Third Grade - ELA
1: Environment
Unit 1: Tornado
Lesson 1
Weather on the Farm
The lesson reviews the definition of setting and explicitly tells students that the setting of Tornado is a farm (Activity 3), which helps students establish a situation. The introduction reveals the book is about a real tornado and a dog named Tornado, providing an example of a character. Activity 4 asks students to pretend they live on a farm and write a daily schedule from 6:00 a.m. to 8:00 p.m., which has students organize events in chronological order.
Lesson 2
The Storm
Students read Chapter 1 and answer comprehension questions that identify the characters in the cellar (Pete, the narrator, two brothers, mother, grandmother, and father absent). Students practice organizing events by using time transition words (Activity 3) and are asked to write a three- or four-sentence chapter summary in a journal that uses transitions to show when things happened (Activity 4). The teacher model summary explicitly establishes the situation and mentions Pete beginning to tell a story, which students compare to their own summaries.
Lesson 3
The Tornado
Students listen to Chapter 2 in which Pete (the narrator/character) describes a tornado that hit his house, establishing a clear situation and characters in the text. Students are asked to verbally summarize the chapter, which requires them to identify the situation and key characters. The Journal Entry directs students to write and illustrate a chapter summary and to use transition words learned previously to show the order in which events occurred, practicing event sequencing.
Lesson 4
A Card Trick
The lesson asks students to "Describe what happens in this chapter" and provides a model answer summarizing Pete and Tornado, so students practice recounting events and sequencing them. The Journal Entry directs students to "write and illustrate her chapter summary in her journal," requiring students to organize chapter events into a coherent summary. Reading questions (e.g., why Tornado dropped the card, how Pete taught Tornado) have students analyze character actions and motivations, engaging with characters and event causes.
Lesson 5
Turtles
Students complete a Story Map Graphic Organizer that is labeled Setting, Characters, Problem, Event (×3), and Solution to outline myths they read and retell. The "My Own Myth" graphic organizer and directions require students to plan a setting, characters, a problem, three events, and a solution and to keep their writing focused on how the turtle got its shell. Students retell one of the myths and then use the organizer to map story structure, and they write and revise their own myth using the planned sequence of events.
Lesson 6
The Best Pet Award
Students read Chapter 5 aloud and answer comprehension questions focused on events (e.g., how Five-Thirty got his name, why Tornado dug a hole), which requires recalling and describing characters and happenings. Activity 1 asks students to write and illustrate a chapter summary in their journal, prompting them to recount what occurred. Option 2 of the World's Best Pet Award asks students to give specific examples from the story (e.g., why Tornado is smart or fun), which requires referencing character actions and events.
Lesson 8
The End of the Storm
Students are asked to write a paragraph about a time they were very happy or very sad using a Fishbone graphic organizer, with a center sentence that describes the event and how they felt (introducing the narrator in first person). Students are instructed to number the sentences in the order they will record them and to write a concluding sentence, which practices ordering events and sequencing details. Students reread Chapters 1 and 7 and complete a "Mood and the Environment" chart to describe beginning and end states and recognize that the end should provide closure, reinforcing the idea of an organized event sequence.
Lesson 9
Plot
Students are directed to identify the problem, important events, the climax, and the resolution on a Story Plot Diagram and to use time-transition words to reinforce order. In Activity 2 students cut out or write one-sentence summaries of major events and arrange them on a Tornado Plot Diagram in the order they occurred. Students are also encouraged to act out the important events to represent the sequence and to retell or act out the order of events.
Final Project
Think-Tac-Toe
Students are asked to write in a narrator's voice (e.g., "Pretend you are Pete. Write a letter..." and "Pretend you are Pete and write a journal entry..."), which requires adopting a narrator/character perspective. The Think-Tac-Toe includes a task to place five objects representing major events and to write a sentence describing how each object relates to the book, which asks students to identify key events. The center-square mini-project directs students to use the "Hamburger Paragraph Organizer" to arrange thoughts before writing a paragraph, providing a scaffold for organizing a written response.
Unit 2: Sarah, Plain and Tall
Lesson 1
Getting Started
Students are asked to identify and mark Maine and Kansas on a map and to discuss how far apart the places are and differences in climate and land, which establishes a setting or situation. Students create a book title about their own life and draw a cover that reflects who they are, which prompts them to introduce a character (themselves as narrator/character). Students are asked to imagine what it would be like to live in Maine and then move to Kansas, which invites thinking about a change in situation over time.
Lesson 2
Story Elements
Students choose two characters, a setting, and a problem and then write a creative short story (Activity 3), which requires them to establish characters and a situation. Students create a story pyramid that asks them to describe specific events (five and six words for two events) and the solution, and they are prompted to use time transition words (first, next, after, then, finally) to sequence events. Students review and explain plot components (problem/conflict, events, solution) and identify types of conflict, reinforcing how an event sequence and resolution are organized.
Lesson 3
The News
Students are asked who tells the story (Answer: Anna) and to recall the setting, which requires identifying narrator and situation. Activity 1 directs students to write journal entries pretending to be Anna in first person, to include Anna's ideas, thoughts, and experiences, and to use time transition words and phrases to show the order of events. The skills list explicitly includes "Write structured, informative narratives" and "Retell written messages by clarifying or summarizing," supporting practice with organizing events and narration.
Lesson 4
The Letters
Students are asked to write a journal entry from Anna's point of view, which requires them to adopt a narrator and write from a character's perspective. Students are asked to summarize Chapter 2 verbally after it is read aloud, which requires them to retell events in sequence. The lesson asks students to write a letter that includes a greeting, closing, and signature, and to use descriptive details about themselves, reinforcing character-focused writing.
