Knowledge 1 Teacher Guide Grade 1

Fables and Stories

 Grade 1 Knowledge 1

Fables and Stories

Teacher Guide
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ISBN 978-1-68161-083-2

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Grade 1 | Knowledge 1

Contents
FABLES AND STORIES

Introduction1

Lesson 1 The Boy Who Cried Wolf 5

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• Domain Introduction • Purpose for Listening • On Stage
• Essential Background Information or • “The Boy Who Cried Wolf”
Terms
• Comprehension Questions
• Word Work: Startled

Lesson 2 The Maid and the Milk Pail 19

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• What Have We Already Learned? • Purpose for Listening • Somebody Wanted But So Then
• Essential Background Information or • “The Maid and the Milk Pail”
Terms
• Comprehension Questions
• Word Work: Balanced

Lesson 3 The Goose and the Golden Eggs 30

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• What Have We Already Learned? • Purpose for Listening • Write About It
• What Do We Know? • “The Goose and the Golden Eggs”
• Comprehension Questions
• Word Work: Greedy

Lesson 4 The Dog in the Manger 40

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• What Have We Already Learned? • Purpose for Listening • Personification Chart
• Essential Background Information or • “The Dog in the Manger”
Terms
• Comprehension Questions
• Word Work: Budge
Lesson 5 The Wolf in Sheep’s Clothing 51

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• What Have We Already Learned? • Purpose for Listening • Sayings and Phrases: A Wolf in
Sheep’s Clothing
• What Do We Know? • “The Wolf in Sheep’s Clothing”
• Syntactic Awareness Activity
• Comprehension Questions
• Word Work: Disguise

Lesson 6 The Fox and the Grapes 63

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• What Have We Already Learned? • Purpose for Listening • Sayings and Phrases: Sour Grapes
• Personal Connections • “The Fox and the Grapes” • Sequencing Events
• Comprehension Questions • Write About It
• Word Work: Bunch

Pausing Point (2 days) 74

Lesson 7 The Little Half-Chick (Medio Pollito) 77

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• Essential Background Information or • Purpose for Listening • Sayings and Phrases: Do Unto Others
Terms as You Would Have Them Do Unto You
• “The Little Half-Chick (Medio Pollito)”
• Sequencing Events
• Comprehension Questions
• Personification Chart
• Word Work: Waste

Lesson 8 The Crowded, Noisy House 91

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• What Have We Already Learned? • Purpose for Listening • Story Map
• Essential Background Information or • “The Crowded, Noisy House”
Terms
• Comprehension Questions
• Word Work: Advice

Lesson 9 The Tale of Peter Rabbit 101

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• What Have We Already Learned? • Purpose for Listening • Retell “The Tale of Peter Rabbit”
• Essential Background Information or • “The Tale of Peter Rabbit”
Terms
• Comprehension Questions
• Word Work: Mischief
Lesson 10 All Stories Are Anansi’s 114

Introducing the Read-Aloud (10 min) Read-Aloud (30 min) Application (20 min)
• What Have We Already Learned? • Purpose for Listening • On Stage
• Essential Background Information or • “All Stories Are Anansi’s”
Terms
• Comprehension Questions
• Word Work: Satisfied

Domain Review (1 day) 128

Domain Assessment (1 day) 130

Culminating Activities (2 days) 133

Teacher Resources 135

Grade 1 | Knowledge 1

Introduction
This introduction includes the necessary background information to be used in teaching the Fables
and Stories domain. The Teacher Guide for Fables and Stories contains ten daily lessons in addition
to six days for a Pausing Point (two days), Domain Review, Domain Assessment, and Culminating
Activities (two days) in the order presented in this Teacher Guide. You should spend no more than
sixteen days total on this domain.

DOMAIN COMPONENTS

Along with this Teacher Guide, you will need the:

• Flip Book for Fables and Stories, which can also be found at learning.amplify.com

• Image Cards for Fables and Stories

• Activity Book

• Digital Components for Fables and Stories

RECOMMENDED RESOURCES

You should consider various times throughout the day when you might infuse the curriculum with
authentic domain-related literature. If you are able to do so, you may recommend students select
books from the Recommended Resources list. In addition, if you recommend that caregivers read
aloud with their student each night, you may wish to suggest that they choose titles from this list to
reinforce the concepts covered in this unit.

