ELA Unit Outline Planning Form
Directions: Map out all standards for the unit prior to starting unit plans.
Grade Level:
Unit Number and Name:
Day 1
Day 2
Day 3
RL 3.10
RL 3.2
RI 3.10
RL 3.2
Number of Weeks for Unit:
Day 4
Day 5
New Standards
Mastery Standards
RI 3.10
RI 3.10
RL 3.2
RI 3.10
RL 3.2
Continued Standards
Assessment
Questions
What do you know and
want to know about
mythology?
Recount the myth to
demonstrate
understanding.
Recount the myth to
demonstrate
understanding.
How can we use key
details to determine the
central message of a
myth?
What is the central
message of a myth?
Recount the myth to
demonstrate
understanding.
LEARNING CHECK DAY
1
Day 6
Day 7
Day 8
Day 9
Day 10
New Standards
Mastery Standards
RL 3.6
RL 3.10
RL 3.6
RL 3.2
RL 3.10
RL 3.6
RL 3.2
RL 3.10
RL 3.6
RL 3.2
RL 3.10
RL 3.6
RL 3.2
RL 3.10
What is meant by Point of
View?
What is the Point of
View of the author of
the text?
What is the Central
Message of the myth?
How can understanding
key details help us
comprehend text?
What is the Point of
View of the author of
the text?
Continued Standards
Assessment
Questions
LEARNING CHECK DAY
2
Day 11
Day 12
Day 13
Day 14
Day 15
New Standards
Mastery Standards
RL 3.6
RL 3.2
RL 3.10
RL 3.6
RL 3.2
RL 3.10
RL 3.6
RL 3.2
RL 3.10
RL 3.2
RL 3.10
RL 3.2
RL 3.10
What is your point of view
of today’s character?
Can you use key
details to comprehend
text?
Can you use key details
to comprehend text?
How can we use key
details to answer
questions to show that
we comprehend text?
What is the central
message of the myth?
Continued Standards
Assessment
Questions
3
LEARNING CHECK DAY
Day 16
Day 17
Day 18
Day 19
Day 20
New Standards
Mastery Standards
RL 3.6
RL 3.2
RL 3.10
RI 3.10
RI 3.10
RL 3.6
RI 3.10
RL 3.6
RL 3.2
What is your point of view
of the character in this
text?
What key information
did you comprehend
from text you read
today?
Non-fiction text reading
is different from fiction
text reading in what
ways?
How do good readers use
key details to
comprehend text?
Recount the myth to
demonstrate
understanding.
Continued Standards
Assessment
Questions
LEARNING CHECK DAY
4
Day 21
Day 22
Day 23
Day 24
Day 25
New Standards
Mastery Standards
RL 3.2
RL 3.10
RL 3.2
RL 3.2
RL 3.10
RL 3.2
RL 3.10
RL 3.2
RL 3.10
What are the key
differences between
a myth and a
folktale?
What are the key
differences
between a myth
and a fable?
What is the Central
Message of the
story you read
today?
What is the central
message of the text?
What are the key
details and central
message of the text?
Continued Standards
Assessment
Questions
LEARNING CHECK DAY
5
Day 26
Day 27
Day 28
New Standards
Mastery Standards
RL 3.2
RL 3.10
Start review of all
standards
Can you find the central
message of a myth, fable
or folk tale and use it to
help you comprehend
SCHEDULE COMMON
UNIT ASSESSMENT
Continued Standards
Assessment
Questions
6
Day 29
Day 30
the text?
LEARNING CHECK DAY
7
Today’s Learning Target:
*RI.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas in an informational text
independently. (R)
Standard/Skill
RI.3.10: By the end of year, read
and comprehend informational
texts, including history/social
studies, science, and technical
texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Skill: Comprehend non-fiction
texts.
Day 1: Reading
Activities/Procedures:
Read Aloud – Introduction to Greek Mythology PPT
Use the PPT to introduce the unit theme and set the stage for reading
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading –
Ancient Greece: Greek Mythology
Students will be gaining background information about Ancient
Greece and Greek Mythology while working on comprehending
informational text.
Read the passage together as a class. Pause along the way to
discuss vocabulary (explanations, creation, disorder) and to do “think
alouds” regarding the text content.
 After paragraph 1, Say: “The first sentence of this story is a
question. I bet the answer to that question will appear
somewhere in this text. They even hinted at an answer when
the author used the word ‘perhaps.’ Let’s keep reading to see
why myths were created.”
 After paragraph 2, Say: “So I was right – this text is talking
about how myths were created. Ancient Greeks used them to
explain how things happened. Let’s read on.”
 After paragraph 3, Say: “Ancient people wanted to know
about creation and the world. I understand that they used
myths to explain things about the world.”
 Say: If I were to recount this text, I would point out the main
8
Resources/Technology
Formative Assessment

Introduction to
Greek Mythology
Power Point
http://pendleton.kys
chools.us/userfiles/8
0/Classes/6018/INTR
ODUCTION%20TO%2
0MYTHOLOGY%20%20Greek.pptx
www.ReadWorks.org
 Ancient Greece:
Greek Mythology
 Ancient Greece:
The Ancient Greeks
 Ancient Greece:
The Trojan War
 Ancient Greece:
The Cyclopes
idea. To me, the main idea of this text is to tell the purpose of
myths: to explain things about the world. Let’s write that down
on a chart about myths.”
Work through the questions as a class, again providing “think aloud”
strategies to answering comprehension question.
Student Reading- – Ancient Greece: The Ancient Greeks
Provide students a copy of the text. In pairs or independently, have
students read through the text and comprehension questions that
accompany the text.
RBI Teacher Group: – Ancient Greece: The Trojan War; Ancient
Greece: The Cyclopes
Use this text and questions to continue teaching students to read and
comprehend grade level non-fiction texts.
Formative Assessment:
KWL chart about what students know, what to know, and have learned today so far regarding mythology
9
Today’s Learning Target:
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
*RL.3.2: I can determine the central message of a myth. (K)
Standard/Skill
•RL.3.10: 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.
Skill: Comprehension:
How can made-up stories
with imaginary characters
teach important things about
real life?
•RL.3.2: Recount stories,
including fables, folktales, and
myths from diverse cultures;
determine the central
message, lesson, or moral and
explain how it is conveyed
through key details in the text.
Skill: Recount stories including
myths.
Teaching Tips: Central
message, lesson, or moral is
called theme starting in 4th
Day 2: Reading
Activities/Procedures:
Read Aloud –_____(myth)_______________________________________
(Make Read Aloud an interactive experience. Use chart paper to record
questions and answers found as you read along. Use this time daily to reinforce
and point out skills and strategies that are evident throughout this unit).
Activity –
Explain to students that today they are going to learn a strategy that will help
them to think and talk about what they read. Say: Today we are going to learn
how to recount (retell) stories that we are reading. When you recount a story
you want to tell only the key events of what happened. For example, think
about your favorite movie. Now turn and tell your partner the title of the movie
and briefly recount (retell) what happens in the movie. After students have had
a few minutes each to recount their favorite movies, point out what you noticed
as you listened. As I listened to you recount your favorite movies, I noticed that
you were only telling main parts of the movie. You were not telling each other
every little detail that happened. For example, you didn’t mention the clothing
people were wearing or the exact words they said. When readers recount
stories, they include the most important events from the beginning, middle and
end of the story.
Choose a familiar text __________to model how to recount a story. Include Title,
Author, Main Characters, Setting, and Most Important Events in Beginning,
Middle and End, Problem/Solution. After recounting the story, ask students to
turn and talk about what they noticed. Then ask students to share what they
noticed and add to an anchor chart labeled, “When you recount a story you
should….” Have students practice recounting the familiar story with a partner.
Listen in and take a quick assessment of what their recounting sounds like. After
students have had a chance to practice, point out what you noticed as you
listened. Say: You did an awesome job recounting the story with your partners. I
noticed that you told the story in order starting at the beginning of the story. You
also only included the important events in the story. So readers, remember that
when you finish a book, you want to take a moment to recount what happened
in the book. This will help you not only remember what you read, but also to
understand what you read.
Foundational Skills –
10
Resources/Technology
Formative Assessment
•
Example Anchor
Chart for Recounting Story
– JCPS
•
The Story of Arachne
the Weaver
http://www.dltkkids.com/world/greece/mstory-arachne-andathena.htm

Story Elements Web
grade. This is the first time
myths are addressed and the
first time students are asked to
explain how the central
message is conveyed through
key details. Students will be
required to provide details
from text that convey the
moral.
Retelling Keys:
-Organizing and verbally
describing events supports
oral language development,
vocabulary acquisition, and
speaking and listening
standards across grade levels.
-Retelling stories and
summarizing are active
reading comprehension
strategies that can be
applied to a variety of texts
across content areas.
-Being able to retell and
summarize is a prerequisite to
and will support higher levels
of comprehension, such as
synthesizing information,
making inferences, and
forming opinions.
-Examining plot features of
fables, folktales, and
mythology will lead to
discussion and understanding
of cultures and their history
and traditions.
-Focusing on key ideas and
Working with WordsPhonics DanceFluencyGuided Reading –
The Story of Arachne the Weaver
Review myths and their purposes: stories used to help explain things
about the earth and/or teach lessons.
(In Greek mythology, Athena was the daughter of Zeus (born from his forehead
fully grown, complete with spear and armor). Athena was the Greek goddess of
craft, wisdom and the disciplined side of war.
Athena was a central character in many of the most commonly known Greek
myths. She turned Arachne into the first spider for bragging her weaving was
better than Athena's. She also aided Odysseus during his journey home from
Troy. And she instructed Heracles (Hercules) in how to remove the skin from the
Neman Lion (the first of twelve tasks he had to perform as penance). Basically,
Athena helped heroes out and didn't like it when people bragged!)
Read the myth together with the class. Pause along the way to talk
about the following points:
•
Story elements (key for recounting stories): setting, characters,
•
Main idea, key details, beginning, middle, end
•
Questions for understanding: Why did Athena look so stern? Ask:
What was the challenge she gave to Arachne? Who was the better of
the two weavers? What became of Arachne?
Talk about myths: If one of the purposes of myths is to explain something
about the world, what does the myth about Arachne explain?
Student ReadingThe Story of Arachne the Weaver
Provide students with a copy of The Story of Arachne, the Weaver.
Students can take turns reading pages with a partner or read silently to
themselves. Then they will practice recounting the story with their
partner. Remind students that the challenging part about retelling is that
11
details to use in their retelling
helps readers begin to discern
what is most important and
relevant. This can be linked to
written and oral summaries in
science, social studies, math,
and other content areas.
-Participating in retelling
improves student
understanding of narratives
and their structure, which
helps students learn how to
write their own stories.
they should only include the most important events. Students can use
and answer “Story Elements Web” page to guide their thoughts. This will
provide practice in identifying which events to include in their retell. At
the end of guided practice bring students back together to share what
you notice while listening in; answer the “Story Element Web” page as a
class.
RBI Teacher Group: Ancient Greece: The Trojan War; Ancient Greece:
The Cyclopes
Use this text and questions to continue teaching students to read and
comprehend grade level non-fiction texts.
Formative Assessment: Think Pair Share – Recount the story of Arachne the Weaver
(The concept is quite simple. The teacher asks a question of the class. Each student is given time to think about and/or write down their
answer. Once they have their answers written down they pair-up with another student in the class, where they can discuss their
answers. After they have had a chance to discuss their answers amongst themselves, they share their answers with a larger group or
the rest of the class. Teachers can circulate through the class, as students are paired in discussion, to determine comprehension of the
subject matter, and with each team presenting their answer any lack of subject matter understanding will be identified. Beyond the
minute-to-minute formative assessment benefits that the Think-Pair-Share technique provides, it also helps put the students at the
center of their own learning.)
12
Today’s Learning Target:
*RL.3.2: I can determine the central message of a myth. (K)
Day 3: Reading
Standard/Skill
•RL.3.2: Recount stories,
including fables, folktales, and
myths from diverse cultures;
determine the central message,
lesson, or moral and explain how
it is conveyed through key
details in the text.
Skill: Determine the central
message of a myth
Activities/Procedures:
Read Aloud –___(myth)_________________________________________
Use the read aloud time to continue to work on recounting myths.
Include Title, Author, Main Characters, Setting, and Most Important
Events in Beginning, Middle and End, Problem/Solution. Have students
participate in recounting the read aloud.
Foundational Skills –
Working with Words-
Resources/Technology
Formative Assessment

The Story of Medusa
and Athena
http://www.dltkkids.com/world/gre
ece/m-storymedusa-andathena.htm

