English Semester 1 Course Description

Grade 3

English Semester 1 Course Description

ENGLISH LANGUAGE

This courses is designed to teach students to use academic language analytically to accomplish a variety of intellectually challenging tasks, calling on them to use grade level appropriate sophisticated academic language to demonstrate, linguistic competence, their ability to use a variety of writing techniques, modes of development and formal conventions, and to demonstrate literacy skills, for instance, being able to locate, analyze and incorporate information gathered from multiple sources into their writing. Students will complete regular extensive reading assignments and write multiple drafts of essays using various text types, often in response to one or more reading passages.

Goals of the English requirement

The English subject requirement seeks to ensure that students grades K-12 are prepared to undertake all core subject areas in English language; to acquire and use knowledge in critical ways; to think, read, write and speak critically; and to master literacy skills and subject specific vocabulary for all classes.

More important than the specific topics covered are the more general abilities and habits of students should acquire through reading, writing, speaking and other course activities. As indicated in the Common Core State Standards for English Language Arts [PDF], these include the following:

They are well-informed, thoughtful and creative readers, writers, listeners and thinkers who incorporate the critical practices of access, selection, evaluation and information processing in their own original and creative knowledge production.
They understand the ethical dimensions of academic life as grounded in the search, respect for and understanding of other informed viewpoints and pre-existing knowledge. They have a capacity to question and evaluate their own thoughts; the curiosity and daring to participate in, and contribute to, intellectual discussions; and the ability to advocate for their own learning needs.
They comprehend and evaluate complex texts across a range of types and disciplines and can construct effective arguments and convey intricate or multifaceted information.
They respond to varying demands of audience, task, purpose, genre and discipline by listening, reading, writing and speaking with awareness of self, others and context; and adapting their communication to audience, task, purpose, genre and discipline.
They value evidence. Students can analyze a range of informational and literary texts, ask provocative questions and generate hypotheses based on form and content of factual evidence, see other points of view, and effectively cite specific evidence when offering an oral or written interpretation of a text.
They use technology and digital media strategically and capably to enhance their reading, writing, speaking, listening and language use.
They demonstrate independence by exhibiting curiosity and experimenting with new ideas.

Course requirements

Competencies for entering students cannot be reduced to a mere listing of skills. True academic competence depends on a set of interactive insights, perceptions and behaviors acquired while preparing for more advanced academic work. Good writers are most likely careful readers and critical thinkers—and most academic writing is an informed and critical response to reading. Courses at each grade level, give students full awareness and control of the means of linguistic production, orally and in writing.

Regardless of the course level, all courses are expected to stress the reading and writing connection and to address all of the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Listening and Speaking [PDF].They will also satisfy these criteria:

Reading. Courses will require extensive reading in a variety of genres, non-literary as well as literary, including informational texts, classical and/or contemporary prose and poetry, and literary fiction and non-fiction. Reading of literary texts will include full-length works; excerpts from anthologies, condensed literature, et cetera. Students will be expected to read for literal comprehension and retention, depth of understanding, awareness of the text’s audience, purpose and argument, and to analyze and interact with the text.
Writing. Courses will also require substantial, recurrent practice in writing grade appropriate, structured papers directed at various audiences and responding to a variety of rhetorical tasks. Students will demonstrate understanding of rhetorical, grammatical and syntactical patterns, forms and structures through responding to texts of varying lengths in writing assignments, and addressing basic issues of standard written English, including style, cohesion and accuracy.

Writing is taught as a recursive process involving invention, drafting, revision, and editing where writers return to
these activities repeatedly rather than moving through them in discrete stages. Writing is also a way of learning
and it will be used to enhance students’ understanding of a subject.

Listening and speaking. Students will develop essential critical listening skills and be provided with ample practice speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical distinctions between key points and illustrative examples, develop their ability to convey their ideas clearly, and listen and respond to divergent views respectfully, just as they must do when they read and write.

For expected competencies in English reading, writing, listening and speaking, consult the Common Core Standards for English Language Arts [PDF].

Course Content for Semester 1

Literature:

1-Title: Judy Moody Saves the World!
Genre: Humorous Fiction
2-Title: Selection of Poems
Genre: Poetry
3-Title: Two Bear Cubs
Genre: Play
4-Title: Wagons of the Old West
Genre: Informational Text
5-Title: The Grasshopper and the Ant
Genre: Fable
6- Title: The Journey of Oliver K.Woodman
Genre: Fantasy

Writing:

1-Narrative Writing: Fictional Narrative Paragraph (introduction)
2-Narrative Writing: Fictional Narrative Paragraph (dialogue and description)
3- Informative Writing: Compare-and-Contrast Paragraph
4- Informative writing: Instruction Paragraph

Grammar/ Vocabulary Strategies:

Adjectives/ Articles
Word Roots
Thesaurus
Adjectives That Compare
Using Verb Be and Helping Verbs
Prefixes
Review Verb Tenses/ Irregular Verbs
Adverbs
Adverbs That Compare
Suffixes
Making Comparisons
Possessive Nouns and Pronouns
Complex Sentences
Words that Compare (more, most, -er, -est)
Analogies
Abbreviations
Contractions
Homographs and Homophones
Prepositions

Vocabulary: Related to literature selections, MAP, IBT, PIRLS, etc.

