LitPairsFable

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Mondo Bookshop Grade 3 1

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rL.3.2 Main Focus Key ideas & Details sessions 1, 2, 3 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.3.4 craft & structure sessions 1, 2 determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

rL.3.5 Main Focus craft & structure sessions 2, 3 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.

rF.3.7 integration of Knowledge & ideas session 3 explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

rL.3.9 Main Focus integration of Knowledge & ideas session 3 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

rL.3.10 range of reading & Level of Text complexity 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.

rF.3.3a Phonics & Word recognition session 2 Identify and know the meaning of the most common prefixes and derivational suffixes.

sL.3.1c comprehension & collaboration sessions 1, 2, 3 ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

W.3.8* research to Build & Present Knowledge sessions 2, 3 recall information from experiences or gather information from provided sources to answer a question. *standard adapted from another grade

W.3.10 range of Writing Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

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A: a Father and his Two daughters

B: a Man, his son, and his donkey

session 1: Text A

Learning FocusrL.3.2

Students recount fables to determine how the central message is conveyed through details.

KeY iDea

In this Native American fable, a man’s two daughters show him that it is impossible to please everyone.

PREVIEWING ThE TExT 5 minutes

Invite students to read the title and scan the story and illustrations. state the text type. Encourage students to think about what this fable might be about.

Before we give this fable a close read, let’s read the title and scan the text and the illustrations to get an idea of what kind of story it is. Who has an idea about that?

A man has two daughters, but the two daughters are different. One is a gardener, and the other is a potter.

In a fable, two characters may display differences or opposing ideas. The central message may come from these differences. Does anyone else have an idea to share?

The two daughters are making different items, so they need different things.

2 LITPAIRS

sL.3.1c Discussioncollaborative

eLL suPPorT

L.3.4 Vocabulary Support vocabulary words such as amused, puzzled, and impossible in context using the ELL vocabulary strategies in Getting Started.

VocaBuLarY

rL.3.4 Have students distinguish literal from nonliteral language.

READING ThE TExT CLOsELY 5 minutes

Explain the learning focus and ask students to read the first five paragraphs. Check their application of the focus and their understanding of the key idea. Then have them finish the story.

Fables are short tales that are used to teach moral lessons. The details about two opposing characters may help to express these central messages. Let’s read the first three paragraphs to describe the man’s first daughter. . . . Who would like to tell us about what you read?

This daughter is a gardener. She wants to sell her vegetables at the market. She needs rain so that the plants will grow tall and strong.

Let’s read the next two paragraphs to describe the second daughter. . . .

This daughter is a potter. She wants to sell her pots at the market. She needs sun to bake the pots.

Why is there a problem between the two daughters?

Each daughter thinks only about herself.

What central message does this problem suggest to us?

If we think only about ourselves, someone else will be hurt or unhappy.

Let’s read to the end to find out what the girls’ father learns.

DIsCUssING ThE TExT 10 minutes

Invite students to share how text details work together to convey a central message. Encourage them to listen closely to each other and link their comments to the responses of others. Remind them to apply this focus to future readings for deeper comprehension.

Let’s discuss the purpose of this fable. Listen carefully to each other so you can add to what you hear or suggest something different.

The details about the two daughters are supposed to teach us a central message—something that we can learn and use in our own lives.

What is the central message of this fable?

The father learns that “it is impossible to please everyone.”

How does each daughter answer her father when he asks “How are things with you?”

Both daughters say they are “fine.”

Do the daughters mean what they say?

No. Each one uses the word but to state something she needs.

So, sometimes characters mean what they say, and sometimes, they say one thing, but mean something else. Let’s sum up what we know about how text details help to convey a central message—you should always try to do this as you read.

The daughters have different needs. What makes one happy makes the other unhappy. It seems impossible to please them both.

TEACHER’SCHOICE COMPREhENsION: DETAILs AND CENTRAL MEssAGE

ERESOURCEERESOURCE Formative assessment have students use the blackline master on page 7 to list three key details from the fable and tell how they express the fable’s central message. Review students’ answers as you evaluate their mastery of the learning focus.

rL.3.2 coMPreHension

Details & central Message

Mondo Bookshop Grade 3 3

session 2: Text B

PREVIEWING ThE TExT 5 minutes

have students read the title of the second fable and scan the story and illustration. Ask them to consider what this fable might be about.

Today, we’ll read another fable. This one is about another father and his child. What do you notice as you scan this text?

