Subject: Reading/ English Language Arts (ELA) Lesson 1: Day 1&2 Grade: 3rd Grade Time: 1 hour total, 2 day span

Objective: Students will be able to make a logical prediction given key words as well as using their prior knowledge of “Bunnicula” so far. Then, students will find and define different vocabulary words that are used throughout the text. Students will interpret the definition by completing a series of prompts. Standards: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for answers./ RL.3.4 Determine the meaning of words and phrases as they are used in the text. / RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Focusing Activity : Have a quick class discussion about what happened in Chapter 7 of “Bunnicula” to serve as a refresher before beginning the next chapter. Students will be completing a “Predict a Plot” worksheet prior to reading Chapter 8. A timer will be set for students to finish their “Predict a Plot” within 5 minutes or less. They have been given key words and phrases and now must make a logical prediction for what characters will be involved, where the chapter will take place, and what could happen with those characters involved.

Materials/Equipment: “Bunnicula” by James and Deborah Howe, “Predict a Plot” worksheet (uploaded to iPads), Chapter 8 Vocabulary document for display, “Vocabulary Breakdown” worksheet (2/learner), dictionaries

Procedure

Students Teacher

• Follow along using shared copies of the text as the teacher reads out loud

• Keep an eye out for the key vocabulary words that are displayed on the board for this chapter

• Participate in class discussion and respond to teacher provided prompts while reading

• Self-corrrect by assessing your “Predict a Plot” worksheet (using a different color pen)

_______________________________________ • Work cooperatively with others to complete the

“Vocabulary Breakdown” worksheet • Use complete sentences when required, pay attention

to spelling, and finish the worksheet to the best of your ability

• Share findings with other groups and whole class • Make any corrections that are necessary on your own

paper

• After students have completed making their predictions, we can move into reading Chapter 8

• The title for this chapter is “Disaster in the Dining Room”- students will be prompted to share some predictions that they made

• Point out the Vocabulary document that is up on the ENOBoard; remind students that when they hear me read one of these words that they need to put their hands on their head and we will stop and figure out the meaning using prior knowledge and context clues

• Begin reading, prompting students with questions and predictions as we continue reading (this will help with engagement)

• Read with emotion and inflection • When reading is complete, have students correct their

predictions or indicate on their sheet that they were correct (should not take much time at all)

_______________________________________ • Move into “Vocabulary Breakdown” with students, ask

that they go back to their seats get a pencil and quick and quiet come back to the family room

• Display worksheet on the ENOBoard • Explain that students will be given 2 words that they

need to find the definitions for using a dictionary • Go through with group how the dictionary is organized

(should be a review from previous year) • Explain the worksheet requirements, “what do I need

to see to know you understand this?” • Place student in small groups or partners to ensure

that there are enough dictionaries and assign words • Walk around and assist students as they work

Assessment: Learners will be assessed informally based on their responses to class discussion (to check for understanding/comprehension). Vocabulary Breakdown worksheets will be corrected by students as a whole class. The teacher will be able to gage the level of success within this worksheet by walking around the room during work time as well as focusing on the answers that are shared with the whole class.

Subject: Reading/ English Language Arts (ELA) LESSON 2: DAY 3 & 4 Grade: 3rd Grade Time: 1 hour total, 2 day span

Objective: Using the text, students can complete a T-Chart listing the characteristics and actions of Bunnicula and a vampire. Then, utilizing the text as well as their prior knowledge, students will write a 5 sentence paragraph that has text specific details and supporting points to prove their stance on if Bunnicula is a vampire or not. Standards: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for answers./ RL.3.3 Describe characters in a story. / RL.3.6 Distinguish own point of view from that of the narrator or those of the characters./ W.3.1 Write opinion pieces on texts, supporting a point of view with reasons.

Focusing Activity : Have a quick class discussion about what happened in Chapter 3 of “Bunnicula” to serve as a refresher before beginning the next chapter. Students will be completing a “Predict a Plot” worksheet prior to reading Chapter 4. A timer will be set for students to finish their “Predict a Plot” within 5 minutes or less. They have been given key words and phrases and now must make a logical prediction for what characters will be involved, where the chapter will take place, and what could happen with those characters involved.

