Grade: 3
Date:
Title: History of Hershey Chocolate
Author: Genre: Informational
COMPREHENSION STRATEGY: Main Idea & Details SKILL: Sequencing/Timeline
Comprehension Skill & Strategy
Skill:
Strategy:
Vocabulary
Story Vocabulary:
RI 3.2, RI.3.8 - sequencing
RI3.7-information gained from illustrations (sequencing strips/frames)
RI3.7-information gained from text (KWL)
Students will use a graphic organizer; timeline
RI 3.4 – Determine the meaning of general academic and domain-specific words in a text. Each student will
determine their own words
RF 3.3 – Foundational Skills
Word Work:
Fluency:
Word Work
Vocabulary Words
Day 1-2 Vocab Fund – Unit 2, p. 9-11, compound words
Day 3-Making Words – Lesson 32
Each student will determine their own words from their article. Words that are unfamiliar
Day 4-Guess the Covered Word
or need clarification.
Day 5- Making and Writing Words Page 90-91
Lesson 32
out, our, sour, pout, spout, shout, scout, scour, proud,
products
Making and Writing Words: a, e, i, o, o, g, l, p, z; transfer
words: blaze, spool, agility
Resources:
*www.thehersheycompany.com
*Making Words
*Making and Writing Words
*Graphic Organizer
*Vocabulary Foldable
*Vocabulary close activity
*Smartboard Slides
Day 1: Vocabulary Foldable – pg 114 introduce From Graphic Organizer
Day 2: Foldable
Day 3: Foldable
Day 4: Foldable
Day 5: Foldable
NOTES:
http://www.thehersheycompany.com/about-hershey/our-story/making-ourchocolate.aspx - videos about where cocoa comes from
Date:
FOCUS
Monitor
Comprehension
15 minutes
Working with
Words
10-15 minutes
Vocabulary
15 minutes
Direct Instruction
15 minutes
Guided Practice
Day 1
Day 2
Day 3
Day 4
Day 5
Vocabulary Focus
Strategy: Compare
Contrast: Past Present
Strategy:
Compare/Contrast
Strategy:
Compare/Contrast
Strategy:
Compare/Contrast
Voc. Fund. Page 11
Compound words (group)
Voc. Fund. Page 10
(partners
Making Words Lesson 32
Guess the Covered Word
(SMARTBoard)
Making and Writing
Words, page 90-91
Foldable
(student will do one word
each day)
Foldable
Foldable
Foldable
Students read their article
silently and begin filling
out the sequence
frames/timeline
writing words only
Reread the article with a
partner
Teach procedures for a
walk-about…what does
this look like, sound like,
etc.
Complete the Learned
section on K-W-L chart
Watch Video
Then add more to K-W-L
Continue above
Illustrate the frame
Do a walk-about using
their timeline frames
(approximately 2 minutes
each) for a total of four
mixes
Foldables
--pass out article (20
pages)
--have students highlight
unfamiliar words for
clarification
--teach how to use a
foldable and pass this out
to students-do one word
** Do this before
vocabulary
Introduce the K-W-L
chart and brainstorm
Give one K-W-L chart
page 108 to each student
Students write what they
know and what they
wonder
Put the articles up in order
(timeline) on a
clothesline—students
need to discuss and then
put these in chronological
order
.
Independent
Application
20 – 25 minutes

Times are approximate.
Page 9 * (individualGRADE)
*Grade on their foldable
TLW: The learner will..
S: student
V: vocabulary