Unit 4: Traditional Literature/ and MythologyThis unit will focus on two specific types of fiction stories: traditional literature and mythology.

text author level location

CendrillonRobert D. San Souci and Brian Pinkney

O HM Anthology

Yeh-Shen retold by Ai-Ling T Unit 4 PDF set and library

Cinderella Charles Perrault Ohttp://www.pitt.edu/~dash/type0510a.html#perrault

Cinderella The Brothers Grimm Unit 4 PDF set

Cindy Ellen: A Wild Western Cinderella

Susan Lowell L

The Korean Cinderella Shirley Climo O

The Rough Faced Girl Rafe Martin S Book Room

Adelita Tomie dePaola O

Interactive Cinderella Story

http://www.learner.org/interactives/story/cinderella.html

Other Digital Versions

http://www.usm.edu/media/english/fairytales/cinderella/inventory.html

and

http://www.pitt.edu/~dash/type0510a.html

Odysseus and the Bag of Winds

T (reading A-Z level y)

Reading A-Z (use as a projectable book)

The Golden Touch Pandora’s Box Lost in His Own Reflection The Labors of Hercules The Never-ending Punishment

Reading A-Z close reading pack

(Mythology Grade 4)varied

http://www.readinga-z.com/commoncore/close-reading/pack/?id=641&grade=grade4

Greek Mini-books set various various Shared Folder

Various Titles Reading A-Z close

reading pack (Cultures-Grade 2)

various http://www.readinga-z.com/commoncore/close-reading/pack/?id=639&grade=grade2

Cinderella Stories Available in the Library

text author level call #

CendrillonRobert D. San

Souci and Brian Pinkney

O 398.2 S

Cinderella or The Little Glass

SlipperCharles Perrault 398.2 P

Walt Disney’s Cinderella

Disney F DIS

Once Upon a Princess. Volume

2SC DIS

Yeh-Shen: A Cinderella Story

from ChinaAi-Ling Louie 398.2 L

Cinderella Val Gool F VAN

A Cinderella Story

Robin Wasserman

F WAS

Chickerella Mary Jane Auch F AUC

Cinder Edna Ellen B. Jackson F JAC

Cinderella Beni Montresor F MON

The Egyptian Cinderella

Shirley Climo 398.2 C

Bigfoot Cinderrrrrella

Tony Johnston 398.2 J

Ella Enchanted Gail Carson

LevineF LEV

Unit 4: Traditional Literature/ and Mythology

Other Resources:

Digital Resource Location

Digital Text: Yeh-Shen(Told from the point of view of the fish)

http://www.youtube.com/watch?v=bxmjmpurKJg

Cartoon Video of Yeh-Shenhttp://www.youtube.com/watch?v=4Ou0Wy4ucjs&list=PL50B01E86198AF2C9

Digital Photo Story of Cinderella by the

Brother’s Grimmhttp://www.youtube.com/watch?v=LrREZLYGsaY

Fractured Fairytale Cinderella http://www.youtube.com/watch?v=mwbjet0zkLI

King Midas (Disney Cartoon Version) http://www.youtube.com/watch?v=peIkHD-

xop4

Fractured Fairytale King Midashttp://www.youtube.com/watch?v=0I0cDd_LO4A

Perseus and Medusa Digital Text

http://www.abc.net.au/arts/wingedsandals/storytime/perseus_medusa.htm

activity Location

The Herculympics http://news.bbc.co.uk/sport2/hi/funny_old_game/games/4384654.stm

The Labors of Hercules http://www.primaryresources.co.uk/online/heracles2.swf

Which mythological figure are

you?http://thewalters.org/exhibitions/heroes/quiz/

Write your own myth http://teacher.scholastic.com/writewit/mff/mythmachine.htm

Greek Mythology Digital Story http://youtu.be/OmgG_IJbsfQ

I can My Goals I can do this with

help I can do this by

myself I can do this with a

hard text

I can summarize what the text says.

I can do this with help

I can do this by myself

I can do this with a hard text

I can select key details from a text to summarize a

selection. I can do this with

help I can do this by

myself I can do this with a

hard text

I can determine the theme of a piece of literature.

I can do this with help

I can do this by myself

I can do this with a hard text

I can compare and contrast different stories by thinking about the different

points of view.

I can do this with help

I can do this by myself

I can do this with a hard text

I can compare how similar topics and themes are present in stories and traditional literature from different

cultures. I can do this with

help I can do this by

myself I can do this with a

hard text

I can compare and contrast how similar patterns of events are

presented in stories and traditional literature from different cultures.

Unit 4

I can summarize what the text says.

