Stephanie Wohl FRIT 7737: Practicum Understanding by Design Spring 2012

Title of Unit Curriculu m Area

Reading and Language Arts

ELA

Grade Level Time Fram e

3rd
1 weeks

Stage 1 Desired Results

Content Standards: ELA3R2- The student acquires and uses grade-level words to communicate effectively. a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. a. Read a variety of texts for information and pleasure b. Makes predictions from text content c. Generates questions before, during, and after reading. d. Distinguishes fact from opinion. e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. g. Summarizes text content. h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. i. Makes connections between texts and/or personal experiences. j. Identifies and infers main idea and supporting details. k. Self-monitors comprehension to clarify meaning. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry). n. Recognizes the authors purpose. 21st Century Standards Standard 1: Inquire, think critically and gain knowledge Standard 2: Share knowledge and participate ethically and productively as members of our

democratic society Skills Indicator(s): 1.1.4 Find, evaluate and select appropriate sources to answer questions. 3.1.1 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and address. 3.6.1 Use information and technology ethically and responsibly.

Understandings
Students will understand that: Reading, writing, speaking and listening skills must be mastered in order to be effective users of information. Reading is for pleasure, as well as learning new information. Related Misconception(s): The only thing to do on computers at school is take AR quizzes. Reading is boring.

Essential Questions
Overarching Questions: What kind of books do I like to read? What predictions can I make from the text? What connections can I make between the text and my personal experience(s)? Topical Questions: What is the difference between fiction and nonfiction text? What is the difference between synonym and antonyms? Can you determine the authors purpose?

Knowledge and Skills Knowledge

Students will know: Key terms- fact, fiction, synonym, antonym, homophone, homograph, and idioms, cause, effect Interpret and create a graphic organizer Skills Students will be able to: Make connections between text and personal experiences Distinguish between fact and fiction Make predictions from text

Student Objectives: Students will be able to: Navigate their way around the Google site Reading and Language Arts Locate and apply reference skills in appropriate situations

 Create a double-entry journal corresponding to books they are reading in class

Assessment Evidence
Students will be assessed through pre-assessment and teacher observation.

Learning Plan
Day 1- Students will choose a chapter book of their choice. This book will be used throughout the week for the students double-entry journal or they may choose to read more than one book. Students will be instructed to use one side of their journal for ideas from they get from their book. The other side of the journal is their reaction o what theyve read and any connections theyve made. Day 2- Students will take time to write in their journal. After reviewing idioms and synonyms, students will be given time to play Eye on Idioms and Find the Synonym. Vocabulary.com also offers homophone, antonym, spelling, and syllable games Day 3- Students will take time to write in their journal. Students will be asked to identify cause and effect of a story using this graphic organizer. Day 4- The teacher will read aloud The Story of Ruby Bridges. As a large group activity, the teacher will demonstrate how to answer questions using the Comprehension Sheet as you read along with the story. Students will then be divided into small groups to continue practicing on their own. The class will then gather as a whole group to discuss how the technique helped them comprehend the story/material better. Day 5- Students will work in pairs and select a book of their own choosing. Students will fill out the anticipation guide for their partner. The students will fill switch books and fill out each others anticipation guides after reading each others books.

Resources
Education Oasis Graphic Organizer
http://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect_tchart.pdf

Georgia Performance Standards

https://www.georgiastandards.org/standards/Georgia Performance Standards/Grade Three GPS 3-13-09.pdf

Reading and Language Arts Google Site

https://sites.google.com/site/rdgandla/

Read, Write, Think

http://www.readwritethink.org/files/resources/lesson_images/lesson228/double. pdf
http://www.readwritethink.org/files/resources/lesson_images/lesson226/anticipation.pdf

The Story of Ruby Bridges Comprehension Sheet

http://www.readwritethink.org/files/resources/lesson_images/lesson227/comprehension .pdf

Vocabulary.com
http://www.vocabulary.co.il/synonyms/intermediate/elementary-find-the-synonym/