Livingston County Schools
Third Unit 2
ELA: Literary – Poetry, Drama, Fables, Myths, Folktales, Figurative Language, Narrative Piece
Unit Overview
Students will recount stories from diverse cultures and identify the moral of the stories. Students will determine the meaning of literal and nonliteral language.
Students will refer to parts of stories as stanzas, chapters, scenes, etc. Students will use text illustrations to determine mood and how they emphasize character
and setting. Students will identify and use parts of speech and punctuation correctly. Students will use words for effect and determine shades of meaning.
Students will define words with affixes, using context clues. Students will use and understand general and domain specific words. Students will record
themselves speaking or reading. Students will speak in complete sentences. Students will decode multisyllabic and irregularly spelled words. Students will read
on-level texts and write and produce a narrative using the writing process.
Length of unit: 11 weeks
KY Core Academic Standard
Standard 3.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.
Learning Target
K
I can recount stories, fables,
folktales, and myths from diverse
cultures.
R
X
S
P
Critical Vocabulary Texts/Resources/Activities
Diverse
Cultures
Folktales
Fables
Myths
3RL.4
Determine the meaning of words and
phrases as they are used in a text,
distinguishing literal from nonliteral
language.
I can use context clues to
understand what I read.
x
Literal
Nonliteral
I can distinguish between literal
and nonliteral language.
Standard 3.RL.5
Refer to parts of stories, dramas, and
poems when writing or speaking about
a text, using terms such as chapter,
scene, and stanza; describe how each
successive part builds on earlier
Context clues
I can refer to parts of stories,
dramas, and poems when
speaking or writing about text.
I can use terms such as chapter,
scene, and stanza to describe how
each part builds on earlier
sections
language
X
Dramas
Poems
Chapter
Scene
Coach Books
sections.
Stanza
Standard 3.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).
I can identify specific aspects of a
text’s illustrations.
3.RL.10
By the end of the year, read and
comprehend literature, including
stories, dramas, and poetry at the high
end of the grades 2-3 text complexity
band independently and proficiently.
I Can:
Identify/understand in literary
text:
key ideas and details
craft and structure
integration of knowledge and
ideas
X
Illustrations
Mood
I can recognize the mood of a
story.
X
at appropriate complexity
(Qualitative, Quantitative, and
Readers and Task) as seen in
1- 9.
3.L.1a, b, c, d, e, f, g, h, i
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their functions
in particular sentences.
b. Form and use regular and irregular
plural nouns.
c. Use abstract nouns (e.g., childhood).
d. Form and use regular and irregular
verbs.
e. Form and use the simple (e.g., I
walked; I walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun-
I can:
-Identify abstract nouns
X
Nouns
Verbs
-Recognize verb tenses
-Identify agreement of:
subject-verb
pronoun-antecedent
-Identify comparative and
superlative adjectives and adverbs
-Recognize coordinating and
subordinating conjunctions
-Recognize complex sentences
Pronouns
Adjectives
Adverbs
Regular nouns
Irregular nouns
Plural nouns
Abstract nouns
antecedent agreement.
g. Form and use comparative and
superlative adjectives and adverbs,
and choose between them depending
on what is to be modified.
h. Use coordinating and subordinating
conjunctions.
i. Produce simple, compound, and
complex sentences.
Regular verbs
Irregular verbs
Simple verb
tenses
Antecedent
Simple sentence
Compound
sentence
Complex sentence
3.L.2a, b, c, d, e, f
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a. Capitalize appropriate words in
titles.
b. Use commas in addresses.
c. Use commas and quotation marks in
dialogue.
d. Form and use possessives.
e. Use conventional spelling for high
frequency and other studied words
and for adding suffixes to base words
(e.g. sitting, smiled, cries, happiness).
f. Use spelling patterns and
generalizations (e.g. word families,
position-based spellings, syllable
patterns, ending rules, meaningful
word parts) in writing words.
I can:
-Apply correct capitalization,
punctuation, and spelling when
writing
-Capitalize appropriate words in
titles
-Use commas in addresses
3.L.3a, b
Use knowledge of language and its
I can choose words and phrases
for effect in my writing, speaking,
X
Capitalization
Text book
Titles
(Reading and English)
Drop in a bucket
-Use commas and quotation
marks in dialogue
-Form and use possessives
-Use conventional spelling for high
frequency and other studied
words and for adding suffixes to
base words (e.g., sitting, smiled,
cries, happiness)
-Use spelling patterns and
generalizations (e.g., word
families, position-based spellings,
syllable patterns, ending rules,
meaningful word parts) in writing
words
x
conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases for
effect.
b. Recognize and observe differences
between the conventions of spoken
and written standard English.
3.L.4a , b, c
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 3 reading
and content, choosing flexibly from a
range of strategies.
a.Use sentence-level context as a
clue to the meaning of a word or
phrase.
b.Determine the meaning of the new
word formed when a known affix is
added to a known word (e.g.,
agreeable/disagreeable,
comfortable/uncomfortable,
care/careless, heat/preheat).
c. Use a known root word as a clue to
the meaning of an unknown word
with the same root (e.g., company,
companion).
