Stories Worth Telling Again and Again ***Note, this unit continues into Unit 3.2
Reading Students will begin to explore the genre of fables and folktales. These are stories that were told orally and were passed down from generation to generation. There are many types of folktales, such as myths, fairytales, legends, and fables. Each type includes specific characteristics.A major emphasis will be placed on figurative language and the understanding of theme. Science content will be integrated through STEMscopes and Edsitement lessons that focus on endangered and extinct species of plants and animals.
Writing Students will write opinion pieces on topics or texts, supporting point of view with reasons.
Foundational Skills and Language Students will demonstrate conventions of Standard English grammar and usage, focusing upon the functions of nouns, verbs, and adjectives.
Students will decode words with common Latin suffixes. They will read grade appropriate, irregularly spelled words. They will read on level text with purpose or understanding and use context to confirm or self-correct word recognition and understanding, rereading as necessary. Students will read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Foundational Reading Students will follow the scope and sequence for Project Read.
Humanities Beginning with the cocoa-plantation industry, students are familiarized with the issue of child labor, which is then discussed in the context of other industries. Through the use of literature and stories about child labor in different industries, students will analyze some of the complexities of child labor as well as its moral- economic-, and development-related causes and effects. Students also learn about the International Labour Organization and its efforts to eliminate child labor globally. Since students will be involved in creating their own chocolate, they will collectively seek to discover the most effective way to combat child labor in the chocolate-manufacturing industry and discuss how they’d like to tackle the issue.
Essential Questions
How can asking and answering questions help me understand the text?
How can I determine the central message of a a fable or folktale and explain how it's conveyed through key details?
How can I describe how characters actions contribute to the events in a story?
How can I determine the meaning of words and phrases in a text?
How can I determine the meaning of figurative language when used in fables and folktales?
How can I distinguish my own point of view from that of the characters or narrator of a text?
How can I explain how illustrations help contribute to a story?
How can I compare and contrast themes across texts?
How can I write an opinion piece supported with reasons?
How can I share what I have learned with others?
How can I be an active listener?
How can learning cutting patterns help me with my reading and spelling?
How does knowing Y as a vowel and in the middle of a word help me become a better speller and reader?
Reading Literature RL.3.1 Ask and answer questions to demonstrate understanding of a 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 feelings) 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 as 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 grades 2–3 text complexity band independently and proficiently.
Foundational Reading RL.3.3 Know and apply grade-‐level phonics and word analysis skills in decoding words.
Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Read on-‐level text with purpose and understanding.
Read on-‐level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.
Writing W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. B. Provide reasons that support the opinion. C. Use linking words and phrases (e.g., because, therefore, since, forexample) to connect opinion and reasons. D. Provide a concluding statement or section. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. Grade-‐specific expectations for writing types are defined in standards 1–3 above. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.
Speaking and Listening SL.3.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and there functions in particular sentences
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-‐verb and pronoun-‐antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences
Conventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and there functions in particular sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-‐verb and pronoun-‐antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences
L 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L. 3.3 Demonstrate understanding of word relationships and nuances in word meanings.
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.6 Acquire and use accurately grade-‐appropriate conversational, general academic, and domain-‐ specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).