spirit of hope4 Spirit of Hope leaRning FocUses Rl.3.3, Rl.3.5 Students return to the text to read closely, determine which major events in the story are challenges, describe how

Realistic Fiction

330l

GuidedReadinG

®IS

BN

978

-1-6

2889

-171

-3

Mondo Bookshop GRade 3 1

liteRacY stanDaRDs aDDResseD in tHis Plan

KeY iDea The Fairweather family loves their little house. They’re very troubled when they are they have to move. how will they cope with this news?

Rl.3.3* Main FocUs Key ideas & Details Sessions 1, 2, 3 Determine which major events in a story are challenges and describe how characters respond or contribute to the challenge and how it changes the characters over time. *standard adapted from another grade

Rl.3.4 craft & structure sessions 1, 3 determine the meaning of words and phrases as

they are used in a text, distinguishing literal from nonliteral language.

Rl.3.5* Main FocUs craft & structure Sessions 2, 3 Identify how the author describes characters, sets up major events across the story and uses events to establish the overall plot. *standard adapted from another grade

Rl.3.7 Main FocUs integration of Knowledge & ideas Session 3 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

Rl.3.10 Range of Reading & level of text complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

sl.3.1 comprehension & collaboration sessions 1, 2, 3 engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

l.3.4 Vocabulary acquisition & Use sessions 1, 2, additional instruction determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

l.3.4b Vocabulary acquisition & Use additional instruction determine the meaning of the new word formed when a known affix is added to a known word.

RF.3.3d Phonics & Word Recognition additional instruction Read grade-appropriate irregularly spelled words.

RF.3.4a Fluency session 2 Read grade-level text with purpose and understanding.

W.3.1 text types & Purposes Writing Task Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.8* Research to Build & Present Knowledge sessions 1, 2, 3 Recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.3.10 Range of Writing 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.

spirit of hope

Written by Bob Graham

GR_G3_SpiritOfHope_LP_JO.indd 1 12/17/14 6:43 PM

2 Spirit of Hope

leaRning FocUs Rl.3.3*

Students read closely to determine which major events in the story are challenges, describe how the characters respond or contribute to a challenge, and describe how the challenge changes the characters over time.

VocaBUlaRY

Rl.3.4 Guide students to understand that some expressions in the story are nonliteral. Help students explain that “black crescent moons” (p. 8) describes the ends of Dad’s fingernails, which are dirty after a day at the factory.

coMPReHension sHaRe

Understanding the characters’ feelings helps you understand the challenges they face and the ways the challenges change them. As you read, pause and ask yourself, “How would I feel if I were this character?”

corrective FeedbackHave students closely reread pages 4–6 to find challenges the characters face. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.

Session 1

PREVIEWING THE TEXT 5 minutesRead the title and author credit with students. Have students look at the illustrations on the cover and title page and read the back cover.

To preview this book, first let’s look at the cover and the title page and see what hints the illustrations give us. Who has an idea?

I think it’s about a family living near a ship.

What does the text on the back cover add to that?

They’re going to have to move from their tiny house before it’s torn down.

Let’s read to find out if that’s true, and to find out what else the story holds in store.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus. Have students read pages 4–6. Check their application of the focus. Provide support if needed. Then have them read the rest of the book.

We’re going to learn about this story and its characters and events by looking for challenges that the characters face. Who can tell us what a challenge is and give us an example from life?

A challenge is something hard you have to do or face. You either overcome it or not. An example would be if you’re playing a sport and you have to make an important play.

And how can meeting the challenge change a person?

If you do well, you feel good and you usually do better in the future.

Let’s look at these first pages for a challenge that the Fairweathers face. Let’s focus on a single character. Who sees a challenge Dad faces?

He goes to work at a factory six days a week. His job is probably hard.

I agree. Let’s look deeper at that challenge. Review what pages 4 through 6 show about the Fairweathers’ actions. How do you think the challenge of Dad’s working six days a week has changed them?

I think it makes them especially glad when he comes home. It makes them realize how much they love him.

If students show they can apply the focus, set the reading assignment for the session. If not, ask them to reread pages 4–6 and explain why what Dad must do is a challenge for him and the whole family.

