Fig Pudding Interactive Read Aloud Unit

Standards

(Common Core)
• CCSS.ELA-Literacy.CCRA.R.2 - Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas
• CCSS.ELA-Literacy.CCRA.R.3 - Analyze how and why individuals, events, or ideas develop and interact over
the course of a text.
• CCSS.ELA-Literacy.CCRA.W.3 - Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event sequences.
• CCSS.ELA-Literacy.CCRA.W.4 - Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
• CCSS.ELA-Literacy.CCRA.W.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 tasks, purposes, and
audiences.
• CCSS.ELA-Literacy.CCRA.SL.1 - Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.CCRA.SL.4 - Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose,
and audience
• CCSS.ELA-Literacy.CCRA.L.1 - Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking
• CCSS.ELA-Literacy.CCRA.L.2 - Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
• CCSS.ELA-Literacy.CCRA.L.5 - Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings
• CCSS.ELA-Literacy.RL.3.1 - Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers
• 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.3.5 - 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
• CCSS.ELA-Literacy.RL.3.6 - Distinguish their own point of view from that of the narrator or those of the
characters.
• CCSS.ELA-Literacy.RL.3.9 - Compare and contrast the themes, settings, and plots of stories written by the
same author about the same or similar characters
• CCSS.ELA-Literacy.RF.3.3 - Know and apply grade-level phonics and word analysis skills in decoding words
• CCSS.ELA-Literacy.W.3.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons
• CCSS.ELA-Literacy.W.3.2 - Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
• CCSS.ELA-Literacy.W.3.4 - With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
• CCSS.ELA-Literacy.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.
 • CCSS.ELA-Literacy.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.
• CCSS.ELA-Literacy.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
• CCSS.ELA-Literacy.SL.3.6 - Speak in complete sentences when appropriate to task and situation in order
to provide requested detail or clarification.
• CCSS.ELA-Literacy.L.3.1 - Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking
• CCSS.ELA-Literacy.L.32 - Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing
• CCSS.ELA-Literacy.L.3.3 - Use knowledge of language and its conventions when writing, speaking, reading,
or listening.
• CCSS.ELA-Literacy.L.3.5 - Demonstrate understanding of figurative language, word relationships and
nuances in word meanings

(Alabama State Standards)

• ALSDE – English Language Arts (3 rd grade) #1 - Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers
• ALSDE – English Language Arts (3 rd grade) #3 - Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events
• ALSDE – English Language Arts (3 rd grade) #4 - Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from nonliteral language
• ALSDE – English Language Arts (3 rd grade) #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
• ALSDE – English Language Arts (3 rd grade) #6 - Distinguish their own point of view from that of the
narrator or those of the characters
• ALSDE – English Language Arts (3 rd grade) #10 - Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers
• ALSDE – English Language Arts (3 rd grade) #11 - Determine the main idea of a text; recount the key
details and explain how they support the main idea
• ALSDE – English Language Arts (3 rd grade) #15 - Distinguish their own point of view from that of the
author of a text
• ALSDE – English Language Arts (3 rd grade) #20 - Know and apply grade-level phonics and word
analysis skills in decoding words.
• ALSDE – English Language Arts (3 rd grade) #22 - Write opinion pieces on topics or texts,
supporting a point of view with reasons
• ALSDE – English Language Arts (3 rd grade) #25 - With guidance and support from adults, produce
writing in which the development and organization are appropriate to task and purpose.
• ALSDE – English Language Arts (3 rd grade) #31 - 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
• ALSDE – English Language Arts (3 rd grade) #32 - 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.
• ALSDE – English Language Arts (3 rd grade) #34 - Report on a topic or text, tell a story, or recount
an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace
 • ALSDE – English Language Arts (3 rd grade) #36 - Speak in complete sentences when appropriate
to task and situation in order to provide requested detail or clarification.
• ALSDE – English Language Arts (3 rd grade) #37 - Demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking
• ALSDE – English Language Arts (3 rd grade) #38 - Demonstrate command of the conventions of
Standard English capitalization, punctuation, and spelling when writing

Learning Objective(s):
Students will participate in daily class discussions about themes, characters, sequence of events, and how these
things affect the story as I read the story aloud. Students will also practice making predictions and asking questions as
reading strategies to better understand the story. Students will use these discussions and reading strategies to answer
open-ended, opinion-based questions after chapters 2, 3, 5, and 8 as well as completing a “diary entry” project in which
each student retells a chapter from the story through another character’s eyes than the original narrator.

Materials:
• Fig Pudding by Ralph Fletcher
• Fig Pudding story map (attached)
• Anchor charts for character maps, theme mapping, questioning, and predictions – colorful markers
• Prediction cards and question cards (enough for each student)
• Open ended question forms - chapters 2, 3, 5, and 8 (attached)
• “Dear Diary” form for diary entry project for each student (attached)

Procedures:
• Day One
o Today I will begin the unit by explaining to the students that I will be reading the story aloud over the
next two weeks. As I hand out the “Fig Pudding Story Map” to each student, I will explain that we will
not only be talking about the events in the story, but discussing the characters in the story in depth as
well as the themes that emerge as the story moves along.
o Before I begin reading I will hand each student a blank index card. I will ask the students to make a
prediction about the story based solely on the illustration on the cover of the book. I will pass my copy
of the book around to each student so they can make an appropriate prediction. As the students are
working on their predictions I will remind them how to make predictions based on the prediction lessons
we have had in the past.
o I will walk around and pick up the students’ prediction cards, and put them on a “class predictions board”.
I will let the students know that we will refer back to the predictions board as we move through the
story, and we will check to see which predictions are correct and which ones don’t turn out to be true
o I will regain the students’ attention by making them stand up behind their chairs and stretch before we I
read chapter one aloud.
o After reading chapter one I will give the students the opportunity to discuss the main idea of the
chapter - I will ask the students questions such as:
! Why cant Cliff’s parents keep food in the refrigerator?
! Why does the mom say that the Abernathy’s always outdo everything?
! Why do Cliff’s parents expect more from him than the other children?
! Why is grandma going to make soup?
o We will pick the most important parts of the chapter to include in our class story map and in each
student’s Fig Pudding story map
o We will also create a character map for the main character, Cliff. We will talk about his physical character
traits as well as his personality traits. I will explain to the students that we will be making character maps
 for many of the characters and that we will continue to add to the character maps as we read more of
the story.
o I will read the first part of chapter two – up until the youngest character in the family is taken to the
hospital

• Day Two
o I will begin today’s lesson by briefly reviewing the first part of chapter two that we read on Friday by
giving students the opportunity to discuss what was happening when we stopped reading
o I will then read the rest of chapter two aloud to the class
o After completing chapter two, we will discuss the main ideas of the text and pick the most important
parts to add to our class story map
o We will also start our first theme map on the themes of family and grief – I will ask students to
volunteer to give examples from the story in which family and grief emerged as themes
o I will then give the students the opportunity to write a question they have about the story on a blank
index card, and we will attach it to our “class questions board” – I will explain to the students that we will
be referring back to our question board as we move through the story to see how our questions are
answered
o The students will then pick two of four open ended questions to respond to on the reading response
form (attached)

• Day Three
o I will begin today’s lesson by reading chapter three
o We will discuss the main ideas of the chapter and pick the most important ones to include in our class
story map and for each student to record onto his or her personal Fig Pudding story maps
o We will create another theme map on family and how the theme has emerged during the story so far
o We will also create a character map on the character chapter three focuses on; Teddy
o The students will then pick two of four open ended questions to respond to on the reading response
form (attached) – Before the students begin their responses to the questions they choose, I will remind
them that these responses are opinion based, and that I want to know what they feel about the parts of
the story the questions are asking about

• Day Four
o I will start today’s lesson by reading chapter 4
o We will discuss the main ideas of the chapter and pick the most important ones to include in our class
story map and for each student to record onto his or her personal Fig Pudding story maps
o I will allow the students to form small groups of 2-4 and discuss the following questions:
! Why do you think Cliff did not want his brothers to borrow the tackle box?
! Why do you think Cliff’s dad allowed him to keep the money?
o After the students have discussed these questions in small groups, I will give them the opportunity to
share with the whole class what they discussed and what conclusions they drew
o To conclude today’s lesson I will read some of the predictions the students had at the beginning of the
story – we will discuss which predictions have been proven true so far and which ones have already
been proven untrue

