Unit # CC Unit Title SS wiki suggested Imagine It!

CorrelationSocial St.

IntegrationWriting Focus

1Stories Worth Telling Again and Again

Shared Text from Imagine It!Unit 1 FriendshipDamon and PythiasUnit 4 - Earth, Moon, and SunGrandmother Spider Brings the Sun Unit 6 - StorytellingAunt Flossie’s hats (and Crab Cakes Later)Storm in the Night Aunt Sue’s Stories (poem)Ode to Family Photographs (poem)Tomas and the Library Lady Storm in the nightPueblo StorytellerJohnny AppleseedMcBroom

Unit 7: People Shape Communities

Third Grade Unit 1

Reading: Stories Worth Telling Over and Over

Social Studies: People Shape Communities

Overview: Students read the tales of grandparents and they become familiar with the tradition of “trickster stories” across multiple cultures. They read poems, and review the parts of speech through Ruth Heller’s World of Language books. The students engage the texts in multiple ways: They write stories they want to preserve; they also build upon their knowledge of geographical settings of folktales from previous grades as they research the cultural backgrounds of the trickster tales. They dramatically interpret poetry and build a foundation of diverse cultures.

Common Core Objectives:

RI.3.1.Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2.Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3.Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.5.Use text features and search tools (e.g., keywords, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

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.RI.3.10 and RL.3.10. By the end of the year, read and comprehend poetry, literature, informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

SL.3.1: Engage effectively in a range or collaborative discussions (one-on-one, group, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.1(c): Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

W.1 Write 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 lists reasons.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.

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order. Provide a sense of closure.

L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1(a): Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Desired Results – Step 1Unit Goal:

The purpose of this unit is to help students develop stronger reading habits while analyzing the contributions of people all over the world. Students will build nonfiction reading habits with similar rigor as their fiction habits, specifically in the Social Studies unit that launches the year at the same time as this reading unit.

There are many (deliberate) parallels in how the content unit of study asks students to set goals as readers and thinkers, to work with partners to meet those goals, to jot their thinking and mark text evidence efficiently so they come prepared to discussions. Taking advantage of these parallels will help students achieve the highest possible transference across fiction and nonfiction, and across the curriculum.

Students will also develop close reading skills, staying accountable to the text, and coming to discussions prepared and ready to paraphrase and draw on texts.

Additional resources for the unit: https://docs.google.com/file/d/0B9WqQMcK-4ZkRlhuZE1TTEVZMEU/edit

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities

Essential QuestionsReadingWhat can we learn from heroes in stories?How do heroes (real and fictional) make a difference in a community? How do characters in literature reflect real people in history? How do various cultures reward or recognize their heroes? What does the character learn through the theme of the story?What were the results of characters feelings, actions and motivations?

Social Studies and Informational Reading How do fictional people help to shape the culture of a community? How do inventors demonstrate active leadership?

Key VocabularyHero Underground Railroad Folktale Tall tale Legend Fictional

Key UnderstandingsStudents will…Tell stories from personal experiences and write narratives telling those stories.Revise and edit narratives with the help of peers and adults.Determine and analyze characters’ traits and motivations in fiction. Judge characters accurately with evidence by noticing:

what they say or think. how they act. character’s emotions/feelings. character’s motives.

Distinguish nouns, pronouns, and verbs from each other, understanding the role of each in a sentence.Perform a poem dramatically, with expression and appropriate phrasing for meaning.Compare and contrast the message and characters in two books with the same theme. Determine the trickster, the fool, the problem, and the solution in various cultures’ trickster tales.Research one of the trickster tale’s cultures, as part of responding to class-generated questions.Create a class book or a multimedia presentation based on the culture research.Discuss artists’ contributions to the preservation of the Native American culture through art. Analyze heroic deeds of characters from different folktales and legends. Explore the role of fictional characters in creating new communities. Categorize and classify important information accurately. Identify and analyze cause and effect relationships.

