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.
Throughout the unit, students have explored the theme and the essential question, How does one protect another? Through interacting with texts of all kinds,
students have gained knowledge and discussed the concept. The ideas presented in this seed may be infused throughout the unit, or inserted where the teacher determines.
Teachers may select from the mini-lesson ideas presented and customize them according to the group. If at all possible, use technology to draft and produce writing. Be sure
to build in writing supports for third graders by modeling explicitly, providing examples, and clearly communicating expectations.
Utilize tenets from the Six Traits of Writing. Click to Open
Optional Writing Prompt – The Perfect Enclosure
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.2 Write informative /explanatory texts to examine a topic and convey ideas and information clearly.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
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 teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).