La 3 sampler parcc by standardsplus

Language Arts

COMMON CORE

Standards Plus

COMMON CORE Standards Plus LANGUAGE ARTS GRADE 5

R E PL

M A S

COMMON CORE Standards Plus

“ f g A

& D

GRADE

Language Arts

s Plus

GRADE 3

Educators

ardsplus.org : 909.484.6004 orth, Suite 509 nga, CA 91730

COMMON CORE

Standards Plus

Supports

Common Core Standards Plus® – 3rd Grade Language Arts Correlation to PARCC and CCSS

EBSR

TECR

PCR

Total number of Common Core Standards Plus Lessons

Evidence Based Selected Response

Technology-Enhanced Constructed Response

Prose Constructed Response

(PARCC)

Reading Literature RL3.1- RL3.10

Reading Informational Text RI3.1- RI3.10

Writing W3.1- W3.10

Not Tested

Speaking & Listening SL3.1- SL3.6

Embedded

Language (Conventions & Vocabulary) L3.1- L3.6

Not Tested

CCSS

Language Arts & Mathematics | Grades K-8 www.standardsplus.org | 1.877.505.9152

Common Core Standards Plus® Language Arts Grade 3 Sampler Sampler Contents: Common Core Standards Plus Overview...................... pg 4 Lesson Index......................................................... pgs 9-15

Sample Lessons..................................................pgs 16-51

8 Sample Constructed & Selected Response Daily Lessons (Out of 136 Total Lessons) – Writing Strand – Lessons 1-8 – See pages 16-23 & 26-33

2 Sample Constructed & Selected Response Evaluations (Out of 34 Total Evaluations) – Writing Strand – Evaluations 1-2 – See pages 24-25 & 34-35

1 Sample Performance Task (Out of 12 Total Performance Tasks) – See pages 36-41 1 Sample Integrated Project (Out of 3 Total Integrated Projects) – See pages 42-51

Common Core Standards Plus® Overview Common Core Standards Plus® Language Arts Grade 3 includes: Constructed & Selected Response Daily Lessons and Evaluations

DOK Levels 1-2

Students Learn Essential Common Core Knowledge

• Direct Instruction lessons written directly to the Common Core

DOK Level 4

DOK Level 3

• Teach Common Core content and concepts with high level academic vocabulary

Performance Tasks

Students Deepen and Apply Their Knowledge • Applies daily lesson content and concepts • Increases student understanding

Integrated Projects

Students Adapt Knowledge to Real-World Situations • Requires extended thinking, planning, and reporting • Integrates learning across multiple concepts and standards

w e i v o t e g a p e h t Turn s t s li t a h t x e d n i n a s t r A e g a u g n a L y r eve . n o s s le 3 Grade

Common Core Standards Plus® – Language Arts Grade 3 Lessons

Punctuation (Language Standards: L.3.2b-‐d)

Capitalization

(Language Standards: L.3.2, L.3.2a)

Spelling

(Language Standards – L.3.2e-‐f)

Strand

Lesson Number

1 2 3 4 E1 5 6 7 8

Lesson Focus Ending Rules Ending Rules Adding Suffixes Adding Suffixes Evaluation – Ending Rules and Suffixes

DOK Level

A d o p t e d T e x t b o o k B e s t F i t �

L.3.2e: Use conventional spelling for high-‐frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.2f: Use spelling patterns and generalizations (e.g., word families, position-‐based spelling, syllable patterns, ending rules, meaningful word parts) in writing words.

1-‐2

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L.3.2f: Use spelling patterns and generalizations (e.g., word families, position-‐based spelling, syllable patterns, ending rules, meaningful word parts) in writing words.

1-‐2

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L.3.2a: Capitalize appropriate words in titles.

1-‐2

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L.3.2a: Capitalize appropriate words in titles.

1-‐2

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

1-‐2

Standard(s) Addressed

Compound Words Adding Prefixes Adding Suffixes Word Families

Evaluation – Meaningful Word Parts and Word Families

1 2 3 4 E1

Titles

5 6 7 8 E2

Titles of People

Titles Titles Titles Evaluation – Titles

Titles of People Titles of People Titles of People Evaluation – Titles of People

Pronoun I, Dates, Names of People

Holidays, Product and Geographic Names

Evaluation – Review

Performance Lesson #1 – Capitalization: Writing an Autobiography (L.3.2, L.3.2a)

Commas in Addresses

Evaluation – Commas in Addresses

L.3.2b: Use commas in addresses.

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Common Core Standards Plus® – Language Arts Grade 3 Lessons

Punctuation

(Language Standards: L.3.2b-‐d)

Strand

Lesson Number

5 6 7 8

Grammar and Usage

Standard(s) Addressed

Commas and Quotation Marks in Dialogue Commas and Quotation Marks in Dialogue

A d o p t e d T e x t b o o k B e s t F i t �

Commas and Quotation Marks in Dialogue

L.3.2c: Use commas and quotation marks in dialogue.

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L.3.2d: Form and use possessives.

1-‐2

Evaluation – Commas and Quotation Marks in Dialogue

9 10 11 12 E3

Form and Use Possessives

Performance Lesson #2 – Punctuation: Envelope and Friendly Letter (L.3.2b, L.3.2c, L.3.2d)

Form and Use Possessives Form and Use Possessives Form and Use Possessives Evaluation – Form and Use Possessives

Parts of Speech

Regular and Irregular Plural Nouns

Abstract Nouns

Nouns: Irregular, Regular, Abstract

5 6 7 8

DOK Level

Commas and Quotation Marks in Dialogue

E1 (Language Standards: L.3.1a-‐i)

Lesson Focus

Evaluation – Nouns-‐Irregular, Regular, and Abstract Regular and Irregular Verbs Regular and Irregular Verbs Simple Verb Tenses Simple Verb Tenses

Evaluation – Regular and irregular Verbs, Simple Verb Tenses

9 10 11 12

Subject-‐Verb Agreement

Evaluation – Subject-‐Verb and Pronoun-‐ Antecedent Agreement

13 14 15 16 E4

Comparative Adjectives

Subject-‐Verb Agreement Pronoun-‐Antecedent Agreement Pronoun-‐Antecedent Agreement

Comparative Adjectives Superlative Adjectives Comparative/Superlative Adverbs Evaluation – Adverbs and Adjectives

L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1a, L.3.1b: Form and use regular and irregular plural nouns. L.3.1a, L.3.1c: Use abstract nouns (e.g., childhood).

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1-‐2

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1-‐2

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L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1f: Ensure subject-‐verb agreement and pronoun-‐antecedent agreement.

1-‐2

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L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

1-‐2

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L.3.1a, L.3.1b, L.3.1c

L.3.1a, L.3.1d: Form and use regular and irregular verbs.

L.3.1a, L.3.1d, L.3.1e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Common Core Standards Plus® – Language Arts Grade 3 Lessons Lesson Lesson Strand Number Number

Strand

(Language Standards: L.3.1a-‐i)

Grammar and Usage (Language Standards: L.3.1a-‐i)

Grammar and Usage

18 19 20 E5

Lesson Focus Lesson Focus

DOK

Standard(s) Addressed Standard(s) Addressed Level

A d o p t e d A d o p t e d

DOK T e x t b o o kT e x t b o o k Level B e s t F i t �B e s t F i t �

Compound Sentences and Coordinating Compound Sentences and Coordinating 17 Conjunctions Conjunctions Compound Sentences and Coordinating Compound Sentences and Coordinating L.3.1h: Use coordinating and 18 Conjunctions Conjunctions L.3.1h: Use coordinating and subordinating conjunctions. subordinating conjunctions. Complex Complex Sentences a nd C oordinating Sentences and Coordinating 1-‐2 19 Conjunctions Conjunctions U 1-‐2 i f n fU�i4f�n f � 4 � L.3.1i: Produce compound, and L.3.1i: s imple, Produce simple, compound, and Complex Complex Sentences a nd S ubordinating � Sentences and Subordinating complex sentences. � complex sentences. 20 Conjunctions Conjunctions Evaluation – Compound and Complex Evaluation – Compound and Complex E5 Sentences Sentences Performance Lesson #L3– Grammar and Usage: riting VWaried Sentences Performance esson #3– Grammar and W Usage: riting Varied Sentences 3 3 P3 L(L.3.1a, (L.3.1a, .3.1b, LL.3.1c, L .3.1d, L .3.1e, L .3.1f, L .3.1g, L .3.1h, L .3.1i) .3.1b, L.3.1c, L.3.1d, L.3.1e, L.3.1f, L.3.1g, L.3.1h, L.3.1i)

Integrated Project 1: Where in here the W L.3.1, L.3.1a, L.3.1b, L.3.1c, L.3.1d, L.3.1e, Integrated P#roject #1: W in orld? the W (orld? (L.3.1, L.3.1a, L.3.1b, L.3.1c, L.3.1d, L.3.1e, DOK Level DOK Level L.3.1f, L.3.1g, L.3.1h, L.3.1i, L.3.2, L.3.2a, L.3.2b, L.3.2c, L.3.2d, L.3.2e, L.3.2f, L.3.6, SL.3.1, SL.3.1b, L.3.1f, L.3.1g, L.3.1h, L.3.1i, L.3.2, L.3.2a, L.3.2b, L.3.2c, L.3.2d, L.3.2e, L.3.2f, L.3.6, SL.3.1, SSL.3.1c, L.3.1b, SL.3.1c, SL.3.3, SL.3.4, S L.3.6, W .3.2, W .3.2a, W .3.2b, W .3.4, W .3.5, W .3.6, W .3.7, W .3.8, W .3.10) SL.3.3, SL.3.4, SL.3.6, W.3.2, W.3.2a, W.3.2b, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10)

Prerequisite Common Core Standards Plus Strands: Prerequisite Common Core Standards Plus Strands: Spelling, C apitalization, P unctuation, a nd G rammar & U sage Spelling, Capitalization, Punctuation, and Grammar & Usage

Product: A fully e Adited, brochure with an w oral of the poroduct. Product: fully perint-‐ready dited, print-‐ready brochure ith paresentation n oral presentation f the product.

Overview: In this p Iroject, he students will learn about ontinent. They w ill relate and information Overview: n this ptroject, the students will learn a acbout a continent. They will facts relate facts and information about the c ontinent t hat t hey c hoose t o i nvestigate. T hey w ill c reate a b rochure c omplete w ith t ext, about the continent that they choose to investigate. They will create a brochure complete with text, pictures, and a maap present heir learning. They w ill orally present hat they have learned. You may pictures, nd to a m ap to ptresent their learning. They will orally pwresent what they have learned. You may students). Since this is a tlhis earning choose choose to have tso tudents work individually, in pairs, in or piairs, n small have students work individually, or ign roups small (g3-‐5 roups (3-‐5 students). Since is a learning activity, activity, all components w ill b e c ompleted i n c lass. all components will be completed in class.

Common Core Standards Plus® – Language Arts Grade 3 Lessons Lesson

(Language Standards: L.3.4a-‐c, L.3.5a-‐c)

Vocabulary Acquisition and Use

Knowledge of Language

Strand Number

Reading Literature

g Literature Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7)

Strand

Lesson Focus

Words for Effect

Written vs. Spoken

Standard(s) Addressed

A d o p t e d T e x t b o o k B e s t F i t

L.3.3a: Choose words and phrases for effect. L.3.3b: Recognize and observe differences between the conventions of spoken and written standard English.

Evaluation – Words for Effect and Written vs. Spoken

1 2 3 4 E1

Using Context Clues L.3.4a: Use sentence-‐level context as a clue to the meaning of a word or phrase.

Using Context Clues

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L.3.3a, L.3.3b

Using Context Clues Using Context Clues

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Evaluation – Using Context Clues

Affixes

Root Words

E2 9 10 11

DOK Level

L.3.4b: 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). L.3.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Evaluation – Roots and Affixes

L.3.4b, L.3.4c

Literal and Nonliteral Meanings

L.3.5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). L.3.5b: Identify real-‐life connections between words and their use (e.g., describe people who are friendly or helpful).

Literal and Nonliteral Meanings Word Connections

Word Connections Common Core Standards Plus® – Language Arts – Grade 3 Evaluation – Literal and Nonliteral L.3.5a, L.3.5b E3 Meanings; Word Connections Lesson Focus Standard(s)

Student Page

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DOK Level

Shades of Meaning 13 Parts of Stories 131 5 L.3.5c: D istinguish s hades RL.3.5: Refer to parts of stories, dramas, 132 of meaning 6 Shades of Meaning 14 Parts of Dramas and poems when writing or speaking among related words that describe states Opu� about a text, using terms such as chapter, 133 1‐2 7 of mind or degrees of certainty (e.g., Shades of Meaning 1-‐2 15 Parts of a Poem scene, and stanza; describe how each D p wfsfe� knew, b elieved, s uspected, h eard, 134 8 Parts of a Poem successive part builds on earlier sections. 16 Word Relationships jn� wondered). 135 E2 Evaluation – Stories, Poems, and Dramas U f y u cppl� E4 Evaluation – Shades of Meaning 137 9 Illustration and Mood Performance Lesson #4– Vocabulary Acquisition and Use: Context and Word RL.3.7: Explain how specific aspects of a 138 10 3 P4 Illustration and Setting text’s illustration contribute to what is Relationships (L.3.4a, L.3.4b, L.3.4c. L.3.5a, L.3.5b, L.3.5c) conveyed by the words in the story (e.g., 139 1‐2 11 Illustration and Character create mood, emphasize aspects of a Understanding Text, Character Traits, & Actions 1 Illustrations 12 character or setting.) RL.3.1: Ask and answer 140 questions to demonstrate u nderstanding of a text, Evaluation – Illustrations 141 E3 2 Understanding Text, Character Traits, & Actions

referring to the text as the basis for the Performance – Reading Literature: Character Study and Comic Strip (RL.3.1, RL.3.3, 143‐146

Understanding Text, Character Traits, & Actions answers. 3 RL.3.5, RL.3.7) Uifnf�7� RL.3.3: Describe the characters in a story 1-‐2 RL.3.2: Recount stories, including fables, Fables, Folktales, Myths, and Word Meanings 147 13 folktales, and myths from diverse cultures: Understanding Text, Character Traits, & Actions (e.g., their traits, motivations or feelings) 4 Fables, Folktales, and Myths 14 determine the central message, lesson, or and explain how their a148 ctions contribute Evaluation – Understanding Text, moral, and explain how it is conveyed Character to the sequence of events. 149 1‐2 15 through key details in the text. E1 Fables, Folktales, and Myths Traits, and Actions RL.3.4: Determine the meaning of words 150 16 Fables, Folktales, and Myths and phrases as they are used in a text, distinguishing literal from nonliteral language.

Evaluation – Fables, Folktales, Myths, and Vocabulary

17 18

Point of View

153

Point of View

154

151

Common Core Standards Plus® – Language Arts – Grade 3 Common Core Standards Plus® – Language Arts Grade 3 Lessons Strand Lesson Focus

Student Page

Standard(s)

DOK Level

A d o p t e dA d o p t e d131 5 Parts of Stories DOK DOK T e x t b o o Tk e x t b o o k Lesson FLesson ocus Focus Standard(s) Standard(s) Addressed Addressed Level Level B e s t F i t B e s t F i t RL.3.5: Refer to parts of stories, dramas, 132 6 Parts of Dramas and poems when writing or speaking Parts Stories of Stories 5 of Parts 133 1‐2 RL.3.5: RRL.3.5: efer to about a text, using terms such as chapter, p Rarts efer otf o stories, parts of stories, 7 Parts of a Poem Parts Dramas of Dramas 6 of Parts dramas, adramas, nd poems and when poems writing when or writing or scene, and stanza; describe how each Parts of a Poem speaking speaking about successive part builds on earlier sections. a text, about using a text, terms using such terms such f n fU �i 7f�n f �134 7� Parts a Poem of a Poem 1-‐2 U i1-‐2 7 8 of Parts as chapter, as sccene, hapter, and scene, stanza; and describe stanza; describe how e ach how s uccessive e ach s uccessive p art b uilds p art o n b uilds o n 135 E2 of Parts Parts a Evaluation – Stories, Poems, and Dramas Poem of a Poem 8

Lesson Lesson

Strand Strand Number Number

(Reading Literature Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7)

5 6 7 8 E2

Reading Literature

9 10 11 12 E3

13 14 15 16 E4

17 18 19 20 E5

earlier sections. earlier sections.

Evaluation – Stories, – SPtories, oems, aPnd oems, Dramas and Dramas Illustration and Mood E2 9 Evaluation Illustration and Mood and Mood 9 Illustration and Setting 10 Illustration Illustration and Setting and Setting 10 Illustration

11 Illustration and Character 12 Illustrations Illustrations 12 Illustrations E3 Evaluation – Illustrations Evaluation – Illustrations – Illustrations E3 Evaluation Illustration and Character and Character 11 Illustration

137

RL.3.7: Explain how specific aspects of a 138 RL.3.7: Explain RL.3.7: text’s illustration contribute to what is h ow Explain specific how aspects specific oaf spects a of a 139 text’s illustration contribute to what is to what is text’s iconveyed by the words in the story (e.g., llustration contribute create mood, emphasize aspects of a conveyed conveyed by the words in twhe story by the ords in the story 1-‐2 1-‐2 (e.g., create mood, emphasize aspects aspects U i f n fU �i 7f�n f �140 (e.g., ccharacter or setting.) reate mood, emphasize 7� of a character r setting.) of a coharacter or setting.)

141

Performance – Reading Literature: Character Study and Comic Strip (RL.3.1, RL.3.3, Performance Lesson #Lesson 5 – Reading #5 – RLeading iterature: Literature: Character Character Study and Study Comic and Comic 143‐146 P5 Performance 3 3 P5 RL.3.5, RL.3.7) Strip (RL.3.1, Strip R(RL.3.1, L.3.3, RRL.3.5, L.3.3, RRL.3.7) L.3.5, RL.3.7) RL.3.2: RRL.3.2: ecount sRtories, ecount including stories, including RL.3.2: Recount stories, including fables, Fables, Folktales, Myths, and Word Meanings 147 13 FFables, Fables, olktales, Folktales, Myths, aM nd yths, Word and MW eanings ord Meanings

13 Fables, Folktales, and Myths Fables, olktales, Folktales, and Myths and Myths 14 FFables, 14 Fables, olktales, Folktales, and Myths and Myths 15 Fables, Folktales, and Myths 15 FFables, Fables, olktales, Folktales, and Myths and Myths 16 Fables, Folktales, and Myths 16 FFables,

fables, folktales, fables, folktales, and myths from diverse cultures: faolktales, nd myths and from myths diverse from diverse cultures: d etermine the central cultures: determine the central 148 determine the central message, lesson, or message, message, lesson, or lesson, moral, oar nd explain moral, and explain moral, and explain how it is conveyed how it is chow onveyed hrough ktey details it is ctonveyed hrough key details f n fU �i 7f�n f �149 7� through key details in the text. 1-‐2 U i1-‐2 in the text. in the text. RL.3.4: Determine the meaning of words RL.3.4: DRL.3.4: etermine the meaning Determine the o mf eaning of 150 and phrases as they are used in a text, words and phrases they are sed ian re a used in a words and aps hrases as uthey Evaluation Evaluation – Fables, – FFolktales, ables, Folktales, Myths, aM nd yths, atext, nd distinguishing literal from istinguishing literal from Evaluation – Fables, Folktales, Myths, and text, ddistinguishing literal from nonliteral E4 Vocabulary Vocabulary 151 nonliteral nonliteral language. l anguage. language.

1‐2

Vocabulary

Point View of View 17 of Point

153 17 Point of View RL.3.6: DRL.3.6: istinguish Distinguish their own their point own of point of 154 18 Point of View view from view that from oRL.3.6: Distinguish their own point of view f the that narrator of the onr arrator those or 1-‐2 those 1-‐2 Point View of View 19 of Point of the characters. of the from that of the narrator or those of the characters. Point of View 1‐2 U i f n fU �i 7f�n f �155 7� 19 of Point Point View of View 20 characters. Point of View 156 20 Evaluation Evaluation – Point o–f PVoint iew of View E5 Performance Performance Lesson #Lesson 6– Reading #6– RLeading iterature: Literature: Point o f PVoint iew oM f V ovie iew PM oster ovie Poster Evaluation – Point of View 157 E5 3 3 P6 (RL.3.2, P6 RL.3.4, RL.3.6) (RL.3.2, L.3.4, RL.3.6) P6 Performance – Reading Literature: Point of View Movie Poster (RL.3.2, RL.3.4, RL.3.6) 159‐162 3 Point View of View 18 of Point

Integrated Project # 2: The Play’s the Thing (RL.3.1, RL.3.2, RL.3.3 RL.3.4, RL.3.5, RL.3.6, RL.3.10,

Integrated Integrated Project P roject #2: The #2: Play’s The tPhe lay’s Thing the (TRL.3.1, hing R(RL.3.1, L.3.2, RRL.3.3 L.3.2, RL.3.4, RL.3.3 RRL.3.5, L.3.4, RRL.3.6, L.3.5, RRL.3.10, L.3.6, RL.3.10, 163‐169 DOK Level DOK Level L.3.1, L.3.2, L.3.3, L.3.3a, L.3.3b, L.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.5, L.3.5a, L.3.5b, L.3.5c, L.3.6, SL.3.1, SL.3.1b, L.3.1, L.3.2, L.3.1, L.3.3, L.3.2, L.3.3a, L.3.3, LL.3.3b, .3.3a, LL.3.4, .3.3b, L.3.4a, L.3.4, LL.3.4b, .3.4a, LL.3.4c, .3.4b, L.3.5, L.3.4c, L.3.5a, L.3.5, LL.3.5b, .3.5a, LL.3.5c, .3.5b, L.3.6, L.3.5c, SL.3.1, L.3.6, SL.3.1b, SL.3.1, SL.3.1b, SL.3.1c, SL.3.4, SL.3.6, W.3.3, W.3.3a, W.3.3b, W.3.3c, W.3.4, W.3.5, W.3.6, W.3.10) SL.3.1c, SSL.3.1c, L.3.4, SL.3.6, SL.3.4, WS.3.3, L.3.6, WW.3.3a, .3.3, W.3.3a, .3.3b, W.3.3b, .3.3c, W.3.4, .3.3c, WW.3.5, .3.4, WW.3.6, .3.5, WW.3.10) .3.6, W.3.10)

Prerequisite Common Core Standards Plus Strands: Prerequisite Prerequisite Common Common Core Standards Core Standards Plus Strands: Plus Strands: Knowledge of Language, Vocabulary Acquisition and Use, and Reading Literature Knowledge Knowledge of Language, of Language, Vocabulary Vocabulary Acquisition Acquisition and Use, and and Use, Reading and RLeading iterature Literature

Product: Writing and performing an original play. Product: Product: Writing W and riting performing and performing an original an opriginal lay. play.

Overview: In this project, the students will choose one of the following tales to rewrite as a play: Overview: Overview: In this p Iroject, n this ptroject, he students the students will choose will cohoose ne of tohe ne following of the following tales to trales ewrite to raewrite s a play: as a play: The Three Little Pigs, Jack and the Beanstalk, Goldilocks and the Three Bears, Town Mouse and Country • The •Three The Little Three Pigs, Little Jack Pigs, and Jack the aBnd eanstalk, the Beanstalk, Goldilocks Goldilocks and the aTnd hree the Bears, Three TBown ears, MTouse own aMnd Country ouse and Country Mouse, Mouse, LMouse, Little Red Riding Hood, or The Tortoise and the Hare ittle Red Riding r ood, The Toortoise nd the aHnd are Little Red HRood, iding oH r The Taortoise the Hare The students will work in w groups re-‐write, stage, asnd present he tale tahe s at ale play. tale waith just The students will ork in tgo roups to re-‐write, tage, and ptresent as aIf pthey lay. c Ihoose f they cahoose tale with just The students will work in groups to re‐write, stage, and present the tale as a play. If they choose a tale with just two two characters, they will need to naeed dd m ore characters two characters, they will to add more characters and/or a nd/or narrator a narrator to provide to perovide ach group each mgember roup mw ember ith a role. with a role. characters, they will need to add more characters and/or a narrator to provide each group member with a role. The The g roup s ize m ust m atch t he n umber o f r oles i n t he p lay. S ince t his i s a l earning a ctivity, a ll c omponents The group s ize m ust m atch t he n umber o f r oles i n t he p lay. S ince t his i s a l earning a ctivity, a ll c omponents w ill b e will be group size must match the number of roles in the play. Since this is a learning activity, all components will be completed i n c lass. completed i n c lass. completed in class. 10

Common Core Standards Plus® – Language Arts Grade 3 Lessons Strand Number

Reading Informational Text

(Reading Informational Text Standards: RI.3.1, RI.3.2, RI.3.3, RI.3.5, RI.3.6, RI.3.7, RI.3.8)

Lesson

Lesson Focus

Understanding Text

Understanding Text and Using Sequence Words

Understanding Text and Cause and Effect

Understanding Text and Steps in a Text

Standard(s) Addressed 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.3.1, 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.

Evaluation – Understanding Text and Relationships

Performance Lesson #7 – Reading Informational Text: Literal and Inferred Questions (RI.3.1, RI.3.3)

5 6 7 8

DOK Level

A d o p t e d T e x t b o o k B e s t F i t

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RI.3.1, RI.3.3

Main Ideas and Supporting Details Main Ideas and Supporting Details Main Ideas and Supporting Details Main Ideas and Supporting Details

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

Evaluation – Main Ideas and Supporting Details

Performance Lesson #8 – Reading Informational Text: Main Idea Graphic Organizer and Poster (RI.3.2)

Point of View

Text Connections

Evaluation – Point of View and Text Connections

13 14 15 16 E4

Text Features

Performance Lesson #9 – Reading Informational Text: Point of View and Text Connections (RI.3.5, RI.3.6, RI.3.8)

Using Illustrations

Evaluation – Using Illustrations

Text Features Search Tools Search Tools

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

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RI.3.6, RI.3.8

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

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Evaluation – Text Features and Search Tools

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).

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Common Core Standards Plus® – Language Arts Grade 3 Lessons

Writing

(Writing Standards: W.3.1, W.3.1a-‐d, W.3.2, W.3.2a-‐d, W.3.3, W.3.3a-‐d)

Lesson

Standard(s) Addressed

Opinion Pieces – Supporting Reasons

W.3.1a: Introduce the topic or text they are writing about; state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion.

Opinion Pieces – Topic Sentences and Supporting Reasons

W.3.1a, W.3.1b, W.3.1d: Provide a concluding statement or section.

W.3.1a, W.3.1b, W.3.1c: Use linking words and phrases (e.g., because, Opinion Pieces – Linking Words and Phrases therefore, since, for example) to connect opinion and reasons. W.3.1d

Opinion Pieces – Paragraphs

Evaluation -‐ Opinion Pieces Opinion Pieces – Expanding Ideas

Opinion Pieces – Expanding Ideas

Opinion Pieces – Linking Words and Phrases W.3.1a, W.3.1b, W.3.1c

Opinion Pieces – Concluding Paragraph

E2 P10 9

1-‐2

Uifnf�5� W.3.1a, W.3.1b, W.3.1c, W.3.1d

Evaluation – Opinion Pieces

Performance Lesson #10 – Writing: Opinion – The Best Super Power (W.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d)

Informative/Explanatory Texts – Topic Sentence and Illustrations

11 12

Informative/Explanatory Texts – Paragraph

Evaluation – Informative/Explanatory Texts

Informative/Explanatory Texts – Linking Words and Phrases Informative/Explanatory Texts – Expanding Ideas Informative/Explanatory Texts – Linking Words and Phrases

Informative/Explanatory Texts – Conclusions

Evaluation – Informative/Explanatory Texts

P11

Adopted Textbook Best Fit

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W.3.1a, W.3.1b, W.3.1c, W.3.1d

Informative/Explanatory Texts – Topic Sentence and Details Informative/Explanatory Texts – Details, Illustrations, and Conclusions

DOK Level

W.3.1a, W.3.1b, W.3.1c, W.3.1d

Lesson Focus

Lessons provided as samples. See pages 16-41.

Strand Number

W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2a, W.3.2b: Develop the topic with facts, definitions, and details.

1-‐2 Uifnf�5� W.3.2a, W.3.2b, W.3.2d: Provide a concluding statement or section.

W.3.2a, W.3.2b, W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d

Performance Lesson #11 – Writing: Informative/Explanatory – Compare 2nd and 3rd Grade (W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d)

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Common Core Standards Plus® – Language Arts Grade 3 Lessons

18 19

DOK

Standard(s) AStandard(s) ddressed Addressed Level

Adopted DOK Textbook Best FLevel it

W.3.3a: Establish a situation and a situation and W.3.3a: Establish introduce a narrator a nd/or introduce a narrator and/or characters; organize an event characters; organize an event Narrative – Introduction Narrative Texts – Introduction sequence that unfolds naturally. 18 Texts sequence that unfolds naturally. W.3.3a, W.3.3c: Use temporal W.3.3a, W.3.3c: Use temporal Narrative Texts – Temporal W–ords and Words and Narrative Texts Temporal Uifnf�5� words a nd p hrases to asnd ignal event to s1-‐2 words phrases ignal event 19 1-‐2 Phrases Phrases order. order. W.3.3d: Provide a sense of W.3.3d: Provide a sense of Narrative – Conclusions Narrative Texts – Conclusions closure. 20 Texts closure.

Adopted Textbook Best Fit

Narrative – Story M ap – Story Map Narrative Texts 17 Texts

Writing

Lesson Focus Lesson Focus

(Writing Standards: W.3.1, W.3.1a-‐d, W.3.2, W.3.2a-‐d, W.3.3, W.3.3a-‐d)

Writing

(Writing Standards: W.3.1, W.3.1a-‐d, W.3.2, W.3.2a-‐d, W.3.3, W.3.3a-‐d)

Strand Lesson Lesson Strand

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Evaluation arrative Texts – Narrative Texts E5 – NEvaluation

Narrative Texts – Thoughts, Actions, and Actions, and Narrative Texts – Thoughts, 21 Feelings Feelings W.3.3b: Use dW.3.3b: ialogue a U nd se dialogue and Narrative – Character Development Narrative Texts – Character Development 22 Texts descriptions of descriptions actions, thoughts, of actions, thoughts, and feelings to and develop f eelings t o develop 1-‐2 Narrative – Using D ialogue 1-‐2 Narrative Texts – Using Dialogue experiences and 23 Texts events or sahow experiences nd events or show Uifnf�5� Uifnf�5� the response othe f characters t o response of characters to Narrative – Using D ialogue Narrative Texts – Using Dialogue situations. situations. 24 Texts

Evaluation arrative Texts – Narrative Texts E6 – NEvaluation

22 23

P12

W.3.3a, W.3.3c, W.3.3d W.3.3a, W.3.3c, W.3.3d

Performance Performance Lesson #12 – LW riting: Narrative – R ewriting a –F airy Tale a Fairy Tale esson #12 – Writing: Narrative Rewriting 3 (W.3.3, P12 W.3.3a, W.3.3b, W.3.3c, W.3.3d) (W.3.3, W.3.3a, W.3.3b, W.3.3c, W.3.3d)

RI.3.6, RI.3.7, RI.3.8, RI.3.10, L.3.1, L.3.2, L.3.6, SL.3.1, SL.3.1b, SL.3.1c, SL.3.3, SL.3.4, SL.3.6, W.3.1, W.3.1a, 4 W.3.1b, W.3.1c, W.3.1d, W.3.2, .3.2a, .3.2b, W.3.2c, W.3.2d, W.3.4, .3.5, W .3.8, W.3.10) W.3.1b, W.3.1c, WW .3.1d, WW .3.2, W.3.2a, W.3.2b, W.3.2c, WW .3.2d, W.3.6, .3.4, W W.3.7, .3.5, W W.3.8, .3.6, W W.3.10) .3.7, W

Prerequisite Prerequisite Common Core Standards Strands: Strands: Common Core PSlus tandards Plus Reading Informational T ext a nd W riting Reading Informational Text and Writing

Project provided as a sample. See pages 42-51.

