Week 1 Presentation - Edl · Benchmark Advance • Grade 3 • Unit 7 • Week 1 ©2017 Benchmark Education Company, LLC UNIT7 Grade 3 • Unit 7 • Week 1 Week 1 Presentation 1

Benchmark Advance • Grade 3 • Unit 7 • Week 1 ©2017 Benchmark Education Company, LLC

Grade 3 • Unit 7 • Week 1UNIT

7Week 1 Presentation1. Introduce Unit 7: Communities Then and Now

• Objectives

• Unit 7 Video

• Guiding Questions/Initial Ideas Chart

2. “Exploring My Community”: Identify Key Details and Main Idea

• Objectives

• Purpose and Annotate

• Key Details and Main Idea Chart

3. Avoid the First Person in an Informative Text

• Objectives

• Avoid the First Person Teacher Modeling Text

• Avoid the First Person Student Practice Text

• Sample Completed Avoid the First Person Student Practice Text

4. Use Context Clues to Define Vocabulary

• Objectives

• Context Clues Chart

5. Analyze Author’s Point of View

• Objectives

• Point of View Chart

6. Plan and Organize a Compare and Contrast Essay

• Objectives

• Modeling Prompt

• Essay Planning Chart

• Compare/Contrast Evidence Chart

• Unit 7 Week 1 Cursive Writing Practice

7. “A New Life in Vermont”: Identify Key Events and Summarize

• Objectives

• Purpose and Annotate

• Key Events and Summary Chart

8. Introduce Suffixes -er, -or

• Objectives

• Word Meaning Chart

• Unit 7 Week 1 Spelling Words

9. Use Linking Words and Phrases to Incorporate Supporting Facts

• Objectives

• Linking Words Teacher Modeling Text

• Linking Words and Phrases Chart

10. “A New Life in Vermont”: Draw Inferences from Character Actions

• Objectives

• Character Actions/Inference Chart Modeling Text

• Character Actions/Inference Practice Chart

11. Practice Suffixes -er, -or

• Objectives

• Unit 7 Week 1 Spelling Practice

12. Draft a Compare and Contrast Essay

• Objectives

• Model Compare and Contrast Essay

13. Interpret Graphic Features: Analyze Story Illustrations

• Objectives

• Graphic Features Chart

14. Compare Two Texts on the Same Topic

• Objectives

• Compare/Contrast Chart

15. Revise and Edit

• Objectives

• Incorporate Comparatives and Superlatives Model Text

Communities Then and Now


LESSON

1

ObjectivesI will be able to:

• Share my prior knowledge and ideas about the Essential Question.

• Generate guiding questions and answers with my peers.

• Listen to and build on the ideas of my peers.

Introduce Unit 7: Communities Then and Now


LESSON

1 Introduce Unit 7: Communities Then and Now


LESSON

1

Guiding Questions/Initial Ideas Chart

Guiding Questions Initial Ideas

Introduce Unit 7: Communities Then and Now


LESSON

2


• Read to identify and annotate key details.

• Use key details to state the main idea.

• Share my thinking with peers.

“Exploring My Community”: Identify Key Details and Main Idea


LESSON

2“Exploring My Community”: Identify Key Details and Main Idea

Purpose and Annotate

Purpose: Read the introduction and paragraph 1 to identify the main ideas and the key details that support them.

Annotate! Underline the key details in the paragraphs.


LESSON

2“Exploring My Community”: Identify Key Details and Main Idea

Key Details and Main Idea ChartParagraph Key Details Main Idea


LESSON

3


• Recognize and observe the differences between the conventions of spoken and written standard English.

• Share ideas and build on ideas of others through collaborative conversation.

Avoid the First Person in an Informative Text


LESSON

3 Avoid the First Person in an Informative TextAvoid the First Person in an Informative Text

Avoid the First Person Teacher Modeling Text

Text A

I think that the details Lisa Benjamin includes in her writing help explain why she is so proud of her community.

She starts by describing a typical day, capturing our interest by allowing us to picture what goes on in the city.

Text B

The details Lisa Benjamin includes in her writing help explain why she is so proud of her community.

She starts by describing a typical day, capturing readers’ interest by allowing the readers to picture what goes on in the city.


LESSON

3

Avoid the First Person Student Practice Text

The text “Working Together” tells about the way that the city of Fargo, North Dakota, came together to prepare the town for a flood. I noticed that one way the text tells its story well is by using a quote from someone in Fargo. This helps us understand what the residents were thinking and feeling as they prepared for the storm. The text also explains that when the flood came, no major damage was done to the city. This shows us that cooperation among the residents of a community can overcome great obstacles.



LESSON

3

Sample Completed Avoid theFirst Person Student Practice Text

The text “Working Together” tells about the way that the city of Fargo, North Dakota, came together to prepare the town for a flood. One way the text tells its story well is by using a quote from someone in Fargo. This helps readers understand what the residents were thinking and feeling as they prepared for the storm. The text also explains that when the flood came, no major damage was done to the city. This shows that cooperation among the residents of a community can overcome great obstacles.



