Unit6005038
Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
Know: Understand: Do:
Time-order key words
(RLA.O.3.2.12)
Character, plot, setting, problem resolution (RLA.O.3.1.12)
Connections: text to self, text to text, text to world (RLA.O.3.1.05)
Chronological order
(RLA.P.D.3.1, RLA.O.
3.1.05, RLA.O.3.1.14, RLA.O.3.1.08)
Components of a book report (RLA.O.3.2.09)
Uses of apostrophes in contractions (RLA.O.
3.2.03)
Subject - verb agreement rules (RLA.O.3.2.03)
Verb tenses (RLA.O.
3.2.03)
Formation of cursive letters (RLA.O.3.2.01)
Capitalization rules for proper nouns (RLA.O.
3.2.03)
RLA.O.3.2.05 - identify and apply conventions of spelling in written composition (e.g., spell high frequency words from appropriate grade level list, use letter/ sound relationships to spell independently,
make structural changes
Readers apply knowledge of story elements to understand and respond to literature.
Readers increase their understanding of literature by making personal connections.
Categorize key vocabulary (RLA.O.3.1.01)
Determine chronological order of events
(RLA.P.D.3.1, RLA.O.3.1.05, RLA.O.
3.1.14, RLA.O.3.1.08)
Compare/contrast story elements across two texts: characters, setting, problem (RLA.O.3.1.08, RLA.O.3.1.10)
Identify and explain story elements (RLA.O.
3.1.12)
Make text to text connections (RLA.O.
3.1.05)
Write book report (RLA.O.3.2.09)
Read fiction: chapter book, fairy tales, short stories (RLA.O.3.1.12)
Organize information into logical sequence through use of time-order words (RLA.O.
3.2.12)
Evaluate drafts for use of ideas, content and logical organization (RLA.O.3.2.04)
Write narratives using characters, setting, plot and sequence (RLA.O.3.2.09)
Edit for apostrophes in contractions
(RLA.O.3.2.03)
Use digital tools to publish (RLA.O.3.2.02, RLA.O.3.2.03, RLA.O. 3.3.01) Demonstrate beginning cursive writing (RLA.O.3.2.01)
Use dictionary to modify word choice
(RLA.O.3.2.03)
Edit draft for capitalization (RLA.O.3.2.03) Construct support for an opinion about a literary selection (ET)
RLA.O.3.2.01 - demonstrate proper
Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
Know: Understand: Do:
to spell words correctly, spell irregular verbs and irregular plural nouns). RLA.O.3.2.06 - identify and apply conventions
of capitalization in written composition (e.g., greeting, heading, closing of a letter, first word of a direct quotation). RLA.O.3.2.07 - identify and apply conventions of punctuation in written composition (e.g., commas in dates,
addresses and greeting/ closing of a letter, quotation marks around titles and direct quotations, apostrophes for contractions and possessive nouns). RLA.O.3.1.03 - apply tiered levels of vocabulary in speaking and reading experiences. RLA.O.3.1.08 - use
literary and informational texts to summarize, determine story elements, determine cause and effect, compare and contrast, paraphrase, infer,
predict, sequence, draw conclusions, describe characters, and provide main idea and support details.
RLA.O.3.1.12 - recognize and explain the defining characteristics of genre in literary and texts:
manuscript and full transition to cursive writing techniques:
• posture
• paper placement
• pencil grip
• letter formation
• slant
• letter size
• spacing
• rhythm
• alignment
RLA.O.3.2.05 - identify and apply conventions of spelling in written composition (e.g., spell high frequency words from appropriate grade level list, use letter/sound relationships to spell independently, make structural changes to spell words correctly, spell irregular verbs and irregular plural nouns).
RLA.O.3.2.06 - identify and apply conventions of capitalization in written composition (e.g., greeting, heading, closing of a letter, first word of a direct quotation).
RLA.O.3.2.07 - identify and apply conventions of punctuation in written composition (e.g., commas in dates, addresses and greeting/closing of a letter, quotation marks around titles and direct quotations, apostrophes for contractions and possessive nouns).
