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Quarter 1

Third Quarter we are working on . . . .

 

Literacy

Module 3: Exploring Literary Classics

 

Big Ideas and Guiding Questions

  • How do writers capture a reader’s imagination?

    • Authors develop characters using vivid description to help the reader imagine the character and bring the character to life.

    • Authors make intentional choices to capture their reader’s imagination.

    • Classic stories are told in different ways over time.

    • Readers have differing opinions about the texts they read and support their opinions with evidence from the text.

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  • Unit 1: Analyzing Author's Craft: Character Development in Peter Pan

    • I can effectively participate in a conversation with my peers and adults. (SL.3.1)

    • I can ask questions to deepen my understanding of a literary text. (RL.3.1)

    • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)

    • I can determine the meaning of words using clues from the story. (RL.3.4)

    • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)

    • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)

    • I can distinguish between my point of view and the author’s point of view. (RL.3.6)

    • I can write an opinion piece that supports a point of view with reasons. (W.3.1)

    • I can introduce the topic of my opinion piece.

    • I can identify reasons that support my opinion.

    • I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6

Unit 1 Assessments

  • Mid-Unit 1: Character Analysis: Peter Pan’s Traits, Motivations, and Actions that Contribute to a Sequence of Events in the Story (RL.3.3)

  • End of Unit 1: Opinion Writing about Wendy’s Actions (RL.3.6, W.3.1, L.3.6)
     

  • Unit 2: Writing Grounded in Evidence: An Opinion of Peter Pan

    • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    • I can establish a situation.

    • I can introduce the narrator and/or characters of my narrative.

    • I can organize events in an order that makes sense in my narrative.

    • I can use dialogue to show the actions, thoughts, and feelings of my characters.

    • I can use descriptive words to show the actions, thoughts, and feelings of my characters.

    • I can use transitional words and expressions to show passage of time in a narrative text.

    • I can write a conclusion to my narrative.

    • I can craft narrative texts about real or imagined experiences or events. (W.3.3)

    • I can establish a situation.

    • I can introduce the narrator and/or characters of my narrative.

    • I can organize events in an order that makes sense in my narrative.

    • I can use dialogue to show the actions, thoughts, and feelings of my characters.

    • I can use descriptive words to show the actions, thoughts, and feelings of my characters.

    • I can use transitional words and expressions to show passage of time in a narrative text.

    • I can write a conclusion to my narrative.

    • With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)

    • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)

    • I can read third-grade level texts accurately and fluently to make meaning. (RF.3.4)

Unit 2 Assessments

  • Mid-Unit 2 Assessment: Writing a New Scene from Peter Pan (W.3.3 and W.3.4)

  • End of Unit 2 Assessment: Fluency: Reading a Monologue from Peter Pan(RL.3.3 and RF.3.4)

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  • Unit 3: Reading Like a Writer: Revising Scenes from Peter Pan

    • I can retell a story using key details from the text. (RL.3.2)

    • I can write informative/ explanatory texts that convey ideas and information clearly. (W.3.2)

    • With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)

    • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)

    • I can determine the meaning of words using clues from the story. (RL.3.4)

    • I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)

    • I can write an opinion piece that supports a point of view with reasons. (W.3.1)

    • I can use linking words to connect my opinion and reasons.

    • I can write informative/ explanatory texts that convey ideas and information clearly. (W.3.2)

    • With guidance and support from adults, I can produce writing in which the development and organization are appropriate to task and purpose. (W.3.4)

    • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)

    • I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)

    • I can use conventions to send a clear message to my reader. (L.3.2)

    • I can express ideas using carefully chosen words. (L.3.3)

Unit 3 Assessments

  • Mid-Unit 3 Assessment: On-Demand Summary (RL.3.2, W.3.2, and W.3.4)

  • End of Unit 3 Assessment: On Demand Opinion Writing (W.3.1, W.3.4, and L.3.2)

  • Final Performance Task: Summary and Opinion Writing: Who Is Your Favorite Character in Peter Pan, and Why?

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Mathematics

  • Students will be able to use tiles and other manipulatives to find and represent area.

  • Students will be able to relate area to multiplication and find the area of rectangular figures.

  • Students will be able to find perimeter using various manipulatives.

  • Students will be able to solve mathematical problems involving perimeter and area of polygons.

  • Students will be able to understand what a fraction is and how to label and draw a particular fraction.

  • Students will be able to show where a fraction is on a number line.

  • Students will be able to explain equivalence of fractions and compare fractions using symbols (<,>,=).

     

Social Studies (Economics and Financial Literacy)

 

  • 3.E.1 Understand how the location of regions affects activity in a market economy.

    • 3.E.1.1 Explain how location impacts supply and demand.

    • 3.E.1.2 Explain how locations of regions and natural resources influence economic development (industries developed around natural resources, rivers and coastal towns).

  • 3.E.2 Understand entrepreneurship in a market economy.

    • 3.E.2.1 Explain why people become entrepreneurs.

    • 3.E.2.2 Give examples of entrepreneurship in various regions of our state.

 

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