Lesson # - 1 - of - 3 - Grade Level: 3rd Central Focus

Lesson # __1__ of __3___ Grade Level: 3rd
Students will be introduced to the genre of folktales for them to gain

Central Focus an understanding of elements of folktales.
RL 3.2 Recount stories including fables, folktales, and myths from

Standard diverse cultures; determine the central message, lesson or moral
and explain how it is conveyed through key details in the text.
Learning Students will be able to describe elements of folktale in the Lon Po

Objective Po story by using folktale anchor charts.
Lon po po text, Read aloud video, collaborative board on Near Pod.

Materials
The purpose of learning folktales is for students to the identify main

ideas(gist) of the Lon Po Po text as a folktale.
Purpose
Instruction Introduction:
Today, we will listen to a story called Lon Po Po, which is an
adaptation of a known fairytale.
Show the cover of the Lon Po Po text to students and do a picture

walk with them.
“Hello scholars, good readers understand their text better by looking
at the cover pictures then use the pictures to make predictions
about the story. So, look at the picture of this text and tell me what
you see or guess the story will be mostly about.”
Modeling/ Guided Practice:
Let one student read the learning target, then go through the folktale
anchor chart with the students.
Show video of the read aloud and after have a whole group discuss
time by using the following questions:
Who can tell the main idea of this story by retelling the beginning,
middle and end of the story?
What makes this story is a folktale, why and why not?
What elements in this story makes it a folktale and how do you
know?
Use this discussion stems: Who can add on or explain what… said,
to generate a whole class discussion session.
Independent Practice:
Students go to break out room for 10 minutes to discuss the

elements folktale using text the Lon Po Po story with their partners.
Students make connection to the Little Red Riding Hood and make
Learning Task text to text connections of the folktale story.
Call on student volunteers to give the main idea of the folktale and
Closing
recount what makes this story a folktale.
Checklist, summaries, using higher order questioning strategy to

Assessments
elicit students’ responses and to check for understanding.
 Pre-teach and highlight challenging vocabulary for struggling

readers and break up reading task.
 Ask lower -level readers to reecho what another student said.
Differentiation
 Let higher level students make meaningful text -to text
connections.
Academic
Folktale, Chinese culture, anchor charts
Language
Lesson # _2___ of __3___ Grade Level: 3rd
Students will read together to identify the main idea of the text and
Central Focus
the supporting details and explain their connections to the story.
R.L 3.2 Determine the main idea of a text; recount the key details
Standard
and explain how they support the main idea.
Learning Students will be able to determine the main idea and recount
Objective supporting details of the text by using graphic organizer.
Materials
Lon Po Po Read Aloud Text, graphic organizer, highlighters.
The purpose of teaching the main idea is for students to figure out the
most important points of the text the author wants to share. Figuring out
Purpose the main point of a story helps us better understand what we read.
Instructi Introduction:
on
“Yesterday we looked at some of the elements of folktales by using the
Lon Po Po text. What are some of the elements in the story that makes it
a folktale?
“Today we are going to describe the main ideas of a story.
What do you understand by the main idea of a story”?
Tell students the main idea of a text is what the story is mostly about and
details are parts of the story that support the main idea.
After the main idea discussion, show the video of the Lon Po Po read
aloud.
Modeling/ Guided Practice:
“Good readers look for key details in a text. So, readers let us highlight
the text to determine the main ideas of the story”.
Tell students to look for the gist of the story by including details from the
beginning, middle and end of the story.
Show graphic organizer to the students and model by highlighting

repeated keywords and supporting details.
Hold a whole class discussion of the story by using the following

discussion questions.
Discussion questions: Who are the characters in the story? What is the
story mostly about? What story does this remind you of? Which words or
phrases help you identify the main idea of the story in the beginning
paragraph and why?
Independent Practice:
Have students work in small groups to highlight main idea of the text and
practice retelling the main idea of the story to their partners at a breakout
room.
Select volunteers to share their highlighted main idea worksheet and or
retell the main idea of the story with the whole class.
Students will identify the main idea of the story by reading through the
story and then highlight the repeated keywords.
Learning
Task
Review the learning target and have student discuss main ideas by asking
Closing the question “What is the gist of the Lon Po Po story?
Assessments
.
Look for whether the students can identify the main idea, support
it with key details, and explain why the details supported the
main idea.
Monitor students’ comprehension of the text by asking them

questions such as:
What does the mother tell her children to do at sunset?

What key events have taken place so far?
Help struggling students by providing them with keyword vocabulary

card and pair them with reading buddies to motivate them to read.
Give challenging reading questions to higher level readers for them

Differentiation
to think deeply about the text by asking “How does this story make
you feel? What lessons can be learned from this story? Or what
connections can you make to this story?”
Academic
Main idea, details, gist, highlight
Language
Lesson # _3___ of __3___ Grade Level: 3rd
Central Focus Students will practice the strategy of comparing two stories by
looking for differences and similarities in two texts.
RI 3.1- Ask and answer questions to demonstrate understanding of

a text, referring explicitly to the text as the basis for the answers.
Standard
RI.3.9- Compare and contrast the most important points and key
details presented in two texts on the same topic.
Learning Students will be able to discuss the similarities and differences of

Objective the Lon Po Po by Ed Young and the Little Red Riding Hood stories
using a T- chart.
 Pdf copies of Lon Po Po; the Little Red Riding Hood version
from China by Ed Young and The Little Red Riding Hood
Materials retold by James Marshall.
 Compare and Contrast T-chart.
 Collaborative board on Nearpod.
Purpose The purpose of this lesson is for students to focus their attention on and
remember key details in a text by thinking critically to analyze information.
Instructi Introduction:
on “Today we are going to learn how to compare two stories. Before we
begin, we will learn new vocabulary; Compare. To compare means to say
how one thing is similar or different from each other”
Discuss examples of comparing items with students. For example, we can
compare how many boys and girls are in this class.
Let students watch the read aloud of both text and discuss key details
with the whole class.
Tell students to note the similarities and differences as they watch the
YouTube video of the read aloud.
Direct Instruction/ Guided Practice:

Display parts of both stories on the screen.
Call on students to retell the Lon Po Po and the Little Red Riding Hood
stories in their own words.
Model thinking aloud of some of the similarities and differences with the
following prompts:
1. How are these stories similar? How are they different?
2. How does Lon Po Po show the Chinese culture?
Students will log on Near pod and compare this adaptation and the
Learning original story on a collaborative board with the following link:
Task https://share.nearpod.com/Nt3ksDIjicb.
Ask students to briefly talk about what we learn today.

Call on volunteers to share one similarity and one difference they learned
Closing
from both stories.
Monitor the lesson with body language and check students for
understanding.
Assessments Ask if they understand the strategy with a thumbs up, thumbs down
approach.
Differentiation Pull struggling students to a breakout room to work as a small

group.
Let advanced students write the similarities and differences between
the two cultures of both stories using google docs.
Academic Compare
Language Contrast

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Lesson # __1__ of __3___ Grade Level: 3rd

Students will be introduced to the genre of folktales for them to gain

RL 3.2 Recount stories including fables, folktales, and myths from

Learning Students will be able to describe elements of folktale in the Lon Po

Lon po po text, Read aloud video, collaborative board on Near Pod.

The purpose of learning folktales is for students to the identify main

Show the cover of the Lon Po Po text to students and do a picture

Modeling/ Guided Practice:

Students go to break out room for 10 minutes to discuss the

Checklist, summaries, using higher order questioning strategy to

 Pre-teach and highlight challenging vocabulary for struggling

Modeling/ Guided Practice:

Show graphic organizer to the students and model by highlighting

Hold a whole class discussion of the story by using the following

Monitor students’ comprehension of the text by asking them

What does the mother tell her children to do at sunset?

Help struggling students by providing them with keyword vocabulary

Give challenging reading questions to higher level readers for them

Lesson # _3___ of __3___ Grade Level: 3rd

RI 3.1- Ask and answer questions to demonstrate understanding of

Learning Students will be able to discuss the similarities and differences of

Direct Instruction/ Guided Practice:

Ask students to briefly talk about what we learn today.

Differentiation Pull struggling students to a breakout room to work as a small

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