Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
Literature Core Text: Rechenka’s Eggs(student copies), The Keeping Quilt (HM student texts), and
Chicken Sunday (student copies), all by Patricia Polacco
Informational Core Text: Third Grade Quarter 3 Informational Text Student Book
Supporting Text: Babushka’s Doll and The Bee Tree by Patricia Polacco
Materials: chart paper or butcher paper, construction paper for
a student pocket book and/or a folder of some type for each
student, yarn, string or thread, world map, push pins, sticky
notes and/or 3 x 5 index cards, paper
Reading Literature Standards:
RL 6: Distinguish their own point of view from
that of the narrator or those of the characters.
RL 7: Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by
the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
RL 9: Compare and contrast the themes,
settings, and plots of stories written by the same
author about the same or similar characters (e.g.
in books from a series)
Writing Standards:
W 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. Provide a
sense of closure.
Reading Informational Text Standards:
RI 6: Distinguish their own point of view from that of
the author of a text.
RI 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).
RI 8: Describe the logical connection between
particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a
sequence).
RI 9: Compare and contrast the most important points
and key details presented in two texts on the same
topic.
Supporting
Standards:
RL 1,2,3,4,5,6,7
RI1,2,3,4,5,6,7
L 4,5,6
Essential Questions:
RL 1/RI 1: How does participating in group discussions help the readers understand the text?
RL 3: How can writing about words, actions, thoughts and feelings help you understand a character in a story?
RI 1/RI 2: How does asking questions about a story or text help me determine key details and the main idea?
RL 6: Why is it important for good readers to know who is telling a story? Why is it important for good readers to know the narrator’s or character’s point of view?
What clues do good readers use to figure out who is telling the story? What clues do good readers use to figure out a narrator’s or character’s point of view?
RI 6: Why is it important for good readers to know the author’s point of view? What clues do good readers use to figure out an author’s point of view? What other
features besides words do authors of informational text use to help readers understand?
RL/RI 6: How do good readers distinguish their own point of view from the author’s point of view?
RL 7: How do illustrations contribute to the mood, character, or setting of a story?
RI 7: How do text features help readers understand what they read?
RI 8: What are the clue words authors use for various text structures? How do good readers use those clue words to help them determine the connection/structure of
the text?
RI 9: How do good readers determine the most important points presented in a piece of informational text? What does it mean to compare important points and
details presented in two texts on the same topic? What does it mean to contrast important points and details presented in two texts on the same topic?
RL 9: How do authors convey the theme in stories? What is the plot of a story? What does it mean to compare themes, settings, and plots of stories written by the
same author about similar characters? What does it mean to contrast themes, settings, and plots of stories written by the same author about similar characters?
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
SUMMATIVE UNIT ASSESSMENTS:
RL 6: Students will complete the following sentence frames: The narrator/character’s point of view about _______________________ is __________________________.
My point of view about ___________________ is ______________________________.
RL 7: Students will complete an Illustration/Text Analysis page (completed sample in Appendix B-10b and a blank example graphic organizer in Appendix B-10a) for
Chicken Sunday by Patricia Polacco.
RI 6: Students will complete the following sentence frames after having read various texts on the topic of immigration: My point of view on immigration is the same as the
author of ________________ because I believe _____________________. Or My point of view on immigration is different from the author of ____________________
because I believe_________________.
RI 7: Students will complete an image/text analysis page for informational text (completed sample in Appendix B-11b and a blank example graphic organizer in Appendix
B-11a) after analyzing personal accounts of immigrants.
W 3: Write a personal narrative piece about one of the following options: (PLEASE SEE TEACHER BACKGROUND INFORMATION)
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


#1: Write your personal story that tells about your actual journey from your home country (other than the U.S.), up to and including, arriving at Ellis
Island in the U.S.
 be sure to include details about:
who you are
how old you are
what country are you coming from
when did you leave
how did you travel to the U.S.
what was your journey like
what items did you bring with you on your journey
what did you see along the way and as you entered the harbor at Ellis Island
what was your experience at Ellis Island like)
OR
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#2: Write your personal story that tells about your experience, starting with processing through Ellis Island, then living in the U.S. after arriving as an
immigrant
 be sure to include details about:
who you are
how old are you
what country did you immigrate from
when did you arrive in the U.S.
where are you living now in the U.S.
give details about your home/tenement
who lives with you, what does it look like, sound like, etc.
what are you doing in the U.S. (are you working and if so what job or are you in school and if so what is it like and how is it different from your home country)
how are you feeling now that you are in the U.S
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
Students will use all of the completed assignments they do within this unit as well as their completed notes, charts, and the text to help them complete this personal
narrative at the end of week 8.
Teacher Background Knowledge/Key Information about this Unit:

The students will be comparing and contrasting the themes, settings, and plots of the literature books by Polacco. RL9

The students will study the autobiography of Patricia Polacco as well as participate in class discussions of her. Patricia Polacco writes most of her stories based on
her family, their heritage that is rooted in immigrants from Russia, as well as family traditions.

Each student is provided the Core Polacco books listed above.
unit.

Weeks 1 and 2 cover Informational text on immigrants to the United States through Ellis Island. Each student will be provided with a copy of the Third Grade
Quarter 3 Informational Text Student Book. This is to provide some background knowledge on immigration to the U.S. in the 1900’s (in particular those that came
through Ellis Island, New York). The unit is structured this way because Patricia Polacco’s literature stories have characters, themes, and settings that are based on
her actual family. Her ancestors immigrated to the U.S. from Russia through Ellis Island, and her stories convey her family heritage and traditions that were passed
down to her from her ancestors.

The Informational text used during the first two weeks should only be used to provide background knowledge, and should not be used as Social Studies
instruction.

Weeks 3-5 focus on literature by Patricia Polacco: Rechenka’s Eggs, Keeping Quilt, and Chicken Sunday.

Weeks 6-7 focus on Informational text. Each student will be provided with a copy of the Third Grade Quarter 3 Informational Text Student Book. This book
contains all of the articles, personal accounts, excerpts, and images that will be studied in weeks 1and 2, and also in weeks 6 and 7. This is a consumable book and is
meant for students to highlight, write on, take notes, etc. as needed throughout the weeks of study.

The unit is designed for each student to create a “pocket-book” (sample shown on Appendix B-1) prior to starting this unit. Teacher directions for the “pocket-book”
are also attached as Appendix B-1. This will be a way of organizing and keeping all student work products together neatly as they will need it all to help them do
their final summative writing assessment. There are title pages for each pocket of the book that are attached as Appendices B-1a-d and tasks attached to these title
pages are listed specifically in each week of the unit.
The expectation is that with proper scaffolding , students will independently read the text(s) in the
 If you choose another way to have your students organize and keep their finished work, then ignore all references to “pocket-book” within the unit.
However, you will need to have students complete the “pocket-title tasks” within the unit in another way.
Revised November, 2014
Language Arts Unit: Traditions and Heritage

Timeframe: 8 weeks
Grade: 3
Revised November, 2014
Optional: You will notice that RL 1, RL 2, RL 3, RI 1, RI 2, and RI 3 are listed as supporting standards in this unit as well as on the Standards Emphasis Guide.
Although they are supporting standards in this unit there are still tasks that address these standards. They are put in as supporting because hopefully by now most
students have mastered these standards and/or making good progress towards mastery. For those students who still have not mastered these supporting standards, it
is noted within the unit which tasks could be used as possible Common Formative Assessments (hereinafter referred to as CFA) to continue to progress monitor
students who need to be monitored for these standards. This unit will only provide CFAs for the Priority Standards listed on the front page of the unit.

