Design Topic _Reading VDOE Standard 3.

4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)

Zapata, Ashlee
Understanding by Design

Unit Cover Page

Unit Title: READING VDOE STANDARD 3.4 Charlotte’s Web Grade Levels: 3

Topic/Subject Areas: Reading

Key Words: Synonyms, Antonyms, Homophones, Context Clues, Root words, Dictionary,
Glossary, Thesaurus
Designed By: Ashlee Zapata______ Time Frame: 4 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

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

This unit builds on prior knowledge of antonyms, synonyms, and homophones as well as
introduces students to resources they can use when reading and writing. These resources
include a glossary found within the book as well as a dictionary for spelling & defining
purposes and a thesaurus for synonyms.
The goal of the unit is to build on prior knowledge and acquire a deeper understanding of how
resources can help further understanding as well as to be able to demonstrate full
understanding of our selected vocabulary words and further increase fluency with the selected
reading material, Charlotte’s Web.
Other goals include being able to use context clues and root words within text to phonetically
pronounce words as well as understand them. Activities within the unit include a combination
of individual and group activities and assessments.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee

STAGE 1 – DESIRED RESULTS

STAGE 1 – DESIRED RESULTS

Unit Title: READING VDOE STANDARD 3.4

Established Goals:

Students will expand vocabulary when reading by doing the following:

1. Using knowledge of homophones
2. Using knowledge of roots, affixes, synonyms & antonyms
3. Apply meaning clues, language structure, and phonetic strategies
4. Use context to clarify meaning of unfamiliar words
5. Discuss meanings of words and develop vocabulary by listening and reading
6. Use vocabulary from other content areas
7. Use word reference resources including the glossary, dictionary, and thesaurus

Understandings: Essential Questions:

Students will understand that…
 Homophones are words that sound
the same but mean something
different.
 Synonyms are words that mean the
same thing as another word but sound
differently.
 Antonyms are words with opposite
meanings.
 Root words are words that help you
understand words.
 Context Clues help you figure out the
meanings of words you don’t know.
 Semantic Clues & language structure,
improve fluency
 Phonics and word analysis skills in
help to decoding word
 What are some examples of
homophones you may find at home?
 What are some examples of antonyms
you may find at school?
 What is a Thesaurus? When would
you ever need one?
 How can a glossary be helpful?
 When would a dictionary come in
handy?
 What strategies can we use to make
an educated guess on a specific
word’s meaning?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee
Students will know: Students will be able to:
Homophones are words that sound alike but Use the identified vocabulary words in a
are spelled differently and have different sentence
meanings Construct sentences using antonyms,
Give examples of synonyms, antonyms and synonyms and homophones
homophones Use a dictionary to correct spelling mistakes
Use meaning clues, language structure, Rely on context clues to determine the
phonetic strategies, and text structure of text meaning of a word
to read
Be familiar with reference resources to learn
word meanings
Antonyms are opposites
A thesaurus helps determine synonyms-
which are different words with alike
meanings
Glossaries are helpful in finding meanings of
difficult words
Context Clues are found everywhere and
can help them when they are stuck
The concept of a dictionary and how to use it
as well as why it is important in developing
vocabulary and understanding meaning of
unfamiliar words.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

 Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

ENTRANCE TICKET- students will start the day Students will have homework on homophones,
with a vocabulary word from our book that they will antonyms and synonyms.
look up the definition for in the dictionary and write
a complete sentence. Students will take a Quizzes on:
Homophones
CARD WALK- students will choose 10 cards each Antonyms
from a deck of Synonyms and have to find their Synonyms
corresponding “alike” meaning with another
classmate. I will assess each student by the time Students will answer essential questions with
it takes to find their match as well as confused supporting statements showing understanding
faces, and listening for
understanding/misunderstanding cues. Students will underline antonyms in a classmate’s
antonym story

ANTONYM STORY- students will have to write a Popcorn reading aloud to assess fluency
short essay using at least 6 antonym groups (12
total). When they are finished, they will give their Students will have a unit test on selected book that
paper to their neighbor to underline each pair in a will assess comprehension as well as homophones,
different color. antonyms, synonyms, using a dictionary and a
glossary.
SILLY HOMOPHONE PICTURE- students will
write 2 sentences using a set of homophones and
draw a corresponding picture.
http://www.brighthubeducation.com/lesson-plans-
grades-3-5/58035-teaching-homophones-
activities/

CONTEXT CLUES CONTEST- List 8-12 words on

the board. Next to the word, in parentheses, write
the page number within our book to help students
find the word in context. In groups of 4 they must
determine the meaning of each word based on
how it is used in context. Students may not use
any source other than the page numbers and
teammates. Most correct wins. I will assess
visually by walking around and listening as well as
requiring each team will turn in their work.
http://www.brighthubeducation.com/high-
school-english-lessons/6323-teaching-context-
clues-activity/

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4

 Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee
GLOSSARY LETTER- students have to write a
short story from the perspective of a farmer using
10 words in the proper context from the glossary
of our book.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

 Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee
Student Self-Assessment and Reflection

Do Now- Do Later- When students arrive they grab a handout that has two questions on it students
must answer from last class. In the last 10 min of class students must answer a review question from
something within the lesson. They must also self-identify what they feel like they need to study and what
they learned.

Muddy Point board- Students have access to post its that they can write questions on and stick to the
muddy point board for coverage the following class.
http://www.readwritethink.org/professional-development/strategy-guides/promoting-student-self-
assessment-30102.html

Student will add Journal entries incorporating vocabulary words within the unit. Day one will be one
word. Day two will be the last two, day three the last 3 days- through the end of the unit.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using
the same information)

1. ENTRANCE TICKET- students will start the day with a vocabulary word from our
book that they will look up the definition for in the dictionary and write a complete
sentence. 20 words for the unit.

2. CARD WALK- students will choose 10 cards each from a deck of Synonyms and
have to find their corresponding “alike” meaning with another classmate. I will assess
each student by the time it takes to find their match as well as confused faces, and
listening for understanding/misunderstanding cues.

3. ANTONYM STORY- students will have to write a short essay using at least 6
antonym groups (12 total). When they are finished, they will give their paper to their
neighbor to underline each pair in a different color.

4. SILLY HOMOPHONE PICTURE- students will write 2 sentences using a set of

homophones and draw a corresponding picture.
http://www.brighthubeducation.com/lesson-plans-grades-3-5/58035-teaching-homophones-
activities/

5. CONTEXT CLUES CONTEST- List 8-12 words on the board. Next to the word, in
parentheses, write the page number within our book to help students find the word in
context. In groups of 4 they must determine the meaning of each word based on how
it is used in context. Students may not use any source other than the page numbers
and teammates. Most correct wins. I will assess visually by walking around and
listening as well as requiring each team will turn in their work.
http://www.brighthubeducation.com/high-school-english-lessons/6323-teaching-
context-clues-activity/

6. GLOSSARY LETTER- students have to write a short story from the perspective of a
farmer using 10 words in the proper context from the glossary of our book.
7. QUIZ 1- Antonyms, Synonyms, Homophones

8. QUIZ 2- Dictionary, Glossary, Thesaurus

9. QUIZ 3- Context Clues, Root words, Prefixes, Suffixes

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7
Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee

10. Unit Test- Combination of 3 Quizzes and Charlotte’s Web Overall Comprehension

11. DRAW what You read- Students will have to draw a scene from memory of what we
read in class that day.

12. Word Web- Students analyze passages from Charlotte's Web and identify how the
adjectives Charlotte used to characterize Wilbur transformed his life. Then, students
design Visual Thesaurus "word webs" to use in a game where students must guess
adjectives used to describe themselves, based on synonym clues.
https://www.vocabulary.com/articles/lessons/the-power-of-words-in-charlottes-web/

13. GRASPS Activity Brochure - You goal is to convince tourists to visit your farm. (see
Grasps outline)
14. GRASPS Presentations- Students will present their GRASPS brochure to the class.
15. Writing Prompt “Friendship” Workesheet- Charlotte’s Web
http://www.abcteach.com/documents/writing-prompt-charlottes-web-friendship-
elemupper-elem-1642
16. KWL Chart- Students will Write down what they Know, Want to know and Learned
Each week.

17. Do Now- Do Later- When students arrive they grab a handout that has two questions
on it students must answer from last class. In the last 10 min of class students must
answer a review question from something within the lesson. They must also self-
identify what they feel like they need to study and what they learned.

18. Muddy Point board- Students have access to post its that they can write questions
on and stick to the muddy point board for coverage the following class.
http://www.readwritethink.org/professional-development/strategy-guides/promoting-
student-self-assessment-30102.html

19. Journal- Student will add Journal entries incorporating vocabulary words within the
unit. Day one will be one word. Day two will be the last two, day three the last 3
days- through the end of the unit.
20. T-Chart- Students will have 10 words on one side and will have to find a Synonym
within Charlotte’s Web.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee

GRASPS

Goal: You goal is to convince tourists to visit your farm.

Role: You are a farmer with a large farm you have lived on your whole life.

Audience: Tourists looking for fun places to visit.

Situation: You will make a brochure that outlines why someone should visit your farm instead of
going to another place for fun.

Product/Performance/Purpose: You will need to identify at least 3 activities that will be available on
your farm for tourists to do. You will draw a corresponding picture with each activity. Your brochure
farm will have a name, hours that it is open, an address and phone number.

Standards & Criteria for Success: Your brochure should have realistic activities that would be found
on a farm and use 10 of our vocabulary words from our book. I will be looking for use of Synonyms,
antonyms, and/or homophones within the brochure in a fairly realistic context. I will also be looking
for context clues within the brochure for the reader in the form of pictures & helping words as well as
affixes.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9

 FARM
Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee
TOURIST
BROCHURE
GO! SLOW! STOP!
GRASP EXCELLENT! ALMOST
THERE!
TAKE ANOTHER
LOOK!
Farm has a clearly defined Some contact and/or No contact or location
OVERALL name with address (street, location information information used.
IDEA city, state & zip code in used. Address not in 3 or less vocabulary
proper format), hours it is proper format. words used.
& open to the public and a Brochure uses 4-9 of
phone number w/ area the covered vocabulary
MECHANICS code. words.
30% Brochure uses 10 or more
of covered Vocabulary
words.
3 or more activities clearly 2 activities defined that 1 or no activities
defined that would could be realistically defined.
THOUGHTFUL realistically be found on a found on a farm.
& farm. Few persuasive words No persuasive words
Persuasive in making the used to make a potential used to make a potential
REALTISTIC identified audience want tourist visit. tourist
to come to your farm. Vocabulary words not Visit.
30% Vocabulary words used used well in context.
well in context. Vocabulary words not
used in context at all.

3 or more pictures used or 2 pictures use or drawn. 1 or no pictures used or

CREATIVITY drawn. drawn.

20% Vibrant and inviting in Neutral in color. Limited to no colors

color.
Pictures relate to
corresponding activity.
Your best handwriting is
NEATNESS used throughout the entire
20% brochure.
Accurate spacing between
words and sentences.
No blank pages.
other than black and
Pictures loosely relate white.
to text unclear which
activity they relate to. Pictures not related to
any text.
“Rushed” handwriting
You used your best is used.
handwriting on some of Letters many different
the brochure. sizes.
Words not readable.
1 blank page. 2 or more blank pages
within the brochure
with blank spaces
throughout.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10

Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s)
Zapata, Ashlee

Name:_____________________

QUIZ  Date: ______________________

Multiple Choice:

1. Open/Close are examples of a/an:

A. Synonym B. Homophone C. Antonym D. Prefix

2. Kind/Nice are examples of a/an:

A. Homophone B. Prefix C. Synonym D. Antonym

3. There/There are examples of a/an:

A. Prefix B. Antonym C. Homophone D. Synonym

4. If you were reading a book and needed help understanding a word within that book, where is the first place you

should look?

A. Dictionary

B. Thesaurus

C. Glossary

D. Context

Complete the sentences with the BEST correct answer-

5. I will be ____________ when the winners are announced. A. Their B. There C. They’re

6. Another word for word for tough is _____________. A. Peeling B. Rough C. Hard

7. I threw my ball up in the air and then it came _________. A. Slow B. Down C. Over

8. To “Do away with” something means to __________ it. A. Play with B. Copy C. Eliminate

Answer the questions below about Charlotte’s Web-

9. Charlotte described Wilbur as “SOME PIG”. She Meant ________.

A. Remarkable B. Ugly C. Smelly D. Pretty

10. Charlotte often says “SALUTATIONS” to Wilbur. She meant _________.

A. I love you. B. Hello C. Goodbye D. Friend

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 11

Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s) Zapata, Ashlee
Stage 3 – Plan Learning Experiences and Instruction
Consider the WHERETO elements. You must include enough instruction for 20 lessons.
Monday Tuesday
1. 2.
1. Entrance Ticket (1) 1. Entrance Ticket (1)
2. Antonym Story students 2. Muddy Point board-
will have to write a short essay Students have access to post its
using at least 6 antonym groups (3) that they can write questions on
3. Draw what you Read and stick to the muddy point board
for coverage the following class.
(11)
(18)
2. CARD WALK- students will
choose 10 cards each from a deck
of Synonyms and have to find their
corresponding “alike” meaning with
another classmate (2)
6. 7.
1. Entrance Ticket (1) 1. Entrance Ticket (1)
2. Glossary Letter (6) 2. Muddy Point board-
3. Do Now- Do Later- When Students have access to post its
students arrive they grab a handout that has that they can write questions on
two questions on it students must answer from
and stick to the muddy point board
last class. In the last 10 min of class students
must answer a review question from something for coverage the following class.
(18)
within the lesson. (17) 3. Context Clues Cont. (5)
4.Journal- Student will add
Journal entries incorporating
vocabulary words within the
unit. (19)
11. 12.
1. Entrance Ticket (1) 1. Entrance Ticket (1)
2. Journal- Student will add 2. Muddy Point board-
Journal entries incorporating Students have access to post its
vocabulary words within the unit. that they can write questions on
2. Introduce and start and stick to the muddy point board
for coverage the following class.
Grasps (13)
(18)
3. Work on Grasps (13)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Wednesday
3.
1. Entrance Ticket (1)
2. SILLY HOMOPHONE
PICTURE- students will write 2
sentences using a set of
homophones and draw a
corresponding picture. (4)
8.
1. Entrance Ticket (1)
2. Writing Prompt
Worksheet (15)
13.
1. Entrance Ticket (1)
2. Work on Grasps (13)
Thursday Friday
4. 5.
1. Entrance Ticket (1) 1. Entrance Ticket (1)
2. Word Web- Students 2. QUIZ 1-Antonyms,
analyze passages from Charlotte's Synonyms, Homophones
Web and identify how the
(7)
adjectives Charlotte used to
characterize Wilbur transformed his 3. KWL Chart (16)
life. (12)
3. T-Chart- Students will have
10 words on one side and will have
to find a Synonym within
Charlotte’s Web. (20)
9. 10.
1. Entrance Ticket (1) 1. Entrance Ticket (1)
2. Draw what you Read 2. QUIZ 2- Dictionary,
(11) Glossary, Thesaurus (8)
3. Journal- Student will add 3. KWL Chart (16)
Journal entries incorporating
vocabulary words within the
unit. (19)
14. 15.
1. Entrance Ticket (1) 1. Entrance Ticket (1)
2. Work on Grasps(13) 2. QUIZ 3- Context Clues,
Root words, Prefixes,
Suffixes (9)
3. KWL Chart (16)
12
Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s) Zapata, Ashlee
16.
1. Entrance Ticket
2. Grasps Presentation
(14)
3. Journal- Student will add
Journal entries incorporating
vocabulary words within the unit.
(19)
17. 18. 19. 20.
1. Do Now- Do Later- When 1. Entrance Ticket 1. Do Now- Do Later- When 1. Unit Test (10)
students arrive they grab a handout students arrive they grab a handout
2. Journal- Student will add
that has two questions on it that has two questions on it
Journal entries incorporating
students must answer from last students must answer from last
vocabulary words within the unit.
class. (17)
(19) class. (17)
2. Muddy Point board-
Students have access to post its
that they can write questions on
and stick to the muddy point board
for coverage the following class.
(18)

(Copy and Paste Your Rubric on the last page)

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 13

Design Topic _Reading VDOE Standard 3.4 Subject(s)_Reading_ Grade(s)_3_ Designer(s) Zapata, Ashlee

Works Cited

(2012). Teaching Homophones: A Fun Homophone Lesson Plan. Retrieved October 6, 2016, from
http://www.brighthubeducation.com/lesson-plans-grades-3-5/58035-teaching-homophones-activities/

(2012). Teaching Context Clues: Context Clue Challenge: A Fun Way to Engage Students. Retrieved October 6, 2016, from
http://www.brighthubeducation.com/high-school-english-lessons/6323-teaching-context-clues-activity/

Thinkmap, I. (n.d.). The Power of Words in "Charlotte's Web" Retrieved October 6, 2016, from
https://www.vocabulary.com/articles/lessons/the-power-of-words-in-charlottes-web/

Writing Prompt: Charlotte's Web - Friendship (elem/upper elem) | abcteach. (n.d.). Retrieved October 6, 2016, from
http://www.abcteach.com/documents/writing-prompt-charlottes-web-friendship-elemupper-elem-1642

Promoting Student Self-Assessment - ReadWriteThink. (n.d.). Retrieved October 16, 2016, from http://www.readwritethink.org/professional-
development/strategy-guides/promoting-student-self-assessment-30102.html

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 14