Dates: 9/8 – 9/12 Grade & Subject: 3rd Reading

PLP Alerts! / # of Learners: 20-32
Group/# / Standards & Statements / Assessments / Project Assessment(s) Description(s)
All / ELACC3RL1: Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers
ELACC3RL2: 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.
ELACC3RL3: Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the sequence of events.
ELACC3RL5: Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza; describe
how each successive part builds on earlier sections.
ELACC3RL10: 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. / 9/12 Students will complete a summative assessment.
Ticket out the door / Character Trait Myth, Folktale, Fable Choice Board
Group 1
Group 2
Group 3
Group 4
Learning Environment: Week at a Glance
Day 1 / Review Character Traits vs. feelings
Anchor Chart
Review fable
Chant: “A fable is able to teach a lesson.”
Introduce the Character Trait/Myth, Folktale, Fable Choice Board
Independent work time on choice board(Technology Component)
The teacher will pull small groups to review/work on:
Predicting
Realistic Fiction vs. traditional literature vs. fantasy / Personalization
Teacher’s Partnership & Learner-driven Aspects
Teacher Tech
Student Tech
M.I.
Learner-driven
Day 2 / Folktales
What is a folktale?
A short story that has been passed down from generation to generation.
Central message = the lesson that the story is trying to teach the readers.
Chant: “A story that has been passed down from generation to generation.”
“The Emperor and Nightingale” Story Video

Independent work time on choice board(Technology Component)
The teacher will pull small groups to review/work on:
Character Traits vs. Feelings
Fable vs. Folktale
Ticket out the door: The teacher will ask students to state the chant for the fable and folktale.
Day 3 / Myths
What is a myth?
A folktale that explains something about the world.
Chant: “A folktale explaining the world.”
“Arachne”

Independent work time on choice board. (Technology Component)
The teacher will pull small groups to review/work on:
Folktale vs. Myth vs. Fable
Ticket out the door: The teacher will ask students to state the difference between a folktale any myth.
Day 4 / Independent work time on choice board. . (Technology Component) (20 Minutes)
Review (20 Minutes)
Character Traits vs. Feelings
Who, What, When, Where, Why, How
Myth vs. Folktale vs. Fable
Day 5 / Summative Assessment on Point
When students finish their summative assessment they can work on their choice board. (Technology Component) The students will be able to take their choice board projects home. They are due on Monday.

Links for Instruction:

Folktale Video:

Myth Video:

Fable/Folktale/Myth Posters:

Folktale PowerPoint: this power point for information)

Word Wall Words:

Myth Folktale Fable Character Traits Literary Moral Lesson Central Message Tall Tales Character