Target Vocabulary:
1- recycle, project, dripping, carton, complicated, global, rubbish, hardly, shade, pollution
2- scolding, greedily, hesitation, ignores, burden, glancing, console, base, drowsy, heroic
3- transportation, pioneers, settled, supplies, possessions, rear, sloped, canvas, frame
4- fiddle, thunderous, frightening, caused, scattered, survival, migrate, chilly, drift, trudged
5- sincere, conversations, managed, inspired, loaded, reunion, loveliest, currently, terror, pleasure
MAP:

Spelling: Related to literature selections, MAP, IBT, PIRLS, etc.

Listening and Speaking: Practiced daily in class through developing critical listening skills and providing ample opportunities to practice speaking in large and small groups. Students are expected to be active, discerning listeners, to make critical distinctions between key points and illustrative examples, develop their ability to convey their ideas clearly using correct English grammar, tense, subject-verb agreement, etc, and listen and respond respectfully, just as they must do when they read and write.

Science Semester 1 Course Description

Unit / Length / Content
Unit 10/
Simple and compound machines / 2
Weeks
T1
4-8 Sept.
11 -15 Sept. Eid Al Adha
18-22 Sept. / Less. 1/
-What are simple machines?
MAP test vocab.
atmosphere
gasoline
axis
container
characteristic
balance (scale)
Unit 10/
Simple and compound machines / 3 Weeks
25 – 29 Sept. 2-6 Oct. / Less. 2/
-What are some other simple machines?
MAP test vocab.
Adapt
Friction
Movement
Tool
Gasoline
Efficiency
work
screw
attraction
pulley
Unit 10/
Simple and compound machines / 1
Weeks
9 -13Oct. IBT
16-20 Oct.
Science Quiz
23-27 Oct. / Less. 3/
-How do simple machines affect work?
MAP test vocab.
Crack
Condense
heat energy
Unit 7/
Water and weather. / 2 Weeks
30 Oct.-3rd Nov.
6-10 Nov.
13-17 Nov / Less. 1/
- What is the water cycle?
MAP test vocab.
evaporate evaporation
thunder
water cycle
rainfall
running water
Unit 7/
Water and weather. / 3 Weeks
20-24 Nov.
27Nov-1-Dec. / Less. 2/
- What is weather?
MAP test vocab.
Vaporize
Pollutant
Pollution
ground water
current
Unit 7/
Water and weather. / 1 Weeks
4 – 15 Dec. First Term Exams
18 -29 Dec.
Winter Break
2- 5 Jan
8-12 Jan / Less. 3/
- How can we measure the weather?
renewable
resource
Newton's second law of motion
reaction force
heat
barometer
smog
sleet

Math Semester 1 Course Description

Introduction

In Grade 2, instructional time should focus on four critical areas: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes.

1) Students extend their understanding of the base-ten system. This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones (e.g., 853 is 8 hundreds + 5 tens + 3 ones).

2) Students use their understanding of addition to develop fluency with addition and subtraction within 100. They solve problems within 1000 by applying their understanding of models for addition and subtraction, and they develop, discuss, and use efficient, accurate, and generalizable methods to compute sums and differences of whole numbers in base-ten notation, using their understanding of place value and the properties of operations. They select and accurately apply methods that are appropriate for the context and the numbers involved to mentally calculate sums and differences for numbers with only tens or only hundreds.

3) Students recognize the need for standard units of measure (centimeter and inch) and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the more iterations they need to cover a given length.

4) Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and symmetry in later grades.

Overview

Operations and Algebraic Thinking

Represent and solve problems involving addition and subtraction.

Add and subtract within 20.

Work with equal groups of objects to gain foundations for multiplication.

Number and Operations in Base Ten

Understand place value.

Use place value understanding and properties of operations to add and subtract.

Measurement and Data

Measure and estimate lengths in standard units.

Relate addition and subtraction to length.

Work with time and money.

Represent and interpret data.

Geometry

Reason with shapes and their attributes.

Mathematical Practices

1) Make sense of problems and persevere in solving them.

2) Reason abstractly and quantitatively.

3) Construct viable arguments and critique the reasoning of others.

4) Model with mathematics.

5) Use appropriate tools strategically.

6) Attend to precision.

7) Look for and make use of structure.

8) Look for and express regularity in repeated reasoning.

