CKLA Unit 8 Strand Listening & Learning and Skills …...Skills Student Reader could serve as a...

This activity was developed by Adrienne Williams from Center City Charter Schools (Washington, DC)

Teacher-Created Activity

CKLA Unit 8 “Native Americans — Regions & Cultures” Strand Listening & Learning and Skills Grade 3 Activity Supplemental Writing Tasks

ACTIVITY DESCRIPTION

These activities were designed to be used in conjunction with Core Knowledge Language Arts (CKLA) grade 3, unit 8. For more information about CKLA, click here.

Each supplemental writing task affords students the opportunity to engage in narrative writing. The first task is a prompt given at the beginning of unit 8, which serves as a baseline. The culminating task, given during the last week of the unit, asks students to write a narrative from the perspective of a member of the Adena, Hopewell, Hopi, Iroquois, Cherokee, or Inuit tribe.

It is recommended that students are able to reference information (e.g., via anchor charts, notes, etc.), which highlights what they learned about each Native American tribe. (The stories in the Skills Student Reader could serve as a support to students in the culminating writing task.) Teachers may also need to review the purpose and structure of narrative writing.

This activity is based on CCSS W.3.3, W.3.4, and W.3.6. To score student work, it recommended teachers use a writing rubric that aligns with their district's curriculum or CCSS W.3.3, W.3.4, and W.3.6.

https://www.coreknowledge.org/free-resource/ckla-domain-08-native-americans-regions-cultures/

https://www.coreknowledge.org/curriculum/language-arts/

https://www.coreknowledge.org/free-resource/ckla-unit-08-third-grade-skills-native-american-stories/

https://www.coreknowledge.org/free-resource/ckla-unit-08-third-grade-skills-native-american-stories/

Domain 8: Native Americans – Regions & Cultures

Writing Unit Plan

Table of Contents • On-demandtask:Teacherplanningcopy,standards,directions……..…………………………….2

• On-demandtask:Studentdirections,prompt,template,checklist………………………………..3-6

• Culminatingtask:Teacherplanningcopy,standards,rubric………………………………………….7-8

• Culminatingtask:Studentdirections,prompt,supports,template……………………………….9-18

Overview

This unit is focused on narrative writing and aligns to the content of Domain 8. The on-demand task is

meant to be given at the beginning of the domain, within the first week of instruction. It will take one, 30-45

minute block of time. The purpose is to get a baseline of student performance in narrative writing. The

culminating task can be worked in throughout the domain, however it is the most useful within the last week

after students have been exposed to the majority of the content. Students should turn in a final copy by the

end of the domain. The culminating task will serve to show how much students developed in their writing

since the beginning of the domain. Below are the central ideas that are addressed in both the reading and

writing components of this domain:

% Content central idea: Native Americans settled in and adapted to different regions across North America.

The cultures they developed were influenced by the geography and climate of the regions in which they

settled.

? Writing central idea: Narrative stories develop imagined experiences or events using descriptive details,

dialogue, and clear event sequences.

& Reading central idea: Noticing how a text is organized will help me understand the connection between

key details.

This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial- ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work.

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On-Demand Task: Teacher Planning Copy Picture prompt:

Target Standards: Writing Language • W.3.3 Write narratives to develop real or imagined

experiences or events using effective technique, descriptive details, and clear event sequences.

o W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

o W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

o W.3.3c Use temporal words and phrases to signal event order.

o W.3.3d Provide a sense of closure • W.3.4 With guidance and support from adults,

produce writing in which the development and organization are appropriate to task and purpose.

• W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

• L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o L.3.1a Explain the functions of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

o L.3.1f Ensure subject-verb and pronoun-antecedent agreement

o L.3.1g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

o L.3.1i Produce simple, compound, and complex sentences. • L.3.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. o L.3.2c Use commas and quotation marks in dialogue. o L.3.2d Form and use possessives. o L.3.2e Use conventional spelling for high-frequency and

other studied words and for adding suffixes to base words. o L.3.2f Use spelling patterns and generalizations in writing

words. o L.3.2g Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings. • L.3.5 Demonstrate understanding of word relationships and

nuances in word meanings. o L.3.5b Identify real-life connections between words and

their use (e.g. describe people who are friendly or helpful. • L.3.6Acquireanduseaccuratelygrade-appropriateconversational,

generalacademic,anddomain-specificwordsandphrases,includingthosethatsignalspatialandtemporalrelationships.

Directions:

• Passouttheprompt.Asktheclasswhattheyseehappeninginthepicture.Allow3minutesforstudentstoturnandtalkaboutwhattheyseetoapartner.

• Explainthateachstudentistowriteastoryaboutwhatmightbehappeninginthispicture.Readthepromptunderthepicturetogetherandclarifythedirections.

• Providelinedpaperandgivestudentstheremainderoftheperiodtowrite.Thewritingshouldbecompletedindividually,withouthelp[unlessastudent’sIEPstipulatessupport].

• Remindstudentstoproofreadtheirworkbeforetheyfinish.


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Student Prompt & Directions

Write a story about this picture. Remember that a good story: • has a clear beginning, middle and end • has a main character or characters • uses dialogue and description

You will have one class period to write your story. When you are done, make sure to proofread and correct any mistakes.


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Name: Date:

Title: ________________________________________


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6


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Culminating Task: Teacher Planning Copy Prompt: The National Museum of the American Indian in Washington, DC wants to publish a book of Native American stories. You get to be one of the authors! Choose one of the tribes to help you create characters, a setting, and an interesting plot. Use what you learned about the tribe and the region they live in to help you create your story.

