Unit

Bethany Newell Thematic Unit  Third Grade  **__"Dear Professor Lupin..."__**

**Name: Bethany Newell** **ELA** **Third Grade**

 **1.)** **Performance Indicator - ELA.02-04.WR.03:**
Use basic punctuation correctly, such as - commas in a series, in simple/compound sentences, and in friendly letters - periods, exclamation points, and question marks - apostrophes for contractions

**Essential Questions:** **Where has Lupin been all this time, who has he been working for and why couldn't he write?** **What is included in a friendly letter?**

**__2.) Methodology:__** **a.) Product**: Students will be creating a friendly letter. It will be addressed to either Lupin or Harry. <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif; font-size: 12.8px;">Students will be incorporating details and correct punctuation in their letter. <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">It should include a heading, salutation, body, closing and signature.

<span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">**b.) Assessment**: <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Students will be able to successfully create a friendly letter that includes the heading, salutation, body, closing and signature. <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">They will be using ABC ya! to create them. They will print the letters, share them with two friends, who will help edit and revise them, and then make the changes to their letters. They will print out the final copies, hand them in to be checked by me, and participate in an author's reading when they're finished.

<span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">**c.) Instructional Delivery Method**:
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Read page 334 of "Harry Potter and the Half-Blood Prince" to the students.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Discuss with them where Lupin has been and why he hasn't written Harry.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Tell them they will each get a chance to either write a letter to Harry from Lupin or from Lupin to Harry before this scene takes place.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Begin by reading my letter below to the students.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Then ask the students if they know what type of letter it was that I just read.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Ask students what they know about a friendly letter.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Write their suggestions on the white board.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Pull up the website, ABC ya! to show the students what exactly is included in a friendly letter.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Have students put up their hands to show who wants to write to Lupin from Harry, and vise-versa.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Have students Think-Pair-Share about ideas they could use to write their letters, based on who they're writing to.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">Students will use this website, ABC ya, to create their own friendly letters. (If this technology is not available, I will print out copies of the format for students to use while writing their letters).
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">The example of my friendly letter that I created using this site is below the lesson
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 15px;"> Have students print two copies of their letters and share them with classmates, who will write their questions, comments and opinions on it.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif;">The students will then finalize their letters and print a copy to show me.
 * <span style="color: #c21616; font-family: Arial,Helvetica,sans-serif; font-size: 12px; line-height: 15px;">After I have approved the letters, we will have time for author's chair so students can share their letters.

<span style="color: #c21616; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">Dear Professor Lupin, 8/5/11 <span style="color: #c21616; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;"> I haven't heard from you in so long that I've become worried about your safety! Things at Hogwarts aren't looking up. Professor Snape is the new Dark Arts teacher! To say the least, it is no longer my favorite class. He's impossibly cruel. I wrote to you because I need your help. I'm suspicious of a certain classmate's loyalty to the good side. I don't want to discuss this in a letter in case it gets intercepted, but if you could write me back soon and let me know when we can talk that would be great. The matter is very urgent, as the evidence is piling up and no adults are believing me! I hope this letter finds you well! <span style="color: #c21616; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">Sincerely, <span style="color: #c21616; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px; text-align: left;">Harry

<span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif; font-size: 26px; line-height: 32px;">**__Harry Potter and Circle Graphs__** <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**Name: Bethany Newell** <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Mathematics <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Third Grade

<span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**Performance Indicator -** **MST3.03.PS1.11:** <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Students make pictures/diagrams of problems.

<span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**Essential Questions:** <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**What is a circle graph and what is it used for?** <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**How do I construct a circle graph?** <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**How do I decide what fractions represent my graph?**

<span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**__2.) Methodology:__** <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**a.) Product**: Each student will create a circle graph that compares objects/people in "Harry Potter and the Half-Blood Prince". <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Each graph will be labeled according to the contents of the graph. <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Each graph will be correctly divided and labeled with the correlating fractions.

<span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**b.) Assessment**: <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**Students will be able to compare their partner graphs to the graph we did as a class.** <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**They will show me their graph and fractions to be checked before sharing it with the class.**

<span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">**c.) Instructional Delivery Method**:
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Introduce the lesson to the students by using characters in the book.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Begin by showing the students a circle graph and asking if anyone knows what it is or what it does.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Show students the example of a circle graph and how it's divided to show how much is in each section.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Ask if there is a way for us to use the circle graph to compare the amount of good wizards to bad wizards in the book "Harry Potter and the Half-Blood Prince".
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Have students make a list of good wizards and bad wizards using the whiteboard. If students list people like Draco and Snape, put them in a separate category labeled "unsure" because we are only on chapter 16 by this point.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Count how many people there are total, and how many people in each category.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Create the fractions from the totals.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Draw a circle graph and fill in the correct amount for each group, using student input.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Have students help label the graph according to the contents.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Have students work with a partner to create their own circle graph using whatever they want from the book. It could be good/bad spells, teachers/students/ghosts, the main characters in each house, etc.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">Provide each student with the template and allow them sufficient time to work.
 * <span style="color: #e55b12; font-family: Arial,Helvetica,sans-serif;">When they have finished, their work may be shared with the class.

