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ela plan october 23-27 2017

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Name: Ms. Norman Grade: 3rd Subject: English Language Arts Week of : October 23-27, 2017 Standards: Review Standard:3RL.3.1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers. 3-RL.11.1 Explain the differences between first a
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  Name:Ms. NormanGrade:3rdSubject: English Language Arts Week of :ctober !3 !#$ !%&#Standards: Review Standard:3RL.3.1 Ask and answer questions to demonstrate understanding of a text referring explicitly to te text as te !asis for te answers.3 RL.11.1 #xplain te differences !etween first and tird person points of view3 RL.11.$ %ompare and contrast te reader&s point of view to tat of te narrator or a caracter.3' $.1 'rite explanatory texts tat provide a concluding statement or section.3' (.$ )se apostropes to form singular and plural possessive nouns.3R* 3.1 *dentify and know te meaning of te most common prefixes and derivational suffixes. Essen'als for Learning * can explain te differences !etween first and tird person point of view.* can tell ow my own point of view is similar to or different from te narrator or caracters of a story.* can write explanatory text and provide a conclusion for closure.* can identify and gain knowledge of te most common prefixes and suffixes.Academic +oca!ulary: point of view, narrator, caractefirst person point of view,tird person point of viewaffix, prefix, suffix, conclusion (om)onent Monda* +uesda*Wednesda*+hursda*,rida* Lesson Review(Homework Review/Daily Orals) Teacher will review the RACE strategy with students using a power- point. Teacher will read passage anddemonstrate how students should number their paragraphs before restating and answering the question of a TDA. Teacher will model the first two parts of the RACE strategy which is R-restate the question and A-answer the question. Teacher will review R and A of the RACE strategy with students. Teacher will reread  passage and discuss passage with students. Teacher will model the third part of RACE which is C-cite for evidence. Teacher will demonstrate and e!plain how to cite for evidence. Teacher will also e!plain and demonstrate to students what is considered  plagiarism and or copying. Teacher will review R A and C of the RACE strategy with students. Teacher will reread passage and discuss passage with students. Teacher will model the fourth partof RACE which is E- e!plain your answer. Teacher will demonstrate and e!plain how you e!plain your answer using RACE. Teacher will review R A C and E of the RACE strategy with students. Teacher will reread passage and discuss passage with students. Teacher will model how to e!tend and provide a closing statement for a TDA. Teacher will review the RACE strategyalong with e!tending and providing a closing statement for closure of a TDA. #tudents will demonstrate or show teacher that they understand by writing and sharing their response to a TD$. Anticipatory Set:   -R %isten #&etch and Draft. #tudents are e!pected to listen to this  particular piece of the te!t which says /At te edge of te forest stood a mountain. 0e ants looked up and could not see its peak. *t seemed to reac rigt to te eavens, !ut tey did not stop. )p 'R( As& students this questions) -1'at is te teme of te 0wo ad Ants2-$ ow does te teme of te story affect te point of view of te story2 '*( +locabulary video on possessive nouns'R(,nteractive Read Aloud) Two ad Ants./ #tudents will be e!pected to answer +rom what point of view is this story being told or who narrates the story and how would things be different if the story were told from a different character0s perspective ' ow we see   tings  or your own  perspective1/ Review using 045 in a game format called *ave, wo as. 0en assess te students !ased on te story 0wo ad Ants. 'R,( Review and Assess'*( Review and Assess'*(Review and Assess'R( ,nteractive Read Aloud) Two adAnts./ #tudents will show what they0ve learned by completing the culminating activity which is to complete a TDA for this particular question -'rite to explain ow te text and illustrations in 0wo ad Ants   , sow te difference in te  (om)onent Monda* +uesda*Wednesda*+hursda*,rida* te side tey clim!ed iger and iger.6 #tudents are e!pected to use the description of the mountain and visuali2e the view of the mountain through the eyes of the ant  by strictly using the te!t and s&etch what it loo&s li&e and then draft regarding their s&etch. After studentshave s&etched the mountain have students to loo& at their illustration and compare it to the actual illustration on the boo&. As& studentswhat did they noticed1 Then e!plain to them that this is called the point of view of the ant. 