Lesson 5
The Arrival
Students are prompted to write a journal entry from Anna's point of view focusing on Sarah's arrival, which asks them to adopt a narrator and place the writing in a specific situation. The opening text establishes the situation—Sarah arrives to meet Anna, Caleb, and their father—and directs students to discuss how each character might feel, which orients students toward introducing characters and context. Reading questions ask students to identify actions (for example, what Papa does to get ready), which requires students to notice and recount event actions in order.
Lesson 6
Life on the Prairie
Students are asked to write a journal entry describing Anna's thoughts on the day spent with Sarah (Activity 1), which requires them to write about characters and an experience. The skills list explicitly includes "Write structured, informative narratives" and "Retell written messages by clarifying or summarizing," which signal practice with narrative writing and recounting events. Reading questions and the Wrapping Up prompts ask students to explain Sarah's actions, what she enjoyed, and whether she might stay, encouraging attention to characters and events.
Lesson 7
The Dune
The lesson lists the skill "Write structured, informative narratives" and asks students to write a journal entry reflecting on the fun day Anna spends with Sarah (Activity 1), which requires recounting events and referencing characters. The reading questions ask students to explain Sarah's actions and feelings (Questions 1–5), prompting students to refer to characters and sequence from Chapter 5. Activity 3 asks students to write and/or illustrate about an outdoor excursion, which can involve describing events and people interacting with the environment.
Lesson 8
Work and Play
Activity 1 asks students to write Anna's journal entry reflecting on the conversations and activities she shared with Sarah in Chapter 6, which requires adopting a narrator's voice and recounting events. The Skills section explicitly lists "Write structured, informative narratives," signaling that students are expected to produce narrative writing. Activity 3 has students act out events that people do in snow and to act out events that might occur in Kansas 100 years ago, which asks students to sequence and dramatize events.
Lesson 9
Writing
Students are asked to write a persuasive letter from Caleb or Anna to Sarah, which requires adopting a specific character's voice as narrator. They are instructed to record three reasons and support each reason with examples from the book using a graphic organizer labeled "Ideas." Students are guided to use the organizer as an outline, write a draft, edit with a self-editing checklist, and produce a final copy.
Lesson 10
Neighbors
Activity 1 directs the child to write Anna's journal entry about the visit from Matthew and Maggie, which requires taking on a narrator's voice and recounting a specific event. The reading questions ask students to describe why Maggie and Matthew visit, what chores occur, and what Papa brings, which prompts students to recall and sequence events from the chapter. Activity 2 and the setting discussion provide contextual details (time and place) that students can use when establishing the situation in their writing.
Lesson 11
Squall
Students are asked to write Anna's journal entry about Sarah's request to ride a horse and drive a wagon and about the big storm, which requires adopting a narrator's voice and establishing a situation. In the Character Line-Up activity, students write the names of four main characters, draw them, and write words or phrases that describe each character, which has students introduce and develop characters. The Connecting Sentences and wrap-up tasks ask students to combine short sentences and write journal sentences using and (with/without a comma), which practices producing smoother sentence-level flow that can support how events are presented.
Lesson 12
The End of the Storm
Students are asked to create a Story Plot Diagram with labeled sections for problem, rising action, climax, falling action, and resolution and to fill in events from the book. The activity provides an answer key that identifies the problem, events, climax, and resolution, guiding students to sequence events. Students write a journal entry about how Anna feels when Sarah announces she is staying and answer questions that require them to describe characters and their actions.
Final Project
Welcome To Kansas
Students are instructed to pretend to be Anna and plan a "Welcome to Kansas!" party for Sarah, which establishes a clear situation and a narrator role. Step 5 asks students to write a card beginning "Dear Sarah," signed "Your new daughter, Anna," requiring writing from the narrator's perspective. The planning pages and Day 2 directions require students to design an invitation, list activities and materials, write a recipe and directions, prepare the food, gather materials, and then throw the party and read the card aloud, providing a sequence of events for students to organize and follow.
Unit 3: Who Was Helen Keller?
Lesson 1
Helen's Early Years
Students create a timeline of Helen Keller's life and are instructed to identify and record two or three important events (and dates when provided), which requires organizing events chronologically. Students answer chapter questions in complete sentences in a journal, including prompts that ask them to "Describe Helen in her first two years of life," which asks them to produce character description. Students are asked to generate their own questions about the book and record answers, and to draw and title book covers distinguishing fiction and nonfiction, which engages students in thinking about characters and types of stories.
Lesson 3
Helen's Challenges
Students are asked to add an event from the chapter to a Timeline of Helen Keller's Life, which has them identify and place events in chronological order. Students answer comprehension questions that require recalling dangerous incidents and things Helen learned to do, demonstrating attention to events and characters. In Activity 3 students can write words for a song reflecting what it felt like for Helen to live in her dark, quiet world or write a paragraph about a gift for Helen using a Hamburger Paragraph Organizer, which guides topic sentence and supporting details.
Lesson 4
Inventors
Students read Chapter 4 which introduces characters (Helen Keller, Alexander Graham Bell, Annie Sullivan) and their relationships; comprehension questions ask students to identify why Helen loved Bell and how Bell and Annie felt about Helen. Activity 1 asks students to add one or two events from the chapter to a timeline, requiring students to place events in sequence. The Bell Riddle activity requires students to write ten facts about Bell's life, reinforcing understanding of character details and biographical events.
Lesson 5
Annie
Students answer comprehension questions about Helen and Annie that require identification of characters and their relationships. Students draw "before" and "after" pictures of Helen, list descriptive adjectives, and write sentences about Helen at two points in time, which requires them to establish a situation and describe characters. Students add events from the chapter to a timeline and predict future events, practicing ordering events in time.
Lesson 6
Helen Leaves Home
Students read Chapter 6 aloud and answer comprehension questions about what Helen enjoyed at Cape Cod, accusations at Perkins, and how events changed her feelings and relationships, which requires identifying characters and events. Activity 1 asks students to add one or two events from the chapter to a timeline of Helen Keller's life, and Activity 3 has students create a personal timeline listing important events year by year, which has students place events in chronological order. The Skills section also asks students to "plan and make judgments about what to include in written and oral products," supporting planning of event content.
