3rd Grade ELA Packet - Amazon Web Services€¦ · 3rd Grade ELA Packet Daily Scope of Work: Online...

3rd Grade ELA Packet

Daily Scope of Work: Online Access:

Students should: • Read the daily allotted minutes, jot, and fill out

the reading log. o Choose from reading nonfiction

articles online. (ie. NewsELA) o OR o Read your “just-right” books

• Complete the pages in your packet. Each Day is assigned at the top of the page.

o When reading passages, stop and write gists, annotate the text, and use evidence to support your thinking.

• Try listening to student-friendly podcasts on Spotify or wherever you stream music.

Students login in by using their student email and password.

• https://clever.com/in/kippsocalpublicschools to access AR and Lexia.

• KIPPSoCal.org • https://newsela.com/ • https://www.readworks.org/

Joshua Martinez

Week 1 Day 1: pgs. 120-121Day 2: pgs. 122-123Day 3: pgs. 124-127Day 4: pgs. 128-130Day 5: pgs. 131-133Week 2Day 1: pgs. 52-55Day 2: pgs. 56-59Day 3: pgs. 60-61Day 4: pgs. 62-64Day 5: pgs. 65-69Week 3Day 1: pgs. 70-73Day 2: pgs. 74-75Day 3: pgs. 76-77Day 4: pgs. 78-79Day 5: pgs. 80-81

3rd Grade Learning Packet Week 1

Student name:_______________________________________________

Monday / Lunes

Tuesday / Martes

Wednesday / Miercoles Thursday / Jueves

Friday / Viernes

� Complete � Incomplete





Notes:

Notes: Notes: Notes: Notes:

Reading Log / Recordando Leyendo Read 45 minutes with your student every night. Set a phone timer or use a block to time yourselves. Use your reading log books in the yellow envelope. / Lee con su estudiante 45 minutos cada noche. Usa un reloj para tomar tiempo. Use sus libros de registro de lectura en el sobre amarillo.

Title of book / Titulo del libro: Minutes Read / Minutos Leido

Family Signature / Firma familiar

Monday/ Lunes

Tuesday / Martes

Wednesday / Miercoles

Thursday / Jueves

Friday / Viernes


Student name:_______________________________________________

Monday / Lunes

Tuesday / Martes


Friday / Viernes






Notes:





Monday/ Lunes

Tuesday / Martes


Thursday / Jueves

Friday / Viernes

Learning Target

120 Lesson 8 Determining the Central Message ©Curriculum Associates, LLC Copying is not permitted.

Introduction

Lesson 8

Read Many stories have a central message, or lesson, the author wants to share. The story teaches the lesson through the characters, the events that happen, and what the characters learn.

As you read, looking for the key details will help you to find the central message and understand what you read.

Look at the cartoon. Think about a lesson the boy learns by the end.

Use the key details and events of a story to figure out the central message, or lesson, that the author wants to share with readers.

Determining the Central Message

Don’t let go of me!

I can do it!

RL.3.2 . . . determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Theme: Tales of Wisdom Lesson 8

©Curriculum Associates, LLC Copying is not permitted. 121Lesson 8 Determining the Central Message

Academic Talk Use these phrases to talk about the text.

• central message • key details

Think The events in the cartoon tell about a problem the boy has and what he does. Complete the chart by adding the key details. Use those details to figure out the central message of the cartoon.

Talk Using the key details in the chart, talk about the central message of the cartoon.

Key Detail Key Detail Key Detail

What Is the Central Message?

Modeled and Guided Instruction


Genre: Fable

The Girl and the Apples

by Tala Rutchel

1 One fall afternoon, a girl went to a farm to pick apples. She was in a hurry, so she picked carelessly both ripe apples and unripe ones. When she finished, her wagon was filled with a small mountain of apples.

2 The girl asked the farmer, “Quick, tell me how long you think it will take me to get back home.”

3 The farmer thought carefully. Then he said, “Be patient. If you go slowly, you will be back soon. If you go fast, you will not get back until night. It’s your choice.”

4 The girl thought, “How can that be? How can it take so long if I go fast?”

5 The girl wanted to get back home as soon as possible, so she rushed her horse and wagon onto the road. She made her horse walk very fast.

6 And suddenly . . . bump! Off fell some apples.7 Every time she hit a bump, more apples rolled off her wagon. Then

she had to stop and put them back on the wagon. Because of all the delays, it was night before she got home.

Underline key details that help you figure out the central message.

Close Reader Habits


Read

Determining the Central Message Lesson 8

Explore


How can key details help you figure out what lesson the girl in the story learns?

Think

1 Complete the chart by writing some key details about what the characters say and do. Then write the central message, or lesson.

Key Details (the Girl) Key Details (the Farmer)

What Is the Central Message?

Talk

2 Think about the message of the story. Talk about what the girl learned.

Write

3 Short Response What is another lesson the girl might learn from what happened? Use the space provided on page 126 to write your answer.

HINT What might the girl think about the farmer’s advice by the end of the story?

To find the central message, think about what each key character says and does.

Guided Practice


Genre: Folktale

1 Once a farmer rented some land. “How much does it cost to use this land?” the farmer asked the landowner.

2 The owner wanted to get the better part of the deal. So he said, “I’ll take the top half of the crop, and you can take the bottom half.”

3 But the farmer was clever. He planted potatoes because they grow in the ground. At harvest time, he gave the owner the potato tops, which are not good for anything.

4 The owner knew he had been outsmarted. He said, “Next year, I want the bottom half of your crops.”

5 So the next year the farmer planted oats, which grow at the top of long grasses. The bottom half is useless grassy straw. That’s what the farmer gave to the owner.

6 This time the owner said, “Next year, I’ll take the top and the bottom. You can have the middle.”

7 So this time, the farmer planted corn. At the top of each corn stalk are tassels. At the bottom are woody stalks. In the middle is where the tasty sweet corn grows.

8 For a third time, the owner had been outsmarted. Now it was the farmer’s turn to suggest a deal. “From now on,” he said, “why don’t you take half of whatever I grow? Whatever I get, you will get the same.”

