Curriculum / ELA / 3rd Grade / Unit 3: Passing Down Wisdom: Hispanic and African American Folktales / Lesson 20
ELA
Unit 3
3rd Grade
Lesson 20 of 24
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Describe Brer Rabbit.
Book: Tales of Uncle Remus: The Adventures of Brer Rabbit by Julius Lester — "Brer Rabbit Finally Gets Beaten"
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How did Brer Turtle trick Brer Rabbit? Did he win fairly? Why or why not?
Read the sentence from Brer Turtle. "'You must be joking, Brer Rabbit. You couldn’t have caught me if your feet had turned to wheels and your tail to a motor.'" What does Brer Turtle mean by this? What does it show about Brer Turtle?
Read the sentence from Brer Rabbit. "'I’ll leave you so far behind that I can plant greens at the beginning of the race and by the time you cross the finish line, them greens will be ready to pick.'" What does Brer Rabbit mean by this? What does it show about Brer Rabbit?
Do Brer Rabbit's actions in this story fit with what we already know about him? Why or why not?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
"meet your match"
phrase
to meet someone who is as good at something as you are
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RL.3.2 — Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3 — Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.9 — Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Standards that are practiced daily but are not priority standards of the unit
L.3.4.b — Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
RF.3.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.3.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.4 — Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL.3.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2—3 text complexity band independently and proficiently.
SL.3.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
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 19
Lesson 21
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.
RL.3.2 RL.3.3 RL.3.9
Opinion Writing – 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.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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