Lesson 1: Students discover the topic of study for the module and are introduced to the final performance task.

Lesson 2: Students closely read a poem about polliwogs and analyze the plot structure of a pourquoi tale.

Lesson 3: Students closely read a poem about poison dart frogs and begin planning a class pourquoi tale.

Lesson 4: Students closely read a poem about wood frogs and begin drafting the beginning of the class pourquoi tale.

Lesson 5: Students continue drafting th class pourquoi tale, focusing on writing the middle of the story. They also begin planning their own pourquoi tale.

Lesson 6: Students closely read a poem about glass frogs and finish drafting the class pourquoi tale, writing the end of the story.

Lesson 7: Students demonstrate their learning by taking the Mid-Unit 1 Assessment. They also continue planning their own pourquoi tale.

Lesson 8: Students write the beginning of their pourquoi tale to answer a frog question.

Lesson 9: Students write the middle of their pourquoi tale.

Lesson 10: Students write the end of their pourquoi tale: a resolution to the problem.

Lesson 11: Students revise pourquoi tale for comparative and superlative adjectives and word choice.

Lesson 12: Students revise pourquoi tales for comparative and superlative adverbs and read aloud their finished pourquoi tale in the Frog Festival, which is part I of the End of Unit 1 Assessment.

Lesson 13: Students complete Part II of the End of Unit 1 Assessment, which involves writing a new pourquoi tale.

Lesson 14: Students continue the Frog Festival and read a new text, Bullfrog at Magnolia Circle, for gist.

Lesson 1: Students review the “why” questions developed in Unit 1 and use text features to find information about why polliwogs wiggle.

Lesson 2: Students closely read a text about amphibians and reptiles.

Lesson 3: Students write an informational paragraph answering the question: Why do polliwogs wiggle?

Lesson 4: Students review the “why” questions developed in Unit 1 and use text features to find information about the glass frog. 

Lesson 5: Students closely read a text about the glass frog.

Lesson 6: Students write an informational paragraph answering the question: Why is the glass frog so hard to see? 

Lesson 7: Students demonstrate their learning by taking the Mid-Unit 2 Assessment.

Lesson 8: Students begin to research answers to the question: How does where a frog lives affect how it looks and/or acts?

Lesson 9: Using new excerpts of text, students continue to research answers to the question: How does where a frog lives affect how it looks and/or acts?

Lesson 10: Students use their research to draft an informative paragraph to answer the question: How does where a frog lives affect how it looks and/or acts?

Lesson 11: Students revise their informative paragraph to answer the question: How does where a frog lives affect how it looks and/or acts?

Lesson 12: Students complete the End of Unit 2 Assessment.

Lesson 1: Students choose and begin research on their selected freaky frog.

Lesson 2: Students continue researching their selected frog, specifically the adaptations of the frog.

Lesson 3: Students begin an in-depth study of verbs and verb tense. They also analyze an exemplar essay and begin planning the introduction paragraph for their essay.

Lesson 4: Students continue their study of verbs and verb tense. They also draft their introduction paragraph.

Lesson 5: Students continue their study of verbs and verb tense. They also analyze an exemplar essay, plan the proof paragraphs for their essay, and draft the first proof paragraph.

Lesson 6: Students demonstrate their learning by taking the Mid-Unit 3 Assessment. They also analyze an exemplar essay and begin planning the conclusion paragraph for their essay.

Lesson 7: Students draft a conclusion for their essay and create a contents page for their Freaky Frog book.

Lesson 8: Students revise their essay for linking words and phrases, word choice, and conventions.

Lesson 9: Students design a front and back cover for their Freaky Frog book, including writing a blurb.

Lesson 10: Students learn about simple, compound, and complex sentences, and then revise their essay, incorporating teacher feedback.

Lesson 11: Students plan their trading card.

Lesson 12: Students finish trading cards, compile Freaky Frog book and play trading card game.