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

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ELA G3:M2:U2

Building Background Knowledge: Frogs and the Research Process

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 Informational Texts: Asking and Answering Questions about Frogs

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader (5 minutes)

B. Reviewing Performance Task and Learning Targets (10 minutes)

2. Work Time

A. Exploring the Text: Everything You Need to Know about Frogs and Other Slippery Creatures (5 minutes)

B. Mini Lesson: Using Informational Text Features (15 minutes)

C. Reading for Gist: Everything You Need to Know about Frogs and Other Slippery Creatures (15 minutes)

3. Closing and Assessment

A. KWEL Chart: Frogs (10 minutes)

4. Homework

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

  • I can use text features to find information about tadpoles efficiently in Everything You Need to Know about Frogs and Other Slippery Creatures. (RI.3.1, RI.3.5)
  • I can find the gist of an excerpt from Everything You Need to Know about Frogs and Other Slippery Creatures. (RI.3.4, L.3.4)
  • KWEL chart (RI.3.1, RI.3.10, W.3.7, W.3.8)

Lesson 2Close Read: “Amphibians”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Read: “Amphibians” (50 minutes)

3. Closing and Assessment

A. Debrief (5 minutes)

4. Homework

A. Conversation about amphibians using the prompts in your Unit 2 homework packet.

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. (RI.3.1, RI.3.3, RI.3.5, RI.3.7, L.3.1a, L.3.1h, L.3.1i)
  • I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
  • Close Reading: “Amphibians” note-catcher (RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, L.3.1a, L.3.1h, L.3.1i, L.3.4a, L.3.4b, L.3.4c, L.3.4d)

Lesson 3Writing Informational Texts: Why do Polliwogs Wiggle?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Shared Writing: Planning an Informational Paragraph (15 minutes)

B. Mini Lesson: Forming and Using Regular Verbs (15 minutes)

C. Shared Writing: Drafting an Informational Paragraph (20 minutes)

3. Closing and Assessment

A. Debrief: Informative Writing Checklist (5 minutes)

4. Homework

A. Choose a Regular Verb practice from your Homework Resources to complete.

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

  • I can plan and draft an informational paragraph that has a clearly stated focus and uses facts, definitions, and details from the text to explain my ideas. (W.3.2, W.3.4, W.3.5)
  • I can form and use regular verbs in the present tense. (L.3.1d, L.3.1e
  • Polliwogs Research note-catcher (RI.3.3, W.3.2, W.3.4, W.4.5, W.3.7, W.3.8)
  • Participation in shared writing of “Why Do Polliwogs Wiggle?” (W.3.2, W.3.4, W.3.5)

Lesson 4Reading Informational Texts: Asking and Answering Questions about Frogs

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. KWEL Chart: Frogs (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Using Informational Text Features (15 minutes)

B. Reading for Gist: Everything You Need to Know about Frogs and Other Slippery Creatures (15 minutes)

3. Closing and Assessment

A. Research Reading Share (15 minutes)

4. Homework

A. Choose a Regular Verb practice from your Homework Resources to complete.

B. Vocabulary. Follow the directions in your Unit 2 homework packet.

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

  • I can use text features to find information about the glass frog efficiently in Everything You Need to Know about Frogs and Other Slippery Creatures. (RI.3.5)
  • I can find the gist of an excerpt from Everything You Need to Know about Frogs and Other Slippery Creatures. (RI.3.4, L.3.4)
  • KWEL chart (RI.3.1, RI.3.10, W.3.7, W.3.8)

Lesson 5Close Read: “The Glass Frog”

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Close Read: “The Glass Frog” (50 minutes)

3. Closing and Assessment

A. Debrief (5 minutes)

4. Homework

A. Vocabulary. Follow the directions in your Unit 2 homework packet.

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. (RI.3.1; RI.3.3; RI.3.5; RI.3.7; RI.3.8; L.3.1a)
  • I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
  • Close Reading: “The Glass Frog” note-catcher (RI.3.1; RI.3.3; RI.3.4; RI.3.5; RI.3.7; RI.3.8; L.3.1a; L.3.4a, L.3.4b, L.3.4c, L.3.4d)

Lesson 6Writing Informational Texts: Why is the Glass Frog So Hard to See?

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Guided Practice: Planning an Informational Paragraph (15 minutes)

B. Mini Lesson: Forming and Using Irregular Verbs Have and Be (15 minutes)

C. Guided Practice: Drafting an Informational Paragraph (15 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Complete the Irregular Verbs practice in your Homework Resources.

B. Vocabulary. Follow the directions in your Unit 2 homework packet.

  • I can plan and draft an informational paragraph that has a clearly stated focus; uses facts, definitions, and details from the text to explain my ideas; and has a conclusion statement that reminds the reader of the focus of the piece. (RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8)
  • I can form and use irregular verbs in the present tense. (L.3.1d, L.3.1e)
  • Glass Frog Research note-catcher (RI.3.3, W.3.2, W.3.4, W.3.5, W.3.7, W.3.8)
  • “Why Is the Glass Frog So Hard to See?” draft (W.3.2, W.3.4, W.3.5)

Lesson 7Mid-Unit 2 Assessment: Reading and Researching about Reptiles and Amphibians