Compare-A-Story
Graphic Organizer
Phonics Dance-
Recount stories including myths
FluencyGuided Reading – The Story of Medusa and Athena
Review myths and their purposes: stories used to help explain things
about the earth and/or teach lessons.
(Medusa was once a beautiful woman who bragged that she was
even lovelier than Athena. To punish her for her vanity, Athena turned
her into an ugly gorgon with hair of snakes. Anyone who looked at
Medusa would instantly turn to stone).
Read the myth together with the class. Pause along the way to talk
about the following points:
•
Story elements (key for recounting stories): setting, characters,
•
Main idea, key details, beginning, middle, end
•
Questions for understanding; Ask: What was Medusa most
proud of? Give examples of some of the things details she bragged
about. How did Medusa spend her time? What did Medusa do to
anger Athena? What became of Medusa?
Talk about myths: If one of the purposes of myths is to teach a lesson,
what does the myth about Medusa teach?
13
Student Reading- The Story of Medusa and Athena and The Story of
Arachne the Weaver
Provide students with a copy of Medusa. They will also need the story
of Arachne that they had yesterday. Students can take turns reading
pages with a partner or read silently to themselves. Students will
practice recounting skills as they compare the two stories using the
“Compare-A-Story” graphic organizer. At the end of guided practice
bring students back together to share what you notice while listening
in; answer the “Compare-A-Story” page as a class.
RBI Teacher Group: - RBI Teacher Group – Ancient Greece: The Trojan
War; Ancient Greece: The Cyclopes
Use this text and questions to continue teaching students to read and
comprehend grade level non-fiction texts.
Formative Assessment: Recount the story of Medusa and Athena by taking turns through a Basketball Discussion.
With Basketball Discussions, the conversation moves from teacher to student to student to student and so on. Students are often more
comfortable engaging in a discussion that is not entirely teacher led, and this also engages more students than the usual hand-raisers
who dominate discussion. You can also encourage participation – particularly with younger students – by actually tossing a small bean
bag or soft ball from student to student as a means of signaling discussion; the one with the ball is the one who is allowed to speak.
14
Today’s Learning Target:
*RI.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas in an informational text
independently. (R)
*RL.3.2: I can determine the central message of a myth. (K)
Day 4: Reading
Standard/Skill
RI.3.10: By the end of year, read
and comprehend informational
texts, including history/social
studies, science, and technical
texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Skill: Comprehend non-fiction
texts.
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine the central
message of a myth
Recount stories including myths
Activities/Procedures:
Read Aloud –– Introduction to Roman Mythology PPT
Use the PPT to introduce the unit theme and set the stage for reading.
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading –
Ancient Rome and Byzantium: The Story of Rome
Students will be gaining background information about Ancient Rome
and Roman Mythology while working on comprehending
informational text.
Read the passage together as a class. Pause along the way to
discuss vocabulary (founded, abandoned, completion) and to do
“think alouds” regarding the text content.
 After paragraph 1, Say: “I know that the purpose of myths is to
explain things about the world. It looks like Rome created a
myth to explain how their city began. Let’s read on to see
what happens.”
 After paragraph 2, Say: “So in this myth, twins were raised by
wolves and then decided to seek revenge on the person who
left – or abandoned - them. What’s revenge? Can I tell from
the text what that means? The next sentence after revenge
talks about killing the king. So can I conclude that revenge
means getting even, or punishing someone for something that
15
Resources/Technology
Formative Assessment
Introduction to Roman
Mythology PPT
http://pendleton.kyschools.
us/userfiles/80/Classes/6018
/INTRODUCTION%20TO%20
MYTHOLOGY%20%20Rome.pptx
www.ReadWorks.org
 Ancient Rome and
Byzantium: The Story
of Rome
 Ancient Rome and
Byzantium: Venus
was Her Name
 Ancient Rome and
Byzantium: Meet Me
at the Coliseum
they did?”
After paragraph 3 Say: “If I was recounting this text, I would say
it was about how ancient Rome began, or to use a vocabulary
word, was founded.”
Work through the questions as a class, again providing “think aloud”
strategies to answering comprehension question.
Student Reading- Ancient Rome and Byzantium: Venus was Her Name
Provide students a copy of the text. In pairs or independently, have
students read through the text and comprehension questions that
accompany the text.
RBI Teacher Group: Ancient Greece: The Trojan War; Ancient Greece:
The Cyclopes; add the next text to groups that are finishing: Ancient
Rome and Byzantium: Meet Me at the Coliseum
Use this text and questions to continue teaching students to read and
comprehend grade level non-fiction texts.

Formative Assessment:
KWL Chart – what key details have we learned that have furthered our understanding of mythology?
16
Today’s Learning Target:
*RI.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas in an informational text
independently. (R)
*RL.3.2: I can determine the central message of a myth. (K)
Day 5: Reading
Standard/Skill
RI.3.10: By the end of year, read
and comprehend informational
texts, including history/social
studies, science, and technical
texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Skill: Comprehend non-fiction
texts.
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine the central
message of a myth
Recount stories including myths
Activities/Procedures:
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths.
Include Title, Author, Main Characters, Setting, and Most Important
Events in Beginning, Middle and End, Problem/Solution. Have students
participate in recounting the read aloud.
Foundational Skills –
Working with WordsPhonics Dance-
Resources/Technology
Formative Assessment
http://myths.e2bn.org/inde
x.php
(Welcome
to Myths and
Legends. This site is for
pupils, teachers and all
those who enjoy stories
and storytelling)

FluencyGuided Reading – Pandora’s Box
(Prometheus was a Titan who really liked humans. He helped them in any
way he could. When he saw them shivering at night and eating raw meat,
he knew they needed fire. But the gods did not allow man to have fire. They
knew that man would misuse it and destroy with it. Prometheus was sure that
the good man did with fire would outweigh the bad, so he stole fire from the
gods and gave it to man. Zeus decided to punish Prometheus with trickery.
He called Aphrodite to pose while Hephaestus made a clay figure of a
woman. Then he brought the statue to life. The gods granted the woman
with many gifts including beauty, charm, cunning, wit, eloquence, deceit,
skill, and curiosity. Then Zeus gave her a box and told her she was never to
open it. Zeus then offered Pandora as a wife to Prometheus.
The Titan wanted her, but he refused because he knew it must be a trick of
the gods. Zeus became angry and punished Prometheus. The Titan was
chained to a rock. There, a vulture came daily to feed on his flesh.
Prometheus's brother, Epimetheus, accepted Pandora as his wife, and the
17
Pandora’s Box
http://pendleton.kysch
ools.us/olc/class.aspx?i
d=6018&s=80
• Retell-A-Story
organizer.

Ancient Greece:
Greek Drama
couple settled down for a happy life. But Pandora always wondered what
was in the box Zeus gave her. Finally she couldn't hold her curiosity down
anymore. She opened the box, and from it flew hate, anger, sickness,
poverty, and every bad thing in the world. She slammed the lid down and
managed to trap the final evil still in the box: hopelessness. So today, even
when the going gets tough, every human still has hope).
Story Variations:
There are many variations on this popular story. Some versions say that
Prometheus captured all the bad things and put them in a box. He then
gave the box to his brother for safekeeping. Pandora found it and opened it,
thus releasing all the bad things. Other versions say it was Epimetheus who
opened the box, not Pandora. Some variations say all the good things of the
world were inside the box, just as they were inside humans. When Pandora
released the good, it left humans as well. The only thing that stays forever is
hope, because Pandora managed to capture hope before it flew from the
box as well).
Review myths and their purposes: stories used to help explain things
about the earth and/or teach lessons.
Read the story of Pandora as a class, or use this link to listen to the
story as a class.
http://myths.e2bn.org/mythsandlegends/story562-pandoras-box.html
Talk about the following points:
•
Story elements (key for recounting stories): setting, characters,
•
Main idea, key details, beginning, middle, end
•
Questions for understanding, Ask: What was Medusa most
proud of? Give examples of some of the things details she bragged
about. How did Medusa spend her time? What did Medusa do to
anger Athena? What became of Medusa?
Talk about myths: If one of the purposes of myths is to teach a lesson,
what does the myth about Medusa teach?
(Can reference current meaning: Today, Pandora’s box means a
source of troubles. When we talk about opening Pandora’s box, we
use it as a metaphor to mean that we may not know what we are
getting ourselves into! Sometimes, that we do not always know how
something we have started may end, that we do not know the
consequences of our actions)
Student Reading- Pandora’s Box
18
Provide students with a copy of the story.
Students can take turns reading pages with a partner or read silently
to themselves. Then they will practice recounting the story with their
partner. Remind students that the challenging part about retelling is
that they should only include the most important events. Students
can use and answer “Retell-A-Story” page to guide their thoughts.
This will provide practice in identifying which events to include in their
retell. At the end of guided practice bring students back together to
share what you notice while listening in; answer the “Retell-A-Story”
page as a class.
RBI Teacher Group: Ancient Greece: The Trojan War; Ancient Greece:
The Cyclopes
Use this text and questions to continue teaching students to read and
comprehend grade level non-fiction texts.
Formative Assessment:
Learning Check – Ancient Greece: Greek Drama
Use this text and questions to practice skills learned this week.
19
Today’s Learning Target:
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Standard/Skill
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skills: Point of View (the standard
does not call for third graders to identify
1st and 3rd person. Students need to be
able to identify who is telling the story.
They also need to understand that the
narrator is different than the author and
that the narrator can sometimes be a
character in the story)
Teaching Tips: Point of view refers to a
personal opinion or perspective of the
reader or author.
Definition of Point of View: how a
character or author sees their world; a
character’s perspective.
Notes:
The English language uses three different
types of "persons" in speaking and writing,
and they are known as first-, second-, and
third-person.
-First-person point-of-view coming from the
writer’s perspective. When writing from firstperson, the writer will most often use the
pronouns "I," "we," "me," and "us." He is writing
from within himself, from the perspective of
his own eyes and his own experience.
- When a person writes from the secondperson perspective, she will mostly use the
pronoun "you." Second person is often used
for "how-to" articles and books. These
examples are written in second person:
•
You drove to the store. All of you
drove to the store.
•
You decided to skip the dance. "It
stinks anyway," you thought.
Day 6: Reading
Activities/Procedures:
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths.
Include Title, Author, Main Characters, Setting, Most Important Events
in Beginning, Middle and End, Problem/Solution. Have students
participate in recounting the read aloud. In addition, start a
discussion about Point of View. An Anchor Chart can be created to
document thoughts.
Say: Stories can be told different ways. An author must decide how
they will tell their story. Point of view is the way a story is told.
Sometimes a character is telling the story. This is often used in a
personal narrative. The words I, we, my and me are used to tell the
story. Other times the story is told by someone else – a narrator. Be
careful not to confuse the narrator with the author. The author is the
real person who wrote the story. The narrator is the make-believe
person who tells it. The words he, she, it and they are used to tell the
story. Let’s see if we can identify who is telling each of these stories.
Answer by saying ‘character’ or ‘narrator.’
 When I saw the sun come out, I immediately ran to my room
and put on my bathing suit. I couldn't wait to go swimming in
my new pool! (Character)
 Charlie saw the sun come out. He immediately ran to his room
and put on his bathing suit. He couldn't wait to go swimming in
his new pool! (Narrator)
 Officer Buckle knew more safety tips than anyone else in
Napville. Every time he thought of a new one, he
thumbtacked it to his bulletin board. (Narrator)
 That night as Pepita lay in bed, she thought and thought. By
morning she had decided what she would do. (Narrator)
 I liked this limo. It was a good place to think and to drive
around to see San Francisco. (Character)
20
Resources/Technology
Formative Assessment
Focus on the Genre: Myth;
Background on Greek
Myths – Jeannette
Sanderson (Benchmark’s
Blue Book)
Atalanta’s Race
Worksheet: Identifying
Point of View
Worksheet:
Atalanta’s Race
- Third-person point of view is a narrative
mode in which the primary characters are
referred to by their names or relative
pronouns (he, she, his, her). In a third-person
story, the narrator observes the primary
characters but is not an active participant in
the story.
RL.3.10: 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.
Skill: Comprehend fiction text,
The next day, Allie and her father walked to the playground.
Allie loved the sound her new basketball made as she
bounced it on the sidewalk. As they passed the firehouse, they
waved to Mr. Puchinsky, the fire captain. (Narrator)
 Ma had a new baby on the way. It was up to me. I figured I
could sell pies to the miners and fill up our money jar.
(Character)
Say: Now let’s look at our read aloud for today. What is the point of
view? Who is telling the story? How do you know?
Foundational Skills –
Working with Words
Phonics Dance-
including myths.
Myths:
Often take place before time,
or recorded history as we know
it, began.

Have gods, goddesses, heroes
and fantastic creatures with
supernatural powers.

Often explain the worldview of
a people or culture and may
have religious elements.

Have characters that are
humans, or humanlike, and
experience human emotions.

Often explain the origins of the
world and its creatures.
Characters often perform heroic tasks or
go on quests.