Lesson 7
More Learning
Students are asked to add one event from each chapter to a timeline, which requires selecting and ordering events chronologically. Students label places on a U.S. map and paste events next to the correct locations in the "Helen's Journey" activity, connecting events to places. Students complete a bio poem with lines for name, descriptive words, relationships, feelings, needs, and residence, which requires them to identify and record character information. The skills section explicitly states students will "Write structured, informative presentations and narratives when given help with organization."
Lesson 8
All Grown Up
Students create a timeline of Helen Keller's life and are asked to add later important events, which encourages ordering events chronologically. Students pick one event from their own timeline and write about the experience, using two example narrative pieces (one with a clear narrator and situation) and space to compose their story. The example passages model establishing a situation ("I'll never forget the day Buddy ran away"; "When I was five, my dog ran away") and students are asked to read them and compare differences in voice and detail.
Final Project
Scrapbook or Interview
Students are asked to write from Helen Keller's point of view (first person) for the scrapbook and to play Helen when doing the interview, which establishes a narrator. The scrapbook is organized into specific, ordered pages (Page 1: birth, Page 2: how she learned, Page 3: family/home, Page 4: school, Page 5: postcard vacation, Page 6: proudest moment), directing students to present events across a clear sequence. Students are instructed to draft, revise, and are evaluated with rubrics that include criteria for voice and organization.
2: Change
Unit 1: Morning Girl
Lesson 1
Background Information
The skills list explicitly states students will "Write structured, informative presentations and narratives when given help with organization," which indicates narrative writing is an intended activity. In Activity 6 students are asked to think of a major event in their life and create a cave drawing to "tell the story" of that event, which requires selecting and sequencing event details. The "If You Visited the Bahamas..." worksheet prompts students to describe what they would see, eat, and do, which can function as a simple first‑person or hypothetical event description.
Lesson 2
Point of View
Students are asked to identify who is telling each chapter (e.g., Morning Girl, Star Boy, narrators in Voices in the Park) and to describe character voice and personality, which practices introducing narrators and characters. In the Journal Entry activity students record three thoughts/feelings/phrases used by the narrator and list two important events from each chapter, which requires selecting events from the story. In Activity 5 (Two Voices) students write short descriptions of what happened and their reactions after an outing, practicing recounting events from a first-person perspective.
Lesson 3
The News
Students are asked to discuss and identify Morning Girl and Star Boy (Introduction and Reading questions), which requires them to recognize and describe characters. Activity 1 has students record three feelings and two events for Morning Girl, prompting them to select and sequence events. Activity 2 directs students to create an island short story using vocabulary and explicitly reminds them that stories have a beginning, middle, and end, as well as characters, a problem, and a solution, supporting organization of an event sequence. Activity 3 has students describe what each family member brings to the family, reinforcing character introduction and situational context.
Lesson 4
The Rock
Students read Chapters 4 and 5 and answer targeted comprehension questions about characters, motives, and changes (e.g., why Star Boy pretends to be a rock; how the environment changes). In Activity 1 students are asked to write in Star Boy's voice and Morning Girl's voice, recording three feelings, three phrases, and two events from each chapter. Activity 4 asks students to describe how Star Boy changed from the beginning to the end of Chapter 4, identify what caused the change, and role-play responses that affect characters' feelings.
Lesson 5
Let's Write
The writing prompt directs students to "wake up and walk outside your house on the island" and then write two first-person paragraphs in Morning Girl's and Star Boy's voices, which requires establishing a situation and a narrator. The provided "Ideas and Rough Draft" organizer asks students to record an Opening Idea, things they See, Hear, Think, Do, and a Concluding Idea, guiding the order of events and details. Students are guided to produce a draft, revise using an Editing Rubric that evaluates Ideas and Voice, and then write a final copy, providing multiple opportunities to organize and present their event sequence.
Lesson 6
The Storm
Students answer focused comprehension questions about characters and events (e.g., what happens to Star Boy, his old name, how he stays safe) which requires identifying characters and event details. In Activity 1 students record Morning Girl and Star Boy's feelings, thoughts, words, and events from each chapter, prompting them to gather character information and episode-level events. Activity 2 asks students to describe the setting before and after the storm and to list positive and negative effects, which supports understanding the situation in which characters act. Activity 3 asks students to create meaningful names for family members and explain significance, reinforcing character identity and introductions.
Lesson 7
Visitors
Students answer chapter comprehension questions that require them to identify specific events (e.g., what Star Boy loses, why he does not return) which engages them with event details and sequence. In Activity 1 students record Star Boy's and Morning Girl's feelings, actions, and words, prompting description and characterization. In Activity 3 students write short journal entries from Morning Girl's point of view and from an explorer's point of view, explicitly asking them to include each person's description of the event, thoughts, and feelings, which has students adopt narrators and describe occurrences.
Final Project
Poetry Night
Step 2 asks students to write two "before and after" poems explicitly from two narrators' perspectives (a native person and Columbus), telling students to describe how the natives' environment, communities, health, and lives changed and how Columbus views the changes. The lesson provides sample poems using first-person "Before...Now..." phrasing that model taking on a narrator and contrasting states. Earlier reading and discussion tasks require students to read Encounter aloud, answer questions about characters' reactions, and create a mini-fold book categorizing positive, negative, and mixed effects—activities that have students identify and organize events and effects related to contact.
Unit 2: Communities and Culture
Lesson 3
The King
Students read pages 16–27 of a narrative (Hot on the Trail in Ancient Egypt) and answer comprehension questions that identify where Emma goes, what the town is like, why characters work, and why pyramids were built, which requires identifying characters and setting. The skills list includes making predictions about a text, so students practice anticipating events. In Activity 3 students are asked to create a short story about their own adventure in Egypt and read it aloud, using the vocabulary words in context.
