UNIT TITLE: Stories Worth Telling Again and Again
Conceptual Lens:
Grade Level: Third/Unit One-Quarter One
Author: commoncore.org/adapted by Randolph County Schools
 Unit Overview: They read the tales of grandparents and they become familiar with
the tradition of “trickster stories” across multiple cultures. They read a Langston
Hughes poem, and review the parts of speech through Ruth Heller’s World of
Language books. The students engage the texts in multiple ways: They write
stories they want to preserve; and they build upon their knowledge of
geographical settings of folktales from previous grades as they research the
cultural backgrounds of the trickster tales. They also dramatically interpret a
Hughes’ poem.
Third Grade
Unit One/Quarter One
Essential Understandings (Generalizations) and Guiding Questions:
Assessment Codes
SA = Student Self-Assessment
WS = Work Samples
PT = Performance Tasks
Q = Quizzes
T = Tests
P = Prompts
Unit Goals
Reading

Works independently during literacy
block (O)

RL 3.2 Recount stories, determine the
central message, lesson, or moral and
explain how it is conveyed through key
details in the text. (O, C, RR)


O = Observations
C = Checklists/Notes
RR =Reading Record
Learning Targets


I can monitor my comprehension using a
variety of strategies (using background
knowledge/schema, coding the text, rereading,
etc).
Essential Questions
What do good readers do?
Am I clear about what I just read?
How do I know?
I can make text-self, text-text, and text-world
connections to comprehend text.
RL 3.3 Describe characters in a story and
explain how their actions contribute to
the sequence of events. (O, WS)
R.L.3.2

I can retell stories using the characters, setting,
and plot.
RL 3.7 Explain how specific aspects of a
text’s illustrations contribute to what is
conveyed by the words in a story. (O,
WS)

I can define the central message, lesson and/or
moral of the story.

I can explain the central message, lesson and/or
moral of the story using key details.
R.L.3.3

I can identify characters in a story.

I can describe characters in a story using
physical and emotional traits.

I can explain how characters actions cause
events to occur in a certain order/sequence.
RL3.7

I can identify illustrations that support the
story.

I can explain how illustrations contribute to the
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In what ways does creative choice
impact an audience?
Who’s story is it? Why does it
matter?
Assess
ment
Codes
words in the story.
RL3.9
Writing/
Language
Additional
Literacy

Generate ideas for writing and work
independently during writer’s workshop
(WS)

Demonstrate narrow focus on a single
topic. (WS)

W 3.3 Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences. (WS)

W 3.4/3.5 With support, produce writing
that is developed, organized and has
been edited and revised. (O, WS)

I can define settings and plots.

I can identify settings and plots in stories
written by the same author.
 I can compare and contrast settings and plots.
W.3.3
 I can define narrative text and define the basic
parts of plot.
 I can introduce the narrator, characters and the
event/situation that starts the story.
 I can sequence the events in my story so that
one event leads to the next.
 I can use a character’s thoughts, words, feelings
and actions to show how events happen and
how characters respond to the events.
 I can show changes in time by using temporal
words and phrases (before, during and after).
 I can write a conclusion that provides a sense of
closure.
W.3.4
 I can identify the purpose of a narrative text.
 I can use graphic organizers to develop my
writing ideas.
W.3.5
 I can use pre-writing strategies to formulate
ideas.

I can recognize that good writing requires more
than one draft.

I can revise my writing with the help of others.

I can edit my writing by checking for errors in
capitalization, punctuation and spelling.

I can prepare a new draft with changes that
strengthen my writing.

Students will ask questions when they do
not understand.
SL 3.1

I can read or study materials to be discussed.

Students will recognize a complete
sentence.

I can list important information about the topic
to be discussed.

Students will speak in complete
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What do good writers do?
What is my purpose? How do I
develop it?
Writing clearly: What makes a
difference?
Final product: What does it take?
What makes collaboration
meaningful?
Making meaning from a variety of
sources: What will help?

sentences.