The father and the son are going somewhere together, and they’re taking a donkey.

It’s likely that the central message will be a bit different in this fable. Let’s read closely to find out.

READING ThE TExT CLOsELY 5 minutes

Explain the combined learning focuses for this session and have students read the first three paragraphs. Check to see how well they are applying the focuses and pondering the key idea. Then read to the end.

As we read to determine the central message, we’ll also pay attention to how each scene or event leads to the next one. Let’s read the first three paragraphs. Who can describe the scene in the first paragraph?

A man, his son, and a donkey are going to the market. A neighbor tells the man that someone should ride the donkey.

How does the scene stay the same, and how does it change as we move to the next paragraph?

The man, his son, and the donkey are still going to the market. But now though, the son is riding the donkey. Another person makes a new suggestion. He says that the father, not the son, should ride the donkey.

How does the scene stay the same, and how does it change as we move to the third paragraph?

The man, his son, and the donkey are still going to the market. This time the man rides the donkey. Then another person makes a suggestion. She says the boy shouldn’t have to walk.

So, each scene builds on earlier scenes by keeping some of the details the same and changing others. Remember that the changing details will help to convey a central message.

DIsCUssING ThE TExT 10 minutes

Invite students to retell the fable and share their thoughts about how the details and scenes work together to convey the central message.

Let’s quickly review this fable. What is the central message?

“Please all, and you will please none.”

Who can add to this idea using story details?

The man changes what he’s doing every time someone new makes a suggestion. Because of this, he loses his donkey. The man never thinks about what he wants to do, he just tries to make everyone else happy. But, in the end, no one is happy.

Learning FocusesrL.3.2, rL.3.5

Students recount fables to determine how the central message is conveyed through details. Students describe how each scene builds on earlier scenes.

sL.3.1c Discussioncollaborative

KeY iDea

In this fable, a man and his son learn that trying to please everyone results in pleasing no one.

cLose reaDing oPTion

ERESOURCEERESOURCE summative Print the online blackline master for independent close reading. Ask students to read Text B and respond to the prompts (summarize author’s message, identify critical vocabulary, respond to constructed response questions) before returning for a small-group discussion.

cLose reaDing cLose reaDing cLose reaDing cLose reaDing TEACHER’SCHOICE

4 LITPAIRS

coMPreHension sHare

Use a sequence diagram to draw each scene in the fable. With a partner, tell how some things in each scene are the same and some things are different. Then discuss the central message of the fable.

W.3.8*, rL.3.2 WriTing

gather information

Ask students to elaborate on how each scene builds on earlier scenes to convey the central message. help them understand the importance analyzing the text structure.

Let’s talk about how each scene builds on earlier scenes. We know that stories are made up of characters in particular places who go through a series of actions or events. Each action or event is a scene in the story. What comments do you have about how this author ordered the scenes?

Each scene keeps the same three main characters so each scene links to the next. But the three main characters do something different in each scene. Because the man changes his actions through each scene, we start to understand the central message. No matter how many times the man takes someone’s suggestion, no one is happy. In the end, the man isn’t happy, either, because he loses his donkey.

Notice that two characters use the word lazy to describe the man and the son. Is the man or his son lazy?

No. In the beginning, they are both walking and leading the donkey. They each ride the donkey to make someone else feel good by taking his or her suggestion.

So, a character’s words might not be true. Sometimes, a character’s words tell us more about the character than the person he or she is describing. In both cases, a character is judging the man or the boy negatively without knowing all the information.

Confirm students’ good use of the focuses. Encourage them to keep the focuses in mind when reading fables.

You did a great job thinking about how the details and scenes work together to convey the central message. Use this thinking when you read other fables.

TEACHER’SCHOICE CONsTRUCTED REsPONsE: COLLECT TExT EVIDENCE

ERESOURCEERESOURCE Formative/summative assessment Use the blackline master on page 8 to introduce the constructed response question: How do fables use the bad behavior of characters to show their central messages? Use LitPairs fables and others to find text evidence for your answer. have students use self-stick notes to mark places in the text that help them answer the question. Point out that the details they include can come from the illustrations, as well as the main text. Review students’ self-stick notes as you evaluate their mastery of the learning focuses.

VocaBuLarY

rL.3.4 Have students distinguish literal from nonliteral language.

WorD recogniTion/sTuDY

rF.3.3a Point out that many of the action words in the story end with the suffix -ed. Explain that this suffix shows that these actions occur in the past. Lead students to contrast the time of action for pairings such as call/called; pass/passed; and lift/lifted.

