2014-2015 Curriculum Blueprint
Grade: 3
Course: ELA
District Unit 5
Flexible Time :
20 days
Lexile Band: 520L-820L
Unit Overview
During this unit, the students will read multiple dramas and poems. The students will refer to parts of stories, dramas, and poems when writing or speaking
about a text, using terms such as chapter, scene, and stanza; and describe how each successive part builds on earlier sections. The students will also be able
to distinguish their own point of view from that of the narrator or those of the characters. Students will explain how specific aspects of a text’s illustration
contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). By the end of this unit, the students
will write an explanatory piece describing how the sequence of events affects the narrator’s point of view and use the illustrations to support their
explanation.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Suggested Essential Questions to Choose From
Using literary text, students will be able to recognize, identify, and
 How does text structure help me understand the text?
describe how each successive part builds on earlier sections, compare and  How is my point of view the same or different from characters in the text?
contrast points of view and explain how the illustrations contribute to
 How can I use illustrations to help me understand what I am reading?
words in a story. 3.RL.2.5 Scale
3.RL.2.6 Scale 3.RL.3.7 Scale
 How can I use information to express an idea?
(Use indicators that align to the learning goal)
Students will be able to identify and develop a topic with facts, definitions,
and details and write an informative/explanatory text to examine a topic
and convey ideas clearly. 3.W.1.2 Scale
Published Product
*The purpose of the Published Product is to allow for students to go through the
writing process aligned to the standards. See Literary Tasks to scaffold learning
that will prepare students and allow for modeling of the Published Product.
After reading ______, students will write an explanatory piece describing
how the narrator’s point of view is impacted by the events and how the
use of illustrations add clarification. Be sure to include details from the
text, linking words and phrases, and a concluding statement.
Focus Writing Standard
3. W.1.2 (DOK 3) Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect
ideas within categories of information.
d. Provide a concluding statement or section.
FLDOE Informative/Explanatory Writing Rubric
FSA Text-Based Writing and Scoring Implications
Revised 12/15/2014
Recursive Standards to be Embedded in Instruction
*Developmental Studies Series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and Language, Grammar and Spelling
Recursive Standards
The above link is a listing of standards that should be addressed multiple times throughout the year while instructing the weekly standards.
Reading Standards
3.RL.2.5 (DOK 2) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how
each successive part builds on earlier sections
• Refer to parts of stories, dramas, and poems when speaking or writing
• Use terms such as chapter, scene, and stanza to describe how a story, drama, or poem builds
2nd: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
4th: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g. casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
3.RL.2.6 (DOK 3) Distinguish their own point of view from that of the narrator or those of the character
• Recognize own point of view
• Identify the narrator’s and character’s point of view
• Compare and contrast own point of view to the narrator’s or the character’s point of view
2nd: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud
4th: Compare and contrast the point of view from which different stories are narrated, including the difference between first-and- third-person narrations
3.RL.3.7 (DOK 2) Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects
of a character or setting.
• Identify specific aspects of a text’s illustrations
• Visually and orally identify descriptions in a story or drama
• Recognize the mood of a story
• Explain how aspects of illustrations contribute to the words in a story
• Explain how aspects of text illustrations create the mood of a story
• Explain how aspects of text illustrations emphasize a character or setting
2nd: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and
directions in the text.
Revised 12/15/2014
Speaking and Listening Standards
3.SL.1.2 (DOK 2) Determine the main ideas and supporting details of a
text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally
3. SL.1.3 (DOK 2) Ask and answer questions about information from a
speaker, offering appropriate elaboration and detail.
Suggested Literary Texts
Language Standards
3. L.3.5 (DOK 3) Demonstrate understanding of word relationships and
nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe
people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of
mind or degrees of certainty (e.g., knew, believed, suspected, heard,
wondered).
3. L.2.3 (DOK 3) Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and
written standard English.
Literary Tasks
*Depending on readability of text, Interactive Read-Alouds may be utilized
(refer to Higher Order Questions to ensure deeper comprehension).
*Choose at least 1 task per standard that will support and scaffold learning for the
published product. Can be used in whole group, small group, and journal responses.
Teach and Model
 Fables by Arnold Lobel, DSC Unit 8 week 1
(Use to create your own tasks starting on page 7- LDC 2-3 Template Tasks)

