A&L_NL_L3_M1_Learn_PS_PP_112946 by General

The Sea LEARN  Module 1 3

3 | Module 1

The Sea

How do people explore the sea?

Name

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3 | Module 1 Contents The Sea | How do people explore the sea? Knowledge Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lesson 2 “The Sea Wind” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Notice and Wonder Chart | Work of Art 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson 3 Poem Organizer | “The Sea Wind” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson 7 Notice and Wonder Chart | Amos and Boris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Lesson 8 Story Map | Amos and Boris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lesson 9 Gallery | “Glowing Oceans” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Lesson 11 “The Shepherd and the Sea” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Arts & Letters | © Great Minds PBC

3 | Module 1 Lesson 12 Notice and Wonder Chart | Giant Squid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Lesson 13 Informational Outline | Giant Squid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Lesson 18 Word Parts Web | mar, mer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Lesson 19 Notice and Wonder Chart | Work of Art 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Lesson 20 Notice and Wonder Chart | Solving the Puzzle Under the Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lesson 21 Timeline | Solving the Puzzle Under the Sea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 25 Notice and Wonder Chart | The Fantastic Undersea Life of Jacques Cousteau . . . . . . . . . . . . . . . . . . . . . 26 Lesson 26 Details Organizer | The Fantastic Undersea Life of Jacques Cousteau . . . . . . . . . . . . . . . . . . . . . . . 27 Lesson 30 Notice and Wonder Chart | Shark Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Lesson 31 Informational Outline | Shark Attack . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Arts & Letters | © Great Minds PBC

3 | Module 1 Lesson 35 Word Parts Web | graph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Talking Tool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Painted Essay® — Informative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 On-Target Writing Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Advanced Writing Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Checklist for the Writing Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Module Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Checklist for Module Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Evidence Organizer for Module Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Module Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Checklist for Module Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Evidence Organizer for Module Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 End-of-Module Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Checklist for the End-of-Module Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Evidence Organizer for the End-of-Module Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Sentence Strategies for Module 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Fluency Practice | “The Sea Wind” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Fluency Practice | Amos and Boris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Arts & Letters | © Great Minds PBC

Fluency Practice | Giant Squid

Fluency Practice | Solving the Puzzle Under the Sea

Fluency Practice | The Fantastic Undersea Life of Jacques Cousteau

Fluency Practice | Shark Attack

Volume of Reading

Volume of Reading Questions

Works Cited

3 | Module 1

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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

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Reading Log

Knowledge Statements

World Knowledge Statements

Module 1 | Write complete sentences about what you learned.

3 | Module 1 | Knowledge Statements 2

Arts & Letters | © Great Minds PBC

3 | Module 1 | Knowledge Statements 3 Arts & Letters | © Great Minds PBC

Lessons

THE SEA WIND

BY SARA TEASDALE

I am a pool in a peaceful place,

I greet the great sky face to face,

I know the stars and the stately moon

And the wind that runs with rippling shoon—

But why does it always bring to me

The far-off, beautiful sound of the sea?

The marsh-grass weaves me a wall of green,

But the wind comes whispering in between,

In the dead of night when the sky is deep

The wind comes waking me out of sleep—

Why does it always bring to me

The far-off, terrible call of the sea?

7 3 | Module 1 | Lesson 2

1 5 10 Arts & Letters | © Great Minds PBC

L2 | Notice and Wonder Chart

Work of Art 1 | Write what you notice and wonder about the work of art.

A two-column chart with headings labeled Notice and Wonder.

Notice Wonder

3 | Module 1 | Lesson 2 9

Arts & Letters | © Great Minds PBC

Poet:

Speaker:

L3 | Poem Organizer

“The Sea Wind” | Complete the poem organizer.

short long a mix Does the poem rhyme? yes no How many stanzas are there?

How long are the lines?

What words or lines does the poet repeat?

What is happening in this text?

What is a central idea or life lesson in this poem?

3 | Module 1 | Lesson 3 10

Arts & Letters | © Great Minds PBC

L7 | Notice and Wonder Chart

Amos and Boris | Write what you notice and wonder about the text.

A two-column chart with headings labeled Notice and Wonder.

Notice Wonder

3 | Module 1 | Lesson 7 11

Arts & Letters | © Great Minds PBC

L8 | Story Map

Amos and Boris | Add the story elements.

Four boxes with headings labeled Characters, Setting, Problem, and Solution.

