Third Grade - ELA
1: Environment
Unit 1: Tornado
Lesson 2
The Storm
Students are asked to summarize Chapter 1 (QUESTION #1 and Activity 4) and to retell parts of the story through journal summaries and illustrations. Activity 2 (Main Idea) has students identify and write main ideas for short paragraphs, and Activity 3 teaches transition words to use in summaries. The skills list explicitly includes 'Recall main ideas, facts, and details,' 'Retell a story or parts of a story,' and 'Produce a summary of a text.'
Lesson 3
The Tornado
Students are asked to listen to Chapter 2 and then verbally summarize the chapter, directly practicing recounting story events. Students write and illustrate a chapter summary in a journal and are prompted to use transition words to show event order, practicing production of a summary. Students analyze the author's word choice and underline descriptive language, attending to key details and sensory language in the text.
Lesson 4
A Card Trick
The lesson asks students to "Describe what happens in this chapter" (Question #1) and lists "Produce a summary of a text" as a skill, and Activity 1 directs students to write and illustrate a chapter summary in their journal. Several comprehension questions (e.g., why Tornado dropped the card for Pete's dad) prompt students to recount events and explain character actions. The lesson also prompts discussion about how a dog's environment affects learning, which can lead students to identify causes and effects in the story.
Lesson 5
Turtles
Students read a book of myths about how the turtle got its shell and are asked to "Retell one of the myths," compare myths, and discuss similarities and differences. Students complete a Story Map Graphic Organizer (setting, characters, problem, events, solution) to recount the structure of a chosen myth. Students plan and write their own myth and are explicitly told their story should have a theme, message, or main idea and support that main idea with details.
Lesson 6
The Best Pet Award
Students are asked to write and illustrate a chapter summary in a journal (Activity 1), which has them recount story events. The guided comprehension questions (Questions #1–#7) require students to recall specific facts and make inferences about character actions and motivations. Option 2 of the award activity explicitly asks students to give specific examples from the story to justify why Tornado is a good pet, prompting them to cite key details to support claims.
Lesson 7
Conflict
Students are asked to produce a chapter summary in a journal entry and answer targeted comprehension questions (e.g., Describe the saddest day of Pete's life), which requires recounting events from the story. Students complete a Student Activity Page that prompts them to write a sentence describing two conflicts, label the conflict type (character vs. nature; character vs. character), and illustrate each conflict. The Skills list explicitly includes "Produce a summary of a text" and "Explain and describe new concepts and information in own words (e.g., ... author's message)."
Lesson 8
The End of the Storm
Students are asked to read Chapter 7 aloud and answer targeted comprehension questions that recount events and character feelings (e.g., how Pete felt and why). Students are directed to produce a summary of the text and to write and illustrate a chapter summary in their journals. Students reread Chapters 1 and 7 and complete a "Mood and the Environment" sheet describing differences in environment and character feelings between the beginning and end of the story.
Lesson 9
Plot
Students are asked to retell or act out the order of important events and to use a Story Plot Diagram to identify the problem, rising action, climax, falling action, and resolution. Activities require students to place chapter summaries or cut-out event descriptions in sequence for the book Tornado and to write one-sentence descriptions of major events. Students are directed to recall main ideas, facts, and details and to represent text information in story maps and charts.
Final Project
Think-Tac-Toe
Students are asked to represent major events by placing five objects in a paper bag and write a sentence for each object that describes how it relates to the book, which requires recounting key events. Students are asked to choose their favorite event and write about how the story would change if that event had occurred differently, which requires retelling and analyzing events and character responses. The wrapping-up prompt asks students to explain what they learned from the story, inviting identification of a lesson or takeaway. The Hamburger Paragraph Organizer is provided to help students arrange a topic sentence, supporting details, and a conclusion for written responses.
Unit 2: Sarah, Plain and Tall
Lesson 2
Story Elements
Students are asked to recall and describe plot elements (problem/conflict, important events, solution) when they "Describe the plot of your favorite storybook" and when they create a story pyramid after reading a picture book. The materials define theme as "an important message the author is trying to share" and prompt students to "write about the most important lesson you have learned from a book." Skills list includes recalling main ideas, facts, and details and explaining plot, setting, characters, and theme in their own words, and Activity 3 asks students to include a theme or lesson when writing their own story.
Lesson 4
The Letters
Students are asked to listen to Chapter 2 read aloud and then verbally summarize the chapter, and the listed skills include retelling written messages by clarifying or summarizing. Activity 1 asks students to write a journal entry from Anna's point of view, which requires recounting events and perspectives. The comprehension questions ask students to identify specific story details (e.g., what Sarah tells about Maine, why Anna was worried, the natural resource Sarah's brother depends on).
Lesson 5
The Arrival
The lesson's Skills list explicitly includes "Retell written messages by clarifying or summarizing," and Reading Questions ask students to recount specific events (e.g., what Papa does to get ready, what Sarah brought, how Anna thinks Sarah feels). Activity 1 asks students to write a journal entry from Anna's point of view, which requires students to recount the arrival from a character's perspective. The Venn diagram and specific text-based questions require students to locate and use key details about setting and character actions.
Lesson 6
Life on the Prairie
The Skills section explicitly lists "Retell written messages by clarifying or summarizing," and Activity 1 asks students to write a journal entry describing Anna's thoughts about the day with Sarah, which requires recounting events. The Reading and Questions section has comprehension questions (e.g., why Sarah brought shells, clues she might stay, activities they do) that ask students to cite details from the chapter. The introductory and wrap-up prompts ask students to discuss how people relate to their environment, which links to identifying themes about environment and belonging.
Lesson 7
The Dune
Students are asked to write a journal entry reflecting the fun day in Chapter 5, which requires them to recount events from the chapter. Comprehension questions prompt students to explain why Sarah names the sheep, what her personality is like, why she draws pictures, what she enjoys on the farm, and why Caleb reacts to "our dune," which asks them to interpret key details and character motivations. The wrap-up prediction and the outdoor discussion activity ask students to explain reasons and connect events to broader ideas about people enjoying environments.
Lesson 8
Work and Play
Students are asked to read Chapter 6 and answer specific comprehension questions in a journal or discussion, practicing recounting chapter events (e.g., why Sarah asks about winter, why Papa teaches Sarah to plow). The skills list explicitly includes "Retell written messages by clarifying or summarizing," and Activity 1 has students write Anna's journal entry to reflect on conversations and activities, which requires retelling from a character's perspective. Activity 2 asks students to identify factual versus nonfactual elements from the historical fiction, which requires recalling and distinguishing story details.
Lesson 9
Writing
Students are asked to identify the problem of the story (what Caleb and Anna have been worried about since Sarah's arrival). Students are instructed to record three reasons Sarah should stay and to support each reason with examples from the book (for example, noting that the family started singing again when Sarah arrived). The self-editing checklist prompts students to check that they have three reasons and that each reason is supported.
Lesson 10
Neighbors
Students read Chapter 7 aloud and answer eight comprehension questions that require them to recall specific events (why Maggie and Matthew visit, chores, gifts, Sarah's tears, etc.). Students write Anna's journal entry about the visit, which asks them to recount events from a character's perspective. In Activity 3 and the Wrapping Up discussion, students discuss that people miss their environments and explain what Sarah misses about Maine, connecting feelings and events in the text to broader ideas about home.
Lesson 11
Squall
Students are asked to write Anna's journal entry about Sarah's request and the big storm, which requires them to recount story events from Chapter 8. Students answer targeted comprehension questions about characters' motives and feelings (why Sarah wants to learn to drive, why Anna is upset, clues that Anna misses her mother), requiring them to identify and explain key textual details. Students complete a Character Line-Up in which they name, draw, and write descriptive phrases for the main characters, reinforcing recall and comparison of story elements.
Lesson 12
The End of the Storm
Students create a plot diagram that requires them to identify the problem, events, climax, falling action, and resolution, which has them recount the sequence of the story. Students answer chapter questions and write a journal entry about Anna's feelings, practicing retelling events and character responses. The Theme activity asks students to write the theme in the center of a web and record examples showing how the author supports the theme through characters' actions, words, thoughts, and events.
Unit 3: Who Was Helen Keller?
Lesson 1
Helen's Early Years
Students read Chapter 1 and answer specific comprehension questions that require them to recount events (e.g., describe Helen in her first two years, what caused her to lose sight and hearing, how her mother discovered her disabilities). Students create a timeline of Helen Keller's life and record two or three important events from each chapter, practicing sequencing and summarizing key events. Students also discuss and write about Helen's early life in the wrapping-up prompts, reinforcing factual recounting of the story.
Lesson 2
Helen's Childhood
Students are asked to fill in important events from Chapter 2 on a timeline, which requires them to recount parts of Helen Keller's childhood. Comprehension questions prompt students to recall details (why Helen threw tantrums, how she communicated, why her mother kept her), and the Wrapping Up prompts ask students to describe how deaf people communicate and to reason how Helen's life might differ if she were deaf but not blind.
Lesson 3
Helen's Challenges
Students answer specific comprehension questions about Chapter 3 (e.g., listing dangerous events, how Helen gathered information, skills Helen learned, and where her parents took her), which requires recounting story events. Students add events from the chapter to a timeline (Activity 1), reinforcing sequencing and retelling of story events. Students also discuss why Helen was a challenging child for her parents, which prompts explanation of character circumstances and motivations.
Lesson 4
Inventors
Students read Chapter 4 of Who Was Helen Keller? and answer five comprehension questions that require recalling specific plot points and character feelings (e.g., why Helen loved Alexander Graham Bell, how Bell felt about Helen). Students add events from the chapter to a timeline, which asks them to select and sequence story events. Students produce factual summaries in the "A Bell Riddle" and "Famous Inventors and Inventions" activities, writing sentences that describe inventions and how they helped people, practicing selection of key details from texts.
Lesson 5
Annie
Students read Chapter 5 and answer comprehension questions that require recalling character feelings, motives, and events (e.g., how Helen felt about Annie, why the doll caused problems, why the family let Helen eat off their plates). Students create a timeline adding events from Helen Keller's life, which has them recount story events in sequence. Students complete a before-and-after drawing and adjective activity and discuss why Helen changed, explicitly connecting the change to how Annie structured Helen's environment.
Lesson 6
Helen Leaves Home
Students answer specific comprehension questions about Chapter 6 (e.g., what Helen enjoyed at Cape Cod, what happened to her at Perkins School, and what happened afterward), which requires recounting events. Students add one or two events from the chapter to a timeline, and they discuss how Helen's life and environment changed over time. Students are asked at the end to reflect on anything they have learned from Helen Keller, prompting a brief consideration of lessons drawn from the story.
Lesson 7
More Learning
The lesson explicitly asks students to recall main ideas, facts, and details and has students read Chapters 7 and 8 and answer targeted comprehension questions about events and character traits. Students create a timeline adding one event from each chapter and complete a map activity where they label places and paste the events that occurred there, which requires recounting sequence and locations. The Wrapping Up section asks students to name important events in Helen's life and to explain why the events were important.
Lesson 8
All Grown Up
Students read Chapters 9 and 10 of a Helen Keller biography and answer comprehension questions that require recalling specific events and facts (e.g., college experience, first book, jobs). Students create and add events to a timeline of Helen Keller's life, which has them recount and sequence important events from the text. Students read and discuss Helen's own quotes and produce personal writing focused on voice, which involves retelling personal experiences in narrative form.
Final Project
Scrapbook or Interview
Students are asked to recount Helen Keller's life by creating a first-person scrapbook that highlights important events (birth, illness, schooling, family, proudest moment) and to write journal entries and letters from Helen's voice. Students develop and record five interview questions and write Helen's answers about her childhood, family, environment, and achievements, practicing retelling and summarizing key events. Rubrics require that students show Helen's environment and voice, reinforcing accurate recounting and use of key details about her life.
2: Change
Unit 1: Morning Girl
Lesson 2
Point of View
Students are asked to read chapters and answer questions about who is narrating (Questions 1–2) and to record two important events from each chapter in a journal (Activity 1), which has them recount story events. Students reread Voices in the Park using different voices and compare the four narrators' accounts, completing a four-part Venn diagram to identify similarities and differences (Activity 4). Students also write short character descriptions and discuss how personality influences perspective (Activity 3) and compare two personal accounts of the same outing (Activity 5), practicing retelling and comparing accounts.
