Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G3:M4:U3

Call to Action: Solutions to Water Issues

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Analyzing a Model and Generating Criteria

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Watching a Model PSA (25 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Analyzing a Model and Generating Criteria for an Effective PSA (15 minutes)

3. Closing and Assessment

A. Planning a PSA: Choosing an Issue (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can analyze a model to generate criteria for an effective video PSA. (SL.3.2, SL.3.3, SL.3.4)
  • I can choose a water issue to be the focus of my video PSA. (SL.3.4)
  • Student plan of process on Video PSA Presentation Process note-catcher (SL.3.4)
  • Student choice of water issue on PSA Planning graphic organizer (SL.3.4)

Lesson 2Planning a PSA: Key Points and Structure

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Learner: Watching a Model PSA (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Planning a PSA: Key Points (30 minutes)

B. Planning a PSA: Structure (10 minutes)

3. Closing and Assessment

A. Research Reading Share (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can identify the key points of my issue to describe in my video PSA. (RI.3.1, SL.3.4)
  • I can plan the structure of my video PSA. (SL.3.4)
  • Student choice of target audience and key points on PSA Planning graphic organizer (RI.3.1, SL.3.4)

Lesson 3Planning a PSA: Writing a Script

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Watching a Model PSA (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Planning a PSA: Writing a Script (30 minutes)

3. Closing and Assessment

A. Peer Critique: PSA Script (20 minutes)

4. Homework

A. For ELLs: Complete the Language Dive Practice: Model PSA Script in your Unit 3 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can write a script for my PSA. (RI.3.1, W.3.2, W.3.4, SL.3.4)
  • I can critique my partner's script and provide kind, helpful, and specific feedback. (W.3.5)
  • Script for PSA (RI.3.1, W.3.2, W.3.4, SL.3.4)
  • Stars and steps on sticky notes (W.3.5)

Lesson 4Planning a PSA: Storyboarding

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Watching a Model PSA (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Planning a PSA: Exploring Technology (25 minutes)

3. Closing and Assessment

A. Planning a PSA: Storyboard (25 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can determine the capabilities and limitations of the technology tools available to create my PSA. (SL.3.4)
  • I can create a storyboard to accompany my video PSA. (SL.3.4)
  • Storyboard for PSA (SL.3.4)

Lesson 5Planning an Invitational Letter

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Model Invitational Letter (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Analyzing a Model and Generating Criteria for an Effective Invitational Letter (20 minutes)

B. Planning an Invitational Letter (20 minutes)

3. Closing and Assessment

A. Exit Ticket: Addressing Letters (10 minutes)

4. Homework

A. Complete the Writing Addresses practice in your Unit 3 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can use abstract nouns. (L.3.1c)
  • I can plan an invitational letter for my video PSA live launch. (RI.3.1, W.3.2, W.3.4, W.3.5)
  • I can use commas and capital letters in a mailing address. (L.3.2b)
  • Invitational Letter Planning graphic organizer (RI.3.1, W.3.2, W.3.4, W.3.5, L.3.1c, L.3.2b)
  • Exit Ticket: Writing Addresses (L.3.2b)

Lesson 6Drafting an Invitational Letter

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Model Invitational Letter (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Independent Writing: Invitational Letter (35 minutes)

3. Closing and Assessment

A.Peer Critique: Invitational Letter (15 minutes)

4. Homework

A. For ELLs: Complete the Language Dive Practice: Model Invitational Letter in your Unit 3 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can draft an invitational letter for my video PSA live launch. (RI.3.1, W.3.2, W.3.4, L.3.1c, L.3.2b)
  • I can critique my partner's letter and provide kind, helpful, and specific feedback. (W.3.5)
  • Invitational letter (RI.3.1, W.3.2, W.3.4, L.3.1c, L.3.2b)

Lesson 7Mid-Unit 3 Assessment: Writing an Invitational Letter

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning End of Unit 2 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 3 Assessment: Writing an Invitational Letter (35 minutes)

