Curriculum / ELA / 1st Grade / Unit 2: Folktales Around the World / Lesson 22

Folktales Around the World

Lesson 22

ELA

Unit 2

1st Grade

Lesson 22 of 23

These assessments accompany this unit to help gauge student understanding of key unit content and skills.

Content Assessment

The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards. This assessment should take approximately one class period.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing. This assessment should take approximately one class period.

Lesson 21

Lesson 23

Lesson Map

Explain why the Sky God renames his stories "Spider Stories."

A Story, a Story

Standards

RL.1.2RL.1.3SL.1.1

Describe Anansi by asking and answering questions about character actions and traits.

Anansi (Melon)

Standards

RL.1.2RL.1.3SL.1.1

Describe Anansi by asking and answering questions about character actions and traits.

Anansi (Rock)

Standards

RL.1.2RL.1.3SL.1.1

Describe Anansi by asking and answering questions about character actions and traits.

Anansi (Magic Stick)

Standards

RL.1.2RL.1.3SL.1.1

Describe Anansi and what lesson he learned by asking and answering questions about character actions and traits.

Anansi (Fishing)

Standards

RL.1.2RL.1.3SL.1.1

Discussion & Writing

Defend if Anansi is a good friend.

A Story, a Story
Anansi (Melon)
Anansi (Rock)
Anansi (Magic Stick)
Anansi (Fishing)

Standards

L.1.2.aL.1.6RL.1.3SL.1.1SL.1.4SL.1.6W.1.1

Generate two different sentence types orally and in writing.

Anansi (Magic Stick)
Editing Checklist 1 (G1, U2)
Sentence Cards (G1, U2, L7)

Standards

L.1.1.jL.1.2.b

3 days

Write a narrative about another trick Anansi plays on his friends by including a problem and a connected solution in the story.

All Anansi texts from the unit
Narrative Writing Brainstorm Graphic Organizer (GK–2)
Narrative Writing Brainstorm Example (G1, U2, L8)
Mentor Text (G1, U2, L8)
Sample Problems (G1, U2, L8)
Narrative Writing Rubric (G1)
Single Point Narrative Writing Rubric (G1, U2, L8)
Sample Text 1 (G1, U2, L8)
Sample Text 2 (G1, U2, L8)

Day 1 - Brainstorming

Brainstorm a folktale with a beginning, middle, and end.

All Anansi texts from the unit
Narrative Writing Rubric (G1)
Mentor Text (G1, U2, L8)
Single Point Narrative Writing Rubric (G1, U2, L8)
Narrative Writing Brainstorm Graphic Organizer (GK–2)
Narrative Writing Brainstorm Example (G1, U2, L8)
Sample Problems (G1, U2, L8)

Standards

W.1.3W.1.5

Day 2 - Drafting

Draft a folktale with a beginning, middle, and end including a problem and connected solution.

All Anansi texts from the unit
Narrative Writing Rubric (G1)
Single Point Narrative Writing Rubric (G1, U2, L8)
Narrative Writing Brainstorm Graphic Organizer (GK–2)
Narrative Writing Brainstorm Example (G1, U2, L8)

Standards

L.1.1L.1.6SL.1.1SL.1.6W.1.3

Day 3 - Revision & Editing

Revise a folktale by deleting extra parts of the story that are not connected to the beginning, middle, and end.

All Anansi texts from the unit
Narrative Writing Rubric (G1)
Single Point Narrative Writing Rubric (G1, U2, L8)
Narrative Writing Brainstorm Graphic Organizer (GK–2)
Sample Text 1 (G1, U2, L8)
Sample Text 2 (G1, U2, L8)

Standards

L.1.1L.1.1.aL.1.1.jL.1.2L.1.2.bSL.1.1SL.1.6W.1.3W.1.5

Explain why the lion changes his mind and what lesson the author is trying to teach us by using key details about the character to show understanding of the lesson.

The Lion and the Mouse

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7SL.1.1

Explain what lesson Coyote learns and how he learns it.

Borreguita and the Coyote

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7SL.1.1

Describe how the stranger's gift changes the man's life and what lesson the author is trying to teach.

The Paper Crane

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7SL.1.1

Explain what Mama learns at the end of the story.

Mama Panya's Pancakes
Unscramble Sentences Activity (G1, U2, L12)

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7SL.1.1

Generate two different sentence types orally and in writing.

Borreguita and the Coyote
Editing Checklist 2 (G1, U2)
Command or Exclamation Handout (G1, U2, L13)
Sentence Cards (G1, U2, L13)

Standards

L.1.1.jL.1.2.b

Explain what lesson the man learns and how the rabbi helps.

It Could Always Be Worse

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7

Explain what the king means when he says, "I admire Ping's courage to appear before me with the empty truth."

The Empty Pot

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7

Explain what the sky means when it says, "perhaps through your own labor you will learn to not waste the gifts of nature" and what we can learn from this statement.

Why the Sky is Far Away

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7

Explain how the Coffee Test helps Martina learn a person's character and what we can learn from this.

Martina the Beautiful Cockroach
Editing Checklist 2 (G1, U2)

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7

Explain what Juan Bobo is like and what we can learn from him.

Juan Bobo Goes to Work: A Puerto Rican Folk Tale
Editing Checklist 2 (G1, U2)

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7

Describe Doña Flor using specific details from the text.

Doña Flor pp. 1–18
Editing Checklist 2 (G1, U2)

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7

Describe what lesson the author is trying to teach.

Doña Flor pp. 19–30
Editing Checklist 2 (G1, U2)

Standards

L.1.1.jL.1.2.bRL.1.2RL.1.3RL.1.7SL.1.1

Discuss unit Essential Questions.

Standards

L.1.6SL.1.1SL.1.6

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Defend which folktale has the most important lesson by naming an opinion and including reasons to support the opinion.

All unit texts
The Name Jar — From Unit 1
Opinion Writing Rubric (G1)
Single Point Opinion Writing Rubric (G1, U2, L23)
Note-Taking Sheet (G1, U2, L23)
Sample Note-Taking Sheet (G1, U2, L23)
Revision Text (G1, U2, L23)
Main Idea and Details Graphic Organizer (GK–5)
Main Idea and Details Graphic Organizer Example (G1, U2, L23)
Editing Checklist 2 (G1, U2)

Day 1 - Brainstorming

Brainstorm reasons that support an opinion using reasons from the text and personal experience.

All unit texts
Note-Taking Sheet (G1, U2, L23)
Sample Note-Taking Sheet (G1, U2, L23)
Main Idea and Details Graphic Organizer (GK–5)
Main Idea and Details Graphic Organizer Example (G1, U2, L23)

Standards

L.1.1L.1.1.aL.1.1.jL.1.2L.1.2.bSL.1.1SL.1.6W.1.5

Day 2 - Drafting

Draft reasons from the text or your own life to support your opinion sentence.

All unit texts
Single Point Opinion Writing Rubric (G1, U2, L23)
Note-Taking Sheet (G1, U2, L23) — From Day 1
Sample Note-Taking Sheet (G1, U2, L23)

Standards

L.1.1L.1.1.aL.1.1.jL.1.2L.1.2.bSL.1.1SL.1.6W.1.5

Day 3 - Revision & Editing

Add a concluding sentence to summarize the opinion writing by using a different sentence type.

All unit texts
Single Point Opinion Writing Rubric (G1, U2, L23)
Revision Text (G1, U2, L23)
Editing Checklist 2 (G1, U2)

Standards

L.1.1L.1.1.aL.1.1.jL.1.2L.1.2.bSL.1.1SL.1.6W.1.3W.1.5

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