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Character Study and Story Elements Comparison
3rd Grade - 4th Grade
Objectives CCSS Reading/Literature & Writing RL.3.9: Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences. Materials Needed Lilly’s Purple Plastic Purse by Kevin Henkes Lilly’s Big Day by Kevin Henkes Character Analysis chart Story Elements chart Paper and pencils Introduction Read aloud Lilly’s Purple Plastic Purse and Lilly’s Big Day by Kevin Henkes. Encourage students to discuss Lilly’s character traits in both stories, and have them help you fill in the Character Analysis chart.
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Silly Story Telephone
3rd Grade
Objectives
- Write a caption that matches an illustration.
- Draw a picture that depicts a sentence.
My Awesome, Amazing, Very Good, Super-Great Day Story
3rd Grade - 4th Grade
Objectives Students will listen to, recall and interpret information from literature. Students will make connections to their personal experiences. Students will write a descriptive paragraph. Materials Needed Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst Graphic organizer Revising and Editing checklist Introduction Read aloud Alexander and the Terrible, Horrible, No Good, Very Bad Day to your class. After you read, ask students to recall the things that happened to Alexander that added to his terrible, horrible, no good, very bad day. Then ask students to think about what could have happened differently to turn Alexander’s day into an awesome, amazing, very good, super-great day. Invite volunteers to share their responses.
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Making Sense of Multiplication
3rd Grade - 4th Grade
Objective Generating a number or shape pattern that follows a given rule Identifying arithmetic patterns and explaining them using properties of operations Materials Needed Anno’s Magic Seeds by Mitsumasa Anno Chart paper or document camera Paper and pencils Perplexing Patterns reproducible and answer key 3-In-A-Row! multiplication cards Two different-colored highlighters for each pair of students in your class Paper clips Introduction Begin reading aloud Anno’s Magic Seeds by Mitsumasa Anno. (You may want to preread the story and place a sticky note on the specific pages the lesson highlights.) When you reach the part in the story where Jack decides to bury two seeds in the ground instead of only one, pause and ask students to predict what might happen the following fall. How many seeds do they think the buried seeds will produce? Ask them to explain why. Then continue reading to find out the answer. Continue reading the story, asking for predictions for the next year and then comparing the students’ predictions to the results in the story.
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Literal vs. Nonliteral Meanings
3rd Grade - 4th Grade
Objective CCSS Language/Vocabulary Acquisition and Use: L.3.5.a, L.4.5.b Demonstrate understanding of word relationships and nuances in word meanings: a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Demonstrate understanding of figurative language, word relationships and nuances in word meanings: b. Recognize and explain the meaning of common idioms. Materials Needed Amelia Bedelia by Peggy Parish Chart paper and marker or chalkboard and chalk or document camera Illustrating Idioms page Wrap-Around Language Idiom cards and answer key Markers or Crayons Best-Buy Scissors Before You Begin Explain to students that words or phrases can have literal or nonliteral meanings. Tell them that a nonliteral meaning is when a phrase means something other than the exact words in it. Explain that authors sometimes use nonliteral meanings in their writing as a way to make a comparison or an exaggerated statement about something. For example, an author writing that someone is a “night owl” is really saying that this person is awake and active at night (nonliteral meaning) rather than stating that the person turns into an animal at night (literal meaning). Tell students that you are going to read the story Amelia Bedelia by Peggy Parish. Ask students to actively listen for the idioms, or nonliteral phrases, that are used in the story. Introduction Begin reading aloud to the class Amelia Bedelia by Peggy Parish. As you read, pause to point out one or two forms of figurative language (e.g., “change the towels” on p. 16 or “draw the drapes” on p. 25) that cause confusion for Amelia. Ask students to explain and describe what they really mean, as opposed to Amelia’s literal interpretation of the phrases. Before you continue with the story, ask students to pay special attention to some of the other forms of figurative language in the story as Amelia encounters them.
