In this unit, students read the core texts The Hundred Dresses and Garvey’s Choice as a way of exploring what it means to be accepting and tolerant of themselves and others. The Hundred Dresses challenges students to think about the different roles associated with bullying through the eyes of the narrator, who struggles with her own involvement with a classmate who is bullied. Garvey’s Choice illustrates the way others influence the way we see ourselves, both positively and negatively, and the power of accepting ourselves by tracing Garvey’s path to self-discovery and acceptance. Both texts are full of moments and messages that are easily relatable for students at this grade level. Therefore, it is our hope that the experiences of the characters in both texts will serve as a neutral launching point for deeper discussions about bullying, tolerance, acceptance, and forgiveness.

In reading, the main focus of the unit is on identifying and tracing the central message across a longer text. Over the course of the text, students will develop a deep understanding of each character’s thoughts, feelings, and motivations, which will help them identify and explain how the central message is developed and conveyed through the characters. Students will also begin to understand how successive parts of a text build on each other to push the plot forward. Particularly with Garvey’s Choice, students will analyze the genre features of novels written in verse and how each part helps build and develop the central message. This unit also focused on point of view. Students will begin to notice the point of view in which a story is told and compare that with their own point of view.

Students will work with a partner to write, solve, check, and animate a division story problem based on a division expression using a sharing model.

This lesson helps children to recognize that it is essential to tell a trusted adult if something online makes them feel angry, sad, or scared.

Students learn that other people can sometimes act like bullies when they are online. They will explore what cyberbullying means and what they can do when they encounter it. After reading a scenario about mean online behavior, students discuss what cyberbullying is, how it can make people feel, and how to respond. Finally, they use their knowledge to create a simple tip sheet on cyberbullying in their journal.

In this unit, students will explore the meaning of true friendship by reading Charlotte’s Web by E.B. White. Charlotte’s Web, a classic novel written in 1952, clearly illustrates how difficult and scary it can be to make a friend, yet how rewarding a true friendship really is. Over the course of the novel, students will consider what it means to be a good friend, whether or not friendship is always easy, and whether or not conflicts and struggle really are an important part of strengthening friendships. By deeply connecting with the characters, students will learn about the power of helping others, how creativity and determination can help solve problems, and that people can and do change. Students will also begin to understand the cycle of life and beauty, and the emotional responses that come with death through the eyes of Wilbur. It is our hope that this unit, in connection with other units, will provide the foundation for developing empathy and understanding about true friendship and life.

Charlotte’s Web was chosen not only because of the strong theme of friendship and life, but because it is a classic in children’s literature. Charlotte’s Web was written in the early 1950s and contains themes and language that are more archaic than other texts from the year. Therefore, students will learn how to analyze themes, settings, characters and language that are less familiar and relatable.

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.

The Discovering Matter lesson allows for students to conduct one of their first experiments in 3rd grade. Through the Roadmap they are introduced to the three common states of matter, the terms constant and variable, as well as being introduced to creating a driving question and creating an experiment (with help). The activities can be completed as a group or as individuals. The choice is yours.

Learning to Write Narratives:
For the next two weeks, we are going to write a narrative fiction piece using some or all of the characters in Pinduli, but your story will need to be different from Janell Cannon’s story. You will need to decide how you will make it different. You will use the story of Pinduli as a guide, but you will need to change the story in some way to make your story different from the author’s. Will you solve the problem in a different way? Create a different problem with a different solution? Add a new character? You may be creative and decide how to change the story to make it your own.
Ways to Establish the Situation in a Narrative:
Direct statement
Dialogue
Question
Informative/Explanatory of snapshot in time
Lesson Plan Includes:
Narrative Checklist Sample
Instead of SAID (and other Word Replacements given)

Learning to Write an Opinion (5 days)
Day 1. For this end of year project, you are going to do one last book review, but this time it is going to be in the form of an advertisement. You will share your ads with the 2nd graders as a preview for what they will be reading next year and your goal is to get them excited about 3rd grade reading.
Students will choose their favorite book from the year and begin planning the draft of their advertisement with the checklist as their guide. Offer support to students and coach them about the features of an advertisement.
Book Review Opinion Checklist Sample
Day 2. Yesterday you started the draft of your advertisement and planned out the elements from the beginning of the checklist. Today you will finish your draft using the elements of the checklist as a guide. We will look back at the book review checklist.
Day 3. Today you will need to revise and edit your advertisement and then have a partner revise and edit. Then you will create your final ad with any artwork you want to include. Be sure to think about making a lasting memory for your reader:
-Revise and edit advertisement
-Peer revise and edit
-Create final draft with added artwork
Day 4. Today you will practice presenting your advertisements to a partner.
Review the presentation skills for the presenter and the listener.
Day 5. You will share your advertisements with a lot of 2nd graders today.
Students will present advertisements (and listen and offer feedback or ask questions if their partner is also sharing a review or ad).

Based on this model oral history experience, the toolkit includes instructional concepts, ideas, and strategies for use by educators to design a curriculum that reflects their instructional goals and the needs of their students while appreciating Vietnam veterans in their community.

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.

Students investigate what types of materials biodegrade in the soil, and learn what happens to their trash after they throw it away. The concepts of landfills and compost piles will be explained, and the students will have an opportunity to create their own miniature landfill in which the difference between organic and inorganic waste will become clear.