3

rd
Grade, Unit 1: Literature
Planting the Seed for a Positive Community
Introduction, Overview, Aims, and Calendar

Table of Contents
Unit Overview and Standards
Essential Questions and Enduring Understandings
Summative Assessments
Key Definitions
Key Information and Planning Decisions
Unit Aims
Unit Calendar

Appendix A: Text Complexity
Appendix B: Rubrics
Appendix C: Recommended Related Texts

2

3
rd
Grade Literature: Unit 1: Overview
3
rd
grade Literature kicks off with a unit about what it means to be a part of a positive, productive community through the reading of three very special and
timeless texts, Patricia Polaccos Mr. Lincolns Way, Eleanor Estes The Hundred Dresses and finally, Paul Fleischmans collection of interwoven short stories,
Seedfolks. Each of these texts is centered around the idea of community; the ways in which a community can be a positive or negative place for its members.
The characters in these books explore what it means to be a good person, a good friend and a good neighbor through their interactions with each other and
the trials and triumphs of humanity. Throughout this unit, students will delve deeply into characters, particularly exploring the tension between conflicting
emotions and the struggle it presents. Students will explore the idea of a moral compass and how it helps to guide the choices people make. They will
consider the central message of a text by looking at the experiences, lessons and reflections of the characters and ultimately be able to assess how and why
the communities crafted in these three books were or were not positive places for their members.

As this is the first unit of the transition between 2
nd
and 3
rd
grade, it allows students to begin understanding and articulating the type of learning environment
they believe is positive in school and will give them opportunities to self-reflect on the type of community member they are within the classroom. Starting
the unit off with Mr. Lincolns Way provides students the opportunity to begin the dialogue of how a member of a learning community can weaken or
strengthen it with their actions. Next, students will read The Hundred Dresses which gives students many opportunities to dive deeply into the issue of
bullying. Students will have ample opportunities to analyze the authors deliberate craft moves to learn about character motivations, feelings, traits, and
perspectives. Seedfolks by Paul Fleischman was chosen because it provides a positive example of how a community ridden with violence, racism, drugs, etc.
can change. The book provides many opportunities for students to trace the actions of many individuals back to one child. The three core texts present strong
themes and give students practice identifying the authors message while building a strong classroom community.

The standards outline numerous developments in reading literature from 2
nd
grade to 3
rd
grade. In 2
nd
grade students asked and answered questions such as
who, what, where, when, why and how to demonstrate their understanding of key details in a text (RL.2.1). We will take it a step further in third grade and
students will ask and answer questions about the text to demonstrate understanding by referring explicitly to the text for their answers (RL.3.1). As 2
nd

graders, students were introduced to recounting stories to determine the central message, lessons, and morals in texts (RL.2.2). They will continue their work
on the central message, lessons, and morals in texts (RL.3.2). However, in third grade, students will be pushed to explain how the message, moral, or lesson is
conveyed by summarizing key details of smaller events that occur in the text. Scholars will engage in conversation not only around the central message of
each text, but also consider how that central message applies to the unit as a whole. In addition, students will continue their work on acknowledging different
points of view between characters (RL.2.6) and will now begin to take it a step further by distinguishing their own point of view from that of the narrator or
those of the characters (RL.3.6). Lastly, we are building upon the collaborative discussions students were having in second grade. The discussions should
incorporate the skills of building on others talk, linking comments to the remarks of others, and asking for clarification as needed (SL.2.1). We will continue to
work on this standard and have students work to review and explain the key ideas expressed and explain their own ideas and understandings in light of the
discussion (SL.3.1). Scholars will spend time each day discussing their responses to their scaffolded TDQs and have time to revise their thoughts based on
each others ideas. Finally, scholars will finish the unit with a class-wide discussion requiring them to think and discuss critically about a provocative issue
presented through the texts.

Notes on Alignment: the table below captures alignment both horizontally and vertically.

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Social Studies Alignment Writing Alignment
Slight alignment to Unit 1: Introduction to Regional Study. Students
will learn about their region which will facilitate their
understanding of their own community.
Alignment to Unit 2 in Writing where scholars will complete a
Hundred Dresses Deep Dive through learning about Narrative and
Literary essay writing.
Common Core State Standards: Literature
Focus Common Core State Standards Frequency
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
Embedded in All
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.
Embedded in All
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end
of the grades 23 text complexity band independently and proficiently.
Embedded in All
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.
11 lessons
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.
3 lessons
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
1 lesson
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.
N/A
RL.3.7 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)
Embedded frequently through
scaffolded TDQs
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for
the answers.
1 lesson
Speaking and Listening Standards

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.
SL.3.1.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.
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to
others with care, speaking one at a time about the topics and texts under discussion).
SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments
to the remarks of others.
SL.3.1.d Explain their own ideas and understanding in light of the discussion.
Embedded in All
*bolded strands are the focus
during this unit; SL.3.1d is
assessed during the
Performance Task
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or
clarification.
Embedded in all


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Essential Questions
KNOWLEDGE & TEXT
What does it mean to be a positive member of a community?
How does a persons background affect the way others interact with them?
How can a persons actions and/or inactions have an impact on someone elses life?
How can people learn from their past mistakes in order to make better choices in the future?
o Can someone who has not upheld the moral code of a community make amends for their wrongdoings? Earn back trust and forgiveness?
(DISCUSSION QUESTION)
SKILLS
How does an author craft a text and use the characters to convey the central message?

