Lesson 21
Part 1: Introduction
CCSS
RL.3.7: Explain how specific aspects of a text’s
illustrations contribute to what is conveyed
by the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
Connecting Words and Pictures
Theme: Stories That Amaze
The pictures that go with a story can show you how the characters feel and what the
setting looks like. The words and pictures in a story also create the mood, or the
feeling a story gives you. Stories can have all kinds of moods: happy, sad, excited,
bored, calm, spooky, silly, and so on.
The picture below shows a girl and a boy walking through the woods. They can hear
wolves howling, owls hooting, and bats screeching.
What feeling do you get from the picture and the words that describe it?
Look at the chart below to see how pictures and words work together in a story.
Characters
Setting
Picture
The children look
worried.
The woods look dark
and dangerous.
Words
They are hearing
animal sounds.
Wolves, owls, and bats
are making sounds.
Mood
spooky
How would the mood of this story be different if the picture showed the children
laughing and the woods full of sunlight? The mood would be happy instead of spooky.
Pictures in stories give information about mood, setting, and what characters think
and feel. Good readers pay attention to both pictures and words as they read.
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Part 2: Modeled Instruction
Lesson 21
Read the first part of a tall tale about Pecos Bill and look at the picture.
Genre: Tall Tale
When Pecos Bill Was Young by Walt Bisco
Right from the day he was born,
Pecos Bill was not much like other kids.
He had eighteen older brothers and
sisters. When he was just a baby, he
jumped on a horse and rode it alongside
his family’s covered wagon as they
traveled West. Oh, and Bill also
wrestled bears! Bill’s family was sure he
would lead an amazing life.
(continued)
Explore how to answer this question: “What do the details in the picture help you better
understand about Pecos Bill?”
The question asks how the picture helps you “better understand” Pecos Bill. This means that
you need to look for details in the picture that the story does not tell you.
• The story tells that the baby Pecos Bill rode a horse alongside his family’s covered wagon.
• The picture shows a running horse being ridden by a baby.
• The baby is laughing and waving his arm while riding the horse.
• The details in the picture show that Pecos Bill was very unusual when he was a baby.
Fill in the blanks below to tell how details in the picture help you better understand Pecos Bill.
In the picture, baby Pecos Bill is laughing and waving his
a running
was a very
216
while riding
. These details in the picture help show that Pecos Bill
baby.
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Part 3: Guided Instruction
Lesson 21
Continue reading about Pecos Bill. Use the Close Reading
and the Hint to help you answer the question.
Close Reading
Underline the sentence
that tells what is
happening in
the picture.
(continued from page 216)
One time, the wagon went over a big bump, and Bill was
launched into the air and far, far away. After he landed on the
soft ground, a mother
coyote spotted Bill.
She took Bill back to
her den and raised
him as one of her
own. For a long time,
Bill didn’t know he
wasn’t a coyote.
Hint
What is the feeling on
Bill’s face? What are the
coyote pups doing?
Circle the correct answer.
Based on details in the picture, what is the mood of this part
of the story?
A nervous, because the coyotes want to harm Pecos Bill
B sad, because Pecos Bill misses his human family
C cheerful, because Pecos Bill looks happy to be with the coyotes
D silly, because Pecos Bill is trying to trick the coyotes
Show Your Thinking
Look at the answer you chose above. What details from the picture helped you name the
mood of the story?
Think about the last sentence of the story: “For a long time, Bill didn’t know he wasn’t
a coyote.” Tell your partner how the picture helps you understand this sentence.
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Part 4: Guided Practice
Lesson 21
Read the tall tale and look at the picture. Use the Study Buddy and Close Reading to guide
your reading.
Genre: Tall Tale
from “Paul Bunyan”
by Mary Pope Osborne, American Tall Tales
The picture shows an
event from the story.
I’m going to use the
picture to help me
better understand what
happens in the story.
1
grew so fast that Paul liked to close his eyes for a minute,
count to ten, then look to see how much Babe had grown.
Sometimes the ox would be a whole foot taller.
2
Is Paul Bunyan helpful?
Circle a sentence that
tells what he decides to
do for the pioneers.
In those times, huge sections of America were filled with
dark green forests. And the forests were filled with trees—
Close Reading
How is the event shown
in the picture described
in the story? Underline
the sentence that tells
about this event.
Paul Bunyan and Babe the Blue Ox were inseparable. Babe
oceans of trees—trees as far as the eye could see.
3
It would be nice if those trees could have stayed tall and
thick forever. But the pioneers needed them to build houses,
churches, ships, wagons, bridges, and barns. So one day
Paul Bunyan took a good look at all those trees and said
“Babe, stand back. I’m about to invent logging.”
4
“Tim-ber!” he yelled, and he swung his bright steel ax
in a wide circle. There was a terrible crash, and when Paul
looked around, he saw he’d felled ten white pines with
a single swing.
