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Interactive Read-Alouds

Grade 3

Second Nine Weeks

3 Days 2 Days 5 Days 5 Days

3 Days

SundiataDavid WisniewskiLexile: AD820Grade Level Band: NADays: 3Grade 3

Planning Notes A map of Africa to point out Mali would be helpful. The map inside the front

cover is useful for tracing events, but a map of Arica would provide the larger geographic context.

The extensive note inside the back cover provides background history that you may be interested in reading in advance.

There are a number of unfamiliar words in this book. You cannot preview them all, but you can fast scaffold them by quickly rewording some of the sentences so that your students can follow the narrative.

DAY 1Beginning – Page with page with the king behind curtain

Develop or Activate Background KnowledgeThis book has an unusual title. It’s called Sundiata: Lion King of Mali, and it was written by David Wisniewski. You may be thinking that this is the Disney Lion King. It’s not. This book is based on the true story of a prince called Sundiata, in the country we now call Mali, in Africa. The story happened centuries ago, and it tells how Sundiata, although a sickly boy, grew up to save his people and be called the Lion King. Let’s see what happened. It’s not all true. There’s some legend mixed in! It’s become a folktale – a story told over and over through the years until we’re not sure which parts are true and which are made up.

Model a Comprehension Strategy and Ask Questions During ReadingAs we read today, we will discover that some African tribes had a wise man called a griot. Later I will ask you to imagine that you were a griot. Think about the advice you might give to the king. You can write about it later.

[Don’t show the first two-page spread before you read.][First page]A griot is a West African storyteller and wise man. A king would always have a griot to advise him. [Pronounced gree ō’]

I haven’t shown you the picture yet. That’s because I want you to guess whether it’s daytime or nighttime. Put your fist on the chest and let’s vote. If you think it’s day, show me one finger; if you think it’s night, show me two. [Reveal the picture and briefly discuss.] You can see how an illustration can really help out the words. They work together.

[End of page with crescent moon]Who do you think the author is speaking to? When he says, "listen to me," who is he speaking to? [Prompt by reading the first line again.]

[Page with king on throne]Why did the king decide to marry her? [Prompt that the griot advised him too.]

[Next page, after "first wife of the king"]In those days a king could have more than one wife.

[End of that page]Why was Sassouma upset at first? Why does she feel better now?

I will predict something here. I'll think about what I know and try to figure out something that is going to happen. I already know that Sogolon's son will grow up to be the Lion King. And I know that the King's first wife wants her own son to become king. So I am predicting that there will be trouble.

[End of page with the king behind curtain]Why does the king's griot tell him about small seeds?

DiscussionNow it’s your turn to ask questions. Think of a really good question about what we’ve read today and ask your partner.

Teach Tier 2 WordsOne of the words from our book today was homely. What word? Homely means plain and not pretty. I once had a dog that was very homely, but he was also very friendly and fun to play with. In our book the word homely is used in this sentence: "Though homely, she is said to possess the very spirit of that buffalo, strong and courageous." So the man was trying to convince the king that even if she wasn't pretty, the young girl was strong and brave. Homely means plain and not pretty. What word?

Another word from our book today was endure. What word? Endure means to suffer through, to live through and still be alive. We all have to endure hardships in life. In the book, the griot compares Sundiata to a young plant that must endure heavy rains in spring. “What storms the first sprout endures!” he says. Endure means to suffer through, to live through and still be alive. What word?

Sentence ComposingImitateOne day two hunters approached the throne.One day two ______ approached the ______.

ExpandThe next year, Sogolon gave birth to a boy.

Written ResponsePretend you were a griot. What else would you say to King Maghan? Remember that your job is to be wise and give good advice.

SundiataDAY 2

Page starting “The next day…” – Page with Sundiata and his motherReview and Share Written Responses

[Ask partners to share their griot advice.]Model a Comprehension Strategy and Ask Questions During Reading

Yesterday I asked you to give advice. But after we read today, I want you to write and ask for advice. You will write about the advice that Sundiata might ask from the griot.

[End of page with Sundiata on floor]Let’s summarize what is happening here. King Maghan has a griot. The King's son will become the new king and the griot's son will become the new griot. So it's father to son and father to son. Sometimes it helps to think about what you have just read so that you can keep it all straight!

[After second paragraph of page with iron bar]What does Sassouma mean by saying “a walking boy is better than a crawling lion”? [Prompt that she’s not really comparing boys with lion’s.]

[End of page]Why did Sundiata think it was important to walk? Talk to your partner.

[Page with witches]Why do you think Sundiata was so nice to the witches?

[Page with Sundiata and his mother]What does Sogolon think might happen to them if they stay? Tell your partner what you think.


Teach Tier 2 WordsOne of the words from our book today was hideous. What word? Hideous means ugly or disgusting to look at. In a fairytale, a witch would be hideous. In the book, Sassouma wonders why the king would want another son, "especially from this hideous woman." Now, that doesn’t seem fair. Sogolon was homely but certainly not hideous. Hideous means ugly or disgusting to look at. What word?

Another word from our book today was reluctant. What word? Reluctant means not wanting to do something. Sometimes I am reluctant to exercise even though I know it is good for me. In the book it says that "Sundiata reluctantly agreed" with his mother's plan to leave. Reluctant means not wanting to do something. What word?

Sentence ComposingCombineOur magic cannot hurt a heart full of kindness. Our magic will let you do nothing against him. [Prompt use of the causal words and phrases, such as because or which is why.]

UnscrambleSundiata was / angered / and saddened / by the loss / of his friend / and Sogolon’s / wise words / brought / new pain

Written ResponseToday I want you to imagine that you are Sundiata. What advice would you ask from Balla, the young griot?