FluencyGuided Reading/Student Reading –: Focus on the Genre: Myth;
Background on Greek Myths; Atalanta’s Race
Write the word genre on the board/chart paper. Ask: Who can
explain what the word genre means? Allow responses. Say: The
word genre means “a kind of something.” Rock and Roll and country
are genres – or kinds – of music. As readers and writers we focus on
genres of literature. As readers we pay attention to genre to help us
comprehend. Recognizing the genre helps us anticipate what will
happen or what we will learn. Ask: Who can name some literacy
genres? Make a list on board/chart paper. Draw a concept web on
board/chart paper. Write Myths in the center circle of the web. Say:
Myths are one example of a literary genre. Based on what we
learned and read last week, how would you define what a myth is?
Turn and Talk to a classmate. After students talk, record ideas on the
group web. Reinforce the concept that all myths have certain
common features.
Distribute a copy of the text (pages 2-11). Say: This week we are
going to continue to read myths that will help us learn about this
21
genre. Ask individual students to read aloud the text on pages 2 and
3. Have a student read the web on page 3. Point to your myths web
on chart paper. Say: Let’s compare our initial ideas about myths with
what we just read. What new features of this genre did you learn?
Add new information to the class web. Say: As we read this week we
will come back to this anchor chart. We will look for how these
features appear in each myth we read. Ask students to turn to pages
4-5. Say: The myths in this book were told by ancient Greeks many
years ago. Let’s read about the Greek gods, goddesses and heroic
figures who appear in these myths. Have individual students read
aloud while others follow along. Say: The ancient Greeks use gods
and goddesses to explain and accept events that were beyond their
control or that they didn’t understand. Ask students to turn to page 6.
Ask: Based on the title and illustrations, what do you predict this myth
might be about? After answers, invite students to scan the text and
look for the boldfaced words (forfeit, vanished, veered, zipped). Say:
As you read, pay attention to these words. If you don’t know what
they mean, try to us clues in the surrounding text to help you define
them. We’ll come back to these words after you read. Ask students
to read the myth, focusing on the genre elements they noted on their
anchor chart. Students should also think about Point of View as they
read, and be prepared to discuss who is telling the story. After
reading the text, students can then work together to complete
“Identifying Point of View” (this worksheet will be used all week) and
“Questions for Atlanta’s Race.” Discussion for these will occur on Day
7.
RBI Teacher Group: Three Ancient Communities (500L) Citizenship in
Ancient Times (770L) , Ancient Rome (750L), Ancient Greece (710L),
Alexander the Great (650L), and Government in Ancient Times (800L).
Formative Assessment: What is meant by Point of View?
Use the strategy Laundry Day to demonstrate level of understanding. Laundry Day is a formative assessment strategy where students evaluate their
own learning. They group themselves in the classroom around four different kinds of laundry detergent: Tide, Gain, Bold and Cheer.
Laundry
Day
What Students Believe about
their own Understanding
22
Activities – What You Might See Happening
Students believe the tidal wave of
information might drown them


a comprehensive review of the material
ways to help the learner experience the information in a
different way
Students understand the basics but
need to gain a deeper understanding.

examining text, homework examples, internet sources to gain
more understanding.
Students are fairly confident in
their understanding of the topic.


creating review activities
discussions over some finer details of the topic
23
Today’s Learning Target:
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
*RL.3.2: I can determine the central message of a myth. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 7: Reading
Standard/Skill
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Point of View
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine key details and
central message of a myth
RL.3.10: 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.
Skill:
Comprehend fiction text.
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read aloud. Review Point of View from yesterday’s discussion. Have
students identify the Point of View from today’s reading.
Atalanta’s Race
Foundational Skills –
Working with Words-
Worksheet: Identifying
Point of View
King Midas and the Golden
Touch
Worksheet: King Midas
and the Golden Touch
Phonics DanceFluencyGuided Reading/Student Reading – Atalanta’s Race; King Midas and the
Golden Touch (pages 12-14)
Say: We talked about genre yesterday. What is genre? We also learned
that myths are a type of genre. Myths tell stories about the exciting
adventures of gods and superhuman heroes who have special powers,
perform heroic feats or go on quests. The characters’ traits and actions may
cause some natural event to show how people should behave. As readers,
we pay attention to the characters and the way they affect the story so we
can understand the myth’s message. Reread the Features of a Myth chart
created yesterday. Say: Did Atalanta’s Race have all of these features?
Turn and Talk to your neighbor. Ask groups to share and report their findings.
Say: Let’s reread the story from yesterday and think about understanding its
message. Have students take turns orally reading Atalanta’s Race. While
reading, discuss the following:
 Find it – Level 1 “What did the goddess Aphrodite have in her arms?
(a branch bearing three golden apples, page 8)
24
Look Closer – Level 2 “Why did Atalanta not want to race
Hippomenes? (she did not want him to die, page 7)
 Prove it – Level 3 “What clues on page 7 help you predict that
Atalanta will fall in love with Hippomenes? (When Atalanta saw
Hippoemenes, her pulse began racing faster than it had when she
was running; her heart danced and sang).
 Take it Apart – Level 4 “Why does the author probably include the
illustration on page 8? (to show readers what the race looked like).
 Define words from yesterday (forfeit, vanished, veered, zipped) as
they come up in text. (definitions on page 24)
Then go over the questions from yesterday’s partner work. Also discuss the
Point of View of the story (told by the narrator).
Introduce King Midas and the Golden Touch. Say: You are going to read
another myth today. Turn to a partner to discuss how you will use your genre
knowledge as a reader to help you understand the myth.
Discuss, then say: Let’s look at the title and illustrations of this myth. What do
you predict it might be about? Ask students to scan the text and look for the
boldfaced words (evict, intruder, folly, faded). Ask: What do you notice
about these words? Why do you think they appear in boldfaced type?
Discuss. Say: As you read, try to figure out the meanings of these words by
looking at other words around them. Set a purpose for reading. Ask students
to read the myth, focusing on Point of View (use the Point of View worksheet
from yesterday again) and key details of the story. Students can read in pairs
or independently. Students will also answer the questions on worksheet “King
Midas and the Golden Touch.” Questions will be reviewed and discussed on
Day 8.
RBI Teacher Group: Three Ancient Communities (500L) Citizenship in
Ancient Times (770L) , Ancient Rome (750L), Ancient Greece (710L),
Alexander the Great (650L), and Government in Ancient Times (800L).

Formative Assessment: What is the point of view of the author of today’s story?
Stop and Jot - Students jot down their response and then share with a partner.
25
Today’s Learning Target:
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
*RL.3.2: I can determine the central message of a myth. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 8: Reading
Standard/Skill
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Point of View
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine key details and
central message of a myth
RL.3.10: 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.
Skill:
Comprehend fiction text.
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud – Read Aloud – (myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read aloud. Review Point of View. Have students identify the Point of
View from today’s reading.
Foundational Skills –
Working with Words-
King Midas and the Golden
Touch
The Flight of Daedalus and
Icarus
Worksheet: Identifying Point
of View
Phonics Dance-
Worksheet: The Flight of
Daedalus and Icarus
FluencyGuided Reading/Student Reading –King Midas and the Golden Touch;
The Flight of Daedalus and Icarus”
Say: Yesterday we read Atalanta’s Race. Atalanta’s speed and love of
independence created the problem of the race. What character in King
Midas has traits that create a problem? Let’s reread the story from yesterday
and think about understanding its message. Have students take turns orally
reading King Midas. While reading, discuss the following:
 Find it – Level 1 “What was the only thing King Midas loved more than
gold?” (his daughter Marigold, page 12)
 Look Closer – Level 2 “Since King Midas helped Silenus, Dionysus did
what?” (appeared before the king and said ‘for helping Silenus, tell
me what you wish for and I will make it so’, page 12)
 Prove it – Level 3 “Dionysus probably knows that the wish King Midas is
making is a foolish one. What clue on page 13 helps you infer this?”
(Dionysus, like all gods, was amused by human folly, and smiled)
26
Define words from yesterday (evict, intruder, folly, faded) as they
come up in text. (definitions on page 24)
Then go over the questions from yesterday’s partner work. Also discuss the
Point of View of the story (told by the narrator).
Say: Do you think Dionysus knew what would happen to King Midas? Why or
why not? Turn and Talk to your neighbor.
Say: What do you think makes this story meaningful to people? How else
could you show that money is not life’s greatest treasure? Turn and Talk to
your neighbor.
Give students a copy of The Flight of Daedalus and Icarus (page 16-20)
Say: This myth is written in a different format from the others. Notice the
notes in the margins. First, we will read to understand this myth. Tomorrow,
we will reread this myth like a writer and think about how the notes in the
margins can help us write our own myths. Point out the boldfaces words
(banished, entrance, blissful, capture, soar). Say: When you see these words
in the myth, use context clues to help you figure out what the words mean.
Set a purpose for reading. Ask students to read the myth, focusing on how
the characters’ traits and actions move the plot events forward and lead to
a solution to the problem.
Students can read in pairs or independently. Students will also answer the
questions on worksheet “The Flight of Daedalus and Icarus.” Questions will be
reviewed and discussed on Day 9. Students will also continue to complete
the Point of View worksheet from Day 6.
RBI Teacher Group: Three Ancient Communities (500L) Citizenship in
Ancient Times (770L) , Ancient Rome (750L), Ancient Greece (710L),
Alexander the Great (650L), and Government in Ancient Times (800L).

Formative Assessment: What is the central message of this myth?
8 Words or Less: Students respond to the question in writing and may only use up to 8 words.
27
Today’s Learning Target:
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
*RL.3.2: I can determine the central message of a myth. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 9: Reading
Standard/Skill
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Point of View
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine key details and
central message of a myth
RL.3.10: 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.
Skill:
Comprehend fiction text.
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read aloud. Review Point of View. Have students identify the Point of
View from today’s reading.
Foundational Skills –
Working with Words-
The Flight of Daedalus and
Icarus
Worksheet: Identifying Point
of View
Worksheet: BLM 2
“Character Chart”
Phonics DanceFluencyGuided Reading/Student Reading – The Flight of Daedalus and Icarus
Talk about character. Say: Understanding characters can help us better
comprehend a story. When readers analyze a character, they are also
working to determine how the character’s traits affect the story. For
example, readers analyze a character by noting what the character says
and does as well as how others interact with the character. They evaluate
events in the plot and determine how the character affects those events.
Readers also sum up the impact the character has on the solution of the
story’s problem. Let’s look at some examples. I will read some statements
that describe characters. You name the character and explain how this
action affected the plot:
 I am too excited to listen well.
 I am determined to save the one I love.
 I am determined to kill the Minotaur.
 I feel compassion for my cousin and want to help him.
28
My actions caused my son and me to be imprisoned.
My actions led to my death.
Say: Let’s reread the story “The Flight of Daedalus and Icarus.” As we read,
think about the characters and their traits, actions, and how that affected
the plot of the story. Have students take turns orally reading. While reading,
discuss the following:
 Find it – Level 1 “Adriane fell in love with who?” (Theseaus, page 16)
 Look Closer – Level 2 “What happened after Daedalus leapt off the
tower? (Icarus followed; father and son flew over the guards outside
the tower; they flew past the guards in the harbor; soon they left
Crete and were flying over the ocean, page 20)
 Prove it – Level 3 “Daedalus is a kind person. Find the clues that tell
you this on page 17” (I would like to save my cousin, But I cannot go
against the king’s wishes; Daidalus was moved by Adriane’s words)
 Take It Apart – Level 4 “The author uses cause and effect to tell what
happened when King Minos found out that Theseus had murdered
the Minotaur and run away with the daughter. What page tells this?
(page 18)
 Define words from yesterday (banished, entrance, blissful, capture,
soar). as they come up in text. (definitions on page 24)
Then go over the questions from yesterday’s partner work. Also discuss the
Point of View of the story (told by the narrator).
Create a chart on chart paper. See example “Character Chart.” Work as a
whole group to analyze the myth’s characters, identifying each character’s
traits and actions and citing examples of how these affect the plot. Students
can add the answers to Worksheet BLM 2. Then students can work in small
groups or pairs to re-read myths from this week to complete the rest of the
worksheet BLM 2.
RBI Teacher Group: – Three Ancient Communities (500L) Citizenship in
Ancient Times (770L) , Ancient Rome (750L), Ancient Greece (710L),
Alexander the Great (650L), and Government in Ancient Times (800L).