Integrated Integrated Project #3: P roject Earth’s Destructive Forces (RI.3.1, RI.3.2, (RRI.3.1, I.3.3, RRI.3.4, #3: Earth’s Destructive Forces I.3.2, RRI.3.5, I.3.3, RI.3.4, DOK RI.3.5, Level DOK Level RI.3.6, RI.3.7, RI.3.8, RI.3.10, L.3.1, L.3.2, L.3.6, SL.3.1, SL.3.1b, SL.3.1c, SL.3.3, SL.3.4, SL.3.6, W.3.1, W.3.1a, 4

Product: Researching, riting, and w presenting a natural phenomenon that can be dthat estructive. Product: Rw esearching, riting, and apbout resenting about a natural phenomenon can be destructive.

Overview: TOverview: he students will students investigate ne of the following: The will oinvestigate one of the following: • Earthquakes, G laciers, F loods, T sunamis, V olcanos, Tornados, or TH urricanes • Earthquakes, Glaciers, Floods, Tsunamis, Volcanos, ornados, or Hurricanes They will write and present n opral report visual waith id (aposter) bout what tahey have learned. They They will write aand resent an woith ral areport visual aaid (poster) bout what they have learned. They may write either a n o pinion p iece t hat t ells w hy t he t opic t hey c hose i s t he m ost d estructive f orce o n E arth may write either an opinion piece that tells why the topic they chose is the most destructive force on Earth or an informative/explanatory p iece t hat t eaches t he a udience a bout t he t opic. S ince t his i s a l earning or an informative/explanatory piece that teaches the audience about the topic. Since this is a learning activity, all cactivity, omponents ill be completed class. all cw omponents will be in completed in class.

Constructed & Selected Response Daily Lessons and Evaluations Students Learn Essential Common Core Knowledge â&#x20AC;˘ Direct Instruction lessons written directly to the Common Core â&#x20AC;˘ Teach Common Core content and concepts with high level academic vocabulary

D O K L e v e ls 1 - 2 ly t r e v o e b o t D e s ig n e d . d e n ig s s a t o n , t taugh

S a m p le le s s o n s a r e on pages 16-23 & 26-33 . S a m p le e v a lu a t io n s a r e on pages 24-25 & 34-35 .

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Supporting Reasons

Lesson: #1

Lesson Objective: Students will be able to recognize an opinion piece and list reasons to support the opinion. Introduction: Students will discuss how to support an opinion when writing an opinion piece. Instruction: “Look at the top of your page. Today we begin practicing the steps in writing an opinion piece. An opinion piece tells how you feel about a topic. The piece is about your feelings or opinions about something. If a boy says football is more fun than dodge ball, what is his opinion about football versus dodge ball? (Football is more fun.) Does everyone feel that football is better than dodge ball? (No.) It’s the boy’s opinion. If we asked the boy why he likes football better than dodge ball, what reasons could he have?” (Have students give reasons.) Examples: Football takes more skill. Football has teams. Football lets me play different positions. “When you write an opinion piece, you must support your opinion with reasons why you have that opinion.” Guided Practice: “Look at the example on your page. Read the sentences aloud. Which sentence tells an opinion? (The Pittsburgh Steelers is the name of the best team in the NFL.) Why is this an opinion? (Allow students to respond.) Does everyone feel the Steelers are the best team? (No.)” “Look at the reasons that support the opinion that they are the best team. (Discuss.) Because of these reasons, the writer believes the Steelers are the best team.” Independent Practice: “Read the opinion sentence. Then write three reasons to support that opinion.” Review: Have students share different opinions about why summer vacation is important. Check for understanding of opinion. Closure: “What type of information does a writer include in an opinion piece?” Answers:

Answers will vary, but may include: time to relax, having fun, time away from school, time with family, etc.

Student Page Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Supporting Reasons

Lesson: #1

Writing how you feel about a topic is called an opinion. Example: The Pittsburgh Steelers is the name of a football team. The Pittsburgh Steelers is the name of the best team in the NFL. Reasons to support the opinion:  They have been in the Super Bowl eight times.  They have won more Super Bowl games than any other team.  Steeler fans will travel all over to watch their team play. Directions: Read the sentence below. Then give three reasons to support your opinion. Opinion: Summer vacation is important to students. Reasons: 1. ________________________________________________________________ ________________________________________________________________ 2. ________________________________________________________________ ________________________________________________________________ 3. ________________________________________________________________ ________________________________________________________________

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Topic Sentences & Supporting Reasons

Lesson: #2

Lesson Objective: Students will recognize that a topic sentence states the opinion in an opinion piece and is followed by reasons to support that opinion. Introduction: This lesson teaches students how to begin an opinion piece with a topic sentence that states the opinion. Instruction: “Look at the top of your page. Today we will practice recognizing a topic sentence that has an opinion and the reasons that support that opinion. The sentence that tells what a paragraph or paper will be about is called the topic sentence. The topic sentence in an opinion piece will state your opinion about that topic. When a reader reads an opinion piece, the topic sentence usually comes first and should tell the reader what the piece is about and state the writer’s opinion about the topic. Today we will practice recognizing a topic sentence with an opinion and the reasons that support the opinion.” Guided Practice: “Look at the example at the top of your page. Follow along while I read the paragraph. (Read the paragraph.) The first sentence will tell you the topic of the paragraph. What is the topic of the paragraph? In an opinion paragraph the topic sentence also tells the opinion. What is the writer’s opinion about dog parks in Springfield? What reasons does the writer give that dog parks are needed? How many reasons does the writer give to support the opinion? Circle the topic sentence and underline the reasons that support the topic.” Independent Practice: “Read the next paragraph on your page. For this paragraph, you will identify the topic sentence and opinion sentences that support the opinion. On the lines provided, write the topic sentence. Write three reasons that support the opinion stated in the topic sentence.” Review: Ask students to share what they identified as the opinion in the topic sentence. Ask them to share the reasons given to support the opinion. Closure: “Where is the opinion first stated in an opinion piece? (Topic sentence.) What follows the topic sentence?” (Reasons that support the opinion.) Answers:

1. Topic Sentence: Watching too much television is not good for you. 2. A. Television takes away from time that you can play. B. It keeps you from getting homework or chores done. C. It keeps you from getting exercise. Common Core Standards Plus® is not licensed for duplication. Copying is illegal. © 2013 Learning Plus Associates

Student Page Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Topic Sentences & Supporting Reasons

Lesson: #2

In an opinion piece, the topic sentence introduces the writer’s opinion. Directions: 1. Circle the topic sentence in the paragraph below. 2. Underline the reasons that support the topic sentence. Example:

The city of Springfield needs dog parks. For example, we need dog parks so

dogs have big places to play with their owners. It would also give dogs a chance to play with other dogs, because many people would bring their dogs to the park. Lastly, dog parks are a way to make the city more beautiful. For all of these reasons, we need dog parks in Springfield.

Directions: Read the paragraph below. On the lines provided, write the topic sentence that states the opinion. Write three reasons that support the opinion in the topic sentence. Watching too much television is not good for you. Television takes away from time that you can play. It keeps you from getting homework or chores done. It keeps you from getting exercise. 1. Topic Sentence: __________________________________________________________ __________________________________________________________ 2. Reasons to support the opinion in the topic sentence: A. _____________________________________________________ B. _____________________________________________________ C. _____________________________________________________

Teacher Lesson Plan Common Core Standards Plus® - Language Arts – Grade 3

Strand: Writing Opinion

Focus: Linking Words and Phrases

Lesson: #3

Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Lesson Objective: Students will recognize a topic sentence with an opinion, reasons that support the opinion, and a concluding sentence. Students will use linking words or phrases. Introduction: Students will work with paragraphs to determine which linking words or phrases can be used to connect opinions and reasons. Instruction: “Look at the top of your page. Certain words or phrases, such as for example connect our ideas to make them flow together. These are called linking words and phrases. Some examples of linking words are because, also, therefore, since, for example, another, next, lastly. These words connect one idea to another and connect opinions and reasons.” “Look at Example 1 at the top of your page. We’ve already worked with this paragraph when we talked about a topic sentence in an opinion piece. The linking words and phrases are underlined; a phrase has more than one word. For example is a phrase. Listen as I read the paragraph aloud. (Read aloud.) Using linking words or phrases helps one idea flow into the next idea and connects opinions and reasons.” Guided Practice: “Look at Example 2. This paragraph has blank spaces where you need to write a linking word or phrase. The topic sentence states the opinion and the sentences that follow support that opinion. As we read the paragraph, decide which linking word or phrase works best in the sentence. Raise your hand if you have an idea which linking word or phrase should go in the blank. Will more than one linking word fit in the first blank? (Because, Since) Which words fit the next blank? (also, therefore) Which words fit in the last blank? (therefore, also) Independent Practice: Read the directions with students. “Make sure the linking words or phrases you choose make sense in the blank.” Review: Review answers. Closure: “What is the job of linking words or phrases in a paragraph?” Answers:

Answers will vary. 1. since or because 2. also 3. since or because 4. Also, Lastly, Therefore Common Core Standards Plus® is not licensed for duplication. Copying is illegal. © 2013 Learning Plus Associates

Student Page Common Core Standards Plus® - Language Arts – Grade 3

Strand: Writing Opinion

Focus: Linking Words and Phrases

Lesson: #3

Linking words and phrases connect opinions and reasons. Linking Words: because

also

therefore

since

for example

another

lastly

Example 1: The city of Springfield needs dog parks. For example, we need dog parks so dogs have big areas to play with their owners. It would also give dogs a chance to play with other dogs, because many people would bring their dogs to the park. Lastly, dog parks are a way to make the city more beautiful. For all of these reasons, we need dog parks in Springfield. Example 2: Bike riding is a great family activity. _________ bike riding is a physical activity, it is good exercise. Bike riding __________ brings a family together when they ride. Bike riding gives family members time to talk; _______________, it is a good thing for families to do together. These are some reasons biking is such a great family pastime. Directions: Fill in the blanks with linking words and phrases that make sense and connect ideas with the paragraph provided. Winter is the best time of year ______________ there is snow and you can make snowmen. Winter is __________ the best time _____________ the snow makes it possible for us to have snowball fights. ______________, winter is awesome because we have two weeks off from school to celebrate the holidays with our family members. All of these reasons make winter my favorite time of year.

