Longview ISD Page 3
3rd Grade Unit 4: / Systems / Suggested Time Frame: / 6 WeeksTAKS Objective: / 1, 2, 3, 4 / TEKS: / 3.9I, 3.9C, 3.11E, 3.11H, 3.11I, 3.11J, 3.9J, 3.8H, 3.9E, 3.10, 3.9C, 3.9G, 3.9A, 3.9H, 3.9F, 3.11A, 3.14A, 3.14D, 3.15B, 3.16F, 3.16G, .3.16H, 3.17E, 3.18A, 3.18C, 3.20B
Unit Overview
Systems are found throughout the universe. Everything can be linked to a system. School is an example of a system. Other examples could include the government, money, the body, language, or an engine. Not all systems are obvious, so it is important to recognize dependence on other things.
As learners have experiences with systems, they understand that systems can be predictable and that systems change. When looking at systems from the past, students can make predictions about the future. Learners will also understand how a breakdown in a system affects the other parts of the system or another system.
Enduring Understandings
· Systems are predictable.
· Systems sometimes depend on other systems.
· Systems can be found throughout the Universe.
· Systems sometimes change. / Essential Questions
· How can a learner use past experiences to make predictions about the future?
· How can a system be affected by the breakdown of another system?
· How does change affect systems?
· Why are most systems predictable? / Writing Purpose
í Write to inform, explain, describe, or narrate
Focus and Coherence
í Sentence to Sentence connection
í Meaningful Transitions
í Strong Lead
í Conclusion completes the writing
Organization
í Pre-writing, Creating a plan
í Using Graphic Organizers
í Logical Support of Ideas
Depth of Development
í Develop All Ideas Completely
í Take Risks with your Ideas
í Personal Feelings, Heart and Wisdom
Voice
í Exhibit as Identifiable voice
Conventions
í spell multisyllabic words using regularly spelled phonogram patterns 3.16 B
í use resources to find correct spellings, synonyms, or replacement words 3.16 H
í edit for appropriate grammar, spelling, punctuation, and features of polished writing 3.18D
í 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 3.17
{ Command of the Conventions pg 18 number 1-3
í 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 B
{ Command of the Conventions pg 1 number 9, pg 6-7 number 6,15-18, 20-21
í write with accurate spelling of syllable constructions such as closed, open, consonant before -le, and syllable boundary patterns 3.16 F
í spell words ending in -tion and -sion such as station and procession 3.16 G
í use resources to find correct spellings, synonyms, or replacement words 3.16 H
í revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images 3.18 C
í Punctuate Compound Sentences (comma and conjunction)
{ Command of the Conventions pg3 number 7-8
í Use conjunctions appropriately
{ Command of the Conventions pg 3 number 7-8
Language of Instruction
act order stage
author playwright theater
details problem title
dialogue scene
fact opinion sequence
illustrator setting
main idea solution
Core Vocabulary
autumn
fourteen
hundred
nation
ninety / In this area place the vocabulary from selected stories that you are going to use with the students.
Vocabulary
Select vocabulary from stories that you are going to use with the students.
Word Wall
from
noise
scare
search
study
they’re
through
warm / before
enjoy
just
left
school
scrub
spring
squeeze
tear
Glue words (written on black and white) are in bold.
Words with rimes are written on bright colored paper. / Relationships and/or Connections that should emerge
· Systems are predictable and they can be used to determine possible outcomes of a series of events.
· Some systems are dependent on other systems (i.e. lifecycle of plants and lifecycle of animals)
· Systems are not always constant; changes can occur that temporarily or permanently alter them
Products students will develop
(Suggestions and Examples)
Story Element flip book- Fold a sheet of construction paper in half “hot dog” style. On the front students determine an important part of the story and illustrate it. On the inside, students do an analysis of the characters, setting, problem and resolution.
Summary post card activity- Students design one side of an index card with an important event from the story. On the other side they write a summary of the story as if they were the main character.
Fact/ Opinion Bookmarks- On one side of a strip of paper, students write “I KNOW” and list some facts that they find in a nonfiction book. On the other side, they write “I THINK, FEEL, BELIEVE” and they list some opinions about the story.
