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STANDARDS READING AND VOCABULARY WRITING AND LANGUAGE

QUESTION(S)

1 What lessons RL.3.3 45 mins. 30 mins.

can we learn W.3.2 Amos and Boris, II (RL.3.3) Process: Evidence Collection (W.3.2, W.3.8)
from how Amos W.3.8 SWBAT describe Amoss reactions to SWBAT gather evidence that supports the
reacted to the problems he faced. prompt.
problems? EXIT TICKET: Identify one problem EXIT TICKET: Complete an evidence guide
Amos faced and explain how he with information that answers the prompt.
reacted to it. Begin focus writing task 1.

2 What lessons RL.3.3 45 mins. 30 mins.

can we learn W.3.2 Amos and Boris, III (RL.3.3) Process: Evidence Collection (W.3.2, W.3.8)
from how Amos W.3.8 SWBAT draw inferences about Amoss SWBAT elaborate on evidence in response
reacted to character traits based on how he reacts to a prompt.
problems? to events. EXIT TICKET: Collect student evidence guides.
EXIT TICKET: Describe a character trait
Amos has and explain how you made
the inference using evidence.

3 What lessons RL.3.3 45 mins. 30 mins.

can we learn W.3.2.A Amos and Boris, V (RL.3.3) Process: Plan a Topic Sentence (W.3.2.A)
from how Amos SWBAT explain how Boriss actions SWBAT select best evidence to develop a
reacted to contribute to the series of events. topic sentence.
problems? EXIT TICKET: Name one of Boriss EXIT TICKET: Identify the evidence and
actions and explain how it contributed elaboration that best develops your topic
to the series of events. sentence by color-coding your evidence
and elaboration.

4 What lessons RL.3.2 45 mins. 30 mins.

can we learn W.3.2.C Amos and Boris, VI (RL.3.2) Process: Draft an Informative Paragraph
from how Amos SWBAT explain the central message of (W.3.2.C)
reacted to Amos and Boris. SWBAT connect ideas with linking words
problems? EXIT TICKET: Explain the central and phrases.
message of Amos and Boris. EXIT TICKET: Turn in a draft paragraph with
linking words and phrases highlighted.
Complete Focus Writing Task 1

5 What lessons RL.3.2 45 mins. 30 mins.

can we learn Amos and Boris, VII (RL.3.2) LEAP Writing Cycle 1
from how Amos SWBAT explain how a central message
reacted to of Amos and Boris is conveyed using
problems? key details.
EXIT TICKET: Explain how two key details
support a central message in Amos and
Boris.

6 How should RI.3.6 45 mins. 30 mins.

people treat Shark Attack!, pp. 1423 (RI.3.6) LEAP Writing Cycle 1
sharks and why? SWBAT identify the authors point of
view about the danger of sharks.
EXIT TICKET: Write a response to the
question: What is the authors point of
view about sharks on pp. 1415?

GRADE 3 | MODULE 2 | OVERVIEW & PACING PLAN | PAGE 1

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STANDARDS READING AND VOCABULARY WRITING AND LANGUAGE
QUESTION(S)

7 Reading: How RI.3.2 45 mins. 30 mins.

should people W.3.2 Shark Attack!, pp. 2431 (RI.3.2) LEAP Writing Cycle 1
treat sharks and SWBAT determine a main idea from a
why? section of Shark Attack!
EXIT TICKET: Determine the main idea of
p. 26 of Shark Attack!

8 Reading: RL.3.1 60 mins.

What lessons RL.3.2 CHECKPOINT ASSESSMENT 1
can we learn RL.3.3 (RL.3.1, RL.3.2, RL.3.3)
from how Amos SWBAT analyze a text independently by answering test questions.
reacted to EXIT TICKET: Complete the assessment.
problems?

9 Reading: RI.3.9 45 mins. 30 mins.

How should W.3.2.A Shark Attack!, pp. 3239 (RI.3.9) Genre: Identify Features of Public Service
people treat SWBAT compare and contrast the main Announcements (W.3.2)
sharks and why? points in Sharks up close and Shark SWBAT identify features of public service
attackthe facts. announcements.
Writing: EXIT TICKET: Students will respond to EXIT TICKET: Turn in annotated public
How should two selected responses showing the service announcement script.
people treat similarities and differences between Begin focus writing task 2.
sharks and why? the two sections.