SL 3.1 Engage in discussions building on
others’ ideas and expressing their own
clearly. (O)
I can identify and follow the agreed upon rules
for discussion

I can ask questions when I do not understand.


SL 3.3 Ask and answer questions about
information from a speaker.
I can stay on topic by making comments about
the information being discussed.


L 3.4 Determine meaning of words and
phrases using context clues.
I can make connections between the comments
of others.

I can explain my own ideas and tell what I’ve
learned from a discussion.
SL 3.2

I can identify information from a text being read
aloud.

I can identify information that is presented in
different formats.

I can use the information gathered to determine
the main idea and support details of a
presentation.
SL 3.3

I can ask questions about a speaker’s
presentation when I do not understand or need
more information.

I can answer questions about a speaker’s
presentation by using appropriate elaboration
and detail.
SL 3.6

I can recognize a complete sentence.

I can speak using complete sentences when
asked to provide details or clarification.
L 3.1

I can define nouns, pronouns, verbs, adjective
and adverbs and explain how they function in a
sentence.

I can identify comparative adjectives/adverbs
and superlative adjectives/adverbs and choose
the correct form when writing or speaking.
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Why do the rules of language matter?
Communicating clearly: What does it
take?
L 3.2

I can use a comma to separate the city and state
in an address and punctuate dialogue.

I can identify misspelled words and use
resources to assist me in spelling correctly.

I can spell high frequency words correctly.

I can write words correctly using common
spelling patterns and generalizations.
L 3.4

