COMMUNITY UNIT SCHOOL DISTRICT 308: ENGLISH LANGUAGE ARTS UNIT GUIDES This document serves as the curriculum guide for District 308 English Language Arts. All components are fully aligned to the New Illinois Learning Standards. Third Grade 2015-2016
COMMUNITY UNIT SCHOOL DISTRICT 308: ENGLISH
LANGUAGE ARTS UNIT GUIDES
This document serves as the curriculum guide for District 308 English Language Arts. All components are
fully aligned to the New Illinois Learning Standards.
Third Grade
2015-2016
Community Unit District 308 English Language Arts Units Third Grade
2015-2016 1
English Language Arts Curriculum Committee Members:
Katharine Kocsis Mike Cavello Tiffany Vanatta Laura Krantz Eliana Mikolay
Ruth Hanson Hale Laurie Klose Jill Egdorf Stephanie Modaff Christine Alesia
Janis Mederich Tiffany Miller Allison Foster Lindsay Silis Cristina Hernandez
Noor Shammas Sarah Howe Megan Truax Linda Kulovitz Jennifer Van Dusen
Dawn Muldoon Dawn Nauert Kristi Lesko Amy Manuel Patricia Demerath
Melissa Husted Kristin Clark Mary Murphy Angie Fisher Amy Ross
Valerie Sette Sara Curran Amy Maaske Susan Carmody Joyce Williams
Cyndi Blotter Janiece Bersky Cheryl Pavelka Rebecca Monjaraz Lucas Baughman
Megan Giacomino Jennifer Maloney Amy DeMay Erin Gleason Marla Szymborksi
Elizabeth Meier Natalie Baker Rebecca Meixensperger Leslie Springer Brett Kueker
Samantha Puhala Lisa Smith Heidi Podjasek Melissa McDowell
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Unit One Module A: Observing the World Around Us Approximate Time Frame: 4-5 Weeks
Focus of the Unit: Students will think about the characters in the selections they read and how some used observation to solve problems. Present students with the following scenario. Suppose your school librarian announces that there is a problem: Library books are being found in all the wrong places, and no one knows why. Students will then write a story in which one or more characters use observation to solve the librarian’s problem.
Anchor and Supporting Text
Anchor Text (Trade book): Literary Text The Case of the Gasping Garbage 460L
Supporting Text (Text Collection and Sleuth):
Literary Text Thunder Cake 630L Literary Text Location, Location, Location from The Lemonade
War 630L Sleuth: “Getting Organized” 480L Sleuth: “Lin’s Lesson” 670L
Poetry: “Rhyme” “Magnifying Glass” “Brother”
Resources (Customized Leveled Library) – Unit One Module A&B): Fiction:
“Insect Invaders” 610L “The Whale” 670L “Solar System Superhero” 530L
Non-Fiction: “In a Nutshell” AD540L “Everglades” 660L “The Moon Book” 740L
Essential Questions Enduring Understandings
Readers: How do readers understand the characters’ motivations and the effects of their actions? RL.3.3
Writers: How do writers write about characters and show the sequence of events in a story? W.3.3
Readers understand the actions and motivations of characters in stories. RL.3.3
Writers understand that characters’ actions affect the sequence of events in a story. W.3.3
Learners understand that close observation helps identify
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problems and find solutions.
Student-Friendly Learning Targets Statements—Content and Language Objectives (I can/I will/We will, etc.)
Readers will be able to show how a character’s motivations and actions affect the events of a story. RL3.3 Writers will compose a narrative that includes developed characters, a clear sequence of events, and a conclusion. W.3.3 Learners will demonstrate understanding that close observation can help identify problems and find solutions.
High Frequency Words:
Academic Vocabulary:
Tier One: Tier Two:
solution overwhelm efficient affirmative
observations hypothesis mediums culprit
confirmed Naturalist habitat pollution
desperate Situation stumped archrival
analysis Beaker evidence surveyed
deplete anonymous suspended elementary
location Earned overtime competition
overcome Horizon squinted luscious
topic conclusion observation sequence
events Closure situation reaction
Tier Three:
equation permit haul
gasping laboratory microscopes
bunsen burners
culvert backhoe
air pressure
valve evidence
shock forgery ingredients
dry shed trellis
Student Supports:
Intervention: Students should already be able to…If not see the suggested Scaffolded Strategies Handbook (SSH) pages
Make semantic maps for new or challenging vocabulary. SSH p.8
Enrichment: Some students may be ready to… Write a business plan for a product or service they will sell. Write a description of a room where they live using sensory language.
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Create a word web for an important vocabulary word. SSH p.9, 18
Understand emphasis within dialogue. SSH p. 10 Understand figurative language. SSH p. 12 Understand difficult words. SSH p. 14,15 Write questions to have discussions about text.
SSH p. 16
WIDA Standard/SIOP: English language learners communicate information, ideas and concepts necessary for academic success in the content area of ELA. English language learners will benefit from:
Desired Outcomes: Emphasized Standards in English Language Arts
Reading Writing Speaking and Listening
Language
RL.3.1, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.9, RL.3.10, RI.3.1, RI.3.3, RI.3.4, RF.3.3, RF.3.3.c, RF.3.4, RF.3.4.a, RF.3.4.b
W.3.1.b, W.3.2.a, W.3.2.b, W.3.3, W.3.3.a, W.3.3.b, W.3.3.c, W.3.3.d, W.3.4, W.3.5, W.3.6, W.3.8, W.3.10
SL.3.1, SL.3.1.b, SL.3.1.c, SL.3.2, SL.3.3, SL.3.4, SL.3.5, S.L.3.6
L.3.1, L.3.1.a, L.3.1.b, L.3.1.d, L.3.1.e, L.3.1.i, L.3.2, L.3.2.c, L.3.2.e, L.3.2.f, L.3.3, L.3.3a, L.3.4, L.3.4.d, L.3.5. L.3.5, L.3.5.a, L.3.6
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Unit One Module B: Observing the World Around Us Approximate Time Frame: 4-5 Weeks
Focus of the Unit: Students will write a magazine article about something in the natural world in which they are interested.
Anchor and Supporting Text
Anchor Text (Trade book): Informational Text :Treasure in the Trees 700L
Supporting Text (Text Collection and Sleuth):
Informational Text: About Earth 610L Informational Text: The Moon Seems to Change 470L Sleuth: “A Whale of a Rescue” 830L Sleuth: “Backyard Safari” 580L
Poetry: “Roots” “Under the Microscope” “Summer Full Mood” “The Moon is a White Cat”
Resources (Customized Leveled Library) – Unit One Module A&B): Fiction:
“Insect Invaders” 610L “The Whale” 670L “Solar System Superhero” 530L
Non-Fiction: “In a Nutshell” AD540L “Everglades” 660L “The Moon Book” 740L
Essential Questions Enduring Understandings
Readers: How do readers identify central messages in literary texts and main ideas in informational texts? RL3.2, RI3.2
Writers: How do writers use details, text features, and illustrations to convey main ideas? W.3.2
Readers understand central messages or main ideas by looking closely at the details used to support them. RI.3.2
Writers understand how to convey information about main ideas and details through text features and illustrations. W.3.2
Learners understand that observation can give us clues about things in the world that change over time.
Student-Friendly Learning Targets Statements—Content and Language Objectives (I can/I will/We will, etc.)
Readers will demonstrate understanding of central messages and main ideas by identifying details in texts. RL.3.2, RI.3.2
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Writers will write a magazine article about something in the natural world that includes details, text features, and illustrations. W.3.2 Learners will use observational skills to understand how things change over time.
High Frequency Words:
Academic Vocabulary:
Tier One:
Tier Two:
gnarled Scowls exasperated Grove
frustrated Underside urged ventured
creature Destroyed unfurled Hastily
rumbling desperately inched exclaimed
creatures Generous triumphantly fascinated
unison Amazing embraced Planet
liquid Surrounds oceans Contain
streams Survive desert Lizards
sand grains Dunes rainbow scattered
thunderstorm Lightning electricity earthquake
volcano Oozing plates quarter
crescent Phases full moon sliver of a moon
new moon Scientific identify messages
central Details topic narrowing
conclusion Illustrations features
Tier Three:
manipulating segments solar system
gravity force Antarctica
cocooned species foliage
accurate entomology compensation
meters salt water fresh water
indigo magma waxing
waning atmosphere
Student Supports:
Intervention: Students should already be able to…
If not see the suggested Scaffolded Strategies Handbook (SSH).
Enrichment: Some students may be ready to…
If not see the suggested Scaffolded Strategies Handbook (SSH).
WIDA Standard/SIOP: English language learners communicate information, ideas and concepts necessary for academic success in the content
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area of ELA.