9 This was a fair deal at last. From that day on, the owner and the farmer shared the crops equally.

Why does the landowner keep changing the deal he made with the farmer? Underline the key details about the first deal between the landowner and the farmer.

Close Reader Habits

Sharing the Cropsa folktale from E ngland

Read



Think

1 This question has two parts. Answer Part A. Then answer Part B.

Part A What is the central message of “Sharing the Crops”?

A It is wrong to try to cheat others.

B Never make a deal with a clever farmer.

C The best part of a crop is usually at the top.

D If a plan doesn’t succeed, keep trying.

Part BWhich sentence from the story best supports the answer you chose for Part A above?

A “Once a farmer rented some land.”

B “The owner wanted to get the better part of the deal.”

C “This was a fair deal at last.”

D “So this time, the farmer planted corn.”

Talk

2 Using key details from the text, talk to your partner about how the farmer outsmarts the landowner.

Write

3 Short Response Explain which character in “Sharing the Crops” learns a lesson. Use one detail from the folktale to support your response. Use the space provided on page 127 to write your answer.

HINT Reread to look for the character who learns a lesson.

To find the central message of a story, think about which character learns a lesson.

Modeled and Guided Instruction

126

Don’t forget to check your writing.

Lesson 8 Determining the Central Message ©Curriculum Associates, LLC Copying is not permitted.

Write Use the space below to write your answer to the question on page 123.

3 Short Response What is another lesson the girl might learn from what happened?

HINT What might the girl think about the farmer’s advice by the end of the story?


Guided Practice

127

Check Your Writing Did you read the prompt carefully?

Did you put the prompt in your own words?

Did you use the best evidence from the text to support your ideas?

Are your ideas clearly organized?

Did you write in clear and complete sentences?

Did you check your spelling and punctuation?

©Curriculum Associates, LLC Copying is not permitted. Lesson 8 Determining the Central Message

Write Use the space below to write your answer to the question on page 125.

HINT Reread to look for the character who learns a lesson.

3 Short Response Explain which character in “Sharing the Crops” learns a lesson. Use one detail from the folktale to support your response.

Sharing the Crops

Independent Practice

128 Lesson 8 Determining the Central Message

Genre: Folktale

1 Long ago, there was a gentle donkey named Zel. Everyone in town loved Zel because she was so pleasant and kind. But Zel’s owner, Madame Charity, was angry and mean. She was so mean that she threw rocks at birds for singing too loud. She yelled at little boys when they laughed. But she was the meanest of all to poor Zel.

2 Every Saturday, Madame Charity sold sugar and rice at a market. Whoever arrived earliest sold the most. But Madame Charity always woke up late. Then she got angry and yelled at Zel, who had done nothing wrong.

3 In a huff, Madame Charity would then load heavy bags of rice and sugar onto Zel’s back. Last, she climbed on top of it. “Hurry, Zel!” she yelled. “Get me to market as fast as you can!” Although Zel always trotted as fast as she could, it was never fast enough for Madame Charity.

WORDS TO KNOWAs you read, look inside, around, and beyond these words to figure out what they mean.

• trotted/trotting

• stall

the Gentle Donkeya folktale from Haiti

Read

©Curriculum Associates, LLC Copying is not permitted.


129Lesson 8 Determining the Central Message

4 One day, Zel’s friend Touloulou the crab visited. “Did you have a good day at the market?” asked Touloulou.

5 “Madame Charity was mad at me all day. I work as hard as I can, but she is always mean to me.”

6 “Madame Charity is always late. She won’t blame herself, so she blames you,” said Touloulou.

7 “Yes,” said Zel. “And because everyone is afraid of her angry tongue, she never sells much at the market.”

8 “I will help you,” said Touloulou.9 The next Saturday, Madame Charity woke up at 9 a.m. “Oh, no! I’m

late again!” she yelled. As she tossed her heavy bags onto Zel’s back, Touloulou the crab grabbed onto the hem of her long skirt. Madame Charity climbed on Zel’s back. Touloulou held tightly to her skirt.

©Curriculum Associates, LLC Copying is not permitted.



10 Zel started trotting. Madame Charity remembered how late she was. She opened her mouth to speak angrily, but Touloulou pinched her ankle.

11 “Ouch!” Madame Charity rubbed her ankle. She forgot how late she was. But soon she remembered. “Faster, Zel! Faster!” she yelled.

12 Again Touloulou pinched Madame Charity’s ankle.13 “Ouch!” shouted Madame Charity.14 When they got to the market, Madame Charity saw that someone

had taken the stall she liked to use. In a fit of rage, Madame Charity opened her mouth to yell. For the third time, Touloulou pinched her ankle. Madame Charity screamed.

15 “What’s wrong?” people asked.16 “Hurrying to get to market, I must have hurt my ankle. It’s very

painful. Ouch! Ouch! Ouch!”17 The fish seller said, “Madame Charity, you should get up earlier. Then

you will not have to rush. Next week, I will wake you at 6 a.m.”18 “Thank you,” said Madame Charity. She was surprised at the man’s

kindness.19 “Let me fix your ankle,” said the fruit seller. In the

past, the fruit seller had not talked to Madame Charity. Today he felt sorry for her.

20 When Madame Charity saw how kind everyone was, she smiled. For the first time, she sold all of her rice and sugar. At the end of the day, she saddled Zel gently and rode quietly home.

21 From that day on, Madame Charity tried not to raise her voice in anger. Sometimes she got angry, but she kept it to herself. And Zel the gentle donkey was happy at last.



Think Use what you learned from reading the selection to respond to these questions.

1 Which detail in the first part of the story explains why Madame Charity is cruel to Zel?

A Zel does not walk to the market as fast as she is able to.

B Madame Charity is always angry and mean.

C Madame Charity does not have enough sugar and rice to sell.

D Everyone in town loves Zel because she is pleasant and kind.

2 Describe how Touloulou helps Zel.

3 This question has two parts. First, answer Part A. Then answer Part B.

Part AWhat is the central message of this story?

A Honesty is the best policy.

B Kindness gets better results than anger.

C Things are not always as they appear.

D Beware of strangers.

