1. Biographies Past and Present Jennifer Chavez and Jennifer Martin

2. Unit Objectives 1. Identify the important facts in an informational text through reading biographies of notable individuals → CCSS.ELA-LITERACY.RI.3.2:“Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-LITERACY.RI.3.2 2. Identify key characteristics that made/make these people notable, and compare them to people today/in their own lives → CCSS.ELA-LITERACY.RI.3.1 CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3. Identify and define leadership skills that will mobilize them to incorporate these skills into their own lives → CCSS.ELA-LITERACY.RI.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. CCSS.ELA-LITERACY.RI.3.4 4. Defend comparisons they make between notable people from biographies and people today/in their own lives through a variety of evaluation techniques

3. Unit Calendar Monday: Teacher will start by reading a biography about Dolores Huerta. Class discussion about about admirable characteristics and leadership Students will go to the library in their groups and pick a biography to read independently Homework: Students will complete 20 minutes of independent reading and fill out the assigned sections of their organizer Tuesday: Read aloud of My Name is Celia. Have class listen and read along the lyrics to “La Vida es un Carneval” Groups meet to discuss the person they read about for HW and go over the notes they took Biography writing workshop Homework: Students will keep reading their biographies and graphic organizer Wednesday: Read aloud Marvelous Mattie Students will look at a primary source picture of Ruby Bridges and learn about her story Students will be introduced to the unit project options Homework: Students will work on their final unit evaluation projects Thursday: Students will work on their final unit projects and workshop with peers Teacher will be available to help/guide the students and troubleshoot any problems Homework: Students will finish their unit projects Friday: Class presentations of unit projects Teacher will assess students based off a 2 rubrics 1) Participation 2) Unit Project

4. Graphic Organizer Homework assignment and peer discussion guide

5. Class Discussions Whole Class: Definitions and important concepts I.e. What makes someone a leader? What are some important characteristics this person demonstrates? Expose cultural diversity in history and literature into curriculum Exposure to primary sources I.e. photographs Peer Groups: Mixed ability groups where students demonstrate their expertise about the figure they read about Talks build off of the class discussions Utilize the graphic organizer to guide peer discussions How is this person similar to someone you know personally? How is this person similar to someone famous today?

6. Student Checklist

7. Participation Rubric

8. Unit Evaluation Project 1.Poster board comparing two individuals, one from the past and one from today 1.Biography about a present day figure they know personally or have heard about 1.Autobiography about characteristics they share with the people they learned about in the unit

9. Project Materials https://mytcr8tiv.wordpress.com/2014/05/30/not-all- colored-pencils-are-the-same/ http://pacon.com/wp- content/uploads/2012/12/5414_Pa.jpg

10. Final Evaluation Project Rubric

11. Final Presentations in class on Friday to culminate unit