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: This book is called What Is a Biome? It was written by Bobbie Kalman. Construct and refer to the Concept of Definition diagram.
Teach Text Structure
Model a Comprehension Strategy and Ask Questions During Reading
Engage Students in Discussion (There are two diagrams on the pages for today.)
Update Text Structure Anchor Chart
Teach Sentence Composing
Assign or Model Written Response
Review and Share Written Responses

Introduce Book and Preview Technical Vocabulary: This book is about a famous singer from Philadelphia, Pennsylvania (Marian Anderson) by Pam Muñoz Ryan.
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
There are many YouTube examples of Marian Anderson singing. Find one to play while projecting the lyrics on pages 19-20.
The three pages at the end of the book are not included in this plan, but they contain valuable information you may wish to share.
A map of Europe would be useful on Day 4 to point out the places mentioned.

Reading Assessment

Independent Reading

Reading Assessment

Independent Reading

Reading Assessment

Independent Reading

Reading Assessment

Independent Reading

In Unit 3, students revise a scene of Peter Pan and then prepare a presentation explaining how and why they revised that scene. They begin the unit by analyzing a model revised scene from Peter Pan in Kensington Gardens. They then select a scene to revise from Peter Pan, using the reasons they wouldn't recommend the text, generated in Unit 2, and determine why they want to revise their chosen scene. They then map out the original scene on a Narrative Planning graphic organizer and determine which parts of the scene can be revised without changing the outcome. Students then draft their revised scene before revising dialogue and description, possessives, word and phrase choice, and temporal words and phrases. For the mid-unit assessment, students revise a new scene from Peter Pan, following an already completed Narrative Planning graphic organizer.
In the second half of the unit, students prepare a presentation explaining how and why they chose to revise their scene. They prepare prompt cards for their presentation and practice the cards to present. Students also practice reading new excerpts of text aloud for fluency, in preparation for reading their revised scene aloud in the performance task presentation and in preparation for the end of unit assessment, during which they read a new text aloud for fluency. For the performance task, students perform their presentations for an audience.
RF.3.3, RF.3.4a, RF.3.4b, RF.3.4c, W3.3, W.3.4, W.3.6, L.3.2a, L.3.2c, L.3.2d, L.3.3a

ELA G3:M1:U1
READING LITERARY TEXTS: OVERCOMING LEARNING CHALLENGES—SCHOOL AND EDUCATION
ELA G3:M1
ELA G3:M1:U1:L1
In this Unit
Guiding Questions and Big Ideas
The Four Ts
Assessment
Content Connections
Habits of Character
Unit-at-a-Glance
Accountable Independent Reading
Supporting English Language Learners
Texts and Resources to Buy
Preparation and Materials
Technology and Media
Additional Language and Literacy Block
Lessons
Optional Activities
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ELA Grade 3
ELA G3:M1
ELA G3:M1:U1
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In Unit 1, students read literary texts about children who face challenges with access to education. Throughout the course of the unit, students read three literary texts: Waiting for the Biblioburro by Monica Brown, Rain School by James Rumford, and Nasreen's Secret School by Jeanette Winter. They read each text for gist, recount the text, determine its central message or lesson, and then closely read and answer text-dependent questions designed to help them explain how that central message or lesson is conveyed through details in the text. Students also identify the challenges faced by the characters and how they are able to overcome them.

Throughout the unit, students are introduced to routines and anchor charts that will be used throughout the rest of the module, as well as the rest of the year. In the first half of the unit, students learn about independent reading and discussion norms and receive their independent reading journals and vocabulary logs. For the mid-unit assessment, students discuss what they like about their independent reading books and the things that they have found challenging. In the second half of the unit, after learning how to write short constructed responses, students read a new literary text, answer selected response questions, and write short constructed responses about questions having to do with the text.

In Unit 1, students begin their study of frogs by working with a series of short, engaging poems. These poems are used as a springboard for the unit, piquing student curiosity about frogs and raising questions about these unusual creatures. For each poem, the class develops one or more questions that begin with "why." These "why" questions will be used as the base for two different types of writing throughout the module. In Unit 1, students also study pourquoi tales and write narratives to answer the questions they raised. They will revisit these questions in Unit 2 when they study informational writing about frogs.
The first half of the unit focuses on reading and analyzing poetry and pourquoi tales. Students closely read poems about frogs with a focus on vocabulary, structure of poetry, and reading fluency. They also read and analyze pourquoi tales and plan and draft a pourquoi tale answering the question "Why do polliwogs wiggle?" as a class. For a mid-unit assessment, students will demonstrate their reading skills through reading a new poem about frogs and a new pourquoi story.
In the second half of the unit, students will apply what they have learned about narrative writing to plan and draft their own pourquoi stories. They focus on the components of narrative writing: a beginning that establishes the character and situation, a middle that introduces a problem and the characters' response to the problem, and an ending that resolves the problem. Students will revise and edit their stories for word choice, including comparative and superlative adjectives and adverbs, and publish their stories to be included in their Freaky Frog books as part of the final performance task. In the End of Unit 1 Assessment, students write a new pourquoi tale that answers one of the "why" questions that arose from the first half of the unit. Unit 1 culminates in a Frog Festival.
RL.3.2, RL.3.4, RL.3.5, RL.3.10, RF.3.3, RF.3.4a, RF.3.4b, RF.3.4c, W.3.3, W.3.4, W.3.10, L.3.1g, L.3.3a, L.3.4, L.3.6

In Unit 2, students move from analyzing challenges others face in accessing schools to more specifically analyzing challenges others face in accessing books. Students closely read excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes ways people living in different countries around the world access books. For a mid-unit assessment, students demonstrate their reading skills by reading a new excerpt from this book and determining its main idea.
In the second half of the unit, students switch gears to begin writing informative texts. Using what they have learned about reading informational texts in the first half of the unit, they plan, write, revise, and edit an informative paragraph describing how people in a particular country overcome the challenge of access to books. For the End of Unit 2 Assessment, students write a new informative paragraph describing the challenge and how it was overcome, using evidence from the excerpt from My Librarian Is a Camel read for the mid-unit assessment.

Students will learn "The Alphabet Song" and read, in small groups, "On the Bus"

Students practice with tricky words and partner read "The Man in the Black Hat"

Students continue to practice with tricky words and partner read "The Man in the Kilt"

Celebrate the 50th Anniversary of Earth Day by exploring the Earth Day 2020 campaigns as well as demonstrating what you know and can do to Inform, inspire, and Activate Others!!! BrainVentures are engaging & interactive, digital, enrichment activities meant to supplement your standard aligned curriculum. They can be used as indepent or collaborative practice as well as remotely or on campus.

Integrate literature with science by reading Sylvester and the Magic Pebble. Students will learn to describe rocks by using different physical properties.