Reading Texts. Interactive. Read-Aloud. Text: The Search for Delic. The Search
for Delicious b. Search for Delicious by Natalie Ba. Delicious by Natalie Babbitt.
Third Grade - Unit 5 A Feast of Words on a Planet Called Earth - and Beyond Week 3: ___________________
Focus Standards:
RL.3.4
RI.3.7
RF.3.4c
RL.3.5
W.3.1
SL.3.1b
L.3.1c
SL.3.4 SL.3.6
Core Text:
Eating While Reading by Gary Soto (poem, included in unit’s resources) You are What You Eat and Other Mealtime Hazards Candy Corn by James Stephenson Popcorn: Poems by James Stephenson Sweet Corn: Poems by James Stephenson Around the CORNer by James Stephenson Cloudy With a Chance of Meatballs by Judi Barrett I Wandered Lonely as a Cloud by William Wordsworth (poem, included in unit’s resources) “The Food Pyramid Becomes a Plate” article from www.kidshealth.org (included in unit’s resources)
Tier II Words: Guided Reading Texts
Interactive Read-Aloud Text:
The Search for Delicious by Natalie Babbitt
Materials:
Many, many, many texts related to idioms, food, nutrition, and the solar system Chart paper Numerous magazines, newspapers, catalogs, and pictures Markers Sticky notes Reader’s/Writer’s notebooks
Third Grade - Unit 5 A Feast of Words on a Planet Called Earth - and Beyond Week 3: ___________________
Monday Focus Lesson Over the next couple of weeks, we are tying in the ”feast” part of the theme with a focus on food. A suggestion would be to host a “feast” in the classroom. This could be as easy as inviting students to bring in a “delicious” snack on the day that we look at The Search for Delicious, or it could be as detailed as organizing a feast to mimic the meal in The Medieval Feast. The possibilities are endless…and yummy, too!
You Are What You Eat and Other Mealtime Hazards
Eating While Reading
Start with a discussion to predict what the poem Before reading, ask might be about. Then read students what is meant by the poem, illustrating how the idiom “You are what you each line builds meaning on eat.” Ask students, “If you the preceding lines. are what you eat, what are YOU today?” Invite them to Visit the turn and talk to share. www.watchknowlearn.org Read the story, discussing site for a video of Eating the idioms and humor. If While Reading to model time allows, have children fluency of poem. personalize the “You are what you eat” idiom by completing the picture/story prompt included in this unit’s resources.
RL 3.4 Word Study
Tuesday
RL 3.5
Wednesday
Thursday
Friday
Candy Corn, Popcorn Sweet Corn, Around the CORNer
Cloudy with a Chance of Meatballs, I Wandered Lonely as a Cloud
The Search for Delicious Article “The Food Pyramid Becomes a Plate”
Choose a few poems from the above texts. (Around the Corner makes great use of abstract nouns.) Discuss meanings line by line or stanza by stanza to aid comprehension.
“What’s your favorite type of weather?” “Have you ever heard the weatherman give a forecast like that for our town?”
Show students The Search for Delicious, and share either a selection from the story or the summary located on the book jacket. Ask students “What would you be looking for if you were searching for delicious? Are the foods that are delicious always good for us?”
Before reading, give each student a sticky note and a After sharing, provide pencil for recording students an opportunity to interesting words that they “dive in” to explore the hear. As you read, have different poems on their them record at least two of own. Feel free to pull in their favorite words from the Students will work in pairs to read “The Food Pyramid other poetry resources such story or poem. Becomes a Plate”, discussing as Jack Prelutsky’s A Pizza opinions of which visual aid is the Size of the Sun as well more helpful to their as Shel Silverstein’s understanding of what they various books for students should eat. Working in pairs or to explore. whole group, brainstorm
RL 3.5, L 3.1c
RF 3.4c
delicious foods to fill sections of the healthy-eating plate. (More valuable resources on this topic can be found at www.choosemyplate.org.
RI 3.7
Discuss Tier II/Tier III words Discuss Tier II/Tier III words Discuss Tier II/Tier III words Discuss Tier II/Tier III words Discuss Tier II/Tier III words found in the focus lesson. found in the focus lesson. found in the focus lesson. found in the focus lesson. found in the focus lesson.
