Grade+3+Unit+2

=Grade 3 - Unit 2 Lessons=

Unit 2 Grade 3 English Language Arts //Sarah, Plain and Tall// by Patricia MacLachlan

T: Inspired by the Sea PO: SWBAT cite textual evidence of how Sarah and the family members were inspired and motivated by past and present events. AN: Video clips of the sea set to music [] Discuss the video. Did watching the sea and its shore inspire you; in what way?

P: Students will keep a journal during the reading of this book. They will begin by writing their sea inspirations from viewing the video. As each chapter is read and shared the children will record how each main character is inspired and motivated. Does this change throughout the story? Remember to give textual evidence of each entry. Each day when the class comes together to discuss the book, instruct the children that they will read from their journals and explain the textual evidence that supports their entries. RL.3.1, W.3. (b), SL.3.1, SL.3.1 (a)

IP/GP: Reading: Throughout the reading of the book remind the class to look for the main idea and supporting details. What was the author’s purpose for writing this book? Was there a problem to be solved and was it solved? Encourage the students to write all their findings in their journals to be discussed and they might want to include drawings & captions of important events from the book. RI.3.2

Reading: Two locations mentioned in this book are the prairie and the sea shore. Using a VENN diagram the students will compare and contrast prairie life and sea shore life using only written evidence mentioned in the story. RI.3.9

Reading: Students will demonstrate their understanding of the story by answering the following questions in their journals. RL.3.1


 * When do Anna and Caleb worry that Sarah will go back to Maine? When do they think they will stay?
 * How does the author show that Papa and the children are nervous about meeting Sarah?
 * Why did Sarah bring the conch shell and the other shells all the way from Maine?
 * What did you like most about Sarah and why?

Writing: In chapter 5 of //Sarah, Plain and Tall//, the author writes a narrative about “haystacks”. Discuss Patricia MacLaclan’s narrative by asking them the following questions:

· How many of you want to try sliding down a haystack? · What was it in her writing that made you feel like you were there? · How did you know what the characters were feelings? · How did the dialogue help you to “be there”? · How did she order the events? · How did she close the scene?

Then give the class the prompt: “Imagine that you are at the sea shore and you find a huge sand dune. Your parents encourage you to have fun and go sliding, rolling, or running down the sand dune. Write a paragraph about this experience. Write about your actions, feelings, dialogue and observations as this experience takes place. W.3.3, W.3.3 (b), L.3.1

Language: Using an extended T-chart, in their journal, each child will develop a list of the following parts of speech from //Sarah, Plain and Tall//: nouns, verbs, pronouns, adjectives and adverbs. After the book is read the class will choose one word from each list, use it in a sentence about the sea, and draw a corresponding picture for that word. L.3.1 (a)

C/A: Students will · complete a story map · make a word search using all the parts of speech they found in the story and exchange it with a friend to complete

**T** : Poetry **O** : SWBAT compare and contrast two poems that have similar topics **AN** : “The Jumblies” by Edward Lear **P/GP:** Help students identify the message of “The Jumbilies”. Cite evidence from the poem, by stanza and line, that hints at the meaning. Distribute “Sleepy Pearl” and “Do Oysters Sneeze” to each student. **IP** : Have students break up into groups and read both poems. Have students identify the message of each poem by citing evidence from the poem, by stanza and line. **C** :Discuss the different meanings found by the student groups. **A** : Students will complete a Venn-diagram that compares and contrasts “Sleepy Pearl” and “Do Oysters Sneeze”. Under the diagram they will write a sentence or two explaining which poem they like the best. **(Lesson From Tracey Lowell)**

Ocean Poems

America on the Water - Stories

**T** : Writing **O** : SWBAT write a paragraph about a specific sea animal that has been most interesting to them **AN** : “The Barracuda” ( John Gardner) **P/GP** : Discuss the barracuda from the poem in the anticipatory set. Create a chart and invite students up to write what they learned about the animal from the poem. Explain to the students that they will now pick a specific sea animal that has been most interesting to them. Tell the students they will need to find information on the animal's habitat, its adaptations, and diet. **IP** :Students will complete research on their sea animal using the internet, encyclopedia, or the library. They will complete a graphic organizer to record their findings. **A** : Students will write a paragraph about their specific sea animal. They will write about the its habitat, its adaptations, and its diet. ** (Lesson From Tracey Lowell) **

