<p>Unit 6 Traditional Lit and Poetry</p><p>Reading Workshop: Big Ideas</p><p>Identifying and analyzing the elements of the traditional story structure. Using your writing about reading to grow ideas about fables, folktales and myths.</p><p>* Uses a variety of strategies to comprehend traditional stories </p><p>* Use knowledge of text structure (characters, setting, plot, problem/solution) ALONG WITH the structures of traditional stories to support comprehension</p><p>* Read and respond to literature (orally and in writing) as a way to explore similarities and differences among stories, authors and perspectives </p><p>* Use text evidence to make and write about predictions, inferences and draw conclusions as a way to support comprehension </p><p>Unit Standards 3.1.2.2 Recount stories, including fables, folk tales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3.1.5.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (On-going) 3.1.9.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e. g in books from a series).</p><p>Reading Resources Mirror, Mirror by Marilyn Singer Insectlopedia by Douglas Florian Beast Feast by Douglas Florian</p><p>Alaska’s 3 pigs by Arlene Laverde The girl who loves cateripillars by Jean Merril Pecos Bill by Steven Kellogg Lon Po Po by Ed Young John Henry by Julius Lester</p><p>Unit 1- Goldilocks (basal) Unit 3- Tops and Bottoms (basal) Unit 4- Anase’s Feast, One Grain of Rice, The Women who Outshone the Sun (basal) Unit 6- 2 Bad Ants (basal) Read and Understand Poetry Grades 3-4 by Evan-Moor</p><p>A Kick in the Head: An Everyday Guide to Poetic Forms, selected by Paul B. Janeczko; Candlewick Press: Somerville, MA, 2009. R is for Rhyme: A Poetry Alphabet, by Judy Young; Sleeping Bear Press, Chelsea, MI, 2006.</p><p>Poems at the end of each unit (Basal) Binder with Poetry Copied (Woodland) Assessment</p><p>Integration</p><p>Reading Unit __6 _: _____Tradition Lit ______</p><p>Unit Bends in the road POSSIBLE Teaching Point/Teaching Focus</p><p> Readers immerse themselves with different traditional literature folk tales, fables, myths, ect.  Readers understand the characteristics of traditional literature by studying their parts such as animals Exploring how talking, once upon a time, lessons, ect. traditional literature “goes”</p><p>Text Structures  Readers understand that fables involve make believe characters, usually animals that learn a lesson.  Readers understand that folk tales are tales that are passed down from generation to generation to teach a lesson.  Readers understand that myths are made up stories that try and explain something in science.</p><p> Readers can retell the important parts of a story by thinking about the central message. Retelling  Readers grasp meaning from a story by collecting evidence as they read.  Readers track events in a story by using stop and jots, post-its, or notes.</p><p> Readers grow ideas by finding the central message and evidence to support it. Growing our ideas or  Readers pay attention to the change in a character to find the lesson that character learns by tracking the themes across a story characters actions.  Readers interpret the central message and explain how it is conveyed through key details in the text by tracking change through the story.  Readers compare and contrast traditional literature by looking at text from diverse cultures. Compare and Contrast  Readers compare and contrast themes from different texts by thinking of why the character changes. using evidence from the  Readers compare and contrast plot from different story texts by comparing the big ideas.  Readers compare and contrast setting from different cultural texts by thinking about the cultural differences between texts.</p><p>Reading Unit _6b_ _: _____ Poetry______Resource Awakening the Heart</p><p>Unit Bends in the road POSSIBLE Teaching Point/Teaching Focus</p><p> Readers immerse themselves in different types of poetry. Exploring Poetry  Readers find poems they connect with by connecting with poems.  Readers live a life of poetry by posting up poems that represent objects around the room.  Readers explore themselves through poems by placing them on their desks and having them find one the represents them. P.35  Readers give poems as gifts by finding poems that represent classmates or staff. P.34  Readers understand poetry by recording different structure poems in their living anthology book. Poem Structures  Readers need to understand that poetry comes in different structures and each structure a poet uses for a reason.  Readers, sometimes poets write to be funny by using rhyme, jingle, limerick, or onomatopoeia.  Readers, sometimes poets write to pull at your heart by ballads or free verse.  Readers, sometimes poets write through different cultures by Haikus.  Readers look closely at the structures of poetry (repetition, rhyme, meaning, image, ect.) by reading Poetry Structures lots of different poems.  Readers look for image as they read by looking for words that paint a picture.  Readers look for metaphors and similes by looking for comparisons.  Readers use words that have meaning by surprising you, adding music, unusual, beautiful, and vivid, or focus on a sound.  Readers look for line breaks to enhance meaning or create rhythm.  Readers look at beginning/ending and think why the author does this, for closure, surprise, resolve.  Readers look for musical lines by using a chime, and echo, alliteration, repetition.  Readers look for patterns such as repetition to contribute to the meaning by repeating important feelings or meaning.  Readers look for rhyme to find patterns and decide why the author did this.  Readers when we look at different crafts of poems we need to think “why?” did the author do this? “How does it affect the meaning of the poem?”  Readers understand that poetry looks different from novels because it is written in stanzas and lines.</p><p> Readers dig deeper by reading a poem line by line and asking “What does this really mean?”  Readers examine lines that confuse them by pulling Close Reading to find out the one line and looking closely at what this meaning could mean.  Readers find hidden meanings by finding figurative language.</p><p> Readers look at poems on similar topics and compare and contrast by looking at text crafts. Comparing and contrasting  Readers look at poems on similar topics and compare and contrast by reading closely for meaning.  Readers look at poems on similar topics and compare and contrast by looking for different poem structures and how that affects the poem. Phonics and Fluency  Readers decode by looking at prefixes and suffixes and (Continue throughout each also to find meaning. unit)  Readers decode by recognizing Latin suffixes.  Readers decode by looking at multisyllable words.  Readers read fluently by recognizing grade appropriate words.  Readers read with fluency by leading with their eyes.  Readers read with fluency by reading with accuracy.  Readers read with fluency by reading with an appropriate rate.  Readers read with fluency by reading with expression.  Readers decode words by using the context and rereading if they have to.</p><p> Readers perform their favorite poems.  Readers perform poems that represent them. Celebration  Readers perform poems that tug at their heart. Unit 6 Reading: Identifying and analyzing the elements of the Date: traditional story structure. Using your writing about reading to grow ideas about fables, folktales and myths. Standards 3 2 1 Meets standard Approaches standard Does not meet (Proficient) (Basic) standard (Below Basic) 3.1.2.2 Recount stories, including fables, folk tales, and Recount stories Missing one part None myths from diverse cultures and message include central message 3.1.5.5 Refer to parts of Refer to parts of Describe the overall stories, dramas, and poems stories, dramas, structure of a story, Does not refer to such as chapter, scene, and and poems and beginning, middle, different parts stanza; describe how each how they build on end build. each other 3.1.9.9 Compare and Compare and Compare and Cannot compare contrast the themes, contrast the contrast events and contrast settings, and plots themes, settings, and characters. and plots </p>