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Multistep Word Problems
3rd Grade
Objectives CCSS Math: Operations & Algebraic Thinking 3.OA.D.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Materials Needed Cardboard box or posterboard, cut into an outline of a bus (optional) Whiteboard or chart paper Tim’s Yard Work flyer Neighborhood Jobs reproducible Neighborhood Jobs Answer Key Preparation Print out a copy of the Tim’s Yard Work flyer and the Neighborhood Jobs reproducible for each student in your class. (You can also display the flyer on a document camera.) Introduction Instruct students to listen very carefully to the following story problem: Mr. Smith is driving a bus. At first, the bus has no passengers. At the first stop, 10 passengers get onto the bus. At the second stop, 2 passengers get off the bus. Then 4 passengers board the bus. At the third stop, half the passengers get off the bus. Pause for a few seconds. Then ask, “Now...what is the name of the bus driver?” Most students will likely react with surprise at this question, but a few will remember that you stated who was driving the bus at the beginning of the story problem. Affirm that the name of the bus driver is Mr. Smith. Ask students to raise their hands if they were calculating the number of passengers getting on and off the bus. Explain that, although this story problem was a riddle with a surprising twist at the end, those with their hands raised were actually calculating a multistep math problem that involved addition, subtraction and even division. Point out that this exercise is also a good example of why it is helpful to read the whole problem first in order to find out what information is needed to answer the question.
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Earth Day Every Day
3rd Grade - 5th Grade
Objectives Students will analyze the characters and events in The Lorax by Dr. Seuss, drawing comparisons between the fictitious environment and our own environment. Students will discuss ways to positively impact the environment. Materials Needed The Lorax by Dr. Seuss Small-Group Discussion Questions Colored pencils, pens or markers Introduction Discuss the meaning of Earth Day, and introduce the book to students. Explain that aside from being an enjoyable children’s story, The Lorax is a metaphor to make us think about the world around us and the impact we have on our environment. Invite students to listen carefully to the story and see if they can draw comparisons between the characters and events in the story and our own planet.
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Character Building: Bullying
3rd Grade - 5th Grade
Objectives Students will listen and respond to literature read aloud by the teacher. Students will share interpretations of lessons in a story and learn to apply these lessons to their own lives. Materials Needed A Bad Case of Stripes by David Shannon Chalkboard, sentence strips or interactive whiteboard Notebook paper Introduction Ask students if they have a favorite food that might surprise others, like broccoli, spinach or beets! Invite volunteers to tell the class what this surprising food is. Tell students that you are going to read a story in which the main character has an odd choice for a favorite food. Ask students to pay special attention to what happens to this character, how her classmates react to her, and what she does to solve her problem. Read aloud A Bad Case of Stripes by David Shannon.
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Black History Hall of Fame
3rd Grade - 5th Grade
Objectives Reading and listening to a story about Harriet Tubman and her contributions to American history Researching and identifying an African American hero’s achievements and presenting this information to the class orally and in writing Materials Needed “A Woman Called Moses” Readers’ Theater Script “A Woman Called Moses” comprehension questions Chart paper (optional) Markers “Hall of Fame” frame Scissors Preparation Make a copy of the “A Woman Called Moses” Readers’ Theater Script for each student. Introduction Remind students that February is Black History Month, which celebrates the many positive contributions of African Americans throughout history. Tell students that you would like to share a story of one such person, Harriet Tubman.
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Cause & Effect: Why Did the Pilgrims Come to the New World?
3rd Grade
Objectives Students will understand the relationship between cause and effect. Students will identify the effect when given a cause. Materials Needed …If You Sailed on the Mayflower in 1620 by Ann McGovern “A Chain of Events” reproducible Cause & Effect Flip Book template Scissors Introduction Hold up the book …If You Sailed on the Mayflower in 1620. Tell students that this story takes them back in time so they can understand the events that led the Pilgrims to travel across the sea in search of a new life. Ask students to listen carefully as you read aloud the passage titled “Where does the Pilgrim story begin?” Then invite children to share what they learned about why the Pilgrims decided to leave England and travel to America.