Formative Assessment: How can understanding key details help us comprehend text?
Commercial Break: Pair in small groups and discuss, then share out. Commercial Breaks can also be used during a lesson and can
allow students to stop and reflect on concepts and ideas that have been introduced, make a connection to prior knowledge and
experiences, seek clarification from peers, and formulate ideas into words.
29
Today’s Learning Target:
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
*RL.3.2: I can determine the central message of a myth. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 10: Reading
Standard/Skill
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Point of View
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine key details and
central message of a myth
RL.3.10: 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.
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read-aloud. Review Point of View. Have students identify the Point of
View from today’s reading.
Foundational Skills –
Working with Words-
Atalanta’s Race
King Midas and the Golden
Touch
The Flight of Daedalus and
Icarus
Phonics Dance-
Worksheet: BLM 4
FluencyGuided Reading/Student Reading – Atalanta’s Race; King Midas; The
Flight of Daedalus and Icarus; Background on the Odyssey
Lead a discussion about myths. Say: Good readers think about how literary
works are related. All of these myths share certain features. They all have at
least one character with superhuman abilities. They all describe incredible
feats performed by characters. Today we will think about the characters,
problems and solutions in all three myths. We’ll think about how these
elements are alike and different and what we can learn from them.
Using Worksheet BLM 4, complete “Atalanta’s Race” together as a whole
group. Then have students work individually or in small groups to complete
the other two stories. Bring students back together to share ideas.
Introduce the next text. Say: The Odyssey is a collection of myths passed
30
Background on the Odyssey
(pages 5-7 of Benchmark’s
Myths – orange book)
Learning Check: Ancient
Rome and Byzantium: Julius
Caesar
http://www.readworks.org/ge
t/229053/660_ancient_rome_a
nd_byzantium_julius_caesar.p
df
Skill:
Comprehend fiction text.
down for thousands of years. These myths tell about the adventures of the
hero Odysseus. Let’s read about The Odyssey to learn about Odysseus and
the hardships he faced as he tried to return home after a war. Give students
the text “Background on the Odyssey, pages 5-7. Have students take turns
reading aloud the background information while the others follow along.
Say: Odysseus has great strength and cunning, but in our text it is the
author’s point of view that Odysseus is a braggart. Look on page 6 and find
the sentence that tells us this. What can you infer, or tell, from this? Allow
responses. Prompt students to understand that heroes of myths are often
both superhuman and human, displaying both the abilities of gods and the
weaknesses of ordinary people. Say: As we read stories from the Odyssey,
we will compare/contrast our own points of view to the narrator’s or the
character’s point of view to see if our opinion is the same.
RBI Teacher Group: Three Ancient Communities (500L) Citizenship in
Ancient Times (770L) , Ancient Rome (750L), Ancient Greece (710L),
Alexander the Great (650L), and Government in Ancient Times (800L).
Formative Assessment:
Learning Check – Ancient Rome and Byzantium: Julius Caesar
Use this text and questions to practice skills learned this week.
31
Today’s Learning Target:
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
*RL.3.2: I can determine the central message of a myth. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 11: Reading
Standard/Skill
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Point of View
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine key details and
central message of a myth
RL.3.10: 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.
Skill:
Comprehend fiction text.
Activities/Procedures:
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read aloud. Review Point of View. Have students identify the Point of
View from today’s reading.
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading –– Odysseus and the Cyclops (page 813)
Say: Let’s review. What is a literary genre? How can understanding genres
help readers and writers? Turn and Talk about it. Have partners discuss their
ideas and report them back to the whole group.
Review the features of a myth from the Anchor Chart made earlier in the
week. Give students a copy of “Odysseus.” Ask: Based on the title and
illustrations, what do you predict this myth might be about? Allow responses.
Invite students to scan the text and look for the boldfaced words (mettle,
meddle, gate, gait). Say: As you read, pay attention to these words. If you
don’t know what they mean, try to use clues in the surrounding text to help
you define them. We’ll come back to these words after we read. Ask
students to read the myth, focusing on the myth genre elements. Say:
Yesterday we talked about how Odysseus had great strength and cunning,
but in our text it is the author’s point of view that Odysseus is a braggart. As
we read this story from the Odyssey, we will also compare/contrast our own
32
Resources/Technology
Formative Assessment
Odysseus and the Cyclops
Worksheet: Identifying
Point of View
points of view to the narrator’s or the character’s point of view to see if our
opinion is the same. As you read, look for character traits the author gives us
about Odysseus. When you find one, mark it with a sticky note on your page.
We will later go back and discuss these and see if we agree with the author’s
point of view. Have students work independently, in partners or in small
groups to read the story and mark examples of the author’s point of view of
Odysseus. (ex: “Brave” on page 8; “clever” on page 10; “wisdom” on page
11; Odysseus’s pride on page 13). Students will also complete the last block
on the “Identifying Point of View” worksheet. All will be reviewed on Day 12.
RBI Teacher Group: Three Ancient Communities (500L) Citizenship in
Ancient Times (770L) , Ancient Rome (750L), Ancient Greece (710L),
Alexander the Great (650L), and Government in Ancient Times (800L).
Formative Assessment: Exit Slip – what is your point of view of today’s character?
33
Today’s Learning Target:
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 12: Reading
Standard/Skill
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Compare/contrast own point
of view to the narrator’s or the
character’s point of view.
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine key details and
central message of a myth
RL.3.10: 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.
Skill:
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read aloud. Review Point of View. Have students identify the Point of
View from today’s reading.
Odysseus and the Cyclops
(page 8-13)
BLM 2 – Compare and
Contrast
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading – Odysseus and the Cyclops (page 813)
Say: We’ve been talking about Point of View. Point of view can refer to the
perspective of the reader or author. Point of View can also deal with your
personal opinion regarding a text. Yesterday we talked about how Odysseus
had great strength and cunning, but in our text it is the author’s point of view
that Odysseus is a braggart. As we read this story from the Odyssey
yesterday, you were to compare/contrast our own points of view to the
narrator’s or the character’s point of view to see if our opinion is the same.
We will read the story together today, and I want you to review the
character traits the author gives us about Odysseus. Yesterday, when you
found one, you were to mark it with a sticky note on your page. Today we
will also be looking for the author’s opinion of view, or opinions on not only
the hero of the story, Odysseus, but also on the antagonist of the story,
Polyphemus. Greek myths often include an antagonist: a main character
who opposes the myth’s hero, who is called the protagonist. When we find
34
Find It – Odysseus and the
Cyclops (worksheet)
Comprehend key ideas in fiction
text.
something, we will mark it with a sticky note and I will start a chart for us to
organize our notes. Have students record their own notes as well using
copies of BLM 2 – Compare and Contrast. Have students take turns reading
aloud.
Say: We talked again yesterday about mythical heroes having special
powers. They also have human qualities and experience human emotions.
In The Odyssey, the adventurer Odysseus is pitted against monsters, gods and
goddesses. In these encounters, readers are meant to compare and
contrast the traits, words and actions of the hero and his antagonists. How
are they alike? How are they different? Comparing and contrasting
characters can help you understand who and what the author thinks – what
is the author’s point of view?
Work with students to identify and compare traits, words and actions of
these two characters. For Odysseus, list examples such as: clever, cunning,
civilized, quick-thinking, observant, proud. For Polyphemus, list examples
such as: slow-witted, bad-tempered, savage, favored by Poseidon. When
the first and last columns of BLM 2 are completed, Say: We identified ways
the hero and antagonist are and different. Now, let’s look at the middle
column and discuss ways that the two are like each other. List traits such as
brave, strong, can perform amazing deeds. Say: Now let’s decide what big
idea these similarities and differences reveal. For example, Odysseus and
Polyphemus are both strong and proud. However, Odysseus is clever and
observant while Polyphemus is dull and careless. This is why Odysseus is able
to outwit and defeat the giant. Odysseus understands the importance of
civilized behavior. Polyphemus is crude and cruel with a savage appetite.
We are meant to admire Odysseus’s qualities. This is the author’s point of
view that he is trying to share with us. Help students to formulate a statement
to complete the Compare/Contrast Chart. Discuss what the differences in
the character’s traits and the story outcome suggests about ancient Greek
values. Say: Back to yesterday’s question – do we or do we not agree with
the author’s point of view regarding Odysseus being a braggart? Why or
why not? Look at page 13. Allow discussion.
Say: When you answer questions on KPREP or other comprehension tests, you
must be able to support your answers with facts or clues and evidence
directly from the text. Today I will help you continue to learn how to answer
questions. We will work with “Find It” questions. The answer to a “Find It”
question is right in the text. You can find the answer in one place in the text.
Read: Where did the Cyclops throw a giant boulder? Say: When I am
answering questions for a test, I first read the question carefully to make sure I
understand what it is asking. I then look for important words that tell me what
35
http://pendleton.kyschools.us
/admin/olc/classEdit.aspx?id=
6018&s=80
For Listening Center:
http://www.storynory.com/20
07/01/15/in-the-cyclopscave/
to look for in the book. What words in this question do you think will help me?
Allow responses. Say: Yes, I’m looking for the words Cyclops, throw, and
boulder. Now that I know the important words, I need to look in the text and
find the words that are in the question. I’m going to scan the text for the
words. I will then reread parts that have the key words that are in the
question. On page 13, I read, “The Cyclops thundered to the shore, picked
up a giant boulder, and threw it toward the sound of Odysseus’s voice.” I’m
going to reread the question again and make sure that the information I
found really answers the question. This sentence answers the question. Have
students work individually, in partners or small groups to reread the story
again and work on answering “Find It” questions from the “Find It – Odysseus
and the Cyclops” worksheet. Answers can be reviewed at the end of class
for formative assessment purposes.
RBI Teacher Group: Practice answering “Find It” questions with RBI groups
today.
Three Ancient Communities (500L) Citizenship in Ancient Times (770L) ,
Ancient Rome (750L), Ancient Greece (710L), Alexander the Great (650L),
and Government in Ancient Times (800L).
Formative Assessment: Use key details to comprehend text. Use “Find It – Odysseus and the Cyclops” worksheet to analyze student’s
ability to answer “Find It” questions.
36
Today’s Learning Target:
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 13: Reading
Standard/Skill
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Point of view.
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine key details and
central message of a myth
RL.3.10: 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.
Skill:
Comprehend fiction text.
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read aloud. Review Point of View. Have students identify the Point of
View from today’s reading. In addition, start to ask “Find It” – Level 1
comprehension questions. These types of questions include the words who,
what, when, where, why and how and the answer can be found directly in
facts and details in the text. Use an anchor chart to create a resource for
students to help answer Level 2 questions.
“Circe Enchants Odysseus”
(page 16-19)
BLM 2 – Compare and
Contrast
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading –“Circe Enchants Odysseus” (page 1619)
Say: You are going to read another myth today that deals with Odysseus.
Turn to a partner to discuss how you will use your genre knowledge as a
reader to help you understand the myth. Ask the partners to summarize what
they heard. Say: Let’s look at the title and illustrations of this myth. What do
you predict it might be about? Give students time to share their predictions.
Ask students to scan the text and look for the boldfaced words (reign, rein,
vile, vial). Ask: What do you notice about these words? Why do you think
they appear in boldfaced type? Allow responses. Encourage students to
notice that these words sound alike, but are spelled differently and have
different meaning. Say: As you read, try to figure out the meanings of these
37
“Look Closer – Circe and
Odysseus” worksheet.
http://pendleton.kyschools.us
words. Look for clues in the text. After we read, we will talk about how you
used context clues provided by the author. Set a purpose for reading. Ask
students to read the myth, focusing on character traits as they did on Day 10
and 11. Say: As you read, look for character traits the author gives us about
either the hero, or protagonist of this myth, and the “bad guy” or antagonist
of the myth. When you find a trait for either, mark it with a sticky note on
your page. We will later go back and discuss these and see if we agree with
the author’s point of view. Have students work independently, in partners or
in small groups to read the story and mark examples in their text. After
reading, Say: Yesterday we compared and contrasted the hero Odysseus
and the antagonist Polyphemus. They shared some traits, but they were very
different in their attitudes and actions. Which character is the antagonist in
this myth? How is the character like and unlike Odysseus? Allow responses.
As students share their analyses, synthesize their responses into a whole-group
chart like the one from Day 11 (see chart at right for sample and answers).
Students can also record their own notes as well using copies of BLM 2 –
Compare and Contrast – that was started on Day 11. Lead a discussion
using the following questions:
 What are Odysseus’s character traits?
 Does he show the same traits in both myths?
 How are Polyphemus and Circe similar?
 How are they different?
 Do Odysseus, Polyphemus and Circe consistently act as you expect
them to? Explain.
After discussion and chart completion, Say: When you answer questions on
KPREP or other comprehension tests, you must be able to support your
answers with facts or clues and evidence directly from the text. Today I will
help you continue to learn how to answer questions. We will practice on a
different type of questions today – one I like to call “Look Closer” questions.
The answer to a Look Closer question is in the book. You have to look in more
than one place, though. You find the different parts of the answer. Then you
put the parts together to answer the question. This type of question may ask
me to compare and contrast, to sequence or tell when something
happened, or ask me to tell what a book or paragraph in the book is all
about (main idea). Read: What did Circe’s do after her face became a
thundercloud? Say: I will show you how I answer a Look Closer question. First
I am going to look for words in this question that will help me know what to
look for in the text. I see the word AFTER. This word is a clue that let me know
that this question is asking me to identify a sequence of events. Now I need
to look for other information to find in the book. What information do you
38
/admin/olc/classEdit.aspx?id
=6018&s=80
think will help me? Allow responses. Say: Yes, I need to reread what
happened when Circe’s face became a thundercloud. On page 17, I read
that Circe shook her head in disgust and pulled a long stick from her sleeve.
Then she said, “You are pigs” and tapped each man with her wand. I have
found the answer in the book. I looked in several sentences to find the
answer. Now I need to go back and reread the question again. Does the
information I found in the book answer the question? If the information I
found in the book answers the question, I have the right answer. Have
students work individually, in partners or small groups to reread the story
again and work on answering “Look Closer” questions from the “Look Closer
– Circe and Odysseus” worksheet. Answers can be reviewed at the end of
class.
RBI Teacher Group: Practice answering “Look Closer” questions with RBI
groups today.
Three Ancient Communities (500L) Citizenship in Ancient Times (770L) ,
Ancient Rome (750L), Ancient Greece (710L), Alexander the Great (650L),
and Government in Ancient Times (800L).