Part BWhich sentence from the story is most important to the central message of the story?

A “’Madame Charity, you should get up earlier.’”

B “Then she got angry and yelled at Zel. . . .”

C “From that day on, Madame Charity tried not to raise her voice in anger.”

D “Today he felt sorry for her.”



4 What is the meaning of the word market as it is used in this sentence from the story?

Every Saturday, Madame Charity sold sugar and rice at a market.

A a store where food and spices are bought

B a place where people buy and sell things

C a street fair where people gather

D a bank where money is exchanged

Write A central message of “Zel, the Gentle Donkey” is that being kind to others can cause good things to happen. Explain how the actions of the characters in the story show this central message.

5 Plan Your Response Make a list of things from the story that tell about the kindness of some of the characters.

6 Write an Extended Response Review the central message of “Zel, the Gentle Donkey.” Explain how the characters in the story help deliver this message. Use details from the story to support your answer.


Learning TargetExplain why understanding the central message of a story will help you understand the text you read.

133Lesson 8 Determining the Central Message©Curriculum Associates, LLC Copying is not permitted.

52

W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

Writing an Opinion:Essay

Sharing OpinionsHow many times each day do you hear the words “I think” or “I believe”? It seems we always want to let other people know how we feel about things. Telling them is called sharing an opinion.

Read the cartoons below. Decide which girl does a better job of presenting her opinion about her need for a new bike.

Lesson 3

In the cartoons, Brenna doesn’t back up her opinion with reasons. (“Because I really want a new one!” isn’t a reason.) But Anita does. That’s the difference between an opinion that gets ignored and one that people pay attention to.

Brenna, why should we replace your bike?

Why do you think you

need a new bike, Anita?

First of all, my old bike is too small. Second, I need it to get to school, the library,

soccer practice,piano lessons,

and...

Because I really want a new one!

THEME Tales of Wisdom

53

Steps for Writing

On the following pages, you’ll learn the steps for writing an opinion essay.

Step 1 Study a Mentor Text

Step 2 Unpack Your Assignment

Step 3 Find Text Evidence

Step 4 Organize Your Evidence

Step 5 Draft Your Opinion Essay

Step 6 Revise: First Read

Step 7 Revise: Second Read

Step 8 Edit for Conventions

What Is Opinion Writing? In opinion writing, a writer states an opinion that reflects his or her point of view—thoughts, feelings, or beliefs—about a topic. The writer supports this opinion by giving strong reasons and then using evidence, such as facts and details, to explain each reason.

KEY FEATURES Opinion Writing

• an introduction that states a clear opinion and gets readers interested in the topic

• strong reasons that are supported with facts and details

• linking words and phrases that connect the opinion to the reasons

• a conclusion that restates the writer’s opinion and gives a final thought

FOCUS Read as a Writer

©Curriculum Associates, LLC Copying is not permitted.Lesson 3 Writing an Opinion: Essay54

Lesson 3 Writing an Opinion: Essay

Before you write your own opinion essay, you’ll study a model. First, read it to understand what it’s about. Then reread it to understand how it was written.

As you reread the Mentor Text, do the numbered activities. They’ll help you understand the key features of an opinion essay.

What Makes a Hero?by Min Paik

1 Heroes come in every shape and size. No matter what they look like, though, most heroes are alike in important ways. In “Anansi Challenges the Powerful King,” Anansi is a man. The sister in “The Seven Ravens” is a young girl. They seem different from each other. But I believe they are both heroes.

2 One reason they are heroes is that they are brave. For example, Anansi is brave enough to anger a powerful king. And in “The Seven Ravens,” the girl sets out alone to find her brothers. She knows it will be dangerous, but she goes anyway.

3 Another reason they are heroes is that they are clever. For instance, Anansi has many clever plans. He has his friends dig a secret tunnel. He uses the tunnel to escape from the king. In “The Seven Ravens,” the girl knows her brothers must be saved. Changed into ravens, they are behind a locked door. She figures out she must use her finger to unlock it. At the end of the story, she figures out how to change her brothers back into human form. She cleverly gives them her parents’ ring. Suddenly, the seven ravens turn back into boys.

1 Opinion Sentence Draw a dashed line under the sentence in paragraph 1 that tells you the writer’s opinion.

2 Reasons Paragraphs 2, 3, and 4 each have a sentence stating a reason that explains why the writer holds that opinion. Underline each of those sentences.

3 Linking Words and Phrases In paragraph 3, the writer uses words such as for instance to connect story details to a reason. Draw a box around those words in the text. Then name the two ideas the writer is connecting.

MENTOR TEXT: Opinion Essay

Step 1 Study a Mentor Text

Anansi’s Escape Plan

©Curriculum Associates, LLC Copying is not permitted. 55Lesson 3 Writing an Opinion: Essay

4 Lastly, Anansi and the girl are heroes because they never give up. For example, the girl in “The Seven Ravens” keeps searching even after the sun tries to burn her. And Anansi doesn’t give up even though the king’s men try to kill him.

5 Heroes don’t have to be big and strong. Anansi and the girl are heroes. And why are they heroes? Because they are brave and clever and never give up.

4 Examples In paragraph 4, draw a dashed line under an example the writer uses to prove that Anansi never gives up.

5 Conclusion In the last paragraph, draw a dashed line under the sentence that restates the writer’s opinion. Why do you think the writer included this sentence?

Quick Write Who do you think of as a hero? Explain why that person is a hero to you.

FOCUS Identify Task, Purpose, and Audience

©Curriculum Associates, LLC Copying is not permitted.56 Lesson 3 Writing an Opinion: Essay

Your classmates read about a character named Anansi in “Anansi Challenges the Powerful King” and a young girl in “The Seven Ravens.” One classmate claimed that neither character was really a hero. Others weren’t sure. After you read each story, decide what you think. What does it take to be a hero? Write an essay giving your opinion about whether Anansi and the young girl are heroes.

As you write your essay:

• Clearly state your opinion about whether the characters are good examples of heroes.

• Provide reasons to support your opinion about each character.

• Include story details to support each reason.

