3rd Grade Literacy Curriculum Guide Module 1
2014-2015
Unit Name:
Freckle Juice / Stone Fox
Module 1: (Number of Days 24)
TLI Focus: Literary Narrative
Start: 8/18/14 Test: 9/22/14
Unit Overview:
Performance Task:
After reading the story, Freckle Juice, students will think about a time when
In this unit the students will enjoy reading about a boy named Andrew
they thought they wanted to change something about themselves or knew
who desperately wants freckles and what he does to get them. They will someone who wanted to change something about him or herself. What
learn that real freckles form from melanin, which is the same pigment in
caused them to want to make the change? Were they able to make the
the skin that causes skin to become tan. People who have freckles make
change? Students will write a story about what they changed and what
less melanin when they are in the sun than people who are tan.
happened after the changes were made. The stories will be collected to
make a class book.
In the second extended text they will read about a ten year old boy
After reading the story, Stone Fox, students will discuss the meaning of
named Willy who lives with his grandpa on a potato farm near Jackson,
Wyoming. They will learn all the things that he does to help his grandpa courage and how to be courageous. Have students to share personal
examples of showing courage in their lives. Research people in history that
to restore the farm.
have shown themselves to be courageous. Students will choose one person
to write about how that person was courageous.
Essential Questions:
Building Background Knowledge Prior to Teaching: Please refer to the North
Carolina Unpacked Standards
1. Freckle Juice:
Explanations and Examples in this document are reference the Arizona,
How can each of us contribute to the community of our
Delaware, North Carolina and Ohio Departments of Education
classroom and school?
2. Stone Fox:
What does courage mean for you?
1
Reading Complex Texts
RL/RI.3.10
5-9 Short Texts
Literature
Freckle Juice:
A Fine, Fine School
Destiny’s Gift
Enemy Pie
1 Extended Text
Literature
PBSD
Writing About Texts
W.3.1-2, 4-6, 9-10
Routine Writing
Develop and Convey
Understanding
3-5 Analyses
Focus on Inform and
Explain
Reading Response
Journal :
For extended text and
short text, students will
respond to short
answer questions, show
understanding by
completing an Exit
Ticket, and produce
Quick Writes.
Students will analyze the
text through series of
comprehensive short
answer questions.
Focus on Inform and
Freckle Juice
Literature
Making Friends with
Pizza
Literature - Poetry
Friendship is
Friendship
Social Studies
Bullying
Research Project
W.3.7-9
RL/RI.5.1-10
Narrative Writing
W.3.3-6,10
1 Research Project
Integrate knowledge
from sources when
composing
2-3 Narratives
Convey Experiences
Assign to the students a
research project on what
causes freckles and why
some people have them
and some do not.
Writing
Write a paragraph about
bullying – why it is not
positive and what someone
should do if it happens to
them or a friend of theirs
Focus on Inform and
Explain
Students will write 1
paragraph in response to
a prompt to analyze a
specific section of the
text. Students will
provide evidence from
the text to support their
answers.
Social Studies
Peer Pressure Power
Art/Music
Rachel Delevoryas
WritingThe students will write a
story describing a friend that
possess the qualities listed in
the poem about friendship.
They will write about specific
ways their friend
demonstrates these
characteristics.
Writing
Quick Write: Explain
emotions you get from
listening to the song
For Reading and Writing in Each Module
Cite Evidence
RL/RI.3.1
Analyze Content
RL/RI.3.2-9
SL.3.2-3
Study and Apply
Grammar
L.3.1-3, SL.5.6
Study and Apply
Vocabulary
L.3.4-6
2
Conduct Discussions
SL.3.1
Report Findings
SL.3.4-6
PBSD- Grade 3- Common Core- Module 1 (Part b – Weeks 3-5)
Reading Complex Texts
RL/RI.3.10
5-9 Short Texts
Literature
1 Extended Text
Literature
The Boy Who Cried
Wolf
Stone Fox
Literature
Three Little Pigs and
The True Story of the
Three Little Pigs
Literature - Poetry
Ocean Poems
Eating While Reading
Literature
The Harvest Birds
Tops & Bottoms
Writing About Texts
W.3.1-2, 4-6, 9-10
Routine Writing
Develop and Convey
Understanding
3-5 Analyses
Focus on Inform and
Explain
Reading Response
Journal :
For extended text and
short text, students will
respond to short
answer questions, show
understanding by
completing an Exit
Ticket, and produce
Quick Writes.
Students will analyze the
text through series of
comprehensive short
answer questions.
Focus on Inform and
Explain
Social Studies
Students will write 1
paragraph in response to
a prompt to analyze a
specific section of the
text. Students will
provide evidence from
the text to support their
answers.
Research Project
W.3.7-9
RL/RI.5.1-10
Narrative Writing
W.3.3-6,10
1 Research Project
Integrate knowledge
from sources when
composing
2-3 Narratives
Convey Experiences
. Research people in
history that have
shown themselves to
be courageous.
Students will choose
one person to write
about how that person
was courageous.
Writing:
Use graphic organizer to find
the most important events
from the story. Rewrite your
findings into a one
paragraph summary.
Writing:
Respond after reading
versions of the Three
Little Pigs. Who do you
think is telling the “real”
story and why? Give
evidence to prove your
claim.
Art
For Reading and Writing in Each Module
Cite Evidence
RL/RI.3.1
Analyze Content
RL/RI.3.2-9
SL.3.2-3
Study and Apply
Grammar
L.3.1-3, SL.5.6
Study and Apply
Vocabulary
L.3.4-6
3
Conduct Discussions
SL.3.1
Report Findings
SL.3.4-6
3rd Grade ELA Checklist for Module 1
Standards
Date Taught
Date Re-Taught
RL.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the
text as the basis for the answers.
RL.3.2
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.
RL.3.3
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their
actions contribute to the sequence of events.
RL.3.4
Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from
non-literal language.
RL.3.5
Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such
as chapter, scene, and stanza; describe how each
successive part builds on earlier sections.
RL.3.6
Distinguish their own point of view from that of the
narrator or those of the characters.
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Date Reviewed
Date Assessed
Date ReAssessed
3rd Grade ELA Checklist for Module 1
Standards
Date Taught
Date Re-Taught
L 3.1b
Form and use regular and irregular plural nouns.
L 3.1d
Form and use regular and irregular verbs.
L 3.1e
Form and use the simple (e.g., I walked; I walk; I will
walk) verb tenses.
L 3.2b
Use commas in addresses.
L 3.2d
Form and use possessives.
LP 3.1.2a
Explain the function of nouns, pronouns, verbs,
adjectives, and adverbs in general and their
functions in particular sentences.
LP 3.1.2c
Use abstract nouns (e.g., childhood).
LP 3.2.2b
Use commas in greeting and closing of letters.
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(continued)
Date Reviewed
Date Assessed
Date ReAssessed
3rd Grade ELA Writing Standards – Embedded into All Modules
Text Types and Purposes
1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
Production and Distribution of Writing
4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
6. 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.
Research to Build and Present Knowledge
7. Conduct short research projects that build knowledge about a topic.
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
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Context for Instruction
Writing Workshop Block Schedule
Reading Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word Study—Whole Group---15-20 minutes daily
Book Talk—5 Minutes
Read Aloud—Whole Group---15 minutes
 Vocabulary Instruction –5-10 minutes (Tied to Read Aloud)
 Strategy based reading mini-lesson—15 minutes
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write Aloud/Modeling ---Whole Group---20 Minutes
 Strategy based writing mini-lesson using anchor text or passages
Writing Period
Reading Period
Guided
Reading
Literature
Discussion
• Small group meet with teacher
• Comprehension focus
Guided
Writing
• Student-led literature discussion
• Teacher set purpose for learning and facilitate
discussion
Independent
Writing
• Small Group meets with teacher
• Writing focus
• Teacher sets purpose for writing
• Students write independently for a minimum of
30 minutes
• Teacher holds individual writing conferences for
at least 3 students daily
• Students Reading Independently
• Students respond to text in reading response
Independent
log/notebook
Reading
Conferencing
Teachers should follow this guide to plan daily literacy instruction. Students must participate in daily reading and writing.
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CCCS Focus
Standards
RL.3.1
Ask and answer
questions to
demonstrate
understanding of a
text, referring
explicitly to the text as
the basis for the
answers.
Explanation of Standard
Instructional Strategies and Activities
Students will be able to quote from the text to support their
opinion or comprehension.
Students may create lists of clues stated in the text to support
their inference.
Students may use graphic organizers to arrange clues, ideas
and quotes with page numbers of the text.
OPINION
Or
QUOTE
SUPPORTING
SUPPORTING
SUPPORTING
DETAILS
DETAILS
DETAILS
Literature Response
“Historical fiction” is a genre that takes place in the past but has a fictional character
or fictional elements to it. As a class, we will compare and contrast various historical
fiction stories. In order to prepare for class discussions, create a T-chart in your
journal where you take notes about people, places, or events you believe are
represented accurately, and people, places, or events you believe are fictional. Be
sure to include in your notes the page number and book title for each example so
you can refer back to the text. (RL.5.1, RL.5.9)
Sample Questions
Who was the first to finish the race? How do you know? Which word(s) from the
poem supports your answer?
• What is so special about Mario? How do you know? Which sentence(s) from the
story supports your answer?
• Where does the drama take place? How do you know? Which sentence(s) from
the drama supports your answer?
• Why did Tiesha try out for the play? How do you know? Which sentence(s) from
the story supports your answer?
• Why did Tyrone get an “A” on his test? How do you know? Which sentence(s)
from the story supports your answer?
• How is John different from Paul? How do you know? Which sentence(s) from the
story supports your answer?
Lesson Plans and Activities:
Learn to Cite Evidence from the Text in Your Own Words (video)
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CCCS Focus
Standards
Explanation of Standard
Instructional Strategies and Activities
RL.3.1
Ask and answer
questions to
demonstrate
understanding of a
text, referring
explicitly to the text as
the basis for the
answers.
Teachers, please feel free to write your own notes in this
space.
Citing Evidence Strategy
Got Evidence? Prove it! - Citing Evidence Anchor Chart
Citing Evidence Key Terms and Phrases:
 Because …
 Based on what I read …
 For instance …
 The author stated …
 For example …
 According to the text…
 On page _____, it said that …
 In paragraph ____, it said that …
 From the reading, I knew that …
 Two different sources told me that …
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CCCS Focus
Standards
RL.3.2
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.
Explanation of Standard
Instructional Strategies and Activities
Problem and Solution:
Using a well-known story, the teacher may model the process
of recounting a story, determining how key details support the
moral or lesson. In the fable of The Boy Who Cried Wolf, the
moral of the story is that if a person consistently complains
they may not be listened to in an actual emergency. The
students would note the details from the story that led to him
not being believed by others.
Lead a discussion with the students to introduce the genre of trickster tales, using
questions such as these:
 One of the types of folk stories handed down in cultures is a “trickster
tale.” What root word do you hear in “trickster”?
 Have you ever played a trick on someone?
 Have you ever had a trick played on you?
Tell students that “trickster tales” are stories that involve playing tricks to solve
problems and to make them even more interesting, that they are from different
cultures. As students read, encourage them to think about characters and their
traits. Remind them that the story is not just in the text but also in the illustrations.
The illustrations help to tell the story and to give hints about the culture or origin.
Use the following questions to guide discussions after they (or you) read the
trickster stories. Eventually require students to answer these questions
independently.
 Who is the trickster?
 Who is the fool who gets tricked?
 What was the problem in the story?
 How did the trick solve the problem?
 Think about what the message of the story might be and why these stories
have been told for hundreds of years.
Students may complete graphic organizers (cause & effect,
problem-solution) to show details supporting the lesson in a
story.
.
Creating Personal Fables
Ask students to assign animal characters to represent people they know. This is a
private process and no one but the student needs to know which animal represents
the student's mother, teacher, brother, or, themselves, etc. Have students create a
story staring those animal characters
Formative Assessment Opportunities:
• Analyze and provide feedback to students as they recount the story. Listen to see
how their recounting sounds. Does the student only include the most important
events in the story? Does the student tell the events in order from the beginning,
middle, and end? During small group instruction provide students with more time to
practice recounting stories.
• Exit Slip: Have students write in their reader’s notebook what is important to
Continued
10
remember about recounting stories.
• Collect written accounts of the story from their reader’s notebook.
• Analyze the work and provide feedback to the students
RL.3.2
Recount stories,
including fables,
folktales, and myths
from diverse cultures;
Storytelling Festival Day
The primary goal of a student festival is to help students feel confident speaking
publicly and to encourage considerate group listening skills to support each teller.
Have each student prepare to present a short oral story (3-5 minutes), first to one
other student, and then to larger groups until the telling is for the entire class.
Students can find stories to tell either in the Stories In A Nutshell or Aesop's
ABC section of this website, or send students to the Library to take out a folktale
book from the 398.2 section.
determine the central
message, lesson, or
moral and explain how
it is conveyed through
key details in the text.
Art History is Filled with Stories Have students research paintings or sculpture
inspired by myth, legend, or folklore. After learning the artwork's background tale,
have students orally present both the artwork and its accompanying story.
Pinterest Board with story elements-character-traits-summary
Continued
Story Map Graphic Organizers and Strategies for Story Maps
A story map is a strategy that uses a graphic organizer to help
students learn the elements of a book or story. By identifying
story characters, plot, setting, problem and solution, students
read carefully to learn the details. There are many different
types of story map graphic organizers. The most basic focus on
the beginning, middle, and end of the story. More advanced
organizers focus more on plot or character traits.
11
Sample Questions:
• What happens in this ___ (story/fable/folktale/myth)?
• Place each event in a box to show the order in which it happens in the _____
(story/fable/folktale/myth).
• What lesson does the author hope the reader learns from the story? What key
details in the story help the reader understand this lesson?
• What lesson does this folktale teach? What key details in the folktale help teach
this lesson?
• What is the moral of this fable? What key details in the fable help teach this
moral?
• What lesson is this myth trying to teach? What key details are used to convey this
lesson?
Lesson Plans and Activities:
 RL 2 Unit Lesson Plans
 Great Lesson Plans and Explicit Information from Jefferson KY … organized
by standard
CCCS Focus
Standards
RL.3.2
Recount stories,
including fables,
folktales, and myths
from diverse cultures;
Explanation of Standard
Instructional Strategies and Activities
Teachers, please feel free to write your own notes in this
space.
Students will retell stories including key details. The retelling can include
dramatization, completing graphic organizers, and illustration of the story.
(RL.3.2, RL.3.3, RL.3.7)
determine the central
message, lesson, or
moral and explain how
it is conveyed through
key details in the text.
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
Pinterest Board of Genres and Multi-Media Resources
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CCCS Focus
Standards
RL.3.3
Describe characters in
a story (e.g., their
traits, motivations, or
feelings)
and explain how their
actions contribute to
the sequence of
events.
Explanation of Standard
Instructional Strategies and Activities
Literary Response
After reading Knots on a Counting Rope, John Archambault, Ted Rand, and Bill
Martin, Jr., review the character traits of the boy and his grandfather. Have the
students partner up and list three characteristics for each. Introduce another story
that honors grandparents: Through Grandpa’s Eyes, Patricia Maclachlan and
Teachers provide examples of descriptions of how characters
Deborah Kogan Ray. As students finish reading the new book, have them work with
respond to events to serve as a guide to students.
the same partner to list at least three characteristics of each character in the new
story.
Character Contribution Chart
 How are the grandparents similar and different?
Character
Traits
Motivation
Feelings
Contributions  How are the grandchildren similar and different?
 What is the message of each book? What do you think the author might
have wanted you to learn?
Teachers model completing graphic organizers to show the
relationship between events and characters of a well-known
story.
Source: commoncore.org
Understanding Character
Students select a character from an individually or group read text. They can
become the character to provide details about how that character’s actions impact
the sequence of events in the selection. Becoming the character can include
dressing like that character, creating character specific props and/or making
character puppets. They should know the character well enough to explain
character feelings, attitudes and motivations.
Sample Questions:
• Explain how the boy smiling changes the story.
• Explain how the girl feels when she learns what happened. How does that affect
what she does next?
• Explain what the dog does to find his owner. What does that show the reader
about the dog?
• Explain why the main character changes during the story. How does that influence
what happens next in the story?
• Describe ____ (a character in the story). How does his/her actions contribute to
the sequence of events in the story?
• Explain how the actions of ___ (a character in the story) influence what happens
next.
Pinterest Board for story-elements-character-traits-summary/
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CCCS Focus
Standards
RL.3.3
Describe characters in
a story (e.g., their
traits, motivations, or
feelings)
Explanation of Standard
Instructional Strategies and Activities
Teachers, please feel free to write your own notes in this
space.
and explain how their
actions contribute to
the sequence of
events.
Pinterest Board for story-elements-character-traits-summary/
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CCCS Focus
Standards
RL.3.4
Determine the
meaning of words and
phrases as they are
used in a text,
distinguishing literal
from non-literal
language.
Explanation of Standard
Instructional Strategies and Activities
Students highlight and discuss figurative language as it is
encountered in text.
Students may research the origins of selected idioms to
reinforce understanding.
Non-Literal Phrases
(idioms)
Driving me up the wall
Literal Meaning
Annoying me
You are not being
You are pulling my leg
truthful with me
Raining cats and dogs
A heavy thunderstorm
Something that is
When pigs fly
impossible
Source: commoncore.org
Students illustrate the literal and figurative meanings of
figurative language (e.g., He lost his head; running on empty,
frog in my throat).
Pinterest Board with Anchor Charts and Ideas for Figurative
Language
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Language/Writing
Read several books that use idioms in the story (e.g., the Amelia Bedelia series) or a
book that uses idioms as the text (e.g., Terban’s work). Then assign the students this
prompt: “Choose an idiomatic saying. Draw a picture of the literal and figurative
meaning of the saying. Write a short paragraph to explain to someone like Amelia
Bedelia why it is important to know what the saying really means.”
(RL.3.4, RI.3.5, L.3.4, L.3.5)
Figurative Language Fun
Use books like the Amelia Bedilia books by Peggy Parish to illustrate the differences
between the literal and figurative meanings of words. Have students participate in
induced imagery (mentally developing a visual picture of what has been read) and
use a T-Chart to record what it literally means and what it really means as a sample
text is read aloud.
Sample Questions
• What is the meaning of ______ on page 2?
• Which words help the reader understand the meaning of _____ in paragraph 5?
• What is meant by the phrase, “Put on your thinking cap,” in paragraph 6?
CCCS Focus
Standards
RL.3.4
Determine the
meaning of words and
phrases as they are
used in a text,
distinguishing literal
from non-literal
language.
Explanation of Standard
Instructional Strategies and Activities
Lesson Plans and Activities:
 Lessons and videos for Teaching Context Clues
 Context Clues Teaching Tips, Lesson, Graphic Organizers, and
Assessment
 Context Clues Graphic Organizers and Lesson
Write vocabulary on the board. As students read and come a
vocabulary word, they use context clues and the graphic
organizer to determine the word’s meaning. Follow up with
discussion.
 Target Fundamental Lessons: MI009 (RI.3.4)
Teachers, please feel free to write your own notes in this
space.
Pinterest Board with Anchor Charts and Ideas for Context Clues
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Craft and
Structure
RL.3.5
Refer to parts of
stories, dramas, and
poems when writing
or speaking about a
text, using terms such
as chapter, scene, and
stanza…..
Explanation
Instructional Strategies and Activities
Teachers create a focus wall that includes terms of various
literature structures as a resource.
Students will be able to use information recorded on a graphic
organizer to write or to speak about the text.
Students create a literature structure journal as a resource.
Poetry/Comprehension
Using a poem such as “Eating While Reading,” Gary Soto, to illustrate how each line
builds meaning to the next. Have students read multiple poems aloud to each other,
explaining their understanding of the poem, line-by-line, and stanza-by-stanza.
(RL.3.5)
Compare Folk Literature
Use a T-Chart to compare two versions of the same folktale (i.e., Galdone’s Three
Little Pigs and Sceiska’s The True Story of the Three Little Pigs). The focus of the
comparison should be the motifs commonly found in folk or traditional literature.
describe how each
successive part builds
on earlier sections.
Sample Questions
• Explain how the second chapter of the story helps the reader understand the
setting of the story. Use examples from the story in your explanation.
• Explain how scene 2 builds suspense. Use examples from the drama in your
explanation.
• Explain how the last stanza in the poem brings the ideas presented together.
Use examples from the poem in your explanation.
Thinking Stems/Anchor Chart:
• Does each chapter supply meaning to the story?
• How does the first chapter help us to understand the second chapter?
• Explain how the ___ chapter helps the reader to understand the setting of the
story. Use examples from the story in your explanation.
• In which chapter does the author introduce what the main character wants?
Use examples from the story in your explanation.
Formative Assessment Opportunities:
• Listen during class discussions of the book. Record observations of students who
are able to refer to specific chapters in the book. Also note students who are able
to describe how each chapter helps to build the story. Continue to confer with
students who are having difficulty with this standard.
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• Performance Task:
Have students choose one chapter from the book and describe how that
chapter builds on the earlier chapters.
For example, if a student chose chapter 2 in My Father’s Dragon by Ruth Stiles
Gannett they could describe how they find out how Elmer will be able to fly in this
chapter.
In chapter 1, the reader only knows that Elmer wants to fly, but not how. In this
chapter the cat tells Elmer about the dragon and how the animals on the island
have captured the dragon for their own use. “Now, I’m quite sure that if you were
able to rescue the dragon, which wouldn’t be the least bit easy, he’d let you ride
him most anywhere, provided you were nice to him…” The information in the
second chapter builds on the first chapter telling the reader how Elmer can fly.
Lesson Plans and Activities:


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How Reader's Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
CCCS Focus
Standards
RL.3.5
Refer to parts of
stories, dramas, and
poems when writing
or speaking about a
text, using terms such
as chapter, scene, and
stanza….
describe how each
successive part builds
on earlier sections.
Explanation of Standard
Instructional Strategies and Activities
Teachers, please feel free to write your own notes in this
space.
Anchor Chart Example for My Father’s Dragon
Good Readers preview books before they read ….
We noticed that…
• It is a Newberry Honor book.
• It’s about a boy named Elmer who tries to rescue a dragon.
• It is an adventure/fantasy story.
• It has 10 chapters.
• There are pictures and maps.
Pinterest Board for Poetry
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CCCS Focus
Standards
Explanation of Standard
Instructional Strategies and Activities
RL.3.6
Distinguish their own
point of view from
that of the narrator or
those of the
characters.
This standard focuses on identifying point of view and
distinguishing differences in the point of view.
Class Discussion/Literary/Writing
Lead a class discussion based on Could Be Worse!, James Stevenson, using the
following prompts/questions:
 How do you think the children felt when they tried to tell the grandfather of an
adventure and he always topped it with a fantastic tale?
 If you were the grandfather, what story would you have told?
 Write a “fantastic” grandfather response to this: I fell off the monkey bars on
the playground and scraped my knee.
(RL.3.6, W.3.10, W.3.3, L.3.1, L.3.3, L.3.)
Students read selections on the same topic told from different
points of view.
Students use graphic organizers to list supporting details from
the narrator, characters, or their own point of view.
Students highlight signal words or phrases that support the
narrator’s, characters’, or their point of view.
Author Studies
Students read a collection of books written by the same author to analyze
similarities and differences in their books. For example, an author study of Chris
VanAllsburg might focus on the similarities in tone and mood across several of his
texts. As students complete the comparison, they can chart it on a Semantic Feature
Analysis chart that lists the books down the side and the various features across the
top. An example of this chart can be found at ReadWriteThink, at
http://www.readwritethink.org/files/resources/lesson_images/lesson240/chart.pdf.
Author
Self
Author
Narrator
Point of View Chart
Characters or Narrator
My Point of view
Sample Questions
• Who is telling the story?
• How does Lawanda feel about the trip? How is that different from how you would
feel?
• How does the narrator feel about Frank getting a new dog? How is that different
from how you would feel?
Lesson Plans and Activities:


