The students that participated in this unit were 22 third
graders, mostly second and third generation hispanics (México -
no other countries represented) and a four philipino. From 2 to 5 are advanced
students (one identified as a GATE [Gifted And Talented Education] student,
the others reffered only), 2 resource students, 5 students with SSTs (Student
Study Team). Half the students are bused in from other neighborhoods.
The goals of this unit are:
to familiarize the students with other cultures and sensitize
them towards people who are different, or who have different life experiences/lifestyles
to increase the student's knowledge of American history,
culture and patriotic symbols
to increase student's writing skills by using the writing
process in creative story writing
to help the students increase their map skills (achieve the
concept of mapping, compass rose and it's uses)
to give the students practice in using drawing and word processing
to give the students experience with the Internet
The approximate time to complete this unit is five weeks.
A lesson per week works well.
The final unit evaluation is the average of the sum of
the individual evaluations for each lesson. Lesson
One Rubric, Lesson Two Rubric,
Lesson Three Rubric, Lesson
Four Rubric, Lesson Five Rubric.
All children will gain different skills and concepts
from this unit. The best assessment is teacher observation.
English Language Arts-
Word Analysis, Fluency, and Systematic Vocabulary Development
Students understand the basic features of reading. They select letter patterns
how to translate them into spoken language by using phonics, syllabication,
parts. They apply this knowledge to achieve fluent oral and silent reading.
Students read and understand grade-level-appropriate material. They draw
variety of comprehension strategies as needed (e.g., generating and responding
essential questions, making predictions, comparing information from several
The selections in Recommended Readings in Literature, Kindergarten Through
Grade Eight illustrate the quality and complexity of the materials to be
students. In addition to their regular school reading, by grade four, students
one-half million words annually, including a good representation of
grade-level-appropriate narrative and expository text (e.g., classic and
literature, magazines, newspapers, online information). In grade three,
substantial progress toward this goal.
Literary Response and Analysis
Students read and respond to a wide variety of significant works of children's
They distinguish between the structural features of the text and literary
elements (e.g., theme, plot, setting, characters). The selections in Recommended
Readings in Literature, Kindergarten Through Grade Eight illustrate the
and complexity of the materials to be read by students.
Students write clear and coherent sentences and paragraphs that develop
idea. Their writing shows they consider the audience and purpose. Students
through the stages of the writing process (e.g., prewriting, drafting,
Writing Applications (Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects,
experiences. Student writing demonstrates a command of standard American
and the drafting, research, and organizational strategies.
Students choose and use appropriate units and measurement
tools to quantify the properties of objects.
Students make decisions about how to approach problems.
Visual and Performing Arts
Students in grade three learn more about our connections
to the past and the ways in which particularly local, but also regional
and national, government and traditions have developed and left their marks
on current society, providing common memories.
3.1 Students describe the physical and human geography and use maps,
tables, graphs, photographs, and charts to organize information about people,
places, and environments in a spatial context.
Several visual arts standards are addressed by this unit.
Jessica N. Rivera