I can determine the meaning of unknown words
using context clues.
L 3.5

I can make real life connections to words to I
hear and read.
L 3.6

I can read grade appropriate words/phrases
including words that signal time and place
relationships.
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When a word doesn’t make sense,
what can I do?
How do I use what I know to figure
out what I don’t know?
Performance Tasks and Scoring Guides/Rubric
Performance Task #1 including Scoring Guide/Rubric
Prerequisite: Teachers will have completed a guided mini- investigation with students either through language arts or content area. Sample
mini-investigations/instructions can be found here.
Task: Using a picture book, students will create a mini-investigation including plot summary and one main character description (including
character traits). One section will also be devoted to describing the effects of the illustrations on the story itself. Students will present the mininvestigation to their class, allowing for a question/answer period.
Rubric for Literature/Speaking and Listening
CRITERIA
Plot
Main character
description
Illustration
Classroom presentation
EXCELLENT (4 PTS.)
Includes the components
of a five finger retell with
additional details/insights
to support the story.
Includes four or more
character traits, focusing
more on internal traits.
PROFICIENT (3 PTS.)
Includes the components
of a five finger retell
(Characters, setting,
problem, events, ending)
Includes three character
traits (must include at least
one internal trait).
DEVELOPING (2 PTS.)
Includes four components
of a five finger retell.
LIMITED (1 PT.)
Includes three or less
components of a five
finger retell.
Includes two character
traits (must include one
internal and one external
trait).
Includes one character
trait (internal or external).
Explains and elaborates
how illustrations from the
book contribute to the
story.
Able to present
investigation to class and is
able to answer and
elaborate on at least two
questions.
Explains with details how
an illustration from the
book contributes to the
story.
Able to present
investigation to class and is
able to answer two
questions from teacher or
peers about investigation.
Has a basic understanding
of how an illustration from
the book contributes to
the story.
Presents investigation to
class, but is able to only
answer one question from
teacher or peers about
investigation.
Unable to explain how an
illustration contributes to
the story.
Total Points
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Presents investigation to
class, but is not able to
answer any questions from
teacher or peers about
investigation.
Suggested Learning Experiences
Launching Lessons
Jan Richardson’s First 20 Days
Daily Five
Reading Units of Study - The Comprehension Toolkit – Whole Group Reading Mini-Lessons
Monitoring
Unit Texts
Cluster 1: Monitor Comprehension
1. Follow Your Inner Conversation
Listen to the voice in your head and leave tracks of your
thinking
2. Notice When You Lose Your Way
Monitoring your inner voice to focus your thinking
3. Read, Write and Talk
Think your way through the text
Cluster 2: Activate & Connect
4. Follow the Text Signposts
Use nonfiction features to guide learning
5. Merge Your Thinking With New Learning
Read and think about new information
6. Connect the New to the Known
Activate and build background knowledge
The Stories Julian Tells by Ann
Cameron
Wilfrid Gordon McDonald Partridge
by Mem Fox
Knots on a Counting Rope by Bill
Martin Jr. and John Archambault
Tops and Bottoms by Janet Stevens
Grandfather’s Journey by Allen Say
Through Grandpa’s Eyes by Patricia
MacLachlan
Unit Texts
Bones! All Kinds of Hands, All Kinds
of Feet by Rosanna Hansen
Muscles by Seymour Simon
Me and My Amazing Body by Joan
Sweeney
*All of the above can be found in the
Scholastic Science Kit books that all
schools received in the past.
Celebrating the Day of the Dead
Any Paul Goble books
Any of the above Science books
Any of the above Science books
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District Suggested Texts
Amelia’s Road by Linda Altman
Fly Away Home
by Eve Bunting
Any difficult text
Testing, Testing
Sourcebook
District Suggested Texts
The Life and Times of the
Peanut
by Charles Micucci
Any nonfiction book with lots of text
features
Mexico
Toolkit Texts 2/3
Celebrating the Day of the Dead
The Horse Close Up
Sam Goes Trucking
Exploring Our Forests
Toolkit Texts 2/3
Summer of the Shark
Sourcebook
Additional Reading Mini-Lessons/Shared Reading and Shared Writing Activities
Interactive Read Alouds; Linking Standards, Fluency, and Comprehension by Linda Hoyt
Monitoring Comprehension/Schema – pg. 1 – Using Prior Knowledge
Making Connections – pg. 9 – Make Connections
Pg. 13 – Connect to Experiences of Others
Story Elements- pg. 135 – Problem/Solution
Main Idea/Details – pg. 49 – Identifying Main Ideas and Supporting Details
Describing Characters – pg. 117 – Character Development
Using Illustrations – pg. 71 – Use Pictures to Support Comprehension
Settings – pg. 111 – Setting
Plots – pg. 89 – Sequence of Events/Plot
Compare/Contrast – pg. 41 – Compare/Contrast
Sequencing Events (Writing) – pg. 305 – Sentence Fluency
Vocabulary (Writing) - pg. 173 – Transition Words
Conventions (Writing) – pg. 211 – Conventions
Explaining Ideas (Speaking and Listening) – pg. 21 – Interpret Through Explanation
Context Clues (Language) – pg. 145 – Context Clues
Read Aloud Book(s)
Stellaluna by Janell Cannon
The Relatives Came by Cynthia Rylant
Grandfather’s Journey by Allen Say
Puss and Boots by Malcolm Arthur
The Art Lesson by Tomie dePaola
Mufaro’s Beautiful Daughters by John Steptoe
The Ghost-Eye Tree by Bill Martin Jr. and John Archambault
Owl Moon by Jane Yolen
Goldilocks and the Three Bears by James Marshall
Yo! Yes? By Chris Raschka
What Do You Do With a Tail Like This? By Steve Jenkins and Robin Page
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Class Discussion / Literature – Family Stories
Introduce the unit by asking students if they have family stories they love to tell. Allow students to share favorite family stories for a few minutes. Introduce that
day’s new chapter book: The Stories Julian Tells (Ann Cameron and Ann Strugnell). As students read the first chapter of the book, “The Pudding Like a Night on the
Sea,” ask them to examine Julian as a character. You might post these leading questions and discuss their meaning by having your students ask you the questions as
their new teacher: How would you describe Julian?

What are his character traits?