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Part 4: Guided Practice
Hints
Lesson 21
Use the Hints on this page to help you answer the questions.
1 What does the picture tell you about Paul Bunyan?
What details in the
picture add to the
story’s description
of Paul Bunyan?
A Paul Bunyan built houses for the pioneers.
B Paul Bunyan was about twice as tall as the trees.
C Paul Bunyan lived in the time of the pioneers.
D Paul Bunyan and his ox were not always together.
What is Paul about
to do in the picture?
2 Which sentence from the story tells a detail that is shown
in the picture?
A “Sometimes the ox would be a whole foot taller.”
B “It would be nice if those trees could have stayed tall
and thick forever.”
C “But the pioneers needed them to build houses, churches,
ships, wagons, bridges, and barns.”
D “’Tim-ber!’ he yelled, and he swung his bright steel ax
in a wide circle.”
Why does Paul invent
logging? What does
this tell you about
his character?
3 Use the story and the picture to describe two details that help
explain what Paul Bunyan is like.
Detail from the story that helps me understand what Paul is like:
Detail from the picture that helps me understand what Paul is like:
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Part 5: Common Core Practice
Lesson 21
Read the tall tale. Then answer the questions that follow.
from “Stormalong”
by Mary Pope Osborne, American Tall Tales
  1 One day in the early 1800s a tidal wave crashed down on the shores of Cape Cod in
New England. After the wave had washed back out to sea, the villagers heard deep, bellowing
sounds coming from the beach. When they rushed to find out what was going on, they
couldn’t believe their eyes. A giant baby three fathoms tall—or eighteen feet!—was crawling
across the sand, crying in a voice as loud as a foghorn.
  2 The villagers put the baby in a big wheelbarrow and carried him to town. They took
him to the meetinghouse and fed him barrels and barrels of milk. As ten people patted
the baby on the back, the minister said, “What will we name him?”
  3
“How about Alfred Bulltop Stormalong!” a little boy piped up.
  4
“And call him Stormy for short.”
  5 The baby smiled at the boy, then let out
a giant burp that nearly blew the roof off
the meetinghouse.
  6
“Stormy it is!” everyone cried.
  7 By the time Stormy was twelve, he was
already six fathoms tall—or thirty-six feet!
“I guess you’re going to have to go out into
the world now,” his friends said sadly. “Maybe
you should go to Boston. It’s a lot bigger than
Cape Cod.”
  8 “A sailor’s life is the only one for me,”
he said, staring longingly at Boston Harbor.
“The sea’s my best friend. It’s with her that I
belong.” And with his back to Boston, Stormy
strode toward the biggest Yankee clipper
docked in the harbor, The Lady of the Sea.
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Part 5: Common Core Practice
Lesson 21
  9 “Blow me down!” said the captain when Stormy stood before him. “I’ve never seen
a man as big as you before.”
10
“I’m not a man,” said Stormy. “I’m twelve years old.”
11 “Blow me down again!” said the captain. “I guess you’ll have to be the biggest cabin
boy in the world then. Welcome aboard, son.”
12 The sailors were a bit shocked when the captain introduced the thirty-six-foot giant
as their new cabin boy. But the day soon came when all the sailors of The Lady of the Sea
completely accepted Stormy’s awesome size. It happened one morning when the clipper was
anchored off the coast of South America.
13 “Hoist the anchor!” the captain shouted after a few hours of deep-sea fishing. But when
the crew pulled on the great chain, nothing happened. The sailors heaved and hoed, and still
could not move the anchor off the bottom of the ocean.
14 “Let me take care of it!” Stormy
boomed. Then the cabin boy stuck a knife
between his teeth, climbed onto the bowsprit,
and dived into the sea.
15 After Stormy disappeared, terrible
sounds came from the water. The ship began
pitching and tossing on wild, foaming waves. It
seemed that all aboard were about to be hurled
to a wet grave, when suddenly the sea grew
calm again—and Stormy bobbed to the surface.
16
“What happened?” cried the crew.
17 “Just a little fight with a two-ton octopus,”
said Stormy.
18 “Octopus!”
19
“Aye. He didn’t want to let go of our anchor.”
20
“What’d you do to him?” the others cried.
21 “Wrestled eight slimy tentacles into double knots. It’ll take a month o’ Sundays for him
to untie himself.”
22
From then on Stormy was the most popular sailor on board.
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Part 5: Common Core Practice
1 Based on the picture and the description of
Stormy burping, which of these best tells
the mood of this part of the story?
Lesson 21
Answer Form
1 A B C D
2 A B C D
Number
Correct
2
Aserious
Bfunny
Cscary
Dquiet
2 Which sentence from the story is most closely related to the picture of Stormy
about to dive into the sea?
A “The villagers put the baby in a big wheelbarrow and carried him to town.”
B “How about Alfred Bulltop Stormalong!” a little boy piped up.
C “’Let me take care of it!’ Stormy boomed.”
