The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core
State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for
additional standards addressed in all lessons in this unit.
Warm-Up: Flip Book Review/Noun Review
Reviewing the Spellings: Writing the Spellings/ Word Box
Practice: Large Card Chaining
Tricky Words: Tricky Word Cards
Practicing Reading: Phrases
Students will learn /w/, /e/, and /u/, with "all" and "some"
Students will learn /x/ and /k/; "one" and "once"
This activity shares ideas on how to spotlight each student in your classroom.
Students will:
• Listen to and demonstrate familiarity with “Star Light, Star Bright”
• Retell the events of the nursery rhyme
• Identify rhyming words in the nursery rhyme
Students will bring a stuff animal to school and create a class graph and individual pet books.
Students will be able to apply their knowledge about simple subjects and identify the simple subject in each sentence.
Students will be able to calculate the number of dots needed to make ten by looking at the ten frame flashcard.
Students will choose cards and look for ten frames that match.
Test Flight
Resource used and updated by the Utah Board of Education for 3rd grade integrated science.
Students will:
• Listen to and demonstrate familiarity with “This Little Pig Went to Market”
• Demonstrate familiarity with several nursery rhymes
• Identify the five pigs as the characters in the nursery rhyme
• Retell the events of the nursery rhyme
• Recite “This Little Pig Went to Market”
Students will learn about the different forms of media, such as newspapers, radio, and television.
Using the The Tortoise and the Hare fable students will learn basic map skills.
Students will learn tricky words "the" and "who"
Students work on noun identification and sound spelling review
Students will continue to review sister sounds
The unit has two parts. In each, students dive into inquiry to answer the compelling questions:
1. Who are some of our closest tribal neighbors, and what have they been their lifeways since time immemorial?
2. Why do people explore, and how does this lead to expansion?
Part 1 is focused on the examination of the northwest and some of the original inhabitants. Through these questions students will learn about the culture of some of their closest tribal neighbors, the Spokane Indians. The final project for Part 1 is a cultural investigation display, in which students will show what they know about the culture of the Spokane Tribe.
In Part 2, Students will also learn about forces that brought change to the northwest: fur trade era and exploration. Students will ultimately learn about the Corps of Discovery and the Oregon Trail and know the impact each had on the west. Students will finish Part 2 with a timeline activity that will reflect choice and build upon student strengths according to their skill set.
Finally, a lesson on a Tribe of the Columbia Plateau is offered as an extension, but it is strongly recommended that students get to experience this lesson.
Note that the emphasis here is on the Spokane Tribe as one of our closest tribal neighbors. In no way is this an exhaustive study nor should the tribal cultures be generalized to other tribes of the region. We understand that each tribe in our region and North America was and continues to be unique in its culture, practices, lifeways, and traditions.
In this unit, students apply what they have learned about the research process from Unit 2 to research and write an essay about a freaky frog of their choice as part of their performance task for this module. Students begin this unit by choosing a frog to study and reading informational texts to gather information about their frog and its unique adaptations. Students build on their learning about informational writing from Unit 2 to plan and draft an essay, discussing what makes an essay more complex than a paragraph.
For the mid-unit assessment, students will draft the second proof paragraph to their own essay. Then through mini lessons and peer critique, students will continue to draft, revise, and edit their writing. Finally, in the end of unit assessment, students incorporate teacher and peer feedback to revise their essays on demand. The unit ends with students compiling their writing from across the module to create the final performance task, a book about freaky frogs.
W.3.2, W.3.4, W.3.5, W.3.6, W.3.7, W.3.10, L.3.1d, L.3.1e, L.3.1i, L.3.1j, and L.3.6