Embedded Files
ELA
ELA
In this eight-week module, students explore the questions: “Who is the wolf in fiction?” and “Who is the wolf in fact?” They begin by analyzing how the wolf is characterized in traditional stories, folktales, and fables. Then they research real wolves by reading informational text. Finally, for their performance task, students combine their knowledge of narratives with their research on wolves to write a realistic narrative about wolves.
Reading:
Reading:
- RL.3.1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
- RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
- RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
- RL.3.5. Refer to parts of stories, dramas, 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.
- RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
- RL.3.11. Recognize, interpret, and make connections in drama to other texts, ideas, cultural perspectives, personal events, and situations. a. Self-select text based upon personal preferences.
- RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea
- RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- RI.3.6. Distinguish their own point of view from that of the author of a text.
Writing:
Writing:
- W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.
- W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together. b. Develop the topic with facts, definitions, and details. d. Provide a concluding statement or section.
- • W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.
- W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in Standards 1–3 above.)
- W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- W.3.7. Conduct short research projects that build knowledge about a topic.
- 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.
Language:
- L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences.
- L.3.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word. c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
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.
Social Studies:
Social Studies:
Time, Continuity, and Change
- Each community or culture has a unique history, including heroic figures, traditions, and holidays.
- People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next. – Students will examine legends, folktales, oral histories, biographies, and historical narratives to learn about the important individuals and events of each selected world community.
- Arts, music, dance, and literature develop through a community’s history. Students will explore the arts, music, dance, and literature for each selected world community.
Social Studies; People are Connected in the Economic Marketplace
- How do we acquire what we want/need? (What do ranchers provide?)
- How does trade (an exchange of goods and services) affect businesses, consumers, individuals, communities? (How do we depend on ranchers? How do farm animals affect me? How do animals affect our community?)
- How do we depend on each other? (Ranchers and Forestry Service, consumers and the Ranchers, Consumers and the Park Service...)
- What is the sources of funding for government services? Sanctuary? Ranchers? National Parks? Forestry?
Lessons:
- Goods and Services: Some are Private, Some are Not: https://www.econedlink.org/teacher-lesson/978/
- Public Services and Taxes Local Government Services and Spending - http://www.klc.org/UserFiles/CGMLessonPlans.pdf
- Discovery Education Videos (for schools paying to use this service)
Science
Science
Standard 2: Life Science
- GLE 1: The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species
- EO a: Use evidence to develop a scientific explanation regarding the stages of how organisms develop and change over time (DOK 1-3)
- EO b: Analyze and interpret data to generate evidence that different organisms develop differently over time (DOK 1-2)
- EO c: Use a variety of media to collect and analyze data regarding how organisms develop (DOK 1-2)
The Living Environment
- 3.1a Each animal has different structures that serve different functions in growth, survival, and reproduction. – wings, legs, or fins enable some animals to seek shelter and escape predators – the mouth, including teeth, jaws, and tongue, enables some animals to eat and drink – eyes, nose, ears, tongue, and skin of some animals enable the animals to sense their surroundings – claws, shells, spines, feathers, fur, scales, and color of body covering enable some animals to protect themselves from predators and other environmental conditions, or enable them to obtain food – some animals have parts that are used to produce sounds and smells to help the animal meet its needs – the characteristics of some animals change as seasonal conditions change (e.g., fur grows and is shed to help regulate body heat; body fat is a form of stored energy and it changes as the seasons change).
- 3.1c In order to survive in their environment, plants and animals must be adapted to that environment. – Animal adaptations include coloration for warning or attraction, camouflage, defense mechanisms, movement, hibernation, or migration.
- 3.2 Observe that differences within a species may give individuals an advantage in survival and reproduction. – Individuals within a species may compete with each other for food, mates, space, water, and shelter in their environment. – All individuals have variations, and because of these variations, individuals of a species may have an advantage in survival and reproduction.
LIfecycle video
https://www.youtube.com/watch?v=wNievPfuUdY
Life cycle and other FAQ's
http://westernwildlife.org/gray-wolf-outreach-project/faqs/#a1
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