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities

Exemplar TextLiterary TextsShared Text from Imagine It!Unit 1 FriendshipDamon and PythiasUnit 4 - Earth, Moon, and SunGrandmother Spider Brings the Sun Unit 6 - StorytellingAunt Flossie’s hats (and Crab Cakes Later)Storm in the Night Aunt Sue’s Stories (poem)Ode to Family Photographs (poem)Tomas and the Library Lady Storm in the nightPueblo StorytellerJohnny AppleseedMcBroomPoems“Aunt Sue’s Stories” (Langston Hughes) (EA)“By Myself” (Eloise Greenfield)“For want of a nail, the shoe was lost…” (RA)“Grandpa’s Stories” (Langston Hughes) (E)“Mother to Son” (Langston Hughes) (EA)“Nani” (Alberto Rios) (RA)“The Telephone” (Robert Frost) (RA)“You Are Old, Father William” (Lewis Carroll) (RA)“Your World” (Georgia Douglas Johnson) (E) (RA)StoriesAnnie and the Old One (Miles and Parnall)Bruh Rabbit and the Tar Baby Girl (Hamilton and Ransome)Gloria’s Way (Ann Cameron and Lis Toft) Grandfather’s Journey (Allen Say) (EA)Iktomi and the Berries (Paul Goble)Iktomi and the Boulder (Paul Goble)Iktomi and the Buzzard (Paul Goble)Iktomi and the Coyote (Paul Goble)Iktomi Loses His Eyes (Paul Goble)Knots on a Counting Rope (Archambault, Martin, Jr., and Rand)Love and Roast Chicken: A Trickster Tale from the Andes Mountains (Knutson)More Stories Julian Tells (Cameron and Strugnell)Sign of the Beaver (George Speare) (RA)Snowed in with Grandmother Silk (Fenner and Harvey)Song and Dance Man (Ackerman and Hammell)Tea with Milk (Allen Say) (EA)The Apple and the Arrow (Buff and Buff) (RA)The Memory String (Bunting)The Stories Huey Tells (Cameron and Smith) The Stories Julian Tells (Cameron and Strugnell) (E)Through Grandpa’s Eyes (MacLachlan and Kogan Ray) (EA)Tops & Bottoms (Janet Stevens) (E)

Informational TextsStudents will do research on a culture related to a favorite trickster tale.

Social Studies:Below Level: Heroes All Around UsThe Coat of Patches, a Yiddish Folk Tale

Above Level: It’s Electric! Clara Barton: The Angel of the Battlefield

Independent Readers:Basic: America: The Story of Thomas Alva Edison: The Wizard of Menlo Park by Margaret Davidson Turtle’s Race with Beaver by Bruchac

Proficient: Circle Unbroken by Margot Theis

Advanced: The Wright Brothers: How They Invented the Airplane by Russell Freedom Patriots in Petticoats: Heroines of the American Revolution by Shirley Raye Redmond

Nonfiction Books

A Cache of Jewels and Other Collective Nouns (World of Language) (Ruth Heller) (Read Aloud)Kites Sail High: A Book About Verbs (World of Language) (Ruth Heller) (Read Aloud)Merry-Go-Round: A Book About Nouns (World of Language) (Ruth Heller) (Read Aloud) 213211Mine, All Mine: A Book About Pronouns (World of Language) (Ruth Heller) (Read Aloud)Throw Your Tooth on the Roof: Tooth Traditions Around the World (Selby Beeler and G. Brian Karas) (E) (Read Aloud)

Art, Music and Media

Jacopo Pontormo, Descent from the Cross (1528)Jan van Eyck, Arnolfini Portrait (1434)Pablo Picasso, Guernica (1937)Trajan’s Column (Rome, Italy, completed 113 CE)

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities

Electronic and other print Resources A Collection of Trickster Tales (American Folklore.Net) (RL.3.2) Native American Informational Chart (Mountain City Elementary School, Mountain City, TN) (RI.3.5) Maps of United States Indians by State (Native Languages of the Americas) (RI.3.7)Using Picture Books to Teach Characterization in Writing Workshop (ReadWriteThink) (RL.3.3)Composing Cinquain Poems with Basic Parts of Speech (ReadWriteThink) (L.3.1a) Dynamite Diamante Poetry (ReadWriteThink) (L.3.1a) Fables and Trickster Tales Around the World (National Endowment for the Humanities) (RL.3.2)Tell Me a Story http://mythsandtales.com/

A Sense of Theft (has guide) Anansi and Turtle's Feast (has guide) The Selkie Bride(has guide) Searching for Fear (has guide) The Clever Girl (has guide) Two Frogs from JapanThe Rabbit on the Moon (has guide)

The Boatman's Howling DaughterAssessment Evidence – Step 2

Performance Tasks

W1 Writing Prompt: Do you think heroes, both real and fictional, make a difference in our community? Write an opinion piece supporting your opinion. Include at least 2-3 reasons supporting your point of view.

W2 Writing Prompt: Write a paper examining how the advancement of technology has impacted your school and community? Be sure to include specific information what types of technology are in your school and community.

Character Trait Assessment https://docs.google.com/file/d/0B9mzL30n6cCdM2ZhOGMwNWUtNDU4OC00ZGU5LWE4Y2MtYjAwMjhlMmE3YTg4/edit?authkey=CMDxzf4E&authkey=CMDxzf4E

Projects Collecting Family StoriesHave students collect true tales about the "old days" by interviewing older relatives. Have students find out about the history of their families as far back as anyone can tell them. http://www.storyarts.org/classroom/roots/family.html or http://www.legacyproject.org/activities/index.html

QR code kid Create character cut-out and place QR code on face. QR Code links to digital storytelling, blog, book talk etc…

Formative Assessment/Exit CardsReading Exit Cards using Exit Card rubric and Essential Questions. Assessments will be conducted to see whether students continue to do this work as they read. In conferences, students may be asked to share specific examples of when they have tried a particular skill. The work will be assessed to measure whether or not it is becoming increasingly stronger as the unit progresses. Students self-assess against a rubric and make goals for themselves.

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities

Reading Learning Plan – Step 3Activities & InstructionOpen Unit Story CircleWhole Class: One person begins a tale and stops after a few sentences. The next person picks up the story thread and continues it, then stops. Next person adds to it and so on until the tale comes to a resolution. The story could begin with a pre-selected title or subject to guide the improvisation. *Later in the unit revisit and place students in small groups. Record story circle using the iPAD for later listening. Proverbs: Wisdom Tales Without the PlotModel process first, relate the proverb back to main idea and ask students to develop supporting details to explain the proverb, discuss how multicultural proverbs offer interesting insights into the universality of wisdom and culture. Discuss: What information do you wonder about that might be helpful into telling the story behind the proverb? What is this proverb teaching, how does it help others understand life lessons, and what is it purpose? Students will pair up to choose a proverb. Students will illustrate the (visualization of the literal interpretation) proverb and label if needed. What information do you wonder about that might be helpful into telling the story behind the proverb? What is this proverb teaching, how does it help others understand life lessons, and what is it purpose? The following are some selected proverbs from Wisdom Tales From Around the World by Heather Forest, August House Publishers. "This evocative form of folklore sometimes stands in the stead of a wisdom tale. Thought-provoking proverbs can suggest a larger scenario. I invite readers to look at proverbs creatively and imagine the story the proverb suggests." -Heather Forest

One finger cannot lift a pebble. (Iranian) When elephants battle, the ants perish.

(Cambodian If you chase two hares, you will not catch either.

(Russian) It is better to turn back than to get lost.

(Russian) Handsome words don't butter cabbage.

(German) Talk does not cook rice. (Chinese) When the kettle boils over, it overflows its own

sides. (Yiddish) You can't chew with somebody else's teeth.

(Yiddish) Mistrust is an axe at the tree of love. (Russian) Little brooks make great rivers. (French) Every kind of animal can be tamed, but not the

tongue of man. (Philippine) Do not look for apples under a poplar tree.

(Slovakian) He that goes barefoot must not plant thorns.

(English)

A blow passes on, a spoken word lingers. (Yiddish)

You can't spit on my back and make me think it's rain. (Yiddish)

A book gives knowledge, but it is life that gives understanding. (Hebrew)

Better bread with water than cake with trouble. (Russian)

A candle lights others but consumes itself. (English)

It takes a village to raise a child. (Africa) To hide one lie, a thousand lies are needed.

(India) A needle wrapped in a rag will be found in the

end. (Vietnamese) Do not seek to escape from the flood by clinging

to a tiger's tail. (Chinese) Step by step one ascends the staircase.

(Turkey) Anger is a bad adviser. (Hungary) Eyes can see everything except themselves.

(Serbo-Croatian) Haste makes waste. (English)

Read aloud using teacher selected mentor text telling story related to another culture. During read aloud ask students to think about symbols (artifacts) and their meaning throughout the story. Do any of the

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities proverbs hold true for this story? Ask students to bring in artifacts that tell meaningful stories about their culture. Allow students to share stories based on their artifact.

Below is a suggested sequence of teaching points that will be used during whole class mini lessons, mid-workshop teaching points, teaching shares and also to support some small group instruction. Teachers should alter this list, especially by adding to it in order to respond to students' needs, making sure to avoid extending the unit beyond the month. Some key teaching points are listed below, but the list will be added to and/or revised to meet the particular needs of students.

Step 1: Reading and Writing Focus on Fiction and Poetry: (10 instructional days)

Central Theme, Message and Moral with evidence, Character Analysis with evidence (RL.3.2, RL.3.3, RL.3.10)

Begin reading conferences and Accountable Talk “teaching points” (SL.3.1, SL.3.2)

Writing: Narrative with L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. And L.3.1(a): Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Step 2: Reading Focus on Informational: (10 instructional days)

Questioning with evidence, Main Idea

Writing: Informational (Legacy Project?)

Step 3: Reading Focus on Informational: (10 instructional days)

Relationships between ideas, events and steps (time, sequence and cause and effect explanations), Text features and search tools (let Ms. Lipski know this is an objective when you get to it.), Use text features and words to show understanding (who, what, when, why, and how key events occurred). (RI.3.1, RI.3.2, RI.3.3, RI.3.5, RI.3.7)

Writing: Informational

Essential Question:

Focus/Objectives:

Assessment: 21st Century Skills:

Collaborate with a group

Suggested Teaching Points: Today, I want to teach you that if we read well, we become the character in a book. We read the words and then we are one of the characters in the mental movie we’re making.

Today, I want to teach you that when we read ourselves awake, really envisioning what’s happening so that we are almost in the character’s shoes, we often find ourselves remembering times in our lives when we lived through something similar, and we then bring feelings and insights from those experiences to bear on our understanding of whatever we are reading.

Today, I want to teach you that we read in such a way that you are connected with a character, when you open your heart to him or her and care the same way you would about a friend by envisioning, predicting, and thinking about the character at the same time.

I want to teach you that readers read people both in life and in stories by remembering that their actions can be a window into that person’s life. In life and as we read, we can pause after a character has done something and say, ―Let me use what just happened as a window to help me understand this person. ―What theory or idea am I having about them?

Today, I want to teach you that readers can be very complicated and are not just one way. We can push ourselves to develop complex ideas about characters by thinking deeply about times when a person seems to act out of character.

Today, I want to teach you that when readers want to think deeply about a character by examining the ways that people around the character treat that person, especially looking for patterns of behavior.

Today I want to teach you that when readers come to a part of the story that makes our hearts race, we know these are apt to be turning points, and we expect that our characters will face a test.

Today I want to teach you that as we think about and discuss ways that a character might solve the problems in his life, often we discover that the character already has what it takes to solve these himself.

Today I want to teach you that readers take note of secondary characters in the story. We think about how a particular secondary character influences or affects the main character, knowing that there are different sorts of roles these characters are apt to play.

Today I want to teach you that as a character resolves a problem, we ask what the character knows now that he or she didn't know at the start of the story. We think of the lesson our character has learned, wondering how this book might change the way we behave in our own lives.

Sentence stems for responding/discussing reading: “What in the text makes you say that?”“I thought that too because . . .”“Another example of that is . . .”“I thought something different because . . .”“I agree because . . .”“Wait. I‟m confused. Are you saying . . . ?”“Have you found the same thing with the character in your story?”“Can you say more about that?”“Can you show me the part in the story where you got that idea?”

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities Suggested lessons from Common Core Unit We need to go through and craft our lessons using Imagine It! and Laura Candler books too.

Story Elements Chart Title, Setting, Patterned Beginning, Patterned Ending and Theme

Art, Speaking and Listening Closely examine the van Eyck image, noticing the work’s many unique and peculiar details. Why is there only one candle in the chandelier? Is that the artist’s signature in the center of the painting? Can you see other figures reflected in the mirror at center? Discuss how close examination of a painting, like a literary work, often reveals hidden or deeper meaning. (SL.3.1c, SL.3.1d, SL.3.2, SL.3.3)

Art, Speaking and Listening In each of these images, see if you can identify a story or event that has been passed down through generations. These might be stories for a civilization to remember or perhaps just a family. Discuss how these images also serve as records. What does the artist do to document the importance of an event (e.g., include unique elements or details)? How might these stories be retold because of these images? (SL.3.1c, SL.3.1d, SL.3.2, SL.3.3)

Reading Informational Text, Research, Informative Writing Students have read a variety of trickster tales from various cultures. Now it is time to focus on one of the cultures. You could, for example, choose to focus on the Plains Native American culture by first reading the Iktomi tales by Paul Goble and then assigning a short class research project on it. In small groups, have students generate open-ended questions that can be answered about the culture. Assign each small group a question to answer. To answer the questions, help students create a list of resources such as the Internet, encyclopedias, and informational books. As students read and research, circulate to help them select the most relevant and useful information. When the small groups have finished their information gathering and organization, they should create a class book or multimedia presentation to show what they have learned about the culture. When they are finished, ask “Why did the Plains Indians create trickster stories to tell to their children?” This activity can be repeated and extended with any of the cultures from which trickster stories came by giving small groups of students the following prompt: “Research a culture that tells trickster tales. Generate questions related to the culture and assign a person to research each question. Create a book or multimedia presentation to communicate your findings.” (RI.3.1, RI.3.5, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, SL.3.1, SL.3.4)

Reading Poetry, Performance Give the students this prompt: “Choose one of Langston Hughes’s poems to memorize or read interpretively. Be sure to communicate the meaning of the poem in the way you recite or read it.” Demonstrate fluent reading to the children, being sure to show how meaningful phrasing and expression guide the dramatic interpretation of a poem. (RF.3.4b)

Narrative Writing, Language Usage, Vocabulary Students have been sharing favorite family stories, so shift the discussion to how stories are passed down from grandparents specifically. Then, assign the following: “Interview one of your family members (e.g., a parent, grandparent, aunt, or uncle) to learn a family story. Save the story by taking notes or by recording it digitally. Use the story you record to write a narrative.” This writing project should be worked on over an extended period of time, focusing on elaboration, revision, and editing, using the standards as guidance. Create a word wall to gather words used most often in writing and word families. (W.3.3, W.3.4, W.3.5, L.3.1, L.3.2, L.3.2f, L.3.3)

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities

Reading Literature, Speaking and Listening … Lead a discussion with the students to introduce the genre of trickster tales, using questions such as these:

o One of the types of folk stories handed down in cultures is the “trickster tale.” What root word do you hear in trickster?

o Have you ever played a trick on someone?o Have you ever had a trick played on you?