10 Reading: RI.3.2 45 mins. 30 mins.

How should W.3.2 Shark Attack!, pp. 4047 (RI.3.2) Process: Collect Evidence (W.3.2, W.3.8)
people treat W.3.6 SWBAT identify supporting details for a SWBAT gather evidence that supports the
sharks and why? main idea in Sharks Under Attack. prompt.
EXIT TICKET: Identify two pieces of EXIT TICKET: Complete an evidence guide
Writing: textual evidence in a selected response with information that tells how to be safe
How should that support the main idea that sharks around sharks.
people treat are under attack.
sharks and why?

11 Reading: RI.3.5 45 mins. 30 mins.

How did the W.3.2.A Titanic: The Disaster That Shocked the Process: Plan a Public Service
crew and World!, pp. 1421 (RI.3.5) Announcement (W.3.2.A)
passengers SWBAT use text features to recount a SWBAT introduce a topic and group
respond to sequence of important events. related information into a public service
problems when EXIT TICKET: Use text features to announcement plan.
the Titanic recount a sequence of five events in EXIT TICKET: Turn in a draft public service
began to sink? this section of the text. announcement plan that contains a topic
Writing: sentence, evidence and elaboration from
How should Shark Attack!
people treat
sharks and why?

12 Reading: RI.3.5 45 mins. 30 mins.

How did the W.3.2 Titanic: The Disaster That Shocked the Process: Draft a Public Service
crew and World!, pp. 2227 (RI.3.5) Announcement (W.3.2.B)
passengers SWBAT use text features to locate SWBAT develop a topic by listing and
respond to information about whether the Titanic elaborating upon the details that support
problems when was prepared for an accident. it.
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STANDARDS READING AND VOCABULARY WRITING AND LANGUAGE
QUESTION(S)

the Titanic EXIT TICKET: Identify one detail in a EXIT TICKET: Turn in drafted PSAs with
began to sink? text feature from pp. 2627 and evidence and elaboration annotated.
explain whether it shows that the
Writing: Titanic was prepared for an accident
How should
people treat
sharks and why?

13 Reading: RI.3.2 45 mins. 30 mins.

How did the W.3.2 Titanic: The Disaster That Shocked the Process: Revise a Public Service
crew and World!, pp. 2835 (RI.3.2) Announcement for Sentence Variety (W.3.2,
passengers SWBAT identify how details in the L.3.1.H, L.3.1.I)
respond to illustrations support a main idea in SWBAT revise PSAs to increase interest by
problems when Titanic: The Disaster that Shocked the adding compound sentences.
the Titanic World! EXIT TICKET: Turn in revised PSAs with one
began to sink? EXIT TICKET: Choose one detail from compound sentence underlined.
the illustrations and explain how it Complete Focused Writing Task 2
Writing: supports the main idea.
How should
people treat
sharks and why?

14 How did the RI.3.2 45 mins. 30 mins.

crew and Titanic: The Disaster That Shocked the LEAP Writing Cycle 2
passengers World!, pp. 3647 (RI.3.2)
respond to SWBAT explain how graphs,
problems when illustrations, and photographs support
the Titanic a main idea.
began to sink? EXIT TICKET: Explain how the
photographs of the newspapers on p.
41 support a main idea.

15 How did the RI.3.7 45 mins. 30 mins.

crew and Titanic: The Disaster That Shocked the LEAP Writing Cycle 2
passengers World!, pp. 4855 (RI.3.7)
respond to SWBAT use information from
problems when illustrations, photographs, diagrams
the Titanic and infographics to explain what
began to sink? information they add to the text.
EXIT TICKET: Choose one image on pp.
5455 and explain what information it
adds to the text.

16 How did the RI.3.2 45 mins. 30 mins.

crew and Titanic: The Disaster That Shocked the LEAP Writing Cycle 2
passengers World!, pp. 5657 (RI.3.2)
respond to SWBAT recount major events about
problems when the Titanic in a Socratic seminar.
the Titanic EXIT TICKET: Complete and submit a
began to sink? self-evaluation using Handout 16:
Socratic Seminar Self-Assessment.

17 How did the RI.3.1 60 mins.

crew and RI.3.2 CHECKPOINT ASSESSMENT 2
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STANDARDS READING AND VOCABULARY WRITING AND LANGUAGE
QUESTION(S)

passengers RI.3.6 (RI.3.1, RI.3.2, RI.3.6)

respond to SWBAT analyze a text independently by answering test questions.
problems when EXIT TICKET: Complete the assessment.
the Titanic
began to sink?