Lesson 3
The News
Students are asked to read Chapter 3, answer comprehension questions aloud and record answers in a journal, which requires them to recount events and character reactions (Questions #1–#6). The Skills section lists retelling/summarizing and discussing similarities and differences in events and characters, and Activity 1 has students record three feelings and two events for Morning Girl. Activity 3 has students record phrases Morning Girl uses to describe Star Boy and connect the theme of how family members cause change to examples from their own family.
Lesson 4
The Rock
Students read Chapters 4 and 5 and answer targeted comprehension questions (e.g., why Star Boy pretends to be a rock; how Morning Girl learns what she looks like). Students retell and summarize by recording three feelings, three phrases, and two events from Chapter 4 in Star Boy's voice and do the same for Morning Girl. Students analyze character change by explaining how Star Boy changes from the beginning to the end of Chapter 4 and identify causes for that change through discussion and journal entries.
Lesson 6
The Storm
Students read Chapters 6 and 7 and answer specific comprehension questions that require them to recount events (e.g., what happens to Star Boy, how he stays safe, what people find after the storm). In the journal activity students record characters' feelings, thoughts, words, and events for each chapter, which supports retelling. The setting activity asks students to collect words/phrases describing the setting before and after the storm and to discuss how the setting affects meaning and the culture, and the name activity has students explain the significance of names and how new names signify change.
Lesson 7
Visitors
Students read Chapters 8 and 9 and answer comprehension questions that require them to recount plot events (e.g., what Star Boy loses, why he does not come home). Students record Star Boy's feelings, actions, and words in a journal and write a Name Poem using events and descriptions from the text to show how he has changed. Students write journal entries from Morning Girl's and an explorer's points of view and discuss how the explorers' arrival changes the natives, prompting analysis of differing perspectives and consequences.
Final Project
Poetry Night
Students are asked to read Encounter aloud and to answer specific comprehension questions (e.g., why the boy is worried, what the natives and visitors think, what gifts were exchanged), which requires recounting story events and details. In the activities students summarize positive, negative, and mixed effects of European explorers by finding examples in Encounter and the activity page and recording them in a mini-fold book, using text details to support those summaries. Students also write two before-and-after perspective poems (Native American and Columbus) that recount changes and use five before-and-after phrases drawn from the text.
Unit 2: Communities and Culture
Lesson 2
Where Are We?
Students read pp. 4-15 of Hot on the Trail in Ancient Egypt and answer comprehension questions that require recalling plot events and character actions (e.g., why the twins are bored, what happens to Josh). Students answer questions about how the Nile affected people and how natural resources were used (Q4, Q5, Q8, Q9), which requires citing key details from the text. Students complete Activity 2 (Fact or Fantasy) and a comparison activity that asks them to identify and describe specific factual details about life in ancient Egypt (shelter, food, drink, clothing).
Lesson 3
The King
Students read pp. 16-27 and answer specific comprehension questions (Q1–Q5) that require them to recount events and details such as where Emma goes, what the Egyptian town is like, why characters work, how schools differed, and why pyramids were built. The wrapping-up prompt asks students to tell what they learned about Ancient Egypt and to predict whether Libby and Emma will rescue Josh, which asks for a brief recount and inference about the plot.
Lesson 4
Back Home
Students are asked to finish reading and answer comprehension questions that require retelling events (e.g., Question #1 asks how Emma and Libby rescue Josh and whether the student's prediction was correct). The Plot Pyramid activity directs students to record five events leading to the climax, three events after the climax, and to label the story's problem and solution, which requires sequencing and recounting key story events. The introduction prompt asks students to predict and then compare the actual ending, reinforcing recounting and comparing events.
Lesson 6
Middle Ages
Students read the fictional text Adventures in the Middle Ages (pp. 1–15) and are asked to describe the Binkertons' adventures in the Wrapping Up section, which requires recounting story events. Comprehension questions (e.g., why the Binkertons return, why Josh is surprised) require students to explain characters' actions and reactions. Activities ask students to role-play a peasant (write a first-person journal) and to reflect/discuss how rulers treated peasants, which elicits identification of lessons about social inequality.
Lesson 8
Return Home
Students are prompted to finish reading the story and answer specific comprehension questions (for example, Question #5 asks who has the book and how the Binkertons get it back), which requires recounting plot events. Question #1 asks students to list characteristics of chivalry and consider whether people can be chivalrous today, prompting reflection on a theme or lesson related to knights' behavior. Activity 3 asks students to record adjectives for characters and explain how text and illustrations support those adjectives, requiring students to cite key details from the text to justify character traits.
Unit 3: American Heroes
Lesson 1
Heroes
Students are asked to write sentences describing a chosen hero and to write a sentence about how that hero "made the world a better place," which has them recount actions and outcomes (Activity 2). In Wrapping Up students are prompted to tell about a time they have seen or read about a hero and to describe what the hero did and how that motivated others. Activity 3 has students locate and read sections of 60 American Heroes Every Kid Should Meet, which gives students source material about individuals they can recount.
Lesson 3
Heroes of Freedom
Students read chapters on Abraham Lincoln and Harriet Tubman and answer comprehension questions that ask how each person changed the world and what can be learned from them. Students retell actions by answering questions such as "How did Abraham Lincoln change the world?" and "How did Harriet help to change the world?" Students interpret a poem by Lincoln and discuss memories and meanings, and they plan and explain secret signs used on the Underground Railroad which requires connecting details to purposes.
Lesson 5
Recent Heroes
Students answer targeted comprehension questions about Walt Disney and Jesse Owens that ask them to describe characteristics, recount achievements, and explain impacts (e.g., questions about Disney's characteristics and how he changed the world; questions about Owens's records and the four things he said are needed to achieve goals). Students complete hero cards and a timeline that require them to record names, dates, and key events for each person. Students discuss and write adjectives and sentences about the heroes and are prompted to describe what makes other modern-day heroes.
Lesson 7
Female Heroes
Students answer comprehension questions about Susan B. Anthony and Sandra Day O'Connor that require recalling factual events (e.g., why Anthony was arrested; what changed after her death; O'Connor as the first woman appointed to the Supreme Court). Students create hero cards and record birth dates on a timeline, which has them place events in sequence. Students discuss equality in a wrap-up and compose acrostic poems that summarize accomplishments and qualities of the women.
Lesson 8
Heroes of Science and Invention
Students read short chapters on Albert Einstein, Thomas Edison, and the Wright brothers and answer guided questions that ask about feelings, impacts, and what each person might be remembered for (e.g., questions about Einstein's view of weapons, why Aug 6, 1945 was sad, how Edison's inventions changed life, and how the Wrights changed transportation). Students create hero cards and place names/dates on a timeline, which requires them to identify and record key facts about each person's life. The Perseverance activity asks students to identify the trait of perseverance in these figures and to support their reasons with details from their experience, prompting use of supporting details in explanations.
Lesson 9
Book of Heroes
Students are asked to "recall main idea, facts, and details from a text" and to cut apart, order, and number hero cards, which requires them to extract and organize information from biographical pages. Students reread pages about chosen heroes and complete a three-ring Venn diagram, listing names, dates, and important events to compare and contrast the individuals. Students select a favorite hero and write three sentences about why the person is their hero and what can be learned, and they are asked to explain how each hero changed the world during the wrap-up.
3: Cycles
Unit 1: Poppy
Lesson 1
Preparing for Poppy
Students are asked to trace Poppy's journey on a setting map and label major events as they read, which requires recounting story events. Students summarize Avi's idea of Poppy (Activity 5) and identify the protagonist (Poppy) and antagonist (Mr. Ocax) during research and in the Wrapping Up section. Students are prompted to discuss power, whether it is wrong, and Poppy's need to be brave and resourceful to break the cycle of power, which raises the story's central moral.
Lesson 2
Mr. Ocax
Students read Chapters 1 and 2 of Poppy, answer chapter questions, and reenact the capture attempt using puppets, which requires them to recount story events. The skills list includes "Recall the main idea, facts, and details from a text," and questions such as #1 (Why does Mr. Ocax want the mice to fear him?), #7 (What is wrong with the system?), and the Wrapping Up prompt ask students to discuss the relationship of power and fear. Students are asked to write a paragraph comparing themselves to a character and to support opinions with evidence from the story.
Lesson 3
The Emergency Meeting
The lesson asks students to write a short summary of what occurred in Chapters 3 and 4 and includes guided comprehension questions about plot events (e.g., how Poppy escaped, what the emergency meeting was about). The Skills list explicitly includes "Recall the main idea, facts, and details from a text" and "Summarize events in a passage," which direct students to recount story events. Activity 1 has students map Poppy's escape path, reinforcing retelling and sequencing of story events.
Lesson 4
Standing Before Mr. Ocax
Students are asked to recount events (Ask your child to explain what happened to Poppy; Activity 1 Setting Map charts Poppy and Lungwort's journey). The discussion questions require students to identify key story details (Q2 asks what Poppy saw at the bottom of the tree; Q1 asks reasons Basil gave for disliking Ragweed). Several prompts focus on theme and its development: the Getting Started questions ask how power can be abused, Q3 and Q4 ask why Mr. Ocax acted and how his refusal continues a cycle of power, and the Wrapping Up asks students to explain what is wrong with Mr. Ocax's cycle of power.
Lesson 5
Poppy and Poppa
Students read Chapters 7 and 8 and answer comprehension questions that require them to recount events and explain characters' motives (e.g., why Poppy told the mice Mr. Ocax's reason, why she wanted Ragweed's earring). Students complete a Journal Entry asking them to relate an action or event from the chapter to real life or other texts, which requires retelling and connecting events. Students complete a Cause and Effect activity and analyze characters' actions and consequences, which leads them to identify key details that shape meaning.
Lesson 6
Dimwood Forest
Students read Chapters 9 and 10 and write in a journal describing a decision Poppy made, its effects, and whether the decision was good or bad, which practices retelling and summarizing plot events. Students define good and evil, identify which characters represent those roles, and create illustrations contrasting good vs. evil, which engages them in identifying theme and character roles. Students reread the author's descriptive passages about Dimwood Forest and point out words and phrases that make the place feel more bad than good, which asks them to cite textual details that convey tone or atmosphere.
Lesson 7
Ereth
Students answer specific comprehension questions about Chapters 11 and 12 (e.g., who Poppy discovered, what she learned from Ereth), which requires recounting events. In Activity 1 students select three important quotes and record why each quote is important, prompting them to connect details to meaning. Activity 3 asks students to discuss how Poppy's new knowledge might help her break a cycle of power and to consider how Mr. Ocax used fear, which requires explaining how specific details convey a lesson. The Ereth Circle Map and character-description prompts ask students to record character traits that can be used as supporting details.
Lesson 8
On the Way to New House
Students are asked to write a summary of Chapters 13 and 14 in their journal, and the skills list includes recalling the main idea, facts, and details from a text. Discussion questions require students to explain changes in point of view (how Poppy's feeling for Dimwood Forest changes) and to analyze motivations (why the mice believe Mr. Ocax), which asks for use of textual details. The porcupine puppet activity asks students to copy and perform the dialogue from specific pages, requiring them to identify and use key lines from the text.
Lesson 9
The Truth at Last
Students answer targeted comprehension questions about Chapters 15–16 (e.g., what truths Poppy learned, how characters feel) and complete a journal template that recounts events (Poppy wanted...But...So...). Activity 3 asks students to record two textual examples showing Mr. Ocax losing power and two showing Poppy gaining power, and Activity 4 asks students to illustrate the cycle of lies and explain where it could be broken. The Wrapping Up prompts require students to recap the power cycle and explain how it is beginning to break down using details from the chapters.
