Brittany Woodworth

LA & SS Methods
November 5, 2015
Integrated Unit Lesson Plan

Franklin D. Roosevelt Elementary School

Grade: Third
Text: Journeys Common Core
Author/Publisher: Houghton Mifflin

S.W.B.A.T.:
Students will be able to
Compare and contrast key features from their lessons anchor text to a similar individualrecognizing similarities and differences
Dictate and illustrate key events/main ideas from a previous or current lessons anchor
text-creating their own Kamishibai cards
Common Core State Standards:
Language Arts:
RL.3.2 Recount stories, including fables, folktales and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details in the
text.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support
the main idea.
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and
expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore
ideas under discussion.
Social Studies:
3.SS.2.1.1 Describe the concepts of globe, continent, country, state, county, city/town, and
neighborhood
Social Studies Vocabulary:
Continent
Country
State
City
Compare
Contrast
United States of America
Journeys Vocabulary:
Familiar
Hook:

What is similar between Frozen and the Lego Movie? What is different? Discuss these, list some
student suggestions.
Teacher Input:
Discuss what compare and contrast is (similar and different). Have we seen a Venn diagram
before? Have we used one before? So it should be familiar?
Student Response:
Discuss how we have previously used a Venn diagram and how we might use one in todays
lesson.
Input:
Review how Venn diagram is used, providing topics for the students to compare-Kamishibai man
and ice cream man. The Kamishibai man is Japanese, while the ice cream man is American.
What does it mean to be American?
Response:
It means to live in America.
Input:
Right! Show me your marker up, hand on hip. What does this look like? (Alluding to statue).
Response:
The Statue of Liberty.
Input:
And where is the Statue of Liberty located?
Response:
Its in New York.
Input:
Good! What country is New York in?
Response:
In America (or in the United States of America).
Input:
Good! And what continent is the United States on?
Response:
North America.
Input:
Great! So which continent is below us then?

Response:
(Hopefully a student response): South America.
Input:
Excellent! So is Japan on the same continent as us? No? Is there something in between us and
Japan? What is that?
Response:
(Likely student response): The ocean.
Input:
Tie in modes of transportation that help you get to Japan to get them thinking about modes of
transportation for the Venn diagram. Write Japanese under Kamishibai man and American under
ice cream man. Discuss what this means. Students must now work independently to get at least
four under each section (Kamishibai man, both, and ice cream man). Circulate the room helping
students work through diagram/answering questions.
Response:
Students work independently on Venn diagram (see materials).
Input:
Discuss some of the answers students came up with, listing them on the board. I list at least 4 so
those that struggled can at least copy my four examples down. Those that are finished are
welcome to start their Kamishibai cards (see materials). Explain that the cards have to have
writing first, and then pictures can be drawn. They only have four cards so they need to focus on
the important details of the story. They can pick any of their Journeys anchor text or
comparative text stories that have already been read in class to tell/illustrate. I demonstrate how
cards should look, with the text on the bottom half, and pictures on the top half of cards.
Response:
Students continue to work on Venn diagrams (if not finished) or on Kamishibai cards, referring
back to their texts for important story details.
Input:
Those who finish early are encouraged to add more details to their text section, add more details
to their pictures, and to color their cards. If they still have more time, they are encouraged to
complete another set of cards for another story.
Closing:
If time permits, some students may share their Kamishibai cards with the class and tell the story
of each card.
Materials:
Lined Venn diagram (see attached)
Blank Kamishibai cards (see attached)
Smart board/white board (used with a projected Venn diagram)

Kamishibai anchor text-Journeys textbook

Various anchor texts (depending on student choice)-Journeys textbook

Name: _______________________________

Date: ___________________________ Number: _________________

https://www.teacherspayteachers.com/Product/Blank-Card-game-template-1268828