It’s always important to read your assignment carefully. Knowing what you’re supposed to do will help you plan your work. For an opinion essay, you should think about these things:

• Your purpose: What opinion will you share? Be sure you know the topic you’re supposed to form an opinion about.

• Your audience: Who will be reading your essay? The answer may help you decide which reasons to use.

• Your task: What form will your writing take? This detail may help you figure out the information you need to support your reasons and opinion.

Modeled Instruction

Min Paik, who wrote “What Makes a Hero?” on pages 54–55, was given the assignment below. She marked important details to help her plan her writing.

Read Min’s assignment. Then read her Think Aloud. Learn how she figured out her audience, task, and purpose.

Think Aloud Audience The word

classmates tells me I’ll share my writing with other students.

Purpose I have to write an opinion essay, so I’ll need to tell whether or not I think Anansi and the girl are both heroes.

Task Here it tells me I’ve got to give reasons and use story details to support my opinion. Do I think that Anansi and the girl are both heroes? I’ll figure that out after I read the stories.

MIN’S Assignment

Lesson 3 Writing an Opinion: EssayW.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Step 2 Unpack Your Assignment

Your Assignment

Hi, I’m Olive, and I’m also going to be doing

this assignment.


Your Assignment

1 Audience Draw a box around the word in your assignment that helps you know who will be reading your writing.

2 Purpose The purpose of your assignment is to give your opinion. What will you be forming an opinion about?

3 Task For each bulleted point, underline a key word or phrase that tells what you must include in your opinion essay.


Quick Write Describe a time when someone showed that he or she was being a good friend to you.

HINT Who has been talking about the two stories?

HINT Find and reread the sentence that talks about writing an essay to give your opinion.

HINT Look at pages 54–55 for the key features of an opinion essay.

Guided Practice

Now it’s your turn to write an opinion essay. Read Your Assignment carefully. Then do the activities. Use the Hints to help you.

After reading about a badger from “The Good Fortune Kettle” and a crab named Touloulou in “Zel, the Gentle Donkey,” some classmates claimed they didn’t think either character would make a good friend. Read each story. Think about what it means to be a good friend. Then write an essay giving your opinion about whether the two characters are examples of what a good friend should be. What qualities of friendship do they show? Do those qualities make them good friends to others?

As you write your essay:

• Give your opinion about whether the badger and Touloulou are both examples of good friends.

• Provide reasons to support your opinion about each character.

• Include story details to support each reason.

Turn and Talk To do your assignment, you’ll need to decide if two characters are examples of good friends. Talk about what a good friend says and does. Then name three qualities that show someone is a good friend.

58 © Curriculum Associates, LLC Copying is not permitted.Lesson 3 Writing an Opinion: Essay


The Research PathThe Research PathThe Research PathWriting from SourcesWriting from Sources

Sources

Join me on the path to gather evidence

from sources!

Your Sources

Return to pages 62–67Use your mark-up strategy to identify important details in the sources.

REREAD

Reread as a Writer

READ Your SourcesGo to pages 62–67

• from “The Good Fortune Kettle”

• Zel, the Gentle Donkey

Find out what these sources are about and what you can learn from them.

Read as a Reader

59© Curriculum Associates, LLC Copying is not permitted. Lesson 3 Writing an Opinion: Essay

Text EvidenceREVIEW Your Assignment

Return to page 57Reread your task to identify the types of story details you will need to include in your essay.

Begin Writing! Go to pages 72–73

FIND Text EvidenceGo to pages 60–61Learn how to mark important details so you can find them quickly later on.

Your Assignment

THINK It Through

Go to pages 68–69Complete the activities to help you connect the ideas from the sources to your assignment.

ORGANIZE Your EvidenceGo to pages 70–71Use your chart to group your reasons and story details so that you’re ready to write.

Think It Through

Need More Information?

FOCUS Gather Information


From “The Good Fortune Kettle” page 64

At midnight a voice awakened him. He looked around, and finally discovered that it was coming from the teakettle.

“Dear old man,” said the badger teakettle, “yesterday you saved my life —for I am that badger you so kindly set free. I turned myself into a fine teakettle, for I wanted to help you earn some money. Why don’t you carry me around with you now, to perform as a show? Together we could make a great many ryo.”

You’ve unpacked your assignment, and you’ve talked about the qualities of a good friend. Before you start writing, though, you know you must:

• Form an opinion on whether or not you think the badger and Touloulou are examples of good friends.

• Identify reasons for your opinion about each character.

• Look for story details that prove each reason makes sense.

Your next step will be to reread the stories on pages 62–67. As you read, underline and add notes about details that show what a good friend might (or might not) do and say. This will help you form your opinion about each character.

Modeled Instruction

Olive reread the first story. As she read, she underlined story details about the badger. She also wrote brief notes to help her remember important points.

Look at Olive’s underlining and notes. Then read her Think Alouds. Find out why she marked the story details and added the notes she did.

Think Aloud The badger doesn’t forget that the old man saved him.

I know friends remember the kind things they do for each other, so I’ll underline that detail. I’ll also write remembers his kind deed to remind me of how the badger is a friend.

I’ll underline this detail, and I’ll add the note helps him. It shows the badger is being a friend because friends try to help each other. This story detail will be good support for my opinion. And I can use friends help each other as one of my reasons. I do think that the badger’s actions prove he’s a good friend.

W.3.8: . . . gather information from print . . . sources. . . .Lesson 3 Writing an Opinion: Essay

Step 3 Find Text Evidence

remembers his kind deed

helps him


Guided Practice

Read this passage from “Zel, the Gentle Donkey.” Look at the underlined details. Then complete the activities, using the Hints for help.

From “Zel, the Gentle Donkey” page 66

One day, Zel’s friend Touloulou the crab visited. “Did you have a good day at the market?” asked Touloulou.

“Madame Charity was mad at me all day,” Zel replied. “I work as hard as I can, but she is always mean to me.”

“Madame Charity is always late. She won’t blame herself, so she blames you,” said Touloulou.

“Yes,” said Zel. “And because everyone is afraid of her angry tongue, she never sells much at the market.”

“I will help you,” said Touloulou.

