South Carolina Support System Instructional Guide s2

SOUTH CAROLINA SUPPORT SYSTEM CURRICULUM

Prioritized Scope and Sequence for Grade Three

Time Period: Third Nine Weeks

Focus of Instruction: Persuasive Reading and Writing Unit of Study

Understanding and Using Literary Texts / Understanding and Using Informational Texts / Building Vocabulary / Developing Written Communications / Producing Written Communications in a Variety of Forms / Applying the Skills of Inquiry and Oral Communication /
Standard 1
The student will read and comprehend a variety of literary texts in print and nonprint formats. / Standard 2
The student will read and comprehend a variety of informational texts in print and nonprint formats. / Standard 3
The student will use word analysis and vocabulary strategies to read fluently. / Standard 4
The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English. / Standard 5
The student will write for a variety of purposes and audiences. / Standard 6
The student will access and use information from a variety of sources.
3–1.3
Analyze the text to determine first-person point of view.
3–1.4
Distinguish among devices of figurative language (including … hyperbole) and sound devices (including … alliteration).
3–1.6
Analyze the effect of the author’s craft (for example …sentence structure) on the meaning of a given literary text.
3–1.7
Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
3–1.8
Classify works of fiction (including fables…) …by characteristics.
3–1.9
Recognize the characteristics of poetry (including …rhyme…). / 3–2.1
Summarize evidence that supports the central idea of a given informational text.
3–2.3
Distinguish between facts and opinions in informational texts.
3–2.7
Use functional text features (including tables of contents, glossaries, and indexes) as sources of information.
3–2.8
Analyze informational texts to identify cause-and-effect relationships. / 3–3.1
Generate the meaning of unfamiliar and multiple meaning words by using context clues.
3–3.2
Use base words and affixes to determine the meanings of words. / 3–4.2
Use complete sentences (including compound sentences) in writing.
3–4.6
Edit for the correct use of written Standard American English, including ……commas in compound sentences…. / 3–5.1
Create written communications for example, friendly letters that include a greeting, body, closing, and signature and invitations that include time, date, and place of event).
3–5.4
Create written pieces (for example, riddles and jokes) to entertain others. / 3–6.2
Use … nonprint sources (for example, pictures, photographs, video, and television) to access information.
Teachers are expected to continuously address the stated indicators throughout the school year.
3–1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
3–1.11 Read independently for extended periods of time for pleasure.
3–2.2 Analyze informational texts to draw conclusions and make inferences.
3–2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).
3–2.9 Read independently for extended periods of time to gain information.
3–3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
3–3.2 Use base words and affixes to determine the meanings of words.
3–3.4 Read high frequency words in texts.
3–3.7 Spell correctly.
3–4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).
3–4.2 Use complete sentences (including compound sentences) in writing.
3–4.3 Create paragraphs that include a topic sentence with supporting details and logical transitions.
3–4.7 Use correct letter formation when using manuscript and cursive writing.
3–5.2 Create narratives that include characters and setting and follow a logical sequence

07/31/09

S3 Curriculum Unedited Draft

SOUTH CAROLINA SUPPORT SYSTEM INSTRUCTIONAL PLANNING GUIDE

Content Area / Persuasive Writing 3rd grade
Recommended Days of Instruction / 3rd Nine Weeks
Standards addressed:
3–1 / The student will read and comprehend a variety of literary texts in print and nonprint formats.
3–2 / The student will read and comprehend a variety of informational texts in print and nonprint formats.
3–3 / The student will use word analysis and vocabulary strategies to read fluently.
3–4 / The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
3-5 / The student will write for a variety of purposes and audiences.
3–6 / The student will access and use information from a variety of sources.