LESSON

4 Use Context Clues to Define Vocabulary


• Reread to find context clues to help me define words about communities.

• Check my definitions using a dictionary or scientific reference and expand them to be more precise.

• Use the words in sentences to show my understanding.


LESSON

4 Use Context Clues to Define Vocabulary

Context Clues Chart

Word (Paragraph) Context Clues Our

DefinitionsRevised Definitions Using References


LESSON

5 Analyze Author’s Point of View


• Identify an author’s point of view in an informative text.

• Take an active role in and follow rules for collaborative conversations.


LESSON

5 Analyze Author’s Point of View

Point of View Chart

Paragraph Language Details Point of View


LESSON

6 Plan and Organize a Compare and Contrast Essay


• Organize my ideas according to the purpose of an essay.

• Gather evidence from the text to help me plan my essay.

• Share my ideas through collaborative conversation.


LESSON


Modeling Prompt

“Exploring My Community,” “A New Life in Vermont,” and the Unit 1 text “Working Together” all present different attitudes that people can have about their communities. Write an essay in which you compare and contrast these different attitudes.


LESSON

6

Essay Planning Chart

Parts of an Essay Content

Plan and Organize a Compare and Contrast Essay


LESSON


Compare/Contrast Evidence Chart

Text Evidence from Text Attitude about community

“Working Together”

“Exploring My Community”

“A New Life in Vermont”


LESSON

6Name: ____________________________________________________________ Date ___________________________

Directions: Trace and write the letters. Then write the sentences.

N N N N N N N N N

V V V V V V V V V

Name two historic cities.

Visitors take bus tours.

Unit 7 Week 1 Cursive Writing Practice



LESSON

7 “A New Life in Vermont”: Identify Key Events and Summarize


• Read to identify and annotate key events.

• Distinguish between important and unimportant information.

• Use key events to summarize the story.

• Share my ideas through collaborative conversation and in writing.



LESSON

7

Purpose and Annotate

Purpose: Read to identify the key events Miguel and his family experience in their new community.

Annotate! Underline each of the key events and number them in the margin.

“A New Life in Vermont”: Identify Key Events and Summarize


LESSON

7 “A New Life in Vermont”: Identify Key Events and Summarize

Key Events and Summary Chart1.

2.

3.

4.

5.

Possible Summary:

“A New Life in Vermont”: Identify Key Events and Summarize


LESSON

8


• Explain the meaning of suffixes -er and -or.

• Use the meanings of the suffixes and the base words to figure out meanings of words.

• Collaborate to define words with -er and -or.

• Spell words with -er and -or.

Introduce Suffixes -er, -or


LESSON

8 Introduce Suffixes -er, -or

Word Meaning Chart

Word Base Word Suffix Meaning



LESSON

8Unit 7 Week 1 Spelling Words

Spelling Word Sentence

bakers

painters

owners

players

visitors

sculptors

vendors

actors




• Use linking words and phrases to help the reader understand connections between ideas.

• Share my ideas and respond constructively to those of others.

LESSON

9Use Linking Words and Phrases to Incorporate Supporting FactsIntroduce Suffixes -er, -or


LESSON

9

Linking Words Teacher Modeling TextText AThe texts in this unit tell different types of stories. They all show how strongly people can feel about their communities. In “Working Together,” the residents of Fargo feel a responsibility to help the government to safeguard their city. While the government of Fargo helps the community guard the city against flooding, the community bands together to help the government do so. Meanwhile, “Exploring My Community” describes how Lisa Benjamin is proud of her city’s history. “A New Life in Vermont” shows that Miguel dislikes how spread out his new neighborhood is.Text B The texts in this unit tell different types of stories, but they all show how strongly people can feel about their communities. In “Working Together,” the residents of Fargo feel a responsibility to help the government to safeguard their city. As a result, while the government of Fargo helps the community guard the city against flooding, the community bands together to help the government do so. Meanwhile, “Exploring My Community” describes how Lisa Benjamin is proud of her city’s history, and “A New Life in Vermont” shows that Miguel dislikes how spread out his new neighborhood is.

Use Linking Words and Phrases to Incorporate Supporting Facts


Linking Words and Phrases Chart

Compare Contrast

LESSON

9Use Linking Words and Phrases to Incorporate Supporting Facts

Use Linking Words and Phrases to Incorporate Supporting Facts


LESSON

10


• Use text clues and personal knowledge to make inferences about characters.

• Work collaboratively with my peer group, listening carefully and adding my own ideas when I can.

