Third Grade PLE

Reading

by:

Michelle Cruz

Subject: / Reading / Grade/Course: / 3rd/Reading
Unit 1 week 5: Roberto Clemente / Topic: Sports
LAFS addressed: / LAFS.3.RI.1.3: 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. (Cognitive Complexity Level 3)
LAFS.3.RI.3.8: describe the logical connection between particular sentences and paragraphs in a text. (Cognitive Complexity Level 3)
LAFS.3.L.3.6: acquire and use conversational, general academic, and domain specific words and phrases.
LAFS.3.RL.2.5: refer to parts of stories, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (Cognitive Complexity Level 2)
Social Studies Connections: / SS.3.G.4.4: identify contributions from various ethnic groups to the United States.
Lesson Title: / Biography
Essential Question / What are the traits of a hero?
How does the author organize this biography?
LAFS Questions / (1)How does the author introduce Roberto Clemente?
(2)(2) Using your knowledge of how cause and effect give order to events, describe the sequence of events that leads to ______. (historical event) (3) dicuss how the author wants us to feel/think about Roberto Clemente, use details from the text to support your claim.
Learning Objectives:
Students will:
Know / (1) The relationship between cause-and-effect.
Understand / (1) That sometimes a cause can also be an effect (and vice versa), (2) that a biography is the true story of a real person’s life.
Be Able to / (1) Identify words that can signal cause-and-effect connections, (2) Use the word “because” to link cause and effects, (3) explore words that have the prefix mis. (4) Use descriptions to visualize while reading, (5) Use context to determine whether the literal or nonliteral meaning of a word or phrase is appropriate.
Vocabulary / Tier 2 vocabulary: stands, fans, score, league, slammed, polish, style, pronounced
Tier 3 vocabulary: cause, effect, literal meaning, nonliteral meaning, context
Formative Assessment
Graphic organizer, turn and talk, creating stamp, Google Earth, writing cause-effect paragraph, compare and contrast texts / Summative Assessment
Unit 1 Benchmark Test, Spelling test
Accomodations ELL/ESE: B1, B2, B8, C1, C8, C9, C13, D5, A2, E3, E6, E4, J5, I1,I13,H2,H5,H4,H10,G2,G6,G7,G10,G17,G19,G20,G22, / Differentiated Centers:Comprehension/Fluency, Word Study, Think and Write, Take to your Seat Folders (based on students’ needs)
Lesson Procedures, Strategies, Activities
Starting the Lesson
Lesson Hook / Google Earth: Locate Carolina Puerto Rico in Google Earth to show students Roberto Clemente hometown. Cause and Effect T Chart.
Communicating Essential Questions and Learning Objective(s) / Read aloud the essential question: What are the traits of a hero?
How does the author organize this biography? Then tell students to think about this question as they read Roberto Clemente.
Introductory Activity / During whole group instruction tell students that they will begin reading Roberto Clemente. Read student book p. 165 with students. Discuss with students how the photograph on p. 165 relates to the topic of sports. Provide the following discussion questions: (1) What does this photograph show? (2) How is similar to or different from your baseball experiences? (3) Why is baseball a popular American sport? (4) How do you know?
Effort story or discussion of how effort should be applied during the lesson / Ask students to chart and keep track of effort using the rubric for effort posted in the classroom.
Instructional Strategies Used
Setting Objectives
Providing Feedback
Reinforcing Effort / Providing Recognition
Cooperative Learning
Other: VISUALIZE
DOK 3 Activity: My hero!
Your Task: Choose someone who has been a hero in History use the books, library resources, and the Internet to research information about your hero. Try to discover the following information:
  • A picture of your hero
  • Date of birth
  • Accomplishments
  • Adjectives to describe your hero
  • Reasons for choosing your hero
  • A good source to recommend if someone wanted to learn more about your hero
Your Product: Choose one of these products to create and share your information with the class. Include a picture and the information you learned above in your project.
  • Design a poster of your hero that includes character traits of that person and reasons why you choose him or her as your hero.
  • Write a “RAP” that explains why your hero is important. Remember to include a catchy title!
  • Build a hero of your choice (website:herofactory.com)

Marzano’s Elements: #6, #7, #9, #11,#12, #19
Engaging Students in Learning or Applying the Content
Day 1
Objective: Identify words that can signal cause-and-effect connections. / Pop’s Bridge Reading Selection test (suggested time 30 min. during digital center time)
Whole group instruction (Roberto Clemente) (30 min)
  1. Introduce vocabulary. Display and discuss the Vocabulary in Context Cards, using the routine on page T392.
  2. Read the top section of Student Book p.164 with students. Explain to students that historical events can be connected through cause-and-effect. A cause is why something happens, and effect is what happens as a result. Tell them that understanding these connections helps readers understand the text.
  3. Tell students that authors may use words such as so, if, then, and because as clues, or signals to help readers identify causes and effects.
  4. Emphasize that causes and effects can be in the same sentence or paragraph, in different paragraphs, or on different pages.
  5. Point out the graphic organizer on p. 164. Tell students that as they read, they can use a graphic organizer to record why events happen and the results of these events.
  6. Think through the text, and use text evidence. Develop comprehension through guided questioning. Use the following questions:
Close Read:
  1. Cite evidencethat Puerto Rico has many baseball players. (student page 168-169)
  2. Analyze the illustration on page 169. Who do you think the boy in the tree is? Why do you think that?(text feature) (student page 168-169)
  3. Cite evidence that shows Clemente really loves baseball?(student page 170-171)
  4. Why does the illustration show three baseball players swinging a bat?(text feature)(student page 170-171)
  5. What conclusions can you draw about why Clemente feels out of place and alone when he goes to Pittsburgh? (student page 172-173)
  6. Can you elaborate on why the Pittsburgh fans checked their scorecards? (student page 174-175)
  7. Cite evidence on how the newspaper writers disrespect Clemente? Can you elaborate on why the writers do not like Clemente? (student page 178)
  8. Prove that Clemente is trying to earn the respect of the writers.(student page 178)
  9. Hypothesize what a batting average is and what information it gives. (student page 180-181)
  10. Cite evidence that people in Pittsburgh and Puerto Rico respect Clemente? (student page 180-181)
  11. What conclusions can you draw about what the author means when the author writes that Clemente plays with a fire most fans have not seen? (student page 182-183)
  12. How does the illustration on page 184-185 help you understand the importance of Roberto Clemente’s three thousandth hit? (text feature) (student page 184-185)
  13. What conclusions can you draw about why Clemente returned to Puerto Rico after the season was over?(student page 185-186)
  14. Can you elaborate on why Clemente plans to bring supplies to earthquake victims on New Year’s Eve? (student page 185-186)
  15. Can you elaborate on why the author states that Roberto’s spirit is still growing?
(student page 188-189)
Guided summary: Use the summarizing prompts on the reading retelling cards to guide students to summarize the selection.
Grammar: Objective- Identify singular and plural nouns. Display projectable 5.2 Explain that a singular noun names one person, place or thing. A plural noun names more than one person, place, or thing. Most plural nouns ends in –s. Guided practice: Reader’s Notebook page 58.
Spelling: Objective- Spell words with long i. Review the long I sound and administer spelling pretest.
Writing: Cause-and-Effect paragraph
Objective: Use because to link cause-and-effect. EQ: How can I use because to link effects to their cause?
  • Teach/Model- I Do: With students, read aloud and discuss handbook p.34 (located BEEP- Journeys Practice and Study Aids- Journeys Writing Handbook SE. pp. 34-35.). Explain that events can be related. An event that makes something else happen is cause. The resulting event is an effect. Point out causes and effects in the model that use the word because, such as…birds migrate because days grow shorter in the fall. Explain that days growing shorter is the cause and birds migrating is the effect. Choose another example from the model and write it on the board, explaining that because is always placed in front of the cause.
  • Guided Practice-We do: With students, write two effects of reading for pleasure, such as learning new words or enjoying exciting stories. Guide students to link their cause and effects with because, such as Because I read for pleasure, I learn new words. Write students’ sentences on the board.
Once you and your students have talked about and read stories that deal with cause and effect, your students might have started to notice a pattern of words that indicate cause and effect.
Ask them if they can list some of the “clue words,” that they can use when they write or look for when they read that indicate cause and effect. For example:
•as a result
•because
•consequently
•due to
•nevertheless
•since
•so
•the reason that/the reason for
•therefore
thus
Extend the Learning: Now that students know some clue words, ask them to use some of the clue words to write a paragraph describing a cause and effect eventthat happened in their own life. (or create comic strips)
Day 2
Objective: Explain ideas and respond to others’ remarks during discussion. /
  1. Remind students that they have just read Roberto Clemente, a biography about a famous baseball player.
  2. Read Student book p. 190 with students. Stress that cause is the reason and effect happens. Tell students that signal words can show them connection between historical events and help them identify some cause-and-effect relationships.
  3. Read p.191 with students. Tell students that authors may use nonliteral meanings of words to add emphasis or to make their writing more interesting.
  4. Have students read the firs sentence on p.178. Explain that the literal meaning of sweeter is “having a more pleasant taste” Ask: Does the author use the literal meaning or nonliteral meaning of sweeter? How can you tell?
  5. Analyze the text: Read the analyze the text box on student book p.177 with students. Then, distribute Graphic Organizer 13. Remind students that a cause is the reason something happens and an effect is what happens as a result.
  6. Display projectable 5.4, and tell students that you will work together to complete the graphic organizer. Ask: What does “as a result” signal? Tell students to write Clemente worked hard in the cause box. Then, have students identify and write the effect of Clemente’s hard work. Discuss with them the connection between the cause and effects.
