Character Trait Word Bank (Choose One)
Desperate: Ready to try extreme, silly, or radical things to solve a problem.
Stubborn: Refusing to give up or change his mind, no matter how hard it gets.
Impulsive: Acting in a rush without thinking about what could happen later.
Obsessed: Thinking about one thing non-stop and letting it take over everything.
R A Restate the Question & Answer with a Trait Fill in the blanks
In this part of the story, Keenan is best described as __________________________________ because he wants __________________________________________________________________.
C Cite Detail 1 (Action, Thought, or Dialogue) Page clue 1
One detail from the text on page _______ is that Keenan ________________________________________________ ______________________________________________________________________________________________________.
C Cite Detail 2 (Action, Thought, or Dialogue) Page clue 2
Another detail on page _______ shows that he _________________________________________________________ ______________________________________________________________________________________________________.
E Explain: How does this prove his trait and motivation? Connect clues to trait
These actions prove Keenan is ______________________________ because they demonstrate that his motivation was to ____________________________________________________________________________.
Grade 3 ELA • RACE Strategy Scaffold Page 2 of 3
Final Written Response
Name: ___________________________
Date: ___________________________
Prompt: Character Trait & Situational Motivation
R (Restate) A (Answer) C (2 Details) E (Explain)
On pages 12–14, Keenan fills the tree holes with odd objects and cuts down his favorite tree just to stop the bird. What character trait best describes Keenan in this part of the story? Use the RACE strategy and two details from the text to support your thinking.
Grade 3 ELA • Full Lined Written Response Page 3 of 3
The Woodpecker Teacher Guide • Grade 3 ELA Page 1 of 3
Teacher Lesson Plan • Lesson A
The Woodpecker
Pages 9–15 Instruction
Key Instructional Shift for Day 2
On Day 2, Keenan's problem escalates. His situational motivation becomes more extreme as simple solutions fail. Push students to notice how his trait shifts from mild annoyance to desperation and stubbornness when he cuts down his own favorite tree!
Day 2 Opening & Review (5 Mins):
Review Keenan's motivation from Day 1. Ask: "Did yelling 'shoo' or wearing earplugs solve Keenan's problem?" Connect to schema: When people get more desperate, their actions become more extreme!
Guided Reading Stopping Points (Pages 9–15):
Page 9: Keenan places a plastic owl in the tree. Motivation: He wants to frighten the woodpecker with a fake predator so it abandons the nest.
Pages 11–12: Keenan stuffs rags, tin cans, a clown mask, and a stuffed dinosaur into the tree. Motivation: He wants to physically block every hole so the bird cannot peck there.
Pages 13–14: Keenan cuts down his favorite tree with a saw. Motivation: He wants to eliminate the tree entirely so the woodpecker has nowhere to tap.
Page 15: The woodpecker taps on the steel gutter. Debrief: Did cutting the tree achieve his goal? How does this reveal Keenan's short-sightedness?
Targeted Scaffolds for ELA Resource Scholars
1. Sentence Stems for Discussion:
"In this moment, Keenan wants ___ because he says/does ___."
2. Trait Word Selection:
Help students match actions to traits: stuffing clown masks = desperate; cutting tree = impulsive/stubborn.
3. Hand-Over-Hand RACE Check:
Ensure scholars check off R, A, C, E boxes as they transfer from planner to lined page.
4. Visual Text Coding:
Have students underline actions in blue, thoughts in green, and dialogue in orange.