SundiataDAY 3

Page starting “For seven years…” – EndReview and Share Written Responses

[Ask partners to share the advice Sundiata might have asked for from Balla.]Model a Comprehension Strategy and Ask Questions During Reading

After we finish our book today, I will ask you to write a brief opinion about the book. You will tell how will you like it and whether others should read it.

[Middle of page with river]Why didn't other rulers help them?

[End of page]I think I can make a prediction here. I know that Sundiata wants to return and become king in his own land. And I also think that he is going to become king in Mema. So I predict that he will lead an army back to his home country.

[Page with two messengers]I predicted that he would lead an army to fight Sassouma's son and become king himself. Was I right?

[Page with lion silhouettes]I'm wondering what happened to Balla. Remember that he was with Sumanguru. Talk to your partner about what you think has happened to him.

[Page with arrow]A tana is a magic charm. Does the tana really have power over Sumanguru? Tell your partner what you think.

By the way, the spur of a rooster is that pointed thing on the back of its foot. If you look closely at the picture you can see that the tip of the arrow has a white spur.

[Page with sword and spear crossed]What does the author mean when he writes that “Sumanguru then became one with the stone of the cave”?

[Last page]What did Sundiata mean when he said that "none shall interfere with another's destiny."

DiscussionImagine that the author of our book, David Wisniewski, were visiting our class today. What questions would you like to ask him?

Teach Tier 2 WordsOne of the words from our book today was clash. What word? Clash means to have an argument or even to do battle. You and your friend might clash if you disagree about something. In our book we find the word in this sentence: "The two armies clashed on the

plain of Kirina." Clash means to argue or fight. What word?

Another word from our book today was disheartened. What word? Disheartened means no longer sure of yourself. If a team loses too many games, they may become disheartened. Here is a sentence from our book: "Disheartened by his flight, the sorcerer's army went down to defeat." Disheartened means no longer sure of yourself. What word?

Sentence ComposingImitateThe slightest touch will defeat him utterly.The slightest touch will ______ him ______.The slightest ______ will defeat him utterly.

ExpandSundiata returned in glory to Mali.

Written ResponseOn the back of this book are quotes that other people have said about the book. [Read a couple of the shorter ones aloud.] Imagine that the publisher asked you for your opinion of the book. Write two or three sentences of your own that might appear on the back of this book. Later we will display them later on the board so do your best work. Remember to give your opinion first and then your reasons.

Lon PoPoEd YoungLexile: 670Grade Level Band: 2-3Days: 2Grade 3

Planning Note There are no page numbers in this book, so count the first page of the story starting

with the illustration as page 1. The end of the applicable sentence from the read-aloud is listed in bold as the cue for when to use the prompt.

DAY 1(Pages 1-14 )

Develop or Activate Background KnowledgeHave you ever read the story, Little Red Riding Hood? [Summarize and discuss with the children what they already know about this popular story. Tell the students that this story from China is similar to Little Red Riding Hood. Explain that although there are similarities, some things in the story will be different. Show students the book cover of Lon PoPo.] This book is called Lon PoPo. It is the Chinese version of Little Red Riding Hood. It was written and illustrated by Ed Young. Just look at those eyes! They’re really a little scary. I think Ed Young wants to be a little scared. His book has a subtitle too. A subtitle comes after the title and tells more about the book. [Read the subtitle.][Have the students recall the wolf’s actions in Little Red Riding Hood. Then ask the students to predict whether the wolf will behave the same way in this variation.]

Model a Comprehension Strategy and Ask Questions During ReadingAfter we read today, I’ll ask you to tell me just what you would do if a wolf came to your house. I’ll expect you to give me your reasons!

[Page 2 …children at home.]Why do you think the mother left her children alone? How do you think the children felt about being left alone?

[Page 3 … your Po Po.”]What do you think Po Po means?

[Page 6 …the day is short.”]What would your advice be to the children? Tell your partner.

[ …the cunning wolf said.]What are some examples from the story that show how the wolf is clever?

[…did not answer.]Why do you think the cunning wolf blew out the candle?

[Page 9 …in the coop,” he said.]What does the wolf mean when he says that all the chicks are in the coop?What do you think is going to happen?

[Page 12 …the wolf said.]Is the wolf still pretending to be PoPo? How do you know?How would you have fooled the children if you were the wolf?

[Page 14 …outside the door.”]Even though Shang knew that it is the wolf, she still calls him PoPo. Why do you think she does that? Why does she want to get gingko nuts for the wolf?


Teach Tier 2 WordsOne word from our story is cunning. What word? Cunning means sly or able to trick others. I might say, The cunning wolf disguised himself in the skin of the sheep. In our book it says, “Quickly open up, and let your PoPo come in,” the cunning wolf said. Cunning means sly or able to trick others. What word? (page 8)

Another word is brittle. What word? Brittle means easily broken or delicate. I might say, Tom handled the brittle vase with care. In our book, Ed Young writes, “The wolf gave a sigh. ‘Oh dear. PoPo is old, her bones have become brittle. No longer can she climb trees.’” Brittle means easily broken or delicate. What word? (page 14)

Sentence ComposingCombine:The wolf had sharp claws. The wolf had claws that felt like thorns.[Prompt the use of that.]

Imitate:When Shang stretched, she touched the wolf’s tail.When ______ stretched, she touched the ______ ______.

Written Response after Each DayI want you to write about what you would do if a wolf came into your house. First give me your opinion and then give your reasons.

Lon Po PoDAY 2

(Page 15 to End of Book)Review and Share Written Responses

[Have partners share what they would do if a wolf entered their house. Summarize and discuss with the class what happened in the story on the previous day.]

Model a Comprehension Strategy and Ask Questions During ReadingWhen we finish our book today, I’ll give you a chance to compare it with a more familiar story – Little Red Riding Hood. Think about how it’s similar and how it’s different.

[Page 16 …the tall tree.]Why do the sisters climb the tree? Would you have done anything differently up until this point?

