Curriculum / ELA / 3rd Grade / Unit 6: Honoring Indigenous Peoples / Lesson 17
ELA
Unit 6
3rd Grade
Lesson 17 of 18
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Create a presentation about a recent Indigenous changemaker.
Rubric: Grade 3 Informational Writing Rubric
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Create a presentation about a recent Indigenous changemaker. Your presentation should include:
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RI.3.3 — Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
W.3.2 — Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.a — Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.b — Develop the topic with facts, definitions, and details.
W.3.2.c — Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.d — Provide a concluding statement or section.
W.3.7 — Conduct short research projects that build knowledge about a topic.
W.3.8 — Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Standards that are practiced daily but are not priority standards of the unit
L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
SL.3.4 — Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.5 — Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Explain two to three things the author wants the reader to know and understand about the People.
Standards
RI.3.3RI.3.7
Explain how the arrival of European explorers and settlers impacted Indigenous people.
Explain how the Americans impacted Indigenous people, culture, and society.
Explain what the People realized at the end of the story and what they told others.
Elaborate by adding important details to prove a point.
L.3.1.iW.3.2.c
Analyze and explain the author’s purpose for writing The People Shall Continue.
L.3.6RI.3.3RI.3.6SL.3.1SL.3.1.cSL.3.1.d
2 days
Research an Indigenous nation or tribe in your area. Create a report that shows how the Indigenous population has changed over time.
RI.3.3W.3.2W.3.2.aW.3.2.bW.3.2.cW.3.2.dW.3.7W.3.8
Explain what information the author wants readers to understand about Native languages and why they are important.
RI.3.2
Explain what messages Chester received about speaking Navajo and why the messages changed.
Explain why the Navajo Code Talkers were vital to the war.
Explain why being a Code Talker required both intelligence and bravery.
RI.3.2RI.3.3RI.3.7
Explain why it is important to honor and remember the Navajo Code Talkers.
Explain the challenges Wilma and her family faced and what Wilma learned from the challenges.
RI.3.3
Explain why Wilma was motivated to make her community a better place.
Describe why Wilma Mankiller was "an ordinary person who was given an opportunity to do extraordinary things."
RI.3.2RI.3.9
Discuss why Wilma Mankiller is considered an "ordinary person who was given an opportunity to do extraordinary things."
RI.3.2SL.3.1SL.3.1.cSL.3.1.dW.3.2
6 days
RI.3.3SL.3.1W.3.2W.3.2.aW.3.2.bW.3.2.cW.3.2.dW.3.7W.3.8
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