• Elementary Literacy Third Grade, Quarter 3 Unit 1


    Subject: Literacy
    Grade: Third
    Timeline: 4 - 4 1/2 weeks

     
    Quarter 3 Unit 1 Overview: 

    In this 4-4 ½ week unit, students will demonstrate and apply their knowledge of character traits in order to write a short essay.  Reading the novel Stone Fox and stories such as, Balto, the Dog Who Saved Nome, and Alaska, the Last Frontier, students will compare and contrast characters’ external and internal character traits.   Students determine the theme of a story, summarizing the main points of a fiction or nonfiction piece.  They will use their knowledge of text structure to aid in interpreting charts and graphs as they make connections with/between text.  Students determine the meaning of phrases as they are used figuratively in text.  They distinguish their own point of view from that of the author of the text and use their knowledge of language and its conventions as they write, speak, read and listen.  During this time period, students will be introduced to five words per week (four high frequency words and one word from the prefix/suffix weekly focus).  The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit..


     
    Quarter 3 Unit 1 Performance Task:
     
    Choose a character trait that is displayed in both Stone Fox and Balto, the Dog Who Saved Nome.  Identify a character from both stories that exemplifies this one character trait.  Use specific evidence from the story to support your answer.
    Teachers, please note:  An optional graphic organizer is available at http://www.jcboe.org/media/97498/grade%204%20stone%20fox%20summer%20packet.pdf .  In addition, a List of Character Traits is available for your use.

     
    Focus Standards:

    CC.1.1.4.D Know and apply grade level phonics and word analysis skills in decoding words.

    CC.1.1.4.E Read with accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.

    CC1.3.4.B Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text.

    CC1.3.4.C Determine a theme of text from details in the text; summarize the text.

    CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade level text, including figurative language.

    CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.

    CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    CC.1.5.4.B Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    CC.1.5.4.C Identify the reasons and evidence a speaker provides to support particular points.

    CC.1.4.4.A  Write informative/explanatory texts to examine a topic and convey ideas and information clearly

    CC.1.4.4.B Identify and introduce the topic clearly.

    CC.1.4.4.F  Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.

    CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

    CC.1.4.4.X 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.



    Student Objectives/Competencies:

    Students will be able to…

    -identify character traits

    -write detailed literary essay

    -use text organization

    -differentiate fact from opinion

    -determine point of view of text

    -compare multiple texts

    -combine sentence types and structure to convey meaning

    -use text based evidence

    -write as well as use literary devices

    -read with sufficient accuracy and fluency to support comprehension

    -utilize linking words and phrases

    -utilize temporal words in writing

    -answer text dependent questions

    -identify main idea and supporting details

    -use text features for comprehension
     


     
    Assessments:
    Q3U1 Rubric                                                                                                                                                                

     

    3

    2

    1

    0

    Scoring

    CONTENT

     

    € Create an essay which states a character trait, two characters exhibiting that trait, logical supporting details, and a strong conclusion

     

     

    € Writing is thoroughly focused

    € Create an essay which includes 3 of the following: a character trait, two characters exhibiting that trait, logical supporting details, and a strong conclusion

     

    € Writing is somewhat focused

    € Create an essay which includes 2 of the following: a character trait, two characters exhibiting that trait, logical supporting details, and a strong conclusion

     

    € Writing is minimally focused

    € Create an essay which includes 0-1 of the following: a character trait, two characters exhibiting that trait, logical supporting details, and a strong conclusion

     

    € Writing lacks focus

    ____ x 4 =

     

     

    ____ x 2 =

     

    ORGANIZATION

     

    € The writing has a strong opening (or “audience grabber”)

     

    € Demonstrates a well-developed, logical, and organized structure

     

    € Includes linking words and phrases to completely connect main idea and details

    € The writing has an adequate opening (or “audience grabber”)

     

    €    Most details are presented in a logical order for the task

     

    €    Includes some linking words and phrases to connect main idea and details

    € The writing has an attempt at an opening (or “audience grabber”)

     

    € Some details are presented in a logical order for the task

     

    € Includes at least one linking word and phrase to connect main idea and details

    € The writing has no opening (or “audience grabber”)

     

     

    € Details and examples are random or do not exist

     

    € Lacks linking words and phrases

     

    ____ x 2 =

     

     

    ____ x 2 =

     

     

    ____ x 1 =

    CONVENTIONS

     

    € Writing contains few errors for the amount written

     

    € Includes several complex sentences

    €    Writing contains some errors for the amount written

     

    €    Includes some complex sentences

     

    € Writing contains many errors for the amount written

     

    € Attempts complex sentences

    € Contains serious and distracting grammar errors

     

    € No complex sentences

     

    ____ x 2=

     

     

    ____ x 1=

     

                  Total = ____ / 42

          
     
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2

     
    Interdisciplinary Connections:
    -Scholastic News