اللغة العربية الفصل الأول

الوحدة الأولى(مواهبي وهواياتي)
الأهداف / الموضوعات
- يستمع الى نص سردي ويختار عنوانا له مقترحا خواتيم بديلة
- يوازن بين أقوال ومواقف شخصيتين في قصة واقعية
- يعرض المتعلم موضوعا موظفَا أدلةلإقناع المستمعين
- ينشى المتعلم تسجيلات فيديو لمسرحية أو قصيدة درسها بلغة عربية فصيحة
- يجيب المتعلم عن أسئلة تظهر فهمه للفكَر الرئيسية والفكر الفرعية
- يفسر المتعلم الكلمات والعبارات المستخدمة في النصوص الأدبية مميزا بين الاستخدامات الحقيقية والمجازية
- يحفظ المتعلم أبيات النشيد
- يقرأ المتعلم قراءة سليمة نصوصا تخلو بعض كلماتها البسيطة من الضبط معتمدا عى السياق
-
- يظهر المتعلم فهما بتوافق الصوت _الرمز وعلاقته بعدة أنماط صوتية مختلفة (واو الجماعة اللام الشمسية اللام القمرية التنوين)
-
- يقرأ المتعلم قراءة سليمة نصوصا تخلو بعض كلماتها البسيطة من الضبط معتمدا عى السياق
-
- يظهر المتعلم فهما بتوافق الصوت _الرمز وعلاقته بعدة أنماط صوتية مختلفة (واو الجماعة اللام الشمسية اللام القمرية / _لعبة بألوان قوس المطر
_تحدي القراءة العربي
-أنشودة القارىء الصغير
_الرياضة هوايتي
الرّوبوت
_قصصي الممتعة
الوحدة الثانية (وطني)
الأهداف / الموضوعات
الوحدة الثالثة (قيمي واخلاقي)
الأهداف / الموضوعات
- يستمع الى نص سردي ويختار عنوانا له مقترحا خواتيم بديلة
- يوازن بين أقوال ومواقف شخصيتين في قصة واقعية
- يعرض المتعلم موضوعا موظفَا أدلةلإقناع المستمعين
- ينشى المتعلم تسجيلات فيديو لمسرحية أو قصيدة درسها بلغة عربية فصيحة
- يجيب المتعلم عن أسئلة تظهر فهمه للفكَر الرئيسية والفكر الفرعية
- يفسر المتعلم الكلمات والعبارات المستخدمة في النصوص الأدبية مميزا بين الاستخدامات الحقيقية والمجازية
- يحفظ المتعلم أبيات النشيد
- يقرأ المتعلم قراءة سليمة نصوصا تخلو بعض كلماتها البسيطة من الضبط معتمدا عى السياق
-
- يظهر المتعلم فهما بتوافق الصوت _الرمز وعلاقته بعدة أنماط صوتية مختلفة (واو الجماعة اللام الشمسية اللام القمرية التنوين)
-
- يقرأ المتعلم قراءة سليمة نصوصا تخلو بعض كلماتها البسيطة من الضبط معتمدا عى السياق
-
- يظهر المتعلم فهما بتوافق الصوت _الرمز وعلاقته بعدة أنماط صوتية مختلفة (واو الجماعة اللام الشمسية اللام القمرية / - الاستماع (الكرة في بيت الجيران)
-
- المحادثة اختار صفاتي
-
- انشودة جوهر الانسان
-
- جزاء الاحسان
- الابتسامة شريان الحياة.

التربية الاسلامية الفصل الأول

القرآن الكريم / الحديث / أحكام الإسلام / العقلية الإيمانية / السيرة والشخصيات / الأخلاق
سورة الزلزلة / فضل تلاوة القرآن الكريم / برالوالدين
( من خارج المنهاج ) / الصدق
( من خارج المنهاج )
سورة التكاثر / أحب لأخواني ما أحب لنفسي / احترام الكبير
( من خارج المنهاج ) / التعاون
( من خارج المنهاج )
سورة الكافرون / خير الأعمال في الاسلام / آداب الطعام / الثقة بالنفس / فاطمة بنت الرسول صلى الله عليه وسلم / التسامح

PE Semester 1 Course Description

Subject: / Physical Education
Grade Level: / 3

Part A. Course Description:

Explain and perform essential elements of movement skills in both isolated settings (i.e., skill practice) and applied settings (i.e., games, sports, dance, and recreational activities), Correct movement errors in response to feedback and explain how the change improves performance, differentiate when to use competitive and cooperative strategies in games, sports, and other movement activities.

Part B. Policies and Guidelines:

Participate in classroom activity and stander activity and extracurricular.
Students will be assessed through skills and competition.
General cleanliness of the body.
In form the teacher in case of health problem , send medical report in case of emergency
General cleanliness of the body

Part C. Learning Materials, Equipment and Resources Needed:

 Sportswear (Uniform) athletics shoes jogging _ with socks

 Hoops , Ropes , Balls ,Pictures

 Mates

 Court

 Net

 Whistle

 Score sheets

Part D. Unit Projects (Synthesis)

 Perform locomotors movement in a game

 Perform relay games in group.

Part E. Assessment and Learning Evidence

 Skills test☐ Fitness assessment

 Physical fitness test (Pre-test)

 Teacher observation checklist

Part F: Lessons / Topics and References

Topics / Lessons
Ability to analyze one’s own performance
Ongoing feedback impacts improvement and effectiveness of movement actions.
Participation in games, sports, dance, and recreational activities
Impacted by the quality of instruction, practice, assessment, feedback, and effort.
Teamwork consists

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