- 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)
These are the CCS Standards addressed in this lesson:
- RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
- RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
- RL.3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
- RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
- W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
- SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
- SL.3.1b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
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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. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Assessment Guidance:
Down the road:
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In Advance
- Review the Mystery Quotes protocol. See Classroom Protocols.
- Prepare:
- "I show respect."
- Mystery Quotes strips.
- Guiding Questions and Working to Contribute to a Better World anchor charts. See supporting materials.
- Performance Tasks anchor chart. See Performance Task Overview.
- Domain-Specific Word Wall. The Domain-Specific Word Wall changes from module to module, as the topic changes. Take down the words from module 1. Prepare cards or paper of a clearly visible size to be seen throughout the classroom to keep near the Word Wall. When recording words, you will record the word and definition clearly in student-friendly language. To foster cultural equity and maximize learning, you may also record translations in home languages in a different color next to the target word or invite students to write the translations. If students do not know the translation or how to write it, invite them to ask someone at home.
- Review the Independent Reading: Sample Plans or prepare your own independent reading routine in preparation for launching independent reading in this lesson.
- Post: Learning targets.
Tech and Multimedia
- Opening A: Use a search engine to find images or videos of frogs. Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most efficient means to view content in preparation for the lesson, be sure to preview links and/or use a filter service, such as SafeShare.tv , for viewing these links in the classroom.
- Work Time B: For students who will benefit from hearing the text read aloud multiple times to find the gist, consider using a text-to-speech tool like Natural Reader, SpeakIt! for Google Chrome or the Safari reader. Note that to use a web-based text-to-speech tool like SpeakIt! or Safari reader, you will need to create an online doc, such as a Google Doc, containing the text.
- Work Time B: If a technology-based version of the text, such as a Word doc or Google Doc, is used, students can annotate the text for gist using the comments feature.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.5, 3.I.B.6.
Important points in the lesson itself
- The basic design of this lesson supports ELLs by providing necessary preliminary information that frames the module and the unit. This is helpful for ELLs because they will know what to expect in the weeks ahead.
- ELLs may find making inferences challenging, especially with brand-new content. Inferencing can be culturally bound, so some ELLs may need help unpacking the unique logic behind someone's inference. They may need support explaining their own inferences. Challenge students to try their best but give them time throughout the unit to make steady progress.
Levels of support
For lighter support:
- Provide shorter sentence frames during Opening A. Example: "Another word for ..." "When I infer ..." This will prompt language while requiring students to generate more of their own syntax and content.
- During the Mini-Language Dive in Work Time A, challenge students to generate questions about the sentence before asking the prepared questions. Example: "What questions can we ask about this sentence? Let's see if we can answer them together."
For heavier support:
- Students may find the abundance of preliminary information challenging to absorb and to process in one sitting. To make this framing more comprehensible, display as many concrete examples as possible when discussing the unit. For example, show students a sample of a student-created pourquoi narrative. Take them on a visual "tour" of the module ahead. These visuals can also be displayed in a PowerPoint presentation.
- Students may need reinforcement of key, lesson-specific vocabulary. When reviewing the vocabulary as a class, cold call students to check their comprehension of these concepts. Allow students to record the definitions in their Vocabulary Logs if they have not already done so.
- Before reading "Why the Frog Has a Long Tongue," frame the story so that students are primed to think about the gist of each part. Example: "This is a story about some frogs that have a contest. I wonder what kind of contest. What kind of contest do you think the frogs are going to have? Let's find out."
- Prepare sticky notes with pre-written words or drawings based on the gist of "Why the Frog Has a Long Tongue." As students listen to the story, they can match the gist represented on the sticky notes with each part of the read-aloud.
Universal Design for Learning
- Multiple Means of Representation (MMR): To better prepare students who may need additional support keeping up with the various parts of this lesson, preview the text "Why the Frog Has a Long Tongue" with them. This will support their comprehension of the text and activate their schema around frogs going into the lesson.
