES: slaves, slavery immigrate, immigration, law, abolitionist, master, conductor, Underground Railroad, freedom, citizen Vocabulary Guide CATEGORIES: Teacher’s Choice

Base Words and Prefix “non” TE pp. T56-T57 Projectable 21.8 LLG p. 156 Academic Vocabulary p. T36 Daily Phonics: TE pp. T13, T35, T43, T53, T61


3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3RF3c Decode multi-syllable words. 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Words with –ed and -ing Spelling Words BASIC: coming, swimming, dropping, tapping, taping, invited, saving, stared, planned, changing, joking, loved, gripped, tasted REVIEW: making, stopped CHALLENGE: freezing, scared

Weekly Plan TE pp. T10-T11 LLG pp. 96-97 TE pp. T16-T17, T40, T44, T58, T74-T75


http://housedivided.dickinson.edu/ugrr/field_trips.html

https://www.scholastic.com/teachers/articles/teaching-content/underground-railroad-vocabulary-guide/



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GRAMMAR 3L2d Form & use possessives. 3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. 3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL Adverbs that Compare

Weekly Plan TE pp. T10-T11 TE pp. T32, T40, T50, T64 SB pp. 230-231 Projectable 21.2, 21.5 Spiral Review: Kinds of Adjectives TE p. T58

PROCESS WRITING 3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons. 3W1b Provide reasons that support the opinion. 3W1c Use linking words 3W2d Provide a concluding statement or section. 3W2b Develop the topic with facts, definitions, & details. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.

WRITING TYPE Informative: Opinion

E5-15 Elaboration in Opinion Writing – The E's/the Reds, Tools E5-15a and E5-15b E5-20 Using Transitions to Connect Opinions and Reasons E5-22 Supporting the Opinion in a Conclusion Once students have gained the ability to write effective opinion paragraphs, provide instruction for creating essays and reports supported by facts. E5-12 Two Sentence Introductions for Opinion Essays and Reports E5-21 Using Transition Topic Sentences in Opinion Essays and Reports E5-18 Increasing Elaboration in Opinion Writing E5-23 Writing Successful Conclusions for Opinion Writing E5-24 Practicing Conclusions for Opinion Writing

Social Studies Prompt Henry Brown should/should not have risked his life in order to obtain his freedom. Provide evidence to support your opinion from what you have learned this week. SUW Opinion Paragraph Scoring Guide, Tool E5-28a SUW Opinion Essay and Report Scoring Guide, Tool E5-29a



26



3RL1/3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RL2 Recount stories, including fables, folktales, & myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text. 3RI7 Use information gained from illustrations (e.g., maps, photos) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur). 3RI8 Describe the logical connection between particular sentences & paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3RI9 Compare & contrast most important points & key details presented in 2 texts on the same topic.

COMPREHENSION/FLUENCY Skill: Compare & Contrast Strategy: Visualize Fluency: Phrasing Genre: Informational Text

Compare and Contrast, LLG p. 228 The Journey: Stories of Migration LLG p. 228, TE pp. T110-T123, T129, T170-T171, T180 SB pp. 236-255 The Taste of Hope LLG p. 229, T104-T105 Projectable 22.1

SUW Quick Check for Short Answers, Tool E9-1a


STANDARDS H.12.3.5 Analyze relationships of

national symbols, holidays, and

historic places (e.g., Liberty Bell,

Fourth of July, Daisy Bates Day,

FOCUS American Biographies Essential Question: Does a famous person always achieve greatness?

Introduction of Biographies- TCM Trade Book: Climbing Lincoln’s Steps Climbing Lincoln's Steps by Suzanne Slade Lesson Plan Tell students you are going to read a book that shares the experiences of several African Americas that have brought

ASSESSMENTS Have students research more information about one of the

https://drive.google.com/file/d/1kSPjZ9yIFw0rIpEQTlhFtvKT6QARHzFd/view?usp=sharing



27

Little Rock Nine, Central High

School)

H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity

H.13.3.3 Support answers to

compelling questions about a

significant historical event or

person using evidence from a

variety of primary and secondary

sources

C.5.3.2 Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism)

Guiding Questions: 1.What are some ways we remember people? How do we honor people? 2.Which actions or ideas of a person are significant enough to make a person notable or famous? 3.What makes some people’s contributions make lasting changes? 4. How do we learn about the lives of people? 5. How do we learn about the lives of people?