Characters Setting

Central Idea

Problem Solution

3 | Module 1 | Lesson 8 12

Arts & Letters | © Great Minds PBC

L9 | Gallery

“Glowing Oceans”

3 | Module 1 | Lesson 9 14

Bioluminescent jellyfish in the Atlantic Ocean Bioluminescent algae glowing in Jervis Bay, Australia Biodiversity in the sea, including fish and seaweed Tiny life-forms viewed through a microscope

Arts & Letters | © Great Minds PBC

An adult blue whale with a calf

The Shepherd and the Sea

adapted from Aesop by Rachel Hylton

A shepherd was taking care of his sheep near the sea. The day was beautiful, and the sea was calm and smooth. “I would be so happy if I sailed on the sea,” said the shepherd. He sold all his sheep and used the money to buy a boat and a big load of fruit. Then he set sail toward a distant land to sell his fruit. But on the sea, a huge storm arose. Giant waves slammed the ship and the shepherd was afraid. To keep the ship afloat, he threw all of the fruit overboard. Even so, the ship wrecked, and the shepherd barely escaped. He had no boat and no sheep, so he had to work for someone else. Later, the shepherd passed another man looking out at the sea. “Isn’t the sea beautiful today?” said the man. “It’s so smooth.” “Bah,” said the shepherd. “It only looks smooth because it’s hungry for fruit! Never will I trust the sea again.”

15 3 | Module 1 | Lesson 11

Arts & Letters | © Great Minds PBC

Le berger et la mer by Tony Johannot

L12 | Notice and Wonder Chart

Giant

Squid

| Write what you notice and wonder about the text.

A two-column chart with headings labeled Notice and Wonder.

Notice Wonder

3 | Module 1 | Lesson 12 17

Arts & Letters | © Great Minds PBC

Topic:

L13 | Informational Outline

Giant Squid | For each section, write the main idea and at least two key details that support it.

A box with the main idea. The Key Details are in a bulleted list underneath.

Main Idea:

• • • • • • 3 | Module 1 | Lesson 13 18

Arts & Letters | © Great Minds PBC

Main Idea:

• • • • • • • • • 3 | Module 1 | Lesson 13 19

Arts & Letters | © Great Minds PBC

L18 | Word Parts Web

mar, mer | In the ovals, write words that contain the root mar or mer.

A circle in the center for the root words, mar and mer. Lines branch off the circle in different directions. The lines connect the central circle to seven other circles.

mar, mer sea

3 | Module 1 | Lesson 18 20

Arts & Letters | © Great Minds PBC

L19 | Notice and Wonder Chart

Work of Art 3 | Write what you notice and wonder about the work of art.

A two-column chart with headings labeled Notice and Wonder.

Notice Wonder

3 | Module 1 | Lesson 19 21

Arts & Letters | © Great Minds PBC

L20 | Notice and Wonder Chart

Solving the Puzzle Under the Sea | Write what you notice and wonder about the text.

A two-column chart with headings labeled Notice and Wonder.

Notice Wonder

3 | Module 1 | Lesson 20 22

Arts & Letters | © Great Minds PBC

Events

L21 | Timeline

Solving the Puzzle Under the Sea | Add events and details that led to Marie Tharp mapping the seafloor.

A representation of the passage of time as a line. Boxes for writing with headings labeled Events and Details.

Details

3 | Module 1 | Lesson 21 24

Arts & Letters | © Great Minds PBC

Events

Details

3 | Module 1 | Lesson 21 25

Arts & Letters | © Great Minds PBC

L25 | Notice and Wonder Chart

The Fantastic Undersea Life of Jacques Cousteau | Write what you notice and wonder about the text.

A two-column chart with headings labeled Notice and Wonder.

Notice Wonder

3 | Module 1 | Lesson 25 26

Arts & Letters | © Great Minds PBC

L26 | Details Organizer

The Fantastic Undersea Life of Jacques Cousteau | Categorize details from Jacques Cousteau’s life.

A two-column chart with headings showing the vocabulary words inventor and producer.

inventor (n.): someone who creates a new machine or process

producer (n.): someone who creates a new movie or show

3 | Module 1 | Lesson 26 27

Arts & Letters | © Great Minds PBC

L30 | Notice and Wonder Chart

Shark Attack | Write what you notice and wonder about the text.

A two-column chart with headings labeled Notice and Wonder.

Notice Wonder

3 | Module 1 | Lesson 30 28

Arts & Letters | © Great Minds PBC

L31 | Informational Outline

Shark Attack | Write the main idea and key supporting details of the sections “Sharks Up Close” on pages 30−37 and “Sharks Under Attack” on pages 38−45.

A box with the main idea. The Key Details are in a bulleted list underneath.

Topic:

Main Idea:

• • • • • 3 | Module 1 | Lesson 31 30

Arts & Letters | © Great Minds PBC

sharks

Main Idea:

• • • • • 3 | Module 1 | Lesson 31 31

Arts & Letters | © Great Minds PBC

L35 | Word Parts Web

graph | In the ovals, write words that contain the root graph.