I can select key details from a text to summarize a selection.

I can determine the theme of a piece of literature.

I can compare and contrast different stories by thinking about the different

points of view.

I can compare how similar topics and themes are present in stories and traditional literature from different

cultures.

I can compare and contrast how similar patterns of events are presented in

stories and traditional literature from different cultures.

Standard Suggested Mini-Lessons

RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Identifying themes within and across texts Supporting themes with text evidence Revising ideas about themes while reading Studying the differences between stories that have similar

themes Note-taking in a way that highlights the similarities and

differences between texts with similar themes Developing and revising ideas about themes as we read Identifying symbols for themes and ideas Using a graphic organizer to help summarize a text Finding out what details are most important when

creating a summaryRL 4.6  Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.  

Determining what a 1st vs. 3rd person story looks like How does a story change when told in a 3rd person vs.

1st person?

RL 4.9  Compare and contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures.

Comparing and contrasting plot, characters, setting across similar stories.

Comparing and contrasting patterns of events in traditional literature

Supporting Standard Mini Lessons

Reading with a theory in mind Making connections between a text and a visual

representation of the text Understanding words and phrases derived from

characters in Greek mythology Using details to explain answers explicitly in text Describing a character’s motives to help us

understand the plot of the text Describing events from a text in detail Analyzing the impact of how characters and events in

books impact our own reactions and responses to events in our lives

Unit 4

Theme: Sample Mini-LessonInteractive Read Aloud: (must occur prior to the mini-lesson) Read aloud your favorite picture books. Mini-Lesson(s): (RL.4.2, RL.4.1, 4.10; L.4.6; SL.4.2) This seed is intended to span over multiple mini- lessons. Explain to students that when we read a story, we want to think about what the theme of a story is. Theme is what we learn from a story, themes are inferred, and themes are about the “big world. Refer to any anchor charts you may have already started. Revisit the text from the interactive read aloud. Point out various places in the text that will help students determine the theme of this story. You will want to gauge student’s level of knowledge when determining theme of a story. As you read the story, find places in the text that help the reader understand the theme. (Suggested Text: Any Cinderella story suggested at the beginning of the unit – multiple could be read to practice understanding).

Guided Practice: Ask students to work together to locate other details in the text that will help to determine theme. Students will need access to the text in order to do this. If this is not possible, you may want to put the text on the document camera and walk students through the remainder of the book. Bring students back together and focus your think aloud on how all of these details in the story make you think about the theme, or the message the author is trying to convey. Explain that you can infer the author is trying to teach the reader about friendship, but not just friendship. Friendship that is happening in spite of the barriers that exist. You can infer that the theme could be “friendship transcends barriers.” Work Time: Students should have the opportunity to read literary text and practice looking for details that help the reader determine the theme. Students can write the title of their text and the possible theme on a post-it note and place on the newly created anchor charts. This information can be used during share time. While students are working, you will want to either circulate the room, listening to their reading, or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group, if needed. Share: Bring students back together and refer to any of the post-it notes on the anchor chart. Does anyone have a theme you would like to share from your reading today? How did you determine the theme? Was it stated directly or did you have to infer from the author’s clues? Sample Thinking Stems/Anchor Chart: What does the author want you to “walk away with” after you no longer have this text (poem/book/drama) in front of you? What is the theme of this story? How do you know? What other themes might there be? Is it possible for there to be more than one theme in a story?

Formative Assessment Opportunities: Refer to the post-it notes students may have posted during work time. Are students showing an understanding of theme? This will give you a big picture glance. Exit slip: Explain how we determined the theme of Freedom Summer.

Theme: Cinderella Interactive Read Aloud: (must occur prior to the mini-lesson) Read aloud Yeh-Shen Mini-Lesson(s): (RL.4.2, RL.4.1, 4.10; L.4.6; SL.4.2) This seed is intended to span over multiple mini- lessons. Explain to students that when we read a story, we want to think about what the theme of a story is. Theme is what we learn from a story, themes are inferred, and themes are about the “big world. Refer to any anchor charts you may have already started. Revisit the text from the interactive read aloud. Point out various places in the text that will help students determine the theme of this story. You will want to gauge student’s level of knowledge when determining theme of a story. As you read the story, find places in the text that help the reader understand the theme.

Themes to discuss:Good overcomes evil Patience Kindness

Guided Practice: Give small groups of students a version of Cinderella. Have students read the text together and determine the theme/themes of the story by using clues from the text as they practiced during the whole group lesson.

Work Time: During their independent work time, have students find examples of theme in the text they are reading.

Share: Bring students back together and refer to any of the post-it notes on the anchor chart. Does anyone have a theme you would like to share from your reading today? How did you determine the theme? Was it stated directly or did you have to infer from the author’s clues?

Sample Thinking Stems/Anchor Chart: What does the author want you to “walk away with” after you no longer have this text (poem/book/drama) in front of you? What is the theme of this story? How do you know? What other themes might there be? Is it possible for there to be more than one theme in a story?

Formative Assessment Opportunities: Refer to the post-it notes students may have posted during work time. Are students showing an understanding of theme? This will give you a big picture glance.

THIS LESSON CAN BE REPEATED WITH OTHER TEXTS, INCUDING MYTHS FROM THIS UNIT

Themes in Yeh-Shen Clues from the Text

Good Overcomes Evil At the end of the story, Yeh-Shen gets to live a happy life, while her stepmother and sister are crushed by rocks.

PatienceYeh-Shen never complains about the life she has.

KindnessYeh-Shen is always nice to her stepmother and sister even though they treat her horribly.

Summary Review Mini-Lesson

Learning Target: I can complete an organizer to organize details in a literary text. (RL.4.2)

Note: RL.4.2 asks students to not only determine the theme of a literary text but also to summarize the text. This lesson seed focuses on the summarization of a literary text. Any text can be used for this. It would be easy to choose a Cinderella story already read with students. This lesson seed focuses on how to help students organize the information for a summary. The next lesson seed will show students how to take the information from the organizer and create a written summary. Interactive Read Aloud: (must occur prior to the mini-lesson) Read aloud the literary text you plan on using for the mini-lesson. IMini-Lesson(s): (RL.4.2; RL.4.1, 4.10; W.4.8, 4.10; L.4.6; SL.4.2, 4.4, 4.6) This seed is intended to span more than one mini-lesson. Explain to students that when we write a summary of a literary text we want to include certain details from the story. A summary should include character’s names, what the problem is and what the solution was. Some stories contain more than one problem so we want to include that into a summary. Using a Cinderella story (or any literary text), model how to work on the “Somebody Wanted But So Then” chart. Think aloud why you are including certain information on the chart. Students should be able to see the text as you work. You may choose to give students their personal copy of a chart to work on as you model your thinking.

Guided Practice: (this may occur during the next mini-lesson) Split students back into their group you used for discovering the theme of a Cinderella story. They should fill in the Somebody .. chart for their Cinderella book. Students may work together or independently to do this work. When finished, ask students to share their charts in order to complete the big chart for the rest of the text. Work Time: This is a process students can follow with any literary text. Not all texts have more than one problem. When that happens, students would only fill out the first row of the organizer. While students are working, you will want to either circulate the room, listening to their reading or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group.

Share Time: Bring students back together and provide the opportunity for them to share what they did during work time in regards to “Somebody Wanted But So Then.” If students worked together, they can share to the rest of the group.

Formative Assessment Opportunities: • Performance Task: Given a short literary text, students will complete a “Somebody Wanted But So Then” organizer for that text. This text will be used for another task so they need to be kept.

Summary Review Mini-Lesson Continued

Learning Target I can use my organizer to help me write a summary of a literary text. (RL.4.2)

Note: This lesson seed should occur after the previous seed. In seed #3 students learned how to organize details from a literary text. This lesson seed will teach students how to take the information from the organizer and create a written summary.

Mini-Lesson(s): (RL.4.2; RL.4.1, 4.10; L.4.6; SL.4.1b, 4.2, 4.4; W.4.8, 4.10) This seed is intended to span more than one mini-lesson. Explain to students that they have learned how to take important details from a literary text and organize them using the “Somebody Wanted But So Then” organizer. The next step is to take the thinking from the organizer and create a summary. (Use your class summary of the Cinderella story you chose as your model) You will want to be sure students can see your writing. Chart paper would work well. Another option would be the projector but you want to make sure it is big enough for students to see. After reviewing the completed organizer, model how to take the details and create a summary. You will want to orally rehearse the summary first before putting it into writing. After orally rehearsing, begin writing the summary. You only want to model a small part before having students practice. Guided Practice: (this may occur during the next mini-lesson) Have students work in pairs. Direct them to first take turns orally rehearsing the summary. After both partners have rehearsed the summary, direct them to complete the written summary. Bring students back together to share their summaries. Be sure to complete the written summary on the chart paper.

Work Time: Students can practice using their completed organizers from previous work time to create summaries. Students could get with a partner to practice rehearsing the summary before creating a written summary. While students are working, you will want to either circulate the room, listening to their reading or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group.