Why does he do what he does?
Read the chapter aloud to the students as they follow along. Continue reading the subsequent chapters in the days that follow, encouraging as much independent
reading as possible. Continue to focus on character traits and motivation. As students finish this book, allow them to choose to move to other character stories in this
series or to continue with Julian. This provides the opportunity to compare and contrast books and /or characters by the same author. (RL.3.3, SL.3.6, SL.3.1b, SL.3.4,
RL.3.9)
Effects of Illustrations on a story
Mo Willems’ book, Don’t Let the Pigeon Drive the Bus, is a great resource for letting students quickly see the impact of illustrations on the meaning of a story often
with few words.
Literary Response
After reading Knots on a Counting Rope (John Archambault, Ted Rand, and Bill Martin, Jr.), review the character traits of the boy and his grandfather. Have the
students partner up and list three characteristics for each. Introduce another story that honors grandparents: Through Grandpa’s Eyes (Patricia Maclachlan and
Deborah Kogan Ray). As students finish reading the new book, have them work with the same partner to list at least three characteristics of each character in the new
story.

How are the grandparents similar and different?

How are the grandchildren similar and different?

What is the message of each book? What do you think the author might have wanted you to learn? (RL.3.3)
Literary Response – Trickster Tales
Lead a discussion with the students to introduce the genre of trickster tales, using questions such as these:

One of the types of folk stories handed down in cultures is a “trickster tale.” What root word do you hear in “trickster”?

Have you ever played a trick on someone?

Have you ever had a trick played on you?
Tell students that “trickster tales” are stories that involve playing tricks to solve problems, and to make them even more interesting, that they are from different
cultures. As students read, encourage them to think about characters and their traits. Remind them that the story is not just in the text but also in the illustrations.
The illustrations help to tell the story and to give hints about the culture or origin. Use the following questions to guide discussions after they (or you) read the
Page 9 of 14
trickster stories. Eventually require students to answer these questions independently.

Who is the trickster?

Who is the fool who gets tricked?

What was the problem in the story?

How did the trick solve the problem?

Think about what the message of the story might be and why these stories have been told for hundreds of years. (RL.3.2, RL.3.3, RL.3.7)
Shared Research
Students have read a variety of trickster tales from various cultures. Now it is time to center on one of the cultures. You could, for example, choose to focus on the
Plains Native American culture after reading the “Iktomi” tales by Paul Goble by assigning a short class research project on it. In small groups, have students
brainstorm questions that can be answered about the culture. Assign each small group a question to answer. Use the internet, encyclopedias, and informational books
to answer questions. When the students have finished their projects, create a class book or multimedia presentation to show what they have learned about the culture.
When you are finished, ask “Why did the Plains Indians create trickster stories to tell to their children?” This activity can be repeated with any of the cultures from
which trickster stories came.(W.3.6, W.3.7, W.3.8)
Poetry Performance
Give the students this prompt: “Choose one of the Langston Hughes poems to memorize or read interpretively. Be sure to communicate the meaning of the poem in
the way you recite or read it. ”Demonstrate fluent reading to the children, being sure to show how meaningful phrasing and expression guide the dramatic
interpretation of a poem. (RF.3.4b)
Class Discussion / Art Appreciation
Paul Goble is a talented artist who though not a Native American, has been fascinated by Native American life for many years and has dedicated his much of his art to
the culture. Read the following quote to the students:
“[Goble’s] art is tremendous because he is able to recreate the traditional forms with great accuracy and detail. The designs he draws are completely authentic and his
colors are the same ones that were used by the old-timers before the reservation days. He is able to recreate the spirit of the old stories with his illustrations and his
words.” —Joe Medicine Crow, Crow Tribal Historian, and oldest living member of the Crow Tribe
Discuss the following questions with the students:

What does this quote mean?

How do you think this quote by a Native American made Paul Goble feel when he heard it for the first time? (SL.3.1c,RL.3.7)
Page 10 of 14
Writer’s Workshop
Calkins Launching Unit
Set up writer’s workshop routines and procedures.
Small Moments Unit
Narrative Writing
Students have been sharing favorite family stories so shift the discussion to how stories are passed down from grandparents specifically. Then, assign the following:
“Interview one of your family members (e.g., a parent, grandparent, or aunt) to learn a family story. Save the story by taking notes or by recording it digitally. Use
the story you record to write a narrative. ”This writing project should be worked on over an extended period of time, revising and editing using the standards as
guidance. (W.3.3, W.3.4, W.3.5, L.3.1, L.3.2, L.3.3)
Class Discussion / Language
Ruth Heller has written a series of informational books that teach parts of speech. Remind students they learned about “nouns” in second grade. As you read the book
Merry-Go-Round: A Book About Nouns (Ruth Heller), have the students listen for more information about nouns. Pause as you read to allow the students to share what
they are learning or to ask questions. Review nouns, pronouns, and verbs using the Ruth Heller series. Create word banks for each part of speech and add vocabulary
from class work to reinforce the application. (RI.3.1, L.3.1a, L.3.1b, L.3.1c, L.3.1d, L.3.1e, L.3.1f)
Word Study/Vocabulary Lessons
Begin vocabulary notebook.
Phonics Lessons from Fountas and Pinnell

L. 3.2(f) Use spelling patterns and generalizations in writing words (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word
parts)
o
o
o
o
o
o
o
o
HF 1 Recognizing High Frequency Words (with 3 or More Letters) (pg. 223)
SP 3 Recognizing Word Patterns with Long Vowel Sounds (pg. 161)
SP 4 Recognizing Phonograms with Double Vowels (pg. 165)
SP 9 Recognizing Word Patterns with Vowel Combinations (pg. 185)
LS 8 Recognizing Long Vowel Patterns ai, ay, ee, oa, ow, ue, ui, ew (pg. 103) **May be used for multiple sessions
LS 6 Identifying Words with Different Vowel Sounds oo, ow, ea (pg. 95)
LS 7 Recognizing Other Vowel Sounds oo, oi, oy, ow, aw, au (pg. 99)
SP 6 Recognizing Word Patterns with Unique Vowel Sounds (pg. 173)
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Unit Materials/Resources
Suggested Works
o (E) indicates a CCSS exemplar text; (EA) indicates a text
from a writer with other works identified as exemplars.
Literary Texts
Stories
Our stories:
 The Stories Julian Tells (Ann Cameron and Ann Strugnell) (E)
 More Stories Julian Tells (Ann Cameron and Ann Strugnell) (EA)
 The Stories Huey Tells (Ann Cameron and Roberta Smith) (EA)
 Gloria’s Way (Ann Cameron and Lis Toft) (EA)
Grandparents’ stories:
 Grandfather’s Journey(SMART activities) (Allen Say) (EA)
 Tea with Milk (Allen Say) (EA)
 Song and Dance Man (Karen Ackerman and Stephen Gammel)
 Snowed in with Grandmother Silk (Carol Fenner and Amanda
Harvey)
 Annie and the Old One (Miska Miles and Peter Parnall)
 Through Grandpa’s Eyes (Patricia Maclachlan and Deborah Kogan
Ray) (EA)
 Knots on a Counting Rope (John Archambault, Ted Rand, and Bill
Martin, Jr.)
 The Memory String (GREAT character trait graphic) (Eve Bunting
and Ted Rand)
Cultural trickster stories:
 Tops & Bottoms (Janet Stevens) (E)
 Bruh Rabbit and the Tar Baby Girl (Virginia Hamilton and James
Randome)
 Love and Roast Chicken: A Trickster Tale from the Andes



Iktomi and the Boulder (Paul Goble)
Iktomi and the Berries (Paul Goble)
Iktomi Loses His Eyes (Paul Goble)
Poems

“Grandpa’s Stories” (Langston Hughes) (E)
Video that can be used with this poem (with support)
 “Aunt Sue’s Stories” (Langston Hughes) (EA) *Link also has
questions to go along with poem.
 “Mother to Son” (Langston Hughes) (EA)
 “By Myself” (Eloise Greenfield)
This link includes activities for “By Myself”
Stories (Read Aloud)
 The Apple and the Arrow (Mary Buff)
 Sign of the Beaver (Elizabeth Geroge Speare)
Poems (Read Aloud)
 “Your World” (Georgia Douglas Johnson) (E)
 “The Telephone” (Robert Frost) (EA)
YouTube video of two people acting out poem
 “Nani” (Alberto Rios)
 “You Are Old, Father William” (Lewis Carroll) (EA)
 “For want of a nail, the shoe was lost…” (Traditional)
Informational Texts
Students will do internet research on a culture related to a favorite
trickster tale:
 African American slave culture
 European culture (choose specific country)
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Mountains (Barbara Knutson)
 Iktomi and the Buzzard (Paul Goble)
 Iktomi and the Coyote (Paul Goble)
 Mine, All Mine: A Book About Pronouns (World of Language)
(Ruth Heller)
 A Cache of Jewels and Other Collective Nouns (World of
Language) (Ruth Heller)
 Kites Sail High: A Book About Verbs (World of Language) (Ruth
Heller)
Art, Music, and Media
Art
 Paul Goble, works (1933-present)

Native American (Plains) culture
 Andes Mountain culture
Informational Text (Read Aloud)
 Throw Your Tooth on the Roof: Tooth Traditions Around the
World (Selby Beeler and G. Brian Karas) (E)
 Merry-Go-Round: A Book About Nouns (World of Language)
(Ruth Heller)
Additional Resources
• Dylan Pritchett: Storyteller (cuesheet) (The Kennedy Center) (SL.3.4, W.3.3)
Note: This is a presentation on storytelling for children.
• Fables and Trickster Tales Around the World (National Endowment for the
Humanities) (RL.3.2)
•
Dynamite Diamante Poetry (ReadWriteThink)(L.3.1a)
Note: This is an activity on nouns.
• Composing Cinquain Poems with Basic Parts of Speech (ReadWriteThink)
(L.3.1a)
• Using Picture Books to Teach Characterization in Writing Workshop
(ReadWriteThink) (RL.3.3)
• Maps of United States Indians by State (Native Languages of the Americas)
(RI.3.7)
• Native American Informational Chart (Mountain City Elementary School,
Mountain City, TN) (RI.3.5)
•
A Collection of Trickster Tales (American Folklore.Net) (RL.3.2)
Teacher Notes
Vocabulary
Teacher Notes: This unit is a natural fit for inviting
grandparents into the classroom to tell their own stories or to
read the stories under the “grandparent story” section. At the
beginning of the school year, you may see some unique
opportunities to engage the grandparents with their own
grandchildren’s learning or to volunteer in the classroom. A
Grandparents’ Day would be a perfect celebration to include
in this unit.








author
illustrator
noun
verb
collective noun
pronoun
verb tenses
generational stories
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







problem
solution
internet search
shared research
narrative writing
revising
editing
character traits
 trickster tales
 the trickster
 the fool
Hyperlinks for additional resources








Fables PowerPoint – Shows the difference between fables and
folktales
Folktales, Fables, Fairy tales, includes posters
Peer Edit With Perfection: Effective Strategies - ReadWriteThink
3rd Grade Unit 1 overview from Jordan Schools. Has a lot of great
ideas, but some may not match with our pacing.
Third grade Common Core reading/literature links
Character Traits
Character using the book The Memory String
Third Grade Unit 1 Wiki with a lot of great links
 character motivation
Making Interdisciplinary Connections
This unit teaches:
 Art: Artist as historian (e.g., Paul Goble)
 Geography: Cultures (e.g., Plains Indians and Andes
Mountain tribes)
This unit could be extended to teach:
 Music: Music of featured cultures (e.g. spirituals and
Quechua songs)
 Geography: U.S. geography (as related to Native
Americans)
 History: Native American Nations (e.g., the Bering land
bridge theory, Southwest, Eastern “Woodland”)
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