Unit Plan Theme: Olympics Grade Level: Grade 3 Rational: In this unit students will engage in activities where

they will learn more about the Olympics through reading, writing, and social skill lessons. Motivation/Class Management: Students will be engaged in lessons that allow them to be engaged by using their prior knowledge will help them connect to new ideas about the Olympics. Students will be motivated to share ideas by holding the classs torch to share ideas and thoughts throughout the lessons. Students will be active and act out actions read to them in a book. Students will earn a golden metal (chocolate with gold wrapper candy) at the end of lessons from being engaged and share their thoughts. Goals: 1. Students will show an understanding about Olympic history through reading and then discussing their findings they wrote down on their graphic organizer. 2. Students will learn about the type of sports that participate in the Winter Olympics. 3. Students will show understanding about a Winter Olympic Sport by writing about one sport of choice they would like to participate in and why from the Winter Olympics. 4. Students will share and listen appropriately during sharing and listening time. 5. Students will learn about how the Olympics is about good sportsmanship and the how it is an important event that unites countries by sports. 6. Students will come up with poster that will encourage good sportsmanship. 7. Students will share how to be a good sport when participating in sports or other school activities. Standards:

[Link].3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. [Link].3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
[Link]-Literacy.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [Link]-Literacy.W.3.1b Provide reasons that support the opinion. [Link].3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Instructional Strategies: Cooperative Learning: Cooperative learning is a method of instruction that has students working together in groups, usually with the goal of completing a specific task. Adaptive Learning Environments Model (ALEM): Combination of individual and whole class approach which helps to integrate students with special needs into the classroom. One Sentence Summary: Students are asked to write a single summary sentence that answers the "who, what, where, when, why, how" questions about the topic. Group Work: Any method involving two or more students. Students will work in groups to create being good sport posters. Graphic Organizer: Graphic organizers are visual frameworks to help the learner make connections between concepts. Some forms of graphic organizers are used before learning and help remind the learner of what they already know about a subject. Other graphic organizers are designed to be used during learning to act as cues to what to look for in the structure of the resources or information. Still other graphic organizers are used during review activities and help to remind students of the number and variety of components they should be remembering. Inventory Questioning: Inventory questions are designed to collect information about students' interests, to activate prior knowledge, or to help students become aware of their existing beliefs and background. Often used when dealing with controversial issues, or in the form of a "personal inventory" to explore emotional problems or limitations. Listen-Think-Pair-Share Students listen to questions, individually think about a response, discuss their ideas with a partner, and then share their ideas with the class. Technology: Students will be watching a YouTube video on Olympics and a video on showing good sportsmanship that will show on the projector. Students will use the computer to access information about the different winter sports. Real World Transfer: Students will understand the history and meaning behind the Olympics and why it is special because it get many nations together to play sports. Students will also learn the importance of good sportsmanship. Students will practice how to be a good sport when it comes to losing or winning. Reading Lesson Plan Standards:

[Link].3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

[Link].3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
[Link].3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly

Objectives/Goals: 1. Students will grasp the excitement or meaning many people have for the Olympics by discussing what they see from a video of the Olympics. 2. Students will share already known knowledge about the Olympics. 3. Students will read a short article that explains the history of the Olympics to the modern day Olympics and will use a graphic organizer to help remember important elements of article. 4. Academic Language: Olympics, Ancient, Torch, Relay, Olympic Flame, commercialism, modern Olympics Activities/Procedures: Hook: Teacher will show short video on the Olympics and some of the best moments. [Link] Introduction: Teacher will explain in class we will be learning about the Olympics and to begin their journey of learning they will pass the classs torch. This will symbolize as a reminder of what they will learn about the Olympics. If students know something about the Olympics they are allowed to share, but only when they are holding the torch. Each student can say one thing when holding torch or can say pass but everyone will have a turn to hold the torch. Teacher will bring in the Olympic Flame or look alike flame made out of construction paper or other craft material. The Olympic music will play and students will be asked to stand in a big circle and to pass the flame around the room so each student will be passing the flame. Have the last student put the flame in a specific spot that is seen easily by everyone and in a special spot that makes it seem special.

