In this unit students will be able to analyze and understand the characters, students will read closely to identify and determine the character’s actions, feelings, and point of view. They will also be able to distinguish their own point of view from the narrator/character. In addition, students will use key details from the text to determine a central message, lesson, or moral. By the end of the unit students will use their analysis of the characters and text to extend a narrative from the unit.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
The students will be able to describe characters in a story and explain how their actions contribute to the sequence of events. RL.1.3 Scale
Students will be able to recount stories, determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
The sudents will distinguish their own point of view from that of the narrator or those of the characters
The students will be able to determine the meaning of words and phrases used in text and distinguish between literal and nonliteral language. RL.2.4 Scale
Students will understand how to write a narrative to develop events using
effective technique, descriptive details, and clear event sequences.
W.1.3 Scale / Suggested Essential Questions to Choose From
- How does the author use key details in a text to convey a central message?
- How can a character’s point of view affect the events in the story?
- How does the author give the reader insight to the characters he/she creates?
- How do I detmine the meaning of literal and nonliteral language that the author uses?
Published Product
After reading a novel students will write a narrative to tell a story. Students will create asequence of events, main character traits, actions, and point of view using information from the novel to help develop their narrative ideas.
Options for published product include:
- Story
- Journal
- Rap
- Puppet show
LAFS.3.W.1.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
- Use temporal words and phrases to signal event order.
- Provide a sense of closure.
LAFS.3.W.2.6 (DOK 2) With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Recursive Standards to be Embedded in Instruction
* McGraw Hill Wonders Series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and Language, Grammar, and Spelling
Recursive Standards
The above link is a listing of standards that should be addressed multiple times throughout the year while instructing the weekly standards.
Reading Standards
LAFS.3.RL.1.2 (DOK 2) Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text
•Recount fables from diverse cultures.
•Recount folktales from diverse cultures.
•Recount myths from diverse cultures.
•Recount stories from diverse cultures.
•Determine the moral of a fable.
•Determine the lesson of a folktale.
•Determine the central message of a myth.
•Determine how the central message, lesson, or moral is conveyed.
2nd: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral
4th: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
LAFS.3.RL.1.3 (DOK 2) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
- Describe a character’s feelings/emotions.
- Describe a character’s traits/ motivations.
- Retell the sequence of events using time order words.
- Infer a character’s feelings and/or emotions.
- Analyze a character’s feelings and/ or emotions.
- Interpret how a character’s traits, motivations, and feelings lead to actions.
- Explain how a character’s actions contribute to the event sequence.
4th: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions)
LAFS.3.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
- Identify literal and nonliteral words and phrases.
- Determine the meaning of literal and nonliteral words and phrases.
4th: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)
Speaking and Listening Standards
LAFS.3.SL.2.5 (DOK 3) Demonstrate fluid reading at an understandable pace, adding visual displays and engaging audio recordings when appropriate to emphasize or enhance certain facts or details. / Language Standards
LAFS.3.L.3.5 (DOK 3) Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context
(e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
LAFS.3.L.3.6 (DOK 1) Acquire and use accurately conversational, general academic, and domain specific words and phrases as found in grade appropriate texts, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized
(refer to Higher Order Questions to ensure deeper comprehension).
Teach and Model
- Literature Circle materials
- Fables DSC
- Charlotte’s Web
- Because of Winn Dixie
- Ramona Quimby, Age 8
- The Black Stallion
- Chocolate Fever
- Assessment: Ready Florida pg. 77-82
- Assessment: Ready Florida pg. 58-60 and 158-160
Science Texts: When applicable
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news. Lexile is adjustable within text.
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. / Literary Tasks
*Choose at least 1 task per standard that will support and scaffold learning for the published product. Can be used in whole group, small group, and journal responses.
LDC 2-3 Template Tasks
3.RL.1.2 (DOK 2) After reading a teacher selected text orRoadrunner’s Dance,students will work with a partner to determine the key details in the text that helped to convey the lesson that a character learned.
3.RL.1.2 (DOK 2) After reading a chapter from a teacher selected novel, students will write a summary that recounts the chapter using details from the text.
3.RL.1.3 (DOK 2) While reading a teacher selected novel, students will participate in a collaborative discussion to explain how the main character’s actions at the beginning of the story contribute to the sequence of events. (discuss after each reading/session)
3.RL.1.3 (DOK 2) While reading a teacher selected novel, use a flow map to sequence the main events in the story. Using time order words, write a summary of the sequence of events using the flow map.
3.RL.2.4 (DOK2) Use words/phrases from teacher selected novelsto determine meaning and distinguish between literal and nonliteral language.
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
3.RL.1.2 (DOK 2)
* What lesson(s) can be learned from the novel?
*What is the central message of the novel? How did you determine the central message?
*What key details from the text support the lesson/moral/central message?
*How did the author use details to convey the lesson/moral/central message? / 3.RL.1.3 (DOK 2)
*Based on the text, how does the character feel about __? What from the text supports your inference? Why does he/she feel this way?
*How does the author show the character’s feeling about __?
*What motivated the character to __ (character’s actions)?
*How does the character’s action lead to __ (event)? / 3.RL.2.4 (DOK 2)
* What does the word ______mean in the story? Use context clues.
* Choose the correct meaning of the word _____ as the author uses it in the story.
* Select words from the passage that help the reader understand what ____ means.
* What does the author mean by the phrase ____?
* What does the author suggest from the phrase “_____”?
* Why do you think the figurative language the author used was successful in expressing his idea?”
*Where else in the text could the author have used figurative language? What could those phrases be?”
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
Student Writing Examples by Grade Level starting on page 531
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 2/18/2015