RLA.O.3.2.08 - produce appropriate grammar in written composition. RLA.O.3.1.08 - use literary and informational texts to summarize,
determine story elements, determine cause and effect, compare and contrast, paraphrase, infer, predict, sequence, draw conclusions, describe characters, and provide main idea and support details. RLA.O.3.1.05 - read familiar stories, poems and passages with fluency:
Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
Know: Understand: Do:
• fairy tales
• folk tales
• myths
• poems
• fables
• fantasies
• biographies
• short stories
• chapter books
• historical fiction
• plays
• autobiographies
• magazines
• newspapers
• textbooks
• electronic databases
• reference materials
RLA.O.3.1.14 - use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text). RLA.O.3.2.04 - develop proper paragraph form
in written composition:
• beginning, middle, end
• main ideas with relevant details
• sentence variety such as declarative, interrogative and exclamatory and imperative
• appropriate rate
• accuracy
• prosody
RLA.O.3.1.14 - use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text).
RLA.O.3.2.09 - compose in a variety of forms and genres for different audiences (e.g., diaries, journals, letters, reports, stories).
RLA.O.3.2.03 - compose a written composition using the five-step writing process:
• pre-write
• draft
• revise
• edit
• publish
RLA.O.3.2.04 - develop proper paragraph form in written composition:
• beginning, middle, end
• main ideas with relevant details
• sentence variety such as declarative, interrogative and exclamatory and imperative
• descriptive and transitional words
• indentations
RLA.O.3.2.02 - identify and produce a grammatically correct sentence (e.g., correct subject/verb agreement with singular and plural nouns and verbs, correct use of regular and irregular verbs,
avoiding run-on sentences and fragments). RLA.O.3.2.12 - use a variety of strategies
to plan simple research (e.g., identify
Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
Know: Understand: Do:
• descriptive and transitional words
• indentations
RLA.O.3.2.02 - identify and produce a grammatically correct sentence (e.g., correct subject/verb agreement with singular and plural nouns and verbs, correct use of regular and irregular verbs, avoiding run-on sentences and fragments).
RLA.O.3.3.03 - create an age appropriate media literacy product that reflects understanding of format and characteristics. RLA.O.3.3.02 - distinguish different messages conveyed through visual media (e.g., photos, television, multimedia Internet).
possible topic by brainstorming, list questions, use graphic organizers, organize prior knowledge about a topic, develop a course of action for writing, determine how to locate necessary information).
RLA.O.3.3.01 - listen and respond to familiar stories and poems (e.g., summarize and paraphrase to confirm comprehension, recount personal experiences, imagine beyond the literary form).
Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
Common Assessments on what students should know and do in this unit:
Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
Key Learning: Readers apply knowledge of story elements to understand and respond to literature. Readers increase their understanding of literature by making personal connections.
Unit Essential Question(s):
How do readers develop thoughtful responses to literature?
[pic]
Concept: Concept: Concept:
Story Elements 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
Reviewing and Writing 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
[pic]
Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):
How do readers use a story map to identify and explain story elements? (A)
How do readers and writers use chronological order to follow the plot and summarize a story? (A)
How do readers and writers use the dictionary or thesaurus to modify word choice? (ET)
How are texts to self connections used to compare one's own experiences to characters in a story? (A)
How does comparing the literary elements of two texts help readers make text to text connections? (A)
How do readers make and use real world connections in responding to literature? (ET)
How do readers distinguish facts from opinions? (A)
How do writers edit to determine grammar rules are followed. (A)
How do readers use a rubric to evaluate a book review? (ET)
[pic]
Vocabulary: Vocabulary: Vocabulary:
Chronological order, Next, Then, Following, plot, Thesaurus, modify
Text-to-Self, Text-to-World, Text-to-Text Retelling, Interpretations, verb tense, Opinion, Connections, Writing Conventions, modify, distinguish, rubric
Additional Information:
Attached Document(s):
Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.
To purchase a copy of this document visit and click on Model Curriculum or call 866-955-3276.
Page 1 of 1
Vocab Report for Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
Concept:
Story Elements
RLA.3.2.05, RLA3.2.06, RLA3.2.07, RLA3.2.08, RLA3.2.12
Chronological order - Next -
Then - Following - plot - Thesaurus - modify -
Concept: Connections
Text-to-Self - Text-to-World - Text-to-Text -
Concept:
Reviewing and Writing Stories
Retelling - Interpretations - verb tense - Opinion - Connections -
Writing Conventions - 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
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do readers use a story map to identify and explain story elements?
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: A.P.#1. Think pair share
Assessment Prompt 2: A.P.#2. Students complete a story element graphic organizer. Assessment Prompt 3: A.P.#3. Answer the L.E.Q.
Activating Strategy:
Teacher suggestion: A familiar fairy-tale or simple story such as, Cinderella or Three Billy Goats Gruff.
