Teacher Name : Rose Kesselring
Subject : RDG/Lang Arts
Start Date(s):
Sept 13th
Grade Level (s): 3rd
Building : HEMS
Unit Plan
Unit Title: an educational unit title summarizes content across several lessons that establishes and reinforces certain skills and essential knowledge for grade levels and
content areas.
Growing and Learning
Essential Questions: Essential questions are concept in the form of questions. Questions suggest inquiry. Essential questions are organizers and set the focus for the
lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key concepts implicit in the
curriculum
What can stories teach you?
What can traditions teach you about cultures?
How do people from different cultures contribute to a community?
How can problem solving lead to new ideas?
How do landmarks help us understand our country’s story?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
RL.3.1 Ask and answer questions to demonstrate a understanding of text, referring explicitly to the text as the basis for the answers
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.
Rl.3.3 Describe characters in a story (e.g. their traits, motivations, or feeling) and explain how their actions contribute to the sequence of events
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such chapter, scene and stanza describe how each
successive part builds on earlier sections
Rl.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize aspects of a
character or setting)
RL.3.9 Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters (e.g. in books, from a
series)
Rl.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades2-3 txt complexity band
independently and proficiently
RI.3.2 Determine the main idea of a text: recount the key details and explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area
RI.3.6 Distinguish their own point of view from that of the author of a text
RI.3.7 Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where,when,
why and how key events occur)
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first second third in a sequence
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
RI>3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts at the high end of the
grades 2-3 text complexity band independently and proficiently
L3.6
RF.3.3c
RF3.4.b
W.3.3a.
W.3.3c
L.3.2f
L.3.4
L.3.4.d
L.3.4.a
Summative Unit Assessment :
Summative Assessment Objective
Students will-Be able to cite evidence to answer questions about a text, be
able to show a character through their words and actions, determine a
sentence from a fragment and write the four different types of sentences
correctly using mechanics, spell short vowel words with a CV pattern.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
1
2
3
4
5
DOK
LEVEL
Activities / Teaching Strategies
Students will-Listen to discuss
Three Pigs, A wolf, and A book.
Define and characterize genre
Fantasy
Learn CVC spelling pattern
Distinguish between a
sentence and a fragment
Listen read aloud Three Pigs a wolf, and a Book
and discuss
Define genre fantasy
Use strategy of visualization while read
Define vocabulary for Bruno’s New home
Learn the CVC spelling pattern and apply it to
words
List characteristics of a sentence and identify from
fragments
Students will-apply
visualization strategy, create a
story map, define and create
synonym pairs
Write sentences properly.
Expand vocabulary using
spelling words and adding
endings
Students will-close read text
and discuss elements of
literature
Learn the different mechanics
of writing various types of
sentences
Determine spelling words
through rhymes and synonyms
Students will
Reread Wolf storyContinue writing various
sentence types
Interview a fellow student and
write important details
Reread and Discuss Bruno’s New home
Complete story map
Review synonyms and make pairs with the use of
thesaurus
Create new words using different endings added to
CVC pattern words.
Students will close Jennie and
the Wolf.
Practice book River Rescue
Practice synonyms
Spelling test l
List characteristics of
sentences and fragments
Close read Jennie and the Wolf. Compare and
contrast wolf character in stories.
Spelling test
Complete chart on sentences for sentences
mechanics
Practice book River Rescue
Grouping
DAILY PLAN
Materials / Resources
Assessment of Objective (s)
Formative-grammar worksheet
W
G
P
W
Your Turn workbook
Reading writing workshop
Teacher’s manual
Spelling print out
Grammar printout
Your turn workbook
Teacher’s manual
Read/write workshop
Thesauruses
Spelling words
SummativeStudent Self - Assessment-
Formative-story Map
List of created words
SummativeStudent Self - Assessment-
Read and discuss Wolf story
Write statements, questions, commands, and
exclamations correctly
Identify spelling words using terms on series
created worksheets
Reread Wolf story compare and contrast to next
passage
Interview a fellow student and write important
details
Continue review of sentences
w
Anthology
Teacher’s manual
Print out for spelling
Notebook
FormativeClass participation for rhymes
Boardwork in writing sentences
SummativeStudent Self - Assessment-
W
I
I
P
Anthology
Venn diagram
Sentence review printout
Out from series
Spelling list
Formative-venn Diagram
Summative-
Student Self - AssessmentW
I
W
W
Weekly assessment test
Wolf graphic organizer
Practice identifying statements
and questions
Practice book pages 13-15
Formative-chart with sentences
and fragments and created
sentences
Class discussion
Summative- Spelling Test Week
1 words
Student Self - Assessment-
6
7
8
9
10
Student will read and discuss
Leveled Readers, /duck’s
Discovery.
Be introduced to words on
week 2 spelling list and discuss
the word
Context clues with synonyms
Students will complete weekly
assessment test
Make a chart for writing
statements and questions
Spelling work with CVC pattern
3
1
2
Read and discuss Duck’s discovery. Compare
character traits and actions to those found in
“wolf”
Review of writing sentences
Introducing Spelling words for week 2
Practice determining meaning of words though
synonyms found in passages already read
WOLf,Jennie and the Wolf,
Complete Weekly Assessment
Introduce the mechanics of writing statements and
sentences
Sort spelling words using CVC pattern.Look for
rhyming words
Students will define/ask new
vocabulary words T68
applying that to Prac. Bk p.11
Discuss elements and
examples of Realistic Fiction
Using Story listen comp story
“ready for Aloha”
Prac bk p16 A Family Tradtion
Review statements and
questions, introduce
commands and exclamations
Students will close read The
Dream Catcher
Review spelling words week2
and make a chart to learn how
to write verbs with CVC
pattern using the endings –s, ed, and ing
Demonstrate their knowledge
of types of sentences.
