In this lesson, students read Aunt Flossie's Hats to learn about family traditions and stories and how they keep families united across generations. Students discuss the text and respond to questions using the text to support their answers. Lesson opens to a Word document.

Through studying Beatrix Potter's stories and illustrations from the early 1900s and learning about her childhood in Victorian England, students can compare/contrast these with their own world to understand why Potter wrote such simple stories and why she wrote about animals rather than people.

In this lesson from Expeditionary Learning, students will imagine themselves in the role of the main characters of That Book Woman by Heather Henson. They will discover the motivations of the characters through role-playing and investigating the illustrations in the text. Students will use an informational text to investigate why it might be difficult to get books to people, as it was in That Book Woman. This is Lesson 1 of 17 from the Grade 3 Curriculum Map Unit 3, Module 1: http://engageny.org/resource/grade-3-ela-module-1-unit-3 .

This lesson is for grade 3 on literacy. At Home Learning Lessons are a partnership between the North Carolina Department of Public Instruction, PBS North Carolina, and the William and Ida Friday Institute for Educational Innovation. Each lesson contains a video instructional lesson, a PDF lesson plan with a transcript, and a PDF file of extension activities.

This lesson is for grade 3 on iteracy. At Home Learning Lessons are a partnership between the North Carolina Department of Public Instruction, PBS North Carolina, and the William and Ida Friday Institute for Educational Innovation. Each lesson contains a video instructional lesson, a PDF lesson plan with a transcript, and a PDF file of extension activities.

In this lesson, students will see how artistic materials can extend knowledge. This lesson provides opportunities for students to explore and experience the meaning potential of everyday writing and drawing tools in their own writing. The lesson can adapted for older students.

Awareness and true understanding of other cultures can create the desire to take action. In this lesson, students learn about Palestinian Arabs. After exploring the culture in a book and online, students identify a current social issue that concerns them. In a formal letter written to an appropriate official, students identify these issues and discuss suggestions of ways the problems might be addressed.

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.

In this lesson, students combine vocabulary exploration with word play by planning their own vocabulary parade, modeled on the activities in the text after a read-aloud of the picture book, Miss Alaineus: A Vocabulary Disaster. Students brainstorm a list of vocabulary terms from a recent unit of study and then design concrete ways to illustrate the terms. The presentation of terms can be in the form of a parade, or a video, which might play during parent conferences or open house.

This resource provides a week long lesson plan centered around Dr. Martin Luther King jr, and the book Martin's Big Words: The Life of Dr. Martin Luther King jr, by Doreen Rappaport. This is a remix including a video link authored by Scholastic. The video can be used to introduce a lesson. https://goopennc.oercommons.org/courses/the-man-who-changed-america-martin-luther-king

These activities using the book The Matchbox Diary, will help students use illustrations and text for better understanding. They will answer questions about the book using information read and inferred.

This lesson encourages students' natural curiosity about spiders and builds on their prior knowledge. After a shared reading of Diary of a Spider by Doreen Cronin, students work cooperatively using a strategy called Fact–"Faction"–Fiction to identify what they know, gather information, and create their own multimedia diaries using PowerPoint. Although the topic example used here is spiders, this lesson is easily adaptable to any content area topic.

This lesson accompanies the North Carolina children's book, "My NC from A to Z" which celebrates pride of place, and creates connections to North Carolina's rich African American heritage. In this lesson, students will compare and contrast two to five North Carolina African American visual artists by making art and Venn diagrams.

This lesson is meant to engage students in exploring and working with maps. While they will not master map reading with just one lesson, they will begin to develop some background knowledge about how maps give information about a place. In addition, discussing how maps support understanding of informational text lays important groundwork for the research students will do later in this unit. Map reading needs to be reinforced during other times of the day beyond the ELA block.

Students will learn how to do basic research on animals that they have read about in a Jan Brett book.*remix includes her website, comp question, and Pebble Go research

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade ELA.

This resource accompanies our Rethink 3rd Grade ELA course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.  

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 3rd Grade English Language Arts. 

This activity for gifted learners might serve as a culminating activity as part of a larger unit on fables, folktales, & myths. Students will take part in close readings of a variety of stories throughout the unit (including fables, folktales, & myths).  In this activity, gifted learners would work either individually or with a partner to closely read Amos & Boris by William Steig.  They will then work to decipher the central message(s) of the story and what fable(s) this story can be connected to.  As they read, they will pay special attention to two main details that help to convey the story:  the word choice and illustrations.  Using the central message of the story as an anchor and the saying, “A picture’s worth a thousand words,” they will then argue that the Steig’s word choice and illustration do or do not support the story’s central message in the best possible way by creating an audio/visual presentation that supports their argument.  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, the first session involves teacher modeling of the prediction strategy. The second is based on guided practice that allows the teacher and students to work together. The third session requires students to use prediction and document the results in response journals. Suggestions for transferring the strategy into later reading activities are included.