about change in our country. Tell them a message throughout the book is that change happens slowly, one step at a time. Ask them what they think that means. The book begins with Abraham Lincoln. Have them share what they know about him. BEFORE READING: Explain to students that a biography is a story about someone's life that is written by someone else. We use biographies to learn about different people and also how change has happened in our country and communities over time. Biographies can be written about someone who has past or someone who is still living. A biography has important facts about the person's life such as their childhood, schooling, marriage, achievements, struggles, and their death if they have already passed. Also explain that biographies can be written in different ways. Use the book Climbing Lincoln's Steps to introduce biographies. The book gives information about Abraham Lincoln, Marian Anderson, Martin Luther King, Sojourner Truth, Frederick Douglass, Jackie Robinson, and Rosa Parks. Do a picture walk of the book prior to reading it. Turn the pages of the book so that students can see the illustrations prior to reading. DURING READING: While reading Climbing Lincoln’s Steps discuss the individuals that students are introduced to in the book. Write a list of facts about each individual as you read about them or have the students do it individually. Use pp. 160-161 in the Lesson Plan to guide key points for discussion as you read the book aloud. AFTER READING: Talk about different facts that were listed. Point out how these facts and the way the story is written is what makes the book a biography. Also use the notes to discuss how those individuals changed things for our country and community and why is it important to learn about the lives of people and the things that did in the past. Determine which actions or ideas of each person in the book are significant enough to make that person notable or famous.

characters discussed in Climbing Lincoln's Steps. After researching, have them make a list or write a paragraph about the information they found.

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Marian Anderson Sings at Lincoln Memorial Video Clip

TCM Primary Sources My Country Abraham Lincoln Then and Now Lesson (p. 32-39) Part A: Photograph Card Part B: The Facsimile



VOCABULARY 3L4c Use a known root word as a clue to the meaning of an unknown word with the same root 3RL4 Determine meaning of words & phrases as used in a text, distinguishing literal from nonliteral language.

STRATEGY: Word Roots ACADEMIC: compare, contrast SOCIAL STUDIES: biography, contributions, historical significance, Lincoln Memorial, I Have a Dream Speech, greatness, famous, significant TARGETED CATEGORIES: Teacher’s choice

Word Roots TE pp. T148-T149, T178-T179, T181 Projectable 22.8 LLG, p. 159 (Vocabulary Web) Academic Vocabulary, TE p. T128 Daily Phonics TE pp. T103, T127, T135, T145, T153


SPELLING/ENCODING 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

SPELLING/ENCODING Changing Final y to i Spelling Words BASIC: cities, cried, puppies, hurried, stories, flies, parties, tried, pennies, fried, carried, babies, spied, ponies REVIEW: pretty, very CHALLENGE: countries, libraries

Weekly Plan TE pp. T100-T101 TE pp. T106-T107, T136, T142, T156, T166-T167, T172 LLG pp. 98-99

https://www.youtube.com/watch?v=mAONYTMf2pk

https://drive.google.com/open?id=0BygUCc8vNmjcNnhvbkw3RnFTeTQ

https://drive.google.com/open?id=0B8G1oEob-IxJVDFjZE5UZDh4Zjg

https://drive.google.com/open?id=0B8G1oEob-IxJX3hhbGpfSTlEc1k



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GRAMMAR 3L1f Ensure subject-verb & pronoun-antecedent agreement. 3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & functions in particular sentences.

SKILL Making Comparisons

Weekly Plan TE pp. T100-T101 TE pp. T124, T132, T142, T156 SB pp. 264-265 Spiral Review: Adjectives and Articles TE p. T150

PROCESS WRITING 3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. 3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons. 3W1b Provide reasons that support the opinion. 3W1c Use linking words & phrases to connect opinion & reasons. 3W2d Provide a concluding statement or section. 3W2b Develop the topic with facts, definitions, and details. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. 3W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

WRITING TYPE Informative: Opinion (Editing, Revising & Publishing)

E5-20 Using Transitions to Connect Opinions and Reasons E5-22 Supporting the Opinion in a Conclusion E5-25 Revising Opinion Writing, Tools E2-12a, E5-25a E5-27 Editing Opinion Writing, Tools E2-13a, E5-27a Once students have gained the ability to write effective opinion paragraphs, provide instruction for creating essays and reports supported by facts. E5-23 Writing Successful Conclusions for Opinion Writing E5-24 Practicing Conclusions for Opinion Writing E5-25 Revising Opinion Writing, Tools E2-12a, E5-25a E5-27 Editing Opinion Writing, Tools E2-13a, E5-27a

SUW Opinion Paragraph Scoring Guide, Tool E5-28a SUW Opinion Essay and Report Scoring Guide, Tool E5-29a I believe __________has achieved greatest because_________. The actions that made him/her great are______________. In addition, the characteristics that make him/her great are _________. For all these reasons, I believe ______ is a great American.



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3RL1/3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RL3 Describe characters in a story & explain how their actions contribute to the sequence of events. 3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of the text. 3RI8 Describe the logical connection between particular sentences & paragraphs in a text. 3RI9 Compare & contrast most important points & key details presented in 2 texts on the same topic.

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Analyze/Evaluate Fluency: Reading Rate e Genre: Fantasy

Sequence of Events, LLG p. 230 The Journey of Oliver K. Woodman LLG p. 230, TE pp. T202-T217, T264-T265, T275 SB pp. 270-295 Piggy Goes to Town LLG p. 231, TE pp. T196-T197 Projectable 23.1 Interactive Timeline Have students identify 3-5 events in the life of the person they are completing a Bio Cube for this week. Use the events to complete the interactive Timeline activity. More events may be added if needed. Be sure to include events that relate to the person’s contributions.

SUW Quick Check for Short Answers Tool E9-1a Have students create a timeline of their own life. Tell them to include important events in their life. They should add any events that shows accomplishments/contributions they have made. Allow them to add pictures if possible.


STANDARDS H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity H.13.3.3 Support answers to compelling questions about a significant historical event or person using evidence from a

FOCUS American Biographies Essential Question: Does a famous person always achieve greatness? Guiding Questions: 1.What are some ways we remember people? How do we honor people?

Have students generate a class list of people that are famous. Share the Webster definition for famous a. widely known; b. honored for an achievement. Have students look at the list they have created and decide if each person in the list fits the definition of famous. Share the definition of greatest with students: 1. Remarkable or outstanding; 2. Of outstanding significance or importance; 3. Superior in quality or character; noble; a great man who dedicated himself to helping others; 4. Powerful; influential; 5. Eminent; distinguished; a great leader. By investigating the essential question “Does a famous person always achieve greatness?” students will need to evaluate what

ASSESSMENTS

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variety of primary and secondary sources C.5.3.2 Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism)

2.Which actions or ideas of a person are significant enough to make a person notable or famous? 3.What makes some people’s contributions make lasting changes? 4. How do we learn about the lives of people? 5. How do we learn about the lives of people?

events in the lives of people are historically significant and make lasting changes in society. Being a celebrity can be associated with famous. It can come with or without historical importance. BEFORE READING: Tell students that you are going to reread the book “Climbing Lincoln’s Steps” by Suzanne Slade to examine which actions or ideas of a person are significant enough to make a person notable or famous. DURING READING: As you read about the individuals in the book, have students examine the importance of their actions and discuss what makes a person’s actions significant. Who will be remembered for a long time and why? Work with students to develop 3-4 criteria that can be used to determine what makes a contribution of an individual significant. (Affects a large number of people; affects a large area; has an impact over a long period of time) Use this criteria throughout the unit to evaluate if a person has also achieved greatest. AFTER READING: Strategic Reading and Writing: Summarization Antislavery Biographies Model how to complete this activity using Harriet Beecher Stowe. Use the lesson to guide students in creating a Bio Cube for assigned antislavery individual they have been assigned.

• Bio Cube Interactive

• Biography Information Sheet—Use to record information about assigned person

• Bio Cube Planning Sheet



VOCABULARY 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words.

STRATEGY: Suffixes -er, -est ACADEMIC: sequence of events, infer, summarize

Suffixes -er, -est TE pp. T242-T243, T272-T273 Projectable 23.8 LLG p. 160-161

Demonstrate understanding of academic language through proper applications in

http://www.readwritethink.org/classroom-resources/lesson-plans/strategic-reading-writing-summarizing-1017.html?tab=1#tabs

http://www.readwritethink.org/classroom-resources/lesson-plans/strategic-reading-writing-summarizing-1017.html?tab=1#tabs

http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html

https://drive.google.com/file/d/1W4R1WRTTFW0holi_rytv1vFHqZaQmaN3/view?usp=sharing

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3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. 3L4b Determine meaning of the new word formed when a known affix is added to a known word.

