Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
Know:Understand:Do:
Time-orderkeywords
(RLA.O.3.2.12)
Character,plot, setting,problem resolution(RLA.O.
3.1.12)
Connections:textto self,texttotext,text toworld(RLA.O.
3.1.05)
Chronologicalorder
(RLA.P.D.3.1,RLA.O.
3.1.05,RLA.O.3.1.14, RLA.O.3.1.08)
Componentsofa bookreport(RLA.O.
3.2.09)
Usesofapostrophes incontractions (RLA.O.3.2.03)
Subject-verb agreementrules (RLA.O.3.2.03)
Verbtenses(RLA.O.
3.2.03)
Formationofcursive letters(RLA.O.3.2.01)
Capitalizationrules forpropernouns (RLA.O.3.2.03) RLA.O.3.2.05- identifyandapply conventionsof spellinginwritten composition(e.g., spellhighfrequency words from
Readersapply knowledgeofstory elementsto understandand respondtoliterature.
Readersincreasetheir understandingof literaturebymaking personalconnections.
Categorizekeyvocabulary(RLA.O.
3.1.01)
Determinechronologicalorderof events(RLA.P.D.3.1,RLA.O.3.1.05, RLA.O.3.1.14,RLA.O.3.1.08)
Compare/contraststoryelements acrosstwotexts:characters,setting, problem(RLA.O.3.1.08,RLA.O.3.1.10)
Identifyandexplainstoryelements
(RLA.O.3.1.12)
Maketexttotextconnections(RLA.O.
3.1.05)
Writebookreport(RLA.O.3.2.09)
Readfiction:chapterbook,fairytales, shortstories(RLA.O.3.1.12)
Organizeinformationintological sequencethroughuseoftime-order words(RLA.O.3.2.12)
Evaluatedraftsforuseofideas, contentandlogicalorganization (RLA.O.3.2.04)
Writenarrativesusingcharacters, setting,plotandsequence(RLA.O.
3.2.09)
Editforapostrophesincontractions
(RLA.O.3.2.03)
Usedigitaltoolstopublish(RLA.O.
3.2.02,RLA.O.3.2.03,RLA.O.3.3.01) Demonstratebeginningcursivewriting (RLA.O.3.2.01)
Usedictionarytomodifywordchoice
(RLA.O.3.2.03)
Editdraftforcapitalization(RLA.O.
3.2.03)
Constructsupportforanopinionabout
Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
Know:Understand:Do:
appropriategrade levellist,useletter/ soundrelationshipsto spellindependently, makestructural changestospell
wordscorrectly,spell irregularverbsand irregularplural nouns).
RLA.O.3.2.06- identifyandapply conventionsof capitalizationin writtencomposition (e.g.,greeting, heading,closingofa letter,firstwordofa directquotation). RLA.O.3.2.07- identifyandapply conventionsof
punctuationinwritten composition(e.g., commasindates, addressesand greeting/closingofa letter,quotation
marksaroundtitles anddirectquotations, apostrophesfor contractionsand possessivenouns). RLA.O.3.1.03-apply tieredlevelsof vocabularyin
speakingandreading experiences. RLA.O.3.1.08-use literaryand informationaltextsto summarize,determine storyelements, determinecauseand effect,compareand contrast,paraphrase,
aliteraryselection(ET)
RLA.O.3.2.01-demonstrateproper manuscriptandfulltransitionto cursivewritingtechniques:
•posture
•paperplacement
•pencilgrip
•letterformation
•slant
•lettersize
•spacing
•rhythm
•alignment
RLA.O.3.2.05-identifyandapply conventionsofspellinginwritten composition(e.g.,spellhighfrequency wordsfromappropriategradelevellist, useletter/soundrelationshipstospell independently,makestructural
changestospellwordscorrectly,spell irregularverbsandirregularplural nouns).
RLA.O.3.2.06-identifyandapply conventionsofcapitalizationinwritten composition(e.g.,greeting,heading, closingofaletter,firstwordofadirect quotation).
RLA.O.3.2.07-identifyandapply conventionsofpunctuationinwritten composition(e.g.,commasindates, addressesandgreeting/closingofa letter,quotationmarksaroundtitles anddirectquotations,apostrophesfor contractionsandpossessivenouns). RLA.O.3.2.08-produceappropriate grammarinwrittencomposition. RLA.O.3.1.08-useliteraryand informationaltextstosummarize, determinestoryelements,determine causeandeffect,compareand contrast,paraphrase,infer,predict, sequence,drawconclusions,describe
Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
Know:Understand:Do:
infer,predict, sequence,draw conclusions,describe characters,and providemainideaand supportdetails. RLA.O.3.1.12- recognizeandexplain thedefining characteristicsof genreinliteraryand texts:
•fairytales
•folktales
•myths
•poems
•fables
•fantasies
•biographies
•shortstories
•chapterbooks
•historicalfiction
•plays
•autobiographies
•magazines
•newspapers
•textbooks
•electronic databases
•reference materials
RLA.O.3.1.14-use readingskillsand strategiesto understandavariety ofinformationresourcestosupport literacylearning(e.g., writtendirections, captions,electronic resources,labels, informationaltext). RLA.O.3.2.04-
characters,andprovidemainideaand supportdetails.
RLA.O.3.1.05-readfamiliarstories, poemsandpassageswithfluency:
•appropriaterate
•accuracy
•prosody
RLA.O.3.1.14-usereadingskillsand strategiestounderstandavarietyof informationresourcestosupport literacylearning(e.g.,written directions,captions,electronic resources,labels,informationaltext). RLA.O.3.2.09-composeinavarietyof formsandgenresfordifferent audiences(e.g.,diaries,journals, letters,reports,stories).
RLA.O.3.2.03-composeawritten compositionusingthefive-stepwriting process:
•pre-write
•draft
•revise
•edit
•publish
RLA.O.3.2.04-developproper paragraphforminwrittencomposition:
•beginning,middle,end
•mainideaswithrelevantdetails
•sentencevarietysuchas declarative,interrogativeand exclamatoryandimperative
•descriptiveandtransitionalwords
•indentations
RLA.O.3.2.02-identifyandproducea grammaticallycorrectsentence(e.g., correctsubject/verbagreementwith
Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
Know:Understand:Do:
developproper paragraphformin writtencomposition:
•beginning, middle,end
•mainideaswith relevantdetails
•sentencevariety suchas declarative, interrogativeand exclamatoryand imperative
•descriptiveand transitional words
•indentations
RLA.O.3.2.02-
identifyandproducea grammaticallycorrect sentence(e.g.,correct subject/verb agreementwith singularandplural nounsandverbs, correctuseofregular andirregularverbs, avoidingrun-onsentencesand fragments). RLA.O.3.3.03-create anageappropriate medialiteracyproduct thatreflects understandingof formatand characteristics. RLA.O.3.3.02- distinguishdifferent messagesconveyed throughvisualmedia (e.g.,photos,
singularandpluralnounsandverbs, correctuseofregularandirregular verbs,avoidingrun-onsentencesand fragments).
RLA.O.3.2.12-useavarietyof strategiestoplansimpleresearch(e.g., identifypossibletopicby
brainstorming,listquestions,use graphicorganizers,organizeprior knowledgeaboutatopic,developa courseofactionforwriting,determine howtolocatenecessaryinformation). RLA.O.3.3.01-listenandrespondto familiarstoriesandpoems(e.g., summarizeandparaphrasetoconfirm comprehension,recountpersonal experiences,imaginebeyondthe literaryform).
Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
Know:Understand:Do:
television,multimedia
Internet).
Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
CommonAssessmentsonwhatstudentsshouldknowanddointhisunit:
Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
KeyLearning:Readersapplyknowledgeofstoryelementstounderstandandrespondto literature. Readersincreasetheirunderstandingofliteraturebymaking personalconnections.
UnitEssentialQuestion(s):
Howdoreadersdevelopthoughtfulresponsesto literature?
Concept:Concept:Concept:
StoryElements RLA.3.2.05,RLA3.2.06, RLA3.2.07,RLA3.2.08, RLA3.2.12
Connections
RLA.O.3.1.05, RLA.O.3.1.08, RLA.PD.3.3, RLA.O.
3.3.01, RLA.O.3.2.01
ReviewingandWriting
Stories
RLA.O.3.2.03, RLA.O.3.2.04, RLA.O.3.2.09, RLA.O.
3.3.02,RLA.O.3.3.03
RLA.O.3.1.12,RLA.PD.3.1,RLA.O.3.1.05,RLA.O.
3.1.14,RLA.O.3.2.09,RLA.O.3.1.08,RLA.O.3.3.02,
RLA.O.3.3.03
LessonEssentialQuestion(s):LessonEssentialQuestion(s):LessonEssentialQuestion(s):
Howdoreadersuseastorymapto identifyandexplainstoryelements?(A)
Howdoreadersandwritersuse chronologicalordertofollowtheplot andsummarizeastory?(A)
Howdoreadersandwritersusethe dictionaryorthesaurustomodifyword choice?(ET)
Howaretextstoselfconnectionsused tocompareone'sownexperiencesto charactersinastory?(A)
Howdoescomparingtheliterary elementsoftwotextshelpreaders maketexttotextconnections?(A)
Howdoreadersmakeandusereal worldconnectionsinrespondingto literature?(ET)
Howdoreadersdistinguishfactsfrom opinions?(A)
Howdowriterseditto
determine grammarrulesarefollowed. (A)
Howdoreadersusearubrictoevaluate abookreview?(ET)
Vocabulary:Vocabulary:Vocabulary:
Chronologicalorder,Next,Then, Following,plot,Thesaurus,modify
Text-to-Self,Text-to-World,Text-to-Text
Retelling,Interpretations,verbtense, Opinion,Connections,Writing Conventions,modify,distinguish,rubric
AdditionalInformation:
AttachedDocument(s):
DevelopedbyLearning-Focusedforuseby.Learning-FocusedCopyright2008.AllRightsReserved.
Topurchaseacopyofthisdocumentvisit
Page1of1
Vocab Report for Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
Concept:
StoryElements
RLA.3.2.05,RLA3.2.06,RLA3.2.07,RLA3.2.08,RLA3.2.12
Chronologicalorder- Next-
Then- Following- plot- Thesaurus- modify-
Concept:Connections
Text-to-Self- Text-to-World- Text-to-Text-
Concept:
ReviewingandWritingStories
Retelling- Interpretations- verbtense- Opinion- Connections-
WritingConventions- modify-
distinguish- rubric-
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
5.Acquisition Lesson
Days:20
Grade(s):3rd
PlanfortheConcept,Topic,orSkill--NotfortheDay
LessonEssentialQuestion:
Howdoreadersuseastorymaptoidentifyandexplainstoryelements?
WhatdostudentsneedtolearntobeabletoanswertheEssentialQuestion?
AssessmentPrompt1:A.P.#1.Thinkpairshare
AssessmentPrompt2:A.P.#2.Studentscompleteastoryelementgraphicorganizer. AssessmentPrompt3:A.P.#3.AnswertheL.E.Q.
ActivatingStrategy:
Teachersuggestion:Afamiliarfairy-taleorsimplestorysuchasC, inderellaorThree Billy Goats
Gruff.
#1--Theteacherdonsanapron,producesacookingpotandspoon,thentellsthestudentsthey aregoingtomake'StoryStew'.Teacherexplainsthatagoodstoryislikestew--havingalotof ingredients.Teacherreachesintothepotandpullsoutanindexcardthatsays"characters."Teacher explainsthatcharactersare"whothestoryisabout".Teachermentionsfamiliarstoriesandasks studentstotellwhothecharactersare.Teacherpullsoutanotherindexcardthatsays"setting." Teacherexplainstostudentsthatthesettingis"whenandwherethestoryhappens."Teacher mentionsfamiliarstoriesandasksstudentstoidentifythesetting.Teacherreachesintothepotand pullsoutafinalindexcardfor"plot."Teacherexplainsthatplotis"whathappensinthestory." Teachermentionsafamiliarstoryandasksstudentstoidentify"plot".*Seeattachedgraphic organizer.
A.P.#1.Thinkpairshare-Whatarethefiveimportantelementsineverystory?
#2--Use"EnvelopePlease"--studentschooseacardfromtheenvelopetomatchtheliteraryelement tocorrectelementinastory.
Keyvocabularytopreview:
chronologicalorder,next,then,following,plot,Thesaurus,modify
TeachingStrategies:
GraphicOrganizer:
--UseBlankCharacterOrganizer-SeeAttachedDocuments.
--UseStoryMap
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
5.Acquisition Lesson
Days:20
Grade(s):3rd
Instruction:
UsingtheBlankCharacterOrganizer(orStoryMap),teachermodelsapreselectedstorywhile completingtheorganizer.Studentsworkwithpartnerstocompletetheorganizer,describingto theirpartnerthecorrectelement.
Example: Three Little Pigs.
Assignmentand/orAssessment:
Teachercanuseawidevarietyofmaterialstoteachthisunit.Suggestionswillbemadeincasethey wanttobeused. Youcanusethiswithanyoftheacqusitionlessonsinthisunit.
Youcouldusethistitletouseforthefollowingactivity."SylvesterandtheMagicPebble"Takea largepizzaoutofconstructionpaper.Eachslicehadanelementonfrontwiththedefiniononback. Afterreadingastory,divideyourstudentsintogroupsandgiveeachgroupaslice.Thatgroupis responsiblefordefiningthepartofthestorythatiswrittenontheirslice.Now,havegroupsswitch slices.Haveeachgroupmakeupthepartthatiswrittenontheirslice.Forexample,if"setting"ison
theslice,theymustmakeupasetting.Wheneveryoneisdone,putalloftheslicedtogethertoform astory.
Studentscanusepoetryforthenextassignment.Wehaveprovidedalinkforyou.
A.P.#2.Completestorymap,anddescribetoyourpartner.
Teachercanassignapoemtocompleteagraphicorganizer.Someorganizersareattached
below.Ifyouhaveoneyoulikebetter,useitinstead.Studentscandrawahandonpaper.List elementsand answerstothepoem.
Hereisalinkforarapsongaswell.Usingfourstudentstoagroupstudentscancreatetheirown lyricstothe rap Oncestudentshavedemonstratedtheirrap,theycancompleteorganizerand presenttheirrapversiontotheothergroupsintheclass.
NurseryRhymes:Peter,PeterPumpkinEater.Reviewrhymeandhaveclasscomplete anorganizertogether.
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
5.Acquisition Lesson
Days:20
Grade(s):3rd
SummarizingStrategy:
A.P.#3.-Usingasix-partfoldable,studentssummarizebywritingthestoryelementsandthe correctdefinitionforeachstoryelementneeded. Teachercanchosefromawidevarietyofsources formaterialstouse.
Suggestion: Little Red Riding Hood,
AsourceweusealotforassessmentistheFreshReadsBookthatgoesalongwithourbasal.
ResourcesandMaterials:
Resourcesandwebsiteslistedabove.
Time(indays):
7
Rubric1:
Title:Rubric1
AdditionalInformation:
AttachedDocuments:
Story Worm Lit ElementsFolk Tales Story MapStory Map Lit Elements
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
5.Acquisition Lesson
Days:20
Grade(s):3rd
PlanfortheConcept,Topic,orSkill--NotfortheDay
LessonEssentialQuestion:
Howdoreadersandwritersusechronologicalordertofollowtheplotandsummarizeastory?
WhatdostudentsneedtolearntobeabletoanswertheEssentialQuestion?
AssessmentPrompt1:A.P.#1.Studentsorderstorychronologically. AssessmentPrompt2:A.P.#2.Studentssummarizestoryevents.
ActivatingStrategy:
TeacherwillcutsimplecomicstripssuchasPeanuts.Separateeachframeandmixthemup. Studentswillworkwithapartnertoputthecomicstripsbackintoorder.Studentswillpasteon constructionpaperandsharewiththeclass.
Keyvocabularytopreview:
Chronologicalorder,Next,Then,Following
TeachingStrategies:
GraphicOrganizer:
Useafoldabletocreatestoryelements.
Instruction:
First,you'llaskthemtobreakintogroupsandfillinonepartofastorymap,withouttoomuchof yourhelp,aboutCloudyWithaChanceofMeatballs.Second,you'llaskthemtohelpyouputthe partsofthestorymapinorder.Third,theywillsummarizeCloudyWithaChanceofMeatballsto youasaclass.Finally,youaregoingtogivethem"book"pagesonwhichtheywillwriteanddraw
aboutCloudyWithaChanceofMeatballs.Theywillusetheirbookstosummarizethestoryfortheir familymembers.Remindthemthattheirsummariesshouldalwaysbeshorterthantherealbook becauseasummaryonlyincludesthemostimportantinformationaboutastory.Itshouldbe"short andsweet."
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
5.Acquisition Lesson
Days:20
Grade(s):3rd
AP:A.P.#1.Studentsorderstorychronologically.
Reviewthevocabularywordsonthestorymap.Explainthatthereasontheyneedtofillinformation inastorymapisbecauseithelpsthemkeeptrackofthemostimportantinformationtheyneedto remembertobeabletosummarizeastory.
Writethenameofeachpartofastorymapsection(characters,setting,problem,mainevents[label
1st,2nd,and3rd],andsolution)onapieceofchartpaperanddrawasmallpicturebesideeach sectiontoremindstudentswhichsectiontheyhave.Havestudentshelpyoubrainstormaquick imageforeachsectionofthestorymap.Forexample,youcandrawastickfigurenexttothe charactersection.
