Section A: Strategies & Tasks Checklist
DCSD Unit Task [ ] Interdisciplinary Integration [X] Differentiated Instruction [X]
GADOE Task/Activity/Resource [ ] Intervention Strategies [X] 21st Century Learning Skills [X]
STEM/STEAM Integration [X] Gifted-Extensions for Learning [X] Research-Based Instructional Strategies [X]
Nonlinguistic Representations [X] Cooperative Learning [X] Summarizing/Note Taking [X]
Generating/Testing Hypotheses [X] Setting Objectives/Feedback [X] Cues, Questions, Organizers [X]
Section B: Unit & Sprint (2-Week) Overview
UNIT AT-A-GLANCE
Unit Name & Pacing Inquiry & Observation: Semester 2 Launch
Unit Driving Question How does careful observation lead to discovery in both research and storytelling?
Unit Description & Rationale This integrated unit combines a rigorous research simulation with a literary analysis of *The Invention of Hugo Cabret*. Students learn the protocols of academic inquiry (contracts, keywords, disciplines) while simultaneously exploring the theme of the "Silent Observer" in fiction. The unit utilizes "Stealth Squads" to develop non-verbal communication and team cohesion, creating a classroom environment of high focus and agency suitable for independent thinkers.
Engaging Scenario / Unit Hook Students operate as "Independent Thinkers" within Research Labs and Stealth Squads. They must navigate a dual curriculum: one of scientific/social inquiry (The Project) and one of narrative mystery (*Hugo*), finding the common thread of "observation" in both.
THIS SPRINT'S FOCUS (2 Weeks)
School Name / Teacher Name Huntley Hills Elementary / Mr. Ian
Grade/Subject/Course 3rd Grade Gifted / Independent Thinkers
Sprint Dates / Pacing January 19, 2026 - January 30, 2026 (Weeks 3 & 4)
Sprint Focus & Summary This sprint focuses on Research Design & Narrative Analysis. Students will move from generating questions to designing specific experiments or plans (e.g., Slime Robots). In *Hugo*, they will analyze Chapters 4-6, discussing loss, theft, and mechanical metaphors. Teambuilding shifts to complex non-verbal tasks (Secret Handshake, Pulse, Sculptor) managed by Student Leaders using specific "Keys."
Sprint Learning Targets & Success Criteria Learning Targets (Sprint Level):
  • I can break down a complex guiding question into specific research sub-questions.
  • I can design a step-by-step procedure or experiment to test an idea.
  • I can analyze character motivation (theft/loss) using textual evidence.
  • I can execute complex non-verbal sequences with my squad.
Success Criteria (Sprint Level):
  • Project Packet Pages 6, 7, 8, and 10 (or equivalent planning page) are drafted.
  • Fluency Logs show consistent practice (Games/XtraMath).
  • Hugo Packet Vocab and Similes (p. 23) are completed.
  • Seesaw reflection recorded for Choice Time artifacts.
Standards for the Sprint Priority Standard(s):
  • Gifted 4: Creative Thinking & Problem Solving (Research methodology/Invention).
  • RL.3.3: Describe characters in a story (traits, motivations, feelings).
Supporting/Integrated Standard(s):
  • W.3.7: Conduct short research projects that build knowledge.
  • OA.3.7: Fluently multiply and divide within 100.
Non-Content Standard(s):
  • PE.3.4: Responsible personal and social behavior (Stealth Squads).
Essential Question(s) for the Sprint How do we turn a "Why" into a "How"? Why might a "good" character do "bad" things (like stealing)?
Big Ideas for the Sprint 1. Research moves from broad questions to specific procedures.
2. Protagonists often deal with loss in complex ways.
3. Non-verbal signals establish trust and rhythm in a team.
Section C: Instructional Logistics & Resources for the Sprint
Key Vocabulary Hugo: Automaton, Cogs, Nips, Apprentice, Horologist, Orphanage, Exception.
Research: Bibliography, Procedure, Design, Variable, Citation.
Materials & Resources Texts: *The Invention of Hugo Cabret* (PDF Packet pgs 15-23).
Technology: Chromebooks (XtraMath, Arcademics, Seesaw).
Manipulatives: Squad Mission Cards (Secret Handshake, Pass the Pulse, Sculptor), "Key" Cards (Weather, Anchor, etc.), Logic Puzzles.
Supplies/Printables: Project Guide Packet, Fluency Logs, Choice Logs.
Differentiation & Adaptive Practices Project: Group 1 (Slime Robot) focuses on Engineering Design. Group 2 (Unknown) receives teacher scaffolding to finalize topic.
Homework & Extensions Extensions: Choice Time activities (Fri) allow for advanced exploration in Coding/Art.
Parental Engagement Students record Choice Time artifacts on Seesaw to share learning with families.
Section D: Assessment Plan for the Sprint
Formative Assessment Strategies Observation: Squad cohesion during "Pass the Pulse" and "Secret Handshake."
Written: Hugo Packet responses (Similes, Q3). Project Packet (Bibliography, Notes).
Digital: Seesaw Artifact uploads.
Summative Assessment Note This sprint contributes to the semester-long Research Project. The "Design Plan" (Page 10/11) is a key milestone check.

