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

text author level location

Cendrillon Robert 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 O http://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

h"p://www.learner.org/interac2ves/story/cinderella.html    

Other Digital Versions

h"p://www.usm.edu/media/english/fairytales/cinderella/

inventory.html    and

h"p://www.pi".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  Reflec2on    The  Labors  of  Hercules    The  Never-­‐ending  Punishment    

Reading A-­‐Z close reading pack

(Mythology Grade 4) varied

h"p://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 h"p://www.readinga-­‐z.com/commoncore/close-­‐reading/pack/?id=639&grade=grade2    

Cinderella Stories Available in the Library

text author level call #

Cendrillon Robert D. San Souci and Brian

Pinkney O 398.2 S

Cinderella or The Little Glass

Slipper Charles Perrault 398.2 P

Walt Disney’s Cinderella Disney F DIS

Once Upon a Princess. Volume

2 SC DIS

Yeh-Shen: A Cinderella Story

from China Ai-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 Levine F 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) h"p://www.youtube.com/watch?

v=bxmjmpurKJg  

Cartoon Video of Yeh-­‐Shen h"p://www.youtube.com/watch?v=4Ou0Wy4ucjs&list=PL50B01E86198AF2C9  

Digital Photo Story of Cinderella by the Brother’s Grimm

h"p://www.youtube.com/watch?v=LrREZLYGsaY  

Fractured Fairytale Cinderella h"p://www.youtube.com/watch?v=mwbjet0zkLI  

King Midas (Disney Cartoon Version) h"p://www.youtube.com/watch?v=peIkHD-­‐xop4

Fractured Fairytale King Midas h"p://www.youtube.com/watch?v=0I0cDd_LO4A  

Perseus and Medusa Digital Text h"p://www.abc.net.au/arts/wingedsandals/story2me/perseus_medusa.htm  

activity Location

The Herculympics h"p://news.bbc.co.uk/sport2/hi/funny_old_game/games/4384654.stm    

The Labors of Hercules h"p://www.primaryresources.co.uk/online/heracles2.swf  

Which mythological figure are you? h"p://thewalters.org/exhibi2ons/heroes/quiz/    

Write your own myth h"p://teacher.scholas2c.com/writewit/mff/mythmachine.htm    

Greek Mythology Digital Story h"p://youtu.be/OmgG_IJbsfQ    

I can My Goals q  I can do this with

help q  I can do this by

myself q  I can do this with

a hard text

I can summarize what the text says.

q  I can do this with help

q  I can do this by myself

q  I can do this with a hard text

I can select key details from a text to summarize a

selection. q  I can do this with

help q  I can do this by

myself q  I can do this with

a hard text

I can determine the theme of a piece of literature.

q  I can do this with help

q  I can do this by myself

q  I can do this with a hard text

I can compare and contrast different stories by thinking about the

different points of view.

q  I can do this with help

q  I can do this by myself

q  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.

q  I can do this with help

q  I can do this by myself

q  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.

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

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

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

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

q Determining what a 1st vs. 3rd person story looks like q 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.

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

q Comparing and contrasting patterns of events in traditional literature

Supporting Standard Mini Lessons

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

representation of the text q Understanding words and phrases derived from

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

the plot of the text q Describing events from a text in detail q 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-­‐Lesson  

Interac(ve  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  mul(ple  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  interac2ve  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  –  mul2ple  could  be  read  to  prac2ce  understanding).      Guided  Prac2ce:  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  prac2ce  looking  for  details  that  help  the  reader  determine  the  theme.  Students  can  write  the  2tle  of  their  text  and  the  possible  theme  on  a  post-­‐it  note  and  place  on  the  newly  created  anchor  charts.  This  informa2on  can  be  used  during  share  2me.    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  instruc2on  for  students  who  need  addi2onal  support.  This  is  also  the  2me  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”  arer  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?      Forma(ve  Assessment  Opportuni(es:    

Refer  to  the  post-­‐it  notes  students  may  have  posted  during  work  2me.  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    

Interac(ve  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  mul(ple  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  interac2ve  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    Pa2ence    Kindness      Guided  Prac2ce:  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  prac2ced  during  the  whole  group  lesson.      Work  Time:  During  their  independent  work  2me,  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”  arer  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?      Forma(ve  Assessment  Opportuni(es:    

Refer  to  the  post-­‐it  notes  students  may  have  posted  during  work  2me.  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.