Dividestudentsintosevengroups(oneforeachsectionofthestorymap)andgiveeachgroupone sectionofthestorymap.ExplainthatyouaregoingtoreadCloudyWithaChanceofMeatballs aloudtothemandtheyaregoingtowriteordrawtheinformationintheirsectionofthestorymap. Tellthemthatyouaregoingtostopreadingatcertainpoints,andgroupsshouldtalkaboutwhat youhavereadtofigureoutiftheyneedtoaddanyimportantinformationtotheirsectionofthe storymap.
AP:A.P.#2.Studentssummarizestoryevents.
Beforeyoubeginreading,explaintostudentsthatCloudyWithaChanceofMeatballsisastorythat reallyhastwostories.Thegrandfatherinthisstorytellshisgrandchildrenatall-tale-thestory withinthestory.Pointoutthatstudentsshouldrecordallofthecharacterstheyhear,andtellthem tolistencloselyforthebeginningofthetall-talethatthegrandfathertells.Startreadingaloud
CloudyWithaChanceofMeatballstostudents.StopreadingrightafterGrandpabeginsthetall-tale
andmakesurethatstudentsunderstandthisisthebeginningofGrandpa'sstory.Givegroupsa chancetofill-ininformation.
Atthispoint,trynottodoanymodelingasyouhavedoneintheprevioustwolessons.Instead,if groupsneedhelp,askquestionssuchas,"Whoisinthestorysofar?"and"WhatdoIknowabout
thesetting?"Makesurethatthegroupswhohavethe"Character"sectionarerecordinginformation. Continuereadingaloudandbesuretomonitorstudents'discussionsastheydeterminewhat informationtoinclude.Youmayhavetocluegroupswhohavethemaineventsectionsthatthefirst maineventhashappened,andsoon.Forstudentswhoarestrugglingwriters,tellthemthatthey candrawwhatevertheywantthatremindsthemoftheirsection.Forexample,studentswhohave thesecondmaineventsectioncouldjustdrawabigpancakecoveringaschool.
Createadecorativestory-maptitlepageonapieceofchartpaperthatincludesthetitleofthe story,andtheauthor'sandillustrator'snames.Collectthechartpaperfromeachgroupand beginningwithyourtitlepage,havechildrentellyouwheretotapeallofthepiecesofchartpaper inthesameorderasthestorymapacrossthefrontboard.Tellstudentsthattheyaregoingtouse theirwordsorpicturestohelpthemsummarizeCloudyWithaChanceofMeatballs.Beginthe summarybystatingthenameofthestoryandthenameoftheauthorandillustrator.Then,callon the"character"grouptotellwhothemaincharactersare,the"setting"grouptotellaboutthe setting,andsoon.Guidegroupstosummarizetheirpartofthestoryinoneortwosentences
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
5.Acquisition Lesson
Days:20
Grade(s):3rd
includingonlythemostimportantpoints.Tellgroupstolistentooneanothersothattheycanhear
CloudyWithaChanceofMeatballsbeingsummarized.
Assignmentand/orAssessment:
Tellstudentsthatwhentheyaresummarizingastorytosomebody,theyusuallydonothavethe bookavailabletolookthroughastheyaretalking.Explainthatyouwantthemtowriteanddraw theirownsummaryofCloudyWithaChanceofMeatballssothattheycansummarizethestoryto youandtotheirfamilymembersathome.
Createatitlepagewiththestory'snameandthencreateblankpageswiththesesentenceframeson top:
Themaincharactersare______. Thesettingofthestoryis______. Theprobleminthestoryis______.
Thefirstfunnyeventthathappenedis______.
Thesecondfunnyeventthathappenedis______. Thethirdfunnyeventthathappenedis______. Thestoryendedwhen______.
Copythebookpagesanddistributethemtotheclass.Showstudentshowtoputtheir"books"in orderandthenstaplethem.(Ifappropriate,studentsshouldnumberthepagesatthebottom.)Have studentsdrawafunpictureonthetitlepageandoneachpagetotellaboutthesentenceframe. Advancedstudentsmaybeabletofillinsomewords,butiftheycan't,tellstudentsthatafamily membercanwritetheinformationwhenstudentsaresummarizingCloudyWithaChanceof Meatballsforthem.Helpchildrenreadthesentenceframesandremindthemthattheyshoulddraw justonemainpicturethattellsaboutthesentenceframe.Their"booksummary"shouldbeshorter thantheactualstoryandshouldonlyincludethemostimportantdetails.
SummarizingStrategy:
Studentswillcompleteafoldableshowingchronologicalorderofastorythattheyhavepreviously read.
Time(indays):
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
5.Acquisition Lesson
Days:20
Grade(s):3rd
10
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Connections
5.Acquisition Lesson
Days:20
Grade(s):3rd
PlanfortheConcept,Topic,orSkill--NotfortheDay
LessonEssentialQuestion:
Howaretextstoselfconnectionsusedtocompareone'sownexperiencestocharactersinastory?
WhatdostudentsneedtolearntobeabletoanswertheEssentialQuestion?
AssessmentPrompt1:A.P.#1.Thinkpairshare
AssessmentPrompt2:A.P.#2Studentscompletegraphicorganizercomparingtexttoself.
ActivatingStrategy:
Teacherwillgiveeachstudentapieceoftagboardorsomethingtocreatetheirown personalbookmark.TeacherwillreadapreselectedtextsuchasOwenor Lilly's PurplePlasticPurse. Studentswillusebookmarktodiscusswithapartnertheirconnectionswiththetext.
