3_1_4LA


 * Grade: 3 Unit: 1 Week: 4 Content: ELA Dates: 9/10-9/14 **


 * Theme Essential Question: Why do we hand stories from one generation to another? **


 * Essential Questions: **
 * How can I explain the meaning while retelling stories by using key details in the text?
 * How do a character’s traits, motivations, feelings, and actions contribute to a story?


 * Standards **
 * ** RL.3.2: ** Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
 * ** RL.3.3: ** Describe how characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
 * ** 3.W.1.a: ** Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
 * ** SL.3.1: ** Engage effectively in a range or collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 3 topics and texts,// building on others’ ideas and expressing their own clearly.
 * ** SL.3.1(c): ** Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
 * ** L.3.1: ** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * ** L.3.1(a): ** Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.


 * Objectives **
 * Students will be able to determine and analyze characters’ traits or motivations in fables or trickster tales//.//
 * Students will be able to determine the trickster, the fool, the problem, and the solution in various cultures’ trickster tales.
 * Students will be able to write an opinion piece using supportive reasons to tell about their favorite trickster tale.
 * Students will be able to continue researching one of the trickster tale’s cultures, as part of responding to class-generated questions.
 * Students will be able to compare and contrast two trickster stories, specifically, the characters and message of the story.
 * Students will be able to distinguish verbs and adverbs. Understand the role of each in a sentence.
 * Students will be able to discuss Paul Goble’s artistic contribution to and reflection of the Native American culture.


 * Assessment **
 * Product: **
 * Students will write an opinion piece to address the following prompt: Identify your favorite trickster tale and support your opinion using the charactistics of a trickster tale.
 * ** Project: **
 * Research one of the trickster tale’s cultures, as part of responding to class-generated questions.
 * Work on developing individual trickster tales and animal drawings.


 * Key Questions (match Standard) **
 * How can characters and their actions in a story contribute to the sequence of events?
 * How can I state an opinion and create an organizational structure that lists supporting reasons?
 * How does using the conventions of Standard English grammar and usage help me to write and speak correctly? (CC.3.L.1)
 * What are the steps needed to conduct research?
 * What is a verb and how does it function in a sentence? (CC.3.L.1.a)
 * What is an adverb and how does it function in a sentence? (CC.3.L.1.a)


 * Observable Student Behaviors (Performance) **
 * I can use details from the text to determine the main idea or moral of the story.
 * I can explain how a character’s actions contribute to the sequence of events.
 * I can form an opinion and support my opinion using facts.
 * I can explain the function of verbs and adverbs in general and how they function in particular sentences.
 * I can research a specific culture and report my findings.


 * Vocabulary **
 * ** ELA ** ||
 * author
 * illustrator
 * noun
 * adjective
 * collective noun
 * pronoun
 * generational stories
 * problem
 * solution
 * revising
 * editing
 * character traits
 * character motivation ||
 * character motivation ||


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes)
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writing Workshop **
 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)