07/31/09

S3 Curriculum Unedited Draft

Focus
Indicators / Recommended Resources / Suggested Instructional Strategies / Assessment Guidelines /
3–1.3
Analyze the text to determine first-person point of view.
3–1.4
Distinguish among devices of figurative language (including … hyperbole) and sound devices (including … alliteration).
3–1.6
Analyze the effect of the author’s craft (for example …sentence structure) on the meaning of a given literary text.
3–1.7
Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
3–1.8
Classify works of fiction (including fables…) …by characteristics.
3–1.9
Recognize the characteristics of poetry (including …rhyme…).
3–2.1
Summarize evidence that supports the central idea of a given informational text.
3–2.3
Distinguish between facts and opinions in informational texts.
3–2.7
Use functional text features (including tables of contents, glossaries, and indexes) as sources of information.
3–2.8
Analyze informational texts to identify cause-and-effect relationships.
3–3.1
Generate the meaning of unfamiliar and multiple meaning words by using context clues.
3–3.2
Use base words and affixes to determine the meanings of words.
3–4.2
Use complete sentences (including compound sentences) in writing.
3–4.6
Edit for the correct use of written Standard American English, including ……commas in compound sentences….
3–2.7
Use functional text features (including tables of contents, glossaries, and indexes) as sources of information.
3–2.8
Analyze informational texts to identify cause-and-effect relationships.
3–3.1
Generate the meaning of unfamiliar and multiple meaning words by using context clues.
3–3.2
Use base words and affixes to determine the meanings of words.
3–4.2
Use complete sentences (including compound sentences) in writing.
3–4.6
Edit for the correct use of written Standard American English, including ……commas in compound sentences…. / http://www.aesopfables.com/
http://www.lefavole.org/en/index.htm
http://www.umass.edu/aesop/fables.php
Fountas IC & Pinnell, GS (2001) Guiding Readers and Writers Grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth: NH Heinemann.
http://www.readingrockets.org/
http://www.lessonplanet.com / Module 3-1
Lesson A
What is a review?
Lesson B
Noticing Facts and Opinions in Reviews
Lesson C
Analyzing TV Commercials
Lesson D
Reading Product Reviews
Lesson E
Creating and Writing Product Reviews
Module 3-2
Lesson A
What is a fable?
Lesson B
Compare and contrast fables and other folktales
Module 3-2 cont.
Lesson C
Follow the evolution of fables
Lesson D
Animals and human traits
Lesson E
Cause and effect relationships
Lesson F
What is the moral of the story?
Module 3-3
Lesson A
What is a riddle?
Lesson B
Writing riddles
Lesson C
What makes jokes funny?
Module 3-4
Lesson A
The use of stanzasand white space in poetry
Lesson B
Poems that rhyme
Lesson C
Poets use repetition purposefully / Examples of possible assessment strategies are included in the lessons.
They may be modified as necessary to meet the student and teacher needs. These examples are not derived from nor are associated with any standardized testing.
Reading Response
Writer’s Notebook
Think Aloud
Pair/Share
Memoir Rubric
State Writing Rubric

07/31/09

S3 Curriculum Unedited Draft

Grade 3

ELA

Module

3-1

Lessons

A-E

Lesson A: What is a review?

Lesson B: Noticing Facts and Opinions in Reviews

Lesson C: Analyzing TV Commercials

Lesson D: Reading Product Reviews

Lesson E: Creating and Writing Product Reviews

Grade 3

Module 3-1

Lesson A: What is a review?

Content Overview for Lesson

Students will explore the genre of product reviews in terms of reading and writing persuasive texts combining the use of fact and opinion. This study will involve analyzing advertisements, addressing a target audience, uncovering bias, and making an oral presentation.

This study follows work with expository texts and also beginning to determine the difference between fact and opinion in second grade, therefore students have some experience with this mode of reading and writing.

Instructional Progression Previous and Future Knowledge

Eventually, students will be analyzing texts to locate fact and opinion in texts, but for now the teacher will guide and support students as they continue to determine fact and opinion in texts.

