Why are relationships important?
DAY 1 - SEED 1
DAY 2–5 - PLAN 1
DAY 6–11 - SEED 2
DAY 12–15 - PLAN 2
DAY 16–19 - SEED 3
DAY 20 - SEED 4
Download Seeds, Plans, and Resources (zip)
Send Feedback to MSDE’s Reading Team
4 Weeks - "Unit at a Glance" Organizer
Download all unit files (zip)
The unifying theme of this unit centers on the concept of RELATIONSHIPS. Students in third grade are involved in a variety of relationships, ranging from friendships, pets, family, neighborhoods, and/or clubs to relationships they encounter in text. The intention of the unit is to conduct a deep study of this concept and to help students become more aware of the relationships they encounter in daily life, in history, in the environment, and in texts. This unit will engage students in a variety of activities that will illustrate how events shape personal relationships, how particular relationships affect events and actions, and how relationships are developed and change over time. 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 deeper meaning. The anchor texts focus on a fictionalized account of Winter, a rescued dolphin and the people who helped rehabilitate her.
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 compare a variety of texts on the same topic. 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. Instructional technology and a variety of resources are infused to maintain engagement, deepen 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. Opportunities for modeled writing and simple scoring tools have been provided. Universal Design for Learning principles were considered when planning these lessons for a range of learners.
An opening lesson introduces the unit followed by a series of lessons and possible lesson seeds for the novel, Dolphin Tale. After students read the literary piece, they will read the related informational book, Winter's Tail. Suggested digital resources are provided to promote engagement and extended interdisciplinary learning and investigation. This unit may lead to a one week research project on a variety of scientific topics. Additional theme related books are suggested and the lesson seed for Amazing Grace can serve as a starter for exploring relationships in other genres.
Provide the opportunity for students to select from a menu of ongoing independent tasks:
Included in this plan is a teacher resource which serves as a visual to assist in planning. It is not to be displayed in a completed form, but to be constructed collaboratively with students to reinforce the concept of various relationships.
The accompanying charts list a variety of alternative texts that may be substituted. 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.
*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. See Maryland Learning Links: http://marylandlearninglinks.org.
Pre- Assessments: Explain a selected relationship displayed visually.
Thumbs Up Thumbs Down: given a set of two words student identify which could have a relationship.
Formative Assessments: ongoing reflections, journal entries, responses from group and individual work, and writing.
Summative Assessment: Describe the relationship developed between two identified characters in the first section, Chapters 1-5, of the novel.
Summative Assessment: Upon conclusion of the novel, describe the relationship developed between two identified characters.