Gr. 3 Unit: Determination

"To read well requires one to develop one's thinking about reading and, as a result, to learn how to engage in the process of what we call close reading. Students not only need to learn how to determine whether a text is worth reading but also how to take ownership of a text's important ideas (when it contains them). This requires the active use of intellectual skills. It requires command of the theory of close reading as well as guided practice based on that theory." (Paul and Elder, 2003, p. 36)

Rationale and purpose for the unit

The purpose of this unit is for students to read texts closely to construct meaning as it is conveyed through subtle and not so obvious techniques. Students will use the author's words and techniques to gain a deep understanding of the text as a whole. Students will explore the author's use of words and phrases that convey meaning, and determine the author's central message by seeing the connection and relationship between and among sentences and paragraphs.

The lesson models and seeds in this unit feature best practices using literary and informational texts to address the instructional shifts required by the Common Core State Standards. They will assist students in the process of close reading and critical analysis of text. Included are examples of text dependent questions and sample responses to guide instruction. Students will engage with technology, practice effective speaking and listening skills in collaborative groups to build deeper meaning, and write narrative, expository, and opinion pieces to demonstrate effective use of textual evidence.

Controlling idea or central topic

The central topic of this unit is determination. It is the concept or glue that holds ideas together so that the standards can be addressed through thoughtful and meaningful contexts. Students will actively engage in reading and analyzing texts about persons who've shown determination and overcome obstacles in life.

The following questions will guide students as they interact with various texts:
What are the roles of challenges and barriers when people show determination?
How does thinking about what the author has to say (when writing a text) to help the reader understand the text?

Structure: sequence of lessons/seeds

The unit opener introduces the concept of determination by learning about real people and their stories. In the first lesson, students will read about Ruby, a young girl from China, who wishes to go to a university, despite Chinese cultural rules. In the second lesson, students read about the life of Amelia Earhart, a real woman who was also determined to succeed in non-traditional roles. The lesson seeds that follow highlight Thomas, a young boy who shows determination facing different kinds of challenges and barriers. Finally, students will generalize their understanding and mastery of the standards when reading texts that they choose in order to write their own text explaining why someone has shown determination. They will write to source, citing evidence from the text they have read. The unit should last approximately 4 weeks.

UDL and ELL statements

Consideration for background, language, experiences, and confidence must be on the forefront of every teacher's mind when planning lessons. UDL (Universal Design for Learning) principles and strategies for English Language Learners include: