Andrew, Meghan, Sarah, and Stephanie

Background

Unit: Students are in the middle of a unit about diversity, citizenship, rights, and responsibilities. In the previous week, the students
watched a Brain Pop video about rights, responsibilities, and freedoms. This video provided background information for the class in a
very child friendly way. The students completed a KWL chart before watching the video as a way to activate prior knowledge and
think about questions that may be answered in the video as well as information the students want to learn about the topic that may
not be initially answered in the video. The students will have also read the Universal Declaration of Human Rights in the previous
week. With this, students will have had a class discussion about the different rights described as well as have had a writing prompt
that has students determine which right from the reading they consider the most important and why they feel this way. This week, we
are going to focus more on the citizenship aspect of the unit, honing in on how people from other countries become citizens as well
as some of the current events that are going on in terms of citizenship. Covering the different kinds of citizens and how people can
become a citizen is also a way to introduce the topic of diversity, which is something that will be discussed more in depth the
following week of the unit. However, what is to be covered in this present week serves as an appropriate middle of the unit, bringing
forth and building on concepts from last week while also working to introduce ideas for the following week.

Students: It is mid-year third grade and the majority of the students have grown greatly in their reading. While there are still a variety
of levels represented throughout the class, the majority of the students are either at, above, or very close to being on reading level.
The low reading group is considerably below reading level, ranging from PP2-2nd grade, but these 7 (out of 18) students are
receiving extensive interventions to help bring them up to level. They are often receiving push in and push out services, as well as
independent instruction from additional building resources. Since these students are receiving these services and do not make up the
majority of the class, the activities presented in this week of lesson plans are more aimed at students close to, on, or above grade
level. The work can be adjusted to meet the needs of these lower students if they are present during this time.

Strategies from Comprehensive Unit Plan:

● Comprehension: Reading Guide for Lottery System
● Vocabulary: Key Terms Sort for A New Home
● Writing: R.A.F.T Writing Activity for A New Home
● Independent Station Work: Key Terms Sort for If the World Were a Village: A Book about the World’s People
 Whole Group: We decided on activities for whole group that would give a great introduction to the ideas and concepts that
are the focus of SOL 3.12. It was important when working in whole group that the big ideas were covered with each activity
allowing us to build a good introduction for our students, but we also made sure to check in with our students to make sure
that these concepts are understood by each of them before their small/independent work is completed.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WHOLE GROUP Start of SQ3R SQ3R (Read, SQ3R

(Survey, Question) Recite) ( Review)

TEXTS Lottery System (Monday, Tuesday, and Wednesday), A New Home (Thursday and Friday)

COMPREHENSI Begin Reading Students work on Students finish

ON Guide for Lottery reading guide, reading guide. Class
System. with assistance as a whole will go
as needed by over the guide to
Introduction to
teacher determine where
reading guide. there might still be
concerns or
misunderstandings.

WRITING R.A.F.T Writing

Assignment for Day 1
of A New Home
Teacher will read the
text whole group at the
beginning of the
lesson. Teacher will
lead a discussion of
the article students just
read, and then will
 introduce the R.A.F.T.
assignment to
students. The rest of
the class will be the
Teacher leading
Students whole group
in modeling an
example of the
R.A.F.T. writing
assignment for
students to work on in
their own individual
work time.

VOCABULARY Students will be doing the

vocabulary activity from the
Comprehensive Unit Plan
about the text A New
Home. This will be done in
the same way a sort would
be done, and it will be led
by the teacher. Students
will work together and with
the teacher to correctly sort
the key terms (vocabulary)
into People, Places,
Problems, or Solutions.
Discussion of vocabulary
and each term’s meanings
can be discussed as the
lesson progresses during
the sort, as well as
discussion of why each
word belongs in the
 category it was placed.

SMALL GROUP These activities were chosen for small group because these activities require more attention from the teacher. Small
groups allow more 1 on 1 interaction with the students and meet them where they are. We chose the same activities
for each group, but the word study list are appropriate for each group of students based on their spelling stages. The
Reader’s theater was differentiated based on reading level.

TEXTS Folktales Around the World--Readers Theater

This passage was chosen because it is based on different cultures and their stories from around the world. This unit is
on diversity and this would give the students a chance to hear stories from other places. This readers theater can be
differentiated according to the reading level.

Fluency/ Students will be completing a week long reader’s theater project and will perform with their group at the end of the
Comprehension week.

Lowest Group Given Passage: Assign Roles and Continue Practicing Finish Practicing Perform for Class
Begin Practice

Middle Group Given Passage: Assign Roles and Continue Practicing Finish Practicing Perform for Class
Begin Practice

Highest Group Given Passage: Assign Roles and Continue Practicing Finish Practicing Perform for Class
Begin Practice

WORD STUDY

Group 1(Lowest Letter name stage-- IG, IP, and ILL Word Families
Group) Pig, pill, wig, lip, dig, mill, zip, hill, and rip
 Introduce words, Have students Students will do a Racetrack Game that Review game
sort together the sort words blind sort. After, they was mentioned in
words, go over independently will rainbow color Chapter 6 WTW page Quiz that assesses spelling
and then write their words 227. Students will and placing the words in
meanings of each
each word down have a game board. the appropriate sort.
of the word, and in the appropriate Students will spin a
then have sort. spinner and move the
students read appropriate spaces.
aloud all of the Students will look at
words. the word on the board
and the words in their
hand and find a word
that has the same
pattern. For example:
if the word was will
then the student would
put down pill or hill.

Students will then do a

writing activity which
will last the remainder
of word study. They
will write a silly story
using as many of their
words as they can and
making sure it makes
sense.

Group 2 (Middle Within word Stage-- Long e and short e

Group) seat, yes, meal, treat, queen, jeep, tree, bell, team, read, leg, sheep,

Introduce words, Have students Students will do a Racetrack Game that Review game
sort together the sort words blind sort. After, they was mentioned in
words, go over independently will rainbow color Chapter 6 WTW page Quiz that assesses spelling
and then write their words 227. Students will and placing the words in
meanings of each
each word down have a game board. the appropriate sort
 of the word, and in the appropriate Students will spin a
then have sort. spinner and move the
students read appropriate spaces.
Students will look at
aloud all of the
the word on the board
words. and the words in their
hand and find a word
that has the same
pattern. For example:
if the word was will
then the student would
put down pill or hill.

Students will then do a

writing activity which
will last the remainder
of word study. They
will write a silly story
using as many of their
words as they can and
making sure it makes
sense.

Group 3 (Highest Syllable Juncture List--VCV and VCCV Patterns

Group) Crazy, diner, even, later, open, dinner, happy, hello, kitten, lesson, busy

Introduce words, Have students Students will do a Racetrack Game that Review game
sort together the sort words blind sort. After, they was mentioned in
words, go over independently will rainbow color Chapter 6 WTW page Quiz that assesses spelling
and then write their words 227. Students will and placing the words in
meanings of each
each word down have a game board. the appropriate sort
of the word, and in the appropriate Students will spin a
then have sort. spinner and move the
students read appropriate spaces.
aloud all of the Students will look at
the word on the board
 words and the words in their
. hand and find a word
that has the same
pattern. For example:
if the word was will
then the student would
put down pill or hill.

Students will then do a

writing activity which
will last the remainder
of word study. They
will write a silly story
using as many of their
words as they can and
making sure it makes
sense.

INDEPENDENT

TEXTS A New Home

WRITING R.A.F.T Writing Assignment. Students will work on their own writing about the text “A New Home”. This assignment
was introduced and modeled during a whole group lesson. Students should be able to complete this on their own with
little to no assistance from the teacher.