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Paragraphs

Lesson: #4

Writing Standards: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section.

Lesson Objective: Students will recognize a topic sentence with an opinion and identify reasons that support the opinion. Students will also identify a concluding sentence. Introduction: Students will learn that a concluding sentence includes the opinion from the topic sentence and restates the opinion a little differently from the topic sentence. Instruction: “Look at the top of your page. Remember a topic sentence in an opinion piece includes the topic the piece will be about and the writer’s opinion of that topic. The topic sentence is followed by the reasons that support the opinion. Today you will learn how to complete your opinion piece with a concluding sentence. A concluding sentence is the final opinion that ties the paper together. A concluding sentence lets the reader know that the writer is finished with the idea. Concluding sentences should include your topic and restate your opinion in words that are a little different from your original topic sentence.” Guided Practice: “Look at the example paragraph at the top of your page while I read it aloud. (Read aloud.) Who would like to read the concluding sentence? What makes it a concluding sentence? The concluding sentence ties the piece together. It restates the topic (new equipment for Wilson Park) and the opinion that the equipment is in bad shape. The words change a little bit from the topic sentence, but it is saying the same thing. Now reread the paragraph and follow the directions.” Independent Practice: “Read the next paragraph on your page and follow the directions. On the lines provided write the topic sentence that states the opinion. Write the reasons that support the opinion, and then write the concluding sentence.” Review: Ask students to share what the opinion is in the topic sentence and how the concluding sentence restates the reasons why the opinion is supported. Closure: “What should a good concluding sentence do?” Answers:

1. Recess is an important part of the day. 2. A. It’s a time when students can relax. B. They can play games. C. They can visit with friends. 3. Recess is important because it gives students a break from work and time to play, relax, or visit. Common Core Standards Plus® is not licensed for duplication. Copying is illegal. © 2013 Learning Plus Associates

Student Page Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Paragraphs

Lesson: #4

A concluding sentence restates the topic and ties together all of the reasons that support the opinion. Directions: 1. Circle the topic sentence that states the opinion. 2. Underline the reasons that support the opinion in the topic sentence. 3. Circle the concluding sentence. Example: Our city needs new playground equipment at Wilson Park. Some of the equipment at the park is broken. Some bars on the monkey bars are missing. The slides are cracked and not smooth. Wilson Park needs new playground equipment because most of the equipment is in poor shape and needs to be replaced. Directions: Read the paragraph. On the lines provided write the topic sentence that states the opinion. Then write the reasons that support the opinion. Finally, write the concluding sentence. Recess is an important part of the school day. It’s a time when students can relax. They can play games. They can visit with friends. Recess is important because it gives students a break from work and time to play, relax, or visit. 1. Topic Sentence: __________________________________________________________ __________________________________________________________ 2. Reasons that support the opinion: A. ________________________________________________________ B. ________________________________________________________ C. ________________________________________________________ 3. Concluding Sentence: __________________________________________ ___________________________________________________________

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Topic: Writing Opinion

Focus: Opinion Pieces

Evaluation: #1

The weekly evaluation may be used in the following ways:  As a formative assessment of the students’ progress.  As an additional opportunity to reinforce the vocabulary, concepts, and knowledge presented during the week of instruction. Standard: W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section. Procedure: Read the directions aloud and ensure that students understand how to respond to each item.  If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.  If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice. Review: Review the correct answers with students as soon as they are finished. Answers:

Answers will vary. 1. (W.3.1a-d) Possible answers include: Because, also, Lastly. 2. (W.3.1a-d) B

a s a s n o i t Use Evalua ssessment a e v i t a m r . fo n o s s e l l a n o i t i d d a n a or 24

Student Page Common Core Standards Plus® – Language Arts – Grade 3

Topic: Writing Opinion

Focus: Opinion Pieces

Evaluation: #1

Opinion: Writing how you feel about a topic.  In an opinion piece, the topic sentence introduces the writer’s opinion.  Reasons support the writers opinion.  A concluding sentence restates the topic and ties together all of the reasons that support the opinion.  Linking words and phrases connect opinions and reasons. Directions: Below you will see linking words and phrases, a topic sentence that states an opinion, and reasons for the opinion. Use the linking words and fill in the blanks in the reason sentences. Linking words or phrases: because

also

therefore

since

for example

another

lastly

1. Topic Sentence: Teachers should let students listen to music in the classroom. Reasons that support the opinion: ______________ music is relaxing, it helps students concentrate. Music ______________ helps some students behave better. ______________, music puts students in a good mood. Directions: Circle the best concluding sentence. 2. Circle the best concluding sentence: A. Letting students listen to music in class might put them to sleep. B. Letting students listen to music in class makes school more enjoyable. C. Music in school is not a good idea because it is so noisy.

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Expanding Ideas

Lesson: #5

Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section.

Lesson Objective: Students will expand an opinion topic sentence and supporting sentences into body paragraphs. Introduction: “Last week we practiced parts of the writing process for opinion pieces. What do we know about the topic sentence for an opinion piece? What do we use to support the topic sentence? What are examples of words we can use to link our ideas together? What kind of sentence do we use to tie up a paragraph or argument?” Instruction: “Last week you used reason sentences in a paragraph to support your topic sentence. Today we will expand reason sentences to help you write a longer opinion paper. When we expand reason sentences to create more paragraphs, each reason sentence will become the first sentence of a new paragraph. Look at the top of your page while I read paragraph 1.” Guided Practice: “The topic sentence is The city of Springfield needs dog parks. That sentence is followed by reasons to support that opinion. The sentences are numbered 1, 2, 3, 4, 5. Read the first reason sentence. It is marked number 2. Now look at paragraph 2. To expand paragraph 2, you take the first reason sentence and rewrite it as the first sentence of the next paragraph. Change the sentence slightly so it is different but still says the same thing. Now listen as I read the first sentence of paragraph 2. It says the same thing but slightly different. As I read, listen to the sentences that support the first sentence in paragraph 2. (Read.) These sentences give reasons why a big dog park is a good idea. Look at paragraph 3 in the example. This paragraph begins with the third sentence from paragraph 1. It is written in a slightly different way but means the same thing. Together, let’s come up with three reasons that tell why it might be good for dogs to play with other dogs.” Allow students to give reasons. Model how to turn those reasons into sentences to add to paragraph 3. Independent Practice: “Complete paragraph 4 by adding reasons that support your opinion. Notice that paragraph 4 supports the reason offered in sentence 4 from the first paragraph. Remember to write your reasons in complete sentences.” Review: Have students share their sentences. Check to see that the information they write for paragraph 4 is all about how a dog park would make the city beautiful. Closure: “How do we take sentences from a paragraph and expand them to write an essay?” Answers: 26

Student Page Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Expanding Ideas

Lesson: #5

Paragraph 1: 1The city of Springfield needs dog parks. 2We need dog parks so dogs will have big areas to play with their owners. 3Since many people would bring their dogs to a dog park, it would also give dogs a chance to play with other dogs. 4Lastly, dog parks are a way to make the city more beautiful. 5For all of these reasons, we need dog parks in Springfield. Paragraph 2: 1Since a dog park would be large, dog owners could bring their dogs there to play. 2A dog park could have hills, sidewalks, and big areas of grass. 3 Another reason a dog park would be good for owners is because the dog owners could walk their dogs there. 4With all that space at the park, owners could even throw balls to their dogs, or just let their dogs run free in the park. Example: Paragraph 3: other dogs.

If other owners brought their dogs to the park, dogs could play with

Sentence 2 (Reason): ______________________________________________ Sentence 3 (Reason): ______________________________________________ Sentence 4 (Reason): ______________________________________________ Directions: Complete paragraph 4 by adding reasons that support the topic sentence below. Notice that paragraph 4 supports the reason given in sentence 4 from the first paragraph. Remember to write your reasons in complete sentences. Paragraph 4: 1The last reason Springfield needs dog parks is because they would make the city more beautiful. Sentence 2 (Reason): ______________________________________________ Sentence 3 (Reason): ______________________________________________ Sentence 4 (Reason): ______________________________________________

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Expanding Ideas

Lesson: #6

Lesson Objective: Students will expand the topic sentence and supporting sentences into paragraphs. Introduction: “We have been practicing the process for writing opinion pieces. Once we know our topic, we need to form an opinion about it. Then we come up with reasons to support our opinions. We’ve practiced making new paragraphs from the reasons that support our topics.” Instruction: “Look at the paragraph at the top of your page while I read it aloud. (Read.) The sentences are numbered to make it easier for you to follow. Sentence 1 is your topic sentence. It has the topic (school uniforms) and the opinion (they should be required). Sentences 2, 3 and 4 support that opinion. Sentence 5 is the concluding sentence. We are going to use sentences 2, 3, and 4 to create the body of our opinion piece.” Guided Practice: “Look at the first sentence of paragraph 2. Notice that it is sentence 2 in paragraph one. It’s written slightly different but means the same thing. (Read the sentences to compare.) To turn that sentence into a paragraph, you need to come up with additional reasons to support the sentence. (Read the paragraph aloud and discuss.) In paragraph 1, look at sentence 3. (Read aloud.) Notice that it’s the first sentence of paragraph 3 but worded slightly different. (Read both sentences to compare.) Let’s come up with three sentences that talk about how uniforms help students follow the dress code.” Do together. Independent Practice: “Complete paragraph 4 by adding information to the topic sentence provided. Notice that paragraph 4 supports the reason given in sentence 4 from the first paragraph.” Review: Have students share their sentences. Check to see that the information they write for paragraph 4 is all about how uniforms would prevent students from comparing each other’s clothes. Closure: “If we wrote a concluding sentence to this essay, what might we include in it?” Answers:

Answers will vary.

