Grade 3 Pacing Guide: Q3 ELA

Overview

Week 1 - 2/5

Week 2 - 2/12

Week 3 - 2/19

Week 4 - 2/26

Week 5 - 3/5

Week 6 - 3/12

Week 7 - 3/19

Week 8 - 3/26

Week 9 - 4/2

 

Grade 6 Module 2A Recommended Texts

This link provides a list of engaging and accessible texts with text difficulty ranging from grades 2-8 and Lexiles 420-1185. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading. Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.

Working with Evidence: Rules to Live By

What are “rules to live by”? How do people formulate and use “rules” to improve their lives? How do people communicate these “rules” to others? In this module, students consider these questions as they read the novel Bud, Not Buddy, Steve Jobs’ 2005 commencement address at Stanford University, President Barack Obama’s Back-to-School Speech, “If” by Rudyard Kipling, and informational research texts. At the start of Unit 1, students launch their study of Bud, Not Buddy, establishing a set of routines for thinking, writing, and talking about Bud’s rules to live by. They read the novel closely for its figurative language and word choice, analyzing how these affect the tone and meaning of the text. In the second half of the unit, students engage in a close reading of the Steve Jobs speech, focusing on how Jobs develops his ideas at the paragraph, sentence, and word level. Students use details from the speech to develop claims about a larger theme. During Unit 2, students continue to explore the theme of “rules to live by” in the novel as well as through close reading of the poem “If” by Rudyard Kipling. Students analyze how the structure of a poem contributes to its meaning and theme. In a mid-unit assessment, students compare and contrast how Bud, Not Buddy and “If” address a similar theme. Unit 2 culminates with students writing a literary argument essay in which they establish a claim about how Bud uses his “rules”: to survive or to thrive. Students substantiate their claim using specific text-based evidence including relevant details and direct quotations from the novel. In Unit 3, students shift their focus to their own rules to live by and conduct a short research project. Students work in expert groups (research teams) to use multiple informational sources to research that topic. As a final performance task, students use their research to write an essay to inform about one important “rule to live by” supported with facts, definitions, concrete details, quotations, and examples. This performance task centers on NYSP12 ELA CCSS RI.6.1, RI.6.2, W.6.2, W.6.4, W.6.5, W.6.9, L.6.1 and L.6.2.

 

Module 2A

Unit 1

Standards Assessed:

1: RL 6.1

2: RL 6.4, L6.5

3: RL 6.4, L6.5

Assessment

 

Weekly Overview

-Considering substituting homework reading assignments for independent reading that takes place during class time. Search for "Bud, Not Buddy Christopher Paul Curtis" on YouTube to obtain a free audio version of the novel commencing at chapter two and ending with the Afterword. Audio can support both learners' comprehension and exposure to fluent reading in whole and/or small groups. If breakfast is eaten in the classroom, students can listen to the audio recording of the previous night's reading assignment to ensure that all students are prepared to engage in the current day's lesson. Students frequently work in triads to sythesize information. Consider how students will be grouped (using data from exit tickets, etc.) and if flexible or fixed grouping best meets the needs of students. In preparation for Unit 2, Lesson 10 during the 7th week of the 2nd Quarter, students should have independent reading books to read for homework since they will be finished reading the central text.

-Lesson 1 provides students with the historical context (The Great Depression) in which Bud, Not Buddy takes place. Both lessons begin to explore Bud's development as a character and how the author's word choice and the point of view from which the novel is told, contribute to the reader's understanding of who Bud is in the story.

-Lessons 3 and 4 support students with analyzing figurative language for its literal meaning and how it impacts tone while revealing the nature of Bud. Students also gain practice with determining the best answer when selecting from multiple choice questions. Lesson 6 introduces a new text, the Steve Jobs Commencement Speech given at Stanfordu University in 2005.

 

Unit Alignment to Performance Task

Students begin to unpack Bud's rules, identify life experiences that caused him to develop these rules, and whether they were created to help him survive or thrive, one of which will be the claim for an essay they will produce in Unit 2. This critical thinking prepares students to write a research based essay on one rule to live by, which is the final performance task.

 

Lesson 1

Launching the Novel and Understanding Its Context

Instructional Protocol: Think Pair Share

Routines and Procedures:

Consider voice recording chapter 1 so that students who struggle with decoding and/or audio learners can replay it. This can also support teachers with circulating around the classroom and monitoring students to ensure that they are on task.

