Pp-Unit Plan

Afternoon on the Amazon Unit Plan
I.
II.
Introduction
a. Title
i. Afternoon on the Amazon by Mary Pope Osborne
ii. Genre: Fantasy/ Adventure
b. Grade Level
i. This novel unit is for a group of 5, 3rd grade students in Mrs.
Verbas Title I classroom at Hillview Intermediate School.
ii. Students will work as a whole group, in partners, and as
individuals throughout the unit plan.
c. Duration
i. This unit plan is written to span over a ten day period, each day
lasting 30 minutes.
ii. See block plan for more details.
d. Context
i. This unit plan is occurring towards the middle of the school year
in November. The Kamico tests were just completed and
students are also undergoing progress monitoring in the Title I
room.
Content
a. Goals
i. Students will read the entire novel by the end of the unit. They
will improve in their ability to read as individuals, in pairs, and in
whole group settings. To accomplish this they will be given
opportunities in all three settings.
ii. Students will continue development in their ability to fully
comprehend a text. They will be given opportunities to
summarize, determine fact vs. opinion, use vocabulary, make
connections, and more with the novel.
b. Concepts
i. Students will build their vocabulary throughout the novel.
ii. Students will track character traits throughout the novel
including, bravery, helping others, and being scared.
iii. Students will examine many elements in the novel including
setting, characters, connections, vocabulary, comprehension,
and fact vs. opinion.
c. Vocabulary
i. Chosen by students from the book to be analyzed. Will use
dictionaries for definitions if need be.
d. Skills
i. Story Elements
i. Characterization: comparing and contrasting,
descriptive words, traits, and imagery
ii. Setting: mental imagery from words in the story and
pictures in the story.
iii. Connections: text to text, text to self, and text to world.
ii. Vocabulary
iii. Summarizing/Finding Main Ideas
III.
i. Cause and Effect

ii. Fact vs. Opinion: As given in the story by the character.
iv. Themes/Character Traits
i. Bravery
ii. Helping Others
iii. Being Scared
Objectives, Content, Standards
a. Objectives
i. Overall
i. Given read alouds, partner reads, and independent reads
TSWBAT finish reading the novel Afternoon on the
Amazon by the end of the ten day unit plan.
ii. Given the reading of the novel Afternoon on the Amazon
and teacher instruction TSWBAT summarize what they
have read and do comprehension activities for each
chapter to complete accuracy.
iii. Given context clues in the story and teacher guidance
TSWBAT define a word in the story that is unknown
correctly.
iv. Given teacher instruction, book reading, and class
activities TSWBAT complete their lapbook to teacher
satisfaction.
ii. Day 1
i. Given teacher explanation and modeling TSWBAT make
their first prediction about the novel, hypothesizing what
the novel is about to teacher satisfaction.
ii. Given teacher instruction, chapter reading and modeling
TSWBAT do the summary sentence and comprehension
question to teacher satisfaction.
iii. Day 2
i. Given teacher instruction, chapter reading and modeling
iv. Day 3
ii. Given teacher instruction, chapter reading and modeling
TSWBAT select descriptive words for the two main
characters correctly.
v. Day 4
ii. Given teacher instruction and guidance TSWBAT find
vocabulary words in the book and define them correctly.
vi. Day 5

ii. Given teacher instruction and previous practice TSWBAT
fill out character, setting, and coloring parts of their
lapbook correctly.
vii. Day 6
lapbook correctly.
iii. Given teacher instruction and guidance TSWBAT find
viii. Day 7
lapbook correctly.
ix. Day 8
lapbook correctly.
iii. Given teacher instruction and guidance TSWBAT find
x. Day 9
lapbook correctly.
xi. Day 10
i. Given teacher instruction and previous practice TSWBAT
lapbook correctly.
ii. Given teacher instruction and previous experience
TSWBAT complete an AR Test on the computer with 75100% accuracy to pass the test.
b. Eligible Content
i. Narrative Elements: setting, imagery, characters,
connections, cause and effect, and fact vs. opinion.
IV.
ii. Summarizing/Main ideas: summarizing, comprehension

