Grade: 3 Subject: Language
Arts.
Unit: Communities
Lesson Focus: Descriptive words – Part 1
Students read texts to find descriptive words and communicate how these words help the reader visualize the story.
Students make connections and write a reflection.
Timeframe: 60 Minutes
“I can” statements
I can identify "sparkle words".
I can explain how these words help me create a picture/movie in my mind.
I can make connections to stories
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
· describe a personal experience in sequential order, and offer an opinion about a topic with at least 3 supporting details
· respond to and give directions that are multi-step with increased complexity
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· 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
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· use picture cues to support understanding
· explain orally and/or in writing their understanding of and reactions to fiction, non-fiction, and poetry texts they are reading
· demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
· visualize, to support comprehension, with a variety of culturally relevant texts
· discuss how prior knowledge supports comprehension of culturally relevant text
Students will respond personally and critically to a range of culturally diverse texts.
· make meaningful personal connections that enhance comprehension
· share their connections orally and/or in writing
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write a variety of poetry, fiction and non-fiction texts
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
Resources:
"The City Speaks in Drums" by Shauntay Grant
Book: Cow in Patrick O'Shanahan's Kitchen on Epic books
Epic books free apple & android app/site when you sign up as an educator.
Reading Response Rubric
Assignment outline
21Century Skills
· Communicate and Collaborate ·Apply and Interconnect
· Citizenship · Find & Validate
Mini-lesson:
Explicit Teaching (I do)
Read the book "The City Speaks in Drums" by Shauntay Grant.
Students discuss any connections they have made with a partner. Bring the group back together.
Teacher: “There are lots of opportunities to make connections to this story. Part of the reason is that the topic is about children who live in the community of Halifax. Another reason is the language that the author uses. The author uses a lot of ‘sparkle words” in her writing. These words describe what something looks like, sounds like, feels like and/or smells like to help the reader create a picture or movie in their mind.”
Display a page from the book on the SmartBoard. Individual students come up and point out and read the “sparkle words”. Ask student to explain how this word helps them create a picture or movie in their mind.
Groups (We do)
With a partner use a device (iPad, Chrome book, computer or netbook) to log onto Epic books. Read the book: The Cow in Patrick O’Shanahan’s Kitchen. With your partner identify the “Sparkle Words in the text”. Discuss how these words help create a picture or movie in your mind.
Students reread the story. (They can view the audio version if they wish) Students discuss any connections they have made.
Time to Share (We share)
Display the book The Cow in Patrick O’Shanahan’s Kitchen on the SmartBoard and have students share their discoveries.
Independent (I do)
1. Students write a reading response in their reflection journal about one of the two books they read.
Teacher “In your reflection include any connections you made and explain how the language in the book helped you visualize the story - create a picture/movie in your mind (include some examples). Remember when making a connection you need to explain what is happening in the text and how your connection relates to the text. – write instructions on board & display connection rubric on Smartboard.
Time to Share (We share)
Volunteers share their reflections. (Teacher should ask some specific students to share who have made a connection and explained what happened in the book that they made the connection to and why and or gave a good explanation as to why descriptive words help you visualize the story.)
Differentiation:
The book The Cow in Patrick O’Shanahan’s Kitchen. On Epic books is a read aloud text. Students can read or listen to the book. This allows students who have difficulty reading to take part in this activity without any adaptations.
Students who have an adaptation to use an Assistive tech program, like Kurzweil, for writing can use a computer. You can also give other students the option to use the computer.
Enrichment: Students can make connections about both books and may find some text-to-text connections.
Assessment:
Reflection/Reading Response
Reading Response Rubric
Unit: Communities
Lesson Focus: Descriptive words – Part 1
Students read texts to find descriptive words and communicate how these words help the reader visualize the story.
Students make connections and write a reflection.
Timeframe: 60 Minutes
“I can” statements
I can identify "sparkle words".
I can explain how these words help me create a picture/movie in my mind.
I can make connections to stories
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
· describe a personal experience in sequential order, and offer an opinion about a topic with at least 3 supporting details
· respond to and give directions that are multi-step with increased complexity
Students will interact with sensitivity and respect, considering audience, purpose, and situation.
