Literacy Module 2 Overview:
In this module, students will use literacy skills to become experts—people who use reading, writing, listening, and speaking to build and share deep knowledge about a topic. The module begins with students reading poetry and pourquoi tales about different kinds of frogs to generate “why” questions. At the end of the unit, they write their own fictional pourquoi narratives to attempt to answer some of their “why” questions. In Unit 2, students research to find out the real answers to their frog questions and write paragraphs to communicate their research. In Unit 3, students will form research groups to become experts on various “freaky” frogs—frogs that have unusual adaptations that help them to survive in extreme environments throughout the world. Students will build their reading, research, writing, and collaborative discussion skills through studying their expert frog. Throughout the module, students will consistently reflect on the role of literacy in building and sharing expertise. They will demonstrate their expertise through a Freaky Frog book and trading card to educate students in grades 2 and 3.
Literacy Learning Targets:
Guiding Questions and Big Ideas
Unit 1: Building Background Knowledge: Learning to Become an Expert (about Frogs)
Unit 2: Case Study: Researching Freaky Frogs
Unit 3: Culminating Project: Freaky Frog Trading Cards
Math Learning Targets
Quarter 2
Science Learning Targets
Matter: Structure, Properties and Change
Force & Motion: Direction and Speed
Social Studies Learning Targets
Geography and Environmental Literacy
In this module, students will use literacy skills to become experts—people who use reading, writing, listening, and speaking to build and share deep knowledge about a topic. The module begins with students reading poetry and pourquoi tales about different kinds of frogs to generate “why” questions. At the end of the unit, they write their own fictional pourquoi narratives to attempt to answer some of their “why” questions. In Unit 2, students research to find out the real answers to their frog questions and write paragraphs to communicate their research. In Unit 3, students will form research groups to become experts on various “freaky” frogs—frogs that have unusual adaptations that help them to survive in extreme environments throughout the world. Students will build their reading, research, writing, and collaborative discussion skills through studying their expert frog. Throughout the module, students will consistently reflect on the role of literacy in building and sharing expertise. They will demonstrate their expertise through a Freaky Frog book and trading card to educate students in grades 2 and 3.
Literacy Learning Targets:
Guiding Questions and Big Ideas
- How does an author engage the reader in a narrative?
- How do experts build knowledge and share expertise about a topic?
- How do frogs survive?
Unit 1: Building Background Knowledge: Learning to Become an Expert (about Frogs)
- I can answer questions using specific details from the text. (RI.3.1)
- I can determine the main idea of an informational text. (RI.3.2)
- I can retell key ideas from an informational text. (RI.3.2)
- I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
- I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
- I can use information from the words to understand informational texts. (RI.3.7)
- I can document what I learn about a topic by taking notes. (W.3.8)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can develop the topic with facts, definitions, and details. (W.3.2)
- I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
- I can express ideas using carefully chosen words. (L.3.3a)
- I can accurately use third-grade-level academic vocabulary to express my ideas. (L.3.6)
Unit 2: Case Study: Researching Freaky Frogs
- I can answer questions using specific details from the text. (RI.3.1)
- I can determine the main idea of an informational text. (RI.3.2)
- I can retell key ideas from an informational text. (RI.3.2)
- I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
- I can use information from the words to understand informational texts. (RI.3.7)
- I can determine the meaning of unknown words in informational text. (L.3.4)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can develop the topic with facts, definitions, and details. (W.3.2)
- I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
- With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
- I can express ideas using carefully chosen words. (L.3.3)
- I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)
Unit 3: Culminating Project: Freaky Frog Trading Cards
- I can write an informative/explanatory text. (W.3.2)
- I can craft narrative texts about real or imagined experiences or events. (W.3.3)
- I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
- I can express ideas using carefully chosen words. (L.3.3)
- I can write an informative text. (W.3.2)
- I can craft narrative texts about real or imagined experiences or events. (W.3.3)
- I can express ideas using carefully chosen words. (L.3.3)
Math Learning Targets
Quarter 2
- NC.3.NBT.2 Add and subtract whole numbers up to and including 1,000.
- Use estimation strategies to assess reasonableness of answers.
- Model and explain how the relationship between addition and subtraction can be applied to solve addition and subtraction problems.
- Use expanded form to decompose numbers and then find sums and differences.
- NC.3.OA.8 Solve two-step word problems involving addition, subtraction, representing problems using equations with a symbol for the unknown number.
- NC.3.OA.1 For products of whole numbers with two factors up to and including 10:
- Interpret the factors as representing the number of equal groups and the number of objects in each group.
- Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.
- NC.3.OA.2 For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient:
- Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group.
- Illustrate and explain strategies including arrays, repeated addition or subtraction, and decomposing a factor.
- NC.3.OA.3 Represent, interpret, and solve one-step problems involving multiplication and division:
- Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.
- Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.
- NC.3.OA.6 Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem.
- NC.3.OA.7 Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10.
- Know from memory all products with factors up to and including 10.
Science Learning Targets
Matter: Structure, Properties and Change
- 3.P.2 Understand the structure and properties of matter before and after they undergo a change.
- 3.P.2.1 Recognize that air is a substance that surrounds us, takes up space and has mass.
- 3.P.2.2 Compare solids, liquids, and gases based on their basic properties.
- 3.P.2.3 Summarize changes that occur to the observable properties of materials when different degrees of heat are applied to them, such as melting ice or ice cream, boiling water or an egg, or freezing water.
- 3.P.3 Recognize how energy can be transferred from one object to another.
- 3.P.3.2 Recognize that energy can be transferred from a warmer object to a cooler one by contact or at a distance and the cooler object gets warmer.
Force & Motion: Direction and Speed
- 3.P.1 Understand motion and factors that affect motion.
- 3.P.1.1 Infer changes in speed or direction resulting from forces acting on an object.
- 3.P.1.2 Compare the relative speeds (faster or slower) of objects that travel the same distance in different amounts of time.
- 3.P.1.3 Explain the effect of Earth’s gravity on the motion of any object on or near the Earth.
- 3.P.3.1 Recognize that energy can be transferred from one object to another by rubbing them against each other.
Social Studies Learning Targets
Geography and Environmental Literacy
- 3.G.1 Understand the earth's patterns by using the 5 themes of geography: (location, place, human-environment interaction, movement and regions)
- 3.G.1.1 Find absolute and relative locations of places within the local community and region.
- 3.G.1.2 Compare the human and physical characteristics of places.
- 3.G.1.3 Exemplify how people adapt to, change and protect the environment to meet their needs.
- 3.G.1.4 Explain how the movement of goods, people and ideas impact the community.
- 3.G.1.5 Summarize the elements (cultural, demographic, economic and geographic) that define regions (community, state, nation and world).
- 3.G.1.6 Compare various regions according to their characteristics.