Legends+and+Myths

**Language Arts Grade 4**  **Unit:** Legends, Myths and Folktales (This unit integrates with the Legend Unit in writing)  **Purposes:** Focus on elements of elements of legend s, myths, and folktales
 * Essential Questions:** Why were legends and myths written? What do legends and myths have in common?

 **Description:**  In this reading unit, the focus is on examining legends, folktales and myths from different cultures and times. [|Where the Mountain Meets the Moon] will be the entry point, a story with folktales and legends woven into it. To prepare for the writing of their own legends, students will identify, discuss, analyze and compare the elements of stories read; antagonists, protagonists, quests, symbolism, conflict escalation, and cultural contexts.

**Desired Results**

**Common Core State Standards**

 * Reading Standards for Literature**
 * Key Ideas and Details**
 * RL 4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
 * RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
 * RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
 * Craft and Structure**
 * RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
 * Integration of Knowledge and Ideas**
 * RL 4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
 * RL 4.9 Compare and contrast the treatment of similar themes and topics (opposition of good and evil) and patterns of events (the quest) in stories, myths, and traditional literature from different cultures.
 * Range of Reading and Level of Text Complexity**
 * RL 4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grade 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


 * Speaking and Listening Standards**
 * 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 4 topics and texts//, building on others’ ideas and expressing their own clearly.
 * Follow agreed-upon rules for discussions and carry out assigned roles.
 * Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
 * Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
 * 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 * 3. Identify the reasons and evidence a speaker provides to support particular points.

CT Grade Level Expectations

 * Activate prior knowledge before reading
 * Examine the text before reading
 * Evaluate predictions and adjust as necessary
 * Use cueing system and context clues to determine meanings of words.
 * Summarize information to maintain focus and provide clarity.
 * Recognize organizational patterns of text
 * Describe the components of setting
 * Infer characteristics, setting, plot events, theme, conflict
 * Identify and explain the elements of particular literary forms. e.g. poetry, short story, biography, journalistic writing, narrative
 * Use multiple texts to compare and contrast characters, settings, plots, themes, conflicts and point of view
 * Determine character traits, using knowledge of the character's situations
 * Identify and explain the difference between first, second and third person point of view.
 * Analyze how characters deal with diversity and adversity relating to real-world situations
 * Identify the best/worst part of an event or situation in text
 * Recognize and discuss an authors' values, ethics and beliefs included in many texts
 * Determine an author's purpose for choosing a certain genre
 * Identify literary devices the author uses to appeal to the reader.
 * Elicit, discuss and respect the opinions of others about written, oral and visual texts
 * Synthesize information in the text to extend the meaning

A1 Use stated or implied evidence from the text to draw and/or support a conclusion A2 Identify or infer important characters, problems, settings, events, relationships and details. A3 Select and use relevant information from the text in order to summarize events and/or ideas in the text. A4 Use information from the text to make a __prediction__ based on what is read. A5 Use context clues to determine meanings of unknown or multiple meaning words or figurative language. B3 Use stated or implied __evidence__ from the text to //draw and/or support a conclusion//. C1 Make connections between text and outside experiences and knowledge C2 Select, synthesize and/or use relevant information within the texts to write a personal response to the text. D2 Select, synthesize and/or use relevant information within the texts to extend or evaluate the texts. D3 Demonstrate an awareness of an author's or characters' values, customs and beliefs included in the text.
 * Connecticut Mastery Test Objectives**


 * **Understandings** || **Essential Questions** ||
 * Authors have purposes for their writing.

You can identify a genre of writing by the organizational structures and text elements. || Why were legends and myths written?

What do legends and myths have in common? ||


 * **Knowledge:**

//The student will know...// || **Skills:**

//The students will be able to...// || character, setting, events character traits evidence inference point of view opinion elements of particular genre author's purpose || identify, explain, and infer (theme and story elements) activate (prior knowledge) evaluate (predictions) elicit, discuss, and respect (opinions of others) share (opinions, interpretations, judgements) compare and contrast (story elements) analyze (how characters deal with diversity) identify elements of myths, legends, folktales determine (author's purpose) ||  ||
 * theme

protagonist quest conflict legend myth folktale symbols ||
 * Content Vocabulary ||
 * antagonist

Assessment Evidence
 * **Performance Tasks**

Wiki Talks: Student Written Responses RACE rubric.doc || **Formative Assessments**

Common Formative Assessments Where the Mountain Meets the Moon Foldable Legend Story Maps Written responses Wiki Talks


 * Summative Assessments**

CMT

Reading Goals Reading Log Reflection ||
 * Student Self-Assessments**

Learning Plan
 * Resources**

Where the Mountain Meets the Moon

Collection of Legends, Myths, Folktales [|South American Legends] [|Native American Folktales] [|Mexican Folktales] [|Japanese Folktales] [|Folklore, Myths and Legends]

Junior Great Books

RACES rubric Wikitalks rubric [|Where the Mountain Meets the Moon Foldable] [|othersideofmagicmap.gif (example of a map)] || -questions that focus on myths and legends || [|SEM-R Bookmarks] I[|nside/Outside Circle] Turn and Talk [|Think, Pair, Share] [|Numbered Heads Together] [|Four Corners] [|Carousel Brainstorming] [|Wiki Talks] || SIR Rules [|Bookmarks for Students] || Conference Tips [|Teacher Log Template] ||
 * Anchor Activities ||
 * **Interactive Read Aloud: Where the Mountain Meets the Moon:** As students listen and discuss the book, they keep track of Minli's journey on a map and symbols found in the book. || WIkitalks
 * **Where the Mountain Meets the Moon Metaphor Lesson:** After learning about metaphors, students search for metaphors in the text, writing out the metaphor and creating an illustration. ||  ||
 * **Compare and Contrast Legends, Folktales, Myths from a variety of cultures.** ||  ||
 * **Use SEM-R Bookmarks and higher-order thinking questions to simulate discussion**
 * **Use SEM-R Bookmarks and higher-order thinking questions to simulate discussion**
 * **Continue SIR, Supported Independent Reading:** Focus on reading challenging books
 * One-on-one teacher conferences**
 * Small guided reading and flexible groups as needed** || [|Student Log]
 * **Continue SIR (work up to 35 minutes)** ||  ||
 * **One-on-one teacher conferences on reading strategies** (5-7 minutes each) || Conference Video
 * **One-on-one teacher conferences on reading strategies** (5-7 minutes each) || Conference Video