Name: Ms.

Norman Grade: 3rd

Subject: English Language Arts Week of : October 23-27, 2017
Standards: Review Standard:3RL.3.1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as
the basis for the answers.
3-RL.11.1 Explain the differences between first and third person points of view
3-RL.11.2 Compare and contrast the readers point of view to that of the narrator or a character.
3W 2.1 Write explanatory texts that provide a concluding statement or section.
3W 5.2 Use apostrophes to form singular and plural possessive nouns.

3RI 3.1 Identify and know the meaning of the most common prefixes and derivational suffixes.

Essentials I can explain the differences between first and third person point of view. Academic Vocabulary:
for Learning I can tell how my own point of view is similar to or different from the narrator or characters of a story. point of view, narrator, character
I can write explanatory text and provide a conclusion for closure. first person point of view,
I can identify and gain knowledge of the most common prefixes and suffixes. third person point of view
affix, prefix, suffix, conclusion

Component Monday Tuesday Wednesday Thursday Friday

Lesson Review Teacher will review the RACE Teacher will review R and A of the RACE Teacher will review R, A, and C of the Teacher will review R, A, C, and E of the Teacher will review the RACE strategy
strategy with students using a power- strategy with students. Teacher will reread RACE strategy with students. Teacher will RACE strategy with students. Teacher will along with extending and providing a
(Homework
point. Teacher will read passage and passage and discuss passage with students. reread passage and discuss passage with reread passage and discuss passage with closing statement for closure of a
Review/Daily demonstrate how students should Teacher will model the third part of RACE students. Teacher will model the fourth part students. Teacher will model how to extend
TDA. Students will demonstrate or
Orals) number their paragraphs before which is C-cite for evidence. Teacher will of RACE which is E- explain your answer. and provide a closing statement for a TDA.
restating and answering the question demonstrate and explain how to cite for Teacher will demonstrate and explain how show teacher that they understand by
of a TDA. Teacher will model the evidence. Teacher will also explain and you explain your answer using RACE. writing and sharing their response to a
first two parts of the RACE strategy demonstrate to students what is considered TDQ.
which is R-restate the question, and plagiarism and/or copying.
A-answer the question.

Anticipatory (R)Listen, Sketch, and Draft.
Set: Students are expected to listen to this
particular piece of the text which
says, At the edge of the forest
stood a mountain. The ants looked
up and could not see its peak. It
seemed to reach right to the
heavens, but they did not stop. Up
(R) Ask students this questions:
(1)What is the theme of the Two Bad
Ants?
told or who narrates the story, and how
(2) How does the theme of the story
affect the point of view of the story?
(W) Flocabulary video on possessive
nouns
(R)Interactive Read Aloud: Two Bad Review using TDQ in a game format called I (R) Interactive Read Aloud: Two Bad
Ants. Students will be expected to answer, have, who has. Then assess the students Ants. Students will show what
From what point of view is this story being based on the story Two Bad Ants. theyve learned by completing the
(RI) Review and Assess
culminating activity which is to
would things be different if the story were (W) Review and Assess complete a TDA for this particular
told from a different characters perspective question(Write to explain how the
(how we see things) or your own (W)Review and Assess text and illustrations in Two Bad
perspective? Ants, show the difference in the
Component Monday Tuesday Wednesday Thursday Friday

the side they climbed higher and (W)Teacher ask this question: (RI)Interactive Practice Website: Learning point of view between the two ants
higher. Students are expected to Farm for affixes and possessive nouns and the reader(you),
How do we provide a concluding
use the description of the mountain
statement for explanatory text? (W)Teacher ask this question: (RI)Reteach, Review, and reassess
and visualize the view of the
mountain through the eyes of the ant (RI)Brainpop video on affixes How are details from a story connected to a (W) Reteach, Review, and reassess
by strictly using the text and, sketch concluding statement?
what it looks like, and then draft (W)Reteach, Review, and reassess
regarding their sketch. After students
(W) Teacher ask this question:
have sketched the mountain, have How does singular and plural possessive
students to look at their illustration nouns help us to relate to any given text?
and compare it to the actual
illustration on the book. Ask students
what did they noticed? Then explain
to them that this is called the point of
view of the ant.