Lesson 10
The Battle
Students answer comprehension questions that ask why Poppy felt powerful, what gave her the bravery to confront Mr. Ocax, how she gained power, and how she escaped (Questions 1, 3, 5, 6). The Wrap Up asks students to describe how Poppy defeated Mr. Ocax and broke the cycle of power, prompting a recount of events from Chapters 17–18. Activity 2 has students discuss and write about bravery, linking the character's actions to the idea of facing fear and drawing a theme-related personal connection.
Lesson 11
Writing Project
Students are asked to recount specific story elements by writing three paragraphs: one describing the cycle of power between Mr. Ocax and the mice, one describing how Poppy broke the cycle, and one describing how life will be different for the mice. Students must organize ideas in a Paragraph Organizer (introductory sentence, supporting ideas, concluding sentence) and turn those ideas into a first draft, which requires them to recount events in sequence. The paragraph rubric requires students to provide supporting evidence for each idea and to ensure paragraphs follow a central idea, prompting students to link details to their main points.
Lesson 12
A New Beginning
Students are asked to trace Poppy's journey on a setting map and answer comprehension questions about specific events (for example, what Poppy felt when Mr. Ocax died and where her family was gathered), which requires recounting story events. Students complete a "Story Tree" that asks them to record the theme, setting, protagonist, antagonist, conflict, solution, and resolution, directly prompting identification of the central message. Activities ask students to discuss the theme of cycles, explain the author's time jump, and explain why Poppy and Ereth become close friends, prompting students to connect thematic ideas to story details (e.g., Ragweed's tree, epitaphs, and dancing).
Final Project
Poppy
Students must complete a central "Plot Diagram" that requires them to identify the problem, rising action, climax, falling action, and resolution, and sample answers recount the story events. One Think-Tac-Toe option asks students to "describe how one of the characters of the book (cycle of life or power, death means new beginnings, etc.) and explain the story elements and plot supporting that theme," which prompts students to determine a theme and link it to plot details.
Unit 2: Charlotte's Web
Lesson 1
Getting Started
Students are asked to recount main events by completing a Plot Flow Chart with a major event for each chapter and to answer chapter questions that require recalling plot details. Activity 5 and the Character Descriptions pages prompt students to describe characters and record how each character acted or felt across chapters. Activity 2 names friendship as a theme and has students create a bubble map of characteristics of a good friend and then check which characteristics apply to characters as they read. Activity 3 asks students to compare friendships in Charlotte's Web with other picture books about friendship.
Lesson 2
Charlotte
The skills list explicitly asks students to "Recall the main idea, facts, and details" and to "Describe plot, major events, and characters," which targets recounting. Activity 1 has students fill a Plot Flow Chart highlighting a major event from each chapter and complete Character Descriptions with words or phrases about how characters acted or felt. Several comprehension questions (e.g., Q1 about Wilbur's day, Q2 about what Wilbur wanted) and Activity 2 (making Wilbur's schedule) prompt students to sequence and retell events from the text.
Lesson 3
Bad News
Students read Chapters 7–9 and answer guided comprehension questions that require them to recall major events (for example, Wilbur learning he is being fattened for bacon) and reflect on characters (Charlotte's promise). Students complete a Plot Flow Chart and Character Descriptions page to retell plot events and describe how characters act or feel. In the Wrapping Up section students discuss a stated lesson (that all animals have to eat and that humans may cut life cycles short) and are asked to predict what Charlotte will do to save Wilbur.
Lesson 4
Some Pig
Students are asked to fill in a Plot Flow Chart by highlighting a major event in each chapter and to write character descriptions, which asks them to recount story events and character actions. The Skills section explicitly lists "Recall the main idea, facts, and details from a text" and "Explain characters and author's message in own words." Activity 3 prompts students to identify and discuss the theme of friendship and to describe how Wilbur and Charlotte's relationship demonstrates that theme. Reading questions (e.g., why Charlotte weaves words, why people view Wilbur as special) and the Wrap-Up prompt (ask whether Charlotte's plan will keep Wilbur alive and why) require students to connect events and details to the story's message.
Lesson 5
Progress
Students complete a Plot Flow Chart by highlighting a major event from each chapter and write Character Descriptions that require them to recount what each character did or felt. Students answer guided comprehension questions (e.g., why Farmer Zuckerman treated Wilbur differently, why Charlotte chose particular words) that ask them to explain character actions and motivations. The wrapping up prompt asks students what they have learned about Wilbur and Charlotte, encouraging a short summary of the chapters.
Lesson 6
The Fair
Students read Chapters 16–18 and are asked to complete a Plot Flow Chart by highlighting a major event from each chapter, which requires them to recount the story. Students complete Character Descriptions by writing words or phrases about how each character acted or felt, and they answer guided questions that ask for textual evidence (for example, citing why Fern is growing up). The lesson also prompts discussion of cycles and how characters grow and change, connecting events to character development.
Lesson 7
The End
Students read and answer comprehension questions about Chapters 19–22 (e.g., questions about Charlotte's death, how Charlotte said Wilbur helped her, and events at the fair). Students complete a Plot Flow Chart and Character Descriptions and fill a "Characters Change" chart to recount events and track how characters develop. The Skills list explicitly includes "Recall the main idea, facts, and details from a text," and activities ask students to explain how characters changed and to discuss cycles and webs that appear in the book.
Final Project
Charlotte's Web
Students are asked to summarize story elements when they write the book review: Paragraph 1 requires describing the setting, major events, and the problem in the story. Paragraph 2 asks students to describe the main characters, and the advertisement option asks students to highlight setting, a major event, the problem, and character descriptions in short, descriptive pieces. Paragraph 3 of the book review and the advertisement project explicitly direct students to identify and illustrate the theme of cycles (the rubric even asks whether students show and explain two cycles).
Unit 3: The Family Under the Bridge
Lesson 1
Pre-Reading
Students are asked to define "theme" and are told that a theme is a lesson or main idea, and they are prompted to identify themes in the novel (poverty and caring for others). Students are asked to discuss ways people can be in need, make a list of ways to care for others, and circle actions their family has done, practicing linking theme to real-world examples. Students are also asked to explain how the economic cycle would be disrupted if a character did not have a job, which asks them to consider story events in relation to central ideas.
Lesson 2
The French Man
Students read Chapter 1 of The Family Under the Bridge and answer guided questions in discussion or journal writing that ask them to recall plot details (for example, describing how Armand lives, his feelings about children, and what he discovers at the end of the chapter). The skills list explicitly includes "Recall the main idea, facts, and details from a text." The "Meeting Characters" activity asks students to record thoughts, words, and physical characteristics from the text, which requires extracting and organizing key details about characters.
Lesson 3
A Discovery
The lesson's Skills list instructs students to "Recall the main idea, facts, and details from a text," and the Reading and Questions section asks students to answer specific comprehension questions (e.g., why Armand was upset, why the children lived under the bridge) that require recounting events. Question 5 asks students to interpret the mother's line about families sticking together, prompting students to determine a lesson or meaning. The Wrapping Up prompt asks students to tell about the children they discovered, and the diary activities ask students to write from characters' perspectives, which requires summarizing events and reflecting on characters' motivations.
Lesson 4
A Day in the City
Students read Chapter 3 and answer guided comprehension questions that ask them to interpret character actions and motives (e.g., why Armand said the Christmas log tasted like medicine and what Armand says about pigeons). The lesson lists the skill "Recall the main idea, facts, and details from a text" and includes an activity to fill in character information, which requires students to recount character details. The wrap-up asks students to discuss whether a requested gift meets a need or a want and to consider that the Calcet children had to focus on shelter, prompting identification of a lesson about needs.
Lesson 5
Singing
Students read Chapter 4 and answer specific comprehension questions (e.g., why Armand wanted the children to sing; why the children saved food; why Madame Calcet got upset), which requires recounting events and character motivations. The skills list includes "Recall the main idea, facts, and details from a text," and Activity 1 asks students to reread a page and list goods, then describe the Calcet children's economic cycle using details from the chapter. Activity 2 has students adopt a character's perspective and use details from the "Meeting Characters" page to write a persuasive letter or speech, which requires pulling supporting details from the text.
Lesson 6
The Shoe
The lesson includes a comprehension question (Question #1) that asks students to explain why finding the shoe signified never giving up hope to Armand, requiring them to link a concrete detail to a thematic idea. The Skills section explicitly asks students to "Recall the main idea, facts, and details from a text," and Activities 1 and 3 have students fill in character information and complete a double-bubble map comparing the Calcets and the Gypsies, which requires recalling and using key details from the chapter. The reading-and-questions section has multiple prompts asking students to explain characters' feelings and plot events, prompting inference from text details.
Lesson 7
Among Friends
Students read Chapter 6 aloud and participate in discussion and journaling using guided questions (e.g., questions asking why Madame Calcet acted a certain way, what Suzy and Tinka learned from each other, and whether the Gypsies were good citizens). Activity 2 asks students to discuss a quoted line about helping those in need and to identify the theme that one of the story's lessons is to help people who are in need. Wrapping Up prompts students to discuss learning from people who are different and to reflect on examples of characters teaching one another.
Lesson 8
Christmas Eve
Students read Chapter 7 and answer specific comprehension questions that require them to recount events (e.g., where the children went, what each noticed, what Armand did in the church). Students complete a "Meeting Characters" chart and a "Gifts" activity that asks them to draw gifts based on what they learned about each character, which requires recalling and using character details. The wrap-up asks students to describe how Armand and the Calcets celebrate Christmas Eve and to compare that celebration to their own, prompting students to recount and reflect on the story events.
Lesson 9
Saying Goodbye
Students are asked to read Chapter 8 and answer specific comprehension questions (e.g., why Suzy was upset, why the Gypsies packed up their things, where Paul was), which requires recounting events from the chapter. The teacher prompts students to discuss consequences of stealing and how the economic cycle affects characters, asking students to explain reasons for characters' actions. The Culture Commentary activity asks students to locate and record examples of French culture in the story and to compare economic situations of characters, which requires identifying key details in the text. The Quinzaine poem task asks students to write short poems about a character and about homelessness, encouraging reflection on themes and character experiences.
Lesson 10
A Home at Last
Students answer targeted comprehension questions about how Armand helped the children, what job he took, and why actions like bathing and dressing were important, which requires recounting events from Chapter 9. Students fill in a "Meeting Characters" chart and create a flip book with labeled flaps (Best Part, Funniest Part, Saddest Part, Most Exciting Part) and illustrate and summarize events under each flap, which has them recount and summarize story parts. Students are asked to write a paragraph describing why having a home is important and to discuss how Armand's willingness to get a job will help the children, which prompts consideration of the story's lesson.
Final Project
Reader's Theater
Students are asked to "retell or act out the order of important events in stories" and to reread specified pages (e.g., pages 60–64) and a model script titled "Meeting the Gypsies," which requires them to follow and recount events. Students choose a scene from The Family Under the Bridge, reread the event aloud, and create a Reader's Theater script by giving characters words to say and writing at least twenty lines. Students also practice performing the scene, assigning roles, and using stage directions and props, which requires them to represent the story's sequence and details in dramatic form.
4: Relationships
Unit 1: One Day in the Tropical Rain Forest
Lesson 1
The Rain Forests
The lesson directs the student to read a book about "the adventures in the life of one boy one day in the rain forest," providing a narrative text to work from. Activity 2 explicitly tells the student that "one of the themes of the story is relationship" and asks the student to discover and describe relationships from the book and to illustrate those relationships in four boxes. The wrapping up prompt asks the student to tell what he learned about the rain forest, encouraging verbal summary of content.
Lesson 2
Morning in the Rain Forest
Students are asked to recall main ideas and details (Skills: "Recall the main idea, facts, and details from a text") and to retell or summarize events (Skills: "Retell a spoken message by summarizing or clarifying"). The lesson asks students to describe Tepui's morning and to record the most important event at each time frame in the Daily Activities chart, which requires recounting story events. Questions such as Q2 (what the author means about interactions in the rain forest) and Q5 (why rain forests are important) prompt students to explain meanings tied to text details.
Lesson 3
The Tree
Students read Chapter 2 and answer targeted comprehension questions about events and details (e.g., how plants depend on water, descriptions of army ants, listing plants and animals dependent on tall trees). Students record major events on a "Daily Activities" sheet and add animals to a "Rain Forest Animals Chart," which requires recounting story events and elements. Students discuss the theme of relationships and interconnectedness and analyze the author's word choice by circling adjectives that convey relationships (e.g., "flesh-eating ants," "crab-eating raccoons"), linking key details to the theme.
Lesson 4
Butterfly Search
The lesson asks students to "recall the main idea, facts, and details from a text" and directs them to record major events from Chapter 3 on a "Daily Activities" sheet, which asks students to recount events. The reading questions require students to explain characters' motives and outcomes (for example, why Dr. Rivero wanted to find the butterfly to save the rainforest), which asks students to use key details to explain causes and consequences.
Lesson 5
Rain Forest Relationships
Students are asked to recall main ideas and details (Skills list: "Recall the main idea, facts, and details from a text") and to describe events from Chapters 4 and 5 using guided questions. Students construct Plot Timelines by cutting, pasting, and sequencing event cards and are asked to identify the story problem and how characters attempt to solve it. Students describe relationships between organisms on the "Relationships" activity and add examples to a Rain Forest Animals Chart, citing specific pages and details from the text.
Lesson 6
Law of the Jungle
Students answer targeted comprehension questions about events (e.g., why the army ants are dangerous; how Tepui knew the ants were nearby; how they avoided the jaguar) and are instructed to record major events on a Daily Activities chart, which requires recounting story events. Question 4 asks students to identify the Law of the Jungle and explain its meaning. Activity 3 directs students to reread the text (page 40), illustrate or describe three examples of the Law of the Jungle from the story, and write a poem explaining the idea. The wrapping-up prompt asks students to describe the Law and explain why it exists.
Lesson 7
Helping a Friend
Students answer specific comprehension questions (Q1–Q7) about events and character actions from Chapter 7, requiring them to recount what happened (how they climbed the tree, the lost arrow, why the men were cutting trees). Students are asked to record the major events on a "Daily Activities" page and to retell or act out the order of important events in the story. Students dramatize the tree-climbing scene by writing and performing a script, and they discuss friendship and how Tepui and Dr. Rivero help one another.
Lesson 9
A Close Call
Students are asked to read Chapters 8–10 and answer comprehension questions about events (e.g., why Dr. Rivero climbed the tree, how Tepui stopped the bulldozers). Activity 4 directs students to list major events on a "Daily Activities" page, choose the most important events, and complete a plot diagram with problem, climax, falling action, and resolution. Activities also ask students to add new animals to a Rain Forest Animals Chart and to create a bar graph showing which animal groups appeared most and least often, supporting retelling and organization of story information.
Unit 2: The Whipping Boy
Lesson 1
Medieval Times
Students are asked to retell the story by creating a comic strip that illustrates a major event from each chapter, which requires recounting story events sequentially. The unit explicitly identifies "relationships" as an important theme and asks students to list, illustrate, and discuss relationships in their own lives and compare them to the prince-and-servant relationship. Students role-play episodes from relationships and explain whether the events were positive or negative and what that shows about the relationship.
Lesson 2
Jemmy and Prince Brat
The Skills section asks students to recall the main idea, facts, and details from a text and to discuss similarities/differences in events and characters. Chapter questions prompt students to summarize chapters and identify main ideas (e.g., Questions #10 and #11 ask for main ideas and summaries). Activities require students to create a comic strip that illustrates important events from each chapter and to write diary entries from Jemmy's and Prince Brat's points of view, prompting reflection on their relationship.
Lesson 3
The Plot Thickens
Students answer comprehension questions about Chapters 4–6 that ask them to recount events (e.g., what happened in the foggy woods, where Jemmy planned to hide) and to infer motives (e.g., why Jemmy changed his mind). Students create a comic strip that requires them to represent the action in each chapter, and they design crests using listed colors and symbols to represent Jemmy and Prince Brat's traits. In the wrap-up students are asked to describe differences between the characters and to discuss that being a prince does not necessarily make one a good leader, and that a whipping boy is not necessarily dumb or weak.
Lesson 4
A Note to the King
Students read Chapters 7-9 aloud and answer specific comprehension questions (Questions #1-#6) that require recalling plot details and character actions. Students complete a comic-strip activity after each chapter that asks them to sequence and retell events from the text. The Skills list explicitly includes "Recall the main idea, facts, and details from a text," which supports practice in recounting story elements.
Lesson 5
Disagreements
Students read Chapters 10–12 and answer directed comprehension questions that require them to recount events (for example, how Jemmy convinced Cutwater and who was sent back to the castle). Students summarize each chapter by filling in a comic-strip box for each chapter and complete wrap-up prompts asking what they learned about the two characters and why their relationship is poor. Several questions ask students to explain character actions and motives (e.g., why the prince refused to go, why Jemmy told the prince about the note).
Lesson 6
In the Woods
Students are asked to recall the main idea, facts, and details (Skills) and to retell what happened in the reading (Wrapping Up), which requires recounting story events. Activity 2 asks students to discuss whether Jemmy and Prince Brat are friends, list what friends do, and circle traits that apply to each character, which prompts analysis of friendship as a lesson. Several discussion prompts ask students to explain why characters act as they do and to cite clues in the book (e.g., why Prince Brat does not like the castle; what clues suggest the relationship is changing).
Lesson 7
The Rescue
Students read Chapters 16-18 and answer specific comprehension questions about events and character actions (e.g., why Prince Brat decided not to betray Jemmy, how Jemmy felt during the prince's whipping). Students retell parts of the story by creating a comic strip that reflects the action of the chapters and by writing and singing a ballad about an event from the story. Discussion prompts and wrap-up questions ask students to describe how the prince and Jemmy are changing and how their relationship is changing.
Lesson 8
Friends
Students answer specific comprehension questions about Chapters 19-20 that require them to recount events (e.g., why the prince was afraid, who they met in the sewers, how relationships changed). Students complete the "Changes" activity by listing four behaviors from chapters 1-2 that show the prince was mean and four behaviors from chapters 19-20 that show he is a good friend, and they write a poem describing those changes. Students write journal entries ("A Day in the Castle") from Prince Horace's and Jemmy's perspectives, which requires them to retell daily events and reflect on how characters think and act. The lesson also prompts discussion of friendship responsibilities, encouraging students to reflect on the lesson about relationships.