Enduring Understandings
KNOWLEDGE & TEXT
A member of a community has an obligation to uphold the moral code of that community.
A persons differences can be perceived as negative which in turn causes them to be isolated from a community. A productive community embraces
differences as opportunities to learn.
In a community, both active and passive participants in a situation have meaningful impacts on fellow community members.
Despite past choices made, people can always choose to reset their moral compass and use it to drive their future actions.
SKILLS
Authors write about topics that are important to them with a message that they want to share to positively impact a reader. They use every word,
illustration, and punctuation mark in order to convey their message.
Characters often help convey the authors message. The characters descriptions, perspectives, feelings, thoughts, and actions all help the reader
understand the authors message.

Unit Goals
Readers will:
Reading Workout Deeply analyze specific quotations and sections of text (zoom in) as well as make connections between the small pieces of the text
and larger messages in the text
Close Reading Closely read sections of a text in order to unpack the meaning of the texts and explain how the authors used specific craft moves such
as description, point of view, figurative language, and voice to develop the meaning of the text.

5

Assessment Overview
Below are descriptions of the formative and summative assessments for this unit. The formative assessments may be used daily, weekly, and
in combination to measure scholars progress toward unit goals. The summative assessment should be delivered uniformly across the grade
in order to accurately measure scholars achievement.
Formative Summative
Class work artifacts from graphic organizers, class
or small group discussions, etc.
Scholar-teacher conferences
Homework
Exit Tickets and Responses to TDQ
End-of-unit performance task (attached at the end of the overview)
o Assessed Content Goals and Application of Skill Goals


6

Summative Assessments

Summary
The following performance task will assess student performance and growth at answering a text-dependent question
which requires them to synthesize learning from both core texts in this unit. Additionally, the performance task will
assess their speaking and listening abilities through the organization and presentation of several relevant points around
a question relating to the central message of this unit.

Criteria for Success
Written Task- Responses should be graded using the On Demand PBA Rubric.
Performance Task- Discussion rubric should be used to assess scholars on the Performance task in addition to
the assessment of their index card.

Unit Assessment: Written Task

3
rd
Grade Unit 1 Assessment: Creating Communities in Literature
Consider both The Hundred Dresses and Seedfolks in order to answer the following question. Be sure to include
evidence from both texts in your response.
1. One small person can make a big difference. Explain how this message is conveyed in both texts.
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Unit Assessment: Performance Task
Whole Class Discussion
Prompt: Can a person who has wronged their community be forgiven? What does it take for a person to be forgiven? Is
the community obligated to accept them?

Directions:
Phase 1: Present scholars with the discussion prompt and given them a note-card to prepare 3 talking points, one point
for each question (10 min.). These talking points should be supported by specific details/evidence from the texts.
Phase 2: Move into classroom arrangement that facilitates an engaging, effective discussion
U-shaped desk or chair arrangement, moving to carpet, circle, etc.
Phase 3: Teacher restates first discussion prompt and class engages in discussion. (10-20 minutes- depending on class
period length)
This is teacher discretion but consider having a discussion prop that students pass around and use when
speaking (vs. teacher calling on raised hands)
Phase 4: Teacher restates second discussion prompt and class engages in discussion. (10-20 minutes- depending on class
period length)
Phase 5: Teacher restates third discussion prompt and class engages in discussion. . (10-20 minutes- depending on class
period length)
Phase 6: Teacher summarizes key discussion points at the end and students reflect on the discussion. (5-10 minutes)
Scholars can vote whether they agree/disagree with the points made.
Scholars can summarize their thinking after the discussion on an index card and explain whether it changed or
not over the course of the discussion. If their thinking did change, they should explain why. Teachers can collect
this index card as an exit ticket and include it as part of the participation grade..
Expectations:
1. Before beginning discussion, remind the class of the set norms OR teacher introduces discussion norms
2. All scholars prepare and turn in their notecard with 3 talking points.
3. Teacher should track scholars participation. All scholars are expected to speak at least once and should show
active listening through body posture, tracking, and raising their hand to speak.
4. Scholars should summarize their thinking through writing on an index card which will be collected at the end of
class.