[…the tree yourself.”]Do you think Shang is telling the truth? Why would she lie to the wolf?

[Page 17 …pull you up.”]How will the wolf reach the gingko nuts? What could Shang possibly have planned for the wolf?

[Page 20 …do it again.”]If Shang is really small and weak, do you think she could have lifted the wolf to the gingko nuts by herself? Why is she pretending that she is small and weak? What do you think will happen when Tao helps?

[Page 21 …we shall not fail.”]Will the sisters fail? Why or why not? What do you think will happen next in the story? Tell your partner and give one reason why you think so.

[Page 24 …to pieces.]What exactly does this mean happened to the wolf? What does this mean for the three sisters?

[Page 25 …fell peacefully asleep.]Are they finally safe, now? How do you know?

[Page 28 …the Po Po who had come.]What do you think the girls’ mother said when she heard their story? What will the girls do differently next time?

DiscussionImagine that the author of our book, Ed Young, were visiting our class today. What questions would you like to ask her?

Teach Tier 2 WordsOne word from our story is tender. What word? Tender means easily chewed or cut. I might say, Sara’s steak was very tender. In our book Ed Young writes, “Oh PoPo, these nuts are so tasty! The skin so tender,” Shang said. Tender means easily chewed or cut. What word? (page 17)

Another word is paced. What word? Pace means to walk back and forth. I might say that the teacher paced while she waited for us to sit in our seats. In our book it says, “The wolf came outside and paced back and forth under the tree where he heard the three children eating the gingko nuts at the top. Pace means to walk back and forth. What word ? (page 17)

Sentence ComposingCombineThey climbed down. They went into the house. They closed the door with the latch. They fell peacefully asleep.[Prompt creating a series and using the word and before the last item.]

ExpandThe wolf fetched the rope.

Written ResponseNow that we’ve finished the book, make a Venn diagram comparing the Chinese version of the story with Little Red Riding Hood. If something is only true of Little Red Riding Hood, write it here. If something is only true of Lon PoPo, write it here. If it’s true of both books, write it here so that it will be in both circles. Let’s do some examples together. Where would I write “Cunning Wolf”? Where would I write “America”? Where would I write “China”? See how many more things you can write. Think about where to write them. Start by drawing two circles, like these, and write the title next to each. [To save time and to make sure there’s an adequate amount of space in each area, consider duplicating the Venn.]

American Tall TalesMary Pope OsborneLexile: 970Grade Level Band: 5-6Days: 5Grade 3

Planning Notes The tall tale as a genre typically involves fictional characters. Mary Pope Osborne

has included real individuals, such as Davy Crockett and Johnny Appleseed, as the source of some the tales. Our opinion is that it is better to steer toward the legendary classics.

Note that for each story Osborne provides a background note. These are helpful for your background but they are not meant to be part of the read-aloud.

A map of the United States on display would make a good prop to indicate some of the place names in the story.

DAY 1Pecos Bill, pp. 75-81

Develop or Activate Background KnowledgeToday we will read a tall tale. [Stand on tiptoe.] A tall tale is a story that is really hard to believe. Things happen that couldn't possibly happen in real life. Tall tales are about exaggeration. That's when you stretch the truth. When you catch a fish that is this big [Use fingers to show size] and tell people that it was actually this big, you are exaggerating. Sometimes the exaggeration is so big that it's funny.

Some tall tales are about fictional characters. They never really existed. Some tall tales are about a real person, like Johnny Appleseed, but the story of their life is exaggerated.

The story I will read today was retold by Mary Pope Osborne. She’s the woman who wrote the Magic School Bus books. This is a tall tale about Pecos Bill, who lived out west during the frontier days. As I read, be on the lookout for things that are exaggerated.

Model a Comprehension Strategy and Ask Questions During ReadingAfter we finish reading today, I'm going to give you a very unusual writing assignment. I want you to write from the point of view of a coyote. That’s right! I'll tell you more about that later.

[Page 75, after "teddy bears"]Have you noticed any exaggerations? You haven't heard anything yet!

[Bottom of page 76]What is a varmint anyway? [Prompt that it is actually a slang word for any mammal that is considered a pest.]

[Bottom of page 77]How many of you think that Bill will join up with the wild gang? Raise your hands. Why do you think so? [Call on someone with hand raised.]

[Middle of page 78]If you predicted that Bill would join the wild gang, it looks like you were right.

[Page 78, after "100 more miles"]I just read two more exaggerations. What were they? Tell your partner.

[End of page 79]Bill has quite a collection of animals, doesn't he? This is a good place for me to make a mental image. In my mind’s eye I see Bill walking along with the horse over his shoulders, the mountain lion at his side, and the snake wrapped around his arm. Can you see it in your own mind? Now let's turn the page and I will show you how the illustrator, Michael McCurdy, drew the picture. Illustrations can help us understand what we read. Talk to your partner about how the picture is similar to the one in your head, and also how it is different.

Discussion[While displaying the illustration]What do you think is going through the minds of the wild cowboys as they see Bill? [Elicit predictions.] We’ll find out tomorrow.

Teach Tier 2 WordsOne of the words from our book today was desolate. What word? If a place is desolate, there are no people anywhere and it is very bare and empty. A desert is often a desolate place. In our story today, Pecos Bill's family "clattered across the desolate land of western Texas." If a place is desolate, there are no people anywhere. It's bare and empty. What word?

Another word from our book today was drape. What word? To drape means to lay one thing across another. I can drape my arm over this bookcase. [Model it.] Or I can drape my sweater over my arm. In our story, Pecos Bill "draped the lame critter around his neck and hurried on." Drape means to lay one thing over another. What word?

Sentence ComposingImitateHis horse stepped in a hole and broke its ankle.His ______ stepped in a ______ and broke its ______.

ExpandThey dropped their dinner plates.