Week 8 is devoted entirely to planning, organizing, modeling, and students writing their FINAL SUMMATIVE NARRATIVE TASK.
 The SUMMATIVE ASSESSMENT will be a narrative piece on an immigrant’s journey to America or their process through Ellis Island and new life in
America. This summative will assess W3 as indicated on page 2 of this unit.
 The narrative piece will consist of:
o
o
o
o
An introduction that establishes the situation, introduces a narrator and/or characters, and events.
Uses description of actions, thoughts or feelings and character dialogue to develop events.
Uses temporal words and phrases to signal event order.
Provides a sense of closure.

You and your team will need to collaboratively decide which summative prompt your students will use before reaching week 6. The prompt choice you
choose will determine which informational text pieces your students will read during weeks 6 and 7. The information and notes the students gain from
these informational text pieces will help prepare them to write their summative narrative.

Some other texts that would be a nice resource to have in your classroom during this unit are:
If Your Name Was Changed at Ellis Island by Ellen Levine
Immigrant Kids by Russell Freedman.
A Very Important Day (4th Grade HM textbook)
Orphan of Ellis Island by Elvira Woodruff
Ellis Island by Marjorie Miller (ELD readers)
If Your Name was Changed at Ellis Island by Ellen Levine
Coming to America by Eve Bunting
Molly’s Pilgrim by Barbara Cohen
The Golden Land by Lee S. Justice (HM mini-readers)
You can check with your school library for these or other titles. These are not mandatory or required texts, but are resources that were shared by 3rd grade teachers in
the District.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Weeks 1 & 2:
Learning Targets:
RI1
-ask and answer 5 W’s & H questions to determine key details of informational
text orally and in writing by using the explicitly stated evidence from the text
with sentence frames and question stems when necessary
RI2
-identify the main idea of a text and retell key details orally and in writing
RI3
- describe the connection between a series of historical events (personal accounts
of immigrants) orally and in writing using language that pertains to time and
sequence when applicable.
RI6
-chart their point of view as well as the point of view of the author; explain their
point of view versus the author’s point of view orally and in writing
RI7
-Complete a graphic organizer or Thinking Map that shows information gained
from specific illustrations (e.g. maps, charts, graphs, photographs, etc.) and
words in the text. Students’ answers from the 5 W’s and H questions in RI1 will
provide the information for this standard
RI 8
-Actively participate in charting of author’s connecting words or phrases in
whole class discussions. Use the charts to orally describe the logical connection
between particular sentences and paragraphs in a text (cause/effect, sequence,
comparison)
RI 9
-actively participate in charting the most important points and key details from
two texts on the same topic
Grade: 3
Revised November, 2014
Standards:
RI1
-ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RI2
-determine the main idea of a text, recount the key details and explain how they support
the main idea
RI3
-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.
RI6
-distinguish their own point of view from that of the author of a text
RI7
-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)
RI 8
- Describe the logical connection between particular sentences and paragraphs in a text
(e.g., comparison, cause/effect, first/second/third in a sequence).
RI 9
- Compare and contrast the most important points and key details presented in two texts
on the same topic.
W3
- 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. Provide a sense of closure.
Teacher Background Knowledge/Key Information Week 1 and 2:
 These first two weeks focus on informational text. Please note that all of the tasks for these two weeks are listed specifically in week 1, but are meant to take two
weeks to complete. Accordingly, your team will need to collaboratively plan out the tasks listed in week 1 across a two week instructional block.

Articles provided serve to provide the students with background knowledge on the reasons why people immigrated to the U.S., what immigrants had to consider
when leaving their hometown, and a description of Ellis Island.

All of the informational text for these two weeks are found in Third Grade Quarter 3 Informational Text Student Book.

Your team will need to preview the texts in these weeks to determine any vocabulary you will need to pre-teach and/or frontload.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
Article Titles: Why People Immigrated to America (page 1-2), Immigration Reasons (page 3), Saying Farewell (page 4-5), Arrival at Ellis Island (pages 6-7), and Pauline
Newman Story, (pages 9-10).
Key Vocabulary: heritage, traditions, Ellis Island, immigrant, steerage, tenement, child labor
Pre-Reading
 Theme Concept Development (Traditions/Heritage) using I Notice/I Wonder protocol (Appendix B-3a) and I Notice/I Wonder recording chart (optional if you don’t
have butcher or chart paper)-(Appendix B-3b). Photographs for this activity are attached as Appendix D.

Theme Scavenger Hunt
 Building an awareness of the theme is a prerequisite to studying it. Have students bring in pictures, models, quotes, family stories, anecdotes, things that make
them think of their heritage and family traditions. Post them on a bulletin board. Add push pins to a World Map to designate where all the students’ families
within the classroom originally come from. Let them share their heritage stories.
 A sample parent letter that you could choose to send home to encourage students to bring in their family heirlooms and share their family traditions and origins
is attached as Appendix B-2.
Tasks:

Hand out Pocket-book (Appendix B-1) and explain its use to the students. . . they will use it as an organizational tool throughout this unit, they will keep all of their
completed work from the tasks in the appropriate pocket-book page.
 Hand out the pocket-book cover page (Appendix B-7) to each student and have them fill in the blank lines as to what Heritage and Traditions means based
on what they discussed in the I Notice/I Wonder protocol. Once they complete that they can color and glue the cover page onto the pocket-book.
 They will complete the title page for the first pocket at the end of this first two weeks (do not hand out Weeks 1 and 2 title page at this point).

Read Why People Immigrated to America Pages 1-2– This will be a close reading activity as specified below.
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
Refer to the following link for an explanation of a Close Reading protocol:
http://www.engageny.org/sites/default/files/resource/attachments/helping_students_read_closely.pdf
First Read –Based on student needs, determine if the first read will be teacher read or student read independently. Note that the read-aloud has two
purposes: to engage students and to build fluency. The read-aloud should be “pure”: Simply read the text. During the lesson, students will reread the text
multiple times on their own to understand the text more fully. The read-aloud is just a taste: to get the overview.
Second Read - Students read this text to get the “gist” of the text. A mini-lesson on getting the “gist” of text is on Appendix B-4a and a blank graphic
organizer for getting the “gist” protocol is on Appendix B-4b. (adapted from Engage NY website).
Third Read - Students read the text again for important details and main idea. Have them highlight five important words and/or phrases from each section
underneath a sub-heading. They can do this in partners and/or groups. Have the groups share out the words they highlighted and chart them, crossing out
duplicates when mentioned. Use this charted list to determine the main idea and key details from each section of the text. Have students record the main
idea and key details on note pages that they will keep in their pocket folder. You can choose to have them keep these notes on the Grade 3 Close Reading
form found on Appendix B-4c. Have students keep all completed Close reading work in the pocket for Weeks 1 and 2 of the pocket-book (Appendix B-1a)
RI1/2/3/7
Chart the point of view of the author of the article about immigrants to the U.S. Use evidence to support the point of view. Use the example graphic organizer in
Appendix B-5. Have students discuss their point of view about immigrants to the U.S. Share out and discuss their points of view. Chart their point of view making
sure to have them provide evidence to support. Discuss their points of view versus the author of the article as a whole group class discussion. RI6 Keep this in their
Weeks 1 and 2 pocket-book page or other folder.
Revised November, 2014
Language Arts Unit: Traditions and Heritage

Revised November, 2014
Create a class chart wherein you list the most important points and key details from both articles above, then compare and contrast the main points and key
details. You can do this on butcher or chart paper. RI9
Teacher reads or students read independently, based on student needs Saying Farewell to the students– Pages 4-5. Teacher reads or students read, based on
student needs Arrival at Ellis Island Pages 6-7. Students follow along.


