A: My Brother, the robot B: new neighbors

GUIded reading LitPairs science Fiction 570L/570L A: My Brother, the robot B: new neighbors LiTeRACY standards ADDResseD in THis PLAn RL.3.2 MAin FOCUs Key ideas & Details sessions 1, 2, 3 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. RL.3.4 Craft & structure sessions 1, 2, 3 determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 MAin FOCUs Craft & structure sessions 2, 3 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.7 integration of Knowledge & ideas session 3 explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story. RL.3.9 MAin FOCUs integration of Knowledge & ideas session 3 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. session 1: Text A RL.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 text complexity band independently and proficiently. RF.3.3a Phonics & Word Recognition session 2 Identify and know the meaning of the most common prefixes and derivational suffixes. sl.3.1c Comprehension & Collaboration sessions 1, 2 ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. W.3.8* Research to Build & Present Knowledge sessions 2, 3 recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade W.3.10 Range of Writing Write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences. IsBn 978-1-62889-443-1 PREVIEWING ThE TExT Invite students to read the title and scan the story and illustration. state the text type. Encourage them to think about what this science fiction story might be about. Let s read the title and scan the text and the illustration to get an idea of what this science fiction story is about. Who has ideas? A boy and a robot are playing baseball in a park. The robot doesn t look very good, though. In a science fiction story, we expect to find technology, such as a robot. Who else has ideas? The title says that the robot is the boy s brother. That seems weird. I don t know how the boy could be related to a robot. LeARning FOCUs RL.3.2 Students read closely to recount stories to determine the central message and explain how it is conveyed through key details in the text. KeY idea A boy resents the seemingly superior skills of his robot brother until he learns that even a robot can t do everything perfectly. Mondo Bookshop Grade 3 1

ell support RL.3.2 Discussing the Text Ask questions at students language proficiency levels and provide the following sentence frames for student responses: First,. Then. Next,. The message/lesson/ moral is. I know because. READING ThE TExT CLOsELY Explain the learning focus and ask students to read the first four paragraphs of the story. Check their application of the focus and their understanding of the key idea. Then have students finish reading the story. Science fiction stories show how humans and science or technology might relate to each other in the future. These relationships often relay a central message about the present. Today we will read the story and recount the key details. We will use the details to help us determine and explain the central message of the story. Let s read the first four paragraphs.... Who would like to explain the relationship between the boy and robot? To the boy, it seems as if BRO is perfect. He speaks many languages, reads every book, and knows the correct ways to say things. The boy says that BRO could do anything and he knew everything. BRO s talents make the boy feel as if he s not important. He asks But what could I do? What central message does this relationship suggest? I think it suggests that technology is perfect, while humans are not. Let s read to the end of the story and see if we can find more details to support this message. VOCABULARY RL.3.4 Have students distinguish literal from nonliteral language. sl.3.1c DisCUssiOn Collaborative DIsCUssING ThE TExT 10 minutes Invite students to share how key details in a story work together to convey a central message. Encourage them to listen closely and ask questions to link their comments to the responses of others. Remind them to apply this focus to future readings for deeper comprehension. Let s recount what happens in the second part of the story. Listen carefully and link your comments to each other s ideas. Who would like to share some key details found in this part of the story? The boy learns that BRO cannot catch a ball. Earlier we said that the central message could be that technology is perfect, while humans are not. Who has other ideas about the central message now that we ve read the entire story? The central message is that nothing is perfect, neither humans nor technology. Notice the beginning phrase in this sentence: You see, my brother isn t human. What does the boy mean when he says You see? He doesn t mean for us to see the robot with our eyes. He means that there s something we should understand. Let s sum up what we know about how text details help to convey a central message. BRO seems perfect, but he isn t because he can t catch a ball. The boy feels unimportant, but he knows how to do something that the robot can t do: catch a ball. 2 LITPAIRS RL.3.2 COMPReHensiOn Central Message TEACHER S CHOICE COMPREhENsION: CENTRAL MEssAGE E-RESOURCE Formative Assessment have students use the blackline master on page 7 to determine the central message, lesson, or moral in the story. Review students answers as you evaluate their mastery of the learning focus.

session 2: Text B PREVIEWING ThE TExT have students read the title and scan the text and illustration of the second science fiction story. Ask them to consider what this story might be about. Today we ll read another science fiction story. What do you notice as you scan this text? This story is about space aliens coming to Earth. It s likely that the central message will be a bit different in this science fiction story. We ll read closely to find out. READING ThE TExT CLOsELY Explain the combined learning focuses for this session. have students read the first four paragraphs. Check to see how well they are applying the focuses. Then read to the end. As we read to determine in the story the central message, we ll also pay attention to how each scene or event leads to the next one. Let s read the first three paragraphs and describe the event. Aliens have arrived on Earth. Dinah Waterman is nervous the aliens will come to her neighborhood. The sight of the aliens on TV sends shivers up Dinah Waterman s spine. What does Mr. Waterman say about the aliens? Mr. Waterman tells Dinah not to worry. The aliens will never come to their neighborhood. What does Mr. Waterman s remark suggest about the rest of the story? I think he is wrong and that the aliens will come to the neighborhood. Let s read on to find out. LeARning FOCUses RL.3.2, RL.3.5 Students read closely to recount stories to determine the central message and explain how it is conveyed through key details in the text. They also describe how each event builds on the next. KeY idea A woman fears the arrival of purple aliens until she learns that differences can be overcome through humor. TEACHER S CHOICE CLOse ReADing OPTiOn E-RESOURCE summative Print the online blackline master for independent close reading. Ask students to read Text B and respond to the prompts (summarize author s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion. DIsCUssING ThE TExT 10 minutes Invite students to retell the story and share their thoughts about how the details and events work together to convey the central message. Remind students to ask questions to link their comments to the comments of others. Let s quickly review this science fiction story. Who can recount the story and tell what the central message is? Dinah Waterman is afraid of the aliens that have arrived on Earth. Then one moves in next door and plays a trick on Dinah. Dinah thinks the trick is funny and she s not scared anymore. I think the central message is don t be afraid to get to know someone because he or she is different. Who can use key details from the text to explain this message? I think that Plixo can tell that Dinah is nervous. That s why he plays a trick on her. The trick helps her relax so they can become friends. Sometimes, humor can help people get over their differences. sl.3.1c DisCUssiOn Collaborative WORD ReCOgniTiOn/ study RF.3.3a Point out the word friendly. Have students identify the base word friend. Explain that the suffix -ly means characteristic of. The suffix changes the noun friend into the adjective friendly. Mondo Bookshop Grade 3 3

COMPReHensiOn share Use a two-column chart to think about dialogue. Write a line of dialogue in the left column. In the right column, write how the dialogue moves the story along. Also, think about how the dialogue adds to the central message. VOCABULARY RL.3.4 Have students distinguish literal from nonliteral language Ask students to elaborate on how the sequence of events helps build the plot. help them understand the importance of examining structure when analyzing text. Let s talk about how the events helps build the plot, or the series of actions or events in the story. We know that a narrator can tell us about the actions or events in a story. The characters can also add to these actions or events through their words. What comments do you have about how the author ordered the events? The events progress over time. First Dinah hears about the aliens on TV and she is scared. Then an alien family moves in next door and she decides to be a good neighbor. Then Dinah goes over to Plixo s house. After meeting the alien, she isn t scared anymore. Let s talk about Dinah s response to Plixo s trick. What does she mean when she says You got me!? She doesn t mean that Plixo has captured her. She means that she s fallen for Plixo s trick. Sometimes in stories, you will find expressions that have meanings that are separate from the meanings of the each individual word, such as in the phrase you got me. It s good to identify and talk about this nonliteral language when reading a new story. Confirm students good use of the focuses. Encourage them to keep the focuses in mind when reading science fiction stories. You did a great job thinking about how the details and events in the story work together to move the plot along and convey the central message. Use this thinking when you read other science fiction stories. W.3.8*, RL.3.2 WRiTing gather information TEACHER S CHOICE CONsTRUCTED REsPONsE: COLLECT TExT EVIDENCE E-RESOURCE Formative/summative Assessment Use the blackline master on page 8 to introduce the constructed response question: How do science fiction stories warn us or help us feel better about the future? Use the LitPairs stories and others to find text evidence for your answer. have students use self-stick notes to mark places in the text that help them answer the question. Point out that the details they include can come from the illustrations, as well as the main text. Review students self-stick notes as you evaluate their mastery of the learning focus. 4 LITPAIRS