  7. Turn and Talk: Review the biography with a partner to prepare to discuss this question: what are the traits of a hero? While you discuss the question, use text evidence from Roberto Clemente to support your ideas. Continue your discussion of Roberto Clemente by explaining your answers to these questions. Give text evidence for your responses: (1) what qualities made Roberto Clemente a hero as a baseball player? (2) What qualities made Roberto Clemente a hero as a person? (3) Which do you think was more important to Clemente- being a great baseball player or earning a lot of money? Explain your answer.
  8. Grammar:Objective- Identify and use singular nouns that add –s to form their plural. Display Projectable 5.5 explain that you add –s to form the plural of most singular nouns. Guided practice: reader’s Notebook p. 59.
  1. Writing:Cause-and-Effect paragraph
Objective: Use because to link cause-and-effect. EQ: How can I use because to link effects to their cause?
•Practice/Apply-You Do: Collaborative. Have pairs work together to list at least two effects of the popularity of the Internet, such as many people send e-mail instead of land mail. Have students link their cause and effects with because.
•Independent: have students work independently to list at least two effects of eating healthy foods. Remind students to use the word because to link effects to the cause.
Day 3
Objective: Read independently from a “just right book” / 1.Independent reading: Tell students that they will read Roberto Clemente on their own and to think about key details in the selection. Have students use the Reader’s Notebook (BEEP-Journeys-Study Aids- Reader’s Notebook), pp. 63-64. Explain that they should respond to the prompts and questions by supporting their responses with ideas or sentences in Roberto Clemente.
2.Vocabulary: Dictionary Skills- Use a digital dictionary. Remind students that they can use a digital dictionary to learn the definition, pronunciation, and other information about a word. Tell students that in a digital dictionary, you enter the word into the search box, and the entry for that word comes up on screen. Have partners use a digital dictionary to determine the meanings of the Target Vocabulary.
3.Grammar: Work with students to identify and form plural of nouns. Practice: Reader’s Notebook pp. 65-66.
4.Writing: Objective- draft cause-and-effect paragraphs. EQ: How do I use details to show cause-and-effect relationships?
•Teach/Model- I Do: Review model on handbook p.34 tell students that they can find different effects of a cause or different causes for an effect by using different sources. Point to the model and explain that the writer found one source in which scientists say that birds migrate because of cold weather. Another source says that birds migrate because there is less sunlight in the fall.
•Guided Practice-We Do: Direct students to the frame on handbook p.35. Read the introduction. Help students use classroom resources to find information about dinosaurs. Guide students to identify cause-and-effect relationships, such as scientists think a giant asteroid hit the Earth, causing a lot of damage to the planet. Work together to complete the frame. Have students write in their books as you write on the board.
Day 4
Objective: Students will read and comprehend literature. / 1.Tell students that they will read more about baseball, including two baseball poems. Read and discuss the genre and text focus information on student book p. 194. Explain that rhyme is an element of many poems, but a poem does not have to rhyme.
2.Read aloud each poem and discuss rhyme.
3.Compare Texts:
•Text to Text: Compare baseball illustrations. Have pairs compare and contrast the pictures in the two texts. Tell them to think about how the photos in Baseball poems create mood or feeling for each section of text and how the illustrations in Roberto Clemente give them a better understanding of the text.
•Text to self: Have students create a sensory chart to record details for their descriptions. As they write, have them choose precise words for effect.
•Text to World: Connect to Social Studies- Have students examine several maps and use the scale to find the distance between the locations Pittsburgh, Pennsylvania, and Puerto Rico. Have students verify the distances using texts or the Internet. Before making their maps, have students list the map features they plan to incorporate into their maps.
4.Vocabulary: Objective- Identify and determine the meaning of words with the prefix mis. Display projectable 5.7. Guide students to identify the first word with the prefix mis-that they come across in the passage. Underline the word misinformed. Then, use the meaning of the prefix mis-to help students determine the meaning of misinformed. Apply: Reader’s Notebook page67.
5.Writing:
•Practice/Apply-You Do: Collaborative. Have small groups plan and complete activity #2 p.35 (Writing Handbook). Tell groups to carefully read the prompt and then use two sources to find effects of the invention of the airplane (Science Fusion Book pp. 15-16, and Internet).
•Independent: have students read and follow the directions of activity #3 page 35.
Day 55
Objective: Students will apply test-taking strategies. / Suggested Assessments Time: 8:30-9:10
•Unit 1 Benchmark Test pp. 14-21 as “Cold Reads”. Two stories ‘Friends Go Shopping” and “A New Ball Game”. Give students 30 minutes to complete the test to practice “stamina”. (Test Grade).
•Spelling sentences/words Test: 10 minutes
Suggested Instructional Time: starts at 9:15 (varies per class)
•Hands-On Activity
Students will design a commemorative postage stamp honoring Roberto Clemente, Babe Ruth, George Washington, The Wright Brothers, or Willie Mays. Study real stamps to decide what information you should include on your stamp.
Materials needed: Stamp pattern, crayons/markers, pencils
Centers: Unit 1 Lesson 5 Centers: Roberto Clemente
Vocabulary Center (computer or cards)
Instructions: Complete vocabulary Cards & Questions 33-40
Retelling Center (computer or cards)
Instructions: Complete Retelling Cards & Questions 17-20.
Reader’s Notebook Centers - (printable copy or Google Drive)
Instructions: Complete assignments on pages 57-70
  • Spelling/Phonics: pages 57, 60, 62, 66 & 69
  • Grammar: pages 58, 59, 65, 68 & 70
  • Writing: page 61
  • Reading: pages 63 & 64
  • Vocabulary: page 67
Activity 1
All About Culture
Students will read page 62 of the Florida Social Studies textbook. Students will complete page 63, answering questions about their culture. Students will use this page to compare and contrast their culture with another student in their group.


