Curriculum / ELA / 3rd Grade / Unit 3: Passing Down Wisdom: Hispanic and African American Folktales / Lesson 26

Passing Down Wisdom: Hispanic and African American Folktales

Lesson 26

ELA

Unit 3

3rd Grade

Lesson 26 of 26

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.

Fluency Assessment

The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. The Fluency Assessment should be given at the end of a unit. Teachers should plan to pull students one-on-one to do this while the rest of the class is independently reading or writing. Find additional guidance for using this assessment and supporting reading fluency in Teacher Tools.

Download Fluency Assessment

Lesson 25

Lesson Map

Recount what happened in "Spider Grandmother."

The Sea-Ringed World: Sacred Stories of the Americas pp. 1–3 — "Spider Grandmother"

Standards

RL.3.2RL.3.3

Recount what happened in "Bacabs."

The Sea-Ringed World: Sacred Stories of the Americas pp. 7–9 — "Bacabs"

Standards

RL.3.3

Identify and explain important lessons or truths that are revealed through traditional stories, such as creation stories, by discussing key events and character actions.

The Sea-Ringed World: Sacred Stories of the Americas — "Spider Grandmother" and "Bacabs"

Standards

RL.3.2RL.3.3

Use subordinating conjunctions to produce complex sentences.

The Sea-Ringed World: Sacred Stories of the Americas — "Spider Grandmother" and "Bacabs"
Editing Checklist 1 (G3, U3)
Clause Sorting Handout (G3, U3, L4)
Clause Sorting Handout Sample Response (G3, U3, L4)

Standards

L.3.1.i

Recount what happened in "The Bird of One Thousand Colors."

Tales Our... — "The Bird of One Thousand Colors"

Standards

L.3.1.iRL.3.2RL.3.3

Describe the turkey and how his actions contribute to the sequence of events.

Tales Our... — "The Bird of One Thousand Colors"

Standards

L.3.1.iRL.3.3

Explain what lesson the author is trying to teach in "The Bird of One Thousand Colors."

Tales Our... — "The Bird of One Thousand Colors"

Standards

L.3.1.iRL.3.2RL.3.3

Recount what happened in "'Dear Deer!' Said the Turtle."

Tales Our... — "''Deer Deer!' Said the Turtle"

Standards

L.3.1.iRL.3.2RL.3.3

Describe Venado and Jicotea and how their actions contribute to the sequence of events.

Tales Our... — "'Deer, Deer!' Said the Turtle"

Standards

L.3.1.iRL.3.3W.3.1

Explain what lesson the story "'Dear Deer!' Said the Turtle" is trying to teach.

Tales Our... — "'Dear Deer!' Said the Turtle"
Editing Checklist 1 (G3, U3)

Standards

L.3.1.iRL.3.2RL.3.3

Recount what happened in "The Goat from the Hills and Mountains."

Tales Our... — "The Goat from the Hills and Mountains"

Standards

L.3.1.iRL.3.2RL.3.3

Describe the soldier and the ant and how their actions contribute to the sequence of events.

Tales Our... — "The Goat from the Hills and Mountains"

Standards

L.3.1.iRL.3.3W.3.1

Explain what lesson the story "The Goat from the Hills and Mountains" is trying to teach.

Tales Our... — "The Goat from the Hills and Mountains"
Editing Checklist 1 (G3, U3)

Standards

L.3.1.iRL.3.2RL.3.3

Incorporate a variety of clear and interesting dialogue tags to show who is speaking and how they speak.

Tales Our...
Editing Checklist 2 (G3, U3)
Folktales Mad Libs Handout (G3, U3, 14)
Folktales Mad Libs Handout Sample Response (G3, U3, L14)

Standards

L.3.2.c

Recount what happened in "The Happy Man’s Tunic."

Tales Our... — "The Happy Man's Tunic"

Standards

L.3.1.dRL.3.2RL.3.3

Describe the shepherd and how his actions contribute to the sequence of events.

Tales Our... — "The Happy Man's Tunic"
Editing Checklist 2 (G3, U3)

Standards

L.3.2.cRL.3.3

Describe what lesson the story "The Happy Man's Tunic" teaches the reader.

Tales Our... — "The Happy Man's Tunic"

Standards

RL.3.2RL.3.3W.3.3.b

Analyze common lessons across different folktales and how characters are similar and different.

Tales Our...
Jigsaw Graphic Organizer (G3, U3, L18)
Folktale Comparison Graphic Organizer (G3, U3, L18)

Standards

L.3.6RL.3.2RL.3.9SL.3.1SL.3.1.aSL.3.1.dSL.3.6

2 days

Write an opinion paragraph that states which traditional story teaches the most important lesson and give reasons to support that opinion.

All unit texts
Opinion Writing Rubric (G3)
Single Point Opinion Writing Rubric 1 (G3, U3)
Single Paragraph Outline
Single Paragraph Outline Sample Response (G3, U3, L19)

Day 1 - Planning & Drafting

Plan and draft an opinion paragraph that states which traditional story teaches the most important lesson using three strong reasons and linking words.

All unit texts
Single Point Opinion Writing Rubric 1 (G3, U3)
Single Paragraph Outline
Single Paragraph Outline Sample Response (G3, U3, L19)

Standards

W.3.1W.3.1.aW.3.1.bW.3.1.cW.3.1.d

Describe Doc Rabbit and how his actions contribute to the sequence of events.

