WASHINGTON TOWNSHIP PUBLIC SCHOOLS

THIRD GRADE

FICTION UNIT

TEACHER RESOURCE GUIDE

 Grade 3 – Fiction Unit – STANDARDS OVERVIEW

RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers

VOCABULARY (words that are helpful in the instruction of this standard)

o questioning/question o text evidence
o ask o explicitly stated
o answer o right there
o text o thin question*
o summarize o thick question

*this term is used in the last example under lesson plans; it refers to a factual “right there”
question that has an answer that can be found right in the text and answered with a few
words or a short sentence. The opposite term “thick question” refers to inferential questions
that require reasoning from the reader.

UNDERSTANDING THE STANDARD

o Students who can ask and answer questions to demonstrate understanding of text
and can refer to specific text to support their answers and to craft their question, should
have acquired an extensive academic vocabulary related to text including terms such as
text evidence, proof, thin questions, summarize, contract and compare, key details and
main idea, visualize, infer, thick and thin questions and answers, connections,
illustrations, digital and print text, and perceptions
o When asking and answering questions about text, students demonstrate that they
can explicitly locate evidence in the text to support answers and to craft questions of a
factual nature (thin questions).
o Students at this grade level are able to answer and ask both factual (thin) questions
and inferential (thick) questions that require reasoning from the reader.
o When asking and answering questions during class or small group discussions of
text, students can connect responses to, and build on, what others have said.
o When asking and answering questions during class or small group discussions of
text, students demonstrate the ability to draw from personal experience and/or from
other texts to provide further support to the evidence for answers found in the text.
o Asking and answering questions about text prompts students to examine what
information they lack or what parts of the text are confusing.
o Students who are able to explicitly draw evidence from text to support answers and
to formulate questions, can begin to develop and manage basic research projects.
o Students who are able to explicitly draw evidence from text to support answers can
use that skill in writing in response to reading as well as developing oral presentations.
o Students who can quickly and confidently locate explicit information in text to support
answers and questions demonstrate that they understand what they are reading and
can describe setting, plot (conflict and resolution), characters as well as identify key
details and the main idea or message.
 Grade 3 – Fiction Unit – STANDARDS OVERVIEW

o As students answer questions using explicit evidence found in text, they learn to
summarize, rather than read text evidence word-for-word.

QUESTIONS TO FOCUS INSTRUCTION

o How does the ability to question and locate answers in the text help readers
understand and analyze text?
o What strategies can be used to help students focus on the central message and key
details?
o How does this standard support students utilizing questioning as a strategy during
their independent reading and writing?
o How does the ability to locate information in text to support questions and answers
prepare students for writing projects, including research?
o What strategies are useful in teaching question asking and answering (i.e. reciprocal
teaching; questioning the author; question and answer relationship)?
o What cues can students learn to use to note relevant information (key details) in text
for future reference?
o What academic vocabulary must students have developed in order to ask and
answer “who, what, where, when, why, and how” questions to demonstrate
understanding about text, including being able to refer to text (print or illustrations) to
support 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

VOCABULARY

o recount/retell o diverse/diversity o moral

o fable o cultures o important
o folktale o message o summary
o myth/mythology o lesson o key details
o author’s purpose
INTEGRATION IDEA

o Organizing and verbally describing events supports oral language development,

vocabulary acquisition, and speaking and listening standards across grade levels.
o Retelling stories and summarizing are active reading comprehension strategies that
can be applied to a variety of texts across content areas.
o Being able to retell and summarize is a prerequisite to and will support higher levels
of comprehension, such as synthesizing information, making inferences, and forming
opinions.
 Grade 3 – Fiction Unit – STANDARDS OVERVIEW

o Examining plot features of fables, folktales, and mythology will lead to discussion
and understanding of cultures and their history and traditions.
o Focusing on key ideas and details to use in their retelling helps readers begin to
discern what is most important and relevant. This can be linked to written and oral
summaries in science, social studies, math, and other content areas.
o Participating in retelling improves student understanding of narratives and their
structure, which helps students learn how to write their own stories.