“A New Life in Vermont”: Draw Inferences from Character Actions


LESSON

10“A New Life in Vermont”: Draw Inferences from Character Actions

Character Actions/Inference Chart Modeling TextStory Detail My Own Experience What I Can Infer


LESSON

10

Character Actions/InferencePractice ChartStory Detail My Own Experience What I Can Infer

“A New Life in Vermont”: Draw Inferences from Character Actions


LESSON

11 Practice Suffixes -er, -or


• Explain the meanings of the suffixes -er and -or.

• Find words in the selection that have these suffixes.

• Use the suffixes and base words to understand the meaning of the words.

• Share my ideas with the class.

• Spell words with suffixes -er and -or.


LESSON

11 Practice Suffixes -er, -or

Unit 7 Week 1 Spelling Practice

1. The _________________ decided to move the business he created to the Mission District.

2. Now that I’ve learned to play an instrument, I’d like to meet other _________________ and form a band.

3. Instead of buying water from a vending machine, I bought it from one of the _________________ in the park.

4. No one used to visit this area before, but now the park is filled with _________________.

5. The _________________ had to wake up very early to make bread for the festival.

6. The _________________ were able to turn ugly blocks of stone into beautiful statues.

7. Without brushes or paint, the _________________ were not able to do their work.

8. Everyone was impressed with how well the ________________ in the play recited their lines.


LESSON

12Practice Suffixes -er, -or Draft a Compare and Contrast Essay


• Identify the features of an essay.

• Collaborate with a partner to use the modeling prompt and evidence from the modeling chart to write an essay.

• Share ideas through collaborative conversation.

• Write a draft in response to the independent prompt.


LESSON

12 Draft a Compare and Contrast Essay

Model Compare and Contrast Essay The texts “Working Together,” “Exploring My Community,” and “A New Life in Vermont” show the different types of attitudes that people can have about their communities. All of these texts show that people can have strong feelings about their communities. Sometimes, people have positive views of their communities, as in “Working Together” and “Exploring My Community.” In other cases, people such as Miguel in “A New Life in Vermont” can be unhappy with their communities.

All of the texts in this unit show how strongly people can feel about their communities. In “Working Together,” the residents of Fargo feel a responsibility to help the government protect their city. While the government of Fargo helps the community guard the city against flooding, the community bands together to help the government. “Exploring My Community” describes how Lisa Benjamin is proud of her city’s history, while in “A New Life in Vermont,” Miguel dislikes how spread out his new neighborhood is.

There are also some differences among these texts. Jack Burns and Lisa Benjamin both care about their communities and have positive views of them. Burns works hard to protect Fargo from flooding, and Benjamin takes photographs of the parts of her city that she enjoys. On the other hand, Miguel is unhappy with his new community, wishing that his father, rather than Tía Lola, could once again live with their family. These differences show that while people can have strong feelings about their communities, those feelings can sometimes be negative.

People can have very strong feelings about their communities. “Exploring My Community,” “Working Together,” and “A New Life in Vermont” show how these feelings can differ. Whether positive or negative, though, these feelings are important parts of people’s everyday lives.


LESSON

13Draft a Compare and Contrast Essay


• Explain how the illustrations in the story support and extend the information.

• Share my ideas through Collaborative Conversation and in writing.

Interpret Graphic Features: Analyze Story Illustrations

Graphic Features ChartWhat Illustration Shows

What Text Says How Illustration Supports the Text


LESSON

13Interpret Graphic Features: Analyze Story Illustrations


LESSON

14 Compare Two Texts on the Same Topic


• Compare and contrast two texts on the same topic.

• Contribute to discussions by asking and responding to questions.

• Apply my cross-text analysis by writing a paragraph.


Compare/Contrast ChartCategories for Compare/Contrast

“Exploring My Community” by Lisa Benjamin

“A New Life in Vermont” by Julia Alvarez

LESSON

14 Compare Two Texts on the Same Topic


LESSON

15 Revise and Edit


• Revise writing including strengthening the introduction and conclusion, and adding facts and details.

• Understand and use comparative and superlative adjectives and adverbs.

• Understand and use reciprocal pronouns.

• Share my ideas through collaborative conversation.


Incorporate Comparatives and Superlatives Model TextThere are also some differences among these texts. Jack Burns and Lisa Benjamin both care about their communities and have positive views of them. Burns works hard to protect Fargo from flooding, and Benjamin takes photographs of the parts of her city that she enjoys. They are happier about their communities than Miguel is about his community. Miguel is unhappy with his new community, wishing that his father could once again live with their family, rather than Tía Lola. As a result, Miguel has to work much harder to get used to his community. These differences show that while people can have strong feelings about their communities, those feelings can sometimes be negative.

LESSON

15 Revise and Edit

Documents

Week 1 Presentation - Edl · Benchmark Advance • Grade 3 • Unit 7 • Week 1 ©2017 Benchmark Education Company, LLC UNIT7 Grade 3 • Unit 7 • Week 1 Week 1 Presentation 1