Grade/Subject
Grade 3
Unit Title
Guess the Genre
Lesson Title
Introducing Folktales
Overview of Lesson
Introducing characteristics of folktales
Unit Essential Questions (and Corresponding Big Ideas)
Why do readers read?
What can we learn from reading folk tales?
What can we learn from print?
Why do writers write?
What are the differences in genres? (Tall tales, myths, folktales, fables)
Core Standards Addressed in this Lesson
RL.3.1
RL.3.2
RL.3.4
ISTE Standards Addressed in this Lesson
(http://www.iste.org/standards/nets-for-students.aspx)
Learning Objectives (in student-friendly language)
Tip: Derive learning objectives from the K-U-Ds in your unit plan.
Students will be able to:


Identify and describe the characteristics of folktales
Describe the meanings of academic terms:
o Folktales, moral, culture, tradition, generation, oral history
Students will understand that:
 Authors use different styles of writing and a variety of craft to convey meaning
 Folktales are a part of oral history
 Stories were told and passed down from generation to generation in order to make entertaining
connections to historical events
Do:




Ask/answer text based questions
Determine central message, lesson, or moral and explain how it is conveyed through key details in
the text
Classify a piece of literature as a certain genre
Use graphic organizers for note taking
Lesson Focus Questions
Why do we read folktales?
What are characteristics of a folktale?
Why are folktales so popular?
What is the purpose of passing on folktales from generation to generation?
Suggested Texts
Title
Stone Soup
Author
Marcia Brown
BRIEF Synopsis
Stone Soup is an old folk story in
which hungry strangers persuade
local people of a town to give
them food. It is usually told as a
lesson in cooperation, especially
amid scarcity.
Supplemental Materials and Resources
Text:
Stone Soup by Marcia Brown
Chart paper with list of vocabulary words
Preparation Required (and suggested)
Genre
Folktale
Lexile/
F&P
L/480
Create a list of vocabulary words on chart paper that will be used throughout teaching folktale lessons.
Anticipated Misconceptions for This Lesson
The difference between a tall tale and a folktale—a folktale is a story that is passed on from generation to
generation, and has an underlying moral where the character learns a lesson. In a tall tale, characters are
exaggerated and the sole purpose is for entertainment and humor.
Lesson Development
Post the vocabulary list.
Ensure that each student has a copy of Stone Soup.
Annotation
Vocabulary words: folktale, oral
history, moral, culture, generation,
tradition
Mini lesson:
Tell students we are going to explore folktales. Spend a few minutes talking
about the vocabulary list in order to introduce students to folktales.
(A folktale tells a story with an underlying moral that is passed on
from generation to generation where the character learns a lesson.)
CLOSE READING:
Introduce students to the idea that a good reader reads a text
multiple times for different purposes. Model this throughout this
lesson.
Give students time to read Stone Soup by Marcia Brown to themselves or
with a partner so that they can learn the story. Let them know that they
will see the word “trudged” on the first page, and that to trudge is to walk
along in a tired manner. Do the same for any words that they may stumble
over, i.e. peasants, banquet, etc.
Read the story aloud again as the students follow along. Pause to model
your thinking aloud.
Sample Text Dependent Questions (TDQs):
Why did the author use the word “trudged” to describe what the soldiers
were doing on the first page? What does this tell us about the soldiers?
Students who read below grade
level may read the book in a small
group with the teacher.
What does the author tell us about the peasants at the beginning of the
story?
What does the author tell us about the soldiers at the beginning of the
story?
Posing a question this way invites
students back to the story to
support their answers. You may
want to go page by page to answer
this question.
How did the soldiers get what they needed from the peasants?
The peasants gave the soldiers food, entertainment, and a place to
stay. What did the soldiers give to the peasants? Give evidence from
the text for your answer.
How did the peasants change from the beginning of the story to the
end of the story?
What is the message the author of this story is trying to send?
(lesson learned, moral…etc.)
Formative Assessment Processes/Practices
Teacher will use students’ responses during mini lesson to guide
instruction in order to ensure that students understand the
characteristics of folktales.
Annotation