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NameGrace LusardoTops and Bottoms Reading UnitI. Goals: Students will be able to identify the moral of the story and justify how they picked it. Students will be able to demonstrate understanding of the text by answering questions about it.Students will be able to identify and list traits of a character in a story.Students will be able to compare and contrast characters in a story.Students will be able to use illustrations to determine the setting of a story.Students will be able to use illustrations to draw conclusions about the characters in a story. These goals meet the following Common Core State Standards: HYPERLINK "" CCSS.ELA-Literacy.RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. HYPERLINK "" CCSS.ELA-Literacy.RL.3.2Recount 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. HYPERLINK "" CCSS.ELA-Literacy.RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. HYPERLINK "" CCSS.ELA-Literacy.RL.3.7Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).II. Specific ways to integrate subjects to curriculum: This unit will also integrate Science by sorting vegetables during Science centers and learning about parts of the plant in Science. III. Grade level/subject: Third Grade ReadingIV. Activities Planned: Activities will include:Reading Tops and Bottoms, reading selected fables and fairytales, discussion of morals in a story, identifying morals from various stories, discussion of character traits, listing the character traits of various characters, identifying character traits characters have, making observations about illustrations in Tops and Bottoms, making observations about illustrations in various picture books, answering review questions about the text, summarizing the text, and eating vegetables mentioned in the story. V. Assessment of learner understanding: Students will be assessed by informal observation, various writing exercises such as making lists, use of centers, and a test at the end of the unit.NameGrace LusardoLesson 1I. Concept to be taught: Identifying the Message of a StoryII. Instructional Objectives:Students will be able to identify the moral of the story and justify how they picked it. Students will be able to demonstrate understanding of the text by answering questions about it.These goals meet Common Core State Standard(s):CCSS.ELA-Literacy.RL.3.1CCSS.ELA-Literacy.RL.3.2III. Materials needed: Tops and Bottoms text, Journey’s Common Core Third Grade student books, paper for writing, and selected fables and fairytales.IV. Classroom teaching strategies and procedures:A. Anticipatory Set: The teacher will ask students if they recall what the moral or message of a story is and review the definition with them. Then, the teacher will tell the story of The Three Little Pigs and ask the students to identify the moral of that story.B. Student Learning Activities: The teacher will explain that the story they are studying is a trickster tale which means one character will trick another and that at least one character learns a lesson by the end of the story. Then, the teacher will have the students turn to the story, Tops and Bottoms, in their textbook, so they are able to follow along with the story. The teacher will have the students take turns reading by going around the room and pausing periodically to ask questions (i.e. how did the Hare trick the Bear? Will he trick the Bear again? How could he trick the Bear again?). At the end of the story, the teacher will ask what lesson the Hare learned and what lesson the Bear learned. The teacher will ask the students to show in the text where they saw the characters learn their lessons. C. Conclusion: The teacher will have the students write down what they thought each character learned. After, the students will be asked to write about how they could apply one of the lessons to their lives. D. Activity Extension: In centers, students will be given a fable or fairytale to read (i.e. The Boy Who Cried Wolf, Goldilocks and the Three Bears, and Hansel and Gretel). After they have read the story, they will write down a lesson that the characters learned in the text. V. EvaluationA. How will student learning be measured: Students will be assessed using informal observation, their response to questions asked, review of their writing from class and centers, and a test at the end of the unit.B. Re-teaching procedure if necessary: If a student is struggling, then the teacher will pull the student aside and read one of the selections from centers to them. The teacher will review the definition of the message of a story to the student and ask the student questions about the story that leads them to a conclusion about the lesson from the story (i.e. what happened when the boy cried wolf too much? What happened at the end of the story? Should the boy have acted differently in the beginning of the story? What would you have done if you were the boy?)NameGrace LusardoLesson 2I. Concept to be taught: Comparing and Contrasting CharactersII. Instructional Objectives: Students will be able to demonstrate understanding of the text by answering questions about it.Students will be able to identify and list traits of a character in a story.Students will be able to compare and contrast characters in a story.These goals meet the following Common Core State Standard(s):CCSS.ELA-Literacy.RL.3.1CCSS.ELA-Literacy.RL.3.2CCSS.ELA-Literacy.RL.3.3III. Materials needed: Tops and Bottoms text, Journey’s Common Core Third Grade student books, whiteboard, markers, white construction paper, and selected fables and fairytales.IV. Classroom teaching strategies and procedures:A. Anticipatory Set: The teacher will write “Character Traits” on the board and remind students what a character trait is. The teacher will also remind students that character traits can be positive and negative. The teacher will give the students an example of a character trait and write it on the board. Then, the teacher will ask the students to give examples of character traits, allowing each student to have a turn to answer.B. Student Learning Activities: The teacher will read Tops and Bottoms to the students in order to model fluency and review the text. After, the teacher will point out that Hare and Bear both have character traits. The teacher will give each student a paper with a picture of Hare and Bear on it and have the students list character traits of Hare and Bear beneath their picture. The students will be allowed to use their text to help them find character traits. After everyone has had a chance to write down multiple character traits for each character, the teacher will call on students to