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 LS11, SP10, SP 11
Week 2: Lessons SP 12, SP 13, HF 4
Week 3: Lessons WM/V 12, WS 11,WS 12
Week 4: Lessons WS 13, WSA 6, WSA 7
Week 5: Lessons LS 12, LS 13, LS 14
Week 6: Lessons SP 14, SP 15, WM/V 13
3rd Grade Unit 4: / Systems / Suggested Time Frame: / 6 Weeks
TAKS Objective: / 1, 2, 3, 4 / TEKS: / 3.9I, 3.9C, 3.11E, 3.11H, 3.11I, 3.11J, 3.9J, 3.8H, 3.9E, 3.10, 3.9C, 3.9G, 3.9A, 3.9H, 3.9F, 3.11A, 3.14A, 3.14D, 3.15B, 3.16F, 3.16G, .3.16H, 3.17E, 3.18A, 3.18C, 3.20B
Unit Overview
Systems are found throughout the universe. Everything can be linked to a system. School is an example of a system. Other examples could include the government, money, the body, language, or an engine. Not all systems are obvious, so it is important to recognize dependence on other things.
As learners have experiences with systems, they understand that systems can be predictable and that systems change. When looking at systems from the past, students can make predictions about the future. Learners will also understand how a breakdown in a system affects the other parts of the system or another system.
Text Resources
Read Aloud Books
· The Great Kapok Tree by Lynne Cherry
· Cloudy With A Chance of Meatballs
by Judi Barrett
· Thundercake by Patricia Polacco
(for teaching sensory imagery)
· The Magic School Bus: Inside of Ralphie by Joanna Cole
· Pickles to Pittsburgh by Judi Barrett
· Magic Shool Bus: Inside the Human Body
by Johanna Cole
Benchmark Leveled Readers
· My Body Rigby Big Book
· Beyond Our Planet Rigby Big Book
· Which Habitat? Rigby Big Book
· Hurricanes Rigby Big Book
· Amazing Plants Rigby Big Book
· Body Maps Rigby Big Book
Teacher Resource Books
· More Alternatives to Worksheets,
Creative Teaching Press
· Alternatives to Worksheets,
Creative Teaching Press
Enrichment Workstations
· Listening Station
· Writing Station
· Computer
· Literature Circle/Book Club 4
· Felt Board
· Handwriting Station
· Word Study/Vocabulary Station
· Games
· Independent/Buddy Reading
· Spelling Station
· Author Study Activities
· Reading Around the Room/School / Technology & Electronic Resources
· http://www.brainchild.com
Brainchild Reading Skill Practice
· http://tech.classroom.com
Connected Tech:
· http://suzyred.com/writingrubric.pdf Subject Section:Reading/Lang. Arts
Grade: 2 Lesson Section: Shark Fact and Opinion
Other (i.e., Speakers, Field Trips)
· “Mystery Theatre” in which the students use inference, drawing conclusion, making generalizations, fact/opinion, predicting outcomes based upon evidence that they observe during the production.
· Classroom Newsletter – The children will write a newsletter incorporating main idea, summary, book reviews of different genres, advice column (fact/option), student created crossword puzzle (vocabulary development) Have a newspaper editor and reporter come advise and guide the students through the process. / 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-3 Create a Poem with Imagery, Emotion, and MusicI-2 Create a poem from a story
I-20 Use a metaphor
Week 2
/ D-14 Use a double focus in a poemL-6 Create line breaks in a poem
L-10 Use repetition in poetry
Week 3
/ L-8 Use AlliterationL-5 Choose words that sound like what they mean
L-20 Use a thesaurus to find just the right word
**Mini – Lessons are included to ensure all TEKS are taught. Individual teachers should also include specific mini-lessons to meet the individual needs of their students. / WRITING MINILESSONS-continued
Week 4
/ D-26 End with your strongest lineD-8 Use white space in a poem
I-21 Use personification
Week 5
/ P-17 Use Fragments when you write a poemL-3 Delete the weak parts
L-15 Avoid clichés
Week 6
/ Method(s) of AssessmentObservation
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response
I. TEKSCheck
II. Open-ended
III. Essay
IV. Research Paper
V. Log / Journal
VI. Story / Play / Poem
VII. Model / Map / Video
VIII. Oral / Visual / Multimedia Presentation
IX. R2R- “Opening Night” Benchmark Series
Selected Response
1 Fill-in-the-blank test
2 Matching test
3 Multiple choice test
4 True/False test
3rd Grade ELA 4th Six Weeks Summary
2007-2008
In this brief summary, dates will fluctuate according to your students, calendar, and special events.
Communication
January 3rd – February 15th
· Main Idea
· Sequencing
· Literary Elements
· Fact and Opinion
· Drawing Conclusion
· Compare/ Contrast
· Making Predictions
· Summary
· Cause/ Effect
· Making Inferences
***Every week should feature lessons utilizing graphic organizers***
On-going TEKS must be taught throughout the six weeks.
8/27/2007 DRAFT 3