WEEK

1

Grade 3 • Unit 2

Question of the Week: What plant and animal structures help solve problems? Concepts: Understand plant and animal structures; name plant and animal structures; describe how structures help plants and animals solve problems.

Objectives

DAY

1

Concept & Vocabulary Development

CONNECT: Form & Function

WRITE: Daily Writing

CHECK: Progress Monitoring

To introduce and discuss concepts and vocabulary related to plant and animal structures. Use: Student Book, pp. 56–57.

To have students use words to discuss plant and animal structures.

To have students write a sentence(s) about how structures help birds live.

ELD Standard R: Use content-related vocabulary in discussions and reading.

P/Q

What do birds build to protect their eggs?

Lesson Vocabulary for the Week

P/Q

What did we learn about bird eggs?

B

They build ______.

B

They are not ______.

Have partners use the Classification Map to each say a sentence about bird structures and how they help birds solve problems.

EI

Birds build ______.

EI

Bird eggs are not ______.

I

Bird ______ look ______, but they are really ______.

(* = Academic Vocabulary) hatch, pecks, build, fragile, problems, structures*, adaptations*, shell* Content Vocabulary

• What problems do birds have? • What structures help birds solve a problem?

I

A ______ can build a ______. It is a structure that protects ______.

EA

A ______ can ______ a ______. It is a ______ that protects their ______.

EA

Bird ______ are structures that look ______, but they are ______.

Compile an illustrated vocabulary list of student generated ideas for students to use as reference.

A

A ______ can ______ a ______, which is a ______ that protects their ______.

A

Although bird ______ look ______, they are structures that are ______.

Skill Check: Practice Book, p. 45

nest(s), bird(s), eggs, protect

KEY P/Q = Prompt or Question CELDT Levels B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

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Grade 3 • Unit 2 • Page 31

1

Grade 3 • Unit 2 WEEK

Objectives

DAY

2

Word Analysis

Question of the Week: What plant and animal structures help solve problems? Concepts: Understand plant and animal structures; name plant and animal structures; describe how structures help plants and animals solve problems.

CONNECT: Form & Function

WRITE: Daily Writing

CHECK: Progress Monitoring

To have students use the syllable pattern V/CV and VC/V.

To guide students to recognize and use words with the syllable patterns V/CV and VC/V.

To have students write a sentence about an animal that has a structure to help it survive without food or water.

ELD Standard LS: Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.

P/Q

What structure protects baby birds?

Lesson Vocabulary

P/Q

What structure can help a certain kind of animal travel for a long time without food or water?

A ______ bird is in an ______.

V/CV: relax, baby, broken, even, final, pilot, broken, super

B

A ______ has a hump.

EI

A ______ bird lives in an ______.

VC/V: lemon, finish, camel(’s), travel, fragile, salad, lizard, model, punish, study

EI

A ______ has a ______ on its back.

Revisit the concept of plant and animal structures. Have partners recall the structures birds and other animals use to help them solve problems. Encourage them to use some of the target words they learned today.

I

A ______ bird ______ from an ______.

I

A ______ has a ______. The ______ solves a ______.

EA

A ______ bird ______ from an ______ in a nest.

EA

A ______ has a ______ that helps it ______ without ______.

A

A ______ bird ______ from an ______ the mother bird has laid in a ______.

A

A ______ hump is a ______ that helps it ______ without ______ for a long time.

B

Content Vocabulary egg, hatches, nest, hump, problem, food, structure

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Grade 3 • Unit 2 • Page 32

Skill Check: Practice Book, p. 46

1

Grade 3 • Unit 2 WEEK

Objectives

DAY

3

Comprehension Skills & Strategies

Question of the Week: What plant and animal structures help solve problems? Concepts: Understand plant and animal structures; name plant and animal structures; describe how structures help plants and animals solve problems.

CONNECT: Form & Function

WRITE: Daily Writing

CHECK: Progress Monitoring

To teach students about summarizing nonfiction. To teach students about the main idea and details in nonfiction. Use: Student Book, pp. 58–59.

To guide students to identify the main To have students look at a picture and write points of a picture by answering the a sentence about a detail. questions Who? and What?

ELD Standard R: Read text and use detailed sentences to identify orally the main idea and use them to make predictions and support them with details.

P/Q

Lesson Vocabulary

Have students look at the text on page 57. Ask them to decide which sentence tells the main idea of “Bird Structures.” Have them say the main idea and tell how they know it is the main idea.

Discuss a good way to summarize what we read. Then summarize the upper picture on page 58.

