English Language Arts Storytelling Grade 3 Unit Goals – Stage 1 Unit Description: Students will learn about the history and value of storytelling across time and cultures. Students will read and discuss several pieces of literature to build understanding about the ways authors develop stories around a situation using descriptive details to deliver a message. This unit provides an opportunity to understand the author’s craft and the treatment of story elements. Students will be able to write an imaginative narrative using understanding of the theme to develop story elements. Approx. Duration 5 weeks CCR Anchor Standards Transfer Goals: SBAC Claims R.CCR.4 Interpret words and phrases as they are used in a text, Students will be increasingly able to independently use their learning to… including determining technical connotative, and figurative meanings, Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1) and analyze how specific word choices shape meaning or tone. Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2) R.CCR.5 Analyze the structure of texts, including how specific Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3) sentences, paragraphs, and larger portions of the text (e.g., a section, Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4) chapter, scene, or stanza) related to each other and the whole. Making Meaning R.CCF.6 Assess how point of view or purpose shapes the content and UNDERSTANDINGS ESSENTIAL QUESTIONS style of a text. Students will understand that… Students will keep considering… R.CCF.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the • Storytelling has traditions and cultural foundations which continue to be an 1. Why are stories important? authors take. 2. How can stories be told? integral part of daily lives. W.CCR.3 Write narratives to develop real or imagined experiences or 3. How do authors organize texts for readers? • Narrator and character point of view of view, builds an understanding events using effective technique, well-chosen details, and well4. What can I do to help me understand a word? about characters or topics, so that students can critically analyze multiple structured event sequences. 5. How can I learn about an interesting topic and share it with perspectives and express their own point of view. W.CCR.4 Produce clear and coherent writing in which the others? development, organization, and style are appropriate to task, • Authors use a variety of text structures and word choice to shape meaning. 6. How can I be ready to express my ideas in a group discussion? purpose, and audience. • Effective readers use appropriate strategies to figure out unknown words. 7. How do I write a good creative story? W.CCR.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.8 Recall information from experiences or gather information from print and digital sources: take brief notes on sources and sort evidence into provided categories. SL.CCR.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.CCR.4 Present information, finding, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose and audience. SL.CCR.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentation. L.CCR.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.CCR.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.CCR.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices foe meaning or style, and to comprehend more fully when reading or listening. L.CCR.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting reference. Long Beach Unified School District • • • Scholars engage in research about a topic of interest to build and share knowledge with others. Participation in effective collaborative discussions involves being prepared, following agreed upon rules, and building on other’s ideas. Creative narrative writing is developed around an event using appropriate techniques, descriptive details, and a specific structure. Acquisition KNOWLEDGE Students will know… Different ways stories are told and why they are passed on Function of word choice to shape meaning Point of view of text Strategies to figure out the meaning of a word (context clues, affixes, root words, reference books) Evidence based writing to answer text dependent questions Appropriate skills for discussions and inquiry investigations Creative narrative writing structure and purpose Process for editing and revising writing 1 SKILLS Students will be skilled at (Do) Identifying and understanding point of view Understanding the use of specific word choices and structures in a text Process to compare and contrast similar ideas across texts Citing textual evidence to answer text dependent questions Applying vocabulary strategies Participating in inquiry and collaborative discussion opportunities centered around a topic Writing an imaginative narrative using story elements and vivid language Identifying and using simple and combined sentences when editing writing 2014-2015 English Language Arts Storytelling Grade 3 Grade Level Standards– Stage 1 Reading Writing Speaking and Listening Literature RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL.3.5 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.3.6 Distinguish their point of view from that of the narrator or those of the characters. Informational RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic efficiently RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6 Distinguish their point of view from that of the author of a text. RI.3.9 Compare the most important points and key details presented in two texts on the same topic. Foundational Skills FS.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. FS.3.4 Read with sufficient accuracy and fluency to support comprehension Text Type W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Production and Distribution of Writing W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Comprehension and Collaboration 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. c. Ask questions to check understanding of information presents, stay on topic, and link their comments to the remarks of others. SL.3.4 Report on a topic or text, tell a story, or recounts an experience with appropriate facts and relevant, descriptive details, speaking clearly and understanding pace. SL.3.5 Create engaging audio recordings of stories or poems that demonstrates fluid reading at an understandable pace; add visual displays when appropriate to emphasis or enhance certain facts or details. Long Beach Unified School District 2 Language L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. h. Use coordinating and subordinate conjunctions. i. Produce simple, compound and complex sentences. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spelling. L. 3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. Recognize and observe differences between the conventions of spoken and written standard English. L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. 2014-2015 English Language Arts Storytelling Grade 3 Evidence of Learning – Stage 2 Evaluative Criteria Assessment Evidence See Scoring guide located on Intranet Uses textual evidence to demonstrate understanding of grade level text Determines central ideas and recounts grade level text using key details Determines meaning of words and phrases in text Describes text structures and features of text Organizes and maintains focus to support purpose Uses appropriate details and precise language to develop the topic Applies grade level appropriate conventions Engages in collaborative conversations about grade level topics and texts End of Unit On-Demand Reading and Responding to Text Assessment (Intranet) Over the course of three days, students will read a piece of literature to answer several text-dependent questions and work in collaborative groups to gather evidence that they will use to answer a question in response to a text. See CCSS-Aligned 3-5 Narrative Writing Rubric Organizes and maintains focus to support purpose Uses appropriate details and precise language to develop the topic Applies grade level appropriate conventions Writing a Legend During the last week of the unit, students will work through the writing process to plan, organize, draft, revise, and publish a legend in the genre of imaginative narrative. The folktale will be organized around a problem/solution and will convey a message relevant to the theme of storytelling. Inquiry/Research Task and Presentation Students will conduct a unit investigation that will be student-driven and emerge from their interests, and encouraged or ignited by reading and class discussions. The investigations should involve reading beyond program material and address the conceptual aims of the unit. Plans, speaks, and