Academic Language TE p. T222 Daily Phonics TE pp. T195, T221, T229, T239, T247

writing. Refer to SUW Section 2 Vocabulary. Refer to the language and style domain of the SUW scoring guides and content specific assessments.

3L2e Use conventional spelling for H.F. & other words & for adding suffixes to base words 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Suffixes –ful, -ly, -er BASIC: singer, loudly, joyful, teacher, fighter, closely, powerful, farmer, quickly, careful, friendly, speaker, wonderful, truly REVIEW: hopeful, safely CHALLENGE: listener, calmly

Weekly Plan TE pp. T192-T193 TE pp. T218, T226, T230, T236, T260-T261, T266 LLG pp. 100-101



GRAMMAR 3L2 Demonstrate command of the conventions of standard English capitalization, punctuation & spelling when writing. 3L2d Form and use possessives

SKILL Possessive Nouns

Weekly Plan TE pp. T19-T193 TE pp. T218, T226, T236, T250, T274 Projectable 23.2, 23.6 Spiral Review: The Verb be TE pp. T244

PROCESS WRITING 3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. 3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3W3b Use dialogue & description of actions, thoughts, & feelings to develop experiences & events or

WRITING TYPE Narrative: Personal

6-3 Pre-Writing & Planning, pp. 253-254, Tool 6-3a 6-4 Prewriting with a Story Map pp. 255-25, Tools E6-5a, E6-5b 6-6 Six Steps for Planning and Writing a Story/Narrative, Tool E6-7a 6-7 Quick-Sketch & Quick Note Planning, pp. 262-264; Tools E6-6a, E6-6b, & E6-6c 6-8 Sequencing Events, pp. 271-272, Tool E6-8a

SUW Imaginative and Nonfiction Narrative Scoring Guide, Tool E6-31a



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show the response of characters to situations. 3W3c Use temporal words & phrases to signal event order. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.



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3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI2 Determine the main idea of a text; recount the key details & explain how they support the main idea. C3RI5 Use text features & search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3RI6 Distinguish own point of view from that of the author of a text. 3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Question

Author’s Purpose, LLG p. 232 Dog-of-the-Sea-Waves LLG p. 232, TE pp. T296-T297, T309, T315, T356-T357 SB pp. 310-327 Mapping the World LLG p. 233 TE pp. T290-T291 Projectable 24.1 Biographies: Creating a Timeline of a Life--readwritethink Reread the last line of the book: “Wilma Rudolph, once known as the sickliest child in Clarksville, had become the fastest woman in the world.” Make a timeline of the major events in Wilma’s life. Use the author’s notes at the back of the book to add additional events to Wilma’s timeline. Using your timeline and the book to guide, discuss the following questions:

• What choices did Wilma make throughout her life to create the positive sequence of events that led her to “become the fastest woman in the world?”

• How does each major event in her life build off the last?

• In what ways did Wilma use her success to inspire others? (Be sure to use the author’s note to guide your thinking)

What do you think the author’s purpose or main message is in the book?


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STANDARDS H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity H.13.3.3 Support answers to compelling questions about a significant historical event or person using evidence from a variety of primary and secondary sources C.3.3.2 Compare ways people interact with rules & laws to improve their community (C.5.3.2) G.9.3 C.5.3.2 Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism)

FOCUS- American Biographies Wilma Rudolph Essential Question: Does a famous person always achieve greatness? Guiding Questions: 1.What are some ways we remember people? How do we honor people? 2.Which actions or ideas of a person are significant enough to make a person notable or famous? 3.What makes some people’s contributions make lasting changes? 4. How do we learn about the lives of people? Focus—Women’s History/Biography Wilma Rudolph