Now we’ll read the rest of this book. As we read the Fairweathers’ story, we’ll find them facing a number of challenges that test them. Let’s make sure to notice what they are. Once we’ve identified a challenge, we’ll pay attention to how it changes them over time.



DiscUssion tiP

During discussions, it may be helpful if you ask questions that give students a choice, such as, “Do you think the Fairweathers’ new home is better or worse than their old home?” rather than open-ended questions such as, “What do you think of the Fairweathers’ new home?”

l.3.4 VocaBUlaRY Vocabulary strategies

Rl.3.3* coMPReHension character

sl.3.1 DiscUssion collaborative

W.3.8*, Rl.3.3* WRiting gather information

ell sUPPoRt

l.3.4 Vocabulary Support idioms such as second to none and full speed ahead in context using the ELL vocabulary strategies in Getting Started.

DISCUSSING THE TEXT 10 minutesInvite students to discuss the story and its characters, focusing on how the events are challenges and how the characters develop by meeting the challenges.

As we talk together, listen to each other’s contributions so you can share them and add more. We’re looking for challenges the characters face, and we’ve read the whole book, so we’ve encountered all the challenges with them. Who can tell us the most important challenge the Fairweathers face in this plot?

They find out they have to move from the home they love. They have to find a new home right away.

That would be a challenge for anyone. Who can explain how the Fairweathers respond to this challenge?

They look “in despair” for a week. They don’t find a new home, and they’re disappointed.

Who can tell more about their response?

They find a clever way to get a new home. Then Mom thinks of an answer. They get their friends to help them move their house into the water and tie it up at the pier.

How does the solution to their challenge change the Fairweathers?

It makes them happy.

Focus on the word moorings on page 30.

Let’s do a close read of page 30. In this scene, the Fairweathers are living happily in their little houseboat. It’s pulling on its moorings. How can you tell what moorings are, based on clues in this part of the text and in the illustration?

The house is tied to the pier by a rope, and it looks like it’s pulling on the rope. Maybe moorings are things that hold a boat to a dock.

Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read realistic fiction.

You did a great job focusing on challenges to understand this story. People in real life face challenges, and people in realistic fiction do, too. That’s what makes their stories interesting. Whenever you read realistic fiction, think about what challenges the characters face and how those events change the characters.

E-RESOURCEE-RESOURCE Formative assessment: comprehension Using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focus.

TEACHER’SCHOICE COMPREHENSION: CHARACTER

E-RESOURCEE-RESOURCE Formative assessment Have students use the blackline master on page 10 to show the effect that challenges in the story have on a character. Review students’ answers as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/summative assessment Have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the question: In what way did the Fairweathers’ challenge cause them to change? Review students’ collected evidence as you evaluate their mastery of the learning focus.


4 Spirit of Hope

leaRning FocUses Rl.3.3*, Rl.3.5*

Students return to the text to read closely, determine which major events in the story are challenges, describe how the characters respond or contribute to a challenge, and describe how it changes the characters over time. They also identify how the author describes characters, sets up major events across the story, and uses events to establish the overall plot.

coMPReHension sHaRe

Ask yourself questions to make sure you understand the plot and characters: • What just happened in that

scene? • How do the characters feel? • What challenge are the

characters responding to? • How are the characters

changing?

Session 2

RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading.

As we return to Spirit of Hope in this session, we’re going to continue using our learning focus, and we’ll add a new focus too. Who wants to remind us of how we used the learning focus last time?

We found out what challenges the Fairweathers face. We found out that their main challenge is to move from their home. They have to find a new home in a very short time.

READING THE TEXT CLOSELY 10 minutesExplain the learning focus. Invite students to reread pages 4–10. Check to see how well they have understood the focus. If you are satisfied that students can apply it, set the reading assignment for the session. If not, provide corrective feedback as suggested on page 2 of this lesson plan.

Today we’re going to add a new focus. We’re going to see how the author describes the characters and sets up the events. By doing those two things, the author creates the overall plot of the story. Reread pages 4 through 10 silently. Remember what we said the Fairweathers’ main challenge was: They have to leave their beloved home. Does that challenge occur on pages 4 through 10?

The challenge doesn’t occur yet. On those pages, we see the Fairweathers in their old home, having fun.

Before the author even introduces the major challenge, he’s introducing the characters and setting up the plot. Who would like to give us a brief description of the characters?

Dad works hard but is playful when he gets home. Mom works hard taking care of the kids, and she joins in the fun. There are six kids; Mary is the youngest.

Now let’s think about this part of the story. How does this part help us understand the major event in the story?

If we see how happy the Fairweathers are and how much they love their house, we can understand why it’s such a big challenge when they have to move.

To understand why something is a challenge and how it affects characters, we want to know what those characters are like to begin with.

Formative assessment: Fluency Listen to each student read a portion of the text. Observe students’ fluency. If students need additional practice with fluency, provide the necessary support at the end of the session. Ask students to note words or phrases they find challenging for discussion after reading.





DISCUSSING THE TEXT 10 minutesFacilitate a discussion in which students identify plot events and character traits, including challenges, on pages 11–33. Encourage students to ask questions and share ideas to check understanding.

The Fairweathers set out to meet their challenge. Who would like to share by retelling the major events they go through, and how they respond?

First, there’s a “gloomy silence” in the house. They’re responding by being sad and not doing much. Then they decide not to feel sad. They decide to have hope. They look for a week, but none of the places they see are right. They start despairing again. But Mom has an idea. That’s when they start really getting busy, and they get their friends to help them move the house, and they overcome the challenge.

Now, everyone think about this: How does the challenge, and the Fairweathers’ responses, relate to the major events of the plot?

The challenge and responses are the major events of the plot!

The way characters respond to a challenge, and the events that occur in a series because of the challenge, are the basis of a plot.

Focus on the word despair on pages 18 and 22.

The word despair is used twice in this book, so it must be pretty important. I’d like someone to read page 18 aloud. . . . Now think about the Fairweathers’ situation, how they feel, and what Mom says. Who can make a guess about what despair might mean?

It might have to do with feeling bad because they can’t find a new home.

What does Mom say they should do?

hope

So what do you think the relationship between despair and hope is?

They’re opposites.

To despair is “to lose hope.” You’ve used context and an antonym relationship to figure out a difficult word.

As students continue discussing the book’s plot and characters, encourage them to make observations about how they have used the learning focuses to do so.

Keep talking about the challenges the Fairweathers meet, what the results are, and how the author sets up those elements as the major events in the plot. As we conclude the discussion, I’ll ask you to share your experiences about how these learning focuses helped you understand the story and characters. In our next session, we’ll add a third learning focus that will support the previous two very nicely.

E-RESOURCEE-RESOURCE Formative assessment: comprehension Using the Quick Start Planner, note this session’s learning focuses. Observe each student’s articulation and use of text evidence to evaluate effective use of the learning focuses.


6 Spirit of Hope

TEACHER’SCHOICE FLUENCY FOLLOW-UPFluency Practice Have students use Reader’s Theater to help them monitor and increase their sense of purpose for reading and their understanding of the text. Follow this procedure: (1) Assign roles, with one or more students reading narration and others reading the dialogue of individual characters. (2) The group reads a passage consisting of several pages. (3) Students discuss how the experience enhanced their sense of purpose and understanding.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE E-RESOURCEE-RESOURCE Formative/summative assessment Have students continue to use the blackline master on page 11 for collecting evidence as they read. Students will continue to collect details from the text to answer the question: In what way did the Fairweathers’ challenge cause them to change? Review students’ collected evidence as you evaluate their mastery of the learning focus.

TEACHER’SCHOICE CLOSE READING OPTIONSE-RESOURCEE-RESOURCE summative assessment Print the online blackline master for independent close reading. Ask students to read a portion of the Session 3 text selection independently, as indicated on the blackline master. Then have them respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for Session 3’s small-group discussion. Alternatively, you can use the completed blackline master for summative assessment.

RF.3.4aFlUencY

Purpose and Understanding

W.3.8*, Rl.3.3*WRiting

gather information




leaRning FocUses Rl.3.3*, Rl.3.5*, Rl.3.7

Students return to the text to read closely, determine which major events in the story are challenges, describe how the characters respond or contribute to the challenge, and describe how it changes the characters over time. They also identify how the author describes characters, sets up major events across the story, and uses events to establish the overall plot. They explain how specific aspects of the illustrations contribute to what is conveyed by the words.

RETURNING TO THE TEXT 5 minutesAsk students to reflect on the text read previously. Guide them to recall how they applied the learning focus to their reading.

Who would like to share what we’ve read?

We read about the Fairweathers family and how they have to leave their home. They are in despair, but then Mom gets an idea. They decide to put their house on the water and live in it there.

READING THE TEXT CLOSELY 10 minutesState the learning focuses and invite students to read page 15. Check to see how they are doing with application of the focuses as you have done previously. Then have them browse through the entire book’s illustrations, paying specific attention to how the illustrations contribute to their appreciation of the story.

You’ve all read many picture books before. From your experience, what do pictures add?

They help us see the characters and settings. They can make the story funnier or more exciting. They can show details that aren’t fully described in the text.

Let’s think about specific ways illustrations can combine with our other learning focuses to help us understand a story. How do the illustrations help us understand the characters?

They show us details about how the characters look.

The characters respond to challenges. How can illustrations help us understand those?

Pictures can help us see exactly what the characters are doing, what the place looks like, and what the objects look like.

In addition, a story is about feelings. How can illustrations help with that?

A picture might be in bright colors or dark colors to show a happy or sad mood. A picture can show fast movement with lines. A picture can show the feelings on characters’ faces.

DISCUSSING THE TEXT 10 minutesFacilitate a discussion that links the three learning focuses.

Let’s look at how the pictures combine with the text on page 15. The author is setting up a major plot event on this page. Look at those Fairweathers! How can you tell from the picture that they’re faced with a sudden challenge?

They’re lined up in size order, holding each other, staring at men at their door in the dark, who are holding a clipboard and frowning.

The Fairweathers look stunned and worried. You can see there’s a challenge facing them, and they don’t know what to do. I think the colors are part of the feeling in this illustration. How would you describe the colors on this page?

They’re mostly bright, but each character has a long shadow, and there’s dark night around the men in the doorway.

Who can describe how the dark blue changes the mood of the picture?

It makes it look sad.

Session 3

VocaBUlaRY

Rl.3.4 Introduce the phrase second to none on page 6 and check students’ understanding. Guide them to see that the phrase means “there is nothing better, nothing above this.”

coMPReHension sHaRe

Don’t forget to look carefully at the illustrations when you read a book. Give yourself time to notice the details. Remember that the illustrations sometimes make details more clear than the words of the text do. The details of faces can help you feel close to the character.


8 Spirit of Hope

And that’s part of showing that the Fairweathers are scared about their challenge. Now let’s look at page 30. Who’ll describe it for us?

It’s dark. It’s night on the water, and there’s a big ship next to the Fairweathers’ house. It’s mostly a gloomy picture, but the house is lit up. It’s a small bright spot in the dark. It shows that they’re snug and happy.

What does the picture show you that is written on the roof of the house?

“Spirit of Hope”

This is a picture of the last event in the plot. What does it tell you about the result of the challenge?

They’ve overcome their challenge and they’re happy.

Encourage students to continue using the three learning focuses.

I think this is a fun book, and our focuses have been a great way to meet the characters and experience their challenges. It’s a great way to read realistic fiction. I hope that as you read other fiction books, you’ll use the skills you’ve learned from reading this one.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCEE-RESOURCEE-RESOURCE Formative/summative assessment Have students continue to use the blackline master on page 11 as they finish reading. Then ask them to write a response on a separate sheet of paper that answers the question: In what way did the Fairweathers’ challenge cause them to change? Have students use the text evidence they collected to support their writing.

W.3.8*, Rl.3.3*WRiting

Respond to Question

ell sUPPoRt

Rl.3.7 Discussing the text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: B: This picture shows ___.I/A: This illustration helped me understand ___.

E-RESOURCEE-RESOURCE summative assessment Review with students that an opinion is a statement some people believe and some do not. An opinion cannot be proven true, but can be supported by facts. Students will work independently to write their opinion. Guide them to use the blackline master on page 12 as they write their opinion pieces. Consider having students publish their opinions by reading them aloud and discussing the opinions of the group.

Your task is to write your opinion of the Fairweathers’ move in Spirit of Hope. The question I want you to answer is: Was the challenge of moving their home mostly a good thing or a bad thing for the Fairweathers? You’ve taken notes and discussed the challenges that family faces in the book, and how they respond to the challenges. Think about it: Was the struggle worth it? Are they better off in their new home than in the old one that they loved so much? Give your opinion at the beginning of your text, and elaborate on it with details about the characters and events. Whichever side you take, give at least one reason for the other side, too, and show why your reason is better.

TEACHER’SCHOICE Writing Task: Opinion

W.3.1WRiting

opinion



WORD STUDYaffixes Focus on the word seventh on page 12.

I’d like to point out a word, seventh, on page 12. Who can tell us what it means?

It means that something is number seven in order, like the seventh page in a book.

And tell us how the word seventh is formed from parts.

You add -th to the number seven.

In other words, -th is a suffix that’s added to a number. The suffix means that something is in a series of things, and it has that number in the order. Number words ending in -th are adjectives. That’s because they describe nouns. For instance, in seventh page, seventh is an adjective that describes page.

VOCABULARYVocabulary strategies Focus on the word there on page 7 and their on page 14.

Who remembers what homophones are?

They’re words that sound alike but are spelled differently and mean different things.

And who can remind us of the different meanings and spellings of there and their.

T-h-e-r-e indicates where something is, and t-h-e-i-r shows that something belongs to more than one person.

How do you know those meanings?

You just have to learn them and remember them. You can look them up in the dictionary.

These are important words, so try to remember that there can be used with a verb, as in, “There was once a house,” and their is a possessive, as in “their house.”

WORD RECOGNITIONirregularly spelled Words Focus on the word crescent on page 8.

This word helps the author describe Dad’s fingernails in a figurative comparison. It describes a shape that the moon sometimes has. Who can describe that shape for us?

It’s a thin curve, like part of a circle, or like the moon when it’s thin and just starting to grow.

Suppose someone read this word and didn’t know how to pronounce it. What letters do you think would give them the most trouble?

the sc in the middle

I think so too. What would you tell them about how that letter pair is pronounced?

/s/ because the c is silent

Who can think of another word that contains this letter pair, pronounced /s/?

muscle, scene, science

More often, though, sc is pronounced /sk/. Who can think of words like that?

disc, scary, scarf, scan

TEACHER’SCHOICE Additional Instruction

l.3.4b VocaBUlaRY affixes


RF.3.3d WoRD Recognition irregularly spelled Words

VocaBUlaRY

Have students keep a vocabulary notebook where they write meanings of homonyms and homophones they encounter in their reading or discussion. They can write a short definition or example sentence to help them remember which word to use.


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10 Spirit of Hope

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Comprehension: CharacterChoose a character from the story. Write a challenge the character faces. Then write how he or she responds to the challenge.

Character:

In what ways did the challenge cause the character to change?

Score:

Challenge: Character’s Response:


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Collecting Text Evidencein what way did the Fairweathers’ challenge cause them to change?

use this chart to collect text evidence you can use to answer the question. You may need more than one copy of this chart.

Evidence from the Text Page(s)

Score:


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Writing Task: Planning Your OpinionReview the evidence you collected and decide whether the challenge of moving was mostly a good or bad thing for the Fairweathers. Write an opinion explaining your point of view. support your opinion with reasons and details from the text and any inferences you made. plan your opinion using this graphic organizer.

Opening (Clearly state your opinion.)

Three reasons that support your opinion:

1.

2.

3.

Text details and inferences that support your reasons:

1.

2.

3.

Conclusion (Restate your opinion and sum up your ideas.)

noTe: Write your response on a separate sheet of paper or on a computer. Remember to read your writing when you are done and make any necessary revisions.

Score:


Documents

spirit of hope4 Spirit of Hope leaRning FocUses Rl.3.3*, Rl.3.5* Students return to the text to read closely, determine which major events in the story are challenges, describe how

spirit of hope4 Spirit of Hope leaRning FocUses Rl.3.3, Rl.3.5 Students return to the text to read closely, determine which major events in the story are challenges, describe how