presents information/ideas Listens and interprets information and ideas Engages in collaborative conversations about grade level topics and text Uses grade-appropriate language and vocabulary Evaluative Criteria Other Evidence-May be used formatively BAP Culminating Writing Tasks Short Constructed Responses on Focus Questions Uses textual evidence to demonstrate understanding of grade level text Uses appropriate details and precise language to develop the topic Organizes and maintains focus to support purpose Integrates information from related texts See CCSS Aligned Collaborative Discussion Rubric Collaborative Discussions on Focus Questions See CCSS Aligned Fluency Rubric Grade Level Fluency Passages Long Beach Unified School District 3 2014-2015 English Language Arts Storytelling Grade 3 Learning Plan – Stage 3 Days Reading and Responding to Texts Oral History (OCR p.120-125) 1-3 Instructional Sequence Overview Imaginative Narrative Writing Initial Assessment: Write an imaginative narrative story Create writing folder, review writing procedures & routines Understanding personal vs. imaginative narrative Language Colons 4-6 Customs and Folklore /Story telling section (Reflections; p.116-117 the text) How Eagle and Crow Made Land (Reflections; p.117 the legend) Analyze How Eagle and Crow Made Land for story elements, story structure, and evaluative criteria of a legend Conjunctions Subjects and Predicates 7-8 Fire Race (Reflections p. 88-90) Analyze Fire Race for story elements, story structure, and evaluative criteria of a legend Simple and compound sentences 9-11 Carving the Pole (OCR p.146-153) Begin modeling a legend (guided) Storm in the Night (OCRp.128-141)- BAP Continue modeling a legend (guided) Rachel’s Journal (Reflections; p. 204-207) Plan a legend (Independent) 12-15 16-17 18-22 22-25 Additional Resources to Support and Enhance Instruction Aunt Flossie’s Hats (and Crab Cakes Later) -BAP Draft, revise, and edit legend (Independent) On-Demand Reading and Writing Assessment A Story A Story (OCR; p.108-115) Legend-Imaginative Narrative Students publish and share a folktale with a message. • • • • • Write from the Beginning and Beyond Narrative Binder/Imaginative Narrative Section Setting the Stage binder Response to Literature Intranet • • • The Keeping Quilt (OCR) Carving the Pole (OCR) Fine Art (OCR; p. 156-157) Preserving the Culture (Reflections; p. 142-147) Capitalization: Review Rules Capitalization of Titles Review Editing Strategy OCR Unit 5: Blue Section OCR Language Arts Handbook Communicating with Others (Health and Fitness; p. 234236) Johnny Appleseed (OCR) OCR Classroom Leveled Library website of short folktales.http://www.topics-mag.com/folktales/page.htm *See page 26 of unit for an overview of research and inquiry. Long Beach Unified School District 4 2014-2015 English Language Arts Storytelling Grade 3 Oral History Days 1-3 Vocabulario Registros, ancestros, recitados, heredado, folclor, clan, herencia, prosperar Theme Connections This text is the first opportunity for students to begin building their understanding of the theme of Storytelling. In this informational text, students will explore oral history. Students will also be given the opportunity to discuss the importance of this practice in the past and the present. Reader and Task Considerations Students may need background knowledge on what it means to have a culture. In this informational text, students will explore the importance of oral history. Students will also be able to determine if oral history is practiced today. Objetivos de Aprendizaje Puedo escuchar y seguir un texto a medida que se lee en voz alta. (RF.3.4) Puedo describir los pasos de un proceso. (RL.3.3) Puedo utilizar detalles para explicar la idea principal. (RI.3.2) Puedo determinar el significado de las palabras. (RI.3.4) Puedo entender el punto de vista del autor acerca de este tema. (RI.3.6) Long Beach Unified School District Focus of Instruction: Reading and Responding to Text First Read Have students turn to page 120 in their Open Court Anthology. • • • Introduce the concepts of oral history and give students the opportunity to think of a story that their family tells at family gatherings. Read the entire text without stopping for enjoyment and for students to get the “gist.” Have students share what they thought about the text and what it taught them about oral history. Reread for Comprehension Tell students that authors often use key words and language to sequence steps in a process. Time order words such as first, next and the use of numbering can help to locate the process that is being sequenced. ¿Cómo muestra el primer párrafo la actitud del autor acerca de la historia oral? ¿Qué es historia oral? ¿Por qué es importante la historia oral? ¿Cómo se practica la historia oral en la actualidad? ¿Por qué escribió esta historia el autor? En la página 120, ¿qué significa la palabra recitó? ¿Por qué el autor incluyó la información acerca de las tribus de África y Nueva Zelanda? ¿Cómo fue que las tribus de África y Nueva Zelanda preservaron la historia de su gente? ¿De qué manera el autor le dio secuencia a los eventos de la historia? De acuerdo al autor, ¿cuáles son los pasos que puedes utilizar para preservar la historia de tu familia? En la página 121, ¿qué significa la palabra prospera? En la página 120, ¿cuál es la frase que el autor utiliza para explicar el significado de la palabra oral? Lee la página 121. ¿Qué hizo un grupo de estudiantes de escuela preparatoria como proyecto? ¿Por qué era eso importante? 5 2014-2015 English Language Arts Puedo estar preparado para hablar del texto. (SL.3.1.a) Puedo escuchar atentamente lo que dicen mis compañeros de clase. (SL.3.1.b) Puedo plantear y contestar preguntas específicas. (SL.3.1c) Storytelling Reread to Gather Evidence/Information and Respond to Text Grade 3 Introduce the focus question for short discussion and constructed response: De acuerdo al autor, ¿por qué es importante la historia oral? ¿Cómo se puede recopilar la historia de la familia? Gathering Evidence Create two different maps to take notes. One-sided Multi-flow Map (focus on causes) - Event “Oral history is important.” Map #2- Sequencing Map- sequence the steps to gather information about family history. Frame both maps with the following question. Do you feel it is important to preserve the history of your family? Explain. Puedo hacer comentarios que se suman al debate. (SL.3.1.c) Puedo adquirir un nuevo conocimiento al participar en el debate. (SL.3.1.d) Puedo recopilar y organizar la información de fuentes. (W.3.8) Collaborative discussion and oral processing Using their maps place students in groups or with a partner and have them discuss their answers. Remind students to follow agreed-upon rules for discussions. Encourage students to build on each other’s talk and link comments made by others. Encourage students to ask for clarification when they are confused. Writing to text Have students write a brief paragraph answering the focus question. Focus of Instruction: Writing and Conventions Objetivos de Aprendizaje Writing Text Type Pre-Assessment: Legend-Imaginative Narrative Initial Assessment: With minimal instruction and prompting provide students with the following prompt: Write a story about a little boy who always lies and how he learns to tell the truth. Scan student essays to determine whether or not students have the basics for a problem/solution story using the 3rd Grade Imaginative Narrative Rubric pgs.344-347. Look for an opening that orients the reader to the characters, setting, and problem. Take anecdotal notes on gaps for future mini-lessons. Create writing folder, review writing procedures & routines. Explain to students that we are writing narratives that are imagined instead of personal. Create Tree map that classifies the elements of personal and imaginative narrative (See WftB narrative binder pg. 307). Puedo utilizar los dos puntos para añadir información adicional a mis oraciones. (L.3.1.i) Long Beach Unified School District Language Conventions: Colons (Language Arts Handbook p. 273 and OCR TGE p. 127f) Explain the three uses of a colon focusing on the use in a sentence prior to creating a list. 6 2014-2015 English Language Arts Storytelling Long Beach Unified School District Grade 3 Have students identify and create sentences with the correct use of a colon prior to a sequence of items. Use the text “Oral History” or another text to locate how the author uses the colon to add information to their sentences. 7 2014-2015 English Language Arts Storytelling Grade 3 Customs and Folklore Day 4 Vocabulario Folclor, historia oral, tribu, aldea, creencias, costumbres, ancestros, recitaron, heredaron. Theme Connections This text gives students the opportunity to build their understanding of the theme of Storytelling. In this informational text, students will explore the main beliefs, ceremonies, and customs held by California Indians. Students will also be given the opportunity to discuss the importance such traditions had on this group of people. Reader and Task Considerations Students will likely need some context regarding how to read their Social Studies Textbook. Review the text features of an informational text (headings, subheadings, highlighted words, captions, photographs, diagrams) and how those features are tools to help the reader understand the text. Focus of Instruction: Reading and Responding to Text Puedo escuchar y seguir un texto a medida que se lee en voz alta. (RF.3.4) First Read Puedo encontrar información utilizando las características del texto. (RI.3.5) Reread for Comprehension Puedo entender el punto de vista del autor acerca de este tema. (RI.3.6) Puedo describir los pasos de un proceso. (RI.3.3) Puedo utilizar detalles para explicar la idea principal. (RI.3.2) Puedo determinar el significado de las palabras. (RI.3.4) Puedo estar preparado para hablar del texto. (SL.3.1.a) Puedo escuchar atentamente lo que dicen mis compañeros de clase. (SL.3.1b) Puedo plantear y contestar preguntas específicas. (SL.3.1c) Puedo hacer comentarios que se suman al debate. (SL.3.1d) Long Beach Unified School District • • • • • Have students turn to page 114 in their Reflections text. Introduce the concepts of traditions and customs by providing a brief definition. Read the entire text without stopping for enjoyment and for students to get the “gist.” Have students share what they thought about the text and what it taught them about traditions and customs. Tell students that you want them to pay attention to the headings and captions in the text as another way to understand the information. Mira el encabezado de la página 114. ¿De qué habla el texto en las páginas 114-115? Vuelve a leer el primer párrafo de la página 114. ¿Cuál es la actitud o punto de vista de autor respecto a la importancia de las costumbres? ¿Por qué las celebraciones eran importantes en la vida de los indios de California? ¿Qué es un “chamán”? ¿Qué papel desempeñan en una tribu? ¿Por qué el autor utiliza texto resaltado y letras negritas? ¿Cuáles son algunas razones por las cuales la gente practica estas tradiciones? Vuelve a leer la pagina 115, ¿qué quiere decir el autor cuando dice que las ceremonias marcaban tiempos especiales? ¿Qué lecciones importantes se aprendían a través del folclor y la narración de historias? ¿Qué es una “historia oral”? ¿Por qué se utilizaba la narración de historias en las Primeras Tribus Americanas? Reread to Gather Evidence/Information and Respond to Text Introduce the focus question for short constructed response and collaborative discussion: ¿Por qué se utilizaba la narración de historias en las primeras tribus americanas? Gathering evidence Have students create the Multi-Flow Map to record the evidence for the effects of storytelling in Early American tribes. Based on the needs of your students, you may wish to use the Circle Map and Bridge Map for vocabulary and define the difference between storytelling and celebrations. 8 2014-2015 English Language Arts Storytelling Puedo adquirir un nuevo conocimiento al participar en el debate. (SL.3.1) Puedo recopilar y organizar la información de fuentes. (W.3.8) Puedo usar detalles del texto para apoyar mis ideas. (RL.3.1) Grade 3 Frame Multi-Flow Map- answers the following questions on the frame. So what did you learn? So why is this important? Collaborative Discussion and oral processing Using their maps place students in groups or with a partner and have them discuss their answers. Remind students to follow agreed-upon rules for discussions. Encourage students to build on each other’s talk and link comments made by others. Encourage students to ask for clarification when they are confused. Writing to text Have students write a brief paragraph answering the focus question. Focus of Instruction: Writing and Conventions Objetivos de Aprendizaje Analyzing a legend/imaginative narrative Puedo describir cómo el autor construye una historia. (RL.3.5) Long Beach Unified School District Analyze for story elements Explain to students that there are certain elements common to folktales and legends including characters, setting, problem, solution, and a message. As a class analyze the story elements of How Eagle and Crow Made Land using a Tree Map with the following labels/branches: characters, setting, problem/attempts, and solution. Discuss the types of characters, setting, and problems you would see in a folktale See website for examples of short folktales.http://www.topicsmag.com/folk-tales/page.htm For the Frame of Reference, determine as a class what this legend is explaining. “How the Coast Ranges and Sierra Nevada came to 9 2014-2015 English Language Arts Storytelling Grade 3 be.” Puedo identificar conjunciones coordinadas y subordinadas. (L.3.1.h) Language Conventions: Coordinate and Subordinate Conjunctions (OCR Unit 5, Lesson 3 and Language Arts Handbook, pg. 255) • Use a Tree Map to classify the two types of conjunctions after students are given the definition and 1-2 examples. Puedo utilizar conjunciones coordinadas y subordinadas para formar oraciones más complejas. (L.3.1.i) • Have students work in pairs or small groups with a small piece of the text to identify coordinating conjunctions. Have students tell their partner what is a conjunction and give an example from the text: So why is this important? Tell students to think about how they could use subordinating conjunctions to write a complex sentence. Explain to students the definition of a conjunction and classify the two types of conjunctions. Long Beach Unified School District 10 2014-2015 English Language Arts Storytelling Grade 3 How Eagle and Crow Made Land Days 5-6 Vocabulario Cordillera de Montañas, Cordillera Costera, Sierra Nevada Theme Connections This legend provides an opportunity for students to begin building their understanding of the different ways stories are told and what they can teach. Students will also start to develop an understanding of the internal and external factors that influence a character to be competitive. Reader and Task Considerations Students will likely need some context regarding a legend. Explain that in the Native American community, some legends were stories (Folklore) used to explain how the world and humans came to be. Students may also need some information about the flooding, Sierra Nevada and Coast Ranges. Objetivos de Aprendizaje Puedo escuchar y seguir un texto a medida que se lee en voz alta. (RF.3.4) Focus of Instruction: Reading and Responding to Text First Read • • • • Have students locate the legend on page 117 in their Reflections text. Have students read the text independently. Read the entire text without stopping for enjoyment and for students to get the “gist.” Have students share what they thought about the story and what the message that was passed on to others. Reread for Comprehension Puedo volver a relatar los eventos de una historia. (RL.3.2) • • Puedo describir los personajes de una historia. (RL.3.3) Puedo determinar el significado de una frase utilizada en diferentes maneras. (RL.3.4) Puedo poner en secuencia los eventos importantes para mostrar cómo se llega a un final. (RL.3.5) Puedo formar mi propio punto de vista diferente al punto de vista del personaje. (RL.3.6) Read the text aloud to students and engage students in a collaborative discussion around the following questions: Review story elements with students (Character, setting, problem, solution) ¿Qué problema tiene el Águila y el Cuervo? En legendas, los autores frecuentemente les dan atributos de humanos a los animales. ¿Cómo ayuda esto a entender los eventos de esta historia? ¿Qué palabras describen mejor al Águila y el Cuervo al principio de la historia? Describe cómo cambia la actitud del Águila. ¿Estás de acuerdo con la manera en que él se siente? ¿Por qué el Águila comienza a darle más pescado al Pato? ¿Qué sucede al principio, en la parte central y al final para explicar la leyenda? ¿Qué trata de decir el autor cuando dice “Un sol caliente orneaba los dos montones de lodo?” ¿Por qué crees que los Indios Yokut crearon esta leyenda? Nosotros leímos la versión escrita de esta leyenda. ¿Cómo crees que la leyenda fue narrada por vez primera en la tribu Yokut? (Refer to Oral History from previous lesson) ¿Qué explica esta leyenda? Reread to Gather Evidence/Information and Respond to Text Puedo escuchar atentamente lo que dicen mis compañeros de clase. Puedo plantear y contestar preguntas específicas. Puedo hacer comentarios que se suman al debate. Puedo adquirir un nuevo conocimiento del debate. (SL.3.1) Long Beach Unified School District Introduce the focus question for collaborative discussion and short constructed response: ¿Qué motivó al Águila para crear una montaña más alta? ¿Cómo contribuyen sus acciones al mensaje de la leyenda? Gathering Evidence Create a one-sided Multi-flow Map- One sided map to list the causes of the event: “There is not enough land.” and a Bubble Map- Describe Eagle’s traits. Have them add a Frame of Reference question- What is this legend explaining? Provide time for students to orally process the information from the maps in multiple group settings (i.e., pairs, small groups, whole group). 