8

Key Definitions
Knowledge Concepts ->
Bullying: A person who habitually badgers and intimidates smaller or weaker people.
Bystander: someone who stands by and watches an event happen, but is not involved
Bystander Effect: When a group of individuals (bystanders) witness a situation and fail to act
Community: a group of individuals who are centered around shared goals
Moral compass: the feeling you have inside that something is right or wrong

Literary Concepts ->
Perspective: How a character sees and/or experiences an event or other character (e.g., Maddies
perspective is that of someone who identifies with Wanda in some ways but is not bullied as she is).
Point of view: The way a story gets told and who tells it. Its the way the story is narrated and it
determines how the reader sees the story unfold.
o First person is when the narrator is a character in the story. When telling the story, the
narrator uses I
o Third person point of view is when the narrator is not one of the characters in the story.
Sometimes third person narrators can share what one character is thinking, and
sometimes third person narrators can share what all the characters are thinking. The
narrator uses he, she, they etc. to tell the story
Central message: the over-arching idea, or truth about life that the author conveys through his/her
work. It is a complete idea around which the entire text is developed. It may not be directly stated,
but readers can see evidence of central messages in scenes throughout a story.
o Central messages are always written as complete sentences- not as one or two words
(that is the thematic topic/concept/subject). A complete statement shares what the text
is saying about that topic.
Example: Many people become lonely and isolated after a traumatic experience.
(central message)



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Key Information and Planning Decisions
Unit Design:
This unit was designed around the idea of community and using literature to foster a sense of community and
participation at the beginning of the school year.
The first two days of the unit are spent reading Mr. Lincolns Way. This text is meant to be an introduction to
the idea of a community and is a starting place for the discussion about what makes a makes a productive
community. Most of the unit is focused on The Hundred Dresses and Seedfolks. Both core texts provide the
opportunity for rich discussion about character impact on a community. The supplemental texts are another
opportunity for students to solidify their understanding of the Enduring Understandings through the reading
of different genres.
Coming from the lens of having a few years of the Common Core under our belt, questions are at a much
higher level at the beginning of school than they have been in previous years. Consider how to scaffold your
students to be successful at these questions vs. eliminating questions that seem too hard.
o During daily lesson planning consider what would be challenging about getting to the big idea of a
TDQ; identify the key parts that are essential to student understanding and plan questions to address
those key parts throughout the lesson.
The unit is predominantly Reading Practice and Close Reading Lesson types. These lesson types allow scholars
to be immersed in the text, develop deep relationships with characters, and to see how themes are developed
in the story. The suggested TDQs demand students to analyze the text and use specific evidence from it to
answer the questions.

Unit Implementation:
As the first unit of the year, teachers must prioritize building in strong routines and procedures around
discussion, responding to each other and active listening in order to foster a community of readers and
thinkers. Build on the routines and procedures introduced during Week 0 so that every child feels valued and
heard.
Time must be devoted to allowing students the opportunity to consider the central messages of these texts
and how they influence and impact their own communities.
It will be necessary for teachers to be intentional about when, where and how much they are reading versus
when students are owning the reading in order to promote deep engagement with the big ideas and allow
ample time for discussion.
o Instruction of the text should vary between shared accountable reading (control the game, choral
reading, etc.), partner reading, and independent reading. Any time the text is being read aloud,
students and teachers should be reading with expression (rate, tone, etc.) that matches the meaning
intended by the author.
Discussion and Close Reading strategies should be used judiciously to allow students to work on deeply
processing and analyzing the text. The goal is NOT to get miles on the page but rather to help students to
develop a depth of knowledge about the text.

Vocabulary:
Vocabulary Words, both Tier 2 and Tier 3 are listed on the Unit Calendar.
The bolded words are words that should be taught and reinforced. Students should be held accountable for
these in their speaking and writing through consistent feedback. These words either:
o a) are likely to appear in texts students read (within the unit and in the future)
o b) align with science, social studies or writing
o c) help expose students to morphological concepts (i.e. prefixes, suffixes, root words, etc.)
The bolded words can be taught through direct instruction or can be explored through TDQs if there are
ample context clues in the text. (ex: What does the word X mean here? How do you know?)
Emphasizing the instruction of these vocabulary words also supports students use of text features such as

10

bolded words, glossaries, footnotes, etc.
Non-bolded words can be discussed or explored if teachers have time. Or these words can be used as part of
the vocabulary block of the day.

Extending the Knowledge through Extension Activities
Consider how you can engage and invest your students in reading through this unit by creating incentives
around being an active and positive community member (weekly scholar-to-scholar shout-outs, coupons for
excellent community member actions, job duties around the classroom to allow scholars to participate
actively and positively in the classroom, etc.)
Invite scholars to discuss the implications of a garden in their community & design a flyer advertising the
creation of a community garden
o What would they plant? Why? Who would they invite to be a part of their garden? What would be the
purpose/message of this garden?
Have scholars watch A Man Named Pearl trailer https://www.youtube.com/watch?v=WfXWwgZCAiI
o Discuss how Pearl inspires his community through the creation of his topiary garden. How do our
actions, whether intentional or unintentional, contribute to our community?
Watch video on the history of the Highline.
o https://www.youtube.com/watch?v=F1tVsezifw4






