Unit Title: Book Clubs Grade Level(s): 3rd

Subject/Content & Topic Area(s): Reading

Key Words: Book Clubs, Characters, Speaking and Listening to Others

Designed By: Shelly Schantz Time Frame: 3-4 Weeks

School District: Brandon School: Oakwood Elementary

Brief Summary of Unit (including curricular context and unit goals):

Readers will work in book clubs to deepen their understanding of texts. This unit incorporates speaking
and listening standards of how to have respectful, reciprocal conversations. Students will build on the
previous character unit to pay attention to details, build and revise theories, and to distinguish their own
point of view from the author and others. Students will culminate the unit by creating an iMovie on how to
have book club conversations.
 Understanding by Design
Final Design Template

Title: Shelly Schantz Subject/Course: Reading

Topic: Book Club Grade: 3rd Grade

Designer(s): Shelly Schantz- adapted from Brandon School District Curriculum on Atlas Rubicon

Stage 1—Desired Results

Established Goal(s): Content Standards & Benchmarks (written out or paraphrased)

Reading: Literature:
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.

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.3.1a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
SL.3.1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
SL.3.1c. Ask questions to check understanding of information presented, stay on topic, and link their comments
to the remarks of others.
SL.3.1d. Explain their own ideas and understanding in light of the discussion.
SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail
or clarification.
Enduring Understanding(s): Big Ideas
Students will understand that…
● Reading comprehension skills scaffold over
time.
● As we read we change their thinking.
● Multiple voices increase uniqueness of ideas.
(Knowledge)
Students will know…
● Strategies for choosing a book, previewing a
text, and making a plan for reading with a
group.
● How to identify patterns in characters deal with
problems.
● Ways to have a respectful conversation
● How to compare how characters deal with
problems of characters.
● How to notice interactions and problems of
characters.
● How to link one's ideas about characters.
● Patterns exist across series books.
Essential Question(s):
● How do we share ideas respectfully?
● Has anyone ever changed your thinking?
● How does comprehension of our reading
change over time?
(Skills)
Students will be able to…
● Choose, preview, and make a plan for reading
a text in a small group
● Notice patterns across a series, the
interactions of characters within that series,
and the problems and the ways characters deal
with these problems.
● Explore ways to start and add on to
conversations ignited from their thinking and
jotting during independent reading.
● Compare how the characters situation is
similar or different between stories in a series.
● Use what they have learned about the series to
make smart predictions and think about what
the character’s traits are trying to teach them.
● See that they can start with one simple idea
about a character but then across series add
more to their thinking and talk.
● Organize thinking and talk by stopping to
consider the idea’s importance and by linking
their ideas to those of others in their book
club.
Stage 2-Determine Acceptable Evidence
Performance Task(s)* (2-3 tasks):

 Fish Bowl of a Groups Discussions (Formative)

 Video tape discussion pieces and create an iMovie of how to teach others how to have a book club
(Summative)

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples):

 Teacher observations
 Teacher as an honorary member
 Create norms for discussion and make chart
 Create a discussion prompts/ starters poster
 Reader’s notebook entries/ thought organizers

Student Self- Assessment and Reflections:

Reflections:
 Weekly reflection of group work (prepared, understandings, discussions)
 End of book book club summative reflection (things that went well vs. things to improve on)
Performance Task Blueprints-Provide a blueprint for at least one task.
What understandings and goals will be assessed though this task? What essential questions will be
uncovered in this performance task?

Students will understand that…

● Multiple voices increase uniqueness of ideas.

Essential Questions:

● How do we share ideas respectfully?

● Has anyone ever changed your thinking?

Through what authentic performance task will students demonstrate understanding? Describe task(s) in
detail so students clearly understand the expectations. (Optional use of GRASPS here)

iMovie to teach how to have a purposeful and respectful book club discussion (Summative Assessment)

Goal- The goal is to create a video to teach others how to hold a purposeful and respectful book club
discussion.
Role- You are a group of reading teachers working together.
Audience- The target audience is other teachers and actual 2nd/ 3rd Grade students.
Situation- The challenge involves showing ways that book clubs have respectful conversations about
characters and story elements in book clubs.
Product/ Performance and Purpose- You will create a video book club discussion in order to teach effective
strategies for talking to and listening to the ideas of others in book club discussions.
Standards & Criteria for Success- your book club movie should: show effective strategies for listening and
talking, indicate different roles, include book talk, be well organized and easy for 2nd/ 3rd graders to understand.
It should also include input from each member of the group.

What student products and/or performances will provide evidence of desired understandings?

Book clubs will work together to create a “How to” video on how to hold a book club discussion.
Students will present their video to the class.
By what criteria will student products and performances be evaluated? Provide standards or rubrics
by which the task will be judged.

