McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
ELEMENTARY ELAR IPG
Week 1 Reading: Determining Importance in Text
ELL Resources
ELAR TEKS: Student Expectations
Assessment/ Product
Enduring UnderstandingsEssential Questions
Establish a purpose for reading fiction:
ELPS:
E5-
E1-
2.a Confirm predictions with text evidence
1c – Use strategic learning techniques to
acquire basic vocabulary
*Prediction/Evidence
*Notebooks
*Communication is making
or conveying meaning.
3e – Share information in cooperative
learning interactions
*Graphic Organizers
* How does an author
purposefully shape and
control language to
demonstrate awareness of
the intended audience?
2.b Ask questions/ clarify/ locate facts for comprehension
3 Maintain fluency & comprehension
*Connections
4.b Use context to determine the meaning of words, multimeaning words, and homographs
5.a Paraphrase themes / supporting details of fables, legends,
myths, or stories
Science & Social Studies Integration
4k – Demonstrate comprehension and
expand reading skills by employing
analytical skills.
*Questioning
*Strategies
Vocabulary
Web 2.0 Tools/ Apps
litter
speculation
scurrying
endangers
consorts
perfidy
egregious
dungeon
Tale of D- Teachers
Guide.pdf
1
3rd quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week1 Reading – Determining Importance in Text
Day 1
Confirm
Predictions
With Text
Evidence
Read Aloud: Tale of Despereaux by: Kate Di Camillo
**Teachers may want to use this quarter to create an author study with books by Kate Di Camillo such as:
 Because of Winn Dixie
 Tale of Despareaux
 Tiger Rising
 The Magician’s Elephant
 The Miraculous Journey of Edward Tulane
E2-Show students the movie preview for Tale of Desperaux. Also, read the synopsis of the book by Kate Di Camillo.
Kate Di Camillo reads chapter 1: http://www.katedicamillo.com/books/tale.html
Click on the link for audio & video selections
Facilitate a discussion with the students about how the author may write in a style that is similar to one of her other books: Because of Winn
Dixie
E3- Have students make a list of predictions that they have for the book. Talk about character development. Make a beginning list of
characters from this story.
As they are introduced add some details to the anchor chart as time goes by.
E4-Students need to record these predictions in their notebook to refer back to as they read the book.
Literature Block should include:
 Read Aloud: Tale of Desperaux




As you teach reading skills, be sure to model these skills during your read aloud time.
Day 2
Confirm
Predictions
With Text
Evidence
E2- As a whole group, define the word: king. Have students look at pictures of kings. Look through images on united streaming to have a few
to show the class.
http://www.storiestogrowby.com/newsletter/news_dec_05.html
Have students think pair share about what it would be like to be ruled by a king. On post it’s, with a partner, write a like and dislike.
E3- Read the first paragraph only from The Tale of Desapreaux. Have students make 2 predictions about what the king has planned. They
can do this in their reading notebook on a self made t-chart.
E4- Have students read the rest of the story. Then using text evidence, they have to prove or disprove their predictions. Have students write
2
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
the moral of the story on a picture they have drawn of the king they pictured as they read.
E2- Read Aloud:
Tale of Despereaux (use this title to teach model lessons – even if it is one of the selections for your Lit. Circles.)
It is an expectation that literature circles be firmly in place by this point in the school year.
Day 3
Understanding
the
Theme
E3- Remind students that the theme is the overall message of a book. There can also be many themes in a book. Some of the themes for this
title may be:
 Love will prevail
 Friendship can come in many forms (even from a mouse)
 Good vs. Evil
 Forgiveness
E4- Ask students to discuss the theme of this story with a partner AND to find some text evidence to support their thinking. We will confirm the
themes at the end of this story. Make a list of possible themes and write them on an anchor chart. You may find your class rewriting some of
these or creating new ones as you read through.
Day 4
Determining
Importance
E2- Read Aloud:
Tale of Despereaux (use this title to teach model lessons – even if it is one of the selections for your Lit. Circles.)
It is an expectation that literature circles be firmly in place by this point in the school year.
http://www.katedicamillo.com/books/tale.html
E3- Tell the students that this book will have many words that they will need to be familiar with to understand the plot development in the story.
Review all of the words from the teacher’s guide for this selection:
litter
speculation
scurrying
endangers
consorts
perfidy
egregious
dungeon
3
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
etc…
E4- Ask students to write down definitions to these words in their reading response journals. One skill that great readers use is to determine
what is important from a selection and what really is NOT. Vocabulary is something that is very important to the reader. If you do not know
what words mean, how can you understand what the author is trying to convey in the meaning?
Day 5
Determining
Importance in
Text
E2- Read Aloud:
Tale of Despereaux (use this title to teach model lessons – even if it is one of the selections for your Lit. Circles.)
It is an expectation that literature circles be firmly in place by this point in the school year.
http://www.katedicamillo.com/books/tale.html
E3- When determining importance in text – the reader MUST ask questions of the author or the text. There are 6 kinds of questions that must
be answered from the text: (write these down in the RRJ)
When reading chapters from this book students may want to use this coding system for their different kinds of questions:






A for a question that is answered directly in the text.
BK for a question that needs background knowledge to answer.
I for inference, a question that can be answered from hints and clues in the text.
D for a question that needs discussion with the teacher or other students
R for a question that can be answered only with the help and information from research in the library or on the Internet.
C for a question that is confusing, one that doesn’t seem to have a clear answer.
4
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 1 Writing: Writing Inside the Story
ELL Resources
ELAR TEKS: Student Expectations
18.a Write stories using a story arc
19 Write personal narratives/ memoir
20.a (i) Establish a central idea
20.a (ii) Include supporting sentences
Assessment/ Product
Enduring UnderstandingsEssential Questions
ELPS:
E5-
E1-
1h – Develop and expand repertoire of learning
strategies
*examples of writing
inside the story
(Friday)
* How to authors use text
structure to convey
meaning?
*Writer’s Notebook
*Communication is making
or conveying meaning.
2c – learn basic/ academic vocabulary heard
5g – Narrate with increasing specificity and
detail
20.a (iii) Contain a concluding statement
24.b (i) Doubling consonant when adding an ending
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
the write source online
5
thesis
supporting details
conclusion
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 1 Writing – Writing For Readers
E2- Write these phrases on an anchor chart:
*The thought I have about this is; *This makes me realize that; *another example of this is; *furthermore *another ex. of this is; *This connects with; *on the other
hand; *this is true because; * I am realizing
Day 1
Literary
Essays
Tell students that this is how we have been responding to literature circle discussions all year. Explain to them that we are going to elaborate on these phrases as we
write to come to conclusions about characters and people we are reading about.
E3- Review with the students that we have been working on making seed stories watermelon stories. Now we are going to pick a seed out of the watermelon. We
will be reading and looking for the portion that is the heart or main part of the entries. So, have students look for a seed idea that is central and provocative.
E4- Ask students to write an essay on what makes a great character. Remind them that they should have a thesis statement and 2 or 3 topics to support the
thesis. This paper should also have a conclusion.



Thesis statement
1,2, or 3 topics with supporting details
Conclusion
Changes in Characters
E2- Read Spaghetti from Every Living Thing by Cynthia Rylant to the class. Talk with students as you read about using some of the phrases from yesterday to
come up with some thoughts to share after we read Spaghetti.
Day 2
Write a
Character
Sketch
E3- Share thoughts and talk about forming seed ideas out of stories using this general structure: This is a story about (character) who( traits/cares about/or wants
this) but then, (changes) and s/he ends up (how). So together you could write:



Because of Winn Dixie is the story of a lonely girl, Opal, who befriends a stray dog, Winn Dixie. The dog helps Opal make friends with lots of people.
Tale of Desperueax is the story of a mouse who loves a Princess named Pea is search of forgiveness and light.
Then together write a seed idea for Spaghetti. Spaghetti is the story of a lonely boy, Gabriel, who learns form a tiny stray kitten to open himself up to love.
E3- Talk with students about double consonants in the middle of words. This is also a rule in Spalding spelling.
E4- Ask students to write a character sketch about one of the characters from their lit. circle book. Students may use the SWBST – somebody wanted but so then –
to create a character sketch. Students may also want to create a picture to go with this.
6
3rd quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 3rd
E2 Pre-read Literary Essays: Writing About Reading by Lucy Calkins, pgs. 1-17. This will help the next three days go very smoothly. Don’t be afraid to use the
script from the Calkins book!
Day 3
Writing
Inside the
Story
E3-Explain that reading a story is not quickly reading, setting the book down and then staring at the ceiling hoping for a something to write about to pop into your
head. Revisit the response phrases from Monday.
Talk about Spaghetti from yesterday. Reread the first 2 paragraphs. Then think aloud: “I’m picturing Gabriel sitting on the stoop of his building. He remembers
being in the school lunchroom, in his mind, he sat at a corner of a table by himself, at lunch. I can see him pulling out a sandwich: not much of a sandwich, it just ahs
butter on it. What else do I see? I think Gabriel ate his sandwich, taking tiny bites, a little a time b/c he wanted to make it last. Now, sitting on the stoop, he is hungry.
He probably wishes he had some left. Say to the children: Do you see how I read just a tiny bit and then pause to get the picture in my head?” I want to almost live
inside the story. I act the story out as if it is a play and I am the main character. I feel hungry just like Gabriel now. I SEE THE STORY IN MY MIND. Remind
students that what they are thinking internally is right b/c it is their thoughts. They need to take the risk to share their thoughts. Today we will work on that.
E4- Set up children to practice envisioning as they read by explaining their mental pictures to a partner. Read sections of Spaghetti to the class stopping and having
them turn to their partners and say, “I see...” then the others turn, “I see” Continue through the piece, leave some reading for tomorrow.
E2- Read Spaghetti from Every Living Thing by Cynthia Rylant to the class.
Day 4
Writing
Inside the
Story
Continued
E3- Review with the students that what they did yesterday is saying what they envision as they read. We do this to gain a sense for the character while reading. But,
we can also write inside the story, to read more deeply. You should have a little left to read today from, Spaghetti, use that and 2 students as an example. Partner
one make a movie in your mind and this time write in your response journal (notebook) instead of sharing aloud. Partner two does the same thing. Then as they are
doing that you write a line from Spaghetti, and write what you envisioned. Talk about trying not to write, he said, he said. Try not to use dialogue. Write this anchor
chart and have kids write in their notebook: Writing inside the story helps you read well: *Read trying to experience the story. * Choose a part that matters* Step
into the story. As you envision, fill in details. *Write a bit to help you go into the story. Write a few lines that could belong in it. Resume reading *Pause to write again
when it feels right.
Day 5
E2- Rally children to the goal of wide-awake, attentive reading. Explain that now they are going to read deeply some texts and show that they can write inside a story.
Writing
Inside the
Story
Continued
E4- Pass out copies of another story from Every Living Thing by Cynthia Rylant. For lower readers you could use a Frog and Toad book by Lobel. Have places
marked where the students stop and envision and write inside the story. Students will need to write inside the story. You will most likely have to pull a group to re
teach.
E4- Have students complete a story arc for Spaghetti.
7
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 2 Reading: Determining Importance in Text
ELL Resources
ELAR TEKS: Student Expectations
Establish a purpose for reading fiction:
ELPS:
2.a Confirm predictions with text evidence
1c – Use strategic learning techniques to
acquire basic vocabulary
2.b Ask questions/ clarify/ locate facts for comprehension
4.b Use context to determine the meaning of words, multimeaning words, and homographs
5.a Paraphrase themes / supporting details of fables, legends,
myths, or stories
3e – Share information in cooperative
learning interactions
4k – Demonstrate comprehension and
expand reading skills by employing
analytical skills.
Assessment/ Product
E5*Teaching Book
E1*Language is intentional- a tool
for processing and
communication one’s ideas
about the world.
*Notebooks
*Graphic Organizers
*Connections
*Questioning Strategies
*Conferences
Enduring UnderstandingsEssential Questions
* How does an author
purposefully shape and
control language to
demonstrate awareness of
the intended audience?
6.a Describe the characteristics of various forms of poetry and
how they create imagery
8.b Describe interaction of character relationships & changes
they undergo
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
chiaroscuro
inordinate
illumination
confessor
obsession
solace
chandelier
8
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 2 Reading – Determining Importance in Text
Day 1
Three Stories
Make One
E2-Read Aloud: Tale of Despereaux by: Kate Di Camillo
**Teachers may want to use this quarter to create an author study with books by Kate Di Camillo such as:
 Because of Winn Dixie
 Tale of Despereaux
 Tiger Rising
 The Magician’s Elephant
E3- Remind students that the Tale of Despereaux is really (3) stories in one, with a final (4th part) that is a conclusion.
1. A story about a mouse that is in love with a princess.
2. A story about a rat named Chiaroscuro who really longs for the light. (good = the light, dark = evil)
3. A story about Miggery Sow a servant girl who would really like to be a princess.
E4 – Ask students to try to determine which part of the story is really the most important. Facilitate a discussion about which part of the book is
most important, See if students can work in teams to provide text evidence for their claim on which part of the book is most important. It could
also be that all three stories help create the one true story of destiny.
E2- Read: Book the Second: Tale of Despereaux by: Kate Di Camillo
E3- Ask students to answer these questions in their RRJ:
1. In your town or city, what kinds of things are done in the dark and in the light? On the chalkboard, write headings for such categories as
work, school, entertainment, play. Encourage children to list both good and bad things that happen under each category.
Day 2
Compare
Topics from the
Story
2. Have a brief discussion about rules and laws. Do children think all rules are good for everyone, or do some rules seem ridiculous?
Do some rules keep everyone safe?
After students have responded to each of these question allow some time for the group to have a discussion about the difference in the mice
and the rats from this story:
Mice
Rats
** Ask students to come up with a least three responses for each
9
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
E4- Compare poems on mice and rats. “Mice” by Rose Fyleman. Compare this with a verse from Robert
Browning’s “The Pied Piper of Hamelin”:
Mice by Rose Fyleman
I think mice are nice.
Their tails are long
Their faces small, They haven't any
Chins at all.
Their ears are pink,
Their teeth are white, They run about
The house at night.
They nibble things
They shouldn't touch
And no one seems
To like them much.
But I think mice
Are nice!
Rats by Robert Browning
Rats!
They fought the dogs and the cats,
And bit the babies in the cradles,
And ate the cheeses out of the vats,
And licked the soup from the cooks’ own ladles,
Split open the kegs of salted sprats,
Made nests inside men’s Sunday hats,
And even spoiled the women’s chats
By drowning their speaking
With shrieking and squeaking
In fifty different sharps and flats.
Discuss!
10
Grade Level- 3rd
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Read: Book the Second: Tale of Despereaux by: Kate Di Camillo
E3- In book the second, one of the main themes is about the light and how it resembles “good”, and the dark and how it resembles “bad” or
evil.
Day 3
Determine
Importance in
Text
Read this quote from the book:
“You, my friend, are a rat. Exactly. Yes. Evil. Prisoners. Rats. Suffering.
It all fits together so neatly, so sweetly. Oh, it is a lovely world, a lovely,
dark world.” (Words of Remorso Botticelli just after he has hypnotized
Roscuro and persuaded him to torture a prisoner. p. 91)
E4- Ask students to work with a partner and to find text evidence for the author’s portrayal of light (good) and dark (evil). Allow students 15
minutes to complete this task. In the larger group, have a discussion about the text evidence the students have found to support their claims.
Remind students that this is how we determine what is important in text.
E2- Read: Book the Second: Tale of Despereaux by: Kate Di Camillo
E3- Tell the students that this book will have many words that they will need to be familiar with to understand the plot development in the story.
Review all of the words from the teacher’s guide for this selection:
Day 4
Determine
Importance in
Text
chiaroscuro, p. 86
inordinate, p. 88
illumination, p. 88
confessor, p. 90
obsession, p. 95
solace, p. 99
chandelier, p. 106
etc.
E4- Ask students to write down definitions to these words in their reading response journals. One skill that great readers use is to determine
what is important from a selection and what really is NOT. Vocabulary is something that is very important to the reader. If you do not know
what words mean, how can you understand what the author is trying to convey in the meaning?
E2- Read: Book the Second: Tale of Despereaux by: Kate Di Camillo
Day 5
Importance?
E3- Ask students to respond to this prompt:
Who is the most important character to the story? How do you know? Can you prove it?
11
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 2 Writing: Writing Inside the Story
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
18.a Write stories using a story arc
23ci Recognize/ use apostrophes in contractions &
possessives
24.b (iv) Double consonants in the middle of words
Science & Social Studies Integration
1h – Develop and expand repertoire of
learning strategies
2c – learn basic/ academic vocabulary heard
5g – Narrate with increasing specificity and
detail
Assessment/ Product
E5*Completed story arc
E1* How to authors use text
structure to convey meaning?
*response to “Eleven”,
writing with empathy
*Communication is making or
conveying meaning.
*Use of thought prompts
*Writer’s Notebook
Vocabulary
Web 2.0 Tools/ Apps
character study
plot
story arc
rising action
falling action
12
Enduring UnderstandingsEssential Questions
3rd quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 2 Writing – Writing Inside the Story
E2- Pre-read Literary Essays: Writing About Reading pgs. 37-50. Don’t be afraid to use the Calkins script!
Ralph Fletcher once said, “If you want to get to know someone, don’t go to dinner with them, have a flat tire together, get caught in a rainstorm
together.” What does that mean?
Day 1
Writing to
Know
Characters
E3- When we read we are caught in rainstorms or whatever happens in the story, with the characters we meet on the pages. By living through the storms of life
together, we form relationships with the characters in books. The best lessons are we learn about the characters but, we also learn from them. So, to develop
the ideas about your characters, it helps to first live with that character through the storms of life. For example, we got to know Wilbur well when he got out of the
fence and was loose in the pasture. He quickly wanted back to the safety of the barn. What did we learn about Opal from her actions in moments of fear in
Because of Winn Dixie? Sometimes you will agree with the character’s actions. Other times, you will not. Always, try to get others to take on the character’s
point of view and sympathize. You will be able to have smart, new insights about the character.
E4- Have students’ journal about their thoughts about a time they have empathized with Despereaux (Literature Circles in reading). This is a great assessment to
see if they understand how to write with empathy.
E3- Review the use of double consonants in the middle of words.
E3- Sometimes you need to stand in the shoes of your character to understand their reactions. If you want to grow Rachel as a character, you first need to
imagine that you are Rachel.
Day 2
Writing to
Know
Characters
E4- Have students read, “Eleven” from Woman Hollering Creek and Other Stories by Sandra Cisneros. Imagine that your teacher has told you, “put on that
sweater, and you are looking at it, knowing it isn’t yours. As you read, you should practically be cringing at the sweater that is hanging over the corner of your
desk. When you are climbing inside the story and experience the story within the skin of a character, you should find that the character’s reactions make sense to
you. Have children respond to Eleven. Remind children that their talk about ext will be clearer if they refer to characters by name and try to use precise
language.
E4- Students will complete a story arc for the story, Eleven.
E3- Review correct uses of apostrophes
13
3rd quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 3rd
Pre-read Literary Essays: Writing About Reading by Lucy Calkins, pgs. 51-65.
E2- Write: I hate it when I am doing something important and then I get interrupted. For example, once I was reading and mom called, “Elle, time to go to sleep”
but I really want to finish the book b/c that is what I am into. I realize that, this happens a lot to me, like when I’m watching tv or have friends over. What
surprises me is I always have a lot of time and no one interrupts me when I am doing that I don’t like, like homework or other things.
Day 3
Conversational
Prompts
E3- Name the teaching point, that writer’s can use the same and some new thought prompts to extend their thinking about reading. I made a big list of them for
you guys to add to your writer’s notebook. Make an anchor chart:
Prompts for pushing our thinking about reading:
For example; Another example is; To add on; This makes me realize; This is important because; This is giving me the idea that; The reason for this is;Another
reason is; This connects with; On the other hand; I partly agree…because…; Could it also be that; Might the reason for that be; This is similar to ;This is different
from; I think this is important because; I noticed that this section, too…and I think this connects to the whole story b/c; There is one thing in the story that doesn’t
fit for me, and it’s; This might be present because; In the beg, then later, finally; In the beg, middle, end ; Many people think, but I think ; I used to think, but now I
am realizing.
Tell children that when they use thought prompts to talk or write about an idea, the idea deepens.
E4- Have students pair up and use these prompts aloud with the prompt, referring back to Spaghetti:
Gabriel is a lonely boy. Walk around and make observations about who can use these thought prompts correctly.
E3- When I ask you describe a character to me some of you seem to want to list their characteristics, such as Eleven.
My character is Rachel; She feels weird (not eleven); She feels bad when she wore the sweater; She hates her teacher.
Day 4
Elaborating on
Theories about
Characters
I want us to look for the most powerful thought in this character analysis. There may be one that is almost powerful, but, we need to elaborate to get to more
powerful. I wonder why she feels weird; I also wonder why she feels bad. I also wonder why she hates her teacher. So, we would pick one of these to elaborate
on and use examples from the text to prove our character.
Students read, The Other Side by Jacqueline Woodson. Explain to them that a good, in depth character analysis may read like this:
Clover is a very, very courageous person. Because in the book, I could tell that she is courageous since she would dare to bend the rules. Clover was not
supposed to go over the fence that separates the town of the whites and blacks. But she instead sits on the fence with a white girl named Annie. “My momma
never said anything about sitting on the fence,” said Clover. She knew better than to sit on the fence or even go near it. This is why to me Clover is a
courageous person. Because she dares to bend rules that were actually laws in her time.
This student does not ramble from one idea to another. Instead, she puts forth one idea, one claim and then she takes the time to develop that idea. When
writing about characters it is helpful to zoom in. When writing, you will pick the idea you want to zoom in on in advance, and then you develop that idea across
the text as this student has. Her big idea is that Clover is courageous. Then she builds on that.
14
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Read “The Marble Champ” from Baseball in April and Other Stories by Gary Soto. Using chart paper to record ideas, ask the students: So, what Idea’s
do you have about this story? Quickly record responses.
E3-Let’s choose one of these ideas to have our book talk about. It has to be a really good idea that we feel is close to the heart of the story. One that we see
through the whole text. Share this example:
Day 5
What is
Important
Here?
Thinking about The Marble Champ
I think a big part in the text is that Lupe is trying to prove to herself that she is as good as the other girls. Even though she is not good at sports she is good at
other things. One example of this is that she is smart. She wins awards.
Another example is when Lupe asks a girl who was all alone to join her in going to more marble games. She isn’t good at sports but, she is just kind and caring
even more. Just because she is a little different does not mean that she is not kind and caring. Because of the way she acted toward Rachel, I am suspicious if
maybe she has been lonely too. She knows how it feels so she does not want other people to have to go through that too.
This part does not fit for me, I can’t tell if Lupe has or does not have self -confidence. She does for going to play marbles and being so brave and courageous.
She does not for having to prove to herself that she is as good as the other girls. I think that she does and doesn’t have self -confidence. Whether she does or
she doesn’t she is kind and sweet on the inside and that is what matters the most.
E4- Students need to pick their big idea and write to expand on that thought as this student has. Reread the story and find sections that prompt you to write
more. Your goal is to stay with the big idea you choose. Just like the student’s writing I just shared with you.
15
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 3 Reading: Determining Importance in Text
ELL Resources
ELAR TEKS: Student Expectations
2.b Ask questions/ clarify/ locate facts for comprehension
ELPS:
4.b Use context to determine the meaning of words, multimeaning words, and homographs
1c – Use strategic learning techniques to
acquire basic vocabulary
5.a Paraphrase themes / supporting details of fables, legends,
myths, or stories
3e – Share information in cooperative
learning interactions
8.b Describe interaction of character relationships & changes
they undergo
4k – Demonstrate comprehension and
expand reading skills by employing
analytical skills.
Assessment/ Product
E5-*Notebooks
*Graphic Organizers
Enduring UnderstandingsEssential Questions
E1*The purpose of a language, as
a system, is to create meaning.
*Connections
*Questioning Strategies
*How do author’s use text
structure to convey meaning?
*Conferences
*Observations
Figure 19f Make connections between texts
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
inquire
clout
cauliflower
vicious circle
16
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 3 Reading – Determining Importance in Text
E2- Read: Book the Third: Tale of Despereaux by: Kate Di Camillo
E3- Tell the students about the plot for Book 3-
Day 1
How do You
Know What is
Important?
When Miggery Sow was six, her mother died, and her father sold her to a man
named Uncle, who makes Mig work very hard and who delivers painful clouts to
her ears. On Miggery’s seventh birthday, she sees the royal family and decides she
wants to be a princess. Five years later, when soup is outlawed, a soldier enforcing
the law sets Miggery free from her slavery. She is taken to the castle…
E4- Ask students to answer these questions from this portion of the book:
1. Discuss what parents are obligated to provide for children, and what “extras” are provided by the parents of the students.
2. Ask students if they have ever wanted something so badly that they were willing to do something they shouldn’t to get it. Do they know
anyone who has done something bad to get something they want?
3. In the library, look up castles in encyclopedias and nonfiction books. Make a sketch of a castle or floor plans of the castle of the Kingdom of
Dor. Castle Diary by Richard Platt is a helpful book.
Share each student’s castle with the group.
E2- Read: Book the Third: Tale of Despereaux by: Kate Di Camillo
Day 2
Clarify to
Answer New
Questions
E3- Allow students to answer these questions from this portion of the book:





What does Miggery really want?
Why does Mig’s father sell her?
What is the vicious circle that Miggery is trapped in?
What is a Tapestry?
What are aspirations?
E4- After students have answered these questions have a group discussion about these questions. Ask students if there are any connections
from each of the sections of the book?
Discuss
17
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Read: Book the Third: Tale of Despereaux by: Kate Di Camillo
E3- Remind the students that we have three main characters from this story:
Day 3
Deeply Analyze
the Characters



Despereaux
Roscuro
MIggery Sow
E4- Invite students to pick one character from the book to draw a picture of. After they have completed the picture then they must write a
summary about the character including:
Who is this character to the plot?
What has this character contributed to the story?
When (what chapter) does this character emerge?
Where does this character live in the story?
How does this character change over time?
E2- Read: Book the Third: Tale of Despereaux by: Kate Di Camillo
Day 4
Determine
Importance in
Vocabulary
E3- Tell the students that this book will have many words that they will need to be familiar with to understand the plot development in the story.
Review all of the words from the teacher’s guide for this selection:
inquire, p. 128
clout, p. 128
cauliflower, p. 129
vicious circle, p. 130
innumerable, p. 139
curtsy, p. 145
crisis of confidence, p. 146
reputation, p. 153
etc.
E4- Ask students to write down definitions to these words in their reading response journals. One skill that great readers use is to determine
what is important from a selection and what really is NOT. Vocabulary is something that is very important to the reader. If you do not know
18
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
what words mean, how can you understand what the author is trying to convey in the meaning?
E2- Introduce, Book of the Fourth – from Tale of Despereaux by: Kate Di Camillo
E3- Ask students to respond to these questions in their RRJ:
Day 5
Develop
Comprehension
1. What brings you comfort? Make a list of the things students come up with.
2. What does it mean to “hold a grudge”? How does it feel? What can you do about it?
3. Ask children to think of some everyday situations when they have been offended or hurt and really wanted to forgive someone. Write
situations on the chalkboard. Then ask children to role-play characters in an impromptu mini-drama.
E4- Discuss
19
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 3 Writing: Writing Inside the Story
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
19 Write personal narratives/ memoir
1h – Develop and expand repertoire of learning
strategies
24.b (v) Spell complex consonants
2c – learn basic/ academic vocabulary heard
Assessment/ Product
E5*Writing notebook
*Response to Eleven
(Tuesday)
24.b (vi) Spell abstract vowels
17.d Edit drafts: grammar, punctuation, spelling using rubric
Science & Social Studies Integration
5g – Narrate with increasing specificity and
detail
*Thesis Statements
E1*Language is intentional- a tool
for processing and
communicating one’s ideas
about the world.
*Ideas are communicated
figuratively and complexly.
Vocabulary
Web 2.0 Tools/ Apps
literary essay
topic
response
20
Enduring UnderstandingsEssential Questions
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 3 Writing – Writing for Readers
Pre-read Literary Essays: Writing About Reading by Lucy Calkins pgs. 67-80.
E2-Share with students that as we read we learn life lessons from characters just as we do from people in our lives. Revisit Tale of Despereaux and Because of
Winn Dixie and talk about what life lessons or morals we learned from those texts. (This is theme)
Day 1
Respond
to the
Theme
E3- Tell the students that we should ask ourselves, especially when responding to literature, what is this story really about? This is reflected, as writers, in your
choice of lead, details, and places to elaborate.
We need to be interpretive as we read. We need to not read, close the book, and then think. Anchor chart and students add to journal:
What is this story really about???
*Which section or 2 related sections best capture the story’s meaning?
*What do the characters learn in this story? Is this a life lesson that readers are also meant to learn?
* What life lesson can I draw from this story? How does this story teach me a lesson that can help me live my life differently? *How do all the elements of this story
contribute to the message of the story?
E4- Ask students to respond to this prompt:
How can I help a friend that needs me? Explain…
Pre-read Literary Essays: Writing About Reading by Lucy Calkins pgs. 81-93.
E2- Tell your students about a story of how reading changed a person’s life or your own life. Suggest that by writing about reading, we make it more likely that books
will make a connection with us.
Day 2
Life
Intersecting
Stories
E3- Today I want to teach you that when writing you can connect the stories to your life to make it meaningful with you and therefore more meaningful for the reader.
We need to become aware of the issues in our lives by looking in our notebooks and looking for themes and topics that reoccur. Once we, as writers, are aware of
an issue, we can read books and see how the story can help us deal with personal issues. For example, talk about how Rylant helps us look at the issue of fitting in.
Talk with the kids and see if any connections are made with that text, Eleven.
E4- Have students make that connection in journals.
21
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Pre-read Literary Essays: Writing About Reading by Lucy Calkins pgs. 95-108.
E2- We have been talking about big ideas, and seed ideas lately in writing. When writing essays we talk about the main idea- the idea that is really important to us.
Writers call this a claim or thesis.
Day 3
Thesis
Statements
E3- Teach the students that they need to look through their writing and star or circle the seed ideas that they see. Show them that in your writing, you should be
keeping a journal also, maybe a response to Spaghetti. You may have circled or starred, Gabriel is lonely and he has made himself accept this. Gabriel has a hole
in his life. Demonstrate testing a possible thesis and adjusting based on questions you come up with.
1. Gabriel is a lonely boy who has steeled himself to accept being lonely.
2. Spaghetti is the story of a lonely boy who has steeled himself to accept being lonely but then lets a cat into his life.
3. Spaghetti is the story of a lonely boy who lets a cat into his life and isn’t lonely anymore.
The thesis should relate to the whole story.
E4- Students choose the story they are going to write a thesis for, one of the stories we have reflected on this 9 weeks.
E3- Students start by writing a thesis for their essay. They will need to run this by you just to check for understanding.
Students will then copy this into their notebooks to reflect back on.
Questions for Thesis Statements
Day 4
Thesis
Statements
Continued
*Does this relate to both the 1st and 2nd ½ of the text?
*How would I support this?

