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Unit
Title: Subject/Course: Reading/ English Language Arts
Unit 3
Name: Shani
Grade/s: 3rd
Neal
Standards/Goals:
SWBAT Distinguish their own point of view from that of the author of a text.
L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
RL.3.6 Distinguish their own point of view from that of the author of a text.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
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.
Supporting/Repeating 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.
Importance of key words in a text can lead to How can I use sentence clues to find an unknown
comprehension of the story word? Commented [1]:
Teach For America. (2011). Instructional planning &
How do character traits and feeling impact the delivery. Retrieved
sequence of events in a story? from https://docs.google.com/file/d/0B9aKdxaTnscyZmZ4a
Vh5Wnd4aG8/view?pli=1
Nonliteral meanings Ask and answer questions (who, what, when, why, and
where).
- things like figurative language i.e. idioms and Refer to a text for answers.
similes while literal meanings are exactly the things Retell stories In sequential order.
they describe. Distinguish different genres: fables, folktales, and myths.
Determine word and phrase meaning through context.
Point of view Distinguish between literal and nonliteral language.
Take stances on issues and literature.
-an opinion about an issue or topic and can differ Organize literary elements.
from an authors.
Theme
Context clues
Character evolution
My class vision is to empower my students through advocacy. It aligns by building their literary knowledge
to articulate their opinions and organize their thoughts. The vision for this third grade reading class is for
students to understand and implement the outlined Common Core State Standards for North Carolina. These
standards include theme, point of view, and context clues. These practices will be embedded in instruction
and assessments to further support students ability to apply these skills beyond the classroom with ability to
apply these strategies to real life scenarios where students can advocate for their community.
Students will do a research project where they research public figures in their community, historical figures, who have
made a difference, and opinion articles on relevant class issues.
Exit tickets are given daily: Students will be given 4 weekly quizzes to assess progress to goal for the overall unit. The
quizzes will highlight smaller concepts within the standards.
Homework Assignments: A review worksheet from the lesson given daily to reinforce and provide practice of skills
Unit Test: Students will take a unit test to assess growth of standard for point of view
Our goals are aligned with the state standards in order to gain knowledge to have a successful year, college experience,
and the job of their dreams. The assessments directly measure their mastery of the standards.
Exit Tickets- Weekly Quizzes Track how students build upon knowledge in parts
I use the assessment provided by the program I am using, Reading Wonders. That assessment is summative and on
level for 3rd grade assessments. To differentiate I use readworks.org passages according to reading lexile and skill. I
differentiate my students assessments into on-level, approaching level, and below level.
On level:
The Shortcut
Approaching level: Jennys Move
Below level:
New Scooter Commented [2]:
Readworks.org
Stage 3: Learning Plan
Resources
Graphic organizer
Reading wonders program
Readworks.org passages
Harlem renaissance poems
Fidel Castro worksheet
Day 2:
Introduce & pronounce new vocabulary
Introduce new standard and essential question
SW complete independently
Day 3:
TW whole group
Review vocabulary, standard, and essential question
SW independently Research Fidel Castro (www.ducksters.com), recognize the problem, determine a solution using a
graphic organizer
Day 4:
Review vocabulary, standard, and essential question
Day 5:
Assessment
https://s-media-cache-ak0.pinimg.com/originals/9f/8d/55/9f8d5520c60c2b0375143254f80fa2d1.jpg
point of view graphic organizer