#1--The teacher dons an apron, produces a cooking pot and spoon, then tells the students they are going to make 'Story Stew'. Teacher explains that a good story is like stew --having a lot of ingredients. Teacher reaches into the pot and pulls out an index card that says "characters." Teacher explains that characters are "who the story is about". Teacher mentions familiar stories and asks students to tell who the characters are. Teacher pulls out another index card that says "setting." Teacher explains to students that the setting is "when and where the story happens." Teacher mentions familiar stories and asks students to identify the setting. Teacher reaches into the pot and pulls out a final index card for "plot." Teacher explains that plot is "what happens in the story." Teacher mentions a familiar story and asks students to identify "plot". * See attached graphic organizer.
A.P.#1. Think pair share- What are the five important elements in every story?
#2--Use "Envelope Please"--students choose a card from the envelope to match the literary element to correct element in a story.
Key vocabulary to preview:
chronological order, next, then, following, plot, Thesaurus, modify
Teaching Strategies:
Graphic Organizer:
--Use Blank Character Organizer- See Attached Documents.
--Use Story Map
Instruction:
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
Using the Blank Character Organizer (or Story Map), teacher models a preselected story while completing the organizer. Students work with partners to complete the organizer, describing to their partner the correct element.
Example: Three Little Pigs.
Assignment and/or Assessment:
Teacher can use a wide variety of materials to teach this unit. Suggestions will be made in case they want to be used. You can use this with any of the acqusition lessons in this unit.
You could use this title to use for the following activity. "Sylvester and the Magic Pebble" Take a large pizza out of construction paper. Each slice had an element on front with the definion on back. After reading a story, divide your students into groups and give each group a slice. That group is responsible for defining the part of the story that is written on their slice. Now, have groups switch slices. Have each group make up the part that is written on their slice. For example, if "setting" is on the slice, they must make up a setting. When everyone is done, put all of the sliced together to form a story.
Students can use poetry for the next assignment. We have provided a link for you.
A.P. #2. Complete story map, and describe to your partner.
Teacher can assign a poem to complete a graphic organizer. Some organizers are attached below. If you have one you like better, use it instead. Students can draw a hand on paper. List elements and answers to the poem.
Here is a link for a rap song as well. Using four students to a group students can create their own lyrics to the rap Once students have demonstrated their rap, they can complete organizer and present their rap version
to the other groups in the class.
Nursery Rhymes: Peter, Peter Pumpkin Eater. Review rhyme and have class complete an organizer together.
Summarizing Strategy:
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
A.P.#3. -Using a six-part foldable, students summarize by writing the story elements and the correct definition for each story element needed. Teacher can chose from a wide variety of sources for materials to use.
Suggestion: Little Red Riding Hood,
A source we use alot for assessment is the Fresh Reads Book that goes along with our basal.
Resources and Materials:
Resources and websites listed above.
Time (in days):
7
Rubric 1:
Title: Rubric 1
Additional Information:
Attached Documents:
Story Worm Lit Elements Folk Tales Story Map Story 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
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do readers and writers use chronological order to follow the plot and summarize a story?
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: A.P.#1. Students order story chronologically. Assessment Prompt 2: A.P.#2. Students summarize story events.
Activating Strategy:
Teacher will cut simple comic strips such as Peanuts. Separate each frame and mix them up. Students will work with a partner to put the comic strips back into order. Students will paste on construction paper and share with the class.
Key vocabulary to preview:
Chronological order, Next, Then, Following
Teaching Strategies:
Graphic Organizer:
Use a foldable to create story elements.
Instruction:
First, you'll ask them to break into groups and fill in one part of a story map, without too much of your help, about Cloudy With a Chance of Meatballs. Second, you'll ask them to help you put the parts of the story map in order. Third, they will summarize Cloudy With a Chance of Meatballs to you as a class. Finally, you are going to give them "book" pages on which they will write and draw about Cloudy With a Chance of Meatballs. They will use their books to summarize the story for their family members. Remind them that their summaries should always be shorter than the real book because a summary only includes the most important information about a story. It should be "short and sweet."
AP: A.P.#1. Students order story chronologically.
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
Review the vocabulary words on the story map. Explain that the reason they need to fill information in a story map is because it helps them keep track of the most important information they need to remember to be able to summarize a story.
Write the name of each part of a story map section (characters, setting, problem, main events [label 1st, 2nd, and 3rd], and solution) on a piece of chart paper and draw a small picture beside each section to remind students which section they have. Have students help you brainstorm a quick image for each section of the story map. For example, you can draw a stick figure next to the character section.
Divide students into seven groups (one for each section of the story map) and give each group one section of the story map. Explain that you are going to read Cloudy With a Chance of Meatballs aloud to them and they are going to write or draw the information in their section of the story map. Tell them that you are going to stop reading at certain points, and groups should talk about what you have read to figure out if they need to add any important information to their section of the story map.
AP: A.P.#2. Students summarize story events.
Before you begin reading, explain to students that Cloudy With a Chance of Meatballs is a story that really has two stories. The grandfather in this story tells his grandchildren a tall-tale-the story within the story. Point out that students should record all of the characters they hear, and tell them to listen closely for the beginning of the tall-tale that the grandfather tells. Start reading aloud Cloudy With a Chance of Meatballs to students. Stop reading right after Grandpa begins the tall-tale and make sure that students understand this is the beginning of Grandpa's story. Give groups a chance to fill-in information.
At this point, try not to do any modeling as you have done in the previous two lessons. Instead, if groups need help, ask questions such as, "Who is in the story so far?" and "What do I know about the setting?" Make sure that the groups who have the "Character" section are recording information. Continue reading aloud and be sure to monitor students' discussions as they determine what information to include. You may have to clue groups who have the main event sections that the first main event has happened, and so on. For students who are struggling writers, tell them that they can draw whatever they want that reminds them of their section. For example, students who have the second main event section could just draw a big pancake covering a school.
Create a decorative story-map title page on a piece of chart paper that includes the title of the story, and the author's and illustrator's names. Collect the chart paper from each group and beginning with your title page, have children tell you where to tape all of the pieces of chart paper in the same order as the story map across the front board. Tell students that they are going to use their words or pictures to help them summarize Cloudy With a Chance of Meatballs. Begin the summary by stating the name of the story and the name of the author and illustrator. Then, call on the "character" group to tell who the main characters are, the "setting" group to
tell about the setting, and so on. Guide groups to summarize their part of the story in one or two sentences including only the most important points. Tell groups to listen to one another so that they can hear Cloudy With a Chance of Meatballs being summarized.
Assignment and/or Assessment:
Tell students that when they are summarizing a story to somebody, they usually do not have the book available to look through as they are talking. Explain that you want them to write and draw their own summary
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
of Cloudy With a Chance of Meatballs so that they can summarize the story to you and to their family members at home.
Create a title page with the story's name and then create blank pages with these sentence frames on top: The main characters are .
The setting of the story is . The problem in the story is .
The first funny event that happened is .
The second funny event that happened is . The third funny event that happened is . The story ended when .
Copy the book pages and distribute them to the class. Show students how to put their "books" in order and then staple them. (If appropriate, students should number the pages at the bottom.) Have students draw a fun picture on the title page and on each page to tell about the sentence frame. Advanced students may be able to fill in some words, but if they can't, tell students that a family member can write the information when students are summarizing Cloudy With a Chance of Meatballs for them. Help children read the sentence frames and remind them that they should draw just one main picture that tells about the sentence frame. Their "book summary" should be shorter than the actual story and should only include the most important details.
Summarizing Strategy:
Students will complete a foldable showing chronological order of a story that they have previously read.
Time (in days):
10
Topic: Responding to Literature Subject(s): English Language Arts Concept: Connections
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How are texts to self connections used to compare one's own experiences to characters in a story?
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: A.P.#1. Think pair share
Assessment Prompt 2: A.P.#2 Students complete graphic organizer comparing text to self.
Activating Strategy:
Teacher will give each student a piece of tag board or something to create their own personal bookmark. Teacher will read a preselected text such as Owen or Lilly's Purple Plastic Purse. Students will use bookmark to discuss with a partner their connections with the text.
Teaching Strategies:
Graphic Organizer:
A blank bookmark
Instruction:
Introduce the lesson by telling students that really good readers think about how books relate to their own life and that this helps good readers understand books better. Tell them that these kinds of connections are called Text to Self Connections. (Draw a book with an arrow pointing to a stick person as a graphic representation.) Read the book aloud and stop to reflect aloud on the connections you have made using your post-it notes. Be sure to explain to students the connection you have made and how it helps you to understand the story better. For example, when I explain that I am an oldest child, like one of the characters in the book, I will also explain that this helps me understand why the character behaves like she does.
AP: A.P.#1. Think pair share
End the lesson by asking students if they can make connections between the story and their own lives. Make sure to question students about the connection and how it helps them understand the story better. At this point students' responses may resemble the "It Reminds Me of" type of response. As you continue to model your thinking with other books they will begin the shift to telling about how their experience helps them understand the story.
