Wit & Wisdom Grade 3 Module 1 by Great Minds

THE SEA

The sea is full of beautiful and mysterious life. How do we explore it?

Poets and writers explore the sea through words and images. Scientists use technology to

G R E AT

discover new depths and species: ﬂashing ﬁsh and giant squids. You will explore literature,

M I N D S

informational text, and art, as you ask and answer the question: Why do people explore the sea?

MORE MEANINGFUL ENGLISH

Great questions help us

understand texts and art. As you read books or examine artworks, ask questions and think about why writers, illustrators, or painters might have made the choices they did. Take time to think about what you notice and share what makes you wonder. As you begin each text and examine each work of art, ask yourself: What do I notice and wonder?

ON THE COVER

The Great Wave oﬀ Kanagawa (1830–1833) Katsushika Hokusai, Japanese, 1760–1849 Woodblock print Metropolitan Museum of Art, New York

GRADE 3 MODULES 1. The Sea

3. A New Home

2. Outer Space

4. Artists Make Art

G R E AT M I N D S

A group of education leaders founded the nonproﬁt Great Minds in

2007 to deﬁne and encourage content-rich comprehensive education for all American schoolchildren. In pursuit of that mission, Great Minds brings schoolteachers together in collaboration with scholars to craft exemplary instructional materials and share them with the ﬁeld. Great Minds’ Eureka Math™ is the only comprehensive math curriculum aligned to the new standards at every grade. WIT & WISDOM

WIT & ™ WISDOM

ISBN 9781683860297

MODULE 1

Grade 3 | Module 1 Learn more at GreatMinds.org

THE SEA 9 781683 860297

GRADE

WIT & WISDOM™

G3 Module 1

GREAT MINDS® WIT & WISDOM™

Grade 3 Module 1: The Sea Student Edition

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G3 Module 1

WIT & WISDOM™

COPYRIGHT STATEMENT Published by Great Minds®. Copyright ©2016 Great Minds®. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder. ISBN: 978-1-68386-029-7

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WIT & WISDOM™

G3 Module 1

Student Edition GRADE 3 MODULE 1 Lesson Handouts Handout 1A: “The Sea Wind,” Sara Teasdale Handout 1B: Independent Reading Log Handout 1C: Multiple Meaning Chart Handout 2A: Boxes and Bullets for Art Handout 3A: Evidence Organizer Handout 4A: Fluency Homework Handout 4B: Analyze a Sentence Handout 5A: The Lion and the Mouse Handout 5B: Speaking and Listening Process Checklist Handout 5C: Story Map Handout 5D: Words with the -ly Suffix Handout 6A: Word Choices and Illustrations Handout 8A: Socratic Seminar Participation Guidelines Handout 8B: Socratic Seminar Self-Assessment 1 Handout 9A: Focusing Question Task 1 Checklist Handout 9B: Root and Affix Word Web Handout 10A: Fluency Homework Handout 10B: Bullseye Graphic Organizer Handout 11A: Mid-Module Vocabulary Study Guide Handout 12A Boxes and Bullets Organizer Handout 13A: Fluency Homework Handout 15A: The Words of Jacques Cousteau Handout 16A: Using the Simple Past Handout 17A: Socratic Seminar 2 Self-Assessment Handout 17B: Writing Planner Handout 18A: Focusing Question Task 2 Checklist Handout 19A: Fluency Homework Handout 19B: Frayer Model Handout 20A: Reverse Writing Planner Handout 20B: Frayer Model Handout 21A: Text Feature Hunt Handout 22A: Dangers, Equipment, and Benefits Handout 24A: Fluency Homework Handout 28A: Evidence Organizer Handout 29A: Evidence Collection Organizer

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G3 Module 1

WIT & WISDOM™

Handout 29B: Writing Planner Handout 30A: Focusing Question Task 3 Checklist Handout 31A: Writing Planner Handout 31B: End-of-Module Study Guide Handout 32A: End-of-Module Checklist Volume of Reading Wit & Wisdom Parent Tip Sheet

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G3 M1 Handout 1A • WIT & WISDOM™

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Handout 1A: “The Sea Wind,” Sara Teasdale Directions: Read and annotate the text below. I am a pool in a peaceful place, I greet the great sky face to face, I know the stars and the stately moon And the wind that runs with rippling shoon— But why does it always bring to me The far-off, beautiful sound of the sea?

The marsh-grass weaves me a wall of green, But the wind comes whispering in between, In the dead of night when the sky is deep The wind comes waking me out of sleep— Why does it always bring to me The far-off, terrible call of the sea? Copyright © 2016 Great Minds®

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G3 M1 Handout 1B • WIT & WISDOM™

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Handout 1B: Independent Reading Log Directions: Track your daily reading by recording the date, the type of text you are reading (literature or informational), the title and author, and the pages you read. Date Started

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Literature (L) or Title and Author Informational (I) Text

Pages Read

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G3 M1 Handout 1B • WIT & WISDOM™

Date Started

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Literature (L) or Title and Author Informational (I) Text

Pages Read

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G3 M1 Handout 1B • WIT & WISDOM™

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Handout 1B: Independent Reading Log Date Started

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Literature (L) or Title and Author Informational (I) Text

Pages Read

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G3 M1 Handout 1C • WIT & WISDOM™

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Handout 1C: Multiple Meaning Chart Directions: Write the multiple-meaning word you are defining in the oval. Write each of the two different meanings of this word in the two boxes. On the blank lines beneath the boxes, write a context clue sentence.