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Color coding: Reading Practice; Close Reading; Skill Acquisition; Assessment; Flex Day
Unit Aims and Proportion at a Glance
1 (Reading Practice) SWBAT describe Mr. Lincolns impact on Eugene by explaining how Eugene acted in the beginning of text
and how Eugene acts now.
2 (Reading Practice) SWBAT explain how the ducklings connect to the lesson Eugene learns about himself.
3 (Close Reading) SWBAT closely read a text and demonstrate deep understanding through paraphrasing (literal
comprehension), responses to inferential questions (analysis), and by analyzing theme through response or debate (theme).
4 (Reading Practice) SWBAT evaluate Maddies perspective on differences and support with textual evidence.
5 (Close Reading) SWBAT closely read a text and demonstrate deep understanding through paraphrasing (literal
comprehension), responses to inferential questions (analysis), and by analyzing theme through response or debate (theme).
6 (Reading Practice) SWBAT contrast Maddie and Peggys points of view about The Hundred Dresses game by considering
their actions, thoughts and words.
7 (Close Reading) SWBAT closely read a text and demonstrate deep understanding through paraphrasing (literal
comprehension), responses to inferential questions (analysis), and by analyzing theme through response or debate (theme).
8 (Reading Practice) SWBAT explain how Mr. Petronskis letter affects Maddie by telling what she decides to do after the letter.
9 (Reading Practice) SWBAT explain how Maddie learns a lesson and uses it to shape her future behavior.
10 (Reading Practice) SWBAT closely read a text and demonstrate deep understanding through paraphrasing (literal
comprehension), responses to inferential questions (analysis), and by analyzing theme through response or debate (theme).
11 Flex Day
12 (Close Reading) SWBAT closely read a text and demonstrate deep understanding through paraphrasing (literal
comprehension), responses to inferential questions (analysis), and by analyzing theme through response or debate (theme).
13 (Reading Practice) SWBAT explain how Ana and Wendells perspectives change based on events in a chapter.
14 (Reading Practice) SWBAT explain the meaning of the final sentence in chapter 4.
SWBAT explain the broad impact that the garden is having on the community by analyzing the final sentences in chapters 2-5.
15 (Reading Practice) SWBAT explain whether the garden offers hope to Sam and Virgil in the same way as it did to Gonzalo and
Leona.
16 (Close Reading) SWBAT closely read a text and demonstrate deep understanding through paraphrasing (literal
comprehension), responses to inferential questions (analysis), and by analyzing theme through response or debate (theme).
17 (Reading Practice) SWBAT explain how an authors central message is conveyed through a Noras words.
18 (Close Reading) SWBAT closely read a text and demonstrate deep understanding through paraphrasing (literal
comprehension), responses to inferential questions (analysis), and by analyzing theme through response or debate (theme).
19 (Reading Practice) SWBAT explain the impact of the garden on Florence, as a bystander.
20 (Reading Practice) SWBAT explain the authors inspirations for writing these stories. SWBAT evaluate whether the author
achieved their purpose for writing the stories.
21 Flex Day - Optional continuation of Day 20
22 Flex Day
23 Assessment- Written Task
24 Assessment- Performance Task- Discussion


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Literature Aims Calendar
Note: Lesson types are listed next to each day.
Week 1
Day 1 Reading Practice

Aim: SWBAT describe Mr. Lincolns
impact on Eugene by explaining how
Eugene acted in the beginning of text
and how Eugene acts now.

Shared Text:
Mr. Lincolns Way
pp. 1-16

Relevant Standard: RL3.3

Culminating TDQ:
Explain the impact that Mr. Lincoln
has had on Eugene in this section of
text.

Criteria For Success:
- Description of Eugenes
character traits in beginning
- Description of Eugenes
character traits now
- Explanation of how Eugene
changed and how Mr. Lincoln
was a part of this

Tier 2 Vocab. Tier 3
Leered (p. 5) Atrium (p. 7)
Day 2 Reading Practice

Aim: SWBAT explain how the
ducklings connect to the lesson
Eugene learns about himself.

Shared Text:
Mr. Lincolns Way
pp. 17-38

Relevant Standard: RL.3.2

Culminating TDQ:
How do the ducklings connect to the
lesson that Eugene learns about
himself?

Tier 2 Vocab.
Mating (p. 17)
Commotion (p. 19)
Coaxing (p. 29)
Day 3- Close Reading

Aim: SWBAT closely read a text and
demonstrate deep understanding
through paraphrasing (literal
comprehension), responses to
inferential questions (analysis), and
by analyzing theme through response
or debate (theme).

Shared Text:
The Hundred Dresses
Chapter 1: Wanda
pp. 2-7

Relevant Standard: RL.3.6

Culminating TDQ:
The author uses hyphens to separate
the phrase have fun with her twice.
Why does the author do that? How
does it relate to the description of the
characters?