Activity 2
Using the information in the graphic organizer in Activity 1, students will write a summary comparing and contrasting the culture of students.
Writing Frame:
Our cultures are alike in several ways. For example, both of our families celebrate Christmas by giving gifts on Christmas Eve. We both celebrate Thanksgiving by eating a big dinner while watching football games on TV…
There are also many differences in our cultures. For instance, my family eats arroz con pollo every Tuesday night while ______eats spaghetti and meatballs.
Activity 3
European Settlers
Students will partner read page 66 of Florida Social Studies textbook. After reading, students will complete the following chart:
European Settlers Influence
Spain
Settled (places)______
Signs/Influences of the Spanish ______
Interesting Fact ______
England
Settled (places) ______
Signs/Influences of the English______
Interesting Fact ______
France
Settled (places)______
Signs/Influences of the French ______
Interesting Fact______
Activity 4
Students will color the map on page 67, showing where the English, Spanish and French settled. Students will need a labeled map as a reference tool to color code the map in their text.
Reference pages to use (R6, R7, R8) of the Florida Social Studies textbook.
Instructional Strategies Used
Cues/Questions
Advanced Organizers
Graphic Organizers
Summarizing / Note-taking
Homework
Practice
Other: Turn and Share, hands-on-activity
Closing the Lesson
Summarizing/reflecting on learning / How does instruction in recognizing story structure improve students’ comprehension?
Providing feedback
Formative assessment / Stamp design, turn and share, cause-effect paragraph writing, map making.
Homework assignment / Istation, read chapter book 20 minutes
Summative assessment / Unit 1 benchmark test, spelling test
Instructional Strategies Used
Compare
Classify
Metaphor
Analogy / Problem Solving
Investigation
Analysis
Other: Visualize
Materials and Resources: / Materials needed: Stamp pattern, crayons/markers, pencils
Resources: Journeys Books, Internet, Science Fusion Book, Google Earth
Lesson Reflection:
(What worked, what didn’t work, what surprised you, what would you do differently?) / Teacher will reflect and write feedback related to the lesson.

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