Lesson 4
Back Home
Students read Hot on the Trail in Ancient Egypt and answer specific questions about how Emma, Libby, and Josh act (for example, how Emma and Libby rescue Josh and how the Binkertons escape). Students complete a Plot Pyramid diagram by recording five events leading to the climax (Emma and Libby finding Josh), three events after the climax, and the story's problem and solution. Students are asked to predict the ending and reflect on whether their prediction matched the actual sequence of events.
Lesson 5
A Day in Egypt
Students are asked to "record a daily schedule of events" with specified time slots (7:00 a.m. to 8:00 p.m.), which requires them to organize events in chronological order. Students are prompted to include meals, work, school, entertainment, recreation, and shopping and to "describe what happens during each event," prompting descriptive detail for each entry. Students are instructed to "decide if you are going to be a wealthy Egyptian or a laborer," which has them adopt a role/perspective that functions as a narrator or character for the piece.
Lesson 6
Middle Ages
Activity 3 asks students to write a journal entry from the point of view of a peasant and explicitly reviews that point of view means who is telling the story and that journal entries are written in the first person using "I," which directs students to introduce a narrator. The journal entry prompt requires students to describe the work the peasant did during the day and his feelings and thoughts about what occurred, which asks students to recount events. The Wrapping Up prompt asks students to describe the adventures of the Binkertons in the Middle Ages, asking them to retell events from the reading.
Lesson 7
Off to the Castle
The introduction tells the child that the Binkertons will begin their journey to find the castle, which establishes a situation and names characters. The reading questions ask students to read the Binkerton episodes and identify what is happening in the village when they arrive and whom the Binkertons find in the forest, prompting students to identify event sequence. The Build a Castle activity invites the child to use dolls or action figures to act out activities inside the castle, which gives students a chance to organize and dramatize events in order.
Lesson 8
Return Home
Students identify and describe characters in Activity 3 (Binkerton Characters) by recording three adjectives for each character and explaining how text and illustrations support those adjectives. In Activity 7 students brainstorm a time/place to visit, record ideas in a journal, and draw a book cover that places themselves in the chosen setting, which prompts them to generate setting and character placement. Reading questions (e.g., Question #5) require students to recount how events unfolded (how the Binkertons get the book back), so students practice retelling an event sequence from the text.
Lesson 9
Writing About History
Students are asked to choose a specific time period and a specific event or location to write about (Getting Started page) and to record details about that setting. The Rough Draft: Fact and Fantasy page gives sentence starters such as "When I was in _____, I saw _____" that prompt a first-person narrator and prompt action-focused content for a fantasy paragraph. Guidance contrasts the factual paragraph (more details/examples) with the fantasy paragraph (more action and focus on characters), and an editing rubric asks students to evaluate voice, ideas, and overall structure.
Unit 3: American Heroes
Lesson 1
Heroes
Students list adjectives that describe a hero and write names of people who exhibit those traits (Activity 1), which requires them to identify and name characters. In Activity 2 students draw and name a hero and write sentences using adjectives about that hero, including a sentence about how the hero changed the world, which has them describe actions. In the Wrapping Up students are asked to tell about a time they have seen or read about a hero and describe what the hero did, which asks for an oral or written recounting of events.
Lesson 5
Recent Heroes
Students are asked to create a new character for a Disney movie, draw the character, and briefly describe the character's personality and what the movie will be about, which requires them to introduce a character. The Hero Cards and timeline activity has students record heroes' names and birth dates, giving practice with ordering people/events chronologically. The adjective activities require students to write sentences that describe nouns (people, places, things), providing practice with descriptive detail about characters and settings.
Lesson 8
Heroes of Science and Invention
Students create hero cards for famous scientists and inventors and record their names and birth dates on a timeline, which has them identify and present characters. Students complete the Perseverance activity in which they write about the most challenging thing they have tried, note whether they have been successful, and provide supporting details for reasons they persevered. Students write sentences using verbs and adverbs, practicing sentence-level construction that could be used in short personal accounts.
Lesson 9
Book of Heroes
Students arrange hero cards in chronological order and number pages to create a Book of Heroes, which requires them to put people/events in time order. Students add names, dates, and significant national events on a three-ring Venn diagram when comparing three chosen heroes, situating characters in historical sequence and context. Students write the name, draw a picture, and compose three sentences about a chosen hero on the "My Favorite Hero" page, which prompts them to introduce a character and give descriptive information.
Final Project
My Life Story
The Pre-Writing Organizer asks students to record birth information and three major life events and to provide introductory and concluding ideas for Paragraph I, which helps establish a situation and a narrator. Activity 2 directs students to develop Paragraph I about events in their life up to this point and Paragraph II about actions they have done and will do, which requires organizing events into paragraphs. The Editing Rubric asks students to check that paragraphs have an introduction and concluding sentence and specifically asks whether three childhood events were included, supporting organization of an event sequence.
3: Cycles
Unit 1: Poppy
Lesson 1
Preparing for Poppy
Students are asked to identify the protagonist (Poppy) and antagonist (Mr. Ocax) and research their characteristics (Activity 2 and Wrapping Up), which introduces and focuses attention on characters. Students are prompted to tell a short fantasy story using listed fantasy elements (Activity 1), which requires creating a situation and characters. Students are instructed to copy the story map, label major events, and trace Poppy's journey as they read (Activity 4), which directs them to organize events in sequence.
Lesson 2
Mr. Ocax
Students read Chapters 1 and 2 and are asked comprehension questions that require them to identify and describe characters (Poppy, Ragweed, Mr. Ocax) and recall key events (e.g., Ragweed being eaten, Poppy escaping). Students locate story locations on a Setting Map (where Mr. Ocax lives, where the mice live, Bannock Hill) which supports understanding of situation and event locations. Students make puppets and are encouraged to reenact the event when Mr. Ocax tries to catch Poppy, which asks them to sequence and dramatize actions between characters.