Desired Outcomes: Emphasized Standards in English Language Arts
Reading Writing Speaking and Listening
Language
RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.9, RI.3.10, RF.3.4, RF.3.4.a, RF.3.4.b, RF.3.4.c
W.3.2, W.3.2.a, W.3.2.b, W.3.2.c, W.3.2.d, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10
SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.c, SL.3.2, SL.3.4, SL.3.6
L.3.1, L.3.1.a, L.3.1.b, L.3.1.e, L.3.1.f, L.3.1.h, L.3.1.i, L.3.2, L.3.2.b, L.3.2.f, L.3.3, L.3.4. L.3.4.a, L.3.4.d, L.3.5, L.3.5.a, L.3.6
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Unit Two Module A: Connecting Character, Culture, and Community Approximate Time Frame: 4-5 Weeks
Focus of the Unit: Students will use what they’ve learned about narrative writing to write the ending to a text.
Anchor and Supporting Text
Anchor Text (Trade book): Literary Text The Year of Miss Agnes 790L
Supporting Text (Text Collection):
Literary Text The Athabascans: Old Ways and New Ways 750L Literary Text The Frog Princess 530L
Poetry:
Arctic Sun
Ptarmigan
Caribou Resources: Fiction
The Graves Family 720L
Mama Panya’s Pancakes 700L
Wanda’s Roses 740L
Nothing Ever Happens on 90th Street 600L
Non-Fiction
Beatrice’s Goat 640L
Homes on the Water 790L
When it’s Six O’ Clock in San Francisco 720L
Essential Questions Enduring Understandings
Readers: How do readers use evidence from text to understand what they read? RL.3.1, RI.3.1
Writers: How do writers include character dialogue and actions to affect the events in a story? W.3.3
Readers understand that asking and answering questions using text-based evidence can help them better comprehend a text. RL.3.1, RI.3.1
Writers understand that dialogue and character’s actions help develop the events in a story. W.3.3
Learners understand that relationships within a community are affected by
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culture and traditions.
Student-Friendly Learning Targets Statements—Content and Language Objectives (I can/I will/We will, etc.)
Readers will use text-based evidence to ask and answer questions about a text. RL.3.1, RI.3.1 Writers will craft a narrative with dialogue and actions that drive the course of events. W.3.3 Learners will understand that people have a rich cultural heritage and a variety of traditions.
High Frequency Words:
Academic Vocabulary:
Tier One: Tier Two:
mileage nuisance Cache
margin freight Continents
trader catalog Deaf
snares goggled Bluff
brittle wringer Bunks
invented pioneers Migrated
plentiful preserve Scarce
suitor threshold Mourned
consent exchange Morsel
feast unnatural Summons
Tier Three:
Ptarmigan moss Sod
Basin bale darning
Sinew stern-wheeler
hunker down
Sloughs mining camps
sign language
Concertina old-timers history
Potlatch time lines spruce
lace doily burlap marsh
Combed
Student Supports:
Intervention: After identifying the individual needs of your students, refer to the Scaffolded Instruction section within the teacher’s guide as well as the Scaffolded Strategies Handbook (your BFF).
Enrichment: There are several opportunities for activity extensions suggested in both the teacher’s guide as well as the Scaffolded Strategies Handbook. See pages 48-67 in the Scaffolded Strategies Handbook under the Extend heading.
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See pages 48-67 in the Scaffolded Strategies Handbook for specific examples.
WIDA Standard/SIOP: English language learners communicate information, ideas and concepts necessary for academic success in the content area of ELA.
Desired Outcomes: Emphasized Standards in English Language Arts
Reading Writing Speaking and Listening Language
RL.3.1, RL.3.3, RL.3.4, RL.3.7, RL.3.10, RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.10, RF.3.3, RF.3.3.c, RF.3.3.d, RF.3.4, RF.3.4.a, RF.3.4.b
W.3.2, W.3.3, W.3.3.a, W.3.3.b, W.3.3.c, W.3.3.d, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10
SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.c, SL.3.3, SL.3.4, SL.3.5, SL.3.6
L.3.1, L.3.1.a, L.3.1.b, L.3.1.f, L.3.1.g, L.3.1.i, L.3.2, L.3.2.a, L.3.2.c, L.3.3., L.3.3.a, L.3.3.b, L.3.4, L.3.4.d, L.3.5, L.3.5.a, L.3.6
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Unit Two Module B: Connecting Character, Culture, and Community Approximate Time Frame: 4-5 Weeks
Focus of the Unit: Students will use what they have learned from the selections to compare and contrasts two communities.