A circle in the center for the root words, mar and mer. Lines branch off the circle in different directions. The lines connect the central circle to seven other circles.

graph to write or draw

3 | Module 1 | Lesson 35 32

Arts & Letters | © Great Minds PBC

Talking Tool

Listen Closely

What do you mean by ?

Can you tell me more about ?

Share What You Think Support What You Say

I think because .

First, . Also, . I agree and I will add that . I disagree because . What you said makes me think .

In the text, . For example, .

One reason is . Another reason is . This evidence shows .

3 | Module 1 | Talking Tool 35

ArTs & LeTTers | © Great Minds PBC

Writing

Painted Essay® — Informative

Six boxes arranged vertically show the different parts of a Painted Essay. From the top, the first heading is labeled Introduction. The second heading is labeled Thesis, with sub parts labeled point 1 and point 2. The third box is labeled Proof Paragraph 1 (evidence). The fourth box is labeled transition. The fifth box is labeled Proof Paragraph 2 (evidence). The sixth box is labeled Conclusion. The Conclusion box contains two questions: What? (restate your thesis) and So What? (reflect). The Key at the bottom of the page reads: red or dots, green or squares, yellow or horizontal lines, and blue or vertical lines.

Introduction

catches the reader’s attention, gives some background context

Thesis

point # 1

Proof Paragraph # 1 (evidence)

Proof Paragraph # 2 (evidence)

# 2

3 | Module 1 | Writing 39

point

transition

Conclusion What? (restate

So What? (reflect) Key: red, green, yellow, blue Arts & Letters | © Great Minds PBC

your thesis)

On-Target Writing Model

Prompt: How does Katsushika Hokusai explore the sea?

Two columns. The first page has a writing sample. The second columns is labeled Notes.

Can you imagine sailing in a stormy sea? Katsushika Hokusai explores the sea as an artist. In The Great Wave, he shows the sea’s beauty and its danger.

Hokusai explores the sea by showing its beauty. For example, he makes rippling waves out of different shades of blue. His little white curves and dots make the waves look deep and foamy.

In addition, Hokusai explores the sea by showing its danger. In his work of art, he uses scale to make the wave seem huge. The wave towers over the mountain, and it stretches to the clouds.

Hokusai explores the sea by making art. In The Great Wave, he shows that the sea is beautiful and dangerous.

Notes

3 | Module 1 | Writing 41

Arts & Letters | © Great Minds PBC

On-Target Writing Model

Prompt: How does Katsushika Hokusai explore the sea?

Two columns. The first page has a writing sample. The second columns is labeled Notes.

Can you imagine sailing in a stormy sea? Katsushika Hokusai explores the sea as an artist. In The Great Wave, he shows the sea’s beauty and its danger.

Hokusai explores the sea by showing its beauty. For example, he makes rippling waves out of different shades of blue. His little white curves and dots make the waves look deep and foamy.

In addition, Hokusai explores the sea by showing its danger. In his work of art, he uses scale to make the wave seem huge. The wave towers over the mountain, and it stretches to the clouds.

Hokusai explores the sea by making art. In The Great Wave, he shows that the sea is beautiful and dangerous.

Notes

3 | Module 1 | Writing 43

Arts & Letters | © Great Minds PBC

Advanced Writing Model

Prompt: How does Katsushika Hokusai explore the sea?

Two columns. The first page has a writing sample. The second columns is labeled Notes.

Can you imagine sailing in a stormy sea? Katsushika Hokusai explores the sea as an artist. In The Great Wave, he shows the sea’s beauty and its danger.

Hokusai explores the sea by showing its beauty. For example, he makes rippling waves out of bright white and different shades of blue. His little white curves and dots make these waves look deep and foamy. His big curves show how the waves rise and fall in smooth swooping movements.

In addition to showing the sea’s beauty, Hokusai explores the sea by showing its danger. In his work of art, he uses scale to make the wave seem huge. The wave rises over the mountain, and it stretches to the clouds. He also uses little curves to make the waves seem scary. They seem to be reaching for the boats with hundreds of claws!

Hokusai explores the sea by making art. In The Great Wave, he uses color, scale, and curves to show the sea’s beauty and its danger.

Notes

3 | Module 1 | Writing 45

Arts & Letters | © Great Minds PBC

Advanced Writing Model

Prompt: How does Katsushika Hokusai explore the sea?

Two columns. The first page has a writing sample.

The second columns is labeled Notes.

Can you imagine sailing in a stormy sea? Katsushika Hokusai explores the sea as an artist. In The Great Wave, he shows the sea’s beauty and its danger.

