Grade Level and Unit of Study: - Weebly



Grade Level and Unit of Study: Grade 3, Unit 2: Readers Gather Big Ideas (4-6 weeks)Focus Standards:RL.3.2 RL.3.9 RI.3.2 RI.3.9 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. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Determine the main idea of a text; recount the key details and explain how they support the main idea. Compare and contrast the most important points and key details presented in two texts on the same topic.Essential QuestionsWhat do good readers do?Am I clear about what I just read? How do I know?In what ways does creative choice impact an audience?Whose story is it, and why does it matter?Learning TargetsI can recount/retell stories from diverse cultures. I can define central message, lesson, and/or moral.I can identify characteristics of fables, folktales and myths.I can explain the central message, lesson, and/or moral using key details from the story.I can define theme, setting, and plot. I can identify, compare and contrast the themes, settings, and plots in stories written by the same author. I can define and determine the main idea of informational text.I can identify key details in informational text and explain how they support the main idea.I can indentify, compare and contrast the most important points and key details found in two texts on the same topic. Suggested Resources Professional Resources:Comprehension Connections By Tanny McGregorTeaching for Comprehending and Fluency By Fountas & PinnellTeaching for Deep Comprehension Linda Dorn Strategies That Work: Teaching Comprehension for Understanding and Engagement Stephanie HarveyThe Curricular Plan for Reading Workshop by Lucy Calkins and The Reading and Writing ProjectLiterature:Fiction: Variety of books in a series, variety of books by same author (in order to compare and contrast themes, settings, and plots of stories) Such as; Mr. Peabody’s Apples by Madonna, Sweetest Fig by Chris VanAllsberg, Fly Away Home and The Memory String by Eve BuntingVariety of folktales, fables, and myths from diverse cultures (in order to determine the central message, lesson, moral, and explain how it’s conveyed through key details)Nonfiction: Variety of texts on same topic (in order to compare and contrast important points and key details) kid magazines (Time for Kids, National Geographic)Variety of wordless picture booksKey Terminology Genre, series, themes, central message, main idea, compare and contrast, moral, myths, fables, folktales, schema, inference, recount, lesson, key detail, setting, plot, important pointCulminating ActivityEnd GoalsStudents will:Recount/retell stories from diverse cultures.Define central message, lesson, and/or moral.Identify characteristics of fables, folktales and myths.Explain the central message, lesson, and/or moral using key details from the story.Define theme, setting, and plot. Identify, compare and contrast the themes, settings, and plots in stories written by the same author. Define and determine the main idea of informational text.Identify key details in informational text and explain how they support the main idea.Identify, compare and contrast the most important points and key details found in two texts on the same topic.Interdisciplinary OpportunitiesScience Social StudiesMathEncoreTeaching Points/Student ExperiencesLesson 1 (3-4 Days)Lesson 2 (2-3 Days)Lesson 3 (4-5 Days)Lesson 4 (3-5 Days)Teaching Point: Readers recount stories from diverse culturesInstructional Ideas:Review story elements Model thinking of how readers identify story elements using fables, folktales, and mythsAnchor Chart: Identify characters, setting, plotModel how to complete story elements graphic organizerReaders retell/recount in their everyday lives… (ex. After a movie, “previously on____”)Reread fable, folktale, and myth of your choosing that was used for teaching basic story elements Introduce graphic organizer “Somebody, Wanted, But, So”Model how to complete the graphic organizerStudent Experiences:Complete story elements graphic organizer during independent reading using fables, folktale or myth of their choiceRead fable, folktale, and myth with a partnerPractice retelling/recounting the story by filling out the graphic organizer “Somebody, Wanted, But, So” with a partner or independentlyWhole group share: share their thinking on how they identified the story elements and the “Somebody, Wanted, But, So” graphicDuring a catch have students share their thinking about story elements in their own reading Teaching Point: Readers infer to determine central message, lesson, or moral of fables, folktales, and mythsInstructional Ideas :Use an everyday object to make inferences with. Ex. A purse, backpack, old shoe, etc. Use the object to find evidence (Clues) that help us make inferences about the person who owns the object. Chart student inferences and evidence (example of lesson and chart found in Comprehension Connections page 53)Select a wordless book Model making inferences by charting your thinking (I’m seeing, I’m thinking, I’m noticing, I’m wondering)Using a fable, folktale, and myth chart and discuss how students use their schema and evidence from the text to help infer the author’s messageSchemaEvidenceInference(author’s message)Student Experiences:Record their inferences as they read and the evidence from the text to support their inferences.Record their inferences about the central message, moral, or lessonTeaching Point:Readers determine the central message, lesson, or moral of fables, folktales, and myths and explain how it is conveyed through key details in the text (sample lesson plan provided)Instructional Ideas:Read a fable, folktale and myth aloud Discuss characteristics of fables, folktales, and myths (ex. Short, animals are the characters, one character has a flaw that leads to a downfall of that character which leads to the moral of the story)Model how readers infer the message, lesson, or moral Model finding key details to support the message, lesson, or moralChart what students determine as key details in fables, folktales, and myths Student Experiences:Students read fable, folktale and myths independently Students determine central message, lesson, or moral independently Students identify key detail and explain how they support the central message, lesson, or moralWhole group share: choose a few students to share how the central message, lesson, or moral of the story can be related to their own livesTeaching Point:Readers compare/contrast themes, settings, and plots in stories written by the same author about the same or similar charactersInstructional Ideas:Review theme, setting, plot (tying theme to earlier learning on central message, lesson, or moral)Read aloud two books by the same author, charting the themes, settings, and plots for eachModel how to compare/contrast the themes, settings, plots from the two storiesStudent Experience:Read two texts by the same authorCompare/contrast the themes, settings, plots within the two textsTeaching Points/Students ExperiencesLesson 5 (5-8 Days)Lesson 6 (4-5 Days)Teaching Point:Determine main ideas and recount key details including how they support the main idea of an informational text Instructional Ideas:Model how readers determine important information to support main ideaUsing an informational text demonstrate how readers break down the text into sections to determine main idea and key detailsUsing an informational text create a T Chart to record key details to determine main idea Use an informational article to demonstrate how readers highlight/code to identify main ideas and key detailsStudent Experiences:Read an informational text (articles, text, newspapers)Highlight/code main ideas and key detailsShare their thinking about how they determined the main idea and key detailsTeaching Point:Readers compare/contrast most important points and key details of two texts on the same topicInstructional Ideas:Read aloud two informational texts on same topic (ex articles from Time for Kids or National Geographic) Chart important points and key details for both textsModel how to compare and contrast the important points of both texts (on the same topic)Divide students into pairs, and give each pair a different informational text on the same topicHave pairs chart important points and key details from their textPairs then compare and contrast important points and key details from the two textsStudent Experiences:Read two informational texts on same topicDetermine most important points and key details from eachCompare and contrast most important points and key details from the two textsCreate chart comparing and contrasting most important points and key ideas from both texts ................
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