 

Lesson 2

Figurative Language and Word Choice: A Close Look at Bud, Not Buddy (Chapter 2)

Instructional Protocol: Think Pair Share

Routines and Procedures:

Amend the second bullet on the Strategies for Answering Selected Response Questions Anchor Chart (Closely read the text/passages, keeping the questions in mind.) to include the close reading of the text surrounding a passage (paragraphs before and after) in order to determine the meaning of an unknown word.

 

When reviewing students' responses to part A of selected response questions 1 and 2, keep in mind that students may not have enough context clues to eliminate distrators and determine the accurate response. Question one requires students to understand that Mrs. Amos disassociates herself from Bud even though they are the same race. Phrases such as "stung by my own people" and "members of our race who do not want to be uplifted" may lead students to choose B as the correct answer.  For example, in question 2, there are no clues provided in the text to support students with the definition of the word vermin and thereby determine the rationale for the author's word choice.

 

Lesson 3

Analyzing Figurative Language and How the Author’s Word Choice Affects Tone and Meaning (Chapter 3)

Instructional Protocol: Carousel of Quotes, Back to Back and Face to Face

 

Lesson 4

Interpreting Figurative Language and Answering Selected Response Questions (Chapter 4)

Instructional Protocol: Think Pair Share

Routines and Procedures:

Work Time B suggests that students work independently to complete selected response questions; however, consider the working styles of students and how completing this task meets their needs. Students can have the option to work independently, with a partner, or in triads, referring to the Strategies for Answering Selected Response Questions Anchor Chart as they review for tomorrow's mid-unit assessment.

 

 

Module 2A

Unit 1

Standards Assessed:

 5: RL 6.4, L6.5

6: RI 6.1, RI 6.4

7: RL 6.1, SL 6.1

8: RI 6.1, RI 6.4

Assessment

 

Weekly Overview

Starting with Lesson 6 (and ending with Lesson 11), Getting the Gist, Text-Dependent Questions and Choosing Details to Support a Claim will be repeated until students have finished closely reading predetermined excerpts of Steve Jobs's commencement speech.

 

Lesson 5

Mid-Unit 1 Assessment: Figurative Language and Word Choice in Bud, Not Buddy (Chapter 5)

Routines and Procedures:

Students will need the novel to complete the assessment. If students finish early, they can start reading chapter 6. Question 4 (RL.6.4) from the Mid-Unit Assessment will serve as Biweekly #1 in order to assess students' ability to to determine the literal meaning of a text with figurative language. The entire assessment should be administered.

 

Lesson 6

Getting the Gist: Steve Jobs Commencement Address (Focus on Paragraphs 6-8, and connecting to Chapter 6)

Instructional Protocol: Think Pair Share

Routines and Procedures:

The link to the transcript of Jobs's speech is http://news.stanford.edu/news/2005/june15/jobs-061505.html. If students do not have 1:1 access to chromebooks/ipads to read the text, ensure that copies are available for each student.

The commencement address can be viewed at http://news.stanford.edu/news/2005/june15/jobs-061505.html or search "Steve Jobs' 2005 Stanford Commencement Address" on YouTube. Playing the video of the speech supports visual and auditory learners in the classroom. Students can follow along reading as they listen to paragraphs 1-8 of the speech. Ask the focus questions provided in Work Time A before having students listen to the first paragraph of the speech so that they have a focus for reading and listening and are prepared for the brief discussion thereafter. If time permits and students show an interest in hearing the entire speech, it can be played as an incentive at the end of the lesson. Over a series of lessons, students will analyze the entire speech.

 

Weekly Overview

In Lessons 7 and 8, closely read excerpts of Steve Jobs’ Commencement Address, identifying the gist as well as the meaning of unknown vocabulary.

 

Lesson 7

Text-Dependent Questions and Choosing Details to Support a Claim: Digging Deeper into Paragraphs 6–8 of Steve Jobs’ Commencement Address (and connecting to Chapter 7)

Routines and Procedures:

Work Time B: Forming Evidence Based Claims poses two questions for students to discuss in triads once the teacher displays and states the claim: What do you think was the question that prompted this claim? How will having an idea of the question help you to find details to support the claim? Consider modeling for students how to answer these questions with an additional claim that can be made about the speech, Bud, Not Buddy, or a text from the previous module. Also think about how these questions might be rephrased if students are unclear about how they are expected to answer them.

