3rd Grade HMH Into Reading Module 1 Week 1 Lesson Plan

Module 1: What a Character!

Lesson 1-5 Week 1

Essential Question: What makes a character interesting?

KEY LEARNING OBJECTIVES

 Make and confirm predictions.

 Identify literary elements- characters, setting, plot, & events.
 Identify the point of view- who is telling the story.
 Identify the theme of the story- the main message, lesson, or moral of the text.
 Share information and ideas about a topic under discussion. 
 Ask relevant questions to clarify information.
 Recognize characteristics of realistic fiction. 
 Language: Answer questions using module vocabulary.

Genre Focus: Realistic Fiction

Common Core Standards

Reading Writing Speaking & Listening Language

CCSS.ELA- CCSS.ELA- CCSS.ELA- CCSS.ELA-

LITERACY.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.
CCSS.ELA-
LITERACY.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
CCSS.ELA-
LITERACY.RL.3.4
Determine the meaning of
words and phrases as they
are used in a text,
distinguishing literal from
nonliteral language.
LITERACY.W.3.3 Write LITERACY.SL.3.1
narratives to develop Engage effectively in a
real or imagined range of collaborative
experiences or events discussions (one-on-one, in
using effective groups, and teacher-led)
technique, descriptive with diverse partners on
details, and clear event grade 3 topics and texts,
sequences. building on others' ideas
CCSS.ELA- and expressing their own
LITERACY.W.3.4 clearly.
With guidance and CCSS.ELA-
support from adults, LITERACY.SL.3.6
produce writing in which Speak in complete
the development and sentences when appropriate
organization are to task and situation in
appropriate to task and order to provide requested
purpose.  CCSS.ELA-
detail or clarification. 
LITERACY.L.3.1
Demonstrate command of
the conventions of
standard English grammar
and usage when writing or
speaking.
CCSS.ELA-
LITERACY.L.3.1.A
Explain the function of
nouns, pronouns, verbs,
adjectives, and adverbs
in general and their
functions in particular
sentences.
LITERACY.L.3.1.I
Produce simple,
compound, and complex
sentences.
CCSS.ELA-
LITERACY.L.3.2

Demonstrate command of
the conventions of
 standard English
capitalization,
punctuation, and spelling
when writing.

Reading: Foundational Skills: 

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

CCSS.ELA-LITERACY.RF.3.3.A Identify and know the meaning of the most common prefixes and derivational
suffixes.

CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.3.4.C Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

ACCESS PRIOR KNOWLEDGE/ ACADEMIC VOCABULARY GENERATIVE VOCABULARY

BUILD BACKGROUND
VOCABULARY  Critical Vocabulary  Prefixes mis-, un-
Big Idea Words  Instructional Vocabulary  Review Inflections -s,
 Vocabulary Strategy: -es
 Individuality 
Context clues
 Unique
 Feature
 personality

Day 1: Build Knowledge and language *Discuss essential question and big idea words*Create bubble map about
interesting characters together (Display & engage knowledge map 1.1.) *Discuss characteristics of realistic fiction
Day 2: Academic Vocabulary- Introduce Critical Vocabulary (display vocabulary cards on smart board and discuss)
Day 3: Academic Vocabulary- Review critical vocabulary. Vocabulary strategy: Context clues Pg T53
Day 4: Generative Vocabulary- Prefixes mis-, un-; Spiral Review: Inflections -s, -es Pg T62-63
Day 5: Academic Vocabulary- Vocabulary spiral review Pg T70-71

COMPREHENSION Reading Workshop PERFORMANCE TASK

Use Metacognitive Skills
 Make and confirm  Write a Personal
 Ask and Answer predictions Narrative
Questions  Literary elements
 Monitor and Clarify  Point of View COMMUNICATION
 Retell  Theme Listening Comprehension

Speaking and Listening:

 Engage in discussion
 Make connections

Foundational Skills
DECODING Foundational Skills & Communication:
Short Vowels a,e,i,o,u
 Short vowels (a,e,i,o, &
u) Day 1: Decoding Pg T36-T37
Spelling Pg T38; Fluency Pg T39

SPELLING
Day 2: Listening Comprehension: Pg T48-51 Teacher Read Aloud: The Elephant
Moon of Sir Herbert Spoon
 Short vowels
*Focus on fluency: Accuracy and self-correction
*Engage and respond: compare sentences
FLUENCY
Day 3: Short vowels a,e,i,o,u Pg T60-T61
 Accuracy and Self-
Correction
Day 4: Project Checkpoint: Brainstorm and Research Pg T16, T25
 Expression
Day 5: 
*Engage in discussion Pg T78
*Make Connections Pg T79 
*Synthesize Topic Knowledge 

Writer’s Workshop
WRITING PROCESS GRAMMAR
Personal Narrative Simple sentences

 Plan and Generate Ideas Day 1: Pg W 200 The subject of a simple sentence
 The writing Process
Day 2: Pg W 201 The predicate of a simple sentence
Day 1: Pg W2 Priming the students
Day 3: Pg W202 Sentence Fragments
Day 2: Pg W3 Priming the text
Day 4: Pg W233 Review common and proper nouns
Day 3: Pg W4 The read
Day 5: Pg W 204 Connect to writing: Using simple sentences
Day 4: Pg W5 vocabulary

Day 5: Pg W6 Prewriting 1: The writing process

Reading Workshop
Zach Jumps In Marisol McDonald Doesn’t Match
Pg T30-31 Pg T42-43
Day 1:  Day 2:
 Connect and teach: Point of view  Connect and teach: Make and confirm
 Apply to text: Zach Jumps In! predictions 
 Engage and respond: Speaking and  Apply to text: Marisol McDonald Doesn’t
listening  Match
 Guided reading group page T32-33  Engage and respond: Speaking and
listening 
  Guided reading group page T44-45 

Marisol McDonald Doesn’t Match Marisol McDonald Doesn’t Match

Pg T54-T55 Pg T64-65
Day 3: Day 4:
 Connect and teach: Literary Elements  Connect and teach: Point of view
 Apply to text: Marisol McDonald  Apply to text: Marisol McDonald Doesn’t
Doesn’t Match Match
 Engage and respond: Speaking and  Engage and respond: Speaking and
listening  listening 
 Guided reading group page T56-T57  Guided reading group page T66-67

Marisol McDonald Doesn’t Match

Mini Lesson Pg T72-73
Day 5:
 Connect and teach: Theme
 Apply to text: Marisol McDonald Doesn’t Match
 Engage and respond: Writing
 Guided reading group page T66-67

Blended Learning/Differentiation 
Station 1 Station 2 Station 3 Station 4
Teacher Table Independent Work Independent Reading Technology

Review/Reteach/Challenge Writing Reading Educational

Technology

Teacher will review/reteach or Students will learn about Students will continue to read Students will watch
challenge students based on the writing process, their just right book. When videos and/or
their needs. finished they may choose a complete assigned
personal narratives, and new book from the library. activities. 
practice writing using Students know their guided HMH ED
Grammar: simple sentences.  reading level. Education City
*Simple sentences
Learn zillion 
Reading workshop:
Learn 360
*Make and confirm predictions
*Literary elements
*Point of view 
*Theme               
Demonstrate Knowledge
ACCESS LEARNING
Formative Assessments Performance-Based Assessments

 Selection Quizzes  Personal Narrative prewriting

 Weekly Assessments
 Module Assessment