Grade: 3
Read Immigration Reasons – Page 3 – Use the close reading protocol specified above with this page.


Timeframe: 8 weeks
Point out and discuss with the students the text structure (what clue words, etc.) in both articles (chronological structure). Highlight or underline any “clue”
words to show the kids how one paragraph connects to another and the text structure used by the author (after, next, once, arrival first, as the, when). RI8
Go to http://teacher.scholastic.com/activities/immigration/tour/ project it (students may be on laptops at the same time if you choose) so kids can view whole
class as you navigate the website making sure to demonstrate how to click on hyperlinks within the site, go on the virtual tour of Ellis Island, discuss what you are
seeing. Explain to the students that they will get to go on this same website in the computer lab and navigate it on their own, and that while they do that they will
take notes on what they learn about Ellis Island.
 Have students visit the computer lab or use laptops in the classroom and visit http://teacher.scholastic.com/activities/immigration/tour/ . They will
navigate this website as you did whole group. They are to take notes on what they learn about Ellis Island. Create a brief note page (any information
that will help them on the narrative: journey, arrival to America, traveling on the ship, things they packed to take with them, Ellis Island, life in
America) – RI1, W3.

Tell students they are going to be reading several actual accounts of immigrants that left their homeland to come to the U.S. in the coming weeks. They will use
what they learn from these personal accounts to write a personal narrative at the end of this unit wherein they write as if they were an actual immigrant coming to
America.



Read Pauline Newman’s Story – Pages 9-10. Go back and highlight or underline key words and phrases from her account that refer to who her story is
about, where she is immigrating from, when she immigrated, how she immigrated, and why she immigrated. W3
Discuss with students that Pauline came from Russia and that next week they are going to start reading books by an author whose family immigrated to the
U.S. from Russia. Pauline Newman’s personal account will also be used later in week 6 for other learning targets and tasks.
Discuss what the students have learned thus far about immigration and chart any key learning. You may want to use headings on the class chart such as: Journey to
America; Arriving at Ellis Island; Ellis Island Stations; Life in America.
 Have students write a brief summary of what they learned on the blank lines on the pocket-book title page for Weeks 1 and 2 Pocket-book page (Appendix
B-1a). Have students cut and glue the Weeks 1 and 2 Pocket-book title page (Appendix B-1a) onto the first pocket.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Week 3:
Learning Targets:
RL 1
-ask and answer 5 W’s & H questions to demonstrate understanding of a text;refer explicitly to the text as the evidence to support their answers.
RL 2
-recount stories and determine the central message, lesson, or moral, explain
how the central message, lesson, or moral is conveyed through key details in
the text
RL 3
-describe characters’ traits, feelings, motivations over the sequence of the
story; explain how the characters’ actions/traits contribute to the sequence of
events orally and in writing
RL 6
-chart their point of view and the point of view of the character/narrator;
explain their point of view versus the character’s/narrator’s point of view
RL 7
-explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g. create mood, emphasize aspects of a
character or setting).
RL9
-compare and contrast the themes, settings, and plots of the Patricia Polacco
stories read during this unit
W 3- Students will write a personal narrative piece by:
-completing graphic organizers/Thinking Maps that plan out the personal
narrative piece in the structure mentioned below.
Introduction – tell who the story is about, when it is happening or happened,
why, what, and how;
Body – that use dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events in sequence using temporal words and phrases;
Conclusion –that provides a sense of closure of the events described.
-use the completed graphic organizers/thinking maps to write a personal
narrative in correct narrative structure.
Week 3 Teacher Background Knowledge/Key Information:
 Week 3 focuses specifically on Rechenka’s Eggs, by Patricia Polacco.
Grade: 3
Revised November, 2014
Standards:
RL 1
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL 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
- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
RL 6
- Distinguish their own point of view from that of the narrator or those of the characters.
RL 7
- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)
RL 9
-Compare and contrast the themes, settings, and plots of stories written by the same author
about the same or similar characters
W3
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. Provide a sense of closure.

The themes for Rechenka’s Eggs are traditions are important, family is important, patience is a virtue, friendship is important, treat others the way you want to be
treated, and love.

Patricia Polacco’s autobiography is on Pages 11-12 in Third Grade Quarter 3 Informational Text Student Book.

When you discuss the theme of this literature book with the students make sure to tie to the overarching theme of the unit (Heritage and Traditions).
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014

Students are asked to compare and contrast the themes, plots, and settings of Polacco’s books in this unit. In the first Quarter unit you were provided with a Theme
Practice packet as well as a Theme page in the appendix. You may wish to revisit that practice packet throughout this unit if you feel your students need more
practice in identifying themes. (see your LST for a copy if you no longer have one)

When you read the story to focus on RL 7 we have provided a completed sample Illustration/Text Analysis page for this story in AppendixB-10b. This same task is
repeated for every other Polacco book in this unit. Therefore, your team will need to collaboratively plan ahead which images/text you want to make sure you cover
for each book. This will be collected and used as a CFA for Chicken Sunday in week 5.

Page numbers are listed in several of these tasks, however there are no actual page numbers in the book. Please just count the pages with text in order and that is
where the numbers come from.
Tasks:
 Briefly read/share/discuss Patricia Polacco autobiography Pages 11-12.

Tell students they will be reading and listening to several Patricia Polacco books overr the next few weeks, and that they will be specifically discussing the themes,
settings, and plots of each book. They will then find similarities and differences of each of those items for all of the books. Tell them they will learn more about
Patricia’s family’s heritage, traditions, and members as they read the stories.

Teacher reads aloud: Rechenka’s Eggs one time just for enjoyment only. Do not stop and discuss anything during this first reading. It is suggested student books
be closed during this FIRST read aloud so the students merely are listening for enjoyment.

Students read Rechenka’s Eggs. (either in partners, whole group or students read independently based on student needs). Complete the Events/Theme Analysis page
(sample provided as Appendix B-6b and a blank graphic organizer as Appendix B-6a) together as a teacher-modeled whole group. List only the key events at this
point. Complete the first event then complete the last event, and then go back and complete the second event and the second to last event so that you end up
completing the events in a back and forth manner (which makes it easier for students to determine only the key events). Explain to students that the key events of the
story make up the plot, and discuss further how the plot is the key events, a rising event (climax), and then events that happen after the climax (usually a resolution to
a problem). Have students keep this in their Rechenka’s Eggs pocket-book page (Appendix B-1c) RL 2

Remind students that the theme of a story is the underlying message or lesson that the author is trying to convey to the reader (tie this back to Because of Winn Dixie
and the folktale unit you just completed and remind them of all of themes/lessons that they learned in those two units). Go on to explain that stories usually have
events in the plot that support the theme(s) of the story.
 You can re-visit the Theme Practice packet from Unit 1 at this time if necessary to practice theme with small vignettes. If you need this please ask your LST
for a copy.

Have students refer to the Events/Theme Analysis page as you model how to identify the theme(s) (listed in teacher background section) that each event supports and
add them to the Analysis page under each key event. Make sure to “think aloud” on how you determined the theme that each event is supporting. (sample attached
as Appendix B-6b) RL 3 Students keep this in their Rechenka’s Eggs pocket-book page.

