Lesson 1: Students infer the module topic based on quotes and images from module texts.

Lesson 2: Independent research reading launch and generating collaborative discussion norms.

Lesson 3: Students hear the text Waiting for the Biblioburro by Monica Brown read aloud. They find the gist, recount the story, and determine its lesson.

Lesson 4: Students hear the text Rain School by James Rumford read aloud. They then work in groups to find the gist, recount the story, and determine its central message or lesson.

Lesson 5: Students closely read an excerpt of Rain School to explain how the central message or lesson is conveyed through the text’s details.

Lesson 6: Students learn how to write a short constructed response and receive independent reading journals.

Lesson 7: Students participate in a small group collaborative discussion about their research reading text for the mid-unit assessment [SL.3.1A, SL.3.1B, SL.3.1C, SL.3.1D]. 

Lesson 8: Students hear the text Nasreen’s Secret School by Jeanette Winter read aloud. They work in triads to find the gist and recount the story. They then work independently to determine the central message or lesson of the story.

Lesson 9: Students closely read an excerpt of Nasreen’s Secret School to explain how the central message or lesson is conveyed through the text’s details.

Lesson 10: Students practice writing short constructed responses and participate in a peer critique on spelling, capitalization, and punctuation.

Lesson 11: Students read a new literary text and answer selected response and write short constructed responses to answer questions for the end of unit assessment [L.3.4, RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.10].

Lesson 1: Students read an excerpt from My Librarian Is a Camel (Kenya) for the gist and to determine the meaning of unfamiliar vocabulary.

Lesson 2:  Students closely reread an excerpt from My Librarian Is a Camel (Kenya) to determine the main idea and gain a deeper understanding of the challenges faced and how they were overcome.

Lesson 3: Students write an informative paragraph explaining the learning challenges some people face in Kenya as a pre-assessment of informative writing skills.

Lesson 4: Students work in expert groups to read an excerpt from My Librarian Is a Camel (Finland, Thailand, or Zimbabwe) for the gist and to determine the meaning of unfamiliar vocabulary.

Lesson 5: Continuation of Lesson 4 - working in expert country groups

Lesson 6: Students read a new excerpt from My Librarian Is a Camel (Mongolia) and determine its main idea for the mid-unit assessment [].

Lesson 7: Students analyze a model, write a focus statement, and plan their informative paragraph about their expert group’s country.

Lesson 8: Students analyze a model and draft their informative paragraph about their expert group’s country.

Lesson 9: Students engage in peer critique to revise their informative paragraphs for organization.

Lesson 10: Students engage in peer critique to revise their informative paragraphs for purpose and for spelling, punctuation, and capitalization.

Lesson 11: Students write a new informative paragraph for the end of unit assessment[].

Lesson 12: Students share what they have learned throughout the unit in a small group discussion.

Lesson 1: Students hear the text More Than Anything Else read aloud and determine the lesson of the story.

Lesson 2: Students closely read an excerpt of More Than Anything Else to analyze the figurative language in order to gain a deeper understanding of the challenges faced and how they were overcome.

Lesson 3: Students write an informative paragraph recounting the story of More Than Anything Else, including the challenges and how they were overcome, for the mid-unit assessment. Students choose the excerpt of text they will read aloud for the end of unit assessment audiobook.

Lesson 4: Students work in groups to identify strategies to overcome reading challenges. The generate reading criteria as a whole group.

Lesson 5: Students are introduced to the Painted Essay® and analyze a model using this structure. They practice reading aloud audiobook excerpts.

Lesson 6: Students write the introduction to their reading contract and practice reading aloud audio-book excerpts.

Lesson 7: Students write the first proof paragraph of their reading contract describing their first reading challenge and the two strategies they have identified to overcome it. They practice reading aloud fluency excerpts.

Lesson 8: Students write the second proof paragraph of their reading contract describing their second reading challenge and the two strategies they have identified to overcome it. They practice reading aloud fluency excerpts.

Lesson 9: Students write the concluding paragraphs of their reading contract and continue to practice reading aloud fluency excerpts.

Lesson 10: Students hear Thank You, Mr. Falker read aloud and analyze the challenges faced by the character and how those challenges were overcome. They record their audiobooks in small groups.

Lesson 11: Students plan their reading strategies bookmarks.

Lesson 12: Students revise their reading contracts for linking words and phrases, and for spelling, capitalization, and punctuation.

Lesson 13: Students complete their reading strategies bookmarks.

Lesson 14: Students present work products from this unit to their class.