Teacher Name: Seamon Subject: ELA Start Date: Mar. 8 Grade Level: 3rd
Building: WHEMS
Figure it Out
Why is working together a good way to solve a problem?
Why do people immigrate to new places?
How do people make government work?
How can people help animals survive?
How do people figure things out?
CC.1.3.3.A. – Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
CC.1.3.3.B. – Ask and answer questions about the text and make inferences from text; referring to text to support responses.
CC. 1.3.3.D. – Explain the point of view of the author.
CC.1.3.3.F. – Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.
CC.1.3.3.I. – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.

CC.1.2.3.C. – Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.
CC.1.2.3.G. – Use information gained from text features to demonstrate understanding of a text.
CC.1.2.3.I. – Compare and contrast the most important points and key details presented in two texts on the same topic.
CC.1.4.3.B. – Identify and introduce the topic.
CC.1.4.3.F. – Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
E03.D.1.1.1. – Explain the functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
E03.D.1.1.2. – Form and use regular and irregular plural nouns.
E03.D.1.2.6. – Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Summative Unit Assessment :
Unit 2 Assessment, Vocabulary Test, Spelling Tests
Summative Assessment Objective
Students will demonstrate understanding of:
 comprehension skills: make, confirm, and revise predictions; theme; genre; author’s point of view
 different terms related to poetry
 language conventions: different types of nouns – singular, plural, irregular plural, collective, and possessive
 phonics – digraphs, open and closed syllables, words with silent letters, suffixes, three-letter blends
 new vocabulary words
Assessment Method (check one)
____ Rubric ___ Checklist X Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)

Day
1
2
Objective (s)
DOK
LEVEL
Students will
 write new Spelling words into agendas and workbooks
 define eight new vocabulary words in notebooks
 define characteristics of
‘poetry’ in notebooks
 create graphic organizer how people figure things out in notebooks
 listen to teacher read poems “Empanada
Day”, “Cold Feet”, “Our
Washing Machine”, and
“Bugged”
 complete pg. 91 in practice books independently
 write Spelling words four times each for homework
Students will-

Complete two pages in their Spelling workbooks and go over
Spelling words together

Review vocabulary words as a class

Read “Empanada Day”,
“Cold Feet”, “Our
Washing Machine”, and
“Bugged” out loud as a class

Read poems again with a partner two times
1,2
1,2
Activities / Teaching Strategies

Teacher will introduce the essential question “How do people figure things out?” and students will create a graphic organizer

Observe classroom discussion

Teacher reads “Empanada Day”, “Cold
Feet”, “Our Washing Machine”, “Bugged” out loud

Direct Instruction

Read poems aloud as a Close Reading

Read poems with a partner

Work on different activities individually, while teacher monitors classroom
S
I
W
I
W
S
Materials / Resources

Reading/Writing
Workshop books

Reading notebooks

Pencils

Your Turn Practice books

Agendas

Spelling workbooks

Promethean Board

Whiteboard

Laptop

Vocabulary cards

Paper
Assessment of Objective (s)

Formative – teacher will ask questions during story to check comprehension

Formative – Thumbs up, thumbs down

Reading/Writing
Workshop books

Reading notebooks

Pencils

Promethean Board

Whiteboard

Laptop

Your Turn Practice books

Spelling workbooks

Formative – students will be asked questions during the reading of story to check comprehension

Formative – students will review the vocab and spelling words with the teacher

3
4
5
6

Break into small groups and work on pgs. 93-96 in Practice books

Write Spelling words in
ABC order for homework
Students will-

Complete two pages in their Spelling workbooks and go over
Spelling words

Review vocabulary words as a class

Write notes about
‘limerick’, ‘free verse’,
‘alliteration’, and
‘rhyme’ in notebooks

Read “Empanada Day”,
“Cold Feet”, “Our
Washing Machine”, and
“Bugged” with small group

Write sentences using
Spelling words for homework
Students will-

Complete Spelling pyramids to review
Spelling words

Review vocabulary words as a class

Define Similes in their
Reading notebooks

Listen to “The Inventor
Thinks Up Helicopters”
Students will-

Show their knowledge of Spelling words on a test

Review vocabulary words as a class

Group will read
“Ornithropter”
Students will-
 write new Spelling words into agendas and
1,2
1,2
1,2
1,2

Read aloud

Take notes

Individual practice

Take notes

Read aloud






Working with a partner in practice book

Small group instruction
Read aloud
Small group instruction
Review Vocabulary
Learn new Spelling words
Read aloud
S
I
W
I
W
S
I
W
S
W

Reading/Writing
Workshop books

Reading notebooks

Pencils

Promethean Board

Whiteboard

Laptop

Spelling workbooks

Spelling workbooks

Paper

Pencils

Promethean Board

Whiteboard

Laptop

Literature Anthology books

Reading workbooks

Reading notebooks

Paper

Pencils

Promethean Board

Whiteboard

Laptop

Literature Anthology books

Reading/Writing
Workshop books

Reading notebooks

Formative – students will review the vocab and spelling words with the teacher

Formative – students will be asked questions during the reading of story to check comprehension

Formative – students will review the vocab and spelling words with the teacher

Formative – students will be asked questions during the reading of story to check comprehension

Summative - Spelling test

Formative – students will be asked questions during the reading of story to check comprehension

Formative – students will review the vocab and spelling words with

workbooks

Review vocabulary words as a class

Listen to “Montgolfier
Brothers’ Hot Air
Balloon”
 write Spelling words four times each for homework
7
8
9
10
Students will-
 complete two pages in their Spelling workbooks

Review vocabulary words as a class

Split into small groups to read Leveled Readers

Write Spelling words in
ABC order for homework
Students will-
 complete two pages in their Spelling workbooks
 work with groups and read “The Long Walk”
 define vocabulary words on test

Write sentences using
Spelling words for
 homework
Students will-

Complete Spelling pyramids

Students will read “The
Inventor Thinks Up
Helicopters” with their small group

Review vocabulary words as a class
Students will-

Show their knowledge of Spelling words on a test
1,2
1,2
1,2,3
1

Take notes

Read aloud

Review vocabulary

Small group instruction

Small group instruction

Individual practice

Monitor independent work

Small group instruction

Test will be on The Inventor Thinks Up
Helicopters. They will be tested on the following skills: plot sequence, vocabulary words, context clues, main idea and details
S
I
I
I
W
S
W
S
W
S

Pencils

Your Turn Practice books

Agendas

Spelling workbooks

Promethean Board

Whiteboard

Laptop

Literature Anthology books

Speakers

Spelling workbooks

Pencils

Promethean Board

Whiteboard

Laptop

Leveled Readers





Spelling workbooks
Pencils
Promethean Board

Whiteboard
Vocabulary tests
Laptop

Leveled Readers

Summative – Vocabulary
Test

Formative – students will be asked questions during the reading of story to check comprehension
S
I
W

Spelling workbooks

Pencils

Promethean Board

Whiteboard

Laptop

Formative – students will review the vocab and spelling words with the teacher

Paper

Pencils

Promethean Board

Whiteboard the teacher

Formative – ask students questions during reading


Formative – students will review the vocab and spelling words with the teacher
Summative –Spelling test

Summative - Unit 2,
Week 5 Tests

,

Define vocabulary words to review for test

Review “The Inventor
Thinks Up Helicopters”
I

Unit 2, Week 5 tests

Laptop