WEEK Grade 3 • Unit 4 Question of the Week: How does it ... 4...Question of the Week: ... Form & Function WRITE: Daily Writing CHECK: ... sentence about his or her unique qualities

Question of the Week: How does it feel to be unique?Concepts: Understand the characteristics that make someone unique; learn that unique characteristics can lead to important discoveries; identify unique personal characteristics.

1 Grade 3 • Unit 4

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 3 • Unit 4 • Page 91Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

Objectives

To introduce and discuss concepts and vocabulary of having unique qualities.Use: Student Book, pp. 120–121.

To have students use key words to discuss unique qualities.

To have students write a sentence(s) about what made the Wright brothers unique.

ELD Standard R: Read and use more detailed sentences to describe orally the relationships between text and one’s own experiences.

DAY 1Concept & Vocabulary Development

P/Q What unique qualities do you have? Lesson Vocabulary for the Week

(* = Academic Vocabulary)

airplane, inventors*, kite, swept, themselves, unique*, light, try

Content Vocabulary

built, Wright Brothers, new, brave, creative, adventurous

[Add to the list other qualities that students generate.]

P/Q What made the Wright brothers unique? Have pairs of students use the completed Description Map to discuss what makes them unique. Each student can say a sentence about his or her unique qualities.

• What makes you unique?

• What talents do you have?

Compile an illustrated vocabulary list of student generated ideas for students to use as reference.

Skill Check: Practice Book, p. 125

B I am ______. B They were inventors. They built an ______.

EI I am ______. I try new things. EI They were ______. They built an ______.

I I am ______ because I try new things. I also am ______.

I The Wright Brothers were ______. They built the first ______.

EA I am ______ because I ______ new things. I also am ______ because ______. [Students should give a proof for this statement.]

EA The Wright Brothers were ______ who built the first ______.

A I think I am ______ because I ______ new things. I also am ______ and ______ because ______. [Students should give a proof for this statement.]

A The ______ were unique ______ who built the first ______.

RDG10_LCSF03_CA_U4W1.indd Page 91 6/30/10 7:53:09 PM sf-024 /Volumes/107/SF00415/work/indd/Grade_3

Grade 3 • Unit 4 Question of the Week: How does it feel to be unique?Concepts: Understand the characteristics that make someone unique; learn that unique characteristics can lead to important discoveries; identify unique personal characteristics.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring1WEEK


Objectives To help students understand and use irregular plurals.

To have students recognize and use words with irregular plurals.

To have students write a sentence about an unusual piece of clothing.

ELD Standard R: Use content-related vocabulary in discussions and reading.

DAY 2Word Analysis

P/Q Why are mice unique? Lesson Vocabulary

mouse/mice, tooth/teeth, scarf/scarves, leaf/leaves, elf/elves, shelf/shelves, man/men, woman/women, foot/feet

[Add to the list other irregular plurals students generate.]

Content Vocabulary

body/bodies, small, quality, unique, type, clothing, warm, colorful

[Add to the list other qualities that students generate.]

P/Q What is one unusual kind of clothing? Revisit the concept of feeling unique. Have partners name qualities that make someone or something unique. Students can discuss any of the sections where they talked or wrote about unique qualities.


B They have small ______. B ______ are unusual.

EI They have small, sharp ______. EI ______ are ______.

I Mice have small but sharp ______. I ______ are an ______ kind of winter clothing.

EA ______ have small ______ and small, sharp ______. This makes ______ unique.

EA Colorful ______ are an ______ kind of winter clothing.

A Having small, sharp ______ is a quality that makes ______ unique. They also have small ______.

A Warm, ______ ______ are an ______ kind of winter ______.





Objectives

To have students use contrasting words to show how things are different. To help students notice and understand comparisons and contrasts in text. Use: Student Book, pp. 122–123.

To have students use contrast words to tell how things are different.

To have students write sentences comparing and contrasting the helicopter and the airplane on page 123.

ELD Standard R: Use content-related vocabulary in discussions and reading.

DAY 3Comprehension Skills & Strategies

P/Q What words do we use to contrast things and show how they are different? Tell about two things that are different.

Lesson Vocabulary

contrast, compare, but, unlike, however, both

Content Vocabulary

airplane, helicopter, propeller, wings, higher

P/Q Look at the pictures of a helicopter and an airplane on page 123. Write one sentence describing how they are alike and one sentence describing how they are different.

