Third Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Suggested Duration: Days 16-21
Literary Elements in Fiction: Setting and Theme
Lesson Organizer
Lesson Synopsis
Using traditional literature, students compare and contrast settings in multiple texts. Students paraphrase the themes and messages in
stories and media and use supporting details to prove their thinking. In writing, students continue the writing process by editing their stories
for spelling, capitalization, and punctuation. They also publish their stories and share them with an audience. In Word Study, students learn
how prefixes and suffixes change the meaning of words. Finally, students choose a favorite book, present a book talk, and read the book
aloud with accuracy and appropriate fluency.
Performance
Indicators
• Using the writing process and the conventions of written language, generate an idea and write a real or imagined story with interesting
and believable characters, a detailed setting, and a plot that builds to a climax. (3.17A, 3.17B, 3.17C, 3.17D, 3.17E; 3.18A; 3.19A)
5B, 5C, 5D, 5E, 5F, 5G
• Choose a story that has been read independently. Organize and present to a small group a book talk on the selected text. Using
appropriate fluency and oral conventions, read the text aloud to the class or small group. Listen and participate as other students present
a book talk. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E; 3.1E; 3.3A; 3.11A; 3.30A)
1G; 2C, 2D, 2E, 2G, 2H; 3C, 3D, 3E, 3F,
3G, 3H, 3I; 4E, 4G, 4I, 4J; 5G
• Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of fictional texts and media. Provide
evidence from the text to support ideas. (3.Fig19A, 3.Fig19B, 3.Fig19C, 3.Fig19D, 3.Fig19E; 3.1E; 3.3A; 3.11A; 3.30A)
1E; 4D, 4F,
4G, 4I, 4J, 4K; 5F, 5G
• Record multiple entries in a Word Study Notebook to demonstrate knowledge of new words, their meanings, and relationships. (3.4A,
3.4B, 3.4C, 3.4E)
1A, 1C, 1E, 1F, 1H; 5B, 5F, 5G
Key
Understandings
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TEKS
Authors use writer’s craft to engage and sustain the reader’s interest and enhance understanding.
Authors use conventions of written language to communicate clearly and effectively.
Authors write for a purpose, and readers choose text to reflect purpose and interest.
Effective oral conventions enhance interpretation of the message.
The ability to decode patterns supports the development of word reading, fluency, and comprehension.
Readers use strategies to support understanding of text.
An extensive vocabulary supports the development of oral and written communication.
3.1
3.1E
3.3
3.3A
3.4
3.4A
3.Fig19
©2012, TESCCC
Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis
to decode written English. Students are expected to:
Monitor accuracy in decoding.
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:
Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
Identify the meaning of common prefixes (e.g., in-, dis-) and suffixes (e.g., -full, -less), and know how they change the meaning of roots. Readiness Standard
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to
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Third Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
3.Fig19A
Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.
3.Fig19B
Ask literal, interpretive, and evaluative questions of text.
3.Fig19C
Monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions).
3.Fig19D
Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary
Nonfiction, Poetry)
3.Fig19E
Summarize information in text, maintaining meaning and logical order. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction,
Poetry)
3.5
3.5A
Paraphrase the themes and supporting details of fables, legends, myths, or stories. Supporting Standard
3.5B
Compare and contrast the settings in myths and traditional folktales.
3.8
Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of
fiction and provide evidence from text to support their understanding. Students are expected to:
3.8A
Sequence and summarize the plot's main events and explain their influence on future events. Readiness Standard
3.10
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:
3.10A
3.11
Identify language that creates a graphic visual experience and appeals to the senses. Supporting Standard
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their
reading. Students are expected to:
3.11A
Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaning and logical order (e.g., generate a reading
log or journal; participate in book talks).
3.16
Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to
impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
Supporting Standard
3.16B
3.17
Explain how various design techniques used in media influence the message (e.g., shape, color, sound).
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to:
3.17B
Develop drafts by categorizing ideas and organizing them into paragraphs.
3.17C
Revise drafts for coherence, organization, use of simple and compound sentences, and audience.
3.17D
Edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric.
3.17E
Publish written work for a specific audience.
3.18
3.18A
©2012, TESCCC
Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Writing/Literary Texts. Students write literary text to express their ideas and feelings about real or imagined people, events, and ideas. Students are
expected to:
Write imaginative stories that build the plot to a climax and contain details about the characters and setting.
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Third Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
3.19
3.19A
3.20
3.20C
3.23
Writing. Students write about their own experiences. Students are expected to:
Write about important personal experiences.
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to
specific audiences for specific purposes. Students are expected to:
Write responses to literary or expository texts that demonstrate an understanding of the text.
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation
conventions in their compositions. Students are expected to:
3.23B
Use capitalization for:
3.23Biii
official titles of people
3.23C
3.23Cii
3.24
Recognize and use punctuation marks including:
commas in series and dates
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
3.24A
Use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell.
3.24B
Spell words with more advanced orthographic patterns and rules:
3.24Bv
complex consonants (e.g., scr-, -dge, -tch)
3.24C
Spell high-frequency and compound words from a commonly used list.
3.24D
Spell words with common syllable constructions (e.g., closed, open, final stable syllable).
3.24G
Use print and electronic resources to find and check correct spellings.
3.29
Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students
continue to apply earlier standards with greater complexity. Students are expected to:
3.29A
Listen attentively to speakers, ask relevant questions, and make pertinent comments.
3.29B
Follow, restate, and give oral instructions that involve a series of related sequences of action.
3.30
3.30A
3.31
3.31A
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier
standards with greater complexity. Students are expected to:
Speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate
ideas effectively.
Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater
complexity. Students are expected to:
Participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the
ideas of others.
Ongoing TEKS
Not applicable to this unit
Materials
• Word Study Notebook (1 per student)
• Reader’s Notebook(1 per student)
• Writer’s Notebook (1 per student)
©2012, TESCCC
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Third Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
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Teacher Writer’s Notebook (1)
Dictionary (1 per 2 students)
Colored pen or pencil (1 per student)
Note card (6)
Publishing paper (several sheets per student)
Chart paper
Grade-appropriate favorite fiction book (1)
2 grade-appropriate traditional folktales for modeling (1 copy of each)
2 grade-appropriate myths for modeling (1 copy of each)
Grade-appropriate fable, legend or myth for modeling (1)
Grade-appropriate fictional piece of media for modeling (1)
Collection of grade-appropriate traditional folktales for student selection
Collection of grade-appropriate traditional folktales and myths for student selection
Collection of grade-appropriate fables, legends, or myths for student selection
Attachments
Resources and
References
None identified
Possible/Optional
Literature
Selections
None identified
©2012, TESCCC
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