Unit of Inquiry 3 – Theme: Who We Are
For our third unit of Inquiry, we will have a social studies focused unit on Rights and Responsibilities.
Students will explore the central idea of “People have rights and responsibilities”.
Our lines of inquiry are:
- Rights & Responsibilities – What are rights? What are responsibilities? How are rights and responsibilities different in different places? What rights should people have?
- Violations of people’s rights – How and why are people’s rights violated? What happens when people’s rights are violated? What does equal opportunity mean?
- How people work to protect rights and provide equal opportunities – What can we do to help people whose rights are violated? Who is helping?
Students will learn about historical and current situations in which human rights are violated both intentionally and through unintentional circumstances.
For our summative assessment of this unit, students will research a person who has had their rights violated or who has worked to help people whose rights have been violated. They will create a presentation on this person and represent the person in a “living museum”.
To see an example of a living museum: https://www.youtube.com/watch?v=-QFXh7njkWc
Math Unit Three
For our third unit of Math, we will be working to expand our understanding of fractions and decimals. In the chart below, you can see the third and fourth grade standard for fractions and decimals related to this unit. This unit will be wrapped up by the third week of January as per the pacing guide provided by the Bridges math curriculum. It is recommended that students review third-grade fraction standards over the break in order to be prepared for starting our unit upon our return to school. Students can review fractions on Exact Path, through online games, or on IXL.com
The school no longer has an account with IXL, however, students can use the website (not the app) for a few free practice problems each day.
Math Unit 3 Family Letter
Writing Unit Three
For our third unit of writing, we will be returning to narrative (story) writing. Students will need to be able to construct a well-organized story including the elements of character, setting, problem, and resolution. To fit in with our Reading unit on Historical Fiction, students will be challenged to write stories about a historical event with their own invented characters. While this is encouraged, students are allowed to write regular narratives as well.
Students will be assessed on their writing using the narrative writing rubric attached and on the below “I can” statements on their SLABs.
Unit Three Progression
|I can show how my character’s thoughts and feelings change throughout the story.
|I can write a story that is organized and makes sense.
|I can use multiple strategies to develop scenes in my story.
|I can use the writing process planning, revising, and editing to develop and strengthen my writing.
Unit Three – Reading
In our third unit of reading, we will again be looking at narrative stories. In this unit, we will explore and grow our understanding of historical fiction stories.
In historical fiction, the novels are based around a true historical event, however, the characters and plot of the story are invented by the author.
During this unit, students will be working in teacher-selected book club groups. Each group will work to read two or more historical novels over the six week period. Students will be assessed on their reading and comprehension of the books their groups read, along with their ability to work cooperatively with the group and their ability to do their share of the work.
At the end of the unit, the students will be assessed on the four skills of character analysis, describing the theme, explain how one part of the story fits with the whole, explain a character’s perspective.
For all four skills, students will need to be able to justify their answers by citing information and details from the story. For example “I know that Jane is a kind and caring person because…..”
You can use the questions stems below at home to ask your child about their nightly reading. In this way, they will have practice with the four skills of our unit.
- What kind of person is __________?
When describing a character, remember to:
- Show that you know the character is complicated (tell more than one trait)
- Tell about the character’s motivations (why do they do what they do?)
- Give details from different parts of the story that support your understanding of the character.
Inferring About Characters and Other Story Elements: Character Traits and Supporting Thinking with Text Evidence
|2. _(Character)_ has strong opinions about __(Situation in story)___ How would you describe _(Character)_ perspective?
- When writing about perspective, remember to:
- Write about how the character feels about something important in the story.
- Explain how the character’s life experience or role affects his/her feelings.
|3. Reread lines/pages ( __ to ___). How is this part of the story important to the whole story?
When writing about how one part fits with the whole story, remember to:
- Name the story element that is highlighted in this part of the story.
- Explain how this part fits with the other parts
- Use words like tension, resolution, setting, or other words that show what you know about story elements or the author’s craft.
Analyzing Parts of a Story in Relation to the Whole
|4. Write about a theme (or life lesson) that this story develops. Use details from the story to support your answer.
When writing about themes, remember to:
- Write about how a theme that comes through in different parts of the story.
- Discuss parts from early and late in the story that show this theme.
- Explain how those parts from across the story support this theme.