Materials: “Bunnicula” by James and Deborah Howe, “Predict a Plot” worksheet (uploaded to iPads), Chapter 4 Vocabulary display, “Bunnicula & Vampire T-Chart” worksheet (uploaded to iPads), pictures of Bunnicula & vampire

Procedure

Students Teacher

• Follow along using shared copies of the text as the teacher reads out loud

• Keep an eye out for the key vocabulary words that are displayed on the board for this chapter

• Participate in class discussion and respond to teacher provided prompts while reading

• Self-corrrect by assessing your “Predict a Plot” worksheet (using a different color pen)

• Students will work with partners/small groups to share texts and finish the T-Chart worksheet

• Students will write specifics in the T-Chart, referring to a page number if necessary

• Then, they will need to go into paragraph writing on the back of the worksheet. (at least 5 sentences)

• They need to have supporting details (at least 2) to make their sentence strong and to prove their point

• Will provide a picture with their sentence to help support what they have written

• After students have completed making their predictions, we can move into reading Chapter 4

• The title for this chapter is “A Cat Prepares”- students will be prompted to share some predictions that they made

• Point out the Vocabulary document that is up on the ENOBoard; remind students that when they hear me read one of these words that they need to put their hands on their head and we will stop and figure out the meaning using prior knowledge and context clues

• Begin reading, prompting students with questions and predictions as we continue reading (this will help with engagement) ; Read with emotion and inflection

• When reading is complete, have students correct their predictions or indicate on their sheet that they were correct (should not take much time at all)

• Move into “Bunnicula & Vampire T-Chart” worksheet with the class; put up a picture of Bunnicula and a vampire on the board

• Explain what the students will need to do with the T-Chart; Chester has a meeting with Harold to discuss what he has witnessed wit h Bunnicula and what he read about vampires. Use the text to record what Bunnicula has done that Chester has noticed, write down what a vampire does/looks like using what Chester shared with Harold- use specific pages

• The writing prompts are “I think Bunnicula is a vampire because….” or “I think Bunnicula is not a vampire because…”

• Remind students that these will be displayed (show me your 3rd grade work!)

• Students should write a draft and then have a quick teacher conference to go over spelling/mechanics

Assessment: Learners will be assessed informally based on their responses to class discussion (to check for understanding/comprehension). T-Chart and paragraphs will be collected and assessed by teacher to check understanding of text through the prompt. I will also be looking for students ability to use the text and provide evidence that will suppor their paragraphs.

Subject: Reading/ELA LESSON 3: DAY 5 & 6 Grade: 3rd Grade Time: 1 hour total, 2 day span

Objective: Students will be able to make a logical prediction given key words as well as using their prior knowledge of “Bunnicula” so far. Then, students will find and define different vocabulary words that are used throughout the text. Students will interpret the definition by completing a series of prompts. Standards: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for answers./ RL.3.4 Determine the meaning of words and phrases as they are used in the text. / RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Focusing Activity : Have a quick class discussion about what happened in Chapter 4 of “Bunnicula” to serve as a refresher before beginning the next chapter. Students will be completing a “Predict a Plot” worksheet prior to reading Chapter 5. A timer will be set for students to finish their “Predict a Plot” within 5 minutes or less. They have been given key words and phrases and now must make a logical prediction for what characters will be involved, where the chapter will take place, and what could happen with those characters involved.

Materials/Equipment: “Bunnicula” by James and Deborah Howe, “Predict a Plot” worksheet (uploaded to iPads), Chapter 5 Vocabulary document for display “seized” and “grimace”

Procedure

Students Teacher

• Follow along using shared copies of the text as the teacher reads out loud

• Keep an eye out for the key vocabulary words that are displayed on the board for this chapter

• Participate in class discussion and respond to teacher provided prompts while reading

• Self-corrrect by assessing your “Predict a Plot” worksheet (using a different color pen)

• Complete vocabulary assignment within small groups

• After students have completed making their predictions, we can move into reading Chapter 5

• The title for this chapter is “Chester Goes into His Act”- students will be prompted to share some predictions that they made

• Point out the Vocabulary document that is up on the ENOBoard; remind students that when they hear me read one of these words that they need to put their hands on their head and we will stop and figure out the meaning using prior knowledge and context clues

• Begin reading, prompting students with questions and predictions as we continue reading (this will help with engagement)

• Read with emotion and inflection • When reading is complete, have students correct their

predictions or indicate on their sheet that they were correct (should not take much time at all)

_______________________________________ • Move into “Vocabulary Breakdown” with students, ask

that they go back to their seats get a pencil and quick and quiet come back to the family room

• Display worksheet on the ENOBoard • Explain that students will be given 2 words that they

need to find the definitions for using a dictionary • Explain the worksheet requirements, “what do I need

to see to know you understand this?” • Place student in small groups or partners to ensure

that there are enough dictionaries and assign words • Walk around and assist students as they work

Assessment: Learners will be assessed informally based on their responses to class discussion (to check for understanding/comprehension). The teacher will collect the steps and provide feedback to students on their plan that they created. If a student appears to have had a difficult time with the worksheet (mechanics, comprehension, general understanding) the teacher will meet with them to help guide them in the correct direction.

Lauren Brzezinski

Chapter 3 “Some Unusual Goings-On” neglected pendulum handicap suspicious aroused

exhausted

Chapter 4 “A Cat Prepares” surveyed

assortment scamper zucchini kerplop

Chapter 5 “Chester Goes into His Act” seized

grimace

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