Anchor and Supporting Text
Anchor Text (Trade book): Deep Down and Other Extreme Places to Live 740L
Supporting Text (Trade book and Text Collection):
The Song of Sky and Sand 680L City Homes 740L
Poetry: City Song Living Above Good Fortune Walking Home from School
Resources: Fiction
The Graves Family 720L
Mama Panya’s Pancakes 700L
Wanda’s Roses 740L
Nothing Ever Happens on 90th Street 600L
Non-Fiction
Beatrice’s Goat 640L
Homes on the Water 790L
When it’s Six O’ Clock in San Francisco 720L
Essential Questions Enduring Understandings
Readers: How do photographs, details, and illustrations help readers understand the text? RL.3.7, RI.3.7
Writers: How do writers compare and contrast
Readers understand that photographs, illustrations, and details help them make sense of what they read. RL.3.7, RI.3.7
Writers understand that information and ideas can be compared
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information and ideas? W.3.2 and contrasted. W.3.2 Learners understand that there are similarities and differences in
communities around the world.
Student-Friendly Learning Targets Statements—Content and Language Objectives (I can/I will/We will, etc.)
Readers will use photographs, illustrations, and details to understand a text. RL.3.7, RI.3.7 Writers will write a compare and contrast essay that includes an introduction, linking words and phrases, a developed topic, and a
conclusion. W.3.2 Learners will recognize that families and communities differ from place to place around the world.
High Frequency Words:
Academic Vocabulary:
Tier One: Tier Two:
similar extreme Characters
canyon emerald Survive
mine evaporated Provide
herd roaming Farthest
species occasions Probably
imagine normal Medicinal
townhouses suburbs Apartments
concrete streetcars Journey
shuffled crooked Drought
desert limit Navigate
celebrate natural Spring
Tier Three:
Terraced radiator canal
Jungle paradise remote
Creek region nomadic
salt flats Arctic tribe
Shimmering plain constellation
Quest oasis enthralled
Student Supports:
Intervention: After identifying the individual needs of your students, refer to the scaffolded instruction section within the teacher’s guide as well as the Scaffold
Enrichment: There are several opportunities for activity extensions suggested in both the teacher’s guide as well as the Scaffold Strategies Handbook (pages 68-87).
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Strategies Handbook (pages 68-87).
WIDA Standard/SIOP: English language learners communicate information, ideas and concepts necessary for academic success in the content area of ELA.
Desired Outcomes: Emphasized Standards in English Language Arts
Reading Writing Speaking and Listening Language
RL.3.4, RL.3.7, RL.3.10, RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.9, RI.3.10, RF.3.3, RF.3.3.a, RF.3.3.b, RF.3.3.c, RF.3.3.d, RF.3.4, RF.3.4.a, RF.3.4.b, RF.3.4.c
W.3.1, W.3.1.b, W.3.2, W.3.2.a, W.3.2.b, W.3.2.c, W.3.2.d, W.3.4, W.3.5, W.3.7, W.3.8, W.3.10
SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.c, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6
L.3.1, L.3.1.a, L.3.1.d, L.3.1.e, L.3.1.f, L.3.1.h, L.3.1.i, L.3.2, L.3.2.d, L.3.2.e, L.3.2.f, L.3.2.g, L.3.3, L.3.4, L.3.4.a, L.3.4.b, L.3.4.d, L.3.5, L.3.5.a, L.3.6
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Unit Three Module A: Seeking Explanations Approximate Time Frame: 4-5 Weeks
Focus of the Unit: Students will state and support their opinion about a text.
Anchor and Supporting Text
Anchor Text (Trade book): Literary Text Storm in the Night 550L
Supporting Text (Text Collection):
Literary Text Knots on a Counting Rope 540L Literary Text Paul Bunyan 690L
Poetry: Storm The Wind Where Would You Be?
Resources: Fiction
Moonstick: The Seasons Of The Sioux 610L Days Of The Blackbird 810L A Story, A Story 590L I Survived Hurricane Katrina, 2005 590L The Storm 700L
Non-Fiction
Changing Seasons 660L Tallchief: America’s Prima Ballerina 750L
Essential Questions Enduring Understandings
Readers: How do readers determine the central message, lesson or moral of a story? RL.3.2
Writers: How do writers support a point of view when writing an opinion? W.3.1
Readers understand that stories have important central messages, lessons, or morals. RL.3.2
Writers understand that opinion writing supports a point of view with reasons. W.3.1
Learners understand oral histories have transmitted experiences, explanations, and wisdom for generations.