Formative Assessment: Use key details to comprehend text. Use “Look Closer – Circe and Odysseus” worksheet to analyze students’ abilities to
answer “Look Closer” questions.
39
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 14: Reading
Standard/Skill
Activities/Procedures:
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Read Aloud –(myth)__________________________________
Skill: Determine key details and
central message of a myth
Foundational Skills –
Working with Words-
RL.3.10: 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.
Skill:
Comprehend fiction text.
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read aloud. In addition, start to ask “Look Closer” – Level 2
comprehension questions. These types of questions involved sequence, main
idea/supporting details, cause and effect or compare and contrast. See
resource column for clue words. Use an anchor chart to create a resource
for students to help answer Level 2 questions.
Phonics DanceFluencyGuided Reading/Student Reading –“The Call of the Sirens” – ( pages 2227)
Say: You are going to read another myth today that deals with Odysseus
and his journeys. Turn to a partner to discuss how you will use your genre
knowledge as a reader to help you understand the myth. Ask the partners to
summarize what they heard. Say: Let’s look at the title and illustrations of this
myth. What do you predict it might be about? Give students time to share
their predictions.
Ask students to scan the text and look for the boldfaced words (flair, flare,
pleas, please). Ask: What do you notice about these words? Why do you
think they appear in boldfaced type? Allow responses. Encourage students
to notice that these words sound alike, but are spelled differently and have
different meaning. Say: As you read, try to figure out the meanings of these
words. Look for clues in the text. Remember, finding context clues is a
40
Resources/Technology
Formative Assessment
“Look Closer” Questions: Clue
Words:
Sequence
First
Next
Then
Finally
Before
After
Cause and Effect
Because
So
Why?
Compare and Contrast
Alike
Also
Too
But
Different
Same
In common
Main Idea
Main Idea
Supporting Details
“The Call of the Sirens” – (
pages 22-27)
BLM 2 – Compare and
Contrast
Dice
strategy you can use to help you define unfamiliar words. Set a purpose for
reading. Ask students to read the myth, focusing on character traits as they
did on Day12. Say: As you read, look for character traits the author gives us
about either the hero of this myth, and the antagonists of the myth. When
you find a trait for either, mark it with a sticky note on your page. We will
later go back and discuss these. Understanding character traits helps us to
better comprehend what we read. Have students work independently, in
partners or in small groups to read the story and mark examples in their text.
After reading, lead the class in a whole group discussion about the strategy
of comparing and contrasting. Say: What are you looking for when you
compare and contrast characters? Allow responses. Point out that readers
can better understand story characters if they look for similarities and
differences as revealed in descriptions, dialogue and actions. In a myth, the
ways in which the hero and antagonist are alike and different show readers
something about the values of a culture. Say: Today we will talk about the
characters in the story by playing a game. Divide the class into two teams.
Give the teams time to discuss the story and review ways Odysseus, the Sirens
and Scylla and Charybdis are alike and different. Students can also record
their own notes as well using copies of BLM 2 – Compare and Contrast – that
was started on Day 11. On the board or on chart paper, write Odysseus,
Sirens, and Scylla and Charybdis in 3 columns. Using a die, explain to the
students that rolling a 1 or 2 is Odysseus, a 3 or 4 is Scylla, and a 5 or 6 is Scylla
and Charybdis. Have a player on the first team roll to select a character.
The player then gives a fact, description, or other detail about that
character. (Optional: to make the game more complex, the opposing team
could also ask that player a question about the character selected). Play
alternates between the teams, with a new player rolling each turn. As
students share their analyses, synthesize their responses into a whole-group
chart (see chart at right for sample and answers).
After game and chart completion, review strategies for answering
comprehension questions. Students should have access to the text from
Days 11, 12 and 13 to help in answering questions. Say: The past several
days we have talked about different types of questions that are asked on the
KPREP, on learning checks, and on other types of tests and quizzes that are
used to check your comprehension, or understanding, of a text. Let’s review
what we have learned. “Find It” questions are Level 1 types of questions.
That means they are the easiest to answer. The answer to a “Find It” question
is right in the text. You can find the answer in one place in the text.
Sometimes the answer is just one word, or a few words. We know “Find It”
questions are being asked because they most often address the “5 W’s” –
41
Level 1 and 2 Questions –
Odysseus worksheet
http://pendleton.kyschools.us
/admin/olc/classEdit.aspx?id
=6018&s=80
who, what, when, where, why, and the non-w word: how. Can you share an
example of a “Find it” question? Allow responses. Say: We have also talked
about “Look Closer,” or Level 2 comprehension questions. These types of
questions are a bit harder than Level 1 “Find It” questions. The answers can
still be found in the text, but not necessarily in one place. You have to put
multiple pieces of information together to answer the question. These
questions ask for answers regarding sequence, cause and effect, compare
and contrast, or main idea/supporting details. Can anyone share an
example of a “Look Closer” question? Allow responses.
RBI Teacher Group: Practice answering “Find It” and “Look Closer”
questions with RBI groups today.
Three Ancient Communities (500L) Citizenship in Ancient Times (770L) ,
Ancient Rome (750L), Ancient Greece (710L), Alexander the Great (650L),
and Government in Ancient Times (800L).
Formative Assessment: Say: Today we will work as a group to answer some Level 1 and Level 2 questions. These questions will come from all of the
stories about Odysseus that we have read in the past three days. (If you choose to do this as a small group or individual activity, the worksheet with
questions for this activity is “Level 1 and 2 Questions – Odysseus” and the link is in the resource column).
1. (Find It – Level 1) In Odysseus and the Cyclops, where did the Cyclops throw a giant boulder? (toward the sound of Odysseus’s voice, page
13)
2. (Look Closer – Level 2) In Odysseus and the Cyclops, why did Elpenor think that the shepherd living in the cave must be a giant? (cause and
effect – in the cave there were wheels of cheese as tall as the tallest soldier; there were buckets of milk big enough for all of the men to
bathe in, page 9)
3. (Find it – Level 1) In Circe Enchants Odysseus, where did Eurylochus hide? (behind the tree, page 17).
4. (Look Closer – Level 2) In Circe Enchants Odysseus, what did Circe’s do after her face became a thundercloud? (sequence – she shook her
head; pulled a long stick from her sleeve; said, “You are pigs;” tapped each man with her wand, changing them into pigs, page 17).
5. (Find it – Level 1) In The Call of the Sirens, how many spears did Odysseus throw at the Scylla? (six, page 15)
6. (Look Closer – Level 2) In The Call of the Sirens, what does Odysseus know about Charybdis and Scylla that is different? What does he know
that is the same? (compare and contrast – the rough sea was the whirlpool monster Charybdis; the cave was the home of the six-headed
Scylla; both mean that his men would die).
Say: Knowing more about the types of comprehension questions helps us to understand how to correctly answer these questions when we see them
on a test. It is important to be able to answer questions, because that is how we prove that we can read for meaning and actually understand
what we are able to read. This is how we show that we can use key details to answer questions and to show that we comprehend text.
42
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 15: Reading
Standard/Skill
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: Determine key details of a
myth
RL.3.10: 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.
Skill: Comprehend fiction text.
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Have students participate in recounting
the read aloud. Focus on asking both Level 1 “Find It” and Level 2 “Look
Closer” questions.
Foundational Skills –
Working with Words-
Odysseus and the Cyclops
“Circe Enchants Odysseus”
“The Call of the Sirens”
Worksheet “Prove It –
Odysseus”
http://pendleton.kyschools.us
/admin/olc/classEdit.aspx?id=
6018&s=80
Phonics DanceFluencyGuided Reading/Student Reading– All Odysseus stories from orange Benchmark book (from Day 10-13)
Say: We have been talking about determining how the central message or
lesson is conveyed through key details in myths. Today we are going to look
through the myths we’ve read the past few days and talk about key details.
Before we do, I’d like to show you how I answer a different type of
comprehension question. This type of question is called a “Prove It” question.
It is a level 3 question, so you know it will be a bit tougher to answer than the
others we’ve worked with the past few days. A Prove It question is not stated
in the book. Just like a detective, you must search for clues and evidence
that prove the answer. Prove It questions usually ask you to:
 Analyze the character
 Identify an unstated main idea
 Use graphic features
 Summarize information
 Make inferences
 Draw conclusions
43
BLM 4 (Make Connections
Across Texts).
Learning Check:
“The Mysterious Horse”
http://pendleton.kyschools.us
/userfiles/80/Classes/6018/Th
e%20Mysterious%20Horse%20
Learning%20Check.docx
 Make predictions
Say: First, I read through the question. Read: “Use one sentence to
summarize the key information in the fifth paragraph on page 24.” Say: This
question asks me to review and recap information. I know this because of
the word “summarize.” Now I need to look for other important information in
the question. What information do you think will help me? Allow responses.
Say: Yes, I need to reread the fifth paragraph on page 24. Read the
paragraph. Say: The paragraph describes Odysseus’s desperate struggle to
break the ropes and go to the Sirens, and his failure to do so. A summary
sentence might say: “Odysseus tried hard to get free, but he could not.”
Determining what the details in the paragraph have in common helped me
summarize the paragraph in one sentence. Today, you will practice
answering some “Prove It” questions, just as I have. First, we will reread
yesterday’s story.
Say: When we reread, we are looking at a story that we are familiar with. It is
not as difficult for us to read as it was the first time through, because we do
not have to concentrate so hard on figuring out the words. In a reread, it is
important to work on your fluency, because fluency helps to support
comprehension, or understanding of the story. We will reread one of our
myths today. I want you to focus on reading with appropriate speed,
volume, and expression. You will also work to answer your “Prove It”
questions. Reread the story, “The Call of the Sirens.” You can have students
read the story as a whole group, with readers taking turns, or have the
students read in pairs. Then, as a whole group, small group or in pairs, have
students answer the questions on the worksheet “Prove It – Odysseus.”
Go over answers when complete. Say: Over the past several days, we have
discussed three different myths, all dealing with Odysseus. Good readers
think about how literary works are related. These myths all share certain
features. They all feature Odysseus and describe difficult challenges he must
overcome. What else do they have in common? Have students work
individually or in small groups to complete BLM 4 (Make Connections Across
Texts). You may want to do the first column whole-group to get it started.
After completing the page, bring students back together to share their ideas.
(See right column for sample answers).
RBI Teacher Group: Practice answering “Prove It” questions with RBI groups
today.
Three Ancient Communities (500L) Citizenship in Ancient Times (770L) ,
Ancient Rome (750L), Ancient Greece (710L), Alexander the Great (650L),
and Government in Ancient Times (800L).
44
Formative Assessment:
Learning Check:
Say: Today’s Learning Check will be a bit different than what we have had in the past. We have been working hard to answer different types of
questions and to find those answers in our text. Review “Find It,” “Think About It” and “Prove It” questions. Say: For today’s Learning Check, you will
be using the story we just read, “The Mysterious Horse.” You will also answer questions that are similar to the ones we’ve answer recently. They will be
any of the three types of questions that we have talked about.
Give Learning Check. Since terminology is still new, students may reference charts that you have made for each type of question – leave those
hanging for this assessment.
45
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
Day 16: Reading
Standard/Skill
•RL.3.2: Recount stories,
including fables, folktales, and
myths from diverse cultures;
determine the central message,
lesson, or moral and explain how
it is conveyed through key
details in the text.
Skill: Determine the central
message of a myth. (K)
RL.3.10: 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.
Skill: Comprehend key ideas
and details.
RL.3.6 Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Compare/contrast own
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud –(myth)__________________________________
Use the read aloud time to continue to work on recounting myths. Include
Title, Author, Main Characters, Setting, Most Important Events in Beginning,
Middle and End, Problem/Solution. Review Point of View. Have students
identify the Point of View from today’s reading. Have students participate in
recounting the read aloud. Focus on asking Level 3 – “Prove It” questions.
Foundational Skills –
Working with Words-
“The Mysterious Horse – The
Story of the Trojan War”
(from Greek Myth Mini-Books)
Complete “Considering Our
Own Points of View”
worksheet.
Phonics DanceFluencyGuided Reading/Student Reading –“The Mysterious Horse – The Story of
the Trojan War”
This lesson will focus on points of view: narrator, character, and personal.
Say: We have been talking about Point of View. Point of View is the
perspective or vantage point from which a text is told, or the “way” the story
is told. Sometimes a character is telling the story. This is often used in a
personal narrative. The words I, we, my and me are used to tell the story.
When stories are not told be a character from within the story, the Point of
View of the story is often told by someone else – a narrator. Be careful not to
confuse the narrator with the author. The author is the real person who wrote
the story. The narrator is the make-believe person who tells it. The words he,
she, it and they are used to tell a story.
Read the questions below and have students identify the Point of View.
 Odysseus needed to pilot his ship past deadly creatures. (Narrator)
 I will see what else the gods have in store for me on my journey home.
46
point of view to the narrator’s or
the character’s point of view. (R)
(Character)
The goddess Athena had sent him to help. (Narrator)
I did not hear Odysseus crying to free him from the ropes because I
had put beeswax in my ears. (Character)
 I shouted for the gods, for my men, for anyone at all to free me, but
no one would. (Character)
 Fearful of losing even more men, Odysseus picked up an oar and
began rowing himself (Narrator).
Say: The myths that we have read this week have all been about Odysseus,
and have all been in third person point of view. A narrator has been telling
us the story. Today we are going to read about Odysseus once again, but
this time the story be told from two different perspectives.
Distribute copies of the myth to students.
Say: We have been talking about Odysseus’s trip home to Ithaca. Odysseus
had been in the Trojan War, and the past several days we have read stories
that document his journey home after the war. Today we are going to go
backward a bit; the myth we will read today occurred before the stories of
this week. Today we will read about Odysseus and an important role he
played in the Trojan War. Let’s look at this text together. From the cover,
what do you predict it might be about? Let’s look through the story. What
do you notice starting on page 3? Yes, there are speech bubbles. What else
might you read that also has speech bubbles? Turn to your neighbor and
talk about this. Say: Yes, comics or graphic novels both have these as well.
When we see a speech bubble, it is the character speaking. We are getting
the story from the character’s perspective. The other words in the story,
those not in the speech bubbles, will be from the narrator’s perspective.
Today as you read, I want you to take a highlighter and highlight the parts
that are from the character’s perspective. We will later go back and discuss
these. Have students work independently, in partners or in small groups to
read the story and mark examples in their text OR read the story together as
a whole group, taking turns and following along in the text. Discuss unknown
words, and highlighted Point of View sections. Come back together as a
class to discuss. Say: Today we have looked at the story of the Trojan Horse
from two different points of view. We had text that was from the perspective
of the narrator, and that told us the story. Then, because this text is written
with speech bubbles, we had the perspective of Odysseus, one of the
characters. Now let’s talk about another point of view – yours. Complete
“Considering Our Own Points of View” worksheet. This can be done
individually or as a class. Discuss.
RBI Teacher Group: Practice answering all three types of questions with RBI


