Reading Enrichment Unit

Title of Unit
One Land, Many Tales
Grade Level
3
Curriculum Area
English, Language Arts,
Reading
Time Frame
5 45 min sessions
Developed By
Mariah Crew
Identify Desired Results (Stage 1)
Content Standards
ELACC3RI2: Determine the main idea of a text, recount the key details and explain
how they support the main idea.
ELA3Clg: Distinguishes between complete and incomplete sentences.
Understandings I Can Statement
Overarching Understanding
Students will understand..

- The main idea of a text
- Recounting the key details of a text






I can determine the main idea of a text,
recount the key details and explain how they
support the main idea.

I can distinguish between complete and
incomplete sentences.
Knowledge
Students will know
Skills
Students will be able to
- main idea
- key details












- Distinguish between complete/
incomplete sentences.
- Determine the main idea and key
details.
Assessment Evidence (Stage 2)
Performance Task Description
Goal Students will be able to determine the main idea and key details.
Role
Students roles will be to provide students the chance to research things
about land and write a paragraph using complete sentences in their writing.
Audience 3 grade students
Situation
Student will be presenting their information about a time they wanted to
buy something but didnt have enough money.
Product/Performance Present to admin team and classroom teacher.
Standards
ELACC3RI2: Determine the main idea of a text, recount the key details and explain
how they support the main idea.
ELA3Clg: Distinguishes between complete and incomplete sentences.
Learning Plan (Stage 3)
Where are your students headed? Where
have they been? How will you make sure
the students know where they are going?
Explain to students that this weeks language focus is to
distinguish between complete/incomplete sentences. This
weeks reading focus is to determine the main idea and key
details in text and this weeks writing focus is to write a
paragraph using complete sentences to recount the key ideas in
text. This will be reviewed each day.

How will you hook students at the
beginning of the unit?
-Students will answer the question How would we get what we need
without money? This will be done on the first and second day. The
students will watch a tutorial on what a paragraph is and how to
form a paragraph. On Wednesday, the students will be asked to think
about a time where you wanted to buy something and you did not
have enough money to buy the item. This will be reviewed on
Thursday and Friday.
What events will help students experience
and explore the big idea and questions in
the unit? How will you equip them with
needed skills and knowledge?
- Read aloud the book on Monday and the book will be reviewed
each day. We will make a circle chart to discuss needs and wants on
Monday.
Tuesday and Wednesday the students will begin writing about a time
they wanted something, but did not have enough money for the
item.
Thursday the students will begin typing their paragraph. The
students must have complete sentences and at least 5 sentences in
their paragraph.
Friday: When students complete typing their paragraph they will
share what they learned and read their paper.
- Discuss the vocabulary words (this will happen each day)

How will you cause students to reflect and
rethink? How will you guide them in
rehearsing, revising, and refining their
work?
Students will discuss the books theme with each other and the
teacher
Each day the students will tell the main idea about the book and list
the key details that support the main idea.
How will you help students to exhibit and
self-evaluate their growing skills,
knowledge, and understanding throughout
the unit?
Through guided discussion, students will reflect on ways that they
have always wanted something, but couldnt afford it.
How will you tailor and otherwise
personalize the learning plan to optimize
the engagement and effectiveness of ALL
students, without compromising the goals
of the unit?
Each student will tell one way that they thought of.
How will you organize and sequence the
learning activities to optimize the
engagement and achievement of ALL
students?
Activities will be broken into three segments.
1. Hook and introduction
2. Reading and discussion
3. Recall & Reflection using think pair share
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum
Development ISBN # 0-87120-313-8 (ppk)