iii. Themes
iv. Vocabulary
c. Standards
i. PA Standard R5.A.1.1.2: Identify and/or interpret a synonym
or antonym of a
ii. PA Standard R3.A.1.1.1: Identify and/or interpret meaning of
multiple-meaning words used in text.
iii. PA Standard R3.A.1.2.2: Define and/or apply how the
meaning of words or phrases changes when using context clues
given in explanatory sentences
iv. PA Standard R3.A.1.3.1: Make inferences and/or draw
conclusions based on information from the text.
v. PA Standard R3.A.1.4.1: Identify and/or explain stated or
implied main ideas and relevant supporting details from text.
vi. PA Standard R3.A.1.5.1: Summarize the key details and
events of a fictional text as a whole.
vii. PA Standard R3.B.3.1.1: Identify and/or interpret statements
of fact and opinion in nonfictional text.
viii. PA Standard R3.B.1.1.1: Identify, explain, interpret, compare,
and/or describe components of fiction and literary nonfiction.
Character, Setting, and Plot.
Daily Lesson Plans
a. Management Strategies
i. In order to create a fun and engaging atmosphere I have created
lapbooks for the students. These lapbooks include all of the
information they will need to know from the story in a fun and
appealing way. They will fill out their lapbooks in a variety of
ways including writing, drawing, and coloring.
ii. Allow students to work individually, in partners, and as a whole
group. Tell the students that based on their behavior they will be
able to continue to work in these different groups.
b. Day 1
i. Before Reading: Introduction: Building Background (5
mins.)
i. Book Introduction (Pass out the books and students
lapbooks)
ii. Tell students what the title is and who the author is and
have them write these two things down on their lapbook,
along with their name.
iii. Ask students to make a prediction on what this book will
be about based on the title and the cover picture.
a. Tell them to think about it for a minute and then
have each student share.
ii. During Reading (15 mins.)
i. Read Prologue, Chapter 1 and Chapter 2
ii. Ask discussion questions and clarifying questions
throughout reading.
iii. After Reading (10 mins.)
i. Comprehension Question-Discuss this question after

students answer it. Ask students if they have any other
questions or insights to share with the group.
ii. Summary Sentence-1 for each of the two chapters.
iii. Exit Tweet-Find 1 interesting word or word you dont know
from the first two chapters.
iv. Adaptations
i. Unfocused or Struggling Learners: Be sure to call on
these students to help with passing materials out or
answering comprehension questions throughout reading.
Make sure to conference with these students as they are
working to ensure comprehension and aid in any
confusion.
ii. High Achievers: Allow these students to share their
predictions with the group. Allow these students to help
other students with questions or activities in their packet.
Tell them that they can draw pictures using imagery next
to their sentences in their summary book.
v. Evaluation
i. Were the students engaged throughout the whole
lesson?
ii. Did the students meet all of the objectives?
iii. If I taught this lesson again what would I do

differently?
iv. Are there any changes that should be taken into

account for the next day or other lessons? Any
classroom management strategies to change or
keep doing?
c. Day 2
mins.)
i. Recall what happened in the story yesterday.
i. Read Chapter 3 (Students will read this chapter each
reading 1 page)
throughout reading.
ii. Summary Sentence-1 for the chapter.
iii. Exit Tweet- Choose Jack or Annie to write one descriptive
word about, write an A or J at the top of your card.
iv. Adaptations
confusion.
thoughts and answers with the group. Allow these
students to help other students with questions or
activities in their packet. Tell them that they can draw
pictures using imagery next to their sentences in their
summary book.
v. Evaluation
lesson?

differently?

keep doing?
d. Day 3
mins.)
i. Read Chapter 4 (Me)
throughout reading.
iii. Introduce Character Section of LB
a. Write names Jack and Annie on the two white strips
of paper.
b. Underneath the names students should write
descriptive, both physical and non-physical, words
to describe the two characters.
c. Have students draw what Jack and Annie look like
on the paper people cutouts. They should use
descriptions in the chapters and pictures to help
them.
iv. Exit Tweet- Choose Jack or Annie (whichever you didnt do
yesterday) to write one descriptive word about, write an A
or J at the top of your card.
iv. Adaptations
confusion.
summary book.
v. Evaluation
lesson?

differently?
keep doing?
e. Day 4
mins.)
i. Read Chapter 5 (Partner Reading-Pair students in groups
of two and three)
throughout reading.
iii. Introduce Vocabulary Section of LB
a. Have students look through the first few chapters
for words that they do not know, or are not familiar
with.
b. Put these words on the vocab chart. Using context
clues to help guide students to what the word
means to write a short definition under the word.
iv. Exit Tweet- Write 1 interesting word or word you do not
know on your card.
iv. Adaptations

confusion.
summary book.
v. Evaluation
lesson?

differently?

keep doing?
f. Day 5
mins.)
throughout reading.