20
Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
CCCS Focus
Standards
RL.3.6
Distinguish their own
point of view from
that of the narrator or
those of the
characters.
Explanation of Standard
Instructional Strategies and Activities
Teachers, please feel free to write your own notes in this
space.
Pinterest Board with Point of View Anchor Charts
21
CCCS Focus Standards
Explanation of Standard
RL.3.7
Explain 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).
Authors use illustrations to support their writing, illustrations can
create mood, evoke feelings, emphasize character traits, and depict
setting.
Using the story Tops and Bottoms, Janet Stevens, the teacher will
demonstrate the importance of text illustrations.
Teacher asks students how vegetables grow (checking background
knowledge).
Teacher reads story without showing pictures.
Students discuss how bear’s and rabbit’s crops look at the end of
the first harvest.
Teacher shows the illustration.
Students compare their image to the illustrator’s depiction.
Instructional Strategies and Activities
Class Discussion/Art Appreciation
Paul Goble is a talented artist, who though not a Native
American, has been fascinated by Native American life for
many years and has dedicated much of his art to the culture.
Read the following quote to the students:
Discuss the following quote & questions with the students:
“[Goble’s] art is tremendous because he is able to recreate
the traditional forms with great accuracy and detail. The
designs he draws are completely authentic and his colors are
the same ones that were used by the old-timers before the
reservation days. He is able to recreate the spirit of the old
stories with his illustrations and his words.” - Joe Medicine
Crow, Crow Tribal Historian, and oldest living member of the
Crow Tribe
 What does this quote mean?
 How do you think this quote by a Native American
made Paul Goble feel when he heard it for the first
time?
(SL.3.1, RL.3.7)
Mood Charades
With the whole group, generate a list of moods (i.e., excited,
nervous, confused). Write moods on cards. Have a student pull
a mood card out of a container. The student is to show the
mood through facial expressions and body movements – no
speaking allowed. This activity can be repeated using student
drawings. Students draw the mood adding and changing
details while the whole group guesses the mood.
Continued on next page
Sample Questions
• Explain how the illustration helps the reader understand the
22
setting of the story. Use examples from the story and
illustration in your explanation.
• Explain how the illustrations make the reader feel. Why?
• Explain how the illustration helps the reader understand the
main character in the story. Use examples from the story and
illustration in your explanation.
RL.3.7
Explain 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).
Lesson Plans and Activities:





23
http://learnzillion.com/lessons/1943explain-how-illustrations-contribute-to-themeaning-of-a-story - video
Teaching with Illustrations Article and Lesson
Plan (author and illustrators explain their
books with video link) - see next page
Applying P-QAR to Pictures to Understand
their Importance Lesson Plan
Learn How to Use the Purpose-Question
Answer Response (P-QAR) Strategy to teach
Visualizing
Pedagogy for Teaching Meaning using Words
and Visualizing
CCCS Focus Standards
RL.3.7
Explain 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).
Explanation of Standard
Instructional Strategies and Activities

Teachers, please feel free to write your own notes
in this space.
Teaching with Illustrations Article and Lesson Plan (author and
illustrators explain their books with video link)
Brian Selznick
The Dinosaurs of Waterhouse Hawkins
Selnick's detailed illustrations provide another
dimension to this biography of a little-known
scientist and his life's work.
Mark Teague
Dear Mrs. LaRue: Letters from Obedience School
In this humorous look at a dog's life behind bars,
Teague uses an interplay between illustrations and
text to tell the whole story.
3.RL.8
(not applicable to literature)
Ana Juan
The Night Eater
In this picture book, Juan's lush illustrations bring
readers into the fantastical world of The Night Eater,
a creature that gobbles up darkness.
Ana Juan
Frida
In this biography of the famous painter Frida Kahlo,
Juan's whimsical representations of Frida's life both
incorporate and pay homage to Frida's artistic style.
24
CCCS Focus Standards
RL.3.9
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).
Explanation of Standard
Three Story Map
Ramona
Ramona the
Quimby
Pest
Instructional Strategies and Activities
Ramona and
her Father
Main Character
Main Setting
Plot/Events
Theme/Lesson/M
oral
Conclusion /
Resolution
Before Reading/During Reading/After Reading Checklist
Characters
Who are the characters? What are the
character’s traits?
Plot
What are the events in the story?
Setting
Where does the story take place?
Point of View
Who tells the story?
Style
What sort of words and sentences are
used?
Comparing Text Formats
Compare and contrast texts done in different formats (i.e.,
book, e-book, film). Discuss how the texts are alike and how
they are different with regard to plot, theme and setting. Use
online versions of graphic organizers to record responses.
Class Discussion/Literature
Introduce the unit by asking students if they have family
stories they love to tell. Allow students to share favorite
family stories for a few minutes. Introduce that day’s new
chapter book: The Stories Julian Tells, Ann Cameron and Ann
Strugnell. As students read the first chapter of the book, “The
Pudding Like a Night on the Sea,” ask them to examine Julian
as a character. You might post these leading questions and
discuss their meaning by having your students ask you the
questions as their new teacher:
 How would you describe Julian?
 What are his character traits?
 Why does he do what he does?
Read the chapter aloud to the students as they follow along.
Continue reading the subsequent chapters in the days that
follow, encouraging as much independent reading as possible.
Continue to focus on character traits and motivation. As
students finish this book, allow them to choose to move to
other character stories in this series or to continue with Julian.
This provides the opportunity to compare and contrast books
and/or characters by the same author.
(RL.3.3, SL.3.6, SL.3.1, SL.3.4, RL.3.9)
Sample Question(s):
• How are the themes/plots/settings in Kevin Henke’s books
________ (title) and________ (title) alike and different?
25
CCCS Focus Standards
RL.3.9
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).
Explanation of Standard
Teachers, please feel free to write your own notes in this space.
Instructional Strategies and Activities
Lesson Plans and Activities:




Pinterest Board with Theme, Plot, and Setting (Story Elements)
26
Website to create Character Trading Cards to
compare characters in books
http://www.readwritethink.org/files/resources/intera
ctives/trading_cards_2/
www.internet4classrooms.com/ RL 9 - 13 Lesson
Plans
Mapping Characters Across Book Series
Great Lesson Plans and Explicit Information from
Jefferson KY
Pinterest Board of Book Collections and Rewards
CCCS Focus Standards
Explanation of Standard
Instructional Strategies and Activities
L.3.1
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
b) Form and use regular and
irregular plural nouns.
d) Form and use regular and
irregular verbs.
e) Form and use the simple
(e.g., I walked; I walk; I will
walk;) verb tenses.
Teachers identify conventions and spelling patterns in context as it
appear in writing, speaking and literature.
Teachers provide text with convention errors. Students will identify
and correct errors.
Students need regular exposure to appropriate conventions through
direct instruction. The students should have a variety of
opportunities to participate in capitalization, punctuation, and
spelling activities which increase in complexity through the year.
Teachers can demonstrate the use of the conventions through
modeling, identifying use in literature, and providing opportunities
for correcting samples.
Students identify given conventions and spelling patterns in context.
Class Discussion/Language
Ruth Heller has written a series of informational books that
teach parts of speech. Remind students they learned about
“nouns” in second grade. As you read the book Merry-GoRound: A Book About Nouns by Ruth Heller, have the students
listen for more information about nouns. Pause as you read to
allow the students to share what they are learning or to ask
questions. Review nouns, pronouns, and verbs using the Ruth
Heller series. Create word banks for each part of speech and
add vocabulary from class work to reinforce the application.
(RI.3.1, L.3.1, L.3.1, L.3.1, L.3.1, L.3.1, L.3.1)
Class Discussion/Language Activity
Many Luscious Lollipops by Ruth Heller teaches about
adjectives through several language lessons. Read this book to
the class, covering a few pages a day so that students may
incorporate what they learn each day into conversation and
writing. Use the adjectives and adverbs (which are covered in
another Heller book, Up, Up and Away) to build interesting
sentences about the sea and in students’ own narratives. Be
sure students can explain the function of each part of speech
(adjectives and adverbs) and its use in literature, speech, and
writing. (L.3.1, L.3.2, L.3.5)
Have students create cause and effect-related sentences
orally, and then have them write the sentences down. Look for
the use of coordinating and subordinating conjunctions in
their work. (L.3.1, L.3.1, RI.3.3)
Continued on next page
Visit www.youtube.com for videos.
27
Class Discussion/Literary
As students read the book My Father’s Dragon by Ruth Stiles
Gannett and Ruth Chrisman Gannett, continue the focus from
unit 5 on how each chapter builds on the last to tell the story.
L.3.1
As students finish each chapter, have them write down a short
summary of what happened and illustrate it with a drawing.
Have the students turn this into a mini-book of the larger
book. As students write their summaries in this activity, you
could teach a strategy for writing succinct summaries such as
“Somebody-Wanted-But-So” (RL.3.10, RF.3.4c, L.3.1, L.3.2,
L.3.3)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
b) Form and use regular and
irregular plural nouns.
d) Form and use regular and
irregular verbs.
e) Form and use the simple
(e.g., I walked; I walk; I will
walk;) verb tenses.
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech / Conventions
Informational Reading/Note Taking
Reading biographies of artists and musicians provides an
opportunity for students to focus on noting important
information in the text. Tell students that while they are
reading or listening to someone else read a biography, they
should note the key events that occur in the subject’s life.
Have students recall and generate a list of the key question
words to consider such as “who, where, when, why, what, and
how.” Divide students into small groups and assign each group
a question stem. Have students create a chart with the
questions down the left hand column of the chart. Then create
a similar chart on the board or a notepad in the front of the
room. Using the key question words to guide comprehension,
read aloud a biography of a famous person such as the singer
Marian Anderson. As students hear answers to their questions
have them raise their hands. Write answers on a class chart
and have the students write the information on their own
charts.
(RI.3.7, RI.3.1, RI.3.3, W.3.8, L.3.2)
Photography
Use images to prompt attention to vivid detail and the use of
descriptive adjectives. Images can be taken from royalty-free
image sites. Often, calendars from previous years have images
that are good for this activity. Students also may want to bring
in photos to trade with other students for this activity.
Continued on next page
28
CCCS Focus Standards
L.3.1
Explanation of Standard
Teachers, please feel free to write your own notes in this space.
Instructional Strategies and Activities
Lesson Plans and Activities:
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
b) Form and use regular and
irregular plural nouns.
d) Form and use regular and
irregular verbs.
e) Form and use the simple
(e.g., I walked; I walk; I will
walk;) verb tenses.
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech / Conventions
29
CCCS Focus Standards
L.3.2
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
Explanation of Standard
Students need regular exposure to appropriate conventions through
direct instruction. The students should have a variety of
opportunities to participate in capitalization, punctuation, and
spelling activities which increase in complexity through the year.
Teachers can demonstrate the use of the conventions through
modeling, identifying use in literature, and providing opportunities
for correcting samples.
b) use commas in addresses.
d) Form and use possessives.
Teachers identify conventions and spelling patterns in context as it
appear in writing, speaking and literature.
Teachers provide text with convention errors. Students will identify
and correct errors.
Students identify given conventions and spelling patterns in context.
LP.3.1.2a
Capitalize dates and names of
people.
LP.3.1.2c
Use commas in dates and to
separate single words in a series.
LP.3.2.2b
Use commas in greetings and
closings of letters.
30
Instructional Strategies and Activities
Lesson Plans and Activities:

Who Said That? - Use Quotes from chapters
worksheet
CCCS Focus Standards
L.3.2
Explanation of Standard
Instructional Strategies and Activities
Teachers, please feel free to write your own notes in this space.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
b)_Use commas in addresses.
d) Form and use possessives.
LP.3.1.2a
Pinterest Board with Conventions Anchor Charts and
Activities
Capitalize dates and names of
people.
LP.3.1.2c
Use commas in dates and to
separate single words in a series.
LP.3.2.2b
Use commas in greetings and
closings of letters.
31
32
Standards
Extended Text: Freckle Juice
Language
& Routine Writing in
“My Reading Journal”
Reading Mini Lessons
RL.3.3
Describe characters in a story (e.g.,
their traits, motivations, or feelings)
and explain how their actions
contribute to the sequence of events.
RL.3.6
Distinguish their own point of view
from that of the narrator or those
of the characters.
LP.3.1.2a
Capitalize dates and names of people
W.3.2
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
W.3.8
Recall information from experiences or
gather information from print and
digital sources; take brief notes on
sources and sort evidence into
provided categories
Section 1: August 18 – 22, 2014
Chapters 1 & 2
Language:

Reading Mini-lessons:
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
 Literary Element:
Characterization p. 9, 10, 25
 Set a purpose for reading p.10
 Context Clues (Vocabulary)
 Respond to Reading:
Comprehension and Analysis
p.10, 26
SL.3.6
Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification.
Compass Learning Odyssey
RL.3.3 Common Core Progress book
p. 24-29
Journey’s book: A Fine, Fine School,
Destiny’s Gift
Vocabulary:
Chapter by Chapter Lesson Plan
http://www.teachersnetwork.org/teachnet
-lab/miami/2004/vazquez/index.htm

Websites:
Short Texts:
Reading Mini-lessons
SL.3.1
Engage effectively in a range of
collaborative discussions (one-to-one,
in groups, and teacher-led) with
diverse partners on grade 3 topics and
texts, building on others’ ideas and
expressing their own clearly.
LP.3.1.2a Target
Fundamental Lesson LC021
Use Correct Capitalization
(e.g. titles, dates, days of the
week, names of countries)
Related Resources
& Vocabulary
RL.3.3 Target Fundamental Lesson
SE011
Identify and describe characters,
Including their traits, feelings,
relationships and changes.
Point of View Mini Lesson:
http://www.sandtpublications.com/f/Freck
le_Juice_Sample_Packet.pdf
33
Writing:
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
 Textual Analysis – Do you
think Sharon wants to be
Andrew’s friend or enemy?
Write 1 paragraph. p. 11, 27
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p.9, 24
 decided
 especially
 plenty
 pretended
 recipe
Standards
Extended Text: Freckle Juice
Language
& Routine Writing in
“My Reading Journal”
Mini Lesson
RL.3.6
Distinguish their own point of view
from that of the narrator or those of
the characters.
LP.3.1.2c
Use commas in dates and to separate
single words in a series
LP.3.2.2b
Use commas in greetings and closings
of letters
W.3.2
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
SL.3.1
Engage in a range of collaborative
discussions (one-to-one, in groups, and
teacher-led) with diverse partners on
topics and texts, building on others’
ideas and expressing their own clearly.
SL.3.6
Speak in complete sentences when
appropriate to task in order to provide
requested detail or clarification.
Section 2: August 25 – 29, 2014
Chapters 3 – 5
Reading Mini-lessons:
Language:

Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
 Literacy Element: Plot p. 12, 29
 Set a Purpose for Reading: p. 13
 Comprehension and Analysis
Short Answer Questions p. 13,30
Summarizing
http://www.auburn.edu/academic/educati
on/reading_genie/openings/oglesbyrl.html
LP.3.1.2c/LP.3.2.2b Target
Fundamental Lesson LC022
Use Correct Punctuation
(e.g., abbreviations, commas,
apostrophes, quotation
marks)
RL.3.6 Target Fundamental Lesson
SE012
Identify Characters’ traits,
motivations, conflicts, points of
view and relationships
Assessments:
Writing: Freckle Juice Chapters 3 -5
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
 Freckle Juice: Assessing Student
Understanding: Novel Test with
Multiple Choice, Short Answer,
and Essays p. 15 - 17, 32 -37
TLI Unit (Section2)
Textual Analysis: What does Sharon
tell Andrew about her freckle recipe?
What does she tell Nicky? Why do you
think she does this? What a paragraph
using examples from book. p. 14, 31
34
Websites:
Compass Learning Odyssey
RL.3.6 Common Core Progress book
p. 112-117
Short Texts:
Journey’s:
A Fine, Fine School
Destiny’s Gift
Storyline Online:
Enemy Pie
Reading Mini-lessons

Related Resources
& Vocabulary
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary:
 allowed
 handsome
 reflection
 sensible
 wondered
Standard
Standards
RL.3.3
Describe characters in the
story (e.g., their traits,
motivations, or feelings) and
explain how their actions
contribute to the sequence
of events.
Short Text: Freckle Juice
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Journey’s Unit 1 Lesson:
A Fine, Fine School
Story Map
Characters
Projectable 1.5a
T31
Projectable 1.5c Story Structure
W.3.8
Assign to the students a research
project on a planet other than Earth.
Create a display of many books on the
planets and have students choose a
book which to start their research.
Using the key words “where, when
why and how key events occur,”
students should begin by creating list
of question they want to answer
through their research. The
generating of questions could happen
as a class if students need modeling of
the process. Give students large index
cards with each question on one side
and have them write the answers on
the other side. When they are finished
finding the answers, have them use
these cards to write a report on the
planet. As students revise, they should
focus on word choice to make their
reports as literary and interesting as
possible. Students should create one
prop to help explain their most
interesting finding about the planet.
W.3.8
Recall information from
experiences or gather
information from
print/digital sources; take
brief notes on sources and
sort evidence into categories
35
Related Resources
& Vocabulary
Vocabulary:
 Character
 traits
 motivations
 feelings
 contribute
 sequence
Standard
Standards
RL.3.1
Quote accurately from a text when
explaining what the text says
explicitly and when drawing
inferences from the text.
Short Text: Freckle Juice
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Journey’s Unit 2 Lesson 9:
Kamishibai Man
TE Page T292-T293
Cause and Effect; Monitor/Clarify
Projectable 9.4
Write to Respond to Literature
W.3.4
Focus Train: Organization
Journeys TE 309
RL.3.3
Compare and contrast two or
more characters, settings, or
events in a story or drama,
drawing on specific details in the
text (e.g., how characters interact)
.
RL.3.4
Determine the meaning of words
and phrases as they are used in a
text, including figurative language
such as metaphors and similes.
Practice Book- Volume 1 (page
118) Lesson 9
RL.3.7
Analyze how visual and
multimedia elements contribute
to the meaning, tone, or beauty of
a text (e.g., graphic novel,
multimedia presentation of fiction,
folktale, myth, poem).
L3.1a
Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their
functions in particular sentences.
36
Related Resources
& Vocabulary
Vocabulary:
 Blurry
 Blasted
 Jerky
 Rude
 Rickety
 Vacant
 Applause
 Familiar
Standards
RL.3.3
Describe characters in a story (e.g.,
their traits, motivations, or
feelings) and explain how their
actions contribute to the sequence
of events
Short Text: Freckle Juice
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Journey’s Unit 1 Lesson 3:
Destiny’s Gift
TE Page 204
Understanding Characters:
Projectable 3.5c
Enemy Pie – Storyline Online
(Video )
Journal about story.
37
Related Resources
& Vocabulary
Vocabulary:
 Character
 Traits
 Motivations
 Feelings
 Sequence
Standards
RL.3.5
Refer to parts of stories, dramas,
and poems when writing or
speaking about a text, using terms
such as chapter, scene, and stanza;
describe how each successive part
builds on earlier sections.
W.3.4
With guidance and support from
adults, produce writing in which
the development and organization
are appropriate to task and
purpose. (Grade-specific
expectations for writing types are
defined in standards 1–3 above.
Short Text: Freckle Juice
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Short Text Resources

WritingThe students will write a story
describing a friend that possesses the
qualities listed in the poem. They will
write about specific ways their friend
demonstrates these characteristics.
Friendship is Friendship Poem
Writing
Write a paragraph about bullying –
why it is not positive and what
someone should do if it happens to
them or a friend of theirs
Short Text Resources
 Bullying Article
WritingStudents will write a recipe for making
their favorite pizza. List the steps in
sequential order.
Short Text Resources

Making Friends with Pizza
Poem
Short Text Resources

Peer Pressure Article with
Questions
Short Text Resources

Song by Rachel Delevoryas
(Lyrics)
Writing
Have you or a friend ever felt
pressured to do something you did not
want to do? Which choice did you
make? What would you do differently
if it ever happened again?
Writing
Quick Write: Explain emotions you get
from listening to the song
38
Related Resources
& Vocabulary
Vocabulary:
 Friendship
 Poetry
 Stanza
 Bullying
 Peer Pressure
Standard
Standards
RL.3.2
Determine a theme of a story,
drama, or poem from details in the
text, including how characters in a
story or drama respond to
challenges or how the speaker in a
poem reflects upon a topic;
summarize the text.
Short Text: Freckle Juice
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Short Text Resources

The Rooster and the Foxan
Aesop Fable
Sample Questions to ask after a
discussion of the story.
What is the theme of _____ (story)? What
details in the story/poem/drama help the
reader determine this theme?
• How does the author use the way the
rooster responds to this situation to
develop the theme of the story?
• Summarize the story.
39
WritingThink of other popular fables and have
students to write a new ending for the
story.
Related Resources
& Vocabulary
Vocabulary:
 Fable
 Perched
 Harmony
 Prey
 Ravish
Standard
Standards
RL.3.1
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
RL.3.2
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.
RL.3.3
Describe characters in a story (e.g.,
their traits, motivations, or feelings)
and explain how their actions
contribute to the sequence of events.
RL.3.5
Refer to parts of stories, dramas, and
poems when writing or speaking about
a text, using terms such as chapter,
scene, and stanza; describe how each
successive part builds on earlier
sections.
RL.3.9
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).
LP.3.1.2a
Capitalize dates and names of people.
Other standards taught:
SL.3.1 , SL.3.6 , L.3.4 , L.3.5 , L.3.6,
W.3.10
Extended Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Section 1: Chapters 1-5
September 2 -12, 2014
Reading Mini-lessons:
TLI Unit for Stone Fox
 Literary Element: Character p. 9,
10, 24
 Set a purpose for reading p.9
 Respond to Reading:
Comprehension and Analysis
Short Answer Questions p.10, 25
http://www.nancypolette.com/LitGuidesTe
xt/stonefox.htm
Language:
Websites:
LP.3.01e Target Fundamental Lesson
LC025
Compass Learning Odyssey
Write with more proficient spelling of
inflectional endings, including plurals and
verb tenses
Common Core Progress Book
Writing:
TLI Unit for Stone Fox
Textual Analysis – Think about the
character Searchlight. Do you think she
understands what is happening with
Grandpa and the farm? Use examples
from the book to support your answer.
Pg18, 26




RL.3.1
RL.3.2
RL.3.4
RL.3.5
p. 12-17
p. 18-23
p. 102-105
p. 106-111
Collection of Lessons
https://www.teachervision.com/fiction
/lesson-plan/7.html
Literature/Writing: What If ... http://www.webenglishteacher.com/g
ardiner.html
Stories: Invite students to write
Reading Mini-lessons:

Related Resources
& Vocabulary
RL.3.3 Target Fundamental
Lesson SE013
Describe Character Actions and
motives.
Questions for Each Chapter
http://education.ed.pacificu.edu/sweb/tral
ler/lessonplans.html#Stone
paragraphs telling what might have
happened if various events had taken a
different turn, or if characters had made
other choices. Introduce the activity by
writing some examples on the chalkboard,
then invite students to make up “what if's
Chapter 5 Resources
http://pan.intrasun.tcnj.edu/501S03/Grinberg/stone_fox%205.htm
Word Study Lesson for Each Chapter
http://www.gardenofpraise.com/lesso
n5.htm
40
Journeys: The Harvest Birds
Tops & Bottoms by Janet Stevens
...” of their own. Add their suggestions to the
board list. Examples are: What if the banker had
not let Willy withdraw his saving from the
bank? What if Stone Fox had not let Willy win?
What if Searchlight had not died? What if
Grandfather decided to sell the farm? Suggest
that students choose one of these “if's” or
another one to develop in their paragraphs and
to illustrate with a drawing.
Chapter 1 Resources
http://pan.intrasun.tcnj.edu/501S03/Grinberg/stone_fox%201.htm
Short Texts:
Vocabulary:
TLI Unit for Stone Fox p. 8, 23
 chapter
 credit
 harvest
 owe
 rented
 taxes
http://gardenofpraise.com/fox1.htm
Standard
Standards
RL.3.4
Determine the meaning of words and
phrases as they are used in a text,
distinguishing literal from non-literal
language.
SL.3.1
Engage -effectively in a range of
collaborative discussions (one-to-one,
in groups, and teacher-led) with
diverse partners on grade 3 topics and
texts, building on others’ ideas and
expressing their own clearly.
SL.3.6
Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification.
L.3.1d
Form and use regular and irregular
verbs
L.3.1e
Form and use the simple (e.g., I
walked; I walk; I will walk) verb tenses
Extended Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Section 2: Chapters 6-10
September 15 – 26, 2014
Language:

Reading Mini-lessons:
TLI Unit for Stone Fox
 Literary Element: Plot p. 12, 13,
30
 Set a purpose for reading p.13
 Respond to Reading:
Comprehension and Analysis
with Short Answer Questions
p. 13, 14, 31
L.3.1d Target Fundamental
Lessons LC034:
Use Regular, Irregular,
Singular, Plural and Helping
Verbs
Writing:
Reading Mini-lessons:

RL.3.4 Target Fundamental Lesson
V0007:
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
http://education.ed.pacificu.edu/sweb/tral
ler/lessonplans.html#Stone
Assessments:
TLI Unit for Stone Fox
 Assessing Student Understanding:
Novel Test with Multiple Choice,
Short Answer, and Essays p. 1516, 33-38
41
TLI Unit for Stone Fox
 Textual Analysis: Imagine
you are Mr. Lester watching
the end of the race. Describe
what you see and how it
makes you feel. Write two or
three paragraphs. p. 14, 32
Related Resources
& Vocabulary
Websites:
Compass Learning Odyssey
Vocabulary: p. 12, 27, 28, 29
TLI Unit for Stone Fox
 achieve
 amateur
 excellent
 limp
 shocked
Kids Review of Book
http://www.loveyourdog.com/
bkclbstonefx.html
Chapter 7 Resources
http://pan.intrasun.tcnj.edu/5
01S03/Grinberg/stone_fox%207.
htm
Standard
Standards
RL.3.2
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.
Short Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Language:
LP3.1.2c Commas in a Series of Verbs
Journeys TE T218, T226, Projectable
8.6
Journeys Practice Book 102, 104, 107
Reading Mini-lesson:
 Journey’s book:
The Harvest Birds
TE Page 207
RI.3.7
Demonstrate the importance of
text illustrations
LP.3.1.2c
Use commas in dates and to
separate single words in a series
Writing:

42
Journey’s TE T227,
Projectable 8.9
Use graphic organizer to find
the most important events
from the story.
Related Resources
& Vocabulary
Vocabulary:
 Courage
 recount
 fable
 folktale
 myth
 diverse
 culture
 message
 moral
 convey
 text illustrations
 Commas
 series
Standard
Standards
RL.3.5
Refer to parts of stories, dramas,
and poems when writing or
speaking about a text, using terms
such as chapter, scene, and stanza;
describe how each successive part
builds on earlier sections.
L.3.2
Form and use possessives.
Short Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Language:
Reading Mini-lesson:
Website:
Possessive
Poetry: Eating While Reading
Nouns/Activities/BrainPop
 Illustrate how each line
builds meaning to the next.
Have students read
multiple poems aloud to
each other, explaining their
understanding of the poem,
line-by-line, and stanza-bystanza.
43
Related Resources
& Vocabulary
Vocabulary:
 Stanza
 Illustrate
 Multiple
 Line
 Possessive
 Drama
 Poem
 Chapter
 Scene
Standard
Standards
RL.3.9
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)
L.3.1.d
Form and use regular and
irregular verbs.
Short Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Reading Mini-lesson:
Three Little Pigs (Galdone) and The
True Story of the Three Little Pigs (
Sceiska)
 Use a T-Chart to compare
two versions of the same
folktale. The focus of the
comparison should be the
motifs commonly found in
folk or traditional literature.
Language:
Vocabulary:
 Theme
Using Three Little Pigs and The
 Setting
True Story of the Three Little
 Plot
Pigs, find and identify all regular
 Folktale literature
and irregular verbs.
 Comparison
 Character
 Traditional Literature
Writing:
Who do you think is telling the
“real” and why? Give evidence
to prove your claim.
44
Related Resources
& Vocabulary
Standard
Standards
Short Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Reading Mini-lesson:
RL.3.3
Describe characters in a story The Stories Julian Tells by Ann
(e.g., their traits, motivations, Cameron
or feelings) and explain how
 As students read first
their actions contribute to
chapter of the book, ask
the sequence of events.
them to examine Julian as a
character. Post the
following questions:
 How would you describe
Julian?
 What are his character
traits?
 Why does he do what he
does?
45
Language:
Using Commas in Addresses
(Worksheet)
Related Resources
& Vocabulary
Vocabulary:
 Character traits
 Motivations
 Feelings
 Actions
 Sequence
 Contributions
 Events
Standard
Standards
RL.3.9
Compare and contrast
themes, settings and plots of
stories written by the same
author about the same or
similar characters (e.g., in
books from a series)
L.3.1b
Form and use regular and
irregular plural nouns
Short Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Reading Mini-lessons:
Language:
Irregular and Regular Plural
SL.3.1a, SL.3.1d, Rl.3.5, RL3.9
Ocean Poems Choose two poems, Nouns (Worksheet)
read aloud and ask the students
the following questions:
 What do you think is the
message of each poem?
Cite evidence from the
poem, by stanza and line;
that hints at the meaning.
 How are the poems similar?
How are they different?
 Which of the poems do you
think is the best? Why?
46
Related Resources
& Vocabulary
Vocabulary:
 Compare
 Contrast
 Themes
 Settings
 Plot
 Similar
 Series
Standard
Standards
RL.3.4
Determine the meaning of
words and phrases as they
are used in a text,
distinguishing literal from
nonliteral language
L.3.1e
Form and use simple (e.g., I
walked; I walk; I will walk)
verb tenses
Short Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Reading Mini-lessons:
Amedlia Bedelia series by Peggy
Perish
 Choose an idiomatic
saying. Draw a picture of
the literal and figurative
meaning of the saying.
Write a short paragraph to
explain to someone like
Amelia Bedelia why it is
important to know what
the saying really means.
 Use a T-Chart to record
what it literally means and
what it really means as a
sample text is read aloud.
Language:
L.3.1e Use and form simple
verb tenses
Learnzillion Video
47
Related Resources
& Vocabulary
Vocabulary:
 Idioms
 Literal
 Figurative
 Phrases
 Distinguish
Standard
Standards
Short Text: Stone Fox
Mini Lesson
Language
& Routine Writing in
“My Reading Journal”
Reading Mini-lessons:
RL.3.2
The Boy Who Cried Wolf by Lou
Recount stories, including
Kuenzler
fables, folktales, and myths
from diverse cultures;
 Describe “trickster tales.”
determine the central
 Who is the trickster?
message, lesson or moral and
 Who is the fool who gets
explain how it is conveyed
tricked?
through key details in the
 What is the problem in the
text.
story?
 How did the trick solve the
problem?
Writing
Exit Ticket:
Think about what the message
of the story might be and why
these stories have been told for
hundreds of years. Write your
answer in paragraph form.
Related Resources
& Vocabulary
Vocabulary:
 Recount
 Fables
 Folktale
 Myth,
 Diverse
 Culture
 Moral
 Convey
 Details
Other Books:
Encounter by Jane Yolen
Tops & Bottoms by Janet
Stevens
48
Standard
Writer’s Workshop: Performance Task/Research Project (10 days)
PERFORMANCE TASK
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyperlink)
Research Project: Stone Fox
Point out that in the story Willy lives in
Wyoming and that the Teton mountains in
Wyoming are a part of the Rocky
Mountains.
http://www.scholastic.com/teachers/lessonplan/stone-fox-lesson-plan
Six cooperative learning groups can first
research the six chief ranges of the
Rockies, then contribute their findings to a
bulletin board which describes the ranges
in pictures and captions.
Introduce the activity by explaining that
the Rockies are the largest mountain
system in North America. The chain is
more than 3000 miles long, and about 350
miles wide in some places. (You may wish
to point out that in the United States the
Rockies form the Continental Divide:
rivers flow from the western slopes to the
Pacific Ocean, and from the eastern slopes
to the Atlantic.) Write the following list on
the chalkboard and invite volunteers to
identify the ranges on a topographical map
as you read the list:
PLANNING
The teacher will model a process for
collecting information on THE CHIEF
RANGES OF THE ROCKIES, taking notes
on note cards and storing the notes in
library pockets in a file folder. Each
library pocket will be labeled as:
 Southern Rockies
 Middle Rockies
 Northern Rockies
 Canadian Rockies
 Selwyn Mountains
 Brooks Range
Day 1



Teacher will read aloud a text
about one of the chief ranges
of the Rockies that he/she has
chosen to research.
The teacher will place post-it
notes in places that provide
interesting information about
this that causes her to want to
do further research on this
range. Ex-highest peaks,
major cities in range, national
parks.
Students will use the
workshop time to pursue
resources and make choices
about their range.
DRAFTING
REVISING/EDITING
Day 3
 The teacher will model using
the note cards to write a
paragraph about the chief
range. First the teacher will put
the cards in order. Then the
teacher will demonstrate
writing a topic sentence and
using the cards to complete the
paragraph. After that, the
teacher will model writing a
concluding sentence.
 During the work time, the
students will write a paragraph
about their chief range
Day 5
Day 8
Students will use a combination of Peer
Editing and Teacher conferencing to edit
and revise paragraphs for their chief
range.

Day 7

49
The teacher will model the
process from day 3 of
constructing a paragraph using
the note cards day 4. The
students will do the same
during work time.
The teacher will model the
process of constructing a
paragraph using the note cards
from the previous day.
Days 9 and 10 Publishing
Research Projects may be published in
the form of a traditional paper or
teachers may choose to publish in the
form of a book to demonstrate the
understanding of the conventions of
nonfiction text features.
Title
Headings
Table of Contents
Bold Print
Maps
Labels
Index
Glossary
Picture
Captions
Students will create visuals in the form
of posters, products, or clothing.
Students will present their papers and
product to their class.

Day 2


DAY 4

At the end of the workshop
they will share in small groups
or with partners what they
have chosen and why.
The teacher will use the same
text from day one and model
using the Table of Contents
and index to locate
information about the range
chosen. The teacher will
model making notes on 3-5
index cards and think aloud
about how to put the
sentences into her own words.
The cards will be stored into
the library pocket labeled.
During the work time, the
students will collect 3-5 facts
about their range chosen such
as the highest peak, major
cities, or national parks close
and store the facts on note
cards in their library pockets.
The teacher will provide
scaffolding, as needed, one-toone conferences, or a small
group if necessary.
The teacher will model the
process from day 2 to collect
information about another
range. The students will do
the same during the work
time.
50
Day 6

The teacher will model the
process from day 2 to collect
information about the range
and why it is important. The
students will do the same
during the work time.
51
WRITING WORKSHOP
(Management, Conventions, Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI
LESSON IDEAS
Conventions Lessons
Point of View Lessons
Students use linking words and phrases (e.g.
because, therefore, since, for example, first,
next, then and finally.) Provide a concluding
statement or section
Day 1
 The teacher will model
taking the point of view of
the main character in the
story Stone Fox and
planning a narrative about a
time you did something for
someone else and were
courageous.
 The teacher will use a
graphic organizer that
includes beginning, middle,
and end and uses transition
words such as first, next,
then and finally.
 During work time, the
students will plan a
narrative using the selected
narrative graphic organizer.
Writing Management Lesson
Peer Editing
Peer Editing Lessons
Day 2
 The teacher will model using
the graphic organizer to
draft a narrative about a
time she did something to
help someone else and how
she was courageous. She
will take the point of view of
the main character. The
teacher will use transition
words.
OPINION WRITING
MINI LESSONS
RELATED RESOURCES
OREO Writing Lesson
Opinion – State Opinion
Reason – Give Reason
Example Give An Example
Explain – Provide an Explanation
Opinion – Restate your Opinion
After reading the story Stone Fox during
reading workshop compare and contrast
Willy’s culture to that of Stone Fox and
model planning an opinion piece about
whether you would view things differently
if you grew up in a Shoshone Indian tribe.
The teacher will use the OREO writing
graphic organizer to plan the piece. The
students will plan an opinion piece about
whether they would want to grow up in an
Indian culture and how it would differ from
their own.
Day 1 Model Planning – students plan
Day 2 Model Drafting – students draft
Day 3 Model Revising – students revise
Conference
Day 4 Model Editing – students edit
Conference
Day 5 Publish if chosen
52
Pinterest Board with Writing Activities,
Lessons, and Anchor Charts

During work time, the
students will draft about
doing something to help
someone else and how Willy
from the story was
courageous. The teacher
will conference with
students and scaffold them
as they use transition words
in their writing.
How to manage where all students are in
the writing process:
Day 3
 The teacher will model the
revision process.
 The students will revise their
writing. The teacher will
conference with the
students.
Day 4
 The teacher will model the
Peer Editing process.
 The students will Peer Edit.
Day 5
Publish if chosen.
53
54