Grade+3+Unit+1

Common Core ELA Grade 3

// Lesson 1 //
**T**: Trickster Tales **PO**: SWBAT determine the trickster, fool, problem and message of tricksters stories **AN**: Have you ever played a trick on someone? Have you ever had a trick played on you? One type of folk stories handed down in culture is a “trickster tale.” What root word do you hear in trickster? **P**: Read students one example and discuss, explain that many cultures create these stories, remind them that the illustrations are just as important to the stories as the words, remind them to think about the characters and traits, use the following questions to guide discussions: Who is the trickster? Who is the fool? What is the problem in the story? How did the trick solve the problem? Think about what the message might be and why these stories have been told for hundreds of year. **IP**: Place students in groups of 3 and give each group a trickster book to read. Have students answer above questions for their story. After time to work, groups would share stories and answers with the group. **C:** Tomorrow we will be researching the cultures where these stories came from **A:** Read another short story and have different students answer different questions from above on a slip of paper that would be handed in to the teacher.

Fables and Trickster Tales from Around the World

American Tricksters Tales

Using Picture Books to Teach Characterization - Read Write Think lessons

**// Lesson 2 //**
**T:** Research one culture that created trickster tales – like the Plains Native American culture after reading “Iktomi” tales by Paul Goble **PO****:** SWBAT brainstorm and answer questions about a culture then create a Glog, Wiki page or Simplebooklet slideshow to post on the class website **AN:** What was your favorite trickster book that we read yesterday? Now we are going to research one culture where these stories came from. **IP:** In small groups, brainstorm questions that can be answered about the culture. Assign each group a question to answer using the internet. Create the media project with the results. **C:** Why do you think this culture create trickster stories to tell their children?

Indian Informational Chart

**// Lesson 3 //**
**T:** Art appreciation of Paul Goble **PO****:** SWBAT look closely at the art in stories and have a discussion to interpret this quote by the oldest living member of the Crow Tribe: “Goble’s art is tremendous because he is able to recreate the traditional forms with great accuracy and detail. The designs he draws are completely authentic and his colors are the same ones that were used by the old-timers before the reservation days. He is able to recreate the spirit of the old stories with illustrations and his words.” **AN:** Earlier this week, we read several stories about Iktomi written by Paul Goble. He is a talented artist who has been fascinated by Native American life for many years even though he is not Native American. Listen as I read this quote from the oldest living member of the Crow Tribe **GP:** SWBAT listen to the quote and contribute to the discussion around these 2 questions: What does this quote mean? How do you think this quote by a Native American made Paul Goble feel when he heard it for the first time? **C:** We don’t always need a visible reward for our efforts. Sometimes the comments of others can make us feel good about our accomplishments.

// Lesson 4 //
**T:** Review of nouns and verbs **PO****:** SWBAT take vocabulary words from science, social studies, and spelling to sort them into parts of speech – nouns and verbs. **AN:** Last year you learned about nouns and verbs. Can anyone give me a definition of a noun? Of a verb? We are now going to read some fun stories to help us remember the rules of nouns and verbs. **GP:** Teacher reads //Merry-Go-Round: A Book About Nouns// and //Kites Sail High// by Ruth Heller. Stop to discuss the rules while reading. **IP:** Have students work in pairs to take current vocabulary words from other subjects and put them into groups of nouns and verbs. Teams should share their groups when finished. **C:** Be on the look out for new nouns and verbs to add to our lists as we continue our lessons throughout the year. **A:** Students should list 2 nouns and 2 verbs on a slip of paper before leaving class.

Diamante Poems - Read Write Think lessons to write Diamante poems to help students review adjectives, nouns and verbs

Composing Ciquain Poems with Basic Parts of Speech - Read Write Think Lessons

**//Lesson 5//**

 * T:** Reading poetry with expression and meaning
 * PO:** SWBAT read one of Langston Hughes' poems interpretively
 * AN:** Today we will practice reading a poem with expression which will help others to better understand the poem.
 * GP:** Teacher reads one Huges poem aloud without expression first and then a second time with expression. A discussion should then take place about which reading was better and why.
 * IP:** Students work in groups of 3 -4. Give each group one of Huges' poems. Students should read and discuss the meaning of the poem. They will then practice reciting the poem with meaning where each child is responsible for several lines. Groups will share their poem with the class having a discussion of the meaning following the reading.
 * C:** Remember, reading in a meaningful way will help your listeners to better enjoy and understand your poetry.

** Lesson Title: Unit 1 Common Core ELA

Materials:

· //The Storie Huey Tells// by Anne Cameron and Ann Strugnell
· **// Many Luscious Lollipops //** by Ruth Heller · Smart Board · Reading Logs

Course Curriculum Standards:

• 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 how characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. • SL.3.1: Engage effectively in a range or 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. • SL.3.1(c): Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. · L.3.1(a): Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Objectives: Anticipatory Set:  · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Read story //Many Luscious Lollipops// <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 1in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Ask students to write down a description of their best friend <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 1in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Write adjectives they use on the smart board
 * == ** Distinguish between adjective and adverbs in sentences ** ==
 * == ** Tell stories from personal experiences and write narratives telling those stories ** ==

<span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt; font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt; tabstops: 11.0pt .5in;">Procedure: <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Define adjective and adverb in a power point form. Make sure there are examples in sentence form for adjectives and adverbs. <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Students will write a descriptive word for pictures shown on the smart board. Show the students a variety of people, places and things. <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Read and assign reading of the story //The Stories Huey Tells// <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">The students will keep a log after reading each chapter of adjectives and adverbs. They must find a least 5 adjectives or adverbs for each chapter. Make sure to make columns to label adjective and adverb.

<span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt; font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt; tabstops: 11.0pt .5in;">Guided Practice: <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">After finish reading the story, discuss the dreams that were talked about in the story. How did the adjectives help tell the story? Read part of the story leaving the adjective out. Look at the samples of adverbs found in the story. How did the adverb help the sentence?

<span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt; font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt; tabstops: 11.0pt .5in;">Independent Practice <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">The children will write about a dream. They must use at least 5 adjectives and one adverb in the paragraph. <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Have the student read their dreams to the class. Alternating between reading the adjectives and adverbs and leaving them out.

<span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt; font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt; tabstops: 11.0pt .5in;">Closure <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Put students sentences up on the board to pick out the adverb and adjectives

<span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">Discuss the differences between the dreams with adjectives and the ones without.

<span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt; font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt; tabstops: 11.0pt .5in;">Assessment <span style="font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in; text-indent: -0.25in;"> · <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt;">The students can be assessed by their readings. <span style="color: #474747; font-family: 'Verdana','sans-serif'; font-size: 11pt; font-weight: normal; line-height: 17pt; margin: 0in 0in 3pt 0.5in; tabstops: 11.0pt .5in;">Calling on students sentences to identify the adjectives.

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The Stories Julian Tells - Summary, About the Author info, Discussion questions

The Stories Jullian Tells - Wiki site with games, worksheets and other infos