Module 29: Musicians-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore how nonfiction texts explain cause-and-effect relationships. They will use context clues, reference sources, figurative language, and word relationships to build vocabulary while studying the prefixes under-, super-, and re-. Learners will also practice using possessive pronouns and write, revise, edit, and publish a cause-and-effect paragraph.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	ELA 3: 29.1 Musicians	timer Language Arts Notebook highlighters (assorted colors) note cards
2	ELA 3: 29.2 Musicians	Language Arts Notebook note cards
3	ELA 3: 29.3 Musicians	timer Language Arts Notebook note cards
4	ELA 3: 29.4 Musicians	Language Arts Notebook note cards
5	ELA 3: 29.5 Musicians	Language Arts Notebook note cards

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	ELA 3: 29.1 Musicians	Define words that use prefix spelling patterns: under-, super-, re-. Use context clues to find the definitions of vocabulary words. Explain the cause-and-effect structure of a nonfiction text. Explain possessive pronouns.
2	ELA 3: 29.2 Musicians	Classify words using the meanings of prefixes under-, super-, and re-. Identify real-life connections between words and their use. Modify sentences by choosing the correct possessive pronouns. Construct a rough draft of a cause-and-effect paragraph.
3	ELA 3: 29.3 Musicians	Analyze and apply vocabulary words using context, reference sources, figurative language, and word relationships. Analyze a nonfiction text for cause and effect. Use possessive pronouns in sentences. Revise a cause-and-effect paragraph.
4	ELA 3: 29.4 Musicians	Analyze a nonfiction text for cause and effect. Use possessive pronouns correctly in writing. Analyze and explain editing choices to improve writing. Demonstrate proper cursive connections to write sentences.
5	ELA 3: 29.5 Musicians	Spell words with the prefixes under-, super-, and re- correctly by mapping sounds to letters. Cite evidence for cause-and-effect relationships in a nonfiction text. Create a published version of their cause-and-effect paragraph. Demonstrate fluency by reading grade-level text.

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
context clues fluency graphic organizer affix prefix root word base word morphology cause and effect possessive pronouns rough draft revise edit publish	underline underground underneath underdog underwater superhero supermarket superhuman superpower supersonic replay rewrite rebuild retell remake recycle	beat orchestra rhythm variety talent instrument

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	ELA 3: 29.1 Musicians	Learning Coaches can support students in learning prefixes by practicing word building using the prefixes re-, under-, and super-. Start by explaining that a prefix is added to the beginning of a word to change its meaning, such as re-, meaning “again”; under-, meaning “below”; and super-, meaning “above” or “more, more than.” Have your learner form new words by adding these prefixes to base words they already know, like redo, underpaid, or superhero, and then use each word in a sentence. Model your thinking about whether adding a prefix does or does not create a new word. Encourage your learner to say each word aloud, spell it carefully, and check that it makes sense. These short, daily practices help students build vocabulary, improve spelling, and better understand how words work.
2	ELA 3: 29.2 Musicians	A cause-and-effect paragraph explains why something happens (the effect) and what makes it happen (the cause). Once your learner chooses a topic, guide them to ask: What causes this to happen? How does this cause lead to the result or effect? Encourage your learner to write an introduction that tells the topic and briefly mentions the cause and effect. Help your student give specific examples in the next section of the paragraph. Remind your learner to use signal words like because, so, as a result, or therefore to clearly show cause and effect. Finally, guide your learner to write a conclusion sentence that restates the main idea and explains why it matters. Most importantly, encourage your learner to enjoy writing and sharing their own thoughts. Their personal experiences make the paragraph stronger and more interesting.
3	ELA 3: 29.3 Musicians	To make reading cause-and-effect texts more engaging, Learning Coaches can help learners actively look for answers to the questions “Why?” and “What happened because of it?” As you read together, pause and ask simple questions such as “What caused this to happen?” or “What was the result?” Encourage your learner to highlight or say signal words like <em>because, so, as a result, and therefore when they hear or read them. You can also connect the causes and effects in a text to real-life examples, such as how music can change moods or how practice leads to improvement. Have your learner listen to a classical song as they work on a problem. Then, compare how your learner feels when working to music that is louder or faster. Turning cause and effect into a quick discussion or game helps learners stay interested and better understand the main idea of what they are reading. Encourage your learner to think beyond a single cause leading to a single effect.
4	ELA 3: 29.4 Musicians	Learning Coaches can expose students to samples of music discussed in the text. Discuss with your learner how one type of music can influence the sound of another type. You can also help them build homemade instruments by turning simple materials into fun learning tools. By using items like rubber bands, empty containers, rice, or cardboard tubes, students can see how sound is made through vibration. These simple but creative experiments can help learners better understand science concepts such as pitch and volume. Working together on these projects also helps learners practice following directions and problem-solving skills. Learners can draw connections between the instruments they create and the music styles in "A History of Music".
5	ELA 3: 29.5 Musicians	Encourage your learner to use their writing skills to explore the world around them. Guide your learner to identify a nonfiction topic (e.g., pollution, school lunches, screen time) and explain he cause of a problem related to the topic and the effect it has. Then, discuss possible solutions with your learner. Encourage them to find chain reactions, effects with multiple causes, and causes with multiple effects. Another quick activity is to have your learner read a brief nonfiction article that includes a cause-and-effect relationship. After your learner reads the article, have them write a paragraph explaining a cause-and-effect relationship from the text and include one quote or fact as evidence.

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
ELA 3: 29.1 Musicians	How does a cause-and-effect structure help us understand a nonfiction text?
ELA 3: 29.2 Musicians	How can prefixes help us determine the meaning of unfamiliar words?
ELA 3: 29.3 Musicians	How can we use possessive pronouns to show who or what something belongs to?
ELA 3: 29.4 Musicians	How can we use editing to make our writing clearer and more correct?
ELA 3: 29.5 Musicians	How can text evidence help us explain a cause-and-effect relationship?

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	Never Play Music Right Next to the Zoo	John Lithgow
2	M is for Melody: A Music Alphabet	Kathy-jo Wargin
3	88 Instruments	Chris Barton	AD410L
4	Music Class Today!	David Weinstone

Module Outing:

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

#	Outing