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 unifying theme of this unit will deepen students’ understanding about the concept of PROTECTION. Students will
explore the unit and the essential question, How does one protect another? Students will interact with multiple texts
related to the theme. Third graders have a general or surface knowledge about protection. Yet, they may not yet grasp
the many levels of protection occurring in society and nature. Everyone, no matter age, size, or species has the ability
to protect someone or something. The intention of the unit is to conduct a deep study of this concept and to help students
become more aware of the ability everyone possesses to care for others or the world.
The award winning anchor text, The One and Only Ivan, is a fictionalized account of Ivan, a real captive silverback gorilla
who was eventually placed in a zoo in the later stages of his life. Students are not told that this text was based on a real
animal until the completion of the novel. This unit plan includes an introductory Prezi, resources, novel plans, and lesson
seeds. Throughout the unit, students, will read both fiction and informational texts, engage with technology, and interact
in cooperative groups to identify key ideas to build meaning.
The lesson models in this unit feature best practices to address Common Core State Standards and will assist students in the
process of close reading, critical analysis of text, and will provide opportunities for students to respond in writing to the
text(s). Included are examples of text dependent questions and sample responses to guide instruction. A variety of learning
structures are described, including sample organizers and resources. A variety of resources are infused to maintain engagement,
enhance comprehension, and serve as prompts for future investigation and research. Students will maintain a learning log or
journal to record and write regularly about the theme, vocabulary, characters, and events.
Universal Design for Learning principles were considered and are integrated into these lessons and seeds for a range of learners.
Provide the opportunity for students to select from a menu of ongoing independent tasks:
How does one protect another?
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.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
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.
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.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.6 Distinguish their own point of view from that of the author of a text.
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.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
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.
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
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).
The following chart lists a variety of texts that may be utilized throughout the unit. While Lexile levels are indicated, it is important for texts to be fully evaluated for qualitative and reader and task considerations before using them instructionally. Instructional approaches for these texts are included in Lesson Seed #1 – Unit Opener.
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit.
See “Sources for Accessible Media” for suggestions at http://marylandlearninglinks.org/.
The Natural World – Science
Animal rights, protection – social issues