D “After Stormy disappeared, terrible sounds came from the water.”
3 Use the story and the pictures to describe Stormy. Use one detail from the story
and one detail from either picture to support your answer.
Self Check Go back and see what you can check off on the Self Check on page 213.
222
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Lesson 21
(Student Book pages 215–222)
Connecting Words and Pictures
Theme: Stories That Amaze
LESSON OBJECTIVES
TAP STUDENTS’ PRIOR KNOWLEDGE
•Explain the contribution to a text’s meaning made
by specific aspects of illustrations associated with
the text.
•Tell students that they will be working on a lesson
about the ways authors bring together words and
images to create meaning.
•Explain how illustrations help create mood in a
text, as well as how they tell more about a text’s
characters or setting.
•Ask students why the author of a story might use
an illustration or photograph. Guide them to
understand that authors use illustrations to help
readers better understand the text.
THE LEARNING PROGRESSION
•Grade 2: CCSS RL.2.7 requires students to use
information from the illustrations and words in a
text to “demonstrate understanding” of the text.
•Grade 3: CCSS RL.3.7 builds on the Grade 2
standard by requiring students to refer to
“specific aspects” of an illustration to explain its
link to the text. This standard emphasizes media
literacy and text-to-text connections by asking
students to compare a literary text to a visual
representation of a setting, event, and/or
character. In particular, students need to identify
how an illustration in a text helps a reader better
understand what he or she is reading.
•Grade 4: CCSS RL.4.7 expands the scope of the
standard by asking students to compare a text to
its audio or visual presentation.
PREREQUISITE SKILLS
•Understand that illustrations of a story’s characters
can aid in understanding those characters’ traits.
•Choose a story from recent classroom reading
material that includes an illustration of one of
the story’s characters. If possible, display the story
and illustration on an interactive whiteboard.
•Ask students to compare the illustration of the character
to what is written about the character in the story. Does
the author describe what the character looks like? Does
the illustration match that description? What new
information about the character is included in the
illustration that is not in the story? Remind students
that, in many fiction passages, illustrations help give
readers a better idea of what the characters look like.
•Remind students that illustrations can also help them
visualize settings and events. Tell them that paying
attention to the images that are included alongside
a text can help them make connections among the
various elements of a text. In doing so, the experience
of reading yields a deeper awareness of how authors
create meaning in their writing.
Teacher Toolbox
•Realize that understanding of setting and plot
can be enhanced by illustrations.
•Use illustrations along with text to help form
an understanding of a text.
Prerequisite
Skills
Ready Lessons
Teacher-Toolbox.com
RL.3.7
✓
Tools for Instruction
Interactive Tutorials
CCSS Focus
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
ADDITIONAL STANDARDS: RL.3.1; RL.3.3; RL.3.4; RL.3.6; W.3.1; W.3.3; W.3.8; SL.3.1; SL.3.4; SL.3.5; L.3.1.a; L.3.2.d; L.3.4.a; L.3.4.c;
L.3.5.a (See page A39 for full text.)
198
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Lesson213
Lesson
Part 1: Introduction
At a Glance
Through an illustration and text, students are introduced
to connecting words and pictures.
Lesson 21
Part 1: Introduction
ccSS
RL.3.7: Explain how specific aspects of a text’s
illustrations contribute to what is conveyed
by the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
connecting words and Pictures
Theme: Stories That Amaze
Step by Step
•Read the definition of mood. Prompt students to
study the illustration and read the sentences below
the illustration. Ask students to look for clues in
the illustration that show how the kids feel. Explain
how pictures help readers understand characters’
emotions, what the setting looks like, and how they
work together to create a mood.
•Ask students to answer the question under the
illustration and discuss their responses.
The pictures that go with a story can show you how the characters feel and what the
setting looks like. The words and pictures in a story also create the mood, or the
feeling a story gives you. Stories can have all kinds of moods: happy, sad, excited,
bored, calm, spooky, silly, and so on.
The picture below shows a girl and a boy walking through the woods. They can hear
wolves howling, owls hooting, and bats screeching.
what feeling do you get from the picture and the words that describe it?
Responses will vary.
•Explain that the chart shows a strategy for determining
how pictures and words work together to create the
mood of a story. Read each row and discuss how the
picture and words helps the reader figure out the mood.
Look at the chart below to see how pictures and words work together in a story.
•Discuss with students how the mood of the story
would differ if the picture showed happy children
in a sunlit forest.
How would the mood of this story be different if the picture showed the children
laughing and the woods full of sunlight? The mood would be happy instead of spooky.
•Reinforce how using pictures and words together to
identify mood is a valuable strategy by sharing an
example of a time you looked at the pictures and
words in a story to help you figure out the mood.
Explain how identifying the mood helped you
understand the meaning of the story.
characters
Setting
Picture
The children look
worried.
The woods look dark
and dangerous.
words
They are hearing
animal sounds.
Wolves, owls, and bats
are making sounds.
mood
spooky
Pictures in stories give information about mood, setting, and what characters think
and feel. Good readers pay attention to both pictures and words as they read.
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Genre Focus
Literature: Tall Tale
Tell students that in this lesson they will read literature.
One type of literature is tall tales. Explain that tall tales
are fiction stories. A tall tale:
•is sometimes based on a real person, but the
abilities of the person have been exaggerated so
much they are no longer true. The main character,
typically a hero, often has an unusual problem
to solve or an impossible obstacle to overcome.
•has a plot that is often fast-paced and involves
a great deal of exaggerated action.
Based on these characteristics, ask students to name
other tall tales they have read. Who was the hero?
What problem did the hero have to solve?
Explain that “When Pecos Bill Was Young” is a tall
tale about Pecos Bill, a boy who is raised by coyotes.
Another tall tale in this lesson is “Paul Bunyan.” It tells
the story of a lumberjack and his famous blue ox, Babe.
Explain that “Stormalong” is also a tall tale. It is about
a giant baby named Stormy who became a famous
sailor.
•has a humorous or conversational tone.
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199
Lesson 21
Part 2: Modeled Instruction
At a Glance
Students read the tall tale and look at the picture to
help them understand the character, Pecos Bill.
Part 2: modeled Instruction
Read the first part of a tall tale about Pecos bill and look at the picture.
Genre: Tall Tale
When Pecos Bill Was Young
Step by Step
•Remind students that they learned about how
looking at the pictures and the words help them
understand what they are reading.
Lesson 21
by Walt Bisco
Right from the day he was born,
Pecos Bill was not much like other kids.
He had eighteen older brothers and
sisters. When he was just a baby, he
jumped on a horse and rode it alongside
his family’s covered wagon as they
traveled West. Oh, and Bill also
•Tell students that in this lesson, they will use the
picture along with the story to help them understand
the character, Pecos Bill.
•Read aloud the tall tale about Pecos Bill.
•Then read the question: “What do the details in the
picture help you better understand about Pecos Bill?”
•Now tell students you will perform a Think Aloud to
demonstrate a way of answering the question.
Think Aloud: When I see a picture with a story, I always
want to look at it carefully to see how it can help me
better understand what I read. The story gives me
information about Pecos Bill’s character. The picture also
gives me information. I’ll use the words and the picture
to better understand Pecos Bill.
•Point out the details under the question. Remind
students to use words in the story and details in the
picture to better understand the character, Pecos Bill.
Think Aloud: The story tells me that Pecos Bill rode a
horse next to his family’s wagon when he was a baby.
The picture shows me a laughing baby riding a horse
and waving his arm. The words and pictures help me
understand that Pecos Bill was not an ordinary baby!
•Ask students what else the details in the story and the
picture tell about Pecos Bill. (He was very strong and
big for a baby. He was fearless, and could do amazing
things that babies can’t do. He was an unusual baby.)
•Have students use the details in the picture and
words from the story to answer the question
at the bottom of the page.
wrestled bears! Bill’s family was sure he
would lead an amazing life.
(continued)
explore how to answer this question: “What do the details in the picture help you better
understand about Pecos Bill?”
The question asks how the picture helps you “better understand” Pecos Bill. This means that
you need to look for details in the picture that the story does not tell you.
•
The story tells that the baby Pecos Bill rode a horse alongside his family’s covered wagon.
•
The picture shows a running horse being ridden by a baby.
•
The baby is laughing and waving his arm while riding the horse.
•
The details in the picture show that Pecos Bill was very unusual when he was a baby.
Fill in the blanks below to tell how details in the picture help you better understand Pecos bill.
In the picture, baby Pecos Bill is laughing and waving his
a running
horse
was a very
unusual
216
arms
while riding
. These details in the picture help show that Pecos Bill
baby.
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ELL Support: Possessives
•Explain to students that possessives are words
that show who or what owns something. To make
a singular noun a possessive noun, add an
apostrophe and s. (the duck’s beak) To make a
plural noun a possessive noun, add only an
apostrophe. (the ducks’ beaks)
•Work with students to make possessive nouns.
Write the words bear and bears on the board.
Identify each noun as either singular or plural.
As you make each noun possessive, explain how
it is done. (bear’s: add apostrophe and s; bears’: add
only apostrophe) Ask students to help you write
a sentence using each possessive.
•Also tell students that the pronouns my, his, her,
their, and its show possession. Give examples to
students (my pencil, his eraser, her backpack, etc.)
Point out to students the singular possessive nouns
family’s and Bill’s and the pronoun his in the story.
(L.3.2.d)
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Lesson 21
Part 3: Guided Instruction
At a Glance
Students continue reading about Pecos Bill. They
answer a multiple-choice question and analyze the
details from the picture that helped them determine
the mood of the story.
Step by Step
Part 3: guided Instruction
continue reading about Pecos bill. use the close Reading
and the hint to help you answer the question.
close Reading
(continued from page 216)
underline the sentence
that tells what is
happening in
the picture.
One time, the wagon went over a big bump, and Bill was
launched into the air and far, far away. After he landed on the
soft ground, a mother
coyote spotted Bill.
She took Bill back to
•Tell students they will continue reading about
Pecos Bill.
•Point out the two features to the left of the passage.
Close Reading will help students make the connection
between the text and the picture. The Hint will help
them analyze the picture more closely to select the
best answer.
•Have students read the tall tale and underline the
sentence that explains what is happening in the
picture, as directed by Close Reading.
•Ask volunteers to share the sentence they underlined.
Discuss why that sentence explains what is happening
in the picture.
•Have students circle the answer to the question,
using the Hint to help. Then have them respond to
the question in Show Your Thinking. Place students
into pairs to discuss the Pair Share prompt.
Answer Analysis
Lesson 21
her den and raised
him as one of her
own. For a long time,
Bill didn’t know he
wasn’t a coyote.
hint
circle the correct answer.
What is the feeling on
Bill’s face? What are the
coyote pups doing?
Based on details in the picture, what is the mood of this part
of the story?
A nervous, because the coyotes want to harm Pecos Bill
b
sad, because Pecos Bill misses his human family
c
cheerful, because Pecos Bill looks happy to be with the coyotes
D silly, because Pecos Bill is trying to trick the coyotes
Show your Thinking
Look at the answer you chose above. What details from the picture helped you name the
mood of the story?
Responses will vary.
Think about the last sentence of the story: “For a long time, Bill didn’t know he wasn’t
a coyote.” Tell your partner how the picture helps you understand this sentence.
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Tier Two Vocabulary: Launched
Choice C is correct. Pecos Bill is laughing and playing
with the coyotes and looks happy to be with them. His
actions and expressions show that he is cheerful.
•Launch a simple object in the classroom, such as
a paper airplane. Tell students you are launching
the object.
Choices A and B are incorrect. Pecos Bill is smiling and
playing with the coyote pups and one is licking his face.
This shows that the coyotes do not want to harm Bill
and that he is happy and relaxed, not sad or nervous.
•Ask students how you launched the object and
what it did. (made it go up and through the air)
Now have students find the word launched in
the passage. Ask them to look at the context.
Have students explain what launched means.
If necessary, guide them to understand that it
means “to be thrown up and through the air.”
Choice D is incorrect. There is nothing in the picture
that shows Bill is trying to trick the coyotes.
ERROR ALERT: Students who did not choose C
might not have connected the picture to the text.
Point out that the question asks students to look
at the details in the picture to help figure out the
mood. Remind students that the mood of a story
is the feeling it gives you.
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•Work with students to name some related words.
(thrown, tossed, catapulted) Tell them that these
words describe the action of being thrown up
and through the air. (RL.3.4; L.3.4.a)
201
Lesson 21
Part 4: Guided Practice
At a Glance
Part 4: guided Practice
Students read a tall tale about Paul Bunyan twice.
After the first reading, ask three questions to check
your students’ comprehension of the story.
Lesson 21
Read the tall tale and look at the picture. use the Study buddy and close Reading to guide
your reading.
Genre: Tall Tale
from “Paul Bunyan”
by Mary Pope Osborne, American Tall Tales
Step by Step
The picture shows an
event from the story.
I’m going to use the
picture to help me
better understand what
happens in the story.
•Have students read the passage silently without
referring to the Study Buddy or Close Reading text.
•Ask the following questions to ensure student
comprehension of the text:
1
grew so fast that Paul liked to close his eyes for a minute,
count to ten, then look to see how much Babe had grown.
Sometimes the ox would be a whole foot taller.
2
Why did Paul like to close his eyes for a minute and
count to ten? (Paul liked to see how much Babe the
Blue Ox had grown.)
Is Paul Bunyan helpful?
circle a sentence that
tells what he decides to
do for the pioneers.
Why did the pioneers need the tall, thick trees?
(They needed them to build houses, churches, ships,
wagons, bridges, and barns.)
In those times, huge sections of America were filled with
dark green forests. And the forests were filled with trees—
close Reading
How is the event shown
in the picture described
in the story? underline
the sentence that tells
about this event.
Paul Bunyan and Babe the Blue Ox were inseparable. Babe
oceans of trees—trees as far as the eye could see.
3
It would be nice if those trees could have stayed tall and
thick forever. But the pioneers needed them to build houses,
churches, ships, wagons, bridges, and barns. So one day
Paul Bunyan took a good look at all those trees and said
“Babe, stand back. I’m about to invent logging.”
4
“Tim-ber!” he yelled, and he swung his bright steel ax
in a wide circle. There was a terrible crash, and when Paul
looked around, he saw he’d felled ten white pines with
a single swing.
How did Paul invent logging? (He knocked down
ten trees with his ax.)
•Then ask students to look at the Study Buddy think
aloud. What does the Study Buddy help them
think about?
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Tip: The Study Buddy tells students it will compare
what happens in the story with what the picture
shows. It sets students up to think about how the
picture and the text are connected.
•Have students read the rest of the tall tale. Tell them
to follow the directions in the Close Reading.
Tip: It’s important to help students understand that
pictures in stories often show an event in the story, not
just a character or a setting, although these elements
are also shown. Help students make the connection
by having them circle an object in the picture, such as
the ax, and then find this word in the story.
•Finally, have students answer the questions on
page 219. When students have finished, use the
Answer Analysis to discuss correct and incorrect
responses.
202
.
Tier Two Vocabulary: Inseparable
•Choose an object in the classroom that has two
separate parts that can’t be separated, such as a
student desk. Demonstrate trying, unsuccessfully,
to pull the parts apart. Say, the parts are inseparable.
•Then say, “The two friends did everything together.
They didn’t like being apart from each other. In fact,
they were inseparable.” Ask, “How would you
describe these two friends?” (They are very close.
They like each other very much. They are best friends.)
•Ask students to find the base word in inseparable.
(separate) Then ask them what the prefix inmeans. (not)
•Now have students find the word inseparable in
paragraph 1. Ask them to look at the context.
Have students explain what inseparable means
in this story. (Paul and Babe don’t like to be
separated. They are very close companions.)
(RL.3.4; L.3.4.a; L.3.4.c)
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Lesson 21
Part 4: Guided Practice
step by step
Part 4: guided Practice
• Have students read questions 1–3, using the Hints to
help them answer those questions.
use the hints on this page to help you answer the questions.
hints
1 What does the picture tell you about Paul Bunyan?
What details in the
picture add to the
story’s description
of Paul Bunyan?
• Discuss with students the Answer Analysis below.
A Paul Bunyan built houses for the pioneers.
Answer Analysis
b
Paul Bunyan was about twice as tall as the trees.
c
Paul Bunyan lived in the time of the pioneers.
D Paul Bunyan and his ox were not always together.
1 Choice B is the correct answer because this is a detail
that can be assessed visually. Choice A is incorrect
because we do not see Paul Bunyan building houses
in this picture. Choice C is incorrect because no
details in the picture indicate the time period.
Choice D is incorrect. Nothing in the picture tells
us that Paul and Babe were not always together.
What is Paul about
to do in the picture?
Use a graphic organizer to verify the correct answer to
question 2. Draw the graphic organizer below, leaving
the boxes blank. Work with students to fill in the
boxes, using information from the passage. Sample
responses are provided.
In Picture?
in the picture?
b
“It would be nice if those trees could have stayed tall
and thick forever.”
c
“But the pioneers needed them to build houses, churches,
ships, wagons, bridges, and barns.”
D “’Tim-ber!’ he yelled, and he swung his bright steel ax
in a wide circle.”
Why does Paul invent
logging? What does
this tell you about
his character?
3 Use the story and the picture to describe two details that help
explain what Paul Bunyan is like.
Detail from the story that helps me understand what Paul is like:
See sample response.
Detail from the picture that helps me understand what Paul is like:
See sample response.
3 Sample Answer: Detail from the story: Paul Bunyan
invents logging because he wants to help the
pioneers. Detail from the picture: Paul Bunyan is
very tall and strong.
Reteaching
2 Which sentence from the story tells a detail that is shown
A “Sometimes the ox would be a whole foot taller.”
2 Choice D is the correct answer because we see Paul
Bunyan about to swing an ax. Choice A is incorrect
because changes in Babe’s size is not shown in the
picture. For this answer to be correct, we would have
to see two renderings of the ox at two different sizes.
Choices B and C are incorrect because no details in
the picture hint at why Paul is cutting the trees.
Answer Choices
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219
Integrating Standards
Use these questions to further students’ understanding
of “Paul Bunyan.”
1 In paragraph 2, why does the author use the
words “oceans of trees”? (RL.3.4; L.3.5.a)
The story tells that “the forests were filled with
trees.” The author compares the forests to “oceans
of trees” to emphasize that there were many, many
trees—“trees as far as the eye could see.”
A. “Sometimes the ox would be a whole
foot taller.”
No
B. “It would be nice if those trees could
have stayed tall and thick forever.”
No
C. “But the pioneers needed them to build
houses, churches, ships, wagons,
bridges, and barns.”
No
2 Reread the first two sentences of paragraph 3.
Do you agree or disagree with the narrator’s
point of view on the trees and the pioneers?
(RL.3.6)
D. “’Tim-ber!’ he yelled, and he swung his
bright steel ax in a wide circle.”
Yes
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Responses will vary but students should note that,
although the narrator thinks it would have been
nice if the trees had not been cut down, she also
states the pioneers needed them. Students should
describe their point of view on cutting down the
trees for the pioneers.