Mondo Bookshop Grade 3 5

REFLECTING ON ThE TExTs 5 minutes

Ask students to reflect on their reading work in the first two sessions. Then invite them to review and reflect on the details, scenes, and the central messages or themes of each.

Although both fables are about making people happy, we learned about different details, scenes, and messages. Who can tell us about this?

In the first one, a father learns that it is impossible for both of his daughters to be happy at the same time because they want opposite things. In the second one, a father and his son learn that trying to make everyone happy means that no one will be happy, especially since the two of them lose their donkey.

What can you say about how each scene leads to the next in these two fables?

In both stories, at least one character stays the same from one scene to the next. Then something new happens. The changing details help to show the central message by the end.

CROss-TExT ANALYsIs 5 minutes

Encourage students to draw from each fable to compare the two texts.

Other than the way the scenes are structured, let’s think and talk more about how the two fables are similar.

The main characters in both stories are a father and his children. Both stories are about the idea of people being happy, but you can’t please everyone.

Then have students draw from each fable to contrast the two texts.

Now that we’ve compared the two fables, I’d like to contrast them by talking a little about how they are different. Who can start us off?

Even though both fables are about people being happy, they say two things about this idea. The first story says that it’s impossible to make everyone happy at the same time. The second story shows this same idea but says that when you try to make everyone happy, no one ends up happy, especially you.

Challenge students to relate how the story details and scenes work together to convey messages.

Fables are stories meant to teach moral lessons. These are lessons that have some wisdom and can help us in life. Let’s share what we noticed about how the details and scenes worked together to express the central messages.

Even though the stories are really similar, the fathers act differently from scene to scene. The first father knows that both his daughters will not be happy at the same time so he doesn’t even try to help them. This is smart. The second father is foolish. He tries to make everyone happy. This mistake leads them to lose the donkey.

session 3: Texts A and B

Learning Focuses rL.3.2, rL.3.5, rL.3.9

Students recount fables to determine how the central message is conveyed through key details. They describe how each scene builds on earlier scenes. Finally, students compare and contrast the themes of the fables.

6 LITPAIRS

INTEGRATING ThE LEARNING 10 minutes

Guide students to integrate information from both fables and concisely state the big ideas learned across both texts. Remind students to use the illustrations and details to help them describe the characters, setting, or events.

Let’s think about these two fables as a pair now. We know they are different in some ways, but we can draw some conclusions now that we’ve read them both. Who’d like to start?

I think the two fables come from different cultures. The first one seems to be Native American. I’m not sure where the other one comes from, but it’s not Native American. Because similar stories come from two different places shows that this message is important to people.

Would anyone like to add a thought?

The central messages are good lessons for everyone. Maybe that’s why different people in different places told their own versions of similar stories.

These are some interesting thoughts, and we’re having a good discussion.

have students reflect on the strategies they learned for noting how details and scenes work together to convey central messages.

Let’s review the strategies we used to deepen our understanding of both of the fables we read.

We discussed how the scenes built on each other. Some details stayed the same from one scene to the next, and others changed. These changes helped us understand the central messages. Then we compared and contrasted the stories.

Do this when you read other stories.

TEACHER’SCHOICE CONsTRUCTED REsPONsE: WRITE TO sOURCE

ERESOURCEERESOURCE Formative/summative assessment have students use the blackline master on page 8 to write a response to the question: How do fables use the bad behavior of characters to show their central messages? Use LitPairs fables and others to find text evidence for your answer. Tell stu-dents that they can use their self-stick notes to help them write their answer.

rL.3.7inTegraTion

images and Details

W.3.8*, rL.3.2WriTing

respond to Question

Mondo Bookshop Grade 3 7

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Comprehension: Details and Central MessageWrite three key details about the characters in the fable “a Father and his Two daughters.” Then explain how the fable’s central message is expressed through these details.

Detail 1:

Detail 2:

Detail 3:

how do these details express the fable’s central message?

score:

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Constructed Response

how do fables use the bad behavior of characters to convey central messages? Use the LitPairs fables and others to find text evidence for your answer.

• Read the question carefully.

• Look at several fables to find text evidence.

• Note the text evidence in your writing journal.

• Draft an opening that introduces the purpose of fables. Explain how fables achieve this purpose.

• Give two or three examples from different fables.

• Draft a closing that sums up how the results of bad character behavior teach readers a lesson.

• Revise, edit, and proofread your work.

score: