“The Fisherman and His Wife” addresses several learning styles and asks students to make text-to-text connections to uncover and analyze the moral and themes. Art, drama, and pantomime provide a deeper understanding and chance for discovery, while discussion and a short writing exercise help students synthesize what they have learned. The exemplar is specifically designed for heterogeneous groups. Graphic organizers and a kinesthetic extension activity are included. Common Core Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.10; W.3.1, W.3.4, W.3.5, W.3.10, W.4.9; L.3.3, L.3.6; SL.3.1
The Fisherman and His Wife (Brothers Grimm)
Grade Level
Grades 3-5
Resource Type
Lesson Plan
Standards Alignment
Common Core State Standards
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Standards
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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.
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
Write opinion pieces on topics or texts, supporting a point of view with reasons.
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
