LitPairsLegend

690L/750L

®

GUIDEDREADING

MONDO BOOKSHOP GRADE 3 1

LITERACY STANDARDS ADDRESSED IN THIS PLAN

RL.3.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 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.3.5 MAIN FOCUS Craft and Structure Sessions 2, 3 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

RL.3.9 MAIN FOCUS Integration of Knowledge & Ideas Session 3 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

RL.3.4 Craft & Structure Sessions 1, 2, 3 Determine the meaning of words and phrases as

they are used in a text, distinguishing literal from nonliteral language.

RL.3.7 Integration of Knowledge & Ideas Session 3 Explain how specific aspects of a text’s illustrations

contribute to what is conveyed by the words in a story.

RF.3.3a Phonics & Word Recognition Session 2 Identify and know the meaning of the most common prefixes and derivational suffixes.

RL.3.10 Range of Reading & Level of Text Complexity 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.3.1c Comprehension & Collaboration Sessions 1, 2 Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

W.3.8* Research to Present & Build Knowledge Sessions 2, 3 Recall information from experiences or gather information from provided sources to answer a question.

*standard adapted from another grade

W.3.10 Range of Writing 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.

ISB

N 9

78-1

-628

89-4

50-9

A: The Legend of Hua MulanB: The Legend of William Tell

Session 1: Text A

PREVIEWING THE TEXT 5 minutes

Invite students to read the title and scan the story and illustration. State the text type. Encourage them to think what this legend might be about.

Before we give this legend a closer read, read the title and scan the text and the illustration to get an idea of what this story might be about. Who would like to share their thoughts?

It’s about a soldier; a war is going on. Anyone else?

It says this legend comes from China. The legend is set in northern China. Let’s start reading and find out more.

LEARNING FOCUS RL.3.2

Students read closely to retell a legend, and determine the message and explain how it is conveyed through key details in the text.

KEY IDEA

In this Chinese legend, a young daughter protects her elderly father by posing as a boy and becoming a soldier in his place.

2 LITPAIRS

ELL SUPPORT

RL.3.2 Discussing the Text Ask questions at students’ language proficiency levels and provide the following sentence frames for student responses: First, ___. Then, ___. Next, ___. The message/lesson/moral is ___. I know because ___.

READING THE TEXT CLOSELY 5 minutes

Clarify the learning focus for students and ask them to read the first four paragraphs. Check their application of the focus and their understanding of the legend’s message. Then have them finish the story.

As we read today, we’ll think about the main message of the legend. We know that legends are stories that have come from the past. They usually explain how something came to be or show models of good character. Let’s read the first four paragraphs and get a sense of how the story develops. . . . Who can begin by retelling the beginning?

Mulan pretends to be a boy so her father won’t have to fight in the war.

How is the message unfolding?

Maybe the message is about helping others and being brave.

Let’s read to find out what we can learn from this legend.

DISCUSSING THE TEXT 10 minutes

Invite students to retell the legend and share their ideas about its message. Encourage them to listen closely to each other and link their comments to the responses of others. Remind them to apply this focus to future readings for deeper comprehension.

As we discuss, remember to listen carefully so that you can add a comment to what you hear, or present a new idea. We’ve retold the beginning of the story. Who can retell how the legend ends?

After twelve years, Mulan goes home to be with her family. Everyone finds out that Mulan is really a woman.

What message does the legend express?

Men and women should be treated the same. It also teaches that we can face a challenge to help others.

Now let’s talk about the language. What did you notice?

I read the word raged. It sounds powerful, so I think it refers to the war.

Yes, raged means “to show anger or violence,” so that does refer to soldiers who are fighting in the war. Let’s sum up the main message—this is always important when you read.

I think the main message is that boys and girls should be treated equally. I’d add that it’s important to be loyal to your family. And sometimes you need to be brave to do the right thing.

Legends often have more than one message.

TEACHER’SCHOICE COMPREHENSION: CENTRAL MESSAGE

E-RESOURCEE-RESOURCE Formative Assessment Have students use the blackline master on page 7 to determine the central message, lesson, or moral in the story. Review students’ answers as you evaluate their mastery of the learning focus.

RL.3.2 COMPREHENSION

Central Message

VOCABULARY

RL.3.4 Have students describe the meaning of words in the text.

MONDO BOOKSHOP GRADE 3 3

Session 2: Text B

PREVIEWING THE TEXT 5 minutes

Have students read the title and scan the text and illustration of the second story. Ask them to consider what this legend might be about.

Today we’ll read another legend. This legend is from Switzerland. What do you think it might be about?

A man has to shoot an arrow through an apple on a boy’s head.

This legend may have a different message. Let’s read and find out.

READING THE TEXT CLOSELY 5 minutes

Clarify the combined learning focuses for this session. Have students read the first three paragraphs. Check to see how well they are applying the focuses and understanding the message. Then read to the end.

As we read, we’ll think about the main message of the legend. We’ll also think about how the story is organized. Legends are passed down over the years, so we don’t know who wrote the original story. But most legends follow a similar organization pattern, and this helps us remember and retell the language. Let’s read the first three paragraphs. . . . What did you learn about the characters and the setting?

The story takes place in Switzerland. Gessler is a mean ruler and William Tell is a hunter.

How does the beginning of this story draw you in?

William Tell disobeyed the ruler, and Gessler is really angry. So I want to find out what happens next.

Let’s read the rest of the legend and see what happens.

DISCUSSING THE TEXT 10 minutes

Invite students to retell the legend and share their ideas about the main message.

Let’s quickly review this legend. What do you think the main message or lesson is?

I think it tells that we should stand up for what we believe. Don’t listen to a bully. And we should trust our families.

We can apply those messages to our own lives. They give us lots to think about.

Ask students to elaborate on how parts of the story build on each other.

You described the conflict at the beginning of the story. Now let’s talk about the middle of the story. How do the next events develop the conflict?

The ruler comes up with a plan to teach William Tell a lesson. Gessler wants to really scare William Tell. So he makes William Tell’s son stand with an apple on his head, and William Tell has to shoot an arrow at it.

LEARNING FOCUSES RL.3.2, RL.3.5

Students read closely to retell a legend, determine its message, and explain how it is conveyed through key details in the text. They also explain how each part of the story builds on earlier sections.

KEY IDEA

When a cruel tyrant orders his subjects to bow to his hat, William Tell refuses. Gessler punishes William Tell by forcing him to shoot an apple from his son’s head. Summoning all of his strength, William Tell splits the apple in two.

WORD RECOGNITION/STUDY

RF.3.3a Point out the word disobedient. Help students use the root word, obey, to figure out the meaning of the word. Confirm that the prefix dis- means “not.”

SL.3.1c DISCUSSION Collaborative

4 LITPAIRS

CLOSE READING OPTION

E-RESOURCEE-RESOURCE SummativePrint the online blackline master at for independent close reading. Ask students to read Text B and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion.

TEACHER’SCHOICE

W.3.8*, RL.3.2 WRITING

Gather Information

This event builds on the beginning. It’s the high point where the conflict will be resolved, one way or another.

Turn students’ attention to the ending.

Let’s focus on the end of the legend. Who can retell what happens?

William Tell shoots the apple on his son’s head. Gessler has to set William Tell free.

Do you think it was a good ending?

I did because William Tell was strong and kept his son safe. Gessler thought William Tell would learn a lesson, but it was Gessler who learned the lesson. Not everyone would obey him all of the time.

Those are really interesting points. What words in the last sentence give clues about how the author felt about the ending?

The author calls William Tell a hero, so the author must think he was brave and did the right thing.

The word hero does give a clue about the author’s thoughts about the ending. A hero is someone who is brave and admired by others.

Confirm students’ good use of the focuses. Encourage them to keep the focuses in mind when reading other legends.

You did a good job retelling the legend and figuring out the important messages. You also explained how the events in the story build on each other and link the pieces of the story together. Use these strategies when you read other legends.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE

E-RESOURCEE-RESOURCE Summative Assessment Use the blackline master on page 8 to introduce the constructed response question: How do characters show courage in legends? Use the LitPairs legends and others to find text evidence for your answer. Have students use self-stick notes to mark places in the text that help them answer the question. Point out that the details they include can come from the illustrations, as well as the main text. Review students’ self-stick notes as you evaluate their mastery of the learning focus.

COMPREHENSION SHARE

Legends help to share information about other cultures, and they also give background about a country’s history. They may contain elements of truth, but they don’t always give facts.

VOCABULARY

RL.3.4 Have students describe the meaning of words in the text.

MONDO BOOKSHOP GRADE 3 5

REFLECTING ON THE TEXTS 5 minutes

Ask students to reflect on their reading work in the first two sessions. Invite them to review and reflect on plot and the main message of each.

Let’s think back to the two legends that we read. What key details can you use to retell each story?

The beginning, middle, and end have key details. I can remember the characters and the setting.

These legends come from different parts of the world, but each story shares an important message about courage. Let’s retell each legend in one or two sentences….

CROSS-TEXT ANALYSIS 5 minutes

Encourage students to draw from each legend to compare the two texts.

Let’s think and talk about how these legends are similar.

They’re both about fathers and their children; the children are really brave. And each child shows love for their families.

What about the organization of each legend?

Each legend has a strong beginning, and then the events keep building to the end. William Tell is free from the ruler, and Mulan returns home to her family.

Your observations show good thinking. I like the way you listened and added to each other’s comments. Both legends follow the same structure, and the structure helps us retell the legend.

Then have students draw from each legend to contrast the two texts.

Now that we’ve compared the legends, I’d like to contrast them by discussing how they’re different.

The legends have different settings: China and Switzerland. Mulan helps her father by going to war in his place. William Tell’s son shows he’s brave by believing in his father to keep him safe. William Tell stands up to a tyrant, but Mulan goes to war.

Can someone explain what a tyrant is?

I think it’s a bad ruler or king.

A tyrant is an unjust or cruel ruler.

Challenge students to relate what they learned about the two cultures that produced this pair of legends.

A legend often reflects something about the country it came from. What did you notice in the legend that might reflect the Chinese or Swiss culture?

In China, girls and boys are treated differently. Wars lasted a long time, twelve years. In Switzerland, there were mean rulers but some people stood up to these rulers.

LEARNING FOCUSES RL.3.2, RL.3.5, RL.3.9

Students compare themes, characters, and plots of stories about the same characters. They retell a legend, determine its message, and explain how it is conveyed through key details in the text. Students also describe how parts of the story build to reach a resolution.

VOCABULARY

RL.3.4 Have students clarify the meaning of unknown words.

Session 3: Texts A and B

ELL SUPPORT

L.2.4 Vocabulary Support words from the stories such brave, skilled and punished in context using the ELL vocabulary strategies in Getting Started.

6 LITPAIRS

INTEGRATING THE LEARNING 10 minutes

Guide students to integrate information from both stories and concisely state the big ideas learned across both texts. Remember to use the illustrations and details to help you describe the characters, setting, or events.

Let’s think about these two legends as a pair. We know they are different in many ways, but we can draw some conclusions from both of them. Who can start?

Both legends show how to do the right thing and be loyal to your family.

Who can add another idea?

I think they also show that we can find courage when we need to protect someone else.

When you read other legends, you may find similar themes.

Have students reflect on the strategies they used for determining the main message and points of view in multiple texts.

Let’s recap the strategies we used to deepen our understanding of both texts.

We retold the stories and figured out the main messages. We thought how each event leads to the next event. We compared and contrasted the themes and characters of each story.

These are helpful strategies to use when we read legends and other stories.

TEACHER’SCHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE

E-RESOURCEE-RESOURCE Summative Assessment Have students use the blackline master on page 8 to respond to the question: How do characters show courage in legends? Use the LitPairs legends and others to find text evidence for your answer. Tell students that they can use their self-stick notes to help them write their answer.

W.3.8*, RL.3.2WRITING

Respond to Question

RL.3.7INTEGRATION

Images and Details

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MONDO BOOKSHOP GRADE 3 7

Name Date

Comprehension: Central Message Think about the main message, lesson, or moral in the story. Use this graphic organizer to identify the message of the story and key details that support it.

Central Message, Lesson, or Moral

Key Detail Key Detail Key Detail

Score:

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8 LITPAIRS

Name Date

Constructed Response

How do characters show courage in legends? Use the LitPairs legends and others to find text evidence for your answer.

REMEMBER:

• Read the question carefully.

• Use different resources to collect text evidence.

• Note text evidence in your writing journal.

• Draft an opening that introduces your main topic.

• Give specific examples to support your topic.

• Draft a closing statement that summarizes your ideas.

• Proofread, revise, and edit your work.

Score: