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3rd Grade Unit 5: / Structure / Suggested Time Frame: / 6 Weeks
TAKS Objective: / 1 / TEKS: / 3.7A, 3.7B, 3.9G, 3.11B, 3.11C, 3.11D3.11F; 3.11G, 5.11C, 5.9C, 5.2B, 5.3D, 5.10A, 5.12H, 3.14A, 3.14D, 3.15B, 3.16B, 3.16F, 3.18G, 3.16H, 3.17, 3.18A, 3.18C, 3.18D
Unit Overview
Structure is important to the universe we live in and provides a basis for systems and communication. As students learn the organization of different structures, they learn how they depend on each other to exist. Students will discover how good communicators use structure and organization.
Structure also gives literature form, shape, and a plan. This structure is how the author communicates with the reader. Students will also learn how literary genres are categorized by unique characteristics. One characteristic that helps categorize literature is culture. Literature is a reflection of the culture in which we live. This reflection of culture can be passed down from generation to generation through folk tales, books, and other forms of communication. Other genres have different structural organization to help the author communicate his ideas. The text could be a novel for entertainment or a biography to inform the reader.
Overall structure is an important part of our lives. Structure is particularly important to the message communicate through literature. Finding the structure in any process can help the learner have a greater understanding of the project or the reading.
Enduring Understandings
  • Good communicators use structure and organization.
  • Organization can be learned.
  • A society’s culture is exemplified through its literature.
  • Literary genres are categorized by unique characteristics.
/ Essential Questions
  • How do people organize themselves to successfully communicate?
  • In what ways can people learn to be organized?
  • Does literature reflect culture or shape it?
  • How do authors use friends and surroundings to create stories?
  • In what ways are literary genres unique?
  • What do good stories tell?
/ Writing Purpose(Units 1A & 1B)
Write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain 3.14 D
Focus and Coherence
Sentence to Sentence connection
Meaningful Transitions
Strong Lead
Conclusion completes the writing
Organization
Pre-writing, Creating a plan
Logical Support of Ideas
Depth of Development
Develop All Ideas Completely
Take Risks with your Ideas
Personal Feelings, Heart and Wisdom
Voice
Exhibit as Identifiable voice
Conventions
Spell multi-syllabic words using regularly spelled phonogram patterns 3.16 B
Use resources to find correct spellings, synonyms, or replacement words 3.16 H
Edit for appropriate grammar, spelling, punctuation, and features of polished writing 3.18D
Edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts
Command of the Conventions pg 18 number 1-3
Use capitalization and punctuation such as commas in a series, apostrophes in contractions such as can’t and possessives such as Robin’s, quotation marks, proper nouns, and abbreviations with increasing accuracy 3.15
Command of the Conventions pg 1 number 9, pg 6-7 number 6,15-18, 20-21
Write with accurate spelling of syllable constructions such as closed, open, consonant before -le, and syllable boundary patterns 3.16 F
Spell words ending in -tion and -sion such as station and procession 3.16 G
Use resources to find correct spellings, synonyms, or replacement words 3.16 H
Revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images 3.18 C
Punctuate Compound Sentences (comma and conjunction)
Command of the Conventions pg3 number 7-8
Use conjunctions appropriately
Command of the Conventions pg 3 number 7-8
Language of Instruction
biographies
dialogue
fables
fairy tales
fantasy
folk Tales
genre / playwright
poem
scene
stage
tall tales
theater
Core Vocabulary
abort
certain
continue
directions
exactly
expect
planned
safety / In this area, place the vocabulary from selected stories that you are going to use with students:
Vocabulary
Select vocabulary from stories that you are going to use with the students.
Word Wall
chaos
come
disagree
echo
families
happen
immature
impossible
nonsense / that’s
who
which
cried
when
Bolded “glue words” are to be written in black and white.
Write the other words on brightly colored paper / Relationships and/or Connections that should emerge
  • Literature is organized according to specific characteristics unique to each genre.
  • A society’s heritage can be passed down through its oral and printed stories.
A successful communicator is organized. Products students will develop
(Suggestions and Examples)
  • Write a newspaper review of Cinderella’s Ball in which students will describe characters, setting, problem, solution, etc….
  • Write an “ad” for a lost slipper in which students create visual images based on text descriptions.
  • Design a comic strip of one the stories to exemplify the unique characteristics of that genre.
  • Create an advice as written by a character from a character from a genre (i.e. What would Pecos Bill do in this situation?).
  • Rewrite a “Three Little Pigs” story with different animals (i.e. “The 3 Little Guppies and the Big Bad Shark”)
  • Class or individual collage around the theme or characters of a fable.
  • Reading response notebook: a reader response notebook (spiral) will be developed for readers to keep a running log of their books read, strategies learned as well as reflections of the reading they do during reading workshop

Word Study Lessons:
Fountas and Pinnell
Week 1: Lessons WS 15, WSA 8, WSA 9
Week 2: Lessons LS 15, LS 16, LS 17
Week 3: Lessons LS 18, LS 19, SP 16
Week 4: Lessons HF 5, WM/V 14, WM/V 15
Week 5: Lessons WM/V 16, WM/V 17; SP 17
Week 6: Lessons HF 6, WM/V 18, WM/V 19
3rd Grade Unit 5: / Structure / Suggested Time Frame: / 6 Weeks
TAKS Objective: / 1 / TEKS: / 3.7A, 3.7B, 3.9G, 3.11B, 3.11C, 3.11D 3.11F; 3.11G, 5.11C, 5.9C, 5.2B, 5.3D, 5.10A, 5.12H, 3.14A, 3.14D, 3.15B, 3.16B, 3.16F, 3.18G, 3.16H, 3.17, 3.18A, 3.18C, 3.18D
Unit Overview
Structure is important to the universe we live in and provides a basis for systems and communication. As students learn the organization of different structures, they learn how they depend on each other to exist. Students will discover how good communicators use structure and organization.
Structure also gives literature form, shape, and a plan. This structure is how the author communicates with the reader. Students will also learn how literary genres are categorized by unique characteristics. One characteristic that helps categorize literature is culture. Literature is a reflection of the culture in which we live. This reflection of culture can be passed down from generation to generation through folk tales, books, and other forms of communication. Other genres have different structural organization to help the author communicate his ideas. The text could be a novel for entertainment or a biography to inform the reader.
Overall structure is an important part of our lives. Structure is particularly important to the message communicate through literature. Finding the structure in any process can help the learner have a greater understanding of the project or the reading.
Text Resources
  • Little Red Riding Hood -A New Fangled Prarie Tale by Lisa Campbell Ernst
  • Why Mosquitoes Buzz In Peoples Earsby Verna Aardema
  • Clara Barton: Angel on the Battlefield (Benchmark Book)
Enrichment Workstations
  • Listening Center
  • ComputerCenter
  • WritingCenter
/ Technology & Electronic Resources
Digital Classroom:
Video:
Rabbit Ears- The Story of Pecos Bill
Columbia TriStar, Aug.22, 1997
Connected Tech:
Subject Section: Reading/Lang. Arts
Grade: 3 Lesson:
  • Fairy Tales
  • Haiku Presentation
Subject Section: Science
Grade:3 Lesson:
  • Wolf Tales
Other(i.e., Speakers, Field Trips)
  • Invite a detective or a policeman to discuss their job (bringing in the drawing conclusions concept.
/ Reading Skills/Processes
□3.5A
□3.5B
□3.5C
□3.5F
□3.6A
□3.6B / □3.6C
□3.6D
□3.6E
□3.7A
Writing Skills/Processes
□3.14A
□3.14B
□3.14C
□3.14D
□3.15A
□3.15B
□3.16A
□3.16B
□3.16C
□3.16D
□3.16E
□3.16F
□3.16G
□3.16H
□3.17A
□3.17B
□3.17C
□3.17D
□3.17E / □3.18A
□3.18B
□3.18C
□3.18D
□3.18E
□3.18F
□3.19D
□3.19E
□3.20A
□3.20B
□3.20C
□3.20D
□3.19A
□3.19B
□3.19C
WRITING MINILESSONS:
Week 1
/ I-8 Use Plot, Place and character in a story
I-11 Embellish and Idea
I-28 Work with an external conflict
Week 2
/ I-29 Work with an internal conflict
I-18 Value your experience
I-26 make your story believable
Week 3
/ I-30 Write in the first person
I-31 Write in the second person
I-32 write in the third person
Week 4
/ D-28 Create suspense in fiction
D-27 control how time moves
Week 5
/ D-34 Use a triangular structure
D-32 Use a snapshot structure
D-35 Write a circular story or poem
Week 6
/ D-17 Cut to your lead
D-19 Lead with the big picture
Choose one of the lesson on endings
D-23, D-24, D-25, D-26
L-4 Remove those annoying little qualifiers
L-11 combine short sentences
L-14 Vary the length of sentences
/ NOTES: / Method(s) of Assessment
Observation
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
Constructed Response
  1. TEKSCheck
  2. Open-ended
  3. Essay
  4. Research Paper
  5. Log / Journal
  6. Story / Play / Poem
  7. Model / Map / Video
  8. Oral / Visual / Multimedia Presentation
  9. R2R- “Opening Night” Benchmark Series
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test

3rd Grade ELA 5th Six Weeks Summary

2007-2008

In this brief summary, dates will fluctuate according to your students, calendar, and special events.

Structure

February 18th – April 9th

  • Literary Genre
  • Biography
  • Tall Tales
  • Fantasy
  • Poems
  • Fables/ Folktales
  • Dramatic Interpretation

***Every week should feature lessons utilizing graphic organizers***

On-going TEKS must be taught throughout the six weeks.

8/27/2007DRAFT 3