Student Page Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Expanding Ideas

Lesson: #6

Paragraph 1: 1School uniforms should be required. 2One reason is so that students never have to worry about what to wear. 3Additionally, if students are in uniform, there are no problems with students breaking the dress code. 4Lastly, if students all dress alike, no one has to worry that their clothes aren’t as nice as someone else’s clothes. 5When you consider all these reasons, school uniforms should be required at every school. Paragraph 2: 1If students wore uniforms, they would always know exactly what to wear. 2If the uniform called for white shirts and brown pants, for example, they wouldn’t have to decide what to wear each morning. 3They also could save money by just buying a few white shirts and a few pairs of brown pants. 4Knowing exactly what to wear would make getting ready every day very easy. Example: Paragraph 3: 1If everyone wore the same thing, there would be no problems with students breaking the dress code. Sentence 2 (Reason): _____________________________________________ Sentence 3 (Reason): _____________________________________________ Sentence 4 (Reason): _____________________________________________ Directions: The fourth sentence from paragraph 1 is the topic sentence of paragraph 4. It is the same sentence written slightly different. Write three sentences that give examples supporting the first sentence of the paragraph. Paragraph 4: 1Finally, all the students’ clothes would be the same, so no one would feel bad if their clothes weren’t as nice as someone else’s. Sentence 2 (Reason): _____________________________________________ Sentence 3 (Reason): _____________________________________________ Sentence 4 (Reason): _____________________________________________

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Linking Words and Phrases

Lesson: #7

Lesson Objective: Students will add linking words and phrases to connect ideas and reasons in a paragraph. Teacher Tip: Students will use this same lesson tomorrow to write a concluding paragraph. You will review what we write today to write the conclusion. Introduction: “Last week we practiced using linking words or phrases. What do those types of words do?” Instruction: “Remember that linking words are words like because, also, therefore, finally, and next. There are examples of these words at the top of your page. We use words like these if we want to connect or link sentences or ideas together. If you use them correctly, they make your sentences move smoothly from one idea to the next. A word like lastly informs the reader that the paragraph is almost finished or that you have almost finished giving reasons. A phrase like for example lets the reader know that you will be presenting a fact to support your opinion.” Guided Practice: “Look at the first two paragraphs at the top of your page. The linking words in these paragraphs are underlined so you can see how they are used. Listen as I read the paragraphs. (Read and emphasize the underlined words. Discuss the purpose they serve in each paragraph). Now look at the example. We need to choose a linking word or words that make sense in these sentences. Let’s read the paragraph. If everyone wore the same thing, there would be no problems with students breaking the dress code. Shorts, ___________, would never be too short because everyone would wear the same length pants every day. What word or words should go here? We wouldn’t use finally, because that word means we are finished with the paragraph. The words, for example, fit best. Write those words on the line. Let’s read the next sentence. _______________ students have to wear the outfit the school chooses, no one would wear tank tops that break the rules. What should we write in this blank? How about the blank in the last sentence? What should we write there?” Independent Practice: “Complete the last paragraph by writing the linking words or phrases on the lines provided. Use each word or words only one time.” Review: Go over answers with students. Check for understanding. Closure: “How do linking words improve your paper?” Answers:

Student Page Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Linking Words and Phrases

Lesson: #7

Linking words and phrases connect opinions and reasons. because, also, therefore, since, for example, another, next, and lastly School uniforms should be required. One reason is so that students never have to worry about what to wear. Additionally, if students are in uniform, there are no problems with students breaking the dress code. Lastly, if students all dress alike, no one has to worry that their clothes aren’t as nice as someone else’s clothes. When you consider all these reasons, school uniforms should be required at every school. If students wore uniforms, they would always know exactly what to wear. If the uniform called for white shirts and brown pants, for example, they wouldn’t have to decide what to wear each morning. Because there is a dress code, students could just buy five white shirts and five pairs of brown pants. Since students would know exactly what to wear, it would make getting ready every day very easy.

Example: Fill in the blanks with these linking words or phrases. Use each word or words only one time. finally for example since If everyone wore the same thing, there would be no problems with students breaking the dress code. Shorts, _______________, would never be too short because everyone would wear the same length pants every day. ______________ students have to wear the outfit the school chooses, no one would wear tank tops that break the rules. _______________,uniforms would keep students from wearing shirts with sayings or pictures that aren’t allowed.

Directions: Fill in the blanks with these linking words or phrases. Use each word or words only one time. lastly for example since ____________ some people do not have a lot of money, not everyone can afford fancy clothes. Some kids, ____________, have parents who can’t afford expensive shoes. If everyone wore the same shoes, no one would be teased if they didn’t have the most popular shoes. ____________, all the students’ clothes would be the same, so no one would feel bad if their clothes weren’t as nice as someone else’s.

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Concluding Paragraph

Lesson: #8

Lesson Objective: Students will write concluding sections for their papers.

Introduction: “We’ve been learning the different parts of writing an opinion piece. What do we call the last sentence in an opinion paragraph?” Instruction: “We’ve talked about how to write a concluding sentence for a paragraph. Remember that a concluding sentence for a paragraph has to tie all the ideas together. A concluding paragraph for an entire essay does the same thing. It lets your reader know that you are finished. A concluding paragraph also restates the reasons that support your opinion. A conclusion can restate the main idea, prepare a reader for the next paragraph, or close up an entire paper.” Guided Practice: “Look at the first paragraph on your page. Listen while I read it aloud. (Read.) Notice that the topic sentence and the concluding sentence are underlined. We then wrote expanded paragraphs that were based on the reasons in the sentences of paragraph 1. Listen as I read the entire essay.” Read and discuss. Independent Practice: “Write the conclusion for your essay. To begin, read the topic sentence from the first paragraph. Use this as the first sentence of your conclusion. Write a conclusion paragraph that fits the topic sentence and restates the supporting detail sentences that you have written. You may be repeating the ideas, but try to change the words you use a little bit so that they don’t sound exactly the same.” Review: Ask students to read their paragraphs. Point out that they may all write their sentences differently. The purpose of the lesson is learning how to restate the reasons and make their opinions clear. Closure: “How does a good conclusion make our opinion paper stronger?” Answers:

Responses will vary. Make sure students restate the reasons from sentences 2, 3, and 4 of the first paragraph.

Student Page Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Concluding Paragraph

Lesson: #8

A conclusion ties all of the ideas together. 1 School uniforms should be required. 2One reason is so that students never have to worry about what to wear. 3Additionally, if students are in uniform, there are no problems with students breaking the dress code. 4Lastly, if students all dress alike, no one has to worry that their clothes aren’t as nice as someone else’s clothes. When you consider all these reasons, school uniforms should be required at every school. If students wore uniforms, they would always know exactly what to wear. If the uniform called for white shirts and brown pants, for example, they wouldn’t have to decide what to wear each morning. Because there is a dress code, students could just buy five white shirts and five pairs of brown pants. Since students would know exactly what to wear, it would make getting ready every day very easy. If everyone wore the same thing, there would be no problems with students breaking the dress code. Shorts, for example, would never be too short because everyone would wear the same length pants every day. Because students have to wear the outfit the school chooses, no one would wear tank tops that break the rules. Finally, uniforms would keep students from wearing shirts with sayings or pictures that aren’t allowed.

Lastly, all the students’ clothes would be the same, so no one would feel bad if their clothes weren’t as nice as someone else’s. Since not everyone has a lot of money, not everyone can afford fancy clothes. Some kids, for example, have parents who can’t afford expensive shoes. If everyone wore the same shoes, no one would be teased if they didn’t have the most popular shoes.

Directions: Write the conclusion for your essay. To begin, look at the topic sentence from the first paragraph (above). Then reread the supporting detail sentences in the first paragraph. Write detail sentences that match the supporting detail sentences that are in the first paragraph. Remember to use the same ideas but change the words so they do not sound exactly the same. Topic Sentence (first sentence of conclusion): 1School uniforms should be required. Restate reasons in different words: Reason 1: _______________________________________________________ Reason 2: _______________________________________________________ Reason 3: _______________________________________________________

Teacher Lesson Plan Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Opinion Pieces

Evaluation: #2

1. (W.3.1a, W.3.1b) Parents shouldn’t let their kids watch too much television. 2. (W.3.1c) Since, for example 3. (W.3.1d) Too much TV keeps kids from exercising. 4. (W.3.1d) The opinion/topic and restate all four reasons.

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Student Page Common Core Standards Plus® – Language Arts – Grade 3

Strand: Writing Opinion

Focus: Opinion Pieces

Evaluation: #2

Topic: Television viewing Opinion: It isn’t good for children. Paragraph 1: 1Parents shouldn’t let their kids watch too much television. 2Too much TV keeps kids from getting their homework done. 3Another reason kids shouldn’t watch too much TV is because they don’t spend enough time with their families if they are watching TV instead. 4Lastly, sitting on the couch watching television keeps kids from getting exercise. 5For all of these reasons, parents shouldn’t let their kids watch too much TV. Paragraph 2: When kids watch a lot of TV, they don’t get all of their homework done. Since they are watching TV, they don’t have time for homework. When they get home from school, for example, they turn on Sponge Bob instead of studying their spelling words. They also watch the Disney Channel instead of doing their math problems. Their homework is more important than a good cartoon. Paragraph 3: When kids watch too much TV, they don’t spend time with their family members. Because the TV is on, kids don’t play with their brothers or sisters. If the TV is on, they might sit next to each other to watch it, but they probably aren’t talking to each other. If they are watching a show on TV, that is time they aren’t spending with their moms and dads. Directions: Use the information above to answer the questions below. 1. Write the topic sentence of this paper on the line below. ____________________________________________________ 2. What are two linking words or phrases that are used in paragraph 2? ____________________________________________________ ____________________________________________________ 3. By reading paragraph 1, you should be able to tell what paragraph 2 of this paper is about. If you were to write paragraph 4, what would it be about? ____________________________________________________ ____________________________________________________ 4. If you were to write a conclusion paragraph, what would you include? ____________________________________________________ ____________________________________________________

Performance Task

Students Deepen and Apply Their Knowledge â&#x20AC;˘ Applies daily lesson content and concepts â&#x20AC;˘ Increases student understanding

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Teacher Lesson Plan Page 1 of 2

Common Core Standards Plus® – Language Arts – Grade 3 Performance Task #10 – Strand: Writing – Opinion Standard Reference: W.3.1: Write opinion pieces or topics or texts, supporting a point of view with reasons. Required Student Materials: • Student Pages: BLM Pgs. 223 (Prompt, Graphic Organizer), BLM Pg. 224 (Rubric) • Lined paper Lesson Objective: The students will work individually to write opinion essays about what super power they would like to have and why they think it is the best super power. The students will include their opinions, their reasons and supporting facts, and conclusions that connects the topic and opinions. Overview: Students will review all the elements of opinion writing addressed in Common Core Standards Plus Writing Lessons 1-8, E1-E2. Students will: • Write well-developed introductions that state the topic and an opinion. • Create an organizational structure that states topic and opinion, lists reasons with supporting facts, and a conclusion. • Use a variety of linking words and/or phrases to connect ideas. • Identify three or more reasons that include specific facts and examples for their opinions. • Provide well-developed conclusions connected to the topic and their opinions. Guided Practice: (Required Student Materials: BLM Pgs. 223-224) • Review all the elements of an opinion writing piece. • Review the opinion writing prompt. • Review linking words and phrases and remind students to use them in the essay. • Review the criteria for a 4-point rubric score. • Brainstorm ideas for topics. • With guidance, have students complete the graphic organizer to develop the topic and opinion in the essay. They should: • Write the introductory sentence and state opinion. • Write at least three reasons for selecting that topic and opinion. • Write three facts or examples for each stated reason. • Include linking words and phrases to connect ideas. • Write a clear conclusion that is connected to the topic and opinion. • Before beginning to write their opinion essays, have students trade their graphic organizers with a partner. They should review their partner’s graphic organizer and share any suggestions on how to clarify the ideas and/or improve the structure.