For the Closing and Assessment, determine if the pairs that students work in will be pre-assigned based on academic/behavioral data or students' choice.

 

Lesson 8

Getting the Gist and Determining Word Meaning: Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 8)

Routines and Procedures:

Determine how students wil be partnered (data driven/free choice) during Work Time B.

 

Module 2A

Unit 1

Standards Assessed:

 9: RI 6.2, RI 6.5

10: RI 6.1, RI 6.4

11: RI 6.2, RI 6.5

12: RI 6.2, RI 6.5

Assessment

 

Weekly Overview

 

Lesson 9

Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 12–14 of Steve Jobs’ Commencement Address (and connecting to Chapter 9)

Instructional Prtocol: Think Pair Share

Routines and Procedures:

During Work Time B, as the teacher circulates to ask probing questions, consider how these questons might be reworded to support students whose responses are inaccurate. Use myAnet for additional support with question stems for RI.6.2.

Consider how students will be paired (data driven or free choice) during Closing and Assessment portion of the lesson.

 

Lesson 10

Getting the Gist and Determining Word Meaning: Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 10)

Instructional Protocol: Think Pair Share, Give One, Get One

Routines and Procedures:

In the Closing and Assessment, as students make a list of the qualities Bud and Steve Jobs share, pre-plan questions  that will support them in successfully developing this list and think through what modeling or connections to previous learning can be made in order to help student complete this task.

 

Lesson 11

Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 11)

Instructional Protocol: Think Pair Share

Routines and Procedures:

During Work Time B, as the teacher circulates to ask probing questions, consider how these questons might be reworded to support students whose responses are inaccurate. Use ANet's Standards Guide for addition support with question stems for RI.6.2.

 

Lesson 12

End of Unit 1 Assessment: Analyzing an Excerpt from Barack Obama’s Back-to-School Speech

Instructional Protocol: Mix and Mingle

Routines and Procedure:

Question 2 will serve as Biweekly #2, assessing students' understanding of how repetition contributes to the development ideas within a text (RI.6.5)

Prepare technology to play excerpt from President Obama's speech. Have a copy of the transcript in case technological difficulties arise.

 

 

Standards Assessed:

Lesson 1: RI.3.1, SL.3.1

Lesson 2: RL.3.2, RL.3.3, W.3.8, SL.3.1

Lesson 3: RL.3.1, SL.3.1, L.3.4

Assessment

BOY MAP Window Opens 9/4

 

Standards Assessed:

Lesson 1: RI.3.1, SL.3.1

Lesson 2: RL.3.2, RL.3.3, W.3.8, SL.3.1

Lesson 3: RL.3.1, SL.3.1, L.3.4

Assessment

BOY MAP Window Opens 9/4

 

Standards Assessed:

Lesson 1: RI.3.1, SL.3.1

Lesson 2: RL.3.2, RL.3.3, W.3.8, SL.3.1

Lesson 3: RL.3.1, SL.3.1, L.3.4

Assessment

BOY MAP Window Opens 9/4

 

Standards Assessed:

Lesson 1: RI.3.1, SL.3.1

Lesson 2: RL.3.2, RL.3.3, W.3.8, SL.3.1

Lesson 3: RL.3.1, SL.3.1, L.3.4

Assessment

BOY MAP Window Opens 9/4

 

Standards Assessed:

Lesson 1: RI.3.1, SL.3.1

Lesson 2: RL.3.2, RL.3.3, W.3.8, SL.3.1

Lesson 3: RL.3.1, SL.3.1, L.3.4

Assessment

BOY MAP Window Opens 9/4

 

Standards Assessed:

Lesson 1: RI.3.1, SL.3.1

Lesson 2: RL.3.2, RL.3.3, W.3.8, SL.3.1

Lesson 3: RL.3.1, SL.3.1, L.3.4

Assessment

BOY MAP Window Opens 9/4

 

Standards Assessed:

Lesson 1: RI.3.1, SL.3.1

Lesson 2: RL.3.2, RL.3.3, W.3.8, SL.3.1

Lesson 3: RL.3.1, SL.3.1, L.3.4

Assessment

BOY MAP Window Opens 9/4