• Day Five
o I will start today’s lesson by reading chapter 5
o We will discuss the main ideas of the chapter and pick the most important ones to include in our class
story map and for each student to record onto his or her personal Fig Pudding story maps
 o We will also create a character map on the character that is focused on in this chapter, Cyn
o We will also refer back to the themes of love and family, and add to the charts we have created about
these themes
o The students will then pick two of three open ended questions to respond to on the reading response
form (attached) – Before the students begin their responses to the questions they choose, I will remind
them that these responses are opinion based, and that I want to know what they feel about the parts of
the story the questions are asking about

• Day Six
o I will start today’s lesson by reading chapter 6
o We will discuss the main ideas of the chapter and pick the most important ones to include in our class
story map and for each student to record onto his or her personal Fig Pudding story maps
o We will create a theme chart on humor and how it is evident in the story as well as how it affects the
reader’s view of the family
o We will then make a character map on the character that is focused on in this chapter; Brad
o After talking about Brad, we will discuss the relationship between Teddy and Brad
o I will have the students move from their desks to the carpet so we can discuss the title of chapter 7 –
“A Steaming Bowl of Sadness”
o I will have students make predictions on what they think the title of chapter 7 could mean about what is
going to happen in the chapter
o I will then read chapter 7 until after the description of Brad’s death – I will give students the opportunity
to share how they are feeling
o I will continue reading chapter 7 until the discussion about the “steaming bowl of sadness” – I will guide
the students to understand why the author uses a phrase like this to describe the feelings in the story
o I will finish reading chapter 7 and we will have a brief conversation about the symbolism of the Christmas
cactus – I will ask the students questions such as:
! What is the symbolism of the Christmas cactus?
! Why did Cliff call grandma about the Christmas cactus?
! How do you think Grandma knew that it wouldn’t bloom?
o We will discuss the main ideas of the chapter and pick the most important ones to include in our class
story map and for each student to record onto his or her personal Fig Pudding story maps

• Day Seven
o I will start today’s lesson by having a class discussion – I will ask the students why they think the author
put such a funny light-hearted chapter right before such a sad part of the story
o We will discuss how the reader’s point of view could be affected if the sad chapter came first, and how
the funny chapter allowed the reader to see the family in a happy light
o I will then read chapter 8 aloud to the class
o We will return to our theme map about grief – we will discuss how the different characters in the story
dealt with guilt in such different ways as we add to our grief chart
o We will discuss the main ideas of the chapter and pick the most important ones to include in our class
story map and for each student to record onto his or her personal Fig Pudding story maps
o Students will write predictions about how they believe Cliff will handle his grief based on what we know
about him and based on the way different characters in the story have chosen to handle it – students
will write these predictions and reasons to back up their predictions on the reading response form
(attached)
• Day Eight
o Today I will start the lesson by reading the first part of chapter 9 until Cliff’s grief is discussed – I will
stop, hand the students their predictions about Cliff’s grief, and have them volunteer to discuss whether
or not their predictions were accurate and how
 o I will finish reading the book
o We will create a compare and contrast chart about Brad and Teddy’s relationship before and after
Brad’s death
o We will discuss the main ideas of the chapter and pick the most important ones to include in our class
story map and for each student to record onto his or her personal Fig Pudding story maps
o Will also add to the character maps on Cyn, Cliff, and Teddy as well as the theme maps we’ve made on
family, love, humor, and grief

• Day Nine
o Today we will sum up our Fig Pudding unit
o I will start the lesson by displaying all of the character maps, theme charts, class question boards, and
class prediction boards where the students can see them all
o I will have the students gather on the carpet and give them the opportunity to talk about their correct
and incorrect predictions, answered and unanswered questions, and anything they wish to add to our
maps and charts
o I will then have student move back to their desks to explain the final project for the Fig Pudding unit
o I will have explicit instructions on the board for the students to refer back to (attached) but I will explain
that they will pick on character other than Cliff, and then they will pick any chapter that they would like
to explain from the eyes of the character they chose in the form of a diary entry
o We will talk about how a diary entry should sound, and how this is not a summary of a chapter but a
retell through the eyes of a character
o I will also remind them to refer back to the character maps as well as their story maps as they are
writing so that they can produce meaningful writing

Assessment:
• I will use students’ participation in class discussions, the predictions and questions they contribute, the input they
give for our class anchor charts for the themes and characters in the story, and most importantly, their individual
responses to the open ended questions I assign and the “diary response” assignment at the end of the book.