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Lesson 21
Part 5: Common Core Practice
Part 5: common core Practice
Read the tall tale. Then answer the questions that follow.
10
by Mary Pope Osborne, American Tall Tales
2
The villagers put the baby in a big wheelbarrow and carried him to town. They took
him to the meetinghouse and fed him barrels and barrels of milk. As ten people patted
the baby on the back, the minister said, “What will we name him?”
“How about Alfred Bulltop Stormalong!” a little boy piped up.
4
“And call him Stormy for short.”
5
The baby smiled at the boy, then let out
a giant burp that nearly blew the roof off
the meetinghouse.
12
The sailors were a bit shocked when the captain introduced the thirty-six-foot giant
as their new cabin boy. But the day soon came when all the sailors of The Lady of the Sea
completely accepted Stormy’s awesome size. It happened one morning when the clipper was
anchored off the coast of South America.
13
“Hoist the anchor!” the captain shouted after a few hours of deep-sea fishing. But when
the crew pulled on the great chain, nothing happened. The sailors heaved and hoed, and still
could not move the anchor off the bottom of the ocean.
14
“Let me take care of it!” Stormy
boomed. Then the cabin boy stuck a knife
between his teeth, climbed onto the bowsprit,
and dived into the sea.
15
After Stormy disappeared, terrible
sounds came from the water. The ship began
pitching and tossing on wild, foaming waves. It
seemed that all aboard were about to be hurled
to a wet grave, when suddenly the sea grew
calm again—and Stormy bobbed to the surface.
“Stormy it is!” everyone cried.
7
By the time Stormy was twelve, he was
already six fathoms tall—or thirty-six feet!
“I guess you’re going to have to go out into
the world now,” his friends said sadly. “Maybe
you should go to Boston. It’s a lot bigger than
Cape Cod.”
16
“What happened?” cried the crew.
17
“Just a little fight with a two-ton octopus,”
said Stormy.
18
8
“A sailor’s life is the only one for me,”
he said, staring longingly at Boston Harbor.
“The sea’s my best friend. It’s with her that I
belong.” And with his back to Boston, Stormy
strode toward the biggest Yankee clipper
docked in the harbor, The Lady of the Sea.
220
“I’m not a man,” said Stormy. “I’m twelve years old.”
11
“Blow me down again!” said the captain. “I guess you’ll have to be the biggest cabin
boy in the world then. Welcome aboard, son.”
1
One day in the early 1800s a tidal wave crashed down on the shores of Cape Cod in
New England. After the wave had washed back out to sea, the villagers heard deep, bellowing
sounds coming from the beach. When they rushed to find out what was going on, they
couldn’t believe their eyes. A giant baby three fathoms tall—or eighteen feet!—was crawling
across the sand, crying in a voice as loud as a foghorn.
3
Lesson 21
9
“Blow me down!” said the captain when Stormy stood before him. “I’ve never seen
a man as big as you before.”
from “Stormalong”
6
Part 5: common core Practice
Lesson 21
“Octopus!”
19
“Aye. He didn’t want to let go of our anchor.”
20
“What’d you do to him?” the others cried.
21
“Wrestled eight slimy tentacles into double knots. It’ll take a month o’ Sundays for him
to untie himself.”
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L21: Connecting Words and Pictures
From then on Stormy was the most popular sailor on board.
L21: Connecting Words and Pictures
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221
At a Glance
Answer Analysis
Students independently read a longer tall tale and
answer questions in a format that provides test practice.
1 Choice B is the correct answer because the
words “burp that nearly blew the roof off the
meetinghouse” show that this is an exaggeration
and is meant to be funny. Choice A is incorrect
because the exaggeration and the lighthearted
nature of the picture show that this is not serious.
Choices C and D are incorrect because the people
cry out with excitement over Stormy, which shows
that they do not find the situation scary, nor are
they quiet. (DOK 2)
Step by Step
•Tell students to use what they have learned about
reading closely and looking at the picture to read
the passage on pages 220–221.
•Remind students to underline or circle important
points.
•Tell students to answer the questions on page 222.
For questions 1 and 2, they should fill in the correct
circle on the Answer Form.
•When students have finished, use Answer Analysis
to discuss correct responses and the reasons for
them. Have students fill in the Number Correct
on the Answer Form.
204
Theme Connection
•How do all the passages in this lesson relate to
the theme of stories that amaze?
•Which story in this lesson is your favorite,
and why?
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Lesson 21
Part 5: Common Core Practice
2 Choice C is the correct answer because diving into
the sea is Stormy’s way of “taking care of” the stuck
anchor. Choice A is incorrect because the picture
does not show the baby in a wheelbarrow. Choice B
is incorrect because no details in the picture relate
to Stormy’s name. Choice D is incorrect because the
words “After Stormy disappeared,” indicate that this
event occurs after Stormy has already dived in and
that he can no longer be seen. (DOK 2)
Part 5: common core Practice
1
Based on the picture and the description of
Stormy burping, which of these best tells
the mood of this part of the story?