Hokusai explores the sea by making art. In The Great Wave, he uses color, scale, and curves to show the sea’s beauty and its danger.

Notes

3 | Module 1 | Writing 47

Arts & Letters | © Great Minds PBC

Checklist

Writing Model | Prompt: How does Katsushika Hokusai explore the sea?

Checklist with headings labeled Knowledge, Writing, and Language. To the right are two columns labeled Review 1 and Review 2. At the bottom are two boxes labeled Review 1 Comments and Review 2 Comments.

Review 1

Review 2

Knowledge shows knowledge of Katsushika Hokusai shows knowledge of how Katsushika Hokusai explores the sea

Writing writes about each point in a proof paragraph

uses a transition word or phrase to begin proof paragraph 2

uses a topic sentence to begin each proof paragraph uses evidence from The Great Wave to support each point

3 | Module 1 | Writing 49

Arts & Letters | © Great Minds PBC

uses elaboration to develop each piece of evidence

has a concluding paragraph that restates the thesis

Language writes in simple and compound sentences

uses taught spelling strategies

3 | Module 1 | Writing 50 Review 1 Review 2

Arts & Letters | © Great Minds PBC

Module Task 1

Prompt: In Amos and Boris, how does Amos explore the sea? Write proof paragraph 1 to complete the essay.

How can a small mouse explore a big ocean? In Amos and Boris, Amos explores the sea as a traveler.

He travels in a boat, and he rides on the back of a whale.

3 | Module 1 | Writing 51

Arts & Letters | © Great Minds PBC

In addition, Amos explores the sea by riding on the back of a whale named Boris. In the text, Boris rescues Amos from drowning. Amos rides on Boris’s back all the way back to shore and learns about Boris’s life under the sea.

Amos explores the sea as a traveler. The tiny mouse sails across the sea on a boat and rides on his friend Boris’s back.

3 | Module 1 | Writing 52

Arts & Letters | © Great Minds PBC

Checklist

Module Task 1 | Prompt: In Amos and Boris, how does Amos explore the sea? Write proof paragraph 1 to complete the essay.

Review 1

Review 2

Knowledge shows knowledge of Amos shows knowledge of how Amos explores the sea

Writing uses a topic sentence to begin proof paragraph 1 uses evidence from Amos and Boris to support point 1 uses elaboration to develop each piece of evidence

Language writes in simple sentences uses taught spelling strategies

3 | Module 1 | Writing 53

Arts & Letters | © Great Minds PBC

3 | Module 1 | Writing 54

Arts & Letters | © Great Minds PBC

Review 1 Comments Review 2 Comments

Evidence Organizer

Module Task 1 | Collect evidence to support point 1 of the thesis. Elaborate on the evidence.

Prompt: In Amos and Boris, how does Amos explore the sea? Write proof paragraph 1 to complete the essay.

A three-column chart with headings labeled Point, Evidence, and Elaboration.

Thesis: In Amos and Boris, Amos explores the sea as a traveler. He travels in a boat, and he rides on the back of a whale.

Source: Amos and Boris by William Steig

3 | Module 1 | Writing 55 Arts & Letters | © Great Minds PBC

Point Evidence Elaboration

3 | Module 1 | Writing 56 Arts & Letters | © Great Minds PBC

Module Task 2

Prompt: How did Marie Tharp explore the sea? Write two proof paragraphs and a concluding paragraph to complete the essay.

Do you ever wonder what the seafloor looks like? Marie Tharp explored the sea as a scientist. She used soundings to map the seafloor, and she studied her map to learn more about the earth’s surface.

3 | Module 1 | Writing 57

Arts & Letters | © Great Minds PBC

3 | Module 1 | Writing 58 Arts & Letters | © Great Minds PBC

Checklist

Module Task 2 | Prompt: How did Marie Tharp explore the sea? Write two proof paragraphs and a concluding paragraph to complete the essay.

Knowledge shows knowledge of Marie Tharp shows knowledge of how Marie Tharp explored the sea

Writing writes about each point in a proof paragraph

uses a transition word or phrase to begin proof paragraph 2

uses a topic sentence to begin each proof paragraph

uses evidence from Solving the Puzzle Under the Sea to support each point

Review 1

Review 2

3 | Module 1 | Writing 59

Arts & Letters | © Great Minds PBC

uses elaboration to develop each piece of evidence

has a concluding paragraph that restates the thesis

Language writes in simple and compound sentences

uses taught spelling strategies

Review 1 Comments

Review 2 Comments

3 | Module 1 | Writing 60 Review

Review

Arts & Letters | © Great Minds PBC

Evidence Organizer

Module Task 2 | Collect evidence to support each point in your thesis. Elaborate on the evidence.

Prompt: How did Marie Tharp explore the sea? Write two proof paragraphs and a concluding paragraph to complete the essay.

A three-column chart with headings labeled Point, Evidence, and Elaboration.

Thesis: Marie Tharp explored the sea as a scientist. She used soundings to map the seafloor, and she studied her map to learn more about the earth’s surface.

Source: Solving the Puzzle Under the Sea by Robert Burleigh

Point Evidence Elaboration

3 | Module 1 | Writing 61 Arts & Letters | © Great Minds PBC

Point Evidence Elaboration

3 | Module 1 | Writing 62 Arts & Letters | © Great Minds PBC

Point Evidence Elaboration

3 | Module 1 | Writing 63 Arts & Letters | © Great Minds PBC

End-of-Module Task

Prompt: How did Jacques Cousteau explore the sea? Write two proof paragraphs and a concluding paragraph to complete the essay.

Have you ever wanted to dive under the sea? Jacques Cousteau explored the sea with his inventions. He created new ways to stay underwater, and he developed tools to help him film underwater.

3 | Module 1 | Writing 65

Arts & Letters | © Great Minds PBC

3 | Module 1 | Writing 66 Arts & Letters | © Great Minds PBC

Checklist

End-of-Module Task | Prompt: How did Jacques Cousteau explore the sea? Write two proof paragraphs and a concluding paragraph to complete the essay.

Knowledge shows knowledge of Jacques Cousteau shows knowledge of how Jacques Cousteau explored the sea

Writing writes about each point in a proof paragraph

uses a transition word or phrase to begin proof paragraph 2 uses a topic sentence to begin each proof paragraph

uses evidence from The Fantastic Undersea Life of Jacques Cousteau to support each point

Review 1

Review 2

3 | Module 1 | Writing 67

Arts & Letters | © Great Minds PBC

uses elaboration to develop each piece of evidence

has a concluding paragraph that restates the thesis

Language writes in simple and compound sentences

uses taught spelling strategies

Review 1 Comments

Review 2 Comments

3 | Module 1 | Writing 68 Review

Review 2

Arts & Letters | © Great Minds PBC

Evidence Organizer

End-of-Module Task | Collect evidence to support each point in your thesis. Elaborate on the evidence.

Prompt: How did Jacques Cousteau explore the sea? Write two proof paragraphs and a concluding paragraph to complete the essay.

A three-column chart with headings labeled Point, Evidence, and Elaboration.

Thesis: Jacques Cousteau explored the sea with his inventions. He created new ways to stay underwater, and he developed tools to help him film underwater.

Source: The Fantastic Undersea Life of Jacques Cousteau by Dan Yaccarino

3 | Module 1 | Writing 69 Arts & Letters | © Great Minds PBC

Point Evidence Elaboration

3 | Module 1 | Writing 70 Arts & Letters | © Great Minds PBC

Point Evidence Elaboration

3 | Module 1 | Writing 71 Arts & Letters | © Great Minds PBC

Sentence Strategies

Module 1

Strategy 1: Use a coordinating conjunction to combine ideas.

Examples: and, but, so, yet, for, or, nor

Sample Sentences: The surf makes sounds, and the waves roll pebbles.

Lots of birds live in the salt marsh, but not many reptiles live there.

Salt marshes are near the ocean, so they flood at high tide.

Your Turn

Whales spout water, and .

Plankton are small creatures, but . Some animals are bioluminescent, so .

3 | Module 1 | Writing 73

Arts & Letters | © Great Minds PBC

Fluency

Fluency Practice

“The Sea Wind”

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials

Day 1

Accuracy

Day 2

Phrasing

Day 3

Expression

Day 4

Rate

A two-column chart with headings labeled Initials and Comments.

Comments

Fluency Elements

Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

Retelling

3 | Module 1 | Fluency 77

Arts & Letters | © Great Minds PBC

“The

Sea Wind”

by Sara Teasdale

I am a pool in a peaceful place, I greet the great sky face to face,

I know the stars and the stately moon

And the wind that runs with rippling shoon—

But why does it always bring to me

The far-off, beautiful sound of the sea?

The marsh-grass weaves me a wall of green,

But the wind comes whispering in between,

In the dead of night when the sky is deep

The wind comes waking me out of sleep—

Why does it always bring to me

The far-off, terrible call of the sea?

3 | Module 1 | Fluency 78

Arts & Letters | © Great Minds PBC

Fluency Practice

Amos and Boris

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials

Day 1

Accuracy

Day 2

Phrasing

Day 3

Expression

Day 4

Rate

A two-column chart with headings labeled Initials and Comments.

