Third Grade Lesson Plans
Subject: Reading
April 15 – April 19, 2013
Unit Plan: The Monster’s Ring by Bruce Coville
Reading
3-1.1 Analyze the details that support the expression of the main idea in a given literary text.
3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.
3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including
onomatopoeia and alliteration).
3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text.
3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.
3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).
3-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information.
Writing
3-4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).
3-4.4 Use grammatical conventions of written Standard American English, including
• comparative and superlative adjectives,
• prepositions and prepositional phrases,
• conjunctions (because, since, yet, until), and
• nominative and objective case pronouns.
The Big Ideas:
• Can students exemplify devices of figurative language including similes?
• Can students analyze texts to make, revise, confirm predictions, and draw conclusions?
• Can students exemplify works of fiction?
• Can students generate the meaning of unfamiliar words by using context clues?
• Can students use print sources to access information?
• Can students create written descriptions about people?
• Can students understand the relationship among characters, setting, and plot?
• Can students understand the effect of the author’s craft?
• Can students use details to support main idea?
• Can students respond to literary texts?
• Can students carry out independent reading for extended periods of time?
• Can students understand that headings, subheadings, and other text features provide information to the reader?
• Can students use graphic features as sources of information?
• Can students use prewriting techniques to organize written works?
• Can students use complete sentences?
• Can students create paragraphs that include a topic sentence with supporting details and logical transitions?
• Can students use conventions of written Standard American English?
• Can students create written communications?
• Can students create narratives that include characters in a setting and follow logical sequence?
• Can students create written descriptions about people, places, or events such as those important to South Carolina history?
• Can students create written pieces such as riddles and jokes to entertain others?
• Can students use print sources and nonprint sources to access information?
• Can students organize information by classifying or sequencing?
• Can students use vocabulary that is audience appropriate?
Comprehension Focus:
• Visualizing/Inferring
• Summarizing and Synthesizing Information
• Activating and Connecting to Background
• Determining Importance
• Questioning
Interactive & Read-Aloud
Shared Reading
Guided Reading
GUIDED
READING:
SEE
Indicators:
3-1.1,3-1.2,31.3,3Lesson 5
LEVEL TEXT PLANS
1.4,3-1.5,3-1.6,3-1.9,3-1.10,3SET (3-1.5, M-3.4.1) The teacher will ask students to think
2.1,,3-2.2,3-2.3,3-2.8,3-2.9,3of the word revenge.
INDEPENDENT READING: 3.1,3-3.2,3-3.4,3-3.5
3R1.1, 3R1.2
Monday
Quick write in journals explaining why or why not revenge
is an effective verbal and nonverbal communication skill for
healthy living.
ENGAGE (3-1.5) The teacher will have students read
Chapter 5 independently or with partners. Students will
sticky note ideas about Russell and Eddie as they read.
RESPOND (3-1.5, M-3.4.1) The students will use Character
Comparison (Resource 2) to compare Russell and Eddie.
The student will work in groups or partner to complete.
Share these with the class.
Assessment Teacher observation, journal entries, discussion
1. TSW read
independently for
enjoyment and fluency
2. Record reading in
reading log
Teacher will do a Read Aloud of
choice.
1. TTW read and question
students.
2. TSW participate in “Turn and
Talk”
Focus Skills:
Make predictions; summarize main
idea; analyze character and
setting; compare and contrast
settings, characters, events, and
ideas in a variety of texts; identify
problem and solution.
Assessment: TO student
participation in turn and talk
Tuesday
Lesson 6
SET (SC 3-1.2) The teacher will facilitate a discussion on
whether it is a good idea for Russell to use the magic ring at
school.
GUIDED READING: SEE
LEVEL TEXT PLANS
ENGAGE (SC 3-1.2) The teacher will read aloud Chapter 6 to
the class.
1. TSW read
independently for
enjoyment and fluency
2. Record reading in
reading log
While reading, the students will sticky note responses to these
questions:
• What was the double whammy?
• Why were some people scared of Russell and some were not?
INDEPENDENT READING:
3R1.1, 3R1.2
Students will share their responses with a partner.
RESPOND (SC 3-1.2, 3-1.7) The teacher will instruct students to
illustrate and describe Russell’s costume using details from the
chapter.
Assessment Teacher observation, discussion, illustrations
Lesson 7
SET (SC 3-1.2) The students will turn to page 45 in the text to
predict why they think Russell is going berserk.
Wednesday
The teacher will introduce “Let’s Talk!” (Resource 3) by writing
these prompts on the board:
•
Ask a question
•
Make a prediction
•
Make a connection
•
Make a comment
•
Clarify something
ENGAGE (SC 3-1.2) Explain to students that while reading
aloud, the teacher will stop at certain points for students to
discuss with a partner using one of the prompts from the
“Let’s Talk.”