Patience Yeh-Shen never complains about the life she has.

Kindness Yeh-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  summariza2on  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  informa2on  for  a  summary.  The  next  lesson  seed  will  show  students  how  to  take  the  informa2on  from  the  organizer  and  create  a  wri"en  summary.    Interac(ve  Read  Aloud:  (must  occur  prior  to  the  mini-­‐lesson)  Read  aloud  the  literary  text  you  plan  on  using  for  the  mini-­‐lesson.  I  Mini-­‐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  solu2on  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  informa2on  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  Prac(ce:  (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  instruc2on  for  students  who  need  addi2onal  support.  This  is  also  the  2me  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  2me  in  regards  to  “Somebody  Wanted  But  So  Then.”  If  students  worked  together,  they  can  share  to  the  rest  of  the  group.      Forma(ve  Assessment  Opportuni(es:    •  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  Con2nued    

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  arer  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  informa2on  from  the  organizer  and  create  a  wri"en  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  wri2ng.  Chart  paper  would  work  well.  Another  op2on  would  be  the  projector  but  you  want  to  make  sure  it  is  big  enough  for  students  to  see.    Arer  reviewing  the  completed  organizer,  model  how  to  take  the  details  and  create  a  summary.  You  will  want  to  orally  rehearse  the  summary  first  before  puvng  it  into  wri2ng.    Arer  orally  rehearsing,  begin  wri2ng  the  summary.  You  only  want  to  model  a  small  part  before  having  students  prac2ce.    Guided  Prac(ce:  (this  may  occur  during  the  next  mini-­‐lesson)  Have  students  work  in  pairs.  Direct  them  to  first  take  turns  orally  rehearsing  the  summary.  Arer  both  partners  have  rehearsed  the  summary,  direct  them  to  complete  the  wri"en  summary.    Bring  students  back  together  to  share  their  summaries.  Be  sure  to  complete  the  wri"en  summary  on  the  chart  paper.      Work  Time:  Students  can  prac2ce  using  their  completed  organizers  from  previous  work  2me  to  create  summaries.  Students  could  get  with  a  partner  to  prac2ce  rehearsing  the  summary  before  crea2ng  a  wri"en  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  instruc2on  for  students  who  need  addi2onal  support.  This  is  also  the  2me  you  would  pull  a  guided  reading  group.      Share:  Allow  2me  for  students  to  come  together  and  share  any  summaries  they  a"empted  to  write  during  work  2me.  This  allows  you  the  opportunity  to  jot  notes  as  students  share  to  assist  in  the  forma2on  of  focus  groups.      Sample  Thinking  Stems/Anchor  Chart:    •  Completed  “Somebody  Wanted  But  So  Then”  organizer  from  previous  lesson  seed      Forma(ve  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  selec2on  of  books  used  to  support  this  standard.    (Text  Op2ons  Cinderella  stories-­‐  i.e.  