In this lesson, students explore their towns using a variety of print and nonprint resources. By looking at brochures and other informational tools, students learn about some of the purposes for which people read and write. They also practice writing for a specific audience, revising their writing, and working collaboratively to create a brochure for new students just moving into town.

Developed by Common Sense Education, this lesson is about the difference between information that is safe to share online and information that is not.

As students visit sites that request information about their identities, they learn to adopt a critical inquiry process that empowers them to protect themselves and their families from identity theft. In this lesson, students learn to think critically about the user information that some websites request or require. They learn the difference between private information and personal information, as well as how to distinguish what is safe or unsafe to share online.

Text features is an important part of the English Language Arts informational writing curriculum. Students need to know to look for captions in nonfiction text and read them for help with understanding the text.

 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.  

In this lesson, students will access their school- or district-approved search engine to research ways to help an African community. Prior to the research class period, the teacher should model the process using a template (see attached example) that will guide the students in gathering information. During the research class period, the teacher will monitor the students' research and assist as necessary with finding sites, writing down important information, etc. Students will then create a persuasive essay outlining reasons the rest of their third grade classmates should help support a fundraising project in support of that community. Throughout the writing process, the teacher will provide feedback as necessary (see lesson plan below) and monitor the students' progress. This lesson was developed by Amber Honeycutt 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.            

 *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 might serve as a writing activity as part of a larger poetry unit. Students will take part in close readings of a variety of poems throughout the unit.  In this activity, gifted learners would work either individually or with a partner to close read “Stopping by Woods on a Snowy Evening” by Robert Frost.  They will then work to decipher the poem, it’s meaning, and the point of view from which it’s told.  Finally, they will  “reframe” the original poem and it’s point of view, resulting in a poem told from the horse’s perspective.  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 comprehensive lesson, students work collaboratively to learn about the eight planets. They will research a planet's size, its comparison to other planets and its characteristics and use the information they find to publish an acrostic poem to share with their classmates. They will also produce a poster and create a technology presentation such as a Prezi or a PowerPoint.

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.  In this activity, gifted learners would work individually to close read “Fireflies” by Paul Fleischman.  They will then work to decipher the poem and it’s meaning, resulting in a new “Firefly Job Posting” (created in verse) to complement their knowledge/understanding of the poem.  They will then participate in a “Networking Event for Fireflies” with their peers and listen to others’ “firefly job posting” ideas, share their own ideas, and give/receive feedback regarding their ideas, word choice, metaphors, etc, which will culminate in a “Classified Ad” page for fireflies…. a compilation of the students’ work / poetic reinterpretations of “Fireflies.” 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, we will be reading “Juanita and the Beanstalk” out of the Reading/Writing Companion. The lesson will begin with a review of story elements. Students will complete a three column note sheet while watching a story element video. The note sheet will also be used for their final activity of this lesson. After reading “Juanita and the Beanstalk”, review the story and it’s vocabulary using PearDeck. Students will complete a response to text writing prompt, as part of planning for their formative assessment. 

Students previously looked at maps of Michigan and discussed some of the cities and regions in our state. In reading, students began to read narratives, both fiction and nonfiction. For the entry event, students were asked to select an artifact that represented a special, small moment they experienced within the state of Michigan.

Students shared their artifacts and stories and plotted the setting from their stories on a map of Michigan. We realized our stories represented many regions in Michigan and could be used to describe many aspects of life as a Michigander. Students wanted to share these stories with others, so we began learning about narrative writing.

Typically, I use Google Slides for a mini-lesson, to allow students time to work on a specific, standard related task that will help build their Michigan small moment story, and then pull them together to share a few examples of student work. Students sometimes work alone, but often work with a partner or small group to brainstorm ideas, revise, and edit.

After, students will publish their ideas on Google Docs. When completed, they'll put their doc onto Google Sites or Google Slides and incorporate other media to enhance their story. Then, we'll print the story and create book covers using the iPad app Canva. We'll use both models to share with other classes within our school and hopefully with students from another country (I'm still working on finding an international school).

PenPal Schools is a global learning community where teachers can foster global awareness and understanding of a variety of cultures. Students are able to practice reading and writing skills, learn more about digital literacy, and gain social and emotional learning skills. PenPal Schools connects students from over 144 countries to learn together through collaborative online projects! The website is a safe environment that only registered students and teachers can take part in.

Students will use Google Slides to publish a writing piece by typing their story, adding images to their slides, and creating links for readers to navigate their published book. This activity may take more than one class period.

In this lesson, students use the Internet to select images for the Facts and Image side of their Freaky Frog Trading Card.

After the whole class has learned about historical figures and events that helped develop cultural traditions that we participate in today, all students will get a R.A.F.T. to write from a particular ROLE, to a particular AUDIENCE, in an assigned FORMAT, and on a TOPIC. Then higher level students will work on an assignment to evaluate traditions/celebrations for how well they teach us about the culture. 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.

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. 

Google Drive is a web based application that incorporates a system of file sharing. Word processing documents, spreadsheets, and slideshow presentations can be shared and edited with users whether they have a Google account or not. Document owners set the level of access for regulating permission for others to view, comment and/ or edit documents that are shared.

The Stapleless Book is designed to allow users to create with ease an eight-page book simply by folding and cutting. No tape or staples are required. Students and teachers alike can use the Stapleless Book for taking notes while reading, making picture books, collecting facts, or creating vocabulary booklets. Students can choose from seven different layouts for the pages of their books