**T** : Language Activity **O** :SWBAT write 3 sentences about animal movements using comparative or superlative adjectives and adverbs **AN** : Brainstorm a list of sea animals from the books we have read in class **P** : Ask students to come up with five adjectives each to describe the animal **GP** : Generate a list of adjectives from the students ideas **IP** :Have students come up with movements the animal makes and five adverbs to go with each movement. **C** :Create short sentences using the adjectives and adverbs. Invite students to write the sentences on a chart **A** : After students write several sentences on the chart, have them write 3 new sentences in their grammar copy book about animal movements using comparative or superlative adjectives and adverbs. **(Lesson From Tracey Lowell)**

T: Main idea; Compare and Contrast **PO:** SWBAT find the main idea and discuss the similarities and differences of each book **GP:** Read aloud //A Drop of Water: A Book of Science and Wonder// and //A Drop Around the World.// As you read discuss the following questions: What is the main idea of each section? Of the book? **IP:** Have students get into groups of 3 after the reading to discuss and answer these questions: How are the 2 books similiar? Different? Do these books have the same purpose? Does one teach more then another? How can these books be improved? **C:** Today we looked at 2 informational books that taught about the same topic – water. Tomorrow we will look at look at other informational books that include diagrams and tables to teach. **A:** Write the main idea of one of the stories on your white board before you leave.

Reading and writing about pollution to understand cause and effect - 5 lesson Read Write Think activity that helps students to learn more about water pollution using read alouds, research, graphic organizers and a hands on experiemnt

**T:** Finding text features in books (Diagrams, tables, etc.) **PO:** SWBAT find text features in books and explain their purpose **GP:** Read a book with good text features like // The Cod's Tale. // On the board, create a list of all of the text features the students will see in the book. ** IP: ** Instruct students to look for those features as you read. Give students one Post-It note. As they spot a feature they should write the page number on the Post-It and put it by the name of the text feature on the board. ** C: ** Discuss the purpose of each feature in general and in the text we were reading. ** A: ** Students should write down one way the text features helped them to understand the text better.

Biography of Patricia McLachlan

 Common Core ELA Lesson Unit 2 Grade 3 ** T **: Inspired by the Sea ** PO **: SWBAT determine the main idea of the story. Recount the main idea of the story. ** AN **: Have you ever taken a trip? What do you do to prepare for the trip? How do you prepare if something goes wrong? Talk about our experiences on a boat. Show pictures on SB of different sailing boats. What would it be like to live on a sailboat? ** P: ** Read the story with the class. Ask comprehension questions as you read the text. Why did he pack what he packed? Where was he going? What animals did he see? How did he make friends with a whale? What was the story about? ** IP **: Place students in groups of two. Have students create a journal entry for Amos or Boris. Write about one day together on the sea. It needs to fit into the story. The entry should fit into the middle of the story. What happened on the second day together? ** C: ** Tomorrow we will take our own journey to a secret destination. ** A: ** Talk about what we liked about the story. Than talk about what we would change in the story. ** T: ** Language ** AN: ** The students will reread the story to a partner. ** IP **: Have them find ten vocabulary words, which they do not know. They will look them up in the dictionary and write a definition. They will also include a sentence using the new vocabulary word. We will share our list to make our vocabulary list for this story. ** A: ** Share our vocabulary list. Make a class vocabulary list. ** T: ** Narratives ** PO **: Write a narrative of an imaginary trip ** AN **: Discuss Amos’s trip. What did he bring on the trip and why? What things happened on the trip to make the trip exciting? Imagine you had to move to another classroom. Make a chart of what we would bring and why. Talk about the experience of going somewhere different. ** IP **: The students will now write a story about a make belief trip they will be taking. They must include what they are taking along and where they are going. They will write about what happened on their trip. ** A: ** The students will share the story with the class. ** T: ** Review Adjectives ** PO: ** Take the vocabulary words made in first lesson to sort out the adjectives. ** AN **: Define what an adjective is. List examples of adjectives for the class. ** GP **: Reread Many Luscious Lollipops by Ruth Heller. ** IP **: The students will look for the adjectives from our vocabulary list. Have them write 5 phrases using the adjective. Share with class. ** C **: Add to our list of adjectives as we read in other classes. ** T **: compare and contrast ** PO: ** Research two animals and be able to compare and contrast. ** AN **: Talk about the differences between a mouse and a whale. We will discuss the differences and likeness stated in the story. ** IP: ** The students will choose two different animals to research. Have books and computers ready to use for research. The students will use a Vienne diagram to show how they are alike and how they are different. ** C **: The students will share their findings with the class. They may use visual aids to help the presentation. ** Links  ** Fables- [] Mammals- [] []