Assignment and/or Assessment:
Topic: Responding to Literature Subject(s): English Language Arts Concept: Connections
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
A.P.#2. Students use graphic organizer to compare text to self.
Students will use a preread selection to make connections from text to self and complete the graphic organizer. One title you could use would be Miss Nelson is Missing.
Summarizing Strategy:
Students will write a paragrah explaining the purpose of connecting text to self and share with their partner.
Resources and Materials:
Resouces and materials are listed above.
Time (in days):
7
Topic: Responding to Literature Subject(s): English Language Arts Concept: Connections
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How does comparing the literary elements of two texts help readers make text to text connections?
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: A.P. #1 Think, pair, share
Assessment Prompt 2: A.P. #2 Identify similarities between two texts. Assessment Prompt 3: A.P. #3 Compare and contrast
Activating Strategy:
Session 1.
Show students the cover of Little Red Riding Hood (Hyman, 1983), a beautifully illustrated retelling of the Grimms' version of this traditional tale. Before reading the story, ask students to talk about the title and the illustrations on the front and back covers and opposite the major title page. This invitation sets the stage for students to draw on their prior knowledge of this well-known story and to engage in inferential thinking to interpret the traits, feelings, and motives of the central characters, based on clues in these pictures. As the story unfolds, ask students to continue to talk about the textual and visual portrayal of each character in this story: Little Red Riding Hood, her mother, her grandmother, the wolf, and the hunter. At the end of this first read-aloud session, introduce other retellings of this traditional tale included in the text set (see the Little Red Riding Hood Booklist) and ask students to select one for independent reading. Ask them to focus on the way the words and pictures provide clues about the traits, feelings, and motives of the characters in the books that they have chosen. Ask students to identify interesting differences found in these retellings and record their observations in their journals. For example, the last line in Josephine Evetts-Secker's retelling (2004) is provocative: "Little Red Riding Hood told her granny about the birdsong and the beautiful flowers and as she shared these good things, she wondered whether she would ever meet another wolf in the forest, and if so, what would she do then?" (unpaged).
Session Two
At the beginning of this second group session, give students an opportunity to share discoveries that they found in the retellings that they have explored. Ask students to compare the retellings with Hyman's retelling, which they read in the first session. Show students the cover of Lon Po Po: A Red-Riding Hood Story from China (translated and illustrated by Ed Young), and ask them to predict how this story will compare to those that they have already read. Read aloud to the class. This older variant of the traditional tale provides a significant contrast with the diverse retellings of the Grimms' version. In this variant, three sisters manage to get rid of the hungry wolf that plans to eat them by drawing on their own inner resources of courage and cunning to take action against the villain in this story.
After reading the book, ask students, "What is surprising in this story?". Encourage students to compare this version of the story to the other versions that they have read. At the end of the discussion of this book, ask students to interpret Ed Young's dedication: "To all the wolves of the world for lending their good name as a tangible symbol for our darkness."
Students can make a T- chart as a graphic organizer to compare two fairy tales such as: Little Red Riding
Hood and Lon Po -Po.
Topic: Responding to Literature Subject(s): English Language Arts Concept: Connections
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
Class will prepare a T Chart with the title of text you chose. Explain to students that they will use one side of the chart to write down facts given from the first passage. The opposite side will be used to write facts about the other passage. Compare passages. On the back of T Chart list the difference of the two passages.
Key vocabulary to preview:
Text-to-Self, Text-to-World, Text-to-text
Teaching Strategies:
Graphic Organizer:
T Chart
Instruction:
AP: A.P. #1 Think, pair, share - Review literary elements. Preparation:
Class will prepare a T Chart with the title of text you chose. Explain to students that they will use one side of the chart to write down facts given from the first passage. The opposite side will be used to write facts about the other passage. Compare passages. On the back of T Chart list the difference of the two passages.
Secure copies of the "The Luncheon" by W. Somerset Maugham for half the class and copies of "The
Luncheon" by Jeffrey Archer for half the class.
Write the questions on the board. (See Session 1 for prereading questions.) Instruction and Activities
For those unfamiliar with the short stories featured in this lesson, a brief synopsis of each is provided. "The Luncheon," by W. Somerset Maugham:
The narrator, a book writer, recognizes a woman with whom he had lunch years ago. He starts remembering the unforgettable evening. He was young, living in Paris, and could barely make ends meet. She had read one of his books and wrote to congratulate him on his work. He invited her for lunch and to his horror she chose an expensive restaurant. He had only eighty francs to last him the rest of the month. She ordered one expensive dish after another and when the bill came he paid and was left with no money at all. However, in the end, the narrator feels that he has finally had his revenge when he sees that the woman now weighs twenty-one stone (approximately 300 pounds).
