Writing/Language Arts for 10/08

Grade: 3
Time Frame: 1hr. 20 min.
Standards:

CCSS Language Arts:

3.1b- Form and use regular and irregular plural nouns.
3.2f - Use spelling patterns and generalizations in writing words.
3.5b- Identify real-life connections between words and their use.
CCSS Reading: Literature:
3.1- Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
3.3- Describe characters in a story and explain how their actions contribute to the
sequence of events.
CCSS Writing:
3.3- Write Narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences

Objectives:
1. TSWBAT describe characters in Destinys Gift and explain how their actions
contribute to the story.
2. TSWBAT form the plural by adding s and es.
3. TSWBAT use their knowledge about narratives to write their own fall memoir.
Materials:
1. Journeys teacher and student books
2. Anchor chart (started Tuesday)
3. Student reading/writing journals
4. Vocab flipchart
5. Now Its Fall by: Lois Lenski
6. Plural Nouns worksheet
Procedures:
Reading
1. The teacher will review the vocab flipchart.
2. The class will read Destinys Gift together out loud.
3. After reading, the students will take out their writing journals and write to the
prompt: Tell about a time you were in trouble and someone helped you. Share a
couple stories.
Grammar
4. The teacher will begin discussing plural nouns with s and es.
5. The teacher will add Rule #2 to SG/PL nouns anchor chart: If a noun ends in s,
x, ch, sh, or ss add -es to the singular noun.
6. The teacher will share examples with the class on the board: lens/lenses,
sash/sashes, ranch/ranches, mix/mixes.
7. The class will practice with the flipchart and then complete their worksheet.

Writing
Students will continue working on fall memoir stories.
8. The teacher will begin the lesson by reviewing that a narrative memoir explains a
memory (ies) about a specific topic.
9. The teacher will remind the students that they are working towards writing their
own fall memoirs.
10. The teacher will write FALL on the board and the class will brainstorm everything
they think of when they think of the word fall that might be helpful for their
narrative.
11. The teacher will read Now Its Fall by: Lois Lenski, to introduce some of the many
different things related to fall (leaves, pumpkins, carnivals, corn maze, etc.)
12. The teacher will ask students if there is anything else they would like to add to the
list after hearing the story, and add if necessary.
13. Students will continue to work on their rough draft. Students should be starting
final draft tomorrow (while students are working, teacher will be monitoring,
having small conferences/edits with students if needed)
Assessments:
1. Teacher will informally assess student responses, keeping them on the right track
with the story Destinys Gift.
2. Teacher observations through plural nouns flipchart and worksheet.
3. Teacher walk around and final draft of students fall memoir.
Accommodations:
Teacher/peer assistance.