Lesson 3
The Emergency Meeting
Students are asked to write a short summary of Chapters 3 and 4 in their journal and to answer comprehension questions in complete sentences about events (for example, how Poppy escaped, what the emergency meeting was about, and why Poppy was chosen to visit Mr. Ocax). Activity 1 has students draw and label a setting map that traces Poppy's escape and charts the path from Gray House to New House, which requires ordering events spatially. Discussion questions prompt students to describe characters' feelings and motivations (e.g., how Poppy's family felt about Ragweed and why her father selected her), engaging them with character information.
Lesson 4
Standing Before Mr. Ocax
Students chart and label Poppy and Lungwort's journey from Gray House to Mr. Ocax's tree in the Setting Map activity, which has them sequence locations. Students read and rehearse dialogue between Poppy and Mr. Ocax, identify speakers and quotation marks, reenact the interaction with puppets, and write a conversation in their journals. The Skills section explicitly lists writing narratives with help as a target skill.
Lesson 6
Dimwood Forest
Students are asked to chart Poppy's journey across Old Orchard and over Glitter Creek on a Setting Map, which requires them to sequence events spatially. Students write in a journal describing a decision Poppy made, the effects of that decision, and why it was good or bad, which requires them to recount and analyze an event. Students identify which characters represent protagonist and antagonist in the Good vs. Evil activity and compare opposites when preparing a diamante poem about Mr. Ocax and Poppy, which engages them in describing characters.
Lesson 7
Ereth
Students are asked to predict the creature Poppy meets and answer comprehension questions that identify who Poppy discovered (Ereth) and what Poppy learns about him, which requires recognizing and describing a character. Activities ask students to describe Ereth on a circle map and to select important quotes from the chapters, which supports introducing and characterizing people in the text. The Skills section also lists representing text information in story maps, suggesting attention to organizing text elements.
Lesson 8
On the Way to New House
Students are asked to write a summary of Chapters 13 and 14 in their journal, which requires them to recall and describe the chapters' main events. Students trace Poppy's journey to New House on a Setting Map, physically ordering scenes along the route. Students copy the dialogue among three animals, label each line with the character name followed by a colon, and act out the scene using puppets, practicing identification and use of characters and dialogue.
Lesson 9
The Truth at Last
Students use a guided journal format ("In Chapters 15-16, Poppy wanted...But...So...") to record characters' goals, conflicts, and outcomes, which prompts them to sequence events. Students identify and describe characters (Poppy, Mr. Ocax, Ereth) and recount plot details in the reading questions (e.g., what Poppy noticed, what truth she learned, how she feels). Students map the cycle of power in Activity 4 by illustrating events with arrows, and in Activity 3 they record textual examples showing how events change for characters, reinforcing event sequencing.
Lesson 10
The Battle
Activity 2 asks students to write a personal account of a time they showed bravery and to explain what made them afraid, how they overcame the fear, and the outcome — prompting a clear situation, a narrator (the child) and a sequence of events. The Wrapping Up prompt and several comprehension questions ask students to describe how Poppy defeated Mr. Ocax and to predict how she will get the salt, requiring students to organize and recount events in order. The journal/drawing activity asks students to illustrate a favorite event and write sentences about it using -ing and -ed forms, which requires students to represent actions in present vs. past sequence.
Lesson 11
Writing Project
The organizer directs students to write three paragraphs: Paragraph 1 describing the cycle of power between Mr. Ocax and the mice, Paragraph 2 describing how Poppy broke the cycle, and Paragraph 3 describing how life will be different for the mice. The student activity pages require students to write introductory sentences, supporting ideas, and concluding sentences for each paragraph and provide a rubric that asks whether paragraphs follow a central idea and have topic and concluding sentences. The tasks ask students to explain the cycle of power and how Poppy gained and took away power, which requires naming and describing characters and a sequence of events.
Lesson 12
A New Beginning
Students are asked to record literary elements (theme, setting, protagonist, antagonist, title) on a Story Tree and to review definitions of each element, which directs them to identify and introduce characters and the situation. The Story Tree and activity page explicitly prompt students to note Conflict, Problem, Solution, and Resolution, which organizes events into a sequence. Activity 1 has students trace Poppy's journey on a setting map from New House to Ereth to Gray House, requiring them to order events along a path. Discussion and journal questions ask students to describe changes in Poppy's life 13 moons after Mr. Ocax's death and events at Ragweed's tree, prompting sequencing of story developments.
Final Project
Poppy
The required center activity is a Plot Diagram that asks students to identify the problem, rising action, climax, falling action, and resolution, with example answers tied to Poppy and Mr. Ocax. The Think-Tac-Toe includes a prompt: "Pretend that you are Poppy. Write a journal entry that explains how you felt after defeating Mr. Ocax," which requires students to adopt a narrator (first-person Poppy). The Language Think-Tac-Toe asks students to "Write a three sentence dialogue that includes quotation marks," giving practice with characters speaking. The Plot Diagram instructions explicitly define story parts and guide students to organize events in sequence.
Unit 2: Charlotte's Web
Lesson 1
Getting Started
Students are prompted to establish setting and situation when the parent asks them what they know about farm life, tells them the name of the book, and has them examine the cover. Students use the Plot Flow Chart to write a major event for each chapter, practicing organization of events in chapter order. Students complete Character Descriptions for Fern, Charlotte, and Wilbur, finding words or phrases that describe how each character acts or feels as chapters progress.
Lesson 2
Charlotte
Students are asked to complete a Plot Flow Chart by highlighting a major event from each chapter, which has them identify and sequence events. Students complete Character Descriptions pages where they write words or phrases describing how each character acted or felt, which has them introduce and describe characters. Students are asked to write from Wilbur's point of view (poem options) that explicitly places them in a narrator's voice.
Lesson 3
Bad News
Students complete a Plot Flow Chart by highlighting a major event from each chapter, which has them identify and order events. Students fill in Character Descriptions by writing words or phrases that describe how each character acted or felt, practicing character identification and introduction. The skills list also includes planning what to include in written products and writing narratives with help, which suggests practice with organization and sequencing.
Lesson 4
Some Pig
Students fill in a Plot Flow Chart by highlighting a major event that occurred in each chapter, which requires them to identify and order events across the text. Students complete a Character Descriptions page in which they write a word or phrase describing how each character acted or felt during the chapter, which has them identify and characterize story participants. Students read Chapters 10–12 and answer comprehension questions about events (e.g., Charlotte's plan, how Charlotte avoided capture), reinforcing understanding of event order and character roles.
Lesson 5
Progress
Students read Chapters 13–15 and answer comprehension questions about why events happen and how characters respond, which requires them to identify events and character roles. Activity 1 asks students to fill in a Plot Flow Chart by highlighting a major event from each chapter, and to complete Character Descriptions by writing a word or phrase about how each character acted or felt during the chapter. These tasks make students sequence events and label character traits based on the chapters they read.
Lesson 6
The Fair
Students complete a Plot Flow Chart that asks them to highlight a major event in each chapter, which has them identify and order events. Students use a Character Descriptions page to record how each character acted or felt during chapters, engaging with character details. Students write a personal paragraph titled "The Best Time I Ever Had," practicing narrative writing about a real experience and focusing on clear ideas and details.
Lesson 7
The End
Students complete a "Plot Flow Chart" and "Character Descriptions" pages that require them to identify and order events and to describe characters. Students answer comprehension questions about key events (Chapters 19–22) and are asked to predict what will happen to characters, which engages them in thinking about situation and event sequence. The "Characters Change" activity asks students to write short descriptions of characters at the beginning and end of the story, showing character introduction and development.
Final Project
Charlotte's Web
Students are prompted to write a three-paragraph book review where Paragraph 1 asks them to describe the setting, a major event, and the problem in the story, and Paragraph 2 asks them to describe the main characters in an interesting way. The Book Advertisement option asks students to create a section that highlights the setting, a major event, and the problem, and another section that reveals the characters with descriptions. The directions reference a 'Plot Flow Chart' for ideas and list a skill of writing structured narratives when given help with organization, which students can use to plan events.
Unit 3: The Family Under the Bridge
Lesson 2
The French Man
Students read Chapter 1 of The Family Under the Bridge and are asked to think about the book's setting and how the community differs from their own, which establishes a situation and introduces the main character Armand. Students complete a 'Meeting Characters' organizer to record Armand's thoughts, words, and physical traits and answer comprehension questions about his life, feelings, hunger, and what he discovers at the end of the chapter. Students are asked to role-play or write as Armand (pretend to be Armand and explain what she enjoys about not having a job), which gives practice adopting a character's voice.
Lesson 3
A Discovery
Students are prompted to write first-person diary entries from Armand's and Suzy's perspectives with dates and sentence starters, which requires them to establish a narrator and the situation of discovery. Students complete a "Meeting Characters" page to record new information learned about characters, reinforcing character introduction. Students answer comprehension questions about why the children are under the bridge and Armand's reactions, which grounds the narrative situation and context.
Lesson 4
A Day in the City
Students read Chapter 3 and answer targeted comprehension questions about Armand, the Christmas log, Father Christmas, and the shopkeeper, which requires them to identify characters and events. Students complete a "Meeting Characters" page to fill in information about characters and discuss similarities and differences in events and characters. The Skills list includes "Compose sentences" and "Discuss similarities and differences in events, characters, and concepts within texts," prompting students to recall and talk about event details and character roles.
Lesson 5
Singing
Students are asked to review the "Meeting Characters" page and to "pretend to be one of the Calcet children" when writing a letter or speech, which requires them to use character perspective. The "Working for Money" activity asks students to describe the economic cycle of the Calcet children and Armand in a three-box flowchart, sequencing needs, services, and purchases. Reading questions and journaling prompt students to recall and explain events from Chapter 4 (for example, why Armand left and why the children saved food), which requires attention to event details and causes.
Lesson 6
The Shoe
Students fill in new information about the characters from Chapter 5 on a 'Meeting Characters' sheet, directly practicing identification and description of characters. Students answer targeted comprehension questions about Armand's feelings, actions, and changes between chapters, which requires them to track character development. Students complete a double-bubble map comparing the Calcets and the Gypsies, writing descriptive words and shared traits for each group.
Lesson 8
Christmas Eve
Students read Chapter 7 and answer comprehension questions that require identifying event order (QUESTION #1 asks where the children went — party under the bridge then midnight mass) and specific actions (QUESTION #8 asks what Armand did in the church). Students complete a "Meeting Characters" chart and use that chart to create the "Gifts" activity, which has them select and justify items for each character. Several questions (e.g., QUESTION #2, #5, #6) ask students to describe characters' perspectives and reactions, prompting character-focused analysis.
Lesson 9
Saying Goodbye
Students are asked to add information to a "Meeting Characters" chart after finishing the chapter, which requires them to identify and record details about characters. The Reading and Questions section asks students to answer targeted questions (e.g., why Suzy was upset, why the Gypsies packed up, where Paul was when he went missing) that require understanding character motivations and the sequence of events. The Culture Commentary activity asks students to look back at earlier chapters and describe aspects of the setting and people, reinforcing identification of situation and character context.
Lesson 10
A Home at Last
Students complete a "Meeting Characters" chart where they record new information about Armand, which involves identifying and describing a character. Students create a flip book with labeled flaps (Best Part, Funniest Part, Saddest Part, Most Exciting Part) and beneath each flap illustrate events and write a descriptive phrase or sentence, which requires selecting and summarizing events. The Wrapping Up prompt asks students to think of a different ending, giving them an opportunity to produce a sequence of events that changes the story's outcome.
Final Project
Reader's Theater
Students choose a scene from The Family Under the Bridge, reread the event, and convert it into a Reader's Theater script, giving characters words to say and using a narrator to tell audience details. The activity requires students to use script format with character names, dialogue, and stage directions (actions in parentheses) and to list characters and props on the writing page. The Final Project Rubric requires at least three stage directions and multiple lines, and the Skills list explicitly includes "retell or act out the order of important events in stories."
4: Relationships
Unit 1: One Day in the Tropical Rain Forest
Lesson 2
Morning in the Rain Forest
Students are asked to describe Tepui (QUESTION #1) and to name and list animals mentioned in the chapter, which requires identifying characters. Activity 1 directs students to classify animals by chapter and to describe relationships among animals, requiring attention to who is involved in events. Activity 3 asks students to record the most important event at each time frame across the day and to compare their own daily timeline with Tepui's, which has students sequence events by time.
Lesson 3
The Tree
Students read Chapter 2 and encounter Tepui, so they identify a narrator/character and details about his environment. Students record major events from Chapter 2 on a "Daily Activities" sheet, which requires them to locate and order events across time periods. Students place animals in and around Tepui's favorite tree according to the author's description, organizing spatial relationships that reflect where events or interactions occur.
Lesson 4
Butterfly Search
Students are asked to record the major events from Chapter 3 on a "Daily Activities" sheet, which requires them to identify and sequence events from the text. Students are asked to pretend they discovered a new butterfly species, name it, design it, and write about two relationships the butterfly has with a plant or animal, which provides a creative prompt that could be turned into personal storytelling. Students write a paragraph describing which type of animal scientist they would like to be, including habitat and animals, which asks them to compose a brief written response about characters (themselves as a scientist) and context.
Lesson 5
Rain Forest Relationships
Students place and sequence events on the Plot Timelines by cutting out event descriptions and pasting them under time intervals for specific characters (sloth, jaguar, beetles, Tepui/Dr. Rivera). Students answer questions about the story problem and how characters try to solve it, record major events on a Daily Activities sheet, and describe or sketch characters (e.g., the nameless butterfly, sloth and moths, mother and baby sloth) on activity pages. The Relationships activity asks students to describe how pairs of characters help or harm one another, reinforcing character roles and interactions.
Lesson 6
Law of the Jungle
Students are asked to record the major events that occurred during the time periods found in Chapter 6 on the "Daily Activities" sheet, which requires ordering events from the text. Students are prompted to predict how Tepui and Dr. Rivero will attempt to find the butterfly and to record those predictions, engaging with characters and a situation. Students are asked to illustrate or describe three examples of The Law of the Jungle and to write a free verse poem titled "The Law of the Jungle," producing original written responses tied to story characters and events.
Lesson 7
Helping a Friend
Students are given the characters Tepui and Dr. Rivero and asked to write or arrange a script that names each character and assigns lines to them. Students are asked to include stage directions and props, to order lines in the sequence they occur, and to record major events on a "Daily Activities" page. The Skills section explicitly lists "Retell or act out the order of important events in stories," and Option 2 asks students to write a script that includes stage directions and event sequencing.
Lesson 9
A Close Call
Students read Chapters 8–10 and answer questions that identify characters and actions (e.g., why Dr. Rivero climbed the tree, how Tepui stopped the bulldozers). Students record major events on a "Daily Activities" sheet and add animals/characters to a "Rain Forest Animals Chart." In Activity 4, students select the most important events, list them on a Plot Diagram (Introduction/Event boxes 1–3, Problem, Climax, Falling Action, Resolution), describe the climax, and explain how the problem was solved.
Final Project
Field Guide or Documentary
Students are asked to "pretend to be a scientist" and choose a scientist role, which invites them to adopt a narrator identity. For the documentary option, students must write a script for each animal using the Documentary Organizer (name, layer, food, predators, interesting facts, relationships) and then film the presentation, practicing spoken delivery. The rubric and organizer require drafting and revising writing and creating engaging presentations, which supports work on voice and audience in a spoken narrative format.
Unit 2: The Whipping Boy
Lesson 1
Medieval Times
Students are asked to identify and draw the story setting (Activity 1 and Day 2 Activity 4) and to note what they know about medieval times, which establishes the situation/time/place. Students are asked to list and describe relationships and to role-play events from those relationships (Activity 3), which requires them to portray characters and enact events. Students are asked to create a comic strip that tells the story of The Whipping Boy by illustrating a major event from each chapter as they read (Activity 6), which sequences events across chapters.
Lesson 2
Jemmy and Prince Brat
Students create a comic strip that requires them to illustrate an important event from each chapter, add speech/thought bubbles, and write a sentence narrating what is happening, which practices sequencing events across the story. Students are asked to write diary entries "from Jemmy's point of view and one from Prince Brat's point of view," prompting them to adopt a narrator voice and present character perspectives. Guided chapter questions ask students to summarize main ideas and Chapter 3, encouraging students to identify and restate event sequences and situations (e.g., why Jemmy was brought to the castle and why the two run away).
Lesson 3
The Plot Thickens
Students are asked to read Chapters 4–6 and answer journal/discussion questions that require identifying characters, events, and motivations (e.g., why Jemmy changed his mind, where he planned to hide, who kidnapped the boys). Students draw a comic strip reflecting the action in each chapter, which requires them to select and order scenes from the events they read. Students create crests for Prince Brat and Jemmy and describe how the characters' personalities affect their relationship, which has them identify and represent characters and their situation.
Lesson 4
A Note to the King
Students are asked to describe the predicament of Prince Brat and Jemmy, which prompts them to establish a situation. Students read Chapters 7–9 aloud and answer comprehension questions about characters and motivations (e.g., why characters assumed the prince could write), which requires identifying and describing characters. Students fill in a comic-strip box after each chapter, which has them place chapter events into a sequential visual format.