Tell students that trickster tales are stories that involve playing tricks to solve problems, and—to make these stories even more interesting—that they are from different cultures. As students read, encourage them to think about characters and their traits. Remind them that the story is not just in the text, but also in the illustrations. The illustrations help to tell the story and to give hints about the culture or origin. Use the following questions to guide discussions after they (or you) read the trickster stories. Eventually require students to answer these questions independently.

o Who is the trickster?o Who is the fool who gets tricked?o What was the problem in the story?o How did the trick solve the problem?o Think about what the message of the story might be and why these stories have been told for

hundreds of years.

(RL.3.2, RL.3.3, RL.3.7)

Reading Literature, Speaking and Listening Introduce the unit by asking students if they have family stories they love to tell. Allow students to share favorite family stories for a few minutes. Introduce that day’s new chapter book: The Stories Julian Tells (Ann Cameron and Ann Strugnell). As students read the first chapter of the book, “The Pudding Like a Night on the Sea,” ask them to examine Julian as a character. You might post these leading questions and discuss their meaning by having your students ask you the questions as their new teacher:

o How would you describe Julian? What are his character traits? Why does he do what he does?

Tell students to cite evidence from the text as they answer the questions. Read the chapter aloud to the students as they follow along. Continue reading the subsequent chapters in the days that follow, encouraging as much independent reading as possible. Continue to focus on character traits and motivation. As students finish this book, allow them to choose to move to other character stories in this series or to continue with Julian.   This provides the opportunity to compare and contrast books and/or characters by the same author.  (RL.3.3, SL.3.6, SL.3.1b, SL.3.4,RL.3.9)

Reading Informational Text, Language Mechanics Ruth Heller has written a series of informational books that teach parts of speech. Remind students they learned about nouns in second grade. As you read the book Merry-Go-Round: A Book About Nouns (Ruth Heller), have the students listen for more information about nouns. Pause as you read to allow the students to share what they are learning or to ask questions. Review nouns, pronouns, and verbs using the Ruth Heller series. Create word banks for each part of speech and add vocabulary from class work to reinforce the application. (RI.3.1, L.3.1a, L.3.1b, L.3.1c, L.3.1d, L.3.1e, L.3.1f)

Reading Literature, Speaking and Listening After reading Knots on a Counting Rope (John Archambault, Bill Martin Jr., and Ted Rand), review the character traits of the boy and his grandfather. Have the students partner and list three characteristics for each. Introduce another story that honors grandparents: Through Grandpa’s Eyes (Patricia Maclachlan and Deborah Kogan Ray). As students finish reading the new book, have them work with the same partner to list at least three characteristics of each character in the new story.

o How are the grandparents similar and different?o How are the grandchildren similar and different?

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities

o What is the message of each book?o What do you think the author might have wanted you to learn? (RL.3.3)

Technology Connection:

Teach readers that great book talks begin with ideas that are central to the text and provocative enough to merit conversation. Once a child makes a comment, give everyone time to mull over that comment for a moment, and even to look at the text or jot notes. Then you might ask, “Who can talk back to this idea?” Readers can then try sticking to that idea, using evidence from the text to support their thinking. Coach them to listen and then talk back to each other.

Have students create video book talks. Then create a “character” cut out. Instead of drawing a face, add a QR code linking to their book talk. (Google image search QR code kids link to blog and portfolio for image).

*Writing Connections: Point of View using Fairy Tales as mentor text http://www.literacyshed.com/the-fairy-tale-shed.html Ask the students to write from various roles within a text using an insider’s perspective. [RAFT assignments, r=role, a=audience, f=format, t=topic]. Jack has been put into prison for the murder of the Giant and the children had to write reports with bias, presenting him as innocent and interviewing his family and townspeople. They then had to write from the Giant's family's point of view with bias, using emotive language to describe both Jack and the Giant. They were really successful.

Little Red Riding Hood: Perhaps - little red riding hood lured the wolf to her grandmothers before killing him for his fur. Goldilocks’ could have a consequence for breaking into bears houses.

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities

Lesson, Moral and Message (RL.3.2, RL.3.3, RL.3.10)

Objective/Essential Question: What does the character learn through the theme of the story? What were the results of characters feelings, actions and motivations? What can we learn from heroes in stories? How do heroes (real and fictional) make a difference in a community? How do characters in literature reflect real people in history?

Materials:Teacher selected read aloud (traditional literature) (can be picture book or a section of an Imagine It! text) www.oneextradegree.blogspot.com/2012/04/ theme -big-idea-freebie.html (blog post)

https://docs.google.com/file/d/0BxztuPHKd76tRFh3eEkxa1FScVdjbjc0Sjc4NW1aQQ/preview (sheet for mini lesson) Beth Newingham fiction resources. http://www.scholastic.com/teachers/top-teaching/2011/02/my-february-top-ten-list-resources-and-lessons-reading-fictionActivate Prior Knowledge: Traditional tales often reveal cultures past, a time period long and the author tries to teach us a lesson with their message. Refer back to their artifacts and give examples of how their “stuff” teaches us about hard work, courage, perseverance etc…

Mini-Lesson: Reader’s read to determine the author’s message. The theme or author’s message is never stated so reader’s must infer this!

Model during read aloud how to find the plot (succinctly retelling the Beg. Middle and End or using (Somebody) wanted…but…so…Then…

Then ask the guiding question, What kind of person acts like…? (leads to character traits). What is idea or lesson about life does the author what you to understand? (leads to theme or generalization).

Have students turn and talk, then share with class. Teacher will record theme at the bottom of the idea

sheet. Illustrate a critical object or artifact that is central to the theme/message and create a poster like the picture.

*Interactive chart: Add information from this text to a class chart similar to this one https://docs.google.com/file/d/0B9WqQMcK-4ZkRWNlb0QzZC1oblk/edit

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities

Standards and Key Understandings SS Essential Standards:3.C&G 2.1 Exemplify how citizens contribute politically, socially and economically to their community. I can explain how citizens can contribute to the political, social and economic development of a community.

3.C&G 2.3 Apply skills in civic engagement and public discourse (school, community) I can explain how all people can be active members of their community. I can explain why it is important to actively participate in the governmental process.3.H.1.1 Explain key historical events that occurred in the local community and regions over time.I can explain important events in history. I can create a cause and effect map showing how these events have affected my community.

3.H.1.2 Analyze the impact of contributions made by diverse historical figures in local communities and regions over time. I can identify important leaders throughout history. I can identify the contributions of historical figures throughout history and how they affected my community.

3.H.1.3 Exemplify the ideas that were significant in the development of local communities and regions. I can explain how natural resources affect the development of a region. I can analyze how human and environmental factors affect the development of a region. I can explain how people adapt to their environment and develop a community.

3.H.2.1 Explain change over time through historical narratives. (events, people and places) I can define what a historical narrative is. I can identify primary and secondary sources and how to use them to identify why change takes place over time.

3.H.2.2 Explain how multiple perspectives are portrayed through historical narratives. I can explain different perspectives of a historical event.

Social Studies Learning Plan – Step 3Activities & Instruction6 Parts of the Unit:

1. Introduce the Unit: Unit Preview, The Big Idea, Reading Social Studies p. 191 2. Lesson 1: Local and Global Leaders p. 1953. Lesson 2: Folktales and Legends p. 2014. Lesson 3: Creating New Communities p. 2075. Lesson 4: Local and Global Leaders p.___6. Unit Review and Assess: p. 213

Possible Writing Create a chart of inventors and their inventions.Write a paragraph describing different ways technology has changed your community. Write an email to a local business owner asking how technology affects his or her business. Write a newspaper article about a leader who has made a difference in North Carolina.Write a folktale describing how a physical feature in your community got there. Research and write a paper describing how your community got started.