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.      Opening

A.     Returning End of Unit 1 Assessment (5 minutes)

B.     Reviewing Learning Targets (5 minutes)

2.      Work Time

A.     Mid-Unit 2 Assessment, Part I: Selected Response (2o minutes)

B.     Mid-Unit 2 Assessment, Part II: Researching about Reptiles and Amphibians (20 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 refer explicitly to the text when answering questions about the text. (RI.3.1, RI.3.3, RI.3.5, RI.3.7)
  • I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
  • I can gather information from a text and take notes into provided categories. (RI.3.1, W.3.8)
  • Mid-Unit 2 Assessment, Parts I and II (RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, W.3.8, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
  • Tracking Progress: Reading, Understanding, and Explaining New Text (RI.3.1, RI.3.4, RI.3.10, L.3.4)

Lesson 8Reading Informational Texts: Researching Frog Adaptations, Part I

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: KWEL Chart: Frogs (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Introducing the Writing Prompt (10 minutes)

B. Guided Research: Everything You Need to Know about Frogs and Other Slippery Creatures (15 minutes)

C. Partner Research: Everything You Need to Know about Frogs and Other Slippery Creatures (20 minutes)

3. Closing and Assessment

A. Exit Ticket: Making Connections (5 minutes)

4. Homework

A. Making Connections. Complete the Making Connections practice in your Unit 2 homework packet with the research reading you did today.

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

  • I can describe the connections between sentences, paragraphs, and pages on pages 6–7 and 32–33 of Everything You Need to Know about Frogs and Other Slippery Creatures. (RI.3.8)
  • I can use texts and images to research the answer to the question: How does where a frog lives affect how it looks and/or acts? (RI.3.7, W.3.7, W.3.8)
  • Frog Adaptations Research note-catcher (RI.3.3, W.3.2, W.3.4, W.3.7, W.3.8)
  • Exit Ticket: Making Connections (RI.3.8)

Lesson 9Reading Informational Texts: Researching Frog Adaptations, Part II

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Reader: KWEL Chart: Frogs (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Jigsaw: Read for Gist (20 minutes)

B. Jigsaw: Independent Research (15 minutes)

C. Jigsaw: Share (10 minutes)

3. Closing and Assessment

A. Exit Ticket: Making Connections 2 (5 minutes)

4. Homework

A. Making Connections. Complete the Making Connections practice in your Unit 2 homework packet with the research reading you did today.

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

  • I can describe the connections between sentences, paragraphs, and pages on pages 20–21 or 36–37 of Everything You Need to Know about Frogs and Other Slippery Creatures. (RI.3.8)
  • I can use texts and images to research to answer the question: How does where a frog lives affect how it looks and/or acts? (RI.3.7, W.3.7, W.3.8)
  • Finding the Gist and Unfamiliar Vocabulary: Amazon Horned Frog: Pages 20–21 (RI.3.4, L.3.4)
  • Frog Adaptations Research note-catcher (RI.3.3, W.3.2, W.3.4, W.4.5, W.3.7, W.3.8)
  • Exit Ticket: Making Connections 2 (RI.3.8)

Lesson 10Writing an Informative Paragraph: First Draft

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Engaging the Writer: KWEL Chart: Frogs (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Writing an Effective Focus Statement (10 minutes)

B. Independent Practice: Drafting an Informational Paragraph (30 minutes)

3. Closing and Assessment

A. Sharing Paragraphs (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 an effective focus statement for an informative paragraph about how where frogs live affects how they look and/or act. (W.3.2a)
  • I can draft an informative paragraph about how where frogs live affects how they look and/or act. (RI.3.1, W.3.2, W.3.4)
  • “How Does Where a Frog Lives Affect How It Looks and/or Acts?” draft (RI.3.1, W.3.2, W.3.4)

Lesson 11Writing an Informative Paragraph: Final Draft

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1.  Opening

A. Research Reading Share (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Linking Words and Phrases (15 minutes)

B. Mini Lesson: Editing for Conventions (10 minutes)

C. Writing Final Draft of Informative Paragraph (15 minutes)

3. Closing and Assessment

A. Citing Sources (5 minutes)

4. Homework

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

  • I can revise my draft informative paragraph based on peer feedback. (W.3.2, W.3.5)
  • I can include linking words and phrases to connect ideas in my paragraph. (W.3.2c)
  • “How Does Where a Frog Lives Affect How It Looks and/or Acts?” final draft (W.3.2, W.3.5)
  • Back-to-back and Face-to-Face

Lesson 12End of Unit 2 Assessment: Informative Paragraph: Describing Poison Dart Frogs

Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Returning Mid-Unit 2 Assessment (5 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. End of Unit 2 Assessment, Part I: Selected Response (20 minutes)

B. End of Unit 2 Assessment, Part II: Planning and Writing an Informative Paragraph about the Poison Dart Frog (25 minutes)

3. Closing and Assessment

A. Tracking Progress (5 minutes)

4. Homework

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

  • I can describe the connections between sentences and paragraphs in excerpts of Everything You Need to Know about Frogs and Other Slippery Creatures. (RI.3.8)
  • I can gather and categorize information to answer a research question. (RI.3.1, W.3.7, W.3.8)
  • I can write an informative paragraph about poison dart frogs in response to a prompt. (RI.3.1, W.3.2, W.3.4, W.3.7, W.3.10)
  • End of Unit 2 Assessment, Parts I and II (RI.3.1, RI.3.4, RI.3.8, RI.3.10, W.3.2, W.3.4, W.3.7, W.3.8, W.3.10, L.3.4)
  • Tracking Progress: Informative Writing (W.3.2)

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