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Student-Friendly Learning Targets Statements—Content and Language Objectives (I can/I will/We will, etc.)
Readers will recount stories to determine the central message, lesson or moral. RL.3.2 Writers will support a point of view with reasons. W.3.1 Learners will understand how people use stories to explain the world.
High Frequency Words:
Academic Vocabulary:
Tier One: Tier Two:
fluttering brandishing Commanded
interrupting ashamed Mutterings
canyon ceremony Sweep
traced surround Hitched
stubborn comfortable Huddled
eager groove Boulders
Tier Three:
hogan Shallow dark curtain
reins Mane bareback
babbling downspouts
penny whistle
mantle
drenched Bough errand
spent Daintily potato sacks
porridge Flapjacks griddle
earmuffs cooped up elbow room
mainland
Student Supports:
Intervention: After identifying the individual needs of your students, refer to the Scaffolded Instruction section within the teacher’s guide as well as the Scaffolded Strategies Handbook (your BFF). See pages 90-109 in the Scaffolded Strategies Handbook for specific examples.
Enrichment: There are several opportunities for activity extensions suggested in both the teacher’s guide as well as the Scaffolded Strategies Handbook. See pages 90-109 in the Scaffolded Strategies Handbook under the Extend heading.
WIDA Standard/SIOP: English language learners communicate information, ideas and concepts necessary for academic success in the content area of ELA.
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Desired Outcomes: Emphasized Standards in English Language Arts
Reading Writing Speaking and Listening Language
RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.6, RL.3.7, RL.3.10, RI.3.1, RI.3.4, RI.3.10, RF.3.3, RF.3.3.a, RF.3.3.c, RF.3.3.d, RF.3.4, RF.3.4.a, RF.3.4.b
W.3.1, W.3.1.a, W.3.1.b, W.3.1.c, W.3.1.d, W.3.2, W.3.3, W.3.3.a, W.3.3.b, W.3.3.c, W.3.3.d, W.3.4, W.3.5, W.3.6, W.3.8, W.3.10
SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.c, SL.3.3, SL.3.4, SL.3.6
L.3.1, L.3.1.a, L.3.1.b, L.3.1.g, L.3.2, L.3.2.a, L.3.2.d, L.3.2.e, L.3.2.g, L.3.3, L.3.3.b, L.3.4, L.3.4.a, L.3.4.b, L.3.4.d, L.3.5, L.3.5.a, L.3.6
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Unit Three Module B: Seeking Explanations Approximate Time Frame: 4-5 Weeks
Focus of the Unit: Students will use information from the text to create an engaging news report.
Anchor and Supporting Text
Anchor Text (Trade book): Informational Text Weather 1020L
Supporting Text (Trade Book and Text Collection):
Informational Text On the Same Day in March 950L Informational Text Living Through A Natural Disaster 940L
Poetry: Weather Tornado Season
Resources: Fiction
Moonstick: The Seasons Of The Sioux 610L Days Of The Blackbird 810L A Story, A Story 590L I Survived Hurricane Katrina, 2005 590L The Storm 700L
Non-Fiction
Changing Seasons 660L Tallchief: America’s Prima Ballerina 750L
Essential Questions Enduring Understandings
Readers: How do readers use text structures and features to better comprehend texts? RI.3.5
Writers: How do writers introduce and develop a topic with facts, details, and linking words? W.3.2
Readers understand that informational texts have various structures and features that aid the reader’s comprehension. RI.3.5
Writers understand that related information goes together when presenting a topic with facts, definitions, and details. W.3.2
Learners understand scientific reasons for how and why things occur in nature.
Student-Friendly Learning Targets Statements—Content and Language Objectives
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(I can/I will/We will, etc.)
Readers will determine text structures and identify text features to better understand what they read. RI.3.5 Writers will compose a news report that clearly conveys ideas and information. W.3.2 Learners will identify reasons that explain how and why things occur in nature.