Target Standards: Writing Language • W.3.3 Write narratives to develop real or

imagined experiences or events using effectivetechnique, descriptive details, and clear eventsequences.

o W.3.3a Establish a situation andintroduce a narrator and/or characters;organize an event sequence that unfoldsnaturally.

o W.3.3b Use dialogue and descriptions ofactions, thoughts, and feelings todevelop experiences and events or showthe response of characters to situations.

o W.3.3c Use temporal words and phrasesto signal event order.

o W.3.3d Provide a sense of closure• W.3.4 With guidance and support from adults,

produce writing in which the development andorganization are appropriate to task andpurpose.

• W.3.6 With guidance and support from adults,use technology to produce and publish writing(using keyboarding skills) as well as to interactand collaborate with others.

• L.3.1 Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking.

o L.3.1a Explain the functions of nouns, pronouns, verbs,adjectives, and adverbs in general and their functions inparticular sentences.

o L.3.1f Ensure subject-verb and pronoun-antecedentagreement

o L.3.1g Form and use comparative and superlative adjectivesand adverbs, and choose between them depending on what isto be modified.

o L.3.1i Produce simple, compound, and complex sentences.• L.3.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.o L.3.2c Use commas and quotation marks in dialogue.o L.3.2d Form and use possessives.o L.3.2e Use conventional spelling for high-frequency and

other studied words and for adding suffixes to base words.o L.3.2f Use spelling patterns and generalizations in writing

words.o L.3.2g Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings.• L.3.3 Use knowledge of language and its conventions when writing,

speaking, reading, or listening.o L.3.3a Choose words and phrases for effect.o L.3.3b Recognize and observe differences between the

conventions of spoken and written standard English.• L.3.5 Demonstrate understanding of word relationships and nuances

in word meanings.o L.3.5b Identify real-life connections between words and their

use (e.g. describe people who are friendly or helpful.

Hopi Mound Builders Iroquois Cherokee Inuit Adena or Hopewell


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Directions: Day 1 • Passouttheprompt.Tellstudentstheygettowriteastorybasedononeofthetribesyoulearned

aboutinthisdomain.Useanyclassroomresources/chartsorstudentnotestoincludethemina5-10minutewholegroupdiscussionusingthefollowingguidingquestions:

o Whattribesdidwelearnabout?o Howaretheydifferentfromoneanother?Howaretheysimilar?o Wheredidtheylive?o Howdotheirregions(geography/climate)impactwhereyourstorycantakeplaceorwhatthe

peoplecando?[i.e.anInuitcan’ttalkabouthuntinginthewoodsbecausetheyliveintheArctic]

• Readthegeneralpromptandclarifythedirections.Remindstudentstheywillhavetousefacts,vocabularyandotherinformationaboutthesetribestosupporttheirstory.Haveeachstudentcirclewhichtribetheyaregoingtouseintheirstory.Providethemwithaplanninggraphicorganizersotheycanoutlinetheelementsoftheirstory.Givethem10minutestoplantheirstory.

• Partnerupstudentssotheycansharetheirplanfortheirstory.Eachstudentshouldhave2-3minutestoshare.

• Providelinedpaperandgivestudentstheremainderoftheperiodtowrite.Thewritingshouldbecompletedindividually,withouthelp[unlessastudent’sIEPstipulatessupport].

• Whentheperiodisover,explainthatstudentsmayfinishwritingandproofreadovertheweeksotheyhaveafinalpiecebyFriday.Collectstudentworkandmaterials.

• Note:ThistaskisbasedonthestoriespresentintheStudentReaderforDomain8.Considerspendingtimeusingthosestoriesasexemplarsfromwhichstudentscanlearnthecharacteristicsofeffectivenarrativewriting.

Directions Days 2-end of the domain: • Returnstudentworkandmaterials.Studentsmaybegivenaccesstoadictionaryorwordwallfor

vocabularyandspellingsupport.• Allowtheremainderoftheweektofinishwriting,proofread,andpublishtheirwork.• Iftheyfinishearlytheycanillustrateapictureandwriteacaptiontogowiththeirstory.

]


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Student Prompt & Directions

Prompt: The National Museum of the American Indian in Washington, DC wants to publish a book of Native American stories. You get to be one of the authors! Choose one of the tribes to help you create characters, a setting, and an interesting plot. Use what you learned about the tribe and the region they live in to help you create your story.

Circle the tribe you will use.

Remember that a good narrative: • has a clear beginning, middle and end• uses temporal words to put events in order (first, next, last)• uses dialogue and description• has a sense of closure

You can use your notes from class and any classroom resources to help you write. You will have all week to write your story. When you are done, make sure to proofread and correct any mistakes. Make sure you add the illustrations!

Hopi Iroquois Mound Builders

Adena

Hopewell Cherokee Inuit


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Narrative Planning Page: Hopi

Region/Climate Shelter Culture (clothing, beliefs, traditions) Resources (food, water, hunting,

farming, etc.)


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Narrative Planning Page: Iroquois


farming, etc.)


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Narrative Planning Page: Cherokee


farming, etc.)


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Narrative Planning Page: Inuit


farming, etc.)


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Narrative Planning Page: Adena


farming, etc.)


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Narrative Planning Page: Hopewell


farming, etc.)


by: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial- ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work.

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______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

______________________________________ ______________________________________


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______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

______________________________________ ______________________________________


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