1 Look at the first underlined detail. Write a note describing this detail next to the text. Then explain how the detail shows that Touloulou is Zel’s friend.

2 Look at the second underlined detail. Why is it underlined? Explain your thinking. Then add a note describing this detail to the text.

3 Find one more detail in the passage that helps you decide whether Touloulou is a good friend. Underline it. Then add a note to remember the detail.

HINT Why would Touloulou take the time to ask Zel this question?

HINT If you were Zel, how would Touloulou’s words make you feel?

HINT Look for something Touloulou says or does that shows he does or doesn’t care about Zel.

Turn and Talk Discuss how marking details can help you when writing your opinion essay. What do you need to know to form an opinion about whether each character is an example of a good friend?


Source 1: Story from Folktale CollectionLesson 3

1 Once upon a time there lived a poor junkman, who one day found a badger caught in a trap. The old man felt sorry for the badger and straightway set it free.

The grateful badger in return wanted to help the poor junkman. So he turned himself into a teakettle and stealthily crawled into the basket the junkman was carrying on his back.

What a surprise the poor junk dealer received when he reached home after his day’s work! Deep down in his junk basket he found a beautiful teakettle. In all his life he had never seen such a fine teakettle. He decided to take it to a certain temple priest who had always been very kind to him. He knew that the priest would want to buy such an unusual kettle.

Early the next morning, the junkman carried his treasure to the temple. As he expected, the priest was greatly pleased with the shining teakettle. The priest paid him three whole ryo, a far greater amount of money than the junkman could ever have dreamed of getting.

5 Amazed to have all this money, the junkman went home, hardly believing his good fortune.

retold by Virginia Haviland, illustrated by Carol Inouye,

Favorite Fairy Tales Told in Japan

©Curriculum Associates, LLC Copying is not permitted. Lesson 3 Writing an Opinion: Essay 63

For a time the priest sat admiring his beautiful teakettle. Then he filled it with water and put it on the fire to boil. Suddenly strange things began to happen.

The teakettle cried out, “It’s hot! It’s hot!” And with that, out came a badger’s hairy head, four brown and hairy paws, and then a bushy tail! The badger-kettle hopped off the hearth and began to run round and round the room.


The priest was frightened. He did not intend to keep such a strange teakettle in his temple. He sent for the junkman and handed the kettle back to him.

Poor junkman! He had to carry the teakettle home, but he did not know what to do with it. At bedtime he placed it at the head of his bed.

10 At midnight a voice awakened him. He looked around, and finally discovered that it was coming from the teakettle.

“Dear old man,” said the badger teakettle, “yesterday you saved my life—for I am that badger you so kindly set free. I turned myself into a fine teakettle, for I wanted to help you earn some money. Why don’t you carry me around with you now, to perform as a show? Together we could make a great many ryo.”

The junkman decided to do just that. As he and the badger-kettle made their rounds of the villages, people flocked to see the dancing of the strange teakettle. To their delight, it could sing and walk a tightrope, as well as dance.

After many performances, the junkman was no longer poor, but rich—so wealthy, indeed, that he and the teakettle decided they could stop working and retire to a life of leisure.

Once more the junkman took his teakettle to the temple. He told his friend the priest how the badger he had set free had turned into this fine teakettle and helped him to make a fortune.

15 The priest was touched by the story of the faithful badger. This time he was delighted to accept the teakettle as a treasure to be cherished in the temple.

It is said today that the teakettle is still among the treasures of the Morinji Temple in the city of Tatebayashi.

Source 1 continued Lesson 3

©Curriculum Associates, LLC Copying is not permitted. 65

1 ong ago, there was a gentle donkey named Zel. Everyone in town loved Zel because she was so pleasant and kind. But Zel’s owner, Madame Charity, was angry and mean. She was so mean that she

threw rocks at birds for singing too loudly. She yelled at little boys when they laughed. But she was the meanest of all to poor Zel.

Every Saturday, Madame Charity sold sugar and rice at a market. Whoever arrived earliest sold the most. But Madame Charity always woke up late. Then she got angry and yelled at Zel, who had done nothing wrong.

In a huff, Madame Charity would then load heavy bags of rice and sugar onto Zel’s back. Last, she climbed on top of it. “Hurry, Zel!” she yelled. “Get me to market as fast as you can!” Although Zel always trotted as fast as she could, it was never fast enough for Madame Charity.

Source 2: Story from Folktale CollectionLesson 3




5 “Madame Charity was mad at me all day,” Zel replied. “I work as hard as I can, but she is always mean to me.”




The next Saturday, Madame Charity woke up at 9 a.m. “Oh, no! I’m late again!” she yelled. As she tossed her heavy bags onto Zel’s back, Touloulou the crab grabbed onto the hem of her long skirt. Madame Charity climbed on Zel’s back. Touloulou held tightly to her skirt.

10 Zel started trotting. Madame Charity remembered how late she was. She opened her mouth to speak angrily, but Touloulou pinched her ankle.

Source 2 continued Lesson 3


“Ouch!” Madame Charity rubbed her ankle. She forgot how late she was. But soon she remembered. “Faster, Zel! Faster!” she yelled.

Again Touloulou pinched Madame Charity’s ankle.

“Ouch!” shouted Madame Charity.

When they got to the market, Madame Charity saw that someone had taken the stall she liked to use. In a fit of rage, Madame Charity opened her mouth to yell. For the third time, Touloulou pinched her ankle. Madame Charity screamed.

15 “What’s wrong?” people asked.

“Hurrying to get to market, I must have hurt my ankle,” said Madame Charity. “It’s very painful. Ouch! Ouch! Ouch!”

The fish seller said, “Madame Charity, you should get up earlier. Then you will not have to rush. Next week, I will wake you at 6 a.m.”

“Thank you,” said Madame Charity. She was surprised at the man’s kindness.

“Let me fix your ankle,” said the fruit seller. In the past, the fruit seller had not talked to Madame Charity. Today he felt sorry for her.

20 When Madame Charity saw how kind everyone was, she smiled. For the first time, she sold all of her rice and sugar. At the end of the day, she saddled Zel gently and rode quietly home.

From that day on, Madame Charity tried not to raise her voice in anger. Sometimes she got angry, but she kept it to herself. And Zel the gentle donkey was happy at last.


Think It Through


Use details from your sources, as well as what you know, to complete the following activities.

1 Traits can be ways of behaving or special qualities people have. Based on the two stories, what traits do you think makes someone a good friend? Write three words or phrases that describe the traits of a good friend.

Trait 1:

Trait 2:

Trait 3:

2 What ways of behaving show someone is not a good friend? Write three words or phrases that describe these traits.

Trait 1:

Trait 2:

Trait 3:

3 Think about the story details from “The Good Fortune Kettle.” Write two examples that prove the badger does or does not act like a good friend. Then look back at the traits you listed above. Write the trait that matches each example. You can also list a new trait.

Example:

Trait this matches:

Example:

Trait this matches:

HINT What do you like about the way your good friends act?

HINT Think of traits that are the opposite of those that make a good friend.

HINT Does each trait describe a good friend or not?


4 Think about the story details from “Zel, the Gentle Donkey.” Write two examples that prove Touloulou does or does not act like a good friend. Then look back at the traits you listed on page 68. Write the trait that matches each example. If your example shows a different trait, list that instead.

Example:

Trait this matches:

Example:

Trait this matches:

5 Look back at the examples and traits you listed for the badger and Touloulou. Based on what you wrote, complete the sentences. For each character, state your opinion. Then finish the next sentence by giving reasons.

The badger (is, is not) an example of a good friend. That’s because

Touloulou (is, is not) an example of a good friend. That’s because

HINT Does each trait describe a good friend or not?

HINT You can turn each trait you listed for a character into a reason for your opinion.


Olive’s Chart

My Opinion: The badger is an example of a good friend.

Reasons Details About the BadgerGood friends don’t forget kind deeds done for them.

• Says, “. . . you saved my life.”

Good friends help each other.

• Says, “. . . I wanted to help you earn some money.”

From “The Good Fortune Kettle” page 64

“Dear old man,” said the badger teakettle, “yesterday you saved my life—for I am that badger you so kindly set free. I turned myself into a fine teakettle, for I wanted to help you earn some money. Why don’t you carry me around with you now, to perform as a show?

Think Aloud I see my note about the badger remembering the old

man’s kindness. This shows that good friends don’t forget kind deeds done for them. I’ll write that idea as a reason.

Good friends also help each other. The badger wants to help the old man. So, that trait can be my second reason for saying the badger is a good friend.

Now, I’ll add the story details I underlined to support each reason. For my first reason, I’ll write what the badger said to show he remembered the man’s kind deed. And for the next reason, I’ll add details that tell how the badger wanted to help the old man.

remembers his kind deed

helps him

You’ve read both stories and formed opinions about the characters. Now make a chart to organize your ideas. First, list the reasons for your opinion about each character. Then add story details that support each of your reasons. Later, you can use the information on your chart to write a paragraph about each character in your opinion essay. Use the story details to explain your reasons and prove the badger and Touloulou are or are not examples of good friends.

Modeled Instruction

Olive decides the badger in “The Good Fortune Kettle” is an example of a good friend. She makes a chart to group the reasons and details supporting her opinion.

Read the passage, and study the chart. Then read Olive’s Think Aloud.

Step 4 Organize Your EvidenceLesson 3 Writing an Opinion: Essay

W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning. . . .

W.3.8: . . . take brief notes on sources and sort evidence into provided categories.

FOCUS Plan Your Opinion Essay


Guided Practice

Read this passage from “Zel, the Gentle Donkey.” Help Olive fill in her chart about Touloulou by doing the activities. Use the Hints for help.

From “Zel, the Gentle Donkey” page 66


“Madame Charity was mad at me all day,” Zel replied. “I work as hard as I can, but she is always mean to me.”




Olive’s Chart

My Opinion: Touloulou is an example of a good friend.

Reasons Details About TouloulouGood friends show an interest in each other.

• Asks Zel how her day at the market was

Good friends listen to each other’s problems. •

•

1 Look at the first detail about Touloulou in the chart. Draw a star next to the story detail it is based on.

2 Find an example of what Touloulou does that supports Olive’s second reason. Write a note about that story detail in the correct spot on the chart.

3 What is a third reason Olive might give for saying Touloulou is an example of a good friend? Add the reason and its supporting detail to the chart.


Write Time In your own chart, write the reasons and details you marked in each story that support your opinion.

HINT What does the crab say to Zel when he visits?

HINT What does Touloulou say he will do for Zel?

Turn and Talk Discuss how making a chart helps you organize your reasons and the story details that support each reason.


Read about the main parts of an opinion essay. Then look back at the chart when you write your draft. Be sure to include each of the main parts.

W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

W.3.1a: Introduce the topic or text they are writing about, state an opinion. . . . Step 5 Draft Your Opinion Essay


FOCUS Write an Introduction

Parts of an Opinion Essay

INTRODUCTION

States your opinion and interests readers

in your topic

The introduction of an opinion essay is important. In it, you should:

• Use an opening sentence to interest readers in your topic.

• Share important information about your topic. For instance, name the story titles and characters.

• Include a sentence that states your opinion on the topic or idea clearly and completely.

BODY

Gives reasons and details that support

your opinion

The paragraphs in the body of your essay explain your opinion in more detail. You should:

• Give strong, clear reasons why you hold that opinion.

• Use story details as examples that prove, or tell why, each of your reasons is a sensible one.

• Use linking words and phrases to connect your ideas and help them flow together smoothly.

CONCLUSION

Restates your opinion and sums up your

reasons

The conclusion of your opinion essay restates your opinion and reasons. You should:

• Remind readers of your opinion.

• Sum up your reasons.

• Leave readers with a final idea to think about.


Draft Your INTRODUCTION

Look again at the introduction to the Mentor Text on page 54. Study each sample below. Then write a similar part for your opinion essay.

Interest Readers in the Topic

Mentor Text

Heroes come in every shape and size.

Your Opinion Essay

Introduce the Stories and Characters

Mentor Text

In “Anansi Challenges the Powerful King,” Anansi is a man. The sister in “The Seven Ravens” is a young girl.

