1. First Impressions: Should you ever judge a book by its cover?
based on the book Enemy Pie, by Derek Munson
Unit by Michelle Davis, Kingsland Elementary School, Kingsland, GA
Lesson 1:
Essential Questions:
How do writers make a good first impression?
How do authors capture our interest?
How do authors build suspense?
What are some good ways to begin a story?
What makes a book a page-turner?
Standards:
ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
ELACC3RL7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
ELACC3W10: 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
ELACC3SL1: 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.
ELACC3SL6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

2. Ask students the following question and have them discuss in pairs:
First Impressions: Should you ever judge a book by its cover?
Lesson 1: (continued)
Activating Strategy:
Ask students the following question and have them discuss in pairs:
When you go to the library, how do you choose a book? (PPT slide visual)
Lesson:
Continue the discussion by looking at the title and cover of a particular book, Enemy Pie.
Explain to students that throughout the discussion, they will be asked to form answers in complete sentences.
Direct students to look at the title of the book. Consider the word usual. Ask students, “Is this a usual title for a pie?” Allow students to contribute ideas. . Students should complete this sentence: “Enemy Pie is an unusual title for a pie because. . .”
Direct students to pay attention to the cover art. Students should complete the following sentence with a partner: “When I first saw the cover art of Enemy Pie, I thought . . .
Briefly discuss how artists “hook” us and grab our attention to keep us reading. Read and discuss the first sentence of Enemy Pie. “It should have been a perfect summer.” Students should complete the following sentence: “The first sentence of Enemy Pie creates a mystery because. . . “
Summarize:
Remind students that we began our discussion with the question: “How do authors capture our interest?” Recap the three ways discussed in the lesson. (interesting title, disgusting cover art, mysterious first sentence) Pose the big question: “Did the author make a good first impression?”
Have students construct a paragraph to explain their answer.

3. Essential Questions: Standards: Lesson 2:
First Impressions: Should you ever judge a book by its cover?
Lesson 2:
Essential Questions:
How do people form impressions about the world around them?
What are our five senses?
Which sense is the most important?
How does sensory language help us visualize and connect?
How can I use sensory language in my writing?
Standards:
ELACC3RL4: Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from non-literal language.
ELACC3W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
ELACC3W4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-
specific expectations for writing types are defined in standards 1-3 above.)
ELACC3W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 3.)
ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and
collaborate with others.

4. Activating Strategies:
First Impressions: Should you ever judge a book by its cover?
Lesson 2: (continued)
Standards (cont.):
ELACC3SL1: 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.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
Activating Strategies:
Show pictures representing 5 senses (See attached PPT presentation)
Pizza Hut commercial: Begin by only listening to the commercial with no picture. Then watch the commercial with no sound. Then add the picture and sound and view again. Ask students to think about which sense is most powerful and how different sense perceive stimuli in different ways.
Lesson:
Describe how our 5 senses allow us to take in information from the world around us and use Mr. Potato Head to help us remember and isolate those 5 senses.
Describe or review the difference between telling and showing. Using PPT, differentiate between telling and showing sentences. Emphasize the importance of sensory language.
Take a pretend trip to a bakery. Using graphic organizer, isolate each of the 5 senses and isolate sensory input. Use the organizer to prepare for writing.
Writing Prompt: Describe your “trip” to the bakery. What kinds of things did you experience? Here’s the catch. . .You cannot use the word bakery! (or bake, baked, baking, baker) Tell us what you saw, smelled, heard, touched, and tasted

5. First Impressions: Should you ever judge a book by its cover?
Lesson 2: (continued)
Summarize:
Ask students to think about how people form impressions. Remind them of the importance of the 5 senses and sensory language in what we read. Think about how important it is to include sensory language if we want our readers to relate to our writing. Prepare to do a close reading of two writing samples. Instruct students to use highlighters to identify sensory words and phrases. Students should be able to explain which piece is most effective and why. (Sample 2 has many examples and students should have no trouble picking them out.)
EXTEND:
Now students are ready to put their newfound sensory skills to good use. They will create their own recipes for a pie to be fed to an enemy. Also, they should have a decorated pie slice and descriptive paragraph about their “Enemy Pie” recipe. (See PPT for resources)

6. What factors can cause a person’s first impression to change?
First Impressions: Should you ever judge a book by its cover?
Lesson 3:
Essential Questions:
What factors can cause a person’s first impression to change?
In a story, how can understanding perspective help us understand a character’s feelings?
What kinds of things affect a character’s point of view?
What does it mean for a character to grow?
Standards:
ELACC3W1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
Activating Strategy:
Ask students to think about situations in their own lives in which their first impression changed. is there a food that they eat now that they wouldn’t eat when they were younger? Is there a sport or activity that they disliked at first, but now love? Is there a friend with whom they’ve had ups and downs? Share ideas with a partner and then the class.

7. First Impressions: Should you ever judge a book by its cover?
Lesson 1: (continued)
Lesson:
Distribute foldable graphic organizer. Using document camera or individual copies, have students close read the story looking for evidence about how the kid felt about Jeremy Ross at the beginning for the first section and the end of the book for the last section.
Open the organizer and in the center, write down ideas for the reasons that caused his feelings to change from the beginning to the end.
Students should work together in pairs at first and then share ideas as a class to be sure that each student has a clear understanding of the events of the ideas needed for the writing prompt later.
Present the prompt to students: After reading Enemy Pie, explain how the story shows it is possible to turn an enemy into a friend. Compare the main character’s first impression of Jeremy Ross with his feelings towards Jeremy at the end of the story.
The teacher should decide at his/her discretion how best to prepare students to answer the prompt. If students are not comfortable/familiar with the processes involved in constructing a response, some helpful resources have been provided. Presto Change-O is a set of lessons which demonstrates how to change the prompt into a topic sentence and prepare to answer it. PATCH is an acronym that helps students remember all the components that must be included in the response. The evaluation rubric is available in the Unit Presentation.
Summarize:
Author’s Chair! Students should share their ideas and their writing with classmates. Classmates can help with sharing ideas and peer editing. A protocol is helpful, such as “Wows & Wonders”, “Grows & Glows”, etc. Fans & Friends resources have been provided with the unit.