**__The Ceiling of the Great Hall__** **Name: Bethany Newell** Art Third Grade

**1.)** **Performance Indicator - ARTS1.E.VA1A:**
Students experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences (a).

**__2.) Methodology:__** **a.) Product**: Each student will have created a piece of artwork that displays the ceiling in the great hall. On the back of the artwork, they will list the mood of the ceiling and the list of things that they have included in their artwork that correlate with the mood they've chosen.

**b.) Assessment**: Students will be able to create a piece of artwork that displays a mood and characteristics of that mood in the form of the ceiling from the great hall.

**c.) Instructional Delivery Method**:
 * Introduce the art lesson by playing the video of Harry's first entrance into the great hall at Hogwarts when he sees the ceiling for the first time. In this scene, Hermione explains that the ceiling is enchanted and adapts its' image to the sky outside. Throughout most of the books, the ceiling is usually stormy and gray.
 * Tell students that in this lesson, they will be creating their own ceiling.
 * Ask what the first thing is that we need to decide for the ceiling (a mood).
 * Write down on poster board a few moods (gloomy, bright, stormy, etc).
 * Have students list things that would be included in those moods (sun, stars, clouds, dark colors, rain).
 * They will either be working with drawing materials (crayons, markers, colored pencils), paper (different colored construction and tissue paper to cut and design the ceiling with), paint or the sketch and paint website to design their ceiling.
 * Have students return to their seats and decide on a mood of their choosing and a list of things that would be included in that mood.
 * Have students talk to the person next to them about their mood and decide if there's anything else that they might include in their art piece.
 * Divide students up according to their choice and give them sufficient time to work on their ceiling creation.
 * The students working on the computers can print theirs when they have finished.
 * On the back of all the art work, have students write what mood they've chosen and what they have included in their artwork that correlates with that mood.
 * These drawings can be displayed in the room, made into a book or taken home

<span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">**__"What Would Happen If We Had No Government?"__** <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">**Name: Bethany Newell** <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Social Studies <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Third Grade

<span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;"> **1.)** **Performance Indicator - SS5.E.1B:**
<span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Students explain the probable consequences of the absence of government and rules. <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">**Performance Indicator - SS5.E.4C:** <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Students suggest alternative solutions or courses of action to hypothetical or historic problems.

<span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">**b.) (Optional) Essential Questions:** <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Who was in the governing system in "Harry Potter and the Half-Blood Prince?" <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">What would happen if the government disappeared? <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Who would I put in the magical world's government if I could decide? <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">What laws and regulations would I change/put into effect?

<span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">**__2.) Methodology:__** <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">**a.) Product**: <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Students will create a list of changes that would take place in the magical world and in Harry Potter's life if there was no Prime Minister of Magic, no Ministry of Magic and no enforcement of the rules and laws. <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Students will create a chart that depicts who they would set in charge of the wizard world if they could choose. <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Students will make a list of changes and new laws that they would set into effect in their new government system.

<span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">**b.) Assessment**: <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Students will be able to list changes that would take place if there was no Ministry of Magic or law enforcement. <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Students will be able to create a new government system for the wizard world. <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Students will be able to create and change laws in the wizard world.

<span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">**c.) Instructional Delivery Method**:
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Ask the students who the leader of the magic world is. (the Prime Minister)
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Say, "The Ministry of Magic oversees everything that goes on in the wizard world. That is their government. Who can we compare the prime minister of magic to that lives in the USA?" (the president).
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Ask the students to think about would it would be like if we had no president.
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Give each student a white board and have them write on it one thing that would change if we had no president.
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Have a few students share their ideas.
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Have the students get into groups of 3 and discuss what Harry Potter's life would be like if there was no Prime Minister of Magic, no Ministry of Magic and no enforcement of the rules (ex. no one to enforce the rule of no magic outside of Hogwarts). Would anything in the books change? Would Harry be where he is today? What would happen to Lord Voldemort? What changes would take place in the muggle world?
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">The students will write down their ideas and share some with the class.
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">The assignment is to use characters from the book to create a new government system for the wizard world. They will state who will be in what governing position. They will also implement rules and state what has changed from the old governing system.
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">Show students how to set up a chart that displays the current governing system (prime minister on top, lines that draw down to the ministry of magic, down to dumbledore, to the teachers, and to the students).
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">They will set up their own charts in a similar fashion.
 * <span style="color: #0e50d0; font-family: Arial,Helvetica,sans-serif;">They will also create a list of rules and changes that will be implemented with their new governing system.