Unit 5



Anchor Text: Because of Winn-Dixie by Kate DiCamillo


Grade 3



Unit Length and Description:


6 weeks


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).


Enduring Understandings:


         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.



Essential Questions:


         What is friendship?

         What are the benefits of having friends?

         What are the qualities of a good friendship?