Tier 2 Vocab.
askew (p. 6)
precarious (p. 6)
unison (p. 6)
Day 4 Reading Practice

Aim:
SWBAT evaluate Maddies
perspective on differences and
support with textual evidence.

Shared Text:
The Hundred Dresses
Chapter 2: The Dresses Game
pp. 8-18

Relevant Standard: RL.3.3

Culminating TDQ:
Differences are negatives.
Differences should be
embraced. Which perspective
does Maddie take? What
impact does that have on her
community? Use details from
this chapter to support.

Tier 2 Vocab.
Intruders (p. 8)
Incredulously (p. 12)
Derisively (p. 13)


13


Week 2
Day 5 Close Reading

Aim:
SWBAT closely read a text and
demonstrate deep understanding
through paraphrasing (literal
comprehension), responses to
inferential questions (analysis), and
by analyzing theme through response
or debate (theme).

Shared Text:
The Bystander Effect Article
The Hundred Dresses
pp. 17-18
(close read)

Relevant Standard: RI.3.1

Culminating TDQ:
How does the The Bystander Effect,
relate to The Hundred Dresses?

Tier 3
Bystander effect
Day 6 Reading Practice

Aim:
SWBAT contrast Maddie and Peggys
points of view about The Hundred
Dresses game by considering their
actions, thoughts and words.

Shared Text:
The Hundred Dresses
Chapter 3: A Bright Blue Day
pp. 19-33

Relevant Standard: RL.3.3

Culminating TDQ:
Contrast Maddie and Peggys points
of view on the Hundred Dresses
game. Why do the girls have different
perspectives?

Tier 2 Vocab.
Jaunty (p. 24)
Incredulously (p. 30)
Stolidly (p. 31)
Day 7 Close Reading

Aim:
SWBAT closely read a text and
demonstrate deep understanding
through paraphrasing (literal
comprehension), responses to
inferential questions (analysis), and
by analyzing theme through response
or debate (theme).

Shared Text:
The Hundred Dresses
Chapter 4: The Contest
pp. 34-39

Relevant Standard: RL.3.3

Culminating TDQ:
How does the author convey that
Maddie is conflicted about the
interactions with Wanda? How do
these feelings impact her actions?

Tier 2 Vocab.
Timid (p.38)
Admiration (p.38)
Day 8 Reading Practice

Aim:
SWBAT explain how Mr.
Petronskis letter affects
Maddie by telling what she
decides to do after the letter.

Shared Text:
The Hundred Dresses
Chapter 5: The Hundred
Dresses
pp. 40-50

Relevant Standard: RL.3.3

Culminating TDQ:
What is the effect does Mr.
Petronskis letter have on
Maddie?

Tier 2 Vocab.
Lavish (p. 41)
Exquisite (p. 45)

14


Week 3
Day 9 Reading Practice
Aim:
SWBAT explain how Maddie learns a
lesson and uses it to shape her future
behavior.

Shared Text:
The Hundred Dresses
Chapter 6: Up on Boggins Heights
pp. 51-63

Relevant Standard: RL.3.3

Culminating TDQ:
Despite past actions, a person can
always choose to reset their moral
compass and use it to drive their
future actions. Explain how this
quote relates to Maddie at this point
in the text.

Note to Teachers: Scholars should
reference Maddies decision at the end of
Chapter 6 (vs. her decision to go to
Wandas). Maddie decides never to stand
by while someone is bullied again, to stick
up for the right thing, to not be a
bystander, etc.

Tier 2 Vocab.
Unintelligible (p. 60)
Disconsolate (p. 61)
Day 10 Reading Practice

Aim: SWBAT reflect on Maddies
experience over the course of the
text to decide whether or not she
feels forgiven at the end.

Shared Text:
The Hundred Dresses
Chapter 7: The Letter to Room 13
pp. 64-80

Relevant Standard: RL.3.3

Culminating TDQ:
and she blinked away the tears
that came every time she thought of
Wanda standing alone in that sunny
spot in the school yard close to the
wall Based on this line, does
Maddie feel forgiven? How do you
know?


Day 11 Flex Day

Recommended:
Use this day to reteach or reread
any parts of The Hundred Dresses
that students did not completely
comprehend.
Use this day to hold a practice
discussion about the TDQ
responses from Day 10 as a
practice for the End of Unit
Assessment.
Do an extension activity to either
wrap up The Hundred Dresses or
as an introduction to Seedfolks.
Day 12 Close Reading

Aim: SWBAT closely read a text
and demonstrate deep
understanding through
paraphrasing (literal
comprehension), responses to
inferential questions (analysis),
and by analyzing theme
through response or debate
(theme).

Shared Text:
Seedfolks
Chapter 1: Kim
pp. 1-4

Relevant Standard: RL.3.3

Culminating TDQ:
How does the author convey
Kims strongest character trait?

Note to teachers: possible
traits- motivated, determined,
passionate, loyal

Tier 2 Vocab. Tier 3
Altar (p. 1)
Vacant (p. 2)
Hovered (p.
4)
Incense (p.
1)


15

Week 4
Day 13 Reading Practice

Aim: SWBAT explain how Ana and
Wendells perspectives change
based on events in a chapter.

Shared Text:
Seedfolks
Chapter 2: Ana
Chapter 3: Wendell
pp. 5-16

Relevant Standard: RL.3.3

Culminating TDQ:
Both Wendell and Anas
perspectives change in these
chapters. Explain why and how..

Tier 2 Vocab.
Binoculars (p. 10)


Day 14 Reading Practice

Aim: SWBAT explain the meaning
of the final sentence in chapter 4.
SWBAT explain the broad impact
that the garden is having on the
community by analyzing the final
sentences in chapters 2-5.

Shared Text:
Seedfolks
Chapter 4: Gonzalo
Chapter 5: Leona
pp. 17-28

Relevant Standard: RL.3.4; RL.3.2

Culminating TDQs (one per
chapter):
Gonzalo- What does the final
sentence of the chapter mean?
Leona- How do the final sentences
in chapters 2-5 reveal the impact
the garden is having on the
community?

Tier 2 Vocab.
Bodega (p.18)
Paradise (p. 29)
Day 15 Reading Practice

Aim: SWBAT explain whether the
garden offers hope to Sam and
Virgil in the same way as it did to
Gonzalo and Leona.

Shared Text:
Seedfolks
Chapter 6: Sam
Chapter 7: Virgil
Pg. 29-44

Relevant Standard: RL.3.3

Culminating TDQ:
For Gonzalo and Leona, the
community garden brought hope
and positive change into their
lives. Is this true for Sam and
Virgil as well? Explain your
answer using specific evidence
from the text.

Tier 2 Vocab.
Wilt (p. 43)


Day 16 Close Reading

Aim: SWBAT closely read a text and
demonstrate deep understanding
through paraphrasing (literal
comprehension), responses to
inferential questions (analysis), and by
analyzing theme through response or
debate (theme).

Shared Text:
Chapter 8: Sae Young, pp. 45-50

Relevant Standard: RL.3.3
Culminating TDQ:
How does the author create Sae
Youngs voice? How does hearing her
voice help us understand her
perspective?

Note to teachers: Some students may find
the way this is written to be funny or to
think that the incorrect grammar is a sign
of lack of intelligence. On the contrary, the
author is revealing how hard it is to feel at
home in a country where you do not speak
the language without an accent or without
struggle. This character not only lives in
fear because of her past experiences, but
she also feels a language barrier between
herself and others in her community. The
garden is a space where she doesnt have
to speak in order to feel safe (although
when she does talk to Sam she is glad) and
she can contribute to the community in
way that is meaningful to her.

16


Week 5
Day 17 Reading Practice

Aim:
SWBAT explain how an authors
central message is conveyed through
a Noras words.

Shared Text:
Seedfolks
Chapter 9: Curtis
Chapter 10: Nora
pp. 51-65

Relevant Standard: RL.3.2

Culminating TDQ:
In this chapter Nora says, That small
circle of earth became a second home
to both of us. Gardening boring?
Never! It has suspense, tragedy,
startling developments- a soap opera
growing out of the ground. What
does the author mean by this? What
message is he trying to convey to the
reader?

Tier 2 Vocab. Tier 3
Solitary (p. 64)
Restrained (p.
65)
Pantomime (p.
64)



Day 18 Close Reading

Aim: SWBAT closely read a text and
demonstrate deep understanding
through paraphrasing (literal
comprehension), responses to
inferential questions (analysis), and
by analyzing theme through response
or debate (theme).

Shared Text:
Seedfolks
Chapter 11: Amir
pp. 73-81

Relevant Standard: RL.3.3

Culminating TDQ:
How does the garden help characters
in this chapter move past their old
beliefs about one another? Choose a
line from this chapter that best shows
how the community is changing.

Tier 2 Vocab.
Foes (p. 73)
Day 19 Reading Practice
As this is a shorter amount of reading,
consider close reading certain parts of the
passage, particularly the figurative
language used throughout the vignette.

Aim:
SWBAT explain the impact of the
garden on Florence, as a bystander.

Shared Text:
Seedfolks
Chapter 12: Florence
pp. 82-87

Relevant Standard: RL.3.2

Culminating TDQ:
Explain how Florence, as a bystander,
is impacted by the garden.

Tier 3
Seedfolks (p. 83)
Oriental (p. 87)
Day 20- Reading Practice

Aim:
SWBAT explain the authors
inspirations for writing these
stories. SWBAT evaluate
whether the author achieved
their purpose for writing the
stories.

Shared Text:
From Seed to Seedfolks
Afterword
pp. 89-102

Relevant Standard: RI.3.6

Culminating TDQ:
What were the authors
inspirations for writing these
stories? Did they achieve their
purpose for writing these
stories?



