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ELA G3:M1:U3

Culminating Project: Accessing Books Around the World

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Building Background Knowledge About Physical Environment: What Makes It Hard for Some People to Get Books?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can make connections between the events, ideas, or concepts in a text. (RL.3.3) 
  • I can explain how an illustration contributes to the story. (RL.3.7)
  • I can distinguish between a narrator or character’s point of view and my own. (RL.3.6)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can make connections between the challenges two characters face in a story.
  • I can explain how the illustrations in That Book Woman help me understand the challenges faced by the characters.
  • I can retell important ideas from the informational text “Physical Environments around the World.”
  • Partner discussion of text illustrations from characters’ perspectives
  • Partner discussion of questions after reading the informational text
  • None

Lesson 2Reading Maps: Locating the Countries We Have Been Reading About

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can use a physical map to find a variety of landforms and water features.
  • I can use a world map to find the countries we have been reading about.
  • I can explain to a classmate or teacher what I understand about the maps I am using.
  • Exit ticket
  • Admit and Exit Ticket
  • Think-Pair-Share

Lesson 3Close Reading of Waiting for the Biblioburro: Finding the Main Message and Taking Notes

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
  • I can describe the characters in a story (their traits, motivations, feelings). (RL3.3)
  • I can describe how a character’s actions contribute to the events in a story. (RL.3.3)
  • I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can identify the main message of Waiting for the Biblioburro by reading the text closely.
  • I can describe what the librarian wanted and what he did.
  • I can sort key details from Waiting for the Biblioburro into categories.
  • I can discuss how the main message of Waiting for the Biblioburro is conveyed through key details. 
  • Close Read recording form
  • None

Lesson 4Continued Close Reading of Waiting for the Biblioburro: Comparing and Contrasting the Children in Colombia, Appalachia, Chad, and Afghanistan

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from the text. (RL.3.1) 
  • I can prepare myself to participate in discussions. (SL.3.1) 
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can answer questions using details from Waiting for the Biblioburro.
  • I can prepare for a discussion by finding similarities and differences between Waiting for the Biblioburro and another text we have already read.
  • I can participate in a discussion with my peers to compare and contrast four stories on a similar topic.
  • Waiting for the Biblioburro: Questions from the Text
  • Waiting for the Biblioburro: Finding Similarities and Differences recording form
  • Jigsaw

Lesson 5Paragraph Writing About Waiting for the Biblioburro

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative/explanatory text that has a clear topic. (W.3.2)
  • I can develop the topic with facts, definitions, and details. (W.3.2)
  • I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
  • I can write routinely for a variety of reasons. (W.3.10)
  • I can plan my paragraph using an Accordion graphic organizer.
  • I can write a topic sentence for a paragraph about the efforts the librarian made in order to get books to the people of Colombia.
  • I can support my topic with details.
  • I can write a sentence to close my paragraph.
  • Paragraph Writing Accordion graphic organizers
  • None

Lesson 6Determining Main Idea Using Text and Illustrations: Accessing Books Around the World

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI 3.7)
  • I can determine the main idea of an excerpt from My Librarian Is a Camel using evidence from the text and the illustrations.
  • Using Text Evidence to Determine the Main Idea: Accessing Books around the World recording form
  • Admit and Exit Ticket

Lesson 7Close Reading of Excerpts from My Librarian Is A Camel: How Do People Access Books Around the World?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can identify the main idea of a passage from My Librarian Is a Camel by using illustrations and reading the text closely.
  • I can record key details from a passage of My Librarian Is a Camel into categories.
  • I can discuss how the main idea in a passage from My Librarian Is a Camel is conveyed through key details.
  • Recording form (based on excerpts from various countries in My Librarian Is a Camel)
  • Admit and Exit Ticket
  • Jigsaw
  • Think-Pair-Share

Lesson 8Group Discussion: Accessing Books Around the World

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from the text. (RL.3.1)
  • I can explain what I understand about the topic being discussed. (SL.3.1) 
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can answer questions using details from My Librarian Is a Camel.
  • I can discuss my opinion about a question with members of other groups.
  • I can give reasons to support my opinion.
  • My Librarian Is a Camel: Questions from the Text (for each student’s country)
  • Exit ticket
  • Jigsaw

Lesson 9Mid-Unit Assessment: Answering Text-Dependent Questions About Librarians and Organizations Around the World

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from the text. (RI.3.1)
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can identify the main idea of a new excerpt from My Librarian Is a Camel by using illustrations and reading the text closely.
  • I can record key details from a new excerpt from My Librarian Is a Camel into categories.
  • I can answer questions using details from a new excerpt from My Librarian Is a Camel.
  • I can discuss how the main idea in a new excerpt from My Librarian Is a Camel is conveyed through key details.
  • Mid-Unit Assessment recording form (based on excerpts from a new country in My Librarian Is a Camel)
  • None

Lesson 10Planning Writing: Making Notes for the Accessing Books Around the World Informative Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can create a plan for my Accessing Books around the World informative paragraph.
  • Paragraph Writing Accordion graphic organizer
  • None

Lesson 11Writing a First Draft: Accessing Books Around the World Informative Paragraphy

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can write an informative text. (W.3.2)
  • I can identify the criteria for a quality informative paragraph.
  • I can write a quality first draft of an informative paragraph with a clear topic sentence that tells who my librarian or what my organization is.
  • I can write an informative paragraph that describes my librarian or organization with specific facts and details.
  • Students’ first draft writing

 

  • None

Lesson 12Revising: Developing Topic Sentences for the Accessing Books Around the World Informative Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can write an informative text. (W.3.2)
  • I can revise my Accessing Books around the World informative paragraph to include a topic sentence that captivates my reader.
  • I can revise my Accessing Books around the World paragraph to include important details about how my librarian or organization is special.
  • Revisions of students’ topic sentence and details

 

  • Think-Pair-Share

Lesson 13Revising: Strong Conclusions for My Accessing Books Around the World Informative Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can write an informative text. (W.3.2)
  • I can revise my Accessing Books around the World informative paragraph for a conclusion that wraps up the paragraph for my reader.
  • I can use feedback and criteria to revise my paragraph.
  • Students’ conclusion revisions
  • Students’ paragraph drafts
  • None

Lesson 14Revising My Accessing Books Around the World Informative Paragraph for a Hook to Captivate My Reader (Optional Lesson)

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can write an informative text. (W.3.2)
  • I can revise my Accessing Books around the World informative paragraph for a “hook” that captivates my reader.
  • Students’ paragraph hooks
  • None

Lesson 15Editing and Publishing: Accessing Books Around the World Informative Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can use conventions to send a clear message to my reader. (L.3.2)
  • I can write a final draft that reflects craftsmanship.
  • I can use correct capitalization in my writing.
  • I can use correct end punctuation in my writing.
  • I can spell grade-appropriate words correctly.
  • I can use resources to check and correct my spelling.
  • Final published paragraph

 

  • None

Lesson 16Illustrating: Geography Icon

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative text. (W.3.2)
  • I can group supporting facts together about a topic in an informative/explanatory text using both text and illustrations. (W.3.2)
  • I can create a quality illustration that helps the reader understand my Accessing Books around the World paragraph.
  • Student illustration and list of geographical features about the region
  • None

Lesson 17End of Unit On-Demand Assessment and Bookmark Celebration

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative text. (W.3.2)
  • I can write a new informative paragraph about how people help deliver books to children in remote and difficult places.
  • I can read my Accessing Books around the World bookmark fluently to my audience.
  • On-Demand End of Unit Assessment (informative paragraph)
  • Student presentation of bookmark
  • None

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