Final Project
A Monologue
Students are asked to reread specific pages (pp. 68-70; 65-66; 79) and to write monologues that reflect how Prince Brat and Jemmy feel and how their relationship has changed. The rubric described for the monologues explicitly asks whether the student included the character's background, difficulties, and the main message. The monologue prompts require students to state wishes, changes, and how relationships affected characters, which directs students to identify a central idea about the characters.
Unit 3: Iggie's House
Lesson 1
The Move
The Skills section explicitly lists 'Recall the main idea, facts, and details from a text,' and the Wrapping Up asks students to summarize the important events of Chapter 1, so students practice recounting story events. Activity 1 directs students to discuss the theme of friendship and to list characteristics of a good friend with sentences and examples, so students engage with a central theme. The Reactions Chart requires students to write characters' reactions to events and their own reactions, which has students cite and reflect on key details from specific chapters.
Lesson 2
Meeting the Neighbors
The lesson asks students to read Chapter 2 and answer guided questions that require recalling events and character actions (e.g., why Winnie upset Herbie, how the first meeting went). The listed skills explicitly include recalling the main idea, facts, and details and analyzing characters, traits, relationships, actions, and changes. Activities such as the Reactions Chart and the Wrap Up prompt ask students to reflect on Winnie's behavior and discuss why certain remarks were rude or inconsiderate, which connects to identifying lessons about racial relationships.
Lesson 3
The Softball Game
The skills list asks students to "Recall the main idea, facts, and details from a text," and the introduction directs students to think about what Winnie does to be a good friend. Multiple comprehension questions (e.g., Why do you think Winnie lied...? Why was Winnie disappointed...? Is Winnie being a good friend? Why or why not?) require students to recount events and respond to characters. Activities ask students to fill in a "Reactions Chart" and to "describe the softball game," which prompt retelling aspects of the chapter.
Lesson 4
A New Dog
Students are asked to summarize the events that occurred in Chapter 4, which requires recounting the story. Students answer specific comprehension questions about characters' actions and motivations (for example, why Winnie tears up her letters, why Winnie's dad would not sign the petition, and what surprise the Garbers had), practicing retelling and understanding plot details. Students discuss the relationship between pets and owners and describe responsibilities for caring for pets in Activity 2, engaging with a possible lesson about caring for others.
Lesson 5
A Visit from Germs
The Skills section asks students to "Recall the main idea, facts, and details from a text" and to "Analyze characters, including their traits, relationships, actions, and changes," which targets summarizing and detail work. Students read Chapter 5 and answer specific comprehension questions (e.g., why the Garbers were glum, what Winnie did, whether Winnie's parents signed the petition) that require recounting events and citing plot details. The wrap-up prompts ask students to state what Winnie did to be a good friend and to review the idea that people may look or act differently but can still be friends, which prompts identification of a central lesson about tolerance and friendship.
Lesson 6
A New Petition
Students are asked to summarize important events from prior reading and to "summarize what happened in the chapter" at the end, which requires recounting story events. The Skills section directs students to "Recall the main idea, facts, and details from a text" and to "Make inferences and draw conclusions," supporting analysis of meaning. The Character Circle Maps require students to pick descriptive words for characters and to "support his ideas with evidence from the text (events, character's actions, and words)," which asks students to connect details to interpretations.
Lesson 7
The Swim Club
Students are asked to "describe what happened to Winnie at her aunt's Swim Club," and to read Chapter 7 aloud and answer specific comprehension questions about characters' feelings and actions. Activity 1 (Reactions Chart) has students record how characters responded to events and their personal responses, and Activity 2 (Friendship House) requires students to write sentences that describe friendships between characters. The teacher note explicitly directs discussion of the idea that "skin color has nothing to do with a person's personality," which presents an explicit lesson about relationships conveyed through the story.
Lesson 8
Moving
Students answer specific comprehension questions (Questions #1–#7) that require them to recount events and character reactions from Chapter 8. In Activity 2 and the double bubble maps, students identify similarities and differences between characters and record character traits and relationships as text-based details. The Wrapping Up prompts ask students to discuss the idea that people who are different can still have things in common and to consider how finding similarities leads to better relationships, which targets identifying a central message or lesson.
Lesson 9
A Letter
Students are prompted to use events that occurred in the story when they plan and write a three-paragraph, first-person letter from Winnie to Iggie, which requires recounting recent story events and relationships. The Planning My Letter pages give students structured prompts (topic sentence, supporting details, concluding sentence) for each paragraph, guiding them to record specific story details about what they miss, descriptions of the Garbers, and the petition incident. The Questions to Explore ask about relationships and how relationships between people of different cultural backgrounds affect people, which invites consideration of themes tied to the story.
Lesson 10
I Have a Dream
Students read Chapter 9 and answer targeted comprehension questions (e.g., why Winnie asked the Garbers to go on a picnic, what Glenn and Herbie told Winnie) and complete a Reactions Chart, which supports retelling and discussing story events. Students read an excerpt of Martin Luther King Jr.'s "I Have a Dream" aloud and answer direct questions about the speech such as "What was Martin Luther King Jr.'s dream?" and "What does 'all men are created equal' mean?", which addresses identifying a central idea of that text.
Lesson 11
The End
Students are prompted to recount events and character responses by finishing the Reactions Chart and by being asked to name and describe the main characters and the story problem. Students are asked directly to state the author's message in Question #10 and to reflect on whether the book's problem was resolved in Question #7. In Activity 2 (Book in a Bag) and Activity 3, students select items or write about the theme and describe why they chose them, and they write/journal about what the book taught them about relationships and friendship.
Final Project
Character Interviews
Students are asked to write interview questions for specific story characters and to make up responses from each character's perspective, requiring them to recount events and character reactions. The skills list includes "Recall the main idea, facts, and details from a text" and "Analyze characters, including their traits, relationships, actions, and changes." The rubric asks whether students used events in the story to develop questions and answers and whether answers reflected characters' personalities.