Grade 3 ELA
Scope
How does my perception (point of view) of the world impact my thoughts, feelings, actions, and choices?
Unit — Perception and How It Is Formed: What I Thought... What I Think... and What I Didn't Know
Essential Questions
How is perception shaped and how is a person influenced by perception?
Guiding Questions
What is perception and point of view?
What different perceptions do we have?
How is perception shaped through storytelling?
Reading
Anchor Unit: What I Thought... What I Think... and What I Didn't Know
Anchor Text:
Henry and the Buccaneer Bunnies by Carolyn Crimi
Lon Po Po by Ed Young
Skills:
Fiction Skills:
Students will:
develop a purpose for reading.
identify the author’s purpose.
locate and refer to relevant details and evidence when explaining what a text says and make logical inferences.
identify the beginning, middle, and end of a text.
determine the gist of a text.
identify the problem in the story.
identify the solution to the problem.
identify character traits.
compare and contrast characters, poems, themes and ideas.
determine a theme or central idea of text and explain how it is supported by key details; summarize a text.
describe a character, setting, or event and describe its importance to the overall story.
identify key details in the text to support their analysis.
identify their perspective and how it may differ from the point of view of a character or author.
Writing
Anchor Writing:
Introduction to R.A.C.E.S.
TC Personal Narrative Unit
Mentor texts for narrative writing:
Come on Rain by Karen Hesse
Writing about Reading: Text-dependent extended responses
Skills:
Students will:
write narratives and use narrative techniques.
introduce a specific claim.
support their claims using evidence from the text.
organize their evidence logically.
use linking words and phrases to connect their ideas.
provide a concluding statement or section.
Reading: 3R1, 3R2, 3R3, 3R4, 3R5, 3R6, 3R9
Writing: 3W1, 3W3
Unit — Shaping Perceptions: Fact or Fiction?
Essential Questions
How is my perception influenced or shaped? How are my thoughts influenced based on my perception?
Guiding Questions
How are these texts shaping your perception of the wolf?
How is perception shaped through storytelling?
How was the perception about wolves shaped through fables and fairytales?
In what way do our fears tie people together?
How do people cope with their fears through storytelling?
Who is the wolf in fact?
How do fact and fiction compare and contrast?
How do authors create fictional characters using factual details?
Reading
Anchor Unit: Fact or Fiction?
Lon Po Po by Ed Young
Fables
"The Wolf and the Crane"
"The Wolf and the Lean Dog"
"The Wolf in Sheep’s Clothing"
OR other fables of your choice that have wolves by Aesop
Face to Face with Wolves by Jim Brandenburg and Judy Brandenburg
Skills:
Continued fiction skills for Lon Po Po
Non-Fiction Skills:
Students will:
develop a purpose for reading.
summarize parts of a text and the whole text.
identify and analyze structural elements of a text.
identify text features.
identify how text features contribute to the author’s overall purpose.
determine the gist of a text or part of a text.
determine how a part of a text contributes to the overall meaning of the text.
determine the organizational structure of a text and how it contributes to the overall meaning of the text.
Writing
Anchor Writing:
TC Information Writing Unit
Mentor texts for narrative writing:
Deadliest Animals by Martha Stewart
Writing about Reading:Text-dependent extended responses
Skills:
Students will:
introduce a specific claim.
support their claims using evidence from the text.
organize their evidence logically.
provide a concluding statement or section.
Reading: 3R3, 3R4, 3R5, 3R6, 3R7, 3R8, 3R9
Writing: 3W1, 3W4
Unit — Shaping Perceptions: New Knowledge; New Perception
Essential Questions
How does knowledge change our perception? What kind of knowledge changes our perception? How does the knowledge that I have gained change my perception?
Guiding Questions
How are these perceptions (fears) universal and how do they transcend culture?
How does the contrast of fact and fiction reveal the fears in people?
What is our responsibility to protect our environment and the animals in it?
How can humans make a difference in the world we live in?
Reading
Anchor Unit: New Knowledge; New Perception
Face to Face with Wolves by Jim Brandenburg and Judy Brandenburg
Skills:
Continued non-fiction skills for Face to Face with Wolves
Fiction Skills:
Students will:
develop a purpose for reading.
identify the author’s purpose.
locate and refer to relevant details and evidence when explaining what a text says and make logical inferences.
identify the beginning, middle, and end of a text.
determine the gist of a text.
identify the problem in the story.
identify the solution to the problem.
identify character traits.
compare and contrast characters, poems, themes and ideas.
determine a theme or central idea of text and explain how it is supported by key details; summarize a text.
Writing
Anchor Writing:
TC Once Upon a Time Unit
Mentor texts for narrative writing:
Prince Cinders by Babette Cole
Writing about Reading: Text-dependent extended responses
TC Opinion Unit
Skills:
Students will:
introduce a specific claim.
support their claims using evidence from the text.
organize their evidence logically.
use linking words and phrases to connect their ideas.
provide a concluding statement or section.
write informative/explanatory texts about a topic and to convey information.
Reading: 3R3, 3R4, 3R5, 3R6, 3R7, 3R8, 3R9
Writing: 3W1, 3W2, 3W4, 3W6