Text Types
For the first nine weeks I am going to be reading The BFG by Roald Dahl. This narrative text will have an activity that goes along with it. The students are going to create a book of the characters and events that happened in the story. I will have a page for each of the characters in the booklet and it will be stapled together inside a cover. Once a week I will read one chapter from the book The BFG after reading the chapter for that week the students will work on the page(s) that has the character(s) on it that they just heard about in the chapter. Each page will consist of them doing a different activity. For example for the page about The Giants the students will draw and color a picture of what they think the giants looked like and then they have to write five to ten adjectives about the giants in the story. The students will have by the end of the nine weeks have a completed booklet that is about the different characters in the story.
The next unit or type of text that third graders will focus on will be an informational text. The students will read the informational text about lions and the students will make note of the key details or information. After reading about lions the students will create a brochure or newsletter or PowerPoint about lions and summarizing the key details or main ideas mentioned in the text. Students will use text evidence to help support their ideas. Once the students have made their newsletter or brochure we will read an informational text about tigers. Students will then have to write an argument over which is better tigers or lions and have evidence and support to back their reasons. Students will defend their point of view to the class at the end of the unit.
The next unit or type of text that third graders will focus on will be an informational text. The students will read the informational text about lions and the students will make note of the key details or information. After reading about lions the students will create a brochure or newsletter or PowerPoint about lions and summarizing the key details or main ideas mentioned in the text. Students will use text evidence to help support their ideas. Once the students have made their newsletter or brochure we will read an informational text about tigers. Students will then have to write an argument over which is better tigers or lions and have evidence and support to back their reasons. Students will defend their point of view to the class at the end of the unit.