Have students compare and contrast picture or objects. Make a two-column list and have students write how the two objects are alike in one column and how they are different in the other column.


B We use “but” and “______.”

Birds fly high, ______ airplanes fly higher.

B They ______ fly.

An airplane has wings.

EI We use “______” and “______.”

Birds fly high, ______ airplanes fly ______.

EI They ______ fly.

An airplane has wings that lift it, ______ a helicopter has a propeller.

I We use “______”, “______,” and “______” to contrast things.

Kites fly high, ______ airplanes and birds fly ______.

I They ______ fly.

An ______ has wings that lift it, but a ______ has a propeller.

EA We use words such as “______”, “______,” and “______” to ______ things.

______ airplanes, birds are animals that fly.

EA Airplanes and helicopters ______ fly.

An ______ has wings that lift it, but a ______ has a propeller.

A When we want to ______ things, we use words such as “______,” “______,” and “______.”

Birds can fly high; ______, they cannot fly as high as airplanes.

A Airplanes and helicopters ______ fly.

An ______ has ______ that lift it, ______ a ______ has a propeller.





Objectives

To have students learn singular and plural pronouns.Use: Student Book, p. 124.

To have students use singular and plural pronouns to replace nouns.

To have students write a complete sentence using a singular or plural pronoun.

ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

DAY 4Grammar & Conventions

P/Q What do pronouns do? Use a pronoun in place of a noun in a sentence.

Lesson Vocabulary

pronoun, nouns, singular, plural, first person, second person, third person

Singular Pronouns

Plural Pronouns

I we

you you

he they

she they

it they

Content Vocabulary

books, airplanes, different, helicopters

P/Q Write a sentence using either a singular or plural pronoun.

Ask students to exchange sentences they wrote for “Your Turn” and tell their partner:

• “Your sentences [do/do not] use a pronoun in the place of a noun.”

• “Yoursentences[do/donot]startwitha capital letter.”


B Pronouns take the place of ______.

Anna will take a trip. ______ will fly on an airplane.

B ______ like books about airplanes.

EI Pronouns take the place of ______.

Chen and his sister will also take a trip. ______ will go in a car.

EI ______ like books about ______.

I ______ take the place of ______.

This is the first trip Chen’s sister has taken. ______ is excited.

I ______ like books about ______; however, my friends like different books.

EA ______ take the place of ______ in a sentence.

Karen, Tim, and Chad are flying kites. ______ can fly the kites very high.

EA ______ like books about ______; however, my friends like different books.

______ like ______ about helicopters.

A ______ take the place of ______ in a ______.

Mike, do ______ want to fly a kite today?

A ______ like books about ______; however, my friends like ______ books.

______ like ______ about ______.





Objectives

To have students express understanding of concepts and skills in writing.Use: Student Book, p. 125.

To have students use vocabulary learned this week to discuss how it feels to be unique.

To have students write three or four sentences about what makes them feel unique.

ELD Standard W: Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

DAY 5Writing

P/Q What makes you feel unique? Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas.

P/Q How does it feel to be unique? Have students build fluency by reading their completed writing to partners or the class.


B I am ______. I can ______ and I can ______. I feel special.

B Student writes three or four basic sentences with support.

EI I am ______. I can ______, but I can also ______. I feel special because I can do ______ things.

EI Student writes three or four sentences and includes some concept vocabulary.

I I am ______. I can ______. I can also ______ like my friend can. I feel special because ______ can do ______ things.

I Student writes three or four sentences and includes some concept vocabulary.

EA I am ______, and so is my friend. She/He and I ______ like ______. I can ______ like my friend can. We can also ______. We are special because both can both do ______ things.

EA Student writes three or four well-constructed sentences and includes concept vocabulary.

A I am ______, and so is my friend. Both I and my friend like ______. I can ______ like my friend can. We can also ______ and ______. Because ______ can ______ do special things, we are ______.

A Student writes four or more well-constructed sentences and includes concept vocabulary.


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WEEK Grade 3 • Unit 4 Question of the Week: How does it ... 4...Question of the Week: ... Form & Function WRITE: Daily Writing CHECK: ... sentence about his or her unique qualities