TeachingStrategies:
GraphicOrganizer:
Ablankbookmark
Instruction:
Introducethelessonbytellingstudentsthatreallygoodreadersthinkabouthowbooksrelateto theirownlifeandthatthishelpsgoodreadersunderstandbooksbetter.Tellthemthatthesekinds ofconnectionsarecalledTexttoSelfConnections.(Drawabookwithanarrowpointingtoastick personasagraphicrepresentation.)Readthebookaloudandstoptoreflectaloudonthe connectionsyouhavemadeusingyourpost-itnotes.Besuretoexplaintostudentstheconnection youhavemadeandhowithelpsyoutounderstandthestorybetter.Forexample,whenIexplain thatIamanoldestchild,likeoneofthecharactersinthebook,Iwillalsoexplainthatthishelpsme understandwhythecharacterbehaveslikeshedoes.
AP:A.P.#1.Thinkpairshare
Endthelessonbyaskingstudentsiftheycanmakeconnectionsbetweenthestoryandtheirown lives.Makesuretoquestionstudentsabouttheconnectionandhowithelpsthemunderstandthe storybetter.Atthispointstudents'responsesmayresemblethe"ItRemindsMeof"typeof response.Asyoucontinuetomodelyourthinkingwithotherbookstheywillbegintheshiftto tellingabouthowtheirexperiencehelpsthemunderstandthestory.
Assignmentand/orAssessment:
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Connections
5.Acquisition Lesson
Days:20
Grade(s):3rd
A.P.#2.Studentsusegraphicorganizertocomparetexttoself.
Studentswilluseaprereadselectiontomakeconnectionsfromtexttoselfandcompletethe graphicorganizer. OnetitleyoucouldusewouldbeMiss Nelson is Missing.
SummarizingStrategy:
Studentswillwriteaparagrahexplainingthepurposeofconnectingtexttoselfandsharewiththeir partner.
ResourcesandMaterials:
Resoucesandmaterialsarelistedabove.
Time(indays):
7
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Connections
5.Acquisition Lesson
Days:20
Grade(s):3rd
PlanfortheConcept,Topic,orSkill--NotfortheDay
LessonEssentialQuestion:
Howdoescomparingtheliteraryelementsoftwotextshelpreadersmaketexttotextconnections?
WhatdostudentsneedtolearntobeabletoanswertheEssentialQuestion?
AssessmentPrompt1:A.P.#1Think,pair,share
AssessmentPrompt2:A.P.#2Identifysimilaritiesbetweentwotexts. AssessmentPrompt3:A.P.#3Compareandcontrast
ActivatingStrategy:
Session1.
ShowstudentsthecoverofLittleRedRidingHood(Hyman,1983),abeautifullyillustratedretelling oftheGrimms'versionofthistraditionaltale. Beforereadingthestory,askstudentstotalkabout thetitleandtheillustrationsonthefrontandbackcoversandoppositethemajortitlepage.This invitationsetsthestageforstudentstodrawontheirpriorknowledgeofthiswell-knownstoryand toengageininferentialthinkingtointerpretthetraits,feelings,andmotivesofthecentral characters,basedoncluesinthesepictures. Asthestoryunfolds,askstudentstocontinuetotalk aboutthetextualandvisualportrayalofeachcharacterinthisstory:LittleRedRidingHood,her mother,hergrandmother,thewolf,andthehunter. Attheendofthisfirstread-aloudsession, introduceotherretellingsofthistraditionaltaleincludedinthetextset(seetheLittleRedRiding HoodBooklist)andaskstudentstoselectoneforindependentreading.Askthemtofocusonthe waythewordsandpicturesprovidecluesaboutthetraits,feelings,andmotivesofthecharactersin thebooksthattheyhavechosen. Askstudentstoidentifyinterestingdifferencesfoundinthese retellingsandrecordtheirobservationsintheirjournals.Forexample,thelastlineinJosephine Evetts-Secker'sretelling(2004)isprovocative:"LittleRedRidingHoodtoldhergrannyaboutthe birdsongandthebeautifulflowersandasshesharedthesegoodthings,shewonderedwhethershe wouldevermeetanotherwolfintheforest,andifso,whatwouldshedothen?"(unpaged).
SessionTwo
Atthebeginningofthissecondgroupsession,givestudentsanopportunitytosharediscoveries thattheyfoundintheretellingsthattheyhaveexplored. Askstudentstocomparetheretellings
withHyman'sretelling,whichtheyreadinthefirstsession.ShowstudentsthecoverofLonPoPo:A Red-RidingHoodStoryfromChina(translatedandillustratedbyEdYoung),andaskthemtopredict howthisstorywillcomparetothosethattheyhavealreadyread. Readaloudtotheclass.This oldervariantofthetraditionaltaleprovidesasignificantcontrastwiththediverseretellingsofthe Grimms'version.Inthisvariant,threesistersmanagetogetridofthehungrywolfthatplanstoeat thembydrawingontheirowninnerresourcesofcourageandcunningtotakeactionagainstthe villaininthisstory.
Afterreadingthebook,askstudents,"Whatissurprisinginthisstory?".Encouragestudentsto comparethisversionofthestorytotheotherversionsthattheyhaveread. Attheendofthe
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Connections
5.Acquisition Lesson
Days:20
Grade(s):3rd
discussionofthisbook,askstudentstointerpretEdYoung'sdedication:"Toallthewolvesofthe worldforlendingtheirgoodnameasatangiblesymbolforourdarkness."
StudentscanmakeaT-chartasagraphicorganizertocomparetwofairytalessuchas:LittleRed
RidingHoodandLonPo-Po.
ClasswillprepareaTChartwiththetitleoftextyouchose.Explaintostudentsthattheywilluse onesideofthecharttowritedownfactsgivenfromthefirstpassage. Theoppositesidewillbe
usedtowritefactsabouttheotherpassage.Comparepassages.OnthebackofTChartlistthe
differenceofthetwopassages.
Keyvocabularytopreview:
Text-to-Self,Text-to-World,Text-to-text
TeachingStrategies:
GraphicOrganizer:
TChart
Instruction:
AP:A.P.#1Think,pair,share-Reviewliteraryelements. Preparation:
ClasswillprepareaTChartwiththetitleoftextyouchose.Explaintostudentsthattheywilluse onesideofthecharttowritedownfactsgivenfromthefirstpassage. Theoppositesidewillbe
usedtowritefactsabouttheotherpassage.Comparepassages.OnthebackofTChartlistthe differenceofthetwopassages.
Securecopiesofthe"TheLuncheon"byW.SomersetMaughamforhalftheclassandcopiesof"The
Luncheon"byJeffreyArcherforhalftheclass.
Writethequestionsontheboard.(SeeSession1forprereadingquestions.) InstructionandActivities
Forthoseunfamiliarwiththeshortstoriesfeaturedinthislesson,abriefsynopsisofeachis provided.
"TheLuncheon,"byW.SomersetMaugham:
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Connections
5.Acquisition Lesson
Days:20
Grade(s):3rd
Thenarrator,abookwriter,recognizesawomanwithwhomhehadlunchyearsago.Hestarts rememberingtheunforgettableevening.Hewasyoung,livinginParis,andcouldbarelymakeends meet.Shehadreadoneofhisbooksandwrotetocongratulatehimonhiswork.Heinvitedherfor lunchandtohishorrorshechoseanexpensiverestaurant.Hehadonlyeightyfrancstolasthimthe restofthemonth.Sheorderedoneexpensivedishafteranotherandwhenthebillcamehepaidand wasleftwithnomoneyatall.However,intheend,thenarratorfeelsthathehasfinallyhadhis revengewhenheseesthatthewomannowweighstwenty-onestone(approximately300pounds).
"TheLuncheon,"byJeffreyArcher
Thenarrator,abookwriter,meetsawomanwhomhedoesn'trecognizeatfirst,butpretendsto rememberbecausesheisafamousfilmdirector'swife.Heinviteshertohavelunch,butcanonly affordacheapmealwithhispaltry37.63.Shechoosesanexpensiverestaurant,farbeyondhis means,andproceedstoorderthemostexorbitantdishesonthemenu.Whenthemealisoverand thenarratorisleftwithverylittlemoney,thewomanconfessesthatshehasdivorcedthefilm directorandmarriedanotherman,whojustsohappenstobetheowneroftherestaurant.
Session1.Introductiontothestories
1.Distributecopiesof"TheLuncheon"byW.SomersetMaughamtoonegroupandcopiesofthe "TheLuncheon"byJeffreyArchertoanothergroup.Studentsshouldnotknowatthispointthatthey arereadingtwodifferentstories.
2.Preparestudentstoreadthetextsbyintroducingthetitleofthestory.
3.Askstudentstomakepredictionsaboutwhattheyareabouttoreadbyansweringthefollowing questionswrittenontheboard:
•Doyouthinktheauthorhadaspecialreasonforgivingthestorythistitle?
•Whatdoyouthinkthestorywillbeabout?Whatmakesyouthinkso?
•Whatdoyouthinkwillhappeninthestory?
4.Askstudentstoreadthefirsttwoparagraphsofthestorysilentlyandanswerthefollowing questions:
•Whoarethecharacters?
•Wheredoesthestorytakeplace?
•Whatistherelationshipofthecharacters?
•Whatdoeseachcharacterremember?
AP:A.P.#2Identifysimilaritiesbetweentwotexts.
5.Oncestudentsindividuallyfindtheanswerstothequestions,havethemsharetheirfindings withintheirgroup.Playonlytheroleofmoderatororfacilitator,donotmakejudgmentsuponthe students'findings.
Storycomparisons
Duringthisclasssession,studentswillrealizeorconfirmthattheyhavereaddifferentstories.To accomplishthistask,mixstudentsfromeachgroupandformnewgroupstoshareanddiscussthe stories.
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Connections
5.Acquisition Lesson
Days:20
Grade(s):3rd
AP:A.P.#3Compareandcontrast
Distributecopiesof"TheLuncheon"ComparisonTableandaskstudentstocompareandcontrast thetwostories.Storyelementstobediscussedincludecharacters(description,actions,and feelings),setting(timeandplace),events.
Assignmentand/orAssessment:
**Teacherdirectedactivities.Youcanuseyourmaterialsforcomparisonoftwotextsoruseanyof theThree Little Pigsversionorthe Cinderellaversions.UsingaT-Chartstudentscancompareone eventtoanother. Sharewithpartners.
Youcanchoosetwonurseryrhymes,songs,andorotherstoriestocomparetheliteraryelements.
SummarizingStrategy:
StudentswilluseticketoutthedoortoanswertheEssentialQuestion.Answer:Theywillbeable seehowtheyarealikeanddifferent.
Time(indays):
10
AttachedDocuments:
Ticket Out The Door
Ticket Out The Door
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Reviewing and Writing Stories
5.Acquisition Lesson
Days:20
Grade(s):3rd
PlanfortheConcept,Topic,orSkill--NotfortheDay
LessonEssentialQuestion:
Howdoreadersdistinguishfactsfromopinions?
WhatdostudentsneedtolearntobeabletoanswertheEssentialQuestion?
AssessmentPrompt1:A.P.#1.Think,pair,share
AssessmentPrompt2:A.P.#2Explainthedifferencebetweenfactandopinion.
ActivatingStrategy:
Usingindexcardswritefactononeside(inonecolor)andopinionontheotherside(usinga differentcolor)thenstapletoapopsiclestick.Readadescriptivepieceandstopattheendofeach sentence.Studentsholduptheirstickswiththesidetheythinkthestatementrepresents.Youcould alsohavestudentswriteoneofeachkindofstatements,putthemallinabag,anddrawfromthe bag,allowingtheclasstopracticeontheirownstatementswiththesigns.
A.P.#1.Studentswillcomeupwithavarietyofstatementstodetermineiffactoropinion.
Keyvocabularytopreview:
Retelling,interpretations,opinion,connections,verbtense,modify
TeachingStrategies:
GraphicOrganizer:
TChart
Instruction:
FactandOpinion
1.Discussthedifferencebetweenfictionandnonfiction.Explaintostudentsthatanewsstoryis onekindofnonfictiontext.Eventhoughnonfictiontextscontainmanyfactstheyofteninclude opinionstoo.Askstudentswhoseopinionsmightappearinanewsstory(theauthor's,an eyewitness's,anexpert's).
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Reviewing and Writing Stories
5.Acquisition Lesson
Days:20
Grade(s):3rd
2.Next,passoutthelatesttimeforkids.comnewsstory It's Checkup Time!.Readthefirstfew sentencesaloud,identifyingfactsandopinionsasawholegroup.Next,dividetheclassintotwo groups.Onegroupwillunderlinefactsinthearticle.Theothergroupwillcircleopinions.Remind studentsthatasinglesentencemaycontainbothfactandopinion.
A.P.#2.StudentswillwriteaDearAbsentStudentlettertoexplainthedifferencebetweenthefacts andopinions.
3.Havestudentssharefactsandopinionsthattheyfoundinthearticle.Ask:Doanyopinions appearinthisstory?Ifso,whydoyouthinktheauthorchosetoincludetheseopinions?Shouldthe author'sopinionbeevidentinanewsstory?Whynot?
UseaTCharttocompilealistoffactsandopinionsfromthearticle.
Assignmentand/orAssessment:
Thenhavestudentscompletetheworksheet Fact or Opinion?
It'sCheckupTime!
Apandacubgetsitsfirstexamination
ByClaudiaAtticot
Yesterday,officialsattheSanDiegoZooinCaliforniagottheirfirstclose-uplookatthezoo's20- dayoldpandacub,andthenewsisbear-ygood."It'sheartandlungssoundfine,'"saysZoo veterinarianMegSutherland-Smith."It'saveryrobustlittlecub!"Thenewbornpandaweighsinata littleoverapoundandisabout11incheslong.
KENBOHN-SANDIEGOZOO
ASanDiegoZoopandakeepershowsoffthezoo's20-day-oldcub.
AMamaBearandherCubs
GiantpandaBaiYungavebirthtothecubonAugust3.Thiswasherfourthsuccessfulbirthatthe zoosince1999.HuaMei,BaiYun'sfirstcubwasthefirstgiantpandabornintheUnitedStatesto survive.HuaMeihassincebeensenttoChinaandhasgivenbirthtothreesetsoftwins.Inkeeping withtheChinesetradition,thenewborncubwillbenamedafteritreaches100daysold.
Thenewadditionisasquietasamouse.Inthepast,BaiYun'scubswereonlyexaminedaftershe leftthedentogetfoodinanadjoiningroom.Butthemamabearwouldgetupsetwhensheheard hercubssquawk."InpreviousyearsthecubshavebeenveryvocalandBaiYunwouldhearthatand becomeveryanxious,"saysSutherland-Smith.But"thiscubisalotquieterthanpreviouscubs"says Sutherland-Smith.Soveterinarianswereabletodoafive-minuteexamasopposedtoatwoor
threeminuteone.Theextratime,affordedthezoo'snutritionistanopportunitytogetanall-
importantcheckofthecub'sweightandlength.
MaleorFemale?
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Reviewing and Writing Stories
5.Acquisition Lesson
Days:20
Grade(s):3rd
Officialsarekeepingquietaboutthegenderofthecubuntilthey'vehadachancetoconducta secondexamnextweek.ButSutherland-Smithadmittedthattheymightalreadyknowwhetherthe cubismaleorfemale.Inordertofindoutthegenderofapanda,thezoo'sphotographertakes manydigitalpicturesofthecub.Veterinariansthencomparethosephotostophotosoftheother cubs.
Expertshavetobeverycarefulwhentheydetermineapanda'sgender.Sometimestheygetit wrong.Earlierthismonth,Jinzhu,an11-year-oldpandaattheWolongNatureReserveforGiant PandasinChinagavebirthtotwinsonAugust9.Jinzhuwaslongthoughttobeamale.TheSan Diegozoohopestomakeanannouncementaboutthenewpanda'sgendersometimenextweek-- andtheywanttogetitright!
ABoomingPandaPopulation
Giantpandasareoneofthemostendangeredspeciesintheworld.Thereareabout1,600livingin thewild.But,recentlythepopulationhasgottenaboost.OnAugust13,Chinawelcomedtwosets oftwins.OnAugust23,acubwasbornattheViennaSchoenbrunnZooinAustria.Thecubwasthe firstgiantpandaborninEuropein25years.
SummarizingStrategy:
Ticketitoutthedoor-StudentswillanswertheEssentialQuestion.
ResourcesandMaterials:
Time(indays):
8
AttachedDocuments:
Ticket Out The Door
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Reviewing and Writing Stories
5.Acquisition Lesson
Days:20
Grade(s):3rd
PlanfortheConcept,Topic,orSkill--NotfortheDay
LessonEssentialQuestion:
Howdowritersedittodeterminegrammarrulesarefollowed.
WhatdostudentsneedtolearntobeabletoanswertheEssentialQuestion?
AssessmentPrompt1:A.P.#1Brainstormideas
AssessmentPrompt2:A.P.#2organizegtammarrulesonagraphicorganizer
ActivatingStrategy:
Givestudentsapreselectedwrittenparagraphwithmiscuesincapitalization,verbtense, apostrophies,andcontractions.Teachermodelshowtoeditparagraphusingdifferentcolorsto highlightthemiscues.
Keyvocabularytopreview:
Retelling,interpretations,opinion,connections,rubric,verbtense
TeachingStrategies:
GraphicOrganizer:
A.P.#1.Brainstormideasonwhatgrammarruleswillbeused. Makeaflipbookcontaininggrammarrules.
Instruction:
Havestudentscheckroughdraftsforcapitalizationerrorswithanorangecrayon.Students exchangepaperswithapartnertocontinueeditingwithanorangecrayonforcapitalizationerrors. Usingdifferentcolorsstudentscaneditforverbtense,apostrophies,andcontractions.