Your Opinion Essay

State Your Opinion

Mentor Text

But I believe they are both heroes.

Your Opinion Essay


Write Time Use the parts you wrote to help you write your introduction. Be sure to name the stories and characters and give your opinion. Then begin drafting your body paragraphs.

HINT Your opinion essay will tell about friendship.

HINT Who is the main character you will write about in each story?

HINT How did you decide you feel about the two characters?

Draft Your INTRODUCTION

INTRODUCTION

BODY

CONCLUSION

Turn and Talk Talk about why it is important to state your opinion in the introduction. What does it mean to state an opinion in a clear way?


INTRODUCTION

BODY

CONCLUSION

Draft Your BODY

As you start drafting your body paragraphs, remember to use the chart you made to organize your ideas. It has most of the information you‘ll need. First, write a paragraph giving reasons why you do or do not think the badger is a good example of a friend. Then write a similar paragraph about Touloulou. In each one, be sure to include story details that serve as examples to support the reasons for your opinion.

Modeled Instruction

Min Paik used story details to support the reasons for her opinion that Anansi and the girl are both heroes.

Reread this passage from the Mentor Text to learn how Min Paik used story details. Then complete the activities.

W.3.1b: Provide reasons that support the opinion.

Another reason they are heroes is that they are clever. For instance, Anansi has many clever plans. He has his friends dig a secret tunnel. He uses the tunnel to escape from the king. In “The Seven Ravens,” the girl knows her brothers must be saved. Changed into ravens, they are behind a locked door. She figures out she must use her finger to unlock it. At the end of the story, she figures out how to change her brothers back into human form. She cleverly gives them her parents’ ring. Suddenly, the seven ravens turn back into boys.

From MENTOR TEXT page 54

1 Look at the underlined sentences. Why has Min Paik included them?

2 What story details does Min Paik use to show that the

girl is clever?

Lesson 3 Step 5 Draft Your Opinion Essay continued

FOCUS Support Your Opinion


Olive’s Chart

My Opinion: Touloulou is an example of a good friend.

Reasons Details About TouloulouGood friends show an interest in each other.

• Asks Zel how her day at the market was

Good friends listen to each other’s problems.

• Shows he understands Zel’s problem by explaining why Madame Charity is mean to Zel

Guided Practice

Olive used notes from her chart to write the draft below. Now she needs to find ways to improve her draft by adding story details to support her reasons.

Read Olive’s notes and draft. Complete the activities, using the Hints for help.

Olive’s DraftTouloulou is another example of what a good

friend should be. First of all, he cares about Zel and shows an interest in her. He also listens to Zel’s problems.

3 Look at the underlined sentence in the draft. It gives a reason. Draw a line to the story detail in the chart that could be used as an example to support it.

4 Look at the second story detail in the chart. How could this detail be used to show that Touloulou listens to Zel’s problems? Write a sentence or two that could be added to Olive’s draft.


Write Time Finish drafting the body of your opinion essay. Then draft your conclusion. Look back at the chart on page 72 for help.

HINT Which detail shows that the crab is interested in Zel’s life?

HINT How do you know Touloulou is really listening to Zel?

Turn and Talk Talk about why story details are important to use as examples to support your reasons. How do they help to make your reasons clearer?

Step 6 Revise: First ReadLesson 3 Writing an Opinion: Essay

Heroes come in every shape and size. No matter what they look like, though, most heroes are alike in important ways. In “Anansi Challenges the Powerful King,” Anansi is a man. The sister in “The Seven Ravens” is a young girl. They seem different from each other.

One reason they are heroes is that they are brave. For example, Anansi is brave enough to anger a powerful king. Kings should never get angry. And in “The Seven Ravens,” the girl sets out alone to find her brothers. She knows it will be dangerous, but she goes anyway.

Anansi has many clever plans. He has his friends dig a secret tunnel. He uses the tunnel to escape from the king. The girl in “The Seven Ravens” knows her brothers are behind a locked door. She figures out she can use her finger to unlock it.


W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by . . . revising. . . .

As you revise, use your Opinion Writing Checklist to check your writing. Work through the checklist, one line at a time. Reread the related parts of your essay to decide whether you did your best possible work for each trait described. In this step, you will practice checking your essay for three of the traits in the categories of Ideas and Organization.

Modeled Instruction

The Mentor Text writer, Min Paik, used the same checklist to evaluate her draft.

Read her Think Aloud to see how she checks her opinion essay.

Think Aloud Ideas Do I state my opinion clearly? The first paragraph

is my introduction, where I should state it. My opinion is that both Anansi and the girl are heroes, but I don’t say that anywhere. I’ll add a sentence to the end of my introduction: “But I believe they are both heroes.”

Ideas Do I state my reasons clearly? Paragraphs 2 and 3 should give different reasons that support my opinion about Anansi and the girl. My second paragraph starts, “One reason they are heroes is that they are brave.” That’s really clear! But paragraph 3 needs work. I give story details but no clear reason. So, I’ll start paragraph 3 this way: “Another reason they are heroes is that they are clever.”

Organization Does each reason include only details supporting that reason? Paragraph 2 tells how Anansi and the girl are brave. . . . Oh, the sentence “Kings should never get angry” doesn’t belong with details about bravery, so I’ll delete it. Paragraph 3 gives story details only telling how Anansi and the girl are clever, though. I did a good job there.

MENTOR TEXT Draft

FOCUS Ideas and Organization


Guided Practice

Read the passage below from Olive’s draft of the assignment. Then complete the activities. Use the Hints for help.

Olive’s Draft

What is a good friend? Some stories can show us this. Two of these stories are “The Good Fortune Kettle” and “Zel, the Gentle Donkey.”

The badger is a good friend for a few reasons. First, the badger is grateful. The story actually says the badger is “grateful” that the junkman saved him from the trap. Also, the badger gratefully tells the junkman, “You saved my life.” The badger is magical, too. Second, the badger turns himself into a teakettle. He does this to earn money for the junkman. This is another way that the badger is a good friend.

1 Ideas If Olive states her opinion clearly in the first paragraph, copy the sentence below. If she doesn’t, then write an opinion statement for her.