47
groups today.
Three Ancient Communities (500L) Citizenship in Ancient Times (770L) ,
Ancient Rome (750L), Ancient Greece (710L), Alexander the Great (650L),
and Government in Ancient Times (800L).
Formative Assessment: What is your point of view of the character in today’s text? Complete an SOS Summary (Statement, Opinion,
Support) Write on the board: Given this statement: “Odysseus is a hero,” what is your opinion? Students respond with their opinion, providing
support for their point of view.
48
Today’s Learning Target:
*RI.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas in an informational text
independently. (R)
Day 17: Reading
Standard/Skill
RI.3.10: By the end of year, read
and comprehend informational
texts, including history/social
studies, science, and technical
texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Skill: Comprehend key ideas
and details, craft and structure,
and integration of knowledge
and ideas in an informational
text.
Activities/Procedures:
Resources/Technology
Formative Assessment
Read Aloud –(nonfiction regarding Greece or Rome): _____________________
This week the focus will be on reading non-fiction text. As you read, model
strategies that are appropriate for this type of reading. Use questioning to
show students how to integrate knowledge and ideas in informational text.
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading – Greece: Ancient Civilizations;”
“Rome: Ancient Civilizations – from National Geographic Theme Sets
This lesson will focus on key ideas and details in informational text.
Say: We have been learning about mythology. Myths can come from any
culture, but the most popular ones are from Ancient Greece and Ancient
Rome. Today we are going to read some informational books about Ancient
Greece and Ancient Rome. We are going to learn a lot today, and we will
do it in a fun way. It will be a lot like putting a puzzle together.
Today’s text will be read through Jigsaw Chunking. This strategy asks a
group of students to become “experts” on a specific text or body of
knowledge and then share that material with other groups of students. You
will divide our two longer texts into sections and have small groups work to
summarize their sections. Groups can share the meaning of their section with
the rest of the class by having small group presentations.
Say: Before we read today, I want to review what good readers do when
they read a nonfiction text. Nonfiction text is often full of pictures, charts,
graphs, maps and other things that are as important as the text itself. Good
readers look at all of these things. In fact, it is good practice to look at those
things FIRST, even before reading. Look through all of the pictures in the
49
“Greece: Ancient
Civilizations;” “Rome: Ancient
Civilizations – from National
Geographic Theme Sets
http://pendleton.kyschools.
us/userfiles/80/Classes/6018
/Jigsaw%20Chunking%20A
ctivity%20for%20Ancient%2
0Greece%20and%20Rome.
docx
(Jigsaw Chunking Activity)
http://www.ngschoolpub.o
rg/RESOURCES/TeacherRes
ourceDownloads/ThemeSe
ts/tabid/70/Default.aspx
(link to National
Geographic Theme
Sets resources)
entire text, then study them more closely before you read each page. In
addition to this strategy, there are a few other things I want you to do today
as you are working on your text:
•Circle words that are unfamiliar.
•Use context clues to help define.
•Look up the meaning of unknown words. (Give each student a copy of the
Glossary on page 31 of each book)
•Underline important places and people.
•Read aloud.
•Read multiple times.
Use pages 4-7 of both texts to model this strategy.
Divide students up into groups. Give the following reading assignments (you
may want to give multiple page assignments to stronger readers):
 Ancient Greece: Where People Settled, page 8
 Ancient Greece: Why People Settled, pages 9-10
 Ancient Greece: Becoming a Civilization, page 11
 Ancient Greece: Daily Life in Ancient Greece, page 12
 Ancient Greece: Government, page 13
 Ancient Greece: Beliefs, page 14
 Ancient Greece: Achievements of Ancient Greece, pages 15 and 16
 Ancient Rome: Where People Settled, page 8
 Ancient Rome: Why People Settled, pages 9 and 10
 Ancient Rome: Becoming a Civilization, page 11
 Ancient Rome: Daily Life in Ancient Rome, page 12
 Ancient Rome: Government, page 13
 Ancient Rome: Beliefs, page 14
 Ancient Rome: Achievements of Ancient Rome, page 15 and 16.
In addition to the text, give each group a large piece of paper and their
“Essential Question” (handout to the right) for each section. Have students
use key ideas and details from their reading to answer the essential question
on their paper. They may also include any other information that they find
most interesting or surprising. After groups have read and charted their
answers, have each group present their findings. Prompt groups for more
details with questions such as:
 What do you think this section was mostly about?
 What information was new or most interesting?
 What words were new to you?
 Were you surprised by anything you learned?
After reading, use the charts students made to compare and contrast
information learned about Ancient Greece and Ancient Rome.
50
RBI Teacher Group: The National Geographic books can be used for RBI
groups. In addition to the texts, additional online materials are available (see
right column). Focus on non-fiction reading and strategies above. Also, you
can copy books from the Greek Myth Mini-Book series and use these as
appropriate for RBI groups and Self-Selected Reading.
Formative Assessment: What key information did you comprehend from text you read today? Pull out KWL chart started at beginning
of the unit and add additional information.
51
Today’s Learning Target:
*RI.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas in an informational text
independently. (R)
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
Day 18: Reading
Standard/Skill
RI.3.10: By the end of year, read
and comprehend informational
texts, including history/social
studies, science, and technical
texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Skill: Comprehend key ideas
and details, craft and structure,
and integration of knowledge
and ideas in an informational
text.
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skills: Compare/contrast own point
of view to the narrator’s or the
character’s point of view. (R)
Activities/Procedures:
Read Aloud –(nonfiction regarding Greece or Rome): _____________________
This week the focus will be on reading non-fiction text. As you read, model
strategies that are appropriate for this type of reading. Use questioning to
show students how to integrate knowledge and ideas in informational text.
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading –“The Eruption of Mt. Vesuvius” –
Storyworks, January 2013
This lesson focuses on details in non-fiction text and continues work on point
of view. In this lesson the Student will learn about an author’s research and
writing process by watching a short video of the author and then reading her
article about the eruption of Mt. Vesuvius in 79 A.D.
Say: We have been talking about myths for the past several weeks. Myths
are stories that were told long, long ago by people in an effort to explain
nature. The myths we have read have been either Greek or Roman myths.
These myths were based in ancient Greece and Rome. Today we are going
to talk about the Roman Empire and a volcanic eruption that occurred there
many, many years ago. Project the article “The Eruption of Mt. Vesuvius” as
students open their individual magazines to page 4. Ask students if any of
them have heard of Mt. Vesuvius or Pompeii.
1. Preview Text Features : Work in whole group to complete the text-features
activity sheet “Exploring the Facts.” Say: Non-fiction texts are more
interesting when you notice their pictures, captions, sidebars, and other text
features. We are going to look at these together and talk about them
52
Resources/Technology
Formative Assessment
Storyworks – January 2013
edition
http://storyworks.scholastic.co
m/reproduciblesquizzes/january-2013-digitallesson-plan
(online resources for story)
http://storyworks.scholastic.co
m/Scholastic/storyworks/resou
rce/PDF/January_2013/STORY
WORKS-010113-NonfictionTextFeatures.pdf
(Exploring the Facts sheet)
http://storyworks.scholastic.co
m/Scholastic/storyworks/resou
rce/PDF/January_2013/STORY
WORKS-010113-NonfictionAuthorCraft.pdf
(Building an Article sheet)
http://video.scholastic.com/s
ervices/player/bcpid85899205
9001?bctid=2036083582001
(Behind the Scenes Video)
http://storyworks.scholastic.co
m/Scholastic/storyworks/resou
rce/image/Jan13Images/STO
RYWORKS-010113-Nonfiction-
before we read the article.
2. Say: How do you think the author of this article knew what to write? After a
brief discussion, distribute the activity sheet “Building an Article” and show
the video “Storyworks: Behind the Scenes.” Students will answer questions 1-3
based on the video. Questions 4 and 5 will be answered after the article is
read.
3. Have student read along as they listen to the article. Link to listen to MP3 in
the resources column. As students listen/read the article, they can look for
and record the answers to questions 4 and 5 from “Building an Article.” After
story has been read, discuss it together and go over the questions from
“Building an Article.”
Collect the Storyworks edition from students, as it will be needed again on
Day 23.
RBI Teacher Group: The National Geographic books can be used for RBI
groups. In addition to the texts, additional online materials are available (see
right column). Focus on non-fiction reading and strategies above. Also, you
can copy books from the Greek Myth Mini-Book series and use these as
appropriate for RBI groups and Self-Selected Reading.
Audio.mp3 (Listen to the
Story)
Formative Assessment: Non-fiction text reading is different from fiction text reading in what ways?
Brain Dump – set a timer for a minute or two. Have students write as many different ways that they can think of that answer the
question. Share out and analyze answers.
53
Today’s Learning Target:
*RI.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas in an informational text
independently. (R)
*RL.3.6: I can compare/contrast own point of view to the narrator’s or the character’s point of view. (R)
Day 19: Reading
Standard/Skill
RI.3.10: By the end of year, read
and comprehend informational
texts, including history/social
studies, science, and technical
texts, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Skill: Comprehend key ideas
and details, craft and structure,
and integration of knowledge
and ideas in an informational
text.
RL.3.6: Distinguish their own point
of view from that of the narrator
or those of the characters.
Skill: Compare/contrast own
point of view to the narrator’s or
the character’s point of view. (R)
Activities/Procedures:
Read Aloud –(nonfiction regarding Greece or Rome): _____________________
This week the focus will be on reading non-fiction text. As you read, model
strategies that are appropriate for this type of reading. Use questioning to
show students how to integrate knowledge and ideas in informational text.
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading –“The Eruption of Mt. Vesuvius” –
Storyworks, January 2013
This lesson will be a continuation of Day 17.
Say: Yesterday we read an exciting article detailing life in the ancient Rome
in the city of Pompeii—and what happened when the massive volcano
known as Mt. Vesuvius erupted and buried the city in ash.
Show the video: How Mount Vesuvius Destroys Pompeii. (link in right column).
After video, have students reread the article “The Eruption of Mt. Vesuvius.”
This can be done in partners or individually. After students read, have them
complete the Critical-Thinking questions. Come back together for students
to discuss.
Say: We have been working on answering comprehension questions. Being
able to answer questions about our reading proves that we understand what
we read. It’s not about “remembering” the story or text. It is about
comprehending what we read and being able to look back in the text for
answers. Most of the questions that we will encounter on the KPREP or other
tests are Level 1 questions. You will remember that with Level 1 questions, the
answers are right in the text. We just have to find them. Today we will answer
54
Resources/Technology
Formative Assessment
http://www.scholastic.com
/kids/exit.asp?url=http://vi
deos.howstuffworks.com/di
scovery/30122assignment-discoverymount-vesuvius-destroyspompeii-video.htm
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
3/STORYWORKS-010113NonfictionCriticalThinking.pdf
(Critical Thinking Questions)
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
3/STORYWORKS-010113Nonfiction-Quiz.pdf
(hard copy of quiz)
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
3/STORYWORKS-010113NonfictionInteractiveQuiz.pdf
some questions about the text we just read. Almost all of these questions are
Level 1 questions. This quiz is available as an interactive quiz. Work through
the quiz together as a whole class, doing “think alouds” with each question.
Have students determine the type of question and have them go back into
the article to find the answers.
RBI Teacher Group: The National Geographic books can be used for RBI
groups. In addition to the texts, additional online materials are available (see
right column). Focus on non-fiction reading and strategies above. Also, you
can copy books from the Greek Myth Mini-Book series and use these as
appropriate for RBI groups and Self-Selected Reading.
(Interactive quiz)
*(Can use this writing in you want to)
Writing Prompt
Invite students to respond to the writing prompt at the bottom of the
activity sheet “Building an Article”: Imagine you are an author. Think of
a topic you would like to write about. On a separate sheet of paper,
write a paragraph telling your topic, describing what you would need
to find out through research, what kinds of sources you would use,
and how you think you would make your story interesting.
Formative Assessment: How do good readers use key details to comprehend text? Ask a series of questions regarding comprehension of informational text.
Use Four Corners to assess student knowledge. Corners are labeled Agree, Strongly Agree, Disagree, and Strongly Disagree. After a question is read, students go
to the corner representing their answer. Responses are then discussed and misconceptions clarified.
1. Fiction text is often full of charts, graphs and maps. (Strongly/Disagree; nonfiction text)
2. The text features in nonfiction texts are as important as the text itself (Strongly/Agree)
3. Good readers should look at the pictures last. (Strongly/Disagree; first)
4. Reading aloud is a strategy that is only to be used by first graders and poor readers (Strongly/Disagree; all good readers read aloud)
5. Good readers pay as much attention to the pictures, maps, chart, and graphs as they do the words in the text. (Strongly/Agree)
6. Comprehension is all about remembering the story or text. (Strongly/Disagree; not about remembering)
7. Good readers should look through all of the text features first, before they start reading the text. (Strongly/Agree)
8. We should answer level one questions by remembering the answer. (Strongly/Disagree; we should find the answer in the text)
9. Good readers use context clues to help them define words they do not know. (Strongly/Agree)
10. Good readers use key details to help them comprehend text. (Strongly/Agree)
55
56
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
Day 20: Reading
Standard/Skill
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: 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.
Activities/Procedures:
Read Aloud –(myth or folktale)__________________________________
Use the read aloud time to continue to work on recounting myths or
folktales. Include Title, Author, Main Characters, Setting, Most
Important Events in Beginning, Middle and End, Problem/Solution.
Have students participate in recounting the read aloud. Review Point
of View. Have students identify the Point of View from today’s
reading.
Foundational Skills –
Working with WordsPhonics Dance-
Resources/Technology
Formative Assessment
“Two Clever Plans” from
National Geographic
Reach basal
“The Tiger Gets His Stripes”
from Common Core
Coach, Independent
Leveled Practice.
Learning
Check:
Queen of the Nile
from Read Works
FluencyGuided Reading/Student Reading –“Two Clever Plans” from National
Geographic Reach basal
Today students will start working to compare myths, folktales, and
fables. Folktales and fables should be a review for students – they
were addressed in Unit 2. Begin to create a 3 column anchor chart
that will note the similarities and differences in these genres.
Say: We have been reading and talking about myths. A myth is a
story about the distant past that is used to explain why the universe
works the way it does. People with unusual powers often appear in
myths. Characters in myths are often, but not always, gods and
goddesses. Myths are stories that were told before science was able
to explain why things in nature happen. Myths show people and
events as symbols of other things. People do not claim that a myth is
a true story. A folktale, which we talked about at the beginning of the
57
year, is a story that is passed down from one person to another over
time. Animals often appear as characters in folktales. Magical events
sometimes happen in folktales. They may also explain how something
was made. (Note these things on the anchor chart). Say: This week
we will be working to compare and contrast myths, folktales and
fables. Today we will read two stories about Two Clever Plans. Half of
you will read one story and half will read the other. You will be
reading to find out what two clever characters do to reach their
goals. One story is a myth, and one story is a folktale. As you read,
you will work together to determine which story is which. Divide the
class into two groups. One group will receive the story “Three Golden
Apples” – a Greek Myth about Atalanta. The other will receive “Turtle
and His Four Cousins” – a Cuban folktale. (Make sure the words Myth
and Folktale are removed from student copies). Within the two
groups, you can have students read in smaller groups or pairs. Say:
You will read your story in your group. Before you read, I want you to
look through the text, talk about the pictures, and think about what
the story will be about. I also want you to pay attention to the words
in bold print. In this text, those words have definitions included at the
bottom of each page. This can help you if you don’t know the
meaning of the words. Have students read the stories. Give groups a
piece of chart paper. Say: Now that you have read the story, I want
you to work together in your groups to determine the genre of the
story that you read. At the top of your chart paper, you will write the
genre that you think your story is. Then, I want you to write on your
chart paper why you think as you do. What were the characteristics
of your story that made you choose myth or folktale? Use the anchor
chart we created today to help you. Give students time to work.
When their work is complete, have students present their findings to
the whole class, sharing their charts and their points of reason. Have a
class discussion regarding the differences in the stories and the
differences in myths and folktales.
RBI Teacher Group: “The Tiger Gets His Stripes” from Common Core
Coach, Independent Leveled Practice.
This text comes in three different instructional levels. Use the text with
the appropriate groups. Continue to use the Leveled Comprehension
58
strategy guidelines (Find It, Look Closer, Prove It and Take It Apart) to
help students answer comprehension questions.
Formative Assessment: Recount the myth to demonstrate understanding.
Learning Check: Queen of the Nile
59
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 21: Reading
Standard/Skill
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: 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.3.10: 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.
Skill: Comprehend key ideas and
details, craft and structure, and
integration of knowledge and
ideas at my grade level. (R)
Activities/Procedures:
Read Aloud –(myth or folktale)__________________________________
Use the read aloud time to continue to work on recounting myths or
folktales. Include Title, Author, Main Characters, Setting, Most
Important Events in Beginning, Middle and End, Problem/Solution.
Have students participate in recounting the read aloud. Review Point
of View. Have students identify the Point of View from today’s
reading.
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading –“Two Clever Plans” from National
Geographic Reach basal
Today you will continue to work with the stories from Day 20 and
continue the discussion of differences in myths and folktales.
Say: We talked on Day 20 about the difference between myths and
folktales. Let’s review our anchor chart we started yesterday. Review
chart. Say: Today we will switch stories. You will read the opposite
story that you read on Day 20. We will also continue to work on
strategies to answer comprehension questions. You will have some
questions to answer after you read your story. Give students copies of
text. Students can read individually, in pairs or in groups. Have them
read the stories and complete the appropriate questions. After
groups have completed their work, come together to review answers.
RBI Teacher Group – “The Tiger Gets His Stripes” from Common Core
60
Resources/Technology
Formative Assessment
“Two Clever Plans” from
National Geographic
Reach basal
“The Tiger Gets His Stripes”
from Common Core Coach,
Independent Leveled
Practice.
Worksheets for “Three
Golden Apples” and “Turtle
and His Four Cousins”
http://pendleton.kyschools.
us/userfiles/80/Classes/6018
/Three%20Golden%20Appl
es.docx
http://pendleton.kyschools.
us/userfiles/80/Classes/6018
/Turtle%20and%20His%20Fo