(RI) For word study, view, we will

review the affixes flipchart. We will
go through the chart and talk about
the common prefixes and suffixes.
After we have cover the prefixes and
suffixes, each group will get a
notecard with a word that has a prefix
and a word that has a suffix. The
students will have to define the word
on each card, then underline the
prefix of suffix in the word. The
students will have to work together to
define the word then use both word
in a sentence and write it on the back
of the notecard.

(W) For the mini lesson on writing, I

will show the students the
Flocabulary video on possessive
nouns. Then view, pause, discuss, and
practice the rules for adding s and s
for possessive nouns on learning
farm.
Component Monday Tuesday Wednesday Thursday Friday

Objective and 3-RL.11.2 TLWBAT compare and 3-RL.11.1 TLWBAT explain the 3-RL.11.2 TLWBAT compare and contrast 3-RL.11.2 TLWBAT compare and
Purpose: contrast the readers point of view to differences between first and third person the readers point of view to that of the contrast the readers point of view to
that of the narrator or a character. points of view. narrator or a character. that of the narrator or a character.

EQ: How does the point of view EQ: How does the theme affect the EQ: How does our personal point of view EQ: How does our personal point of
affect the plot of the story? point of view of the story? differ from the point of view of the view of Two Bad Ants differ from the
characters? point of view of the characters?
3W 2.1 TLWBAT write explanatory 3W 2.1 TLWBAT write explanatory texts
texts that provide a concluding that provide a concluding statement or 3W 2.1 TLWBAT write explanatory texts 3W 2.1 TLWBAT write explanatory
statement or section. section. that provide a concluding statement or texts that provide a concluding
EQ: How do we provide a concluding
section. statement or section.
EQ: What should be included in a statement for explanatory text?
concluding statement? EQ: How do we explain within a EQ: How are details from a story
3W 5.2 TLWBAT use apostrophes to form
concluding statement? connected to a concluding
3W 5.2 TLWBAT use apostrophes to singular and plural possessive nouns.
statement?
form singular and plural possessive 3W 5.2 TLWBAT use apostrophes to form
EQ: How do we determine when a noun
nouns. singular and plural possessive nouns. 3W 5.2 TLWBAT use apostrophes to
should be written in singular or plural
form singular and plural possessive
EQ: How do we form singular and possessive form? EQ: How are irregular nouns written in
nouns.
plural possessive nouns? possessive form?
3RI 3.1 TLWBAT identify and know the EQ: How does singular and plural
3RI 3.1 TLWBAT identify and know meaning of the most common prefixes and 3RI 3.1 TLWBAT identify and know the possessive nouns help us to relate to
the meaning of the most common derivational suffixes. meaning of the most common prefixes and any given text?
prefixes and derivational suffixes. derivational suffixes.
EQ: How do we determine what the
EQ: How do we determine if a base or root word is of any word? EQ: How do affixes change the meaning
word has a prefix or suffix added of words? 3RI 3.1 TLWBAT identify and know
to it? the meaning of the most common
The purpose of each standard is to help
prefixes and derivational suffixes.
students become better readers, writers, The purpose of each standard is to help
The purpose of each standard is to and communicators. Knowing who is students become better readers, writers, and
help students become better readers, telling a story helps you keep track of communicators. Knowing who is telling a EQ: How do affixes affect details
writers, and communicators. whats happening in the story and it also story helps you keep track of whats from the story, Two Bad Ants?
Knowing who is telling a story helps helps you better understand the happening in the story and it also helps you
you keep track of whats happening character(s). better understand the character(s).
in the story and it also helps you
better understand the character(s).
The purpose of each standard is to help
students become better readers,
writers, and communicators. Knowing
who is telling a story helps you keep
track of whats happening in the story
and it also helps you better understand
the character(s).