Written ResponsePretend that you are a coyote. Now that you know what a tall tale is, that's easy. So, while you’re at it, also pretend that you’re a coyote who knows how to write. Write in your coyote diary about the day you found Pecos Bill. Start with the word today.

American Tall TalesDAY 2

Pecos Bill, pp. 82-85Review and Share Written Responses

[Ask partners to share their coyote diary entries.][Remind the students what a tall tale is. Review the story so far.]

Model a Comprehension Strategy and Ask Questions During ReadingAfter we read today, I want you to write a paragraph telling me about the life of Bill’s girlfriend, Slue-foot Sue, before she met Bill. Of course, you will have to make up some pretty tall details!

[Page 82, after "two feet shorter"]The exaggerations are piling up, aren't they? Which is your favorite so far? Talk to your partner.

[Middle of page 83]Those are some very big distances. Here they are on the map: Texas, New Mexico, Arizona, and California. And here is Death Valley – and it really is about 200 feet below sea level.

[Page 83, after "every minute of it"]What does Widow Maker mean? [You may have to prompt that a widow is a woman whose husband has died.]

[On page 84, after "elegant buckskin suit," you will need to explain what a bustle is because comprehension of what happens next will depend on it. Good luck.]

[End of page 84]Time for you to make a prediction. Tell your partner what you think will happen – and why. Give at least one reason.

[End of page 85]Come on, let's get it out of our system! I want everybody to show me a real coyote "ah-hoo." Ready? Pecos Bill would be proud.


Teach Tier 2 WordsOne of the words from our book today was revert. What word? Revert means to go back to the way things were. For example, if I tried teaching a new way and it didn't work out so well, I would revert to the way I used to teach. In our story today, Pecos Bill "was so love-struck he reverted to some of his old coyote ways." That means he went back to acting like a coyote. Revert means to go back to the way things were. What word?

Another word from our book today was mesa. What word? A mesa is a hill with very steep sides and a very flat top. [Draw a simple one.] A mesa might be hard to climb, but

once you get to the top everything would be flat. Mesa is the Spanish word for table. In our story, we read that Sue "flew over plains and mesas, over canyons, deserts, and prairies." A mesa is a hill with a very steep sides and a very flat top. What word?

Sentence ComposingUnscrambleBill held / on tight / as he / got sucked up / into the / middle of / the swirling / cloud.

CombineShe flew over plains. She flew over mesas. She flew over canyons. She flew over deserts. She flew over prairies.[Prompt creating a series and using the word and before the last item.]

Written ResponseWrite a paragraph telling about the life of Slue-foot Sue before she met Bill. What do you think she did? And remember to exaggerate! Make your tale as tall as you can.


Paul Bunyan, pp. 99-104Planning Notes

This statue of Paul and Babe, the Blue Ox, is located in California. There are many similar statues throughout the country. Project it if you wish.

A good teachable moment occurs after the first sentence, if there’s a U.S. map within view. There are more later, when other places are mentioned.

Review and Share Written Responses[Ask partners to share their tall tales about Slue-foot Sue.]Last time, we read the wild story of Pecos Bill. Today we will read another tall tale retold by Mary Pope Osborne. This is a tall tale about Paul Bunyan, probably the most famous character in all the tall tales. Remember that tall tales are about events that are exaggerated. They are told in a way that makes them seem too big to be real. Way too big! As I read, be on the lookout for things that are exaggerated.

Model a Comprehension Strategy and Ask Questions During ReadingWhen we finish reading today, I want you to make up a brand new tall tale about Paul Bunyan. I’m sure you can think of a good one.

[After first sentence]Here is Maine, way up here in the Northeast. Much of Maine is covered with pine trees. Those will be important to Paul Bunyan. By the way, have you noticed any exaggerations yet?

[Page 99, after "a hundred pounds"]How about now? Notice any exaggerations now? What? This is only the first of many. Just like the story of Pecos Bill.

[Page 100, after "flop, flop, flop”]I would like to make a prediction here. I would like to predict what is making the flopping sound. But I don't think I have enough information, so I’ll keep reading to find out.

[Page 101, after "across the blue hills"]I wonder where he got his clothes. When his parents left him in the woods he was wearing only a diaper. You can see it in the illustration. But should I try to infer where he got his clothes? No! This is a tall tale. Anything can happen.

[Middle of page 103, after "ever got away"]Why does she begin the sentence with "it's a known fact"? [Prompt that the teller of a tall tale always tries to make it sound as if it might possibly be true.]

[When Minnesota is mentioned, point it out on the US map. Do the same when other states are mentioned.]

DiscussionThat is quite a trip, isn't it? When so much is happening at once in a story, I like to take just a few seconds to review it in my mind so that I'm sure that I've gotten it right. So let’s summarize. [Briefly retrace their journey from state to state on the map.]

Teach Tier 2 WordsOne of the words from our book today was inseparable. What word? If two people are inseparable, it means that they are almost never apart. When you see one you see the other. They don't want to be separated. In this story, we read that "Paul Bunyan and Babe the blue ox were inseparable." If two people (or in this case a person and an ox) are inseparable, it means that they are hardly ever apart. What word?

Another word from our book today was delegation. What word? A delegation is a group of people who get together for some official purpose. For example, our town might send a delegation to meet with the governor. In our story, it says that "a delegation of citizens went to the baby's parents" to ask them to move their son. A delegation is a group of people who get together for some official purpose. What word?

Sentence ComposingImitateHe was so lonely, he cried a whole river of tears.He was so ______, he cried a whole river of tears.He was so ______, he cried a whole ______ of tears.He was so ______, he ______ a whole ______ of ______.

ExpandHe hunted and fished.

Written ResponsePaul Bunyan stopped and did wonderful things in several states. One state that wasn’t mentioned is Colorado. [Indicate it on the map.] Write about some amazing thing that Paul and Babe might have done in Colorado. Remember that the Rocky Mountains are there.


Paul Bunyan, pp. 105-109Planning Note

It would be helpful to project the image for brawny in this plan if possible.Review and Share Written Responses

[Ask partners to share their Colorado additions to the Paul Bunyan story.]Model a Comprehension Strategy and Ask Questions During Reading

As we read today, we will discover some make-believe animals made by combining two different ones. Later I'll give you a chance to write and tell me about your own invented animals.

[End of page 105]So now we know how the Great Lakes were formed, right? [Indicate location on the US map.] This tale is getting taller by the minute.

[Do not show the illustration on page 107 right away.]

[Page 107, after "Paul said"]Now I haven't shown you the illustration on this page yet. It's a good chance to form a picture in your mind. Think about the details that the author is giving us. Picture the giant, Paul Bunyan, with a huge frying pan. He is holding it over a forest fire to heat it up. Inside are lots of lumberjacks, much smaller than he is, skating around on their feet. Got the picture? Here is how Michael McCurdy drew the scene. [After revealing the illustration] Talk to your partner about how your mental picture compares with his picture.

[Page 109, after "coming and going"]Why would they have a stinger at both ends?


Teach Tier 2 WordsOne of the words from our book today was barricade. What word? Barricade means to place things in a path or street to keep people from coming through. If an army was going to come across a bridge to attack, the other army might barricade the bridge to keep them from crossing. In our story, we read that when the ten-foot mosquitoes attacked, the loggers “started barricading the doors and windows of the bunkhouse with two-ton boulders to keep them out." Barricade means to place things in the way to keep people – or critters – from coming through. What word?

Another word from our book today was brawn. What word? Brawn means physical strength. If you are brawny, you are big and strong. Many football players are brawny. One type of paper towel is called Brawny, and there is a picture of a lumberjack like Paul Bunyan. The people who make the paper towels want you to believe that they are strong. In our story, "Paul wanted the biggest and brawniest men for his camp." Brawn means great physical strength. What word?

Sentence ComposingUnscrambleJohnny / kept the / payroll and / he took / care of / Babe’s hay / and grain bills / and about / ten thousand / and two / other things

CombineGet some giant bumblebees. They'll get rid of the mosquitoes.[Prompt use of the causal words, such as because or if.]

Written Response[Write "bee-squitoes" on the board.]The author has made a new word out of two old words, bumblebee and mosquito. If they had babies, the babies would be a little like each parent. They might have a stinger at both ends. Sometimes words for real new animals come from the names of their parents. See if you can guess which two animals can make a [write the word] liger. How about a zedonk? These are real animals, and scientists made up their names just like Paul did, by taking parts of each word:

Liger = lion + tigerZebra = zebra + donkey

Today I want you think up your own mixed animal and write why Paul Bunyan made it. For example, you might say:

“Paul Bunyan decided he was bored by the way his donkeys looked. Every one of them was gray and dull. So he mixed them with zebras to make zedonks. After that, all his donkeys had stripes.”

Start by thinking of a mixed animal of your own. Give it a new name that has parts of the old names. Then write your paragraph and draw a picture of your new animal. [Consider projecting these images.]


John Henry, pp. 89-95Planning Note

Try to display a US map, as you have in the previous two stories, so that you can point out place names.

Review and Share Written ResponsesSometimes machines are invented that do a job better than people. For example, lumberjacks used to use axes, just like Paul Bunyan, but today they use chainsaws. The machines work better and faster. If a machine came along that cost you your job, you would be upset. Today we will read our third tall tale. It is about a man named John Henry who tried his best to work harder than a machine. He wanted to prove that the machine wasn't needed.

Model a Comprehension Strategy and Ask Questions During ReadingWhen we finish our book today, and have learned about all three of these characters, I will ask you to choose one and list his character traits in a chart. A chart is a good way to make comparisons.

[Page 89, after "long, long time"]So far, what have you noticed that makes this story a tall tale?

[Toward the middle of page 90, point out the places on the US map.]

[End of page 91]I will make a prediction here. I know that John Henry was a great railroad worker, but I also know that machines are used to make new railroads today. I think if John Henry had won this contest, they would not be using machines today. Let's see if I'm right.

[Bottom of page 93, after "all the machines of the future"]Why did John Henry keep hammering?

[End of story]So was my prediction right or wrong? Did he beat the steam drill, or not?

DiscussionImagine that the author of our book, Mary Pope Osborne, were visiting our class today. What questions would you like to ask her?

Teach Tier 2 WordsOne of the words from our book today was dignity. What word? If you have dignity it means that people look up to you and respect you. If you do something very silly, you might lose your dignity, at least for awhile. In this story, John Henry was worried that machines would rob workers of their dignity by making them look like they weren't needed anymore. Dignity means that you are worthy of respect. What word?

Another word from our book today was contestant. What word? A contestant is someone who plays a game or a sport. Contestant comes from the word contest. I would like to be a contestant on Wheel of Fortune! In the story, John Henry and the steam drill were contestants. We read that the "the onlookers gathered around the contestants." A contestant is someone who takes part in a game or sport. What word?

Sentence ComposingImitateThey came from the countryside, and they came from the cities.They came from the ______, and they came from the ______.They ______ from the ______, and they came from the ______.

ExpandThey carried John Henry down from the mountain.

Written ResponseHere are some words we might use to describe these three characters:

bravestrongsmarthard working

These words are adjectives we might use them to describe people. When the word refers to what’s on the inside [point to your head], to the sort of person he or she is, we call the word a character trait. When the word refers to their body, to how they look, it’s not a character trait. Think about these four words. Is brave a character trait? How about strong? Smart? Hard-working? Try some more:

tallblondfastkindmeanlazy

I want you choose one of the three characters we’ve read about – Pecos Bill, Paul Bunyan, or John Henry – and write two lists of words. In one list, write character traits. In the other list, write words that tell about how they look and what they can do. Draw a chart that looks like this. Write the name of your character here and write character traits in this column and other adjectives in this one.

Name of Your Character:Character Trait Other Words That Describe Him

Maps and GlobesJack Knowlton, illustrated by Harriett BartonLexile: 1030 (based on uploaded sample)Grade Level Band: 6-8Days: 5Grade: 3

Day 1Pages 1-11

Introduce Book and Preview Technical VocabularyThis book is called Maps and Globes. It was written by Jack Knowlton and illustrated by Harriett Barton. Let’s start by talking about the difference between a map and a globe. [Construct or refer to COD diagram at the right as you talk] A map is a type of diagram. There are other types, such as Venn diagrams and timelines. A map shows how places are related. They can be made of paper or other materials and they can even be electronic. A globe is a type of map. So is a flat map, a sea chart, and an electronic map.

Text StructureThis book gives us lots of information about maps and globes. [Construct or refer to the semantic map of the topic-subtopic text structure] First, we will learn how maps have been used in the past. Then we will learn about the difference between flat maps and globes. We will also learn some new terms that are useful when we use maps. The book tells us how large areas can be represented in a very small map through scales. We will learn how the height of mountains and the depth of the ocean can be shown on maps. Finally, we will learn different purposes for maps.

Ask Questions During Reading and Model Comprehension StrategiesAfter we read today, I would like for you to write and explain why maps were so wrong a few centuries ago. They had many mistakes. Listen to find out why.

[End of page 1]I mentioned that maps can be made of many materials. What material is being used in this picture?

[End of page 3]Now we have two more materials. Help me list them in our diagram.[End of page 5]What material can we add now?

[End of page 6]Let’s compare this old map of the world with the one on our wall [or another one you can find]. Talk to your partner about some of the differences you see.

[End of page 7]Why do you think it took so long for explorers to see what the world was really like?

[End of page 9]Let’s look at where Columbus went on our globe. He went from Spain to these islands in the Caribbean Sea. He sailed across the Atlantic Ocean. But he meant to go all the way over here. [Point to East Indies] What do you think Columbus believed about the shape of the world?

[Top of page 11]Columbus suspected that the world was round, but did he really prove it with his voyage? Talk to your partner.

Discussion[Review first diagram.]

Sentence ComposingCombineThe earth was like an orange. The earth was like a cannonball. The earth was not like a table. [Prompt the use of contrast words, such as but and although.]

ImitateAs civilizations grew, better maps were needed.As ______ grew, better ______ were needed.

Written ResponseTell the reasons why maps were so wrong a few centuries ago.

Maps and GlobesDay 2

Pages 11-20Review and Share Written Responses

[Have partners share their explanations of why early maps were so wrong.]Ask Questions During Reading and Model Comprehension Strategies

After we read today, I will ask you to explain why a globe is better than a map. Be listening for the reasons.

[End of page 11]Why do you think Magellan stayed so close to the coast of South America and Africa?

[End of page 13]So a globe is really a small model of the earth. Can you think of other models? Perhaps there are some in our classroom.

[End of page 15]We have described a map as a type of diagram. Here they call it a picture. I like the word diagram better, because a map is more than the picture to me. It has lots of writing on it. [Point out some of the writing on a wall map]

[End of page 17, compare a wall map of the world with the globe. Another good comparison is Antarctica.]

[End of page 20]Could there be an Eastern and a Western Hemisphere? [Point out Prime Meridian and International Date Line on your globe. This will preview page 27]


Sentence ComposingCombineSouth America is bigger than Greenland. South America is smaller than Asia.[Prompt the use of contrast words, such as but and although.]

ImitateUnlike maps, globes are round. They put all the world’s geography in its proper place.[Prompt use of the causal words and phrases, such as because or which is why.]

Written ResponseExplain why a globe is better than a flat map of the world. You can illustrate your writing if you wish.


Pages 22-30Planning Note

Bring a piece of string or yarn.Review and Share Written Responses

[Have partners share their explanations of why globes are better than maps.]Ask Questions During Reading and Model Comprehension Strategies

As we read today, pay special attention to what the scale of a map tells you. You can write later today and explain.

[End of page 22]Help me find the scale on this wall map. Sometimes you need to look closely to find it. [Do some examples with the wall map.]

[End of page 24]Could we find the shortest route from Chicago to Calcutta on a wall map? [Try it.]Now let’s try another example. Let’s say we want to fly from New York City to Tokyo, Japan. We will use a piece of string and our globe. [Point out that the route goes over Alaska.]

[End of page 27]We can tell how far any point is from the equator with latitude. Here is Singapore. It is located at 2° north latitude. It is only 2° north of the equator. The highest we can go is 90° north latitude. What do we find here? [North pole] Longitude goes East and West. If we start here at the Prime Meridian, and go west, we can count the number of degrees again. With latitude and longitude, we can find any point on earth. Let’s try it. Let’s find a point that is 34° north latitude and 84° west longitude.[Demonstrate with your globe or map. This point is near Atlanta. You might try this as an assignment. There is also a website that find any point after you enter the coordinates: http://www.findlatitudeandlongitude.com/ ]

[Top of page 28, you may want to avoid the word altitude, which is a source of confusion because it can also refer to height above the ground.]

[End of page 29]Let’s look at the contour lines on the top map. We can compare it with the elevation profile, which is a side view. Which color represents the highest elevation? The lowest? Now let’s find Mount Everest on our wall map [or globe]. [See if there are contour lines. Note that you can also use google maps to demonstrate, both map and satellite options.]

[End of page 30]Why is it important for ship captains to have charts showing contour lines?

