Nights of The Pufflings

Title of Unit: Lesson Title: Duration of Lesson Date:
READING Nights of Pufflings (Days): 2 weeks April 2022

(Expository Text)
Design Question Focus of the Lesson (elements from other DQ’s may be used as support)
• Introducing New • Deepening or • Generating and
Knowledge Practicing Testing Hypotheses
Learning Goal/ Objective: (based on Standards )
3.RL.1: Ask and answer questions to demonstrate understanding of text, referring
explicitly to the text as the basis for the answers.
3.RL.2: Determine the main idea of a text: recount the key details and explain how they
support the main idea.
Learning Targets: (write in the scale below)
2.0 Simpler Content: 3.0 Target 4.0 More Complex:
I can read and define the I can differentiate between a I can arrange important
vocabulary words. fact and opinion. events from the text by
I can respond in writing to a recording them in sequence
Often aligns with DQ 2 text-related question. chain.
Often aligns with DQ 4
Often aligns with DQ 3
AES: Student Learning Outcomes:
A- Academically Responsible
E- Effective Users of Technology
S- Socially and Globally Responsible Citizens
7 Habits of Happy Kids
Habit 1: Be Proactive
Habit 2: Begin with the End in Mind
Habit 3: Put First Things First
Assessment and Monitoring: (checks for content and desired effect)
Work samples/ completion of daily assignments, quizzes, skills test
Critical Information Chunks (as determined by learning targets)
5Ws and H, KWL, sequencing, summarizing, clarifying strategies, Fact and Opinion
Sequence: Instructional Strategies /Lesson Activity:
Day 1
Check students’ background knowledge about Puffins using a KWL chart
Day 2: Vocabulary
I can define the vocabulary words in the story.
Class Instruction:
-Teach the vocabulary words, students write the definitions in the notebook.
*partnership (say the word, what it means, use it in a sentence)
*Using the Four Corners graphic organizer (write the word, definition, sentence using the
vocabulary word, and drawing)
*walk through (each partnership will have one of the vocabulary word. The team will define,
draw, and write the word in a sentence.)
Homework: Create sentences using all vocabulary words
Day 3: Vocabulary—partnership. Complete the chart.

*Say the word. *Say what it means. *Use it in a sentence.Vocabulary
Partner Reading—pages 20-21 *Read and retell/ Silent Reading—pages 22-23

*Overlooking- looking down on from a higher place
*Speckled- covered with small dots or spots
*Bobbing-moving up and down
Team Talk Questions— First, discuss the questions and answers. After discussion, write the
answers in your notebook.
1. Why have the puffins come to Heimaey Island?
2. How do the puffins keep the puffin eggs safe until they hatch?
3. What happens right after the adult puffins fly far out over the ocean?
4. Which of the following best predicts what happens on the nights of the pufflings?
a. The puffins come back to the Heimaey Island.
b. Pufflings make their own nests underground.
c. The pufflings fly for the first time.
d. Pufflings search for fish in the ocean.
5. Choose one word from the vocabulary word and write a complete sentence.
Day 4
Vocabulary—partnership. Complete the chart.

*Say the word. *Say what it means. *Use it in a sentence.

Vocabulary:
*Stray- wandering and lost
*Roaming- wandering about
Team Talk Questions—First, discuss the questions and answers. After discussion, write the
1. How does Arnar know that the puffin eggs have hatched?
2. Why are Halla and the other children waiting for the baldusbra to bloom?
3. What happens after Halla and her friends find a stranded puffling?
4. Which of the following best summarizes why the children are excited about the nights of the
pufflings?
a. The children think is it fun to stay up all night.
b. The children like to save the pufflings.
c. The children want to catch the pufflings before animals do.
d. All of the above.
Day 5
Vocabulary—partnership. Complete the chart.

*Say the word. *Say what it means. *Use it in a sentence.

Vocabulary:
*Nestles- settles of presses closely
*Releases- sets free; lets go
*Surf- the waves of the sea as they break on the shore
*Flutters- flaps its wings rapidly
Team Talk Questions—First, discuss the questions and answers. After discussion, write the
1. What happens after a puffling gets confused by the city lights?

