3rd Grade ELAR Unit 3

Big Idea:

Compose and understand various types of poetry.

Student Expectations:

Priority TEKS

3.6(D) Create mental images to deepen understanding;

3.11(Di) Complete simple and compound sentences with subject-verb agreement

3.12(A) Compose literary texts, including personal narratives and poetry, using genre characteristics and craft

Focus TEKS

3.2(Biii) spelling compound words, contractions, and abbreviations

3.2(Bvii) spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants

3.3(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text

3.9(B) Explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems.

3.10(D) Describe how the author’s use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes.

3.10(F) Discuss how the author’s use of language contributes to voice

3.10(G) Identify and explain the use of hyperbole

3.11(Dv) Adverbs that convey time and adverbs that convey manner

Ongoing TEKS

3.1(A) Listen actively, ask relevant questions to clarify information, and make pertinent comments;

3.1(B) Follow, restate, and give oral instructions that involve a series of related sequences of action;

3.1(C) Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

3.1(D) Work collaboratively with others by following agreed-upon rules, norms, and protocols; and

3.1(E) Develop social communication such as conversing politely in all situations.

3.2(Avii) Identifying and reading high frequency words from a research based list

3.2(Bii) spelling homophones

3.2(D) write complete words, thoughts, and answers legibly in cursive leaving appropriate spacing between words

3.3(A) use print or digital resources to determine meaning, syllabication, and pronunciation

3.3(B) use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple meaning words

3.3(C) Identify the meaning of and use words with affixes, such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful

3.3(D) identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text

3.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.

3.5 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.(E) develop social

3.6(H) synthesize information to create new understanding

3.6(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down communication such as conversing politely in all situations.

3.7(A) Describe personal connections to a variety of sources, including self-selected texts

3.7(C) Use text evidence to support an appropriate response

3.7(E) Interact with sources in meaningful ways such as notetaking, annotating, freewriting or illustrating.

3.7(F) Respond using newly acquired vocabulary as appropriate

3.7(G) Discuss specific ideas in the text that are important to the meaning

3.8(A) infer the theme of a work, distinguishing theme from topic

3.8(B) explain the relationships among the major and minor characters

3.8(C) analyze plot elements, including the sequence of events, the conflict, and the resolution; and

3.8(D) explain the influence of the setting on the plot.

Student Learning Targets:

• I will write sentences with correct subject-verb agreement.
• I will compose poetry using imagery.
• I will identify and explain the meaning of idioms in a text.
• I will explain rhyme scheme within the lines and stanzas of a poem.
• I will describe how the author uses imagery to create a mental picture.
• I will explain the difference between a simile and a metaphor.
• I will describe how the author uses alliteration and onomatopoeia to contribute to voice.
• I will identify adverbs that convey time and manner.

Essential Questions:

• How does an author help us to create mental images?
• How can we become better writers if we understand the relationships between subjects and verbs?
• What is the relationship between an adverb and a verb?
• How does understanding the genres of poetry help you to understand the author’s purpose?

Extra Information:

Adopted Textbook: Texas Journeys, Houghton Mifflin Harcourt

District Grading Policy

Fry Sight Word List

Texas Gateway Online Resource Center