In this unit, students will analyze characters in fables, folktales, and stories. In order to analyze and understand the characters, students will read closely to identify and determine the character’s actions, feelings, and point of view. They will also be able to distinguish their own point of view from the narrator/character. In addition, students will use key details from the text to determine a central message, lesson, or moral. By the end of the unit students will use their analysis of the characters and text to extend anopinion from the unit.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
The students will be able to recount fables/folktales from diverse cultures, determine the central message and be able to explain how it is conveyed through key details. RL.1.2 Scale
Identify and evaluate the narrator or character’s point of view and then distinguish your own point of view from that of the narrator or characters. (RL.2.6)(RI.2.6)
Identify and describe the connection between particular sentences and paragraphs in a text (comparisons, cause/effect, sequence), and identify examples within the text.(3.RI.3.8)
/ Suggested Essential Questions to Choose From
How does the language in informational texts signal particular kinds of relationships?
How does the author use key details in a text to convey a central message?
- How does the author give the reader insight to the characters he/she creates?
- How can a character’s point of view affect the events in the story?
- How does an author support their main ideas?
- How does the language in informational texts signal particular kinds of relationships?
- How does an author support their main ideas?
- How can I communicate and convey ideas clearly in writing?How can I communicate and convey ideas clearly in writing?
Published Product
For this task, you will be writing an opinion pieceon Harriet Tubman’s Greatest Achievement. Beforeyou write, you will read multiple sources. These sourcesgive information about Harriet Tubman.
Make sure to clearly state your opinion and support your opinion with
reasons from the sources using your own words. Be sure to develop your
ideas clearly.
Use link: pgs 32-51 as reference and information sources Teachers may have to cut and paste ..it is from the “Countdown to Common Core Assessment: Smarter Balanced Performance Tasks.” / Focus Writing Standard
3.W.1.1Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that listsreasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
Recursive Standards to be Embedded in Instruction
* McGraw Hill Wonders Series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing and Language, Grammar, and Spelling
Recursive Standards
The above link is a listing of standards that should be addressed multiple times throughout the year while instructing the weekly standards.
Reading Standards
3.RL.1.2 (DOK 2) Recount stories, including fables, folktales, and myths from diverse cultures; Determine the central message, lesson, or moral and explain how it is conveyed though key details in the text
• Recount fables, folktales, and myths from diverse cultures
• Determine the moral in a fable, lesson in a folktale, central message in a myth
• Determine how the central message, lesson, or moral is conveyed
2nd: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral
4th:Determine a theme of a story, drama, or poem from details in the text; Summarize the text
3.RI.1.2 (DOK 2) Determine the main idea of a text; recount the key details and explain how they support the main idea.
• Determine the main idea of a text
• Recount key details of a text
• Explain how the key details support the main idea
2nd: Identify the main topic of a multiparagraph texts as well as the focus of specific paragraphs within the text
4th: Determine the main idea of a text and explain how it is supported by key details; Summarize the text
3.RL.2.6 (DOK 3) Distinguish their own point of view from that of the narrator or those of the character
• Recognize own point of view
• Identify the narrator’s point of view
• Identify the character’s point of view
• Compare own point of view to the narrator’s or the character’s point of view
• Contrast own point of view to the narrator’s or the character’s point of view
2nd: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
4th: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
3.RI.2.6 (DOK 3) Distinguish their own point of view from that of the author of the text
• Recognize own point of view
• Identify the narrator’s point of view
• Identify the character’s point of view
• Compare/contrast own point of view to the narrator’s or the character’s point of view
2nd: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
4th: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
3.RI.3.8 (DOK 2) Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence)
• Define sentence
• Explain the purpose of a paragraph
• Identify structure(s) of paragraphs
• Explain how sentences logically connect to a paragraph’s meaning
• Determine how a text is organized
2nd: Describe how reasons support specific points the author makes in a text
4th: Explain how an author uses reasons and evidence to support particular points in a text
Speaking and Listening Standards
3.SL.1.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / Language Standards
3.L.2.3 (DOK 3) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written Standard English.
3.L.3.6 (DOK 1) Acquire and use accurately conversational, general academic, and domain specific words and phrases as found in grade appropriate texts, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Suggested Literary Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Recommended Paired Texts
Week 1 :
- Intro to Historical Figures:
-Susan B. Anthony page 168
-Thurgood Marshall page 170
-Mary McCloud Bethune page 176
-Cesar Chavez page 178
-Clara Barton page 180
-Martin Luther King, Jr. 216
SAFARI MONTAGE
The Civil Rights Movement in America
Week 2 :
- Historical Fiction
-Take A Stand, Rosa Parks
-Story of Ruby Bridges
Week 3-4:
Harriet Tubman DBQ
Week 5
Published Product
(This time can also be used for remediation of skills and completion of extended resources and optional texts)
Audio/Multimedia Presentations to Address RI.3.7 and SL.1.2
All video clips are located on Safari Montage. Your login is the same as your district login.
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news.
ebscohost
Under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal.
Cold Read Assessment:
Ready Florida pages 16-18 / Literary Tasks
LDC 4-5 Template Tasks
3.RL.1.2 (DOK 2) After reading, ______, write a constructed response in which you provide 2 to 3 textual examples of how the ______thinking and actions convey the lesson of the story.
3.RI.3.8 (DOK2) After reading ______, have a collaborative discussion to explain the reason the author included the paragraph on pg ______.
3.RL.2.6 (DOK 3) In ______, we learn ______’s point of view about checking books out at the library (page 225). Write an extended response to explain ______point of view and how it compares to your own point of view regarding the ______!
3. RI.3.8 (DOK 2) Using a thinking map/organizer, the students willdetermine how the author connects the three sections of the story ______. Use the signal words to show how ideas and events are connected by the order in which they happen.
3.RI.1.2 (DOK2) After reading ______, determine the main idea and the key details. Explain how the key details support the main idea. Use a graphic organizer and write a constructed paragraph.
3.RL.1.2 (DOK 2) Create a sequencing map to recount key specific details from the folktale ______. Using the map write a constructed response in which you determine the lesson of the folktale and include key specific details to support your discussion.
3.RL.1.2 (DOK2) After reading ______students will paraphrase the details of the story to determine the theme. In a graphic organizer, recount the key details and then have students illustrate the theme of the selection.
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
R.1.2
*What examples/key details can you find to support the idea that __?
*What is the most important point/idea in __?
* Recount the detail you felt was most important and why.
*What facts/ideas support the main idea?
*What is the main idea of __?
*How do the details of the text support the main idea?
What lesson(s) can be learned from the folktale?
*What is the moral of the fable?
*What is the central message of the myth? How did you determine the central message?
*What key details from the text support the lesson/moral/central message?
*How did the author use details to convey the lesson/moral/central message? / R.2.6
* What is __( narrator, character) point of view of/on __? How do you know? How does it compare to your point of view on __?
*What similarities/ differences exist between __ view on __ and your view on __?
*Why do you feel __ about __? Why do you think __ (person) feels __ about __?
*Select the part of the story that is told from the point of view of someone other than the main character.
*From which character’s point of view is the story told?
* What is __(narrator, character) point of view of/on __? How do you know? How does it compare to your point of view on __?
*What similarities/ differences exist between __ view on __ and your view on __?
*Why do you feel __ about __? Why do you think __ (person) feels __ about __?
* Which part of the story is told from the point of view of someone other than the main character?
*From which character’s point of view is the story told? / R.3.8
*How is the text organized?
*Why did the author include paragraph __?
*How is paragraph _ similar to/different from paragraph __?
*How does the author develop his/her idea across paragraphs?
*Why does the author include __ (this sentence) in this paragraph?
*What connection does the sentence __ have to the paragraph?
*Would __ (sentence) fit into paragraph __? Explain your reasoning.
*What does the author do to help the reader understand __?
*How does the author support the point __ in paragraph __?
*Which of the following descriptions explains the relationship between paragraphs ___?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 4-8-15