Grade: 3
Title: Chocolate Fever
Author: Robert Kimmel Smith Genre: Literature
COMPREHENSION STRATEGY: Using Context Clues & Illustrations
SKILL: Figure Out Meaning of Unknown Words; Explain How Illustrations Add Meaning to Text
Comprehension Skill &
RL 3.4 – Determine the meaning of words and phrases as they are used in a text,
Strategy
distinguishing literal from nonliteral language.
Skill: (see skills on right)
RL 3.7 – Explain how specific aspects of a text’s illustrations contribute to what is conveyed
Strategy: Context Clues
by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Vocabulary
Rl.3.5a – Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,
Story Vocabulary: see below take steps).
L.3.6 – Acquire & use accurately grade-appropriate conversational, general academic, and
domain specific words and phrases, including those that signal spatial & temporal
relationships.
Word Work:
L.3.4c – Use a known word as a clue to the meaning of an unknown word with the same root
(e.g., company, companion) *Compound Words
Fluency:
RL.3.10 – By the end of the year, read & comprehend literature, including stories, dramas
and poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently.
Word Work
Vocabulary Words
Day 1- Evan Moor Vocab Fund. – p.8
pantry, munch, phenomenon, measles, infirmary, spectacles, lad, pace,
Day 2- Evan Moor Vocab Fund. – p.7
disease, predicament, revolting, hesitate, mirth, hijacking, desolate
Day 3- Evan Moor Vocab Fund. – p.6
Day 4- Guess the Covered Word
Day 5- none
Resources:
NOTES:
*Trade Book – Chocolate Fever
- Field Trip to Russell Stover
* = assessment
*Exit Slips for Days 3 & 4
- No Bake Cookies on Day 5
*Guess the Covered Word
Date:
FOCUS
12:15 – 12:30
Working with
Words
Vocabulary
10 -15 minutes
Direct
Instruction
15 minutes
Day 1
Day 2
Strategy:
Context Clues to
Figure Out Meaning
of Unknown
Words/Phrases –
Decide
Literal/Nonliteral
Language
Evan Moor
Vocabulary
Fundamentals, p. 8
(as whole class)
pantry, munch,
phenomenon,
measles
Strategy:
Teacher Think Aloud
w/ Illustration
Introduce literal and
nonliteral language
Teacher Read &
Think Aloud: Chapter
1
Using Context Clues
‘on the verge of a
smile (p.15)
Day 3
Day 4
Day 5
Strategy:
Context Clues to
Figure Out Meaning
of Unknown
Words/Phrases –
Decide
Literal/Nonliteral
Language
*Evan Moor
Vocabulary
Fundamentals, p.6
(independently)
disease,
predicament,
revolting, hesitate
Strategy:
Context Clues to
Figure Out Meaning
of Unknown
Words/Phrases –
Decide
Literal/Nonliteral
Language
Guess the Covered
Word
Strategy:
Following Steps in
Recipe
mirth, hijacking,
desolate
*Matching
Assessment
Review
literal/nonliteral
language from
yesterday.
Review
literal/nonliteral
language;
pictures/meaning.
Review
literal/nonliteral
language. Focus on
context clues.
Introduce new skill:
pictures/meaning
Teacher Read Aloud:
Chapter 6; model
with ‘army of
people’ (p.43) and
illustration on pp. 4243
Teacher Read Aloud:
Chapter 9; model
with ‘Henry’s heart…’
(p.66)
Using context clues –
How could I figure
out what a hijacking
is? Or a stickup?
How about a seizure?
Model with
‘fracturing’ on p. 69.;
Read Chapter 12;
discuss the ending.
Do you think Henry
learned a lesson?
(General discussion)
(SL.3.1d – Explain their
own ideas and
understanding in light
of discussion.)
Evan Moor
Vocabulary
Fundamentals, p. 7
(with partners)
infirmary, spectacles,
lad, pace
Teacher read aloud:
Chapter 4; model
with picture on p. 32
Time used for
culminating activity
(No Bake Cookies)
Read recipe aloud
‘glumly’ on p. 71.
Guided
Practice
15 minutes
Begin to Read
Chapter 2
Think-Pair-Share on
the phrase ‘carry on
and behave like a
nut’ (p.21) and ‘bite
my head off’ (p.21)
Teacher Read Aloud
Chapter 5 while
students follow along.
Think Pair Share:
‘yelling their heads
off’ (p. 34); ‘cool as a
cantaloupe’ (p.34)
Teacher Read Aloud
through p. 45;
students follow
along.
Think Pair Share: Is
‘scared to death’
literal or nonliteral?
Look at title of
Time used to make
Chapter 10 – what do No Bake Cookies
you think that
means? Literally it
would mean…, but
nonliterally it could
mean…
Teacher finishes
reading aloud
Chapter 6; did you
hear any examples
of nonliteral
language? (‘lump in
throat’ p. 45)
Independent Finish Chapter 2 and
Chapter 3
Application
20 – 25 minutes
Accountable Talk:
What does the
phrase ‘felt as if his
heart were about to
drop into his shoes’
mean? (p.28)
Challenge: ‘pray tell’
on page 25

Times are approximate.
(Re)read Chapters 4
&5
Students read
Chapters 7 & 8.
Students read
Chapters 10 & 11
Accountable Talk:
How does the
illustration on pages
38-39 help the reader
understand the text?
*Exit Slip:
Is it literal or
nonliteral?
- ‘Don’t be fresh
kid…’ (p.51)
What does this
mean?
- ‘Glory be, we eat at
last’ (p.60)
*Exit Slip:
Did the author literally
mean ‘taking a
licking’ or was it
nonliteral language?
How do you know?
Time used to make
No Bake Cookies