At the start of the story, end of the story

One character, then another

One reason, then another
Show students how you can check your thesis against these questions. Have students pair up and check their thesis statements.
E4- Have students turn in on an index card, their story they are writing a thesis on and the thesis. Tell them you will check them and get back with them.
22
3rd quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 3rd
Pre-read Literary Essays: Writing About Reading by Lucy Calkins pgs. 109-122.
Day 5
Framing
Essays
E2- Tell children that you stayed up late reading their thesis statements. These thesis statements have to be exact because it is much easier to revise thesis
statements than whole essays.
E3- Have the students box their thesis and use bullets underneath to answer the questions for thesis statements. Use one as a class example that is similar to most
students’ issues they are having with forming a thesis and work through it together. So they can scaffold their work. Add these 2 questions to the end of the list from
yesterday.
* Does the thesis address what the story is about, the internal as well as the external story?
* Can I deliver with my planned categories what I promise in my thesis?
E4- Students will use these 2 questions to supply supporting details that will be used as files later for building a strong essay. Remind students that they will revise
their plans many times before they move forward.
23
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 4 Reading: Determining Importance in Text
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
2.b Ask questions/ clarify/ locate facts for comprehension
4.b Use context to determine the meaning of words, multimeaning words, and homographs
5.a Paraphrase themes / supporting details of fables, legends,
myths, or stories
8.b Describe interaction of character relationships & changes
they undergo
1c – Use strategic learning techniques
to acquire basic vocabulary
3e – Share information in cooperative
learning interactions
4k – Demonstrate comprehension and
expand reading skills by employing
analytical skills.
Assessment/ Product
E5-*Notebooks
*Graphic Organizers
*Connections
*Questioning Strategies
Enduring UnderstandingsEssential Questions
E1*Language is intentional- a tool
for processing and
communicating one’s ideas
about the world.
*All reading and writing centers
around audience and the
desired effect on the audience.
*Conferences
*Observations
*How do literary elements
frame and affect a text?
*Journal Responses
Figure 19f Make connections between texts
Science & Social Studies Integration
Web 2.0 Tools/ Apps
Vocabulary
slick
skedaddle
covert
divine comeuppance
defiant
ignorant
dappled
24
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 4 Reading – Determining Importance in Text
E2- Book of the Fourth – from Tale of Despereaux by: Kate Di Camillo
E3- Ask students these questions:
Day 1
What Have We
Learned?




What was Roscuro’s plan for revenge? What flaw did Miggery see in the plan?
Why is it important to Roscuro that the princess recognize him?
Were you surprised that Despereaux’s father realized he was wrong?
Why are some people’s hearts dark and some light?
E4- Discuss
E2- Book of the Fourth – from Tale of Despereaux by: Kate Di Camillo
Day 2
Vocabulary is
Important to the
Story
E3- Tell the students that this book will have many words that they will need to be familiar with to understand the plot development in the
story. Review all of the words from the teacher’s guide for this selection:
slick, p. 176
skedaddle, p. 177
covert, p. 184
divine comeuppance, p. 185
defiant, p. 193
ignorant, p. 194
dappled, p. 197
molding, p. 204
forgiveness, p. 207
cascading, p. 210
quest, p. 218
inspiring, p. 227
etc.
E4- Ask students to write down definitions to these words in their reading response journals. One skill that great readers use is to
determine what is important from a selection and what really is NOT. Vocabulary is something that is very important to the reader. If you
do not know what words mean, how can you understand what the author is trying to convey in the meaning?
25
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Book of the Fourth – from Tale of Despereaux by: Kate Di Camillo
E3- Ask students to answer several of the questions from this Literature Circle Guide:
Day 3
Notes Can Help
Answer the
Questions
clubs_pdfs_new_tale
ofdespereaux_q.pdf
E4- Discuss
E2- Book of the Fourth – from Tale of Despereaux by: Kate Di Camillo
Day 4
Demonstrate What
YOU have
Learned…
E3- Ask students to work on a project to demonstrate what they have learned from their lit. circles: Create 1 of the following:





Poster
Glogster
Paperslide
Foldable
Report
E4- Allow students time to work on their presentation.
E2- Book of the Fourth – from Tale of Despereaux by: Kate Di Camillo
E3- Share student’s presentations in author’s chair.
Day 5
E4- Enjoy
Show What You
Know
26
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 4 Writing: Writing Inside the Story
ELL Resources
ELAR TEKS: Student Expectations
ELPS
19 Write personal narratives/ memoir
24.b (v) Spell complex consonants
24.b (vi) Spell abstract vowels
17.d Edit drafts: grammar, punctuation, spelling using rubric
Science & Social Studies Integration
2g – Understand general meaning of
spoken language/ familiar and
unfamiliar topics/ language/ contexts
5f – Write using a variety of connecting
words
Assessment/ Product
E5*Editing Rubric
*Rough Draft
*Published essay
E1*Language is intentional- a tool
for processing and
communicating one’s ideas
about the world.
*Ideas are communicated
figuratively and complexly.
Vocabulary
Web 2.0 Tools/ Apps
topic sentence
evidence
27
Enduring UnderstandingsEssential Questions
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 4 Writing – Writing for Readers
Pre-read Literacy Essays: Writing About Reading by Lucy Calkins pgs. 173-186.
E3- Explain to students that you are getting the groundwork laid today for their essays. You can explain it using this:
Day 1
Thesis Statement
Revising Essay
Plans
Topic Sentence


Evidence
Evidence
Topic Sentence


Evidence
Evidence
Topic Sentence

Evidence

Evidence
This process will take 2 days at least. You will have to continually monitor and assist. Tell the students to use “Lawyer eyes” and make sure that they are
proving the boxes with the bullets. It will be much easier to get things right now instead of when we are writing the essay.
E3- Using the information from yesterday, continue to fill in boxes and bullets.
Day 2
Finish Essay Plans
As students are working on their rough drafts. They need to polish and package their essays. One way to start is to write an introductory paragraph.
Narrative writers can start a story by actions or by a journey of thought such as, I used to think…but now I realize. I once believed… but recently I’ve come
to think that… You can give them the reminder that the leads are important here also. Think of movies, how the beginning starts out as a big panoramic
view and the camera later zooms in on the single character that the movie focuses on.
Give the example, of this lead from Eleven
In my life, not everything ends up like a fairytale. I like to read books where characters are like me. They don’t live fairy tale lives. We have the
same kind of problems.
28
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Pre-read Literary Essays: Writing About Reading by Lucy Calkins pgs. 187-198.
E2- Remind students about the organization of this essay. Two categories that help determine the score point 3 or 4 papers are:
Day 3
Draft of Essay


Organization – the organizer matches the writing sample.
Word Choice – change everyday vocabulary words with synonyms, or choose vivid verbs to make the essay stronger.
E3- Ask students to begin a first draft of their essay.
E4- Students can begin to write rough drafts. They will need to check for grammar, punctuation and spelling. They will use also use the MISD writing
rubric.
Pre-read Literary Essays: Writing About Reading by Lucy Calkins pgs. 187-198.
E2- Remind students about the organization of this essay. Each student will need to pair/ share their essay with a partner. Check for:
Day 4
Final Copy of Essay




An interesting hook
Thesis statement
1-3 Topics with supporting details
Conclusion
E3- Ask students to work on their final draft of the essay. Punctuation and capitalization are essential to the flow of this essay.
E4- Students will produce a final draft of their essay.
Day 5
Share Published
Essays
E2- Pre-read Literary Essays: Writing About Reading by Lucy Calkins pgs. 199-206.
E3 & E4- Students will share their published work. The students will also have 2 hearts and a wish to share with the student who shares their paper.
 I like this about your essay…
 I like this about your essay…
 I wish that you would change/ add this…
29
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 5 Reading: Evolution of Thought- Drama is Literary Analysis
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
7 Drama- explain plot, character, elements
14 Identify author’s purpose to persuade
15.a Follow/ explain multiple step directions (written)
4g – Demonstrate comprehension by
responding to questions
4i - Demonstrate comprehension by
employing basic reading skills
Assessment/ Product
E5-*Notebooks
*Graphic Organizers
*How do authors use text
structures convey meaning?
*Questioning Strategies
*Conferences
11 Read independently – SSR
*Observations
*How do pieces on the same
topic vary in meaning because
of the structure used?
*Communication is making or
conveying meaning.
Vocabulary
Web 2.0 Tools/ Apps
literary analysis
drama
prologue
epilogue
stage directions
dialogue
30
E1-
*Connections
15.b Locate /use specific graphic features of text
Science & Social Studies Integration
Enduring UnderstandingsEssential Questions
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 5 Reading – Evolution of Thought – Drama is Literary Analysis
Day 1
Drama is
Literary
Analysis
Winn Dixie Play.pdf
Edward Tulane
RT.pdf
E2- Begin a discussion about Drama: Tell students that Drama presents the actions and words of characters on a stage. The conventional
formal arrangement into acts and scenes derives ultimately from the practice in Greek drama of alternating scenes of dialogue with choral
sections.
3rd grade Drama TEKS: 7.a Explain the elements of plot and character as presented through dialogue in scripts
E3- Use the Play: Because of Winn Dixie from Scholastic:
http://www.scholastic.com/winndixie/play.htm
This play has 11 roles. The students may have read this book in their literature circles or independently. It is important that students have
some background or schema for this play. You may want to show some youtube videos to build background. Assign roles and ask students to
begin to analyze the play and their individual role.
Or
Use the Readers Theatre Script for The Miraculous Journey of Edward Tulane (adapt this into a play)
http://www.edwardtulane.com
E4- Ask students to complete an informal run through for either play
E2- 3rd grade Drama TEKS: 7.a Explain the elements of plot and character as presented through dialogue in scripts
Use the Play: Because of Winn Dixie from Scholastic:
http://www.scholastic.com/winndixie/play.htm
Day 2
Drama is
Literary
Analysis
E3- Remind students that their job this week is to explain the elements of plot and characters as presented in dialogue in scripts. This means
that students need to comprehend the play at the same level that they would the book for this selection. The understanding will come from the
dialogue that is represented from this play.
E4- Students need to create a character outline for each of the characters in their play: (choose one character to summarize)