"The Luncheon," by Jeffrey Archer
The narrator, a book writer, meets a woman whom he doesn't recognize at first, but pretends to remember because she is a famous film director's wife. He invites her to have lunch, but can only afford a cheap meal
Topic: Responding to Literature Subject(s): English Language Arts Concept: Connections
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
with his paltry 37.63. She chooses an expensive restaurant, far beyond his means, and proceeds to order the most exorbitant dishes on the menu. When the meal is over and the narrator is left with very little money, the woman confesses that she has divorced the film director and married another man, who just so happens to be the owner of the restaurant.
Session 1. Introduction to the stories
1. Distribute copies of "The Luncheon" by W. Somerset Maugham to one group and copies of the "The Luncheon" by Jeffrey Archer to another group. Students should not know at this point that they are reading two different stories.
2. Prepare students to read the texts by introducing the title of the story.
3. Ask students to make predictions about what they are about to read by answering the following questions written on the board:
• Do you think the author had a special reason for giving the story this title?
• What do you think the story will be about? What makes you think so?
• What do you think will happen in the story?
4. Ask students to read the first two paragraphs of the story silently and answer the following questions:
• Who are the characters?
• Where does the story take place?
• What is the relationship of the characters?
• What does each character remember?
AP: A.P. #2 Identify similarities between two texts.
5. Once students individually find the answers to the questions, have them share their findings within their group. Play only the role of moderator or facilitator, do not make judgments upon the students' findings.
Story comparisons
During this class session, students will realize or confirm that they have read different stories. To accomplish this task, mix students from each group and form new groups to share and discuss the stories.
AP: A.P. #3 Compare and contrast
Distribute copies of "The Luncheon" Comparison Table and ask students to compare and contrast the two stories. Story elements to be discussed include characters (description, actions, and feelings), setting (time and place), events.
Assignment and/or Assessment:
**Teacher directed activities. You can use your materials for comparison of two texts or use any of the Three Little Pigs version or the Cinderella versions. Using a T-Chart students can compare one event to another. Share with partners.
You can choose two nursery rhymes, songs, and or other stories to compare the literary elements.
Topic: Responding to Literature Subject(s): English Language Arts Concept: Connections
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
Summarizing Strategy:
Students will use ticket out the door to answer the Essential Question. Answer: They will be able see how they are alike and different.
Time (in days):
10
Attached Documents:
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
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do readers distinguish facts from opinions?
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: A.P. #1. Think,pair,share
Assessment Prompt 2: A.P.#2 Explain the difference between fact and opinion.
Activating Strategy:
Using index cards write fact on one side (in one color) and opinion on the other side (using a different color) then staple to a popsicle stick. Read a descriptive piece and stop at the end of each sentence. Students hold up their sticks with the side they think the statement represents. You could also have students write one of each kind of statements, put them all in a bag, and draw from the bag, allowing the class to practice on their own statements with the signs.
A.P.#1. Students will come up with a variety of statements to determine if fact or opinion.
Key vocabulary to preview:
Retelling, interpretations, opinion, connections, verb tense, modify
Teaching Strategies:
Graphic Organizer:
T Chart
Instruction:
Fact and Opinion
1. Discuss the difference between fiction and nonfiction. Explain to students that a news story is one kind of nonfiction text. Even though nonfiction texts contain many facts they often include opinions too. Ask students whose opinions might appear in a news story (the author's, an eyewitness's, an expert's).
2. Next, pass out the latest news story It's Checkup Time!. Read the first few sentences aloud, identifying facts and opinions as a whole group. Next, divide the class into two groups. One group will
underline facts in the article. The other group will circle opinions. Remind students that a single sentence may contain both fact and opinion.
Topic: Responding to Literature
Subject(s): English Language Arts
Concept: Reviewing and Writing Stories
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
A.P.#2. Students will write a Dear Absent Student letter to explain the difference between the facts and opinions.
3. Have students share facts and opinions that they found in the article. Ask: Do any opinions appear in this story? If so, why do you think the author chose to include these opinions? Should the author's opinion be evident in a news story? Why not?
Use a T Chart to compile a list of facts and opinions from the article.
Assignment and/or Assessment:
Then have students complete the worksheet Fact or Opinion?
It's Checkup Time!
