1. Key Ideas and Details Ask and answer questions to demonstrate understanding, referring to the text as the basis for the answers. Integration of knowledge and Ideas Explain how a text’s illustrations contribute to what is conveyed by the words. Craft and Structure Determine the meaning of words and phrase in a text, distinguishing literal from non-literal language. UNITS OF INQUIRY: Grade 3 – Unit 2 Students will explore and discuss ideas in a text to develop theme. Tight Times: Gr. 3Common Core Standards QTEL Exemplar

2. 3 Part Architecture of Lesson Design PREPARING LEARNERS INTERACTING WITH TEXT EXTENDING UNDERSTANDING Task 4 Task 5 Task 6 Task 1 Task 2 Task 3 Task 7 Task 8 Task 9 TEXT Activate prior relevant knowledge Establish a purpose for reading Make predictions based on information in the text Focus students’ attention on key concepts or information to be explored in the text Introduce, in context, key vocabulary and terms that are key to understanding the text Make inferences and draw conclusions about the structure and elements of fiction and non-fiction Use comprehension strategies to monitor understanding Make logical connections between ideas and events in a text Connect ideas learned to other ideas outside the text Apply newly gained knowledge to novel situations or problem-solving Create or recreate based on new understandings © WestEd, Quality teaching for English Learners, 2008 TEXT

3. Preparing Learners Goals ■ Activate prior knowledge ■ Focus attention on key concepts ■ Introduce key vocabulary

4. TASKS: Quick Write Anticipatory Guide Tight Times: Preparing Learners

5. Preparing Learners Quick Write Think about a time when you experienced a change in your way of life that you didn’t like. What happened? How did you feel?

6. Preparing Learners Anticipatory Guide 1. Think independently about the 5 statements and mark whether you agree or disagree. Provide a reason. 2. Take turns Round Robin style explaining why you agree or disagree with each statement, using the formulaic expression provided. Do you agree or disagree? Why? StatementOpinion Provide a reason for your answer AgreeDisagreeI agree/disagree because… 1.Pets are good companions during challenging or difficult times. 2. Parents should not cry in front of their children. 3. It’s easy for adults to find a job and make money. 4 People who have more money take better care of their children. 5.. There is always something to be thankful for.

7. Interacting with Text Goals ■ Deconstruct the text ■ Interact ■ Reconstruct the text

8. Tight Times Interacting with Text TASKS: Listening with a Focus Graphic Organizer

9. Interacting with Texts: Listening with a Focus Pgs. 1-8 How do “tight times” affect the family’s lifestyle? Some of the ways__ impact__ are__. __ affects __ by __. Pgs. 9-13 Why is it significant that the father lost his job? How does the family react? __ is critical because__. Since ____, then____. Based on ___, ___

10. Interacting with Texts: Listening with a Focus Pgs. 14-25 How do the parents react when the boy brings home a surprise? Why do you think they react this way? The __ __ when__. I think this because__. Initially, __. However, __. Pgs. 26-29 What is ironic about the name the boy gives the cat? ____ is ____ because____.

11. Interacting with Texts: Graphic Organizer 1.Individuals complete the Graphic Organizer. 2.Round Robin table share out. Each member adds new information to his/her Graphic Organizer.

12. Extending Understanding Goals ■ Apply new learning ■ Re-present the text ■ Take a critical stance ■ Evaluate

13. Tight Times Extending Understanding TASKS: Collaborative Poster Collaborative Dialogue

14. Extending Understanding Collaborative Poster 1.Think independently about how to best represent the spirit of the text on a collaborative poster. 2. With your group, plan and create your poster, reaching consensus on: One image Two quotes from the text One original phrase Use the Collaborative Poster Rubric to clarify expectations 3.Each person uses a different color marker for his/her work to promote equity in participation. 4. Each person signs the poster and participates in sharing the collaborative poster with the class.

15. Extending Understanding Collaborative Dialogue 1.Students will work in dyads to represent one of four key moments in the text. 2. Partners write the dialogue that takes place at that specific moment in the text. 3. Each person keeps his/her own script and refers to the rubric for clarity of expectations. 4. Each dyad presents their Collaborative Dialogue. 5. Class discusses common threads and differences between all the presentations.