Quarter 2 Unit 2: Literary Analysis and Narrative Writing

(21 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Literature

Key Ideas and Details

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.

 

Integration of Knowledge and Ideas

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).

 

Reading Standards: Foundational Skills

Phonics and Word Recognition

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

c. Decode multisyllable words.

d. Read grade-appropriate irregularly spelled words.

 

Writing Standards

Text Types and Purposes

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

 

Research to Build and Present Knowledge

W.3.7 Conduct short research projects that build knowledge about a topic.

 

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

 

Speaking and Listening Standards

Comprehension and Collaboration

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

 

Language Standards

Conventions of Standard English

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

c. Use abstract nouns (e.g., childhood).

f. Ensure subject-verb and pronoun-antecedent agreement.*

 

Vocabulary Acquisition and Use

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

 

Support Standards

Reading Standards for Literature

Key Ideas and Details

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

 

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

 

Writing Standards

Production and Distribution of Writing

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.)

 

Speaking and Listening Standards

Presentation and Knowledge of Ideas

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.)

 

Language Standards

Vocabulary Acquisition and Use

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).

 

Recurring Standards

Reading Standards for Literature

Range of Reading and Level of Text Complexity

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 Standards for Informational Text

Range of Reading and Level of Text Complexity

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.

 

Writing Standards

Range of Writing

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.

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Concepts and Skills

Concepts to be learned and skills to be used

When reading

• RECOUNT stories, (including fables, folktales and myths from diverse cultures)

• • DETERMINE central message, lesson, or moral

  • EXPLAIN how it is conveyed through key details

• DESCRIBE characters in a story (traits, motivations, or feelings)

• • EXPLAIN how their actions contribute to sequence of events

• COMPARE and CONTRAST themes, settings and plots of stories written by same author about same/similar characters

When applying reading foundational skills

• KNOW and APPLY phonics and word analysis skills

• • DECODE multisyllable words

  • READ irregularly spelled words

When writing

• WRITE narratives to DEVELOP real or imaged experiences or events

• USING effective technique, descriptive details, and clear event sequence

• ESTABLISH a situation and INTRODUCE narrator and/or characters

• • ORGANIZE an event sequence

• USE dialogue and descriptions of actions, thoughts and feelings to

• • DEVELOP experiences and events

  • SHOW response of characters to situations

• USE temporal words and phrases to SIGNAL event order

• PROVIDE sense of closure

• CONDUCT short research projects that BUILD knowledge about a topic

• RECALL information from experiences or GATHER information from print and digital sources

• • TAKE brief notes on sources

  • SORT evidence into provided categories

When speaking and listening

• DETERMINE main ideas and support details of text read aloud or information in diverse media and formats (visually, quantitatively, orally)

When using language

• DEMONSTRATE command of the conventions of standard English grammar and usage

• • USE abstract nouns

  • ENSURE subject-verb and pronoun-antecedent agreement

• DEMONSTRATE understanding of word relationships and nuances in word meaning

• • DISTINGUISH literal and nonliteral meanings of words and phrases in context

  • IDENTIFY real-life connections between words and their use

 

Essential Questions

• What can a reader do to determine the central message of a story? Why is it important to determine the central message?

• How does a deeper understanding of a character’s actions help a reader to better understand a story, poem, or play?

• Why would a reader compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters?

• How does a writer use effective techniques and descriptive details to improve the reader’s experience?

• Why should a writer use clear event sequences within a narrative?

• How do writers conduct and summarize research?