Instructional 8:00-8:20 8:00-8:20 8:00-8:20 . 8:00-8:20

Input/Direct
Instruction: Interactive Read Aloud Interactive Aloud Interactive Read Aloud Interactive Read Aloud
Component Monday Tuesday Wednesday Thursday Friday

Two Bad Ants Two Bad Ants Two Bad Ants Two Bad Ants

Shared Reading Shared Reading

Shared Reading Shared Reading Teacher will continue to read Two Bad Teacher and students will go over the
Ants, and explain that we will be analyzing assessment so that students can get
Teacher will review the meaning of Teacher will review Mondays lesson of point of view in this text. Teacher will ask immediate feedback and see where
point view. Teacher will give close reading. Teacher will continue with students to look for evidence of point of
they went wrong. Teacher will reteach,
students the opportunity to tell from interactive read aloud with stopping points view as the text is read aloud. Teacher will
read the first few pages and ask students to review, and reassess to those students
what point of view is Two Bad Antsto question students about the text. The
identify the point of view for the that fail the assessment. Upon
being told. Teacher will ask students teacher will ask and discuss the following
story(characters point of view = ants). completion of going over Thursdays
to come up and circle unfamiliar questions with the students after students Teacher will create a two-column chart(T- assessment, teacher and students will
words from the text including affixes. have turned to their elbow partner and Chart) titled Ants Point of View/My point focus on the culminating activity
Teacher will use stopping points to discuss their thoughts and answers with of view. Teacher will read the first pages (4-
15) and model how to record information which is to complete the TDA.
ask text dependent questions to check their partners:
about the characters point view(ants) and a
for students understanding, such as
humans point of view.
The last line of the story states
based on the text, describe the ant
that this is where they were Word Study
world, and what evidence in the text Word Study
meant to be. In the beginning
helps the reader build understanding Teacher will review how to determine if a Reteach, Review, and reassess as
of the story, the ants thought word has a suffix or prefix added to it.
about the literal meaning. Students needed
being near the crystals, the Teacher will also discuss the meaning of
will also be asked to turn to their
tasty treasure was where they certain affixes and show how affixes change 8:20-8:50
elbow partner to discuss TDQ. The
should be. What evidence do the meaning of words.
teacher will also ask based on the
you find on page 24 that they Teacher will view, pause, discuss, and
point of view of the ants, the ants practice affix video from learning farm.
had discovered a more valuable 8:20-8:50 Writing
thought that they had been caught in
reason to return home? What
a whirling storm. The teacher will DOL: Reteach, Review, and
was of greater value to them
ask students that using evidence from Writing reassess as needed
now? Why?
the text, where were they from the
readers (human) perspective. What is the theme (central Mini Lesson
DOL: (Stand Up, Hand Up, Pair Up) will
Teacher will explain that the reason message or moral) of this text? Reteach, review, and reassess as
be used for DOL
why it is important to know whose What sentence would provide the best needed
telling the story because it helps you conclusion to this composition?
keep track of whats happening and it Word Study
DOL will lead into writing concluding
also helps you better understand the Teacher review the meaning of affixes.
statements to provide closure of
characters. Teacher will demonstrate how to determine explanatory text.
Word Study the base word when using affixes. Teacher
and students view, pause, discuss, and Mini Lesson:
Teacher will review the meaning of practice affix video from brain pop.
Teacher and students will observe and
the words, affix, prefix, and suffix.
8:20-8:50 discuss what happens to irregular nouns
The teacher will then go back to the
when we have to show the singular and
board and demonstrate how you Writing plural possessive form of them. Teacher and
should determine if the word is
students will go to learning farm and
classified as a word with a prefix or DOL: (Stand Up, Hand Up, Pair Up)
will be used for DOL. practice irregular nouns and how we make
suffix, and where is the base word in
them possessive.
this particular word. Word study will
DOL:
integrated during guided reading What sentence would provide the best
instruction as well. conclusion to this composition?
Component Monday Tuesday Wednesday Thursday Friday

DOL will lead into writing concluding

8:20-8:50 statements to provide closure of
Writing explanatory text.