· 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
· choose when and where to use intonation, tone and expression to communicate ideas and feelings in selected small and whole group situations
· use established courtesies and conventions of conversation in group work and co-operative play situations with consideration for audience and purpose
· use thoughtful, respectful and non-hurtful vocabulary, considering audience and purpose, and begin to make vocabulary choices that affirm sensitivity to the personal ideas and experiences of others
Students will demonstrate a variety of ways to comprehend and select from a range of culturally diverse print and digital texts.
· use picture cues to support understanding
· explain orally and/or in writing their understanding of and reactions to fiction, non-fiction, and poetry texts they are reading
· demonstrate comprehension—thinking within, thinking about, and thinking beyond the text
· visualize, to support comprehension, with a variety of culturally relevant texts
· discuss how prior knowledge supports comprehension of culturally relevant text
Students will respond personally and critically to a range of culturally diverse texts.
· make meaningful personal connections that enhance comprehension
· share their connections orally and/or in writing
Students will convey meaning by creating print and digital texts collaboratively and independently using imagination, personal experiences, and feelings.
· express ideas in complete thoughts using simple, compound, and complex sentences
Students will be expected to use writing and other forms of representation including digital to explore, clarify and reflect on their thoughts feeling and experiences and learnings.
· write a variety of poetry, fiction and non-fiction texts
· write with attention to descriptive detail and word choice
Students will be expected to create text including digital collaboratively and independently using a variety of forms for a range of audiences and purposes.
· include information that is relevant and purposeful for an intended audience
Resources:
"The City Speaks in Drums" by Shauntay Grant
Book: Cow in Patrick O'Shanahan's Kitchen on Epic books
Epic books free apple & android app/site when you sign up as an educator.
Reading Response Rubric
Assignment outline
21Century Skills
· Communicate and Collaborate ·Apply and Interconnect
· Citizenship · Find & Validate
Mini-lesson:
Explicit Teaching (I do)
Read the book "The City Speaks in Drums" by Shauntay Grant.
Students discuss any connections they have made with a partner. Bring the group back together.
Teacher: “There are lots of opportunities to make connections to this story. Part of the reason is that the topic is about children who live in the community of Halifax. Another reason is the language that the author uses. The author uses a lot of ‘sparkle words” in her writing. These words describe what something looks like, sounds like, feels like and/or smells like to help the reader create a picture or movie in their mind.”
Display a page from the book on the SmartBoard. Individual students come up and point out and read the “sparkle words”. Ask student to explain how this word helps them create a picture or movie in their mind.
Groups (We do)
With a partner use a device (iPad, Chrome book, computer or netbook) to log onto Epic books. Read the book: The Cow in Patrick O’Shanahan’s Kitchen. With your partner identify the “Sparkle Words in the text”. Discuss how these words help create a picture or movie in your mind.
Students reread the story. (They can view the audio version if they wish) Students discuss any connections they have made.
Time to Share (We share)
Display the book The Cow in Patrick O’Shanahan’s Kitchen on the SmartBoard and have students share their discoveries.
Independent (I do)
1. Students write a reading response in their reflection journal about one of the two books they read.
Teacher “In your reflection include any connections you made and explain how the language in the book helped you visualize the story - create a picture/movie in your mind (include some examples). Remember when making a connection you need to explain what is happening in the text and how your connection relates to the text. – write instructions on board & display connection rubric on Smartboard.
Time to Share (We share)
Volunteers share their reflections. (Teacher should ask some specific students to share who have made a connection and explained what happened in the book that they made the connection to and why and or gave a good explanation as to why descriptive words help you visualize the story.)
Differentiation:
The book The Cow in Patrick O’Shanahan’s Kitchen. On Epic books is a read aloud text. Students can read or listen to the book. This allows students who have difficulty reading to take part in this activity without any adaptations.
Students who have an adaptation to use an Assistive tech program, like Kurzweil, for writing can use a computer. You can also give other students the option to use the computer.
Enrichment: Students can make connections about both books and may find some text-to-text connections.
Assessment:
Reflection/Reading Response
Reading Response Rubric