Melissa Axell UTE 3/30/08 Unit: Animal Habitats Language Arts 3rd Grade Considering the Content of the Learners

: This unit is basically a literature-based unit with a focus on the theme of “Animal Habitats.” It will consist of four major parts taught during the morning time referred to as a literature block. From 9:15 am- 11:15 am I will teach language arts consisting of shared reading, writing workshop, working with words, and finally writer’s workshop. In these four chunks, the skills and concepts being taught will be linked up with the theme of Animal Habitats. I will use Houghton Mifflin curriculum, and modify/adapt my lessons using this curriculum as a guide. The big ideas in this unit that are connected to the shared reading time are comprehension, comparing and contrasting, fact vs. opinion, vocabulary, questioning, and summarizing. The big ideas working on during working with words are vowel + r sound in hair, base words and their suffixes or endings. The verb be and how it is used in the past and present. Furthermore we will review words that have changing forms when adding endings, or making them plural, for example baby to babies. Drop the “y” change it to an “I,” as well as doubling the consonant when adding endings like grin turns into grinning. And finally, during writing workshop, these concepts and big ideas will be embedded into their workshops. There will be working with words worksheets that enforce what was taught the week before, as well as reading comprehension that goes hand in hand with the theme and shared reading selection I read the previous week. And lastly, the writer’s workshop time will be spent listening to different types of poems I read from books I choose, and then mainly working on the Haiku. I will introduce this type of poem, and the students will get a chance to make their own, and learn poetic elements and characteristics of poetry and haiku’s. The content in this unit is important for students to learn because it touches upon animals and how they function in our world. Habitat is a great word for students to know and learn about. All the skills in this unit are very important skills to learn and practice. For example, summarizing and listening are skills being practiced throughout my unit, as well as identifying what the main idea from a story they listen to as well as read. These are reading comprehension skills that are very important to use and practice because this is what makes good readers and writers. Not only in language arts will they be using these skills but in all other subjects as well. It is a great interdisciplinary skill. Vocabulary that is linked to the theme selections I read is also important for the students to learn because they help them gain knowledge on ideas related to animals and their habitats. The word working time is also important because it is developing their spelling and words skills that will overall help them be better readers and writers, and speakers. The words practiced as well as sentences they listen to are connected to sentences found in the theme selections I have read. And finally the poetry concepts being taught are also important for students to learn because it develops their skills as writers as well giving them an opportunity to see other forms of writing, and how poetic elements

can improve their writing, as well as using higher order thinking that isn’t so literal based and more abstract. My students already have some existing schema on animals and how they do come from different parts of the world, and have different habitats based on their needs. They may not know the word habitat, but they will know for example, that a fish lives in the ocean, and a bear lives in the forest. They also have had practice on how to listen to a selection and formulate after listening to a piece what would be the main idea rather than just a detail from the story. They already know some vocabulary that is linked to animals and their habitats. They have had some practice in questioning, and fact and opinion. These skills have been worked on in past units that my CT has taught. Same goes for their understanding of some spelling/word working skills . Some of the lessons I will teach during working with words will be a review for them. For example base words and their endings will be a review, as well as writing complete sentences. Furthermore, some will have had some work with how words change when they add endings and become plural. The drop the y change to an I lesson is a review for them. Their spelling skills will vary, but for the most part, the format of how I will do my word working lessons will be familiar to them. They will understand how to make a chart with a base word in one column, and endings in the next. They are familiar with writing down words and creating their own sentences with the spelling words I give them. And finally correcting or revising sentences that have mistakes(proofreading). As for poetry, they will have heard of poetry seeing that they have already been doing a poetry workshop bucket, yet they will not know what a Haiku is. They will be somewhat familiar with poetic characteristics as far as poems are shorter, and rhyme. As far as what I want them to learn is all of the above. I want them to become stronger and better readers and listeners. I want them to be able to become much stronger at identifying the main idea of a story, writing in complete sentences, and answering questions completely as well. I want them to have a strong sense of what habitat means, and can describe in their own words what an animal habitat is. I want them to know how to write a Haiku, and understand the structure of it. They know it is five syllables, by 7 syllables, by 5 syllables. I want them to become even stronger at developing strong verbs in their writing as an outcome of writing Haiku’s, seeing that there are limited words to it. I want them to be exposed more to poetry, and the characteristics of poems(less rigid, and more free). I want them to continue to use the verb be the correct way in their speaking, and their writing. How to identify the past and present with the verb be as an indicator, as well as writing good complete sentences, always a capital in the beginning, and a period in the end. Spelling words are always a work in progress, but as far as spelling goes, I want them to learn how to hear the different sounds in a word and be able to better decode what the spelling pattern may be. The context of the unit is animal habitats, and how it fits in with the literature block my CT has set up. Articulating Objectives: Students will in context, determine the meaning of words and phrases including synonyms, multiple meaning words, content vocabulary, and literary terms using strategies and resources including context clues, concept mapping and the dictionary {R.WS.03.08}.

Students will be able to self-monitor comprehension when reading or listening to texts by automatically applying strategies used by readers to increase comprehension including; predicting, constructing mental images, visually representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring and summarizing.{R.MT.03.01} Students will write poetry based on reading a wide variety of grade-appropriate poetry, and be able to recognize the characteristics of poetry{W.GN.03.02} Students will combine skills to reveal strengthening literacy (e.g., viewing then analyzing orally, listening then summarizing orally. {L.RP.03.04} Students will respond to and retell what a speaker said, paraphrasing and explaining the main idea, and then extend their response by connecting and relating it to personal experiences. {L.RP.03.05}. Students will use structural, syntactic, and semantic cues including letter-sound, rimes, base words, suffixes to automatically read frequently encountered words, decode unknown words, and decide meanings including multiple meaning words. {R.WS.03.02}. Summative Assessment: -write a poem about an animal they choose(after learning about poetry-apply the skills into this final piece). Focus is on a certain type of poetry, the Haiku. -Workshop folders will help to show their understanding in the concepts I am trying to teach. -Theme tests given afterwards that highlight some comprehension skills they were working on. For example a fact and opinion test, compare and contrast test, and grammar/spelling test.