5 School Lesson Plan

Dates: March 17 – March 21

3rd Grade READING

Objective & TEKS Procedure

M Genre: Informational Text Interactive Read Aloud: The Power of Magnets TEKS: 3.13A,C,D from Journeys Unit 6 Lesson 27. Obj: We will analyze, make inferences, and -Using your (TEKS 3.13A,C,D ), you will need to draw conclusions about expository text and prepare deep comprehension questions, provide evidence to support our discussion stems, or opportunities for students to understanding. share their thinking during the read aloud. -Prepare sticky notes with the questions and Product: I will analyze, make inferences, and place them on the appropriate page in a Student draw conclusions about expository text and Book you will use for your IRA. (There are provide evidence to support my questions on pg.92 of your CLLG.) understanding. -- Create the Informational Text Anchor Chart with your students. Your Anchor chart should include a working definition, noticings (author’s purpose, graphic features, text features, main idea, details, text structure, facts, and opinions) and book examples you complete using your IRA mentor text. Use CLLG pg.108 if help is needed. (see handouts for details)

Students read independent informational selections from Journeys or the leveled readers from your adoption. 3rd grade has a TON of informational texts listed on pgs 112-121 in the CLLG. T Genre: Informational Text Minilesson: Main Idea TEKS: 3.13A –USE Main Idea Lesson Overview for Obj: We will identify the main idea or facts Expository Text that support the main idea. (see handouts for details)

Product: I will identify the main idea or facts that support using the graphic organizer and Text: : The Power of Magnets from Journeys my independent text. Unit 6 Lesson 27

-Create the Main Idea Anchor Chart with your students.  Use preplanned stopping points to determine the main idea of paragraph(s) and then the entire selection using the Main Idea graphic organizer with your students (see handouts for details)

Students use their independent informational text to complete the Main Idea graphic organizer in their Reader’s Notebook or on the handout provided. W Genre: Informational Text Minilesson: Cause and Effect TEKS: 3.13C Text: “Frogs at Risk” Obj: We will identify explicit cause and effect relationships among ideas in texts. -Create the Cause and Effect Anchor Chart with your students. Product: I will identify explicit cause and (see handouts for details) effect relationships among ideas in text.  You will need to print off the “Frogs at (You will need to print off “Moose on the Risk” selection from the website to use Move” selection from the website for as your mentor text independent text)  Have filled in 1 cause and model/work with students to locate effect, also have filled in 1 effect and model/work with students to locate the cause  Its important for the students to be able to go both directions on the chart

Students use their independent informational text to complete the Cause & Effect graphic organizer in their Reader’s Notebook or on the handout provided.. R Genre: Informational Text Minilesson: Text Features TEKS: 3.13D Obj: We will use text features (e.g. guide Introduce text features by showing this YouTube video words, topic, and concluding sentences) to on text features: Text Feature Lesson (click on this link locate information, make and verify OR download the video from our website under predictions about contents of text. STAAR Lesson Plans) This video is 9 minutes long. If you do not feel you have the time to watch this lesson Product: I will use text features (e.g. guide with your students, proceed to the minilesson and words, topic, and concluding sentences) to anchor chart locate information, make and verify -Create the Features of Informational/ predictions about contents of text by using Expository Text Anchor Chart with your the graphic organizer and a collection of students using the examples from the handouts. informational texts. (see handouts for details) ***PLEASE REFER TO DETAILED HANDOUT: Features of Informational/ExpositoryText.***

Students complete the Features of Informational/ Expository Text student page in cooperative groups or partners using a social studies or science textbook, informational leveled readers, Journey’s informational texts, and/or any other informational text. ***YOU WILL NEED TO MAKE COPIES OF THE student pages, depending on how you choose to structure this activity!***

F Genre: Informational Text Minilesson: Bridging to STAAR-What it looks TEKS: 3.13A, 3.13C, 3.13D like on a Test Obj: We will understand, make inferences, -Add STAAR stems to previously created and draw conclusions about informational anchor charts texts. (Journeys Texas Assessment Preparation Book Product: I will use make inferences, draw has good short selections with questions stems conclusions about informational texts by that match that are good for bridging. 3.13A understanding what it looks like on STAAR. pg.81, 3.13C pg.77, 3.13D pg.101-102)