Grade 3 Daily Plan -----English September 17, 2019

T1-Unit 1-L1-Week 1 Bruno’s New Home

Day 3 (100 min)

 Build Background (20 min)

Review Poem RWW p 16+ Predictive Writing T17, RWW p. 22+ ELD p 1
I’ll have students take a picture walk through the pages of the story and
have them discuss what they see in each picture. Then I’ll have them
predict what the story might be about. (Written)
 Vocabulary ( 10 min)
Correct orally YTP p 1(5, 6) + RWW p 22, 23
RWW p 21 Choose a word and ask a question for your partner to
answer (Find meaning through context clues) + 6 vocab TE p 18
 Shared Reading (40 min)
S11, S12; the teacher tells her students that throughout the year
they will be learning more about different story genres. Knowing
the characteristics of a genre will help them predict what kinds of
information the author will provide as they read. This year third
graders will learn the structural elements of fantasies, fables,
myths, legends, and fairy tales, as well as realistic fiction. Students
will also compare and contrast story elements, including setting
and plot, in stories from a series written by the same author in
which the characters are the same or similar. The teacher shows
her students the Genre chart on their IPBs. Then she reviews names
of fiction genres; help students list key characteristics for each.
Then she tells her students that as they read new stories, they will
record examples of each genre type and add to the list of
characteristics.
RWW p 22-23; the students then will be asked to open their RWW to
the title page.
Page 22: On the first page, the teacher will tell her students that the
story they will read is a fantasy story and that such genre or type has
features, elements, or characteristics, shown in both the illustration
and/or events. Then she points to the essential question found at the
left bottom of the page reminding them of the lesson’s concept.
The genre will be discussed by the teacher on the first page through
the illustration then on every page and whenever it is applicable
(Where one of the features show)
i. has characters, settings, or events that do not exist on real life.
ii. has illustrations that help tell the story.
iii. teaches a lesson.
Fill in SS4
Page 23: Before starting, the teacher has to explain to her students
the concept of Close Reading. Since skilled readers do not read blindly,
but purposely. They have an agenda, goal, or objective to achieve that
is understanding. Their purpose, together with the nature of what
they are reading, determines how they read. A close reading is an
intensive analysis of a text in order to come to terms with what is says
and what it means. It is the process one goes through to make
meaning of the text, to understand the big idea or answer an essential
question. Furthermore, looking closely at text will lead to stronger
writing abilities to communicate their newly found ideas, knowledge,
or opinion. The determination of what type of close read depends on
students’ need or what the txt best reveals.
The teacher reads the whole page then starts to trigger her students
by asking questions in order to dig out all the objectives on this page,
such as the comprehension strategy, vocabulary strategy, trait (ideas)
and the synonym used by the author to jot them down on the
displayed author charts.
Basic statements or questions if a close reading includes:
o Let’s look closer at this section of the text./ let’s investigate this
part further.
o According to the text, ______/ Let’s use text evidence from the
text to ______/
o Let’s see how the author __________/ Because we want to learn
how to write like the author____
o We need to look at this part of the text again in order to ______
As for the Vocabulary the word on this page is discovery, the teacher
asks what clue(s) would help them figure out the meaning of this
unfamiliar word.
As for Visualize, the teacher reminds her students that readers need
to use what they learned in the story to make a picture in their minds.
I’ll model visualizing for students: I read that Bruno shivered. It is cold
and windy, and leaves blow through the trees. I can visualize Bruno
with his arms crossed as he shivers. He must be very, very cold.
As for the Trait on this page, the author focusses his attention to
describe one central event. Every detail he includes relates to that
central event.
As for the Character, the teacher explains to student’s that a
character’s actions and feelings contribute to the sequence of events
in a story. A character’s traits are the special ways a character behaves
throughout a story.
 To identify how a character’s actions contribute to the sequence
of events, students should identify what the character wants or
needs and how the character feels.
Students should then identify the character’s actions that
happen as a result of these needs and feelings as well as the
character’s traits.
The teacher explains and models filling the graphic organizer in order
to figure out the theme or the author’s message in the story they are
reading. I’ll look for what the character’s say and do to use them as
key details to figure out character’s traits, actions, wants or needs,
and feelings. So to start filling the first box of the graphic organizer,
the following questions should be asked.
 What does Bruno need at the beginning of the story?
Bruno needs a new home for the winter.
 How is Bruno feeling?
Bruno is cold, tired, and grumpy.
Add to A0 (wants, feelings, needs, trait)
1- What text evidence shows how Bruno feels as he tries to find a
new home?
a. “It was almost winter.”
b. “Finding a new place to sleep was harder than he thought.”
c. “Bruno climbed up a small hill.”
d. “Bruno moved slowly through the woods.”

 What do you learn about Bruno in paragraph 1? (Bruno is cold)

 In paragraph 3, do you think Bruno’s discovery is a new place to
sleep? (yes)
 Author’s Usage of the Trait
1. page 23
I’ll explain to students that they need to narrow their focus to tell about
one central event. Let’s see that on page 23.
Add to A0
Example: Bruno shivered. A frosty wind blew through the forest. Bright
red and orange leaves danced around the trees. His paws felt like blocks
of ice. It was almost winter. Bruno needed a place to stay (hibernate) and
he needed it now.
Do ELD p 2 (10 min)
Fluency: Expression T31
I’ll explain that reading with expression helps convey meaning and
makes a selection come alive. I’ll tell students that dialogue occurs
when two or more characters have a conversation. Then I’ll explain that
a dialogue should be read the way a character would say it.

 Phonics (20 min)

Short Vowels a & i T29
I’ll explain that Word Families are words that have the same
spelling pattern.
I’ll apply Model and Guided Practice.
Correct IPB p 4+ Do YTP p 8 A (1, 2) B (1, 2)
Assignments
 Read RWW p 22-23