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ELA G3:M2A:U3

Culminating Project: Freaky Frog Trading Cards

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 1Reading New Texts about Freaky Frogs

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can ask questions to deepen my understanding of an informational text. (RI.3.1)
  • I can answer questions using specific details from an informational text. (RI.3.1)
  • I can determine the meaning of unknown words in an informational text. (RI.3.4)
  • I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.9)
  • I can read and identify the main idea and key details of my freaky frog text.
  • I can determine the meaning of unknown words using context clues and my vocabulary notebook.
  • Close Reading: Main Ideas and Details recording form
  • None

Lesson 2Research Synthesis and Science Talk: Freaky Frog Research Matrix and Science Talk about How Freaky Frogs Survive

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can record details about my freaky frog’s adaptations into categories on my Freaky Frog Research matrix.
  • I can effectively participate in a Science Talk about how my freaky frog survives.
  • I can follow our class norms when I participate in a conversation.
  • I can ask questions so I am clear about what is being discussed.
  • I can ask questions on the topic being discussed.
  • Freaky Frog Research matrix
  • Science Talk criteria checklist
  • Admit and Exit Tickets
  • Think-Pair-Share

Lesson 3Writing a First Draft: Facts and Image Side of the Freaky Frog Trading Card

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative/explanatory text. (W.3.2)
  • I can group supporting facts together about a topic in an informative/explanatory text using both text and illustrations. (W.3.2a)
  • I can write the most important facts about my freaky frog on the Facts and Image side of my Freaky Frog Trading Card.
  • First draft of Freaky Frog Trading Card: Facts and Image Side
  • Criteria for Success (for first draft)
  • None

Lesson 4Publishing: Facts and Image Side of the Freaky Frog Trading Card

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative/explanatory text. (W.3.2)
  • I can group supporting facts together about a topic in an informative/explanatory text using both text and illustrations. (W.3.2b)
  • I can use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others (with guidance and support from adults). (W.3.6)
  • I can write the final draft of the important facts about my freaky frog on the Facts and Image side of my trading card.
  • I can select an image that shows my freaky frog’s adaptations.
  • Freaky Freaky Trading Card Facts and Image Side final draft
  • Jigsaw

Lesson 5Planning Writing: Generating Criteria and Making a Plan for the Paragraph Side of the Freaky Frog Trading Card

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce writing that is appropriate to task and purpose (with support). (W.3.4)
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can sort evidence into provided categories. (W.3.8)
  • I can identify the criteria for a strong research-based narrative paragraph.
  • I can plan my writing by completing an accordion paragraph organizer about one of my freaky frog’s adaptations.
  • Accordion Paragraph graphic organizer
  • Criteria anchor chart (whole class)
  • None

Lesson 6First-Person Writing Using Vivid and Precise Words

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can express ideas using carefully chosen words. (L.3.3)
  • I can determine the meaning of unknown words in an informational text. (RI.3.4)
  • I can use vivid and precise words to write first-person sentences about my freaky frog.
  • Vivid and Precise First-Person Freaky Frog Sentences recording form
  • Exit ticket
  • Admit and Exit Tickets

Lesson 7Mid-Unit Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative/explanatory text. (W.3.2)
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can conduct a research project to become knowledgeable about a topic. (W.3.7)
  • I can express ideas using carefully chosen words. (L.3.3)
  • I can write a first draft of my Freaky Frog Trading Card paragraph in first person, so it sounds like a story from the point of view of my frog.
  • I can use vivid and precise words and phrases in my writing.
  • Students’ first-draft writing
  • Admit and Exit Tickets
  • Jigsaw
  • Think-Pair-Share

Lesson 8Revising: Using Vivid and Precise Verbs and Adjectives

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can express ideas using carefully chosen words. (L.3.3)
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can revise my Freaky Frog Trading Card paragraph to include vivid and precise verbs and describing words to communicate what I have learned about how my frog survives.
  • Students’ word choice revisions
  • None

Lesson 9Final Revision: Using Feedback and Criteria

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative/explanatory text that conveys ideas and information clearly. (W.3.2)
  • I can use conventions to send a clear message to my reader. (L.3.1)
  • I can use coordinating and subordinating conjunctions. (L.3.1h)
  • I can write simple, complex, and compound sentences. (L.3.1i)
  • I can express ideas using carefully chosen words. (L.3.3)
  • I can produce writing that is appropriate to task and purpose (with support). (W.3.4)
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can use feedback and criteria to strengthen my Freaky Frog research-based narrative paragraph (back side of card).
  • Drafts of student writing with evidence of revision based on rubric.
  • None

Lesson 10Editing: Polishing Our Writing

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use conventions to send a clear message to my reader. (L.3.2)
  • I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
  • I can capitalize appropriate words in titles.
  • I can spell words that have suffixes added to base words correctly.
  • I can use resources to check and correct my spelling.
  • Conventions Criteria checklist
  • Students’ edited writing
  • None

Lesson 11Publishing: Writing the Final Draft of My Freaky Frog Trading Card

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 quality craftsmanship in the final draft of my Freaky Frog Trading Card paragraph.
  • Final draft paragraph
  • Tracking My Progress, End of Module recording form
  • None

Lesson 12On-Demand End of Unit Assessment and Freaky Frog Trading Card Celebration

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative text. (W.3.2)
  • I can craft narrative texts about real or imagined experiences or events. (W.3.3)
  • I can conduct a research project to become knowledgeable about a topic. (W. 3.7)
  • I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)
  • I can express ideas using carefully chosen words. (L.3.3)
  • I can write a new research-based narrative paragraph about another adaptation of my freaky frog.
  • I can read my Freaky Frog Trading Card fluently to my audience.
  • End of Unit 3 Assessment (new research-based narrative)
  • Students’ Freaky Frog Trading Card final drafts
  • Think-Pair-Share

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