The Woodpecker Teacher Guide • Grade 3 ELA Page 2 of 3
Assessment Guide • Answer Key
Days 1 & 2 Keys
Rubrics & Rationales
Day 1 Multiple Choice Answers 4 Points Total
1. A: Keenan wants to see who is knocking and stop the noise.
2. B: Keenan wants to scare the woodpecker away by shouting.
3. C: Keenan wants to block out the tapping so he can sleep.
4. A: Keenan wants to find the nest to stop the bird from living there.
Day 1 RACE Exemplar Response (Trait: Frustrated / Annoyed)
[R/A] The character trait that best describes Keenan is frustrated because in this moment he wants the tapping noise to stop so he can sleep. [C] First, on page 5, the text states that Keenan looked up at the woodpecker and yelled, “Shoo!” Next, on page 7, the author explains that Keenan “tried earplugs” because the tapping was getting into his dreams. [E] These details prove Keenan is frustrated because his actions show how bothered he was by the noise and how motivated he was to find peace and quiet.
Day 2 Multiple Choice Answers 4 Points Total
1. B: Keenan wants to scare the woodpecker with a fake owl predator.
2. A: Keenan wants to block every hole so the bird cannot peck.
3. A: Keenan wants to cut down the tree so the woodpecker leaves.
4. A: Keenan wants to run outside and stop the noise on the gutter.
Day 2 RACE Exemplar Response (Trait: Desperate / Impulsive)
[R/A] In this part of the story, Keenan is best described as desperate because he wants to get rid of the woodpecker no matter what it takes. [C] One detail on page 12 is that Keenan crowded the tree with “tin cans, a clown mask, and even a stuffed dinosaur.” Another detail on pages 13–14 shows that Keenan thought, “No tree, no nest, no woodpecker!” and used a saw to cut down his favorite tree. [E] These actions prove Keenan is desperate because he was motivated to destroy his favorite tree just to stop the tapping sound.
The Woodpecker Teacher Guide • Grade 3 ELA Page 3 of 3
Character Trait Word Bank (Choose One)
Brave: Ready to speak or act, even when you feel scared inside.
Clever: Quick to think of a smart idea to solve a difficult problem.
Hopeful: Believing that things can turn out well even in danger.
Respectful: Speaking politely and showing good manners to others.
R A Restate the Question & Answer with a Trait Fill in the blanks
The character trait that best describes Mouse is __________________________________ because in this moment she wants __________________________________________________________________.
C Cite Detail 1 (Action, Thought, or Dialogue) Page clue 1
First, on page _______, the text shows that Mouse _________________________________________________ ______________________________________________________________________________________________________.
C Cite Detail 2 (Action, Thought, or Dialogue) Page clue 2
Next, on page _______, the author writes that she cried, “____________________________________ ____________________________________________________________________________________________________.”
E Explain: How does this prove her trait and motivation? Connect clues to trait
These details prove Mouse is ______________________________ because she was motivated to __________________________________________________________________________________.
Grade 3 ELA • RACE Strategy Scaffold Page 2 of 3
Final Written Response
Name: ___________________________
Date: ___________________________
Prompt: Character Trait & Situational Motivation
R (Restate) A (Answer) C (2 Details) E (Explain)
On page 6, Mouse is trembling under Lion's huge paw, but she speaks up and promises to help him one day. What character trait best describes Mouse in this moment? Use the RACE strategy and two details from the text to support your thinking.
Grade 3 ELA • Full Lined Written Response Page 3 of 3
Character Trait Word Bank (Choose One)
Loyal: Staying true to your promise and never abandoning a friend.
Dependable: Able to be trusted to do what you said you would do.
Caring: Showing kindness and concern when someone is in distress.
Fearless: Brave enough to run toward danger without hesitating.
R A Restate the Question & Answer with a Trait Fill in the blanks
In this part of the story, Mouse is best described as __________________________________ because she wants __________________________________________________________________.
C Cite Detail 1 (Action, Thought, or Dialogue) Page clue 1
First, on page _______, the text shows that Mouse _________________________________________________ ______________________________________________________________________________________________________.
C Cite Detail 2 (Action, Thought, or Dialogue) Page clue 2
Next, on page _______, the author explains that she _______________________________________________ ______________________________________________________________________________________________________.
