unit3837308 - irp-cdn.multiscreensite.com · Web viewRevise by evaluating voice and word choice (3.3.3.1) Create interest with details : dialogue, similes (3.3.3.3) Edit for commas,

Curriculum: Tola HutchisonCourse: ELA 03

Learning-Focused ToolboxDate: October 20, 2011 ET

Page 1 of 3

Topic: InferencingSubject(s): English Language Arts

Days: 15

Grade(s): 3rd

Know: Understand: Do:

Multiple meaning words in context (3.1.6.9)

Authors theme(3.2.1.4)

How an author's perspective influences text (3.1.7.2)

RLA.O.3.1.11 - identify and describe the ways in which language is used in literary text (e.g. simile, metaphor, idioms). RLA.O.3.1.04 -describe a purpose for reading:

• for information • for pleasure• to understand a

specific viewpoint

RLA.O.3.1.02 - identify and understand appropriate reading vocabulary (e.g., synonyms, antonyms, homonyms, multiplemeaning words). RLA.O.3.1.14 - use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic

Writers share their experiences through personal narratives.

Readers can learn from the shared experiences of others

Determine information including implied message and inferences (3.1.7.3)

Identify author's use of figurative language: similes, metaphors, (3.2.1.7)

Identify and explain an author's use of descriptive language to describe people, feelings, and objects (3.2.1.7)

Pre-write by generating ideas from multiple sources (3.3.1.1)

Use a prewriting plan to develop the main idea with supporting details that describe (3.3.2.1)

Revise by evaluating voice and word choice (3.3.3.1)

Create interest with details : dialogue, similes (3.3.3.3)

Edit for commas, quotation marks in dialogue, apostrophes in singular possessives (3.3.4.3)

Add graphics where appropriate(3.3.5.2)

Share writing with the intended audience (3.3.5.3)

Write narratives based on real events or observations that include sensory details and a logical sequence of events (3.4.1.1)

Write chapter books (3.4.1.2)

Use available technology to enhance communication (3.6.4.1)

Write a friendly letter (3.4.2.4)


Days: 15

Grade(s): 3rd


resources, labels, informational text). RLA.O.3.1.12 - recognize and explain the defining characteristics of genre in literary and texts:

• fairy tales• folk tales• myths • poems• fables• fantasies• biographies• short stories• chapter books• historical fiction• plays• autobiographies• magazines• newspapers• textbooks • electronic

databases• reference

materials

RLA.O.3.1.08 - use literary and informational texts to summarize, determine story elements, determine cause and effect, compare and contrast, paraphrase, infer, predict, sequence, draw conclusions, describe characters, andprovide main idea and support details. RLA.O.3.3.03 - create an age appropriate

Identify author's theme and use details from the text to explain how the author developed that theme. (3.2.1.4

Compare/contrast themes across a variety of fiction and non-fiction (3.1.7.6)RLA.O.3.1.05 - read familiar stories, poems and passages with fluency:

• appropriate rate• accuracy• prosody

RLA.O.3.1.02 - identify and understand appropriate reading vocabulary (e.g., synonyms, antonyms, homonyms, multiple-meaning words).RLA.O.3.1.14 - use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text). RLA.O.3.1.08 - use literary and informational texts to summarize, determine story elements, determine cause and effect, compare and contrast, paraphrase, infer, predict, sequence, draw conclusions, describe characters, and provide main idea and support details.RLA.O.3.2.12 - use a variety of strategies to plan simple research (e.g., identify possible topic bybrainstorming, list questions, use graphic organizers, organize prior knowledge about a topic, develop a course of action for writing, determine how to locate necessary information). RLA.O.3.2.11 - select a variety of sources to gather information (e.g., use dictionaries, encyclopedias, newspapers, electronic resources). RLA.O.3.2.03 - compose a written


Days: 15

Grade(s): 3rd


media literacy product that reflects understanding of format and characteristics.

composition using the five-step writing process:

• pre-write • draft • revise• edit • publish

RLA.O.3.2.01 - demonstrate proper manuscript and full transition to cursive writing techniques:

• posture• paper placement• pencil grip• letter formation• slant• letter size• spacing• rhythm • alignment

RLA.O.3.2.09 - compose in a variety of forms and genres for different audiences (e.g., diaries, journals, letters, reports, stories).

Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.To purchase a copy of this document visit www.LearningFocused.co m and click on Model Curriculum or call 866-955-3276. Page 1 of 1


Days: 15

Grade(s): 3rd

Common Assessments on what students should know and do in this unit:

• Personal Narrative

• How do I create a game or activity to show how writers share their experiences through a personal narrative?

http://www.LearningFocused.com/



Days: 15

Grade(s): 3rd

2. Assessments 1

Short Description:

Personal Narrative

Long Description:

Students are given different experience or situation cards to use with their writing. These cards give students various connections that give students writing ideas. For example, "The best birthday ever", or "My favorite time of the year". The teacher also gives out blank cards for the students to write thesituation on their own. Students are given a choice of their card. Students read their card and organize their thoughts with some type of organizer. This organizer can be given to the students by the teacher or created by the student. Students write a personal narrative from the card and organizer.

Differentiation:

Teacher gives support for struggling learners by writing for them or having them draw it out before writing. High acheivers may create additional cards for students to use.

Review / Revise:

Teacher and students review the assignment to make sure it satisfies what is needed for the understanding of personal narratives.

Resources and Materials:

Experience cards or blank cards examples of personal narratives paper for graphic organizers or copies of organizers for students to use

Time (in days):

2

Rubric 1:

Title: Rubric 1

Additional Information:



Days: 15

Grade(s): 3rd

2. Culminating Activity 1

Short Description:

How do I create a game or activity to show how writers share their experiences through a personal narrative?

Long Description:

Students work with their partner or group to create a game or activity to show how writers share their experiences through a personal narrative. This game or activiy focuses on a "situations" or "experiences" that writers might use for a personal narrative. For example, the game of "Charades" with experience cards for the students to guess what is being acted out. Mini Lesson: Teacher reviews the understanding of a personal narrative with a personal example of their own. Teacher reviewsinferences and shows students how to use inferences to make predictions and draw conclusions about the different personal experiences. Teacher reviews how writers use this understanding when writing personal narratives. Steps or Task Analysis: Students choose or are assigned their partner or group members. Students brainstorm the task Students choose a game or activity that would best fit the criteria for personal experiences Students make the connection from the game/activity to personal experiences Students create the game/activity Students play the game or give directions for theactivity to the rest of the class Summarize/Share: Students share their game/activity with the rest of the class and allow students to "try it out"

Differentiation:

Teacher can supply a suggested list of possible games or activities with struggling learners instead of making the game/activity on their own.

Review / Revise:

Teacher and students review the game/activity to make sure they are appropriate for the intended assignment


Teacher needs examples to share with students Teacher needs to prepare the mini-lesson Students need various materials to make the games/activities

Time (in days):

2

Rubric 1:

Title: Rubric 1





Days: 15

Grade(s): 3rd






Days: 15

Grade(s): 3rd

Key Learning: Writers share their experiences through personal narratives. Readers can learn from the shared experiences of others

Unit Essential Question(s):

How do writers share their experiences through a personal narrative?

Concept: Concept:Inferences Writing Personal Narratives

RLA.O.3.1.11, RLA.O.3.1.02 , RLA.PD.3.1, RLA.O.3.1.05 , RLA.O.3.1.14, RLA.O.

3.1.12 , RLA.O.3.1.08 , RLA.O.3.1.04RLA.O.3.2.12 , RLA.O.3.2.11 , RLA.O.3.2.03 , RLA.O.3.2.01

Lesson Essential Question(s): Lesson Essential Question(s):How do readers use context clues to infer the meaning of multiple meaning words? (A)

How do readers use their background knowledge to make inferences? (A)

How do writers add sensory details and carefully chosen words to create interest in their stories? (A)

How do writers edit to make sure that dialogue has been punctuated correctly? (A)

Vocabulary: Vocabulary:Details, Theme (s), Message, Context Clues, infer, inference, drawing conclusion, predict