INDEPENDENT A selection of books will be pulled by the librarian that deal with SOL 3.12 and students will choose a book to read
READING based off of their reading level. Teacher will monitor the book selection.

STATION If the World Were a Village: A Book about the World’s People vocabulary activity. Students will be already introduced
WORK to key terms that will be used in this assignment, so they will only need to determine the best fit for each term.
Independent: The reason we chose some of these activities is because they allow a lot of independent scaffold work,
students will need to use their past knowledge to work on both the writing and station work. It was important for us to also
include the R.A.F.T activity because it may be something that students have not encountered and it would open students
up to new ways of writing. During the independent reading it was important to give the students books to read that were on
topic, but also give them the freedom of choosing their own book, and having the teacher monitor their book selection
ensures that what each student chooses, is appropriate for their level.

ELL’s: The same accommodations will be implemented for these students as was mentioned for these same activities in the
Comprehensive Unit Plan:
“Our unit plan allows for a lot of student choice and creativity, such as with the writing assignment where students can
choose the format of their writing (poem/letter/story/song/etc…) that they are most comfortable with. By having this choice, if
the ELL student has previous or background knowledge of one of these formats, or is better able to express themselves and
their learning through one format over another, they have that opportunity.
While we have a variety of whole/small group activities and individual work in our unit plan, the goal of teachers is to
best fit the needs of their students through providing multiple ways to run a lesson and help their students succeed. This
being said, depending on the levels of the ELL students that are completing this unit plan, these students could be paired
(either with each other or with a native speaking student) to gain peer assistance while completing their work, whether or not
the lesson is meant to be whole/small group or individual work.
This unit plan already has certain measures in place for all students that could also be considered accommodations
for ELL students, such as having one of our texts being a Brain Pop video and discussion rather than a book, magazine,
article, etc… This provides even more visuals to assist ELL students in their comprehension of the material. Again, depending
on the needs of the students involved, ELL students could also provide visual representations or other more creative means
to express themselves through these projects.
Having the discussion aspect included in most, if not all, areas of our plan provides extra benefits to these students.
During these discussions, the texts they are reading are broken down by the teacher and students for better comprehension.
This can provide ELL students with an opportunity to clarify any misunderstandings they may be having about both what they
have read and what they are expected to do in their activity. This can also aid them in their vocabulary growth and clear up
any confusions these students may have about the wording of the text or assignment.
A final option to best meet the needs of these students would be to lengthen the amount of time these students have
to complete their activities. If an extra day is needed, for example, for an ELL student to complete the Reading Guide, they
could be given this extra time. The scheduling for this unit plan could also be made flexible for these students and they could
have an opportunity to work on this unit plan during various times of the day where extra time could be provided.
 Of course the classroom teacher would be available to help with any extra concerns or to answer any questions or
misunderstandings of these students. In many schools, there are also ELL aides, literacy aides, or other classroom assistants
that could join the class during the times they are working on this unit plan to assist this specific group of students if this
resource is offered. Many schools also pull these students out to separate rooms to work with school provided aides or
assistants, which could also be an option if available.”
For small group lessons that were not included in the comprehensive unit plan, students will be in the group that fits their reading
levels and capabilities. Higher level ELL students that can handle being in the middle or high level groups will still be given
assistance with vocabulary from the teacher or aide if needed. Lower level ELL students will be accommodated with visuals and
manipulatives during their activities. If these are not already included in the lesson (ex. word sorts with pictures), then they will be
provided to these students before or throughout the lesson to aid in comprehension. Students could also be given new vocab words
prior to the lessons and have them to take home to practice before they need to understand them when the lesson begins.
Assessments will be adjusted for these students to fit their needs, ex. Using simple English in the questions being asked or having
questions read aloud to them. For reader’s theater, ELL students could have the passages given to them for practice a week in
advance, could talk through the passages with a teacher or other students to answer vocabulary or comprehension questions, or
could possibly even have passages that are bilingual and include words from their native language depending on needs.