SEE 3RD GRADE COMMON CORE SCOPE AND SEQUENCE FOR ALL GRAMMAR/LANGUAGE AND WRITING SKILLS FOR THIS UNIT OF INSTRUCTION.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson: Adverbs (Located in Assignment Archive under District)
 * ** NOTE: Small Group Fables/Trickster Tales Research Project: To be completed by the end of the unit ** Students will read a variety of trickster tales from various cultures. They will choose one of the cultures to research, write a report about and present to the class. Give small groups of students the following prompt: “Research a culture that tells trickster tales. Generate questions related to the culture and assign a person to research each question. Create a book or multimedia presentation to communicate your findings.” (W.3.6, W.3.7, W.3.8) (EC, IC, S, RD)(S/D, S/N, CL, CQO)
 * ** NOTE: ** **Fables/Trickster Tales Writing Project: To be completed by the end of the unit** Have students research online one of the following cultures: **(1) African American slave culture (2) European culture (choose specific country) (3) Native American (Plains) culture (4) Andes Mountain** to get background for fables and trickster tales which they will write. Remind students that most Trickster Tales have animals with personification. After students have completed their online research, have them choose an animal for their tale, draw the animal, and describe the animal’s human features. Decide whether you will create a class book or a multi-media presentation based on the culture research and the Trickster Tales each student writes. (EC, IC, S, RD)(S/D, S/N, CL, CQO)
 * Lead a discussion with the students to introduce the genre of trickster tales, using questions such as these: **(1)** One of the types of folk stories handed down in cultures is the “trickster tale.” What root word do you hear in trickster? **(2)** Have you ever played a trick on someone? **(3)** Have you ever had a trick played on you?
 * Tell students that trickster tales are stories that involve playing tricks to solve problem and that they are from different cultures. Read several trickster tales. As students read, encourage them to think about characters and their traits. Remind them that the story is not just in the text, but also in the illustrations. The illustrations help to tell the story and to give hints about the culture or origin. Use the following questions to guide discussions after they (or you) read the trickster stories. Eventually require students to answer these questions independently.
 * Who is the trickster?
 * Who is the fool who gets tricked?
 * What was the problem in the story?
 * How did the trick solve the problem?
 * Think about what the message of the story might be and why these stories have been told for hundreds of years.
 * Students will read a variety of trickster tales from various cultures. Using the Iktomi Tales by Paul Goble, focus on one of the cultures. In small groups, have students generate open-ended questions that can be answered about the culture. Assign each small group a question to answer. To answer the questions, help students create a list of resources such as the Internet, encyclopedias, and informational books. As students read and research, circulate to help them select the most relevant and useful information. When small groups have finished their information gathering and organization, they should create a class book or multimedia presentation to show what they have learned about the culture. When they are finished, ask “Why did the Plains Indians create trickster stories to tell to their children?” (RI.3.1, RI.3.5, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, SL.3.1, SL.3.4)
 * ** Grammar Skill: **
 * Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
 * Verbs and Adverbs
 * Ruth Heller has written a series of informational books that teach parts of speech. As you read the book//__ Up, Up and Away: A Book About Adverbs __//, have the students listen for specific adverbs. Pause as you read to allow the students to share what they are learning or to ask questions. Create word banks to show that adverbs modify a verb, an adjective, or another adverb. (I/C, S) (R/R, H/P, C/Q/O)
 * Ruth Heller has written a series of informational books that teach parts of speech. As you read the book// __Kites Sail High: A Book About Verbs__ //, have the students listen for specific verbs. Pause as you read to allow the students to share what they are learning or to ask questions. Create word banks and add discuss shades of meaning in verbs.
 * (I/C, S) (R/R, H/P, C/Q/O)
 * During a shared reading, provide students access to an article/poem/etc., that can be marked up. Give the definitions for noun, pronoun, verbs and adverb with examples. Have students identify nouns in the text by marking them in one color, pronouns in a second color, verbs in a third color, and adverbs in a fourth color on their own text. Discuss findings, make a class chart of nouns, pronouns, verbs and adverbs harvested from the text.


 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||   || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts **


 * Resources **
 * Professional Texts **
 * Effective Literacy for Grades 2- 4 **
 * Professional Texts for 2011-2013 **
 * // Bringing Words to Life // by Beck et al (9781572307537)
 * // Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108)
 * // Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317)
 * // Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816)
 * // Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) //
 * // Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038)
 * // Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457)
 * // The Fluent Reader // by Rasinski (9780439332088)
 * // The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6)
 * // Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)


 * Literary Texts **
 * Stories **
 * Our stories: **
 * // The Stories Julian Tells // (Ann Cameron and Ann Strugnell) (E)
 * // More Stories Julian Tells // (Ann Cameron and Ann Strugnell) (EA)
 * // The Stories Huey Tells // (Ann Cameron and Roberta Smith) (EA)
 * // Gloria’s Way // (Ann Cameron and Lis Toft) (EA) and Ted Rand)
 * Cultural trickster stories: **
 * // Tops & Bottoms // (Janet Stevens) (E)
 * // Bruh Rabbit and the Tar Baby Girl // (Virginia Hamilton and James Randome)
 * // Love and Roast Chicken: A Trickster Tale from the Andes Mountains // (Barbara Knutson)
 * // Iktomi and the Buzzard // (Paul Goble)
 * // Iktomi and the Coyote // (Paul Goble)
 * // Iktomi and the Boulder // (Paul Goble)
 * // Iktomi and the Berries // (Paul Goble)
 * // Iktomi Loses His Eyes // (Paul Goble)
 * Poems **
 * “Grandpa’s Stories” (Langston Hughes) (E)
 * “Aunt Sue’s Stories” (Langston Hughes) (EA)
 * “Mother to Son” (Langston Hughes) (EA)
 * “By Myself” (Eloise Greenfield)
 * Poems (Read Aloud)
 * “Your World” (Georgia Douglas Johnson) (E)
 * “The Telephone” (Robert Frost) (EA)
 * “Nani” (Alberto Rios)
 * “You Are Old, Father William” (Lewis Carroll) (EA)
 * “For want of a nail, the shoe was lost…” (Traditional)


