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ELA G3:M2A

Adaptations and the Wide World of Frogs

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Week 1-2 Unit 1: Building Background Knowledge: Learning to Become an Expert (about Frogs)

Instructional FocusLong-Term TargetsAssessments
  • Building background knowledge on bullfrogs
  • Close reading of informational text Bullfrog at Magnolia Circle
  • Asking and answering questions using complex text
  • 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 retell key ideas from an informational text. (RI.3.2)
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
  • I can use information from the words to understand informational texts. (RI.3.7)
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • Mid-Unit 1 Assessment: Close Reading of Bullfrog at Magnolia Circle (RI.3.1, RI.3.2, RI.3.3, RI.3.7, W.3.8, and L.3.4)
  • Close Reading: Building expertise about bullfrogs
  • Using text features to locate information
  • Comparing texts on the same topic
  • 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 express ideas using carefully chosen words. (L.3.3a)
  • I can accurately use third-grade-level academic vocabulary to express my ideas. (L.3.6)
  • End of Unit 1 Assessment: Informational Paragraph about How a Bullfrog Survives (W.3.2, W.3.4, L.3.3a, and L.3.6)

Weeks 3-5 Unit 2: Case Study: Reading to Build Expertise about Freaky Frogs

Instructional FocusLong-Term TargetsAssessments
  • Research on specific freaky frog
  • Select specific frog to research in small groups
  • Set up research group systems and structures
  • Use a variety of resource materials
  • Close reading of freaky frog anchor text in small groups
  • 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 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 use information from the words to understand informational texts. (RI.3.7)
  • I can determine the meaning of unknown words in informational text. (L.3.4)
  • Mid-Unit 2 Assessment: Close Reading of an Excerpt about a New Freaky Frog (the Spadefoot Toad) (RI.3.1, RI.3.2, RI.3.7, and L.3.4)
  • Synthesizing research
  • Continued research
  • Discussions comparing and contrasting unusual frogs with bullfrogs
  • 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)
  • With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
  • I can express ideas using carefully chosen words. (L.3.3)
  • I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)
  • End of Unit 2 Assessment: Informational Paragraph about the Poison Dart Frog (W.3.2, W.3.4, L.3.3a, and L.3.6)

Weeks 6-8 Unit 3: Culminating Project: Freaky Frog Trading Cards

Instructional FocusLong-Term TargetsAssessments
  • Preparing to create the freaky frog trading card
  • Capturing key ideas from research for informational side of freaky frog trading card
  • Writing and talking about freaky frogs
  • 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 express ideas using carefully chosen words. (L.3.3)
  • Mid-Unit 3 Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph (W 3.2, W.3.3, W.3.5, and L.3.3.)
  • Creating the freaky frog trading card
  • Using the writing process to write a research-based narrative text
  • Revising for carefully chosen words
  • Editing for conventions
  • 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 express ideas using carefully chosen words. (L.3.3)
  • End of Unit 3 Assessment: Research-Based Narrative Paragraph about Your Freaky Frog (a second category from the recording form) (W.3.2, W.3.3, and L.3.3)
  • Final Performance Task: Freaky Frog Trading Card (W.3.2, W.3.3, W.3.4, W.3.5, and L.3.3)

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