High Frequency Words:
Academic Vocabulary:
Tier One:
Tier Two:
atmosphere extends intense
equator exchange rotation
currents altitude continuous
advances properties unstable
unsettled condensed resistance
evaporates conditions reduce
irritate absorbed hoist
axis orbits humid
predictable damage preparations
evacuate devastated meanders
nourishes erosion irrigation
diverse affects habitats
consequences international organizations
traumatized monitor invaluable
Tier Three:
insolation liquid gale-force winds
poles solid Drought
polar air water vapor natural disaster
wind belts ice crystals Vast
front precipitation Silt
dew fossil fuels Prone
frost floes reservoirs
instrument payloads
pale global warming
Student Supports:
Intervention:After identifying the individual needs of your students, refer to the scaffolded instruction section within the teacher’s guide as well as the Scaffold Strategies
Enrichment: There are several opportunities for activity extensions suggested in both the teacher’s guide as well as the Scaffold Strategies Handbook (pages 109-129).
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Handbook (pages 109-129).
WIDA Standard/SIOP: English language learners communicate information, ideas and concepts necessary for academic success in the content area of ELA.
Desired Outcomes: Emphasized Standards in English Language Arts
Reading Writing Speaking and Listening Language
RL.3.10, RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.8, RI.3.9, RI.3.10, RF.3.3, RF.3.3.c, RF.3.4, RF.3.4.a, RF.3.4.b, RF.3.4.c
W.3.2, W.3.2.a, W.3.2.b, W.3.2.c, W.3.2.d, W.3.4, W.3.5, W.3.6, W.3.8, W.3.10
SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.c, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6
L.3.1, L.3.1.a, L.3.1.c, L.3.1.d, L.3.1.e, L.3.1.g, L.3.1.i, L.3.2, L.3.3, L.3.4, L.3.4.a, L.3.5, L.3.5.a, L.3.5.b, L.3.6
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Unit Four Module A: Becoming an Active Citizen Approximate Time Frame: 4-5 Weeks
Focus of the Unit: Students will choose one of the people they read about and support why they had the greatest impact on the events in the selection.
Anchor and Supporting Text
Anchor Text (Trade book): Literary Text Brave Girl 760L
Supporting Text (Trade Book and Text Collection):
Literary Text Back of the Bus 720L Literary Text Below Deck: A Titanic Story 750L
Poetry: The Little Black-Eyed Rebel Brother Against Brother Dare Where?
Resources: Fiction
Duck for President 680L Four Feet Two Sandals 620L The Lorax 560L
Non-Fiction
Boycott Blues 560L The Librarian of Basra 640L Heart on Fire 690L
Essential Questions Enduring Understandings
Readers: How do readers learn about a topic through literary and informational texts? RL.3.1, RI.3.1
Writers: How do writers support their point of view with reasons and evidence? W.3.1
Readers understand that literary and informational texts can be used to explore similar topics and ideas. RL.3.1, RI.3.1
Writers understand that opinions are supported with reasons and evidence. W.3.1
Learners understand that active citizens can change the world when they stand up for what they believe in.
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Student-Friendly Learning Targets Statements—Content and Language Objectives (I can/I will/We will, etc.)
Readers will explore a topic using both literary and informational texts. RL.3.1, RI.3.1 Writers will compose an opinion essay in which their point of view is supported with reasons and evidence. W.3.1 Learners will identify qualities of active citizenship.
High Frequency Words:
Academic Vocabulary:
Tier One: Tier Two:
immigrants hire filthy
fined fired inspected
imagined union punished
pickets arrest speech
meeting proposes patience
revolt bravest industry
abuses affluent publicize
negotiate hazardous aisle
jammed growly hush
scratchy fierce belong
pale punchy Titanic
voyage cramped decks
longingly stationary abandon
chaos panic future
rooted launched
Tier Three:
Grooves Angry released
Grit uncrushable strike
general strike
rampant plight
British-governed
homespun human rights
Cabin stewards bow
Crew Agony
Student Supports:
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Intervention: After identifying the individual needs of your students, refer to the Scaffolded Instruction section within the teacher’s guide as well as the Scaffolded Strategies Handbook (your BFF). See pages 132-151 in the Scaffolded Strategies Handbook for specific examples.
Enrichment: There are several opportunities for activity extensions suggested in both the teacher’s guide as well as the Scaffolded Strategies Handbook. See pages 132-151 in the Scaffolded Strategies Handbook under the Extend heading.
WIDA Standard/SIOP: English language learners communicate information, ideas and concepts necessary for academic success in the content area of ELA. English language learners will benefit from:
Desired Outcomes: Emphasized Standards in English Language Arts
Reading Writing Speaking and Listening Language
RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7, RL.3.10, RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.6, RI.3.7, RI.3.8, RI.3.9, RI.3.10, RF.3.3, RF.3.3.a, RF.3.3.c, RF.3.3.e, RF.3.4, RF.3.4.a, RF.3.4.b
W.3.1, W.3.1.a, W.3.1.b, W.3.1.c, W.3.1.d, W.3.3, W.3.3.a, W.3.3.b, W.3.3.c, W.3.3.d, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10
SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.c, SL.3.1.d, SL.3.2, SL.3.3, SL.3.4, SL.3.6
L.3.1, L.3.1.a, L.3.1.b, L.3.1.c, L.3.1.f, L.3.1.i, L.3.2, L.3.2.b, L.3.2.c, L.3.2.d, L.3.2.g, L.3.3, L.3.4, L.3.4.a, L.3.4.b, L.3.4.c, L.3.4.d, L.3.5, L.3.5.b, L.3.5.c, L.3.6
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Unit Four Module B: Becoming an Active Citizen Approximate Time Frame: 4-5 Weeks
Focus of the Unit: Students will research the various ways that governments help their people.
Anchor and Supporting Text
Anchor Text (Trade book): Informational Text What is a Government? 950L
Supporting Text (Text Collection):
Informational Text Who Really Created Democracy? 640L Informational Text A More Perfect Union 850L
Poetry: America Washington, D.C.
Resources: Fiction
Duck for President 680L Four Feet Two Sandals 620L The Lorax 560L
Non-Fiction
Boycott Blues 560L The Librarian of Basra 640L
Heart on Fire 690L
Essential Questions Enduring Understandings
Readers: How do readers identify main ideas and key details in texts? RI.3.2
Writers: How do writers use linking words and phrases and a conclusion to strengthen their opinion? W.3.1
Readers understand that texts contain main ideas and details that support them. RI.3.2
Writers understand that reasons, linking words, and phrases, and a conclusion strengthen their opinion. W.3.1
Learners understand that different types of governments around the world have varied structures and processes.
Student-Friendly Learning Targets Statements—Content and Language Objectives
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(I can/I will/We will, etc.)
Readers will use details in texts to determine the main ideas. RI.3.2 Writers will state and support their opinion including linking words and phrases and a strong conclusion. W.3.1 Learners will demonstrate understanding that governments around the world differ.
High Frequency Words:
Academic Vocabulary:
Tier One: Tier Two:
system goods export
expectations inspired exception influential
ruthlessness representative consulted
intervene candidates oppositions
colonies participating issue
protest occupation centuries
merchant aristocrat unrest
trials control serve
council judicial executive
legislative hurdles cooperating
delegates anxious compromise
document unanimous proposed
Tier Three:
livestock armed services
absolute
imperial figurehead enforced
suffrage abdicated association
petition oligarchy city-state
debtors channels Assembly
lots convention platform
ordinary bitterly ratified
Student Supports:
Intervention:After identifying the individual needs of your students, refer to the scaffolded instruction section within the teacher’s guide as well as the Scaffold Strategies Handbook (pages 152-171).
Enrichment: There are several opportunities for activity extensions suggested in both the teacher’s guide as well as the Scaffold Strategies Handbook (pages 152-171).
WIDA Standard/SIOP: English language learners communicate information, ideas and concepts necessary for academic success in the content area of ELA.
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Desired Outcomes: Emphasized Standards in English Language Arts
Reading Writing Speaking and Listening Language
RL.3.10, RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.9, RI.3.10, RF.3.3, RF.3.3.b, RF.3.3.c, RF.3.4, RF.3.4.a, RF.3.4.b, RF.3.4.c
W.3.1, W.3.1.a, W.3.1.b, W.3.1.c, W.3.2, W.3.2.a, W.3.2.b, W.3.2.d, W.3.4, W.3.5, W.3.6, W.3.8, W.3.10
SL.3.1, SL.3.1.a, SL.3.1.b, SL.3.1.c, SL.3.2, SL.3.3, SL.3.4, SL.3.6
L.3.1, L.3.1.d, L.3.1.e, L.3.1.f, L.3.1.g, L.3.1.i, L.3.2, L.3.2.a, L.3.2.e, L.3.2.f, L.3.2.g, L.3.3, L.3.4, L.3.4.a, L.3.4.b, L.3.4.c, L.3.4.d, L.3.5, L.3.5.a, L.3.5.b, L.3.6