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ELA G3:M4:U3

Writing and Speaking about the Challenges and Solutions to Clean Water: Creating VoiceThread Presentations

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Reading Closely to Become “Well Aware”: Launching Our Performance Task

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can ask questions to deepen my understanding of informational text. (RI.3.1)
  • I can answer questions using specific details from informational text. (RI.3.1)
  • I can identify the main message or lesson of a story using key details from the text. (RI.3.2)
  • I can ask questions to deepen my understanding of “becoming well aware.”
  • I can answer questions with specific details about “becoming well aware.”
  • I can identify the main message of “becoming well aware.”
  • Main Idea and Key Details recording form
  • Exit Ticket: My Initial Thinking: What Should Be Done?
  • None

Lesson 2Determining the Main Idea and Key Details: “Dry Days in Australia

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from informational texts. (RI.3.1)
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can make connections between specific sentences and paragraphs and the overall text. (RI.3.8)
  • I can determine the main idea of “Dry Days in Australia.”
  • I can determine the key details of “Laying Down the Law” or “Using Less” from “Dry Days in Australia.”
  • Students’ annotated text “Dry Days in Australia”
  • None

Lesson 3Determining the Main Idea and Key Details: “Tackling the Trash”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from informational texts. (RI.3.1)
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can tell the difference between related words and synonyms (e.g., knew, believed, suspected, heard, wondered). (L.3.5c)
  • I can determine the main idea of “Tackling the Trash.”
  • I can determine the key details from “Tackling the Trash.”
  • Students’ annotated text “Tackling the Trash”
  • Commitment cards (from Lesson 2 homework)
  • Back-to-back and Face-to-Face

Lesson 4Determining the Main Idea and Key Details: “Ryan Hreljac: The Boy Who Built a Well”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from informational texts. (RI.3.1)
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can determine the meaning of unknown words in informational text. (RI.3.4)
  • I can determine the main idea of “Ryan Hreljac: The Boy Who Built a Well.”
  • I can determine the key details from “Ryan Hreljac: The Boy Who Built a Well.”
  • Students’ annotated text “Ryan Hreljac: The Boy Who Built a Well”
  • Idea from “Tackling the Trash” to include in VoiceThread
  • None

Lesson 5Discussion Circles: What’s One Thing We Should Do?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can effectively participate in a discussion circle about one thing we should do to ensure there is clean water for everyone. This means:
  • I can effectively participate in a discussion circle about one thing we should do to ensure there is clean water for everyone. This means:

a. I can follow our class norms when I participate in a conversation. (Review from Module 1 and 2A.)

b. I can prepare for the conversation by using evidence from research texts and One Well: The Story of Water on Earth.

  1. I can ask questions so I am clear about what is being discussed.
  2. I can ask questions on the topic being discussed.
  • Preparing Evidence and Questions for Discussion Circles recording form
  • Discussion Circle Criteria Checklist
  • Discussion Circle

Lesson 6Mid-Unit 3 Assessment: On-Demand Opinion Writing: What’s One Thing We Can Do to Ensure There Is Clean Water for Everyone?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)

    a. I can introduce the topic of my opinion piece.

    b. I can create an organizational structure that lists reasons for my opinion.

    c. I can identify reasons that support my opinion.

    d. I can use linking words to connect my opinion and reasons.

    e. I can construct a concluding statement or section for my opinion piece.

  • With support from peers and adults, I can use the writing process to plan, revise and edit my writing. (W.3.5)
  • I can write an opinion piece that tells my reader one thing we should do to ensure everyone has clean water.
  • Mid-Unit 3 Assessment
  • Tracking My Progress, Mid-Unit 3 recording form
  • None

Lesson 7Crafting Your VoiceThread PSA Script: Strengthening Reasons to Better Support Your Opinion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify reasons that support my opinion. (W.3.1)
  • With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
  • I can revise my paragraph to strengthen my reasons to better support my opinion.
  • VoiceThread PSA Script: Opinion recording form
  • Back-to-back and Face-to-Face