Instructional Considerations (Misconceptions/Common Errors, Additional Instructional Strategies)

Popular culture will play a major role in this study and will no doubt lead to lively discussion. The teacher will need to help students see products from many perspectives in terms of usefulness, safety, cost, design issues, etc. While bias is not an instructional focus, the teacher may need to explicitly point out possible biases students have for some products. This will evolve through rich dialogue and conversation with students.

Key Vocabulary and Concepts

A fact is what is actually known. It can be researched and proven to be true or false. For example, South Carolina is a southern state on the east coast in the United States of America. To prove this statement to be true, students can look up South Carolina in an encyclopedia or find South Carolina on a map.

An opinion cannot be proven true or false. It is what a person thinks or feels about something. It is a personal opinion. Not everyone will share the same opinion. For example, this statement is an opinion: “South Carolina has the most beautiful beaches in the USA.” People living in South Carolina may feel the beaches here are the most beautiful. However, those living in Florida or other states with coastlines may feel their beaches are the most beautiful. The example cannot be proven true by consulting a reference book. As with opinions, beauty is in the eye of the beholder

Instructional Focus Explanation of indicators

3–2.3 Distinguish between facts and opinions in informational texts

3–2.1 Summarize evidence that supports the central idea of a given informational text

Revised Taxonomy Clarify indicators being taught

Summarize: abstracting a general theme or major points

Distinguish: Distinguishing relevant from irrelevant parts or important from unimportant parts of presented material.

Materials Needed

Post it notes, movie reviews of popular movies

Suggested Resources

http://www.frankwbaker.com/default1.htm

Technology Connections

Smartboard/Overhead Projector

Teaching Lesson Introduction to the lesson

In an effort to connect to what students have experienced in terms of reviews, the teacher will present movie reviews of current, popular movies to the class using the shared reading structure. Often articles in newspapers or magazines are written at a level higher than some students are able to read independently, therefore the teacher can provide a copy of the text for every student (either a hard copy or projection on the overhead or Smartboard) and read the text aloud while students follow along.

Engagement:

The teacher presents a movie review to the class and explains that the class is going to study how writers construct reviews. (Eventually students will write product reviews.) The teacher sets the purpose for reading and listening: What does this author think of this movie?

Read the text.

The students turn and talk to one another about the type of writing they hear and see in the text.

The teacher provides students with post it notes and asks students to write down one idea about the movie from the article. Students read the statements to the class. The teacher asks the class how they could categorize these statements. After sorting the statements in several ways, if it hasn’t been suggested already, the teacher will draw the students’ attention to main idea and evidence. The teacher could say, “Who has a general statement about this review? and “Who has a detail from within the review?” The teacher creates a two-column chart titled “Review of ______by______”. The two columns are labeled Big Idea and Evidence. Beginning with one big idea, the students add their post it notes that support or provide evidence for that general statement.

Reflection:

The teacher and students review the class chart. The teacher asks the students to talk about what they understand about reviews now that they have read one together and taken it apart. What is our working definition of a review? What do writers of reviews have to think about?

Assessing the Lesson Formative Assessment and Summative Assessment

Formative Assessment: The teacher pays careful attention to the engagement level of students during the reading, discussion, and reflection making anecdotal notes of student comments. These notes are helpful when planning future lessons. Teachers can easily refer to exact words students have used.

Extending the Learning

It may be possible to find movie reviews in children’s magazines that would be at a lower reading level. The teacher may need to repeat this lesson with another movie review. The teacher may also want to search for a favorable movie review and an unfavorable review so that students can hear the difference in tone and language in the writing.

Grade 3

Module 3-1

Lesson B: Noticing Facts and Opinions in Reviews

Content Overview for Lesson

Instructional Progression Previous and Future Knowledge

Eventually, students will be analyzing texts to locate fact and opinion in texts, but for now the teacher will guide and support students as they continue to determine fact and opinion in texts

Instructional Considerations (Misconceptions/Common Errors, Additional Instructional Strategies)