Unit 4

Challenges

 

Anchor Text: Social Studies Textbook: John James Audubon, Paul Prudhomme, Huey Long, Lindy Boggs, Louis Armstrong

 

Grade 3

ELA

 

Unit Length and Description:

6-7 weeks

                         

Students learn that challenges provide people with the opportunity to lean. Many people have found success in life because of the challenges they have overcome.

 

Standards:

 

RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7, RL.3.9, RL.3.10

RI.3.1, RI.3.2, RI.3.3, RL.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.9, RI.3.10

RF.3.3, RF.3.4

W.3.1, W.3.2, W.3.3, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10

SL.3.1, SL.3.2, SL.3.3, SL.3.4, SL.3.5, SL.3.6

L.3.1, L.3.2, L.3.3, L.3.4, L.3.5, L.3.6

 

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

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI.3.6: Distinguish their own point of view from that of the author of a text.

RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.

RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.

o    Identify and know the meaning of the most common prefixes and derivational suffixes.

o    Decode words with common Latin suffixes.

o    Decode multisyllable words.

o    Read grade-appropriate irregularly spelled words.

RF.3.4: Read with sufficient accuracy and fluency to support comprehension.

o    Read grade-level text with purpose and understanding.

o    Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

o    Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

o    Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

o    Provide reasons that support the opinion.

o    Use linking words and phrases (e.g., because, therefore, since, for   example) to connect opinion and reasons.

o    Provide a concluding statement or section.

W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

o    Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

o    Develop the topic with facts, definitions, and details.

o    Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

o    Provide a concluding statement or section.

W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

o    Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

o    Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

o    Use temporal words and phrases to signal event order.

o    Provide a sense of closure.

W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

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.3.7: Conduct short research projects that build knowledge about a topic.

W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

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.

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.

o    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.

o    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).

o    Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

o    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.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SL.3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o    Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

o    Form and use regular and irregular plural nouns.

o    Use abstract nouns (e.g., childhood).

o    Form and use regular and irregular verbs.

o    Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

o    Ensure subject-verb and pronoun-antecedent agreement.*

o    Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

o    Use coordinating and subordinating conjunctions.

o    Produce simple, compound, and complex sentences.

L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

o    Capitalize appropriate words in titles.

o    Use commas in addresses.

o    Use commas and quotation marks in dialogue.

o    Form and use possessives.

o    Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

o    Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

o    Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.3.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

o    Choose words and phrases for effect.*

o    Recognize and observe differences between the conventions of spoken and written standard English.

L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

o    Use sentence-level context as a clue to the meaning of a word or phrase.

o    Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

o    Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

o    Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

o    Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

o    Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

o    Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

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).

 

Enduring Understandings:

 

·         Challenges can test our abilities and resources.

·         People can learn how to succeed in life when they face challenges.

·         It is important to understand the lesson that can be learned from challenges.

 

Essential Questions:

 

·         What can people learn from challenges?

·         How can I learn from the challenges in my life?