Curriculum / ELA / 3rd Grade / Unit 6: Roald Dahl / Lesson 1
ELA
Unit 6
3rd Grade
Lesson 1 of 19
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Describe the Enormous Crocodile.
Book: The Enormous Crocodile by Roald Dahl pp. 1 – 13
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Describe the Enormous Crocodile. What evidence does the author include to help the reader better understand the Enormous Crocodile?
Questions about the text that will help guide the students understanding
Compare and contrast the Notsobig Crocodile and the Enormous Crocodile. How do the Notsobig Crocodile's words impact the Enormous Crocodile's decision? Why?
Do the Notsobig Crocodile's actions make the Crocodile more or less likely to eat a child? Explain why.
What descriptive language does Roald Dahl include to help the reader better understand how the animals feel about the Enormous Crocodile? What descriptive language does the author include to show how the Enormous Crocodile feels?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
intends
v.
plans to do something
"be foiled"
phrase
to have your plan ruined by someone or something
schemes
makes a sneaky plan
gulp
to eat something in a big bite
horrid
adj.
horrible
nasty
disgusting, unpleasant and unkind
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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.
Standards that are practiced daily but are not priority standards of the unit
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.4 — Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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.
Next
Standards
RL.3.3
RL.3.2RL.3.3
Analyze why people seek retaliation and if seeking retaliation is an effective way to solve a problem.
L.3.6RL.3.3SL.3.1SL.3.1.aSL.3.1.d
Explain the difference between a fragment and a complete sentence.
L.3.1.fL.3.1.iL.3.3.b
Describe Mr. and Mrs. Twit.
Describe Mr. and Mrs. Twit’s relationship and how they treat each other.
Explain what evidence Roald Dahl uses to show that Mr. Twit is an instigator.
Describe how Mr. and Mrs. Twit respond to the plan and why their responses are different.
Determine if a sentence is a complete sentence or incomplete sentence.
Describe what evidence Roald Dahl includes to describe where and how Mr. and Mrs. Twit live.
Describe what evidence Roald Dahl includes to help readers better understand Muggle-Wump and Roly-Poly bird and why they are important.
Explain how Muggle-Wump has changed and why by analyzing key details that describe character traits, motivations and relationships.
Evaluate the animals’ plan for revenge and if they got what they intended.
Identify the four different types of sentences and explain when they’re used.
L.3.6RL.3.2RL.3.3SL.3.1SL.3.1.aSL.3.1.dSL.3.6
Determine two or three traits that describe the Twits in depth.
L.3.6RL.3.2RL.3.3SL.3.1.aSL.3.1.d
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
SL.3.1
Explain what we can learn about writing stories from Roald Dahl and why it is important to study the work of authors by listening to interview clips from Roald Dahl describing his motivations for writing.
SL.3.6
5 days
Write stories in the style of Roald Dahl.
L.3.1.iL.3.2.fW.3.3.aW.3.3.d
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