The Extra-Good Sunday - Basal 3 - Lesson

Oct 16, 2026

Uploaded by Putri

Unit 3, Week 5 focuses on “The Extra-Good Sunday” with a suggested 5-day plan at 45 minutes per day. The teacher instructions emphasize Big Ideas and Key Understandings: learning often requires facing challenges, and the lessons gained can become positive experiences. Students work with a text about Ramona and Beezus cooking dinner after punishment, gradually shifting from blaming the situation to finding solutions and learning the value of teamwork and preparing a family meal successfully. Activities include independent and read-aloud reading, discussion, and text-dependent, evidence-based questions.

LanguageEnglish

CategoryExam

FormatDOCX

Pages13

Reading Time33 min

AccessFree to download

Teacher Instructions

Before Teaching

Big Ideas and Key Understandings

Synopsis

Core Reading Steps

During Teaching

Text-Dependent Questions

Evidence-Based Answers

Unit 3/Week 5 Title: The Extra-Good Sunday Suggested Time: 5 days (45 minutes per day) Common Core ELA Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.7; RF.3.4; W.3.2, W.3.4; SL.3.1; L.3.1, L.3.2, L.3.4, L.3.5 Teacher Instructions Refer to the Introduction for further details. Before Teaching Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers, about the big ideas and key understanding that students should take away after completing this task. Big Ideas and Key Understandings Sometimes to learn a lesson you have to face challenges. In the end, the lesson that you learned can turn into a positive experience. Synopsis Ramona and Beezus, two sisters, get into trouble for not eating their dinner. As punishment, they must cook dinner for the family. At first, Ramona and Beezus focus on everything that is wrong with the situation. Slowly, however, they begin to find solutions to problems that arise as they work together to cook the meal. The girls learn how difficult it is to prepare a family dinner, and they begin to really care about creating a nice meal. In the end, Ramona and Beezus are happy that their meal is a success. Read entire main selection text, keeping in mind the Big Ideas and Key Understandings. Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching Vocabulary. During Teaching Students read the entire main selection text independently. Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.) Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A variety of methods can be used to structure the reading and discussion (i.e., whole class discussion, think-pair-share, independent written response, group work, etc.). Text Dependent Questions Text-dependent Questions Evidence-based Answers Beezus and Ramona were in trouble for not eating the dinner that was cooked for them. What does their mother suggest that they do as a punishment? (Pg. 492) Their mother suggests that Beezus and Ramona cook dinner for the family the next night to show them how much work it is to prepare a meal for the family. On page 492, the author writes, “Sunday morning Ramona and Beezus were still resolved to be perfect until dinnertime.” When the author writes they were resolved, this means they had made the decision together to be perfect until dinnertime. Why did they make this decision? The girls thought that their parents might forget that they were supposed to cook dinner if they were on their best behavior. The girls did not want to cook dinner. Reread page 493. Ramona feels like the day “dragged on”. Use details from the text to support how you know that Ramona felt this way. You could tell that Ramona felt the day dragged on when she said, “Why doesn’t somebody say something?” Ramona also was weary, or tired, of being so good and watched for dry spots to appear on the sidewalk. Reread the final paragraph on page 494. What point is the author trying to make by stating, “The matter was settled.” The girls had been wondering if they would have to cook dinner. They now know they must cook dinner. When you do something frantically, you are doing something in a wild, hurried, and/or nervous way. On page 495, why did Beezus frantically flip the pages of the cookbook? How does the illustration help us understand how Beezus is feeling? Beezus frantically flipped through the pages of the cookbook because she was worried about what they might be able to cook with the ingredients they found in the refrigerator. In the illustration, Beezus’s face looks extremely worried. The way she is standing over the cookbook with her hands outstretched makes her look very tense and

FAQs

What Big Idea and Key Understanding guide the lesson?

The lesson emphasizes that learning can require facing challenges, and the experience gained can turn into something positive.

What punishment do Ramona and Beezus receive at the start of the story?

They are in trouble for not eating their dinner, so they must cook dinner for the family as a punishment.

Why did Beezus frantically flip the pages of the cookbook?

She was worried about what they could cook with the ingredients they found in the refrigerator.

Oct 16, 2026

Uploaded by Putri