E Explain: How does this prove her trait and motivation? Connect clues to trait
These actions prove that Mouse is ______________________________ because she was motivated to __________________________________________________________________________________.
Grade 3 ELA • RACE Strategy Scaffold Page 2 of 3
Final Written Response
Name: ___________________________
Date: ___________________________
Prompt: Character Trait & Situational Motivation
R (Restate) A (Answer) C (2 Details) E (Explain)
On pages 12–14, Mouse rushes to the dangerous trap and chews through the thick net to save Lion. What character trait best describes Mouse in this part of the story? Use the RACE strategy and two details from the text to support your thinking.
Grade 3 ELA • Full Lined Written Response Page 3 of 3
The Lion and the Mouse Teacher Guide • Grade 3 ELA Page 1 of 3
Teacher Lesson Plan • Lesson B
The Lion and the Mouse
Pages 9–15 Instruction
Key Instructional Shift for Day 2
The tables turn! Mighty Lion is helpless in a trap, and tiny Mouse becomes the rescuer. Guide scholars to analyze Mouse’s motivation: she isn’t acting out of fear anymore; she is motivated by loyalty, courage, and keeping her word!
Day 2 Opening & Review (5 Mins):
Revisit Mouse's promise from Day 1: “One day I will help you in return.” Ask scholars: “Do you think a mouse could actually help a lion? How?” Activate schema around traps and teeth.
Guided Reading Stopping Points (Pages 9–15):
Pages 9–10: Lion is caught in a hunter's net and roars in fear. Motivation: He desperately wants to break free and get help.
Page 11: Big animals (elephants, giraffes) hear the roar but stay away. Motivation: Self-preservation; they fear danger and the lion.
Pages 12–13: Mouse runs toward Lion and chews the ropes. Motivation: She wants to fulfill her promise and save Lion's life.
Pages 14–15: Lion thanks Mouse as a friend. Debrief: How did Mouse's actions change Lion's perspective? What is the moral of the fable?
Targeted Scaffolds for ELA Resource Scholars
1. Contrast Charting:
Compare other animals (ran away = scared) vs. Mouse (ran toward lion = loyal / brave).
2. Trait Clarification:
Review loyal and dependable. Ask: "Have you ever made a promise you kept even when it was scary?"
3. Oral Rehearsal:
Before writing, students whisper-read their completed stems aloud to an elbow partner.
4. Handwriting Checkpoints:
Encourage students to use finger spacing between words and align tall letters to the top line.
The Lion and the Mouse Teacher Guide • Grade 3 ELA Page 2 of 3
Assessment Guide • Answer Key
Days 1 & 2 Keys
Rubrics & Rationales
Day 1 Multiple Choice Answers 4 Points Total
1. A: Lion wants to eat Mouse because he is hungry for a snack.
2. A: Mouse wants Lion to spare her life and let her go free.
3. A: Lion is amused because he thinks a tiny mouse helping him is silly.
4. A: Lion is amused and wants to return to his peaceful nap.
Day 1 RACE Exemplar Response (Trait: Brave / Clever)
[R/A] The character trait that best describes Mouse is brave because in this moment she wants to convince Lion to spare her life. [C] First, on page 6, the text shows that Mouse felt Lion’s hot breath on her fur and was terrified. Next, on page 6, the author writes that she cried, “Spare me, and one day I will help you in return.” [E] These details prove Mouse is brave because even though she was trembling, she was motivated to speak up to a dangerous predator to save her life.
Day 2 Multiple Choice Answers 4 Points Total
1. A: Lion wants to break free and call for help before hunters come.
2. A: The other animals want to protect themselves and stay safe.
3. A: Mouse wants to keep her promise and rescue Lion.
4. A: Lion wants to show genuine gratitude and treat Mouse as a true friend.
Day 2 RACE Exemplar Response (Trait: Loyal / Dependable)
[R/A] In this part of the story, Mouse is best described as loyal because she wants to rescue Lion and keep her promise. [C] First, on page 12, the text shows that while no other animals dared to help Lion, “Mouse ran to Lion’s side.” Next, on pages 12–13, the author explains that she “chewed away the net with her sharp little teeth” until Lion was free. [E] These actions prove Mouse is loyal because she was motivated to put herself in danger to stand by her word and save her friend.
The Lion and the Mouse Teacher Guide • Grade 3 ELA Page 3 of 3
Character Trait Word Bank (Choose One)
Helpful: Always ready to take action and make things easier for someone else.
Caring: Noticing when a friend is sad and wanting to make them feel better.
Generous: Happily giving your time, effort, and apples to help a friend in need.
Creative: Coming up with clever and fun ideas to solve real-life problems.
R A Restate the Question & Answer with a Trait Fill in the blanks
The character trait that best describes Mac and Tosh is __________________________________ because in the story they want __________________________________________________________________.
C Cite Detail 1 (Action, Thought, or Dialogue) Page clue 1
First, on page _______, the text shows that _____________________________________________________ ______________________________________________________________________________________________________.
C Cite Detail 2 (Action, Thought, or Dialogue) Page clue 2
Next, on page _______, the author explains that ___________________________________________________ ______________________________________________________________________________________________________.
E Explain: How does this prove their trait and motivation? Connect clues to trait
These actions prove that Mac and Tosh are ______________________________ because they were motivated to ____________________________________________________________________________.
Grade 3 ELA • RACE Strategy Scaffold Page 2 of 3
Final Written Response
Name: ___________________________
Date: ___________________________
Prompt: Character Trait & Situational Motivation
R (Restate) A (Answer) C (2 Details) E (Explain)
When Mac and Tosh see that Billy is upset about his broken bike, they immediately make signs and bake apple treats to raise money for him. What character trait best describes Mac and Tosh? Use the RACE strategy and two details from the text to support your thinking.
Grade 3 ELA • Full Lined Written Response Page 3 of 3
Scholars solve 4 MCQs independently, select a trait (e.g., caring, helpful, generous), fill in the RACE planner, and write their final paragraph on the lined page.
Bake Sale Teacher Guide • Grade 3 ELA Page 1 of 2
Assessment Guide • Answer Key
Lesson C Materials
Intervention Rubrics
Targeted Scaffolds for ELA Resource Scholars
1. Picture Support:
Have students look closely at Mac making signs (p. 8) and Tosh baking (p. 9) to spot action clues.
2. Simplified Sentence Stems:
Allow struggling writers to use: “Mac and Tosh are helpful because they bake treats for Billy.”
3. Color Coding Evidence:
Highlight Mac's actions in yellow and Tosh's actions in pink in the student reader.
4. Step-by-Step Transition:
Check the RACE planning page before allowing scholars to begin their final lined writing sheet.
Multiple Choice Answers & Rationales 4 Points Total
1. A: Billy wants to find money to repair his broken bicycle.
2. A: Mac and Tosh want to cheer up Billy and raise money.
3. A: Mac wants people to know about the bake sale so they come buy treats.
4. A: Tosh wants to make delicious food that people will purchase.
RACE Written Exemplar Response Trait: Helpful / Generous
[R/A Restate & Answer]: The character trait that best describes Mac and Tosh is helpful because in the story they want to raise money so their friend Billy can fix his broken bike.
[C Cite Evidence 1]: First, on page 8, the text shows that Mac took action right away and “started making signs” and “put the signs up all over town.”
[C Cite Evidence 2]: Next, on pages 9–11, the author explains that Tosh picked fresh apples and “baked many yummy apple treats” like apple pies and tarts to sell to the townspeople.
[E Explain]: These actions prove that Mac and Tosh are helpful because they used their own time, ideas, and apples to solve Billy's problem and make him happy again.
Bake Sale Teacher Guide • Grade 3 ELA Page 2 of 2