Share: Allow time for students to come together and share any summaries they attempted to write during work time. This allows you the opportunity to jot notes as students share to assist in the formation of focus groups.

Sample Thinking Stems/Anchor Chart: • Completed “Somebody Wanted But So Then” organizer from previous lesson seed

Formative Assessment: • Performance Task: Given the same short literary task from a previous task, students will use their completed organizer in order to write a summary of the text.

Comparing Themes and Topics

Learning Target: I can compare and contrast the treatment of similar themes and topics in stories. (RL.4.9) Note: In order to meet the full intent of RL.4.9, students must be exposed to many different texts that have similar topics and themes. This lesson seed focuses on two texts that share a similar theme and topic. The unit earlier in this lesson seed was about determining the theme of a story. Included was a list of possible themes in children’s literature. This will help in the selection of books used to support this standard. (Text Options Cinderella stories- i.e. Cendrillon and a traditional Cinderella story – Students can compare Cendrillon wit the Cinderella story they read in their small group)

Interactive Read Aloud: (must occur prior to the mini-lesson) If you have not yet read your second choice of text for this lesson seed, now would be the time to read the text with your students. If you are using two familiar texts, then continue reading aloud the chosen chapter book for this six weeks. The purpose of the interactive read aloud time is to facilitate conversation amongst the students. We want them talking about the text. Suggestions: Cendrillon and Yeh-Shen or a traditional Cinderella story.

Mini-Lesson(s): (RL.4.9; RL.4.1, 4.2, 4.10; L.4.6; SL.4.2, 4.4, 4.6; W.4.8, 4.9a) This seed is intended to span more than one mini-lesson. The two texts should be read prior to this mini-lesson, as well as determining what the theme is of each. Part 1: Choose one of the texts. Revisit the text by walking through it with students. Introduce the learning target and explain that in order to compare and contrast themes of stories, readers first must look closely at the text. Show them the organizer you will be using to help with the process of analyzing text (see sample organizer below). Students will need to have a personal copy of the organizer for this work. Model how to begin completing the organizer. Since students don’t have access to the entire text, you may want to model the two sections on what the characters say. You may also choose to model the section on the symbolism as wellPart 2: Repeat the above process with the second text. Part 3: Now that both texts have been closely analyzed, focus solely on the characters. Compare how the authors developed the theme of “kindness” and “good overcomes evil” . Part 4: Focus solely on the events. Use the completed organizers to compare how the authors developed the theme of “good overcomes evil” with the events in the stories. Use these thinking stems to lead discussion: • Explain how the characters in both books overcome obstacles. Guided practice: (may occur during the next mini-lesson) Part 5: Bring it all together. Pose this thinking stem to students: Explain how both authors treat the theme of “good overcomes evit” in both stories. Using the organizers, think aloud about how you would begin to address this thinking stem. This would be a good opportunity for interactive writing. Students can be an active part of the writing process, while still being closely guided by the teacher. Or you may choose to have students work in pairs to respond to this thinking stem. Students could then read each other’s responses and provide feedback, ask questions, etc. Work Time: Students can work independently or in pairs to practice this process. You will want to make available different texts that address similar themes and topics. While students are working, you will want to either circulate the room, listening to their reading or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull a guided reading group. Share: Bring students back together and allow the opportunity to share what they have worked on during work time. Students may share whole group, or you may choose to have them turn to a partner to share. Formative Assessment Opportunities: • Performance Task: Given two texts that share a similar theme, students will compare and contrast the treatment of the similar theme in the two stories, using details from the texts.

Comparing Themes and Topics CONTINUED

Learning Target: I can compare and contrast the treatment of similar themes and topics in stories.

Text Suggestions: Cinderella Stories or Myths (this lesson is a similar repeat of the lesson before, but give students more practice, which they need to become proficient at this task)

Activity: (RL.4.9, RL.4.2) This seed is intended to span over more than one mini-lesson. This seed is using two shorter picture books to introduce the concept of comparing the treatment of similar themes. You will want to move into longer, more complex texts as students are ready. The two texts should be read before beginning the seed. Determine the theme of each book before proceeding with the rest of the seed. RL.4.2 was on the maps for weeks 1-18 so you have likely provided instruction on determining theme already. Students will need to be comfortable talking about theme before moving on with this seed.

Part 1: Choose one of the texts. Revisit the text by walking through it with students. Introduce the learning target and explain that in order to compare and contrast themes of stories, readers first must look closely at the text. Show them the organizer you will be using to help with the process of analyzing text (see sample organizer below). Students will need to have a personal copy of the organizer for this work. Model how to begin completing the organizer. Since students don’t have access to the entire text, you may want to model the two sections on what the characters say. You may also choose to model the section on the symbolism as well. The symbol in Freedom Summer would be the pool – it is the continuing barrier even after the law is passed. In The Other Side the symbol is the fence. The fence is a symbol of segregation. Students should be able to go back and remember the 4 main events and work on this in groups.

Part 2: Repeat the above process with the second text.

Part 3: Now that both texts have been closely analyzed, focus solely on the characters. Compare how the authors developed the characters through their words.

Part 4: Focus solely on the events. Use the completed organizers to compare how the authors developed the theme. Use these thinking stems to lead discussion:

Part 5: Bring it all together. Using the organizers, think aloud about how you would begin to address this thinking stem. This would be a good opportunity for interactive writing. Students can be an active part of the writing process, while still being closely guided by the teacher. Or you may choose to have students work in pairs to respond to this thinking stem. Students could then read each other’s responses and provide feedback, ask questions, etc. During work time students can work independently or in pairs to practice this process. You will want to make available different texts that address similar themes and topics. For example, Our Gracie Aunt by Jacqueline Woodson (K-1 exemplar) can be used with The Other Side to make comparisons between the themes of resilience.

Formative Assessment Opportunities: • As students begin to work independently with this, notice who may be having difficulty. Are they able to determine theme? If not, then those students will need additional support in small groups practicing how theme is determined. If students have established how to determine theme, then they need additional support in analyzing the text to see how the author establishes the theme.

Comparing Themes and Topics CONTINUED

Other Lesson Options: 1. Have students compare and contrast two different versions of Cinderella. Compare and contrast

how the setting/culture affected the story. What was different than a traditional Cinderella? Why? 1. Use story maps as resources to help students track information for this purpose. Have them

use a graphic organizer to set up and prepare their thoughts to write a compare/contrast open-ended response.

2. Compare Cinderella to the Fractured Fairy Tale version: http://www.youtube.com/watch?v=mwbjet0zkLI How is this version different than the traditional? Why? Why did the creator choose to change parts of the story? How does it affect the message or theme?

3. Think about the images an illustrator uses to convey meaning in a literary text. Look at pictures in the different Cinderella stories. How do they help you better understand the text? Can they help convey emotions? View this video of the classic version of Cinderella from the Brothers Grimm: http://www.youtube.com/watch?v=LrREZLYGsaY (You may want to choose just a part of this to show as pieces of this story are gruesome). Why did the creators of this video clip choose the images they did? How did they help convey the meaning and emotions of the story?

4. Digital Version of Yeh-Shen: http://www.youtube.com/watch?v=4Ou0Wy4ucjs&list=PL50B01E86198AF2C9 How is this digital version similar and different than the text? If anything was changed, why do you think it was? Was there anything in the digital version that was not in the text version? What did the creator of the cartoon have to do in order to create the cartoon (i.e. inferring character appearance, adding in settings, etc.)

5. Greek Mythology Lesson: http://www.tncurriculumcenter.org/resource/4866/go

Assessment Options: After modeling how to compare and contrast (with writing an actual compare/contrast piece) have students do the same with another text. Can they transfer the same strategies taught during the mini-lessons?

GLOG: http://1kyteacher.edu.glogster.com/glog-4420-4749/Above is the link to one teacher’s GLOG assignment on comparing themes in stories. TO do this activity with students they would each need a computer. The would choose two of the three stories to read/listen to, then complete the assignment.

Point of View – Compare and Contrast

Learning Target: I can compare and contrast the point of view from which different stories are narrated.

Activity: (RL.4.6, RL.4.1) You will be using an original version of The Three Little Pigs and The True Story of the 3 Little Pigs! (1st grade classroom library). Feel free to use two other texts that satisfy the intent of this seed. It is strongly suggested that students have access to the text being used in this seed. During a separate read aloud, you will want to read both versions to your students. You will want to introduce point of view to your students if this is their first exposure to it. You will want to focus your think aloud on the pigs’ point of view in The Three Little Pigs. Talk through one or two examples of the pigs’ point of view, recording your thoughts on the anchor chart as you think out loud. Then use The True Story of the 3 Little Pigs! and think aloud about one or two examples of the wolf’s point of view. Make sure to use the language “point of view” as you think aloud. Give students an opportunity to work together and/or independently to continue comparing and contrasting the two different points of views. You can either have them work in their reader’s notebooks, or you can have them work on post-it notes and bring the notes up to the anchor chart. If you choose to use the post-it notes, you have the opportunity to address misconceptions as a whole group. You will want to allow time at the end to bring the class back together in order to address the work students did during independent work time.