**Studentsandpartnerswilleditoneskillatatime.Teacherwillmonitorbywalkingaround classroomsearchingformissederrors.
Assignmentand/orAssessment:
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Reviewing and Writing Stories
5.Acquisition Lesson
Days:20
Grade(s):3rd
A.P.#2Organizethegrammarrulesonagraphicorganizer.
Studentswillbegivenaprewrittenparagraphtoeditusingthecolorsusedduringinstruction.
SummarizingStrategy:
Studentswillansweressentialquestionbyeditingpreselectedparagraph.
Time(indays):
10
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
6.Extending Thinking Lesson
Days:20
Grade(s):3rd
LessonEssentialQuestion:
Howdoreadersandwritersusethedictionaryorthesaurustomodifywordchoice?
Assignment:
Assignment1-CopyattachedSensoryDetailsGraphicOrganizeranddirections.
Studentswillcompletetheorganizerandthenuseadictionaryorthesaurustofindamorevivid, spicierword.
Assignment 2-CREATE A SCENE WITH WORDS
STUDENTDIRECTIONS:Workwithapartnertolistfivewordsorphrasesforeachscenebelow.The wordsorphrasesmustdescribethesceneaccuratelysothatwecan"see"thepicture.Chooseyour wordscarefully.Donotusethesameword/phrasemorethanonce.Whencompletedtradeyour descriptionwithanothergroup.Thegroupwillillustrateyourdescription.
EXAMPLE:awaterfall clear
racing mistysplashing flowing
adesert
arailroadtrain anbusyoffice aplayground
asailboatrace afuneral
athunderstorm
acattlestampede
arocketlaunching kittensplaying
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Story ElementsRLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
6.Extending Thinking Lesson
Days:20
Grade(s):3rd
Time(indays):
4
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Connections
6.Extending Thinking Lesson
Days:20
Grade(s):3rd
LessonEssentialQuestion:
Howdoreadersmakeanduserealworldconnectionsinrespondingtoliterature?
MiniLesson(s):
Procedure: Introducelesson.
Rememberwhenwetalkedaboutactivatingpriorknowledge?
Ask:Whocantellmewhyit'simportanttoactivatepriorknowledgewhenreading? Acknowledgeresponsesandthenreviewimportanceofpriorknowledge.
Whataresomeofthestrategiesthatwe'velearnedthatactivatepriorknowledge? Acknowledgeresponsesandthenreviewtext-to-selfandtext-to-textstrategies.
Todaywearegoingtolearnaboutanotherstrategytoactivatepriorknowledge.Itiscalledmaking text-to-worldconnections.(Writethisontheboard,orhaveapre-madeposterup.)
Iamgoingtoreada____toyouandmodelforyouhowImakeconnectionswhileIread. IwantyousimplytolistenandnoticetheconnectionsI'mmaking,then,youwillhavean
opportunitytodothesame.
Read____whilemakingconnectionstothings/events/people/placesintheworld.(Theteachermay wanttouseeitherPost-It™notes,chartpaper,transparencywithacopyofthegraphicorganizer,or theboardtomodelwritingdowntheconnectionsmade.)
Ask,"AsIwasreading,didyoumakeanyconnections?"Allowtimefordiscussion. Havestudentschooseatexttoread,orassignatexttoread.
Handouttext-to-worldgraphicorganizers(orPost-It™notes)andhavestudentsfillthemoutas theyread.
Allowtimeforsharing.
Task:
Studentsspendacoupledaysmakingconnectionsdailyinthenewspaper,keeping"journalentries" oftheirconnections.
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Connections
6.Extending Thinking Lesson
Days:20
Grade(s):3rd
Assignment:
Studentsaregivenahomeworkassignmenttoreadatextoftheirchoosing,makingconnections, andwritethemdowninalogoronareadingresponseform.
Studentsaregivenagraphicorganizerandassignedthetaskofmakingconnectionswhilereading
textinanothersubject/class.(Studentsshouldbegivenafewdaystocompletethis.Iftheteacher isonateam,theteacherwillinformhisorhercolleaguesoftheassignment.)
Afterthestudenthashadsufficientpracticemakingtext-to-worldconnections,thestudentwill
writeinalearninglogaboutthestrategyandwhy/howitishelpfultohimorher.
Time(indays):
3
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Reviewing and Writing Stories
6.Extending Thinking Lesson
Days:20
Grade(s):3rd
LessonEssentialQuestion:
Howdoreadersusearubrictoevaluateabookreview?
MiniLesson(s):
Modelusingtherubrictoscoreabookreview.(Seeattachedrubric)
Task:
Studentswillusetwoofthebookreviewstoevaluateusingtherubric.Studentandteacherwill comparetheirscoresofthebookreview.Discussasyougoalong.
Assignment:
Studentswillusethethirdbookreviewtoevaluateusingtherubric.
Time(indays):
2
Rubric1:
Title:Rubric1
AdditionalInformation:
Rubric2:
Title:BookRubric
Topic: Responding to Literature
Subject(s):English Language Arts
Concept:Reviewing and Writing Stories
6.Extending Thinking Lesson
Days:20
Grade(s):3rd
points3points2points1AttractiveCo ver / Good,Creativ e / Fair,Plain / Poor,noillus trations
Title,Author
,Illustrator / Good,Easyfo und / Fair,Needto
Search / Poor,can'tlo cate
Interesting / Good,Allstor yelements / Fair,Missing storyelement s / Poor,storyha rdtofollow.
AdditionalInformation:
Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
Topic:Responding to Literature
Subject(s):English Language Arts
Days:20
Grade(s):3rd
Whatresourcesandmaterialsdoyouneedforthisunit,thelessons,andtheactivities?
ResourcesAssociatedwiththeUnit:
ResourcesAssociatedwithLessonsandActivities:
ResourcesandMaterialsfromACQLesson2:
Resoucesandmaterialsarelistedabove.
ResourcesandMaterialsfromACQLesson3:
GraphicOrganizersfromACQLesson3:
Ticket Out The Door