Comma, Quotation Marks, Dialogue, sensory


Attached Document(s):



Vocab Report for Topic: InferencingSubject(s): English Language Arts

Days: 15

Grade(s): 3rd

Concept:

Inferences

Details - Theme (s) - Message - Context Clues -infer, inference, drawing conclusion, predict -

Concept:

Writing Personal Narratives

Comma - Quotation Marks - Dialogue - sensory -

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Days: 15

Grade(s): 3rd

5. Launch Activity 1

How are you going to get students engaged?Develop student interest and link their prior knowledge. Start the Student Learning Map of the unit with students. Preview key vocabulary with students.:

Short Description:

Literature Link - What personal connections can be make with this book?

Long Description:

Teachers read a picture book to the class, "The Relatives Came" for example. Teacher stops reading every now and then to allow students time to talk with their partner about various personal connections that could be made with the book. Mini Lesson: Teacher reviews Literary Elements and uses the cover of the book to model teacher connections and for students to make initial connections. Steps or Task Analysis: Teacher reads book and makes personal connections Teacher stopsthroughout the book for students to make connections Teacher makes connections from book to unitTeacher shares Student Learning Map with students


Literature Link book to read to students Student Learning Map ready to share with students

Time (in days):

1

Rubric 1:

Title: Rubric 1


Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.To purchase a copy of this document visit www.LearningFocused.co m and click on Model Curriculum or call 866-955-3276.





Page 1 of 1

Learning-Focused ToolboxDate: October 20, 2011 ETCourse: ELA 03

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Concept: Figurative Language and Description

5. Acquisition Lesson

Days: 15

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

What do students need to learn to be able to answer the Essential Question?

Activating Strategy:

.

Teaching Strategies:

Time (in days):

0

Rubric 1:

Title: Rubric 1



Concept: Figurative Language and Description


Days: 15

Grade(s): 3rd





Time (in days):

0

Page 1 of 3


Concept: Inferences


Days: 15

Grade(s): 3rd



How do readers use context clues to infer the meaning of multiple meaning words?


Assessment Prompt 1: AP#1: Provide examples of multiple meaning wordsAssessment Prompt 2: AP#2: How can I determine the correct meaning of the multiple meaning word?


""Detective Game" Students are given clue cards with multiple meaning words to match . Example: Card 1: Dogs, cats, birds are examples of what? (pets) Matching Card: This is what you do to your favorite animal. (pet). Example 2: What is in a mattress? (Spring): What season comes after winter and before summer? (Spring)See link below for additional multiple meaning words.

Key vocabulary to preview:

context clues, multiple meaning words (students should have some prior knowledge of these words) Students turn to their partner and describe each word. They share these descriptions with the class


Graphic Organizer:

See below

Instruction:

Select a text that includes concepts related to your curriculum. Look through the text and locate about five words that have different meanings depending on how, where, and in what way the words are used. Prepare a class chart that lists the multiple meaning words you selected for the text. For each word you selected, write a simple definition that aligns with the way the word is used in thetext. Then, write an additional definition that is based on a second meaning of the word. After partner reading of the text, students will select the meaning of each word that makes the most sense based on the text's content and context clues. If necessary, remind students that context clues are words or sentences around a targeted word that give hints to its meaning

Explain to students that many words have more than one meaning. Provide students with an example. (trip-to fall down-trip-a voyage or journey)Writing Assignment:Students create nonsense story using multiple meaning words. Students share story with class.

Page 2 of 3


Concept: Inferences


Days: 15

Grade(s): 3rd

AP #1: Partners will brainstorm additional multiple meaning words for 2 min. Partners will share with whole group and discuss the different meanings.

Instruction: Teacher will model how to look for clues before, within, and after the sentence in which the target word is used from a pre-selected text containing multiple meaningwords. Provide the following example;The scientist wrote down information in each row of a table. Ask students to identify the intended meaning of the word table in the sentence ( a way of recording information inside lines and boxes) Point out that the words information and row clarify that the scientific meaning applies. Explain that the placement of the word in a sentence also helps youknow if it is a noun (a naming word), an adjective (a describing word), or a verb (an actionword). Use the example: Sam had change in his pocket. Ask students to identify which meaning of change is meant. Point out that in this sentence, change is an object Sam can put in hispocket. Therefore, it must be a noun, not a verb. Point out the list of multiple meaning words that has been prepared before class. Have partners whisper read the text selected and look for these words. Direct students to pay careful attention to the sentences in which these words are used and to select the intended meaning that applies to each word.

AP #2: Partners will complete the GO,, then discuss what strategies they used to infer the meaning of each word that fit the context of what they read. 1's will read the sentence that contained the multiple meaning word. 2's will share the clue words or context clues that signal the word'smeaning before, within, and after the sentence in which the word was found.

Assignment and/or Assessment:

Students will write a non-sense story using multiple meaning words.

Extending Thinking Activity:

Partners work together to make riddles that contain a multiple meaning words that they want the audience to guess. For example: I quack and I lower my head. What am I? (A duck)

Summarizing Strategy:

Letter to Absent Student: Students write a letter to the "absent student" telling them the steps in the process for using context clues to infer the meaning of multiple meaning words.

Differentiation:

Pictures could also be used for the multiple meaning words. Teacher could create a list of words to use for the writing assignment for the struggling learning.


http://res.ddtwo.org/3_5Elaresources.htm



Concept: Inferences


Days: 15

Grade(s): 3rd

http://sb058.k12.sd.us/multiple%20meanings/multiple_meaning_words.htm

http://classroom.jcschools.net/la/activities/MultipleMeaning.ppt

http://www.swcs.us/courses%20of%20study/PowerStandards/4th%20grade%20resource%20book/context%20clues/4th%20context%20clues.pdf

Time (in days):

0

Rubric 1:

Title: Story Rubric

Excellent OK Needs Help

Cont entSt or y includ es5 cor r ect ly us ed m ult ip le m eaning

St or y includ es3 cor r ect ly us ed m ult ip le m eaning

Mult ip le m ean ing wor d s ar e not used cor r ect ly

Organiz at ion

St or y has a cl ear and or gan iz ed b eginnin g, m id d le, an d end

St or y has a b e ginning, m id d le, and end

St or y is conf u sing and har d t o f ollow

M echanics

All wor d wall wor d s ar e sp e lled cor r ect ly. All p unct uat io n is used cor r ect ly

Som e wor d w all wor d s ar e sp elled cor r ec t ly. Som e p un ct uat ion is us ed cor r ect ly

Sp elling and p unct uat ion m ak es t he at ory har d t o r ead


Attached Documents:

Multiple Meaning Words

http://toolbox.learningfocused.com/data/0000/0036/1123/Multiple%20Meaning%20Words.rtf





Page 1 of 6


Concept: Inferences


Days: 15

Grade(s): 3rd



How do readers use their background knowledge to make inferences?


Assessment Prompt 1: 1. What strategies can we use to make predictions? Assessment Prompt 2: 2. How can using prior knowledge help us to make inferences?


Teacher shows students pictures of "smiley faces" with different expressions that can be found online or clip art. Students sort these pictures with their partner and explain their sort to the rest of the class. Using their prior knowledge students make connections by talking about what type of story could go with each of the group of faces.


infer, inference, drawing conclusions, predict


Graphic Organizer:

Chart paper to list items.

Instruction:

Begin by telling your students often times writers do not state the feeling of a character. Instead, they will include details to make inferences about the character's emotions. To infer, you must use observations, prior knowledge, your experiences, and detalis from the text to make the connectionsand come up with ideas. You make inferences all the time. Here is an examlpe: you may know you have a cavity because you have been forgettting to brush your teeth daily, and you tooth is hurting. Remember, making inferences is like being a good detective; you must look at all details and thenput them together to come up with an idea to make an inference to the situation.

AP: 1. What strategies can we use to make predictions?

The following is an activity that can be easily used to demonstrate how we use prior knowledge to infer.