DiscussionDo you think there are places on land that are below sea level? They would have a negative elevation. [This would make a good research project for partners. There are

http://www.findlatitudeandlongitude.com/

several such places, including Death Valley and the Dead Sea.]Sentence Composing

ImitateGlobes differ in size, so they differ in scale.______ differ in size, so they differ in ______.

ExpandSea level is where elevation is measured.

Written ResponseExplain what the scale of a map tells you. Draw an example of a map to help explain.


Pages 31-35Review and Share Written Responses

[Have partners share their explanations of scale.]Ask Questions During Reading and Model Comprehension Strategies

Today we will learn the difference between a political map and a physical map. Later you can write and explain the difference to me.

[End of page 31]Let’s look for some contour lines on this map of the United States. [Demonstrate how the water near the coast is shallower than the water farther out to sea. Point out that contour lines help us to see these differences.]

[End of page 32]Where are the countries on this map of South America? There are many countries in South America, but I don’t see any on this map. Talk to your partner.

[End of page 34]Now we know why there were no countries on the physical map. That is not the purpose of a physical map. It is the purpose of a political map. I don’t see any straight line borders in South America, do you? Let’s see if we can find some in our map of the United States. [Be sure to point out the northern border of Georgia, plus many examples in the West.]Now let’s see if we can find some examples of rivers that form borders on our US map. [Point out the Rio Grande and also borders between some of the states, such as the Savannah River between Georgia and South Carolina, and the states bordering the Mississippi. Discovering straight line and river borders are another good activity for partners.]


Sentence ComposingCombineDepressions are shown on physical maps. Depressions are areas of land below sea level.

ExpandThere are over 150 independent countries on earth.

Written ResponseExplain the difference between a political map and a physical map.


Pages 36-endReview and Share Written Responses

[Have partners share their accounts of how physical and political maps differ.]Ask Questions During Reading and Model Comprehension Strategies

When we finish our book today, I will give you something fun to do. You will pretend that you were a mapmaker and draw a treasure map. I'll tell you more about it when we finish the book.

[End of page 37]The scale of a local map is very different from our map of the United States or the world. 1 inch on a local map represents less real distance. The area is so small that mapmakers can include many more features. Here is a key to what these features are. [Review the 15 features and locate them on the map.] A key like this is called a legend.

[End of page 39]Let's compare what these 4 maps can tell us. They have very different purposes.

[End of page 41, point to the location of an atlas in your classroom library school media center.]

Discussion[Remember that this book was written in 1985, before the Internet. Much has changed in terms of the availability of maps. It is important for third-graders to be able to use digital maps. If you are online, project the Google homepage, click on Maps, and enter the address of your school. Zoom in and out as you point out familiar roads and landmarks. Then click on Satellite. The students will see how an abstract map represents the reality of places. You can then go to Street View to see ground-level pictures.]

Sentence ComposingCombineThe fleet sailed down through the icy waters at the tip of South America. The fleet then sailed sailed across the Pacific and Indian Oceans. The fleet then sailed around Africa’s Cape of Good Hope. Finally, the fleet sailed back to Spain.[Prompt them to create a chronological series using words like after and then.]

ImitateAt this time, most people still believed that the earth was as flat as a pancake.At this time, most people still believed that the earth was as flat as a ______.At this time, most people still believed that the earth was as ______ as a ______.

Written ResponseNow is your chance to be a cartographer. A cartographer is a person who makes maps. I want you to invent your own island where a treasure is buried. Let X mark the spot. Your job is to draw a map of the island so that you can find the treasure when you return later. Be sure to include roads, buildings, and a few landmarks such as ponds and large trees.

A Drop around the WorldBarbara Shaw McKinneyLexile: N/A (poetry)Readability: N/ADays: 3Grade: 3

Planning Notes This “crossover” book is an unusual combination of poetry and content. It will allow

you to address multiple standards. The last 4 pages are nonfiction with a lexile of 820 (grades 4-5). This material is

likely to beyond the reach of first graders and is not included in the lesson plans. Number the pages in advance, starting with the page beginning “Nestled in a cloud.”

DAY 1Pages 1-6

Develop or Activate Background KnowledgeToday we will follow the journey of a raindrop. The name of the book is A Drop Around the World. A journey means you are traveling from one place to another. The raindrop will take us on a journey around the world. We will see many sights and experience many things. Have you ever been on a journey? Turn to your neighbor and make a connection with the raindrop. Tell your neighbor about a journey you went on.This book is written as a poem. We will take several days to read and discuss the poem. At the end of the poem there is a lot of information written about water. We will discuss that information. The book was written by Barbara Shaw McKinney and illustrated by Michael Maydak.

Model a Comprehension Strategy and Ask Questions During ReadingAs I read, notice how the author uses rhyming words. I will give you a chance to write a rhyming line of poetry yourself later.

[Read the poem at the beginning of the book.] I told you this book was written as poem! Let me read those lines again while you look at them. [Project.]

Raindrop, take us to the skies.Teach us how to vaporize.Condense us so that we can flowto places only raindrops go.

How many lines did I read? Yes, and they work together. They are called stanza. A stanza in poetry is like a paragraph in prose. This book is made up of four-line stanzas. Did you hear any rhymes? Look again. They are at the ends of every two lines: [Point] skies rhymes vaporize and flow rhymes with go.

There’s also something unusual going on. The author is speaking to a raindrop as though it were a person. Poets like to do that sometimes. The word for it is personify. They personify an object and treat as though it were human. That’s very colorful language!

What does the author ask the raindrop to do?

Are you ready for the journey? Let’s ask ourselves these same question:

Where do raindrops go? What happens to raindrops when they fall?[End of page 1]The poem states that Raindrop longs to rain though it’s not big enough to fall. What would make Raindrop big enough to fall?

[End of page 2]It quickly sizzles in the heat, evaporating in retreat. Evaporated means it turned into a vapor, like mist or fog. What can we infer about the temperature that day in Spain?