Week 3: Daily Lesson Plan for Monday (Jan 19)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation
This Sprint's Focus Research Design & Narrative Analysis
Standard(s) in Focus Today N/A
Instructional Strategies (from Sec. A) N/A
PLAN FOR TODAY'S LESSON (Substitute Ready)
Note Martin Luther King Jr. Day - No School.

Week 3: Daily Lesson Plan for Tuesday (Jan 20)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / How do we turn a "Why" into a "How"?
This Sprint's Focus Research Design & Narrative Analysis (Fluency / Project)
Standard(s) in Focus Today W.3.7 (Research Questions), OA.3.7 (Fluency).
Instructional Strategies (from Sec. A) Cooperative Learning, Generating Hypotheses, Differentiated Instruction.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can practice math facts using games AND I can generate specific research questions for my project.
Success Criteria 1. Fluency Log checked after game play.
2. Project Packet Page 6 (Questions) is filled out with assigned sub-questions.
Assessment Evidence Check Page 6. Ensure Group 2 has a topic.
Materials & Vocab for Today Materials: Fluency Logs, Project Guide Packets, Chromebooks.
Vocab: Sub-questions, Specificity, Research.
Differentiation Notes for Today Group 1 (Slime Robot): Break down "How" into materials, coding, and chemistry.
Group 2 (Unknown): Teacher works directly with this group to finalize topic using the Funnel Method.
IGNITE (Warm-Up / Hook - 10 min) Fluency Routine:
  • Instruction: "Check orders. Today is Game Day."
  • Action: Students choose between Arcademics or Sheppard Software (Fruit Splat).
  • Log: Students record their game and score on the Fluency Log.
EXPLORE (Main Lesson / Work Session - 15 min) Project Session: Generating Questions (Page 6) Teacher Action:
  • Launch: "Today we turn big ideas into answerable questions."
  • Differentiation:
    • Group 1: Guiding Question: "How can we build a robot that makes stretchy, fluffy, foamy slime?" Task: Assign sub-questions to members (e.g., "What ingredients make slime fluffy?", "How do robot arms mix things?").
    • Group 2: Teacher Facilitation. Use the "Wonder Wall" approach to finalize a topic immediately, then generate the Guiding Question and sub-questions.
Student Action:
  • Scribe: Writes the specific questions on Page 6.
  • Leader: Ensures every member has one question assigned to them.
REFLECT (Closing / Debrief - 5 min) Debrief: Each group shares their *Guiding Question* aloud.

