• UNITS OF STUDY

    Unit 3, Grade 3 Reading

    “Interpreting Traditional Literature"Reader

    Unit Description:

    In this unit, students will explore fables, folktales and myths.  Students will learn the elements of traditional literature and how each type has specific characteristics.  Students will notice that traditional literature texts explain different aspects of the world around them.  That includes themes, common messages and explanations of the world.

    Unit Essential Questions:

    What lessons can I learn by reading literature?

    How can I become the kind of reader that reads closely to interpret characters, lessons and themes?

    To what extent does the author’s point of view influence my thinking?

    How can I carry over lessons and themes from traditional literature into my reading of current literature?

    To what extent does my own point of view influence my interpretation of a text?

    To what extent does the character’s point of view convey the message or theme and how would that change from the point of view of another character, or across a different text?

     

    Unit Enduring Understandings:

    Students will know:

    • Authors write for different purposes.
    • Words, phrases and sentences impact meaning in texts.
    • An understanding of character’s struggles and choices has a direct relationship to the lesson.
    • Specific language appear often in traditional literature and their meaning is important to understand the story.
    • There is more than one way to interpret a text.
    • Each type of traditional literature has its own distinguishing features.
    • Readers use what they know about fiction and fairy tales to read other kinds of traditional literature.
    • Readers read to identify the author’s purpose and/or point of view.
    • Authors use figurative language to convey their intention and meaning.
    • When we interpret texts we use our own experiences, attitudes and beliefs to influence our thinking.
    • When we read we can alter our attitudes and beliefs.
    • Readers read to distinguish between the literal and inferential interpretation of texts.

     

    Unit 3, Grade 3 Writing:
    “Writing About Reading (Mini Literary Essay)”

    history

    Unit Description:

    In this unit, students will focus on developing an opinion/ theory/ thesis/ claim within a given collection of texts. Students will provide supporting details and evidence to persuade readers to understand their opinion/ theory/ thesis/ claim. Through this unit, students will work on developing an understanding of essay format, writing in response to reading, and the use of transitional words and phrases.

    Unit Essential Questions:

    How can I write an essay that states a strong opinion about a piece of literature and supports it clearly with reasons and evidence from the text?

    How can I explore ideas about literature that help me develop a thesis statement to grow into an essay?

    How can I draft, revise and edit an essay that clearly supports and strengthens my idea about a text?

    How do conventions and mechanics help me to more effectively influence my audience about my ideas or opinions?

    Unit Enduring Understandings:

    • The purpose of a literary essay is to influence the thinking of others.
    • Writing to defend claims about literature requires close reading, attention to literary craft, and the ability to cite and defend relevant textual evidence.
     
     

    Unit 6- Area & Perimeter

    Math

    Brief description or unit summary:

    InIn this unit, students will explore measuring the area and perimeter of plane and composite figures.

    Unit Essential Questions:

    1. How are perimeter and area related and how are they different?
    2. How can I decompose a figure and use the distributive property help me find area?
    3. How do we measure? 
    4. Why do I need standardized units of measurement? 

    Unit Enduring Understandings:

    • The importance of specifying the units of measure and using precision that is appropriate for the situation in each problem. 
    • Standardized units of measurement are universal.
    • Perimeter and area represent different measures.

    Unit 2– Native Americans

    globe

    Brief description or unit summary:

    In this unit, the students will develop an understanding of the uses of maps and be able to answer questions about geography. Students need to analyze and interpret information from a variety of maps.

    Unit Essential Questions:

    Students will consider:

    1. In what ways does geography of an area determine the way in which people live their lives?
    2. To what extent has Native American’s adaptation to their environment allowed them to survive

    Unit Enduring Understandings:

    1. Geography shapes how people adapt to survive.
    2. Using multiple “lenses” provides a deeper knowledge of a location

    Unit 2 – Weather & Climate

    rain

    Brief description or unit summary:

    In this unit, students will be able to answer questions such as, “What is typical weather in different parts of the world and during different times of the year?” and  “How can the impact of weather-related hazards be reduced?” 

    Unit Essential Questions:

    • What is weather/climate?
    • How do meteorologists collect data about weather? (Instruments include: Thermometer, Anemometer, Wind Vane, Hygrometer, Barometer, Rain Gauge)
    • How does the water cycle affect weather?
    • How does data about weather and climate impact the lives of people all over the world?
    • What are some of the impacts of weather-related hazards?
    • How do people design and create possible solutions to weather-related hazards?

    Unit Enduring Understandings:

    • Weather is the condition of the outside air or atmosphere at a particular time and place, it can change quickly.  Climate is the general pattern of weather in an area over a long period of time. (The elements of weather include: air temperature, air pressure, humidity, clouds, precipitation, wind speed/direction.)
    • Weather follows patterns. 
    • Weather can be measured using a variety of instruments.  (Instruments include: Thermometer, Anemometer, Wind Vane, Hygrometer, Barometer, Rain Gauge)
    • The water cycle is how the water moves between the Earth’s surface and the atmosphere.
    • The Sun is at the center of our Universe.
    • Weather data is important in helping people make decisions in their lives.
    • Weather-related hazards affect the lives of people.
    • People design and create possible solutions to weather-related hazards in an attempt to prevent damage.