Cendrillon  and  a  tradi2onal  Cinderella  story  –  Students  can  compare  Cendrillon  wit  the  Cinderella  story  they  read  in  their  small  group)      Interac(ve  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  2me  to  read  the  text  with  your  students.  If  you  are  using  two  familiar  texts,  then  con2nue  reading  aloud  the  chosen  chapter  book  for  this  six  weeks.  The  purpose  of  the  interac2ve  read  aloud  2me  is  to  facilitate  conversa2on  amongst  the  students.  We  want  them  talking  about  the  text.  Sugges2ons:  Cendrillon  and  Yeh-­‐Shen  or  a  tradi2onal  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  comple2ng  the  organizer.  Since  students  don’t  have  access  to  the  en2re  text,  you  may  want  to  model  the  two  sec2ons  on  what  the  characters  say.  You  may  also  choose  to  model  the  sec2on  on  the  symbolism  as  well  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  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  prac2ce:  (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  interac2ve  wri2ng.  Students  can  be  an  ac2ve  part  of  the  wri2ng  process,  while  s2ll  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  ques2ons,  etc.    Work  Time:  Students  can  work  independently  or  in  pairs  to  prac2ce  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  instruc2on  for  students  who  need  addi2onal  support.  This  is  also  the  2me  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  2me.  Students  may  share  whole  group,  or  you  may  choose  to  have  them  turn  to  a  partner  to  share.    Forma(ve  Assessment  Opportuni(es:    •  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  Sugges(ons:  Cinderella  Stories  or  Myths  (this  lesson  is  a  similar  repeat  of  the  lesson  before,  but  give  students  more  prac(ce,  which  they  need  to  become  proficient  at  this  task)    Ac(vity:  (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  instruc2on  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  comple2ng  the  organizer.  Since  students  don’t  have  access  to  the  en2re  text,  you  may  want  to  model  the  two  sec2ons  on  what  the  characters  say.  You  may  also  choose  to  model  the  sec2on  on  the  symbolism  as  well.  The  symbol  in  Freedom  Summer  would  be  the  pool  –  it  is  the  con2nuing  barrier  even  arer  the  law  is  passed.  In  The  Other  Side  the  symbol  is  the  fence.  The  fence  is  a  symbol  of  segrega2on.  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  interac2ve  wri2ng.  Students  can  be  an  ac2ve  part  of  the  wri2ng  process,  while  s2ll  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  ques2ons,  etc.    During  work  2me  students  can  work  independently  or  in  pairs  to  prac2ce  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.      Forma(ve  Assessment  Opportuni(es:    •  As  students  begin  to  work  independently  with  this,  no2ce  who  may  be  having  difficulty.  Are  they  able  to  determine  theme?  If  not,  then  those  students  will  need  addi2onal  support  in  small  groups  prac2cing  how  theme  is  determined.  If  students  have  established  how  to  determine  theme,  then  they  need  addi2onal  support  in  analyzing  the  text  to  see  how  the  author  establishes  the  theme.        

Comparing  Themes  and  Topics    CONTINUED  

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

how  the  sevng/culture  affected  the  story.  What  was  different  than  a  tradi2onal  Cinderella?  Why?    1.  Use  story  maps  as  resources  to  help  students  track  informa2on  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:  h"p://www.youtube.com/watch?v=mwbjet0zkLI    How  is  this  version  different  than  the  tradi2onal?  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  be"er  understand  the  text?  Can  they  help  convey  emo2ons?  View  this  video  of  the  classic  version  of  Cinderella  from  the  Brothers  Grimm:  h"p://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  emo2ons  of  the  story?    

4.  Digital  Version  of  Yeh-­‐Shen:  h"p://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  sevngs,  etc.)    

5.  Greek  Mythology  Lesson:  h"p://www.tncurriculumcenter.org/resource/4866/go      

Assessment  Op(ons:    Arer  modeling  how  to  compare  and  contrast  (with  wri2ng  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:  h"p://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  ac2vity  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.      Ac(vity:  (RL.4.6,  RL.4.1)  You  will  be  using  an  original  version  of  The  Three  Li"le  Pigs  and  The  True  Story  of  the  3  Li"le  Pigs!  (1st  grade  classroom  library).  Feel  free  to  use  two  other  texts  that  sa2sfy  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  Li"le  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  Li"le  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  con2nue  comparing  and  contras2ng  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  misconcep2ons  as  a  whole  group.    You  will  want  to  allow  2me  at  the  end  to  bring  the  class  back  together  in  order  to  address  the  work  students  did  during  independent  work  2me.      Forma(ve  Assessment  Opportuni(es:    •  Were  students  able  to  make  appropriate  responses  about  the  two  different  points  of  view?        Other  Text  Op2ons:      Seriously,  Cinderella  is  so  Annoying  by  Trisha  Speed  Shaskan  (told  by  the  stepmother)    Honestly,  Red  Riding  Hood  Was  Ro"en  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  tradi2onal  version  of  the  text  as  well  as  another  version  to  prac2ce  comparing  and  contras2ng  point  of  view.    

Point  of  View  –  Compare  and  Contrast    EXTENSION  

Lesson  Extension  Op(ons:  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:  h"p://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.    Ac(vity:  (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  Ma"  viewed  this  situa2on  and  how  A"ean  viewed  this  situa2on.  When  Ma<  chose  this  sec=on  to  read  to  A<ean,  he  said  that  he  just  chose  his  favorite  parts  to  read.  So  when  A<ean  got  angry,  Ma<  didn’t  understand  why.  A<ean  said  “Him  never  do  that!”  and  “Never  kneel  down  to  a  white  man!”  Ma<  thought  that  it  was  appropriate  because  Crusoe  had  saved  the  cap=ve’s  life.  It  seems  that  Ma<  and  A<ean  don’t  see  eye  to  eye  about  this.  A<ean  can  probably  relate  to  the  cap=ve  and  doesn’t  like  that  the  cap=ve  had  to  kneel  down.  He  wouldn’t  want  to  kneel  down  to  a  white  man.  Ma<,  on  the  other  hand,  doesn’t  understand.  He  just  sees  that  the  white  man  saved  the  cap=ve’s  life.  Record  your  thinking  on  the  anchor  chart.    Reread  pages  63  to  the  middle  of  page  65.  Students  can  work  together  to  chart  Ma"’s  point  of  view  here  and  A"ean’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?  Ma"  is  concerned  about  the  fox  and  wants  to  help  him,  but  A"ean  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  wri"en  more  from  A"ean’s  point  of  view?    Forma(ve  Assessment  Opportuni(es:    •  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.      Ac(vity:  (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  2tled  “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  con2nue  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  be"er  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  arer  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?      Forma(ve  Assessment  Opportuni(es:    As  students  read  literary  texts,  no2ce  if  they  are  able  to  determine  what  certain  mythological  phrases  mean.  Are  they  able  to  explain  how  knowing  what  that  phrase  means  helps  them  be"er  understand  what  a  character  is  doing?    Are  students  able,  when  asked,  to  locate  certain  mythological  phrases  while  reading?    No2ce  if  students  begin  to  recognize  allusion  to  mythical  characters  in  text  during    independent  reading.        

Introduc2on  to  RL  4.7  –  Connec2ng  Text  to  a  Video  Clip    

Learning  Target:    I  can  make  connec2ons  between  the  text  in  a  story  and  a  video  clip  about  the  text.    Background  Informa(on:  When  looking  at  this  standard,  there  are  a  few  different  direc2ons  you  can  take  instruc2on.  This  seed  will  focus  on  reading  the  text  and  making  connec2ons  to  visual  presenta2on  in  the  form  of  a  video  clip.      h"p://www.youtube.com/watch?v=tme7Wsnvn3I  (Text  version)  h"p://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  ac2ons  are  described  in  the  text?    

 Arer  revisi2ng  the  text,  watch  the  short  video  clip.  Instruct  students  to  look  at  the  details  of  the  clip.  The  following  ques2ons  may  help  focus  their  thinking:    

-­‐What  can  we  gather  about  the  mood  while  watching  the  video  clip?    -­‐What  character  ac2ons  do  we  see  while  watching  the  video  clip?    

 You  will  want  to  use  an  anchor  chart  to  organize  the  informa2on  gained  from  both  versions.  There  is  an  example  below  of  how  you  may  choose  to  organize  it.    Arer  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  crar  an  answer  to  their  ques2on.  Each  group  will  share  with  the  rest  of  the  class.    

What  informa2on  can  you  find  in  the  text  that  helps  you  understand  this  event  be"er?    What  did  you  see  in  the  video  clip  that  helps  you  understand  this  event  be"er?    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?    

 Forma(ve  Assessment  Opportuni(es:    As  students  work  together,  take  note  of  who  may  be  having  difficulty  being  an  ac2ve  par2cipant.  These  students  may  need  addi2onal  support  with  this  type  of  thinking  during  small  group  2me.      

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  q read  to  me  

q  I  read  to  myself    

RL  4.2  

Name:

__________________________________________________________________________________________________________________________________________________________________________________________  __________________________________________________________________________________________________________________________________________________________________________________________  ______________________________________________________________  _______________________________  

My Summary of: _________________________________________  

I’m  summarizing  a  story  q read  to  me  

q  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: q the theme

q the characters q the plot

q 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:

Text Video Clip/Digital Text

Mood

Characters’ Actions

What elements help you better understand the

text?

Other

RL  4.7  

Cinderella The 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  quali2es  of  this  pre"y  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  pa2ently,  and  dared  not  tell  her  father,  who  would  have  scolded  her;  for  his  wife  governed  him  en2rely.  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  2mes  more  beau2ful  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  migh2ly  delighted  at  this  invita2on,  and  wonderfully  busy  in  selec2ng  the  gowns,  pevcoats,  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  pevcoat;  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 Item The 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  ques(on  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  a"acking  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  2me  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  no2ce  of  his  cries  for  help.  And  so  no  one  came  to  help  the  boy,  and  the  Wolf  a"acked  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 Item How 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  gevng  sleepy,  Yellow  and  Brown,    Yes,  very  sleepy,  li"le  Red;    It  is  quite  2me  you  went  to  bed."  "Ah!"  begged  each  silly,  pou2ng  leaf,    "Let  us  a  li"le  longer  stay;  Dear  Father  Tree,  behold  our  grief,  'Tis  such  a  very  pleasant  day  We  do  not  want  to  go  away."  So,  just  for  one  more  merry  day  To  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  forget  And  let  us  stay  un2l  the  spring  If  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  ques;on  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  li"le  cap2ve  did  not  care  to    take  the  freedom  offered  him.  Arer  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  li"le  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  un2l  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  flu"er  of  wings,  and  again  the  bird  perched  upon  her  shoulder.  Arer  pecking  some  crumbs  from  the  table-­‐cloth,  away  he  flew  again  out  of  the  window.    

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

How the Leaves Came Down

The Little Captive Compare  how  the  ac(ons  of  the  leaves  are  similar  to  the  ac(ons  of  the  liale  robin.  Use  details  from  both  texts  to  explain  similari(es.    __________________________________________________________________________________  __________________________________________________________________________________  __________________________________________________________________________________  __________________________________________________________________________________  __________________________________________________________________________________  __________________________________________________________________________________  __________________________________________________________________________________  __________________________________________________________________________________  __________________________________________________________________________________  

How the Leaves Came Down & The Little Captive

Rightly Unfair

Rightly Unfair Janie  frowned  as  Chandra  ler  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  un2l  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  admi"ed.  “But  she  should  have  to  wait  like  everyone  else,  no  ma"er  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  situa2on.”      Janie  kept  frowning  and  sat  in  her  seat  un2l  the  bell  rang  at  3:20  and  she  ler  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  2me.  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  con2nued.  “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  interes2ng.  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  instruc(ons  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  mother  B.  Janie’s  teacher  C.  Chandra’s  mother  D.   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  mother  B.   Janie’s  teacher  C.  Chandra’s  mother  D.   the  librarian