3rd Grade ELA Pacing Guide: Second 4 Months

Teacher:

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Subject: English Language Arts (ELA) Grade Level: 3rd Grade Timeframe: Four Months (Weeks 17-32)

Unit 5: Non-Fiction Text Structures & Synthesizing Information (Weeks 17-20)

Standards & Objectives:

• Reading: Students will be able to compare and contrast the most important points and key details presented in two different texts on the same topic.
• Writing: Students will write a comparative essay that synthesizes information from two sources.
• Speaking/Listening: Students will explain how information from one text relates to information from another.
• Core Concepts: Apply Competence by using multiple sources to fill knowledge gaps. Explore how Sighted Interrelations help us understand a complete picture from different perspectives.

Materials & Resources:

• Two non-fiction texts per topic (e.g., one book about wolves, one article about wolf behavior).
• Venn diagrams and comparison charts.
• Lined paper for writing.

Learning Activities:

• Weeks 17-18: Comparing Texts:
  • Introduction: Students self-organize into new groups of three. The team reads two different non-fiction texts on the same topic. They will take notes on both, and the first useful contribution will be to teach their partners one key fact they learned from each text.
  • Body: The groups will work together to fill out a Venn diagram, identifying what’s the same and what’s different in the two texts. This requires them to use their competence to see the relationships between different pieces of information.
  • Conclusion: Each group shares one key comparison with the class. The teacher uses the Respect Ledger to note groups that work together to solve the problems without avoidance.
• Weeks 19-20: Synthesizing Information:
  • Introduction: Students self-organize into new groups of three. Introduce the concept of a comparative essay. The group’s goal is to collaboratively draft a single essay that combines information from their two sources.
  • Body: The group drafts the essay, with each student responsible for a different section. They are to teach one another how to transition between ideas and use evidence from both sources to make a useful contribution to the final document.
  • Conclusion: The groups present their essays to a small audience, explaining how they synthesized the information. This practice helps to build self-confidence and reinforces their ability to communicate complex ideas.

Unit 6: Point of View & Figurative Language (Advanced) (Weeks 21-24)

Standards & Objectives:

• Reading: Students will distinguish their own point of view from that of the narrator or a character in a story.
• Writing: Students will rewrite a familiar story from an alternate point of view.
• Speaking/Listening: Students will explain how a change in point of view affects the story’s plot and meaning.
• Core Concepts: Apply Empathy and Respect by understanding the world through another’s eyes. Analyze how Disdain can be communicated through a character’s perspective.

Materials & Resources:

• Familiar stories (e.g., “The Three Little Pigs,” “Goldilocks and the Three Bears”).
• Graphic organizers for character analysis.

Learning Activities:

• Weeks 21-22: Exploring Point of View:
  • Introduction: Students self-organize into new groups of three. Read a familiar fairy tale aloud. The team’s first task is to take notes on the main character’s perspective.
  • Body: The groups will work together to create a character map that analyzes the main character’s emotions and actions. They will then write a short paragraph from the character’s perspective. This requires them to practice empathy and understand the character’s point of view.
  • Conclusion: Groups share their rewritten paragraphs. The class discusses how a change in perspective can change the story’s meaning, tying the concept back to respect and sighted interrelations.
• Weeks 23-24: Narrative Rewrites:
  • Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively rewrite the entire story from the perspective of a minor or antagonist character.
  • Body: The groups draft the new story, focusing on how a character’s disdain or lack of respect affects their actions. The group is encouraged to teach one another about narrative structure and the use of figurative language to convey emotions.
  • Conclusion: Groups perform a reading of their rewritten story. The class discusses how the new perspective changed their understanding, reinforcing that there are multiple sides to every story.

Unit 7: Complex Grammar & Research Presentation (Weeks 25-28)

Standards & Objectives:

• Reading: Students will use text features to locate information efficiently.
• Writing: Students will conduct short research projects that build knowledge about a topic.
• Speaking/Listening: Students will present their research using clear facts and evidence.
• Core Concepts: Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission. Build Self-Confidence through public speaking and accurate work.

Materials & Resources:

• A variety of reference materials (books, encyclopedias, approved websites).
• Graphic organizers for research.
• Poster board or presentation software for final projects.

Learning Activities:

• Weeks 25-26: The Research Project:
  • Introduction: Students self-organize into new groups of three. The team’s goal is to choose a topic and create a research plan. The teacher emphasizes that every piece of information must be verified, and that a lie or deceptive omission harms the group’s integrity.
  • Body: The groups will divide the research among themselves, with each student becoming an expert on a specific sub-topic. They will share their findings and teach one another about their area of expertise.
  • Conclusion: Each group shares one interesting fact they learned and explains which source they used. The teacher uses the Respect Ledger to note which teams worked together to find reliable information without avoidance.
• Weeks 27-28: Final Presentations:
  • Introduction: Students self-organize into new groups of three. The teams will work together to design a presentation for their research. This is their opportunity to show their self-confidence in front of the class.
  • Body: The groups will practice their presentations, providing each other with respectful feedback on clarity and delivery. The emphasis is on each student making a useful contribution to the team’s final presentation.
  • Conclusion: The groups present their projects. Afterward, the class holds a Q&A session where students can respectfully ask questions, helping each team to build their self-confidence by defending their work.

Unit 8: Standardized Test Preparation & Celebration (Weeks 29-32)

Standards & Objectives:

• Reading: Students will apply test-taking strategies to a variety of text types.
• Writing: Students will respond to test prompts using structured writing.
• Speaking/Listening: Students will collaborate to analyze and solve test questions.
• Core Concepts: Turn Frustration into a tool for growth by breaking down difficult problems. Embrace Persistence as the ultimate form of engagement.

Materials & Resources:

• Sample standardized test questions and packets.
• Whiteboards and markers.
• Fun, collaborative games to celebrate progress.

Learning Activities:

• Weeks 29-30: Test-Taking Strategies:
  • Introduction: Students self-organize into new groups of three. Introduce the standardized test as a team challenge. Frame frustration with a difficult question as a natural cue to ask their teammates for help, rather than a cue to practice avoidance.
  • Body: Groups will work together to solve sample test questions. They will teach one another different strategies (e.g., identifying the main idea, using context clues) to fill knowledge gaps. This is a prime opportunity to practice persistence.
  • Conclusion: Each group shares a strategy they used to solve a difficult question. The teacher uses the Respect Ledger to note teams that consistently worked together to overcome challenges.
• Weeks 31-32: Reflection & Celebration:
  • Introduction: Students self-organize into new groups of three. The team will review their progress over the entire year, from the initial Goal Trees to the final test-prep sessions.
  • Body: Groups will create a “year-in-review” poster, reflecting on their academic growth and, more importantly, the self-respect and self-esteem they’ve built through their useful contributions.
  • Conclusion: The class hosts a celebration where each group presents their poster, and the class provides a final round of respectful applause for each other’s hard work. This reinforces the idea that true success is about shared growth and mutual contribution.