Reading Lesson Planning Guide-Literary | Third Grade
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Predict events and actions, based upon prior knowledge and text features.
PO2. Compare a prediction about an action or event to what actually occurred within a text.
PO3. Ask relevant questions in order to comprehend text.
PO4. Answer clarifying questions in order to comprehend text.
PO5. Extract information from graphic organizers (e.g., webs, Venn diagrams, flow charts) to comprehend text.
PO6. Connect information and events in text to experience and to related text and sources.
GESDPO7. Reformat elements and /or content in an appropriate graphic organizer.
GESDPO8. Summarize a written selection including the main idea(s) and relevant details.
Instructional Period 1
Topic: Literary Elements - Narrative
Strand 2: Literacy Text Comprehension
Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.
Concept 1: Literary Elements
Students need to identify, analyze, and apply knowledge of the structure and elements of literature.
Essential Questions: What are the elements of a story? Do elements change in different stories?
Big Idea: Literary elements are the basic building blocks of a story.
Performance
Objective
S2C1PO2.
Describe
characters (e.g.,
traits, roles,
similarities) within
a literary
selection.
Process Integration
(skills to use)
R-S1C6PO6.
Connect information and
events in text to experience
and to related text and
sources.
R-S1C6GESD PO1.
Use graphic organizers (i.e.,
flow map, circle map, Venn
diagram, double bubble, and
cause and effect) to organize
narrative and expository text
structure.
1
Explanations and Examples
Resources
Explanation:
The students will explain a character by collecting textual evidence in the
following categories: what the character says and does, what others think of the
character, how the character looks and feels, and how the reader feels about
the character to draw conclusions about the characters traits. Then the
students will explain the characters connection to the action throughout the
story (beginning, middle and end) and how the character changed.
Introduction
Lessons:
 See Study
Island 3rd
Grade Reading
Strand
Describing
Characters
example
lesson.
Question Stems:
From this story, the
reader can tell that
____________.
Supplemental
Resources:
 Reader’s
Handbook pp.
How does ________
feel at the end of the
story?
Content Knowledge:
 The major character usually changes throughout the action of the story.
 The character might learn a lesson or change the way they act.
 The major characters learn something important about themselves and
their lives.
 The role the character plays in the action is connected to the theme or
author’s message.
Glendale Elementary School District 2/16/2016
Assessment
Which of the
following words best
describes _______?
Reading Lesson Planning Guide-Literary | Third Grade
W-S3C5PO2.
Write a book report or review
that may identify the:
a. main idea
b. character(s)
c. setting
d. sequence of events
e. problem/solution

The characters connection to the action usually centers on the problem
and resolution.
Key Vocabulary:
Trait: a characteristic or quality that distinguishes somebody.
Role: the part somebody plays in an action or event.
Example:
Read Aloud: Thank You, Mr. Faulkner (or any other book with a
strong character)
Character Depiction: Patricia
Use the following matrix to reformat textual evidence about a characters traits
throughout the story for the following categories:
 What does the character say and do?
 What do others think about the character?
 How does the character look and feel?
 How do I feel about the character?
Then model the process of reformatting the characters connection to the
developing plot. (The characters connection to the action usually centers on the
problem and resolution.)
Patricia‘s
Character
Traits
What does the
character say
and do?
What do others
think about the
characters?
How does the
character look
and feel?
How do I feel
about the
character?
2
Glendale Elementary School District 2/16/2016
Beginning
Middle
End
313-319
Which word best
describes how
_________ feels in
this passage?
Reading Lesson Planning Guide-Literary | Third Grade
Then synthesize the characters traits with how the character has changed
throughout the story to write a character description.
The description should include character traits supported by textual evidence
and how the character evolved or changed throughout the story.
S2C1PO3.
Sequence a
series of events in
a literary
selection.
R-S1C6GESDPO1.
Use graphic organizers (i.e.,
flow map, circle map, Venn
diagram, double bubble, and
cause and effect) to organize
narrative and expository text
structure.
R-S1C6PO3.
Ask relevant questions in
order to comprehend text.
Explanation:
Students should be able to chronologically order a story.
Content Knowledge:
Key Vocabulary:
Time Order Words: (i.e., before, after, next, later…)
Sequence: putting events in order
R-S1C6PO4.
Answer clarifying questions
in order to comprehend text.
Event: something that happens during the story.
W-S3C5PO2.
Write a book report or review
that may identify the:
a. main idea
b. character(s)
c. setting
d. sequence of events
e. problem/solution
Selection: a passage or story selected for reading.
Passage: a portion or section of a written work
Example:
Read Aloud: Oliver Button Is A Sissy (any narrative)
Use one of the following graphic organizers to model reformatting the plot:

Story Organizer
Title ________________________________
Beginning
3
Introduction
Lesson:
 Storytown TE:
Theme 5
(Informational)
T32-T33
Glendale Elementary School District 2/16/2016
Middle
End
Guided Practice
Lessons:
 Storytown TE:
Theme 5
(Informational)
T59
 Writing T65
 Review T81,
T93, T130 –
131, T161,
T177, T189
 Theme 5
(Narrative)
T383 T398
 Storytown Extra
Support Lesson 21
p. 178,
 Lesson 22
p. 186,

Storytown
Weekly Lesson
Testsp. 219220p. 140p.
146
Reading Lesson Planning Guide-Literary | Third Grade


Plot Diagram
CLIMAX
The story reaches a critical
turning point. Tension has
reached its highest point.
RISING ACTION
Characters are faced with
problems and characters
must continually overcome
problems.
EXPOSITION
Characters and setting are
introduced.


Lesson 25
p. 212,
and T398
Challenge
p. 178,186, 212
FALLING ACTION
Tension eases and things start
to get worked out in the story.
RESOLUTION
Everything gets worked out
and the story ends.
Flow Map
Then write out a summary sequencing the events of the story using time order
words.
S2C1GESDPO8.
Explain how
characters (e.g.,
traits, roles,
similarities,
motives and
feelings)
contribute to the
sequence of
events.
R-S2C1PO2.
Describe characters (e.g.,
traits, roles, similarities)
within a literary selection.
A. V.
Motive
Explanation:
Students will be able to explain how a character’s emotions and feelings add to
the story and the order in which the events occur.
Content Knowledge:
Students must have a strong grasp on plot to be successful with this PO. The
characters emotions and feelings directly correlate to the events in the story.
Key Vocabulary:
Trait: a characteristic or quality that distinguishes somebody.
Role: the part somebody plays in an action or event.
Sequence: putting events in order.
Event: something that happens during the story.
4
Glendale Elementary School District 2/16/2016
Introduction
Lesson:
 Use the story
Chrysanthemu
m by Kevin
Henkes to
complete an
anchor chart of
the flow-map
showing how
the events in
the story are
affected by the
feeling,
emotions, and
Question Stems:
How do the
character’s feelings
affect the story?
Do the characters
feelings positively or
negatively affect the
story?
What character trait
of _____________
helped solve the
problem in the story?
Reading Lesson Planning Guide-Literary | Third Grade
actions of the
character.
Plot: events that occur within a story.
Events: things that happen during a story.
Example:
Using Ruby The Copycat, from Storytown Theme 1 Lesson 1, read the story
aloud and complete the flow-map below with important events in the top row.
After completing the flow-map reread the story focusing on Ruby’s emotions
during each event and how her feelings affect the sequence of events and
complete the bottom row.
Ruby is new at
school.
Ruby copies
Angela.
Angela tells the
teacher that Ruby
copied her.
Ruby shows the class
how to hop.
Ruby is
nervous.
Ruby wants to
be like Angela.
Ruby is sad.
Ruby becomes
confident and is proud
of who she is.
Discuss how Ruby’s feelings and emotions contribute to the sequence of
events.
5
Glendale Elementary School District 2/16/2016
Supplemental
Resources:
Storytown TE
Theme 2 p. T44-T57
Babe and I



Mufaro’s
Beautiful
Daughters by
John Steptoe
Madeline
The Giving Tree
Reading Lesson Planning Guide-Literary | Third Grade
S2C1PO5.
Identify the
speaker or
narrator in a
literary selection.
R-S1C6PO3.
Ask relevant questions in
order to comprehend text.
R-S1C6PO4.
Answer clarifying questions
in order to comprehend text.
A. V.
Speaker
Narrator
Explanation:
Students need be able to tell who is telling the story.
Content Knowledge: Knowledge of words that signal a specific speaker.
When the word “I” is used it signals that a narrator is telling the story.
Key Vocabulary:
Narrator: one who relates a series of events
Example:
Read a story aloud to the class and do a meta-cognitive think aloud about who
is telling the story. Talk about the word “I” as a signal that the story is being told
by a narrator. As guided practice read another story aloud and have students
identify the speaker with justification from the text.
.
6
Glendale Elementary School District 2/16/2016
Introduction
Lessons:
 Storytown TE
Theme 2: p.
T165
Examples of
Text to
reinforce /
practice
identifying
speaker, It’s
About Dogs
Supplemental
Resources:
 See Study
Island 3rd
Grade Reading
Strand Identify
the Speaker
example
lesson.
Question Stems:
Who is the speaker
of this passage?
Who is the narrator
in this selection?