QUESTIONS TO FOCUS INSTRUCTION

o How does understanding plot features of fables, folktales, and myths support
comprehension
o and recounting of these types of text?
o What strategies can be used to help students focus on the central message and key
details?
o How does the author use key details to convey the central message of 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.

VOCABULARY
o describe/description o character o sequence
o characters motivations o events
o character traits o character feelings o plot
o actions

INTEGRATION IDEAS
o Verbally describing characters and related actions supports oral language
development,
o vocabulary acquisition, and speaking and listening standards across grade levels.
o Organizing information, describing relationships (i.e., how traits influence behaviors
and
o actions), and summarizing are active reading comprehension strategies that can be
o applied to a variety of texts and experiences across content areas. For example,
those same strategies can be utilized during scientific observations and discussions of
historical figures.
o Being able to visualize and summarize character traits and actions are prerequisites
to and
o will support higher levels of comprehension, such as synthesizing information,
making inferences, and forming opinions.
 Grade 3 – Fiction Unit – STANDARDS OVERVIEW

o Examining how the author directly describes characters and indirectly reveals traits
through
o the characters’ actions will help students understand author’s purpose and to
distinguish between relevant vs. unimportant information in a variety of texts.
o Comparing and contrasting character traits revealed by the author’s words versus
character
o traits apparent in illustrations or visual representations would help students integrate
and analyze literature and arts.
o Participating in character description and analysis improves student understanding
of
o narratives and their structure, which helps students learn how to write their own
stories.

QUESTIONS TO FOCUS INSTRUCTION

o How does understanding story elements, such as characters, actions, and

sequential events,
o support comprehension of narrative texts?
o What additional instructional support can be provided for students who struggle to
attend to the
o important elements of text?
o What strategies can be used to help students describe the characters and related
o actions and events?
o How does character description and analysis contribute to the overall
comprehension of
o narrative stories?

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).

VOCABULARY
o illustrations o mood o character
o setting o message o interpretation
o perspective o visual clues o information

UNDERSTANDING THE STANDARD

o Students who are able to explain how specific aspects of a text’s illustrations
contribute to what is conveyed by words about characters, setting, or mood demonstrate
an understanding of the roles of the illustrator and author and how the illustrator and
author work together to help the reader “make meaning”.
 Grade 3 – Fiction Unit – STANDARDS OVERVIEW

o Explaining how specific aspects of a text’s illustrations contribute to what is

conveyed by words in the story requires students to read text or hear text read and
visualize what is conveyed by the words read and heard. This visualization supports
student’s analysis of text illustrations and helps students connect illustrations to words in
text.
o Students who are able to explain how specific aspects of a text’s illustrations
contribute to what is conveyed by words about mood demonstrate an understanding of
what the term mood means and can identify a variety of moods. They are able to infer
mood when the mood is not stated using key details and illustrations.
o Students who are able to explain how specific aspects of a text’s illustrations
contribute to what is conveyed by words about mood, characters, or setting use an
extensive academic vocabulary related to reading literature acquired over several years.
They have a deep understanding of terms such as characters, mood, setting,
illustrations, analyze, connect, support, text, making inferences and use these terms
correctly and with ease.
o Explaining how specific aspects of a text’s illustrations contribute to what is
conveyed by words in the story regarding characters and setting requires students to
have a deep understanding of key details of the characters and setting and be able to
connect those details as described by words in the text to specific aspects of
illustrations.
o Explaining how specific aspects of a text’s illustrations contribute to what is
conveyed by words in the story requires that students analyze illustrations for clues that
support or enhance their understanding of characters or setting.
o Understanding the meaning of visuals within a text is an essential skill for students in
grades K-12 and crosses all content areas.
o The ability to analyze the relationship between visual information and written
information is crucial to grasping both specific points and broader meanings of a text.
o Learning how to integrate information from multiple sources assists students in
developing such higher order thinking skills as synthesizing, analyzing and evaluating,
which are necessary for all content areas.
o Considering the choices authors and illustrators make in telling a story can help
students in making such choices in their own writing.

QUESTIONS TO FOCUS INSTRUCTION

o In what ways do illustrations support the comprehension of a text?
o What strategies or activities help students analyze illustrations, analyze text about
characters, setting and mood, and, then, connect the two.
o What skills, knowledge, and academic vocabulary must students have mastered in
order to connect specific aspects of illustrations to specific words in text about
character, setting, and mood that the illustrations support?
o How does each illustration provide clues about the story’s mood, characters, and
setting?
o Do the illustrations convey a particular character’s point of view?
 FICTION GENRE UNIT – PACING GUIDE
Essential Standards: 3.1, 3.2, 3.3, 3.7, 3.10

Whole Class Whole Class Whole Class Independent Whole Class

Practice:
Introduce the Introduce Introduce Story Review
genre: the genre: Story Maps Mapping Realistic
Fiction Fiction Reread Review Story Fiction and
Week 1
Elements of yesterday’s Mapping read aloud
Intro To
Characteristic Fiction story and Choose a from a
Genre and
s and different *suggested complete a short/easy selected
to Story
types of mentor text story map mentor text mentor text
Mapping
fiction read aloud *suggested *suggested text *suggested
Officer mentor text Miss Nelson is texts
Buckle and read aloud Missing Boundless
Gloria Officer Students will Grace , A
Buckle and complete a Day’s Work
Gloria story map

Whole Class Whole Class Whole Class Whole Class Whole Class
Review Review & Review &
realistic personal Independent characteristics Independent
fiction and narrative (repeat of a personal (repeat
read an (may note it is yesterday’s Narrative and yesterday’s
example also our process lesson with a review lesson with a
writing piece)
mentor text different character different text)
Read aloud
*suggested text) traits Students will
Week 2 from mentor
texts Boundless Students will Read aloud a complete their
Realistic Grace , A text and
complete personal own
Fiction & Day’s Work continue
reader narrative Character
Personal Focusing on focusing on
response *suggested Trait Graphic
Narratives the characters
prompt(s) for mentor texts Organizer
Reader character(s) and actions
today’s read Alexander
Response and their Introduce
*suggested Who is Not
Prompts for actions and practice
mentor texts Going to
Characters and give reader
Grandma’s Move, Mailing
character trait response Records, May
examples prompts
Aunt Model how to
Flossie’s complete a
Hats character trait
graphic
organizer
 Whole Class Whole Class Whole Class Whole Class Whole Class
Review (continue Review the Review the Review the
Fantasy yesterday’s elements of elements of elements of
Read aloud lesson from fantasy fantasy fantasy
The Spooky Making Read aloud Julius Baby of Julius Baby of
Tail of Prewitt Meaning) Julius Baby the World the World
Week 3
Peacock and Focus on of the World follow the follow the
Fantasy
follow the how the text and follow corresponding corresponding
& Text
corresponding illustrations the Making Making
Illustrations
Making help convey correspondin Meaning Meaning
& Main
Meaning the meaning g Making lesson: lesson:
Character
lesson Meaning Making Making
lesson: Meaning Unit Meaning Unit
Making 3, week 2, 3, week 2,
Meaning day 2 day 3
Unit 3, week
2, day 1
 Whole Class Lesson # 1
What is Fiction?

Essential Standard Common Core 3.1, 3.2

Overview:
This lesson introduces the genre of fiction and explores the main subgenres

Classroom Resources:
Elements of Fiction
Genre Characteristics
Various examples of fictional texts

Instruction and Activities:

1. Introduce the term “Fiction” and have students give examples of fictional texts
that they have read
2. Explain that there are many different types of fiction and share the 6 subgenres
(fantasy, personal narrative, historical, mystery, realistic, and science)
3. After reviewing some characteristics of each subgenre have students share
examples of books that they are familiar with that may fit under one of the
subgenres

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their
answers, giving feedback to help them expand and develop ideas.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

 Elements of Fiction

Theme

A theme is the main idea of the story. When writers have a story idea, they develop their
story around a theme. They have a specific message they want to reveal to readers.

Settings

A setting reveals the location as well as the time period of a story. A setting can take
place in a house, school, castle, outer space, forest, hospital, or anywhere writers want to
develop their scenes. A setting can also take place in the past, present or future.

Characters

The characters in a story can be people or animals. There is one main character in the
story. This character has some kind of problem he/she experiences throughout the story.