Checklist

Book Club Discussion Video Task -

The discussion items to include:
Preparing for the discussion.
What to bring to the discussion.
Use of tools from mini-lessons
Discussion starters
How to listen
Ways to respond
Staying on topic
Asking questions
Linking comments to comments of others
Explain ideas
The movie requirements
Everyone in the group must have a role in the movie
Must contain real clips and pictures from discussions
Use iMovie (or get a platform approved)
Should be about 5 minutes in length.
Book Club Discussion Video Rubric
1RL.3.1 - Reading:
Literature Movie shows
how to ask and answer
questions related to the text.
SL.3.1 - Speaking and
Listening Movie shows how
to have discussions on the
book, building on others'
ideas and expressing their
own clearly.
SL.3.2 - Speaking and
Listening Movie shows how
to talk about the main ideas
and details of the book club
book.
SL.3.3 - Speaking and
Listening Movie shows how
to ask and answer questions
about information from a
speaker, offering appropriate
elaboration and detail.
SL.3.6 - Speaking and
Listening Movie shows how
to speak in complete
sentences when appropriate
to task and situation in order
to provide requested detail or
clarification.
Videos and Pictures
Use of Technology
Involvement
4. Exceeds Standard
Shows members explain what
the text directly says and the
meaning behind the text.
Referred to details and examples
in a text.
Shows members very well
prepared for discussions and
referred to specific evidence in
the text. Followed guidelines set
for the discussion and helped set
goals and roles. Asked,
responded to, and elaborated on
ideas contributed by others.
Shows members that
paraphrased a written text read
aloud or information presented
in diverse media and formats,
including visually,
quantitatively, and orally.
Shows members that asked and
answered insightful questions
about information from a
speaker, encouraging deeper
discussion.
Shows members that adapted
speech to a variety of contexts
and tasks, using formal English
when appropriate to task and
situation.
Videos and pictures relate to the
subject and help others
understand it better.
Skilled use of video, audio, and
iMovie.
It is evident that every person in
the group had a clear and
meaningful role.
3. Meets Standard
Shows members ask and
answer questions to show
an understanding of a text.
Found answers to questions
by looking to the text.
Shows members prepared
for discussions and referred
to evidence in the text.
Followed guidelines set for
the discussion. Asked,
responded to, and linked
ideas contributed by others.
Shows members that
identified the main ideas
and supporting details of a
text read aloud or
information presented in
diverse media and formats,
including visually,
quantitatively, and orally.
Shows members that asked
and answered questions
about information from a
speaker, offering
appropriate elaboration and
detail.
Shows members that spoke
in complete sentences when
appropriate to task and
situation in order to provide
requested detail or
clarification.
Videos and pictures mostly
relate to the subject.
Satisfactory use of video,
audio, and iMovie.
Every person had a clear
role in the movie.
2. Approaching Standard
Shows members ask and answer
questions to show a some
understanding of a text. Found
answers to questions by
remembering the text.
Shows members somewhat
prepared for discussions and
referred to the text. With
reminding, followed guidelines
set for the discussion. Asked
and responded to questions.
Shows members that with
support, identified the main
ideas and supporting details of a
text read aloud or information
presented in diverse media and
formats, including visually,
quantitatively, and orally.
Shows members that asked and
answered questions about
information from a speaker.
Shows members that with
support, spoke in complete
sentences when appropriate to
task and situation.
Videos and photos are few and
some are off topic.
Minimal skill in use of video,
audio, and iMovie.
It appears that everyone had
role, but it is not clearly evident
in the movie.
1. Standard not Met
Shows members ask
questions to show a partial
understanding of a text.
Shows members not
prepared, did not participate
in the discussion, OR did
share ideas.
Shows members that
struggled to identify key
points of a written text read
aloud or information
presented in diverse media
and formats, including
visually, quantitatively, and
orally.
Shows members that
struggled to ask or answer
questions from a speaker.
Shows members that
struggled to speak in
complete sentences when
appropriate to task and
situation.
There are no videos or
photos or they do not relate
the topic.
Incorrect use of video,
audio, and iMovie.
Not everyone had a role or
roles were not evident in the
movie.
Stage 3-Plan Learning Experiences and Instruction

Learning Experiences: Consider the WHERETO elements.

Concept I: Readers use strategies to think and talk in book clubs

Session 1 Readers choose, preview and make a plan to read series books
Create book club agreements.
Session 2 Readers notice patterns in their characters’ actions and behaviors as they read
Teacher Observation
Session 3 Readers have ways for entering into and continuing a conversation
Create chart with prompts/ ideas for entering conversation/ Capture 1 or more examples on iPad.
Session 4 PT: Fish Bowl- Conversations based on character actions and behaviors.
WEEKLY REFLECTION checklist
Session 5 Readers pay attention to the interactions and relationships of characters to learn more
Teacher Observation
Session 6 Readers notice the problems characters face and how they deal with them to learn more
Teacher Observation/ Notebook notes .

Concept II Readers revise or confirm theories using text to grow interpretations across books
Session 7 Readers compare how the character’s situation or problem is similar or different between stories
Teacher Observation
Session 8 Readers use what they know about the series to make predictions
Teacher Observation/ Notebook notes
Session 9 Readers think about what the character, story or series is trying to teach them
Fish Bowl- Book talks
WEEKLY REFLECTION checklist
Session 10 Readers develop an idea about a character then nudge thinking to more ideas about that character
Teacher Observation
Session 11 Readers organize thinking and talk by stopping to see importance
Teacher Observation/ notebook entry/ Capture 1 or more examples on iPad.
Session 12 Readers link their comments to the remarks of others
Teacher Observation/ Capture 1 or more examples on iPad.
WEEKLY REFLECTION checklist
Session 13 END of Book Club reflection

Concept III
Session 14 PT: Book clubs will share movie to teach how to have a book club discussion.
Planning
Session 15 Work Session for movie

Session 16 Finalizing Movie

Session 17 Share Movie