A panda cub gets its first examination
By Claudia Atticot
Yesterday, officials at the San Diego Zoo in California got their first close-up look at the zoo's 20-day old panda cub, and the news is bear-y good. "It's heart and lungs sound fine,'" says Zoo veterinarian Meg Sutherland-Smith. "It's a very robust little cub!" The newborn panda weighs in at a little over a pound and is about 11 inches long.
KEN BOHN-SAN DIEGO ZOO
A San Diego Zoo panda keeper shows off the zoo's 20-day-old cub.
A Mama Bear and her Cubs
Giant panda Bai Yun gave birth to the cub on August 3. This was her fourth successful birth at the zoo since
1999. Hua Mei, Bai Yun's first cub was the first giant panda born in the United States to survive. Hua Mei has since been sent to China and has given birth to three sets of twins. In keeping with the Chinese tradition, the newborn cub will be named after it reaches 100 days old.
The new addition is as quiet as a mouse. In the past, Bai Yun's cubs were only examined after she left the den to get food in an adjoining room. But the mama bear would get upset when she heard her cubs squawk. "In previous years the cubs have been very vocal and Bai Yun would hear that and become very anxious," says Sutherland-Smith. But "this cub is a lot quieter than previous cubs" says Sutherland-Smith. So veterinarians were able to do a five-minute exam as opposed to a two or three minute one. The extra time, afforded the
zoo's nutritionist an opportunity to get an all-important check of the cub's weight and length.
Male or Female?
Officials are keeping quiet about the gender of the cub until they've had a chance to conduct a second exam next week. But Sutherland-Smith admitted that they might already know whether the cub is male or female. In order to find out the gender of a panda, the zoo's photographer takes many digital pictures of the cub. Veterinarians then compare those photos to photos of the other cubs.
Experts have to be very careful when they determine a panda's gender. Sometimes they get it wrong. Earlier this month, Jinzhu, an 11-year-old panda at the Wolong Nature Reserve for Giant Pandas in China gave birth
Topic: Responding to Literature
Subject(s): English Language Arts
Concept: Reviewing and Writing Stories
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
to twins on August 9. Jinzhu was long thought to be a male. The San Diego zoo hopes to make an announcement about the new panda's gender sometime next week--and they want to get it right!
A Booming Panda Population
Giant pandas are one of the most endangered species in the world. There are about 1,600 living in the wild. But, recently the population has gotten a boost. On August 13, China welcomed two sets of twins. On August
23, a cub was born at the Vienna Schoenbrunn Zoo in Austria. The cub was the first giant panda born in
Europe in 25 years.
Summarizing Strategy:
Ticket it out the door- Students will answer the Essential Question.
Resources and Materials:
Time (in days):
8
Attached Documents:
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
Plan for the Concept, Topic, or Skill -- Not for the Day
Lesson Essential Question:
How do writers edit to determine grammar rules are followed.
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1: A.P. #1 Brainstorm ideas
Assessment Prompt 2: A.P. #2 organize gtammar rules on a graphic organizer
Activating Strategy:
Give students a preselected written paragraph with miscues in capitalization, verb tense, apostrophies, and contractions. Teacher models how to edit paragraph using different colors to highlight the miscues.
Key vocabulary to preview:
Retelling, interpretations, opinion, connections, rubric, verb tense
Teaching Strategies:
Graphic Organizer:
A.P.#1. Brainstorm ideas on what grammar rules will be used. Make a flip book containing grammar rules.
Instruction:
Have students check rough drafts for capitalization errors with an orange crayon. Students exchange papers with a partner to continue editing with an orange crayon for capitalization errors. Using different colors students can edit for verb tense, apostrophies, and contractions.
**Students and partners will edit one skill at a time. Teacher will monitor by walking around classroom searching for missed errors.
Assignment and/or Assessment:
A.P. #2 Organize the grammar rules on a graphic organizer.
Topic: Responding to Literature
Subject(s): English Language Arts
Concept: Reviewing and Writing Stories
5. Acquisition Lesson
Days: 20
Grade(s): 3rd
Students will be given a prewritten paragraph to edit using the colors used during instruction.
Summarizing Strategy:
Students will answer essential question by editing preselected paragraph.
Time (in days):
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
Lesson Essential Question:
How do readers and writers use the dictionary or thesaurus to modify word choice?
Assignment:
Assignment 1-Copy attached Sensory Details Graphic Organizer and directions.
Students will complete the organizer and then use a dictionary or thesaurus to find a more vivid, spicier word. Assignment 2-CREATE A SCENE WITH WORDS
STUDENT DIRECTIONS: Work with a partner to list five words or phrases for each scene below. The words or phrases must describe the scene accurately so that we can "see" the picture. Choose your words carefully. Do not use the same word/phrase more than once. When completed trade your description with another group. The group will illustrate your description.