2. What effect do you think people living on the island have on the puffins?
3. Why do Halla and her friends need cardboard boxes?
4. Halla and her friends do not keep the pufflings as pets because—
a. Pufflings are dangerous.
b. The pufflings are supposed to be free.
c. Pufflings need to find their own fish.
d. None of the above.
● Students complete the cause and effect chart using the information gathered from the
story.
Day 6: Fact/Opinion
● Ask students to define:What is a fact and what is an opinion? Write their responses on the
board under each heading (FACT/OPINION)
● Have student volunteers give examples of facts and examples of opinion and write them
on the board under each heading.
● Using the textbook, lead the class into a Fact and Opinion Treasure Hunt using the story
Nights of the Pufflings. With a partner, each student should be able to list 5 Fact
sentences and 5 opinion sentences found in the story.
Day 7: Sequence of Events

● Have students write the important events in the story.
● Assign a number to each event in the order in which it happens.
● Rearrange each event in chronological order.
● Write the events and draw the matching pictures in order onto the storyboard.
● Students take turns retelling the story using their own story board.
Day 8: Problem and Solution

● With a partner, student A will identify the problems in the story, while the partner or
student B will identify the solution.
Day 9: Summarizing
● Using the 5Ws and H, students will write a summary of the story. Students need to
include some vocabulary words in their summary.
Day 10 —TEST
STORY QUESTIONS
Read pages 32 and 33 of Nights of the Pufflings, and answer the following questions.
1. Where do the puffins come to lay their eggs?
2. What happens after the pufflings take their first flight?
3. The children help the pufflings by--

a. Rescuing the lost pufflings.
b. Bringing fish to the pufflings.
c. Raising the pufflings at home.
4. What happens after Halla launches the pufflings in the air?
5. What effect do the nights of the pufflings have on Halla and her friends?
6. From the story, you can predict that Halla and her friends--
a. Will stop looking for pufflings.
b. Will wait for the pufflings next year.
c. Are tired of looking for pufflings.
VOCABULARY ITEMS
ashore burrows instinctively launching stranded uninhabited venture
Choose 2 vocabulary words. Write a meaningful sentence for each word.

1.____________________________________________________________________________
2.____________________________________________________________________________
Adaptations for Unique Student Needs: (ELL, Special Education, Gifted, Students who
lack support for school)
Slow Learners: Preview material, guided reading, re-reading and modeling, phonics/ decoding
practice, extra time, use of graphic organizers, allow for oral answers, allow errors in spelling/
grammar, partner read aloud, prompting, frequent fluency practice/ checks, use of audio book for
auditory learners, movie adaptation for visual learners, retest, use of easier text for reading
Advanced Learners: vocabulary sentence work, book share activity, create their own version/
stories, use of technology to retell story.
Assignment(s):
Day 1 Use vocabulary words in sentences
Day 2 Answer comprehension questions
Day 3
Day 6 Answer the comprehension questions
Day 8 Review the story
Day 9 Review all vocabulary words and be ready for the test
Resources and Materials:

Houghton Mifflin Reading Theme 5: Celebrating Traditions Textbook and Practice Workbook,
Teacher’s Edition, Teacher-made Assessment, Computer/ laptop, graphic organizer, Book vs.
Movie worksheet (if applicable), Book Report Activity Sheet, STEM Literary activities
materials.

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Title of Unit: Lesson Title: Duration of Lesson Date:

READING Nights of Pufflings (Days): 2 weeks April 2022

Day 3: Vocabulary—partnership. Complete the chart.

Partner Reading—pages 20-21 *Read and retell/ Silent Reading—pages 22-23

Vocabulary—partnership. Complete the chart.

Partner Reading—pages 24-25 *Read and retell/ Silent Reading—pages 26-27

Vocabulary—partnership. Complete the chart.

Partner Reading—pages 28-29 *Read and retell/ Silent Reading—pages 30-31

1. What happens after a puffling gets confused by the city lights?

Day 7: Sequence of Events

Day 8: Problem and Solution

1. Where do the puffins come to lay their eggs?

2. What happens after the pufflings take their first flight?

3. The children help the pufflings by--

4. What happens after Halla launches the pufflings in the air?

ashore burrows instinctively launching stranded uninhabited venture

Choose 2 vocabulary words. Write a meaningful sentence for each word.

Resources and Materials:

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