Teacher Lesson Plan Page 2 of 2

Common Core Standards Plus® – Language Arts – Grade 3 Performance Task #10 – Strand: Writing – Opinion Independent Practice: (Required Student Materials: BLM Pgs. 223-224) • Have students use their completed graphic organizers to organize and write their essays. • Papers should have five paragraphs: • First Paragraph: Introduction and stated opinion • Paragraphs 2, 3, and 4: A paragraph for each reason with supporting facts or examples • Last Paragraph: Conclusion that is clearly linked to topic and opinion Review & Evaluation: • Option 1: Students read their essays to a partner before making any additions or revisions. Then students trade papers with their partners and have the partners use the rubric to score the papers. Students then use the peer score to edit their papers. • Option 2: Teacher collects and scores with writing rubric.

Student Page 1 of 2

Common Core Standards Plus® – Language Arts – Grade 3 Performance Task #10 – Strand: Writing – Opinion Student Page 1

Opinion Writing Prompt: You have the opportunity to have any super power you want for one week. What do you think is the best super power? Why would you want that super power? How would you use your super power? Write an essay about the super power you think is the best. Be certain to support your choice with reasons, and facts or examples to support the reasons. You must also include a conclusion that connects to the topic and your opinion.

Opinion Writing Graphic Organizer

Main Reason #1

Facts or Examples: 1.

2. 3.

Topic and Opinion

Main Reason #2

Facts or Examples: 1.

Conclusion

Main Reason #3

Facts or Examples: 1.

2. 3.

Copying is illegal.

Student Page 2 of 2

Student Page 2

Common Core Standards Plus® – Language Arts – Grade 3 Performance Task #10 – Strand: Writing – Opinion 3 Grade Writing Rubric -‐ Opinion rd

Includes an • introduction that clearly states the topic and an opinion. Organizational • structure clearly lists reasons. Provides well-‐ • developed reasons that clearly support the opinion.

• Includes an introduction that states the topic and an opinion. Organizational • structure lists reasons.

Provides reasons that support the opinion.

•

Uses a variety of linking words and/or phrases to connect opinion and ideas.

Uses linking words and/or phrases to connect opinion and ideas.

•

Provides a well-‐ • developed conclusion connected to stated opinion. Use of conventions • (capitalization, spelling, punctuation, grammar) includes none or few errors and does not interfere with understanding.

•

Introduction does not state the topic or an opinion. Organizational structure is lacking and does not provide reasons.

•

• Uses some linking words and/or phrases to connect opinion and ideas.

Does not use linking words and/or phrases to connect opinion or ideas.

Provides a conclusion connected to stated opinion.

•

Attempts to provide a conclusion connected to stated opinion.

Conclusion is lacking or not connected to stated opinion.

Use of conventions (capitalization, spelling, punctuation, grammar) includes some errors but does not interfere with understanding.

•

Use of conventions • (capitalization, spelling, punctuation, grammar) includes several errors and may interfere with understanding.

•

Introduction that • attempts to state the topic and may or may not state an opinion. • Organizational structure is unclear but attempts to list reasons. Provides some reasons • that support the opinion.

•

Provides few or no reasons that support the opinion.

Use of conventions (capitalization, spelling, punctuation, grammar) includes many errors and interferes with understanding.

Common Core Standards Plus® – Language Arts – Grade 3 Performance Task #10 – Strand: Writing – Opinion

EXAMPLE OF STUDENT WORK

Students use their completed graphic organizers to organize and write their papers.

Integrated Project

Students Adapt Knowledge to Real-World Situations • Requires extended thinking, planning, and reporting • Integrates learning across multiple concepts and standards

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Teacher Lesson Plan Page 1 of 5

Common Core Standards Plus® – Language Arts – Grade 3 Integrated Project #3: Earth’s Destructive Forces Prerequisite Common Core Standards Plus Strands: Reading Informational Text and Writing

Project Objective: The students will investigate one of the following: • Earthquakes • Glaciers • Floods • Tsunamis • Volcanos • Tornados • Hurricanes

Project Description: The students will write and present an oral report with a visual aid (poster) about what they have learned. They may write either an opinion piece that tells why the topic they chose is the most destructive force on Earth or an informative/explanatory piece that teaches the audience about the topic. Since this is a learning activity, all components will be completed in class.

Project Components: • • • • • • •

Choosing a topic to study Determining information to gather Writing an opinion or informative/explanatory piece from research Preparing an oral report from a written piece Designing the visual aid Presenting information orally Oral presentation

Teaching elements for each project component are found on the following pages.

Standards Taught/Reinforced: RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.10, L.3.1, L.3.2, L.3.6, SL.3.1, SL.3.1b, SL.3.1c, SL.3.3, SL.3.4, SL.3.6, W.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10 Common Core Standards Plus® is not licensed for duplication. Copying is illegal. © 2013 Learning Plus Associates

Teacher Lesson Plan Page 2 of 5

Common Core Standards Plus® – Language Arts – Grade 3 Integrated Project #3: Earth’s Destructive Forces

Week 1 of Project Instruction

Choosing a Topic to Study: Natural Phenomena: Earthquakes, glaciers, floods, tsunamis, volcanos, tornados, and hurricanes. • Discuss what each natural phenomenon is with the students. Include where each occurs and why it is destructive. • Have the students work individually, in pairs, or in small groups to do some preliminary research on which natural phenomenon to study. • Have each student select a natural phenomenon (that they find interesting) to study. • Have students each write the natural phenomenon that they will study on the class bulletin board.

Determining Information to Gather:

Weeks 2 and 3 of Project Instruction

■■ Technology Link: You may teach the students how to use the Internet to research.

Selected topic: Remind students of the natural phenomenon they have selected to study. • Discuss topics to investigate: geography, climate, history of destructive events, interesting facts, how the force destroys, etc. • Briefly explain that the final project will be either an opinion piece or an informative/explanatory piece, but they will need factual information for both. • Use index cards or sticky notes to write about each of the topics that will be included. (These may vary based on the natural phenomenon and individual preferences.) • As a whole class, investigate one topic for blizzards (e.g., geographical locations where they occur). ᴏᴏ Demonstrate how to access resources to gather information. ᴏᴏ Demonstrate how to make notes on the information gathered. • Discuss the graphics requirements of the project (one poster). ᴏᴏ May be downloaded and printed from the Internet. ᴏᴏ May be drawn freehand. ᴏᴏ May be cut from magazines or other print materials. • Discuss the timeline for gathering all of the information needed for the project. Set deadlines for completion of the research. Common Core Standards Plus® is not licensed for duplication. Copying is illegal. © 2013 Learning Plus Associates

Teacher Lesson Plan Page 3 of 5

Common Core Standards Plus® – Language Arts – Grade 3 Integrated Project #3: Earth’s Destructive Forces Writing an Opinion or Informative/Explanatory Piece from Research: (Required Student Materials: BLM Pgs. 254-255)

Weeks 4 and 5 of Project Instruction

■■ Technology Link: You may teach the students how to use technology to produce and publish writing. • If you have computers, you may choose to have the students use them to present their information. • The students need to understand that the written piece is what they will present orally, so they need to make sure that they include everything that they will want to discuss in the oral report. • Use the Opinion Writing Guidelines (BLM Pg. 254) to review the essential elements of writing an opinion piece. • Use the Informative/Explanatory Guidelines (BLM Pg. 255) to review the essential elements of writing an informative/explanatory piece. • Use index cards, sticky notes, or lined paper to write each section of text. ᴏᴏ Discuss text features to help organize the material (headers, bullets, paragraph format). ᴏᴏ Remind students that they will edit for all conventions prior to creating their final report. • Model how to write an opinion statement (e.g., Blizzards are by far the most destructive force on Earth.) and a topic sentence (e.g., Blizzards are devastating snowstorms.). • For the students writing opinion pieces, remind them that they will need to support their opinions with reasons, details and facts, and they will need a conclusion that revisits the initial opinion. • For students writing informative/explanatory pieces, remind them that they will need to include details, descriptions, facts, and/or explanations that support the topic, and a conclusion that summarizes or revisits the topic sentence. • Discuss the timeline for completing the written portion of the project.

Teacher Lesson Plan Page 4 of 5

Common Core Standards Plus® – Language Arts – Grade 3 Integrated Project #3: Earth’s Destructive Forces Preparing an Oral Report from a Written Piece: (Required Student Materials: BLM Pg. 253)

Week 6 of Project Instruction

■■ Technology Link: You may teach the students how to use technology to write the text that they will present orally. • Use index cards, sticky notes, lined paper, or a writing program (computer) to write each section of text that will be part of the presentation. ᴏᴏ Opinion: Opinion statement, supporting reasons, facts or details to develop the supporting reasons, conclusion. ᴏᴏ Explanatory/Informative: Topic sentence, details/descriptions/facts that support the topic, conclusion. • Model how to write an opinion piece and an explanatory/informative piece about blizzards: ᴏᴏ Demonstrate how to use the information gathered to write an opinion piece. ᴏᴏ Demonstrate how to use the information gathered to write an explanatory/informative piece. • Demonstrate how to take the information from the written piece and transfer it to index cards to cue the oral presentation. • Remind students that they will also be showing their posters during the oral presentation, so they should practice where to reference their posters during the presentation. • Discuss the timeline for transferring the written report to index cards.