EXAMPLE: a waterfall clear
racing misty splashing flowing
a desert
a railroad train an busy office a playground
a sailboat race a funeral
a thunderstorm
a cattle stampede a rocket launching kittens playing
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 (in days):
4
Topic: Responding to Literature Subject(s): English Language Arts Concept: Connections
6. Extending Thinking Lesson
Days: 20
Grade(s): 3rd
Lesson Essential Question:
How do readers make and use real world connections in responding to literature?
Mini Lesson(s):
Procedure: Introduce lesson.
Remember when we talked about activating prior knowledge?
Ask: Who can tell me why it's important to activate prior knowledge when reading? Acknowledge responses and then review importance of prior knowledge.
What are some of the strategies that we've learned that activate prior knowledge? Acknowledge responses and then review text-to-self and text-to-text strategies.
Today we are going to learn about another strategy to activate prior knowledge. It is called making text-to- world connections. (Write this on the board, or have a pre-made poster up.)
I am going to read a to you and model for you how I make connections while I read.
I want you simply to listen and notice the connections I'm making, then, you will have an opportunity to do the same.
Read while making connections to things/events/people/places in the world. (The teacher may want to use either Post-It™ notes, chart paper, transparency with a copy of the graphic organizer, or the board to model writing down the connections made.)
Ask," As I was reading, did you make any connections?" Allow time for discussion. Have students choose a text to read, or assign a text to read.
Hand out text-to-world graphic organizers (or Post-It™ notes) and have students fill them out as they read. Allow time for sharing.
Task:
Students spend a couple days making connections daily in the newspaper, keeping "journal entries" of their connections.
Assignment:
Topic: Responding to Literature Subject(s): English Language Arts Concept: Connections
6. Extending Thinking Lesson
Days: 20
Grade(s): 3rd
Students are given a homework assignment to read a text of their choosing, making connections, and write them down in a log or on a reading response form.
Students are given a graphic organizer and assigned the task of making connections while reading text in another subject/class. (Students should be given a few days to complete this. If the teacher is on a team, the teacher will inform his or her colleagues of the assignment.)
After the student has had sufficient practice making text-to-world connections, the student will write in a learning log about the strategy and why/how it is helpful to him or her.
Time (in days):
3
Topic: Responding to Literature
Subject(s): English Language Arts
Concept: Reviewing and Writing Stories
6. Extending Thinking Lesson
Days: 20
Grade(s): 3rd
Lesson Essential Question:
How do readers use a rubric to evaluate a book review?
Mini Lesson(s):
Model using the rubric to score a book review. (See attached rubric)
Task:
Students will use two of the book reviews to evaluate using the rubric. Student and teacher will compare their scores of the book review. Discuss as you go along.
Assignment:
Students will use the third book review to evaluate using the rubric.
Time (in days):
2
Rubric 1:
Title: Rubric 1
Additional Information:
Rubric 2:
Title: Book Rubric
Topic: Responding to Literature
Subject(s): English Language Arts
Concept: Reviewing and Writing Stories
6. Extending Thinking Lesson
Days: 20
Grade(s): 3rd
| |points 3 points 2 points1 |
|Attractive Cov er | | |Poor, no illustr |
| |Good, Creative |Fair, Plain |ations |
|Title, Author, |Good, Easy fo und |Fair, Need to S |Poor, can't loca te |
|Illustrator | |earch | |
| |Good, All story |Fair, Missing s tory |Poor, story har d to |
|Interesting |elements |elements |follow. |
Additional Information:
Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities?
Put the Lesson Essential Questions, activities, and experiences in order.
Topic: Responding to Literature
Subject(s): English Language Arts
Days: 20
Grade(s): 3rd
What resources and materials do you need for this unit, the lessons, and the activities?
Resources Associated with the Unit:
Resources Associated with Lessons and Activities:
Resources and Materials from ACQ Lesson 2:
Resouces and materials are listed above.
Resources and Materials from ACQ Lesson 3:
Graphic Organizers from ACQ Lesson 3:
Ticket Out The Door
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Curriculum: Tola Hutchison
Course: ELA 03
Learning-Focused Toolbox
Date: October 13, 2010 ET
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Date: October 13, 2010 ET
Course: ELA 03
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Curriculum: Tola Hutchison
Course: ELA 03
Learning-Focused Toolbox
Date: October 13, 2010 ET
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