The People Could Fly: American Black Folktales pp. 13–19 — "Doc Rabbit, Bruh Fox, and the Tar Baby"
Dialogue Community Edit (G3, U3, L20)

Standards

L.3.2.cRL.3.2RL.3.3W.3.3.b

Describe Bruh Rabbit.

The People Could Fly: American Black Folktales pp. 5–12 — "He Lion, Bruh Bear, and Bruh Rabbit"

Standards

L.3.1.iRL.3.2RL.3.3RL.3.9

Describe Bruh Rabbit.

The People Could Fly: American Black Folktales pp. 31–41 — "Bruh Lizard and Bruh Rabbit" (pp. 31–34) and "Bruh Alligator Meets Trouble" (pp. 35–41)
Editing Checklist 2 (G3, U3)

Analyze and debate unit Essential Questions.

All unit texts
TQE Chart (G3, U3, L23)

Standards

RL.3.2SL.3.1SL.3.1.aSL.3.1.dSL.3.6

Write an opinion paragraph that states which of Bruh Rabbit's clever tricks teaches the most important lesson, using reasons and examples from the story.

The People Could Fly: American Black Folktales
Opinion Writing Rubric (G3)
Single Point Opinion Writing Rubric 2 (G3, U3)
Editing Checklist 2 (G3, U3)
Single Paragraph Outline
Brainstorming Graphic Organizer (G3, U3, L24)
Brainstorming Graphic Organizer Sample Response (G3, U3, L24)
Story Board Planning Template (G3, U3, L24)
Story Board Planning Template Sample Response (G3, U3, L24)
Single Paragraph Outline Sample Response (G3, U3, L24)
Opinion Paragraph Examples (G3, U3, L24)

Day 1 - Brainstorming

Analyze key Bruh Rabbit tricks and begin planning a visual retelling of one that teaches an important lesson.

All unit texts
Single Point Opinion Writing Rubric 2 (G3, U3)
Brainstorming Graphic Organizer (G3, U3, L24)
Brainstorming Graphic Organizer Sample Response (G3, U3, L24)
Story Board Planning Template (G3, U3, L24)
Story Board Planning Template Sample Response (G3, U3, L24)

Standards

RL.3.2W.3.1

Day 2 - Drafting

Draft an opinion paragraph explaining which Bruh Rabbit trick teaches the most important lesson and why.

All unit texts
Single Point Opinion Writing Rubric 2 (G3, U3)
Single Paragraph Outline
Single Paragraph Outline Sample Response (G3, U3, L24)
Opinion Paragraph Examples (G3, U3, L24)
Story Board Planning Template (G3, U3, L24)

Standards

W.3.1W.3.1.aW.3.1.bW.3.1.cW.3.1.d

Day 3 - Revision & Editing

Revise an opinion paragraph to include illustrative examples that strengthen supporting opinions.

Completed opinion paragraph from Day 2
Editing Checklist 2 (G3, U3)

Standards

W.3.1W.3.1.bW.3.1.cW.3.5

Day 4 - Publishing

Finalize and publish paragraphs and story boards.

Single Point Opinion Writing Rubric 2 (G3, U3)
Story Board Planning Template (G3, U3, L24) — Completed
Story Board Planning Template Sample Response (G3, U3, L24)
Completed revised opinion writing

Standards

W.3.1W.3.5W.3.6

Write a narrative using effective technique and organizing an event sequence that unfolds naturally.

All unit texts
Narrative Writing Rubric (G3)
Single Point Narrative Writing Rubric (G3, U3)
Editing Checklist 2 (G3, U3)
Story Mountain Graphic Organizer (G3, U3, L25)
Story Mountain Graphic Organizer Sample Response (G3, U3, L25)
Scenes from a Hat (G3, U3, L25)

Day 1 - Brainstorming

Writers brainstorm story elements and characters to prepare for writing an original folktale that includes key folktale traits and teaches a clear lesson.

Story Mountain Graphic Organizer (G3, U3, L25)
Story Mountain Graphic Organizer Sample Response (G3, U3, L25)

Standards

W.3.3W.3.3.aW.3.3.dW.3.5

Day 2 - Drafting

Draft the exposition of an original folktale by introducing their character, setting, and the central problem.

All unit texts
Single Point Narrative Writing Rubric (G3, U3)
Story Mountain Graphic Organizer (G3, U3, L25) — Completed
Story Mountain Graphic Organizer Sample Response (G3, U3, L25)

Standards

W.3.3W.3.3.aW.3.3.bW.3.5

Day 3 - Drafting

Draft the rising action and climax of an original folktale by developing the conflict and using temporal words to sequence events logically.

All unit texts
Single Point Narrative Writing Rubric (G3, U3)
Story Mountain Graphic Organizer (G3, U3, L25) — Completed
Story Mountain Graphic Organizer Sample Response (G3, U3, L25)

Standards

W.3.3W.3.3.bW.3.3.cW.3.5

Day 4 - Drafting

Draft the falling action and resolution of their folktale by solving the character conflict and demonstrating the lesson learned.

All unit texts
Single Point Narrative Writing Rubric (G3, U3)
Story Mountain Graphic Organizer (G3, U3, L25) — Completed
Story Mountain Graphic Organizer Sample Response (G3, U3, L25)

Standards

W.3.3W.3.3.bW.3.3.dW.3.5

Day 5 - Revision & Editing

Revise and edit an original folktale by adding dialogue.

Completed draft paragraphs
Single Point Narrative Writing Rubric (G3, U3)
Editing Checklist 2 (G3, U3)
Scenes from a Hat (G3, U3, L25)

Standards

W.3.3W.3.3.bW.3.5

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

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