3rd Grade HMH Into Reading Module 1 Week 1 Lesson Plan
Module 1: What a Character!
Lesson 1-5 Week 1
Essential Question: What makes a character interesting?
KEY LEARNING OBJECTIVES
Make and confirm predictions.
Identify literary elements- characters, setting, plot, & events.
Identify the point of view- who is telling the story.
Identify the theme of the story- the main message, lesson, or moral of the text.
Share information and ideas about a topic under discussion.
Ask relevant questions to clarify information.
Recognize characteristics of realistic fiction.
Language: Answer questions using module vocabulary.
Genre Focus: Realistic Fiction
Common Core Standards
Reading Writing Speaking & Listening Language
[Link]- [Link]- [Link]- [Link]-
[Link].3.2 LITERACY.W.3.3 Write [Link].3.1 LITERACY.L.3.1
Recount stories, narratives to develop Engage effectively in a Demonstrate
including fables, real or imagined range of collaborative command of the
folktales, and myths experiences or events discussions (one-on- conventions of
from diverse cultures; using effective one, in groups, and standard English
determine the central technique, teacher-led) with grammar and usage
message, lesson, or descriptive details, diverse partners on when writing or
moral and explain how and clear event grade 3 topics and speaking.
it is conveyed through sequences. texts, building on
key details in the text. [Link]- others' ideas and [Link]-
LITERACY.W.3.4 expressing their own LITERACY.L.3.1.A
[Link]- With guidance and clearly. Explain the function
[Link].3.3 support from adults, [Link]- of nouns, pronouns,
Describe characters in a produce writing in [Link].3.6 verbs, adjectives, and
story (e.g., their traits, which the Speak in complete adverbs in general
motivations, or feelings) development and sentences when and their functions in
and explain how their organization are appropriate to task and particular sentences.
actions contribute to appropriate to task situation in order to
the sequence of events and purpose. provide requested [Link]-
detail or clarification. LITERACY.L.3.1.I
[Link]- Produce simple,
[Link].3.4 compound, and
Determine the meaning complex sentences.
of words and phrases as
they are used in a text, [Link]-
distinguishing literal LITERACY.L.3.2
from nonliteral
language. Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
Reading: Foundational Skills:
[Link].3.3 Know and apply grade-level phonics and word analysis skills in decoding
words.
[Link].3.3.A Identify and know the meaning of the most common prefixes and
derivational suffixes.
[Link].3.4 Read with sufficient accuracy and fluency to support comprehension.
[Link].3.4.C Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
ACCESS PRIOR ACADEMIC VOCABULARY GENERATIVE
KNOWLEDGE/ VOCABULARY
BUILD BACKGROUND Critical Vocabulary
VOCABULARY
Instructional Vocabulary Prefixes mis-, un-
Big Idea Words
Vocabulary Strategy: Review Inflections
Context clues -s, -es
Individuality
Unique
Feature
personality
Day 1: Build Knowledge and language *Discuss essential question and big idea words*Create bubble map
about interesting characters together (Display & engage knowledge map 1.1.) *Discuss characteristics of realistic
fiction
Day 2: Academic Vocabulary- Introduce Critical Vocabulary (display vocabulary cards on smart board and
discuss)
Day 3: Academic Vocabulary- Review critical vocabulary. Vocabulary strategy: Context clues Pg T53
Day 4: Generative Vocabulary- Prefixes mis-, un-; Spiral Review: Inflections -s, -es Pg T62-63
Day 5: Academic Vocabulary- Vocabulary spiral review Pg T70-71
COMPREHENSION Reading Workshop PERFORMANCE TASK
Use Metacognitive Skills
Make and confirm Write a Personal
Ask and Answer predictions Narrative
Questions Literary elements
Monitor and Clarify Point of View COMMUNICATION
Retell Theme Listening Comprehension
Speaking and Listening:
Engage in discussion
Make connections
Foundational Skills
DECODING Foundational Skills & Communication:
Short Vowels a,e,i,o,u
Short vowels
Day 1: Decoding Pg T36-T37
Spelling Pg T38; Fluency Pg T39
(a,e,i,o, & u) Day 2: Listening Comprehension: Pg T48-51 Teacher Read Aloud: The
Elephant Moon of Sir Herbert Spoon
*Focus on fluency: Accuracy and self-correction
SPELLING
*Engage and respond: compare sentences
Short vowels
Day 3: Short vowels a,e,i,o,u Pg T60-T61
FLUENCY
Day 4: Project Checkpoint: Brainstorm and Research Pg T16, T25
Accuracy and Self-
Correction Day 5:
*Engage in discussion Pg T78
Expression *Make Connections Pg T79
*Synthesize Topic Knowledge
Writer’s Workshop
WRITING PROCESS GRAMMAR
Personal Narrative Simple sentences
Plan and Generate Ideas Day 1: Pg W 200 The subject of a simple sentence
The writing Process
Day 2: Pg W 201 The predicate of a simple sentence
Day 1: Pg W2 Priming the students
Day 3: Pg W202 Sentence Fragments
Day 2: Pg W3 Priming the text
Day 4: Pg W233 Review common and proper nouns
Day 3: Pg W4 The read
Day 5: Pg W 204 Connect to writing: Using simple
Day 4: Pg W5 vocabulary sentences
Day 5: Pg W6 Prewriting 1: The writing
process
Reading Workshop
Zach Jumps In Marisol McDonald Doesn’t Match
Pg T30-31 Pg T42-43
Day 1: Day 2:
Connect and teach: Point of view Connect and teach: Make and confirm
Apply to text: Zach Jumps In! predictions
Engage and respond: Speaking and Apply to text: Marisol McDonald
listening Doesn’t Match
Guided reading group page T32-33 Engage and respond: Speaking and
listening
Guided reading group page T44-45
Marisol McDonald Doesn’t Match Marisol McDonald Doesn’t Match
Pg T54-T55 Pg T64-65
Day 3: Day 4:
Connect and teach: Literary Connect and teach: Point of view
Elements Apply to text: Marisol McDonald
Apply to text: Marisol McDonald Doesn’t Match
Doesn’t Match Engage and respond: Speaking and
Engage and respond: Speaking and listening
listening Guided reading group page T66-67
Guided reading group page T56-
T57
Marisol McDonald Doesn’t Match
Mini Lesson Pg T72-73
Day 5:
Connect and teach: Theme
Apply to text: Marisol McDonald Doesn’t Match
Engage and respond: Writing
Guided reading group page T66-67
Blended Learning/Differentiation
Station 1 Station 2 Station 3 Station 4
Teacher Table Independent Work Independent Reading Technology
Review/Reteach/Challenge Writing Reading Educational
Technology
Teacher will review/reteach Students will learn Students will continue to read Students will watch
or challenge students based about the writing their just right book. When videos and/or
on their needs. process, personal finished they may choose a complete assigned
narratives, and new book from the library. activities.
Grammar: practice writing using Students know their guided HMH ED
*Simple sentences simple sentences. reading level. Education City
Reading workshop: Learn zillion
*Make and confirm
predictions Learn 360
*Literary elements
*Point of view
*Theme
Demonstrate Knowledge
ACCESS LEARNING
Formative Assessments Performance-Based
Assessments
Selection Quizzes
Weekly Personal Narrative
Assessments prewriting
Module
Assessment