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2 + 3 Method for Integrating Common Core Standards

Learning Experience: Character Traits and Central Message with Fables, Folktales, and Myths
Focus Question: How does the characters traits and actions affect the central message or lesson of the story?

Major Standard 1:
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

Expectations for Standard 1- (I Cans)


I can retell a fable from a diverse culture.
I can retell a folktale from a diverse culture.
I can retell a myth from a diverse culture.
I can identify the message, lesson, or moral of a story.
I can refer back to the text.
I can identify details from the text that supports the message,
lesson, or moral.

Major Standard 2:
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

Expectations for Standard 2 - (I Cans)


I can identify a main character.
I can describe the characters actions.
I can sequence story events.
I can identify character traits, motivations, or feelings.
I can explain how the characters actions affect the sequence of
the story.

Minor Standard 1:
L.3.2.e Use conventional spelling for high frequency and other studied
words and for adding suffixes to base words (e.g., sitting, smiled, cries,
happiness).

Academic Vocabulary
Fable, folktale, myth, central message, moral, character trait,
motivation, sequence of events

Minor Standard 2:
L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to
determine or clarify the precise meaning of key words and phrases.

Complex Texts

Minor Standard 3:
L.3.2.f Use spelling patterns and generalizations (e.g., word families,
position-based spellings, syllable patterns, ending rules, meaningful word
parts) in writing words
* see foundations in scrolling folder for specific skills

Multi-media
Students will be using computers/iPads to determine or clarify
word meanings using dictionary.com and/or other dictionary
Apps

Content Standards:

Resources
Appendix A,B,C

Social Studies: Possibly discuss the culture/region the story came from and use a map to
show the location.
Science:
Math:

2 + 3 Method for Integrating Common Core Standards


Learning Experience: Character Traits and Central Message with Fables, Folktales, and Myths
Focus Question: How does the characters traits and actions affect the central message or lesson of the story?

Assessment (Formative/Summative)
Guided Instruction

Direct Instruction
Model in whole group.

Small group instruction will be


scaffolded for levels of groups. See
day to day below.

Independent Instruction

During independent reading, by the end of


learning experience, students will use Simple
Minds App to make a character trait map with
text support from one of their independent
reading books.

Learning Activity/Assessment Schedule


Day 1
RL.3.3 (L.3.2.e, L.3.4.d, L.3.2.f)
Kid Friendly Objective:
I can identify a main character.
I can describe the characters actions.
I can sequence story events.
I can identify character traits, motivations, or feelings.
Procedures:
Pre-Assessment (see attached)
Model reading a fable whole group and complete the organizer*.
In small guided groups, read a different fable. Scaffold for the level of each group.
Below level group: Model the organizer again with one of the main characters. Then, help students complete the organizer for another main character.
On level group: Use Simple Minds App to model proving or disproving a character trait using the text. Give pairs of students a character trait to either prove
or disprove using the text. Have students complete organizer with a partner.
Above level group: Use Simple Minds App to model identifying a character trait and supporting with text. Have pairs identify a character trait and support it
using text for a different character. Students complete organizer independently.
Assessment:
Are students able to identify character traits, sequence events, and support the character trait with text?
Teacher observation and small group discussion
Small group organizers
Exit Ticket: Complete the organizer independently with a different fable.
* see organizer

2 + 3 Method for Integrating Common Core Standards


Learning Experience: Character Traits and Central Message with Fables, Folktales, and Myths
Focus Question: How does the characters traits and actions affect the central message or lesson of the story?

