Unit Plan
Unit Title: Unit 3
Week 1- Be Unique
Week 2 – Leadership
Week 3- Discoveries
Week 4-New Ideas
Week 5- Value the Past
Essential Questions
Week 1- What makes different animals unique?
Week 2-How can one person change the way you think?
Week 3-What do we know about Earth and its neighbors?
Week 4- What ideas can we get from nature?
Week 5- How is each even in history unique?
Standards:
CCSS.ELA-Literacy.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
CCSS.ELA-Literacy.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the
sequence of events
CCSS.ELA-Literacy.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CCSS.ELA-Literacy.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and
stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-Literacy.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
Summative Unit Assessment
: Unit test
Weekly assessments: weekly vocabulary, weekly spelling, and weekly grammar test
Summative Assessment Objective
Students Will- Determine the main idea of a text; recount the key details and
explain how they support the main idea. RI.3.2
Assessment Method (check one)
____ Rubric ___ Checklist _X_Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Teacher Name :
Building : Heights
Ashley Bonomo
Subject : ELA
Proposed Dates: December/January
Grade Level 3
Day
Objective (s)
Students willForm and use the simple verb
tenses L.3.1e
1
DOK
LEVEL
Activities / Teaching Strategies
Students will write down five past tense verbs on paper
and place the pieces in a pile. Students will take turns
selecting a paper and saying the past-tense verb, as the
others raise their hands to say aloud a sentence using
the verb.
Grouping
DAILY PLAN
Materials / Resources
Grammar books
Assessment of Objective (s)
Formative-
SummativeStudent Self - Assessment-
2
3
4
5
Students will-write
informational/explanatory texts to
examine a topic and convey ideas
and information clearly. W.3.2a
Students will-determine the
meaning of the new word formed
when a known affix is added to a
known word. L.3.4b
Students will- Use spelling patterns
and generalizations (e.g., words
families, position-based spelling,
syllable patterns, ending rules,
meaningful word parts) in writing
words. L.3.2f
Students will- Use text features
and search tools to locate
information relevant to a given
topc efficiently. RI.3.5
Students will use information
gained from illustrations and the
words in a text to demonstrate
understanding of the text (e.g.,
where, when, why, and how key
events occu.)
Students will be given a prompt. They will be told to
write a paragraph describing something in space. They
will be told to include a topic sentence and details in
their paragraphs.
Students will work on “strong paragraphs.” They will be
guided to include a topic sentence that states the main
idea of the paragraph. They will talk with a partner to
discuss how to clearly state the main idea.
Students will work in pairs to determine the meaning of
the words closely, dusty, bumpy in “Earth and Its
Neighbors. Students will encourage their partners to
use suffixes to help them determine each word’s
definition.
Literature Anthology Book
Students will copy the words below into their Writer’s
Notebooks. The students will figure out the spelling
words that goes with each definition.
The students will be challenged to come up
Spelling Book, Apelling Word Cards
BLM
FormativeSummativeStudent Self - Assessment-
Your Turn Practice Book, Visual
vocabulary cards
FormativeSummativeStudent Self - AssessmentFormativeSummative-
Student Self - AssessmentReading/ Writing Workshop Book
Students will work together to locate information
explaining the difference between simple telescopes
and Hubble telescopes
FormativeSummativeStudent Self - Assessment-
Students will-
6
Formative-
Summative-
Students will-
Student Self - AssessmentFormativeSummative-
7
Student Self - Assessment-
Students will-
FormativeSummative-
8
Student Self - Assessment-
Students will-
FormativeSummative-
9
Student Self - Assessment-
Students will-
FormativeSummative-
10
Student Self - Assessment-
Students will-
FormativeSummative-
11
Student Self - Assessment-
Students will12
FormativeSummativeStudent Self - Assessment-