Learning Standards:

CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key
details in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain
how their actions contribute to the sequence of events

Objectives:
The students will identify comprehension strategies and make connections to the story.
The students will define a folktale and identify traits of a folktale.
The students will identify and recall structures of a stories character, setting, plot, and
theme.
Lesson Plan:
Review story structure: It has characters, setting, and plot
Last week we talked about theme. Does anyone remember what the theme is in a
story? The main message of the story
As we read, I want you to think about the different things or strategies that we use while
read. These strategies help us to understand or comprehend the story.
This week we are going to learn about a folktales. Does anyone know what makes this
story a folk tale?

Let's read and find out.

pg. 122-123
What details tell you that this is a folk tale? Handed down from grandmother to
grandmother, has animals as characters
Why can't hen run after her chickens? She has one egg left to hatch
We also learn where the story takes place. This is also known as what? setting
Where is the setting? Mexico
pg. 124-125
Compare and contrast half-chicken to other chickens.
pg. 126-127
What are the animals doing? Staring, looking at half-chicken
Why does half-chicken become so vain? Because she is so unique and everyone is
looking at her, paying attention to her
Why does she go to the viceroys? INFER- use clues from the story and what I know to
make sense of what is happening. She is going because she wants to show everyone
there how special she is
pg. 128-129
What does half-chicken do? helps the stream, helps the water
Do these pages give us any clues as to why this is a folktale? Yes, repeating events
pg 130-131
Again, a repeating event. What is this repeating event? helps out the wind Who does
half-chicken help? the wind

Compare and contrast how the guards treated half-chicken and how half-chicken was
treated at home. guards were mean, home thought she was spectacular
How would you feel if you were treated like half-chicken? CONNECTIONS-text-to-self.
talk about other connections
pg. 132-134
What happens when cook sees half-chicken? she cooks him
How do half-chickens actions help him now? the water, fire and wind help him now
Why do they help him? water puts out the fire, wind blows him to the top of the palace
What is the theme? Remember the theme is the message of the story. If you are kind
and generous and help others they will help you too.
Are there things in these pages that let us know this is a folktale? yes, repeated events,
how something came to be, the weathervane
Assessment:
Informal Assessment: I will assess listening skills by monitoring eye contact and facial
expressions.
I will monitor comprehension with my questions. I will randomly select children to check
for comprehension by asking questions. I will make sure everyone gets a chance to
participate.
Accommodations:
These reading groups are formed according to abilities. Therefore, the questions are
modified according to the understanding and reading level. For instance, one of the
groups is extremely low. For this group I will modify my questions by first explaining and
reviewing what the theme is. Once I have asked them to identify the theme I might then
give prompts about a type of strategy they might use to discover the theme. Another

way I will accommodate the lower level group is with a poster to remind them and give
them a visual representation of reading strategies.