Biographies- TCM Trade Book: Wilma Unlimited Tell students that March is Women’s History Month. This week they will be examining significant contributions of Wilma Rudolph. Introduce Wilma Unlimited by Kathleen Krull. Wilma Rudolph went from being unable to walk to being the fastest woman runner in the world. Paralyzed with polio when she was a child, Wilma proved that you can overcome obstacles and succeed if you work hard and keep trying. BEFORE READING: Review biographies with the students and how they help us to understand more about someone's life as well as how things have changed over time. Also, explain to students that as we end Black History month, we begin Women's History month. This story took place between the 1940’s to the 1960’s before the Civil Rights Act. Tell students that we are going to read to find out what challenges Wilma Rudolph faced in her early life and how she was determined to overcome them. After explaining all of this introduce the story Wilma Unlimited to discuss the struggles that people must endure to accomplish their dreams. DURING READING: As you read stop and discuss Wilma's struggles and how she handles each of those struggles. Point out that she never gave up. She had every reason to quit and not try to make her life better, but she had a dream and she worked hard to achieve that dream no matter who or what was in her way. AFTER READING: Make a chart with the students of all the struggles Wilma had to overcome as an African American, sickly, woman. After stating the struggles, also put ways she overcame each struggle. Use this to discuss rights, equality, history, and never giving up.

ASSESSMENTS Have students write about a time in their life that they have had a struggle to overcome. Have them write what the struggle was and how they overcame it.



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TCM – Exploring Social Studies Arkansas Edition Student Handbook “Hattie Caraway” (p. 54)



VOCABULARY 3L4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). 3L4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

STRATEGY: Shades of Meaning/Words from Other Languages ACADEMIC: author’s purpose SOCIAL STUDIES: biographies, women's rights, independence, TARGETED CLUSTERS/CATEGORIES:

Weekly Plan TE pp. T286-T287 TE pp. T334-T335, T364-T365 Projectable 24.8 Academic Language TE p. T314 Daily Phonics TE pp. T289, T313, T321, T331, T339


SPELLING/ENCODING 3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations in writing words. 3L4b Determine the meaning of the new word formed when a known affix is added to a known word.

SPELLING/ENCODING Prefixes un-, re- Spelling Words BASIC: unfold, unhurt, reheat, unwrap, repaid, rewrite, untie, unlucky, unclear, unsure, rejoin, recheck, unfair, reuse REVIEW: reread, unsafe CHALLENGE: unbuckle, unknown

Weekly Plan TE pp. T289-T287 LLG, pp. 102-103 TE pp. T292-T293, T318, T322, T328, T337, T352-T353



GRAMMAR 3L1i Produce simple, compound, and complex sentences

SKILL Complex Sentences

Weekly Plan TE T286-T287 TE pp. T310, T318, T328, T342 SB pp. 338-339 Spiral Review: Possessive Nouns and Pronouns TE p. T337

PROCESS WRITING 3W3 Write narratives to develop real or imagined experiences or events using effective technique,


6-12 Ways to Begin a Story, Tool E6-13a E6-15 Moving from a Plan to a Draft, Tools E6-15a and E6-15b 6-17 Writing the End of a Story, pp. 279-281, Tools E6-23a, E6-23b, and E6-23c 6-11 Showing-Not Telling, Tools E6-18a and E6-18b


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descriptive details, & clear event sequences. 3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations. 3W3c Use temporal words & phrases to signal event order. 3W3d Provide sense of closure. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. 3W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

6-15 Function and Variety of Story/Narrative Transitions, Tools E6-21a and E6-21b 6-19 Nine Tips for Writing a First Draft, pp. 282, Tool E6-19a (Eight Tips for Writing a Narrative First Draft)



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3RL1/3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently 3RI6 Distinguish own point of view from that of the author of a text. 3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of text. 3RI8 Describe the logical connection between particular sentences & paragraphs in a text.

COMPREHENSION/FLUENCY Skill: Text & Graphic Features Strategy: Infer/Predict Fluency: Expression Genre: Informational Text

Text and Graphic Features, LLG p. 234 Mountains: Surviving on Mt. Everest, LLG p. 234, TE pp. T388-T401, T407 SB pp. 344-363 Extreme Skiing, Extreme Danger, LLG p. 235, TE pp. T382-T383 Use this week’s biographies Amazing Americans: Rosa Parks and Amazing Americas: Abigail Adams to reinforce the literacy skill, Text and Graphic Features. Tell students to pay attention to special features used in the text. Point out examples and discuss as you read the books. Complete the chart that identifies the feature and tells what the feature shows. How do these features enhance and support the text?


TCM – Primary Source Readers: Rosa Parks Lesson (pp. 89-98) During Reading Activity (p. 91) “Who Said That?” (p. 94)

Interactive eBook (see DVD in kit)


STANDARDS .H.12.3.4 Analyze individuals, groups, and events to understand why their contributions are important to historical change and/or continuity H.13.3.3 Support answers to compelling questions about a significant historical event or person

FOCUS- American Biographies Abigail Adams Essential Question: Does a famous person always achieve greatness? Guiding Questions: 1.What are some ways we remember people? How do we honor people?

