Third Grade - Unit 5
A Feast of Words on a Planet Called Earth - and Beyond
Week 3: ___________________
Focus
Standards:
RL.3.4
RI.3.7
RF.3.4c
RL.3.5
W.3.1
SL.3.1b
L.3.1c
SL.3.4
SL.3.6
Core Text:
Eating While Reading by Gary Soto (poem, included in unit’s resources)
You are What You Eat and Other Mealtime Hazards
Candy Corn by James Stephenson
Popcorn: Poems by James Stephenson
Sweet Corn: Poems by James Stephenson
Around the CORNer by James Stephenson
Cloudy With a Chance of Meatballs by Judi Barrett
I Wandered Lonely as a Cloud by William Wordsworth (poem, included in unit’s resources)
“The Food Pyramid Becomes a Plate” article from www.kidshealth.org (included in unit’s resources)
Tier II Words:
Guided Reading Texts
Interactive
Read-Aloud
Text:
The Search for Delicious by Natalie Babbitt
Materials:
Many, many, many texts related to idioms, food, nutrition, and the solar system
Chart paper
Numerous magazines, newspapers, catalogs, and pictures
Markers
Sticky notes
Reader’s/Writer’s notebooks
Third Grade - Unit 5
A Feast of Words on a Planet Called Earth - and Beyond
Week 3: ___________________
Monday
Focus Lesson
Over the next couple of
weeks, we are tying in
the ”feast” part of the
theme with a focus on
food.
A suggestion would be
to host a “feast” in the
classroom. This could
be as easy as inviting
students to bring in a
“delicious” snack on the
day that we look at The
Search for Delicious, or
it could be as detailed as
organizing a feast to
mimic the meal in The
Medieval Feast. The
possibilities are
endless…and yummy,
too!
You Are What You Eat
and Other Mealtime
Hazards
Eating While Reading
Start with a discussion to
predict what the poem
Before reading, ask
might be about. Then read
students what is meant by
the poem, illustrating how
the idiom “You are what you each line builds meaning on
eat.” Ask students, “If you the preceding lines.
are what you eat, what are
YOU today?” Invite them to Visit the
turn and talk to share.
www.watchknowlearn.org
Read the story, discussing
site for a video of Eating
the idioms and humor. If
While Reading to model
time allows, have children
fluency of poem.
personalize the “You are
what you eat” idiom by
completing the picture/story
prompt included in this
unit’s resources.
RL 3.4
Word Study
Tuesday
RL 3.5
Wednesday
Thursday
Friday
Candy Corn, Popcorn
Sweet Corn, Around the
CORNer
Cloudy with a Chance of
Meatballs, I Wandered
Lonely as a Cloud
The Search for Delicious
Article “The Food Pyramid
Becomes a Plate”
Choose a few poems from
the above texts. (Around
the Corner makes great use
of abstract nouns.) Discuss
meanings line by line or
stanza by stanza to aid
comprehension.
“What’s your favorite type
of weather?” “Have you
ever heard the weatherman
give a forecast like that for
our town?”
Show students The Search
for Delicious, and share
either a selection from the
story or the summary
located on the book jacket.
Ask students “What would
you be looking for if you
were searching for
delicious? Are the foods
that are delicious always
good for us?”
Before reading, give each
student a sticky note and a
After sharing, provide
pencil for recording
students an opportunity to
interesting words that they
“dive in” to explore the
hear. As you read, have
different poems on their
them record at least two of
own. Feel free to pull in
their favorite words from the Students will work in pairs to
read “The Food Pyramid
other poetry resources such story or poem.
Becomes a Plate”, discussing
as Jack Prelutsky’s A Pizza
opinions of which visual aid is
the Size of the Sun as well
more helpful to their
as Shel Silverstein’s
understanding of what they
various books for students
should eat. Working in pairs or
to explore.
whole group, brainstorm
RL 3.5, L 3.1c
RF 3.4c
delicious foods to fill sections
of the healthy-eating plate.
(More valuable resources on
this topic can be found at
www.choosemyplate.org.
RI 3.7
Discuss Tier II/Tier III words Discuss Tier II/Tier III words Discuss Tier II/Tier III words Discuss Tier II/Tier III words Discuss Tier II/Tier III words
found in the focus lesson.
found in the focus lesson.
found in the focus lesson.
found in the focus lesson.
found in the focus lesson.
RL.3.4, RF.3.4c
RL.3.4, RF.3.4c
RL.3.4, RF.3.4c
RL.3.4, RF.3.4c
RL.3.4, RF.3.4c
Third Grade - Unit 5
A Feast of Words on a Planet Called Earth - and Beyond
Week 3: ___________________
Monday
Tuesday
Wednesday
Thursday
Friday
Guided Reading
*Because all students
have varied needs,
this section has been
left blank. Teachers
will need to target
specific areas that
address these
individual needs.
Independent Reading
*Students should
have access to a
variety of both
informational and
narrative text related
to food.
Students will read selfselected text applying
various strategies that
good readers use.
Students will read selfselected text applying
various strategies that
good readers use.
Students will read selfselected text applying
various strategies that
good readers use.
Students will read selfselected text applying
various strategies that
good readers use.
Students will read selfselected text applying
various strategies that
good readers use.
Teacher will conference
daily with students to
monitor progress.
Teacher will conference
daily with students to
monitor progress.
Teacher will conference
daily with students to
monitor progress.
Teacher will conference
daily with students to
monitor progress.
Teacher will conference
daily with students to
monitor progress.
Third Grade - Unit 5
A Feast of Words on a Planet Called Earth - and Beyond
Week 3: ___________________
Monday
Writing & Language
Speaking & Listening
Tuesday
Quick Write:
What are your favorite
foods? Write a paragraph
to describe those foods and
why you love them.
Wednesday
Thursday
“Yesterday, I asked you to
decide where happiness
would fit into our noun
chart. Would it be a
person, place, or thing?”
Listen to student
Grammar mini-lesson:
discussions and then
abstract nouns (Use today’s introduce the abstract noun
quick write to review nouns. category.
Students can circle nouns
Introduce the abstract noun
found in their writing,
poem “Happiness” on an
classifying them as people, anchor chart. Discuss the
places, or things on an
poem and the other
anchor chart.” Can all
abstract nouns on the
nouns be classified as
handout that is included in
people, places, or things?
this unit’s resources. Guide
What about the word
students in creating their
happiness? Where would own “Happiness Is…”
it fit?” Guide students in
poem.
deciding where happiness
should be placed on the
noun graph and why.
“Think about the words
nutrition, hunger, and
satisfaction. Where would
they fit on our noun chart?”
W 3.1, L.3.1c
W. 3.1, L.3.1c
W 3.1, L.3.1c
W 3.1
W 3.1
Students will share their
writing with a partner or
classmates.
Have students read
multiple poems aloud to
each other, explaining
their understanding of
the poem, line by line
and stanza by stanza.
Have students practice
reading poems with a
partner for fluency,
discussing lines for
meanings, and even
illustrating main ideas for
meaning and
comprehension.
Students will work with a
partner to engage in a
conversation about the
letter.
Students will share their
writing with classmates.
SL.3.1b
SL.3.6
SL.3.1b
SL.3.1b
SL.3.6
Guide students in choosing
an abstract noun to explore.
(Many examples are listed
on the handout, but invite
students to brainstorm
others that aren’t
mentioned like childhood or
freedom. Provide students
with magazines,
newspapers, etc. to search
for pictures that illustrate
their abstract nouns. Each
student will compose a
paragraph or more to justify
why the pictures represent
their noun.
Provide students with a
copy of the Dear Principal
letter included in this unit’s
resources. Read the letter
with the students.
Friday
Allow partners to engage in
a conversation about who
would have written a letter
like this. Students will write
a paragraph in their journal
to give their opinion of who
they believe authored the
letter. Emphasize the
importance of citing
evidence in the text or from
world knowledge to support
their inferences.
Quick Write:
What is your favorite school
lunch? Why? If you bring
your lunch from home, what
are your favorite things to
find in your lunchbox?
Third Grade - Unit 5
A Feast of Words on a Planet Called Earth - and Beyond
Week 3: ___________________
Monday
Tuesday
Wednesday
Thursday
Friday
Social Studies
Connections
Science Connections
The Earth
The Earth
Mississippi Science
Framework Objective:
Layers of Soil
Focus lesson on the sub
soil layer of the Earth’s
surface and the items
that are included in this
layer.
Layers of Soil
Making Soil
Focus lesson on top soil,
its importance and
See resource packet for
components.
recipe to make edible
soil.
4a
Flood classroom with
multiple texts on the
Earth.
***Links & Handouts
resource packet
includes a variety of
web resources and
activities to be used
throughout the week.
See resource packet for
activities on layers of
soil.
The Earth
The Earth
The Earth
Complete all layers of
Earth & soil activities
Complete all layers of
Earth & soil activities