Curriculum / ELA / 3rd Grade / Unit 3: Passing Down Wisdom: Hispanic and African American Folktales / Lesson 13
ELA
Unit 3
3rd Grade
Lesson 13 of 24
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Lesson Notes
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Recount what happens in "The Happy Man’s Tunic."
Book: Tales Our Abuelitas Told: A Hispanic Folktale Collection by F. Isabel Campoy and Alma Flora Ada — "The Happy Man's Tunic"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Recount what happens in "The Happy Man's Tunic."
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Questions about the text that will help guide the students understanding
Describe where the story takes place. Why is the caliph troubled? (pp. 89–91)
What advice does the woman give? How does the caliph respond? (p. 91)
Describe what happens when the men try to find a truly happy man. (pp. 92–93)
How does the shepherd boy respond to the question, "Are you happy?" (p. 95)
The chief decides to take the young man to the palace. Why does he make this decision? What happens as a result of this decision? (p. 96)
Read the quotation from page 97. "Wherever they went, the shepherd’s music reminded them of their true happiness." Explain the significance of this statement. (p. 97)
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
content
adj.
satisfied
stubborn
not changing your mind about something
unfulfilled
not feeling satisfied
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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 characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Standards that are practiced daily but are not priority standards of the unit
L.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.4 — Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.7 — Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.
SL.3.1 — Engage effectively in a range of 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.
W.3.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Describe the shepherd, and how his actions contribute to the sequence of events.
Recount what happens in "The Bird of One Thousand Colors."
Standards
RL.3.2RL.3.3
Describe the Turkey, and how his actions contribute to the sequence of events.
RL.3.3
Explain what lesson the author is trying to teach in "The Bird of One Thousand Colors."
Make sentences better and more interesting by combining two or more sentences.
L.3.1SL.3.1.a
Recount what happens in "'Dear Deer!' Said the Turtle."
Describe Venado and Jicotea, and how their actions contribute to the sequence of events.
RL.3.3W.3.1
Explain what lesson the author is trying to teach in "'Dear Deer!' Said the Turtle."
L.3.1
Recount what happens in "The Goat from the Hills and Mountains."
Describe the soldier and the ant, and how their actions contribute to the sequence of events.
Explain what lesson the author is trying to teach in "The Goat from the Hills and Mountains."
Use subordinating conjunctions to write more interesting and complex sentences.
Describe what lesson the author is trying to teach about happiness in "The Happy Man's Tunic."
Analyze common messages/lessons across different folktales and how characters are similar and different across different folktales.
L.3.6RL.3.2RL.3.9SL.3.1SL.3.1.aSL.3.1.dSL.3.6
2 days
Write a paragraph stating which folktale is your favorite and why.
L.3.1L.3.2W.3.1W.3.1.aW.3.1.b
Describe Brer Rabbit and how his actions contribute to the sequence of events.
Describe Brer Rabbit.
RL.3.2RL.3.3RL.3.9
4 days
Defend whether or not Brer Rabbit is a good role model by using evidence from the stories throughout the unit.
L.3.1.hL.3.1.iL.3.2.eL.3.2.fL.3.2.gW.3.1W.3.1.aW.3.1.bW.3.1.cW.3.4W.3.5W.3.8
Analyze and debate unit essential questions.
RL.3.2SL.3.1SL.3.1.aSL.3.1.dSL.3.6
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
5 days
Write a narrative using effective technique and organizing an event sequence that unfolds naturally.
L.3.1L.3.2W.3.3W.3.3.aW.3.3.c
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