- Unit 3
- Level 1
- 5 days
- N/A
- Download Lesson
Standards Addressed:
- L.3.1
- L.3.2
- L.3.4
- L.3.5
- RF.3.3
- RF.3.4
- RL.3.1
- RL.3.3
- RL.3.4
- RL.3.5
- RL.3.6
- RL.3.7
- RL.3.10
- SL.3.1
- SL.3.6
- W.3.1
- W.3.3
- W.3.4
- W.3.7
Lesson Materials/Resources
No Materials/Resources attachedObjectives
In progress
Assessment/CFU
Culminating Task
Juno and his grandmother communicated with each other in different ways. Use information from the text to tell the things they communicated. How did these communications help their relationship become stronger?
Answer:
Juno and his grandmother communicated using letter, drawings and photographs to communicate. First, Juno’s grandmother sends him some things to show him some things that were important in her life: a picture of herself with her new cat, and a flower from her garden. Then Juno sent pictures of his parents in front of their house, his dog underneath his tree swing, and a picture of himself in a setting that he loved. This showed his grandmother things that were important in his life. Finally, his grandmother sent him things to give him clues about some things that she wanted and that were happening in her life like the crayons (she wanted more letters from him), a picture of the cat with two kittens, and a small toy plane to show that she would be coming for a visit. These items helped them to be able to communicate and know each other better. Even though they spoke different languages, they will know each other better because they are sharing things about themselves with each other.
Additional Tasks
- Ask students to write a new chapter to the story showing Juno’s meeting with his grandmother. Have them explain how their ending changes the story. This activity would address W.3.3b, c, and d. Here are some extensions of things to do depending on how far you take original writing piece you can address standards W.3.4, W.3.5, W.3.6
- Extension activity on word study
- Crisp and Crackle (provide examples)
- Pair with the nonfiction vocabulary text, Mail for Matty, and use details from both selections communicate with their relatives. (Examples in basal).
- Short research project focused on communication over time, across different cultures, etc.
- To better illustrate the author’s use of the vocabulary, pour room temperature water over ice so students can hear and see what happens to the ice.
Note to Teacher
- This story gives teachers an opportunity to present to readers’ an understanding of background knowledge on Setting.
- (RF.3.4a, c) This is happening before a teacher reads the story. Students have to read text independently before teachers read text aloud.
- Since this document has revised the original focus of Character, Setting, and Plot, the focus of the story is to include communication.
Opening/Warmup/Connecting Prior Knowledge
Before Teaching
- Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task.
Big Ideas and Key Understandings
There are many ways to communicate and strengthen relationships with others over distances (settings). (Letters and drawings)
Synopsis
Juno receives a letter from his grandmother who lives in Seoul Korea. Even though he cannot read the text since it is written in Korean, he is able to communicate with her through letters that include pictures and objects. It is through their communications and actions that we learn just how much they care about each other.
- Read entire main selection text, keeping in mind the Big Ideas and Key Understandings.
- Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary.
During Teaching
- Students read the entire main selection text independently.
- Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
- Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share, independent written response, group work, etc.)
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