Relationships Grade 3 Lesson Seed #1

Unit Title: Relationships
Grade Level: 3
Essential Question: Why are relationships important?
Pre-Assessment: to be administered after at the conclusion of this unit opener.
Write a brief explanation of the relationship selected form the Prezi.
Include details inferred from the picture.
Teacher Planning and Preparation

Explore and prepare the digital resources.

Preview all technology supports and download essential visual displays.

PreviewRelationships Prezi,available at:
A Prezi is a web-based presentation application and storytelling tool that uses a single canvas instead of traditional slides. Text, images, videos and other presentation objects are placed on the infinite canvas and grouped together in frames, so teachers can just click from frame to frame giving an animated effect. This is a powerful presentation form for teachers since it focuses on one graphic/text at a time.
This Prezi was designed with 3 distinct focuses:

Pictures depicting various groups of relationships (family, with nature, with animals, etc.)
Pictures from select text in the Unit (Teammates, Dolphin’s Tale, etc.),
Guiding discussion questions concerning relationships.

There are three ways to utilize this technology:
1)View the Relationship Prezi directly off the Internet and project it in your classroom.
2)Download it directly to your computer so you do not need to be online to view it.
3)Use the free Prezi app to view it on your iPad and view using a projector and iPad VGA cable.

Instead of presenting relationship pictures in a traditional manner and asking students to comment on what they see, project the Prezi in your classroom and “click” (or right arrow) to the different graphics.
The Prezi is designed using a path so all the pictures and text are linked together to promote discussion.
For more information on presenting, please visit: prezi.com/learn/presenting-and-publishing/
It is recommended to revisit this Prezi at the conclusion of the unit to compare how your students’ knowledge of relationships has expanded.

Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands): There is a range of relationships depicted within the graphics in this Prezi. Some are fairly obvious, such as a boy snuggling his dog, while others require students’ to have more insight, such as children recycling – thus helping their environment. By integrating both real-life photographs and illustrations from supplemental text, students will have a wealth of opportunities to pull from their background knowledge of relationships and engage in meaningful discussions.
Reader and Task Considerations (Reader variables (such as motivation, knowledge, and background experiences) and task variables (such as purpose and the complexity generated by the pictures/illustrations presented and the questions posed): Drawing from background experience, students will engage in discussion surrounding the pictures and guiding discussion questions in the Prezi. Please be prepared to address any different living/family arrangements that your students might share.

The graphic below is the full view of the Prezi. It will start focused on the word “Relationships.” As the teacher clicks (or arrows to the right), the screen will move to highlight all the pictures and text. By “hiding” the pictures and only highlighting one at a time, students can focus on the targeted visual and not be overwhelmed by extra text/graphics. This is a unique way to present information in a highly engaging format for all learners.

Standard(s)
Speaking and Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Language
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Writing
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Student Outcomes

Students will engage in cooperative discussion about vocabulary.

Students will access an online dictionary to confirm word meanings.
Students will compare and contrast the relationships in the Prezi with their personal ones.
Students will have collaborative discussions about the relationships depicted in each picture.

Materials

Specified technology- computer and presenter
Chart paper, document camera, board, Smart Board, or visual display

Lesson Procedure
Unit Opener Day 1 –

Provide a 3-5 minute theme overview.
Show examples of texts (Dolphin Tale and Winter’s Tale) and structures (character baggies and journals/notebooks) that will be incorporated into the unit.
Explain that before we begin, we need to have some tools to use while we study the theme.
One important tool is VOCABULARY –words to use when we think, speak, write, and learn.

Vocabulary Development (15 minutes)
Students need to develop essential vocabulary in order to understand and describe the relationships they will read about. A visual representation will assist in the development and articulation of the various relationships students will encounter throughout the novel.

Using a chart, document camera, board, or Smart Board, visually display the word – connect.
With students, brainstorm what this word means, what things connect, how? Why? Building oral vocabulary. Record brainstormed responses.
Have students describe the word(s), provide examples, and then use it in a new sentence. Model the process as necessary.
Collaboratively develop a word map by eliciting ideas, definitions, examples, and synonyms. (Tier 2 words)

(e.g. connect, connecting, connection, disconnect, attach, join, link, fix, tie, unite, bond, hook up, link up)

Access the student dictionary located at If students are not familiar with the online Miriam Webster’s online dictionary use this example to model.
Model how to enter the word into the search engine. Show students the different parts of the entry and discuss how this differs from a printed dictionary. Ask students to choose the definition of connect that most closely aligns to the meaning that we have discussed.

Repeat the vocabulary process described above by adding the word - relationship
Stretch student thinking by prompting explanations, types, synonyms, antonyms and multiple meaning words.
Examples of relationships may include: family, friends, close, distant, new and old, pets, school, neighborhood, clubs, sports, church, etc.
Have students locate the word “relationship” in the online dictionary and choose the meaning that most closely matches the earlier discussion.

Visual Presentation

Now introduce the Prezi by telling students you will be showing them a variety of pictures. They are to view this carefully to see if any of the photos represent any of the words they have just discussed.
Show the Prezi once, pause and show if again if needed.
Now, pause on a selected photo and ask students to Turn and Talk. Ask students to describe what they see, remind them to utilize the vocabulary to help describe and explain what they see. Monitor student discussion.
Elicit responses, encourage use of precise vocabulary and fully developed descriptions. Prompt students.

Repeat the process with two more pictures.
Ask students to respond to the essential question: Why are relationships important? Turn and Talk.
Revisit the vocabulary presented in this lesson. Ask students why these words are important.
Can you describe a relationship using one or more of these words?

Lesson Closure

Administer the Pre-Assessment. Use the results diagnostically to guide instruction.

Grade 3 MSDE Until Model - Relationships Draft Summer 2012