Concept: Inferences


Days: 15

Grade(s): 3rd

Place together random items in a Target bag or container. Example: a magazine, an Ax spray can, a happy meal container from McDonald's, a Hollister clothes tag, church flyer, a plastic wrapper offof baby diapers, etc. Tell this story to the students. I have new neighbors that have moved next door. I haven't been able to meet them. I want to see what they are like,and today was garbage day. I saw this bag and decided to take it and bring it to school. I need your help going through it. I thought I would learn something . Take out the items one by one and list them on chart paper or board. You can begin to build deails about where the bag came from, what we could learn aboutthe person who owned the items. Students will better be able to grasp the concept of how to draw conclusions or infer.


Assignments:

Comics

Use comics from the newspaper. White out the speech bubbles. Photocopy them for the class touse. Have partners or groups decide what might be going on in each frame of the comic strip. After they finish inferring, have students share ideas with another set of partners or groups.

Character Quotes

We will use student knowledge of different well-known story characters. This is a matching activity where students match character to a quote the character might say. Prepare strips with characters names and cut apart. Make a quote for each on another strip. For example: Character: Dorothy, from the "Wizard of Oz" . Quote: " Where is my little dog hiding during the tornado?"

Mystery Box

Gather several shoeboxes and materials to go into each. Example: Teacher places these items in the box. A straw hat, sunscreen, a book, bucket, shovel, and towel. Once students have completed inferring what someone may be doing, students write predictions and place them in a container the teacher checks daily.

Receipt Inference

Gather receipts from different stores of ten items or more. Partners take a receipt, and analyze the items to make inferences about the person who bought the particular items. Partners share the conclusions.

Mystery History

PersonTeacher will gather facts about a famous person in history. Add a few details of something they may have worn or used. Place these in a container for students to use. Students will make guesses or predictions of who the mystery history person may be. You can also use this idea for an" All About Me Unit". Children can bring things in about themselves in a shoebox. Teacher places all the boxes up front. As students go through them, they can predictions of whcih students' boxbelongs to whom.


Concept: Inferences


Days: 15

Grade(s): 3rd

AP. 2. How can using prior knowlege help us to make inferences?

Inferencing Website;

I am including a very good website that is using Inferencing lessons. I suggest you take a look for yourself. This has some very useable ideas and materials.

http://www.mandygregory.com/Inferencing_mini_lessons.htm


Poetry

Take a poem and photocopy one for each student. Read the poem to the students. Have them redo the poem by taking out the rhyming words to every other line, and replace them with newones. Here is a suggesstion;

My Dog Fred

I have a dog. His name is Fred. He won't play fetch. He won't play dead. He won't shake hands or sit or stay or bark or beg or run and play. He won't roll over, shake or crawl. In fact, he won't do tricks at all. When folks ask why I tell them that's because my dog was raised by cats.

Have students share their new version of their poem.

Inferencing Website;

I am including a very good website that is using Inferencing lessons. I suggest you take a look for yourself. This has some very useable ideas and materials.

Differentiation:

Struggling students could be given a "cloze" paragraph to complete. High acheivers could be challenged by interviewing different people to get their perspective on different types of stories.

Here is a suggestion to use:



Concept: Inferences


Days: 15

Grade(s): 3rd

cloze activities

Cloze passages encourage students to use context to figure out unknown words. The procedureis easy to carry out. A short passage of text is selected and copied or summarized on the board or a transparency. Several words are deleted, and students are guided to figure out the missing words by using the sense of the surrounding sentences.

Marty's mom walked over to the _____ of the pine tree. She undid the wire that keeps the fence_____, so she could get in. She crouched _____ in the pine _____, and Shiloh started to _____ up on her with his front paws. He licked at her _____.

Students who have difficulty with this may be given banks of words from which to choose their answers; including three words in each bank usually works well.

Marty's mom walked over to the _____ of the pine tree. (tree, trunk, top)

When an aim of the cloze activity is to help students learn to cross-check their use of context

with letter-sound clues, the beginning part of each omitted word can be provided.

This limits students' answer possibilities to words that fit the meaning of the sentence and

begin with the appropriate letter-sound.