Opal
Preacher
Store Manager
Mrs. Franny
Gloria
Otis
Winn Dixie
31
Edward Tulane
Lucy
Bull
Nellie
Lawrence
Bryce
Abilene
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter

Grade Level- 3rd
Note* - other characters are narrators
E2- Use the Play: Because of Winn Dixie from Scholastic:
http://www.scholastic.com/winndixie/play.htm
Day 3
RT into Drama
Edward Tulane
RT.pdf
or the teacher may want to have another group work with the RT script for Edward Tulane:
E3- Some students may want to work on an adaptation to this reader’s theatre script for The Miraculous Journey of Edward Tulane. Tell
students that the difference between RT and Dramatic Play is more stage directions. Students will need to add some stage directions for this
play. Students should work as a group to complete this task.
E4- Ask students to complete another read through for their play. Students may need to work on some props or simple costume additions to
help make their characters come to life.
E2- Read Aloud (perform aloud):
Day 4
Understanding
Drama
Because of Winn Dixie by: Kate DiCamillo (play)
The Miraculous Journey of Edward Tulane by: Kate DiCamillo (play)
E3- Allow students to practice their performance pieces. This would be an excellent day to practice the play in front of another group of
students.
E4- Ask students to complete these comprehension questions in their Reading Response Journal for both selections:





What is the theme of your play?
Which character has the greatest influence over other characters?
What is the setting? Does it change in the play?
What should viewers learn from this selection?
Write a summary of this play…
32
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Read Aloud (perform aloud):
Day 5
The
Performance
Because of Winn Dixie by: Kate DiCamillo (play)
The Miraculous Journey of Edward Tulane by: Kate DiCamillo (play)
E3 & E4 – Invite students to perform their play in front of an audience. Choose another class or parents to perform in front of.
Ask students to write a reflection about what they have learned from this performance. Did it help their understanding of the story?
Week 5 Writing: Evolution of Thought – Drama is Literary Analysis
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
17.a Generate ideas – first draft- by selecting a writing genre for
intended meaning
17.b Develop drafts by categorizing ideas/ organize Paragraphs
Assessment/ Product
E5-
2g – Understand general meaning of spoken
language/ familiar and unfamiliar topics/
language/ contexts
*Writer’s Notebook
5f – Write using a variety of connecting words
*Group Work
17.c Revise drafts: for coherence, organization, audience, and
sentence structure.
*Discussions
Enduring UnderstandingsEssential Questions
E1*How do researchers collect
and effectively organize
information?
* Language is intentional- a tool
for processing and
communicating one’s ideas
about the world.
17.d Edit drafts: grammar, punctuation, spelling using rubric
17.e Publish for audience
18.a Write stories using a story arc
Science & Social Studies Integration
Web 2.0 Tools/ Apps
33
Vocabulary
3rd quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
Grade Level- 3rd
readers theatre
play
playwright
E2, E3, E4-SAMPLE LESSONS: Week 5 Writing – Writing Drama
E2- Use the Play: Because of Winn Dixie from Scholastic:
http://www.scholastic.com/winndixie/play.htm
Day 1
Writing Drama
Use the Readers Theatre Script for The Miraculous Journey of Edward Tulane (adapt this into a play)
http://www.edwardtulane.com
E3- Students will spend this week adding to both of these scripts to make the story come alive for the audience. This will be part of the writing
experience for the week.
E4- Ask students to add any stage directions that help support the meaning of the play.
E2- Use the Play: Because of Winn Dixie from Scholastic:
http://www.scholastic.com/winndixie/play.htm
Day 2
Writing Drama
Use the Readers Theatre Script for The Miraculous Journey of Edward Tulane (adapt this into a play)
http://www.edwardtulane.com
E3- Invite students to read through their script as a practice, and then to add any stage directions that should be added.
E4- in both selections an epilogue or prologue may need to be developed. Ask students to write one or both of these for a narrator to read as
an addition to these plays.
Practice the play again with the prologue/ epilogue spoken.
34
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Use the Play: Because of Winn Dixie from Scholastic:
http://www.scholastic.com/winndixie/play.htm
Day 3
Writing Drama
Use the Readers Theatre Script for The Miraculous Journey of Edward Tulane (adapt this into a play)
http://www.edwardtulane.com
E3- Ask students to make props or simple costumes for the play!
E2- Use the Play: Because of Winn Dixie from Scholastic:
http://www.scholastic.com/winndixie/play.htm
Use the Readers Theatre Script for The Miraculous Journey of Edward Tulane (adapt this into a play)
http://www.edwardtulane.com
Day 4
Writing Drama
E3- Ask students to complete these comprehension questions in their Reading Response Journal for both selections:





What is the theme of your play?
Which character has the greatest influence over other characters?
What is the setting? Does it change in the play?
What should viewers learn from this selection?
Write a summary of this play…
E2- Read Aloud (perform aloud):
Day 5
The
Performance
Because of Winn Dixie by: Kate DiCamillo (play)
The Miraculous Journey of Edward Tulane by: Kate DiCamillo (play)
E3 & E4 – Invite students to perform their play in front of an audience. Choose another class or parents to perform in front of.
Ask students to write a reflection about what they have learned from this performance. Did it help their understanding of the story?
35
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 6 Reading: Evolution of Thought – Summary & Synthesis in NF Text
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
6.a Describe the characteristics of various forms of poetry
and how they create imagery
8.a Sequence/ summarize plot’s main events & explain
influence on future events
4g – Demonstrate comprehension by
responding to questions
4i - Demonstrate comprehension by
employing basic reading skills
Assessment/ Product
E5-*Notebooks
*Questioning Strategies
*Conferences
*Observations
*Journal Responses
12.a Identify the topic and locate the author’s stated purpose
in writing the text
Enduring UnderstandingsEssential Questions
E1*How do pieces on the same
topic vary in meaning because
of the structure used?
*All reading and writing centers
around an audience and the
desired effect on that audience.
13.a Identify details/ facts that support main idea
13.b Draw conclusions from text evidence
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
attic
whispering
good night
36
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 6 Reading – The Evolution of Thought – Summary and Synthesis – Comparing Text
CTK= Comprehension Toolkit
E2- Divide class into 4 groups. You will use #1as the example for the week. The others will be for each group. Today their job is to make comparisons between a
book and an article. Add to Chart paper. You model first!
Day 1
A Light in the Attic
Read Aloud:
Comparing
Fiction
and NF
Text
1.“Turn it Off”, CTK Pg. 56 , “Jimmy Jet and His TV Set”, A Light in the Attic, Shel Silverstein
2.“One Bad Bug”, CTK Pg.57; “Sick” ,A Light in the Attic, Shel Silverstein
3.“Stop Smoking”, CTK pg. 54; More Stories Huey Tells, Ann Cameron
4.“Saving Language”, CTK pg. 14; The First Strawberries, Joseph Bruchac
5.“Tigers Roar Back”, CTK pg. 15; It’s Simple, said Simon, Mary Ann Hoberman
There's a light on in the attic.
Thought the house is dark and shuttered,
I can see a flickerin' flutter,
And I know what it's about.
There's a light on in the attic.
I can see it from the outside.
And I know you're on the inside... lookin' out.
E3- Give each group a fiction and a NF selection to read and to make comparisons with.
E4- After each group has had a chance to discuss each selection, the group will pick a designee to be the narrator for the group. This student will
show all of the comparisons that the group came up with. Discuss in whole group.
E2-Read Aloud:
Day 2
Summary
&
Synthesis
with NF
and Poetry
Use Texas Treasures, Read Aloud Anthology, pgs. 41- , Galileo and the Moons of Jupiter by: Tony Helies
Compare with the poem (that is also a book): Goodnight Moon by: Margaret Wise Brown
In the great green room
There was a telephone
And a red balloon
And a picture of
The cow jumping over the moon
And there were three little bears sitting on chairs
And two little kittens
And a pair of mittens
And a little toy house
And a young mouse
And a comb and a brush and a bowl full of mush
And a quiet old lady who was whispering "hush."
37
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Goodnight room
Goodnight moon
Goodnight cow jumping over the moon
Goodnight light
And the red balloon
Goodnight bears
Goodnight chairs
Goodnight kittens
And goodnight mittens
Goodnight clocks
And goodnight socks
Goodnight little house
And goodnight mouse
Goodnight comb
And goodnight brush
Goodnight nobody
Goodnight mush
And goodnight to the old lady whispering "hush."
Goodnight stars
Goodnight air
Goodnight noises everywhere.
E3- Ask students to write down any connections that they can make between the two selection. What comparisons can be made?
Day 3
Compare
Fiction &
Poetry
E2- Use Texas Treasures, Read Aloud Anthology, pgs. 48- , Eating International by: Dee Murphy
Tell the students that this is a fiction story, however the food represented in the story are real, and that they come from many different nationalities.
Many different cultures are represented by these different recipes.
E4- Ask students to complete the comprehension questions from the end of the selection in their reading response journal.
Compare to:
Texas Treasures, Read Aloud Anthology, pgs. 125- , Giant Jam Sandwich. Discuss the meaning of the poem, rhyme scheme, and how it
compares with the fictional story about Eating International.
38
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Use Texas Treasures Read Aloud Anthology, pgs. 129 - , Chasing Butterflies by: Yuliya Chernova
Compare to The Monarch Butterfly poem below by: Douglas Florian
E2- Read the entire expository selection and complete the comprehension questions at the end of the selection. Be sure to draw student’s attention
to the following items from the story:
Day 4
Compare
Expository
with
Poetry



Vocabulary that is contextual to this selection
Text features
New information from the selection
The Monarch Butterfly
He is a monarch.
He is a king.
He flies great migrations,
Past nations he wings.
He is a monarch.
He is a prince.
When blackbirds attack him,
From poison they wince.
He is a monarch.
He is a duke.
Swallows that swallow him
Frequently puke.
E2- Write on the board: Gist= synthesize. Ask if anyone knows what this means?
Read Aloud:
An Angel for Solomon Singer by: Cynthia Rylant.
Day 5
Assess
Synthesis
E3- As you read make notes on the board, tell the kids you are synthesizing:
*He is poor. *He does not like where he lives.* I have been lonely like him before. *Etc.
Model this for a little while then have students take notes in their journal.
E4- Students need to have 5 questions as they read. They also need to come up with 3 predictions. Also, have them draw a picture to visualize.
E5- Invite students to formulate a response paragraph. Students will need to write a summary from the notes/ picture that they have recorded from this text.
39
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 6 Writing: Writing a Biography
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
20.a (i) Establish a central idea
3B: Expand vocabulary by learning & using
high frequency words.
* Writer’s notebook
3D: Speak using content area vocabulary in
context/ new English words.
*Group work
*Assessment of features
of biographies (Friday)
Science & Social Studies Integration
E1-
* Language is intentional- a tool
for processing and
communicating one’s ideas
about the world.
Vocabulary
Web 2.0 Tools/ Apps
person of interest
biography
timeline
40
Enduring UnderstandingsEssential Questions
*How do researchers collect
and effectively organize
information?
*Conversations
20.a (ii) Include supporting sentences
20.a (iii) Contain a concluding statement
Assessment/ Product
E5-
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 6 Writing – Writing a Biography
E2- Read a Biography on any historical figure that links to Social Studies
E3- Today we are going to start a chart. This chart will help us better understand the genre of biography and get us ready to write biographies of people who inspire
us. You may want to start the discussion of what features students noticed in this book with a few entries on the chart.
Day 1
Features of Biographies:
Intro. To
Writing a
Biography
*written in past tense; *written in 3rd person; * important dates are included (birth, death, dates of special achievements); *important places are described (settings of
birth, childhood, work/family events); *significant people are introduced; *Important events are explained; *Interesting details about people’s personalities are
incorporated; *the challenges people faced are outlined; *there is a lot of information about peoples’ thoughts and feelings, actions and experiences; *cause you to
think about how people serve as inspirations/ role models
CONTINUE LIST TOMORROW
E2- Review some of the other biographies and continue to add to the list.
Day 2
Features of
Biographies
E3- Features of Biographies: (continue to add to your anchor chart about Biographies)
* achievements/ honors/ awards the people earned are included.
*photos or illustrations of the people are included
*time lines of the peoples’ lives may be included
*quotes/dialogue are included
*often they begin with a meaningful event/experience
*often they conclude with an author’s note/epilogue that gives the reader more information about the person
*some are about a person’s entire life, others are about just a part of a person’s life
*information can be organized:

Using Chapters

Using headings

As one narrative story
*Lots of rich, supporting information included to support the main points the author wants you to understand about the person
*artwork supports the key ideas in the text
E4- Ask students to pick another student in the class to write a biography about. (This could also be a historical figure). Invite students to interview their partner and
to take notes on important facts about the person’s life. Students should include a minimum of 5 facts in their short biography.
This will be a one page bio!
41
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Choose another biography to share with the class
E3- Some biographers include additional information in their books besides the stories of their subject’s lives.
Epilogue
Day 3
Supporting
Information
for
Biographies
Explain that an epilogue is a piece of writing at the end of a piece of work that brings closure to the whole. In the case of several of the books in this unit that mainly
focus on a subject’s childhood, an epilogue can share with the reader important information about the subject later adult life. Show students examples of epilogues.
Lists
Why do biographers use lists in their work? Explain that lists lay out information in an organized way that enable readers to better understand important items in a
person’s life.
Timelines
This lays out dates in chronological order so that reader can get a full picture of events in a person’s life. Also, comparative timelines help us easily compare events.
Continue to add as you read more biographies.
Day 4
Use the
Facts to
Write the
Bio
E2-Read Aloud:
George Washington’s Mother by: Jean Fritz. Note that on Pg. 14 there are some fragments that may actually be the way Mary thought. Pg. 15, 22, 27, 29, 32,
29, 41. These pages all contain questions that help move the story forward. Talk about appropriate use of questions in biographies. Add asking questions to our
Features of Biographies list from the beginning of the week.
E3- Allow students some time to begin a first draft for their biography. Each biography should include the following:



A timeline of events
5 facts or more about the person
1 picture of the person (this will have to be created on taken and printed)
Day 5
E3 & E4- Invite students to share their biographies – the final version in author’s chair.
Bios
Score with our MISD Literary Essay Rubric
42
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 7 Reading: Evolution of Thought- Summary & Synthesis
ELL Resources
ELAR TEKS: Student Expectations
13.a Identify details/ facts that support main idea
ELPS:
13.b Draw conclusions from text evidence
4g – Demonstrate comprehension by
responding to questions
13.d Use text features to locate specific information and
verify predictions
4i - Demonstrate comprehension by
employing basic reading skills
Assessment/ Product
E5-*Notebooks
*Graphic Organizers
Enduring UnderstandingsEssential Questions
E1*How does the style of a text
affect its message?
*Connections
*Questioning Strategies
*How do authors use text
structure to convey meaning?
Figure 19 e Summarize information from text
Figure 19 f Make connections between texts
Science & Social Studies Integration
Web 2.0 Tools/ Apps
43
Vocabulary
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 7 Reading – The Evolution of Thought – Summary and Synthesis
Read Aloud:
E2- Use Texas Treasures, Time for Kids – Issue 3 – Hot Stuff, pg 21- Article: Sunlight and Shadow (a story about the sun)
E3- Ask students if they know about text features in non-fiction books or articles. Make an anchor chart with these items on it and ask students to identify them as
you read this story.
Day 1
Watch for
Text
Features





Headings
Subheadings
Photographs
Captions
Graphs & Tables
Define each of these items with your students and keep this anchor chart up in the room for students to use as they explore NF books or articles
E4- As you read the TFK article with your students, stop and point out each of these text features with your students. Invite students to make a copy of the anchor
chart above in their reading journal. Stonehenge is a part of this article. Students may want to find out more about this interesting place.
Read Aloud:
E2- Use Texas Treasures, Time for Kids – Issue 3 – Hot Stuff, pg. 24- Great Ball of Fire – Scientists take a closer look at the sun.
Day 2
E3- Ask students to determine the topic of this story: While reading the story stop and help students determine which facts they should write down in the details
boxes. Model with students how to prove their answers with text evidence using the article.
Main Idea
Main Idea
& Details
Detail 1
Detail 2
Build a
Summary
E4- Ask students to determine the main idea and supporting details of this story.
44
Detail 3
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2- Use Texas Treasures, Time for Kids – Issue 3 – Hot Stuff – Today is Very Boring – a poem by: Jack Prelutsky
Day 3
Compare
the Poem
to NF
E3- Invite students to discuss the meaning of this poem, the rhyme scheme, and the message.
Is there any comparison to the NF stories that came before it?
E4- Discuss with class. Check for Understanding
E2- Use Discovery Education Video A First Look: The Sky Above
Day 4
Compare
Facts
from Print
with
Video
Segments include:




The Universe
Galaxies and Stars
The Sun
Our Solar System
E3- Ask students to take notes over these video segments and compare their notes to the articles about the sun from Time for Kids.
E4 – Ask students to write a brief summary about what they have learned about the sun and our solar system in their reading response journal.
E2- Ask the LMS to help you find more books about the SUN. These should be NF books about the sun.
E3- Ask students to take notes as you read through these stories
Day 5
Show
What You
Know
E4- Invite students to create a GLOGSTER about what they have learned about the sun over the course of this week.
The poster should include the following:




A title
5 facts about the sun
1 picture
1 caption
45
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 7 Writing: Writing Biographies
ELL Resources
ELAR TEKS: Student Expectations
16.a Understand how media genres are communicated
ELPS:
20.a (i) Establish a central idea
3B: Expand vocabulary by learning & using
high frequency words.
20.a (ii) Include supporting sentences
20.a (iii) Contain a concluding statement
Assessment/ Product
E5*Venn Diagram
*Notebook
3D: Speak using content area vocabulary in
context/ new English words.
*Conversations
*Text Structure
*Selection of Subject
Enduring UnderstandingsEssential Questions
E1*How do researchers collect
and effectively organize
information?
* Language is intentional- a tool
for processing and
communicating one’s ideas
about the world.
*Organization
Science & Social Studies Integration
Web 2.0 Tools/ Apps
46
Vocabulary
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 7 Writing – Writing a Biography
E2- Before we read, let’s look at the table of contents from the book we are reading today. Show the table of contents on the lumens. This really does not tell us
much. But let’s read a little out of the first and last chapters to see what this book might cover. Who Was Annie Oakley? By: Stephanie Spinner
Day 1
A Whole Life
in Words
E3- Read the first sentences on pg. 4 and the last sentences on pg. 107. Help students see that now we can figure out that this book covers most Annie’s whole
life. The names of the chapters much be connected with the important events in her life.
Read aloud the introduction and the first chapter as they are essential for setting the biographical stage. Then also read the final chapter, “Her own woman” as an
example of a good wrap up. Also, read one from in between the 1st and final chapter.
Review that this is a long biography that covers her whole life, with lots and lots of details. Tomorrow we are going to look at a book that covers a whole life span
with fewer details.
E4- Invite students to pick a current famous person to write a biography about.
Who Inspires me?* Who has done something to make the world a better place?*Who has chosen to use their power or wealth to do great things?*Who has
achieved great success after tremendous struggles?*Who has lived their life as a role model for others?*Who has fulfilled a spectacular dream?*Who has helped
people work together?*Who has helped others to have better lives?*Who has had the courage to take a stand against injustice?
Day 2
E2- Today we are going to look at a biography that covers a whole lifetime. The difference from this book and the book on Annie Oakley is that this book is shorter.
A Whole Life
in Words
E3- Read the book, Rachel: The Story of Rachel Carson by: Amy Ehrilch. Explain that a whole life can be covered in a shorter span with fewer details. When
fewer details are used, the book is shorter. Review the chart, Our Biographies from earlier in the unit and see if we notice any features we did not list.
E4- Allow students to begin some research on their famous person that they will be writing a similar biography about. This bio should include:




An interesting title
A timeline of events
5 or more facts about the person
A few pictures to support the facts
47
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Day 3
The Long
and Short of
Biography
Grade Level- 3rd
E2- We’ve now looked at longer biographies, shorter biographies, and picture book biographies- all kinds! Today we are going to compare a short biography to a
longer biography. We will highlight what important features of biographies will help you as you begin to study your historical figure.
E3- Read the book, Roberto Clemente: Pride of the Pittsburgh Pirates by: Jonah Winter and the first two chapters from the longer book, . Elizabeth
Blackwell: Girl Doctor by: Joanne Landers Henry. As you read, focus on the similarities and differences between these texts by filling out a venn diagram.
E4= Allow students to continue to research and take notes on their famous person.
E2- Introduce the website: Museum Box: http://museumbox.e2bn.org/index.php
Day 4
Museum
Box
E3- Allow students some time to plan and to play with the website. Students will use this website to create a museum box about their famous person.
Students will need to include:





A title
A timeline
5 or more facts
3 pictures
Works cited page
E4- Invite students finish up their fact finding and to begin creating their museum box on their famous person.
Day 5
E2- Talk about the expectations that everyone’s project will not be the same. Biographers have to make decisions about how to best present the information they
have collected about their subjects. Let’s talk about those different text structures so that you can choose the one you feel most comfortable using.
E3 & E4- Allow students to finish their work on their museum box.
Project
Completion
Present museum box on their famous person.
48
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 8 Reading: Evolution of Thought
ELL Resources
ELPS: 4.J
Assessment/ Product
E5-
Employ inferential skills such as predicting.
inferences
ELAR TEKS: Student Expectations
5.a Paraphrase themes / supporting details of fables,
legends, myths, or stories
Enduring UnderstandingsEssential Questions
E1*How do authors effectively
organize information?
*All reading and writing centers
around an audience and the
desired effect on that audience.
5.b Compare/ contrast the settings in myths and folktales (or
stories)
Figure 19 d Make inferences about text and use text evidence to
support claims
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
guests
banquet
agreeable
curiosity
gaze
untrusting
49
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 8 Reading – The Evolution of Thought – Summary and Synthesis
We will focus on The Storytellers from TT Unit 6:
E2- Remind the students of the definition of a folktale: a story based upon the customs and traditions of a people or region. Folktales are handed down
orally from one generation to the next.
E3- Read Aloud:
Day 1
Exploring
Folktales
Use Texas Treasures, Unit 6, Week 1, pg. 282- Stone Soup
Use student book pg. 283 – on making inferences
Tell the students that this story is a

Folktale: a folktale is a made up story that takes place long ago.

Inference: readers use story clues and text evidence to make conclusions that are not directly stated in the text.
E4- Read pgs. 282 – 286
Invite students to respond to this question in their RRJ:
1. What do you think makes monks happy? How do you know?
Day 2
Inferring
with
Folktales
E2- Read Aloud:
Use Texas Treasures, Unit 6, Week 1, pg. 287- 292- Stone Soup
Use student book pg. 283 – on making inferences – continue to fill in the template with inferences made from the story. Discuss these as a class.
E3- Ask students to respond to these questions:


Why do the monks think the villagers are not happy?
What does the little girl do after asking the monks what they are doing?
E4- Vocabulary is very important to this story. Ask students to define all of the words for this selection in their reading response journal. Students should also write a
paragraph that summarizes what has already happen in the story thus far. Check for understanding.
E2- Read Aloud:
Use Texas Treasures, Unit 6, Week 1, pg. 293- 297- Stone Soup
Day 3
Sequence
adds to
E3- Ask students to respond to these questions:


How do the villagers feel about the fire and the large pot?
How do the villagers treat one another in this story?
50
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Summary
Grade Level- 3rd

On page 296 – what details confirm Chinese culture?
E4- Invite students to respond to this prompt in their reading response journal:


How have the villagers changed over the story? How do their relationships change as they add ingredients to the soup?
Are the stones important?
Discuss…
E2- Read Aloud:
Use Texas Treasures, Unit 6, Week 1, pg. 298- 302- Stone Soup
Day 4
Synthesize
the Theme
E3- Ask students to respond to these questions in their RRJ:

Why did the villagers bring rice, buns, and lanterns to the soup feast?

What words on pgs. 298-299 help you to visualize the feast?
E4- Tell the students that folktales teach a lesson. Ask them: What lesson can we learn from this folktale? (answer: It is important to be friendly with your
neighbors. We should all try to get along.
Invite students to determine the theme from this story. Remind students that there can be more than one theme in a story.
Sharing makes us all richer – is one of the themes.
E2- Read Aloud:
Use Texas Treasures, Unit 6, Week 1, pg. 303- Stone Soup
Day 5
Summary
&
Synthesis
E3- Ask students to complete the Comprehension Check on page 303.
E4- Invite students to summarize the entire story in one paragraph in their reading response journal. Check for understanding.
Confer with students on their understanding of this folktale.
** note: The LMC has many versions of this story. Use any of these to help students create a deeper understanding of this folktale.
Discovery Streaming also has great connections to Stone Soup that are informational.
51
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 8 Writing: Writing can be Informational
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
20.a (i) Establish a central idea
20.a (ii) Include supporting sentences
5f: Write using a variety of grade appropriate
sentence lengths, patterns, and connecting
words.
Assessment/ Product
E5*Notebook
*Resource page
*Rubrics
20.a (iii) Contain a concluding statement
*Editing Checklist
Science & Social Studies Integration
Web 2.0 Tools/ Apps
52
Enduring UnderstandingsEssential Questions
E1*How do writers support their
thesis through supporting
details?
* Language is intentional- a tool
for processing and
communicating one’s ideas
about the world.
Vocabulary
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 8 Writing – Writing can be Informational
Use The Write Source Online: Interactive Whiteboard Lessons: Expository Writing.
E2- Tell the students that we will be working on an expository essay about something that is important to the students. This item should be something that they
own or something that they do. Review slides 1-4.
Day 1
Informational
Writing




Slide 1- opening
Slide 2- slide contents
Slide 3- The world is full of questions. Writing that helps us answer these questions is called Expository Writing
Slide 4- What are some examples of expository writing?
E3- Ask students to think about something important to them. Mentor text could include:
The Important Book – by: Margaret Wise Brown
Use The Write Source Online: Interactive Whiteboard Lessons: Expository Writing.
Day 2
The Plan is
Important
E2- Using slides 5-7 of the Write Source Interactive Whiteboard lessons to demonstrate what makes a good expository essay:


Slide 5- Model paragraph
Slide 6- Read the model paragraph and determine the following:
1. Topic sentence
2. Middle – with supporting details
3. Concluding sentence
E4- Ask students to begin an outline of their expository essay. It should include a thesis statement, 1-3 supporting details, and a conclusion. Use the MISD
expository organizer to plan this paper.
Use The Write Source Online: Interactive Whiteboard Lessons: Expository Writing.
Day 3
The Details
are
Important
E2- Using slides 8-11 of the Write Source Interactive Whiteboard lessons to demonstrate what makes a good expository essay:



Slide 8 – Writing a good topic sentence
Slide 9 – Facts & details – the “how” and “why” of the main idea
Slide 10 – Show not Tell
E3- Ask students to write a draft of their essay. Confer with students to make sure that the draft of the essay matches their plan.
53
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Use The Write Source Online: Interactive Whiteboard Lessons: Expository Writing.
E2- Using slides 13-15 of the Write Source Interactive Whiteboard lessons to demonstrate what makes a good expository essay:
Day 4
Revise &
Edit



Slide 13- Drafting
Slide 14- Revising
Slide 15- Editing
E4- Ask students to peer edit with a partner, and to make revisions to complete a final draft of their essay.
Read Aloud:
Another Important Book by: Margaret Wise Brown
Day 5
E2- Invite students to share their essays in author’s chair.
E3- Celebrate great writing by hanging this sample up for all to see.
Share
54
Grade Level- 3rd
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 9 Reading: Evolution of Thought – Summary & Synthesis
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
3.a Read and maintain fluency & comprehension
5.a Paraphrase themes / supporting details of fables,
legends, myths, or stories
4i: Demonstrate English comprehension and
expand reading skills by employing basic
reading skills such as demonstrating
understanding of supporting ideas and details.
Assessment/ Product
E5istation
5.b Compare/ contrast the settings in myths and folktales (or
stories)
E1* Tone, mood, and voice
enhance the subjective
experience of language.
* Language is intentional – a
tool for processing and
communicating one’s ideas
about the world.
Figure 19e Summarize information in text and maintain logical
order
Science & Social Studies Integration
Enduring UnderstandingsEssential Questions
Vocabulary
Web 2.0 Tools/ Apps
Stern wheeler
Mackinaws
Cant hook
Connect Ed
55
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Day 1
Summary
with
Folktales
Day 2
Summary
with
Folktales
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 9 Reading – Evolution of Thought - Folktales
E2- Use Texas Treasures Read Aloud Anthology pgs. 71 – 74 – When the Rain Came up From China
Remind students that this story is a folktale.

Folktale: a folktale is a made up story that takes place long ago.
E3- Pre-teach the vocabulary from this selection:

Stern wheeler

Mackinaws

Cant hook
E4- Ask students to answer the comprehension questions at the end of this selection. Students should also be able to write a short summary in their RRJ.
Check for understanding
E2- Use Texas Treasures Read Aloud Anthology pgs. 96-99 – Frog and Locust retold by: Joe Hayes
Remind students that this story is a folktale.

