Module 27: Lazy Days-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore how conflict shapes a story and how characters respond to challenges. They will use context clues, word relationships, figurative language, and text evidence to understand vocabulary and analyze conflict. Learners will also write, revise, edit, and publish a new ending to a story while practicing comma usage, cursive writing, and reading fluency.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	ELA 3: 27.1 Lazy Days	timer Language Arts Notebook highlighters (assorted colors)
2	ELA 3: 27.2 Lazy Days	Language Arts Notebook;
3	ELA 3: 27.3 Lazy Days	timer Language Arts Notebook
4	ELA 3: 27.4 Lazy Days	Language Arts Notebook;
5	ELA 3: 27.5 Lazy Days	Language Arts Notebook;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	ELA 3: 27.1 Lazy Days	Identify irregular spelling patterns in words. Use context clues to find the definitions of vocabulary words. Explain the conflict of a story. Describe how commas are used in dates.
2	ELA 3: 27.2 Lazy Days	Identify real-life connections between words and their uses. Analyze a text for conflict. Identify where commas belong in dates. Develop a rough draft of a new ending to a text.
3	ELA 3: 27.3 Lazy Days	Analyze words for irregular spelling. Use word relationships and figurative language to understand vocabulary words. Interpret the conflict in a story. Revise a new ending to a text.
4	ELA 3: 27.4 Lazy Days	Analyze conflict in a story. Use commas correctly in dates. Analyze and explain editing choices to improve writing. Demonstrate proper cursive connections to write sentences.
5	ELA 3: 27.5 Lazy Days	Cite text evidence to show understanding of the conflict in a story. Modify a paragraph by identifying and correcting errors in comma usage. Create a published copy of a new ending to a story. Demonstrate fluency by reading grade-level text.

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
context clues fluency graphic organizer conflict comma endings rough draft commas story endings revise edit publish	very walk warm was what who work you your	consider contain recall peaceful active schedule

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	ELA 3: 27.1 Lazy Days	Learning Coaches can help students practice irregular spellings in commonly used words. Irregular words stick better when learners practice a little bit each day. Even five to ten minutes can make a big difference. Gauge your learner’s knowledge of the list. If they struggle with the words, practice a few at a time until they build their confidence. Writing the words on index cards can help with sorting activities. Sort the words into categories by sounds, initial letters, syllables, or vowels in the words. Another option is to provide sensory practice with words. Your learner may enjoy rainbow writing, using markers or sidewalk chalk, or tracing in sand or salt trays. Alternatively, if your learner enjoys catching mistakes, write sentences that use incorrectly spelled words and allow your learner to point them out and correct them.
2	ELA 3: 27.2 Lazy Days	Learning Coaches can support students in writing strong story endings by encouraging them to think about how the main problem of the story can be solved. Remind your learner to show how the character feels or what they learned after the challenge is over, since this helps the ending feel complete. You can guide them by asking questions like, “What happened because of your character’s choice?” or “How does everything work out in the end?” Encourage your learner to use transition words such as finally, in the end, or after that to signal that the story is wrapping up. Most importantly, help them make sure that the ending connects meaningfully to the events that came before so that readers find the story’s plot clear and its ending satisfying.
3	ELA 3: 27.3 Lazy Days	Book sampling is a fun and simple way for Learning Coaches to help their students explore new books and discover what they enjoy reading. To try book sampling, choose three or four books your learner might like and then spend a few minutes reading the first few pages or chapter of each one together. Encourage your learner to notice what interests them, such as the characters, the setting, or the writing style. Talk about which book makes them want to keep reading. This low-pressure approach helps your learner build confidence, develop preferences, and become excited about choosing their next book. It’s a great strategy for third graders who are still finding their reading identity.
4	ELA 3: 27.4 Lazy Days	Work with your learner to identify the conflict in a story. Ask them guiding questions: “What is the problem?” “Whose problem is it?” “What might happen if they do not solve the problem?” You can use a graphic organizer to show how causes and effects move the plot forward. Ask your learner to identify steps that the characters take to solve the problems. Ask them to explain how the attempted solution causes the next events in the story. Show them how to find evidence in the story that supports their answers—an important academic skill. As your learner becomes proficient at identifying and finding evidence for conflicts, they will be ready to understand stories that include more complex relationships.
5	ELA 3: 27.5 Lazy Days	If your learner enjoyed writing an alternate ending for a story, consider having them do an extension activity. They may enjoy writing a sequel to a story, with action that takes place a month or a year later. They could change the events of a beloved story to see how the characters may react differently to the problem. Retellings of traditional stories are a popular genre that you and your learner can explore through library books. They may even want to continue telling stories with the same characters, setting up a series of stories.

Guiding Questions
Suggested Books

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title	Question
ELA 3: 27.1 Lazy Days	How does conflict affect what happens in a story?
ELA 3: 27.2 Lazy Days	How can we identify and analyze the conflict in a story?
ELA 3: 27.3 Lazy Days	How can we use details from a story to understand its conflict?
ELA 3: 27.4 Lazy Days	How can we use commas correctly when writing dates?
ELA 3: 27.5 Lazy Days	How can we edit our writing to correct errors in comma usage?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title	Video	Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

What is the main idea?
What are three things new you learned?
How does this book relate to what you are learning about?

#	Book	Author	Lexile Level
1	Lazy Days of Summer	Judy Young
2	Walter the Lazy Mouse	Marjorie Flack

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

#	Outing