Lesson 21
Answer Form
1 A B C D
2 A B C D
Number
correct
2
A serious
B
funny
C scary
D quiet
2
3 Sample response: Stormy was always a very large
person. We can see this by his size in the pictures
and by the fact that he was eighteen feet tall as a
baby. Stormy is also very brave. We see this when
he dives into the water in the picture and when he
“wrestled eight slimy tentacles into double knots.”
(DOK 2)
Which sentence from the story is most closely related to the picture of Stormy
about to dive into the sea?
A “The villagers put the baby in a big wheelbarrow and carried him to town.”
B
“How about Alfred Bulltop Stormalong!” a little boy piped up.
C “’Let me take care of it!’ Stormy boomed.”
D “After Stormy disappeared, terrible sounds came from the water.”
3
Use the story and the pictures to describe Stormy. Use one detail from the story
and one detail from either picture to support your answer.
See sample response.
Self check Go back and see what you can check off on the Self Check on page 213.
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Integrating Standards
Use these questions and tasks as opportunities to
interact with “Stormalong.”
1 What did the villagers put the baby in to bring
him to town? (RL.3.1)
The text says that when the villagers found
the giant baby, they put him in a big wheelbarrow
and carried him to town to the meetinghouse.
2 Explain the relationship between Stormy and
the people on the boat. (RL.3.3)
At the beginning of the story, the sailors are shocked
by Stormy’s size. However, they came to accept his
size, and he even became the most popular sailor.
He did this by diving down to loosen the anchor
and wrestled a “two-ton” octopus.
3 Why does the author use the phrase “crying in a
voice as loud as a foghorn” to describe the baby?
(L.3.5.a; RL.3.4)
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The author uses the phrase “crying in a voice as loud
as a foghorn” to describe the baby in order to appeal
to the reader’s sense of hearing. The author uses this
simile to help readers understand how loud the baby
is crying.
4 What is the villagers’ point of view on Stormy?
(RL.3.6)
Responses will vary but should include evidence from
the story that shows how the villagers were amazed
and delighted with Stormy.
5 Discuss in small groups: What are some other
examples of heroes in other stories you have read?
(SL.3.1)
Responses will vary. Responses should include an
explanation of why the student identified the character
as a hero and evidence from the story to support their
response.
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Lesson 21
Additional Activities
Writing Activities
Another Adventure (W.3.3)
•Remind students that Stormy became a respected sailor in the story “Stormalong.” Ask students to imagine
that Stormy has more adventures at sea.
•Instruct students to write a new adventure for Stormy that includes elements of a tall tale. Review the
elements with students. Provide time for students to share their stories with the class.
Word Choice/Describe It! (L.3.1.a; L.3.3.a)
•Explain that when an author wants to describe something, he or she uses an adjective. Read this sentence
from “Stormalong”: “After Stormy disappeared, terrible sounds came from the water.” Explain that the word
terrible is an adjective because it describes the sounds that came from the water.
• Ask students to read the first sentence in paragraph 2 on page 218. Ask them to identify the adjectives they see
in the sentence. (huge, dark, green) Have students name other adjectives that could be used in the sentence.
•Prompt students to write a sentence with at least two adjectives. Invite them to use characters from the
stories in this lesson for sentence topics.
listening activity (SL.3.4)
media activity (SL.3.5)
Listen Closely/Describe a Character
Be Creative/Make a Mural
•Ask each student to choose a character from one
of the stories in the lesson. Tell them they will
describe their character to the class without
telling the character’s name, and the class will
identify the character they are describing.
• Remind students they can use details in a picture
to better understand a character in a story.
•Have each student describe their character to the
class. Encourage them to tell about the character’s
appearance, actions, and mood. Invite the class
to call out the character’s name.
discussion activity (SL.3.1)
Talk in a Group/An Invitation
•Ask students to choose a character from a story
in the lesson they would like to have dinner with.
•In small groups, ask students to discuss the
character they chose and why they chose that
character.
•Appoint a group member to take notes during the
discussion. They should record each student’s
character and the reasons that student gave for
their choice. Appoint another group member
as a speaker. Have the group speaker share the
group’s discussion with the class.
206
• Arrange students into small groups. Assign
each group a scene from one of the stories. Have
members work together to illustrate their scene.
Instruct them to add details in the mural that will
help the viewer better understand the character.
•Have one volunteer from each group explain how
their illustration goes with the words in the story.
Research/Present activity
(W.3.7; W.3.8; SL.3.4)
Research and Present/Present a Tall Tale
•Ask students to find another tall tale using print
or electronic sources.
•Tell students to prepare a short report and oral
presentation that summarizes the story and
identifies the elements of a tall tale.
•Instruct students to draw an illustration that helps
students understand something about the character
in the story.
•Have students present their tall tales.
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