Third  Grade – Unit 1

Culture Develops Over Time      

Unit 1 LA Standards

SOCIAL STUDIES STANDARDS

Managing Student Work in Labs

Informational Questioning Stems

Literature (Narrative) Questioning Stems

(6 weeks)

     Essential Questions

“I Can Statements

         & Assessments

                     Instructional Activities

             Lesson Resources

1. What is respectful listening and speaking during a discussion?

This means I can listen and respond respectfully to others.

 -establish and follow agreed upon “rules for

 discussion”

 -follow agreed upon rules for discussion

  (listen to others, speaking one at a time)

 -ask and answer questions to clarify

  understanding

Agreed Upon Rules for Discussion 

Ask and Answer Questions on Topic

2. What is the purpose and function of various parts of speech?

This means I can use various parts of speech (noun, pronoun, verb, etc.) correctly

This means I can revise and edit narratives with the help of peers and adults

 -explain the function of nouns, pronouns, verbs,

  adjectives, adverbs

 -identify and explain how parts of speech work

  together to create meaning in text

Suggested Texts

Teacher Information

Parts of Speech Resources 

Additional noun, verb, adjective resources

Shared Reading Lessons for Parts of Speech

Additional Resources and Lesson Ideas

Revising and Editing Narratives

3. How do I write correct and interesting sentences?

This means I can write sentences correctly.

 -identify and produce simple, compound, and

  complex sentences

 -capitalize appropriate words in titles

 -identify real life connections between words

  and their use.

 -recognize and observe differences between the

  conventions of spoken and written standard

  English

Sentences

Capitalization in Titles 

Grandparent Letter

Spelling Pattern 

Affixes Base Words, Root Words

4. What are trickster tales?

This means I can determine the central message of various genres and how characters contribute to the story.

This means I can read poetry, focusing on expression, phrasing, tone, and dramatic effect.

 -recount stories, fables and folktales, from

  diverse culture

 

-write a short fantasy narrative in response to a  

  prompt based on the style of a text

-create a multimedia presentation of the recording and illustrations for book summaries

 -identify and explain the central message,

 lesson, or moral,  with key details

-determine the trickster, the fool, the problem, and the solution in various cultures’ trickster tales

 -describe characters (e.g., traits, motivations,

  feelings) and explain how their actions

  contribute to the sequence of events

 -compare and contrast different Trickster Tales

  by different authors

 -use knowledge of narrative writing and

  Trickster Tales to write a Trickster Tale

-write imaginary narratives using dialogue and descriptions of actions, thoughts, and feelings

-create a rubric and project for a PowerPoint presentation of a trickster tale you have written or enjoyed and present it to the class.

 -identify and research the culture where

  Trickster Tales are located

 -write poetry to explain understanding of  

  Trickster Tales and/or the culture from where

  it came

 

-read and perform a poem dramatically, with expression and appropriate phrasing for meaning.

Suggested Texts

My Father’s Dragon

Fantasy Narrative: Could Be Worse!

Multimedia Presentation

Trickster Tales

Tops and Bottoms Shared Reading

Determining Elements of Trickster Tales

Trickster Tale Shared Reading

Character Traits and Motivation

Compare and Contrast Trickster Tales

Compare and Contrast Trickster Tales by different  Author

Writing a Trickster Tale

Trickster Tale Narrative Writing

Shared Research

Diamante Poetry 

Read and Perform a Poem

Additional Resources/Fables/Folktales

Utah State SOCIAL STUDIES Core Curriculum Standard

Enduring Understanding: Social Studies Standard  1 Objective 1,2:

Students will understand cultural factors that shape a community

  • Objective 1: Evaluate key factors
  • hat determine how a community develops.
  • Objective 2: Explain how selected indigenous cultures of the Americas have changed over time.

Essential Questions

“I CanStatements

& Assessments

Instructional Activities

Lesson Resources

5. How do communities develop?

This means I can use text to explore and explain the key features of how culture shapes communities.

 -identify the elements of culture

-compare elements of the local community with communities from different parts of the world

 -describe how stories, folktales, music, and artistic

  creations serve as expressions of culture

 -investigate and explain changes in communities

  that can or have occurred when two or more

  cultures interact

 -explain changes within communities caused by

  human inventions (e.g. steel plow, internal

  combustion engine, television, computer)

 -read a variety of informational books on Ancient

  Greece and Ancient Rome and summarize the

  information

Suggested Texts

Elements of Culture

Comparing Communities

Your Special Town

Creating A Community 

Additional UEN Resources

A Community Quilt

Community Changes with Opinion Writing

Invention Timeline

Inventive Kids

Ancient Greece/Rome

6. What are indigenous cultures of the Americas?

This means I can explain how indigenous cultures have changed over time.

 -describe and compare early indigenous people of

  the Americas

 -analyze how these cultures changed with the

  arrival of people from Europe, and how the

  cultures of the Europeans changed

 -identify how indigenous people maintain cultural

  traditions today

 

-read about and describe the stories and contributions of the Native Americans

Suggested Texts 

Indigenous People of the Americas

Indigenous Cultures Change Over Time

UEN Links

Opinion Writing

Narrative Writing

Paul Goble Native American Stories

Additional Resources

Trickster Tale Narrative Writing