P/Q

We talked about the main idea of the picture on page 59: Birds fly. From what you see, write a detail about the main idea of that picture.

B

______ use their wings to fly.

EI

______ use their ______ to fly.

main idea, detail, summarize, who, what, how, why, answer, questions

B

Answer the questions “______” and “what.” A ______ is digging.

EI

You can answer the questions “______” and “______.” A ______ is ______.

I

To summarize, you can ______ the questions “______” and “______.” A ______ is ______ a hole.

I

______ can fly together as a ______.

EA

When you summarize, you can ______ the questions “______” and “______.” A ______ is ______ a ______ with its paws.

EA

A ______ of ______ can fly ______ .

A

A good way to ______ is to ______ the questions “______” and “______.” A ______ is ______ a ______ with its ______.

A

When ______ fly ______ as a ______ , one of them is the ______.

Content Vocabulary dog, digging, paws, using, birds, wings, fly, group, flock, together, leader

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Grade 3 • Unit 2 • Page 33

Skill Check: Practice Book, p. 47

1

Grade 3 • Unit 2 WEEK

Objectives

DAY

4

Grammar & Conventions

Question of the Week: What plant and animal structures help solve problems? Concepts: Understand plant and animal structures; name plant and animal structures; describe how structures help plants and animals solve problems.

CONNECT: Form & Function

WRITE: Daily Writing

CHECK: Progress Monitoring

To help students use common and proper nouns. Use: Student Book, p. 60.

To have students discuss the difference between a common noun and a proper noun.

To have students write a complete sentence using a proper noun.

ELD Standard LC: Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.

P/Q

Lesson Vocabulary

P/Q

Imagine you saw a baby bird hatch. What name would you give the new baby?

B

I would call it ______.

Ask students to exchange the sentences they wrote for “Your Turn” and tell their partner:

EI

I would call the baby bird ______.

I

My name for the baby would be ______.

What is the difference between a common noun and a proper noun?

B

A ______ has a capital ______.

common noun, proper noun, letter, lowercase, capital, special, person, place, thing

EI

A ______ begins with a capital ______.

Content Vocabulary

I

A ______ names a ______ person, place, or thing.

baby, bird, name(s) [List names generated by students.]

• “The proper noun in your sentence [does/does not] name a person.” Skill Check: Practice Book, p. 48

EA

A proper noun names a ______ person, ______, or thing, but a ______ names any ______, ______, or ______.

EA

The ______ I would give the ______ bird is ______.

A

While a ______ names a special person, ______, or ______, a ______ names any ______, ______, or ______.

A

______ would be my special ______ for the ______ ______.

Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

• “The proper noun in your sentence [does/does not] begin with a big letter.”

Grade 3 • Unit 2 • Page 34

1

Grade 3 • Unit 2 WEEK

Objectives

DAY

5

Question of the Week: What plant and animal structures help solve problems? Concepts: Understand plant and animal structures; name plant and animal structures; describe how structures help plants and animals solve problems.

CONNECT: Form & Function

WRITE: Daily Writing

CHECK: Progress Monitoring

To guide students to express their understanding To have students use vocabulary of lesson concepts and skills in writing. learned this week to discuss an animal and a structure that keeps it Use: Student Book, p. 61. safe.

To have students write three or four sentences ELD Standard R: Demonstrate about an animal and a structure that keeps it safe. internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

P/Q

Discuss an animal and a structure that keeps it safe.

P/Q

What plant and animal structures help solve problems?

B

______ build nests. The ______ is a ______. It keeps the ______ safe.

B

Student writes three or four basic sentences with support.

Writing

EI I

Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Students refer to charts, vocabulary lists, ______ live in ______. The structure ______ and sentence frames used this week and them. It solves the problem of staying ______. manipulate vocabulary and language structures to produce writing by relating ______ live in ______. The ______ solves the ideas. problem of ______. The structures ______ the ______ from other animals.

EI

Student writes three or four sentences and includes some concept vocabulary.

I

Student writes three or four sentences and includes some concept vocabulary.

EA

Baby ______ grow inside ______. The ______ are structures that are ______. They protect the baby ______. The baby ______ use a special structure like a ______ to get out of the ______.

EA

Student writes three or four well-constructed sentences and includes concept vocabulary.

A

Baby ______ grow inside ______. The ______ are structures that are ______ and protect the baby ______. The baby ______ must use a special ______ like a ______ to hatch from the ______.

A

Student writes four or more well-constructed sentences and includes concept vocabulary.

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Grade 3 • Unit 2 • Page 35

Have students build fluency by reading their completed writing to partners or the class. Skill Check: Practice Book, p. 50