Week 3: Daily Lesson Plan for Wednesday (Jan 21)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / What can we learn by watching?
This Sprint's Focus Research Design & Narrative Analysis (Teambuilding / Hugo)
Standard(s) in Focus Today PE.3.4 (Social Behavior), RL.3.3 (Character/Motivation).
Instructional Strategies (from Sec. A) Nonlinguistic Representations, Cooperative Learning, Summarizing.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can check my team's internal status AND I can analyze a character's promises.
Success Criteria 1. Squad successfully performs "Secret Handshake" sequence.
2. Hugo Packet Page 17 (Q3) and Vocab Crossword (p. 15-16) completed.
Assessment Evidence Observation of handshake memory; Hugo Packet check.
Materials & Vocab for Today Materials: Teambuilding Keys (Weather, Anchor), Mission Card (Secret Handshake), Hugo Packet.
Vocab: Automaton, Cogs, Nips (small bites/pinches).
Differentiation Notes for Today Support: "Secret Handshake" can be modified to fewer steps if needed.
IGNITE (Warm-Up / Hook - 10 min) Teambuilding:
  • Setup: Student Leader uses The Weather Key ("What is the weather in your brain? Sunny/Foggy/Stormy?").
  • Mission: Secret Handshake. "Invent a handshake with 6 moves. Memorize it."
  • Debrief: Student Leader uses The Anchor Key ("Did you feel safe?").
EXPLORE (Main Lesson / Work Session - 15 min) Hugo Day 4: The Window Teacher Action:
  • Pre-Read: Packet Page 15. Define: Automaton, Cogs, Nips (context: mechanical mouse or old man's behavior).
  • Read Aloud: Chapter 4, "The Window".
  • Whole Group Discussion: Page 17 (Q3). "The Promise." What did the girl promise Hugo? Why is this important?
Student Action:
  • Menu Work: Partners work on Vocab Crossword (Packet p. 15-16).
REFLECT (Closing / Debrief - 5 min) Debrief: "Why did Hugo trust the girl with a promise? Would you?"

Week 3: Daily Lesson Plan for Thursday (Jan 22)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / How do we find answers?
This Sprint's Focus Research Design & Narrative Analysis (Fluency / Project)
Standard(s) in Focus Today W.3.7 (Research Resources), OA.3.7 (Fluency).
Instructional Strategies (from Sec. A) Summarizing/Note Taking, Research-Based Strategies.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can build math fluency AND I can cite my sources.
Success Criteria 1. Fluency Log XtraMath checked.
2. Project Packet Page 7 (Bibliography) lists at least one source.
Assessment Evidence Check Packet Page 7.
Materials & Vocab for Today Materials: Fluency Logs, Project Packets, Books/Websites.
Vocab: Bibliography, Source, Citation.
Differentiation Notes for Today Resources: Provide specific books/websites relevant to "Slime" and Group 2's topic.
IGNITE (Warm-Up / Hook - 10 min) Fluency Routine:
  • Instruction: "Mission: XtraMath. Aim for a Green Light."
  • Action: Students login and work.
  • Log: Mark completion.
EXPLORE (Main Lesson / Work Session - 15 min) Project Session: Bibliography & Notes Teacher Action:
  • Launch: "Good researchers give credit." Guide students to Page 7 (Bibliography).
  • Task: Students find resources (books or websites) that answer their questions.
  • Instruction: "List the Title and Author on Page 7. Then, go to Page 8 (Notes) and begin writing facts."
Student Action:
  • Scribe: Records source info.
  • All: Read/browse to find answers to their specific sub-question.
REFLECT (Closing / Debrief - 5 min) Debrief: "Who found a source that looks helpful? What is the title?"

Week 3: Daily Lesson Plan for Friday (Jan 23)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / How do we persist?
This Sprint's Focus Research Design & Narrative Analysis (Critical Thinking / Choice)
Standard(s) in Focus Today Gifted 4 (Problem Solving), Gifted 1 (Self-Directed).
Instructional Strategies (from Sec. A) Intervention Strategies, Gifted-Extensions.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can use logic to solve puzzles AND I can document my creative work.
Success Criteria 1. Logic Sheet completed and checked by teacher.
2. Choice Time artifact recorded on Seesaw.
Assessment Evidence Critical Thinking Folder check; Seesaw post review.
Materials & Vocab for Today Materials: Critical Thinking Worksheets, Choice Station Materials, Seesaw.
Vocab: Logic, Documentation, Artifact.
Differentiation Notes for Today Choice: Students self-select based on interest task cards.
IGNITE (Warm-Up / Hook - 5 min) Review: "Remember the workflow. Logic Puzzles first, then Choice Time. Don't forget to record on Seesaw!"
EXPLORE (Main Lesson / Work Session - 20 min) Part 1: Critical Thinking (10 min)
  • Task: Complete one or more logic sheets (Teacher Selected).
  • Check: Teacher verifies work.
Part 2: Choice Time (10 min)
  • Task: Select activity (e.g., Coding, Building). Follow Task Card.
  • Record: Take a photo/video of the result (Artifact) and upload to Seesaw with a brief explanation matching the Task Card prompt.
REFLECT (Closing / Debrief - 5 min) Debrief: "Check your Seesaw outbox. Did it upload?"

Week 4: Daily Lesson Plan for Monday (Jan 26)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / What can we learn by watching?
This Sprint's Focus Research Design & Narrative Analysis (Teambuilding / Hugo)
Standard(s) in Focus Today PE.3.4 (Social Behavior), RL.3.3 (Character/Motivation).
Instructional Strategies (from Sec. A) Nonlinguistic Representations, Cooperative Learning.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can maintain group focus silently AND I can analyze what a character has lost.
Success Criteria 1. Squad completes "Pass the Pulse" without breaking the chain.
2. Hugo Packet Page 23 (Similes) started.
Assessment Evidence Observation of Pulse; Packet check.
Materials & Vocab for Today Materials: Teambuilding Keys, Mission Card (Pass the Pulse), Hugo Packet.
Vocab: Apprentice, Horologist.
Differentiation Notes for Today Support: Student Leader chooses the "Setup Key" (blue cards) that fits the group's mood.
IGNITE (Warm-Up / Hook - 10 min) Teambuilding:
  • Setup: Student Leader chooses ONE Setup Key (e.g., Battery, Glue) to run check-in.
  • Mission: Pass the Pulse. "Pass a hand squeeze around the circle as fast as possible. No breaks."
  • Debrief: Student Leader uses The Anchor Key.
EXPLORE (Main Lesson / Work Session - 15 min) Hugo Day 5: Hugo's Father Teacher Action:
  • Pre-Read: Vocab: Apprentice, Horologist.
  • Read Aloud: Chapter 5.
  • Whole Group Discussion: "What has Hugo lost?" (Father, uncle, school, home). "Why is the automaton so important?" (Connection to father). "Why does he hide?"
Student Action:
  • Menu Work: Similes (Packet Page 23). Students identify/create similes based on the text.
REFLECT (Closing / Debrief - 5 min) Debrief: "Hugo is an apprentice. Who are you an apprentice to?"

Week 4: Daily Lesson Plan for Tuesday (Jan 27)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / How do we record our findings?
This Sprint's Focus Research Design & Narrative Analysis (Fluency / Project)
Standard(s) in Focus Today W.3.7 (Research Notes), OA.3.7 (Fluency).
Instructional Strategies (from Sec. A) Summarizing/Note Taking, Setting Objectives.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can practice math fluency AND I can take notes to answer my research questions.
Success Criteria 1. Fluency Log checked.
2. Project Packet Page 8 (Notes) shows new facts recorded.
Assessment Evidence Check Page 8 for progress.
Materials & Vocab for Today Materials: Fluency Logs, Project Packets, Resources.
Vocab: Notes, Details, Facts.
Differentiation Notes for Today Group 1: Focus on technical details (ingredients, mechanisms).
Group 2: Focus on gathering basic facts for their new topic.
IGNITE (Warm-Up / Hook - 10 min) Fluency Routine:
  • Instruction: "Game Day. Choose Arcademics or Sheppard Fruit Splat."
  • Action: Play and Log.
EXPLORE (Main Lesson / Work Session - 15 min) Project Session: Continue Note-Taking (Page 8) Teacher Action:
  • Instruction: "Look at your sub-question on Page 6. Today, fill Page 8 with the answers you find."
  • Monitor: Ensure students are not just copying sentences, but finding *answers*.
Student Action:
  • All: Read sources and write bulleted notes on Page 8.
REFLECT (Closing / Debrief - 5 min) Debrief: "Share one cool fact you found today with your squad."

Week 4: Daily Lesson Plan for Wednesday (Jan 28)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / What can we learn by watching?
This Sprint's Focus Research Design & Narrative Analysis (Teambuilding / Hugo)
Standard(s) in Focus Today PE.3.4 (Social Behavior), RL.3.3 (Character/Motivation).
Instructional Strategies (from Sec. A) Nonlinguistic Representations, Cooperative Learning.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can demonstrate trust through physical support AND I can discuss the ethics of stealing in literature.
Success Criteria 1. Squad successfully performs "Sculptor and Clay" activity.
2. Hugo Packet Page 23 (Similes) continued/completed.
Assessment Evidence Observation of trust activity; Packet check.
Materials & Vocab for Today Materials: Teambuilding Keys, Mission Card (Sculptor & Clay), Hugo Packet.
Vocab: Orphanage, Exception.
Differentiation Notes for Today Support: Leader selects appropriate "Debrief Key" (red/orange) based on how the activity went.
IGNITE (Warm-Up / Hook - 10 min) Teambuilding:
  • Setup: Student Leader chooses ONE Setup Key.
  • Mission: Sculptor and Clay. "One person poses another. Observers approve the pose."
  • Debrief: Student Leader chooses ONE Debrief Key (e.g., Friction, Ally, XP).
EXPLORE (Main Lesson / Work Session - 15 min) Hugo Day 6: Ashes Teacher Action:
  • Pre-Read: Vocab: Orphanage, Exception.
  • Read Aloud: Chapter 6.
  • Whole Group Discussion: "Why does Hugo steal?" "Is stealing always wrong? Was it wrong for Hugo?" (Ethics).
Student Action:
  • Menu Work: Continue Similes (Page 23).
REFLECT (Closing / Debrief - 5 min) Debrief: "Why is Hugo an 'exception' to the rules?"