11 2014-2015 English Language Arts Puedo recopilar y organizar la información de fuentes. (W.3.8) Puedo usar detalles del texto para apoyar mis ideas. (RL.3.1) Storytelling Collaborative discussion and oral processing Using their maps place students in groups or with a partner and have them discuss their answers Remind students to follow agreed-upon rules for discussions. Encourage students to build on each other’s talk and link comments made by others. Encourage students to ask for clarification when they are confused. Writing to text Have students write a brief paragraph answering the focus question. Focus of Instruction: Writing and Conventions Objetivos de Aprendizaje En una narrativa imaginaria… Puedo identificar una introducción que explica la situación y presenta al narrador o personajes. (W.3.3) Analyzing a legend/imaginative narrative • Puedo describir cómo el autor construye una historia. (RL.3.5) Puedo escribir una introducción. (W.3.3.a) Long Beach Unified School District Grade 3 • Review Story Elements Review the story elements Tree Map from the previous day. Analyze for story structure “Reverse Map” How Eagle and Crow Made Land into its opening, event sequence, and closing, analyzing how the author builds the story. Draw the students’ attention to the opening of the story. Tell the students that this opening is an example of introducing the setting, characters, and problem. Explain to students the importance of looking at examples of folktales and legends because they will be creating their own folktale. Analyze for evaluative criteria-Using the Grade 3 Legend/Imaginative Narrative Rubric criteria, analyze for opening. 12 2014-2015 English Language Arts Storytelling Puedo formar oraciones sencillas y compuestas. (L.3.1.i) Language Conventions: Subjects and Predicates (Language Arts Handbook p. 256) Long Beach Unified School District Grade 3 Explain to students that an author sets up a situation, characters, and an event sequence for the reader in the introduction. Ask students to locate the setting, characters, and the problem in this opening. Provide students with a different scenario and have them practice in small groups or pairs writing a 2-3 sentence introduction. Explain to students that every sentence has a subject and a predicate, and they need to know what these are in order to create different sentence structures. Use a Bridge Map to show the relationships between the different types of subjects and predicates that can be used in sentences. Add sample sentences to show the different types. Review with students what they learned about conjunctions and, or, but. Provide sample sentences for students to practice identifying the different types of subjects and predicates. Remind students that this information will be helpful when writing their own sentences and when they learn about combining sentences using conjunctions. 13 2014-2015 English Language Arts Storytelling Grade 3 Fire Race Days 7-8 Vocabulario Legenda, carbón, vigilado, chamarras amarillas, crestas. Theme Connections This legend provides an opportunity for students to continue building their understanding that legends are stories that people of different cultures created to explain how certain things in the world have come to be. Students will also develop an understanding of how Native Americans used these stories to help them make sense of the world. Reader and Task Considerations Students will likely need some context regarding the animals in the story and the natural characteristics animals have that helps them protect themselves from enemies. Objetivos de Aprendizaje Puedo escuchar y seguir un texto a medida que se lee en voz alta. (RF.3.4) Focus of Instruction: Reading and Responding to Text First Read Puedo hacer referencia a los detalles de un texto al contestar preguntas sobre lo que significa el texto. (RL.3.3) Puedo determinar el significado de una frase utilizada en diferentes maneras. (RL.3.4) Puedo formar mi propio punto de vista diferente al punto de vista del personaje. (RL.3.6) Puedo poner en secuencia los eventos importantes para mostrar cómo se llega a un final. (RL.3.5) Long Beach Unified School District Ask students to locate page 88 in their Reflections text. Remind students that this is a legend similar to How Eagle and Crow made Land and will explain an event. Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the story and get the overall “gist”. Ask students for their reaction to the story (leave this very open-ended, the purpose of this conversation is for students to talk about the text). Reread for Comprehension Remind students that this is a legend similar to How Eagle and Crow made Land and will explain an event. Have students note the similarities in how both legends begin by setting up the situation, characters, and how the events will build the action. ¿Qué es explica el autor en la introducción? ¿Qué significa “gente animal”? ¿Qué significa la palabra “vigilado”? El autor utiliza la palabra “sabio” para describir al Coyote. ¿De qué manera sus acciones apoyan esta descripción? ¿Basados en lo que él hace, estás de acuerdo con esta descripción? ¿Qué significa carbonizado? ¿Qué palabra utiliza el autor para describir la rama de roble carbonizado cuando se la pasan al Zorro y al Oso? ¿Cómo le pasan el fuego a la rana? ¿Qué significa la frase “El árbol se tragó el fuego”? ¿Qué está sucediendo? ¿Qué les enseña a hacer el Coyote a la gente en el final de la leyenda? ¿Qué significa la palabra “convencer? ¿Cómo se mira eso? ¿Cómo explica el autor que esta leyenda sigue siendo compartida entre la tribu Karuk? ¿Qué trata de explicar esta leyenda? ¿Estás de acuerdo con la manera en que la leyenda explica el fuego? ¿Por qué sí o por qué no? 14 2014-2015 English Language Arts Puedo escuchar atentamente lo que dicen mis compañeros de clase. (SL.3.1b) Puedo plantear y contestar preguntas específicas. (SL.3.1c) Puedo hacer comentarios que se suman al debate. (SL.3.1d) Puedo adquirir un nuevo conocimiento del debate. (SL.3.1) Storytelling Reread to Gather Evidence/Information and Respond to Text Introduce the focus question for collaborative discussion and short constructed response: ¿Qué hizo el autor para desarrollar el argumento de la historia? ¿Qué querían los autores de esta leyenda que su gente aprendiera de esta historia? Gathering Evidence Create a a Multi-Flow Map to organize information. Event: “Coyote took a charred branch from the Yellow Jacket sisters.” Have them add a Frame of Reference question- ¿Qué está explicando esta leyenda? Collaborative discussion and oral processing Using their maps place students in groups or with a partner and have them discuss their answers Remind students to follow agreed-upon rules for discussions. Encourage students to build on each other’s talk and link comments made by others. Encourage students to ask for clarification when they are confused. Writing to text Have students write a brief paragraph answering the focus question. Objetivos de Aprendizaje En una narrativa imaginaria… Puedo identificar una introducción que explica la situación y presenta al narrador o personajes. (W.3.3a) Focus of Instruction: Writing and Conventions Analyzing a legend/imaginative narrative Puedo describir acciones y respuestas de personajes para desarrollar eventos. (W.3.3.b) Puedo describir cómo el autor construye una historia. (RL.3.5) Long Beach Unified School District Grade 3 Analyze for story elements Remind students that there are certain elements common to imagined stories including characters, setting, problem, plot/event sequence, solution. In a legend or folktale, there is a message or event explained that is passed on to others. As a class, analyze the story elements of Fire Race using a Tree Map and discuss the types of characters, settings, and problems you would see in a legend. For the Frame of Reference, determine as a class the event that is explained. Analyze for story structure “Reverse Map” Fire race into its opening, event sequence, and closing, analyzing how the author builds the story. One way to help students see the plot or event sequence is to Flow Map the main events of the story. Model how to skim the story to look for the event sequence. Tell students to pay attention to the characters actions and responses as a clue to a new event in the plot. Analyze for evaluative criteria-Using the Grade 3 Legend/Imaginative Narrative Rubric criteria, have students analyze for the description of actions and the response of characters. 15 2014-2015 English Language Arts Storytelling Puedo variar mis oraciones, entendiendo cómo producir oraciones sencillas, compuestas y complejas. (L.3.1.i) Language Conventions: Simple and Compound Sentences (OCR p. 117G and Language Arts Handbook p.257) Long Beach Unified School District Grade 3 Explain to students that an author can use vivid verbs to describe actions and response of characters to events. Ask students to look for examples of vivid verbs throughout the story and record them in a Circle Map. Explain to students that there are different sentence structures that can be used to vary their writing. A simple sentence has one subject (noun) and one predicate (verb/action phrase). A compound sentence uses a conjunction to join two related simple sentences with the use of a comma before the conjunction. Review the conjunctions they learned from the previous lesson (and, but, or) and when they are used. Have students create a Tree Map to classify the two types, write a definition, and an example of each type of sentence. Provide pairs or small groups of students with sample sentences to identify if they are simple or compound and explain their reasoning. Extend the activity by having students take two simple related sentences and combine them with conjunctions, reminding them of the use of the comma. During this time, teachers can gather formative data about the students that have a solid understanding of this concept, and which students require additional support. 16 2014-2015 English Language Arts Storytelling Grade 3 Carving the Pole Day 9-11 Vocabulario Símbolo, tótem, reserva, leyendas, generación, aleta dorsal, embaucador Theme Connections This text continues to build their understanding of the theme of how stories are told and passed on to others. In this informational text, students will learn about totem poles. Students will also be given the opportunity to discuss the importance of this practice in the past and the present. Reader and Task Considerations This informational text explains a process of sharing traditional stories through wood carving. The author uses a structure of sequencing with a clear point of view by the boy who is the narrator. Students may need to use a Flow Map to understand the process and a way to process the significance of each symbol in this culture. Objetivos de Aprendizaje Puedo escuchar y seguir un texto a medida que se lee en voz alta. (RF.3.4) Puedo hacer referencia a los detalles y la evidencia de un texto para explicar lo que significa el texto. (RI.3.1) Puedo determinar la idea principal del texto utilizando detalles clave. (RI.3.2) Puedo describir los pasos de proceso utilizando un lenguaje de causa y efecto. (RI.3.3) Puedo determinar el significado de las palabras. (RL. 3.4.) Puedo encontrar información utilizando las características del texto. (RI.3.5) Puedo entender el punto de vista del autor acerca de este tema. (RI.3.6) Long Beach Unified School District Focus of Instruction: Reading and Responding to Text First Read • • Ask students to locate the story in their Open Court text. • Ask students for their reaction to what they learned from the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text). Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the story and get the overall “gist”. Reread for Comprehension Review with students that informational text often uses features such as captions and photos to add information. Read the text aloud to students and engage students in a collaborative discussion with the following questions: ¿Cuál es el punto de vista del narrador respecto a las figuras talladas? Utiliza evidencia del texto. ¿Qué grupos culturales utilizan las figuras tótem? ¿Qué tienen que ver las figuras tótem con la narración de historias? ¿De qué manera es similar a una leyenda? ¿Cómo se hacen las figuras tótem? ¿Cuáles son los principales pasos para hacer las figuras tótem? ¿Qué explican los animales de las figuras Klallam en su cultura? Lee la última oración de la página 149. ¿Qué crees que son los dijes? Mira el subtítulo que está abajo de la ilustración de la página 149. ¿Qué puedes aprender de David? ¿Por qué crees que los artistas continúan tallando figuras tótem? Utiliza evidencia del texto para apoyar tu punto de vista/respuesta. ¿Qué habilidades tiene un artista que talla figuras tótem? ¿Por qué el autor cree que es importante leer esta información? En la página 150, ¿qué claves del texto te ayudan a entender lo que es una azuela? Utiliza el subtítulo que se encuentra en la parte superior de la página 151. ¿Por qué la azuela es una herramienta importante para un tallador de figuras? En la página 151, encuentra una ilustración de una azuela. ¿Cómo les describirías este objeto a otras personas? ¿Crees tú que las historias se pueden compartir con el arte como las figuras tótem? ¿Por qué si o por qué no? 17 2014-2015 English Language Arts Puedo escuchar atentamente lo que dicen mis compañeros de clase. (SL.3.1) Puedo plantear y contestar preguntas específicas. (SL.3.1c) Puedo hacer comentarios que se suman al debate. (SL.3.1d) Puedo adquirir un nuevo conocimiento del debate. (SL.3.1) Storytelling Reread to Gather Evidence/Information and Respond to Text. Grade 3 Introduce the focus question for collaborative discussion and short constructed response: ¿Cómo se crean los tótems? ¿Por qué son importantes? ¿Qué evidencia del texto te ayudó a entender esto? Gathering Evidence Create a Tree Map to classify the information about totem poles Have them add a Frame of Reference question- Why are totem poles important. Collaborative discussion and oral processing Using their maps place students in groups or with a partner and have them discuss their answers Remind students to follow agreed-upon rules for discussions. Encourage students to build on each other’s talk and link comments made by others. Encourage students to ask for clarification when they are confused. Writing to text Have students write a brief paragraph answering the focus question. Ask students to share any new understandings or ideas that they have gained in light of the discussion Objetivos de Aprendizaje Focus of Instruction: Writing and Conventions Begin Modeling a legend/imagined narrative En una narrativa imaginaria… Puedo identificar una introducción que explica la situación y presenta al narrador o personajes. (W.3.3a) Puedo describir acciones y respuestas de personajes para desarrollar eventos. (W.3.3.b) Puedo utilizar palabras para conectar mis eventos. (W.3.3c) Puedo escribir una conclusión. (W.3.3d) Puedo fortalecer mi escritura mediante las revisiones. (W.3.5) Long Beach Unified School District This model is designed to take place over the next 6 instructional sessions. It will begin here and continue during the next text, Storm in the Night. You may choose to use the sample provided below or create your own with the class. The purpose is to create a class story together with scaffolding based on the needs of your students. Explain to the students that you will be working together to write a legend about how a young boy learns to overcome his fear of the ocean. Together you will create the legend story elements based on this scenario along with mapping out the structure. Create a class Tree Map for the story elements. Begin with the event that is being explain, “The Ocean is the provider of much.” Write this message in the Frame of Reference. Provide the problem for the story, “a young boy living in a fishing village needs to overcome his fear of the ocean.” Based on this problem and the message that the story will convey, work collaboratively to create a Tree Map with characters, a setting, an event sequence, and a solution. Remind students to think about how each of these story elements will support the explanation of the legend. Using the Tree Map and the How do I Model Imaginative Narrative Writing For My Students? p. 338-342 from the WftB & Beyond Narrative binder. Once the event sequence has been planned, have students work to plan and embed the evaluative criteria from the rubric such as descriptive language to explain the events and response by characters. 