DOL: (Stand Up, Hand Up, Pair Mini Lesson:

Up) will be used for DOL.
Students will view the rules for singular
What sentence would provide the and possessive nouns from Flocabulary.
best conclusion to this composition?
Teacher and students will go to learning
DOL question will lead into writing farm and practice two more sentences to
concluding statements to provide see if students can apply the rules for
closure of explanatory text. making singular and plural possessive
nouns.
Mini Lesson: Teacher will review
singular and plural possessive nouns Teacher will then use DOL question as a
using Flocabulary. The teacher will focus for todays lesson on writing a
define possessive nouns.(Nouns that concluding statement to provide closure.
show ownership and always end in
apostrophe s when singular or s
apostrophe when plural). Teacher
and students will practice two more
sentences to see if students can
identify which noun is the possessive
noun and whats missing or what
needs to be added. Students and
teacher will practice.

Teacher will then use DOL

question as a focus for todays
lesson on writing a concluding
statement to provide closure.
Teacher will view, pause, and
discuss power-point on how to
provide a concluding statement for
writing.

Guided 10:00-11:05 10:00-11:05 10:00-11:05 10:00-11:05

Guided Reading Guided Reading Guided Reading Guided Reading/Writing
Practice: Small group instruction will be Small group instruction will be provided In small group instruction, teacher and During small group instruction, the
provided by the teacher using the by the teacher. Teacher will listen as students will read pages 16-21. Teacher will teacher will use the guide students
Monitor and Two Bad Ants. Teacher will listen as students read leveled texts. Guided have students work in pairs to analyze the through the process of RACE to
Adjust students read leveled text. Teacher Reading will also be a continuation of two different points of view and record
complete the TDA. Students will get
and students will close read and shared reading based on what students information. As students work together in
discuss questions to help students think the theme of the story is and how pairs, with the guidance of the teacher, the the opportunity to work together and
gain a deeper understanding of the does the theme affect the point of view of students are going to be required to discuss switch papers to see what their
text and to get an understanding of the story. Students will get the what is the point of view of the text, how do writings need improvement on and
how the point of view affect the plot opportunity to share their theme of the the illustrations of the story help us what their writing is missing.
of the story. : story. understand the point of view of the text, and
Component Monday Tuesday Wednesday Thursday Friday

The teacher will ask the following how can our personal point of view differ Small Groups will include:
questions: Small Groups will include: from the point of view of the characters. Independent Reading
Considering the point of Independent Reading Small Groups will include: Writing
view of the ant. Using Writing Independent Reading Word study
the text on pages 7 and Word study Writing Teacher Directed Group
8, explain why the place Teacher Directed Group Word study
is unnatural to the ant. Teacher Directed Group
The teacher will integrate
word study by discussing
the meaning of
unnatural. Teacher will
ask students what is this
word an example of and
students should say that
this word is an example of
a word with a prefix.
Teacher will ask students
what does the prefix un
means. Teacher will also
ask the base word of the
word unnatural. Teacher
will caution students to
keep an eye out on other
words in the text that may
be an examples of affixes.
The point of view of the
ants, on page 12, is that
they had been caught in
a whirling storm.
Using evidence from the
text, where were they
from the readers (human)
perspective.
On page 15, the author
uses a nonliteral
description of the ants
falling into a drink that is
a boiling brown lake.
What evidence in the text
helps the reader build
understanding about the
literal meaning.
More questions will be
asked as well. These are
just sample questions to
help students gain
understanding and to give
the students the
opportunity to dig deeper
in the text.