3.L.5a, b, c
Demonstrate understanding of word
relationships and nuances in word
meanings.
a. Distinguish the literal and non-literal
meanings of words and phrases in
context (e.g., take steps).
b. Identify real-life connections
between words and their use (e.g.
describe people who are friendly or
helpful).
c. Distinguish shades of meaning
among related words that describe
states of mind or degrees of certainty
(e.g. knew, believed, suspected, heard,
or reading
I can recognize that context clues
can help determine the meaning
of unknown or multiple-meaning
words
X
X
X
X
I can determine the meaning of a
new word when a known prefix or
suffix is added to it.
I can use a known root word as a
clue to the meaning of an
unknown word with the same
root (e.g., company, companion).
I can distinguish the literal and
non-literal meanings of words and
phrases in context.
I can identify real-life connections
between words and their use.
(e.g. describe people who are
friendly or helpful)
I can distinguish shades of
meaning among related words
that describe states of mind or
degrees of certainty.
Context clues
Root words
affixes
wondered).
(e.g. new, believed, suspected,
heard, wondered)
3.L.6
Standard: Acquire and use accurately
grade-appropriate conversational,
general academic, and domain-specific
words and phrases, including those
that signal spatial and temporal
relationships. (e.g., after dinner that
night we went looking for them).
3.SL.5
I can use words or phrases when I
speak that signal spatial and
temporal relationships
Create engaging audio recordings of
stories or poems that demonstrate
fluid reading at an understandable
pace; add visual displays when
appropriate to emphasize or enhance
certain facts or details.
Standard 3.SL.6
Speak in complete sentences when
appropriate to task and situation in
order to provide requested detail or
clarification. (See grade 3 Language
standards 1 and 3 for specific
expectations.)
I can recognize “engaging” audio
recordings.
X
I can identify:
fluid reading
facts or details
I can recognize complete
sentences in writing and when
spoken.
X
Audience
Task
Situation
I can identify the audience.
I can recognize task and situation.
(The underpinning knowledge
targets are found in Language
Standards 1 and 3)
3.F.3a,b, c, d
Know and apply grade level-level
phonics and word analysis skills in
X
Prefixes
Know and apply grade level phonics
and word analysis skills in decoding
words.
a. Identify and know the meaning of
the most common prefixes and
derivational suffixes.
b. Decode words with common Latin
suffixes.
c. Decode multisyllabic words.
d. Read grade-appropriate irregularly
spelled words.
decoding words
Suffixes
I Can:
Identify and know:
 the meaning of the
common prefixes
 meaning of the most
common derivational
suffixes
Decode words with common Latin
suffixes .
Identify syllables in words.
Read multiple syllable words.
Recognize irregularly spelled
words.
3.F.4a, b, c
Read with sufficient accuracy and
fluency to support comprehension.
a. Read on-level text with purpose and
understanding.
b. Read on-level prose and poetry
orally with accuracy, appropriate rate,
and expression on successive readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as necessary.
I Can:
X
-read text with purpose and
understanding.
-read poetry orally with accuracy
and expression.
Accuracy
Coach Book
Expression
Shel Silverstein Poems
Context Clues
Reading Text Book
Poetry
Super Teacher Website
Strategy
-recognize when to reread text as
a self correcting strategy.
-use context clues to confirm or
self correct word recognition.
3.W.3a-d
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.
I can:
*Write a narrative that includes
characters and organize it using
sequencing skills.
x
Prewriting
Rough draft
Edit
Final draft
b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations.
c. Use temporal words and phrases to
signal event order.
d. Provide a sense of closure.
Narrative
*use dialogue and descriptions of
actions, thoughts, and feelings of
the characters in my story.
Dialogue
Sequencing
conclusion
*use sequencing words in my
narrative to signal event order.
*write an ending to my narrative.
Standard 3.W.4
With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
(Grade-specific expectations for
writing types are defined in standards
1-3 above)
I can analyze the reason for
writing a piece to decide on task
and purpose with guidance and
support.
X
Analyze
I can determine suitable idea
development strategies and
organizational strategies
appropriate to task and purpose,
with guidance and support.
(Additional underpinning
reasoning targets are found
Writing Standards 1, 2, 3,7, 8, 9)
Standard 3.W.5
With guidance and support from peers
and adults, develop and strengthen
writing as needed by planning, revising
editing, rewriting, or trying a new
approach. (Editing for conventions
should demonstrate command of
Language standards 1-3 up to and
I can strengthen my writing by:
- planning
- revising
- editing
- rewriting
- trying a new approach
X
Revise
Edit
Rewrite
including grade 3 on pages 28 and 29.)
3.W.10
I Can:
Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
purposes, and audiences.
Identify the various purposes for
writing.
Identify and understand the
various organizational structures
related to different genres or
purposes for writing.
X