Lesson 5
Disagreements
The opening prompt "Tell your child that today Prince Brat and Jemmy have some disagreements" establishes a situation and names characters for students. Students read Chapters 10–12 and answer targeted comprehension questions about who did what and why (e.g., who convinced Cutwater, who was sent back), which asks them to identify a sequence of events. Activity 1 directs students to fill a box on a comic strip for each chapter, prompting students to organize the chapter events visually in order.
Lesson 6
In the Woods
Students are asked to add a scene to a comic strip for each chapter they read, which requires them to create events tied to specific parts of the story. Students answer journal questions and retell what happened in the reading, practicing sequencing of events. Students identify main and supporting characters and describe differences between Jemmy and Prince Brat, showing they work on introducing and recognizing characters.
Lesson 7
The Rescue
Students are asked to draw a comic strip of scenes from the chapters, which requires them to select scenes and present events in sequence. Students are asked to write a ballad about Jemmy and the prince by picking an event from the story, which has them choose characters and focus on a specific event. The skills section includes that students will "write structured... narratives when given help with organization," and the comic-strip and ballad activities provide concrete opportunities to represent a sequence of events.
Lesson 8
Friends
Students complete the last two boxes of a comic strip and are asked to read the whole strip to see if it makes sense, which has them arrange events in order and check sequence. Students write framed diary entries titled "Dear Diary" for Prince Horace and Jemmy that prompt them to describe the day's events, reflections, and future plans, which establishes narrators/characters and a situation. The "Changes" page asks students to list behaviors from early and late chapters and to write a poem about the changes, having them connect events to character development and sequence that unfolds over the story. The lesson's skill statements also direct students to plan what to include and to write structured narratives when given help with organization.
Final Project
A Monologue
Students are asked to write monologues for two named characters (Prince Brat and Jemmy), reread specific pages for context, and use sentence starters that prompt background, feelings, and how relationships have changed. The student rubrics ask for inclusion of character background, difficulties, and a main message, and the monologue prompts explicitly require introducing the character's perspective (e.g., "When I was in the castle...", "I can't believe the people..."). Students are guided to include figurative language and to rehearse and present the monologues, reinforcing the character-centered narrative voice.
Unit 3: Iggie's House
Lesson 1
The Move
Students read chapters of Iggie's House and complete a multi-column Reactions Chart where they identify events, record characters' reactions, and write personal reactions, directly engaging with characters and event sequences. Students are asked to summarize important events from Chapter 1 and to recall main ideas, facts, and details, which requires organizing events in order. The skills list explicitly includes analyzing characters and planning what to include in written products, supporting work with characters and event structure.
Lesson 3
The Softball Game
Students read Chapter 3 about Winnie inviting the Garbers to play softball and answer comprehension questions about characters, motivations, and events (e.g., why Winnie lied, how she tries to start a relationship with the Garbers). Students are asked to describe the softball game and fill in a Reactions Chart, which requires recalling and sequencing events and character responses. Students write sentences using past-tense and subject/verb agreement on Irregular Verbs and Subject/Verb pages, producing short written responses about actions in the story.
Lesson 4
A New Dog
Students are asked to summarize the events that occurred in Chapter 4, which requires them to recount and sequence chapter events. Guided reading questions and the Reactions Chart prompt students to analyze characters, their actions, and relationships (e.g., questions about why Winnie tears up letters, why the Garbers had their dog). The "My Pet" activity asks students to write a paragraph about their relationship with a pet and provides space to draw themselves with the pet, which prompts students to introduce at least two characters (themselves and the pet) in writing.
Lesson 5
A Visit from Germs
Students read Chapter 5 and answer journal/discussion questions that require them to identify characters, their actions, and motivations (e.g., why the Garbers were glum, what Tina did to Woozie, what Winnie did about the sign). In Activity 2 students write character names and record the problems between pairs of characters, describing relationships in writing. In Activity 3 students pretend to invite a new friend into a tree house and list three points of interest, which asks them to produce written or oral descriptions tied to a setting and characters.
Lesson 6
A New Petition
Students are asked to summarize important events from prior reading and to answer journal questions about chapter events, which requires recalling and sequencing what happened. Students complete Character Circle Maps and are prompted to write descriptive words and support choices with evidence, which has them identify and describe characters. The Skills list and activities require students to analyze characters, recall main ideas, and discuss how personalities influence relationships, engaging with character introduction and event details.
Lesson 7
The Swim Club
Students are asked to describe what happened to Winnie at her aunt's Swim Club and to go through the chapter to identify contractions, which requires recounting events. Activity 1 (Reactions Chart) has students record how characters responded to events and their personal responses, engaging them with characters and events. Option 2 of the Contractions Game asks students to write six sentences in their journal related to characters and/or events in the story, linking writing to the book's people and happenings. The Friendship House activity has students draw pairs of characters and write a sentence describing each friendship, which requires identifying and naming characters.
Lesson 9
A Letter
Students are asked to write a three-paragraph letter from Winnie's perspective, with the planning pages providing a main idea, a topic sentence, supporting details, and a concluding sentence for each paragraph. Students are reminded to write in first person as Winnie and to use events that occurred in the story; an example letter explicitly introduces Winnie as narrator, names characters (Iggie, Glenn, Herbie, Tina), and recounts a sequence of events (missing Iggie, meeting the Garbers, the petition conflict). Students draft, revise, and produce a final copy, using the planning organizer and rubric to guide organization and coherence.
Final Project
Character Interviews
The prompt asks students to "pretend the local news station is coming to do a story" about the new neighbors, which establishes a situation for the interviews. Students are instructed to write interview questions for specific characters (Winnie, Mrs. Landon, Herbie Garber, Mr. Garber) and to take on the role of those characters when answering, which requires introducing and portraying characters. Students are told to "include events in the story in his answers" and to refer to a Reactions Chart, and the rubric explicitly asks whether students used events in the story when developing questions and answers.