3. Closing and Assessment

A. Tracking Progress (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can write an invitational letter for my video PSA live launch. (RI.3.1, W.3.2, W.3.4, W.3.5)
  • I can use abstract nouns. (L.3.1c)
  • I can use commas and capital letters in a mailing address. (L.3.2b)
  • Mid-Unit 3 Assessment: Writing an Invitational Letter (RI.3.1, W.3.2, W.3.4, W.3.5, L.3.1c, L.3.2b)
  • Tracking Progress: Informative Writing (W.2)

Lesson 8End of Unit 3 Assessment: Water Issue Video PSA

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Water Issue Video PSA (140 minutes)

B. Returning Mid-Unit 3 Assessment (5 minutes)

3. Closing and Assessment

A. Peer Critique: PSA (30 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can use my plans to create a high-quality video PSA with a partner. (RI.3.1, SL.3.4, SL.3.6)
  • I can critique my peers' PSA and provide kind, helpful, and specific feedback. (W.3.5)
  • End of Unit 3 Assessment: Water Issue Video PSA (RI.3.1, SL.3.4, SL.3.6)
  • Stars and steps on sticky notes (W.3.5)

Lesson 9End of Unit 3 Assessment: Water Issue Video PSA

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Water Issue Video PSA (140 minutes)

B. Returning Mid-Unit 3 Assessment (5 minutes)

3. Closing and Assessment

A. Peer Critique: PSA (30 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can use my plans to create a high-quality video PSA with a partner. (RI.3.1, SL.3.4, SL.3.6)
  • I can critique my peers' PSA and provide kind, helpful, and specific feedback. (W.3.5)
  • End of Unit 3 Assessment: Water Issue Video PSA (RI.3.1, SL.3.4, SL.3.6)
  • Stars and steps on sticky notes (W.3.5)

Lesson 10End of Unit 3 Assessment: Water Issue Video PSA

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Water Issue Video PSA (140 minutes)

B. Returning Mid-Unit 3 Assessment (5 minutes)

3. Closing and Assessment

A. Peer Critique: PSA (30 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can use my plans to create a high-quality video PSA with a partner. (RI.3.1, SL.3.4, SL.3.6)
  • I can critique my peers' PSA and provide kind, helpful, and specific feedback. (W.3.5)
  • End of Unit 3 Assessment: Water Issue Video PSA (RI.3.1, SL.3.4, SL.3.6)
  • Stars and steps on sticky notes (W.3.5)

Lesson 11Performance Task: Preparing for a Live Launch Presentation

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: Performance Task Anchor Chart (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Preparing PSA Presentations: Prompt Cards (40 minutes)

3. Closing and Assessment

A. Practicing PSA Presentations (10 minutes)

4. Homework

A. Use your prompt cards to practice your live launch presentation.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can prepare the prompt cards for my video PSA live launch. (SL.3.4, SL.3.6, L.3.3b)
  • I can use my prompt cards to practice my video PSA live launch. (SL.3.4, SL.3.6, L.3.3b)
  • Presentation prompt cards (SL.3.4)

Lesson 12Performance Task: Practicing Presentations

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Performance Task Anchor Chart and Learning Targets (5 minutes)

2. Work Time

A. Practicing PSA Presentations (40 minutes)

3. Closing and Assessment

A. Peer Critique: PSA Presentations (15 minutes)

4. Homework

A. Use your prompt cards to practice your live launch presentation.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • I can effectively deliver my presentation. (SL.3.4, SL.3.6, L.3.3b)
  • I can critique another pair's presentation and provide kind, helpful, and specific feedback. (SL.3.4, SL.3.6)
  • Student presentations (SL.3.4, SL.3.6, L.3.3b)
  • Stars and steps on sticky notes (SL.3.4, SL.3.6, L.3.3b)

Lesson 13Performance Task: Performing Presentations

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Performance Task Anchor Chart and Learning Targets (5 minutes)

2. Work Time

A. Delivering PSA Presentations (50 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. N/A

  • I can effectively deliver my presentation. (SL.3.4, SL.3.6, L.3.3b)
  • Student presentations (SL.3.4, SL.3.6, L.3.3b)

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