Comments

Fluency Elements

Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

Retelling

3 | Module 1 | Fluency 79

Arts & Letters | © Great Minds PBC

Amos and Boris, page 20

by William Steig

The time came to say goodbye. They were at the shore. “I wish we could be friends forever,” said Boris. “We will be friends forever, but we can’t be together. You must live on land and I must live at sea. I’ll never forget you, though.”

“And you can be sure I’ll never forget you,” said Amos. “I will always be grateful to you for saving my life and I want you to remember that if you ever need my help I’d be more than glad to give it!” How he could ever possibly help Boris, Amos didn’t know, but he knew how willing he was.

The whale couldn’t take Amos all the way in to land. They said their last goodbye and Amos dived off Boris’s back and swam to the sand.

3 | Module 1 | Fluency 80

Arts & Letters | © Great Minds PBC

Fluency Practice

Giant Squid

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials

Day 1

Accuracy

Day 2

Phrasing

Day 3

Expression

Day 4

Rate

A two-column chart with headings labeled Initials and Comments.

Comments

Fluency Elements

Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

Retelling

3 | Module 1 | Fluency 81

Arts & Letters | © Great Minds PBC

Giant Squid, page 24

by Mary M. Cerullo and Clyde F. E. Roper

The adult giant squid’s eyes, its most remarkable feature, are the size of car headlights. How do they penetrate the permanent darkness of the deep sea to find their prey? How far can giant squid see? Clyde wanted to answer these questions—and many more.

Clyde talked with deep-sea fishermen who had caught giant squid in their fishing nets. He examined bodies of squid that had washed up on shore. But dead or dying specimens couldn’t answer the one big question that haunted Clyde: How does a giant squid behave in its natural habitat? He decided he had to find out.

3 | Module 1 | Fluency 82

Arts & Letters | © Great Minds PBC

Fluency Practice

Solving the Puzzle Under the Sea

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials

Day 1

Accuracy

Day 2

Phrasing

Day 3

Expression

Day 4

Rate

A two-column chart with headings labeled Initials and Comments.

Comments

Fluency Elements

Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

Retelling

3 | Module 1 | Fluency 83

Arts & Letters | © Great Minds PBC

Solving the Puzzle Under the Sea, pages 18–20

by Robert Burleigh

It was like piecing together an immense jigsaw puzzle. I felt like a detective solving a great mystery.

I was a scientist at last. Pinpointing the soundings helped me slowly understand the shape of the Atlantic’s floor: from its shallow shores, to its gradual drop-offs where the water deepened, to a long underwater mountain chain—called the Mid-Atlantic Ridge—that ran deep below the surface, north to south.

I was a kind of artist, too. I used colors to show similar depths— shades of brown, blue, and green. Did all this take time? Yes. Even so, making a scientific discovery is worth it.

3 | Module 1 | Fluency 84

Arts & Letters | © Great Minds PBC

Fluency Practice

The Fantastic Undersea Life of Jacques Cousteau

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials

Day 1

Accuracy

Day 2

Phrasing

Day 3

Expression

Day 4

Rate

A two-column chart with headings labeled Initials and Comments.

Comments

Fluency Elements

Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

Retelling

3 | Module 1 | Fluency 85

The Fantastic Undersea Life of Jacques Cousteau, pages 8–11

by Dan Yaccarino

Cousteau wanted to stay underwater longer to see even more. The diving suits of his day were heavy and bulky. They didn’t allow much freedom of movement, and an air hose tethered the diver to a boat.

So Jacques set about tinkering, fashioning snorkels from things like inner tubes and garden hoses. But they weren’t good enough.

Cousteau and his engineer friend Emile Gagnan created a breathing apparatus they called the Aqua-Lung. It was the first machine that would let a diver breathe underwater for long periods of time.

Now Cousteau was free to truly explore. A silent world opened up to him.

3 | Module 1 | Fluency 86

Fluency Practice

Shark Attack

1. Ask a friend or adult to listen to you read.

2. Read aloud the fluency passage three to five times.

3. Focus on the day’s fluency element as you read.

4. Ask the listener to initial and comment below.

Initials

Day 1

Accuracy

Day 2

Phrasing

Day 3

Expression

Day 4

Rate

A two-column chart with headings labeled Initials and Comments.

Comments

Fluency Elements

Accuracy: Correctly decode the words.

Phrasing: Group words into phrases, and pause for punctuation.

Expression: Use voice to show feeling.

Rate: Read at an appropriate speed.

Retelling

3 | Module 1 | Fluency 87

Shark Attack, pages 32–33

by Cathy East Dubowski

The shark has perfectly evolved for surviving and hunting underwater. Its amazingly flexible skeleton is made of cartilage—the same material that forms our noses and ears!

