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.
This lesson seed may be implemented after students read The One and Only Ivan. The instructional sequence aligns to the unit theme and essential question,
How does one protect another? Students will read Two Bobbies and respond to a variety of text dependent questions during discussion and may also respond in writing.
Students will explore the concepts, the language, and the events presented. Students will also engage in comparing texts and digital resources.
Planning and Preparation
“Neither Bobbi the dog nor Bob Cat has a tail, and some say that’s what brought them together.” Abandoned during the Katrina evacuations, pets Bobbi and Bob Cat wander dangerous,
debris-strewn streets seeking food and water. Eventually taken to a rescue shelter, the Bobbies show distress when separated but remain calm when together. Workers then discover
that Bob Cat is blind and that Bobbi seems to serve as his seeing-eye dog. A national news appearance ultimately results in the animals' shared adoption in a happy new home.”
It is important you do not tell the story details prior to reading or provide background information about the pets or Hurricane Katrina. Through shared and independent reading, discussing and rereading, students should construct meaning on their own.
Rescue, rescued, debris, litter, stranded, littered, recede, receded, devastate, devastated, devastating, temporary, bobbed,
Revisit the text using these sample text dependent questions.
How long had the pair been wandering the city? How did their luck start to change?Construction worked caring for them, took them to animal shelter
After the Storm
Reading Informational Text
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
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.3.4 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.)