2 Ideas Olive’s second paragraph states two reasons. The first reason is clearly stated, but the second is not. How should the second reason be revised?

3 Organization Is each of Olive’s reasons followed only by details that actually support it? If any details need to be deleted, tell what they are.


Write Time Use the Opinion Writing Checklist passed out by your teacher to evaluate your draft for Ideas, Organization, and Elaboration.

HINT What does Olive think about both the badger and the crab?

HINT The badger says, “I wanted to help you earn some money.”

HINT Compare each detail to the reason it should be supporting.

Turn and Talk Take turns reading your drafts aloud. Listen for whether or not your reasons are all clearly stated.


W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

L.3.6: [Use] grade-appropriate . . . words and phrases, including those that signal . . . relationships. . . .

You’ve drafted your opinion essay. Now it’s time to check your word choices to make sure your ideas are as clear as possible. In this step, you’ll look for ways to connect important ideas and make your writing flow smoothly.

One way to do this is by using linking words and phrases. In your opinion essay, use them as signals to show that certain ideas are connected. You can:

• Connect your opinion to a reason.

• Connect each reason to the details that support it.

• Connect two or more supporting details.

Here are some linking words and phrases to use in your writing.

Linking Words and Phrases

• because• therefore

• since• for example

• for instance• in addition

Modeled Instruction

Read this passage from a draft of “What Makes a Hero?” Find out how Min Paik has connected her ideas. Then complete the activities.

And last, I believe Anansi and the girl are heroes because they never give up. They keep trying to reach their goals. For example, the girl in “The Seven Ravens” keeps searching even when the sun tries to burn her. And Anansi doesn’t give up even though the king’s men want to try to kill him.

MENTOR TEXT Draft

1 In the first sentence, Min Paik uses because to link two important ideas about Anansi and the girl. What are the two ideas? In what way are the two ideas connected?

2 In the third sentence, draw a box around the linking phrase Min Paik uses to connect a story detail with a reason.

Step 7 Revise: Second ReadLesson 3 Writing an Opinion: Essay

FOCUS Linking Words and Phrases


Guided Practice

Read the following paragraph from an early draft of the Mentor Text. Then use the Hints to complete the activities that follow.

Idea 1

Idea 2

3 The writer wants to show the connection between Idea 1 and Idea 2. Which of the sentences below best uses a linking word or phrase to show the connection between those ideas? Circle the correct answer.

A I think Anansi and the girl are heroes. In addition, they are both brave.

B I think Anansi and the girl are heroes. Therefore, they are both brave.

C I think Anansi and the girl are heroes, and they are both brave.

D I think Anansi and the girl are heroes because they are both brave.

4 Idea 4 gives more information about Idea 3. Rewrite Idea 4 on the lines below, using a linking phrase to show this connection.


Write Time Use the Opinion Writing Checklist passed out by your teacher to evaluate your draft for Language.

HINT What is the connection between the two ideas?

HINT Look back at the chart on page 78 to help you choose the best linking phrase.

I think Anansi and the girl are heroes. They are both brave. They show bravery in many ways. Anansi angers a powerful king. The girl in “The Seven Ravens” sets out alone to find her brothers. She goes even though it will be dangerous.

MENTOR TEXT Draft

Idea 4Idea 3

Turn and Talk Take turns reading your drafts aloud. Identify places in each other’s writing where linking words or phrases could be used to show the connections between ideas. Then think of ways to use each other’s suggestions to improve your drafts.


W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by . . . editing.

L.3.1h: Use coordinating and subordinating conjunctions.

The last step is to make sure that your spelling, grammar, and punctuation are correct. In this step, you’ll focus on using conjunctions. A conjunction is a word used to join other words, groups of words, or sentences. Conjunctions show how ideas go together. Here are some ways to use common conjunctions.

Conjunction Example

Use and to mean “also.” Both Chee and Pip are brave.

Use but to show a difference. Chee is shy, but Pip is outgoing.

Use or to signal a choice. Who is wiser, Chee or Pip?

Use although to make a contrast. Although Pip is smart, he is not strong.

Use unless to show an exception. Pip will get hurt unless Chee saves him.

Use so to show an effect. Chee wants to help, so she frees Pip.

Modeled Instruction

Read the following passage from a draft of “What Makes a Hero?” Then complete the activities.

1 Min Paik has used the wrong conjunction in sentence 2. On the line below, write the correct conjunction.

2 Rewrite the last sentence. Replace so with a conjunction that shows a contrast between what the girl knows and what she does.

One reason Anansi and the girl are heroes is that they are brave. For example, Anansi angers the king, or the girl sets out alone to find her brothers. So she knows it will be dangerous, the girl goes anyway.

MENTOR TEXT Draft

Step 8 Edit for ConventionsLesson 3 Writing an Opinion: Essay

FOCUS Conjunctions

Language Handbook To learn more about coordinating and subordinating conjunctions, turn to pages 200 and 204.


Guided Practice

Read the following excerpt from an early draft of “What Makes a Hero?” Then complete the activities. Use the Hints for help.

3 Read this sentence from the draft.

He makes his friends dig a secret tunnel, but then he uses the tunnel to escape from the king.

Which word should replace the underlined conjunction to make the sentence correct? Circle the correct answer.

A and

B unless

C or

D although

4 Read these sentences from the draft.

She figures out she can use her finger to unlock it. She does. The writer wants to use a conjunction to combine the sentences. Which one is

the best to use? Circle the correct answer.

A unless

B so

C but

D or


Write Time Use the Opinion Writing Checklist your teacher passed out to evaluate your draft for Conventions.

HINT The conjunction should add another story event to the first one.

HINT These sentences describe two connected details.

Anansi and the girl are very, very smart. Anansi, for example, has many clever plans. He makes his friends dig a secret tunnel, but then he uses the tunnel to escape from the king. The girl knows her brothers are behind a locked door. She figures out she can use her finger to unlock it. She does.

MENTOR TEXT Draft

Turn and Talk Take turns reading aloud your opinion essays. Listen for how you are using conjunctions. Work together to correct any errors.

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