Curriculum / ELA / 3rd Grade / Unit 3: Passing Down Wisdom: Indigenous, Hispanic, and African American Traditional Stories / Lesson 26

Passing Down Wisdom: Indigenous, Hispanic, and African American Traditional Stories

Lesson 26

ELA

Unit 3

3rd Grade

Lesson 26 of 26

The following assessments accompany Unit 3. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the Reading Focus Areas of the unit to comprehend a new text, topically or thematically related to the content of the unit. It may be administered in addition to the Content Assessment.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 25

Lesson Map

Recount what happened in "Spider Grandmother."

“Spider Grandmother”

Standards

RL.3.2RL.3.3

Recount what happened in "Bacabs."

“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.

“Spider Grandmother”
“Bacabs”

Standards

RL.3.2RL.3.3

Use subordinating conjunctions to produce complex sentences.

Clause Sorting Handout (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

progress
monitoring

progress
monitoring

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

progress
monitoring

progress
monitoring

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

Tales Our... — "''Dear 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... — "'Dear 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"

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.3.2RL.3.3

progress
monitoring

progress
monitoring

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"

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.

Folktales Mad Libs Handout (G3, U3, 14)

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"

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

progress
monitoring

progress
monitoring

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

Tales Our...

Standards

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

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

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.

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"

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

progress
monitoring

progress
monitoring

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)

Analyze and debate unit Essential Questions.

Standards

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

progress
monitoring

progress
monitoring

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.

Day 1 - Brainstorming

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

Opinion Planner (G3, U3, L24)
Story Board Planning Template (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.

Single Paragraph Outline
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.

Standards

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

Day 4 - Publishing

Finalize and publish paragraphs and story boards.

Story Board Planning Template (G3, U3, L24) — Completed

Standards

W.3.1W.3.5W.3.6

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

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)

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.

Story Mountain Graphic Organizer (G3, U3, L25) — Completed

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.

Story Mountain Graphic Organizer (G3, U3, L25) — Completed

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.

Story Mountain Graphic Organizer (G3, U3, L25) — Completed

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.

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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