There are other characters in the story who can either help the main character with
his/her problem or hinder the main character from overcoming his/her goal.

Plots

Plots are the structure of the story. A plot of a story is simply the sequence of events in a
story. They reveal the characters and what the main character experiences throughout
the story. The structure occurs in order of the events that happen to the main character.

Point of View

Point of view is the viewpoint of the story. Writers use first person point of view or third
person point of view. In first person point of view, the main character tells the story. In
third person point of view, the narrator tells the story.
 Genre Characteristics
Fantasy :

 contains elements that are not realistic

 talking animals
 magical
 often set in a medieval universe
 possibly involves mythical beings

Personal Narrative:

 told in a first person point of view

 describes something that happened to the narrator and is usually true
 includes the author’s feelings about the experience and the lesson learned
 uses sensory and emotional details

Historical Fiction:

 stories centered around the basis of a partially historical situation

 a novel set in a historical period

Mystery:

 strangeness
 solving a puzzling event or situation
 something unknown
 solving a crime
 centered around a person who is investigating a wrongdoing
 centered around finding out secret information

Realistic Fiction:

 stories take place in modern times

 characters are involved in events that could happen

Science Fiction:

 stories that tell about science and technology of the future

 settings are usually: in the future, in space, on a different planet, in a different
universe or dimension
 Whole Class Lesson # 2
Elements of Fiction

Essential Standard Common Core 3.1, 3.2

Overview:
This lesson introduces the specific elements of fiction

Classroom Resources:
Elements of Fiction
Genre Characteristics
Officer Buckle and Gloria – MM Unit 1 *or other mentor text

Instruction and Activities:

1. Introduce the class to the “Elements of Fiction”

2. Explain each element in detail (there are two different guides depending on how
in depth you want to go)
3. Read Officer Buckle and Gloria aloud and discuss with the class
4. Have students determine the type of fiction the story is and have students identify
some of the elements in the story that they heard

Student Assessment/Reflections:

Informally assess student participation. You may also choose to repeat this lesson with
other texts and add in a more formal means of assessment on the “Elements of Fiction.”
Use class discussion to monitor general comprehension. While students are participating,
reflect on their answers, giving feedback to help them expand and develop ideas.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

 Whole Class Lesson # 3
Introducing a Story Map

Essential Standard Common Core 3.1, 3.2, 3.3

Overview:
This lesson uses the elements of fiction to introduce summarizing techniques through use
of story mapping

Classroom Resources:
Elements of Fiction
Any of the included samples of story maps
Officer Buckle and Gloria MM Unit 1 *or other mentor text that you read for yesterday’s
lesson

Instruction and Activities:

1. Review the elements of fiction paying close attention to the plot and how the
events are sequenced in the story that was read yesterday
2. Recap yesterday’s story and orally discuss the sequence of events in the story
3. Reread yesterday’s mentor text aloud and have students add any important events
they may have missed
4. Introduce students to the concept of a story map and why it is important for
comprehension as well as a great way to build up summarization skills for future
reading log assignments
5. Choose any sample map you’d like and either pass out individual copies or place
one on the document camera. Guide the students in completing the story map
together as a whole class

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their
answers, giving feedback to help them expand and develop ideas. In addition, if students
completed maps on their own through guided instructions, they may be collected to check
for understanding.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

Title ______________________________________________________________

Beginning

Middle

End

Plot / Story Sequence

 Whole Class Lesson # 4
Independent Practice: Story Mapping

Essential Standard Common Core 3.1, 3.2, 3.3

Overview:
This lesson gives the students an opportunity to complete a story map individually. It is
important that students get familiar with this task as it will be required throughout the
unit. Story mapping is also a great preface to summarizing and will aid students as they
begin their independent reading logs.

Classroom Resources:
Any of the included samples of story maps
Miss Nelson is Missing – MM Unit 1 *or other mentor text

Instruction and Activities:

1. Review the elements of fiction paying close attention to the plot and how the
events are sequenced a story
2. Review whichever story map organizer you’ll be using with the class before
reading the text
3. Read aloud from mentor text of your choice
4. Lead the class in beginning a story map for the mentor text
5. Have the students finish the map individually

Student Assessment/Reflections:

Collect the story map assignment to check for understanding.