'R,( +or word study view we will review the affi!es flipchart. *e will go through the chart and tal& about the common prefi!es and suffi!es. After we have cover the prefi!es and suffi!es each group will get a notecard with a word that has a prefi!and a word that has a suffi!. The students will have to define the word on each card then underline the  prefi! of suffi! in the word. The students will have to wor& together todefine the word then use both word in a sentence and write it on the bac& of the notecard. '*( +or the mini lesson on writing ,will show the students the +locabulary video on possessive nouns. Then view pause discuss and practice the rules for adding 3s and s0 for possessive nouns on learning farm. '*(Teacher as& this question) ow do we provide a concluding statement for explanatory text2   -R*rainpop video on affixes 'R,(,nteractive 4ractice *ebsite) %earning +arm for affi!es and possessive nouns'*(Teacher as& this question)5ow are details from a story connected to a concluding statement1'*( Teacher as& this question)5ow does singular and plural possessive nouns help us to relate to any given te!t1 point of view !etween te two ants and te reader-you 'R,(Reteach Review and reassess'*( Reteach Review and reassess'*(Reteach Review and reassess  (om)onent Monda* +uesda*Wednesda*+hursda*,rida* Objective and !rpose: 6-R%.77.8 T%*AT compare and contrast the reader0s point of view to that of the narrator or a character. #5: ow does te point of view affect te plot of te story2 6* 8.7 T%*AT write e!planatory te!ts that provide a concluding statement or section. #5: 'at sould !e included in a   concluding statement2 6* 9.8 T%*AT use apostrophes to form singular and plural possessive nouns. #5: ow do we form singular andplural possessive nouns 2 6R, 6.7 T%*AT identify and &now the meaning of the most common  prefi!es and derivational suffixes.#5: ow do we determine if a word as a prefix or suffix added to it2 The purpose of each standard is to help students become better readers writers and communicators. :nowing who is telling a story helps you &eep trac& of what0s happening in the story and it also helps you  better understand the character's(.6-R%.77.7 T%*AT e!plain the differences between first and third person  points of view. #5: ow does te teme affect te point of view of te story2 6* 8.7 T%*AT write e!planatory te!ts that provide a concluding statement or section. #5: ow do we provide a concluding statement for explanatory text2  6* 9.8 T%*AT use apostrophes to form singular and plural possessive nouns. #5: ow do we determine wen a nounsould !e written in singular or plural possessive form2 6R, 6.7 T%*AT identify and &now the meaning of the most common prefi!es and derivational suffixes.#5: ow do we determine wat te !ase or root word is of any word2 The purpose of each standard is to help students become better readers writers and communicators. :nowing who is telling a story helps you &eep trac& of what0s happening in the story and it also helps you better understand the character's(.6-R%.77.8 T%*AT compare and contrast the reader0s point of view to that of the narrator or a character. #5: ow does our personal point of viewdiffer from te point of view of te caracters2 6* 8.7 T%*AT write e!planatory te!ts that provide a concluding statement or section. #5: ow do we explain witin a concluding statement2 6* 9.8 T%*AT use apostrophes to form singular and plural possessive nouns. #5: ow are irregular nouns written in possessive form2 6R, 6.7 T%*AT identify and &now the meaning of the most common prefi!es and derivational suffixes.#5: ow do affixes cange te meaning of words2 The purpose of each standard is to help students become better readers writers and communicators. :nowing who is telling a story helps you &eep trac& of what0s happening in the story and it also helps you  better understand the character's(.6-R%.77.8 T%*AT compare and contrast the reader0s point of view to that of the narrator or a character. #5: ow does our personal point of view of 0wo ad Ants differ from tepoint of view of te caracters2 6* 8.7 T%*AT write e!planatory te!ts that provide a concluding statement or section. #5: ow are details from a story connected to a concluding statement2 6* 9.8 T%*AT use apostrophes to form singular and plural possessive nouns. #5: ow does singular and plural possessive nouns elp us to relate to any given text2  6R, 6.7 T%*AT identify and &now the meaning of the most common  prefi!es and derivational suffixes.