Body: Teacher will pass out an article that summarizes the history of the Olympics with a graphic organizer that prompts students to find specific elements from the article. They will only read the section on Olympic history, so it might be best for the teacher only to have that part printed out. Teacher may need to prepare a recording of passage if some students need an audio version.

Article- [Link] Students will be given time to silently read article and write down information on their graphic organizer called Responding to Nonfiction. o Have this as a word document as well for students who need the computer to write their answers. Graphic Organizer[Link] At the bottom of the graphic organizer they will write 1-2 sentences about their overall understanding they have from the Olympic video and article. Or students can use a
computer to type their sentences and information into a word document form of the graphic organizer. Or students can draw a picture showing comprehension from the text.

Have students pair up in groups of three or four and discuss their findings. From ideas they already knew to information they learned and questions they have about the reading material. They will also share their 1 sentences or picture they created about their overall understandings about something answered in the readings.

Closing: Students will return to whole class and teacher will lead a discussion by asking students do you think you would watch or have you watched the Olympics? End discussion with the overall fact that the Olympics was made to connect nations in and help build a better world through sports practiced in a spirit of peace, excellence, friendship and respect.

Evaluation: Students will be evaluated by teacher observation of students discussion in groups. Students will turn in their graphic organizers which teacher will look at for elements of understanding students would write about from the text. Materials/Resources: Resources that are in the lesson are liste above, but here are all the resoueces plus instructions for making the touch. Torch instructions: [Link] Video: [Link] Graphic Organizer[Link] Article- [Link]

Differentiation For student with a Learning Disability: Students are able to listen to a recording of article if they are unable to read the article in that time or a recording will help with comprehending the text. Also, I made sure students will be able to use a computer to fill out graphic organizer. Students are also allowed to draw pictures to show understanding on graphic organizer. For Students with ADHD: Students will be up and moving around when passing the torch, as well as when they get into groups. Students will move, and are able to draw if they prefer to show understandings. Extension Activities: Students can look at other historical elements involved with the history of the Olympics. Compare the ancient Olympics to the modern Olympics. Writing Lesson Plan Standards:
[Link]-Literacy.W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [Link]-Literacy.W.3.1b Provide reasons that support the opinion. [Link].3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Objectives/Goals: 1. Students will follow along to a winter Olympic picture book, and act out some of the actions the character in the book do as they get ready for the Olympic Games. 2. Students will choose a winter Olympic sport and have 3 reasons to why they would want to play that winter sport. 3. Students will use the computers appropriately when looking at information about the winter sports. 4. Students will share 1 reason they wrote about choosing a specific winter Olympic sport and appropriately listen as other students share as well. Academic Language: Alpine Skiing, Biathlon, Bobsleigh, Cross Country Skiing, Curling, Figure skating, Freestyle Skiing, Ice Hockey, Luge, Nordic Combined, Short Track Speed Skating, Skeleton, Ski Jumping, Snowboard, Speed skating Activities and Procedures:

Hook: Tacky and the Winter Games By Helen Lester. Illustrated by Lynn Munsinger. Read this picture book stopping along the way to act out some of the actions that the characters do. As the character prepare for the winter games they stretch, run (which have students run in place), and do other actions to get ready for the winter games and the sport they prepare for (which are different than actual winter sport but for a humor reason. Use this book as a way to get student moving and think about the Olympics before they learn about the different winter Olympic sports. Introduction: Think-Pair-Share: Have students think of all the Olympic Winter events they are familiar with. Then have students pair up and share their ideas with their teammate. -Give students a minute to think in pairs then have students share all the Olympic sports they thought of as the teacher write their sports on the board. Body: after students give all the winter events they can think of add the ones they could not think of which the list should have 15 winter events. Explain they will be able to look up information on the different winter sports and need to choose one they would like to participate in. Student will then go to a computer, lap top, iPad or whatever electric device to look at the different sports explanations from this website. Make sure that the device has the ability to read text to student if needed. Winter Olympic Sport Website- [Link] They will be given the graphic organizer that they will use to state which sport they would like to play, and then list 3 reasons why they would like to play that winter sport. The graphic organizer will also be available on computers for students who need computer to complete the graphic organizer. Graphic Organizer[Link] Students can look at picture of the sports, and read information about the sport and the equipment needed to participate in the winter sport. Closing: Students will think of one interesting element of a sport they found from reading about the different winter sports. Teacher will get the torch out again and students will take turn passing the torch and sharing their one interesting fact or information they found and used as a reason for choosing their winter sports. They can only talk when they have the torch and each student will take a turn sharing their 1 interesting thought of element from todays lesson.

Evaluation: Students will individually fill out the writing graphic organizer with a topic sentence of I would like to play sport in the Olympics, and also have 3 reasons explaining why. Students will have the chance to share one of their reasons at the end of the class when passing the torch. Materials/Resources: Picture Book: Tacky and the Winter Games By Helen Lester. Illustrated by Lynn Munsinger. Graphic Organizer[Link] Winter Olympic Sport Website- [Link] Differentiation: For student with a learning disability: Students can use computer to fill out writing organizer prompt. Students can draw pictures to help with understanding. Students can also have the text on the computer read to them if needed Student with ADHD: Students be active in acting out actions in the story that will be read to their class. Students will also be moving around and not sitting at desk the whole lesson. Extension Activities: Students can draw a picture of what their sport looks like with a person performing the sport or equipment that sport requires. Students can compare their winter sport to another winter sport and list similarities and differences.

Social Skills Lesson Standards:

[Link].3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. [Link].3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)

Objectives/Goals: 1. 2. 3. 4. Students will read about the importance of the values of the Olympic Games To teach children that being a good sport will help them get along better with others Discuss the meaning of the Olympic motto and creed. To discuss the Olympic athletes attitude during the games and why it is important they are there even if they do not win.

Academic Language: Being a good sport, Creed, motto, personal excellence, sportsmanship, being a good winner and a good loser Activities and Procedures: Hook: Start with a video about Olympic game where good sportsmanship was seen. Video: [Link] Other example of being a good sport from Disney Movie: [Link] Introduction Have students turn to their neighbor and have them discuss what they saw in the video. Give them a minute and then have one person from the pair share what they discussed using the torch in this sharing again. Praise students on their thoughts and explain that the video showed an example of good sportsmanship. Body: Pass out part of this article on the values of the Olympic Games that include the creed, motto and other information that discusses meaning of the Olympics. Have students group up into fours, and discuss how being a good sport is also important in the Olympics. Passage: [Link] Give students 5 minutes to discuss, and being the class back to whole group discussion about how the Olympic games is not all about the metals. The Olympics is about the values of excellence, friendship and respect are the foundation upon which the Olympic Movement brings together sport, culture and education for the betterment of human beings. Ask students if it is important to have values for the games we place and how we can be a good sport. Ask students to get into groups of 3-4. Give students a poster and ask them to create their own poster that can encourage great sportsmanship. An Example:

Closing: Students will pass the torch once more to share their posters that encourage good sportsmanship. Remind them that their group can only talk when they are holding the torch. Other students will listen when they do not have the torch. Material/Resources: Video: [Link] Other example of being a good sport from Disney Movie: [Link] Passage: [Link] Differentiation: For the student with a learning disability: Students will be in groups to help with discussion and understanding of the topic of good sportsmanship. For students with ADHD: There will be multiple times students will move into groups, and will be involved in drawing posters. Evaluation: Students will be evaluated on their participation in discussing video and their participation with group work in coming up with a good sportsmanship poster. Extension Activities: Have students write a story about how to be a good sport after losing or winning a game. Students could also act out how to react after winning or losing a game.