Module 19: Growing Up-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore how characters grow and change throughout a story. They will use vocabulary and context clues, examine characters’ perspectives, and cite text evidence to support their ideas. Learners will also practice conjunctions, spelling patterns, cursive writing, and reading fluency as they write, revise, edit, and publish a story.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	19.1 Growing Up	timer Language Arts Notebook highlighters (assorted colors) *Language Arts 3B Workbook, ISBN 978-1-63916-213-0 (optional)
2	ELA 3: 19.2 Growing Up	Language Arts Notebook;
3	ELA 3: 19.3 Growing Up	timer Language Arts Notebook
4	ELA 3: 19.4 Growing Up	Language Arts Notebook highlighters (assorted colors)
5	ELA 3: 19.5 Growing Up	Language Arts Notebook;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	19.1 Growing Up	Identify less common /oo/ spellings (oo, o, oul). Use context clues to find the definitions of vocabulary words. Identify how characters develop through the plot. Define coordinating and subordinating conjunctions.
2	ELA 3: 19.2 Growing Up	Identify real-life connections between vocabulary words. Interpret different characters’ perspectives. Construct a rough draft of a story. Demonstrate proper letter formation of uppercase cursive letters V and W.
3	ELA 3: 19.3 Growing Up	Distinguish shades of meaning among vocabulary words. Tell how a character has changed in a text. Modify sentences by adding the correct conjunctions. Revise a story.
4	ELA 3: 19.4 Growing Up	Use /oo/ spellings in words. Identify conjunctions in a sentence. Demonstrate understanding of conventions by editing using a checklist. Demonstrate proper letter formation of uppercase cursive letters V and W.
5	ELA 3: 19.5 Growing Up	Formulate /oo/ words correctly by mapping sounds to letters. Cite text evidence to show a character's development over time. Create a published version of a story. Demonstrate fluency with grade-level text.

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
character conjunction story coordinating conjunction subordinating conjunction	would could should good look stood understood shook wolf woman rookie hook wool brook wooden nook	nestling imitate seldom jostle persuade fierce

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	19.1 Growing Up	Your learner may need some support with the activity requiring them to build a character for their story. Reinforce the idea that the thoughts, actions, and words in the activity may not be included in the story, but these details can help them build a better story by making the character seem more real. You may want to ask your learner what they plan to write the story about and work backward to ask guiding questions about their main character. When your learner begins to create their digital graphic organizer, consider their learning style before helping them build it. Some learners prefer a more visual style, while others want to plan the words and actions that they will use in their story.
2	ELA 3: 19.2 Growing Up	Distinguishing between coordinating and subordinating conjunctions can be challenging for students. To help your learner, look at the words before and after the conjunction to determine its purpose. If the conjunction is NOT joining sentences or clauses, it is a coordinating conjunction. If the conjunction IS joining two sentences or clauses, are the clauses equally important? If the answer is yes, the conjunction is coordinating. If one clause explains or give a detail about the other, the conjunction is subordinating. Until your learner can make that connection, use the FANBOYS acronym to help them identify coordinating conjunctions. Advanced learners can begin to use subordinating conjunctions to form complex sentences.
3	ELA 3: 19.3 Growing Up	Your learner may enjoy creating cartoons of stories that they read or hear. If a story is heavy on narration and light on dialogue, have your learner write the words they think characters would say. You can also guide discussions about why different characters have differing perspectives on the same event. Encourage your learner to think about what happened to the characters before the story began that made them think and act the way they do in the story.
4	ELA 3: 19.4 Growing Up	When your learner understands how to build sentences using subordinating conjunctions, they are ready to write complex sentences. Even the most reluctant writers can learn to create complex sentences, which adds to the variety and interest of their writing. Choose a sentence that your learner has written or write one together. Make sure the sentence has a main clause and a subordinate clause. For example: The girl ran into the forest when she saw the scary wolf. Ask your learner to switch the order of the clauses and add any necessary punctuation: When the girl saw the scary wolf, she ran into the forest.
5	ELA 3: 19.5 Growing Up	When your learner acts out the part of Jolly Robin while recording the video, take a picture or a video of how they show emotions or thoughts. Often, students use gestures or expressions that they do not realize they are naturally making. Review the pictures or video together. Guide your learner to see how they showed fear. Were their eyebrows furrowed? Did they shrink down? Did they look around timidly? By analyzing their performance, you can help your learner recognize subtle clues that an author uses to convey characters’ internal characteristics.

Guiding Questions
Suggested Books

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title	Question
19.1 Growing Up	What is a coordinating conjunction?
ELA 3: 19.2 Growing Up	How can you tell a character's perspective in a story?
ELA 3: 19.3 Growing Up	How do you know when to use a coordinating or subordinating conjunction?
ELA 3: 19.4 Growing Up	What are some things that you look for when editing your writing?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title	Video	Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

What is the main idea?
What are three things new you learned?
How does this book relate to what you are learning about?

#	Book	Author	Lexile Level
1	Author: A True Story	Helen Lester	570L
2	We're All Ice Cream. I'm Just a Different Flavor	Eric Simmons
3	The Sailor Dog	Margaret Wise Brown
4	Chocolate Fever	Robert Kimmel Smith	680L
5	The Giving Tree	Shel Silverstein	530L
6	When I Grow Up	Tamika Ryant
7	The Adventures of Jake and the Giant Water Tower	Ron Sobel

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

#	Outing