Have students write in the theme(s) for Rechenka’s Eggs on the Rechenka’s Eggs title page for the pocket-book or another paper or journal. The blank Rechenka’s
Eggs Pocket-book title page is attached as Appendix B-1c.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014

Read Rechenka’s Eggs again (you may choose to have your students silently read the book, partner read and/or read it whole group). Ask the students what the
setting of the story is? When and Where does it take place? Make sure that students understand this is “old time Russia.” Make this connection further by revisiting
the World Map that you introduced during weeks 1 and 2.

Continue to read the story, this time stopping along the way to ask the following discussion questions and use the accountable talk stems provided on Appendix B-8
for the students to be able to ask and answer with each other.
o Read pages 3, 4 & 5 then ask: Why does Rechenka make the eggs? How does she feel about the eggs? What happened to the goose? How do you know?
Describe Babushka’s character. Then start to add to a Character Analysis page for Babushka (blank example graphic organizer attached as Appendix B-9)
together as a whole group. Use pages 3,4, & 5 for specific evidence from the text.
o Read page 6 and point out to students the narrator’s point of view is that there is no reason for Babushka to go to the festival. Add this to the Point of View
page as a whole group (sample is attached as Appendix B-5). Then ask students “Do you think Babushka has a reason to go to the festival?” Why or Why
not? Let them discuss with a partner using accountable talk, then have several students share out. Then have them add their point of view to the Point of
View page (assist those students as needed). Students should keep this Point of View page in their Rechenka’s Eggs pocket-book page.
o Read page 7 and ask: Why did Rechenka start laying brilliantly colored eggs? Discuss and then start a Character Analysis page (Appendix B-9) for
Rechenka adding details/text evidence to support (traits and actions).
o Read page 8 and use details/text evidence and add to Babushka’s Character Analysis page (traits and actions).
o Read page 9 and ask: What is happening to Rechenka? How do you know? Discuss and then add details/text evidence (traits and actions) to Rechenka and
Babushka’s Character Analysis page.
o Read pages 10-13 and ask: Are the eggs important in the Russian heritage? How do you know? Have partners discuss using accountable talk and share out
whole group. Ask: Why does Babushka think Rechenka might be one of the geese flying overhead?
o Read pages 14-17 and ask: How do you think Babushka is feeling? What is your evidence? Partner discuss with accountable talk. Read page 17 and ask:
What can we say about Babushka’s character based on her saying, “all is a miracle”? Add to Babushka’s Character Analysis page whole group. Add
completed work to Rechenka Pocket-book page.

Read story again focusing on RL 7. Add to the Illustration/Text Analysis Page (a fully completed sample for this story is attached as Appendix B-10b and a blank
example graphic organizer as Appendix B-10a). Use the sample and do this together whole group. Keep completed work in Rechenka Pocket-book page.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Week 4:
Learning Targets:
RL 1
-ask and answer 5 W’s & H questions to demonstrate understanding of a text;refer explicitly to the text as the evidence to support their answers.
RL 2
-recount stories and determine the central message, lesson, or moral, explain
how the central message, lesson, or moral is conveyed through key details in
the text
RL 6
-chart their point of view and the point of view of the character/narrator;
explain their point of view versus the character’s/narrator’s point of view
RL 7
-explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g. create mood, emphasize aspects of a
character or setting).
RL9
-compare and contrast the themes, settings, and plots of the Patricia Polacco
stories read during this unit
W3
Students will write a personal narrative piece by:
-completing graphic organizers/Thinking Maps that plan out the personal
narrative piece in the structure mentioned below.
Introduction– tell who the story is about, when it is happening or happened,
why, what, and how;
Body – that uses dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events in sequence using temporal words and phrases;
Conclusion –that provides a sense of closure of the events described.
Grade: 3
Revised November, 2014
Standards:
RL 1
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL 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 6
- Distinguish their own point of view from that of the narrator or those of the characters.
RL 7
- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)
RL 9
-Compare and contrast the themes, settings, and plots of stories written by the same author
about the same or similar characters
W3
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. Provide a sense of closure.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
Teacher Background Knowledge/Key Information Week 4:
 Week 4 focuses on The Keeping Quilt by Patricia Polacco

The themes for The Keeping Quilt are family traditions and heritage is important, family is important, love.

As you read through this story many times remember to always connect it to the overarching theme(s) heritage and traditions.

This story does not lend itself to completing a Character Analysis page for each character, but instead lends itself to focusing on the traditions that are passed along to
each family member, distinguishing between all of Patricia’s family members, and the timeline and setting. This will be done by creating a class chart.
Pre-Reading:
 Ask students if they have any special items in their house that remind them of family members from the past. Ask them to share what kind of items they might have and
how that item reminds them of the family members. Ask students to bring in these items if possible and share.
Tasks:
 Teacher reads The Keeping Quilt Houghton Mifflin, Theme 2 one time just for enjoyment only. Do not stop and discuss anything during this first reading. It is
suggested student books be closed during this FIRST read aloud so the students merely are listening for enjoyment.

Students read The Keeping Quilt . (either in partners, whole group or students read independently based on student needs). . Complete the Events/Theme Analysis
page (blank graphic organizer example on Appendix B-6a) teacher-guided based on student’s needs. List only the key events at this point. Complete the first event
then complete the last event, and then go back and complete the second event and the second to last event so that you end up completing the events in a back and forth
manner (which makes it easier for students to determine only the key events). Explain to students that the key events of the story make up the plot, and discuss further
how the plot is the key events, a rising event (climax), and then events that happen after the climax (usually a resolution to a problem). Students keep this in their
pocket-book under the Keeping Quilt pocket-book page. (Appendix B-1d). RL 2

Have students refer to the Events/Theme Analysis page as you model how to identify the theme(s) (listed above in Teacher Background) that each event supports and
add them to the Analysis page under each key event. Make sure to “think aloud” on how you determined the theme that each event is supporting. (blank graphic
organizer example on Appendix B-6a)
 Have students write in the theme(s) for Keeping Quilt on the blank lines on the Keeping Quilt Pocket-book title page. (Appendix B-1d).
 Have students cut and glue the title page onto the pocket-book page for this week.

Read the story again and complete Houghton Mifflin Practice book page 62 together as a whole group. Make sure to discuss thoroughly each of the family member’s,
the timeline, the setting, etc. and explain to the students who each person is in the story and that it is her “real” family and “real” traditions. Keep in pocket-book page.
RL 2

Read the story again, this time stopping along the way to ask the following discussion questions and use the accountable talk stems provided on Appendix B-8 for the
students to be able to ask and answer with each other. Make sure to have them refer explicitly to the text and/or illustrations for evidence to support. RL 1
o Read pages 134-135 and ask: What does the narrator mean when they say, “most of their neighbors were just like them”? Why is Great-Grandma Anna still
wearing the same thick overcoat and big boots? Partner/Group discuss using accountable talk and share out.
o Read pages 136-137 and ask: What clues does the author give that Anna might want to remember Russia? What does the narrator mean by, “English sounded
like pebbles” to Anna? Partner/Group discuss using accountable talk and share out.
o Read page 138 and start a Point of View page (Appendix B-5) where you add the point of view of Anna’s mother as feeling that making the quilt will be like,
Revised November, 2014
Language Arts Unit: Traditions and Heritage
o
o
o
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
“having family in back home Russia dance around us all night.” Discuss with the students what she means by that statement then ask the students: Do you
agree with Anna’s mother’s point of view? Why or Why not? Let them partner discuss and/or share several responses out whole group. Then have students
add their point of view to the Point of View page under their point of view. Keep this in the Keeping Quilt pocket-book page.
Read pages 140. Discuss the traditions that start on this page. Make a class chart on butcher paper or chart paper where you start to list what type of tradition
the quilt is being use for, who is using it, the events taking place, the time and setting, etc. You will continue to add to this chart as each new family member
uses the quilt for a tradition until the end of the book.
Read page 145 and ask: How can you tell that Anna is respected and loved by her family?
Read page 146 and ask: Why do you think Mary Ellen told her daughter the story of why the quilt was made? Make sure to point out to students and discuss
how Patricia Polacco changes from 3rd person narrator to 1st person narrator on this page (make sure they understand that it becomes Patricia herself who is
narrating). Ask: Do you think the quilt holds the same meaning for Patricia as it held for Anna’s mother? Explain with evidence.

Re-read the story to focus on RL 7. Add to the Illustration/Text Analysis Page (Appendix B-10a). Do this in small groups and/or partners to start to release some
responsibility to the students. Some pages to definitely consider are pages 134, 135, 136, 138, 139, 144, 146-151. Make sure to talk about the choice of Polacco to use
color in the illustrations for one item and why she might have done this, and what does that convey in itself. Students keep completed page in the Keeping Quilt pocketbook page.

Have a class discussion about what the students learned about Patricia Polacco’s family in this story. Tie what they learn about her family to what they learned in weeks
1 and 2 about other immigrants to this country.
 Possible discussion questions: Why did Patricia Polacco’s great-grandmother immigrate to the U.S.? When did she immigrate? What items did she bring with
her? Why did she bring those items? What is your evidence?
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Week 5:
Learning Targets:
RL 1
-ask and answer 5 W’s & H questions to demonstrate understanding of a text;refer explicitly to the text as the evidence to support their answers.
RL 2
-recount stories and determine the central message, lesson, or moral, explain
how the central message, lesson, or moral is conveyed through key details in
the text
RL 3
-describe characters’ traits, feelings, motivations over the sequence of the
story; explain how the characters’ actions/traits contribute to the sequence of
events orally and in writing
RL 6
-chart their point of view and the point of view of the character/narrator;
explain their point of view versus the character’s/narrator’s point of view
RL 7
-explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g. create mood, emphasize aspects of a
character or setting).
RL9
-compare and contrast the themes, settings, and plots of the Patricia Polacco
stories read during this unit
W3
-Students will write a personal narrative piece by:
-completing graphic organizers/Thinking Maps that plan out the personal
narrative piece in the structure mentioned below.
Introduction– tell who the story is about, when it is happening or happened,
why, what, and how;
Body – that uses dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events in sequence using temporal words and phrases;
Conclusion –that provides a sense of closure of the events described.
Teacher Background Knowledge/Key Information Week 5:
 Week 5 focuses on Chicken Sunday by Patricia Polacco.
Grade: 3
Revised November, 2014
Standards:
RL 1
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL 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
- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how
their actions contribute to the sequence of events.
RL 6
- Distinguish their own point of view from that of the narrator or those of the characters.
RL 7
- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)
RL 9
-Compare and contrast the themes, settings, and plots of stories written by the same author
about the same or similar characters
W3
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. Provide a sense of closure.

The themes for Chicken Sunday are family traditions and heritage is important, family is important, love, treat others the way you want to be treated, trust,
acceptance.

As you read through this story many times remember to always connect it to the overarching theme(s) heritage and traditions as well as connect it to Patricia
Polacco’s life.

The setting for this story is Oakland, California (Patricia Polacco moved here from Michigan). Make a point to discuss this with the children and connect this setting
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
and characters to what the student’s previously learned about Patricia’s family members and the settings they learned in Keeping Quilt. Also make a point to connect
the eggs in this story back to the eggs from Rechenka’s Eggs.
Tasks:
 Teacher reads Chicken Sunday one time just for enjoyment only. Do not stop and discuss anything during this first reading. It is suggested student books be closed
during this FIRST read aloud so the students merely are listening for enjoyment.

Students read Chicken Sunday again . (either in partners, whole group or students read independently based on student needs). Complete the Events/Theme
Analysis page (blank graphic organizer example provided as Appendix B-6a) teacher-guided based on student’s needs (hopefully most students can complete this
independently now). List only the key events at this point. Complete the first event then complete the last event, and then go back and complete the second event
and the second to last event so that you end up completing the events in a back and forth manner (which makes it easier for students to determine only the key
events). Explain to students that the key events of the story make up the plot, and discuss further how the plot is the key events, a rising event (climax), and then
events that happen after the climax (usually a resolution to a problem). Keep completed page in Chicken Sunday pocket-book page. (Appendix B-1d). RL 2

Have students refer to the Events/Theme Analysis page as you model how to identify the theme(s) (listed above in Teacher Background) that each event supports and
add them to the Analysis page under each key event. Make sure to “think aloud” on how you determined the theme that each event is supporting. (blank graphic
organizer example attached as Appendix B-6a) Students keep this in their Chicken Sunday pocket book page. RL 2
 Have students write in the theme(s) for Chicken Sunday on the blank lines on the Chicken Sunday Pocket-book title page. (Appendix B-1d).
 Have students cut and glue the Chicken Sunday pocket-book title page onto the pocket-book for this week.

Read the story again, this time stopping along the way to ask the following discussion questions and use the accountable talk stems provided on Appendix B-8 for the
students to be able to ask and answer with each other. Make sure to have them refer explicitly to the text and/or illustrations for evidence to support. RL 1
o Discussion Questions:
 When the narrator says Miss Eula “had a voice like slow thunder and sweet rain” what does that mean to you? How would it sound? (could have students talk to
each other in a voice that they think it would sound like)
 How do the kids know Miss Eula wants the hat?
 What dilemma do the kids have when they are explaining the situation to Miss Eula?
 Why do the kids feel it’s not the right thing to tell Mr. Kodinsky what they want the money for?
 How do the kids finally get the hat for Miss Eula?
 How do you know Miss Eula was important to the kids?

Go back in the story where Mr. Kodinsky says, “All I want to do is live my life in peace. I’m calling your grandmother,” he shouted as he wagged his finger in
Stewart’s face.
 Have students add Mr. Kodinsky’s point of view of the children on a Point of View page (Appendix B-5). Then have students discuss their own points of
view of the children at this point of the story and then add their points of view to the Point of View page. Students keep this in Chicken Sunday pocketbook page. RL 6
 Go to the text where the children in the story tell Miss Eula that they didn’t throw the eggs and have students add Miss Eula’s point of view of the children
at this point with evidence to support. Then go to the end of the story and re-read the text and have students add Mr. Kodinsky’s point of view of the
children now (make sure the students add the words and actions of Mr. Kodinsky that show his point of view has changed) RL 6
o Discuss with the students that Mr. Kodinsky immediately accuses the children in the story of throwing the eggs, while Miss Eula almost immediately
believes that they didn’t do it when they tell her they didn’t. Ask students: Which character’s point of view they agree with Miss Eula or Mr. Kodinsky?
Why?
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
 Have students complete this as a quick write (you can provide sentence frames if needed). Collect this as a CFA for RL 6

Re-read the story again and complete a Character Analysis page (Appendix B-9) for Mr. Kodinsky together as a whole group. Then have students complete a
Character Analysis page for Miss Eula independently. You can collect this as a CFA if needed for RL 3.

Re-read the story to focus on RL 7. Students add to the Illustration/Text Analysis Page (Appendix B-10a). Have students do this independently and collect as a
CFA for RL 7. Some pages to definitely consider are pages 3,7,9,12 (please note the actual pages are not numbered in the book, we counted pages with text on them
to come up with these numbers).

Revisit each of the Polacco books read in this unit. Have students take out the Events/Theme pages they completed for each story. Discuss the similarities and
differences from each story. Students finish completing a Theme/Plot/Setting Comparison page (Appendix B-12a) for the Polacco series of stories that have been
read in this unit. Do this as a whole group teacher-led activity. Have students keep finished work in the Chicken Sunday pocket-book page. RL 9
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Week 6:
Learning Targets:
RI1
-ask and answer 5 W’s & H questions to determine key details of informational text
orally and in writing by using the explicitly stated evidence from the text with
sentence frames and question stems when necessary
RI7
-Complete a graphic organizer or Thinking Map that shows information gained
from specific illustrations (e.g. maps, charts, graphs, photographs, etc.) and words
in the text. *students’ answers from the 5 W’s and H questions in RI1 will provide
the information for this standard
RI 8
-Actively participate in charting of author’s connecting words or phrases in whole
class discussions. Use the charts to orally describe the logical connection between
particular sentences and paragraphs in a text (cause/effect, sequence, comparison)
W3
-Students will write a personal narrative piece by:
-completing graphic organizers/Thinking Maps that plan out the personal narrative
piece in the structure mentioned below.
Introduction – tell who the story is about, when it is happening or happened, why,
what, and how;
Body – that uses dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events in sequence using temporal words and phrases;
Conclusion –that provides a sense of closure of the events described.
-use the completed graphic organizers/thinking maps to write a personal narrative
in correct narrative structure.
Grade: 3
Revised November, 2014
Standards:
RI1
-ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RI7
-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)
RI 8
- Describe the logical connection between particular sentences and paragraphs in a text
(e.g., comparison, cause/effect, first/second/third in a sequence).
W3
- 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. Provide a sense of closure.
Teacher Background Knowledge/Key Information Week 6:
 This week the students will be reading personal accounts of immigrants to the U.S. during the 1800’s. They will be looking at images as well and using the personal
accounts and images to do tasks.

Students will fill out the title page for Weeks 6 and 7 pocket-book in week 7 so have students put work in the pocket page, but don’t hand out title page until mentioned
in a task in week 7.

The RI 7 Analysis page will be used as a CFA in Week 7 so you will need to collaboratively plan and decide when to start releasing responsibility to the students to
complete this task independently. It starts out as a whole group teacher-led activity in this week, but asks you to gradually release scaffolding so students can complete
it independently by Week 7.

The personal accounts studied in this week and in week 7 are found in Third Grade Quarter 3 Informational Text Student Book.
Revised November, 2014
Language Arts Unit: Traditions and Heritage

Tasks:

Timeframe: 8 weeks
Grade: 3
Revised November, 2014
NOW IS THE TIME YOU NEED TO DECIDE WHICH SUMMATIVE PROMPT YOU WILL HAVE YOUR STUDENTS
WRITE (IF YOU HAVEN’T ALREADY) BECAUSE THAT WILL DETERMINE WHICH PERSONAL ACCOUNTS
STUDENTS READ DURING WEEKS 6 AND 7.
Optional: Show students the following power-point on immigration. The title is Urban America Immigration. The purpose of this power point is to give the students
more visual images and background knowledge on why and how people immigrated to the U.S. You can access this power point by going to the Palmdale School
District Website under Departments/Common Core.
Tasks:
If your students will be writing to summative writing prompt #1 (Journey to America) then do the following tasks:

Read Giuseppe Contini’s personal account on page 14. Show students the images that go with his personal account on page 15.

Complete an RI 7 Analysis page (completed sample attached as Appendix B-11b and a blank graphic organizer attached as Appendix B-11a) using
Contini’s personal account. Answer the questions and cite any text evidence and any details within the images that helped provide the information needed
to answer those questions. Complete this as a whole group teacher-led activity.

This will be done with each personal account hereinafter, and you will need to decide when to gradually release the amount of teacher-led scaffolding
as you go. Students put completed page in their Weeks 6 and 7 Personal Accounts Pocket-book title page (Appendix B-1a), however, don’t have
students fill out the blank lines on the title page yet; this will done in week 7. RI7

Have students take two column notes after reading Contini’s and each of the following personal accounts. The notes should include details about this person’s
journey to America (e.g., traveling on the ship, emotions, reasons for leaving home, what did they pack to bring, entering New York Harbor, seeing the Statue
of Liberty)

Re-read Contini’s personal account. Point out and discuss the text structure Contini has used in his personal account. Have students highlight and/or underline “clue”
words that show Contini organized his account in a sequential structure. RI 8

Read Paul Sterman’s, Golda Meir’s, Brigetta Headman-Fichter’s, and Edward Corsi’s personal accounts (I Was Dreaming of Coming to America), (Journey Tales from
Immigrants, Page 15-16). Remember to have students take two column notes after reading each of these accounts.
If your students will be writing to summative writing prompt #2 (Ellis Island & Life in America after) then do the following tasks:

Read Valentin Ruskinoff’s personal account with the students (Page 18). Show students the images that go with his personal account (Page 19).

Complete an RI 7 Analysis page using Ruskinoff’s personal account. Answer the questions and cite any text evidence and any details within the images that
helped provide the information needed to answer those questions. Complete this as a whole group teacher-led activity and/or start to release responsibility to
groups and/or partners. Have students put completed work in Weeks 6 and 7 Personal Accounts pocket. RI7
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014

This will be done with each personal account hereinafter, and you will need to decide when to gradually release the amount of teacher-led scaffolding
as you go. Students put completed page in their Weeks 6 and 7 Personal Accounts Pocket-book title page (Appendix B-1a), however, don’t have
students fill out the blank lines on the title page yet; this will done in week 7. RI7

Have students take two column notes after reading Ruskinoff’s account and each of the following personal accounts. The notes should include details about
this person’s life in America, starting with Ellis Island (e.g., moving through the stations within Ellis Island, emotions, settling in a new home, getting a job,
acclimating to a new world)

Re-read Ruskinoff’s personal account. Point out and discuss the text structure Ruskinoff used in his personal account. Have students highlight and/or underline “clue”
words that show Ruskinoff organized his account in a categorical structure (point out how liked ideas are grouped together). RI 8

Read Celia Adler’s, Edward Ferro’s, Ann Vida’s, Vartan Hartunian’s, and Helen Cohen’s personal accounts (I Was Dreaming of Coming to America), (Tenement Tales
from Immigrants, Pages 20-22). Use these, as well as Arrival at Ellis Island (Pages 5-7). Have students take two column notes after reading each of these accounts.

Read Life as a “Newsie” Alise Maxim’s personal account (Page 23). This will serve as another example of a child immigrant doing a job in the U.S. Show students the
images of other child laborers to go along with her personal account (Page 24). Complete an RI 7 Analysis page (Appendix B-11a) using Maxim’s personal account.
Answer the questions and cite any text evidence and any details within the images that helped provide the information needed to answer those questions. Complete this
as a whole group teacher-led activity and/or start to release responsibility to groups and/or partners. Students keep this in Weeks 6 and 7 Personal Accounts pocketbook page (Appendix B-1a). RI7
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
Week 7:
Standards:
Learning Targets:
RI1
-ask and answer questions to demonstrate understanding of a text, referring explicitly to the
RI1
-ask and answer 5 W’s & H questions to determine key details of informational text as the basis for the answers.
text orally and in writing by using the explicitly stated evidence from the text
RI6
with sentence frames and question stems when necessary
-distinguish their own point of view from that of the author of a text
RI6
RI7
-chart their point of view as well as the point of view of the author; explain
-use information gained from illustrations (e.g. maps, photographs) and the words in a text
their point of view versus the author’s point of view orally and in writing
to demonstrate understanding of the text (e.g., where, when, why, and how key events
occur)
RI7
-Complete a graphic organizer or Thinking Map that shows information gained RI 8
from specific illustrations (e.g. maps, charts, graphs, photographs, etc.) and
- Describe the logical connection between particular sentences and paragraphs in a text
words in the text. *students’ answers from the 5 W’s and H questions in RI1
(e.g., comparison, cause/effect, first/second/third in a sequence).
will provide the information for this standard
RI 9
- Compare and contrast the most important points and key details presented in two texts on
RI 8
-Actively participate in charting of author’s connecting words or phrases in
the same topic.
whole class discussions. Use the charts to orally describe the logical
W3
connection between particular sentences and paragraphs in a text (cause/effect, - Write narratives to develop real or imagined experiences or events using effective
sequence, comparison)
technique, descriptive details, and clear event sequences.
a.
establish a situation and introduce a narrator and/or characters; organize an event
RI 9
-actively participate in charting the most important points and key details from sequence that unfolds naturally.
two texts on the same topic
b.
use dialogue and descriptions of actions, thoughts, and feelings to develop
experiences and events or show the response of characters to situations.
W3
-Students will write a personal narrative piece by:
c. use temporal words and phrases to signal event order. Provide a sense of closure.
-completing graphic organizers/Thinking Maps that plan out the personal
narrative piece in the structure mentioned below.
Introduction – tell who the story is about, when it is happening or happened,
why, what, and how;
Body – that uses dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events in sequence using temporal words and phrases;
Conclusion –that provides a sense of closure of the events described.
Teacher Background Knowledge/Key Information Week 7:
 This week the students will be reading personal accounts of immigrants to the U.S. during the 1800’s. They will be looking at images as well, and using the personal
accounts and images to do the tasks.

The RI 7 Analysis page will be used as a CFA in this week. You will have students complete this independently with Pauline Newman’s personal account.
Collect this and collaboratively grade these as a team. Use the data to inform whether your students need further instruction around this standard.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014
Tasks:

Optional: Show the video titled Immigration Through Ellis Island on http://www.youtube.com/watch?v=u4wzVuXPznk. This video is 28 minutes long and is
narrated but also has actual immigrants narrating their actual accounts throughout the video. It uses actual images as well. You can decide to only show portions
and/or show the whole thing.

CFA RI7: Re-read Pauline Newman’s Story (Pages 9-10). Show students the images that go with her personal account (Page 11).

Students independently complete an RI 7 Analysis page (Appendix B-11a) using Newman’s personal account. Answer the questions and cite any text
evidence and any details within the images that helped provide the information needed to answer those questions. Collect this as a CFA and analyze student
results in your grade level PLC to determine the progress of your students on this standard.

Re-read Newman’s personal account. Point out and discuss the text structure Newman used in her personal account. Have students highlight and/or underline “clue”
words that show Newman organized her account in a sequential structure. RI 8

Teacher reads excerpts from Immigrating to America, 1905 (Sadie’s Frowne’s personal account Page 25-27). Show students the image that goes with her personal
account (Page 27). It is important to note that this text was chosen because it provides students with key details to help with writing for either summative prompt.


Have students take two column notes after reading to record key details that will help them later on their summative.
Students write an opinion piece on the blank lines provided on the title page of Weeks 6 and 7 Personal Accounts (Appendix B-1a). Ask the students to choose an
immigrant they have learned about from the personal accounts they read over the past weeks that they believe had the hardest life. The student then needs to provide
the reasons why they feel that immigrant had the hardest life along with text evidence to support the reasons they give. W 1

Have students cut and glue Weeks 6 and 7 pocket-book title page onto the pocket-book page.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Week 8:
Learning Targets:
Grade: 3
Revised November, 2014
Standards:
W3
-Students will write a personal narrative piece by:
-completing graphic organizers/Thinking Maps that plan out the personal
narrative piece in the structure mentioned below.
Introduction – tell who the story is about, when it is happening or happened,
why, what, and how;
Body – that uses dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events in sequence using temporal words and phrases;
Conclusion–that provides a sense of closure of the events described.
W3
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. Provide a sense of closure.
Teacher Background Knowledge/Key Information Week 8:
 Week 8 focuses on students writing their summative narrative writing task. The entire week is dedicated to preparing, planning, organizing and writing the
summative narrative.

Students will write a narrative piece (whichever prompt you chose prior to weeks 6 and 7). See directions for Summative on page 2 of this unit.

The student’s narrative piece needs to include:
o
o
o
o
An introduction that establishes the situation, introduces a narrator and/or characters, and events.
Uses description of actions, thoughts or feelings and character dialogue to develop events.
Uses temporal words and phrases to signal event order.
Provides a sense of closure.

The teacher should model each scaffolded segment of instruction as the students learn to write their pieces.

The teacher will use the exemplar paper (Attached as Appendix B-13) as well as refer back to the personal accounts of immigrants from weeks 6 and 7, to model
each of the above-bulleted portions of the narrative.

The teacher will model and write whole group, a similar “journey” narrative wherein a character moves from one state to another state within the United States.
(This type of “journey” was chosen because the teacher can tie this back to Opal moving to Florida in Because of Winn Dixie and the students will have background
knowledge). You will need to have this planned out and written ahead of the modeled/whole group writing.

Follow the writing program (Step Up to Writing, Four Square Writing, Write From the Beginning, etc.) that your site uses to teach each portion of the writing piece.

W3 writing standard states students will include description of character’s actions, thoughts, or feelings and character dialogue to develop events.
Revised November, 2014
Language Arts Unit: Traditions and Heritage

Timeframe: 8 weeks
Grade: 3
Revised November, 2014
The use of description of actions, thoughts, or feelings and character dialogue in narrative writing are introduced in third grade, practiced in depth in
fourth grade, with mastery expected by the end of fifth grade. So, when modeling and using the exemplar narrative, teachers should use these techniques,
but on a minimal/introductory basis.
TASKS
 Show students the exemplar paper in Appendix B-13. You may choose to project the paper on the board or give each student a copy.
 Your team can choose to find other exemplar papers and/or texts to use at this time as well.

Use the rubric and the commentary on the exemplar paper to show the students how the paper meets proficiency of the rubric.

Review and discuss the purpose of narrative writing:
o It tells a story either real or imagined.
o It has story elements such as characters, setting, a problem or situation, and a resolution to that problem or situation.
o It tells about an event(s) that unfolds in a natural order or sequence.
o It provides the reader with details about the character’s thoughts, feelings, and actions to help move the story along.
o It has a beginning, middle, and ending.

During this week, review the personal accounts of the immigrants from weeks 6 and 7.


Do this as necessary, to provide students with small mini-lessons on how to use description in the body of a narrative. Students will need to keep the notes
they complete during these mini-lessons in their pocket folder for use when they plan their summative personal narrative.

Make a point to chart whole group or individually and/or highlight descriptive words/phrases in the above personal accounts so students can see and have
notes on how to add descriptive details/dialogue of what they “see,” “hear,” “smell,” and “touch” on their journey (if writing to prompt #1), or descriptions
of their home life and job in the U.S.(if writing to prompt #2). Keep completed writings in the Writing pocket. W3
Whole Group Teacher Modeled Narrative Introduction:
o Follow the writing program (Step Up to Writing, Four Square Writing, Write From the Beginning, etc.) that your site uses to teach each portion of the
writing piece.
o The introduction to the narrative should include the Who, What, Where, When and Why of the story.
o Teacher should model the introduction of the “journey” narrative mentioned above.
o Students then copy the modeled introduction. This modeled whole group narrative writing piece will be kept by the students and they can refer to it as a
reference, during their final summative piece.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Grade: 3
Revised November, 2014

Whole Group Teacher Modeled Body of the Narrative:
o Follow the writing program (Step Up to Writing, Four Square Writing, Write From the Beginning, etc.) that your site uses, to teach each portion of the
writing piece.
o The body of the narrative piece should use descriptions of characters’ thoughts, actions, and feelings to help move the story along.
o The body of the narrative piece should also use character dialogue (please note dialogue can be inserted anywhere in the narrative).
o The body of the narrative piece should include temporal words and phrases (the next morning, after a while, next, at the end of the day, after that, three days
later, etc.) that show the progression of the narrative.
o Teacher should model writing the body of the narrative using the same “journey” narrative that was begun in the introduction:
o Model for students how to use the narrative techniques bulleted above.
 Using the think aloud protocol, model writing the body of the narrative to show students how to move the events in a natural sequence with
character’s actions, thoughts, feelings, and dialogue, as well as use temporal words.
 Students then follow the model and copy it. This modeled whole group narrative writing piece will be kept by the students and they can refer to it
as a reference, during their final summative piece.

Whole Group Teacher Modeled Conclusion
o Follow the writing program (Step Up to Writing, Four Square Writing, Write From the Beginning, etc.) that your site uses to teach each portion of the
writing piece.
o The conclusion should provide the reader with some sense of closure, or ending, to the story.
o Using the think aloud protocol, model a conclusion for the “journey” whole group narrative writing piece.
o Students then follow the model and copy the conclusion. This modeled whole group narrative writing piece will be kept by the students and they can refer
to it as a reference during their final summative piece.
SUMMATIVE ASSESSMENT W3:
 Follow the District’s Teacher Directions for Administration of this final narrative summative.

The students will write to either narrative prompt #1 or narrative writing prompt #2. They will follow the District protocol to plan, organize, and write their
narrative.

Teachers will collect the completed summative and score it using the District-provided rubric. W3
Extension Activity

Have students read Immigration Ellis Island: The Hunt for Alois Hanousek article from www.readworks.org. The article is under 3rd grade common core
informational text. There are comprehension questions that go with the article that can be used as a quick assessment if you so choose.
Revised November, 2014
Language Arts Unit: Traditions and Heritage
Timeframe: 8 weeks
Optional Week 9:
Learning Targets:
RL 1
-ask and answer 5 W’s & H questions to demonstrate understanding of a text;refer explicitly to the text as the evidence to support their answers.
RL 2
-recount stories and determine the central message, lesson, or moral, explain
how the central message, lesson, or moral is conveyed through key details in
the text
RL 6
-chart their point of view and the point of view of the character/narrator;
explain their point of view versus the character’s/narrator’s point of view
RL 7
-explain how specific aspects of a text’s illustrations contribute to what is
conveyed by the words in a story (e.g. create mood, emphasize aspects of a
character or setting).
RL9
-compare and contrast the themes, settings, and plots of the Patricia Polacco
stories read during this unit
Grade: 3
Revised November, 2014
Standards:
RL 1
- Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
RL 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 6
- Distinguish their own point of view from that of the narrator or those of the characters.
RL 7
- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)
RL 9
-Compare and contrast the themes, settings, and plots of stories written by the same author
about the same or similar characters
Teacher Background Knowledge/Key Information Optional Week 9:
 This week focuses on The Bee Tree by Patricia Polacco. You could also choose to focus on Babushka’s Doll by Patricia Polacco. All tasks listed can be used for
whichever book you decide to use, except when you get to the RL6 and RL7 tasks you will need to plan ahead and change those for Babushka’s Doll.

The themes for The Bee Tree and Babushka’s Doll are family traditions and heritage are important, family is important, love, and perseverance.

As you read through the story many times remember to always connect it to the overarching theme(s) heritage and traditions as well as connect it to the personal
accounts of immigrants the students learned in Week 6 and 7.

The story does not lend itself to completing a Character Analysis page for each character, but instead lends itself to focusing on the lesson that the child learns from
her grandparent, the illustrations, how they contribute to the text, and comparing the theme to other Polacco stories. This will be done by creating a class chart.
Tasks:
 Teacher reads The Bee Tree or Babushka’s Doll one time just for enjoyment only. Do not stop and discuss anything during this first reading.

Read The Bee Tree or Babushka’s Doll again. Complete the Events/Theme Analysis page (blank graphic organizer example provided as Appendix B-6a) teacherguided based on student’s needs. List only the key events at this point. Complete the first event then complete the last event, and then go back and complete the
second event and the second to last event so that you end up completing the events in a back and forth manner (which makes it easier for students to determine only
the key events). Explain to students that the key events of the story make up the plot, and discuss further how the plot is the key events, a rising event (climax), and
then events that happen after the climax (usually a resolution to a problem). Keep completed page in The Bee Tree or Babushka’s Doll pocket-book page. (Appendix
B-1c) RL 2
Revised November, 2014
Language Arts Unit: Traditions and Heritage

Timeframe: 8 weeks
Grade: 3
Revised November, 2014
Have students refer to the Events/Theme Analysis page as you model how to identify the theme(s) (listed above in Teacher Background) that each event supports and
add them to the Analysis page under each key event. Make sure to “think aloud” on how you determined the theme that each event is supporting. (blank graphic
organizer example is Appendix B-6a) Students keep this in their Bee Tree or Babuska’s Doll pocket-book page. RL 2


Have students write in the theme(s) for The Bee Tree or Babushka’s Doll on the blank lines on the The Bee Tree or Babuska’s Doll Pocket-book title page.
(Appendix B-1c).
Have students cut and glue The Bee Tree or Babushka’s Doll pocket-book title page onto the pocket-book page.

Read the story again to focus on RL 6 (these tasks are scripted for Bee Tree , if you chose Babushka’s Doll you will need to create your tasks). You will need
to project the pages where the events show the point of view changing.
 Complete a Point of View page (Appendix B-5) together as a whole group for the first couple of neighbors, making sure to cite the evidence to support the
character’s point of view that you list (i.e., page 3 of text states, “I haven’t done that since I was a girl!” Mrs. Govlock said excitedly. List Mrs. Govlock’s
point of view of the bee chase is she is excited to go along. . . . list the text evidence cited above in the evidence support column of the point of view page).
 Have student groups and/or partners continue to complete the point of view page for each subsequent neighbor that joins the chase. Keep completed page in
The Bee Tree or Babuska’s Doll pocket-book page.
 Then have students discuss with their group and/or their partner their point of view of the bee chase. Have groups share out and discuss and add their point
of view versus the characters’ point of view on the Point of View page.

Re-read the story to focus on RL 7 (these tasks are scripted for Bee Tree , if you chose Babushka’s Doll you will need to create your tasks). You will need to
project the pages one at a time as students add to the Illustration/Text Analysis Page (Appendix B-10a). Do this in small groups and/or partners to start to release
some responsibility to the students. Some pages to definitely consider are pages 3, 7, 16, 17, 18, 19. Have students keep this completed analysis page in The Bee
Tree or Babushka’s Doll pocket-book page.

Revisit each of the Polacco books read thus far. Discuss the Events/Theme page for each story. Start to complete a Theme/Plot/Settings Comparison Chart (blank
graphic organizer example attached as Appendix B-12a and a completed sample attached as Appendix B-12b) for the Polacco series of stories that have been read
thus far in this unit. Do this a whole group teacher-led activity. Keep completed work in The Bee Tree pocket-book page. RL 9
Revised November, 2014