Sites | Santa Rosa District Schools, Florida
Third Grade Harcourt Journeys
Unit 1
|Lesson |Anchor Text |Paired Selection |Skill/Strategy |Topic/Essential Question |Passages and Poem |Possible Read Alouds |
|2 |The Trial of Cardigan Jones |You Be the Jury |Drawing Conclusions |The Court System: Why are |Poem: |How the US Government Works |
| |Fantasy |Informational |Infer/Predict |courts an important part of |Passages: Meet the Judge;|The US Constitution and You |
| | | |Author’s Word Choice |our government? |American Government- Jury | |
| | | | | |Duty (above level) | |
|3 |Destiny’s Gift |Kids Making a Difference|Understanding Characters |Volunteers: Why is |Poem: |City Green |
| |Realistic Fiction |Informational |Analyze/Evaluate |volunteering good for a |Passages: Saving for a |Uncle Willie and the Soup Kitchen |
| | | |Story Message |community and its people? |Cause; A Better Community |Real Kids, Real Stories, Real Change |
|4 |Pop’s Bridge |Bridges |Compare and Contrast |Engineering: Why is |Poem: |The World’s Most Amazing Bridges |
| |Historical Fiction |Informational |Infer/Predict |everyone’s role on a project |Passages: Bridging the |Twenty-One Elephants and Still |
| | | |Story Structure |important? |Gaps in New York City |Standing |
| | | | | |(above level) | |
|5 |Roberto Clemente: Pride of the|Baseball Poems |Cause and Effect |Sports: What are the traits |Poem: |Teammates |
| |Pittsburgh Pirates |Poetry |Visualize |of a hero? |Passages: Going to Bat; |Jackie Robinson: Strong Inside and |
| |Biography | |Literal and Nonliteral Meanings | |Famous African Americans: |Out (Time for Kids Biography) |
| | | | | |Jackie Robinson | |
Third Grade Harcourt Journeys
Unit 2
|Lesson |Anchor Text |Paired Selection |Skill/Strategy |Topic/Essential Question |Passages |Possible Read Alouds |
|7 |What Do Illustrators Do? |Jack Draws a Beanstalk |Text and Graphic Features |Visual Arts: How do pictures |Poem: |Trust Me, Jack’s Beanstalk|
| |Informational |Traditional Tale |Analyze/Evaluate |help tell a story? |Passage: |Stinks! The Story told by|
| | | |Sequence | | |the Giant. |
| | | | | | | |
| | | | | | |Kate and the Beanstalk |
| | | | | | | |
| | | | | | |Mirror |
|8 |The Harvest Birds |The Treasure |Drawing Conclusions |Traditions: What do traditional |Poem: |Anansi the Spider |
| |Folktale |Folktale |Infer/Predict |tales tell readers about life? |Passage: |Wreck of the Zephyr |
| | | |Literal and Nonliteral Meanings| | | |
|9 |Kamishibai Man |The True Story of Kemishibai |Cause and Effect |Performance Arts: How is a live |Poem: |The Book Woman |
| |Realistic Fiction |Informational |Monitor/Clarify |performance different from other |Passage: Bringing Books to |The Storyteller’s Candle |
| | | |Analyze Illustrations |kinds of entertainment? |Life | |
|10 |Young Thomas Edison |Moving Pictures |Main Idea and Details |Inventions: What important |Poem: |Now and Ben: The Modern |
| |Biography |Informational |Summarizing |traits must an inventor have? |Passage: Inventions that |Inventions of Benjamin |
| | | |Sequence | |Changed our World |Franklin |
| | | | | | | |
| | | | | | |George Washington Carver |
Third Grade Harcourt Journeys
Unit 3
|Lesson |Anchor Text |Paired Selection |Skill/Strategy |Topic/Essential Question |Passages and Poem |Possible Read Alouds |
|12 |Tops and Bottoms |Goodness Grows in Gardens |Theme |Agriculture: Why is it important |Poem: |How Groundhog’s Garden Grew |
| |Trickster Tale |Informational |Point of Vies |to grow food crops? |Passages: George Washington | |
| | | |Visualizing | |Carver; The Discovery of | |
| | | | | |Farming | |
|13 |Yonder Mountain: A |The Trail of Tears |Compare and Contrast |American Indian History: Why are |Poem: |Knots on a Counting Rope |
| |Cherokee Legend |Informational |Story message |stories from different cultures |Passage: Native American Homes| |
| |Legend | |Analyze and Evaluate |important? | | |
|14 |Aero and Officer Mike |Kids and Critters: A Nature |Author’s Purpose |People and Animals: What are some|Poem: | |
| |Informational |Newsletter |Point of View |benefits of dogs interacting with |Passages: Animal Helpers; | |
| | |Informational |Summarizing |people? |Amazing Animal Helpers | |
|15 |The Extra Good Sunday |Imagine a Recipe |Understanding Characters |Cooking: Why are safety rules |Poem: | |
| |Humorous Fiction |Informational |Formal and Informal |important? |Passage: Calling Kid Chefs | |
| | | |Language | | | |
| | | |Infer/Predict | | | |
Third Grade Harcourt Journeys
Unit 4
|Lesson |Anchor Text |Paired Selection |Skill/Strategy |Topic/Essential Question |Passages and Poem |Possible Read Alouds |
|17 |The Albertosaurus Mystery: |Finding Fossils for Fun |Drawing Conclusions |Fossils: What can fossils |Poem: | |
| |Phillip Currie’s Hunt in the |Informational |Point of View |tell us about the past? |Passage: | |
| |Badlands | |Visualizing | | | |
| |Informational | | | | | |
|18 |A Tree is Growing |Stopping by Woods on a Snowy |Text and Graphic Features |Trees: What are some |Poem: | |
| |Informational |Evening |Domain-Specific Vocabulary |differences among types of |Passage: | |
| | |Poetry |Asking Questions |trees? | | |
|19 |Two Bear Cubs |Whose Land Is This? |Story Structure |Community: How do members |Poem: | |
| |Myth/Play |Informational |Story Message |of a community help each |Passage: | |
| | | |Summarizing |other? | | |
|20 |Life on the Ice |The Raven: An Inuit Myth |Main Idea and Details |Climate: What are the |Poem: |Recess at 20 Below |
| |Informational |Myth |Literal and Nonliteral |coldest places on Earth |Passages: At Home in the | |
| | | |Meanings |like? |Arctic; Winter Worries and | |
| | | |Infer/Predict | |Health Hazards | |
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