- Multiple Means of Action and Expression (MMAE): Because this lesson requires students to shift the focus of their thinking multiple times, consider quickly revisiting and pointing out learning targets throughout the lesson as an indicator for students that they will now be working on inferring about mystery quotes, supporting their inferencing, learning about the performance task, finding the gist, etc.. Some students who may need support attending to the task may also benefit from having a personal "map" of the lesson that they can physically point to or use to check off what they have accomplished and "see" what they need to focus on next.
- Multiple Means of Engagement (MME): Throughout this unit, sustained engagement and effort is essential for student achievement. Some students may need support to remember the goal for the work they are doing in this and future lessons. These students benefit from consistent reminders of learning goals and their value or relevance. Recall that students who may struggle with sustained effort and concentration are supported when these reminders are built into the learning environment.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- infer, inference, experts, build expertise, narrative texts, contributing, apply my learning, gist (L)
- practice, opened, delicious, skilled, combined, flexible, relaxing, flick (T)
Materials
- Mystery Quotes strips (one strip per student and a list of quotes to display)
- Pictures of frogs (for display; see Technology and Multimedia)
- Guiding Questions anchor chart (new; teacher-created; see supporting materials)
- Working to Contribute to a Better World anchor chart (new; teacher-created; see supporting materials)
- Working to Contribute to a Better World anchor chart (example, for teacher reference)
- Performance Task anchor chart (new; teacher-created; see Performance Task Overview)
- "Why the Frog Has a Long Tongue" (one per student and one to display)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Finding the Gist and Unfamiliar Vocabulary: "Why the Frog Has a Long Tongue" (one per student and one to display)
- Vocabulary logs (from Module 1; one per student)
- Academic Word Wall (started in Module 1)
- Domain-Specific Word Wall (new; teacher-created; see teaching notes)
- Independent Reading: Sample Plans (stand-alone document; for teacher reference)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Discovering Our Topic: Mystery Quotes (15 minutes)
"What does it mean to infer?" (You use what you know and what the text says to figure out something the author doesn't specifically say.)
"What strategies did you use for inferring?" (Responses will vary.) "What patterns or themes did you notice in all of the mystery quotes?" (They were all about frogs. They were descriptive.) "What topic will we be studying throughout this module?" (frogs) "What kinds of texts will we be reading and writing in this unit?" (poems and stories about frogs)
"Who can repeat what your classmate said?" (Responses will vary.)
"What experience have you had with frogs?" "What do you think about frogs?" "Does anyone you know have experience with writing poems or stories?" "One of the characters in our quotes is named Ranna. Rana means frog in a different language. Does anybody know which language?" (Spanish) "What is the translation of frog in our home languages?" (Qingwa in Chinese)
"What does it mean to be an expert?" (someone who knows a lot about something)
"What are some ways experts share what they have learned?" (They can write or present about it.) "What do you think it means to build expertise in the second guiding question?" (to learn a lot about something)
"How can we build expertise about narrative texts?" (We can read examples and practice writing narrative texts.)
"What does applying your learning look like? What might you see when someone is applying what they have learned?" (see Working to Contribute to a Better World anchor chart (example, for teacher reference)). "What does applying your learning sound like? What might you hear when someone is applying what they have learned?" (see Working to Contribute to a Better World anchor chart (example, for teacher reference)).
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B. Reviewing Learning Targets (5 minutes)
"I can infer about frogs and support my inferences with details and examples from the mystery quotes."
"I can find the gist of a pourquoi tale."
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Work Time
Work Time | Meeting Students' Needs |
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A. Introducing the Performance Task (10 minutes)
"Based on the prompt, who will be reading our books?" (other students) "Why will they read our books?" (to learn more about frogs)
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B. Reading for Gist: "Why the Frog Has a Long Tongue" (15 minutes)
"What is the text about?" (Student responses may vary, but could include it's a story explaining why frogs have long tongues.)
"Are you unsure about the meaning of some words? Which words are they?" (Responses will vary.) "Choose a word you are unsure about the meaning of. Which strategy would be most effective in determining the meaning of that word?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Launching Independent Reading (15 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
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