18 FLEX DAY FLEX DAY 45mins 30 mins

FLEX DAY FLEX DAY
Instruction should be based on the Instruction should be based on the needs
needs of your students of your students

19 How did RI.3.5 45 mins. 30 mins.

different people W.3.2 Giant Squid: Searching for a Sea Genre: Identify Features of Exhibit Cards
respond to the Monster, I (RI.3.5) (W.3.2)
problems faced SWBAT identify information quickly SWBAT identify features of exhibit cards.
while studying and efficiently using text features. EXIT TICKET: Turn in annotated Handout
giant squid? EXIT TICKET: Respond to a selected 19D: Sample Exhibit Cards.
response question. Begin focus writing task 3.

20 How did RI.3.5 45 mins. 30 mins.

different people W.3.2 Giant Squid: Searching for a Sea Process: Evidence Collection (W.3.2, W.3.8)
respond to the W.3.8 Monster, II (RI.3.5) SWBAT gather evidence about a particular
problems faced SWBAT use text features efficiently to artifact to include in the exhibit.
while studying determine how scientists responded to EXIT TICKET: Complete an evidence guide
giant squid? problems faced while studying the with information about an artifact to
giant squid. include in the exhibit.
EXIT TICKET: List one problem scientists
faced and identify how you used text
features to find the information.

21 How did RI.3.2 45 mins. 30 mins.

different people W.3.2.A Giant Squid: Searching for a Sea Process: Plan Details to Support a Topic
respond to the Monster, III (RI.3.2) (W.3.2.A)
problems faced SWBAT recount key details and explain SWBAT plan key details to support a topic
while studying how they support a main idea. sentence.
giant squid? EXIT TICKET: Identify the main idea of EXIT TICKET: Turn in Handout 21: TEEE
p. 23 or p. 24. List two details that planning sheet for Focus Writing Task 3.
support the main idea using a boxes
and bullets graphic organizer.

22 How did RI.3.6 45 mins. 30 mins.

different people W.3.2.C Giant Squid: Searching for a Sea Process: Draft an Exhibit Card (W.3.2.C,
respond to the Monster, IV (RI.3.6) L.3.1.H, L.3.1.I)
problems faced SWBAT determine the authors point of SWBAT vary sentence types for reader
while studying view about Dr. Clyde Ropers work. interest.
giant squid? EXIT TICKET: Respond in writing: What EXIT TICKET: Turn the drafted paragraph in
does the author think about Dr. Clyde with one compound sentence and one
Ropers work? complex sentence highlighted.

23 How did RI.3.6 45 mins. 30 mins.

 FOCUS
STANDARDS READING AND VOCABULARY WRITING AND LANGUAGE
QUESTION(S)

different people W.3.2 Giant Squid: Searching for a Sea Process: Publish (W.3.2)
respond to the Monster, V (RI.3.6) SWBAT incorporate feedback from a
problems faced SWBAT develop their own points of teacher before publishing an exhibit card.
while studying view about the importance of studying EXIT TICKET: Turn in the final draft of your
giant squid? the giant squid. exhibit card.
EXIT TICKET: Explain your point of view Complete Focus Writing Task 3
in writing: Is it important to learn more
about the giant squid, even if its
dangerous work? Why?

24 How did RI.3.5 45 mins. 30 mins.

different people Giant Squid: Searching for a Sea LEAP Writing Cycle 3
respond to the Monster, VI (RI.3.5)
problems faced SWBAT identify solutions to capturing
while studying the squid on camera from the text
giant squid? features.
EXIT TICKET: Identify one piece of
information from the text features
(captions, sidebars, and pictures) that
gives information about capturing the
giant squid on camera.

25 How did RI.3.6 45 mins. 30 mins.

different people Giant Squid: Searching for a Sea LEAP Writing Cycle 3
respond to the Monster, VII (RI.3.6)
problems faced SWBAT distinguish their own point of
while studying view from that of the authors.
giant squid? EXIT TICKET: What is your point of view
on continuing to search for the giant
squid? How is it similar to or different
from the authors?

26 How did RI.3.9 45 mins. 30 mins.

different people Giant Squid: Searching for a Sea Monster LEAP Writing Cycle 3
respond to the and Shark Attack! (RI.3.9)
problems faced SWBAT compare and contrast Clyde
while studying Roper in Giant Squid and Valerie Taylor
giant squid? in Shark Attack!
EXIT TICKET: Compare and contrast the
character strengths of Clyde Roper
from Giant Squid and Valerie Taylor
from Shark Attack!

27 90 mins. A2 Interims
END-OF-MODULE ASSESSMENT, PART I (RL.3.1, RL.3.2, RL.3.3)

28 90 mins. A2 Interims
END-OF-MODULE ASSESSMENT, PART II (RL.3.2,RL.3.4,RL.3.7)