Standards: lafs rl 3



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Standards:

LAFS.3.RL.1.3 (Lesson Focus)

LAFS.3.RL.1.2

LAFS.3.RL.3.7

LAFS.3.RL.1.1

LAFS.3.RL.2.4

LAFS.3.RL.2.6

LAFS.3.W.1.2
lose Reading Planning Guide

Pre Planning

Grade: 3


Suggested Time Frame: 4 hours

What is the focus of your final writing task?

LAFS.3.W.1.2

Informative/Explanatory writing to show mastery of LAFS.3.RL.1.3 (character)

This can be addressed as an essay, quick write, constructed response, letter, etc…or through discussion, Socratic seminar, collaborative conversation, etc..



Opinion/Argument

Informative/Explanatory

Narrative

  • Make claims

  • Support conclusions

  • Extract and employ evidence

  • Determine point of view

  • Use of rhetoric

  • Research
  • Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.





  • Determine central ideas

  • Gather evidence

  • Determine point of view

  • Evaluate content

  • Research

  • Analyze two or more texts that address similar topics to build knowledge.




  • Setting

  • Characters

  • Plot

  • Determine themes

  • Evaluate point of view

  • Analyze how two or more texts address similar themes.






Chosen Text

Text should be short, complex, and worthy of a close read.

Remember to include a wide range of genre over time.

Text/ Genre: A Fine, Fine School (Journeys Unit 1, Lesson 1)/Humorous Fiction
Author: Sharon Creech
Page(s): T22-T32 (Student Book p. 14-33)

What is the purpose for reading this text?

A clearly articulated purpose focuses instruction, provides students with an answer to “why do we have to do this?” and allows for assessment outcomes.



Learning Goal:

Students will describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Essential Question:


How can I use character actions, thoughts, and dialogue to determine the traits of a character?


Begin with the End in Mind:

Final Task:

This could be something done in writing or through a structured discussion. The idea is for students to practice the skills needed to produce the text type quality desired.


What do Tillie’s actions tell you about the kind of person that she is?




Answer:

  • Brave (faces Mr. Keene and tells him why year round school is bad, when nobody else would)

  • Problem solver (figures out how to solve the problem)

  • Values family (likes spending time with her family and misses them when she is at school)

  • Helpful (teaches her brother and Bean’s new things)

  • Likes learning and teaching (she likes learning at school and also likes teaching her brother and dog)

  • Good sister (She is caring towards her brother and teaches him new things).

Teacher Instructions

Before Teaching

  1. Read entire main selection text, keeping in mind the Big Ideas and Key Understandings.

  2. Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.

During Teaching
  1. Students read the entire main selection text independently (or a portion of the text).


  2. Teacher reads the main selection text (or a portion of the text) aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)

  3. Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)

Generate Text-Dependent Questions:

Generate text dependent questions to scaffold students thinking about the text.

p. 16: What is the meaning of strolled as it is used on page 16? Support your answer with evidence from the text.

p. 16: Fine is a multiple meaning word. What is the meaning of fine on page 16?

p. 18: What do Mr. Keene’s words and actions reveal about how he feels about his school?

p. 19: How are Tillie’s weekends different than her week days? Use text evidence to support your answer.

p. 19: Why are Bean’s and Tillie’s brother sad when she goes to school? Support your answer with evidence from the text.

p. 21: Why did Mr. Keene decide to have school on Saturdays and Sundays?

p. 21: Why didn’t the teachers and students tell Mr. Keene that they didn’t want to go to school on Saturdays and Sundays?

p. 22: How does the illustration on page 22 help the reader understand how the children feel about year round school? Use text evidence to support your answer.

p. 23: What is the main problem in the story?

p. 24: Why does Tillie go to see Mr. Keene?

p. 25: How do you think Mr. Keene feels about what Tillie says? How do you know? Use text evidence to support your answer.

p. 27: Illustrations can help show mood in a story. How do the illustrations on p. 26-27 help the reader to understand the mood of the characters?

p. 29: Why is everyone worried when Mr. Keene is speaking?

p. 30-31: What is the mood of the characters on p. 30 and 31? What does it reveal about the students’ point of view?

p. 33: Explain how Tillie’s actions led to solving the main problem in the story. Use text evidence to support your answer.

p. 33: How does Mr. Keene’s point of view change from the beginning to the end of the story? Support your answer with evidence from the text.


p. 33: What is the theme of the story?





Additional Tasks:

  • The teacher may want to do some additional work with determining the theme of a text. The theme of a piece of literature is a message about people, life, and the world we live in that the author wants the reader to understand. This short video might help with the discussion: http://learnzillion.com/lessons/924-determine-the-theme-of-a-story

Student Engagement Strategies (SES) & Methods of Assessment (Diagnostic-DA, Formative-FA, Summative-SA)

KWL Chart (SES & DA)

As I See It (FA)

Competition (SES & FA

Jigsaw (SES & FA)

Signal Cards/ Hand Signals (SES & FA)

Numbered Heads (SES)

321 cards (FA)

Learning /Response Logs (SES & FA)

RAFT (SES & FA)

Exit Admit Slips (SES, DA, & FA)

Unit Test (SA)

TRP- Total Physical Response (SES)

Think Pair Share (SES & FA)

Performance Task (SA)


SOS- Statement-Opinion-Support (SES)

Am I Right? (SES & FA)

Product/ Exhibit/ Demonstration (SA)

Turn and Talk (SES)

I have, who has? (SES & FA)

Debates/ Town Hall Meeting (SES & SA)

Portfolio Review (SA)






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