Small Groups will include:

Independent Reading
Writing
Component Monday Tuesday Wednesday Thursday Friday

Word study
Teacher Directed Group

Independent Independent Reading Independent Reading Independent Reading Independent Reading

Practice: Students will get their Ipads and go Students will draw/create a Venn diagram Students will read the rest of the book and The writing prompt will be used here
. to Story creator and create a power- comparing and contrasting first and third work independently analyzing the two as the culminating activity. Please note
point on the literary elements of the person point of view. Students will write different points of view and record that the completed student graphic
story which includes the plot. The one statement explaining the differences information on the graphic organizer. Early organizer will serve to inform the
students will use their task card between first and third person point of finishers will go to learning farm and teacher about student learning and
along with a rubric to complete this view. Early finishers will go to learning complete the assignment on point of view. progress
task. Early finishers will go to farm and complete the assignment on point
Writing Writing
learning farm and practice affixes. of view.
Students will get their very own writing
Writing: Writing
back and edit and revise their papers based
Students will begin with a new text
Students will use the RACE strategy Students will switch papers with a partner on the components of RACE and their
dependent question from, Two Bad
to aid in writing concluding and use a rubric to check off all concluding statement. Their editing and
Ants. Students will be expected to
statements for TDA. Upon components of RACE along with the revising should also be based off of what
analyze the text and write a written
completion, students will go to concluding statement using their partners their partner discovered missing from the
response for the following TDQ,
learning farm and complete their paper. Upon completion students will read writing. Teacher will also conduct writing
(Write to explain how the text and
assignment on editing and revising. a book from the leveled basket and input conferences during this time as well. Once
illustrations in Two Bad Ants, show
information in their reading log. students are finished with the writing
Word study: the difference in the point of view
conference with the teacher, students will
Word study between the two ants and the
Students will use their story to look read a book form the leveled basket and
reader(you)? Students will be
for example of affixes in the text. Students will complete a worksheet on input information in their reading log(Epic).
expected to work on C of the Race
Teacher will discuss what the word affixes.
Word Study strategy. Teacher will also conduct
means and how the with students.
writing conferences during this time as
Students will get their Ipads and go to
well. During the writing conferences
leaning farm and complete an assignment on
and small group instruction, the
affixes.
teacher review the R and A of the
students written responses. Once
students are finished with the writing
conference with their teacher, students
will read a book form the leveled
basket and input information in their
reading log(Epic).

Closure: Students will answer and share their Exit TicketHow does the theme affect Students will share their answers with the
response as to how does the point of the point of view of a story? class from the point of view graphic
organizer. Teacher will provide closure as
view of the story affect the plot.
well by discussing the entire point of view
graphic organizer with the class to ensure
that all students have the correct
Review using I have, who has and
then assess students.
At the end of the lesson, the teacher
will revisit the Learning Goal Scale.
Students will self-assess with the scale.
They will reflect on where they started
and where they ended. The Learning
Component Monday Tuesday Wednesday Thursday Friday

information. Goal Reflection Sheet will be used for

students closure.

Assign Assign nonfictional passage from
Homework: Assessing Complex Text for students
to close read, and answer questions
that identifies and explain what the
text says, how the text work, and
what the text mean.
Assign nonfictional passage from Assign nonfictional passage from Assessing Assign nonfictional passage from Assessing Assign a TDA Prompt for students
Assessing Complex Text for students to Complex Text for students to close read, and Complex Text for students to close read, and read, analyze, and write.
close read, and answer questions that answer questions that identifies and explain answer questions that identifies and explain
identifies and explain what the text says, what the text says, how the text work, and what the text says, how the text work, and what
how the text work, and what the text mean. what the text mean. the text mean.

Resources: Point of View power-point Point of View power-point Point of View power-point Point of View power-point Point of View power-point

Magic Minutes Quick Read Alouds Magic Minutes Quick Read Alouds for Magic Minutes Quick Read Alouds for Magic Minutes Quick Read Alouds for Magic Minutes Quick Read Alouds for
for Everyday Everyday Everyday Everyday Everyday

Learning Farm Learning Farm Learning Farm Learning Farm Learning Farm

RACE power-point RACE power-point RACE power-point RACE power-point RACE power-point

Common Core Book Common Core Book Common Core Book Common Core Book Common Core Book

Assessing Complex Text Book Assessing Complex Text Book Assessing Complex Text Book Assessing Complex Text Book Assessing Complex Text Book

Ipads Ipads Ipads Ipads Ipads

Smart board Smart board Smart board Smart board Smart board

White board White board White board White board White board