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3rd grade curriculum

By st0lnkiss
Grade Level
K-2 3-5
private
LEARNING PLAN
Essential Question
  • What has happened throughout history to people like me?
  • What does it mean to feel good about myself and how can I express that I like who I am?
  • How can I be proud of who I am and celebrate others?
  • What privileges do I have that others don’t?
  • Do all people have the same rights?
  • How can I describe ways people are different from me?
  • Why is history important? Does it affect how people live today?
  • Can words about identity hurt people?
  • Is it better to do a project with people who are different from each other or with people who are more alike?
  • What clues help me know when and how people are being treated unfairly?
  • What privileges are available for certain groups of people but not for others?
  • What advantages or disadvantages do I notice because of identity groups?
  • How do people judge my group?
  • When is a person’s humanity denied?
  • What contributions have people made to justice and fairness historically?
  • How is my life easier or more difficult based on who I am and where I was born?
  • What contributions have people made to justice and fairness historically?
  • Do rights and responsibilities change over time?
  • How do people show that they are proud of themselves?
  • What identities do I share with my family? What identities do I have that are different from my family?
  • Does my identity mean I get to do things other kids can’t, or keep me from doing something?
  • What rights do I have?
  • Do all people have the same rights?
  • What are the differences between how I live and how others live?
  • How can I learn more about other people?
  • How can I show people I like them?
  • What does it mean to be unfair? In class? In school? At home? In my community? In the world?
  • How do I know when people are being treated unfairly?
  • How does unfairness make me feel?
  • How have people stopped unfairness in the past?
  • Does the way a person looks make it okay for others to be mean?
  • When something is unfair does it affect everyone the same way?
  • Who decides what is fair?
  • What has happened throughout history to people like me?
  • What privileges do I have that others don’t?
  • How can I be proud of who I am and celebrate others?
  • Do all people have the same rights?
  • Can words about identity hurt people?
  • Why is history important? Does it affect how people live today?
  • What does it mean to be human?
  • What privileges are available for certain groups of people but not for others?
  • What clues help me know when and how people are being treated unfairly?
  • What advantages or disadvantages do I notice because of identity groups?
  • How is my life easier or more difficult based on who I am and where I was born?
  • When is a person’s humanity denied?
  • What can I do to make things fair?
  • How do I speak up when I see people treated unfairly?
  • Why is it scary to speak up sometimes?
  • How can many people speak up together when people are treated unfairly?
  • How can I make the world, my class, my street, a better place?
  • What steps can we take to make something better?
  • When will I stand up for others?
  • What can one person do to create a safe, welcoming place for all?
  • Why is it important for me to stand up for others and myself?
  • How can I encourage others to stand for justice?
  • How can we create a fair and just community?
  • How can I work with others toward fairness in my community?
  • How can different groups work together for everyone’s benefit?
  • How do we make sure freedom is fair?
  • How do we ensure freedom for all people?
  • What can I do to help groups or individuals who are struggling?
Texts
Literature

Shoulders

In this poem, the speaker sees a man carrying his son across the street and is struck by the tenderness the man displays for the child. The speaker realizes that humanity must cloak itself in this same caring nature.
by
Naomi Shihab Nye
Grade Level
3-5 6-8
Subject
Civics
Topic
Bullying & Bias
Social Justice Domain
Diversity Action
July 2, 2014
Literature

Eat, My Fine Coat!