ur%20Cousins.docx
Coach, Independent Leveled Practice.
This text comes in three different instructional levels. Use the text with
the appropriate groups. Continue to use the Leveled Comprehension
strategy guidelines (Find It, Look Closer, Prove It and Take It Apart) to
help students answer comprehension questions. Also,
The National Geographic books can be continued in RBI groups. In
addition to the texts, additional online materials are available (see
right column). Focus on non-fiction reading and strategies above.
Also, you can copy books from the Greek Myth Mini-Book series and
use these as appropriate for RBI groups and Self-Selected Reading.
Formative Assessment: What are the key differences between a myth and a folktale?
Use an Exit Slip to demonstrate understanding.
61
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
Day 22: Reading
Standard/Skill
RL.3.2: Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skill: 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.
Activities/Procedures:
Read Aloud –(myth or folktale)__________________________________
Use the read aloud time to continue to work on recounting myths or
folktales. Include Title, Author, Main Characters, Setting, Most
Important Events in Beginning, Middle and End, Problem/Solution.
Have students participate in recounting the read aloud. Review Point
of View. Have students identify the Point of View from today’s
reading.
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading –“The Wind and the Sun” and
“Daylight” from Triumph Learning Common Core Coach ELA 3, pg. 6-9
Today students will continue their comparison of myths, folktales, and
fables. Say: The past two days we have talked about the difference
between myths and folktales. Let’s look at our anchor chart and
review these differences. Discuss points with class. Say: Today we will
talk about the differences between myths and fables. A fable is a
genre that we discussed at the beginning of the year as well. Let’s
review the characteristics of fables and add them to our anchor
chart. A fable is a story that often has animals as characters and
teaches a lesson. In a fable, things in nature act like real people. The
lesson could be about life, or about how people behave. The lesson is
often called a moral. Add points to anchor charts. Say: Today we will
once again divide into two groups. Half of you will read one story and
62
Resources/Technology
Formative Assessment
“The Wind and the Sun”
and “Daylight” from
Triumph Learning Common
Core Coach ELA 3, pg. 6-9
page 10, Comprehension
Check from Lesson 1 of
Common Core Coach
half will read the other. You will be reading to find out what people
might have thought about the forces of nature before scientists
explained them. One story is a myth, and one story is a fable. The
myth is a bit different than ones we have read before. This myth is not
a Greek or Roman myth – it does not have gods and goddesses as
the main characters. However, like other myths, it still tells how
something in nature came to be. As you read, you will work together
to determine which story is which. One group will receive the story
“The Wind and the Sun” – fable adapted from Aesop. The other will
receive “Daylight” – a Paiute myth. (Make sure the words Myth and
Fable are removed from student copies). Within the two groups, you
can have students read in smaller groups or pairs. Say: You will read
your story in your group. Before you read, I want you to look through
the text, talk about the pictures, and think about what the story will be
about. I also want you to pay attention to the boxes that are on the
side of each page. These are “think aloud” boxes. Reading these will
help you better understand your text. Have students read the stories.
Give groups a copy of page 10, Comprehension Check from Lesson 1
of Common Core Coach.
RBI Teacher Group: “The Tiger Gets His Stripes” from Common Core
Coach, Independent Leveled Practice.
This text comes in three different instructional levels. Use the text with
the appropriate groups. Continue to use the Leveled Comprehension
strategy guidelines (Find It, Look Closer, Prove It and Take It Apart) to
help students answer comprehension questions. Also,
The National Geographic books can be continued in RBI groups. In
addition to the texts, additional online materials are available (see
right column). Focus on non-fiction reading and strategies above.
Also, you can copy books from the Greek Myth Mini-Book series and
use these as appropriate for RBI groups and Self-Selected Reading.
Formative Assessment: What are the key differences between a myth and a fable?
Say: Now that you have read the story, I want you to work together in your groups to determine the genre of the story that you read.
You will work together to answer the questions on the page I have given you. As you work, think about different characteristics of your
story that makes you think it is either a myth or a fable. Use the anchor chart we added to today to help you. Give students time to
work. When their work is complete, have students present their findings to the whole class, sharing their page of questions/answers.
63
Have a class discussion regarding the differences in the stories and the differences in myths and fables.
64
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 23: Reading
Standard/Skill
RL.3.2 Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skills: 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.3.10 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.
Skills: Comprehend key ideas
and details, craft and structure,
and integration of knowledge
and ideas at my grade level. (R)
Activities/Procedures:
Read Aloud –(myth or fable)_____________________________________
Use the read aloud time to continue to work on recounting myths or
fables. Include Title, Author, Main Characters, Setting, Most Important
Events in Beginning, Middle and End, Problem/Solution. Have students
participate in recounting the read aloud. Review Point of View. Have
students identify the Point of View from today’s reading
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading–“The Wind and the Sun” and
“Daylight” from Triumph Learning Common Core Coach ELA 3, pg. 6-9
Today you will continue to work to discuss differences in myths, fables
and folktales. Central Message will also be discussed. Third grade
Common Core Standards refer to Central Message, Lesson and Moral.
They do not use the term Theme until fourth grade. However, since
many 3rd grade materials reference Theme, that vocabulary is
discussed as well.
Say: We have been talking about the differences in three genres, or
types of text. These types are myths, fables and folktales. On Day 22
we read two different stories. Today we will switch stories and read
them again. Before we do that, I want to talk to you about the
meanings of these types of stories. Most stories have meanings
beyond their settings, characters and plots. Their morals or lessons
can be called a “central message.” A central message is the focus of
65
Resources/Technology
Formative Assessment
“The Wind and the Sun”
and “Daylight” from
Triumph Learning Common
Core Coach ELA 3, pg. 6-9
Worksheets for “The Wind
and the Sun” and
“Daylight”
http://pendleton.kyschools.
us/userfiles/80/Classes/6018
/Daylight.docx
http://pendleton.kyschools.
us/userfiles/80/Classes/6018
/The%20Wind%20and%20th
e%20Sun.docx
the whole story. Central Message can also be called “Theme,”
“Moral” or “Lesson.” It is usually easy to find the central message in a
fable, myth or folktale. They were meant to teach lessons and morals.
Common lessons can include the following:
 Do the right thing
 Be true to your friends
 Overcome your fears
 Get along with others
 Family is more important than money
 Giving is more important than receiving
Sometimes the central message of a text is not clearly stated. The
reader has to find the central message by thinking about events and
clues in the story. It may appear only as an idea that repeats
throughout the story. For example, the central message might focus
on the importance of courage or the value of friendship. When you
read your story today, I want you to think about the central message,
or the greater meaning of the story.
Say: Today we will switch stories. You will read the opposite story that
you read yesterday. Today as you read I want you to think about the
central message of your story. We will also continue to work on
strategies to answer comprehension questions. You will have some
questions to answer after you read your story. Give students copies of
text. Students can read individually, in pairs or in groups. Have them
read the stories and complete the appropriate questions. After
groups have completed their work, come together to review answers.
RBI Teacher Group: “The Tiger Gets His Stripes” from Common Core
Coach, Independent Leveled Practice.
This text comes in three different instructional levels. Use the text with
the appropriate groups. Continue to use the Leveled Comprehension
strategy guidelines (Find It, Look Closer, Prove It and Take It Apart) to
help students answer comprehension questions. Also discuss Central
Message. Also, The National Geographic books can be continued in
RBI groups. In addition to the texts, additional online materials are
available (see right column). Focus on non-fiction reading and
strategies above. Also, you can copy books from the Greek Myth
Mini-Book series and use these as appropriate for RBI groups and Self-
66
Selected Reading.
Formative Assessment: What is the Central Message of the story you read today? Answer questions in the worksheets in the resource
column and analyze results.
67
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level. (R)
Day 24: Reading
Standard/Skill
RL.3.2 Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skills: 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.3.10 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.
Skills: Comprehend key ideas
and details, craft and structure,
and integration of knowledge
and ideas at my grade level. (R)
Activities/Procedures:
Read Aloud – (myth or fable)_____________________________________
Use the read aloud time to continue to work on recounting myths or
fables. Include Title, Author, Main Characters, Setting, Most Important
Events in Beginning, Middle and End, Problem/Solution. Have students
participate in recounting the read aloud. Review Point of View. Have
students identify the Point of View from today’s reading.
Foundational Skills –
Working with Words-
Resources/Technology
Formative Assessment
“Stone Soup” from
Storyworks – January 2013
issue.
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
3/STORYWORKS-010113Play.pdf
Phonics Dancehttp://storyworks.scholastic.
com/reproduciblearchive#3-Play
(handouts for story)
FluencyGuided Reading/Student Reading ––“Stone Soup” from Storyworks –
January 2013 issue.
This lesson continues discussion of differences in myths, fables and
folktales. It also brings in a review of drama, as well as a continued
focus on central message or theme.
Say: We have been reviewing the differences between myths, fables
and folktales. Let’s look at our anchor chart again and talk about the
differences. Review chart. Say: Today we will continue to work on
determining the central message of these types of genres and
explaining how that is conveyed through key details in the text.
Today’s story is a Folktale – a story that is passed down from one
person to another over times that may include magical events. Have
you ever heard of the story “Stone Soup”? Since it is a folktale,
different versions of it exist and this one might be slightly different from
the one you’ve heard before. Have students turn to page 16 of the
68
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
3/STORYWORKS-010113Play-CriticalThinking.pdf
Critical Thinking
Questions.
January 2013 issue of Storyworks. Ask students to read the “Up Close”
box on page 16. Say: We talked about that Central Message can
also be called Theme, Lesson or Moral. When the characters in the
story learn a lesson, the reader can evaluate that lesson as well.
Today we will look for the lesson in the story in order to identify the
theme or central message. Go over vocabulary that will appear in
this story (wary, scurry, proclaims, churned, cooperation. Say: This
fable is about three soldiers who convince stingy townspeople to
share. It is written as a drama, or play. We will act it out tomorrow, but
for today, we will read it through with partners. Have students read
the play and work together to answer the Critical Thinking Questions.
Come together as a class to discuss story and review questions.
RBI Teacher Group: “The Tiger Gets His Stripes” from Common Core
Coach, Independent Leveled Practice.
This text comes in three different instructional levels. Use the text with
the appropriate groups. Continue to use the Leveled Comprehension
strategy guidelines (Find It, Look Closer, Prove It and Take It Apart) to
help students answer comprehension questions. Also discuss Central
Message. Also, The National Geographic books can be continued in
RBI groups. In addition to the texts, additional online materials are
available (see right column). Focus on non-fiction reading and
strategies above. Also, you can copy books from the Greek Myth
Mini-Book series and use these as appropriate for RBI groups and SelfSelected Reading.
Formative Assessment: What are the key details and central message of the text?
Visual Assessment (Doodle Quiz): Students use art to answer the question. They draw a picture or a quick “doodle” in response to the
question asked.
69
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level.
Day 25: Reading
Standard/Skill
RL.3.2 Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skills: 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.3.10 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.
Skills: Comprehend key ideas
and details, craft and structure,
and integration of knowledge
Activities/Procedures:
Read Aloud –(myth, fable or folktale)______________________________
Use the read aloud time to continue to work on recounting myths or
fables. Include Title, Author, Main Characters, Setting, Most Important
Events in Beginning, Middle and End, Problem/Solution. Have students
participate in recounting the read aloud. Review Point of View. Have
students identify the Point of View from today’s reading.
Foundational Skills –
Working with Words-
Resources/Technology
Formative Assessment
“Stone Soup” from
Storyworks – January 2013
issue.
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
3/STORYWORKS-010113Play.pdf
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
3/STORYWORKS-010113Play-Theme.pdf
(Soup for All worksheet)
Phonics DanceFluencyGuided Reading/Student Reading –“Stone Soup” from Storyworks,
January 2013
This lesson is a continuation of Day 23. Focus is on Central Message
and on answering comprehension questions.
Say: Yesterday we read the drama “Stone Soup.” Review key points
of the story. Say: We have talked about how most stories have
meanings beyond their settings, characters and plots. Their morals or
lessons can be called a “central message.” A central message is the
big idea of the whole story. Central Message can also be called
“Theme” It is usually easy to find the central message in a fable, myth
or folktale. They were meant to teach lessons and morals. Often, the
way characters act and the results of their actions lead you to figure
out what the theme is. Today we will talk about the central message
70
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
3/STORYWORKS-010113Play-Quiz.pdf
(hard copy of Stone Soup
Quiz)
http://storyworks.scholastic.
com/Scholastic/storyworks/
resource/PDF/January_201
and ideas at my grade level. (R)
or theme of Stone Soup. Go through “Soup for All!” worksheet. This
can be done as a whole class through discussion.
Next, assign parts to students to act out the play. There are several
scenes, so the same part can be given to more than one student in
order for all to have parts. Have students read through their parts to
practice and then act out the drama. Come back together as a
whole group.
Say: We have been working on answering comprehension questions.
Being able to answer questions about our reading proves that we
understand what we read. It’s not about “remembering” the story or
text. It is about comprehending what we read and being able to look
back in the text for answers. Most of the questions that we will
encounter on the KPREP or other tests are Level 1 questions. You will
remember that with Level 1 questions, the answers are right in the text.
We just have to find them. Today we will answer some questions
about the text we just read. Almost all of these questions are Level 1
questions. Have students determine the type of question and have
them go back into the article to find the answers. This can be done
whole group through an interactive site, or can be printed for students
to practice individually or in small groups.
RBI Teacher Group: The National Geographic books can be
continued in RBI groups. In addition to the texts, additional online
materials are available (see right column). Focus on non-fiction
reading and strategies above. Also, you can copy books from the
Greek Myth Mini-Book series and use these as appropriate for RBI
groups and Self-Selected Reading.
Formative Assessment: What are the key details and central message of the text?
Quiz: Stone Soup (see resource column).
71
3/STORYWORKS-010113Play-InteractiveQuiz.pdf
(interactive quiz)
Today’s Learning Target:
*RL.3.2: I can determine how the central message, lesson or moral is conveyed through key details in the text. (K)
*RL.3.10: I can comprehend key ideas and details, craft and structure, and integration of knowledge and ideas at my grade level.
Day 26: Reading
Standard/Skill
RL.3.2 Recount stories, including
fables, folktales, and myths from
diverse cultures; determine the
central message, lesson, or
moral and explain how it is
conveyed through key details in
the text.
Skills: 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.3.10 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.
Skills: Comprehend key ideas
and details, craft and structure,
Activities/Procedures:
Read Aloud –(myth, folktale or fable)_____________________________
Use the read aloud time to continue to work on recounting myths or
fables. Include Title, Author, Main Characters, Setting, Most Important
Events in Beginning, Middle and End, Problem/Solution. Have students
participate in recounting the read aloud. Review Central Message.
Have students identify the Central Message in today’s reading.
Foundational Skills –
Working with WordsPhonics DanceFluencyGuided Reading/Student Reading –“How the Camel Got His Hump”
from Triumph Learning Common Core Coach ELA 3, pg. 12-16.
Today you will be finalizing the unit, and concluding the review of
myths, fables and folktales. Central message, recounting key details,
and point of view will all be reviewed through today’s story.
Say: Before we read the story today, I want to review some key terms
with you. Review the following:
 Recounting/retelling – telling a story in your own words,
focusing on the central message and the key details that help
convey it.
 Point of View – the way a story is told, based on who is telling it
– a character in the story or a narrator who is outside the story.
72
Resources/Technology
Formative Assessment
“How the Camel Got His
Hump” from Triumph
Learning Common Core
Coach ELA 3, pg. 12-16.
Comprehension Questions:
Common Core Coach
pages 17-18.
Learning Check – Myths,
Folktales and Fables
http://pendleton.kyschools.
us/userfiles/80/Classes/6018
/Learning%20Check%20%20Myth%20Fable%20and
%20Folktale.docx
and integration of knowledge
and ideas at my grade level. (R)
Central message – the focus of the whole story. It could be a
lesson or a moral that we are to learn from the story.
 Myth – a story from the past that is used to explain why the
universe works the way it does that may include gods and
goddesses.
 Folktale – a story that is passed down from one person to
another over times that may include magical events.
 Fable – a story that often uses animals as characters and
teaches a lesson.
Read the story “How the Camel Got His Hump” as a class. After
discussing the “consider” points at the top of the page, the title and
the illustrations, students can take turns with the reading, as others
follow along. Pause at each box on the side to discuss points and
have students record their answers in the lines provided.
After the first paragraph, Say: Details give us information about the
story. In this paragraph there are some details that explain why camel
lives in the dessert? What are those details? Discuss with class and
have students record their answers. At the end of page 12, Say:
When you don’t know the meaning of a word, it’s helpful to look for
things, or context clues, in the surrounding words and sentences to get
the meaning. Our text asks us to use context clues to tell the meaning
of the word ‘fetch’ in paragraph 4. What do you think it means?
Discuss with class and have students record their answers. Say:
Illustrations or pictures can often help tell a story. A picture can show
more details about the characters and help you understand them
better. When you look at the illustration on page 12, what do you
think the Horse, the Dog and the Ox think of the Camel? Discuss with
class and have students record their answers. Read page 13 as a
class. Say: We’ve learned that point of view shows who is telling the
story. When a character from within the text is telling the story, the
story is told from his or her perspective. The character uses pronouns
such as I, me, we and us to tell the story. Sometimes the point of view
comes from someone outside of the story – a narrator. The narrator
uses the pronouns he, she, it, they and them. What is the point of view
of this fable? Discuss with class and have students record their
answers. Say: Asking and answering questions as you read can help

