Curriculum / ELA / 3rd Grade / Unit 2: Rediscovering Thanksgiving: Fact vs. Fiction / Lesson 22
ELA
Unit 2
3rd Grade
Lesson 22 of 24
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Discuss unit essential questions using information from multiple texts and sources.
All unit texts
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What parts of the Thanksgiving story are true? What parts are myths?
An example response to the Target Task at the level of detail expected of the students.
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RI.3.6 — Distinguish their own point of view from that of the author of a text.
RI.3.9 — Compare and contrast the most important points and key details presented in two texts on the same topic.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
SL.3.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.3.1.d — Explain their own ideas and understanding in light of the discussion.
Standards that are practiced daily but are not priority standards of the unit
SL.3.4 — Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.5 — Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.3.6 — Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Lesson 21
Lesson 23
Explain what motivated the settlement and colonization of the New World and what challenges the explorers faced.
RI.3.3
Describe the conditions on the Mayflower and why so many people decided to take the journey.
RI.3.3 RI.3.6
Describe Lizzy's experiences on the Mayflower and the challenges she faced.
Writing
Describe what life was like on the Mayflower by writing a variety of compound sentences.
L.3.1 L.3.1.h L.3.1.i RI.3.3
Explain why the Pilgrims were not satisfied with Cape Cod and why they were satisfied with Plymouth.
Explain what readers learn from Lizzy about what life was like in the "New World."
Writing – 2 days
Write a few sentences describing the challenges and rewards of being in the New World.
L.3.1.f L.3.1.h L.3.1.i RI.3.3 W.3.2
Describe who the Wampanoag were and what they valued.
Describe key aspects of Wampanoag culture.
Analyze how the Wampanoag viewed the Pilgrims and explain why.
Explain how the arrival of European explorers impacted the Wampanoag.
RI.3.3 RI.3.9
Explain why Squanto chose to help the Pilgrims.
RI.3.3 RI.3.6 RI.3.9
Use subordinating conjunctions to write more interesting and complex sentences.
L.3.1.h L.3.1.i
Analyze what information is missing about the Wampanoag.
Describe the Wampanoag's relationship with the colonists.
Discussion
Discuss unit essential question using information from multiple texts and sources.
RI.3.3 SL.3.1 SL.3.1.a SL.3.1.d
Draft a paragraph describing what it was like to be a Wampanoag in 1621.
RI.3.3 W.3.2 W.3.2.a
Analyze an account of the first Thanksgiving and explain what happened.
RI.3.6 RI.3.9 SL.3.1 SL.3.1.a SL.3.1.d
Informative Writing – 4 days
Students will research, draft, illustrate, and create books to teach younger students about the real story of the First Thanksgiving.
L.3.2.a RI.3.3 RI.3.6 RI.3.9 W.3.2 W.3.2.a W.3.7 W.3.8
Assessment
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