Which are you more likely to notice: a person’s character or his or her clothing? Hoca has a witty response when the latter is true at a dinner he attends after a day of hard work.
by
Barbara Walker
Grade Level
K-2 3-5
Topic
Class
Social Justice Domain
Justice Action
July 3, 2014
Literature

The Skin I'm In (Chapter 3)

Maleeka gets made fun of at school about her clothes, her grades, even the color of her skin. In this chapter, she talks about getting teased on a school trip and how even her friend Char was ashamed to be seen with her because of her clothes.
by
Sharon Flake
Grade Level
3-5 6-8
Topic
Race & Ethnicity
Social Justice Domain
Justice
July 3, 2014
Literature

The First Coconut Tree

In this pourquoi tale, a mother living on one of the islands in the Pacific Islands, is mystified when she bears a round child with no arms and no legs, but she tenderly raises the child until one day he asks to be buried in the sand, where he can grow (into the first coconut tree) and every part of him can be useful.
by
Nancy Bo Flood
Grade Level
3-5
Subject
Geography
Topic
Bullying & Bias
Social Justice Domain
Diversity
January 5, 2015
Informational

Brothers In Hope: The Story of The Lost Boys of Sudan

In this excerpt, Garang tells his story of how he became a lost boy when war destroyed his village. Walking with thousands of other orphaned boys, Garang travels thousands of dangerous miles from southern Sudan to a refugee camp in Ethiopia.
by
Mary Williams and R. Gregory Christie (illustrator)
Grade Level
K-2 3-5
Subject
History
Topic
Race & Ethnicity
Social Justice Domain
Identity Diversity Justice
September 30, 2016
Literature

Why Frogs and Snakes Never Play Together A Pourquoi of Prejudice A PLAY IN 3 ACTS

A chance meeting of a family of frogs and a family of snakes in the woods one day allows wonderful new friendships to be made. Later, when the siblings tell their parents about their new friends, they are told never to play together again. Find out why in this easy-to-produce play that teaches about the serious topic of prejudice.
by
Jeff Sapp
Grade Level
K-2
Subject
Civics
Geography
Topic
Bullying & Bias
Social Justice Domain
Diversity Justice
July 5, 2014
Literature

The Fiery Tail: A Chinese Tale of True Beauty

The Peacock Fairy needs to choose an apprentice, but all of the peacocks look alike. To stand out, most of them decide to add things to their feathers, but the Little Peacock doesn't follow suit, and his actions succeed in catching the Peacock Fairy's attention.
by
Hua Long
Grade Level
K-2 3-5
Subject
Civics
Topic
Class
Social Justice Domain
Action
July 3, 2014
Informational

Homeless

In this vignette, eight-year-old Mikey spends two nights in a homeless shelter, where he and his family are too afraid to sleep for fear that someone would steal their things. The family then meets a caseworker who helps them into a temporary apartment while they work toward a more permanent home.
by
Bernard Wolf
Grade Level
3-5
Subject
Economics
Topic
Class
Social Justice Domain
Justice Action
July 5, 2014
Visual

Iesha Evans

Protesting the death of Alton Sterling and the Baton Rough Police Department’s request for Black Lives Matter demonstrators to clear roadways, Iesha Evans stands in the middle of a street as two Louisiana state troopers, dressed in riot gear, approach to arrest her.
by
Jonathan Bachman
Grade Level
K-2 3-5 6-8 9-12
Subject
Civics
History
Topic
Race & Ethnicity Rights & Activism
Social Justice Domain
Justice Action
January 30, 2017
Teaching Strategies
Word Work

Concept Sort

A concept sort is a comprehension strategy in which students sort new vocabulary into categories.
Grade Level
3-5
CCSS
L.3-5.4, L.3-5.5, L.3-5.6
July 19, 2014
Word Work

Guess the Covered Word

Guess the Covered Word challenges students’ vocabularies and reading comprehension by requiring them to deduce words redacted from a text.
Grade Level
3-5
CCSS
RL.3-5.4, RI.3-5.4, RF.3-5.4, L.3-5.4
July 19, 2014
Word Work

Word Web

Word webs are mind maps that promote active learning and help students develop higher-order thinking skills. Students map their thinking in a graphic organizer based on a Frayer model.
Grade Level
3-5
CCSS
RL.3-5.4, RI.3-5.4, L.3-5.4, L.3-5.5, L.3-5.6
July 19, 2014
Plan Built By
st0lnkiss

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