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities Additional Technology Resources Technology Source: Discovery Education1. Elementary Video Adventures: Inventors and Inventions (23:43)

Explore some of the discoveries that opened the heavens to humanity. Animal Tracking - Satellites let scientists follow elephants, whales, and manatees. Baby Stretcher - When an infant is injured, this child-size stretcher provides more protection. Biodegradable Golf Tee - Take your swing, then leave the tee where it stands. Nature will do the rest. Boomerang - From aboriginal weapon to child's toy, learn about the forces that bring boomerangs back. Velcro - The idea for this handy fastener came from a walk in a field thick with burrs. Leonardo da Vinci - Artist and inventor Leonardo da Vinci created - on paper, at least - the first helicopter. Galileo's Telescope - This Renaissance man risked all to discover the secrets of the spheres with his telescope. The Wright Brothers - On a North Carolina beach, Orville and Wilbur Wright took flight and made history. Lowell's Observatory - In his Arizona observatory, Percival Lowell looked to Mars for signs of life.

2. Henry Ford (3:05) Henry Ford became one of the forerunners of the industrial age by creating efficient,

mass-produced automobiles. His legacy is the Ford Motor Company.3. Edison: Inventor and Innovator (3:03)

As a young boy, Edison was always experimenting with chemistry and mechanics. In 1869, his curiosity paid off when he was paid forty thousand dollars for his stock ticker. He opened his own invention lab, and began making new inventions, as well as improvements on old technologies.

4. Transportation in and Between Communities (17:22) Explains the concept of transportation and considers how transportation allows the

movement of people, goods, and information across long distances. The program provides numerous examples of ground, air, and water transportation, as well as traces the route of a pineapple from tree to table to demonstrate how many types of transportation are involved in moving goods from one place to another.

5. Heroes of Today and Yesterday: Rosa Parks and the Civil Rights Movement (24:00) This program captures the feeling for the times Rosa Parks lived in, from the days of Jim

Crow laws that allowed for segregation in schools, on buses and trains, to her involvement as an officer of the National Association for the Advancement of Colored People (NAACP). Archival footage and historical re-enactments make the story of Rosa Parks and the civil rights movement comes alive for students.

6. Folktales from Around the World: Paul Bunyan (11:21) Shares the tall tale of Paul Bunyan, a lumber jack whose legendary feats were as big as

the American frontier. An engaging adjunct for language arts and social studies units, the program can also be used as a support for lessons on exaggeration, hyperbole, and different views of creation.

7. Pecos Bill: Super Cowboy (8:25) A pioneer American Storyteller, tells the story of Pecos Bill, super cowboy. Pecos Bill was

raised by coyotes until he discovered that he was a human being. He invented the six shooter and spurs, fought with a rattlesnake and mountain lion, staked in the state of New Mexico with the help of prairie dogs, and rode a cyclone across three states. This tall tale contains exaggeration.

8. Johnny Appleseed (10:56) A poem by Reeve Lindbergh, beautifully illustrated by Kathy Jakobsen, comes alive in

this animated program narrated by Mary McDonnell. 9. The Adventures of Daniel Boone (2:35)

Daniel Boone's adventures are retold.10.The Whaddya Know Quiz Show: American FolktalesBe a game show contestant and see what you know about American Folktales in a Jeopardy-like quiz game.

Assessments

Third Grade ~ Barber, Rusk, Smith, Whitfield, Mize-Wilson 2012-2012Reading Unit 1 Stories Worth Telling Again and Again ~ Social Studies Unit 7 People Shape Communities Content writing (rubric on wiki)Writing Piece: Thank You Note with Rubric (p.190)Activity Piece: Advertisement with Rubric (p.190)Writing Piece: Story with Rubric (p.214)Activity Piece: Bulletin Board with Rubric (p.214)