1
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 81814 Test 92214
Unit Overview
In this unit the students will enjoy reading about a boy named Andrew who desperately wants freckles and what he does to get them They will learn that real freckles form from melanin which is the same pigment in the skin that causes skin to become tan People who have freckles make less melanin when they are in the sun than people who are tan In the second extended text they will read about a ten year old boy 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 to restore the farm
Performance Task After reading the story Freckle Juice students will think about a time when they thought they wanted to change something about themselves or knew someone who wanted to change something about him or herself What caused them to want to make the change Were they able to make the change Students will write a story about what they changed and what happened after the changes were made The stories will be collected to make a class book After reading the story Stone Fox students will discuss the meaning of courage and how to be courageous Have students to share personal examples of showing courage in their lives Research people in history that have shown themselves to be courageous Students will choose one person to write about how that person was courageous
Essential Questions
1 Freckle Juice How can each of us contribute to the community of our classroom and school
2 Stone Fox What does courage mean for you
Building Background Knowledge Prior to Teaching Please refer to the North Carolina Unpacked Standards
Explanations and Examples in this document are reference the Arizona Delaware North Carolina and Ohio Departments of Education
2
PBSD
Reading Complex Texts RLRI310
Writing About Texts W31-2 4-6 9-10
Research Project W37-9
RLRI51-10
Narrative Writing W33-610
5-9 Short Texts 1 Extended Text Routine Writing 3-5 Analyses 1 Research Project 2-3 Narratives Literature
Freckle Juice A Fine Fine School
Destinyrsquos Gift Enemy Pie
Literature
Freckle Juice
Develop and Convey Understanding
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
Focus on Inform and
Explain
Students will analyze the text through series of comprehensive short
answer questions Focus on Inform and
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
Integrate knowledge from sources when
composing
Assign to the students a research project on what causes freckles and why some people have them
and some do not
Convey Experiences Writing-
The 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
Write a paragraph about bullying ndash why it is not
positive and what someone should do if it happens to them or a friend of theirs
Writing
Quick Write Explain emotions you get from
listening to the song
Literature Making Friends with
Pizza
Literature - Poetry Friendship is Friendship
Social Studies Bullying
Social Studies Peer Pressure Power
ArtMusic Rachel Delevoryas
For Reading and Writing in Each Module
Cite Evidence RLRI31
Analyze Content RLRI32-9
SL32-3
Study and Apply Grammar
L31-3 SL56
Study and Apply Vocabulary
L34-6
Conduct Discussions SL31
Report Findings SL34-6
3
PBSD- Grade 3- Common Core- Module 1 (Part b ndash Weeks 3-5)
Reading Complex Texts RLRI310
Writing About Texts W31-2 4-6 9-10
Research Project W37-9
RLRI51-10
Narrative Writing W33-610
5-9 Short Texts 1 Extended Text Routine Writing 3-5 Analyses 1 Research Project 2-3 Narratives
Literature The Boy Who Cried
Wolf
Literature
Stone Fox
Develop and Convey Understanding
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
Focus on Inform and
Explain
Students will analyze the text through series of comprehensive short
answer questions 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
Integrate knowledge from sources when
composing
Research people in history that have
shown themselves to be courageous
Students will choose one person to write
about how that person was courageous
Convey Experiences
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 ldquorealrdquo
story and why Give evidence to prove your
claim
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 amp Bottoms
Social Studies
Art
For Reading and Writing in Each Module
Cite Evidence RLRI31
Analyze Content RLRI32-9
SL32-3
Study and Apply Grammar
L31-3 SL56
Study and Apply Vocabulary
L34-6
Conduct Discussions SL31
Report Findings SL34-6
4
3rd
Grade ELA Checklist for Module 1
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
RL35 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
RL36 Distinguish their own point of view from that of the narrator or those of the characters
5
3rd
Grade ELA Checklist for Module 1 (continued)
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
L 31b Form and use regular and irregular plural nouns
L 31d Form and use regular and irregular verbs
L 31e Form and use the simple (eg I walked I walk I will walk) verb tenses
L 32b Use commas in addresses
L 32d Form and use possessives
LP 312a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP 312c Use abstract nouns (eg childhood)
LP 322b Use commas in greeting and closing of letters
6
3rd
Grade ELA Writing Standards ndash 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 (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory 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 (eg 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 andor 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 discipline-
specific tasks purposes and audiences
7
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
8
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
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
Literature Response ldquoHistorical fictionrdquo 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 (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull 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)
OPINION
Or
QUOTE
SUPPORTING
DETAILS
SUPPORTING
DETAILS
SUPPORTING
DETAILS
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
2
PBSD
Reading Complex Texts RLRI310
Writing About Texts W31-2 4-6 9-10
Research Project W37-9
RLRI51-10
Narrative Writing W33-610
5-9 Short Texts 1 Extended Text Routine Writing 3-5 Analyses 1 Research Project 2-3 Narratives Literature
Freckle Juice A Fine Fine School
Destinyrsquos Gift Enemy Pie
Literature
Freckle Juice
Develop and Convey Understanding
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
Focus on Inform and
Explain
Students will analyze the text through series of comprehensive short
answer questions Focus on Inform and
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
Integrate knowledge from sources when
composing
Assign to the students a research project on what causes freckles and why some people have them
and some do not
Convey Experiences Writing-
The 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
Write a paragraph about bullying ndash why it is not
positive and what someone should do if it happens to them or a friend of theirs
Writing
Quick Write Explain emotions you get from
listening to the song
Literature Making Friends with
Pizza
Literature - Poetry Friendship is Friendship
Social Studies Bullying
Social Studies Peer Pressure Power
ArtMusic Rachel Delevoryas
For Reading and Writing in Each Module
Cite Evidence RLRI31
Analyze Content RLRI32-9
SL32-3
Study and Apply Grammar
L31-3 SL56
Study and Apply Vocabulary
L34-6
Conduct Discussions SL31
Report Findings SL34-6
3
PBSD- Grade 3- Common Core- Module 1 (Part b ndash Weeks 3-5)
Reading Complex Texts RLRI310
Writing About Texts W31-2 4-6 9-10
Research Project W37-9
RLRI51-10
Narrative Writing W33-610
5-9 Short Texts 1 Extended Text Routine Writing 3-5 Analyses 1 Research Project 2-3 Narratives
Literature The Boy Who Cried
Wolf
Literature
Stone Fox
Develop and Convey Understanding
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
Focus on Inform and
Explain
Students will analyze the text through series of comprehensive short
answer questions 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
Integrate knowledge from sources when
composing
Research people in history that have
shown themselves to be courageous
Students will choose one person to write
about how that person was courageous
Convey Experiences
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 ldquorealrdquo
story and why Give evidence to prove your
claim
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 amp Bottoms
Social Studies
Art
For Reading and Writing in Each Module
Cite Evidence RLRI31
Analyze Content RLRI32-9
SL32-3
Study and Apply Grammar
L31-3 SL56
Study and Apply Vocabulary
L34-6
Conduct Discussions SL31
Report Findings SL34-6
4
3rd
Grade ELA Checklist for Module 1
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
RL35 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
RL36 Distinguish their own point of view from that of the narrator or those of the characters
5
3rd
Grade ELA Checklist for Module 1 (continued)
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
L 31b Form and use regular and irregular plural nouns
L 31d Form and use regular and irregular verbs
L 31e Form and use the simple (eg I walked I walk I will walk) verb tenses
L 32b Use commas in addresses
L 32d Form and use possessives
LP 312a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP 312c Use abstract nouns (eg childhood)
LP 322b Use commas in greeting and closing of letters
6
3rd
Grade ELA Writing Standards ndash 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 (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory 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 (eg 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 andor 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 discipline-
specific tasks purposes and audiences
7
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
8
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
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
Literature Response ldquoHistorical fictionrdquo 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 (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull 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)
OPINION
Or
QUOTE
SUPPORTING
DETAILS
SUPPORTING
DETAILS
SUPPORTING
DETAILS
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
3
PBSD- Grade 3- Common Core- Module 1 (Part b ndash Weeks 3-5)
Reading Complex Texts RLRI310
Writing About Texts W31-2 4-6 9-10
Research Project W37-9
RLRI51-10
Narrative Writing W33-610
5-9 Short Texts 1 Extended Text Routine Writing 3-5 Analyses 1 Research Project 2-3 Narratives
Literature The Boy Who Cried
Wolf
Literature
Stone Fox
Develop and Convey Understanding
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
Focus on Inform and
Explain
Students will analyze the text through series of comprehensive short
answer questions 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
Integrate knowledge from sources when
composing
Research people in history that have
shown themselves to be courageous
Students will choose one person to write
about how that person was courageous
Convey Experiences
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 ldquorealrdquo
story and why Give evidence to prove your
claim
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 amp Bottoms
Social Studies
Art
For Reading and Writing in Each Module
Cite Evidence RLRI31
Analyze Content RLRI32-9
SL32-3
Study and Apply Grammar
L31-3 SL56
Study and Apply Vocabulary
L34-6
Conduct Discussions SL31
Report Findings SL34-6
4
3rd
Grade ELA Checklist for Module 1
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
RL35 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
RL36 Distinguish their own point of view from that of the narrator or those of the characters
5
3rd
Grade ELA Checklist for Module 1 (continued)
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
L 31b Form and use regular and irregular plural nouns
L 31d Form and use regular and irregular verbs
L 31e Form and use the simple (eg I walked I walk I will walk) verb tenses
L 32b Use commas in addresses
L 32d Form and use possessives
LP 312a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP 312c Use abstract nouns (eg childhood)
LP 322b Use commas in greeting and closing of letters
6
3rd
Grade ELA Writing Standards ndash 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 (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory 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 (eg 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 andor 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 discipline-
specific tasks purposes and audiences
7
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
8
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
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
Literature Response ldquoHistorical fictionrdquo 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 (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull 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)
OPINION
Or
QUOTE
SUPPORTING
DETAILS
SUPPORTING
DETAILS
SUPPORTING
DETAILS
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
4
3rd
Grade ELA Checklist for Module 1
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
RL35 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
RL36 Distinguish their own point of view from that of the narrator or those of the characters
5
3rd
Grade ELA Checklist for Module 1 (continued)
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
L 31b Form and use regular and irregular plural nouns
L 31d Form and use regular and irregular verbs
L 31e Form and use the simple (eg I walked I walk I will walk) verb tenses
L 32b Use commas in addresses
L 32d Form and use possessives
LP 312a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP 312c Use abstract nouns (eg childhood)
LP 322b Use commas in greeting and closing of letters
6
3rd
Grade ELA Writing Standards ndash 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 (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory 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 (eg 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 andor 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 discipline-
specific tasks purposes and audiences
7
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
8
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
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
Literature Response ldquoHistorical fictionrdquo 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 (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull 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)
OPINION
Or
QUOTE
SUPPORTING
DETAILS
SUPPORTING
DETAILS
SUPPORTING
DETAILS
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
5
3rd
Grade ELA Checklist for Module 1 (continued)
Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed
L 31b Form and use regular and irregular plural nouns
L 31d Form and use regular and irregular verbs
L 31e Form and use the simple (eg I walked I walk I will walk) verb tenses
L 32b Use commas in addresses
L 32d Form and use possessives
LP 312a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
LP 312c Use abstract nouns (eg childhood)
LP 322b Use commas in greeting and closing of letters
6
3rd
Grade ELA Writing Standards ndash 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 (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory 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 (eg 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 andor 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 discipline-
specific tasks purposes and audiences
7
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
8
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
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
Literature Response ldquoHistorical fictionrdquo 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 (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull 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)
OPINION
Or
QUOTE
SUPPORTING
DETAILS
SUPPORTING
DETAILS
SUPPORTING
DETAILS
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
6
3rd
Grade ELA Writing Standards ndash 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 (eg because therefore since for example) to connect opinion and reasons
d Provide a concluding statement or section
2 Write informativeexplanatory 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 (eg 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 andor 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 discipline-
specific tasks purposes and audiences
7
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
8
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
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
Literature Response ldquoHistorical fictionrdquo 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 (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull 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)
OPINION
Or
QUOTE
SUPPORTING
DETAILS
SUPPORTING
DETAILS
SUPPORTING
DETAILS
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
7
Context for Instruction
Reading Workshop Block Schedule
Writing Workshop Block Schedule
Familiar or Independent Reading---15 minutes daily
Word StudymdashWhole Group---15-20 minutes daily
Book Talkmdash5 Minutes
Read AloudmdashWhole Group---15 minutes
Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)
Strategy based reading mini-lessonmdash15 minutes
Reading Period
Language Standards (conventions)---Whole Group 10-15 minutes daily
Write AloudModeling ---Whole Group---20 Minutes
Strategy based writing mini-lesson using anchor text or passages
Writing Period
Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing
Guided Reading
bull Small group meet with teacher
bull Comprehension focus
Literature Discussion
bull Student-led literature discussion
bull Teacher set purpose for learning and facilitate discussion
Independent Reading
bull Students Reading Independently
bull Students respond to text in reading response lognotebook
Guided Writing
bull Small Group meets with teacher
bull Writing focus
Independent Writing
bull Teacher sets purpose for writing
bull Students write independently for a minimum of 30 minutes
Conferencing
bull Teacher holds individual writing conferences for at least 3 students daily
8
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
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
Literature Response ldquoHistorical fictionrdquo 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 (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull 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)
OPINION
Or
QUOTE
SUPPORTING
DETAILS
SUPPORTING
DETAILS
SUPPORTING
DETAILS
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
8
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
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
Literature Response ldquoHistorical fictionrdquo 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 (RL51 RL59) Sample Questions Who was the first to finish the race How do you know Which word(s) from the poem supports your answer bull What is so special about Mario How do you know Which sentence(s) from the story supports your answer bull Where does the drama take place How do you know Which sentence(s) from the drama supports your answer bull Why did Tiesha try out for the play How do you know Which sentence(s) from the story supports your answer bull Why did Tyrone get an ldquoArdquo on his test How do you know Which sentence(s) from the story supports your answer bull 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)
OPINION
Or
QUOTE
SUPPORTING
DETAILS
SUPPORTING
DETAILS
SUPPORTING
DETAILS
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
9
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL31 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 hellip
Based on what I read hellip
For instance hellip
The author stated hellip
For example hellip
According to the texthellip
On page _____ it said that hellip
In paragraph ____ it said that hellip
From the reading I knew that hellip
Two different sources told me that hellip
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
10
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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 Continued
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 Students may complete graphic organizers (cause amp effect problem-solution) to show details supporting the lesson in a story
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 ldquotrickster talerdquo What root word do you hear in ldquotricksterrdquo
Have you ever played a trick on someone
Have you ever had a trick played on you Tell students that ldquotrickster talesrdquo 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
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 students mother teacher brother or themselves etc Have students create a story staring those animal characters
Formative Assessment Opportunities
bull 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 bull Exit Slip Have students write in their readerrsquos notebook what is important to
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
11
RL32 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 Continued
Pinterest Board with story elements-character-traits-summary 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
remember about recounting stories bull Collect written accounts of the story from their readerrsquos notebook bull Analyze the work and provide feedback to the students 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 Aesops ABC section of this website or send students to the Library to take out a folktale book from the 3982 section
Art History is Filled with Stories Have students research paintings or sculpture inspired by myth legend or folklore After learning the artworks background tale have students orally present both the artwork and its accompanying story
Sample Questions bull What happens in this ___ (storyfablefolktalemyth) bull Place each event in a box to show the order in which it happens in the _____ (storyfablefolktalemyth) bull What lesson does the author hope the reader learns from the story What key details in the story help the reader understand this lesson bull What lesson does this folktale teach What key details in the folktale help teach this lesson bull What is the moral of this fable What key details in the fable help teach this moral bull 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 hellip organized by standard
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
12
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL32 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
Teachers please feel free to write your own notes in this space
Pinterest Board of Genres and Multi-Media Resources
Students will retell stories including key details The retelling can include dramatization completing graphic organizers and illustration of the story (RL32 RL33 RL37)
Pinterest Board with story elements-character-traits-summary
Retelling Strategy and Why Retelling is so Powerful
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
13
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers model completing graphic organizers to show the relationship between events and characters of a well-known story Teachers provide examples of descriptions of how characters respond to events to serve as a guide to students Character Contribution Chart
Character Traits Motivation Feelings Contributions
Source commoncoreorg
Pinterest Board for story-elements-character-traits-summary
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 Grandparsquos Eyes Patricia Maclachlan and Deborah Kogan Ray As students finish reading the new book have them work with the same partner to list at least three characteristics of each character in the new story
How are the grandparents similar and different
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
Understanding Character Students select a character from an individually or group read text They can become the character to provide details about how that characterrsquos actions impact the sequence of events in the selection Becoming the character can include dressing like that character creating character specific props andor making character puppets They should know the character well enough to explain character feelings attitudes and motivations Sample Questions bull Explain how the boy smiling changes the story bull Explain how the girl feels when she learns what happened How does that affect what she does next bull Explain what the dog does to find his owner What does that show the reader about the dog bull Explain why the main character changes during the story How does that influence what happens next in the story bull Describe ____ (a character in the story) How does hisher actions contribute to the sequence of events in the story bull Explain how the actions of ___ (a character in the story) influence what happens next
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
14
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Teachers please feel free to write your own notes in this space
Pinterest Board for story-elements-character-traits-summary
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
15
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
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)
Literal Meaning
Driving me up the wall Annoying me
You are pulling my leg You are not being truthful with me
Raining cats and dogs A heavy thunderstorm
When pigs fly Something that is
impossible
Source commoncoreorg
Students illustrate the literal and figurative meanings of figurative language (eg He lost his head running on empty frog in my throat)
Pinterest Board with Anchor Charts and Ideas for Figurative Language
LanguageWriting Read several books that use idioms in the story (eg the Amelia Bedelia series) or a book that uses idioms as the text (eg Terbanrsquos work) Then assign the students this prompt ldquoChoose 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 meansrdquo (RL34 RI35 L34 L35) 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 bull What is the meaning of ______ on page 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What is meant by the phrase ldquoPut on your thinking caprdquo in paragraph 6
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
16
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language
Teachers please feel free to write your own notes in this space
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 wordrsquos meaning Follow up with discussion
Target Fundamental Lessons MI009 (RI34)
Pinterest Board with Anchor Charts and Ideas for Context Clues
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
17
Craft and Structure
Explanation Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
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
PoetryComprehension Using a poem such as ldquoEating While Readingrdquo 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 (RL35) Compare Folk Literature Use a T-Chart to compare two versions of the same folktale (ie Galdonersquos Three Little Pigs and Sceiskarsquos The True Story of the Three Little Pigs) The focus of the comparison should be the motifs commonly found in folk or traditional literature