18 2014-2015 English Language Arts Storytelling Grade 3 Based on the needs of your students, guide students through the drafting of the story as a whole class, in groups, with a partner, or individually.(See sample legend located at the end of the unit) Mini-lessons Focus on mini-lessons that will address basic structure Keep anecdotal notes as to what students’ need for future mini-lessons. See Mini-lessons from the WftB & Beyond Setting the Stage Binder that address basic structure of Imaginative Narrative. Puedo demostrar uso apropiado de mayúsculas.(L.3.2.a) Long Beach Unified School District Language Conventions: Capitalization (Language Arts Handbook p.275) Review rules and examples of capitalization rules they have learned. Explain to students that it is important to also capitalize important words in titles. Provide examples of titles that need to be capitalized (people’s titles, books, magazines, languages). Have students take notes on this information to support the following lesson. 19 2014-2015 English Language Arts Storytelling Grade 3 BAP LESSON: Storm in the Night Days 12-15 Vocabulary See BAP lesson located on the Intranet Theme Connections Students will be able to continue to reflect on the impact of stories and how they link generations and the effect it can have on memories today. This realistic fiction story looks at the relationship between a grandfather and grandson. The grandfather shares a memory of a time when he was a boy and was afraid of thunderstorms. The reader sees the close relationship between the two characters as the story unfolds through their dialogue with each other. Reader and Task Considerations Explain to students that the author uses a type of writer’s craft that can read like a poem. He includes similes, personification, and descriptive vocabulary that may need some elaboration. The heavy use of dialogue and exchanges between the grandfather and grandson lends itself to being read aloud in order for students to differentiate the character’s thoughts. Objetivos de Aprendizaje Puedo escuchar y seguir un texto a medida que se lee en voz alta. (RF.3.4) Focus of Instruction: Reading and Responding to Text First Read Ask students to turn to the story in their Open Court text. Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the story and get the overall “gist” Ask students for their reaction to the story( leave this very open-ended, the purpose of this conversation is for students to talk about the text) Puedo hacer referencia a los detalles de un texto al contestar preguntas sobre lo que significa el texto. (RL.3.1) Reread for Comprehension Puedo hacer referencia a los detalles y la evidencia de un texto para explicar lo que significa el texto. (RL.3.1) Reread to Gather Evidence/Information and Respond to Text Puedo escuchar atentamente lo que dicen mis compañeros de clase. (SL.3.1) Puedo plantear y contestar preguntas específicas. (SL.3.1) Puedo hacer comentarios que se suman al debate. (SL.3.1) Puedo adquirir un nuevo conocimiento del debate. (SL.3.1) Long Beach Unified School District Follow BAP lesson on Intranet for a full list of text-dependent questions, vocabulary, and tasks. Introduce the focus question for collaborative discussion and short constructed response: Explain how grandfather understands and uses storytelling to help Thomas overcomes his fears. Gathering Evidence Create a Double Bubble to look at the similarities between the grandfather and Thomas and a Flow Map of the important events from the grandfather’s story that explain how the grandfather overcame his fears. Frame of Reference: What message is this story trying to tell? Collaborative discussion and oral processing Using their maps place students in groups or with a partner and have them discuss their answers. Remind students to follow agreed-upon rules for discussions. Encourage students to build on each other’s talk and link comments made by others. Encourage students to ask for clarification when they are confused. Writing to text Have students write a brief paragraph answering the focus question. 20 2014-2015 English Language Arts Storytelling Objetivos de Aprendizaje Grade 3 Focus of Instruction: Writing and Conventions Continue the legend/imagined narrative process you started with during Carving the Pole. Below is a copy of the lesson sequence. En una narrativa imaginaria… Puedo identificar una introducción que explica la situación y presenta al narrador o personajes. (W.3.3a) Puedo describir acciones y respuestas de personajes para desarrollar eventos. (W.3.3.b) Puedo utilizar palabras para conectar mis eventos. (W.3.3c) Puedo escribir una conclusión. (W.3.3d) Puedo fortalecer mi escritura mediante las revisiones. (W.3.5) Puedo demostrar uso apropiado de mayúsculas.(L.3.2.a) Long Beach Unified School District Explain to the students that you will be working together to write a legend about how a young boy learns to overcome his fear of the ocean. Together you will create the legend story elements based on this scenario along with mapping out the structure. Create a class Tree Map for the story elements. Begin with the event that is being explain, “The Ocean is the provider of much.” Write this message in the Frame of Reference. Provide the problem for the story, “a young boy living in a fishing village needs to overcome his fear of the ocean.” Based on this problem and the message that the story will convey, work collaboratively to create a Tree Map with characters, a setting, an event sequence, and a solution. Remind students to think about how each of these story elements will support the explanation of the legend. Using the Tree Map and the How do I Model Imaginative Narrative Writing For My Students? p. 338-342 from the WftB & Beyond Narrative binder. Once the event sequence has been planned, have students work to plan and embed the evaluative criteria from the rubric such as descriptive language to explain the events and response by characters. Based on the needs of your students, guide students through the drafting of the story as a whole class, in groups, with a partner, or individually.(See sample legend located at the end of the unit) Language Conventions: Capitalization (Language Arts Handbook p.275) Review the importance of capitalizing important words in titles. Provide examples of titles that need to be capitalized (people’s titles, books, magazines, languages). Have students practice identifying correct capitalization of titles using the text Johnny Appleseed. Remind students to make sure they use this capitalization rule in their own writing. 21 2014-2015 English Language Arts Storytelling Grade 3 Rachel’s Journal Day 16-17 Vocabulario Términos de geografía, cumbre, valores, provisiones, crónica, llorando a mares, carreta, viaje Theme Connections This text gives the students an opportunity to explore the format of journaling as a way of storytelling about an event or experience. In this historical fiction, students will read about a family’s journey to California from the point of view of a young girl named Rachel. Students will build more understanding about how stories can explain or teach about traditions, beliefs, and customs from the past. Reader and Task Considerations In the task, students will be asked to identify details and traits about a character that affect the historical fiction story being told. Explain to the students that the format of journaling involves the use of dates and personal thoughts to tell a story about an experience. Also, the author includes pictures and vocabulary to help students reach an understanding about how things were during this particular time in history and the traditions that were important Objetivos de Aprendizaje Puedo escuchar y seguir un texto a medida que se lee en voz alta. (RF.3.4) Puedo hacer referencia a los detalles y la evidencia de un texto para explicar lo que significa el texto. (RI.3.1) Focus of Instruction: Reading and Responding to Text First Read • • Have students locate the text in their Reflections textbook. • • Read the entire text without stopping for enjoyment and for students to get the “gist.” Explain that this journal format of storytelling will help in understanding Rachel’s point of view, or way of thinking and feeling about what is happening. These details will be used to reach the historical message of her story. Have students share what they thought about the journal. Reread for Comprehension • Puedo determinar la idea principal del texto utilizando detalles clave. (RI.3.2) Puedo describir los pasos de proceso utilizando un lenguaje de causa y efecto. (RI.3.3) Puedo entender el punto de vista del autor acerca de este tema. (RI.3.6) Tell students that looking