 Whole Class Lesson # 5
Introducing Realistic Fiction

Essential Standard Common Core 3.1, 3.3

Overview:
This lesson defines realistic fiction and exposes the students to a realistic fiction text. It
also focuses on main character and character traits

Classroom Resources:
Suggested Mentor texts (but may choose any example of realistic fiction):
Boundless Grace – MM Unit 3
A Day’s Work – MM Unit4
Keepers – MM Unit 8

Instruction and Activities:

1. Introduce and define “Realistic Fiction”

2. Discuss ways it may be different from the types of fiction that students read for
the last two lessons
3. Read aloud from a realistic fiction mentor text. Before reading, ask students to
pay close attention to the main character and how the main character may be
feeling
4. Discuss the story and have students talk about how the character was feeling and
or what they may have been thinking. Use their answers to begin a discussion on
how the main character’s behavior led to the sequence of events
5. Briefly introduce the concept of “character trait”

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their
answers, giving feedback to help them expand and develop ideas.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

 Whole Class Lesson # 6
Exploring Characterization Through Realistic Fiction

Essential Standard Common Core 3.1, 3.3

Overview:
This lesson uses a realistic fiction text to explore character traits and how a character’s
traits lead to the events in a story

Classroom Resources:
Character Trait List
Boundless Grace MM Unit 3
A Day’s Work MM Unit 4 *or other realistic fiction mentor text

Instruction and Activities:

1. Review realistic fiction and discuss the character from yesterday’s story
2. Define “Character Trait” and pass out a list of character traits for students to read
through. Help them to understand any unknown traits.
3. Have students volunteer some traits from their list that best fit the character from
yesterday’s story.
4. Read aloud from a different realistic fiction mentor text. Have students pay close
attention to the character’s traits.
5. Discuss the story and have students volunteer some character traits that they feel
the main character displayed. Further the discussion by having students share
how that particular trait led to the characters actions and plot sequence

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their
answers, giving feedback to help them expand and develop ideas.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

humble studious demanding
brave intelligent bossy
courageous honest gentle
serious mischievous loving
funny friendly proud
humorous adventurous wild
sad hard-working messy
resourceful timid neat
stubborn shy joyful
loyal bold cooperative
gullible daring lovable
handsome dainty ambitious
caring busy quiet
carefree lazy curious
selfish patriotic witty
unselfish fun-loving fighter
generous successful determined
self-confident responsible energetic
respectful helpful cheerful
considerate dreamer thoughtful
imaginative happy calm
inventive disagreeable mannerly
creative conceited rude
independent leader mean
 Whole Class Lesson # 7
Responding to Personal Narratives/Character Analysis

Essential Standard Common Core 3.1, 3.3

Overview:
This lesson uses a personal narrative mentor text and reader response prompts to further
reflect on characterization

Classroom Resources:
Character Trait List
Reader Response Prompts
Grandma’s Records BAW
Aunt Flossie’s Hats MM Unit 2 *or other personal narrative mentor text

Instruction and Activities:

1. Review yesterday’s lesson and read aloud from a personal narrative mentor text
2. Ask students to pay close attention to the characters thoughts and feelings as they
listen to a sample narrative.
3. Read the reader response prompts to the class and use them as a springboard for
discussion.

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their
answers, giving feedback to help them expand and develop ideas.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

 Reader Response Prompts (RL 3.3)

*suggested prompts for Fiction Unit week two

1. Explain a character’s problem and then offer your character advice on

how to solve his/her problem.

2. Explain how a character is acting and why you think the character is
acting that way.

3. Pick one character and explain why you would/would not like to have
him/her as a friend.

4. What real-life people or events are you reminded of by characters or

events in the story? Explain why.

5. Write about what would happen if you brought one of your characters to
school or home for a day.

6. Pick a scene in which you disagreed with how a character handled a

situation and rewrite it in the way you think it should have happened.

7. How does the character’s actions affect other people in the story?
 Whole Class Lesson # 8
Personal Narratives/Character Analysis

Essential Standard Common Core 3.1, 3.3

Overview:
This lesson uses a personal narrative mentor text and reader response prompts to further
reflect on characterization

Classroom Resources:
Character Trait List
Reader Response Prompts
Grandma’s Records – BAW
Aunt Flossie’s Hats MM Unit 2 *or other personal narrative mentor text

Instruction and Activities:

1. Review yesterday’s lesson and read aloud from a personal narrative mentor text
2. Ask students to pay close attention to the characters thoughts and feelings as they
listen to a sample narrative
3. Have students choose 2 reader response prompts to complete for the story. It may
be suggested to review and/or directly teach answering open ended questions
prior to this lesson.

Student Assessment/Reflections:

Collect and assess the reader response prompts

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

 Whole Class Lesson # 9
Personal Narratives/Character Analysis

Essential Standard Common Core 3.1, 3.3

Overview:
This lesson uses a personal narrative mentor text and a graphic organizer to further reflect
on characterization

Classroom Resources:
Character Trait List
Cool Character organizer
Alexander Who is Not Going to Move MM Unit 3
Mailing May MM Unit 4 *or other personal narrative mentor text

Instruction and Activities:

1. Read aloud from a personal narrative mentor text

2. Ask students to pay close attention to the characters thoughts and feelings as they
listen to a sample narrative.
3. Share the Cool Character graphic organizer (or other character analysis activity of
your choice) on the document camera
4. Complete the activity as a whole class for the character from today’s mentor text

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their
answers, giving feedback to help them expand and develop ideas.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

Name: _____________________ Date:________

Character traits are

adjectives that
describe what a
character is like. They are
identified or inferred by
what a character says, how
a character acts, and by
what people say
about them.

Character Trait Support for Trait

 Whole Class Lesson # 10
Personal Narrative / Character Analysis

Essential Standard Common Core 3.1, 3.3

Overview:
This lesson uses a personal narrative mentor text to have students independently complete
a character analysis assignment

Classroom Resources:
Character Trait List
Cool Character organizer
Alexander Who is Not Going to Move MM Unit 3
Mailing May MM Unit 4 *or other personal narrative mentor text

Instruction and Activities:

1. Read aloud from a personal narrative mentor text

2. Ask students to pay close attention to the characters thoughts and feelings as they
listen to a sample narrative.
3. Have students complete the Cool Character graphic organizer (or other character
analysis activity of your choice) individually based on today’s text

Student Assessment/Reflections:

Collect and assess assignment

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

Name ___________________________ Date ____________________

Character Analysis
Pyramid

Name/Title

Physical Appearance

Character’s Role

Problems / Challenges

Character Accomplishments
 Whole Class Lessons # 11 & 12
Fantasy / Text Illustrations

Essential Standard Common Core 3.1, 3.7

Overview:
This lesson introduces students to a fantasy text and has students pay close attention to
how the illustrations help with understanding. This lesson uses the making meaning
series to cover essential standard 3.7.

Classroom Resources:
The Spooky Tale of Prewitt Peacock
Making Meaning Teacher’s Manual, Volume 1

Instruction and Activities:

1. Follow the Meaning Teacher’s Manual pages 56 -62 (days 1 & 2) The
visualization lesson on Prewitt Peacock is a great way to have students reflect on
how illustrations help convey the words in a story

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their
answers, giving feedback to help them expand and develop ideas.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

 Whole Class Lessons # 13 - 15
Fantasy / Characterization

Essential Standard Common Core 3.1, 3.3

Overview:
This lesson exposes students to another fantasy text and has students revisit character
analysis specifically through inferencing. These lessons use the making meaning series.

Classroom Resources:
Julius, the Baby of the World
Making Meaning Teacher’s Manual, Volume 1

Instruction and Activities:

1. Follow the Meaning Teacher’s Manual pages 102 – 116 (days 1 - 3). The story
Julius was a good example of fantasy and the corresponding lesson further
develops essential standard 3.3

Student Assessment/Reflections:

Informally assess student participation. While students are participating, reflect on their
answers, giving feedback to help them expand and develop ideas. Another option is
using the Reader Response Prompts, Cool Character Chart, or Story Map.

** Follow Fountas & Pinnell “First 20 Days” to structure IDR time

Fiction Unit Appendix
Grade 3

Weeks 1-3