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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

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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 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


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.


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.



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.


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 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


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.


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.



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.


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 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


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.


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.



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).




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 Text (Trade book): Literary Text Storm in the Night 550L


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


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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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.



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.




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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 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


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.



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



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Handbook (pages 109-129).




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 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


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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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.



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.


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:



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 Text (Trade book): Informational Text What is a Government? 950L


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


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.



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).




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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

y 308: third grade a a a grade... · community unit district 308 english language arts units third...

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