RL.3.4, RF.3.4c
RL.3.4, RF.3.4c
RL.3.4, RF.3.4c
RL.3.4, RF.3.4c
RL.3.4, RF.3.4c
Third Grade - Unit 5 A Feast of Words on a Planet Called Earth - and Beyond Week 3: ___________________
Monday
Tuesday
Wednesday
Thursday
Friday
Guided Reading *Because all students have varied needs, this section has been left blank. Teachers will need to target specific areas that address these individual needs.
Independent Reading *Students should have access to a variety of both informational and narrative text related to food.
Students will read selfselected text applying various strategies that good readers use.
Students will read selfselected text applying various strategies that good readers use.
Students will read selfselected text applying various strategies that good readers use.
Students will read selfselected text applying various strategies that good readers use.
Students will read selfselected text applying various strategies that good readers use.
Teacher will conference daily with students to monitor progress.
Teacher will conference daily with students to monitor progress.
Teacher will conference daily with students to monitor progress.
Teacher will conference daily with students to monitor progress.
Teacher will conference daily with students to monitor progress.
Third Grade - Unit 5 A Feast of Words on a Planet Called Earth - and Beyond Week 3: ___________________
Monday Writing & Language
Speaking & Listening
Tuesday
Quick Write: What are your favorite foods? Write a paragraph to describe those foods and why you love them.
Wednesday
Thursday
“Yesterday, I asked you to decide where happiness would fit into our noun chart. Would it be a person, place, or thing?” Listen to student Grammar mini-lesson: discussions and then abstract nouns (Use today’s introduce the abstract noun quick write to review nouns. category. Students can circle nouns Introduce the abstract noun found in their writing, poem “Happiness” on an classifying them as people, anchor chart. Discuss the places, or things on an poem and the other anchor chart.” Can all abstract nouns on the nouns be classified as handout that is included in people, places, or things? this unit’s resources. Guide What about the word students in creating their happiness? Where would own “Happiness Is…” it fit?” Guide students in poem. deciding where happiness should be placed on the noun graph and why.
“Think about the words nutrition, hunger, and satisfaction. Where would they fit on our noun chart?”
W 3.1, L.3.1c
W. 3.1, L.3.1c
W 3.1, L.3.1c
W 3.1
W 3.1
Students will share their writing with a partner or classmates.
Have students read multiple poems aloud to each other, explaining their understanding of the poem, line by line and stanza by stanza.
Have students practice reading poems with a partner for fluency, discussing lines for meanings, and even illustrating main ideas for meaning and comprehension.
Students will work with a partner to engage in a conversation about the letter.
Students will share their writing with classmates.
SL.3.1b
SL.3.6
SL.3.1b
SL.3.1b
SL.3.6
Guide students in choosing an abstract noun to explore. (Many examples are listed on the handout, but invite students to brainstorm others that aren’t mentioned like childhood or freedom. Provide students with magazines, newspapers, etc. to search for pictures that illustrate their abstract nouns. Each student will compose a paragraph or more to justify why the pictures represent their noun.
Provide students with a copy of the Dear Principal letter included in this unit’s resources. Read the letter with the students.
Friday
Allow partners to engage in a conversation about who would have written a letter like this. Students will write a paragraph in their journal to give their opinion of who they believe authored the letter. Emphasize the importance of citing evidence in the text or from world knowledge to support their inferences.
Quick Write: What is your favorite school lunch? Why? If you bring your lunch from home, what are your favorite things to find in your lunchbox?
Third Grade - Unit 5 A Feast of Words on a Planet Called Earth - and Beyond Week 3: ___________________
Monday
Tuesday
Wednesday
Thursday
Friday
Social Studies Connections
Science Connections
The Earth
The Earth
Mississippi Science Framework Objective:
Layers of Soil Focus lesson on the sub soil layer of the Earth’s surface and the items that are included in this layer.
Layers of Soil Making Soil Focus lesson on top soil, its importance and See resource packet for components. recipe to make edible soil.
4a Flood classroom with multiple texts on the Earth. ***Links & Handouts resource packet includes a variety of web resources and activities to be used throughout the week.
See resource packet for activities on layers of soil.
The Earth
The Earth
The Earth
Complete all layers of Earth & soil activities
Complete all layers of Earth & soil activities