Day 2
RL.3.3 (L.3.2.e, L.3.4.d, L.3.2.f)
Kid Friendly Objective:
I can explain how the characters actions affect the sequence of the story.
Procedures:
Model reading another fable in whole group and complete the organizer*.
In small groups, read a different fable. Scaffold for the level of each group.
Below level group: Model the organizer again with one of the main characters. Then, help students complete the organizer for another main character.
On level group: Use Simple Minds App to identify a character, their actions, motivations, and effects on the story. Give pairs of students a character to
identify their actions, motivations, and effects on the story. Possibly have parts of the chart already in or cut outs to sort into the chart. Have students
complete organizer with a partner.
Above level group: Use Simple Minds App to model identifying a character s actions, motivations, and effects on the story. Have pairs identify a characters
actions, motivations, and effects on the story. Students complete organizer independently.
Assessment:
Are students able to identify the actions of a character and how they affect the sequence of the fable?
Teacher observation and small group discussion
Small group organizers
Exit Ticket: Use same fable as exit ticket yesterday to complete the organizer for today.
* see organizer
Day 3
RL.3.2 (L.3.2.e, L.3.4.d, L.3.2.f)
Kid Friendly Objective:
I can identify the message, lesson, or moral in a story.
I can refer back to the text.
I can identify details from the text that supports the message, lesson, or moral.
Procedures:
Model reading another fable whole group and complete the organizer*.
In small groups, read a different fable. Scaffold for the level of each group.
Below level group: Help students complete the organizer for central message and supporting details. Have choices for central message and supporting
details.
On level group: Use Simple Minds App to identify central message and supporting details. Give choices of central message, identify the correct message, and
have pairs sort supporting details. Discuss. Students complete organizer with a partner.

2 + 3 Method for Integrating Common Core Standards


Learning Experience: Character Traits and Central Message with Fables, Folktales, and Myths
Focus Question: How does the characters traits and actions affect the central message or lesson of the story?
Above level group: Use Simple Minds App to model identifying a central message and supporting details. Give choices of central message and students work
in pairs to support it with text. Students complete organizer independently.
Assessment:
Are students able to identify a central message, lesson, or moral in a fable?
Teacher observation and group discussion
Group organizers
Exit Ticket: Use same fable as before to complete the new organizer independently.
* see organizer

Day 4
RL.3.3 (L.3.2.e, L.3.4.d, L.3.2.f)
Kid Friendly Objective:
I can identify a main character.
I can describe the characters actions.
I can sequence story events.
I can identify character traits, motivations, or feelings.
Procedures:
Pre-Assessment
Model reading a folktale whole group and complete the organizer*.
In small guided groups, read a different folktale. Scaffold for the level of each group.
Below level group: Model the organizer again with one of the main characters. Then, help students complete the organizer for another main character.
On level group: Use Simple Minds App to model proving or disproving a character trait using the text. Give pairs of students a character trait to either prove
or disprove using the text. Have students complete organizer with a partner.
Above level group: Use Simple Minds App to model identifying a character trait and supporting with text. Have pairs identify a character trait and support it
using text for a different character. Students complete organizer independently.
Assessment:
Are students able to identify character traits, sequence events, and support the character trait with text?
Teacher observation and small group discussion
Small group organizers
Exit Ticket: Complete the organizer independently with a different folktale.
* see organizer
Day 5
RL.3.3 (L.3.2.e, L.3.4.d, L.3.2.f)
Kid Friendly Objective:
I can explain how the characters actions affect the sequence of the story.

2 + 3 Method for Integrating Common Core Standards


Learning Experience: Character Traits and Central Message with Fables, Folktales, and Myths
Focus Question: How does the characters traits and actions affect the central message or lesson of the story?
Procedures:
Model reading another folktale in whole group and complete the organizer*.
In small groups, read a different folktale. Scaffold for the level of each group.
Below level group: Model the organizer again with one of the main characters. Then, help students complete the organizer for another main character.
On level group: Use Simple Minds App to identify a character, their actions, motivations, and effects on the story. Give pairs of students a character to
identify their actions, motivations, and effects on the story. Possibly have parts of the chart already in or cut outs to sort into the chart. Have students
complete organizer with a partner.
Above level group: Use Simple Minds App to model identifying a character s actions, motivations, and effects on the story. Have pairs identify a characters
actions, motivations, and effects on the story. Students complete organizer independently.
Assessment:
Are students able to identify the actions of a character and how they affect the sequence of the folktale?
Teacher observation and small group discussion
Small group organizers
Exit Ticket: Use same folktale as exit ticket yesterday to complete the organizer for today.
Day 6

* see organizer

RL.3.2 (L.3.2.e, L.3.4.d, L.3.2.f)


Kid Friendly Objective:
I can identify the message, lesson, or moral in a story.
I can refer back to the text.
I can identify details from the text that supports the message, lesson, or moral.
Procedures:
Model reading another folktale whole group and complete the organizer*.
In small groups, read a different folktale. Scaffold for the level of each group.
Below level group: Help students complete the organizer for central message and supporting details. Have choices for central message and supporting
details.
On level group: Use Simple Minds App to identify central message and supporting details. Give choices of central message, identify the correct message, and
have pairs sort supporting details. Discuss. Students complete organizer with a partner.
Above level group: Use Simple Minds App to model identifying a central message and supporting details. Give choices of central message and students work
in pairs to support it with text. Students complete organizer independently.
Assessment:
Are students able to identify a central message, lesson, or moral in a folktale?
Teacher observation and group discussion
Group organizers
Exit Ticket: Use same folktale as before to complete the new organizer independently.
* see organizer
Day 7
RL.3.3 (L.3.2.e, L.3.4.d, L.3.2.f)
Kid Friendly Objective:

2 + 3 Method for Integrating Common Core Standards


Learning Experience: Character Traits and Central Message with Fables, Folktales, and Myths
Focus Question: How does the characters traits and actions affect the central message or lesson of the story?
I
I
I
I

can
can
can
can

identify a main character.


describe the characters actions.
sequence story events.
identify character traits, motivations, or feelings.

Procedures:
Pre-Assessment
Model reading a myth whole group and complete the organizer.
In small guided groups, read a different myth. Scaffold for the level of each group.
Below level group: Model the organizer again with one of the main characters. Then, help students complete the organizer for another main character.
On level group: Use Simple Minds App to model proving or disproving a character trait using the text. Give pairs of students a character trait to either prove
or disprove using the text. Have students complete organizer with a partner.
Above level group: Use Simple Minds App to model identifying a character trait and supporting with text. Have pairs identify a character trait and support it
using text for a different character. Students complete organizer independently.
Assessment:
Are students able to identify character traits, sequence events, and support the character trait with text?
Teacher observation and small group discussion
Small group organizers
Exit Ticket: Complete the organizer independently with a different myth.
Day 8

* see organizer

RL.3.3 (L.3.2.e, L.3.4.d, L.3.2.f)


Kid Friendly Objective:
I can explain how the characters actions affect the sequence of the story.
Procedures:
Model reading another myth in whole group and complete the organizer*.
In small groups, read a different myth. Scaffold for the level of each group.
Below level group: Model the organizer again with one of the main characters. Then, help students complete the organizer for another main character.
On level group: Use Simple Minds App to identify a character, their actions, motivations, and effects on the story. Give pairs of students a character to
identify their actions, motivations, and effects on the story. Possibly have parts of the chart already in or cut outs to sort into the chart. Have students
complete organizer with a partner.
Above level group: Use Simple Minds App to model identifying a character s actions, motivations, and effects on the story. Have pairs identify a characters
actions, motivations, and effects on the story. Students complete organizer independently.
Assessment:
Are students able to identify the actions of a character and how they affect the sequence of the myth?
Teacher observation and small group discussion
Small group organizers
Exit Ticket: Use same myth as exit ticket yesterday to complete the organizer for today.
* see organizer
Day 9

2 + 3 Method for Integrating Common Core Standards


Learning Experience: Character Traits and Central Message with Fables, Folktales, and Myths
Focus Question: How does the characters traits and actions affect the central message or lesson of the story?

RL.3.2 (L.3.2.e, L.3.4.d, L.3.2.f)


Kid Friendly Objective:
I can identify the message, lesson, or moral in a story.
I can refer back to the text.
I can identify details from the text that supports the message, lesson, or moral.
Procedures:
Model reading another myth whole group and complete the organizer*.
In small groups, read a different myth. Scaffold for the level of each group.
Below level group: Help students complete the organizer for central message and supporting details. Have choices for central message and supporting
details.
On level group: Use Simple Minds App to identify central message and supporting details. Give choices of central message, identify the correct message, and
have pairs sort supporting details. Discuss. Students complete organizer with a partner.
Above level group: Use Simple Minds App to model identifying a central message and supporting details. Give choices of central message and students work
in pairs to support it with text. Students complete organizer independently.
Assessment:
Are students able to identify a central message, lesson, or moral in a myth?
Teacher observation and group discussion
Group organizers
Exit Ticket: Use same myth as before to complete the new organizer independently.
* see organizer
Day 10
Post Assessment (see attached)