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ELA G3:M2:U3

Using Writing to Inform: Freaky Frog Text

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.

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Lesson 1Reading Informational Texts: Researching Freaky Frogs
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Poster Walk (15 minutes)

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

2. Work Time

A. Guided Practice: Researching General Facts about the Poison Dart Frog (15 minutes)

B. Independent Practice: Researching General Facts about My Freaky Frog (15 minutes)

3. Closing and Assessment

A. Debrief (5 minutes)

4. Homework

A. Have a conversation with someone at home about your selected frog using the provided prompts in your Unit 3 homework packet.

B. 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 efficiently about my freaky frog. (RI.3.5, W.3.7, W.3.8)
  • I can gather information and take notes about general facts about my freaky frog. (W.3.7, W.3.8)
  • Observations during Poster Walk (RI.3.1, W.3.7, SL.3.1b)
  • My Freaky Frog Research note-catcher (W.3.7, W.3.8)
  • Poster Walk

Lesson 2Reading Informational Texts: Researching Freaky Frogs
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. Mini Lesson: Forming and Using Verbs in the Future Tense (15 minutes)

B. Guided Practice: Researching Poison Dart Frog Adaptations (10 minutes)

C. Independent Practice: Researching My Freaky Frog’s Adaptations (20 minutes)

3. Closing and Assessment

A. Back-to-Back and Face-to-Face: Frog Adaptations Freeze Frame (5 minutes)

4. Homework

A. Reread the Poison Dart Frog Model for gist.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.
  • I can form and use regular verbs in the future tense. (L.3.1d, L.3.1e)
  • I can use text features to find information efficiently about my freaky frog. (RI.3.5, W.3.7, W.3.8)
  • I can gather information and take notes about what makes my freaky frog unique. (W.3.7, W.3.8)
  • My Freaky Frog Adaptations Research note-catcher (W.3.2, W.3.4, W.3.5, W.3.7, W.3.8)

Lesson 3Writing Informational Texts: Planning an Introduction about My Freaky Frog
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. Analyzing a Model (20 minutes)

B. Guided Practice: Planning an Introduction (25 minutes)

3. Closing and Assessment

A. Share (5 minutes)

4. Homework

A. Respond to an Informative QuickWrite prompt using the provided prompts in your Unit 3 homework packet.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.
  • I can write a clear focus statement that explains the main idea of my essay. (W.3.2a)
  • I can plan an introduction using my research notes that gives the reader important information needed to understand the piece. (W.3.2a, W.3.4, W.3.5, W.3.7, W.3.8)
  • Participation in Language Dive discussion (RI.3.1, RI.3.4, RI.3.8, W.3.2a, L.3.1a, L.3.1g)
  • Informational Writing Planning graphic organizer (W.3.2a, W.3.4, W.3.5, W.3.7, W.3.8)

Lesson 4Writing Informational Texts: Drafting an Introduction about My Freaky Frog
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Forming and Using Verbs in the Simple Tenses (15 minutes)

B. Guided Practice: Drafting an Introduction (20 minutes)

C. Research Reading Share (15 minutes)

3. Closing and Assessment

A. Exit Ticket (5 minutes)

4. Homework

A. Complete Verbs I in your Unit 3 homework packet.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.
  • I can form and use regular and irregular verbs in the simple tenses. (L.3.1d, L.3.1e)
  • I can write an introduction paragraph for my informational essay that describes my freaky frog, its habitat, its predators, and its prey. (W.3.2a, W.3.4, W.3.5, W.3.6)
  • Draft introduction paragraph (W.3.2a, W.3.4, W.3.5, W.3.6)

Lesson 5Writing Informational Texts: Planning a Proof Paragraph about My Freaky Frog
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. Analyzing a Model (15 minutes)

B. Guided Practice: Planning Proof Paragraphs 1 and 2 (20 minutes)

3. Closing and Assessment

A. Independent Writing: Drafting Proof Paragraph 1 (15 minutes)

4. Homework

A. Complete Verbs II in your Unit 3 homework packet.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.
  • I can identify the characteristics of the proof paragraphs in an informational essay. (W.3.2a, W.3.2b, W.3.4)
  • I can plan the proof paragraphs for my essay, using my research notes, that will explain my ideas and elaborate on facts about the topic. (W.3.2a, W.3.2b, W.3.4, W.3.5, W.3.7, W.3.8)
  • Informational Writing Planning graphic organizer (W.3.2a, W.3.2b, W.3.4, W.3.5, W.3.7, W.3.8)

Lesson 6Mid-Unit 3 Assessment: Informative Paragraph: Describing Freaky Frog Adaptations
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mid-Unit 3 Assessment, Part I: Selected Response (10 minutes)

B. Mid-Unit 3 Assessment, Part II: Informative Paragraph: Describing Freaky Frog Adaptations (20 minutes)

C. Analyzing a Model (10 minutes)

D. Guided Practice: Planning a Conclusion Paragraph (10 minutes)

3. Closing and Assessment

A. Tracking Progress (5 minutes)

4. Homework

A. Respond to an Informative QuickWrite prompt using the provided prompts in your Unit 3 homework packet.

B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.
  • I can form and use regular and irregular verbs in the simple tenses. (L.3.1d, L.3.1e)
  • I can draft an informative paragraph describing my frog's unique adaptations. (W.3.2a, W.3.2b, W.3.4, W.3.7, W.3.10)
  • I can plan a conclusion using my research notes that reminds the reader of the focus of my essay. (W.3.2d, W.3.4, W.3.5, W.3.7, W.3.8, W.3.9)
  • Mid-Unit 3 Assessment: Parts I and II (W.3.2a, W.3.2b, W.3.4, W.3.7, W.3.10, L.3.1d, L.3.1e)
  • Tracking Progress: Informative Writing recording form (W.3.2)
  • Informational Writing Planning graphic organizer (W.3.2d, W.3.4, W.3.5, W.3.7, W.3.8, W.3.9)

Lesson 7Writing Informational Texts: Writing a Conclusion about My Freaky Frog
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Drafting a Conclusion (20 minutes)

B. Creating a Contents Page (30 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 write a conclusion to effectively close my informative essay about a freaky frog. (W.3.2d, W.3.4, W.3.6, W.3.10)
  • I can create a contents page for my Freaky Frog book. (W.3.4, W.3.10)
  • Informative Essay about a Freaky Frog: Conclusion (W.3.2d, W.3.4, W.3.6, W.3.10)
  • Freaky Frog book: Contents Page (W.3.4, W.3.10)

Lesson 8Writing Informational Texts: Revising for Conventions and Word Choice
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

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

B. Revising Word Choice (15 minutes)

C. Editing for Conventions (15 minutes)

3. Closing and Assessment

A. Small Group Share (10 minutes)

4. Homework

A. Select one or more of the Linking Words and Phrases Practices from your Homework Resources to complete.

B. Bring from home, the library, or the research reading selection a favorite book (in any language) with a cover design that you find eye-catching and inspirational for the next lesson.

C. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal.
  • I can use linking words and phrases to connect ideas in my writing. (W.3.2c, W.3.4, W.3.5)
  • I can strategically include precise vocabulary in my informative essay about my freaky frog. (W.3.4, W.3.5, L.3.6)
  • Informative Essay about a Freaky Frog draft revised for linking words and phrases, domain-specific and academic vocabulary and conventions (W.3.2c, W.3.4, W.3.5, W.3.6, W.3.10, L.3.1, L.3.6)

Lesson 9Performance Task: Front and Back Cover of Freaky Frog Book
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Generating Criteria for a Front and Back Cover (20 minutes)

B. Designing a Front and Back Cover (30 minutes)

3. Closing and Assessment

A. Pair Share (5 minutes)

4. Homework

A. Select one or more of the Linking Words and Phrases Practices 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 design eye-catching front and back covers for my Freaky Frog book that will make students in grades 2 and 3 want to pick it up and read it. (W.3.2, W.3.4)
  • I can choose words for the front and back covers of my Freaky Frog book that will make students in grades 2 and 3 want to pick it up and read it. (W.3.4, L.3.3a)
  • Informative Essay about a Freaky Frog: front and back covers (W.3.2, W.3.4, L.3.3a)

Lesson 10End of Unit 3 Assessment: Informative Essay: Revising and Editing a Description of My Freaky Frog
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Simple, Compound, and Complex Sentences (15 minutes)

B. End of Unit 3 Assessment, Part I: Informative Essay: Revising and Editing a Description of My Freaky Frog (20 minutes)

C. End of Unit 3 Assessment, Part II: Answering Selected Response Questions (15 minutes)

3. Closing and Assessment

A. Tracking Progress (5 minutes)

4. Homework

A. Select one or more of the Simple, Compound and Complex Sentences practices in 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 revise my informative essay about my freaky frog to include simple, compound, and complex sentences. (W.3.2a, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.10, L.3.1h, L.3.1i, L.3.6)
  • I can revise my informative essay about my freaky frog using teacher feedback. (W.3.2, W.3.5, W.3.10)
  • End of Unit 3 Assessment, Parts I and II (W.3.2a, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.10, L.3.1h, L.3.1i, L.3.6)
  • Tracking Progress: Informative Writing recording form (W.3.2)

Lesson 11Performance Task: Freaky Frog Trading Card
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Planning a Scientific Diagram (15 minutes)

B. Planning Key Facts (15 minutes)

C. Planning Scoring System (20 minutes)

3. Closing and Assessment

A. Pair Share (5 minutes)

4. Homework

A. Select one or more of the Simple, Compound and Complex Sentences practices in 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 draw a scientific diagram of my freaky frog. (W.3.2, W.3.4, W.3.10)
  • I can identify the most important facts about my freaky frog from my research to include in bullet points on a trading card. (W.3.2, W.3.4, W.3.8, W.3.10, L.3.6)
  • With peers, I can generate a scoring system for freaky frogs to be used on trading cards. (SL.3.1)
  • Trading Card Planning graphic organizer (W.3.2, W.3.4, W.3.6, W.3.8, W.3.10, L.3.6)
  • Scientific diagram on trading card (W.3.2, W.3.4, W.3.6, W.3.8, W.3.10, L.3.6)

Lesson 12Performance Task: Compiling Freaky Frog Books
Agenda Daily Learning Targets Ongoing Assessment Anchor Charts & Protocols

1. Opening

A. Reviewing Learning Target (5 minutes)

2. Work Time

A. Completing Trading Card (15 minutes)

B. Organizing Information into Freaky Frog Books (30 minutes)

3. Closing and Assessment

A. Small Groups: Trading Card Game (10 minutes)

4. Homework

A. None 
  • I can organize my writing from the module and my trading card into an eye-catching information book. (W.3.2, W.3.3, W.3.4, W.3.6, W.3.8, W.3.10, L.3.6)
  • Complete Freaky Frog book and trading card (W.3.2, W.3.3, W.3.4, W.3.6, W.3.8, W.3.10, L.3.6)

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