The Night of the Dragon and other poems
Apply with Close Reading
 The Night of the Dragon and other poems

MuHammand Ali Poems

A Poem for Two Voices
3. RL.2.5 (DOK 3) After reading ___ scenes of __________, the students will
work with a partner in a backwards progression to discuss what the reader
would miss if ___ scene were not included.
3. RL.2.5 (DOK 3) After reading _____, the students will summarize each scene
and describe how each successive part builds on earlier sections.
3. RL. 2.6 (DOK 3) Reread _____, then use the illustration and text to explain
the poet’s point of view of _____. Use a thinking map/organizer to compare
and contrast your point of view with that of the narrator. Then use your map to
write a constructed response that explains the similarities and differences
between the two point of views. Be sure to include details from the illustration
and text.
3. RL.2.6 (DOK 3) Using the text, _____, students will have a collaborative
Revised 12/15/2014
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Common Core Exemplar Poetry List
Access Common Core exemplar poetry by grade level
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with
nonfiction that's always relevant: daily news. Lexile is adjustable within
text.
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources
for curriculum support.
Tools to measure text complexity (Vetting a text)
discussion to compare and contrast the points of view of the text. Students will
select part of the text that is told from the point of view of someone other than
the narrator and compare the two.
3. RL.2.6 (DOK 3) Have a collaborative discussion with a partner answering the
question: What is the author’s point of view on _____? Identify words and
phrases from the text to support your responses.
3. RL.2.6 (DOK 3) Reread _____. With a partner, select words and phrases from
the text that show each characters’ point of view.
3.RL.3.7 (DOK 2) Explain how the text illustrations emphasize the setting using
the poem _____.
3. RL.3.7 (DOK 2) After reading _____ and _____, write an open response
describing the similarity in the way the pictures are used in both stories.
3. RL.3.7 (DOK 2) Listen to _____, then select words from the text that
demonstrate how the illustration relates to the text. Write a short response to
explain how the illustrations helps clarify the overall mood of the text?
*Students should interact with the suggested/optional texts multiple 3. RL.3.7 (DOK 2) What does the illustration in the passage, _____, tell the
times to master the three focus reading standards within this unit. PLC’s reader about the narrator?
should collaborate to determine the order of instruction and strategies
that support the learning goal.
*The tasks provided are a sampling therefore additional tasks would be
required to ensure adequate practice and deepening of knowledge to ensure
mastery of the focus standards.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
Revised 12/15/2014
3.RL.2.5 (DOK 2)
*How does each chapter/scene/stanza build on one
another?
*What do we learn about __ from each
chapter/scene/stanza?
3.RL.2.6 (DOK 3)
* What is __(narrator, character) point of view
of/on __? How do you know? How does it
compare to your point of view on __?
*What similarities/ differences exist between
__ view on __ and your view on __?
*How does __chapter help us better understand __
(setting, character, conflict, etc.) in the story?
*Explain how scene/chapter/stanza __ builds
suspense.
*Why do you feel __ about __? Why do you
think __ (person) feels __ about __?
*How does the author bring all the ideas together?
* Which part of the story is told from the point
of view of someone other than the main
character?
*What would the reader miss if the ______ were not
included?
*From which character’s point of view is the
story told?
*In the story, the author uses _____ to share
information with the reader.
3.RL.3.7 (DOK 2)
*Looking at the illustration on page, what mood is
the author creating?
*How does the illustration emphasize aspects of __
(character, setting, story)
*What sections/portions/sentences of the text are
enhanced in the illustrations?
*What is the illustration’s contribution to the
story?
*Which detail from the presentation supports the
idea that ________?
*Which words and phrases from the text identify
the mood of the illustration?
*What is a similarity in the way the pictures are
used in both stories?
*What do the ____ show the reader?
*What does the illustration in the passage tell the
reader about the narrator?
*What is the main idea of the presentation?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
Student Writing Examples by Grade Level starting on page 531
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
Revised 12/15/2014