 * Informational Texts **
 * Students will do internet research on a culture related to a favorite trickster tale:
 * African American slave culture
 * European culture (choose specific country)
 * Native American (Plains) culture
 * Andes Mountain culture
 * Informational Text (Read Aloud)
 * // Throw Your Tooth on the Roof: Tooth Traditions Around the World // (Selby Beeler and G. Brian
 * Karas) (E)
 * // Merry-Go-Round: A Book About Nouns // (World of Language) (Ruth Heller)
 * // Mine, All Mine: A Book About Pronouns // (World of Language) (Ruth Heller)
 * // A Cache of Jewels and Other Collective Nouns // (World of Language) (Ruth Heller)
 * // Kites Sail High: A Book About Verbs // (World of Language) (Ruth Heller)

@http://questgarden.com/34/02/7/060828230258/ This Webquest is on the topic of Trickster Tales, part of California's 3rd grade Language Arts curriculum. @http://questgarden.com/79/52/3/090402091544/ Through this webquest we will examine different culture's trickster tales. We will identify the components in the story, and the students will be able to write their own trickster story.
 * WebQuests **
 * ** Trickster Tales **
 * ** The Ultimate Trickster **


 * Art, Music, and Media **
 * Paul Goble, __works__ (1933-present


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **
 * FRY LIST []

Verb Tenses Students will identify past, present, and future verb tenses and use appropriate tenses within text. @http://exchange.smarttech.com/details.html?id=d158099e-cae5-43bc-a53b-74f09ee181de
 * SART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: EK2-022 **
 * ** AEGOM Quiz: EK2-022 **
 * Strega Nona- Adding details to sentences
 * Planning narrative writing: @http://exchange.smarttech.com/details.html?id=eb74ee53-f26b-482f-bc9a-3a9ac08bb7fd
 * Lead Sentences for Narrative Writng: @http://exchange.smarttech.com/details.html?id=5ad85517-7ea0-455a-9074-e5a444ea6a5c
 * Fables, Folktales, Myths: @http://exchange.smarttech.com/details.html?id=c1deafab-cc88-4866-aa88-f2dfdab0e049
 * Opinion Writing: @http://exchange.smarttech.com/details.html?id=fc35e009-7eb4-45b8-8b7f-304d58896bd4
 * Describing Characters in a Story: @http://exchange.smarttech.com/details.html?id=2af2018e-77a0-4760-817d-14548c5c3306
 * @http://exchange.smarttech.com/details.html?id=212409b9-c2a7-4ffa-8705-eea8e255abf2
 * @http://exchange.smarttech.com/details.html?id=f2487880-7068-483a-ab0d-45737ff8b095
 * Verb Tenses: @http://exchange.smarttech.com/details.html?id=4e511d94-4442-466d-a70f-9c81afe60426

Other Activities, etc. @http://www.readwritethink.org/files/resources/lesson_images/lesson906/goble-bio.pdf @http://www.readwritethink.org/files/resources/lesson_images/lesson906/goble-corr.pdf @http://www.readwritethink.org/files/resources/lesson_images/lesson906/goble-answers.pdf
 * ** PAUL GOBLE BIOGRAPHY **
 * ** PAUL GOBLE BIOGRAPHY CORRECTIONS **
 * The PAUL GOBLE BIOGRAPHY includes 10 errors, when compared to the Paul Goble website (@http://monet.unk.edu/mona/contemp/paulgoble/goble.html).
 * ** PAUL GOBLE BIOGRAPHY CORRECTIONS ANSWER KEY **
 * Games and Activities: @http://www.gameclassroom.com/3rd-grade
 * Other Books to Read (not included in the kit)
 * __ Mr. Lincoln’s Whiskers __
 * __ Aesop’s Fables __
 * Grammar Tales Books


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