Session 3: Texts A and B REFLECTING ON the Texts Ask students to reflect on their reading work in the first two sessions. Invite them to review and reflect on the key details, events, and central messages in themes of each. Let s think back on the two science fiction stories we read. Who will retell them for us?... Although both are stories about meetings between humans and nonhumans, you found different messages. In the first one, a boy learns that nothing is perfect, not even technology. In the second one, a couple fears aliens moving into the neighborhood. When the woman meets her alien neighbor, she learns not to be afraid of someone who is different. What can you say about how events in the stories help to move the plots along? In the first one, the robot s dialogue shows both his skills and his flaws. These two things help the boy like the robot. In the second one, the dialogue between Dinah and Plixo helps them get over their differences and become friends. CROSS-TEXT ANALYSIS Encourage students to draw from each science fiction story to compare the two texts. Then have students draw from each story to contrast the two texts. Beyond the way that the dialogue adds to the plot, let s think and talk more about how the two stories are similar. In both stories, a human has a problem with a nonhuman. Both humans learn to like the nonhumans. Both stories contain nonliteral language. Now that we ve compared them, I d like to contrast them by talking a little about how they are different. One story deals with technology, and the other one deals with space aliens. The central messages are different, too. The boy learns that nothing is perfect. Dinah learns not to be afraid of difference. Challenge students to relate what they learned about how key details convey central messages. Science fiction shows how humans and science or technology might relate to each other in the future. These relationships often express central messages about the present. Let s share what we noticed about how the key details convey central messages. In both stories, the future seems scary. The boy feels like humans aren t needed for anything anymore, and Dinah is afraid of aliens because they are different from humans. When the boy and Dinah get to know BRO and Plixo better, though, they realize that there s nothing to be afraid of. Learning Focuses RL.3.2, RL.3.5, RL.3.9 Students read closely to recount stories to describe the central message and explain how it is conveyed through key details in the text. They also describe how each event builds on the next. Students compare and contrast the themes of the science fiction stories. ELL SUPPORT L.3.4 Vocabulary Support idioms from the stories such as know-it-all and shivers up [the] spine in context using the ELL vocabulary strategies in Getting Started. VOCABULARY RL.3.4 Have students distinguish literal from nonliteral language. Mondo Bookshop Grade 3 5

RL.3.7 integration images & Details INTEGRATING ThE LEARNING 10 minutes Guide students to integrate information from both science fiction stories and concisely state the big ideas learned across both texts. Let s think about these two stories as a pair. We know they are different in some ways, but we can draw some conclusions now that we ve read both. Remember to use the illustrations and details to help you describe the characters, setting, or events. Who d like to start? Both stories show that science and technology will be part of the future. Both stories also show that this is a good thing. There s a place for everyone in the future: humans, robots, and aliens. Who would like to add a thought? Both stories also show that humans and nonhumans can help each other. BRO helps the boy with his words, and the boy can help BRO learn to catch. Dinah and Plixo help each other feel comfortable by laughing about a trick. have students reflect on the strategies they learned. Let s review the strategies we used to deepen our understanding of both stories. We discussed how we can use key details to help us determine and explain the central message in stories. We also learned that the events in a story help move the plot. The relationships between the characters helped us understand the central messages. Use these strategies whenever you read stories. W.3.8*, RL.3.2 WRiTing Respond to Question TEACHER S CHOICE CONsTRUCTED REsPONsE: WRITE TO source E-RESOURCE Formative/summative Assessment Provide a selection of science fiction stories. have students use the blackline master on page 8 to respond to the question: How do science fiction stories warn us or help us feel better about the future? Use the LitPairs stories and others to find text evidence for your answer. Tell students that they can use their self-stick notes to help them write their answer. 6 LITPAIRS

Name Date Comprehension: Central Message Think about the main message, lesson, or moral in the story. Use this graphic organizer to identify the message of the story and the key details that support it. Central Message, Lesson, or Moral Key Detail Key Detail Key Detail Mondo Publishing Score: Mondo Bookshop Grade 3 7

Name Date Constructed Response How do science fiction stories warn us or help us feel better about the future? Use the LitPairs stories and others to find text evidence for your answer. REMEMBER: Make sure you understand the question. Use evidence from the texts and other science fiction stories to help you think about your response. Draft an opening statement that introduces the purpose of science fiction stories and explain how the stories meet this goal. Give two or three examples from different science fiction stories. Draft a closing, summarizing how science fiction stories convey central messages. Revise, edit, and proofread your work. Mondo Publishing Score: 8 LITPAIRS