In this lesson, students will work interactively through the Hyperdoc using the story Birth of an Anthem in  their Wonders Literature Anthology. The lesson will begin with discussion about what an anthem is and how it could represent a country, place, etc while providing students with background knowledge of the Star Spangled Banner by watching the youtube link below.   As students complete both readings of Birth of an Anthem, students will work through a hyperdoc focusing on various reading skills; identifying key ideas and details, summarizing, analyzing text structure (cause and effect).  

 Using Wonders Literature Anthology and students Reading/Writing Companion, students will learn “What are different kinds of energy?”.  Students will complete a pre and post assessment for data collection. Students will read about solar energy, wind energy, and fossil fuels. Using information from the text, students will create a poster board to present information about each form of energy and will code a Dash Robot. Students will code Dash to move to the different types of energy, and students will voice record themselves describing and giving detail of each energy form.  

Students will be introduced to Earth’s land features and participate in virtual explorations of North American and African landforms. This lesson was developed by Georgia Morrison as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will use their prior knowledge of land forms and water forms to identify and recognize land forms and water forms in Africa. Students will use a KWL chart to specifically describe what they know about land forms and water forms specific to Africa. Students will use the online resource of Google Earth and Epic Books and ask and answer questions while using informational texts and text features to gain an understanding of Africa's geography.This lesson was developed by Anjali Nair as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will use a safe search engine for kids on their own computers and work with a partner to gather information about an assigned land form or water form. Students will complete a graphic organizer in which they will use later to write an informational piece on their African topic.This lesson was developed by Anjali Nair as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy

This lesson is possibly three to five class periods. Student groups will select an endangered Asian animal from the teacher approved website and animal list. During this lesson students will begin researching and collecting information about the animal. This lesson was developed by Ashley Wondra as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

Students will learn to find main idea in a nonfiction text about endangered rhinoceroses. Main idea should be taught prior to this lesson using reading strategies. Students should already know main idea is what the text is mainly about in one sentence. Students should be able to locate the main idea in the topic sentence, heading, last sentence of the text, and know it may be found in text features. This lesson was developed by Ashley Wondra as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This lesson engages students in the upcoming project where they will be researching animals and habitats around the world. In the upcoming project, students will investigate place value (weight, size, height) of different animals across the world and generate awareness of the global concern of animal endangerment and extinction. Subsequent lessons will use prior knowledge of place value as students ask and answer questions using illustrations, text features, and search tools. This lesson was developed by Ashley Harris as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

This lesson plan engages students in a discussion about their own perspectives on endangered animals and habitat reduction. Students will summarize the perspectives of their peers and their different reactions to the issue of endangered animals and habitat reduction. Students will learn about acceptance of differing opinions and how their perspective influences the way the interpret information and apply content. This lesson was developed by Ashley Harris as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

Students will visit Google classroom and read about the different components of the field guide. Students will research their animals using the provided websites. Upon completion of the packet, students will begin working on a video script to communicate with their audience about what they have learned and how they can work together to help animals and their habitats. A poster can also be made for those wanting to do further research on the challenges that face their animals and habitat. This lesson was developed by Ashley Harris as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson students will share their completed projects with their classmates. Students will be able to assess their own understanding as they look at others work and examine their projects. Students will scan QR codes to see video presentations and complete a reflection sheet to end the lesson. This lesson was developed by Ashley Harris as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This article provides information about the adaptation of cacti to drought and protection, as well as basic facts about age, distribution, and varieties. Pictures support the text that is written for native speakers age 8 and up.

This scientific article describes how glaciers are being created and how it ends in the sea, in rivers or in lakes. Additional information is provided about icebergs and why only the tip of an iceberg is visible. The text is written for native speakers 8 years and up.

 *To be completed after both reads using share read text “Gray Wolf, Red Fox” in student reading / writing companion - use activity below instead of vocabulary activity on page 136Using Wonders students’ Reading / Writing Companion, students will complete multiple readings of the shared read “Gray Wolf, Red Fox” and gain knowledge about wolves and foxes.  Students will read about how these animals adapt to challenges in their habitat. After multiple reads and activities surrounding the text, students will use the vocabulary and text evidence to complete a three column note sheet.  Using website Quizlet students will create electronic flashcards using information from a three column note sheet.  Students will share their electronic flashcards with a classmate to review terminology prior to completing a Google Form vocabulary quiz.

This activity for gifted learners follows close reading of Bats: Creatures of the Night by Joyce Milton and the poem “A Bat is Born” by Randall Jarrell.  At the end of the reading of Bats: Creatures of the Night and “A Bat is Born,” all students will complete a Venn diagram that is differentiated based on readiness, using the two texts.  This activity should be assigned to students who not only demonstrate a solid understanding of the book and poem, but also show a keen ability to make connections between the big ideas presented texts.  Students will analyze the non-fiction and poetry pieces, with a special focus on the commonalities between bats & humans and the commonalities between the texts, as well.  This will culminate in the creation of a triple Venn diagram.  This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

This activity for gifted learners might serve as part of a larger poetry unit. Students will take part in close readings of a variety of poems throughout the unit.  This research project should be assigned to students who demonstrate solid understanding of poetry (figurative language, structure, meaning) and are ready for a challenge as they work individually, or with a partner, to close read “Something Told the Wild Geese” by Rachel Field and then investigate…What is the “something”?  Using the information they discover in their research, they will create a complementary poem to “Something Told the Wild Geese,” explaining the scientific principal behind each stanza in verse which they will read to the class.  This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

In this video, students will listen and watch a rap all about nonfiction books and the text features they have. The rap is on slide 5.

It is important that students are taught to identify what is fake and what is real. After reading the content on a website about “The Pacific Northwest Tree Octopus”, an endangered animal, students will understand that when they search online that not all sources are credible.

 Using Wonders text and their Reading/Writing Companion, students will learn about the importance of landmarks and monuments to determine how they help us understand our country’s story.  After being provided with a list of monuments,landmarks and national parks, students will select one national park or monument to conduct guided research (students will be provided with an interactive Google Slide to assist in each step).  After conducting guided research, using a rubric students will create a virtual postcard using the Canva platform. *The formative assessment will include students making a virtual postcard using Canva. Students may not know what a postcard is. To help students connect, it would be a great idea to provide students with a postcard and allow them to mail it to a family member, or to another 3rd grade classroom.