Lesson 8Crafting Your VoiceThread PSA Script: Organizing Your Ideas Logically to Send a Clear Message

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can pronounce all words clearly so the listener easily understands my message.
  • I can organize my ideas logically to send a clear message to my listener.
  • I can pronounce all words clearly so the listener easily understands my message.
  • I can organize my ideas logically to send a clear message to my listener.
  • VoiceThread PSA Script: Water on Earth, Water Challenges, and Opinion recording forms
  • None

Lesson 9Crafting Your VoiceThread PSA Script: Identifying Appropriate Facts and Descriptive Details to Support Your Message

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use appropriate facts and descriptive details from the research to support my message. (SL.3.4)
  • I can vary my volume and expression to present my message.
  • I can use linking words and phrases to connect my ideas.
  • I can choose specific and interesting words to “hook” my listener
  • VoiceThread PSA Script: Water on Earth recording form
  • VoiceThread PSA Script: Water Challenges recording form
  • VoiceThread PSA Script: Opinion recording form
  • None

Lesson 10Crafting Your VoiceThread PSA Script: Using Linking Words and Phrases to Connect Ideas

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can speak clearly and at an understandable pace. (SL.3.4)
  • With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
  • I can use linking words and phrases to connect ideas within categories of information. (W.3.2)
  • I can express ideas using carefully chosen words. (L.3.3)
  • I can vary my volume and expression to present my message.
  • I can use linking words and phrases to connect my ideas.
  • I can choose specific and interesting words to “hook” my listener
  • VoiceThread PSA Script: Water on Earth recording form
  • VoiceThread PSA Script: Water Challenges recording form
  • VoiceThread PSA Script: Opinion recording form
  • Back-to-back and Face-to-Face

Lesson 11Preparing to Record Your VoiceThread PSA Script: Using Peer Feedback to Speak Fluently in an Engaging Manner

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can speak clearly and at an understandable pace. (SL.3.4)
  • I can compare how people use language when they write versus when they talk. (L.3.3)
  • I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
  • I can use facts and details to tell about a story or experience. (SL.3.4)
  • I can speak at an understandable pace: not too fast and not too slow.
  • I can describe the difference between how to use language when I write versus when I talk.
  • I can speak clearly so my listener easily understands my message.
  • I can speak with varied volume and expression to present my message.
  • VoiceThread PSA Script: Water on Earth recording form
  • VoiceThread PSA Script: Water Challenges recording form
  • VoiceThread PSA Script: Opinion recording form
  • Praise-Question-Suggest protocol recording forms
  • Praise-Question-Suggest

Lesson 12End of Unit 3 Assessment: Presenting Your VoiceThread PSA Script and Giving Peer Feedback

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can speak clearly and at an understandable pace. (SL.3.4)
  • I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
  • I can use facts and details to tell about a story or experience. (SL.3.4)
  • I can describe the difference between how to use language when I write versus when I talk. (L.3.3b)
  • I can speak clearly so my listener easily understands my message.
  • I can speak with varied volume and expression to present my message.
  • I can speak at an understandable pace: not too fast and not too slow.
  • I can use appropriate facts and descriptive details from the research to support my message.
  • End of Unit 3 Assessment
  • Exit Ticket: Successes and Challenges
  • Praise-Question-Suggest adapted protocol

Lesson 13End of Unit 3 Assessment, Continued: Presenting Your VoiceThread PSA Script and Giving Peer Feedback

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can speak clearly and at an understandable pace. (SL.3.4)
  • I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
  • I can use facts and details to tell about a story or experience. (SL.3.4)
  • I can describe the difference between how to use language when I write versus when I talk. (L.3.3b)
  • I can speak clearly so my listener easily understands my message.
  • I can speak with varied volume and expression to present my message.
  • I can speak at an understandable pace: not too fast and not too slow.
  • I can use appropriate facts and descriptive details from the research to support my message.
  • End of Unit 3 Assessment
  • Tracking My Progress, End of Unit 3 recording form
  • Praise-Question-Suggest adapted protocol

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