Sample Questions bull 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 bull Explain how scene 2 builds suspense Use examples from the drama in your explanation bull Explain how the last stanza in the poem brings the ideas presented together Use examples from the poem in your explanation Thinking StemsAnchor Chart bull Does each chapter supply meaning to the story bull How does the first chapter help us to understand the second chapter bull Explain how the ___ chapter helps the reader to understand the setting of the story Use examples from the story in your explanation bull In which chapter does the author introduce what the main character wants Use examples from the story in your explanation Formative Assessment Opportunities bull 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
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
18
bull 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 Fatherrsquos 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 ldquoNow Irsquom quite sure that if you were able to rescue the dragon which wouldnrsquot be the least bit easy hersquod let you ride him most anywhere provided you were nice to himhelliprdquo The information in the second chapter builds on the first chapter telling the reader how Elmer can fly
Lesson Plans and Activities How Readers Theatre Should Look in a Classroom Lesson Plan
Great Lesson Plans and Explicit Information from Jefferson KY
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
19
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL35 Refer to parts of stories dramas and poems when writing or speaking about a text using terms such as chapter scene and stanzahellip describe how each successive part builds on earlier sections
Teachers please feel free to write your own notes in this space
Anchor Chart Example for My Fatherrsquos Dragon Good Readers preview books before they read hellip We noticed thathellip bull It is a Newberry Honor book bull Itrsquos about a boy named Elmer who tries to rescue a dragon bull It is an adventurefantasy story bull It has 10 chapters bull There are pictures and maps
Pinterest Board for Poetry
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
20
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 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 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 narratorrsquos charactersrsquo or their point of view
Point of View Chart
Author Characters or Narrator My Point of view
Class DiscussionLiteraryWriting Lead a class discussion based on Could Be Worse James Stevenson using the following promptsquestions
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 ldquofantasticrdquo grandfather response to this I fell off the monkey bars on the playground and scraped my knee
(RL36 W310 W33 L31 L33 L3) 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 httpwwwreadwritethinkorgfilesresourceslesson_imageslesson240chartpdf Sample Questions bull Who is telling the story bull How does Lawanda feel about the trip How is that different from how you would feel bull How does the narrator feel about Frank getting a new dog How is that different from how you would feel
Lesson Plans and Activities Point of View Lesson and Activities - True Story of the Three Little Pigs
Point of View Activity
Author
Narrator Self
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
21
CCCS Focus
Standards
Explanation of Standard Instructional Strategies and Activities
RL36 Distinguish their own point of view from that of the narrator or those of the characters
Teachers please feel free to write your own notes in this space
Pinterest Board with Point of View Anchor Charts
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
22
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting) Continued on next page
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 bearrsquos and rabbitrsquos crops look at the end of the first harvest Teacher shows the illustration Students compare their image to the illustratorrsquos depiction
Class DiscussionArt 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 amp questions with the students ldquo[Goblersquos] 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 wordsrdquo - 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
(SL31 RL37) Mood Charades With the whole group generate a list of moods (ie 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 ndash 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 Sample Questions bull Explain how the illustration helps the reader understand the
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
23
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
setting of the story Use examples from the story and illustration in your explanation bull Explain how the illustrations make the reader feel Why bull Explain how the illustration helps the reader understand the main character in the story Use examples from the story and illustration in your explanation
Lesson Plans and Activities
httplearnzillioncomlessons1943-explain-how-illustrations-contribute-to-the-meaning-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
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
24
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL37 Explain how specific aspects of a textrsquos illustrations contribute to what is conveyed by the words in a story (eg create mood emphasize aspects of a character or setting)
3RL8 (not applicable to literature)
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
Selnicks detailed illustrations provide another
dimension to this biography of a little-known
scientist and his lifes work
Mark Teague
Dear Mrs LaRue Letters from Obedience School
In this humorous look at a dogs life behind bars
Teague uses an interplay between illustrations and
text to tell the whole story
Ana Juan
The Night Eater
In this picture book Juans 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
Juans whimsical representations of Fridas life both
incorporate and pay homage to Fridas artistic style
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
25
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Three Story Map
Before ReadingDuring ReadingAfter Reading Checklist Characters Who are the characters What are the characterrsquos 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
Ramona Quimby
Ramona the Pest
Ramona and
her Father
Main Character
Main Setting
PlotEvents
ThemeLessonMoral
Conclusion Resolution
Comparing Text Formats Compare and contrast texts done in different formats (ie 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 DiscussionLiterature 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 dayrsquos new chapter book The Stories Julian Tells Ann Cameron and Ann Strugnell As students read the first chapter of the book ldquoThe Pudding Like a Night on the Seardquo 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 andor characters by the same author (RL33 SL36 SL31 SL34 RL39) Sample Question(s) bull How are the themesplotssettings in Kevin Henkersquos books ________ (title) and________ (title) alike and different
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
26
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
Teachers please feel free to write your own notes in this space
Pinterest Board with Theme Plot and Setting (Story Elements)
Lesson Plans and Activities
Website to create Character Trading Cards to compare characters in books httpwwwreadwritethinkorgfilesresourcesinteractivestrading_cards_2
wwwinternet4classroomscom 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
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
27
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
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
Visit wwwyoutubecom for videos
Class DiscussionLanguage Ruth Heller has written a series of informational books that teach parts of speech Remind students they learned about ldquonounsrdquo in second grade As you read the book Merry-Go-Round 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 (RI31 L31 L31 L31 L31 L31 L31) Class DiscussionLanguage 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 studentsrsquo 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 (L31 L32 L35) 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 (L31 L31 RI33)
Class DiscussionLiterary As students read the book My Fatherrsquos 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
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
28
L31 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
(eg I walked I walk I will
walk) verb tenses
Continued on next page
Pinterest Board with Anchor Charts and Lesson Plans for Parts of
Speech Conventions
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 ldquoSomebody-Wanted-But-Sordquo (RL310 RF34c L31 L32 L33)
Informational ReadingNote 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 subjectrsquos life Have students recall and generate a list of the key question words to consider such as ldquowho where when why what and howrdquo 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 (RI37 RI31 RI33 W38 L32) 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
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
29
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L31 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
(eg I walked I walk I will
walk) verb tenses
Teachers please feel free to write your own notes in this space
Lesson Plans and Activities
Pinterest Board with Anchor Charts and Lesson Plans for Parts
of Speech Conventions
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
30
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing
b) use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
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 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
Lesson Plans and Activities Who Said That - Use Quotes from chapters
worksheet
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
31
CCCS Focus Standards
Explanation of Standard Instructional Strategies and Activities
L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing b)_Use commas in addresses
d) Form and use possessives
LP312a
Capitalize dates and names of people
LP312c
Use commas in dates and to separate single words in a series
LP322b
Use commas in greetings and closings of letters
Teachers please feel free to write your own notes in this space
Pinterest Board with Conventions Anchor Charts and
Activities
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
32
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
33
Standards Extended Text Freckle Juice
Reading Mini Lessons
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL36 Distinguish their own point of view from that of the narrator or those of the characters LP312a
Capitalize dates and names of people W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
W38 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories
SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Section 1 August 18 ndash 22 2014
Chapters 1 amp 2
Reading Mini-lessons Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Literary Element
Characterization p 9 10 25
Set a purpose for reading p10
Context Clues (Vocabulary)
Respond to Reading
Comprehension and Analysis
p10 26
Chapter by Chapter Lesson Plan
httpwwwteachersnetworkorgteachnet
-labmiami2004vazquezindexhtm
Reading Mini-lessons
RL33 Target Fundamental Lesson
SE011
Identify and describe characters
Including their traits feelings
relationships and changes
Point of View Mini Lesson
httpwwwsandtpublicationscomfFreck
le_Juice_Sample_Packetpdf
Language
LP312a Target
Fundamental Lesson LC021
Use Correct Capitalization
(eg titles dates days of the
week names of countries)
Writing
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1)
Textual Analysis ndash Do you
think Sharon wants to be
Andrewrsquos friend or enemy
Write 1 paragraph p 11 27
Websites Compass Learning Odyssey
RL33 Common Core Progress book
p 24-29
Short Texts Journeyrsquos book A Fine Fine School
Destinyrsquos Gift
Vocabulary
Freckle Juice Chapters 1 and 2 TLI Unit
(Section1) p9 24
decided
especially
plenty
pretended
recipe
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
34
Standards Standards Extended Text Freckle Juice
Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL36
Distinguish their own point of view
from that of the narrator or those of
the characters
LP312c
Use commas in dates and to separate
single words in a series
LP322b
Use commas in greetings and closings
of letters
W32
Write informativeexplanatory texts to
examine a topic and convey ideas and
information clearly
SL31 Engage in a range of collaborative discussions (one-to-one in groups and teacher-led) with diverse partners on topics and texts building on othersrsquo ideas and expressing their own clearly
SL36 Speak in complete sentences when appropriate to task in order to provide requested detail or clarification
Section 2 August 25 ndash 29 2014
Chapters 3 ndash 5
Reading Mini-lessons 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 1330
Summarizing
httpwwwauburneduacademiceducati
onreading_genieopeningsoglesbyrlhtml
Reading Mini-lessons
RL36 Target Fundamental Lesson
SE012
Identify Charactersrsquo traits
motivations conflicts points of
view and relationships
Assessments 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
Language
LP312cLP322b Target
Fundamental Lesson LC022
Use Correct Punctuation
(eg abbreviations commas
apostrophes quotation
marks)
Writing Freckle Juice Chapters 3 -5
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
Websites Compass Learning Odyssey
RL36 Common Core Progress book
p 112-117
Short Texts
Journeyrsquos
A Fine Fine School
Destinyrsquos Gift
Storyline Online
Enemy Pie
Freckle Juice Chapters 3 -5 TLI Unit
(Section2)
Vocabulary
allowed
handsome
reflection
sensible
wondered
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
35
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in the story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events W38 Recall information from experiences or gather information from printdigital sources take brief notes on sources and sort evidence into categories
Journeyrsquos Unit 1 Lesson A Fine Fine School Story Map Characters Projectable 15a T31 Projectable 15c Story Structure
W38
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 ldquowhere when
why and how key events occurrdquo
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
Vocabulary
Character
traits
motivations
feelings
contribute
sequence
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
36
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text RL33 Compare and contrast two or more characters settings or events in a story or drama drawing on specific details in the text (eg how characters interact) RL34 Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes RL37 Analyze how visual and multimedia elements contribute to the meaning tone or beauty of a text (eg graphic novel multimedia presentation of fiction folktale myth poem) L31a Explain the function of nouns pronouns verbs adjectives and adverbs in general and their functions in particular sentences
Journeyrsquos Unit 2 Lesson 9 Kamishibai Man
TE Page T292-T293 Cause and Effect MonitorClarify
Projectable 94
Write to Respond to Literature W34
Focus Train Organization Journeys TE 309
Practice Book- Volume 1 (page
118) Lesson 9
Vocabulary
Blurry
Blasted
Jerky
Rude
Rickety
Vacant
Applause
Familiar
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
37
Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Journeyrsquos Unit 1 Lesson 3 Destinyrsquos Gift TE Page 204
Understanding Characters Projectable 35c
Enemy Pie ndash Storyline Online (Video )
Journal about story
Vocabulary
Character
Traits
Motivations
Feelings
Sequence
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
38
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 W34 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 1ndash3 above
Short Text Resources
Friendship is Friendship Poem Short Text Resources
Bullying Article 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- The 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
Writing
Write a paragraph about bullying ndash why it is not positive and what
someone should do if it happens to them or a friend of theirs
Writing-
Students will write a recipe for making their favorite pizza List the steps in
sequential order
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
Vocabulary
Friendship
Poetry
Stanza
Bullying
Peer Pressure
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
39
Standards Standards Short Text Freckle Juice Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 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 storypoemdrama help the reader determine this theme bull How does the author use the way the rooster responds to this situation to develop the theme of the story bull Summarize the story
Writing- Think of other popular fables and have students to write a new ending for the story
Vocabulary
Fable
Perched
Harmony
Prey
Ravish
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
40
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers
RL32 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
RL33
Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
RL35 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
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series)
LP312a
Capitalize dates and names of people
Other standards taught SL31 SL36 L34 L35 L36 W310
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 p9
Respond to Reading
Comprehension and Analysis
Short Answer Questions p10 25
httpwwwnancypolettecomLitGuidesTe
xtstonefoxhtm
Reading Mini-lessons
RL33 Target Fundamental
Lesson SE013
Describe Character Actions and
motives
Questions for Each Chapter httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Chapter 1 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox201htm
Chapter 5 Resources
httppanintrasuntcnjedu501-
S03Grinbergstone_fox205htm
Language
LP301e Target Fundamental Lesson
LC025
Write with more proficient spelling of
inflectional endings including plurals and
verb tenses
Writing TLI Unit for Stone Fox
Textual Analysis ndash 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
LiteratureWriting What If
Stories Invite students to write
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 ldquowhat ifs
rdquo 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 ldquoifsrdquo or
another one to develop in their paragraphs and
to illustrate with a drawing
Word Study Lesson for Each Chapter
httpwwwgardenofpraisecomlesso
n5htm
Websites
Compass Learning Odyssey
Common Core Progress Book
RL31 p 12-17
RL32 p 18-23
RL34 p 102-105
RL35 p 106-111
Collection of Lessons
httpswwwteachervisioncomfiction
lesson-plan7html
httpwwwwebenglishteachercomg
ardinerhtml
Short Texts Journeys The Harvest Birds
Tops amp Bottoms by Janet Stevens
Vocabulary TLI Unit for Stone Fox p 8 23
chapter
credit
harvest
owe
rented
taxes
httpgardenofpraisecomfox1htm
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
41
Standards Standards Extended Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from non-literal language SL31 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 othersrsquo ideas and expressing their own clearly SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
L31d
Form and use regular and irregular
verbs
L31e Form and use the simple (eg I walked I walk I will walk) verb tenses
Section 2 Chapters 6-10
September 15 ndash 26 2014
Reading Mini-lessons
TLI Unit for Stone Fox
Literary Element Plot p 12 13
30
Set a purpose for reading p13
Respond to Reading
Comprehension and Analysis
with Short Answer Questions
p 13 14 31
Reading Mini-lessons
RL34 Target Fundamental Lesson
V0007
Distinguish between Literal and
Nonliteral Language
Questions for each Chapter
httpeducationedpacificueduswebtral
lerlessonplanshtmlStone
Assessments
TLI Unit for Stone Fox
Assessing Student Understanding
Novel Test with Multiple Choice
Short Answer and Essays p 15-
16 33-38
Language
L31d Target Fundamental
Lessons LC034
Use Regular Irregular
Singular Plural and Helping
Verbs
Writing 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
Websites
Compass Learning Odyssey
Vocabulary p 12 27 28 29
TLI Unit for Stone Fox
achieve
amateur
excellent
limp
shocked
Kids Review of Book
httpwwwloveyourdogcom
bkclbstonefxhtml
Chapter 7 Resources
httppanintrasuntcnjedu5
01-
S03Grinbergstone_fox207
htm
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
42
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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 RI37 Demonstrate the importance of text illustrations LP312c Use commas in dates and to separate single words in a series
Reading Mini-lesson
Journeyrsquos book The Harvest Birds TE Page 207
Language LP312c Commas in a Series of Verbs Journeys TE T218 T226 Projectable 86 Journeys Practice Book 102 104 107
Writing
Journeyrsquos TE T227
Projectable 89
Use graphic organizer to find
the most important events
from the story
Vocabulary
Courage
recount
fable
folktale
myth
diverse
culture
message
moral
convey
text illustrations
Commas
series
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
43
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL35 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 L32 Form and use possessives
Reading Mini-lesson
Poetry Eating While Reading
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
Language Website Possessive NounsActivitiesBrainPop
Vocabulary
Stanza
Illustrate
Multiple
Line
Possessive
Drama
Poem
Chapter
Scene
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
44
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast the themes settings and plots of stories written by the same author about the same or similar characters(eg in books from a series) L31d Form and use regular and irregular verbs
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
Using Three Little Pigs and The
True Story of the Three Little
Pigs find and identify all regular
and irregular verbs
Writing Who do you think is telling the ldquorealrdquo and why Give evidence to prove your claim
Vocabulary
Theme
Setting
Plot
Folktale literature
Comparison
Character
Traditional Literature
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
45
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL33 Describe characters in a story (eg their traits motivations or feelings) and explain how their actions contribute to the sequence of events
Reading Mini-lesson
The Stories Julian Tells by Ann
Cameron
As students read first
chapter of the book ask
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
Language Using Commas in Addresses (Worksheet)
Vocabulary
Character traits
Motivations
Feelings
Actions
Sequence
Contributions
Events
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
46
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL39 Compare and contrast themes settings and plots of stories written by the same author about the same or similar characters (eg in books from a series) L31b Form and use regular and irregular plural nouns
Reading Mini-lessons
SL31a SL31d Rl35 RL39
Ocean Poems Choose two poems
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
Language Irregular and Regular Plural Nouns (Worksheet)
Vocabulary
Compare
Contrast
Themes
Settings
Plot
Similar
Series
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
47
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL34 Determine the meaning of words and phrases as they are used in a text distinguishing literal from nonliteral language L31e Form and use simple (eg I walked I walk I will walk) verb tenses
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 L31e Use and form simple verb tenses Learnzillion Video
Vocabulary
Idioms
Literal
Figurative
Phrases
Distinguish
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
48
Standards Standards Short Text Stone Fox Mini Lesson
Language amp Routine Writing in
ldquoMy Reading Journalrdquo
Related Resources amp Vocabulary
RL32 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
Reading Mini-lessons
The Boy Who Cried Wolf by Lou Kuenzler
Describe ldquotrickster talesrdquo
Who is the trickster
Who is the fool who gets tricked
What is the problem in the 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
Vocabulary
Recount
Fables
Folktale
Myth
Diverse
Culture
Moral
Convey
Details Other Books Encounter by Jane Yolen
Tops amp Bottoms by Janet Stevens
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
49
Writerrsquos Workshop Performance TaskResearch Project (10 days)
PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING
TLI Unit of Related Resources
for Stone Fox Pages 39-41(hyper-
link)
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
httpwwwscholasticcomteacherslesson-
planstone-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
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 heshe 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
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
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
Day 7
The teacher will model the process of constructing a paragraph using the note cards from the previous day
Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their chief range 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
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
50
Students will create visuals in the form of posters products or clothing Students will present their papers and product to their class
At the end of the workshop they will share in small groups or with partners what they have chosen and why
Day 2
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-to-one conferences or a small group if necessary
DAY 4
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
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
51
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
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
52
WRITING WORKSHOP (Management Conventions Process
Mini Lesson Ideas) - CCCS
NARRATIVE WRITING MINI LESSON IDEAS
OPINION WRITING MINI LESSONS
RELATED RESOURCES
Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons
Point of View Lessons 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
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
OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the story Stone Fox during reading workshop compare and contrast Willyrsquos 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 ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen
Pinterest Board with Writing Activities
Lessons and Anchor Charts
53
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
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
How to manage where all students are in the writing process
54
53
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
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
How to manage where all students are in the writing process
54