Unit-at-a-Glance Detail | EL Education CurriculumTEST2

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ELA G3:M2:U1

Reading and Writing Narratives: Poems and Pourquoi Tales about Frogs

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 1Discovering Our Topic: Frogs

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Discovering Our Topic: Mystery Quotes (15 minutes)
B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Introducing the Performance Task (10 minutes)
B. Reading for Gist: “Why the Frog Has a Long Tongue” (15 minutes)

3. Closing and Assessment

A. Launching Independent Reading (15 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can infer about frogs and support my inferences with details and examples from the mystery quotes. (RL.3.1, SL.3.1, SL.3.1b)
  • I can find the gist of a pourquoi tale. (RL.3.4, L.3.4)
  • I can select a research reading book that I want to read. (RL.3.10, RI.3.10)
  • Participation during Mystery Quotes protocol (RL.3.1, SL.3.1, SL.3.1b)
  • Participation during unpacking of guiding questions (SL.3.1, SL.3.1b)
  • Finding the Gist and Unfamiliar Vocabulary: “Why the Frog Has a Long Tongue” (RL.3.4, L.3.4)
  • Mystery Quotes

Lesson 2Building Expertise: Characteristics of Narrative Texts

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Reading: “The Polliwogs” (15 minutes)

B. Shared Reading: “Why the Frog Has a Long Tongue” (20 minutes)

3. Closing and Assessment

A. Debrief: What Is a Pourquoi Tale? (10 minutes)

4. Homework

A. Choose and respond to a Narrative QuickWrite prompt in your Unit 1 homework packet.

B. Ask a family member to tell you a pourquoi tale or bring a written tale (in any language) from home, the library, or the research reading selection.

C. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can fluently read a poem aloud. (RF.3.4a, RF.3.4b, RF.3.4c)
  • I can refer explicitly to the text when answering questions about the text. (RL.3.1, RL.3.2, RL.3.4, RF.3.4, L.3.1a, L.3.4a)
  • I can describe the structure of a narrative text. (RL.3.2, RL.3.3)
  • Choral reading: “The Polliwogs” (RF.3.4a, RF.3.4b, RF.3.4c)
  • Close Reading: “The Polliwogs” note-catcher (RL.3.1, RL.3.2, RL.3.4, RF.3.4, L.3.1a, L.3.4a)
  • Participation in analysis of “Why the Frog Has a Long Tongue” (RL.3.2, RL.3.3)

Lesson 3Writing Narrative Texts: Planning a Pourquoi Tale

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader (5 minutes)
B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Reading: “The Poison-Dart Frogs” (15 minutes)
B. Shared Writing: Planning a Pourquoi Tale (30 minutes)

3. Closing and Assessment

A. Debrief (5 minutes)

4. Homework

A. Reread “Why the Poison Dart Frog Is So Colorful” for gist.
B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can fluently read a poem aloud. (RF.3.4a, RF.3.4b, RF.3.4c)
  • I can refer explicitly to the text when answering questions about the text. (RL.3.1, RL.3.2, RL.3.4, RF.3.4, L.3.4a)
  • I can plan the characters, setting, and a clear sequence of events for a pourquoi tale. (W.3.3a, W.3.4, W.3.5)
  • Choral reading of “The Poison-Dart Frogs” (RF.3.4a, RF.3.4b, RF.3.4c)
  • Close Reading: “The Poison-Dart Frogs” note-catcher (RL.3.1, RL.3.2, RL.3.4, RF.3.4, L.3.4a)
  • Participation in creation of Narrative Planning Graphic Organizer: “Why Do Polliwogs Wiggle?” (W.3.3a, W.3.4, W.3.5)

Lesson 4Writing Narrative Texts: Drafting the Beginning of a Pourquoi Tale

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Reading: “The Wood Frog” (15 minutes)

B. Analyzing a Model (15 minutes)

C. Shared Writing: Drafting the Beginning of a Pourquoi Tale (20 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 1 homework packet.

B. Choose and respond to a Narrative QuickWrite prompt in your Unit 1 homework packet.

C. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can fluently read a poem aloud. (RF.3.4a, RF.3.4b, RF.3.4c)
  • I can refer explicitly to the text when answering questions about the text. (RL.3.1, RL.3.2, RL.3.4, RL.3.5, RF.3.3c, RF.3.4, L.3.1a, L.3.4a, L.3.4b)
  • I can write the beginning of a pourquoi tale that establishes the situation and introduces the characters. (W.3.3a, W.3.4, W.3.5)
  • Choral reading of “The Wood Frog” (RF.3.4a, RF.3.4b, RF.3.4c)
  • Close Reading: “The Wood Frog” note-catcher (RL.3.1, RL.3.2, RL.3.4, RL.3.5, RF.3.3c, RF.3.4, L.3.1a, L.3.4a, L.3.4b)
  • Participation in creation of the beginning of “Why Do Polliwogs Wiggle?” class narrative (W.3.3a, W.3.4, W.3.5)

Lesson 5Writing Narrative Texts: Drafting the Middle of a Pourquoi Tale

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer (5 minutes)

B. Reviewing Learning Target (5 minutes)

2. Work Time

A. Analyzing a Model (15 minutes)

B. Shared Writing: Drafting the Middle of a Pourquoi Tale (25 minutes)

3. Closing and Assessment

A. Independent Practice: Planning a Pourquoi Tale (10 minutes)

4. Homework

A. Add illustrations to each page of “Why the Poison Dart Frog Is So Colorful.”

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can write the middle of a pourquoi tale that develops a sequence of events that unfolds naturally and shows the response of characters to the situation. (W.3.3a, W.3.4, W.3.5)
  • Participation in creation of the middle of the “Why Do Polliwogs Wiggle?” class narrative (W.3.3a, W.3.4, W.3.5)

Lesson 6Writing Narrative Texts: Drafting the End of a Pourquoi Tale

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Language Dive: “The Glass Frog” (20 minutes)

B. Analyzing a Model (15 minutes)

C. Shared Writing: Drafting the Ending of a Pourquoi Tale (15 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Vocabulary. See the directions in your Unit 1 homework packet.

B. Choose and respond to a Narrative QuickWrite prompt in your Unit 1 homework packet.

C. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can fluently read a poem aloud. (RF.3.4a, RF.3.4b, RF.3.4c)
  • I can refer explicitly to the text when answering questions about the text. (RL.3.1, RL.3.2, RL.3.4, RL.3.5, RF.3.4, L.3.1a, L.3.1h, L.3.3, L.3.4a)
  • I can write the end of a pourquoi tale that provides a solution to the problem and explains the message or purpose of the narrative. (W.3.3d, W.3.4, W.3.5)
  • Choral reading of “The Glass Frog” (RF.3.4a, RF.3.4b, RF.3.4c,)
  • Close Reading: “The Glass Frog” note-catcher (RL.3.1, RL.3.2, RL.3.4, RL.3.5, RF.3.4, L.3.1a, L.3.1h, L.3.3, L.3.4a)
  • Participation in creation of the ending of “Why Do Polliwogs Wiggle?” class narrative (W.3.3d, W.3.4, W.3.5)

Lesson 7Mid-Unit 1 Assessment: Reading and Understanding Poetry and Pourquoi Tales

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 1 Assessment, Part I: Reading and Understanding Poetry (15 minutes)

B. Mid-Unit 1 Assessment, Part II: Reading and Understanding Pourquoi Tales (20 minutes)

C. Independent Practice: Planning a Pourquoi Tale (10 minutes)

3. Closing and Assessment

A. Tracking Progress (10 minutes)

4. Homework

A. Finish planning your pourquoi tale using your Narrative Planning Graphic Organizer: New “Why” Question.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can refer explicitly to the text when answering questions about the text. (RL.3.1, RL.3.2, RL.3.5, RL.3.10)
  • I can find the meaning of unfamiliar vocabulary. (RL.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
  • Mid-Unit 1 Assessment, Parts I and II (RL.3.1, RL.3.2, RL.3.4, RL.3.5, RL.3.10, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
  • Tracking Progress: Reading, Understanding, and Explaining New Text (RL.3.1, RL.3.4, RL.3.10, L.3.4)
  • Tracking Progress

Lesson 8Writing a Pourquoi Tale: Establishing the Situation and Character

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (10 minutes)

2. Work Time

A. Analyzing Class Pourquoi Tale (10 minutes)

B. Preparing for Independent Writing: Sketching the Beginning of a Pourquoi Tale (10 minutes)

C. Independent Writing: Beginning of a Pourquoi Tale (20 minutes)

3. Closing and Assessment

A. Reading Aloud: Beginning of a Pourquoi Tale (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can write the beginning of a pourquoi tale that establishes the situation and character and uses precise and interesting words and phrases. (W.3.3a, W.3.4, W.3.5, L.3.3a)
  • I can read my pourquoi tale aloud accurately and with expression. (RF.3.4a, RF.3.4b, RF.3.4c)
  • Narrative Planning Graphic Organizer: New “Why” Question
  • Beginning of a pourquoi tale

Lesson 9Writing a Pourquoi Tale: Describing the Central Problem and the Character Response

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Dialogue and Description (15 minutes)

B. Preparing for Independent Writing: Acting Out the Middle of a Pourquoi Tale (10 minutes)

C. Independent Writing: Middle of a Pourquoi Tale (25 minutes)

3. Closing and Assessment

A. Choosing a New “Why” Question (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can write the middle of a pourquoi tale that describes the central problem and how the character responds to the problem. (W.3.3a, W.3.3b, W.3.4, W.3.5)
  • I can use dialogue and descriptions in my pourquoi tale to show rather than tell the response of characters to situations. (W.3.3b, W.3.4, W.3.5)
  • Middle of a pourquoi tale (W.3.3a, W.3.3b, W.3.4, W.3.5)

Lesson 10Writing a Pourquoi Tale: A Resolution to the Problem

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 1 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Temporal Words and Phrases (10 minutes)

B. Analyzing “Why Do Polliwogs Wiggle?” Class Narrative (5 minutes)

C. Independent Writing: End of a Pourquoi Tale (25 minutes)

3. Closing and Assessment

A. Independent Practice: Planning a Pourquoi Tale (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can write the end of a pourquoi tale that provides a resolution to the problem and wraps up my story. (W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, L.3.3a)
  • I can use temporal words and phrases to show the order of events. (W.3.3c, L.3.3a)
  • End of a pourquoi tale (W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, L.3.3a)

Lesson 11Writing a Pourquoi Tale: Final Revisions

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Comparative and Superlative Adjectives (10 minutes)

B. Revising Pourquoi Tale: Comparative and Superlative Adjectives and Word Choice (10 minutes)

C. Reading Aloud: Pourquoi Tale (20 minutes)

3. Closing and Assessment

A. Planning: End of Unit 1 Assessment Pourquoi Tale (15 minutes)

4. Homework

A. Finish planning your pourquoi tale for the End of Unit 1 Assessment.

B. Complete the Comparative and Superlative Adjectives practice in your Homework Resources.

C. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can revise my pourquoi tale to correctly use comparative and superlative adjectives and to include words and phrases to take it more precise and interesting. (W.3.3, W.3.5, L.3.1g, L.3.3a)
  • I can read my pourquoi tale aloud accurately and with expression. (RF.3.4a, RF.3.4b, RF.3.4c)
  • Revised pourquoi tale (W.3.3, W.3.5, L.3.1g, L.3.3a)
  • Reading Fluency Self-Assessment Checklist (RF.3.4a, RF.3.4b, RF.3.4c)

Lesson 12End of Unit 1 Assessment: Part I: Frog Festival Part I

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 1 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Comparative and Superlative Adverbs (10 minutes)

B. Revising Pourquoi Tale: Comparative and Superlative Adverbs (10 minutes)

C. End of Unit Assessment, Part I: Frog Festival, Part I (25 minutes)

3. Closing and Assessment

A. Frog Festival, Part I: Reflections (5 minutes)

4. Homework

A. Complete the Comparative and Superlative Adverbs practice in your Homework Resources.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can revise my pourquoi tale to correctly use comparative and superlative adverbs. (W.3.3, W.3.5, W.3.10, L.3.1g)
  • I can read my pourquoi tale aloud accurately and with expression. (RF.3.4a, RF.3.4b, RF.3.4c)
  • Revised pourquoi tale (W.3.3, W.3.5, W.3.10, L.3.1g)
  • Reading Fluency Self-Assessment Checklist (RF.3.4a, RF.3.4b, RF.3.4c)

Lesson 13End of Unit 1 Assessment: Part II: Writing a Pourquoi Tale

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 1 Assessment, Part II: Writing a Pourquoi Tale (45 minutes)

3. Closing and Assessment

A. Tracking Progress (10 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can form and use comparative and superlative adjectives and adverbs. (L.3.1g)
  • I can write a new pourquoi tale. (W.3.3a, W.3.4, W.3.10, L.3.1g, L.3.3a, L.3.6)
  • End of Unit 1 Assessment: Writing a Pourquoi Tale (W.3.3a, W.3.4, W.3.10, L.3.1g, L.3.3a, L.3.6)
  • Tracking Progress: Narrative Writing (W.3.3)
  • Tracking Progress

Lesson 14Reading For Gist: Bullfrog at Magnolia Circle

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit Assessment, Part I: Frog Festival, Part II (25 minutes)

B. Frog Festival, Part II: Reflections (5 minutes)

C. Reading for Gist: Bullfrog at Magnolia Circle (20 minutes)

3. Closing and Assessment

A. Exit Ticket: Answering Questions about the Text (5 minutes)

4. Homework

A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.

  • I can read my pourquoi tale aloud accurately and with expression. (RF.3.4a, RF.3.4b, RF.3.4c)
  • I can find the gist of Bullfrog at Magnolia Circle. (RI.3.1, RI.3.4, L.3.4)
  • Reading Fluency Self-Assessment Checklist (RF.3.4a, RF.3.4b. RF.3.4c)
  • Gist on sticky notes (RI.3.1, RI.3.4, L.3.4)

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