Curriculum / ELA / 3rd Grade / Unit 3: Passing Down Wisdom: Hispanic and African American Folktales / Lesson 21
ELA
Unit 3
3rd Grade
Lesson 21 of 24
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Defend whether or not Brer Rabbit is a good role model by using evidence from the stories throughout the unit.
Book: Tales of Uncle Remus: The Adventures of Brer Rabbit by Julius Lester
Template: Opinion Brainstorm Graphic Organizer
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
A friend tells you that Brer Rabbit is a good role model. Do you agree or disagree? Defend your thinking using evidence from the texts you've read throughout the unit.
An example response to the Target Task at the level of detail expected of the students.
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L.3.1.h — Use coordinating and subordinating conjunctions.
L.3.1.i — Produce simple, compound, and complex sentences.
L.3.2.e — Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
L.3.2.f — Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.2.g — Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
W.3.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.a — Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.b — Provide reasons that support the opinion.
W.3.1.c — Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.4 — With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.3.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.3.8 — Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
Standards that are practiced daily but are not priority standards of the unit
L.3.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.6 — Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
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.
Lesson 20
Lesson 22
Recount what happens in "The Bird of One Thousand Colors."
RL.3.2 RL.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."
Writing
Make sentences better and more interesting by combining two or more sentences.
L.3.1 SL.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.3.3 W.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.
Recount what happens in "The Happy Man’s Tunic."
Describe the shepherd, and how his actions contribute to the sequence of events.
Describe what lesson the author is trying to teach about happiness in "The Happy Man's Tunic."
Discussion
Analyze common messages/lessons across different folktales and how characters are similar and different across different folktales.
L.3.6 RL.3.2 RL.3.9 SL.3.1 SL.3.1.a SL.3.1.d SL.3.6
Opinion Writing – 2 days
Write a paragraph stating which folktale is your favorite and why.
L.3.1 L.3.2 W.3.1 W.3.1.a W.3.1.b
Describe Brer Rabbit and how his actions contribute to the sequence of events.
Describe Brer Rabbit.
RL.3.2 RL.3.3 RL.3.9
Opinion Writing – 4 days
L.3.1.h L.3.1.i L.3.2.e L.3.2.f L.3.2.g W.3.1 W.3.1.a W.3.1.b W.3.1.c W.3.4 W.3.5 W.3.8
Analyze and debate unit essential questions.
RL.3.2 SL.3.1 SL.3.1.a SL.3.1.d SL.3.6
Assessment
Narrative Writing – 5 days
Write a narrative using effective technique and organizing an event sequence that unfolds naturally.
L.3.1 L.3.2 W.3.3 W.3.3.a W.3.3.c
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