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This project was done in conjunction with our social studies curriculum (non-fiction reading/informational text)- communities and local history. After spending seven weeks studying about the history of Corona we read Margaret Wise Brown's The Important Book. As a culminating activity each student wrote about Corona using the format of The Important Book. Illustrations were created to go along with the poems.
 The
City of
Corona
is a suburban community
located in Southern California. It is home to more than 145,195
people. Corona is located approximately 45 miles southeast of
Los Angeles in western Riverside County.
We learned that Corona was the Lemon Capital of the World. Here's a poem by Noah:
Fender Center for Music Education Grade three standards addressed for the entire unit:History-Social Science Content Standards-Continuity and Change 3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land. Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions. Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship. Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources. English-language Arts Content Standards.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal. Structural Features of
Informational Materials 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. 2.3 Demonstrate comprehension by identifying answers in the text. 2.4 Recall major points in the text and make and modify predictions about forthcoming information. 2.5 Distinguish the main idea and supporting details in expository text. 2.6 Extract appropriate and significant information from the text, including problems and solutions. Writing1.0 Writing StrategiesStudents write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Focus 1.1 Create a single paragraph: Develop a topic sentence. Include simple supporting facts and details. Penmanship 1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence. Evaluation and Revision 1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. |
