Download Unit 5 Compare and Contrast

Understanding By Design Unit Template
Title of Unit
Curriculum Area
Compare and Contrast
ELA: Compare and Contrast, Informational writing
Grade Level
Time Frame
3rd
6 weeks
Science: Plants and Soil
Developed By
Carr, Caviness, Nixon, Popp
Identify Desired Results (Stage 1)
Content Standards
RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in
books from a series)
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.7 Conduct short research projects that build knowledge about a topic.
L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.5 a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
SCIENCE:
3.L.2 Understand how plants survive in their environments.
3.L.2.1 Remember the function of the following structures as it relates to the survival of plants in their environments:
• Roots – absorb nutrients
• Stems – provide support
• Leaves – synthesize food
• Flowers – attract pollinators and produce seeds for reproduction
3.L.2.2 Explain how environmental conditions determine how well plants survive and grow.
3.L.2.3 Summarize the distinct stages of the life cycle of seed plants.
3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components sand, clay and humus) of soil determine the
ability of soil to support the growth and survival of many plants.
Understandings
Overarching Understanding
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Writing can be compared and contrasted based on theme, setting,
and plot.
Texts on the same topic can be compared and contrasted using key
details from each text.
Informational writing involves locating, recording, and organizing
information.
Research is a multi-step process.
Roots, stems, leaves, and flowers each have a function to help plants
survive in their environments.
Environmental conditions determine how well plants survive and
grow.
There are distinct stages of the life cycle of seed plants.
Soil’s ability to support the growth and survival of plants depends on
its basic properties and components.
Related Misconceptions
Students believe that setting is just a place not a time period. They may also
only identify one setting within a text.
Students will confuse theme with a lesson or message.
Students will want to include too many details when stating the plot.
Essential Questions
Overarching
Topical
What do good readers do?
What is theme?
What are the story elements of
fictional texts?
What is setting?
What steps do writers take when
writing an informational piece?
What do plants need to survive?
What is plot?
How do I compare two texts on the
same topic?
How do I compare two books by
the same author?
How do I organize and write an
informational piece?
What is the life cycle of a seed
plant?
What are the parts of a plant?
What are the basic components
Students may want to include their opinions within the informative
performance task.
and properties of soil?
How do environmental conditions
affect plants?
Where are your students headed? Where have they been? How will you make sure the students know where they are going? How will
you equip them with needed skills and knowledge?
Knowledge
Skills
Students will know…
Students will be able to…
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Students will know how to compare and contrast themes, setting,
and plot in stories written by the same author.
Students will know how to compare and contrast key details of two
texts on the same topic.
Students will know how to write an informative paper in order to
examine a topic and convey ideas.
Students will know how to conduct short research about a topic.
Students will know how plants survive in their environments.
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Students will be able to compare and contrast themes, setting,
and plot in stories written by the same author.
Students will be able to compare and contrast key details of two
texts on the same topic.
Students will be able to write an informative paper in order to
examine a topic and convey ideas.
Students will be able to conduct short research about a topic.
Students will be able to tell how plants survive in their
environments.
Assessment Evidence (Stage 2)
Performance Task Description
Goal
Role
Audience
Situation
Product/Performance
Task 1: Text Comparison
Using the link http://urbanext.illinois.edu/gpe/case3/c3facts3.html and the news article “Drought Affects Landscaper’s
Business” (download at http://acselementary.wikispaces.com/THIRD+GRADE) the students will create a trifold that compares
and contrasts the two texts. Partner A reads one text and Partner B reads the second text. Then they will communicate the
key details of their text to their partner in order to complete the trifold together. (Rubric entitled “Plant Rubric” available on
wiki.)
Task 2: Patricia Polacco Author Study
After reading several books by Patricia Polacco and discussing the theme, setting, and plot, have the students choose 2 books
to write an informational paper about the author and the two books.
Standards
Example of organization:
Paragraph
Paragraph
Paragraph
Paragraph
1
2
3
4
Introduction, Tells about Polacco
Summary of book 1
Summary of book 2
Comparison of the overall theme, setting, and plot of the 2 books
Other Evidence
Graphic organizers, questioning, discussions, guided reading, written responses, exit slips, writing conferences, observations, foldables, interactive journal
(Patricia Polacco)
Lessons
Learning Plan (Stage 3)
Formative Assessment
How will you hook students at the beginning of the unit?
What events will help students experience and explore the big
idea and questions in the unit? How will you organize and
sequence the learning activities?
How will you cause students to reflect and rethink? How will you
guide them in rehearsing, revising, and refining their work?
How will you help students to exhibit and self-evaluate their growing
skills, knowledge, and understanding throughout the unit?
*Spend 3 weeks on plants and 3 weeks on author study*
Hook Lesson for Plants:
Begin the unit by using the Delta Readers about soil. After reading
pages 2 and 3 pass out the Soil-O boards (on wiki). Give students time
to answer the questions while referring back to the text. When all
students have answered their questions (citing page and paragraph)
play SOIL-O (just like Bingo). When the students yell SOIL-O, they
must read the question, answer, and page/paragraph aloud in order for
it to count. (may take 2 days)
As a follow-up, using the Delta Readers again and samples of soil, have
the students fill out a Venn diagram that compares/contrasts the types
of soil.
Introduce performance task 1 in the last week of the unit after using
other resources to teach parts of a plant and life cycle of a plant. The
Lorax is a good transition into environmental conditions and the
performance task.
Additional Resources:
The Lorax
“Flowersong” (poem http://kingpoetry.com/flowersong.htm)
From Seed to Plant
Brainpop Jr (plant life cycle, adaptations, parts of a plant)
A Seed is Sleepy
Tops and Bottoms (old basal)
Fly Traps, Plants that Bite Back! (old basal)
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use of rubrics
co-creating a timeline for accomplishing a multi-step task
(on chart paper, start from the bottom and backwards plan so students
can see what needs to be accomplished each day in order to meet a
deadline)
conferencing
peer editing
self-assessment
discussions
journaling
Hook Lesson for Author Study:
Explain to students that they will be starting an author’s study, but
before you introduce who they will learn about, ask them why think it is
important to do an author's study. Record their answers on a piece of
chart paper. Ask them to begin thinking about their own favorite
authors. Display the Author Study Survey (can be downloaded at
http://acselementary.wikispaces.com/THIRD+GRADE and discuss as a
class. Introduce the author Patricia Polacco, by revealing several titles
by her. Ask if any of the books sound familiar or if they have read them
before.
Print the Fun Facts about Patricia Polacco onto card stock and cut into
individual cards. (Located in Central 02) Place the cards in a bag and
invite students to pick a card out of the bag and read it. After reading
each card, place the card on your author study bulletin board. Be sure
to point out where Russia is on the map. Click on
http://www.patriciapolacco.com/author/bio/bio.html to explore her site.
Ask students if there is anything else they wonder about Patricia
Polacco--record if desired.
Over the next 10 days, read books by Patricia Polacco, focusing on
theme, plot, and setting. An interactive journal with various graphic
organizers for each book will be helpful for the performance task.
On day 11, introduce the performance task to the students. Allot time
for one paragraph a day.
**Language Standards should be taught in the context of writing/
Guided Reading.
Additional Resources for Polacco Author Study:
My Rotten, Red-Headed Older Brother (Storyline Online) and Rotten
Richie and the Ultimate Dare (compare/contrast, theme)
Thank You, Mr. Falker (Storyline Online) and Mr. Lincoln’s Way
(comparing traits)
Thunder Cake (setting)
The Lemonade Club (plot)
The Junkyard Wonders (plot)
Chicken Sunday (plot)
Revised From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)