Poppy
Age 7-9: Concept 3 - Cycles: Unit 1

Follow the adventures of a courageous field mouse as she stands up to the great horned owl, Mr. Ocax. See how she struggles to overcome the cycle of power that has gripped her family for generations.

This unit can be used independently but is designed to be used in conjunction with the science and social studies unit Life Cycles.
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Prerequisites

  • Able to read and comprehend chapter books on a 3rd or early 4th grade reading level
  • Can answer comprehension questions about a chapter in a journal
  • Able to write three or four sentences on a topic
  • Usually used by children in third grade

Table of Contents

  • Lesson 1: Preparing for Poppy (2 Days)
  • Lesson 2: Mr. Ocax
  • Lesson 3: The Emergency Meeting
  • Lesson 4: Standing Before Mr. Ocax
  • Lesson 5: Poppy and Poppa
  • Lesson 6: Dimwood Forest
  • Lesson 7: Ereth
  • Lesson 8: On the Way to New House
  • Lesson 9: The Truth at Last
  • Lesson 10: The Battle
  • Lesson 11: Writing Project
  • Lesson 12: A New Beginning
  • Final Project: Poppy

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Analyze characters' actions and the consequences. (Language Arts)
  • Ask and answer relevant questions. (Language Arts)
  • Compose first drafts using an appropriate writing process: planning and drafting, rereading for meaning, revising to clarify, and refining writing with guided discussion. (Language Arts)
  • Connect and compare information within and across selections (fiction, nonfiction, poetry, and drama) to expand knowledge. (Language Arts)
  • Connect experiences and ideas with those of others. (Language Arts)
  • Describe a character in own words. (Language Arts)
  • Develop vocabulary by listening to and discussing both familiar and conceptually challenging selections. (Language Arts)
  • Discuss an author's choices for nouns, verbs, modifiers, and specific vocabulary, which help the reader comprehend a text or make the text more interesting. (Language Arts)
  • Discuss similarities and differences in events, characters, and concepts among texts. (Language Arts)
  • Explain new concepts and information in own words. (Language Arts)
  • Gain increasing control of grammar when speaking and writing, such as using subject-verb agreement, complete sentences, and correct tense. (Language Arts)
  • Identify synonyms and antonyms of words. (Language Arts)
  • Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard. (Language Arts)
  • Locate and discuss examples of an author's use of punctuation. (Language Arts)
  • Locate and discuss examples of the author's use of paragraphs in texts and their effects on the reader. (Language Arts)
  • Make inferences and draw conclusions. (Language Arts)
  • Plan and make judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories and/or experiences). (Language Arts)
  • Present dramatic interpretations of experiences, stories, poems, or plays. (Language Arts)
  • Read expository materials for answers to specific questions. (Language Arts)
  • Recall the main idea, facts, and details from a text. (Language Arts)
  • Recognize distinguishing features of familiar genres. (Language Arts)
  • Represent text information in different ways, including story maps, graphs, and charts. (Language Arts)
  • Retell a spoken message by summarizing or clarifying. (Language Arts)
  • Summarize events in a passage. (Language Arts)
  • Use correct punctuation in own writing. (Language Arts)
  • Use personal experiences and knowledge to draw connections between literature and one's own life. (Language Arts)
  • Use personal experiences and knowledge to interpret written and oral messages. (Language Arts)
  • Use resources, references, and context to build word meaning. (Language Arts)
  • Use structural cues such as prefixes and suffixes to recognize words, for example, un- and -ly. (Language Arts)
  • Use structural cues to recognize words such as compound, base words, and inflections such as -s, -es, -ed, and -ing. (Language Arts)
  • Use technology to enhance the presentation of information to an audience for a specific purpose. (Language Arts)
  • Write structured, informative presentations and narratives when given help with organization. (Language Arts)
  • Conduct investigations using simple tools. (Science)
  • Examine food chains in nature. (Science)
  • Identify characteristics of living organisms. (Science)
  • Recognize cause and effect relationships. (Science)
  • Compare similarities and differences between self and others. (Social Studies)
  • Describe the interdependence among people in a community. (Social Studies)
  • Evaluate rules and laws and appropriate consequences for noncompliance. (Social Studies)
  • Interpret maps and pictures of locations. (Social Studies)
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