#5: ow do affixes affect details from te story, 0wo ad Ants2 The purpose of each standard is to helpstudents become better readers writers and communicators. :nowingwho is telling a story helps you &eep trac& of what0s happening in the story and it also helps you better understand the character's(. nstr!ctional np!t/Direct nstr!ction: 7:88 7:$8*nteractive Read Aloud 7:88 7:$8*nteractive Aloud7:88 7:$8*nteractive Read Aloud . 7:88 7:$8*nteractive Read Aloud  (om)onent Monda* +uesda*Wednesda*+hursda*,rida* 0wo ad AntsSared Reading Teacher will review the meaning of  point view. Teacher will give students the opportunity to tell from what point of view is /0wo ad Ants  being told. Teacher will as& students to come up and circle unfamiliar words from the te!t including affi!es.Teacher will use stopping points to as& te!t dependent questions to chec& for students0 understanding such as  based on the te!t describe the ant world and what evidence in the te!t helps the reader build understanding about the literal meaning. Students will also !e asked to turn to teir el!ow partner to discuss 045.  Theteacher will also as& based on the  point of view of the ants the ants thought that they had been caught in a whirling storm. The teacher will as& students that using evidence fromthe te!t where were they from the reader0s 'human( perspective.Teacher will e!plain that the reason why it is important to &now whose telling the story because it helps you &eep trac& of what0s happening and italso helps you better understand the characters. 'ord Study Teacher will review the meaning of the words affi! prefi! and suffi!. The teacher will then go bac& to the  board and demonstrate how you should determine if the word is classified as a word with a prefi! or suffi! and where is the base word in this particular word. 'ord study willintegrated during guided reading instruction as well.   0wo ad AntsSared Reading Teacher will review ;onday0s lesson of close reading. Teacher will continue with interactive read aloud with stopping points to question students about the te!t. The teacher will as& and discuss the following questions with the students after students ave turned to teir el!ow partner and discuss teir tougts and answers wit teir partners:  The last line of the story states that this is where they were meant to be./ ,n the beginning of the story the ants thought  being near the crystals the tasty treasure/ was where they should be. *hat evidence do you find on page 8< that they had discovered a more valuable reason to return home1 *hat was of greater value to them now1 *hy1  *hat is the theme 'central message or moral( of this te!t1 'ord Study Teacher review the meaning of affi!es. Teacher will demonstrate how to determinethe base word when using affi!es. Teacher and students view pause discuss and  practice affi! video from brain pop. 7:$8 7:(8'riting49L: -Stand )p, and )p, air )p will !e used for 49L.49L: *hat sentence would provide the best conclusion to this composition1 0wo ad AntsSared Reading Teacher will continue to read 0wo ad Ants  and e!plain that we will be analy2ing  point of view in this te!t. Teacher will as& students to loo& for evidence of point of view as the te!t is read aloud. Teacher will read the first few pages and as& students to identify the point of view for the story'characters point of view = ants(. Teacher will create a two-column chart'T-Chart( titled Ant0s 4oint of >iew ;y point of view. Teacher will read the first pages '<-79( and model how to record information about the characters0 point view'ants( and a human0s point of view. 'ord Study Teacher will review how to determine if a word has a suffi! or prefi! added to it. Teacher will also discuss the meaning of certain affi!es and show how affi!es change the meaning of words.Teacher will view pause discuss and  practice affi! video from learning farm. 7:$8 7:(8'riting49L: -Stand )p, and )p, air )p will !e used for 49L *hat sentence would provide the best conclusion to this composition1 49L will lead into writing concluding statements to provide closure of explanatory text.;ini Lesson: Teacher and students will observe and discuss what happens to irregular nouns when we have to show the singular and  plural possessive form of them. Teacher andstudents will go to learning farm and  practice irregular nouns and how we ma&e them possessive. 0wo ad AntsSared Reading Teacher and students will go over the assessment so that students can get immediate feedbac& and see where they went wrong. Teacher will reteachreview and reassess to those students that fail the assessment. ?pon completion of going over Thursday0s assessment teacher and students will focus on the culminating activity which is to complete the TDA. 'ord StudyReteac, Review, and reassess as needed7:$8 7:(8'riting49L: Reteac, Review, and reassess as needed;ini LessonReteac, review, and reassess as needed
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