17


Week 6
Day 21- Flex Day

Recommendations: Day 20 may need
two days to complete due to the
complexity of Fleschmans afterword.
Teachers can also have students
practice their discussion/debate skills
by sharing their responses to the
second part of Day 19s culminating
TDQ.
Day 22 Flex Day

Suggestions for this Flex Day:
Reread a section or excerpts
from Seedfolks, particularly
looking at the use of
figurative language and voice
Choose a text about
immigration (from additional
text list)
Read a text about community
gardens
Read NF text on the Highline
and discuss how it connects
to Seedfolks
Watch video of the history of
the Highline. How does it
relate to community
gardens?
o (See video link in
extension activities
above)

Day 23- Assessment Day 1

Students complete the Written
Assessment Task
Day 24 Assessment Day 2

Students complete the
Performance Task- Discussion









18

Appendix A: Text Complexity
Text Complexity (Class-Set Texts Only)
Text Quantitative Qualitative Complexity
Mr.
Lincolns
Way
F&P Level: M
Lexile: 450
Level of Meaning (High): In order to comprehend this text at its deepest meaning, its essential that scholars understand this
text on an analytical level, particularly in regards to how Mr. Lincoln and Eugene fearing the ducklings is a metaphor for
Eugene being feared from conformity, fear, prejudice etc. Additionally, scholars need to understand that Eugenes bullying is
a result of his being bullied by his father at home and so he is identified as a misunderstood kid, rather than a bad kid.
Point of View: This story is told from a third person point of view.
Structure (Low): The author follows a conventional narrative arc throughout.
Syntax/Language Conventionality (Low): The language is mostly contemporary, modern and familiar, however there are
some metaphors that exist to describe Eugenes transformation throughout the book, which are critical for scholars to
understand.

The
Hundred
Dresses

F&P Level: O
Lexile: 890
Level of Meaning (High): In order to fully understand this text and successfully answer the units TDQs, its essential that
scholars understand this text on an analytical level, particularly in regards to Maddies guilt throughout the text and the
conflicting emotions that result. Additionally, this text leaves ample room for the reader to make meaning and decide
whether or not someone who has harmed their community can and/or should be forgiven.
Point of View: This text is told from a third person point of view although we are given much insight into Maddies
perspective through the use of internal dialogue.
Structure (Low): The author mostly follows a conventional narrative arc, however, sections of the text are told in flashbacks
and through internal dialogue.
Syntax/Language Conventionality (Low): The language is mostly contemporary, modern and familiar however there are
some expressions that are antiquated and unfamiliar.

Seedfolks

F&P Level: S
Lexile: 710
Level of Meaning (high): It is essential that students understand the text on an inferential level. The text deals with
complicated themes. Students only need to understand stories of each character while making inferences about the
connection between Kims actions the actions of the other characters. Furthermore students must infer the authors
message.
Point of View (High): The text is told from a first person point of view. The reader is seeing one characters perspective at a
time. Students must realize that characters from previous chapters are present throughout the book, yet they are being
presented from a different perspective.
Structure: The book is broken into thirteen different sections and students hear thirteen very different voices as they hear
the amazing story of a garden that transforms a neighborhood.
Syntax/Language Conventionality: The sentences are a mixture of solid and complex. There are many instances of figurative,
descriptive language that could make certain portions of the text more challenging.


19

Appendix B: Rubrics
3
rd
Grade: Discussion Rubric
Please note: All first three sections are weighted. Double the score to determine the number of points earned in that row. For example, a student who earned a Proficient score for Talking
Points would earn a total of 4 points out of a possible 6.
Category Standard Exemplary (3 points) Proficient (2 points)
Below Proficient (1
point)
Unsatisfactory (0 points)
Points
Talking
Points
SL.3.1.D
SL.3.3
Demonstrates knowledge and critical
thinking of the prompt posed during
discussion.
Student shares their own perspective and
elaborates on ideas shared by others.
Responds to discussion
prompt knowledgably
without elaboration
and/or critical thinking.
Attempts to respond to
discussion prompt but
ideas are unclear or
underdeveloped.
Student shows no depth of
knowledge in attempting to
answer discussion prompt,
or does not answer prompt.
___/6
Sharing and
Presenting
Information
SL.3.6
Speaks clearly, loud enough, and at an
understandable pace. Uses complete
sentences. Makes choices about tone and
stress to enhance the presentation.
Makes eye contact with the audience.
Speaks clearly, loud
enough, and at a
reasonable pace. Uses
complete sentences.
Makes attempt at having
eye contact with the
audience.
Speaks with some clarity
and at an understandable
pace but sometimes
speeds up or slows down.
May need prompting to
speak up or use complete
sentences.