A shark has the same five senses as a human—sight, hearing, smell, taste, and touch. But the shark’s ability to catch prey in murky waters is due to two extra, and very unusual, senses.

Running down each side of a shark’s body is a “lateral line.” This is a line of pressure-sensitive points under the skin, which help the shark sense small vibrations in the water.

On the head of a shark are tiny pores called the ampullae of Lorenzini. They allow a shark to sense the faint electrical charges given off by all living things.

3 | Module 1 | Fluency 88

Volume of Reading

Volume of Reading Questions

Module 1 | After reading or listening to a text, add it to your reading log for module 1. Then follow your teacher’s instructions for which questions to answer in your journal.

What do I notice and wonder about this text?

What is happening in this text?

Essential Question Know Distill Reveal

What does a deeper look at words and illustrations reveal?

What does a deeper look at captions or diagrams reveal?

What is a central idea in this text?

How does this text build my knowledge?

How do people explore the sea?

Your Knowledge

What sea mystery makes you most curious? Why?

What types of sea exploration most interest you?

3 | Module 1 | Volume of Reading 90

Organize Wonder

Reading Log

After reading or listening to a text, write the date and text title. If you did not read a whole text, write the page numbers for the section that you did read.

A three-column chart with headings labeled Date, Title, and Pages.

Title

Pages Date

3 | Module 1 | Volume of Reading 91

Glossary

Module 1 | Parts of Speech Key: (n.) noun, (v.) verb, (adj.) adjective

abstract (adj.) using elements of art such as line, color, and shape without trying to show what the world looks like

ambassador (n.) someone who acts or speaks for those who live in a certain place

Notes

Glossary

autopsy (n.)

an examination of a dead body

biography (n.)

a piece of writing about a real person’s life

call (n.)

a sound or feeling that makes someone want to go somewhere Notes

Notes

cartography (n.)

the art and science of mapmaking

composition (n.) in a work of art, how an artist organizes all the elements of art

data (n.)

facts or information about a topic

depth (n.)

1. a distance below a surface

2. a deep place

discovery (n.)

something seen or learned for the first time

ecosystem (n.)

all the living and nonliving things, such as plants and water, that are in a particular environment

Notes

edit (v.)

to make changes to correct mistakes in the words and sentences of a piece of writing

evolve (v.)

to gradually develop or change over time to become more advanced

experiment

1. (n.) a test used to see how something works or to learn something new

2. (v.) to try a new way of doing or thinking about something

explore (v.)

1. to travel over or through a place to learn more about it or to find something

2. to look at something in a careful way to learn more about it; to study or think about something

extinction (n.)

when a particular animal or plant dies out completely

Notes

fable (n.)

a short story that is intended to teach a lesson

fluency (n.)

the ability to read with accuracy, phrasing, and expression at an appropriate rate

habitat (n.)

the place where an animal or plant grows or lives

illuminate (v.) to shine a light on something inspire (v.) to make a person want to do something; to give a person an idea about what to create

invention (n.)

1. a useful new device or process

2. the act of creating something new Notes

Notes

inventor (n.)

someone who creates a new machine or process

luminous (adj.)

giving off light; brightly lit

marsh (n.)

an area of soft, wet land that has many grasses and other plants

moral (n.)

a lesson that is learned from a story or an experience mystery (n.) something that is not known, or difficult to understand or explain perform (v.) to do or present something to entertain an audience

Notes

phosphorescent (adj.)

giving off a type of light that glows softly in the dark and that does not produce heat

predator (n.)

an animal that kills and eats other animals for food

prey (n.)

an animal that is hunted or killed by another for food

producer (n.)

someone who creates a new movie or show

refrain (n.)

a repeated line or group of lines in a poem

relationship (n.)

how people talk, feel, or act toward one another Notes

research

1. (n.) careful study or activity to find and report new knowledge about a subject

2. (v.) to collect more information about a subject

revise (v.) to make changes to improve the ideas and structure of a piece of writing

Notes

scale (n.)

a principle of design; the sizes an artist makes a work of art and the components within it

scientist (n.)

a person who studies the natural world based on facts learned through experiments and observation

surface (n.)

the upper layer of an area of land or water Notes

Notes

technique (n.)

the way in which materials or skills are used

tentacle (n.)

one of the long, flexible arms of an animal, used for grabbing things and moving

wonder (n.)

something that is very surprising, beautiful, or amazing

Credits

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds for proper acknowledgment in all future editions and reprints of this module.

