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Standards:

(Standards are written out on the following pages.)


English Language Arts (CCSS)
Reading:
CCSS.ELA-LITERACY.RL.3.2, CCSS.ELALITERACY.RI.3.1, CCSS.ELA-LITERACY.RI.3.2,
CCSS.ELA-LITERACY.RI.3.5, CCSS.ELALITERACY.RI.3.7
Writing:
CCSS.ELA-LITERACY.W.3.2 (A-D), CCSS.ELALITERACY.W.3.3 (A-D), CCSS.ELA-LITERACY.W.3.7,
CCSS.ELA-LITERACY.W.3.8
Speaking & Listening / Language:
CCSS.ELA-LITERACY.SL.3.1 (A-D), CCSS.ELALITERACY.SL.3.2, CCSS.ELA-LITERACY.SL.3.4,
CCSS.ELA-LITERACY.L.3.1, CCSS.ELALITERACY.L.3.2

Curriculum Materials:
Class curriculum available
-Investigations, grade 3 (math)
- Horizons: People and Communities, grade 3 (social
studies)
-Trophies, grade 3 (reading)
-Implementation of CLI (literacy)
Other materials to be used
-Promethean board
-Class set of 20 laptops
-Floor map
-Anchor charts
-Student writing response journals
-Non-fiction and fiction read-aloud texts, art, music,
videos, etc.
-Web resources (ex. Google Earth, Newsela, etc.)
-Classroom supplies
-Graphic organizers for note-taking

Social Studies (PA SAS & NCSS)


PA SAS:
7.1.3.A, 7.1.3.B, 7.2.3.A, 7.3.3.A, 8.4.3.A, 8.4.3.B, 8.4.3.C
NCSS:
D1.1.3-5, D1.5.3-5, D3.3.3-5, D3.4.3-5.

What

Why
Nigeria

Science (PA SAS)


PA SAS:
4.3.3.A, 4.3.3.B. 4.4.3.B

How

Knowledge of Students and Context:


-The entire school is taking part in a thematic unit on West Africa
this semester, with each classroom having a specific country of
study
-Out of 25 students, 11 students have IEPs and 1 student has a
504 Plan; one of the students with an IEP is also an ELL
-The schools special education teacher spends the majority of
the school day in our classroom
-Our school day is very structured, and students rely on the
Educational Philosophy and Beliefs
consistency of this schedule
-Fair does not mean equal, fair means each student gets what they
-Our classroom schedule allows for substantive time for students
need
to work with a teacher in targeted,
differentiated,
small groups
Teaching
and
-Students need multiple, Theories
scaffoldedofexperiences
withLearning:
the content in
(utilizing guided reading, guided math, and literacy strategy
order to master it
groups on an almost Dweck:
daily basis)
Intelligence
is malleable
and
-Teachers expectations affect
student
performance
and achievement
-The students get excited
about videos
and
hands-on
activities
constructed
(growth
mindset
>
fixed
-In order for students to engage with the material in a meaningful
-Differentiation
is absolutely
essential in this classroom given the
mindset)
way,Teaching
it must beMethods:
both relevant
to their lives & interesting to them
diverse
range
of
students
multiple
access
for understanding
students
to engage
with
the
Gardner:
Theory
of multiple
intelligences
-The-Provide
most accurate
portrait
ofpoints
a childs
comes
from
-Students
are extremely
motivated
by the classroom
ticket system
material
Tomlinson:
Differentiation
is essential
to
ongoing,
formative, informal
assessment
(tickets awarded
foraeducational
good behavior,
participation,
and academic
-Present
content
in
of formats
to accommodate
multiple
equity
-Students
voices
should
bevariety
an integral
component
of the classroom,
performance (multimodal:
can be used
every
other Friday
in the
classroom
intelligences
technology,
pictures,
video,
music,
Denton
&
Kriete,
Carini:
Responsive
and their
contributions should
be
appropriately
validated
store)
simulations)
teaching
begins
with
knowledge
of
your
-Not all students learn, or demonstrate their learning, in the same
-Students
across all levels
eagerly
participate
inare
class
-Utilize
think-pair-share
to
ensure
all
students
involved
in the
students
way; thoughtful instruction takes individual differences into account
conversation
Weinstein: Influence of student choice on
-Give students opportunities
to work in groups, to collaborate
engagement
with each other, and Calkins:
to use each
other
as a resource
Bring
students
lives into the
-Ongoing informal assessment
classroom
-Provide students with
authentic
and differentiated
of are
Hiebert:
Students
opinions ofmeans
a subject
demonstrating their understanding
informed by the types of tasks they are asked
-Connect to the big idea
by posing essential questions for each
to perform
lesson
Kohn: Balancing feedback with grades
-Incorporate student (assessment)
self-reflection
-Rephrase and revoice
to make Zone
discussion
accessible
to all
Vygotsky:
of Proximal
Development
students
-Encourage and build in various forms of participation

Standards:
English Language Arts (CCSS)
Reading
CCSS.ELA-LITERACY.RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.

CCSS.ELA-LITERACY.RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic
efficiently.
CCSS.ELA-LITERACY.RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the
text (e.g., where, when, why, and how key events occur).

Writing
CCSS.ELA-LITERACY.W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.3.2.A. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.3.2.B. Develop the topic with facts, definitions, and details.
CCSS.ELA-LITERACY.W.3.2.C. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of
information.
CCSS.ELA-LITERACY.W.3.2.D. Provide a concluding statement or section.
CCSS.ELA-LITERACY.W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
CCSS.ELA-LITERACY.W.3.3.A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
CCSS.ELA-LITERACY.W.3.3.B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
CCSS.ELA-LITERACY.W.3.3.C. Use temporal words and phrases to signal event order.
CCSS.ELA-LITERACY.W.3.3.D. Provide a sense of closure.
CCSS.ELA-LITERACY.W.3.7. Conduct short research projects that build knowledge about a topic.
CCSS.ELA-LITERACY.W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort
evidence into provided categories.

Speaking & Listening / Language


CCSS.ELA-LITERACY.SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 3 topics and texts, building on others' ideas and expressing their own clearly. (Including sub-standards CCSS.ELA-LITERACY.SL.3.1 A-D)
CCSS.ELA-LITERACY.SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking
clearly at an understandable pace.
CCSS.ELA-LITERACY.L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Social Studies (PA SAS & NCSS)


PA SAS
7.1.3.A. Identify how basic geographic tools are used to organize and interpret information about people, places and environment.

7.1.3.B. Identify and locate places and regions as defined by physical and human features.
7.2.3.A. Identify the physical characteristics of places and regions.
7.3.3.A. Identify the human characteristics of places and regions using the following criteria: population, culture, settlement, economic activities, political
activities.
8.4.3.A. Identify the elements of culture and ethnicity.
8.4.3.B. Identify the importance of artifacts and sites to different cultures and ethnicities.
8.4.3.C. Compare and contrast selected world cultures.
NCSS
D1.1.3-5. Explain why compelling questions are important to others (e.g., peers, adults).
D1.5.3-5. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions
people have about how to answer the questions.
D3.3.3-5. Identify evidence that draws information from multiple sources in response to compelling questions.
D3.4.3-5. Use evidence to develop claims in response to compelling questions.

Science (PA SAS)


4.3.3.A. Identify the natural resources used to make various products.
4.3.3.B. Identify local natural resources.
4.4.3.B. Explain how agriculture meets the basic needs of humans.

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