Formative Assessment Opportunities: • Were students able to make appropriate responses about the two different points of view?

Other Text Options:

Seriously, Cinderella is so Annoying by Trisha Speed Shaskan (told by the stepmother) Honestly, Red Riding Hood Was Rotten by Trisha Speed Shaskan (told by the Wolf)

These texts could also be used as group work, having students meet in small groups to read a traditional version of the text as well as another version to practice comparing and contrasting point of view.

Point of View – Compare and Contrast EXTENSION

Lesson Extension Options: Are you reading a book to your class? Can you compare and contrast the point of view of two different characters from the same book? See example lesson on next page.

Yeh-Shen Extension: Yeh-Shen is told by a narrator (3rd person). Have students view this clip from youtube: http://www.youtube.com/watch?v=bxmjmpurKJg This short video is told from the viewpoint of the fish. How would the whole story have been different if told from that viewpoint? Why is the viewpoint of the fish different from that of a narrator? How would the story be different if told by the stepmother? Or perhaps the king?

Point of View – Compare and Contrast (Sample Lesson for comparing point of view of two different characters)

Learning Target: I can compare and contrast the point of view of two different characters in the same book. Activity: (RL.4.6, RL.4.1) You will be using The Sign of the Beaver by Elizabeth George Speare. This was a recommended read aloud in the unit for weeks 13-18. It is strongly suggested that students have access to the text being used in this seed. Re-read pages 42-44. Focus your think aloud on how Matt viewed this situation and how Attean viewed this situation. When Matt chose this section to read to Attean, he said that he just chose his favorite parts to read. So when Attean got angry, Matt didn’t understand why. Attean said “Him never do that!” and “Never kneel down to a white man!” Matt thought that it was appropriate because Crusoe had saved the captive’s life. It seems that Matt and Attean don’t see eye to eye about this. Attean can probably relate to the captive and doesn’t like that the captive had to kneel down. He wouldn’t want to kneel down to a white man. Matt, on the other hand, doesn’t understand. He just sees that the white man saved the captive’s life. Record your thinking on the anchor chart. Reread pages 63 to the middle of page 65. Students can work together to chart Matt’s point of view here and Attean’s point of view here. How are their two points of views different here? When they come across the fox in the trap, how does each of them react? Matt is concerned about the fox and wants to help him, but Attean says that they cannot touch the fox because they didn’t set the trap. Support them to also find a comparison in their points of view. On page 65 they both agree that the iron trap is a cruel way to trap an animal.

How might our understanding of this text be different if it were written more from Attean’s point of view? Formative Assessment Opportunities: • Student responses from anchor chart. Are students able to successfully work together as they determine both characters’ points of view? If not, was it because they had trouble working together? Or was it that they had difficulty determining the point of view? Depending on the struggle, you will want to form small groups or reteach to the whole class.

Determining Meaning of Mythological Words

Learning Target: I can determine the meaning of mythological words and phrases.

Activity: (RL.4.4, RL.4.1) The purpose of this seed is to begin an anchor chart with your students. Explain that you are going to post an anchor chart in the room titled “It’s All Greek to Me!” and it will stay up for the rest of the school year. This chart will be added to as you read myths. Below you will find a sample anchor chart. You may find the text exemplars helpful as you continue through this year. The goal is not just to read and understand myths. The goal of this standard is to teach students the mythological phrases that are found in literature so that they can better understand what they are reading. Students need to know what it means when a text says that a character had to use a “Herculean effort” in order to complete a task. Through read-alouds, independent readings, and small groups, expose your students to different myths and text about mythological people. The sample anchor chart below is what your chart might look like after a few exposures to reading myths and texts about mythological people. What does it mean to have the Midas touch? How does this reference help the reader understand the character in the story? What is meant by a Herculean task?

Formative Assessment Opportunities: As students read literary texts, notice if they are able to determine what certain mythological phrases mean. Are they able to explain how knowing what that phrase means helps them better understand what a character is doing? Are students able, when asked, to locate certain mythological phrases while reading? Notice if students begin to recognize allusion to mythical characters in text during independent reading.

Introduction to RL 4.7 – Connecting Text to a Video Clip

Learning Target: I can make connections between the text in a story and a video clip about the text. Background Information: When looking at this standard, there are a few different directions you can take instruction. This seed will focus on reading the text and making connections to visual presentation in the form of a video clip.

http://www.youtube.com/watch?v=tme7Wsnvn3I (Text version)http://www.youtube.com/watch?v=6um6Mr-Ea4EI (Disney video version)

For this lesson, we can focus on the myth, The Midas Touch. -What can we gather about the mood while reading the text? -What character actions are described in the text?