[End of page 3]Let’s summarize. In Spain it was very hot and the raindrop evaporated. The vapor turned into a snowflake when it traveled to Switzerland. What caused the vapor to turn into a snowflake?

[End of page 5]Raindrop has now been filtered and is below ground in a maze of pipes. A maze of pipes means there are many pipes underground that go in many different directions. Why do you think so many pipes are needed, and what do you think they are for? Look at the picture to give you a clue. Talk about it with your partner.

[End of page 6]The picture shows the Raindrop dropping from the spigot into the trough. The cow is drinking the water, which goes into its stomach. The water is turned into milk. What happens to the milk that is in the cow’s stomach?

Discussion[Project the cross-section diagram of the cow and explain that the illustrator has allowed us see inside the cow’s body. It is not labeled, but point out the major organs shown: heart, lung, udder]

Sentence ComposingCombineI use milk in my cereal. I use milk in my cocoa. I do not use milk in my soup.[Prompt the use of contrast words, such as but and although.]

ImitateRaindrop, take us to the skies.______, take us to the ______.

Written ResponseHere is a line of poetry like the ones in this book. Write a line that could come after this one. Remember, it must make sense and it has to rhyme. If you like, write more than one second line.

The vapor floats into the sky

DAY 2Pages 7-16

Review and Share Written Responses[Have partners share their second lines.]

Develop or Activate Background KnowledgeRaindrop has journeyed from Maine to Spain to Switzerland and beyond. [Show the journey on your wall map] Poems are meant to be read more than once. So I’ll start today by reading from the beginning. [Reread to the point you left off.]Before we go on, let’s review some of the words we’ve learned. [Construct the diagram below as you review.] We start with liquid water on the earth. Heat causes it to evaporate. It floats up into the air as a vapor. Notice that the word vapor is inside the word evaporate. In the cooler air above the earth, the vapor condenses. It becomes thicker as drops begin to form. You can see it then, in the form of clouds. When the drops grow big enough they fall back to earth as precipitation. Sometimes the precipitation is rain, but if the air is cold enough, the drops freeze into snowflakes.

Model a Comprehension Strategy and Ask Questions During ReadingAs I read today, pay attention to the three different forms that Raindrop can have. You can write about them later.

Now let’s continue with Raindrop’s journey.

[End of page 8]Raindrop continues to journey as part of a glass of milk, then it floated in the dessert. In the desert Raindrop is lifted into cirrus clouds. Cirrus clouds are feathery bands of clouds seen high in the sky. I’ll read two lines again: “But like a tease, our Drop blows by…No, not a cloud stops by to cry.” Turn to your partner and discuss what you think the author means when she says, “not a cloud stops by to cry.”

[End of page 12]So Raindrop continues its journey to the rain forest where it is vapor which turns into fog. All of us have seen pictures of a rain forest. I want you to close your eyes and visualize how a rain forest would look if it was covered in thick fog. Raindrop continues on to different countries in Asia. It says that the “heavy rain topples a mango cart, and vandalizes Asian art.” What do you think the author means by “vandalizes Asian art”?

[End of page 16][Show on Map] Raindrop continues to journey around the world. It journeys to Australia, deep into the ocean, Japan, and deep into the earth. In Japan, Raindrop becomes a part of a stratus cloud. Can anyone tell me what a stratus cloud looks like? A stratus cloud is a low fog-like cloud that lies in a flat layer over a wide area of sky.

Discussion Today we’ve learned about two types of clouds. Let’s make a simple diagram to help us remember. I’ll start with clouds because that’s the category both belong to. Then I’ll write cirrus and stratus below and connect them to clouds with lines. Let’s see if you can remember what each type is like. [Discuss characteristics.]

Sentence ComposingCombineIt floods a gutter. It floods a street. It pushes people off their feet.[Prompt creating a series and using the word and before the last item.]

ExpandThe vapor condenses.

Written ResponseThink about Raindrop. Tell me three different forms you can turn into. Use each form in a sentence.

DAY 3Pages 17-24 (rainbow page)

Planning note Be prepared to project pictures of the three cloud types.

Cirrus Stratus Cumulus

Review and Share Written Responses[Ask partners to share their three sentences.][Show on Map] Raindrop is continuing his journey. On yesterday he journeyed from the desert to the rain forest. He was deep in the ocean near Australia. Then he went deep into the earth somewhere near Japan. During his journey, we learned some new words. Let’s review them. [Review the two diagrams from Day 2.]

Remember that poems are best when we read them more than once. So I’ll start by rereading yesterday’s poem, without pausing, and then we’ll start today’s part of poem.

Model a Comprehension Strategy and Ask Questions During Reading[End of page 18]Raindrop continues to journey around the world. Now Raindrop has become part of a cumulus cloud. Cumulus clouds are large with flat bases and rounded masses piled up on top. We can add this new type to our diagram.

As we finish our book today, think about the many ways we use water. You'll have a chance to make a list of the ways later today.

Let’s look at pictures of the three clouds we’ve read about so far so that we can compare them.

[End of page 20]Raindrop journeys to the Arctic area. There he freezes and becomes a part of the ice covered land. How do you think he got to the Arctic area? Raindrop stays there until spring. What can you infer happens to Raindrop in the spring?

DiscussionThe author says at the end of the poem that children should take care of the water on the Earth. They should conserve it, protect it, and value its worth. Turn to your partner and discuss why you think the author said this. Then we will discuss your answers.

Sentence Composing

Unscrambleof mankind - for the survival – and shelter – water, food – are – important

Imitate [same sentence]Water, food, and shelter are important for the survival of mankind.______, ______, and ______ are important for ______.

Written ResponseWater is very important! We use it in many ways. Make a list of some of the ways people use water. You can illustrate your list if you want. I will get us started.

We drink it.

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