History of Communities Unit 4 Week at a Glance Week Instructional Focus Reading Workshop Writing Workshop Revising & Editing 1 MOY Writing DPM Time & Chronology (3.3A, 3.3B. 3.3C) Non Fiction (There is a list of NF readers from the SS kits in iXplore. They can be used for this unit.) Fiction Writing Edit Agreement 2 MOY R&E DPM Shaping a Community (3.1A, 3.1B) (Checkpoint #3) Traditional Literature Edit Verb Tense 3 Expanding a Community (3.1C) Edit Quotation Marks in Dialogue 4 History of Houston/Cypress (3.1A) Poetry (Checkpoint #4) Poetry Writing Review Sentence Structure & CUPS 5 Technology Project Contractions (Checkpoint #4) GENERAL INFORMATION ABOUT UNIT Lessons can be integrated into the reading/writing workshop schedule during the following times; poetry, independent reading & writing, read aloud, and social studies content time (15 min.). See the suggested components of balanced literacy in iXplore. Resources from the new social studies adoption, Exploring Social Studies, are included in this unit. Leveled readers, reader’s theater, files, and lesson plans are in iXplore. Each reader comes with a lesson plan booklet with various activities. These are referenced in the unit and located in iXplore. NEW: Spanish resources for Exploring Social studies are now in iXplore. Please see Dates of Remembrance & Heritage PPTs in iXplore for resources to use for required days of recognition as stated by CFISD policy. Check out the INSS Year-round Resources folder in iXplore for language arts, vocabulary, & current events resources. In the Unit Overview, the Bloom’s verbs have been underlined and critical skills have been color-coded. See your grade level TEKS in iXplore. See Appendix A for a list of biographies that can be used for read alouds during this unit.
Shaping a Community Overview: Week 2 Enduring Understandings/Generalizations Guiding/Essential Questions The student understands how individuals, events, and ideas have influenced the history of various communities. Why do people form communities? How did Christopher Columbus help create a new community? How was Juan de Onate’s discovery significant? How did Benjamin Franklin contribute to shaping communities? Students will. . . participate in discussions and express ideas in a written format. understand vocabulary concepts. use primary and secondary sources to gain information. identify individuals, including Pierre-Charles L'Enfant, Benjamin Banneker, and Benjamin Franklin, who have helped to shape communities. describe how individuals, events, and ideas have changed communities, past and present. Instructional Resources: Week 2 Teacher Materials Teacher Notes Assessments (%) Technology Exploring Social Studies The Inventor: Benjamin Franklin Reader’s Theather Appendix A – Suggested Literature Appendix C – If I Build a Town poem Appendix D – If I Could Build a Town activity Appendix E – Benjamin Franklin Bio & Pic 3rd Grade Biographies in iXplore This is a great resources where you can filter realistic fiction books by grade level and time in history. Here is the link for . Participation in discussions Written responses to guiding and essential questions Appendix D Econedlink website - – bio w/ timeline – bio w/ timeline – bio w/ timeline – Only2Clicks
Focus: Unit Introduction Discuss the term, community. Explain to students that for the next few weeks they will be learning about historic individuals that either founded a new community, shaped or expanded and existing communities. Have students create a three-column chart in their ISN. After each lesson, place the name of the historic figure in a column that best describes their contribution. Use the poem If I Could Build a Town as a read aloud (Appendix C). Have students complete the If I Could Build a Town activity (Appendix D). Focus: Pierre Charles L’Enfant Conduct a read aloud with accountable talk using textbook pages, the 3rd Grade Biographies, technology links, or a book from Appendix A about Pierre Charles L’Enfant. During the read aloud, focus on the guiding questions from the lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Focus: Benjamin Banneker Conduct a read aloud with accountable talk using textbook pages, the 3rd Grade Biographies, technology links, or a book from Appendix A about Benjamin Banneker. During the read aloud, focus on the guiding questions from the lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Focus: Benjamin Franklin Conduct a read aloud with accountable talk using the Benjamin Franklin bio (Appendix E). Teachers can also use textbook pages, the 3rd Grade Biographies, technology links, or a book from Appendix A. During the read aloud, focus on the guiding questions from the lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in ISN. (%) Activity 1: As a class, complete “Cowboy Bob Builds a Community” activity. (%) Activity 2: Students can write a book trailer for one of the biographies they have read. Expanding or Creating a Community Overview: Week 3 Enduring Understandings/Generalizations Guiding/Essential Questions