After revisiting the text, watch the short video clip. Instruct students to look at the details of the clip. The following questions may help focus their thinking:

-What can we gather about the mood while watching the video clip? -What character actions do we see while watching the video clip?

You will want to use an anchor chart to organize the information gained from both versions. There is an example below of how you may choose to organize it. After the anchor chart has been completed, divide the class into four different groups. Hang four posters around the room, each containing one of the thinking stems below. Students will work with each other to craft an answer to their question. Each group will share with the rest of the class.

What information can you find in the text that helps you understand this event better? What did you see in the video clip that helps you understand this event better? Which important details are in the text that aren’t in the video clip? Which important details are in the video clip that aren’t in the text?

Formative Assessment Opportunities: As students work together, take note of who may be having difficulty being an active participant. These students may need additional support with this type of thinking during small group time.

Common Themes Found in Literature

RL 4.2

Theme found in _________________

How I know (clues from the text)

RL 4.2

My Summary of

Somebody

THEN

Somebody

Wanted Wanted

But But

So So

RL 4.2

Name:

Somebody

Wanted

But

So

My Summary of: __________________________________________

I’m summarizing a story read to me

I read to myself

RL 4.2

Name:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

My Summary of: _________________________________________

I’m summarizing a story read to me

I read to myself

RL 4.2

Story:

How are they alike?

____________________________________________________________________________________________________________________________________

____________________________

How are they different?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Compare Themes

Story:

RL 4.8

Story:

How does the point of view change the story?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Compare Point of View

Story:

Point of View: Point of View:

______________________________________________________________________

__________________________

How is the story the same despite the point of view?

RL 4.6

_____________ _______________

How are they alike?

____________________________________________________________________________________________________________________________________

____________________________

How are they different?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Compare and Contrast RL 4.8 or RL 4.9

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________

Compare and Contrast

I’m comparing/contrasting: the theme

the characters the plot

the setting

Name:

It’s All Greek to Me

Word/Phrase What it means: Why it means this:

Herculean Effort

The Midas Touch

Pandora’s Box

An Odyssey

RL 4.4

It’s All Greek to Me

Word/Phrase What it means: Why it means this:

Digital Text Connections Title:

TextVideo

Clip/Digital Text

Mood

Characters’ Actions

What elements help you better

understand the text?

Other

RL 4.7

CinderellaThe Little Glass Slipper

by Charles Perrault

Once there was a gentleman who married, for his second wife, the proudest and most haughty woman that was ever seen. She had, by a former husband, two daughters of her own, who were, indeed, exactly like her in all things. He had likewise, by another wife, a young daughter, but of unparalleled goodness and sweetness of temper, which she took from her mother, who was the best creature in the world.

No sooner were the ceremonies of the wedding over but the stepmother began to show herself in her true colors. She could not bear the good qualities of this pretty girl, and the less because they made her own daughters appear the more odious. She employed her in the meanest work of the house. She scoured the dishes, tables, etc., and cleaned madam's chamber, and those of misses, her daughters. She slept in a sorry garret, on a wretched straw bed, while her sisters slept in fine rooms, with floors all inlaid, on beds of the very newest fashion, and where they had looking glasses so large that they could see themselves at their full length from head to foot.

The poor girl bore it all patiently, and dared not tell her father, who would have scolded her; for his wife governed him entirely. When she had done her work, she used to go to the chimney corner, and sit down there in the cinders and ashes, which caused her to be called Cinderwench. Only the younger sister, who was not so rude and uncivil as the older one, called her Cinderella. However, Cinderella, notwithstanding her coarse apparel, was a hundred times more beautiful than her sisters, although they were always dressed very richly.

It happened that the king's son gave a ball, and invited all persons of fashion to it. Our young misses were also invited, for they cut a very grand figure among those of quality. They were mightily delighted at this invitation, and wonderfully busy in selecting the gowns, petticoats, and hair dressing that would best become them. This was a new difficulty for Cinderella; for it was she who ironed her sister's linen and pleated their ruffles. They talked all day long of nothing but how they should be dressed.

"For my part," said the eldest, "I will wear my red velvet suit with French trimming."

"And I," said the youngest, "shall have my usual petticoat; but then, to make amends for that, I will put on my gold-flowered cloak, and my diamond stomacher, which is far from being the most ordinary one in the world."

They sent for the best hairdresser they could get to make up their headpieces and adjust their hairdos, and they had their red brushes and patches from Mademoiselle de la Poche.

Sample Open-Ended ItemThe Shepherd’s Boy and the Wolf

Smarter Balanced Assessments

The Shepherd’s Boy and the Wolf

Read the story about a boy who takes care of sheep and then answer the question that follows.

A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep.

In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Shepherd’s Boy and the Wolf

Grading Descriptors

Sample Open-Ended ItemHow the Leaves Came Down

Smarter Balanced Assessments

How the Leaves Came Down

'll tell you how the leaves came down. The great Tree to his children said, "You're getting sleepy, Yellow and Brown, Yes, very sleepy, little Red; It is quite time you went to bed.""Ah!" begged each silly, pouting leaf, "Let us a little longer stay;Dear Father Tree, behold our grief,'Tis such a very pleasant dayWe do not want to go away."So, just for one more merry dayTo the great Tree the leaflets clung, Frolicked and danced and had their way, Upon the autumn breezes swung, Whispering all their sports among, "Perhaps the great Tree will forgetAnd let us stay until the springIf we all beg and coax and fret."But the great Tree did no such thing;He smiled to hear their whispering.

Below is part of a poem about leaves and a story about a robin. Read the two texts and think about how they are similar and then answer the question that follows.

The Little Captive

One day Bessie’s mother said to her that she must open the cage, and let the bird fly away. “No, no mother!” said Bessie, “don’t say so. I take such comfort in him, I can’t let him go.” But the next moment she remembered how unhappy it made her to disobey her mother; and, taking down the cage she opened the door.

To her great surprise, her little captive did not care to take the freedom offered him. After a while he seemed to understand that he was expected to come out of the cage; and what do you think was the first thing that the little bird did? Why, he lighted right on Bessie’s shoulder, as if he hated to leave her.

Bessie was pleased enough to see him so tame. She took him in her hand, and, carrying him to the window, held him out until he soared away into the air. But he did not forget his adopted home; for the next day, while Bessie was at dinner, she heard a flutter of wings, and again the bird perched upon her shoulder. After pecking some crumbs from the table-cloth, away he flew again out of the window.

But, my dear little friends, you will be surprised when I tell you that day after day, for two or three weeks, that little robin made a visit to Bessie’s house.

How the Leaves Came Down

The Little CaptiveCompare how the actions of the leaves are similar to the actions of the little robin. Use details from both texts to explain similarities.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How the Leaves Came Down & The Little Captive

Rightly Unfair

Rightly Unfair

Janie frowned as Chandra left the room.

“What’s wrong, Janie?” Ms. Simpson asked.

“Every day at 3:00 Chandra’s mother picks her up from school,” Janie explained. “Even though she gets to go home when class is over, I have to wait until 3:20 just like everyone else before I’m allowed to leave.”

Ms. Simpson smiled at Janie. “Have you talked with Chandra about it?”

“No,” Janie admitted. “But she should have to wait like everyone else, no matter what.”

“I think it would be best if you told her how you feel,” Ms. Simpson said. “Then maybe you’d think differently about the situation.”

Janie kept frowning and sat in her seat until the bell rang at 3:20 and she left the room. The next day, she sat next the Chandra at lunch.

“So why do you get to leave early every day while the rest of us have to wait?” Janie asked immediately.

“What?” Chandra asked.

“At 3:00” Janie explained. “Your mom picks you up every day.”

“Oh!” Chandra exclaimed. “My mom gets me early so I can go with her to read to the kids at the library. Every day from 3:15-5:!5, kids visit the library for story time. We read for a half hour to each age group, three-year-olds, four-year-olds, five-year-olds, and six-year-olds. The kids love it. I love it, too.

“Oh, I didn’t know that,” Janie said.

“It’s great to be able to read to younger kids,” Chandra continued. “It makes me feel so good to do that for them. I’ll admit, though, it’s not easy finding interested stories for them every day. The three-year-olds get bored very easily.”

“Well, I have a few great stories at home that I read when I was that age,” Janie said. “Do you want me to give them to you to read to the kids? I’m sure they would find them interesting. I could bring them to you tomorrow during lunch.”

“That would be great!” Chandra replied.

“I guess it is fair that you get to leave early,” Janie said. “I never realized that you had such a good reason.”

Rightly Unfair

Read the instructions below. Select a sentence from the passage that best supports each inference.

How Janie Changes in the Story

Janie is jealous in the beginning of the story.

Janie is helpful by the end of the story.

Who is Ms. Simpson?

A. Janie’s motherB. Janie’s teacherC. Chandra’s motherD. the librarian

Explain why you chose your answer. Use details from the story to support your reasoning.

Rightly Unfair Key

Who is Ms. Simpson?

A. Janie’s motherB. Janie’s teacherC. Chandra’s motherD. the librarian