share some of the character traits they identified. C. Conclusion: The teacher will give each student a piece of white construction paper and ask them to draw a picture of themselves in the middle. After they have drawn their picture, they will be asked to write character traits that describe themselves all around their picture. After they are finished, the teacher will display their work in the classroom.D. Activity Extension: In centers, the students will be given the same the stories from the previous day to read again. After they finish reading, they will write the name of a character from the story and list their character traits. V. EvaluationA. How will student learning be measured: Students will be assessed using informal observation, their response to questions asked, review of their lists from class and centers, and a test at the end of the unit. B. Re-teaching procedure if necessary: If students are struggling, the teacher will work with them in a small group. The teacher will read one of the stories from centers and ask about one of the characters. The teacher will have the students look at the character traits on the board and ask if those traits describe the character from the story. After they have identified a few, the teacher will ask if the students can think of any additional traits that describe the chosen character. NameGrace LusardoLesson 3I. Concept to be taught: Looking at Illustrations to Understand a StoryII. Instructional Objectives: Students will be able to demonstrate understanding of the text by answering questions about it.Students will be able to use illustrations to determine the setting of a story.Students will be able to use illustrations to draw conclusions about the characters in a story. These goals meet the following Common Core State Standard(s):CCSS.ELA-Literacy.RL.3.1CCSS.ELA-Literacy.RL.3.3CCSS.ELA-Literacy.RL.3.7III. Materials needed: Tops and Bottoms text, Journey’s Common Core Third Grade student books, various picture books from the classroom, small notepads, magnifying glasses, and detective badges (made with paper and safety pins).IV. Classroom teaching strategies and procedures:A. Anticipatory Set: The teacher will show the students a picture of a girl playing with her dog outside and ask the students to share where they think the picture might take place and how they would describe the girl. Then, the teacher will show the students a picture of a boy at a hospital and ask the students to share where they think the picture might take place and how they would describe the boy. The teacher would continue with a few more pictures to ensure every student had a chance to answer a question. B. Student Learning Activities: The teacher will show the students the first picture of the story which shows the Bear asleep in front of his house and ask the students what the picture shows them about the Bear and where the story might take place. The teacher will go to the next page which shows Hare and his family and ask the students what they notice about Hare and if they can conclude the setting of the story. The teacher will repeat the process with a page in the book showing Hare gardening and with the final page of the book. After, the teacher will ask the students if what they noticed in the pictures of Bear and Hare fit with the character traits they had given the characters the previous day. C. Conclusion: The students will be put in pairs and assigned a page from Tops and Bottoms. Each pair will be asked to come up with at least ten observations from their page about the setting and/or characters. The pair that comes up with the most observations will be rewarded with a piece of candy or a sticker. D. Activity Extension: During centers, students will be given various picture books. Then, they will be asked to look at the first page of their book and make observations. While making their observations, students will be given a “detective” notepad to make their observations in and a magnifying glass to make their observations with. If a student makes more than fifteen observations, they will be given a detective badge to wear. V. EvaluationA. How will student learning be measured: Students will be assessed using informal observation, their response to questions asked in class, review of their list of observations from class and centers, and a test at the end of the unit. B. Re-teaching procedure if necessary: If a student is struggling, the teacher will work with them one on one, showing them pictures from the story, Tops and Bottoms, and asking them about what they see in the pictures. The teacher will ask what the student notices about the setting and characters on different pages. The teacher will repeat the process until the student is able to make observations without assistance. NameGrace LusardoLesson 4I. Concept to be taught: Review of Tops and BottomsII. Instructional Objectives: Students will be able to demonstrate understanding of the text by answering questions about it.These goals meet the following Common Core State Standard(s):CCSS.ELA-Literacy.RL.3.1III. Materials needed: Tops and Bottoms text, Journey’s Common Core Third Grade student books, IV. Classroom teaching strategies and procedures:A. Anticipatory Set: The teacher will ask students review questions from the story, rewarding correct answers with vegetable stickers.B. Student Learning Activities: The teacher will separate the students into groups of four or five. Each group will read Tops and Bottoms again by taking turns reading in a circle. After, the teacher will have students go on a scavenger hunt in the text. The teacher will give each student a list of questions, and they will have to “hunt” for the answers. C. Conclusion: The teacher will ask students about what vegetables would be considered tops, bottoms, or middles. Then, the teacher will give the students a snack with an example of a top, middle, and bottom vegetable (i.e. celery for tops, corn for middles, and carrots for bottoms). D. Activity Extension: In centers, students will summarize the story, using the text as needed to recall important information. V. EvaluationA. How will student learning be measured: Students will be assessed using informal observation, their response to questions asked in class, review of their answers to scavenger hunt questions from class, and a test at the end of the unit. B. Re-teaching procedure if necessary: If students are struggling, then the teacher will work through the scavenger hunt questions with them, helping them look through the text and locate the answers in order to review the story. ................
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