How does one protect another?
Day- Plan 1: Ivan
Day- Plan 2: Real Ivan
Day- Seed 1: Unit Opener
Day- Seed 2: Ivan Part 2
Day- Seed 3: Traits
Day- Seed 4: Writing
Day- Seed 5: Two Bobbies
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate
formative assessment will inform a teachers instructional pacing and delivery.
The following are sample suggestions for continued instruction throughout the remainder of the book, The One and Only Ivan. Continue with the same lesson structure and tasks outlined in
Lesson Plan #1 to complete the close reading of the novel, to teach standards, and to develop the protection theme. Continue to guide students though Close Analytic Reading by asking
text dependent questions. Strive for students to return to the text to find evidence to support their answers. These questions are primarily intended for discussion purposes and are not
always written assignments. However, is it appropriate to ask students to complete selected questions in writing or to respond to questions in their journals, only after oral and collaborative
discussion has occurred as appropriate for this grade.
The One and Only Ivan is rich in vocabulary, humor, emotion, and images Use the lesson models provided to develop vocabulary and comprehension. The following serves as a guide to assist in
building student understanding and knowledge.
Suggested chunks, vocabulary, and questions to guide discussion and/or writing.
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Continue the unit with Lesson Seed 3 – Character Traits