Marty's mom walked over to the tr_____ of the pine tree. She undid the wire that keeps the fence

cl_____, so she could get in. She crouched d_____ in the pine n_____, and Shiloh started to

l_____ up on her with his front paws. He licked at her f_____.

Another variation might involve placing a sticky note on top of each blank. Students can

then predict what words might work in the sentence. Then take off part of the sticky note

to reveal the beginning letter and have students refine their predictions based on the first

letter.

Other ways to use cloze include:

*


Concept: Inferences


Days: 15

Grade(s): 3rd

Read a sentence to students, replacing one of the words with the word "beep." Students

try to determine what word should be used in place of the "beep." Discuss how

students were able to determine the missing word.

*

Write a sentence on an overhead and tape a piece of tagboard on top of one of the

words. Students should read the sentence and try to determine the missing word.

Have them write down the word that they think should be used in the sentence. Then

flip up the tagboard to expose the missing word. Discuss why various answers might

or might not be feasible in terms of semantic (meaning) and syntactic (sound right)

clues in the sentence.

*

A variation of the activity above could involve covering the word with 2 pieces of tagboard

- one over the first letter, and the other covering the rest of the word. When

students have made their prediction about the missing word, uncover the beginning

letter. Students then evaluate their prediction in terms of the first letter of the word.


Gather or create the "smiley faces" for the Activating Strategy. Create the materials for differentiated if needed .


Here's other websites for inferencing.

http://www.havefunteaching.com/worksheets/reading/inferences/making-inferences.pdf

http://www.brainpopjr.com/readingandwriting/comprehension/makeinferences/grownups.weml






Concept: Inferences


Days: 15

Grade(s): 3rd

http://www.edhelper.com/language/reading_comprehension_skills525.html

http://www.internet4classrooms.com/skills_3rd_lang_tx.htm

http://www.teachervision.fen.com/lesson-plan/reading-comprehension/48612.html?detoured=1

http://fayette.k12.in.us/~cnewton/comprehension/comprehension.ht m



Here is a fabulous book: "Comprehension Connections" by Tanny McGregor

Time (in days):

2



http://fayette.k12.in.us/~cnewton/comprehension/comprehension.htm





Page 1 of 1


Concept: Writing Personal Narratives


Days: 15

Grade(s): 3rd



How do writers add sensory details and carefully chosen words to create interest in their stories?



Time (in days):

0

Page 1 of 3




Days: 15

Grade(s): 3rd



How do writers edit to make sure that dialogue has been punctuated correctly?


Assessment Prompt 1: Assessment Prompt 1: How can you indicate conversation when writing? Assessment Prompt 2: Assessment Prompt 2: What grammatical rules apply to writing dialogue?


Tell students to think about where they would like to go on vacation and the reasons why. Now, tell them to think about what their parents would think of this choice. What would they say? What could you (the student) tell them to convince them to visit your destination?Students are going to write what a conversation between them and their parents would look like. Don't worry aboutcorrect punctuation at first, just get their ideas on paper. Then, discuss proper quotation use. Make a list of more descriptive words such a pleaded instead of asked, or whispered instead of said.Allow students time to rewrite their dialogue, using quotation marks correctly.


dialogue, quotation marks, conversation


Graphic Organizer:

Chart paper to list descriptive words.

Instruction:

Begin the lesson by displaying a comic strip. Ask students how they know someone is speaking. (They should indicate that the speech bubble shows who is talking and what the character is saying.) Then ask students how they know someone is talking when they read a story. (They should indicate that quotation marks show who is talking.) AP1: How can you indicate conversation when writing?

Explain that quotation marks are how we show readers that a character is talking. Conversation helps writing become more interesting to the reader. Then explain how to use capitalization and punctuation (end punctuation, commas) correctly when writing conversation. Using the transparency

Page 2 of 3




Days: 15

Grade(s): 3rd

comic strip, convert the speech bubbles into conversation with quotation marks. Demonstrate how to correctly punctuate the conversation. Explain how to capitalize the first word in the quotation marks. Explain how to use descriptive words such as begged instead of asked, or stammered instead of said. This will make the conversation more exciting.

Give each student their own comic strip and have them rewrite the conversation using quotations marks. Encourage them to use vivid language instead of using the word said. Remind students that their conversation must be correctly capitalized and punctuated. AP2: What grammatical rules apply to writing dialogue?


Tell students that today they are going to have a written conversation with a partner. Explain that they will write back and forth instead of talking. Model this by writing on the board: "Did you have a fun weekend?" Ms. Darby inquired. Ask a student how they might answer. Write their response on the board, correctly punctuated. After students have written a conversation on paper, they will edit the conversation to make sure there are no grammatical, spelling, or punctuation mistakes.


Pairs will then rewrite the conversation on a piece of construction paper. They will glue macaroni noodles on the paper where quotation marks should be. Allow students to choose a partner and begin writing. Remind students that their final writing should be large enough to allow for macaroni size quotation marks. The written conversations should be displayed in the classroom for others to read.

Differentiation:

Students could be given a piece of dialogue already written out. They could then highlight the different character's voices with different colors. Students could then be guided to turn lines from a play into dialogue, using quotation marks and punctuation correctly.


http://www.richlandone.org/resources/teacher_resources/connections/grade4/ quotations.htmThis is a fun, interactive site for making your own comic strips to practice

dialogue:http://www.makebeliefscomix.com / A good poem to use for dialogue:The Little Boy and the Old Man by Shel Silverstein

**The same rubric can be used to assess both the Comic Strip and the Written Conversation portions of the lesson.

Time (in days):

http://www.makebeliefscomix.com/


http://www.richlandone.org/resources/teacher_resources/connections/grade4/




Days: 15

Grade(s): 3rd

2

Rubric 1:

Title: Comic Strip Dialogue

0 point s 3 point s 5 point s

No ind icat ion of who is sp e ak ing.

Usually ind ica t es who is sp eak ing.

Always ind ica t es who is sp eak ing.

Not using q uo t at ion m ar k s cor r ect ly.

Usually usesq uot at ion m a r k s cor r ect ly.

Always uses q uot at ion m ar k s cor r ect ly.

Not cor r ect ly cap it aliz ing.

Usually uses cor r ect cap it a liz at ion.

Always uses c or r ect cap it al iz at ion.

End p unct uat ion is not inc lud ed in q uot at ion.

End p unct uat ion is usually includ ed in q uot at ion.

End p unct uat ion is always includ ed in q uot at ion.

Vocab ular y is b asic

Shows som e u se of d escr ip t ive vocab ular y.

Uses vivid voc ab ular y.




Page 1 of 3


Days: 15

Grade(s): 3rd

8. Differentiating the Unit

What accommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students?

Differentiation Associated with the Unit:

Differentiation Associated with Lessons and Activities:

Culminating Activity 1:How do I create a game or activity to show how writers share their experiences through a personal narrative? :

Teacher can supply a suggested list of possible games or activities with struggling learners instead of making the game/activity on their own.

Student Assessment 1: Personal Narrative :

Teacher gives support for struggling learners by writing for them or having them draw it out before writing. High acheivers may create additional cards for students to use.

Acquisition Lesson 3:

How do readers use context clues to infer the meaning of multiple meaning words?

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Pictures could also be used for the multiple meaning words. Teacher could create a list of words to use for the writing assignment for the struggling learning.


How do readers use their background knowledge to make inferences?

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Struggling students could be given a "cloze" paragraph to complete. High acheivers could be challenged by interviewing different people to get their perspective on different types of stories.

Here is a suggestion to use:

cloze activities

Cloze passages encourage students to use context to figure out unknown words. The procedureis easy to carry out. A short passage of text is selected and copied or summarized on the board or a transparency. Several words are deleted, and students are guided to figure out the missing words by using the sense of the surrounding sentences.


Days: 15

Grade(s): 3rd

Marty's mom walked over to the _____ of the pine tree. She undid the wire that keeps the fence _____, so she could get in. She crouched _____ in the pine _____, and Shiloh started to _____ up on her with his front paws. He licked at her _____.

Students who have difficulty with this may be given banks of words from which to choose their answers; including three words in each bank usually works well.

Marty's mom walked over to the _____ of the pine tree. (tree, trunk, top)

When an aim of the cloze activity is to help students learn to cross-check their use of context

with letter-sound clues, the beginning part of each omitted word can be provided.

This limits students' answer possibilities to words that fit the meaning of the sentence and

begin with the appropriate letter-sound.

Marty's mom walked over to the tr_____ of the pine tree. She undid the wire that keeps the fence

cl_____, so she could get in. She crouched d_____ in the pine n_____, and Shiloh started to

l_____ up on her with his front paws. He licked at her f_____.

Another variation might involve placing a sticky note on top of each blank. Students can

then predict what words might work in the sentence. Then take off part of the sticky note

to reveal the beginning letter and have students refine their predictions based on the first

letter.

Other ways to use cloze include:

*

Read a sentence to students, replacing one of the words with the word "beep." Students

try to determine what word should be used in place of the "beep." Discuss how

students were able to determine the missing word.

*

Write a sentence on an overhead and tape a piece of tagboard on top of one of the

words. Students should read the sentence and try to determine the missing word.

Have them write down the word that they think should be used in the sentence. Then


Days: 15

Grade(s): 3rd

flip up the tagboard to expose the missing word. Discuss why various answers might

or might not be feasible in terms of semantic (meaning) and syntactic (sound right)

clues in the sentence.

*

A variation of the activity above could involve covering the word with 2 pieces of tagboard

- one over the first letter, and the other covering the rest of the word. When

students have made their prediction about the missing word, uncover the beginning

letter. Students then evaluate their prediction in terms of the first letter of the word.


How do writers edit to make sure that dialogue has been punctuated correctly?

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Students could be given a piece of dialogue already written out. They could then highlight the different character's voices with different colors. Students could then be guided to turn lines from a play into dialogue, using quotation marks and punctuation correctly.

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Days: 15

Grade(s): 3rd

Page 1 of 4


Days: 15

Grade(s): 3rd

What resources and materials do you need for this unit, the lessons, and the activities?

Resources Associated with the Unit:

Resources Associated with Lessons and Activities:

Page 2 of 4


Days: 15

Grade(s): 3rd

Resources and Materials from Culminating Activity 1:

Teacher needs examples to share with studentsTeacher needs to prepare the mini-lessonStudents need various materials to make the games/activities

Resources and Materials from Student Assessment 1:

Experience cards or blank cards examples of personal narrativespaper for graphic organizers or copies of organizers for students to use

Resources and Materials from Launch Activity 1:

Literature Link book to read to studentsStudent Learning Map ready to share with students

Resources and Materials from ACQ Lesson 1:





Graphic Organizers from ACQ Lesson 1:

Multiple Meaning Words

http://toolbox.learningfocused.com/data/0000/0036/1123/Multiple%20Meaning%20Words.rtf







Days: 15

Grade(s): 3rd

Rubric(s) from ACQ Lesson 1:

Story Rubric


Gather or create the "smiley faces" for the Activating Strategy. Create the materials for differentiated if needed .


Here's other websites for inferencing.

http://www.havefunteaching.com/worksheets/reading/inferences/making - inferences.pdf

http://www.brainpopjr.com/readingandwriting/comprehension/makeinferences / grownups.weml



http://www.teachervision.fen.com/lesson-plan/reading-comprehension/48612.html?detoured= 1

http://fayette.k12.in.us/~cnewton/comprehension/comprehension.ht m



















Days: 15

Grade(s): 3rd


Here is a fabulous book: "Comprehension Connections" by Tanny McGregor


http://www.richlandone.org/resources/teacher_resources/connections/grade4/ quotations.htm This is a fun, interactive site for making your own comic strips to practice dialogue:http://www.makebeliefscomix.com / A good poem to use for dialogue:The Little Boy and the Old Man by Shel Silverstein

**The same rubric can be used to assess both the Comic Strip and the WrittenConversation portions of the lesson.

Rubric(s) from ACQ Lesson 3:

Comic Strip Dialogue



http://www.richlandone.org/resources/teacher_resources/connections/grade4/