Cover: Under the Wave off Kanagawa, also known as The Great Wave, 1830–32, Katsushika Hokusai (1760–1849), Woodblock print, 25.7 × 37.9 cm, H. O. Havemeyer Collection, Bequest of Mrs. H. O. Havemeyer, 1929, Courtesy of the Metropolitan Museum of Art; pages 6, 94–95, and 104, National Gallery of Art; page 11, Christopher Conser/Shutterstock.com; pages 13–14 and 87, Burkhardt, Jacques Illustrations Courtesy of Harvard University/https://creativecommons.org/licenses/by/4.0/; pages 15–16, 18 and 83, Burkhardt, Jacques Illustrations Courtesy of Harvard University/https://creativecommons.org/licenses/by/4.0/; page 18, Ryan M. Bolton/Shutterstock.com, RugliG/Shutterstock.com, Wheatfieldstock/Shutterstock.com, Mike Rosecope/ Shutterstock.com, Andriy Nekrasov/Shutterstock.com; page 19, Old Book Illustrations; pages 21–24 and 85, Mollusques vivants et fossiles: ou, description de toutes les espèces de coquilles et de mollusques: classées suivant leur distribution géologique et géographique 1845, Gide et Cie., éditeurs, in French; pages 25–29 and 87, Library of Congress, Geography and Map Division; pages 30–31 and 89, DEEPSTAR; pages 32–36 and 91, Burkhardt, Jacques Illustrations Courtesy of Harvard University/https:// creativecommons.org/licenses/by/4.0/; page 106, Michelle Bridges/Alamy Stock Photo; page 107, Pictoral Press Ltd/Alamy Stock Photo, davidrumsey.com; page 109, nsf/Alamy Stock Photo; page 111, Shannon White-Diecidue/Alamy Stock Photo, Patrick Guenette/Alamy Stock Photo; page 116, James R Gibson/Alamy Stock Photo; page 117, Jeff Rotman/Alamy Stock Photo, EXZOZIS/Shutterstock.com.

All other images are the property of Great Minds.

3 | Module 1 115

Works Cited

Aesop. “The Shepherd and the Sea.” Translated by George Fyler Townsend, 1867, adapted by Rachel Hylton, 2022. Fables of Aesop, edited by Tom Simondi, 23 Nov. 2013, fablesofaesop.com/the-shepherd-and-the-sea.html#more-384.

Burleigh, Robert. Solving the Puzzle Under the Sea: Marie Tharp Maps the Ocean Floor. Illustrated by Raúl Colón, Simon and Schuster Books for Young Readers, 2016.

Cerullo, Mary M., and Clyde F. E. Roper. Giant Squid: Searching for a Sea Monster. Capstone Press, 2012.

“Divers.” Getty Images, 21 Dec. 2015, app.boclips.com/videos/5c54cccfd8eafeecae1afeb8

Dubowski, Cathy East. Shark Attack. DK Publishing, 2023.

“Marsh.” Mazz Media, 31 Dec. 2013, app.boclips.com/videos/5c54d5c5d8eafeecae1fe2f3

Steig, William. Amos and Boris. 1971. Square Fish, 2009.

Teasdale, Sara. “The Sea Wind.” Rivers to the Sea. Macmillan, 1915.

“The Underwater Discovery and Adventure: The Story of Jacques Cousteau.” SciShow, 10 June 2016, app.boclips.com/ videos?q=%22The+Story+of+Jacques+Cousteau.%22&page=1.

“What Is the Painted Essay™?” Vermont Writing Collaborative, www.vermontwritingcollaborative.org/painted-essay/.

WIDA. WIDA English Language Development Standards Framework 2020 Edition: Kindergarten–Grade 12. Board of Regents of the University of Wisconsin System, wida.wisc.edu/sites/default/files/resource/WIDA-ELD-StandardsFramework-2020.pdf.

Yaccarino, Dan. The Fantastic Undersea Life of Jacques Cousteau. 2009. Random House Children’s Books, 2012.

3 | Module 1 116

Knowledge is your superpower.

Read great books from around the world.

Explore documents that take you back in time.

Write like an author.

Discuss and debate topics you care about.

Study art to make paintings come to life.

Ready to tap into knowledge?

GRADE 3 MODULES

Module 1 | The Sea

Module 2 | Outer Space

Module 3 | A New Home

Module 4 | Artists Make Art

ON THE COVER

Under the Wave off Kanagawa, also known as The Great Wave, 1830–32

Katsushika Hokusai (1760–1849)

Woodblock print, 25.7 × 37.9 cm

9 798888 112946

ISBN 979-8-88811-294-6

H. O. Havemeyer Collection, Bequest of Mrs. H. O. Havemeyer, 1929 Courtesy of the Metropolitan Museum of Art