73
you understand the story better. This story has several different
characters. What questions could you ask yourself about the
characters and how they act toward each other? Discuss with class
and have students record their answers. Say: Details give information
about the story. Details are important in the retelling of a story. In this
story, what does the Camel’s refusal to work mean for the other
animals? Discuss with class and have students record their answers.
Read page 14 as a class. Say: Look at the word reflection on this
page. Circle nearby words that can help you understand what
reflection means. Based on what you found, what do you think the
word reflection means? Discuss with class. Say: In this story, both the
Camel and the Djinn have important roles. What question could you
ask yourself about the role of the Djinn in this part of the story? Discuss
with class and have students record their answers. Read page 15
together as a class. Say: Good readers often think of more than one
text as they read and make comparisons. These comparisons can
help you better understand the story. Both the “Wind and the Sun”
and this story have a man as one of the characters. How are these
human characters the same? How are they different? Discuss with
class and have students record their answers. Say: Good readers also
always check out the illustrations in any text that they read. Very
often the answers to questions can be found in the pictures and
illustrations of a text. Look at the illustrations on page 15. How do the
details in these illustrations help you understand the story? Discuss with
class and have students record their answers. Read page 16 as a
class. Say: When you retell or recount a story, you tell the story again
in your own words. You focus on the central message of the story and
any supporting details that help support it. Think about the characters
and events in this story. What details would you include in a retelling
of this story? Discuss with class and have students record their
answers. Say: A fable has a moral, or a short lesson about life. The
moral of this story is that if you avoid work and responsibility, you will
suffer the consequences. How do the Camel’s actions in the story
support this moral? Discuss with class and have students record their
answers. After reading the story, do questions on Common Core
Coach pages 17-18. These can be done as a whole class, small
74
groups, partners, or independently.
RBI Teacher Group: National Geographic books can be continued in
RBI groups. In addition to the texts, additional online materials are
available (see right column). Focus on non-fiction reading and
strategies above. Also, you can copy books from the Greek Myth
Mini-Book series and use these as appropriate for RBI groups and SelfSelected Reading.
Formative Assessment:
Learning Check – Myths, Folktales and Fables
75
Today’s Learning Target: will vary with daily review
Standard/Skill
Standards: All
Skill: Review
Day 27: Reading
Activities/Procedures:
The remainder of the year will be a review of all 3rd grade ELA
standards. Beginning on page 19 of Triumph Learning Common Core
Coach ELA 3, go through each lesson as a review. Stop as needed to
add more instruction on areas that prove to be challenging to
students.
At the same time, to keep students growing as readers, continue with
the Mythology Unit in the form of Book Clubs using Tales from the
Odyssey Part 1 and 2 – Mary Pope Osborne. These are a total of 6
stories, all dealing with Odysseus and his journeys. Book club books
can also be the “meat” of the teacher RBI group, and concepts or
mini-lessons taught can be based on topics of review for that
day/week.
Read Alouds will continue daily. These can focus on myths, or use a
text that will best support the review topic mini lesson that you will be
teaching in guided reading.
Tips for Book Clubs:
 Try to allow some choice if possible when selecting their books
for Book Club. Choice is a strong motivator for students. For
example, after previewing each book, have students write
down their top 3 choices. Using those choices, you will form the
clubs based on what text you think is most appropriate and
students that will work well together. If you have students that
will struggle with the reading, make sure they are partnered
with stronger readers who will provide assistance.
 Think about how students will keep track of their thinking during
book clubs. You will need something that can be used as a
reading journal.
 Have plenty of post-it notes for students to use. Post-it notes
76
Resources/Technology
Formative Assessment
Tales from the Odyssey Part
1 and 2 – Mary Pope
Osborne.
Discussion Prompts
Bookmarks



can be sued for students to record their thinking while reading
and then can later be taped into their notebooks.
Use bookmarks with discussion prompts for students. (Included
in Resources).
Have a plan for students to keep up with assignments and for
you to keep up with what students are reading. Have students
each keep track of their reading assignments on a reading log.
They can record the number of pages to read, keep track of
their thinking, write down questions or vocabulary – whatever
you determine is important for your groups.
Make sure that you have trained students on procedures and
expectations. Try to anticipate problems and model what to
do if this problem occurs. Read aloud time can be used as an
interactive opportunity to model what students should do in
book clubs. Topics to discuss may include:
- What to do if someone does not do his or her reading. How
can we help that reader keep up?
- What do we do with extra time?
- What do we do if we can’t all agree? How will we settle our
differences so that we don’t waste time?
- How will we make sure everyone has the opportunity to
share?
- What do we do if one person is always dominating the
conversation?
Formative Assessment:
77
78