2014-2015 Curriculum Blueprint
Grade:
3
Course: ELA
Unit 2
Lexile Band 520L-820L
Approximate Time:
20 days
Unit 5 DSC & DBQ
Unit Overview
In this unit, the students will take an exploration through space reading a variety of expository texts and biographies. Students will then prepare and present
an informative speech on a selected topic from our journey through space using the selected text as the anchor for their speech. To do this, students will read
closely and use text features and key details to determine the main idea of a text. They should also be able to describe the relationship between concepts and
events and describe the sequence of events in a text using specific language.
Learning Goal
Essential Question
Students will understand how the use of text features, key details, and
relationships between concepts and ideas support the main idea of a text
3.RI.1.2 Scale 3.RI.1.3 Scale 3.RI.2.5 Scale
(Use indicators that align to learning goal)

How does an author support their main ideas?

How does the language in informational texts signal particular kinds of
relationships?
Students will write informative/explanatory texts to examine a topic and
 How can I communicate and convey ideas clearly in writing?
convey ideas and information clearly.
3.W.1.2 Scale
Published Product for Unit 2
Choose a specific topic from the Harriet Tubman DBQ (ex: underground railroad, Civil War Nurse, etc. ) to write and
present a 2-3 minute informative speech. In your speech:
 Introduce the main idea of your selected text, as well as appropriate facts and key details referencing text features
that support the main idea
 Describe the relationship between one important events or concepts using specific language
 Use linking words and phrases and a concluding statement or section
You may add your own visual displays to presentations to emphasize or enhance certain facts or details.
Focus Writing Standard
3.W.1.2 (DOK 3) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Draft 6-2014
Reading Standards
3.RI.1.2 (DOK 2) Determine the main idea of a text; recount the key details and explain how they support the main idea.
• Determine the main idea of a text
• Recount key details of a text
• Explain how the key details support the main idea
2nd: Identify the main topic of a multiparagraph texts as well as the focus of specific paragraphs within the text
4th: Determine the main idea of a text and explain how it is supported by key details; Summarize the text
3.RI.1.3 (DOK 3) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that
pertains to time, sequence, and cause/effect
• Define and use terms pertaining to time, sequence, and relationships
• Define and use terms pertaining to cause and effect
• Identify relationships within text
• Describe the relationship that occurs between historical events
• Describe the relationship that occurs between scientific ideas or concepts
• Describe the relationship that occurs between the steps from a procedure
• Describe the sequence of events using language pertaining to time, sequence, and cause and effect
2nd: Describe the connection between a series of historical events scientific ideas or concepts, or steps in technical procedures in a text
4th: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
3.RI.2.5 (DOK 2) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently
• Determine how readers use search tools
• Use various text features to locate key facts or information
• Use search tools to locate key facts or information
2nd: Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently)
4th: Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text
Speaking and Listening Standards
3.SL.1.3 (DOK 2) Ask and answer questions about information from a speaker, offering
appropriate elaboration and detail.
3.SL.1.2 (DOK 2) Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually, quantitatively, and
orally.
Draft 6-2014
Language Standards
3.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
c. Use commas and quotation marks in dialogue.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding
suffixes to base words (e.g., sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including beginning dictionaries, as needed to check and
correct spellings.
Informational Texts
Teach and Modeling
Informational Tasks
3.RI.1.2 (DOK 2) After reading Earth ______________ write a paragraph explaining
__________________________. Use the main ideas and key details from the text to support your
explanation.

Brave Harriet 810L
DSC , Unit 5 pgs. 236-254

Wilma Unlimited AD730L
DSC, Unit 5 pgs. 256-274
3.RI.1.2 (DOK 2) After reading ______________________________ create a classifying (tree) map
recounting the key details and main idea of the section. Then write a constructed response explaining
how the details support the main idea.

The Universe
Pearson Science, Chapter 2
page 48-90
3.RI.1.2 (DOK 2)/ 3.SL.1.2 (DOK 2) Using the text __________________________, recount the key
details and have a collaborative discussion in which you determine the main idea and how
______________________________________________.

Harriet Tubman DBQ
3.RI.1.3 (DOK 3) Using the text ______________________________, create a timeline of
____________________. Then using the timeline and additional details from the text, write an
extended response describing the relationship between ___________________________. Be sure to
include language that pertains to time and cause and effect.
Apply with Close Reading


Life in the Space Station 590L
Readworks.org
3.RI.1.3 (DOK 3) After reading the expository text, ____________________, write a paragraph in
which you describe the relationship between _________________________________. In your
Mission to Mars By: Phelan, Glen, National discussion, use language pertaining to cause and effect. Include 2-3 details from the text in your
discussion.
Geographic Explorer 550L

The Universe
Pearson Science, Chapter 2
page 48-90
3.RI.2.5 (DOK 2) What does it take to work in space? After reading, _______________________,
write an extended response in which you use the text features to explain what it takes to be an
astronaut. Use key facts and information from the text features to support your response.

Harriet Tubman DBQ
3.RI.2.5 (DOK 2) After reading ___________________, use key facts and information found in the text
features and text provided on page___________, to write a constructed response comparing
________________________________________. Use details from the text and text features to
support your answer.
*Students should interact with the selected texts
multiple times to master the three focus reading
standards within this unit. PLC’s should collaborate
to determine the order of instruction and strategies
that support the learning goal.
Draft 6-2014
*The tasks provided are a sampling therefore additional tasks would be required to ensure
adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
3.RI.1.2 (DOK 2)
3.RI.1.3 (DOK 3)
3.RI.2.5 (DOK 2)
*What examples/key details can you find to support
the idea that __?
*What relationship exists between the
events/ideas/concepts/steps?
*Why does the author provide__ (text features,
hyperlinks, sidebars) in the text?
*What is the most important point/idea in __?
*Describe how __ occurred/occurs, including
language pertaining to time/sequence/cause
and effect.
*What does __ (text feature, search tools) tell you
about __?
* Recount the detail you felt was most important and
why.
*What was the result of (event)?
*Using __ (text feature, search tools) explain the
concept __?
*What facts/ideas support the main idea?
*What was the result of ______’s idea?
*What is the main idea of __?
*How do the details of the text support the main
idea?
Draft 6-2014
*How can __ (text feature, search tools) help you
locate information about __?
*While using the computer to search for your
topics, which words would you use to refine your
search to find relevant information efficiently?