closely at characters can help in understanding how their actions contribute to events described in a text. El texto que se encuentra en la parte superior de la página 204 proporciona para el lector algunos antecedentes acerca de los personajes y el medioambiente. Vuelve a leer el párrafo, ¿de qué se tratará el diario de Rachel? De acuerdo a la página 204, ¿qué recibió Rachel de su abuelo? Vuelve a leer lo que Rachel escribió el 10 de marzo. ¿Cuál es el punto de vista de Rachel respecto al viaje de la familia? En la página 205, Rachel escribe “la abuela y el abuelo estaban llorando a mares. ¿Cuál es la diferencia entre su punto de vista y al punto de vista de Rachel? Lee el subtítulo de la ilustración que se encuentra en la página 205. ¿Cómo se siente Rachel respecto a dejar su gato? ¿Por qué la familia de Rachel va a California? ¿Cómo es que el punto de vista del tío Pete los ayudó a tomar esa decisión? ¿Cuál es la información importante que Rachel incluye en su diario con la cual podría ayudar a los demás a realizar este viaje? Vuelve a leer lo que Rachel escribió el 7 de septiembre y el 3 de octubre. ¿De qué manera ha cambiado el punto de vista de Rachel? ¿Qué palabras o frases utiliza ella para ayudar al lector a entender? Puedo escuchar atentamente lo que dicen mis compañeros de clase. (SL.3.1b) Reread to Gather Evidence/Information and Respond to Text Puedo plantear y contestar preguntas específicas. (SL.3.1c) Puedo hacer comentarios que se suman al debate. (SL.3.1d) Long Beach Unified School District Introduce the focus question for collaborative discussion and short constructed response: ¿Cuál es la información importante que Rachel incluye en su diario con la cual podría ayudar a los demás a realizar este viaje? ¿Cómo se siente acerca de este viaje? Gathering Evidence Create a Tree Map that tells about the journey and how she feels and a One-sided Multi-Flow with the details from Rachel’s journal that tells what can be learned from her journal. Collaborative discussion and oral processing Using their maps place students in groups or with a partner and have them discuss their answers. 22 2014-2015 English Language Arts Storytelling Puedo adquirir un nuevo conocimiento del debate. (SL.3.1) Grade 3 Remind students to follow agreed-upon rules for discussions. Encourage students to build on each other’s talk and link comments made by others. Encourage students to ask for clarification when they are confused. Writing to text Have students write a brief paragraph answering the focus question. Focus of Instruction: Writing and Conventions Objetivos de Aprendizaje Puedo planear, revisar y editar mi escritura. (W.3.5) Plan a legend/imagined narrative (independent) Puedo entender como producir oraciones sencillas, compuestas y complejas. (L.3.1.i) Language Conventions: Review capitalization (TE pg.165F), Conjunctions (TE pg. 143F), Simple and Combined Sentences (TE pg.117F) Puedo utilizar las mayúsculas y la puntuación correcta en mi escritura. (L.3.2) Long Beach Unified School District Students will now begin the process of writing their own legend stories. You can either provide them with a prompt or event to explain or students can create their own. Please note: Make sure students understand that they are going to create a legend that includes all the story elements they have studied and will explain an event or message. Students will independently plan their legend stories using a Tree Map for the story elements and a Flow Map for the event sequence/attempts. Have students look back through their notes from the unit so that they will be able to recall all the components. Keep notes of those students that struggle with the process and those that are able to complete this task independently. Provide time to support students as needed. Remind students that conjunctions were used when learning about simple and compound sentences. Explain to students how conjunctions can connect words and simple sentences. Remind them that this is a way to vary their sentence structure in their writing. Remind them that it is important to understand the rules of capitalization as readers and writers to have a clear understanding of what they read and write. 23 2014-2015 English Language Arts Storytelling Grade 3 BAP LESSON: Aunt Flossie’s Hats (and Crab Cakes Later) Day 18-22 Vocabulary Theme Connections See BAP lesson located on the Intranet Students will continue to reflect on the impact of stories to link generations, the effect it can have on memories today, and the closeness created through the process. Sarah and Susan are sisters who enjoy spending Sunday afternoons with their great-great Aunt Flossie, who entertains her greatgrandnieces by letting them explore her collection of hats. Each hat reminds Aunt Flossie of a treasured story from her life. Reader and Task Considerations Explain to students that special objects sometimes hold memories. These objects can create an emotional reaction about events from the past and connect to present generations through storytelling. Students may need some additional information about the events Aunt Flossie shares to understand the significance and connection to the hats. Objetivos de Aprendizaje Puedo escuchar y seguir un texto a medida que se lee en voz alta. (RF.3.4) Focus of Instruction: Reading and Responding to Text First Read Ask students to think about how this story has to do with the theme of storytelling. Read aloud the entire story once through without stopping or commentary. The purpose is to provide students with an opportunity to enjoy the story and get the overall “gist” Ask students for their reaction to the story (leave this very open-ended, the purpose of this conversation is for students to talk about the text) Puedo hacer referencia a los detalles de un texto al contestar preguntas sobre lo que significa el texto. (RI.3.1) Reread for Comprehension Puedo escuchar atentamente lo que dicen mis compañeros de clase. (SL.3.1) Reread to Gather Evidence/Information and Respond to Text Puedo plantear y contestar preguntas específicas. (SL.3.1.c) Puedo hacer comentarios que se suman al debate. (SL.3.1d) Puedo adquirir un nuevo conocimiento del debate. (SL.3.1) Long Beach Unified School District Follow BAP lesson on Intranet for a full list of text-dependent questions, vocabulary, and tasks. Introduce the focus question for collaborative discussion and short constructed response: ¿Cómo es que historias y tradiciones de la familia a menudo hacen que las familias se sientan más cerca? Gathering Evidence Use a Flow Map to organize the events in the story that show the importance of the Sunday tradition of visiting her Aunt Flossie: ¿Qué tradiciones disfrutan las niñas cada vez que visitan a su tía Flossie? Use a Multi-Flow Map to organize the information from the story to reach an understanding about the impact Aunt Flossie’s stories have on Susan: The event is Aunt Flossie shares hats. Collaborative discussion and oral processing Using their maps place students in groups or with a partner and have them discuss their answers. Remind students to follow agreed-upon rules for discussions. Encourage students to build on each other’s talk and link comments made by others. Encourage students to ask for clarification when they are confused. Writing to text Have students write a brief paragraph answering the focus question. 24 2014-2015 English Language Arts Storytelling Objetivos de Aprendizaje Grade 3 Focus of Instruction: Writing and Conventions Students take their legend stories through the writing process (independent) En una narrativa imaginaria… Puedo identificar una introducción que explica la situación y presenta al narrador o personajes. (W.3.3a) Students will be expected to compose their survival stories using all components of the writing process. Make sure that each student has completed the planning and oral rehearsing components of the writing process before they begin composing. Teachers can provide mini-conferences to check-in on students’ progress. Provide mini-lessons base on notes gathered during conferences and their needs. Puedo describir acciones y respuestas de personajes para desarrollar eventos. (W.3.3.b) Puedo utilizar palabras para conectar mis eventos. (W.3.3c) Puedo escribir una conclusión. (W.3.3d) Puedo fortalecer mi escritura mediante las revisiones. (W.3.5) Puedo entender como producir oraciones sencillas, compuestas y complejas. (L.3.1.i) Puedo variar mis oraciones, entendiendo cómo utilizar conjunciones en mi escritura. (L.3.1.h) Long Beach Unified School District Editing Strategy: Varied sentences Remind students that conjunctions were used when learning about simple and compound sentences. Explain to students how conjunctions can connect words and simple sentences. Remind them that this is a way to vary their sentence structure in their writing. Have students go back to their writing to locate places that they can combine sentences with the use of a conjunction. 