Focus: Christopher Columbus, Founded A New World Conduct a read with accountable talk using textbook pages, the 3rd Grade Biographies, technology links, or a book from Appendix A about Christopher Columbus. During the read aloud, focus on the guiding questions from the lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Focus: Juan de Onate, Founded the 1st Settlement Conduct a read aloud with accountable talk using the 3rd Grade Biographies, technology links, or a book from Appendix A about Juan de Onate. During the read aloud, focus on the guiding questions from the lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Founding Fathers, Founded A New Nation Conduct a read aloud with accountable talk using the Thomas Jefferson reader. Teachers may also use the 3rd Grade Biographies, technology links, or a book from Appendix A about the Founding Fathers. During the read aloud, focus on the guiding questions from the Thomas Jefferson lesson plan booklet. lesson. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Daniel Boone, Explored A New Frontier Conduct a read aloud with accountable talk using the Daniel Boone reader. Teachers may also use the 3rd Grade Biographies, technology links, or a book from Appendix A about Daniel Boone. During the read aloud, focus on the guiding questions from the Daniel Boone lesson plan booklet. Have students turn and talk about possible predictions and answers to the questions. (%) Students may also stop and jot answers to the guiding questions in their ISN. (%) Activity 1: In the Interactive Social Studies Notebook (ISN), students pretend to be a sailor on one of Columbus’ ships and write letter to a family member or write a journal entry (%). Activity 2: Students can complete one of the activities in the lesson plan booklet for Daniel Boone or Thomas Jefferson. (%) History of Houston/Cypress Overview: Week 4 Enduring Understandings/Generalizations Guiding/Essential Questions
The student understands how individuals, events, and ideas have influenced the history of various communities. How is our community similar to other communities? How is our community different from other communities? Who were the key people in the discovering and shaping of Cypress? Who were the key people in the discovering and shaping of Houston? Students will. . . participate in discussions and express ideas in a written format. understand vocabulary concepts. use primary and secondary sources to gain information. describe how individuals, events, and ideas have changed communities, past and present. Instructional Resources: Week 4 Teacher Materials Teacher Notes Assessments (%) Technology Appendix A – Suggested Literature Appendix F – The Birth of Houston Appendix G – Notable People from Cypress, TX History of Cypress PPT (iXplore) History of Cypress script (iXplore) History of Cypress PDF includes the PPT slides and the notes for each slide. (iXplore) The Heritage of North Harris County (iXplore) – provided by History of Houston PPT (iXplore) Houston, Then & Now PPT (iXplore) Information Cypress/Houston will be integrated into all of the units for 3rd grade. Participation in discussions Written responses to guiding and essential question Birth of Houston Graphic Organizer School Namesake Foldable – poems about communities History of Houston/Cypress Pacing Guide: Week 4 Monday Tuesday Wednesday Thursday Friday
Holiday Read Aloud Read Aloud Research / Present Focus: Houston Conduct a read aloud using The Birth of Houston (Appendix F) or the History of Houston PPT (iXplore). During the read aloud, have students think about the information and complete a graphic organizer in their ISN similar to the one below. Students can place chunks of information in the correct box. (%) Focus: Landmarks a read aloud with accountable talk using the Cypress PPT and script located in iXplore. the read aloud, have students think about the people mentioned during the “field trip” and how they shaped the community. Have students turn and talk about if they have ever seen any of these Cypress landmarks. Focus: Notable People Students can research the person school is named after. This can be done in partners or groups. Create a foldable with information such as; Name Why they were chosen Contributions to the community Events in their life Appendix G has a list of other famous people from Cypress. Students can present their information. id Sam Rayburn Day. See PPT in iXplore.