iii. Revisit character section of LB. Have students add more
descriptive words to Jack and Annie.
iv. Have students do setting drawing. Encourage them to use
proof from the book to accurately draw the setting. They
can get proof from descriptions in the story and pictures.
v. Have students color the magic tree house on the front of
the lapbook.
vi. Exit Tweet- Write 1 descriptive word for the setting of the
story.
iv. Adaptations
confusion.
summary book.
v. Evaluation
lesson?

differently?

keep doing?
g. Day 6
mins.)
i. Read Chapter 7 (Students each read 1 pg.)
throughout reading.
iii. Continue Vocabulary Section of LB
a. Have students look through the next few chapters
with.
iv. Revisit character, setting, magic tree house coloring
section of LB.
v. Exit Tweet- Write 1 word that you found in the story that
you thought was interesting or you were not familiar with.
iv. Adaptations
confusion.
summary book.
v. Evaluation
lesson?

differently?

keep doing?
h. Day 7
mins.)
i. Read Chapter 8 (Partner Read-Put students in groups of
two and three)
throughout reading.
i. Ask students if they have any other questions or insights
to share with the group.
iii. Continue working on vocabulary, character, setting, magic
tree house coloring section of LB.
iv. Exit Tweet- Predict what will happen next in the story in a
few words.
iv. Adaptations
confusion.

summary book.
v. Evaluation
lesson?

differently?

keep doing?
i. Day 8
mins.)
throughout reading.
with.

iv. Exit Tweet- What do you think the mystery fruit is?
iv. Adaptations
confusion.
summary book.
v. Evaluation
lesson?

differently?

keep doing?
j. Day 9
mins.)
i. Read Chapter 10 (Individually-each student will read by
themselves)

throughout reading.
with.
iv. Continue working on vocabulary, characters, setting
drawing, coloring tree, or anything else not finished in LB.
v. Exit Tweet- What was your favorite part of the story in a
few words?
iv. Adaptations
confusion.
summary book.
v. Evaluation
lesson?

differently?

keep doing?
k. Day 10
i. After Reading (30 mins.)
i. Work Day
a. Have students begin by working on their favorite
part section. They will write a sentence and draw a
picture.
b. Then students should work on their top secret
folder. They will rate the book and write a sentence
about why they rated it that way.
c. Students will then do their fact and opinion
coloring. They will color the trees that have facts on
them green and the trees that have opinions on
them brown.
d. Finally, students should work on finishing up
anything that they have not finished in their
lapbook. This includes coloring, drawing,
vocabulary, characters, and summary.
e. Students will work the period by taking their AR
Test for the book.
f. Exit Tweet-What would you rate the story from 1-5
stars?
ii. Adaptations
i. Unmotivated or Struggling Learners: Make sure to
conference with these learners often to ensure
comprehension and aid in any confusion. Ensure that the
students are engaged with each students presentation.
Allow them to present when they want to.
ii. High Achievers: Have these students help pass out the
different materials. Also allow them to make extra crafts
with the construction paper if they want to.
iii. Evaluation
lesson?

differently?
keep doing?
V.
VI.
VII.
VIII.
Evaluation Instruments and Methods

a. Formative Evaluation
i. Participation in group discussion, activities, and review.
ii. Teacher observation of student during individual, group and
partner work times.
iii. Lapbook checked for completeness and correctness.
b. Summative Evaluation
i. Lapbook checked daily and at the end of the unit plan for
completion/correctness.
Evaluation of Objectives
a. See evaluation of daily lessons
Evaluation of Daily Lessons
a. See evaluation of daily lessons
Materials
i. Whole Unit
i. Pencil
ii. Colored Pencils/Crayons
iii. Book Afternoon on the Amazon
iv. LapBook
v. Smartboard
vi. Computers/AR Book Code/AR Day Log In Code
vii.
Tweet Card/Dry Erase Markers

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Afternoon on the Amazon Unit Plan

i. Cause and Effect

i. Given teacher instruction, chapter reading and modeling

ii. Summarizing/Main ideas: summarizing, comprehension

i. Comprehension Question-Discuss this question after

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

iv. Are there any changes that should be taken into

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

iv. Are there any changes that should be taken into

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

working to ensure comprehension and aid in any

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

iv. Are there any changes that should be taken into

ii. Summary Sentence-1 for the chapter.

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

iv. Are there any changes that should be taken into

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

iv. Are there any changes that should be taken into

pictures using imagery next to their sentences in their

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

iv. Are there any changes that should be taken into

b. Put these words on the vocab chart. Using context

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

iv. Are there any changes that should be taken into

ii. Ask discussion questions and clarifying questions

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

classroom management strategies to change or

ii. Did the students meet all of the objectives?

iii. If I taught this lesson again what would I do

Evaluation Instruments and Methods

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