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G3 M1 Handout 2A • WIT & WISDOM™

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Handout 2A: Boxes and Bullets for Art Directions: In the column on the left, record what you notice about composition, line, and color. In the column on the right, explain how each element adds meaning to the work. In the box titled “Central Message,” explain an important idea that the piece of art conveys through the elements you noticed. Central Message:

Explanation: How do the elements of art support the central message? (What does the detail make you think?)

What I notice about composition:

What I notice about line:

What I notice about color:

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G3 M1 Handout 3A • WIT & WISDOM™

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Handout 3A: Evidence Organizer Directions: Write the title of the painting you are observing. In the middle column, record what you notice about composition, figures, line, and color in the painting. In the third column, record what you infer about the painting based on what you observe. Title: Art Element

What I Notice

What I Think

Composition

Figures

Line

Color

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G3 M1 Handout 4A • WIT & WISDOM™

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Handout 4A: Fluency Homework Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text aloud three to five times. b. Evaluate your progress by placing a checkmark in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Fill out the reflection box at the end.

One night, in a phosphorescent sea, he marveled at the sight of some whales spouting luminous water; and later, lying on the deck of his boat gazing at the immense, starry sky, the tiny mouse Amos, a little speck of a living thing in the vast living universe, felt thoroughly akin to it all. Overwhelmed by the beauty and mystery of everything, he rolled over and over and right off the deck of his boat and into the sea.

Steig, William. Amos & Boris. New York: Farrar, Straus & Giroux, 1971. [9]

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G3 M1 Handout 4A • WIT & WISDOM™

Student Performance Checklist

Day1

Day 2

Day 3

Day 4

You Listener You Listener You Listener You Listener

Accurately read the passage 3–5 times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace, and an audible volume. *Adult or peer

Self-reflection: What choices did you make when deciding how to read this passage, and why?

What would you like to improve on or try differently next time?

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G3 M1 Handout 4B • WIT & WISDOM™

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Handout 4B: Analyze a Sentence Directions: Read the sentence below and then complete steps 1-4.

The mouse explored the ocean. 1. Circle the noun(s) in the sentence. 2. Underline the verb(s) in the sentence. 3. Draw a line between the subject and the predicate. 4. Which statement below is true? a. Explored is a noun that explains what Amos did. b. Explored is a noun that explains what the sentence is about. c. Explored is a verb that explains what Amos did. d. Explored is a verb that explains what the sentence is about.

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G3 M1 Handout 5A • WIT & WISDOM™

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Handout 5A: The Lion and the Mouse Directions: Read and annotate the fable below. Once, long ago and far away, a Lion was asleep when a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. “Pardon, O King,” cried the little Mouse, “forgive me this time. I shall never forget it. Who knows but what I may be able to do you a turn some of these days?” The Lion was so tickled at the idea of the Mouse being able to help him that he lifted up his paw and let him go. Some time after the Lion was caught in a trap, and the hunters, who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. “Was I not right?” said the little Mouse. Little friends may prove great friends. (http://witeng.link/0645)

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G3 M1 Handout 5B • WIT & WISDOM™

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Handout 5B: Speaking and Listening Process Checklist

Directions: Use the checklist below to monitor how well you used your speaking and listening skills. Then ask a classmate to evaluate how well you used the skills. Your teacher will complete the third column, based on what he or she observes. Grade 3 Speaking and Listening Process Checklist Self Peer Teacher +/ Δ +/ Δ +/ Δ I took turns speaking and listening. I followed all the rules for working in a small group. I linked my comments to comments from other people. I agreed and disagreed respectfully. • I used a polite tone of voice throughout the discussion. • I used a sentence stem to help me agree or disagree respectfully. • I used a nonverbal cue to show that I agreed or disagreed with a speaker. My comments showed that I am curious about what we are learning. Copyright © 2016 Great Minds®

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G3 M1 Handout 5C • WIT & WISDOM™

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Handout 5C: Story Map Directions: Use the organizer below to record the basic story elements. Then think about the story and decide how the elements support a central message. Record at least two details that support the central message you identified. Characters

Problem

Setting

Attempts to solve the problem

Solution

Central Message Supporting Key Details • •

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G3 M1 Handout 5D • WIT & WISDOM™

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Handout 5D: Words with the –ly Suffix Directions: Choose a word ending with -ly that you notice in the text. Record the root word, its part of speech and its definition. Use the root word to fill in the blank and create a definition for the -ly word. Write the sentence in which you noticed the word and draw a sketch that illustrates the meaning of the word. WORD:

Root word:

Part of speech

ly In a ______way or manner

Definition of root word: ________________ in my own words:

Quote from text:

Illustration:

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Page

Words

Definitions

How Illustrations How Word Choices Explain Amos’s Feelings Support or Add Meaning About the Ocean

Directions: Identify important, interesting, or confusing words from the passage. Record the selected words and the page numbers where you found the words. Then define each selected word and explain how it helps you understand Amos’s feelings about the ocean. Finally, explain how the illustration for the selected passage helps you understand the text.

Handout 6A: Word Choices and Illustrations G3 M1 Handout 6A • WIT & WISDOM™

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G3 M1 Handout 8A • WIT & WISDOM™

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Handout 8A: Socratic Seminar Participation Guidelines • Take turns speaking. • Listen carefully to others by tracking the speaker. • Speak at least once. • Speak to each other, not to the teacher, by turning your eyes and bodies toward one another. • Ask questions. Ways to Participate in Socratic Seminar • Take a risk. • Ask a question. • Ask a follow-up question. • Practice active listening. • Provide evidence. • Smile and have fun. • Stay focused.

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G3 M1 Handout 8B • WIT & WISDOM™

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Handout 8B: Socratic Seminar SelfAssessment 1

Directions: Think about your work in the Socratic Seminar and then complete the self-assessment below. A = I always did that. S = I sometimes did that. N = I’ll do that next time.

Expectation

Evaluation (A, S, N)

Evidence:

Why did you choose that rating? I came to the seminar prepared and used my work as I participated in the seminar. I followed our class rules for the seminar. I referred to evidence in the text when asking and answering questions. I used evidence from the text to elaborate on my ideas. I spoke in complete sentences. I used at least three domainspecific vocabulary words.

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G3 M1 Handout 9A• WIT & WISDOM™

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Handout 9A: Focusing Question Task 1 Checklist

Directions: After you finish your response, use the checklist below to review your work. Grade 3 Informative/Explanatory Writing Checklist Self Peer Teacher +/ Δ +/ Δ +/ Δ Reading Comprehension • I identify the central message of a text. • I use key details from the text to explain the main idea. Structure • I respond to all parts of the prompt. • I include a clear topic statement. • I group related information logically. Development • I support the topic statement using evidence from one text. • I explain how the evidence develops the topic.

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G3 M1 Handout 9A • WIT & WISDOM™

Style • I use at least two words from the Word Bank. Conventions • I use nouns and verbs to create complete simple sentences. Writing Process • I use a Writing Planner to organize my ideas. • I provide thoughtful feedback in peer revision. • I use feedback in peer revision. Word Bank: stanza

composition igure

focal point

setting

line

color

character

solution

object

Styles and Conventions Assessment Use a separate piece of paper to answer questions 2–4. 1. Write your topic statement: ________________________________________________________________________ 2. Draw a line between the subject and predicate of your sentence. 3. Circle the noun(s) in your sentence.What information do the nouns provide? 4. Underline the verb in your sentence. What information does the verb provide?

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G3 M1 Handout 9B• WIT & WISDOM™

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Handout 9B: Root and Affix Word Web Directions: In the first column, list words that begin with the prefix re-. In the middle column, list words that use the root vis or vid. In the last column, list words that end in –ion. Based on the words you list, determine the meaning of each word part and record your idea in the box labeled “meaning.” Prefix re-

Root meaning

vis (also appears as vid)

Suffix meaning

-ion

meaning

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G3 M1 Handout 10A • WIT & WISDOM™

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Handout 10A: Fluency Homework Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text aloud three to five times. b. E valuate your progress by placing a checkmark in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Fill out the reflection box at the end. My light cannot reach deeper than the ocean’s thin, top layer, so that is where the phytoplankton have to live. The deep cold waters underneath are pitch black dark – darker than the darkest, moonless, starless night. Phytoplankton cannot live there. But lots of animals do! Where do these animals get their food? Some use their glowing lights to lure animals and eat them. Some eat each other. Some swim up at night to feed on phytoplankton.

Bang, Molly and Penny Chisholm. Ocean Sunlight: How Tiny Plants Feed the Seas. New York: The Blue Sky

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G3 M1 Handout 10A • WIT & WISDOM™

Student Performance Checklist

Day1 You

Day 2 Listener

You

Day 3 Listener

You

Listener

Accurately read the passage 3–5 times. Read with appropriate phrasing and expression. Read articulately at a good pace, and an audible volume. *Adult or peer Self-reflection: What choices did you make when deciding how to read this passage, and why? What would you like to improve on or try differently next time?

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Directions: Write a word relating to a central idea in the middle of the bullseye. Then write words that are related to that word in the outer circles, grouping words that are related to onte another in each outer circle. Rank each group of words by how clossely they are related to the central idea.

Handout 10B: Bullseye Graphic Organizer G3 M1 Handout 10B • WIT & WISDOM™

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G3 M1 Handout 11A • WIT & WISDOM™

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Handout 11A: Mid-Module Vocabulary Study Guide Vocabulary Word

Definition

explore

to try to understand something by looking at it in detail

immense

very big

luminous

giving off light; glowing

desperately

with a sense of extreme urgency, need, or despair

vast

very large in size or area

colossal

very big

revise

to change or make different

loomed

to appear or come into view, often as a very large, dim, or twisted shape

nonfiction

written works that are not fiction

summary

a short and usually comprehensive statement of what has been previously stated

nutrient

element found in food that helps living things grow and stay healthy

flexible

easily changed or adapted

overwhelmed

to load or burden with too much of something

speck

small piece of matter

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G3 M1 Handout 12A • WIT & WISDOM™

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Handout 12A: Boxes and Bullets Organizer Directions: 1. Identify at least three key details in the text you have selected and record ideas in the left column. Be sure to put the ideas in your own words. 2. Using the key details, write the main idea in the box above the details. 3. In the right-side column, explain how the details support the main idea.

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G3 M1 Handout 12A • WIT & WISDOM™

Main Idea:

Explanation How do the key details support the main idea?

• Key Detail:

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G3 M1 Handout 13A • WIT & WISDOM™

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Handout 13A: Fluency Homework Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text aloud three to five times. b. Evaluate your progress by placing a checkmark in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Fill out the reflection box at the end. The Fantastic Undersea Life of Jacques Cousteau Cousteau wanted to stay underwater longer to see even more. The diving suits of his day were heavy and bulky. They didn’t allow much freedom of movement, and an air hose tethered the diver to a boat. So Jacques set about tinkering fashioning snorkels from things like inner tubes and garden hoses. But they weren’t good enough. Cousteau and his engineer friend Emile Gagnan created a breathing apparatus they called the Aqua-Lung. It was the first machine that would let a diver breathe underwater for long periods of time. Now Cousteau was free to truly explore. A silent world opened up to him.

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G3 M1 Handout 13A • WIT & WISDOM™

Day1 Day 2 Day 3 Day 4 Student Performance You Listener* You Listener* You Listener* You Listener* Checklist Accurately read the passage 3–5 times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace, and an audible volume. *Adult or peer

Self-reflection: What choices did you make when deciding how to read this passage, and why?

What would you like to improve on or try differently next time?

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G3 M1 Handout 15A • WIT & WISDOM™

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Handout 15A: The Words of Jacques Cousteau I flew without wings. [10] The best way to observe a fish is to become a fish. [17] There is much to see and be seen by. [19] We must move on deeper. [21] I am a believer in today – and tomorrow. [25] We protect what we love. [31]

The sea, once it casts its spell, holds one in its net of wonder forever. [2] Man has only to sink beneath the surface and he is free. Buoyed by water, he can fly … [4] Always I rebelled against the limitations imposed by a single breath of air. [8]

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G3 M1 Handout 15A • WIT & WISDOM™

It fascinated me to do something that seemed impossible. [13] What is a scientist after all? It is a curious man looking through a keyhole, the keyhole of nature, trying to know what’s going on. [15] May this continent, the last explored by humankind, be the first one to be spared by humankind. [22] There was wildlife, untouched, a jungle at the border of the sea. [28]

Sometimes we are lucky enough to know that our lives have been changed. It happened to me that summer’s day when my eyes opened to the world beneath the surface of the sea. [7] When one man, for whatever reason, has the opportunity to lead an extraordinary life, he has no right to keep it to himself. [27] If we were logical, the future would be bleak indeed. But we are more than logical. We are human beings, and we have faith, and we have hope, and we can work. [32]

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G3 M1 Handout 16A • WIT & WISDOM™

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Handout 16A: Using the Simple Past 1. When Jacques Cousteau was little, doctors encourage / encouraged him to swim. Explain how you chose the word:

2. I n 1930, Cousteau enters / entered France’s naval academy. Explain how you chose the correct:

3. C ousteau’s film The Silent World wins / won an award in 1956. Explain how you chose the word:

4. I n 1963, five divers live / lived in an undersea colony. Explain how you chose the word:

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G3 M1 Handout 16A • WIT & WISDOM™

5. Cousteau writes / wrote The Living Sea in 1963. Explain how you chose the word:

Write a sentence of your own using the simple past verb tense:

How does using the simple past verb tense affect the meaning of a sentence?

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G3 M1 Handout 17A • WIT & WISDOM™

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Handout 17A: Socratic Seminar 2 Self-Assessment Directions: Think about your work in the Socratic seminar and then complete the self-assessment below.

A = I always did that. S = I sometimes did that. N = I’ll do that next time. Expectation

Evaluation: Evidence: Why did you (A, S, N) choose that rating?

I came to the seminar prepared and used my work as I participated in the seminar I followed our class rules for the seminar. I referred to evidence in the text when asking and answering questions. I used evidence from the text to elaborate on my ideas. I used evidence from the text to elaborate on my ideas. I spoke in complete sentences. I used at least three domain-specific vocabulary words. I agreed and disagreed respectfully. Copyright © 2016 Great Minds®

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G3 M1 Handout 17B • WIT & WISDOM™

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Handout 17B: Writing Planner Directions: For each paragraph, draft a topic sentence. For each sentence, choose two pieces of supporting evidence. Then elaborate by explaining how each piece of evidence supports the topic sentence. Paragraph 1: Why? T

Topic Statement

Evidence (Fact, Definition, or Detail)

Elaboration

Evidence (Fact, Definition, or Detail)

Elaboration Paragraph 2: How?

Topic Statement

Evidence (Fact, Definition, or Detail)

Elaboration

Evidence (Fact, Definition, or Detail)

Elaboration

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G3 M1 Handout 18A• WIT & WISDOM™

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Handout 18A: Focusing Question Task 2 Checklist

Directions: After you finish your response, use the checklist below to review your work. Grade 3 Informative/Explanatory Writing Checklist Self Peer Teacher +/ Δ +/ Δ +/ Δ Reading Comprehension • My writing shows I understand the main ideas in the text. • I use key details from the text to explain the main idea. Structure • I respond to all parts of the prompt. • I include a clear topic statement. • I use paragraphs to organize related information into groups. Development • I explain my topic using facts, definitions, or details from the text. • I explain how the evidence develops the topic. Copyright © 2016 Great Minds®

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G3 M1 Handout 18A • WIT & WISDOM™

• I include an illustration that aids comprehension of an important idea in my essay. Style • I use at least two words from the Word Bank. • My writing is appropriate for the purpose and audience of the task. Conventions • I use complete sentences. • I use correct spelling for verbs that use –ed or –d to form the simple past tense. Writing Process • I use a Writing Planner to organize my ideas. • I provide thoughtful feedback in peer revision. • I use feedback in peer revision. Total number of checks

Word Bank: phytoplankton food chain

nutrient

explored

discovered

fascinated

tinkered

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observed

apparatus

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G3 M1 Handout 19A • WIT & WISDOM™

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Handout 19A: Fluency Homework Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text aloud three to five times. b. Evaluate your progress by placing a checkmark in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Fill out the reflection box at the end. Rodney didn’t want to go out and kill sharks—he wanted to go out and learn more about the mysterious creature that had nearly killed him. And he began a lifelong search to find out more about these silent hunters of the deep. Only a few months after the attack, Rodney was diving again. So he could study sharks up close, Rodney designed and built the first shark cage. A shark cage is about the size of a small elevator car. It is made of very strong metal bars, which are placed close enough together to keep a shark from biting the divers inside but still allow the divers a good view of the shark. Floats at the top keep the cage from sinking. Today many people use shark cages. They allow divers and scientists to study and photograph sharks close up—but not quite as close as Rodney once came! Dubowski, Cathy East. Shark Attack! New York: DK Publishing, 2015. 12–13. Copyright © 2016 Great Minds®

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G3 M1 Handout 19A • WIT & WISDOM™

Student Performance Checklist

Day1

Day 2

Day 3

Day 4

You Listener* You Listener* You Listener* You

Listener*

Accurately read the passage 3–5 times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace, and an audible volume. *Adult or peer

Self-reflection: What choices did you make when deciding how to read this passage, and why?

What would you like to improve on or try differently next time?

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G3 M1 Handout 19B • WIT & WISDOM™

Name:

Handout 19B: Frayer Model Directions: Complete the Frayer Model by following the steps below. 1. Write the name of the word you are analyzing in the circle. 2. Write the meaning of the word in the box labeled “Definition.” 3. Write what you know about the word in the box labeled “Characteristics.” 4. List things that demonstrate or explain the word in the box labeled “Examples.” 5. Give examples of things that someone who does NOT know the meaning of the word might think are examples in the box labeled “Non-examples.”

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G3 M1 Handout 19B • WIT & WISDOM™

Definition:

Characteristics:

Word:

Examples:

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Non-examples:

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G3 M1 Handout 20A • WIT & WISDOM™

Name:

Handout 20A: Reverse Writing Planner Directions: Reread the assigned passage and identify the main idea. Look for a topic statement and record the statement on the planner below. Review the text and find one fact, one definition, and one detail. Record each on the planner below. Finally, look for a concluding statement in the passage and record it on the planner. Topic Statement:

Fact:

Definition:

Detail:

Conclusion:

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G3 M1 Handout 20B • WIT & WISDOM™

Name:

Handout 20B: Frayer Model

Directions: Complete the Frayer Model by following the steps below. 1. Write the name of the word you are analyzing in the circle. 2. Write the meaning of the word in the box labeled “Definition.” 3. Write what you know about the word in the box labeled “Characteristics. 4. List things that demonstrate or explain the word in the box labeled “Examples.” 5. Give examples of things that someone who does NOT know the meaning of the word might think are examples in the box labeled “nonexamples.”

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G3 M1 Handout 20B • WIT & WISDOM™

Definition:

Characteristics:

Word:

Examples:

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Non-examples:

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G3 M1 Handout 21A • WIT & WISDOM™

Name:

Handout 21A: Text Feature Hunt Directions: Use Shark Attack! to complete the chart below. Question

Answer

Page Text Feature That Helped Me

1. What is a popular method in South Africa and Australia for keeping swimmers safe? 2. What is one method for people in shipwrecks or plane crashes to stay safe from sharks? 3. Where could you find information about avoiding shark attacks? 4. What is a chemical repellent?

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G3 M1 Handout 22A• WIT & WISDOM™

Name:

Handout 22A: Dangers, Equipment, and Benefits Directions: In your group, review Shark Attack! and use text features to locate information that helps answer the following questions: • Dangers: How and why are sharks dangerous? • Equipment: What equipment do people use to study sharks and stay safe? • Benefits: How does studying sharks help people? Use the organizer on the back of this page to record notes, including the page numbers on which you found your information. In the third column, explain what text feature helped you locate the information. Use the back of this sheet and additional paper if necessary.

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G3 M1 Handout 22A • WIT & WISDOM™

Topic

Notes (Page)

How I Located the Information

Dangers: How and why are sharks dangerous?

Equipment: What equipment do people use to study sharks and stay safe?

Benefits: How does studying sharks help people?

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G3 M1 Handout 24A • WIT & WISDOM™

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Handout 24A: Fluency Homework Directions: 1. Day 1: Read the text carefully and annotate to help you read fluently. 2. Each day: a. Practice reading the text aloud three to five times. b. Evaluate your progress by placing a checkmark in the appropriate, unshaded box. c. Ask someone (adult or peer) to listen and evaluate you as well. 3. Last day: Fill out the reflection box at the end.

How Scientists Solve Mysteries Scientists make observations that lead to an idea they want to test (a hypothesis). To text the idea, they collect information or gather clues (data) by observing nature or by designing an experiment. Then, like detectives, they try to figure out what all the clues mean. Often more answers lead to more questions. Scientists don’t give up if the answer is difficult to find. Unlike TV detectives who can solve a case in an hour, it sometimes takes a lifetime—or longer—to solve a scientific mystery. Giant Squid: Searching for a Sea Monster. Cerullo, Mary M. and Clyde F. E. Roper. North Mankato, Minnesota, 2012. (17)

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G3 M1 Handout 4A • WIT & WISDOM™

Day1 Day 2 Day 3 Day 4 Student Performance You Listener* You Listener* You Listener* You Listener* Checklist

Accurately read the passage 3–5 times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace, and an audible volume. *Adult or peer

Self-reflection: What choices did you make when deciding how to read this passage, and why?