Week 4: Daily Lesson Plan for Thursday (Jan 29)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / How do we turn a "Why" into a "How"?
This Sprint's Focus Research Design & Narrative Analysis (Fluency / Project)
Standard(s) in Focus Today Gifted 4 (Creative Thinking/Design), OA.3.7 (Fluency).
Instructional Strategies (from Sec. A) Generating Hypotheses, Research-Based Strategies.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can build math fluency AND I can design a procedure/invention.
Success Criteria 1. Fluency Log XtraMath checked.
2. Project Packet Planning Page (Pg 10 for Grp 1, Pg 9-13 for Grp 2) drafted.
Assessment Evidence Check Planning Pages.
Materials & Vocab for Today Materials: Fluency Logs, Project Packets.
Vocab: Procedure, Design, Prototype, Experiment.
Differentiation Notes for Today Group 1 (Engineering): Use Page 10 (Engineering Design Plan). Sketch the robot.
Group 2: Use the page matching their discipline (Page 9 for Science Experiment, Pages 11-13 for Social Studies).
IGNITE (Warm-Up / Hook - 10 min) Fluency Routine:
  • Instruction: "Mission: XtraMath. Green Light."
  • Action: Login and work.
  • Log: Mark completion.
EXPLORE (Main Lesson / Work Session - 15 min) Project Session: Design Experiment / Invention Teacher Action:
  • Launch: "Now we plan how to *do* it. Writing a procedure is like writing a recipe."
  • Group 1 Task: Open to Page 10. Sketch the Slime Robot. List materials (motors, cup, etc.).
  • Group 2 Task: Open to appropriate planning page. Write step 1, 2, 3 of how you will answer your question.
Student Action:
  • Scribe: Writes the procedure steps.
  • All: Contribute ideas for materials and steps.
REFLECT (Closing / Debrief - 5 min) Debrief: "What is the hardest step in your plan?"

Week 4: Daily Lesson Plan for Friday (Jan 30)

CONTEXT FOR TODAY'S LESSON
Unit / Unit Driving Question Inquiry & Observation / How do we persist?
This Sprint's Focus Research Design & Narrative Analysis (Critical Thinking / Choice)
Standard(s) in Focus Today Gifted 4 (Problem Solving), Gifted 1 (Self-Directed).
Instructional Strategies (from Sec. A) Intervention Strategies, Gifted-Extensions.
PLAN FOR TODAY'S LESSON (Substitute Ready)
Learning Target I can persist through logic challenges AND I can document my learning.
Success Criteria 1. Logic Sheet completed and checked.
2. Choice Time artifact recorded on Seesaw.
Assessment Evidence Folder check; Seesaw check.
Materials & Vocab for Today Materials: Critical Thinking Sheets, Choice Materials, Seesaw.
Vocab: Logic, Response, Artifact.
Differentiation Notes for Today Choice: Students self-regulate.
IGNITE (Warm-Up / Hook - 5 min) Workflow: "Same routine. Brain power first, then Creative power. Record on Seesaw."
EXPLORE (Main Lesson / Work Session - 20 min) Part 1: Critical Thinking (10 min)
  • Task: Complete one or more logic sheets (Teacher Selected).
  • Check: Teacher verification.
Part 2: Choice Time (10 min)
  • Task: Station rotation + Task Card.
  • Record: Seesaw Upload (Photo/Video + Voice explanation matching task card).
REFLECT (Closing / Debrief - 5 min) Debrief: "Show your Seesaw post to a partner."