Speaks without clarity
(muffled or too quiet), too
fast or too slow, and/or in
incomplete sentences.
___/6

Active
Listening and
Participation
SL.3.1.B
SL 3.1.C
Conveyed active engagement through
body language and eye contact;
participated by asking questions or
commenting twice or more
Conveyed active
engagement through body
language and eye contact;
participated by asking a
question or commenting
at least once
Mostly conveyed active
engagement through body
language and eye contact
Inconsistently conveyed
active engagement through
body language and eye
contact; made little or no
effort to participate
___/6

Post-
Discussion
Reflection

SL.3.1.D
Student expresses their understanding of
the discussion through writing in
complete sentences and with evidence of
critical thinking.
Student expresses their
understanding of the
discussion through writing
in complete sentences.
Critical thinking is
underdeveloped.
Student expresses their
understanding of the
discussion through writing
in complete sentences.
Critical thinking is absent.

___/3

Scholar Name:

__/21 = ___%


20

Daily TDQ Rubrics
Either the Brief Constructed Response or the Short Answer Rubric can be used to evaluate the daily culminating TDQs. Which rubric is used is
based on the demands of the TDQ. These are the same rubrics that will be used on IAs.

2-Point RubricShort-Response*

Score Response Features
2 Point The features of a 2-point response are
Valid inferences and/or claims from the text where required by the prompt
Evidence of analysis of the text where required by the prompt
Relevant facts, definitions, concrete details, and/or other information from the
text to develop response according to the requirements of the prompt
Sufficient number of facts, definitions, concrete details, and/or other
information from the text as required by the prompt
Complete sentences where errors do not impact readability
1 Point The features of a 1-point response are
A mostly literal recounting of events or details from the text as required by the
prompt
Some relevant facts, definitions, concrete details, and/or other information
from the text to develop response according to the requirements of the prompt
Incomplete sentences or bullets
0 Point The features of a 0-point response are
A response that does not address any of the requirements of the prompt or is
totally inaccurate
No response (blank answer)
A response that is not written in English
A response that is unintelligible or indecipherable
*NY CC 3-8 ELA State Test 2-point rubric




21

Brief Constructed Response Rubric
4
The response:
Makes an accurate claim
Demonstrates full inferential comprehension of the text(s)
Effectively uses relevant and accurate details, facts, and other varied evidence from the text(s)
Purposefully organized and effectively uses linking words and phrases
Uses precise language and domain-specific vocabulary
Uses spelling, grammar, capitalization, and punctuation in a manner that assists considerably in communicating the students ideas
3
The response
Makes an accurate claim
Demonstrates literal comprehension and some inferential comprehension of the text(s)
Uses relevant and accurate details, facts, and other varied evidence from the text(s)
Follows a clear organizational structure that uses some linking words and phrases
Uses grade-level language and domain-specific vocabulary
Uses spelling, grammar, capitalization, and punctuation in a manner that adequately aids in communicating the students ideas
2
The response
Makes a claim but may be too general or vague
Demonstrates literal comprehension of the text(s)
Uses some accurate details and facts from the text(s)
Attempts to organize writing and uses some linking words
Uses grade-level language but uses domain-specific vocabulary inconsistently
Uses spelling, grammar, capitalization, and punctuation in a manner that may impede understanding of the students ideas
1
The response
Makes an inaccurate or irrelevant claim
Demonstrates little understanding of the text(s)
Attempts to use evidence from the text(s), but it may be invalid or irrelevant
Exhibits little attempt at organization and rarely uses linking words
Uses language that is imprecise or inappropriate for the task
Uses spelling, grammar, capitalization, and punctuation in a manner that impedes understanding of the students ideas
0
The response is irrelevant, incoherent, incorrect, or illegible

Sources: Achievement Networks NY extended response rubric and New York States 2013 short response and extended response rubrics. Formerly the Extended Response Rubric.


22

Appendix C: Recommended Related Texts
In order to support student acquisition of word and world knowledge, here is a list of topically related texts that students can read during Guided
Reading, Book Club, or Independent Reading.
Title and Author Genre/Form Quantitative Level
The Year of Miss Agnes- Kirkpatrick Hill Fiction F&P Level: O
Lexile: 790
Just Juice- Karen Hesse Fiction F&P Level: Q
Lexile: 690
Hannahs Journal- Marissa Moss Historical Fiction Grade level equivalent:5.2
Lexile: 730
Mister and Me- Kimberly Holt Willis Fiction F&P level: O
Lexile: 710
The Earth is Painted Green: A Garden of Poems About Our
Planet
Poetry and Rhymes Grade level equivalent: 5.7
City Green - DyAnne DiSalvo-Ryan Fiction F&P Level: L
Lexile: 510
The Curious Garden- Peter Brown Fiction Lexile: 840
Garden to Table: A Kids Guide to Planting, Growing, and
Preparing Foods- Katherine Hengel
Non-Fiction/How-To Grade level equivalent: 3.4
From Seed to Plant- Gail Gibbons Non-Fiction F&P Level: M
Lexile: 660