Grade 3 News
Newsletter #1: How We Express Ourselves UOI
UOI 3: How We Express Ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Central idea: Advertising and mass media influence how we think and the choices we make.
Key concepts: function, change, responsibility
Related concepts: advertising, mass media, visual communication
Lines of inquiry
- The purpose of advertising. (function)
- The types, styles, and locations of advertisements (change)
- The power of visual communications (logo, trademarks, signs) (responsibility)
What Are We Learning This Unit?
- I can define “round or rounding” in relation to place value.
- I can round a whole number to the nearest 10.
- I can round a whole number to the nearest 100.
- I can identify strategies for adding within 1000.
- I can identify strategies for subtracting within 1000.
- I can fluently add within 1000.
- I can fluently subtract within 1000.
English Language Arts
- I can explain how the illustrations of a text add to the mood or the story being told. I
- I can refer to parts of text when discussing a story or text.
- I can compare/contrast my own point of view to the author, narrator, or the character’s point of view.
- I can define point of view.
- I can select a topic or text for an opinion piece.
- I can determine an opinion about the text or topic.
- I can choose an organizational structure for my writing.
- I can create an opinion piece on a topic or text which introduces the topic or text, states an opinion, and organizes ideas.
What Makes Me Unique – ماللذي يجعلني فريد
Students will be working on writing a paragraph about what makes each of them unique. Students will be expected to describe physical and personality attributes using a variety of appropriate adjectives. Student will be able to correctly use descriptive adjectives, subject pronouns, and nominal sentences
Students will learn about:
• Adjectives and how to correctly form nominal sentences
• Verbs and pronouns associated with daily activities
• Taa’ Marboota and gender differentiation in Arabic
• Cognates “English words of Arabic Origin”
• Comparative and Superlative forms
• Was and Will usage in singular forms “كان” and “ليس”
• Future Tense in Arabic
• I can communicate basic information about my everyday life
1. I can talk about what I eat, and do
• I can communicate basic information about myself and people I know
1. I can communicate something about friends and classmates or co-workers
• I can present information about myself and others using words and phrases
1. I can say what I look like
2. I can say what I am like
3. I can say what someone looks like
4. I can say what someone is like
• I can talk about my daily activities using words, phrases, and memorized expressions.
1. I can name activities in my daily schedule
• I can list my daily activities and write lists that help me in my day to day life.
1. I can label activities and their times in my daily schedule
2. I can write the date and the days of the week.
• I can write about a familiar experience or event using practiced material
• I can recognize and sometimes understand words and phrases that I have learned for specific purposes
In addition to the above, shark bait will work on: Country Portfolio – ملف دولة/ قطر معين
Students will create a foreign country portfolio in which students will choose a country and write about its culture, religion, art, and food. Students then will choose one of the previous categories and write in detail about it.
1. I can ask for, follow, and give instructions for preparing food.
2. I can express my thoughts about a current event I have learned about or researched.
3. I can give multi-step instructions for preparing a recipe
4. I can present about a topic from an academic subject.
5. I can write a simple summary about something I have researched.
6. I can read/ understand some short stories, plays, and novels.
Science & Social Studies
- I can develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
- I can construct an argument that some animals form groups that help members survive.
- I can analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
- I can use evidence to support the explanation that traits can be influenced by the environment.
- I can analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
- I can use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
- I can construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
- I can make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Read and memorize Surat Ar-Rahman and Al-Aadiyat with fluency and tajweed.
Know the general meaning of Surat Al-Aadyat and Ar-Rahman.
Review Surat Al-Fajr and Al-Ghashiyah.
In the third UOI of Islamic Studies the third grade students will exclusively focus their attention on learning hadith of the Prophet Muhammad ﷺ.
- The students will learn 12 hadith by heart. They will also memorize and learn the translation of those hadith and discuss the implications of those hadith.
- Students will finally present these hadith one by one before their classmates displaying their retention and grasp of the Arabic words of the hadith
- Students will reflect daily on the societal implications of each hadith that we learn.
- By the end of the UOI students will have gathered a hadith portfolio of all the hadith they have learned.
Targeted MSDE Standards:
2.0 Historical, Cultural, and Social Context:
Students will demonstrate an understanding of visual arts as an essential aspect of history and human experience.
- Compare processes used to interpret and express ideas in the visual arts and other discipline
- Compare skills and processes used in the visual arts and other disciplines to express ideas
- Select and use visual arts processes and similar processes used in other disciplines to express ideas