25 2014-2015 English Language Arts Storytelling Grade 3 Research and Inquiry Approx. Number of Days 3-5 3-5 3-5 3-5 3-5 3-5 Resources Inquiry Process Guided Activity Options Investigating Concepts Beyond the Text Decide on a problem or question to investigate Formulate a conjecture about the problem Revise conjectures Present findings Initiate a whole-class discussion around the theme Generate questions Present possible presentation options Refine Problems or Questions and form Conjectures Have students share their problems or questions to lead to the creation of investigation groups Remind students that a good question cannot be answered by “Googling it” and it must add to group's understanding of investigation Have students organize into groups based on interests Collaborative Investigation on Conjectures-Needs and Plan Phase 1 Have the students discuss the conjectures created with their group to the whole class Allow students the opportunity to contribute suggestions, criticisms and questions After discussion, all groups move into the Needs and Plans phase. OCR Unit 5: 165 A-D Inquiry Journal p. 122-123 OCR Unit 5: 179 A-D OCR Unit 5: p.117A-D Inquiry Journal p.112 OCR Unit 5: 127 A-D Inquiry journal p. 89-92 OCR Unit 5: 155 A-D Inquiry Journal p. 116-117 Internet or Library Skills Have students form a panel of five or six class members to discuss ideas related to storytelling (What are some examples of American Folktales?) Individually or in small groups, have them generate complete Inquiry Journal, page. 112 or use a Circle Map Interviewing (See p. 127 D for suggestions on teaching, guided practice, and independent practice) Inquiry Journal p. 7 Conduct an interview of a relative or friend about a memory they have from their past Remind them of the task of interviewing and that it is a research tool. Diagrams (See p. 143 D for suggestions on teaching, guided practice, and independent practice) Have a discussion about their plan for their investigation and complete 116-117 in the Inquiry Journal Internet Searches (See p. 155 D for suggestions on teaching, guided practice, and independent practice) Inquiry Journal p. 120-121 Needs and Plan Phase 2 Meet with the groups and discuss difficulties they are having with problems, conjectures, needs or plans Remind the students they can still change their problems or questions Discuss how objects can tell a story Inquiry Journal p. 122-123 Have students discuss if or what object they would like to use to represent their storytelling project Maps (See p. 165D for suggestions on teaching, guided practice, and independent practice) Reevaluating Problems and Questions Based on findings, students will revise conjectures and investigations Students begin final preparations for the group or individual presentations Students can have a discussion about interviews and sources use a Tree Map to take notes Dictionaries (See p. 193D for suggestions on teaching, guided practice, and independent practice) Inquiry/Research Task and Presentation Provide time for students to finish their investigations Provide time for presentations Long Beach Unified School District 26 2014-2015 English Language Arts Storytelling Grade 3 Legend/Imaginative Narrative: Sample written piece Prompt: Imagínate que un niño le tiene miedo al océano y la gente del pueblo se burla de él porque no tiene valor. Su padre es conocido como un gran pescador. Escribe una leyenda acerca de cómo el niño supera su miedo. In a small village near the Pacific Ocean, there lived a fisherman and his son Lance. All the villagers knew the fisherman as a man who knew how to bring many fish from the sea, and soon his son would be joining in his work. Unfortunately, Lance was a boy born with a deep fear of the ocean and it made him the joke of this tiny seaside village. He had to find a way to make the sea his friend so that he could make his father proud. As the sun rose one morning, Lance decided he was going to find his courage to work on the sea by talking to the village’s oldest boat driver. He walked many miles to the dock where the driver lived on his boat. As he approached the boat he could see the many supplies the driver had: tools, ropes, orange vests, fishing poles, and maps. Lance quietly and politely asked, “Please tell me how you have the courage to ride on the powerful ocean every day?” The wise old boat driver explained that he had learned to use the feeling of the waves as music when he was driving. This helped him to stay calm even when the ocean was rough. Lance decided he would try and he stepped on the rocking boat, but instead of hearing music in his head he felt a queasy feeling in his stomach. His headed started spinning and he jumped off the boat. Disappointed that he could not find his courage from the boat driver, Lance walked down to the cliffs that overlooked the ocean. There he found Isabella, the artist that sat and painted the beautiful sea every day. She sat so close, that her face and clothes would be wet from the spray of the waves. Lance knew if Isabella could face this mighty water each day, that maybe she could help his. Isabella sat in a chair perched at the edge of the sea surrounded by her many art supplies: brushes, paints, rags, and canvas. Softly Lance spoke, “How do you have the courage to sit so close to the ocean each day?” Isabella looked up from her painting to explain that when she paints the ocean she sees the many creatures that depend on the sea. This makes her feel like the ocean is a home and a home is a warm place to be. “Try to imagine the ocean as a moving home filled with many family members,” Isabella told Lance. Lance tried to picture the watery home, but when he closed his eyes the pictures of sharks and storms turned the warm place into a watery haunted house. Shaking with fear, Lance wearily said goodbye to the artist. Feeling down, Lance decided he would go find his father to tell him that he would never be able to be a fisherman. Finding his father on the pier with his fishing pole in the sea, Lance muttered, “Dad, I’m too afraid of the ocean to be a fisherman.” He told him how he had tried to solve his problem, but it had not worked. Calmly, his father put his pole down and said, “Son, you must have some fear of the ocean to understand its power.” He began to tell Lance that the ocean is powerful, but he learned to love it because of the food it provides to his family, He put the fishing rod in Lance’s hand, and for the first time he saw the gifts the ocean gives when he pulled a up a mighty fish at the end of his pole. Lance knew the ocean gives many gifts to his people and his fear began to disappear. Standing for many hours, Lance was able to replace his fear with respect for this powerful body of water. Many years have passed, but the story of Lance is still shared with children in the village. He is a reminder to all, that the courage to face the ocean is only found when you can understand the gifts it gives. Long Beach Unified School District 27 2014-2015 English Language Arts Storytelling Grade 3 Tercer Grado Escolar: Legenda/Narración Imaginativa Lista de Verificación del Estudiante CRITERIO Nombre____________ Fecha____________ Título________________________ Puntos Posibles Puntos Recibidos/Comentarios: ESTRATEGIAS: Utilice para la revisión. 1. Tengo múltiples párrafos enfocados en contar una historia con un 7 problema/solución, utilizando personajes, medioambiente y secuencia de eventos. 2. Tengo una introducción o inicio con 2-3 oraciones que plantean mi historia e identifican los personajes, el 2 medioambiente y el problema. 3. Tengo por lo menos 3 eventos importantes en la parte central, cada 3 uno con una oración temática y por lo menos tres oraciones adicionales que proporcionan detalles acerca de dichos eventos. 4. Tengo un párrafo final o conclusión con por lo menos 2 oraciones que 1 proporcionan una observación, mensaje o explican un evento natural. 5. Tengo por lo menos 3 ejemplos de palabras descriptivas o frases que 2 ayudan a mi lector a visualizar la gente, los eventos y lugares que se describen. 6. Utilizo por lo menos 3 diferentes 2 palabras o frases de transición para darle fluidez a mi historia. CONVENCIONES: Utilice para la edición. 7. Todas las palabras de mi lista están deletreadas correctamente. 1 8. Utilice las mayúsculas y la puntuación correcta. 2 TOTAL: Long Beach Unified School District 20 28 2014-2015
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