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Grade:
Grade 3
Subject: English Language Arts
Created by:
Dawn Palaio
Lesson Length:
45 minutes
Keywords/Tags:
http://google.com
Lesson Description:
This lesson provides a good understanding of a short story, followed by a series of questions. |
Common Core Standards Covered with This Lesson
- CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- CCSS.ELA-Literacy.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.
- CCSS.ELA-Literacy.RL.3.6: Distinguish their own point of view from that of the narrator or those of the characters.
- CCSS.ELA-Literacy.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).
- CCSS.ELA-Literacy.RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
- CCSS.ELA-Literacy.RL.3.10: 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.
- CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- CCSS.ELA-Literacy.RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- CCSS.ELA-Literacy.RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
- CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words.
- CCSS.ELA-Literacy.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
- CCSS.ELA-Literacy.L.3.6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
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Lesson Content: Reading
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| Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed. |
The Big Game
It was Friday. The football game was Saturday and we were very excited. My brother was going to be the quarterback for our team. It was the first time he would be in that position. He had been hoping to be quarterback ever since he joined the team. He said, “That’s the big job. That’s the one that makes the big difference.”
My mother said, “Be careful, son. That’s the big target, too. You know the other players want to sack you. You can get hurt.”
“Don’t worry; I’m tough and I’m fast. Plus, I have great players who will block them.”
That night I couldn’t sleep well. I worried about my brother. My mother was right. He could get hurt.
The next morning, he left early to get to the game. When we got there, it was about to start. The team ran out on the field. He looked great. He saw us and waved.
Then it started. They were playing hard. One player in particular from the other team kept rushing at him. Then it happened. He knocked my brother down. My brother was slow to get up. My mother was screaming. The coach ran out on the field. He told my brother to take some time on the bench. He was afraid he had been hurt.
My mother ran down to check on my brother. But all he did was smile. “It’s just a bruise. I’m fine. And don’t worry, I’ll be back. This is great. I love leading the team.”
My mother was so worried then, but my brother was right. He plays quarterback every Saturday. She can’t go to the games. She just waits at home and hopes to see him walking in smiling.
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Lesson Content: Reading
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| Instructions: |
The Big Game by Isaac Asimov.
The Big Game
It was Friday. The football game was Saturday and we were very excited. My brother was going to be the quarterback for our team. It was the first time he would be in that position. He had been hoping to be quarterback ever since he joined the team. He said, “That’s the big job. That’s the one that makes the big difference.”
My mother said, “Be careful, son. That’s the big target, too. You know the other players want to sack you. You can get hurt.”
“Don’t worry; I’m tough and I’m fast. Plus, I have great players who will block them.”
That night I couldn’t sleep well. I worried about my brother. My mother was right. He could get hurt.
The next morning, he left early to get to the game. When we got there, it was about to start. The team ran out on the field. He looked great. He saw us and waved.
Then it started. They were playing hard. One player in particular from the other team kept rushing at him. Then it happened. He knocked my brother down. My brother was slow to get up. My mother was screaming. The coach ran out on the field. He told my brother to take some time on the bench. He was afraid he had been hurt.
My mother ran down to check on my brother. But all he did was smile. “It’s just a bruise. I’m fine. And don’t worry, I’ll be back. This is great. I love leading the team.”
My mother was so worried then, but my brother was right. He plays quarterback every Saturday. She can’t go to the games. She just waits at home and hopes to see him walking in smiling.
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Task 1: Vocabulary Activity (40 points)
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| Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence. |
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.3.1, CCSS.ELA-Literacy.RL.3.6, CCSS.ELA-Literacy.RI.3.10, |
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Task 2: Writing Activity (30 points)
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| Instructions: You are to write and post here 500 words essay on what this story is about. What are the problems and soulutions? How did this story make you feel? Do you think this short story was relevant to you? If yes, specify.
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Standards Covered with This Lesson Activity:
CCSS.ELA-Literacy.RL.3.3, CCSS.ELA-Literacy.RL.3.7, |
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Task 3: Discussion Activity (30 points)
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| Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to each. Students are responsible for posting one initial and and two peer responses for each topic. |
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Topic Title |
Replies |
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As you read through this passage, what is the problem, and what is the solution. Please provide text evidence. (Max 50 Words)
This story is about a little boy who is about to play football. His mother is scared of him getting hurt. As he goes through the story he does get a little hurt, which worries his mother, but he says he plays football every Saturday, so it is okay. The mother then believes her son and tries to support him even though she is worried.
Sent on: Jun 18, 2018 by: Dawn Palaio |
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What is your opinion of the story? Use text evidence when explaining the story in your opinion. (Minimum 50 words)
My opinon of the story is that it is a story about how family has to come together to support one another. The mother may be scared of her son getting hurt, but she has to let him be happy and his older brother be happy. He played the quarterback every Saturday so i think his mom can get used to it. This story is a happy story, with some worry, but a family comes together.
Sent on: Jun 18, 2018 by: Dawn Palaio |
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Why does the coach make the little brother sit down? And how does it make the little boy feel? How would you react in this situation? (Minimum 100 words)
The coach tells the little brother to sit down because he gets tackled. After he gets tackled he takes a moment to get up, so the mother starts screaming and everyone thinks he is hurt. The coach tells him to sit out for a while, but he is a brave little boy who doesn't want to. If i were in his situation i would probably act the same way. I wouldn't want to let down my teammates and make everyone lose the game. I would want to step up even if I was a little hurt. Unless I was very hurt, then I would sit out.
Sent on: Jun 18, 2018 by: Dawn Palaio |
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| Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.3.1, CCSS.ELA-Literacy.RL.3.9, CCSS.ELA-Literacy.RL.3.10, CCSS.ELA-Literacy.RI.3.1, CCSS.ELA-Literacy.RI.3.4, CCSS.ELA-Literacy.RF.3.3, CCSS.ELA-Literacy.SL.3.1, CCSS.ELA-Literacy.L.3.6, |
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University of South Florida Patent & Copyright Office © 2017 (Tech ID # Pending)
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