Biographies- TCM Reader - Amazing Americans: Abigail Adams BEFORE READING: Explain that this week begins women's history month and so you will be discussing the life of different women in history and the contributions they made for our country and communities. DURING READING: Abigail Adams While reading, stop at different places and explain the way women use to live and the


https://drive.google.com/open?id=0B8G1oEob-IxJWTR3d2d6NTVtSDQ

https://drive.google.com/open?id=0B8G1oEob-IxJY1RnNTE2ZUx1MmM



https://drive.google.com/open?id=0B8G1oEob-IxJMlB3cFZzeXltRmc



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using evidence from a variety of primary and secondary sources C.5.3.2 Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism)

2.Which actions or ideas of a person are significant enough to make a person notable or famous? 3.What makes some people’s contributions make lasting changes? 4. How does her biography help us understand her life more?

rights they had. Use facts about Abigail's life to discuss how she fought for and spoke up for women's rights. Review the definition for greatest that was shared at the beginning of this unit and the criteria established. Ask students if Abigail Adams achieved greatest. What evidence do they have to support their opinion? AFTER READING: Discuss with students how the biography of Abigail Adam's helps us to not only learn about her, but also how life use to be or women in our country. How did Abigail help to make a difference? How does this biography help readers to understand her and the way she helped fight for the rights of women in our country? TCM – Primary Source Readers: Rosa Parks

Lesson (pp. 89-98)

(Before Reading) Class discussion on fairness and introduce vocabulary. Explain to students they will be reading a biography on Rosa Parks that tells details and events from a person’s life. Explain to them that these events lead to other events, creating a cause and effect relationship. Tell students they will examine causes and effects in the life of Rosa Parks.

After Reading Activity (p. 92) “Causes and Effects” (p. 96) “Parks Poem” (p. 95) Have students create their acrostics with words that show how Rosa Parks was an amazing American.

TCM – Exploring Social Studies Arkansas Edition Student Handbook “Civil Rights Hero” (p. 52)

TCM - Primary Source Readers: Rosa Parks Quiz (98) TCM - Primary Source Readers: Rosa Parks Write It! Activity (p. 92)









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VOCABULARY 3L5 Demonstrate understanding of figurative language, word relationships & nuances in word meanings. 3L5a Distinguish the literal & nonliteral meanings of words & phrases in context (e.g., take steps).

STRATEGY: Analogies ACADEMIC: graphic features, text features SOCIAL STUDIES: bail, boycott, civil rights, court, equal, lawyer, segregation TARGETED CATEGORIES: Teacher’s Choice

Analogies TE pp. T426-T427 Projectable 25.7 Academic Vocabulary TE p. T406 Daily Phonics: T381, T405, T413, T423, T431 TCM - Primary Source Readers: Rosa Parks Before and After Reading Vocabulary activities (pp. 90, 92)


SPELLING/ENCODING 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 3L4b 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). 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations in writing words.

SPELLING/ENCODING Suffixes: -less, -ness Spelling Words BASIC: painless, sickness, sadness, helpless, thankless, kindness, hopeless, darkness, fearless, thickness, careless, goodness, spotless, softness REVIEW: useful, weakly CHALLENGE: breathless, eagerness

Weekly Plan TE pp. T378-T379 TE pp. T384-T385, T410, T414, T428, T434 LLG pp. 104-105



GRAMMAR 3L1a Explain the function of nouns, pronouns, verbs, adverbs, & adjectives in general & their functions in particular sentences.

SKILL Words that Compare

Weekly Plan TE pp. T378-T379 TE pp. T402, T410, T420, T434 Projectable 25.2, 25.6 SB pp. 372-373 Spiral Review: Complex Sentences TE p. T428





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3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. 3L1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified

PROCESS WRITING 3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. 3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally. 3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations. 3W3c Use temporal words & phrases to signal event order. 3W3d Provide sense of closure. 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. 3W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.


6-17 Options for Writing the End of a Story, Tools 6-23a-c 6-18 Comparing the Beginning and End of a Story, Tool E6-24a E6-28 Revising Narratives, Tool E6-28a E6-30 Editing Narrative Writing, Tool E2-13a


3rd grade curriculum map: literacy & integrated … 3rd grade q3.pdflesson plan paired books ......

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