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Writing a Persuasive Brochure
3rd Grade - 5th Grade
Objectives Using reference materials to research for their writing Introducing the topic or text they are writing about, stating an opinion and creating an organizational structure that lists reasons Providing reasons that support the opinion Reporting on a topic or text, telling a story, or recounting an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speaking clearly at an understandable pace Materials Needed Sample tourist pamphlets for exotic vacation destinations (available from local travel agents or hotels) Reference materials Travel Brochure reproducible Crayons or markers Glue (optional) Scissors (optional) Introduction Ask students, “If you could visit anywhere in the world, where would you go? What would you do there?” Invite students to share their responses. Encourage them to talk about places they have never been but would like to see. Prompt students to point out their destinations on a map.
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Pumpkin Measurement
3rd Grade
Objectives Students will listen to a story about pumpkins and learn more about them. Students will learn and understand measurement vocabulary words. Students will estimate—and then measure—the weight, height, circumference, radius and diameter of a pumpkin. Materials Needed Pumpkins by Ken Robbins Small- to medium-sized pumpkins (one for each small group of three to four students and one medium pumpkin for the class) Pumpkins should vary in size as much as possible. Scale Sharp knife (for teacher or adult use only) Rulers String or yarn Pencils Pumpkin Measurement Record Sheet Introduction Read aloud Pumpkins by Ken Robbins. Hold up a medium-sized pumpkin and ask students to estimate, or guess, how much the pumpkin weighs. (Students’ estimates will probably vary widely.) Explain to students that having a starting point of knowledge before estimating will help estimates be more accurate. For example, if students know how much the pumpkin in your hands weighs, this knowledge will help them estimate the weight of smaller or larger pumpkins. Weigh your pumpkin on a scale and tell students the weight. Explain that you’ll be using this measurement in the next activity.
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Racing for Fractions
3rd Grade
Objectives CCSS Math: Number & Operations—Fractions 3.NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.A.3.C: Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. Materials Needed Whiteboard or chart paper Racing for Fractions worksheet and answer key Introduction Write the following story on the board or chart paper, or tell it aloud: Three friends were running a race. Jack ran 1/3 of a mile, Sue ran 1/2 of a mile and Tam ran 1/4 of a mile. Who ran the farthest?
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Chinese Tangrams
3rd Grade
Objective Students will be able to use tangram pieces to demonstrate spatial reasoning and geometric modeling. Materials Needed Tangram Template Reproducible Tangram Shapes Reproducible Tangram Designs Reproducible Scissors Introduction Explain to students that a tangram is an ancient Chinese puzzle made of seven pieces that form a square. In honor of Chinese New Year, invite students to listen as you read aloud Grandfather Tang’s Story by Ann Tompert. Before you read, ask students to pay close attention to the different pictures that are made using various tangram pieces. Challenge them to figure out which shapes are used to make the pictures.
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My Winter Acrostic
3rd Grade - 5th Grade
Objectives Reading: Literature Reading and comprehending grade-appropriate literature, including stories, dramas, and poetry Writing Writing an acrostic poem Materials Needed Animal Acrostics by David Hummon or Autumn: An Alphabet Acrostic by Steven Schnur My Winter Acrostic template Winter Acrostic Organizer template Dark-blue construction paper - 9" x 12" Crayons or colored pencils Pencil Chalk or write & wipe marker Chalkboard or write & wipe board Introduction Hold up the book Animal Acrostics by David Hummon or Autumn: An Alphabet Acrostic by Steven Schnur. Then explain that the first letter of each line in an acrostic poem spells out a “topic” word that ties all the lines of the poem together. (It’s helpful to demonstrate the concept on a chalkboard or write & wipe board.) Read a few examples from the book and show students how acrostic poems are arranged on a page. (You may want to reproduce one on the board or a large poster so students can refer to it throughout the lesson.)
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