Grade: 3 Subject: Language Arts
Unit: Communities
Lesson Focus: Exploring Communities
Students will read non-fiction texts; Large Cities, Towns & Rural Communities.
They will need to do analyze the text and do some inferring to fill out the graphic organizer
about urban and rural communities. The focus is on the lifestyle of the people who live in these
communities.
Timeframe: Two 45 Minute periods
"I can" statements
I can identify and describe the types of communities in Nova Scotia and explain how it affects the lifestyle of the people who live there.
I can read non-fiction texts to obtain information.
I can analyze and synthesize the information and create jot notes to fill in a graphic organizer.
Outcomes:
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others' ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· monitor and self correct quickly, confidently, independently with automaticity
· read independently with stamina
· apply a variety of word-solving strategies
· use text features to gather information and support comprehension (captions, diagrams, maps)
· use picture cues to support understanding
· complete reading graphic organizers
· demonstrate comprehension - thinking within, thinking about and thinking beyond the text
· infer meaning within and beyond a variety of texts
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
· create jot notes for writing
Resources:
Screencast: Types of Communities
Grade 3 Student Social Studies textbook, "My Province"
Books: Nelson books rolled out to grade 3 classrooms from the DOE
· Large Cities
· Towns
· Rural Communities
Project Outline
Graphic Organizer
Rubric
Extra Resource: TED TALK Let's use video to reinvent education - Salman Khan
21Century Skills
· Communicate and Collaborate
· Find and Validate
· Citizenship
· Critical thinking
· Analyze and Synthesize
Connection:
This lesson follows the Types of Communities in Nova Scotia Lesson
Mini-lesson:
Explicit Teaching (I Do)
Students watch screencast, Types of Communities, with a partner at the Social Studies Station.
(Video reviews the meaning of the terms " urban" and "rural" and explores the community of Lower Sackville.)
Check in with each group and conference, as required. (Possible topics: how to read non-fiction text to enhance understanding, how to create a jot note, organizing material, etc.)
Groups (We do)
Students continue to watch screencast, Types of Communities, with a partner at the Social Studies Station.
(With a partner the students are instructed to read one of the books provided and begin to fill in the graphic organizer). They will be required to read all 3 books in order to completely fill in the graphic organizer.
Time to Share (We share)
Circle time: What did you accomplish today?
Name 1 thing you learned today.
Differentiation:
· I have the Social Studies text book loaded onto Kurzweill so the students who need to use this assistive tech program can use it. Kurzweill will read the text to the students.
· Working with a partner also helps students who have difficulty reading and/or understanding the content.
Enrichment: Use other resources to supplement the content found in the provided books
Assessment:
· Listen to student conversations.
· Conferences
· Make notes under each outcome for individual students using the iPad app "iDoceo" Graphic Organizer
· Graphic Organizer (organization part of Rubric)
Unit: Communities
Lesson Focus: Exploring Communities
Students will read non-fiction texts; Large Cities, Towns & Rural Communities.
They will need to do analyze the text and do some inferring to fill out the graphic organizer
about urban and rural communities. The focus is on the lifestyle of the people who live in these
communities.
Timeframe: Two 45 Minute periods
"I can" statements
I can identify and describe the types of communities in Nova Scotia and explain how it affects the lifestyle of the people who live there.
I can read non-fiction texts to obtain information.
I can analyze and synthesize the information and create jot notes to fill in a graphic organizer.
Outcomes:
Students will communicate effectively and clearly and respond personally and critically.
· demonstrate effective active listening habits in multiple cultural contexts
· ask and respond to questions to seek clarification of others' ideas to consolidate information
· respond to and give directions that are multi-step with increased complexity
· use social conventions such as turn-taking, politeness*, when to speak and when to listen, in a range of conversations and cooperative play situations in multiple cultural contexts
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· monitor and self correct quickly, confidently, independently with automaticity
· read independently with stamina
· apply a variety of word-solving strategies
· use text features to gather information and support comprehension (captions, diagrams, maps)
· use picture cues to support understanding
· complete reading graphic organizers
· demonstrate comprehension - thinking within, thinking about and thinking beyond the text
· infer meaning within and beyond a variety of texts
Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision and effectiveness.
· include information that is relevant and purposeful for an intended audience
· work with a partner, in small groups, and independently, to create writing
· create jot notes for writing
Resources:
Screencast: Types of Communities
Grade 3 Student Social Studies textbook, "My Province"
Books: Nelson books rolled out to grade 3 classrooms from the DOE
· Large Cities
· Towns
· Rural Communities
Project Outline
Graphic Organizer
Rubric
Extra Resource: TED TALK Let's use video to reinvent education - Salman Khan
21Century Skills
· Communicate and Collaborate
· Find and Validate
· Citizenship
· Critical thinking
· Analyze and Synthesize
Connection:
This lesson follows the Types of Communities in Nova Scotia Lesson
Mini-lesson:
Explicit Teaching (I Do)
Students watch screencast, Types of Communities, with a partner at the Social Studies Station.
(Video reviews the meaning of the terms " urban" and "rural" and explores the community of Lower Sackville.)
Check in with each group and conference, as required. (Possible topics: how to read non-fiction text to enhance understanding, how to create a jot note, organizing material, etc.)
Groups (We do)
Students continue to watch screencast, Types of Communities, with a partner at the Social Studies Station.
(With a partner the students are instructed to read one of the books provided and begin to fill in the graphic organizer). They will be required to read all 3 books in order to completely fill in the graphic organizer.
Time to Share (We share)
Circle time: What did you accomplish today?
Name 1 thing you learned today.
Differentiation:
· I have the Social Studies text book loaded onto Kurzweill so the students who need to use this assistive tech program can use it. Kurzweill will read the text to the students.
· Working with a partner also helps students who have difficulty reading and/or understanding the content.
Enrichment: Use other resources to supplement the content found in the provided books
Assessment:
· Listen to student conversations.
· Conferences
· Make notes under each outcome for individual students using the iPad app "iDoceo" Graphic Organizer
· Graphic Organizer (organization part of Rubric)