What would you like to improve on or try differently next time?

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G3 M1 Handout 28A • WIT & WISDOM™

Name:

Handout 28A: Evidence Organizer Directions: With the other members of your group, review the assigned pages of Giant Squid. Record information about Dr. Roper’s questions, efforts to answer his questions, and conclusions in the chart below. What Dr. Roper wondered

How Dr. Roper tried to answer his question

What Dr. Roper learned

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G3 M1 Handout 29A • WIT & WISDOM™

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Handout 29A: Evidence Collection Organizer Directions: Choose either sharks or squid as your topic. Review the texts we have read in class to find facts, definitions, or details about the selected animal. Organize your information below. I will write about __________________________________________________________. selected animal Why it Is Important or Interesting

What it Looks Like

What Scientists Have Learned

Fact, Definition, Page Fact, Definition, Page Fact, Definition, Page or Detail or Detail or Detail

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G3 M1 Handout 29A • WIT & WISDOM™

Fact, Definition, or Detail

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Page(s)

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G3 M1 Handout 29B • WIT & WISDOM™

Name:

Handout 29B: Writing Planner Directions: For each paragraph, draft a topic sentence. For each sentence, choose two pieces of supporting evidence. Then elaborate by explaining how each piece of evidence supports the topic sentence. Paragraph 1: Why? T

Topic Statement Linking Word

Evidence (Fact, Definition, or Detail)

Elaboration Linking Word

Evidence (Fact, Definition, or Detail)

Elaboration

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G3 M1 Handout 29B • WIT & WISDOM™

Name: Paragraph 2: How? T

Topic Statement Linking Word

Evidence (Fact, Definition, or Detail)

Elaboration Linking Word

Evidence (Fact, Definition, or Detail)

Elaboration

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G3 M1 Handout 30A • WIT & WISDOM™

Name:

Handout 30A: Focusing Question Task 3 Checklist Grade 3 Informative/Explanatory Writing Checklist Self: Peer: Teacher: +/ Δ +/ Δ +/ Δ Reading Comprehension • My writing shows I understand the main ideas in the text. • I use key details from the text to explain the main idea. • I use information gained from illustrations. Structure • I respond to all parts of the prompt. • I include a clear topic statement. • I use paragraphs to organize related information into groups. • I use linking words and phrases to connect ideas. Development • I explain my topic using facts, definitions, or details from the text. Copyright © 2016 Great Minds®

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G3 M1 Handout 30A • WIT & WISDOM™

Grade 3 Informative/Explanatory Writing Checklist Self: Peer: Teacher: +/ Δ +/ Δ +/ Δ • My evidence is related to the topic. • I elaborate upon evidence by explaining it. • I include an illustration that aids comprehension of an important idea in my essay. Style • I use at least two words from the Word Bank. • My writing is appropriate for the purpose and audience of the task. • I use simple and compound sentences. Conventions • I use complete sentences. • I capitalize titles correctly. • I use correct spelling for verbs that use –ed or –d to form the simple past tense. Writing Process • I use a Writing Planner to organize my ideas. • I provide thoughtful feedback in peer revision. • I use feedback in peer revision. Copyright © 2016 Great Minds®

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G3 M1 Handout 30A • WIT & WISDOM™

Name: Grade 3 Informative/Explanatory Writing Checklist Self: Peer: Teacher: +/ Δ +/ Δ +/ Δ Total number of checks

Word Bank: habitat

species

prey

predator

ecosystem

predator

colossal

observed

captivity

fearsome

tentacle

Styles and Conventions Assessment Use the back of this sheet or a separate piece of paper to answer questions 1–2. 1. Circle one adjective that you use in your response. What information does the adjective provide? 2. Underline one adverb that you use in your response. What information does the adverb provide?

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G3 M1 Handout 31A • WIT & WISDOM™

Name:

Handout 31A: Writing Planner Directions: For each paragraph, draft a topic sentence and identify two pieces of evidence. Provide elaboration by explaining how the evidence supports the topic sentence. Then choose linking words to introduce each piece of evidence. Paragraph 1:First Reason People Explore the Sea T

Topic Statement Linking Word

Evidence (Fact, Definition, or Detail)

Elaboration Linking Word

Evidence (Fact, Definition, or Detail)

Elaboration

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G3 M1 Handout 31A • WIT & WISDOM™

Paragraph 2: Second Reason People Explore the Sea T

Topic Statement

Linking Word

Evidence (Fact, Definition, or Detail)

Elaboration

Linking Word

Evidence (Fact, Definition, or Detail)

Elaboration

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G3 M1 Handout 31B• WIT & WISDOM™

Name:

Handout 31B: End-of-Module Vocabulary Study Guide Vocabulary Word

Definition

observe

to watch with care

habitat

the natural environment of an animal or plant

illuminate

to bring light to or shine light on

biography

account of a person’s life

tinker

experiment with making, changing, or fixing something

fantastic

having imaginative or unusual features

fascinating

capable of capturing one’s intense interest and attention; enchanting; spellbinding

bulky

of large volume

predator

animal that kills and eats other animals

prey

animal that other animals hunt

species

a group of living things that are the same in many important ways. Members of a species can produce young together.

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G3 M1 Handout 31B • WIT & WISDOM™

Name: Vocabulary Word

Definition

biodiversity

range of life forms in a stated location

ecosystem

a specific environment and the living things in the environment

captivity

bondage; imprisonment

bioluminescent

giving off light naturally by certain kinds of insects, fish, or bacteria

thrust

to push or drive with force

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G3 M1 Handout 32A• WIT & WISDOM™

Name:

Handout 32A: End-Of-Module Checklist Directions: After you finish your response, use the checklist below to review your work. Grade 3 Informative/Explanatory Writing Checklist Self +/ Δ

Peer Teacher +/ Δ +/ Δ

Reading Comprehension • My writing shows I understand the main ideas in the text. • I use key details from the text to explain the main idea. • I use information gained from illustrations. Structure • I respond to all parts of the prompt. • I include a clear topic statement. • I use paragraphs to organize related information into groups. • I use linking words and phrases to connect ideas. Development • I explain my topic using facts, definitions, or details from the text. • My evidence is related to the topic. Copyright © 2016 Great Minds®

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G3 M1 Handout 32A • WIT & WISDOM™

Grade 3 Informative/Explanatory Writing Checklist Self +/ Δ

Peer Teacher +/ Δ +/ Δ

• I elaborate upon evidence by explaining it. Style • I use vocabulary words that are appropriate to the topic. • I use and circle at least three new vocabulary words. • My writing is appropriate for the purpose and audience of the task. • I use simple and compound sentences. Conventions • I use complete sentences. • I capitalize titles correctly. • I use correct spelling for verbs that use –ed or –d to form the simple past tense. • I use coordinating conjunctions (and, but) correctly. Writing Process • I use a Writing Planner to organize my ideas. • I provide thoughtful feedback in peer revision. • I use feedback in peer revision. Total number of checks Copyright © 2016 Great Minds®

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G3 M1 Volume of Reading Reflection Questions • WIT & WISDOM™

Name:

Volume of Reading Reflection Questions Text: Author: Topic: Genre/type of book: Directions: Share your knowledge about the ocean, its creatures, and exploration by answering one question in each category (wonder, organize, reveal, distill, know) below. 1. Wonder: Why did you choose this book or text about the sea, its creatures, or ocean exploration? What do you notice and wonder about this text? 2. Wonder: What questions do you have about the ocean, its creatures, or exploration that you think that this book might explain? 3. Organize: Pick one interesting topic that the author presents about the ocean, its creatures, or people who study the ocean. How is the information organized to make it easier to understand? 4. Organize: What parts of the text were difficult to understand? What vocabulary did you find tricky or confusing? Copyright © 2016 Great Minds®

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G3 M1 Volume of Reading Reflection Questions • WIT & WISDOM™

5. Reveal: What are two important points the author makes about the ocean, people who explore the oceans, or the creatures who live in the ocean? 6. Reveal: Find the words or illustrations in the text that help you to have a better understanding of the ocean or made an idea or fact about the ocean easier to understand. Why was this text feature helpful? 7. Distill: How does the information in this text compare to what you have already learned about the ocean, its creatures, or ocean exploration? Provide at least two examples of information that is the same and any information that is different. 8. Distill: How does the author present the information in the book to make it interesting? What other information would you like to know about the topic you read about in this book? 9. Know: How has this book changed the way that you think about the ocean or the creatures who live in the ocean? What has changed? 10. Know: Would you recommend this book to a friend who is interested in the ocean or exploration of the creatures in the ocean? Why or why not?

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G3 M1 Parent Tip Sheet • WIT & WISDOM™

WIT & WISDOM PARENT TIP SHEET WHAT IS MY THIRD GRADE STUDENT LEARNING IN MODULE 1? Wit & Wisdom is our English curriculum. It builds knowledge of key topics in history, science, and literature through the study of excellent texts. By reading and responding to stories and nonfiction texts, we will build knowledge of the following topics: Module 1: The Sea Module 2: Outer Space Module 3: A New Home Module 4: Artists Make Art In this first module, The Sea, we will study why people explore the sea. Poets and writers explore the sea through words and images. Scientists use technology to discover new species. We will explore literature, informational text, and art as we ask the question: Why do people explore the sea?

OUR CLASS WILL READ THESE BOOKS: Picture Book (Informational) The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper Shark Attack!, Cathy East Dubowski

Picture Book (Literary) Amos & Boris, William Steig

Poetry “The Sea Wind,” Sara Teasdale

Stories “The Lion and the Mouse,” The Full Text of Aesop’s Fables

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G3 M1 Parent Tip Sheet • WIT & WISDOM™

OUR CLASS WILL EXAMINE THESE WORKS OF ART: The Great Wave off Kanagawa, Katsushika Hokusai The Boating Party, Mary Cassatt The Gulf Stream, Winslow Homer

OUR CLASS WILL WATCH THESE FILMS: “Cousteau’s Silent World: Shipwreck Excerpt” “Quest for the Giant Squid” “Sperm Whale Encounter” “Why the Ocean Matters”

OUR CLASS WILL ASK THESE QUESTIONS: How do artists explore the sea? Why and how do scientists explore the sea? Why and how do scientists explore sea creatures? Why do people explore the sea?

QUESTION TO ASK AT HOME: As you read with your third grade student, ask: What do you notice and wonder?

BOOKS TO READ AT HOME: Extreme Oceans, Seymour Simon National Geographic Little Kids First Big Book of the Ocean, Catherine Hughes Down, Down, Down: A Journey to the Bottom of the Sea, Steve Jenkins A Life in the Ocean: The Story of Oceanographer Sylvia Earle, Claire A. Nivola Shark Lady: True Adventures of Eugenie Clark, Ann McGovern Manfish: A Story of Jacques Cousteau, Jennifer Berne Tentacles! Tales of the Giant Squid, Shirley Raye Raymond Surprising Sharks: Read and Wonder, Nicola Davies Sharks, Seymour Simon

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G3 M1 Parent Tip Sheet • WIT & WISDOM™

National Geographic Readers: Weird Sea Creatures, Laura Marsh Giant Squid, Candace Fleming Narwhal: Unicorn of the Sea, Janet Halfmann

PLACES YOU CAN VISIT TO TALK ABOUT THE SEA: Visit the local zoo or aquarium. Ask: What do you notice about the environment? What do you wonder about the animals?

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WIT & WISDOM™

G3 Module 1

CREDITS Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds® for proper acknowledgment in all future editions and reprints of this module. All material from the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. All images are used under license from Shutterstock.com unless otherwise noted. For updated credit information, please visit http://witeng.link/credits.

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G3 Module 1

WIT & WISDOM™

ACKNOWLEDGMENTS Great Minds® Staff The following writers, editors, reviewers, and support staff contributed to the development of this curriculum. Ann Brigham, Lauren Chapalee, Sara Clarke, Emily Climer, Lorraine Griffith, Emily Gula, Sarah Henchey, Trish Huerster, Stephanie Kane-Mainier, Lior Klirs, Liz Manolis, Andrea Minich, Lynne Munson, Marya Myers, Rachel Rooney, Aaron Schifrin, Danielle Shylit, Rachel Stack, Sarah Turnage, Michelle Warner, Amy Wierzbicki, Margaret Wilson, and Sarah Woodard.

Colleagues and Contributors We are grateful for the many educators, writers, and subject-matter experts who made this program possible. David Abel, Robin Agurkis, Elizabeth Bailey, Julianne Barto, Amy Benjamin, Andrew Biemiller, Charlotte Boucher, Sheila Byrd-Carmichael, Jessica Carloni, Eric Carey, Janine Cody, Rebecca Cohen, Elaine Collins, Tequila Cornelious, Beverly Davis, Matt Davis, Thomas Easterling, Jeanette Edelstein, Kristy Ellis, Moira Clarkin Evans, Charles Fischer, Marty Gephart, Kath Gibbs, Natalie Goldstein, Christina Gonzalez, Mamie Goodson, Nora Graham, Lindsay Griffith, Brenna Haffner, Joanna Hawkins, Elizabeth Haydel, Steve Hettleman, Cara Hoppe, Ashley Hymel, Carol Jago, Jennifer Johnson, Mason Judy, Gail Kearns, Shelly Knupp, Sarah Kushner, Shannon Last, Suzanne Lauchaire, Diana Leddy, David Liben, Farren Liben, Jennifer Marin, Susannah Maynard, Cathy McGath, Emily McKean, Jane Miller, Rebecca Moore, Cathy Newton, Turi Nilsson, Julie Norris, Galemarie Ola, Michelle Palmieri, Meredith Phillips, Shilpa Raman, Tonya Romayne, Emmet Rosenfeld, Jennifer Ruppel, Mike Russoniello, Deborah Samley, Casey Schultz, Renee Simpson, Rebecca Sklepovich, Amelia Swabb, Kim Taylor, Vicki Taylor, Melissa Thomson, Lindsay Tomlinson, Melissa Vail, Keenan Walsh, Julia Wasson, Lynn Welch, Yvonne Guerrero Welch, Emily Whyte, Lynn Woods, and Rachel Zindler.

Early Adopters The following early adopters provided invaluable insight and guidance for Wit & Wisdom: Bourbonnais School District 53 • Bourbonnais, IL Coney Island Prep Middle School • Brooklyn, NY Gate City Charter School for the Arts • Merrimack, NH Hebrew Academy for Special Children • Brooklyn, NY Paris Independent Schools • Paris, KY Saydel Community School District • Saydel, IA Strive Collegiate Academy • Nashville, TN Valiente College Preparatory Charter School • South Gate, CA Voyageur Academy • Detroit, MI Design Direction provided by Alton Creative, Inc. Project management support, production design, and copyediting services provided by ScribeConcepts.com Copyediting services provided by Fine Lines Editing Product management support provided by Sandhill Consulting

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THE SEA

The sea is full of beautiful and mysterious life. How do we explore it?

Poets and writers explore the sea through words and images. Scientists use technology to

G R E AT

discover new depths and species: ﬂashing ﬁsh and giant squids. You will explore literature,

M I N D S

informational text, and art, as you ask and answer the question: Why do people explore the sea?

MORE MEANINGFUL ENGLISH

Great questions help us

ON THE COVER

The Great Wave oﬀ Kanagawa (1830–1833) Katsushika Hokusai, Japanese, 1760–1849 Woodblock print Metropolitan Museum of Art, New York

GRADE 3 MODULES 1. The Sea

3. A New Home

2. Outer Space

4. Artists Make Art

G R E AT M I N D S

A group of education leaders founded the nonproﬁt Great Minds in

WIT & ™ WISDOM

ISBN 9781683860297

MODULE 1

Grade 3 | Module 1 Learn more at GreatMinds.org

THE SEA 9 781683 860297

GRADE