Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of Pluto/Charon to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on Pluto or Charon.

Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of The Moon to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on The Moon.

Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of Titan to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on Titan.

Using planetary maps, students will be able to read cartographic information and compare the environmental conditions of Venus to those Earth. They will understand the conditions needed for life to exist, and be able to explain why it cannot exist on Venus.

In this lesson, students reread an excerpt from My Librarian Is a Camel about their expert group's country to learn more about how some people in that country access books. They follow an Expert Group Guide: My Librarian Is a Camel to closely reread this excerpt and complete the Close Read Note-catcher: Expert Group My Librarian Is a Camel. This note-catcher follows the same format as the Close Read: My Librarian Is a Camel, Pages 18-19 note-catcher used during the close read in Lesson 2 (RI.3.1, RI.3.2, RI.3.4, RI.3.7, W.3.8, SL.3.1b, L.3.4).
The close reading in this lesson is mostly student-led, so students work with their expert groups with teacher support when necessary. Because the Expert Group Guide follows the same structure for each group, consider supporting students in pacing as they work through the guides.
In Opening A, students participate in the Back-to-Back and Face-to-Face protocol. Consider how familiar students are with this protocol and reallocate class time spent introducing it as necessary.
In this lesson, the habit of character focus is working to become an ethical person. The characteristic students are reminded of specifically is integrity, in relation to completing their research reading homework.
Students practice their fluency by reading excerpts from My Librarian Is a Camel with their expert group in Work Time A.
This lesson contains an optional Language Dive for ELLs. Before the lesson, review the Language Dive materials and consider whether all students would benefit from them. Adjust the timing of the lesson as needed.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to overcoming challenges in access to education, books, and reading near and far. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Opening B, Work Time A, and the Closing all contain repeated routines from Lessons 1-2. Refer to those lessons for more detail, as necessary.
In this lesson, the habits of character focus are working to become ethical people and working to become effective learners. The characteristics that students practice in this lesson are respect, because of the potentially diverse views of classmates in response to the text, and collaboration, as students work in pairs to answer text-dependent questions.
Students practice their fluency in this lesson by following along and reading silently as the teacher reads Chapter 3 of Peter Pan in Opening B.

The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.

Work Times A and C and the Closing all contain repeated routines from Lessons 2-3. Refer to those lessons for more detail as necessary. Note: Pages 6-7 of One Well--and future pages of this text--mention percentages. Before reading these pages, consider explaining what percentages are so when students encounter these references in the book, they are more meaningful.
In Work Time B, students participate in a Language Dive that guides them through the meaning of a sentence from One Well. The focus of this Language Dive is the function of pronouns (L.3.1a). Students then apply their understanding of the meaning and structure of this sentence when determining the main idea of the text and when determining the function of pronouns in One Well and during the Mid-Unit 1 Assessment. Refer to the Tools page for additional information regarding a consistent Language Dive routine.
In this lesson, students focus on working to become effective learners with a characteristic of their choice.
Students practice their fluency by following along and reading silently as the teacher reads aloud One Well in Work Time C.

During this unit, students will extend their understanding of opinion texts by using them as a basis to form an
opinion and write about it. Students closely read texts for literal comprehension and to connect ideas within and across texts to help them become informed readers. Students will decipher authors’ stance toward a topic and use their research to form their own opinion about the topic. With this informed point of view as readers and writers, students will be able to engage in persuasive literacy, discussions, and opinion writing. Throughout the unit, scaffolds and structures are embedded to support English Language learners. This unit is recommended to be taught after students have had experience with 3 rd grade Narrative and Informational writing.

In Unit 2, students build on their knowledge of the three water issues begun in Unit 1--access to water, demands on water, and water pollution--to develop an opinion on the importance of conserving water. In the first half of the unit, they read new texts and compare the point of view of the authors to their own point of view about water. In the second half of the unit, students research actions to help solve the water issues and consider the importance of solving these issues. Then, with teacher guidance, students write an opinion essay using the Painted Essay(r) structure about the importance of conserving water through the lens of water pollution, drawing from their research throughout the module so far. For the End of Unit 2 Assessment, students plan and write a new opinion essay about the importance of conserving water through the lens of demand for water.
RI.3.1, RI.3.6, W.3.1, W.3.4, L.3.1b, L.3.5a

Students are introduced to the module guiding questions, which include how the world's freshwater is threatened, in Work Time B. Be aware that some may connect with this topic personally and deeply. Monitor students and determine whether there are any issues surfacing that need to be discussed in more detail as a whole group, in smaller groups, independently, or with families. Students' feelings may be personal, and they are not required to share them.
In Work Time A, students participate in the Infer the Topic protocol to familiarize themselves with the module topic using resources from the texts they will be reading throughout the module (RI.3.1, W.3.8, SL.3.1). They continue to build on the foundations of inferring the topic as they are introduced to the performance task and the module guiding questions in Work Time B.
In Work Time C, students hear a read-aloud of Water Dance and determine the meaning of unfamiliar vocabulary (RL.3.4, L.3.4). This text is meant to engage students in the topic with poetry and illustrations and to allow practice determining the central message (RL.3.2).
Students begin a class KWEL chart in the Closing. The process of adding to the chart will be repeated in later lessons. Pay careful attention to the routine in this lesson to apply it in subsequent lessons.
In this lesson, students focus on working to become effective learners as they concentrate on a characteristic of their choice.

Students create a set of online flashcards from a Google spreadsheet. Flashcards are a great way for students to practice vocabulary, memorize the U.S. capitals, and much more on their own or with others.

Module 1: Students will read informational text about famous foods from different countries. They will also start on their independent informational writing- to describe a favorite (ethnic) food. Please note that this particular Roadmap is a self-directed, project-based extension to a curriculum arc focused on the notion of food as central to our culture.

Students will study a variety of historical figures and specifically focus on one person to understand more about his/her life.

In this lesson, students participate in the Infer the Topic protocol to familiarize themselves with the module topic, using resources from the texts they will be reading throughout the module (RI.3.1, W.3.8, SL.3.1).
Throughout this module, students will revisit the module guiding questions introduced in this lesson. It is important to be sensitive to students' and families' feelings and experiences with regard to education, books, and reading and to acknowledge that these feelings and experiences may differ greatly, from very positive to somewhat neutral to very negative. This issue is discussed more in the next lesson, but it is important to be prepared to handle it sensitively should it arise. The main point students should understand by the end of this module is that education, books, and reading are important for college and career readiness, and that is the reason for the emphasis on education, books, and reading in this module. Students reflect on the module guiding questions at home with their families.
This lesson is the first of two that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.
During all interaction, be aware that partnering with, looking at, talking with, or touching the opposite gender may be uncomfortable and inappropriate for students from other cultures. In addition, some students may believe it is inappropriate to speak with other students at all during class. Let them know that in the United States, speaking with a peer of either gender when the teacher gives the signal is appropriate, and it is one way that students can become independent learners and develop their content knowledge and language ability. At the same time, tell them you respect their needs, and if necessary, seek alternative arrangements for students according to their cultural traditions.
This lesson uses cold calling, or calling on students without them volunteering, as a total participation technique. Be aware that cold calling may be unfamiliar or embarrassing to some students. Prepare students and their families by telling them that cold calling in the United States is common and is a protocol that helps to ensure that all student voices are heard and respected. The protocol also provides the teacher with one way to assess what students know.
This lesson uses total participation techniques for quick response questions. Some common total participation techniques include cold calling, selecting volunteers, and using equity sticks (a stick or card for each student in the class).

This project is meant to be a flexible way for students to research Michigan with student choice and voice. Feel free to modify it to suit your students' needs.

Introduce Book and Preview Technical Vocabulary:
This book is written as a poem. At the end of the poem there is a lot of information written about water. The book was written by Barbara Shaw McKinney and illustrated by Michael Maydak.
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes
This “crossover” book is an unusual combination of poetry and content. It will allow you to address multiple standards.
The last 4 pages are nonfiction with a lexile of 820 (grades 4-5). This material is likely to beyond the reach of third graders and is not included in the lesson plans.

Planning Notes
Although this book is nonfiction and tells the story of Roald Dahl, it follows a chronological order and reads as a narrative. Therefore, we have decided to format these lesson as if it were a fiction text.
Please note that you will only be reading the first 5 chapters of this book.
Develop or Activate Background Knowledge
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

Introduce Book and Preview Technical Vocabulary
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Meaning Vocabulary
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
Planning Notes:
Be prepared to refer to a globe or world map.
Though this book is nonfiction, there are few technical terms, so the focus is on Tier 2 words.

Introduce Book and Preview Technical Vocabulary: This book is a biography about the life of Cesar Chavez.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses
*Planning Notes
Although this book is a biography, it contains few content-specific words. For this reason, a Tier 2 approach to vocabulary is used in these lessons.
The timeline does not include dates but simply records the order of a few key events. Add to it as you move through the book.
A map of California would be useful for showing the route of the march.