Curriculum / ELA / 3rd Grade / Unit 3: Passing Down Wisdom: Hispanic and African American Folktales / Lesson 24
ELA
Unit 3
3rd Grade
Lesson 24 of 24
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Write a narrative using effective technique and organizing an event sequence that unfolds naturally.
Rubric: Grade 3 Narrative Writing Rubric
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Write your own folktale. Make sure your folktale includes the common characteristics of a folktale, particularly a lesson.
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L.3.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
W.3.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3.a — Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.c — Use temporal words and phrases to signal event order.
Standards that are practiced daily but are not priority standards of the unit
L.3.1.d — Form and use regular and irregular verbs.
L.3.1.e — Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.f — Ensure subject-verb and pronoun-antecedent agreement.
L.3.1.g — Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
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.3.4 — 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.3.10 — 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.
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.
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."
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
L.3.1L.3.2W.3.3W.3.3.aW.3.3.c
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