The teacher will read Chapter 7 aloud as students discuss
the chapter with partners.
RESPOND (SC 3-1.2) The teacher will instruct students to
look at the picture on page 45 and draw a conclusion about
why Russell goes berserk.
The students will write a paragraph in journals about what
happened.
Assessment Teacher observation, discussion, paragraphs
Indicators: 3-1.1,3-1.2,31.3,31.4,3-1.5,3-1.6,3-1.9,3-1.10,32.1,,3-2.2,3-2.3,3-2.8,3-2.9,33.1,3-3.2,3-3.4,3-3.5
Teacher will do a Read Aloud of
choice.
1. TTW read and question
students.
2. TSW participate in “Turn and
Talk”
Focus Skills:
Make predictions; summarize main
idea; analyze character and
setting; compare and contrast
settings, characters, events, and
ideas in a variety of texts; identify
problem and solution.
Assessment: TO student
participation in turn and talk
GUIDED READING: SEE
LEVEL TEXT PLANS
INDEPENDENT READING:
3R1.1, 3R1.2
1. TSW read independently
for enjoyment and fluency
2. Record reading in
reading log
Indicators: 3-1.1,3-1.2,31.3,3-1.4,31.5,3-1.6,3-1.9,3-1.10,3-2.1,,3-2.2,32.3,3-2.8,3-2.9,3-3.1,3-3.2,3-3.4,3-3.5
Teacher will do a Read
Aloud of choice.
1. TTW read and question
students.
2. TSW participate in “Turn and
Talk”
Focus Skills:
Make predictions; summarize main
idea; analyze character and setting;
compare and contrast settings,
characters, events, and ideas in a
variety of texts; identify problem
and solution.
Assessment: TO student
participation in turn and talk
*Students will take quiz on chapters 4-7*
Lesson 8
SET (SC 3-1.4, 3-3.1, 3-4.1) The students will revisit the
alphaboxes from Lesson 1 and complete a quick write, using the
words they have learned to tell about the story.
GUIDED READING: SEE
LEVEL TEXT PLANS
INDEPENDENT READING:
3R1.1, 3R1.2
1. TSW read independently
for enjoyment and fluency
2. Record reading in
reading log
Thursday
The students will discuss alliteration.
ENGAGE (SC 3-3.1) The teacher instructs students to read
Chapter 8, filling in new words on the Alphaboxes as they
read.
RESPOND (SC 3-1.4, 3-4.4) The teacher will model how to
write a sentence with alliteration about the story.
Indicators: 3-1.1,3-1.2,31.3,31.4,3-1.5,3-1.6,3-1.9,3-1.10,32.1,,3-2.2,3-2.3,3-2.8,3-2.9,33.1,3-3.2,3-3.4,3-3.5
Teacher will do a Read Aloud of
choice.
1. TTW read and question
students.
2. TSW participate in “Turn and
Talk”
Focus Skills:
Make predictions; summarize main
idea; analyze character and
setting; compare and contrast
settings, characters, events, and
ideas in a variety of texts; identify
problem and solution.
Assessment: TO student
participation in turn and talk
The students will use their Alphaboxes to come up with a
sentence that uses alliteration about the story and
illustrate.
Assessment Teacher observation, discussion, quiz, alphaboxes, quick
write, illustrations
Lesson 9
SET (3-1.2) The teacher will ask the students to recall the
directions of how to use the ring.
The students will turn and talk to predict Chapters 9-10
from the titles.
Friday
ENGAGE (3-1.5) The teacher instructs students to read
Chapters 9-10.
The teacher will lead a class discussion on the following:
•
Describe Russell with three twists of the ring.
•
How did Russell help Eddie?
•
What happened when Russell tried to change back
to his old self?
RESPOND (3-1.5, 3-4.1, 3-5.3) Assign a three-circle Venn
diagram comparing Russell after each twist of the ring.
(Hoyt 8)
The teacher will assign students to use the three-circle
Venn diagram to write a description of Russell with three
twists of the ring.
Assessment teacher observation, discussion,
diagrams/descriptions
GUIDED READING: SEE
LEVEL TEXT PLANS
INDEPENDENT READING:
3R1.1, 3R1.2
1. TSW read independently
for enjoyment and fluency
2. Record reading in
reading log
Indicators: 3-1.1,3-1.2,31.3,31.4,3-1.5,3-1.6,3-1.9,3-1.10,32.1,,3-2.2,3-2.3,3-2.8,3-2.9,33.1,3-3.2,3-3.4,3-3.5
Teacher will do a Read Aloud of
choice.
1. TTW read and question
students.
2. TSW participate in “Turn and
Talk”
Focus Skills:
Make predictions; summarize main
idea; analyze character and
setting; compare and contrast
settings, characters, events, and
ideas in a variety of texts; identify
problem and solution.
Assessment: TO student
participation in turn and talk