Week 7 of Project Instruction

Designing the Visual Aid:

• Discuss how posters help to make a topic clear to the people viewing them. • Show examples of posters that support a topic. • Have the students reread their written pieces to determine what should be included on the posters, including: ᴏᴏ Essential pictures or drawings ᴏᴏ Words and phrases to support the drawings ᴏᴏ A title that clearly identifies the topic • Remind students that posters are often viewed from several feet away, so their displays should be big and easily readable from a distance. Common Core Standards Plus® is not licensed for duplication. Copying is illegal. © 2013 Learning Plus Associates

Teacher Lesson Plan Page 5 of 5

Common Core Standards Plus® – Language Arts – Grade 3 Integrated Project #3: Earth’s Destructive Forces

Week 8 of Project Instruction

Presenting Information Orally: (Required Student Materials: BLM Pg. 254) • Introduce the rubric for oral presentations. • Discuss each element on the rubric and how to earn a score of 4 for each element. • Regularly model and provide opportunities to practice each of the elements. • Discuss ways to practice each of the elements: ᴏᴏ With a partner or small group ᴏᴏ In front of a mirror ᴏᴏ Using a recorder to listen to your own voice

Week 9 of Project Instruction

Oral Presentation: • Review audience behavior prior to beginning the presentations. • If you have given a time limit, share with the students how you will indicate when they have 30 seconds left to speak, and how you will indicate that their time is up. • Share how you will select students to present (volunteers first, alphabetical order, by mixing the topics, etc.). • Identify how many questions may be asked at the conclusion of each presentation (e.g., 3-5 student questions, 1 teacher question).

END OF NINE WEEK PROJECT

Student Page 1 of 3

Common Core Standards Plus® – Language Arts – Grade 3 Integrated Project #3: Earth’s Destructive Forces

Creating an Oral Report from a Written Report 1. Analyze the structure of the written report to determine: a. The order in which you will present information in the oral report. b. Any additional information you would like to include in the oral report. c. Any information that you will not include in the oral report.

Write a few words on an index card to determine the size of the writing that you can comfortably read.

Determine how much information you can fit on one index card.

Write each part of your report on the index cards.

Number the index cards in the order in which you will present the information.

Note with a star or other icon when you will reference the poster.

Student Page 2 of 3

Common Core Standards Plus® – Language Arts – Grade 3 Integrated Project #3: Earth’s Destructive Forces Oral Presentation Rubrics: Oral Presentation Rubric — Opinion Opinion: Score of 4

Score of 3

Score of 2

• The student introduces the • The student introduces the • The student states his/her topic by clearly stating topic by stating his/her opinion about the topic. his/her opinion about the opinion about the topic. topic. • The student provides an • The student provides an • The student provides a organized report that organized report that report that includes some includes strong reasons, includes reasons, facts, and reasons, facts, and details facts, and details that details that support the related to the topic. support the stated opinion. stated opinion. • The student speaks clearly at • The student speaks clearly at • The student may have an understandable pace. an understandable pace. difficulty speaking clearly at an understandable pace. • The student speaks in • The student speaks in • The student speaks in complete sentences with complete sentences with complete sentences with few or no interruptive few interruptive utterances some interruptive utterances (um, uh, like). (um, uh, like). utterances (um, uh, like). • The student responds to • The student responds to • The student responds to questions from the audience questions from the audience questions from the with appropriate elaboration with elaboration and detail. audience. and detail. • The student looks at the • The student looks at the • The student may glance at audience throughout the audience during the the audience during the presentation. presentation. presentation. • The student refers to his/her • The student refers to his/her • The student refers to his/her poster throughout the poster throughout the poster throughout the presentation. presentation. presentation.

Score of 1 • The student may not state his/her opinion about the topic. • The student provides a report that includes one or few reasons, facts, and details related to the topic. • The student struggles to be heard or understood during the presentation. • The student speaks in complete sentences with many interruptive utterances (um, uh, like). • The student may be unable to respond to questions from the audience. • The student may not glance at the audience during the presentation. • The student may refer to his/her poster throughout the presentation.

Informative/Explanatory: Score of 4

Score of 3

Score of 2

Score of 1

• The student reports on the • The student reports on the • The student reports on the • The student reports on the topic including details, topic including details, topic including some details, topic including one or few descriptions, and facts that descriptions, and facts that descriptions, and facts about details, descriptions, and clearly inform, explain, or inform, explain, or teach the topic. facts about the topic. teach about the topic. about the topic. • The student speaks clearly at • The student speaks clearly at • The student may have • The student struggles to be an understandable pace. an understandable pace. difficulty speaking clearly at heard or understood during an understandable pace. the presentation. • The student speaks in • The student speaks in • The student speaks in • The student speaks in complete sentences with complete sentences with complete sentences with complete sentences with few or no interruptive few interruptive utterances some interruptive many interruptive utterances (um, uh, like). (um, uh, like). utterances (um, uh, like). utterances (um, uh, like). • The student responds to • The student responds to • The student responds to • The student may be unable questions from the audience questions from the audience questions from the to respond to questions with appropriate elaboration with elaboration and detail. audience. from the audience. and detail. • The student looks at the • The student looks at the • The student may glance at • The student may not glance audience throughout the audience during the the audience during the at the audience during the Common Core Standards Plus® is not licensed for duplication. Copying ispresentation. illegal. presentation. presentation. presentation. © 2013 Learning Plus Associates • The student refers to his/her • The student refers to his/her • The student refers to his/her • The student may refer to poster consistently poster throughout the poster during the his/her poster throughout

questions from the audience questions from the audience questions from the to respond to questions with appropriate elaboration with elaboration and detail. audience. from the audience. Student Page 3 of 3 and detail. • The student looks at the • The student looks at the • The student may glance at • The student may not glance Common Core Standards Plus®the – Language Arts audience throughout the audience during the audience during the – Grade at the 3 audience during the presentation. presentation. presentation. Integrated Project #3: Earth’s Destructive Forcespresentation. • The student refers to his/her • The student refers to his/her • The student refers to his/her • The student may refer to poster throughout the poster throughout the poster throughout the his/her poster throughout presentation. presentation. presentation. the presentation.

Oral Presentation Rubric — Informative/Explanatory

Informative/Explanatory: Score of 4

Score of 3

Score of 2

• The student reports on the • The student reports on the • The student reports on the topic including details, topic including details, topic including some details, descriptions, and facts that descriptions, and facts that descriptions, and facts about clearly inform, explain, or inform, explain, or teach the topic. teach about the topic. about the topic. • The student speaks clearly at • The student speaks clearly at • The student may have an understandable pace. an understandable pace. difficulty speaking clearly at an understandable pace. • The student speaks in • The student speaks in • The student speaks in complete sentences with complete sentences with complete sentences with few or no interruptive few interruptive utterances some interruptive utterances (um, uh, like). (um, uh, like). utterances (um, uh, like). • The student responds to • The student responds to • The student responds to questions from the audience questions from the audience questions from the with appropriate elaboration with elaboration and detail. audience. and detail. • The student looks at the • The student looks at the • The student may glance at audience throughout the audience during the the audience during the presentation. presentation. presentation. • The student refers to his/her • The student refers to his/her • The student refers to his/her poster consistently poster throughout the poster during the throughout the presentation. presentation. presentation.

Score of 1 • The student reports on the topic including one or few details, descriptions, and facts about the topic. • The student struggles to be heard or understood during the presentation. • The student speaks in complete sentences with many interruptive utterances (um, uh, like). • The student may be unable to respond to questions from the audience. • The student may not glance at the audience during the presentation. • The student may refer to his/her poster throughout the presentation.

Common Core Standards Plus® – Language Arts – Grade 3 Integrated Project #3: Earth’s Destructive Forces

EXAMPLE OF STUDENT WORK The students will write and present oral reports with visual aids (posters) about what they have learned.

TORNADOS

Tornados are the most destructive force on Earth. Tornados are tunnels of spinning wind that touches the ground and a cloud in the sky. They are measured by the Fujita Scale from F0 to F5. Tornados that are measured as F5 can have wind speeds of over 300 miles and can travel over 100 miles. Because the United States has the most tornados each year of all the countries in the world, they are most destructive in our country, but the most deaths recorded from a tornado was in Bangladesh in 1989 when about 1,300 people were killed. While there are ways to detect that tornados are forming, there is no way to tell where the tornado will go, so people aren’t safe in tornados. People go to shelters or into basements when there is a tornado, but even those places aren’t safe if the tornado is strong. Since tornados can be very strong, move very fast, move in any Tornados occur mostly in the United States.

direction, and destroy a wide path, they are the most destructive force in the world.

Common Core Standards Plus is packaged for convenient classroom ordering. Here’s what’s included: Teacher Edition w/ CD Includes: 136 Constructed & Selected Response Lessons 34 Constructed & Selected Response Evaluations 12 Performance Tasks 3 Integrated Projects All lessons and projects include Direct Instruction lesson plans. CD includes printable student response pages for classroom use.

Common Core

Strand: Writing Opin ion

Student Page Standards Plus ® - Language

Arts – Grade 3 Writing Standard: Focus: Linking Wor W.3.1a: Introduce ds and Phrases the topic or text they structure that lists reasons. W.3.1c: are writing about, Lesson: #3 Use linking words state an opinion, and opinion and reason and phrases (e.g., create an organization s. because, therefore, al since, for example) to connect

Student Blackline Masters Reproducible student response pages and additional resources for: 136 Constructed & Selected Response Lessons 34 Constructed & Selected Response Evaluations 12 Performance Tasks 3 Integrated Projects

Includes complex texts, rubrics, writing prompts, and more!

Linking words and phrases connect opinions and reas ons. Linking Words: because for example

also another

Example 1:

therefore next

since lastly

The city of Springfie ld needs dog park s. For example, we dogs have big area need dog parks so s to play with their owners. It would also give dogs a chan play with other dogs ce to , because many peop le would bring their Lastly, dog parks are dogs to the park. a way to make the city more beautiful. For all of these reas we need dog park s in Springfield. ons, Example 2: Bike riding is a grea t family activity. ___ ______ bike ridin activity, it is good g is a physical exercise. Bike ridin g __________ brin gs a family together they ride. Bike ridin when g gives family mem bers time to talk; ___ ____________, it good thing for fami lies to do together is a . These are some reas ons biking is such family pastime. a great Directions: Fill in the blanks with linki ng words and phra connect ideas with ses that make sens the paragraph prov e and ided. Winter is the best time of year ______ ________ there is make snowmen. Win snow and you can ter is _________ _ the best time ___ __________ the makes it possible snow for us to have snow ball fights. ______ ________, winter awesome because is we have two weeks off from school to celebrate the holid our family members ays with . All of these reas ons make winter my favorite time of year . © 2013 Learning Plus

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