Anchor Text: Because of Winn-Dixie by Kate DiCamillo
Unit Length and Description:
Students explore the idea of finding friends in unexpected places and the value of building a community of different perspectives. They explore how getting to know what they have in common with connecting with others who can help make them better people.
RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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.
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.
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.
RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.
o Identify and know the meaning of the most common prefixes and derivational suffixes.
o Decode words with common Latin suffixes.
o Decode multisyllable words.
o Read grade-appropriate irregularly spelled words.
RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
o Read grade-level text with purpose and understanding.
o Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
o Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
o Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
o Develop the topic with facts, definitions, and details.
o Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
o Provide a concluding statement or section.
W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.6: 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.
W.3.7: Conduct short research projects that build knowledge about a topic.
W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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.
SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
o Form and use regular and irregular plural nouns.
o Use abstract nouns (e.g., childhood).
o Form and use regular and irregular verbs.
o Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
o Ensure subject-verb and pronoun-antecedent agreement.*
o Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
o Use coordinating and subordinating conjunctions.
o Produce simple, compound, and complex sentences.
L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o Capitalize appropriate words in titles.
o Use commas in addresses.
o Use commas and quotation marks in dialogue.
o Form and use possessives.
o Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
o Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
o Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
o Use sentence-level context as a clue to the meaning of a word or phrase.
o Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
o Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
o Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
· Friendship is a type of relationship between two people who care about each other.
· Some benefits of having friends is they help you be the best person you can be.
· Many qualities are necessary for a good friendship, including honesty and trustworthiness.
· What is friendship?
· What are the benefits of having friends?
· What are the qualities of a good friendship?