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MODULE OVERVIEW MODULE SUMMARY Extending module one’s exploration of creativity, module two focuses on problem-solving and the character traits that support it, all within the context of the sea. Students engage with the module theme by closely reading William Steig’s accessible story Amos and Boris. They draw inferences about Amos’ character traits as he reacts to the challenges of a sea voyage. Next, students read Shark Attacks! and consider how humans can tackle the challenge of coexisting wi
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  MODULE OVERVIEW MODULE SUMMARY Extending module one’s exploration of creativity, module two focuses on problem -solving and the character traits that support it, all within the context of the sea. Students engage with the module theme by closely reading William Steig’s accessible story  Amos and Boris . They draw inferences about Amos’ character traits as he reacts to the challenges of a sea voyage. Next, students read Shark Attacks!  and consider how humans can tackle the challenge of coexisting with sharks. Students read The Titanic  to dis cover how its crew and passengers responded to the ship’s collision with an iceberg. Finally, students read Giant Squid   to understand how scientists have solved various challenges of studying this elusive creature. As fiction readers, students practice how to determine the message of a text and draw inferences about character traits. Steig’s text is ideal for both skills as it is rich in nuance and figurative language, without drawing any explicit conclusions for readers. In reading nonfiction, students develop their fluency with visual text elements and learn to determine the central ideas of a text. They are also introduced to how to determine the point of view of the author of an informational text and how to distinguish that point of view from their own. This is a subtle skill when a text is not overtly persuasive, and therefore requires careful and close reading. This is third graders’ first module focused on informational writing. Students write in a variety of formats, including a letter, a public service announcement, an informational card, and a paragraph. In all of these formats, they use the TEEE paragraph structure (Topic, Evidence, Elaboration, Ending) and visual elements to organize their information. The end-of-module focus writing task requires students to synthesize information from two module texts of their choice to respond to the essential question, which brings the module full circle. Instructional routines will be familiar to classes from module one. There is one Socratic Seminar in this module, in LESSON 16 MODULE FOCUS Essential Question: What character traits help people respond to problems in a positive way? Enduring Understandings    The sea is home to a variety of creatures.    The sea presents many different problems for people and sea creatures.    The designers of the Titanic  thought they had solved all potential problems.    Scientists study sea creatures to solve problems and learn about the world.    We can infer character traits from characters’ actions and reactions.      Character traits like curiosity, humility, and teamwork can help solve problems.  Focus Questions    What lessons can we learn from how Amos reacted to problems ?    How should people treat sharks and why?    How did the crew and passengers respond to problems when the Titanic  began to sink?    How did different people respond to the problems faced while studying giant squid?    What character traits help people respond to problems in positive ways?
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