Folktale: a folktale is a made up story that takes place long ago.
Characteristics of a folktale:






Simple and straightforward
Can include magic or supernatural powers
Characters represent human qualities such as; good, evil, wisdom, foolishness, or laziness
Problems and conflicts are clear
The ending is usually happy or satisfying
Good is usually rewarded/ evil punished
E3- Read through the folktale with students. Ask students to listen to find out the problem that frog and Locust share.
E4- Invite students to complete the Think and Respond questions at the end of this selection.
Students should write a short summary of this story in their reading response journal. Check for understanding.
E2- Use Texas Treasures Read Aloud Anthology pgs. 103- 108 – The Name of the Tree – retold by: Celia Barker Lottridge
Remind students that this story is a folktale.
Day 3
Summary
E3- Remind students that folktales are:
Stories that began with an oral retelling that are passed down throughout the ages. They usually teach us a lesson and attempt to explain the way things are today.
E4 – Read this folktale and ask students to respond to the Think and Respond questions at the end of this selection.
Students need to write a short summary of this story.
56
3rd quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
E2- Use Texas Treasures Read Aloud Anthology pgs. 79-83 – The people Who Hugged the Trees by: Deborah Lee Rose
Remind students that this story is a folktale.
Day 4
Summary
E3- Review the vocabulary for this story:
precious: valuable
monsoon: a time of year when rainfall is very heavy
battering: striking or hitting in a violent way
fetched: brought back
E4- Read through the selection with students and discuss the meaning of this folktale.
Invite students to complete the Think and Respond questions with the class. Ask students to write a summary for this folktale.
E2- Use Texas Treasures Read Aloud Anthology pgs. 84-86 – The Song of the World’s Last Whale by: Pete Seeger
This genre is a folksong
Day 5
Synthesis
E3- Tell the students that this is a song. It is meant to be sung and this song also has a message.
E4- Ask students to try to define the theme or message of this song. Compare to the messages from all folktales from the week.
57
Grade Level- 3rd
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 9 Writing: Response Writing
ELL Resources
ELAR TEKS: Student Expectations
17.a Generate ideas – first draft- by selecting a writing
genre for intended meaning
17.b Develop drafts by categorizing ideas/ organize
Paragraphs
ELPS:
Assessment/ Product
E5-
5f: Write using a variety of grade appropriate
sentence lengths, patterns, and connecting
words.
Enduring UnderstandingsEssential Questions
E1-* Tone, mood, and voice
enhance the subjective
experience of language.
* Language is intentional – a
tool for processing and
communicating one’s ideas
about the world.
17.c Revise drafts: for coherence, organization, audience,
and sentence structure.
17.d Edit drafts: grammar, punctuation, spelling using rubric
17.e Publish for audience
20.c Write responses to literary/ expository text
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
folktale
message
storytelling
Connect Ed
58
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Day 1
Make up
Your Own
Folktale
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 9 Writing –
E2- Use Texas Treasures Read Aloud Anthology pgs. 71 – 74 – When the Rain Came up From China
Remind students that this story is a folktale.

Folktale: a folktale is a made up story that takes place long ago.
Characteristics of a folktale:






Simple and straightforward
Can include magic or supernatural powers
Characters represent human qualities such as; good, evil, wisdom, foolishness, or laziness
Problems and conflicts are clear
The ending is usually happy or satisfying
Good is usually rewarded/ evil punished
E3- After students understand the characteristics of a folktale – Tell them that this week they are going to create their own folktale to share with the class.
E4- Ask students to begin to plan their folktale using the characteristics from above. This folktale should include:
1. A message, humans or animals to tell the story, and a happy ending
E2- Use Texas Treasures Read Aloud Anthology pgs. 96-99 – Frog and Locust retold by: Joe Hayes
Remind students that this story is a folktale.
Day 2
Make up
Your Own
Folktale
E3- Students should begin a plan for their folktale. It should include:
A beginning ( problem)
Middle
End (solution)
Message: the lesson we should learn from this story.
E4- Invite students to share their story with a partner to get their feedback before writing the story tomorrow.
E2- Use Texas Treasures Read Aloud Anthology pgs. 103- 108 – The Name of the Tree – retold by: Celia Barker Lottridge
Remind students that this story is a folktale.
Day 3
Folktale
E3 & E4- Allow students some time to write and polish their folktale.
59
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
E2- Use Texas Treasures Read Aloud Anthology pgs. 79-83 – The people Who Hugged the Trees by: Deborah Lee Rose
Remind students that this story is a folktale.
Day 4
Revise
the Story
E3- Ask students to share their folktale with a partner.
E4- Confer with each student to be sure that their folktale has all of the necessary components.
Revise and edit so that students can write the final draft of their story.
E2 –
Day 5
E3- Share folktales in author’s chair.
Tell the
Folktale
60
Grade Level- 3rd
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 10 Reading: Evolution of Thought – Compare & Contrast
ELL Resources
ELAR TEKS: Student Expectations
ELPS:
8.a Sequence/ summarize plot’s main events & explain
influence on future events
8.b Describe interaction of character relationships & changes
they undergo
4i: Demonstrate English comprehension and
expand reading skills by employing basic
reading skills such as demonstrating
understanding of supporting ideas and
details.
Assessment/ Product
E5istation
8.c Identify narrator/ speaker – 1st or 3rd person
E1* Tone, mood, and voice
enhance the subjective
experience of language.
* Language is intentional – a
tool for processing and
communicating one’s ideas
about the world.
Figure 19 c Monitor and adjust comprehension
Science & Social Studies Integration
Enduring UnderstandingsEssential Questions
Vocabulary
Web 2.0 Tools/ Apps
magnificent
masterpiece
ingredient
recipes
tasty
tradition
Connect Ed
61
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Day 1
Fantasy
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 10 Reading – Evolution of Thought – Compare and Contrast
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Use Student Practice Book pg. 325
Tell the students that this story is a fantasy.

Fantasy: a story about made up characters who could not exist in real life.
E3- Ask students to predict what might happen in this story based upon the cover art and the knowledge that this story is fantasy.
E4- Ask students to complete part of the practice page with venn diagrams on it. Compare Rooster and Great Granny
Ask students to determine if the story is written in 1st or 3rd person.
Rooster
Day 2
Compare &
Contrast
Great- Granny
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Use Student Practice Book pg. 325
Tell the students that this story is a fantasy.
E3- Rooster’s attitude is very different from that of his friends. Compare and contrast their attitudes from the story
Rooster
Rooster’s Friends
E4- Ask students what the theme of this story may be.
Ask students to write down possible themes in their reading response journal. Discuss
Day 3
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Use Student Practice Book pg. 325
Tell the students that this story is a fantasy.
Compare
E3- Ask students to review all of the vocabulary words from this selection. Use the visual vocabulary cards from TT for this selection,
62
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
E4- Ask students to compare: Pig and Turtle in their RRJ. Discuss
Day 4
Comprehension
Check
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Use Student Practice Book pg. 325
Tell the students that this story is a fantasy.
E3- Ask students to complete these comprehension questions with you:



Which friend is most helpful to Rooster?
How are Pig and Rooster different?
Can you sequence the ingredients on page 366-367?
E4- Ask students to write a summary of this story up to this point.
Day 5
Read to
Understand
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Use Student Practice Book pg. 325
Tell the students that this story is a fantasy.
E3- Ask students to complete these comprehension questions with you:



How do you think Turtle knew the cake needed to cool?
How do the animals feel about Pig when he eats the cake?
How did the animals work to make a second cake?
E4- Ask students to complete the comprehension check on page 377. Discuss
Read the Paired Selection from TT – Bakery of page: 378 – Compare Fantasy to Expository Text
63
Grade Level- 3rd
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
Week 10 Writing: Writing a “How To” Paper
ELL Resources
ELAR TEKS: Student Expectations
17.a Generate ideas – first draft- by selecting a writing
genre for intended meaning
17.b Develop drafts by categorizing ideas/ organize
Paragraphs
ELPS:
Assessment/ Product
E5-
5f: Write using a variety of grade appropriate
sentence lengths, patterns, and connecting
words.
Enduring UnderstandingsEssential Questions
E1-* Tone, mood, and voice
enhance the subjective
experience of language.
* Language is intentional – a
tool for processing and
communicating one’s ideas
about the world.
17.c Revise drafts: for coherence, organization, audience,
and sentence structure.
17.d Edit drafts: grammar, punctuation, spelling using rubric
17.e Publish for audience
21 Write persuasive text to influence attitudes & actions
22.a (viii) Use time/ order transitions & concluding
transitions
Science & Social Studies Integration
Vocabulary
Web 2.0 Tools/ Apps
recipe
time order transitions
how to…
Connect Ed
64
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
3rd quarter
Grade Level- 3rd
E2, E3, E4-SAMPLE LESSONS: Week 10 Writing – Writing a “How to” Paper
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Day 1
E3- Tell the students that this story is about making Strawberry Shortcake and the recipe is listed inside the story. This week students will be writing a “how to” paper
about a recipe that they know how to make.
E4- Ask students to identify some recipes that they know how to make, some topics could include:




Breads, muffins, cakes
Soups
Pizza or pasta
Desserts
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
E3- Allow students to begin a draft of their recipe. Students may need internet support to create the recipe for the food they like best.
Day 2
E4- Students will write a recipe using ingredients, measurements, and sequence to the recipe.
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Day 3
E3- Allow students to complete a pair/ share with a partner to make sure that the recipe is well written.
E4- Revise and edit as needed
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Day 4
E3- Ask students to check their recipe for completion.
E4- Ask students to turn their recipe into a sequence foldable. Use a full sheet of manila paper and fold the paper into 6 squares.
65
3rd quarter
McKinney ISD Instructional Planning Guide – Reading & Writing
2012-13
E2- Use Texas Treasures, Unit 6- Week 4, pgs. 352 – Cook a Doodle Doo by: Janet Stevens & Susan Stevens Crummel
Day 5
E3- Ask students to demonstrate their recipe to the class.
E4- Add all recipes (typed) to a scrapbook/ or binding to complete a class book of recipes.
66
Grade Level- 3rd