Student will define and discuss vocabulary words
T68 that go with Essential Question-What can
traditions teach you about cultures?
Discuss and think of examples of Realistic Fiction
apply to Listening comp”Ready for Aloha” on T79
Share student examples of statements and
questions on board, noting end marks. Introduce
commands and exclamations completing chart of
kinds of sentences. Do examples and identify
sentences using that information.
Students will read The Dream
Catcher creating a story map
The students will then read
“Giving Thanks” Prac book
Student will reread The Dream Catcher and
complete a story map for it. The students will read
“Giving Thanks” Prac bk p13-15
Spelling test week 2 words
I
W
Leveled Readers
Sentence fragment worksheet
Printed out spelling list
Review of context clues with
synonyms
FormativeSentence worksheet
Summative-
Student Self - Assessment-
I
W
I
Week 1 test
Statement and sentence chart
and written examples of each
Spelling print out week 2
Vocabulary cards for week 2
Practice book p 11
Fill out realistic fiction on Genre
chart
Continue with types of
sentences, reviewing
statements and questions then
introducing commands and
exclamations. Worksheet to
identify different types of
sentences.
Reader writer workshop
Practice book page18
Sentence quiz
Close read The Dream Catcher. Discuss character
traits. Work in pairs to find passages that show
how the character feels and the actions that
demonstrate that.
Review spelling words from week 2 list. Create a
chart showing how to add endings to verbs
including those with CVC pattern. Complete
Practice page 18
Review all four types of sentences on the board
having the students list their attributes and give an
example of each. Give a quiz on identifying and
writing sentences.
FormativeCompletion of chart
Assign writing four statements
and four questions.
Summative- week 1 test
FormativeDefintions of vocabulary
Practice book p 11
Sentence worksheet
Assignment list one tradition
that your family has
Summative-
FormativePractice p.18 (use as a grade)
Sentence quiz
Summative
I
W
I
Story map example T89
Practice book Spelling test
Formative –
Story map
Comprehension questions in
practice book
Spelling test
Show knowledge of spelling
Week 2 words
11
12
13
14
Students will close read Yoon
and the Jade Bracelet
Students will look for
synonyms in sentences and
create their own sentences
using pairs of synonyms.Will
be able read and practice
spelling words from Week 3
spelling list
Close read Yoon and the Jade Bracelet, focus on
character traits and how traditions along with
story details affect the characters
Review synonyms. Using the teacher created
sentences, have the students circle the pairs of
synonyms found in them. The student will
brainstorm synonyms for words and try to write
sentences including those pairs
Introduce and spell words from week 3 Spelling list
Teacher synonym sentence
paper.
Week 3 Spelling list
SummativeIdentifying words to show
character traits
Synonym pair sentences.write
each spelling word five times
each.
Students will reread Yoon and
the Jade Bracelet. They will
write about a time someone
tricked them and how they
reacted to the problem.
Read Family Traditionsp 54-57
Students will be able to pick
the correct meaning of a word
using Context clues
Review Week 3 spelling words,
put in ABC order
Be able to divide a sentence
into the complete subject and
the complete predicate.
Reread Yoon and the Jade Bracelet. Write about a
time when you were tricked and how you dealt
with your problem.
Read Family Traditions p 54-57 Discuss how
informational text is different than entertaining
text. (Author’s purpose)
Review how there are clues to help define
unknown words in a passage. Have the students
complete teacher made Context clue paper.
Review reading week 3 spelling words, Have class
put in ABC order.
Explain the two part of each sentence. Give
examples of the naming part (subject) and the
predicate. Do some sentences together. Have the
students try to divide some on their own.
Close read The Family Meal
Discuss suffixes and the meaning of “ment” Using
the disappointment generate new words that have
ment as a suffix. Write sentences using those
words.Review spelling words . Have class complete
worksheet for spelling week 3 sentences
Write sentences on the board. Have the class find
the subject and the predicate. Explain how one
word is the simple subject that does the action of
the sentence. Practice finding the simple subject.
On board. Write the vocabulary words celebrate,
courage,disappointment,precious,pride,
remind,symbols, and tradition
Give class definitions and examples of them for the
class to identify.
Practice context clues using study island on
projector with the class.
Brainstorm elements of culture such as holidays,
traditions, foods, music, clothing. Go through list
Paper for writing prompt
Chart of Author’s Purpose
teacher made context clue
paper
SummativeWriting prompt
Context clue paper
Spelling ABC order.
Leveled reader The Family
meal
T107 morphology “ment”
Spelling sentence worksheet
Find the simple subject paper.
SummativeQuestions in Leveled reader The
Family Meal
Spelling worksheet
Find the simple subject paper
Board
Vocab words
Projector, study island
Culture chart on board
Sentence paper for simple
subjects.
SummativeAnswers to study island context
clue
Simple subject paper (may use
as a grade)
Read Leveled Reader The
Family Meal
Learn and use the suffix
“ment”
Demonstrate knowledge of
week 3 spelling words
Identify the simple subject of
sentences
The student will review
vocabulary from Yoon and the
Jade Bracelet.
Use context clues to
determine the meaning of
words.
Have class brainstorm what
kinds of things make up a
culture and connect those
items of different cultures.
Finding simple subjects in
sentences.
15
The student will demonstrate
their knowledge of synonyms,
character traits, and
sequencing of events in
passages.
Read and discuss the Leaf
Poem
Read and discuss Scholastic
News
and identify different elements with different
cultures.
Will find simple subjects in sentences.
Give the week 2 Assessment test,
Spelling test week 3 words
Assessment week 2 test
Spelling test week 3
Scholastic News
Leaf Poem print out
Summative-Spelling test week 3
Writing of poem
Formative –week 2 Assessment
test