You might also consider creating a classroom lending library, allowing students to borrow
domain-related books to read at home with an adult. The Recommended Resources list, which
also includes online resources, can be found online in the digital components for this domain at
learning.amplify.com.

Core Knowledge Grade 1 Teacher Handbook, edited by E.D. Hirsch, Jr. and Souzanne A. Wright (Core
Knowledge Foundation, 2004) ISBN: 978-1890517700

Introduction
1
 WHY FABLES AND STORIES ARE IMPORTANT

This domain will introduce students to fables and stories that have delighted generations of people.
By listening to these classics, students will increase their vocabulary and reading comprehension
skills, learn valuable lessons about ethics and behavior, become familiar with the key elements
and parts of a story, and acquire cultural literacy. For example, a student who has listened to “The
Wolf in Sheep’s Clothing” in this grade will be prepared to later understand an op-ed reporter who
characterizes a politician as “a wolf in sheep’s clothing.”

In the first six read-alouds of the Teacher Guide, students will listen to some well-known fables,
which are special types of fiction that teach morals or important lessons. Listening to fables such as
“The Boy Who Cried Wolf,” “The Goose and the Golden Eggs,” and “The Fox and the Grapes” will help
students learn the elements of this genre. In the last four read-alouds, students will be introduced to
classic folktales, such as “The Little Half-Chick: Medio Pollito” and “The Crowded, Noisy House,” and
will develop an understanding of different types of fiction. Reading these fables and stories will help
first-grade students develop a strong foundation for the understanding and enjoyment of fiction.

If the content of any of these fables and stories unsettles some students, you should remind
them that the stories themselves are fiction. Please preview all read-alouds and lessons in this
domain before presenting them to students and feel free to substitute a trade book from the list
of recommended trade books if you feel doing so would be more appropriate for your students. As
you read, use the same strategies that you have been using when reading the read-aloud selections
in this Teacher Guide—pause and ask occasional questions; rapidly clarify critical vocabulary
within the context of the read-aloud; etc. After you finish reading the trade book, lead students in a
discussion as to how the story or information in the book relates to the read-alouds in this domain.

WHAT STUDENTS HAVE ALREADY LEARNED

The following domains, and the specific core content that was targeted in those domains, are
particularly relevant to the read-alouds students will hear in Fables and Stories. This background
knowledge will greatly enhance your students’ understanding of the read-alouds they are about
to enjoy:

Kindergarten, Nursery Rhymes and Fables

Kindergarten, Stories

Knowledge 1 Fables and Stories

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 CORE VOCABULARY FOR FABLES AND STORIES

The following list contains all of the core vocabulary words in Fables and Stories in the forms in
which they appear in the read-alouds or, in some instances, in the “Introducing the Read-Aloud”
section at the beginning of the lesson. Bold-faced words in the list have an associated Word Work
activity. The inclusion of the words on this list does not mean that students are immediately
expected to be able to use all of these words on their own. However, through repeated exposure
throughout the lessons, they should acquire a good understanding of most of these words and begin
to use some of them in conversation.

Lesson 1 Lesson 5 Lesson 8

company disguise advice
prank fleece pondered
shepherd flock stunned
startled pretend
tended prowled

Lesson 2 Lesson 6 Lesson 9

balanced bunch exert
jealous juicy mischief
milkmaid lunged naughty
plumpest pluck sobs
ripe thief

Lesson 3 Lesson 7 Lesson 10

delight abandoned acknowledge
golden brood approached
greedy stream quarreling
stubborn satisfied
waste

Lesson 4
budge
oxen
plow

Introduction
3
 WRITING

In this domain, students will explore the genre of narrative writing. They will learn to identify
important elements of stories before, during, and after informational read-alouds. They will practice
planning for narrative writing by note-taking as a group with a Story Map, Personification Chart, and
Somebody Wanted But So Then organizer. Students will work independently to draw and write or
dictate one-sentence retellings of read-alouds in Lessons 3 and 6. Finally, as a class, students will
review the writing process and draft a narrative retelling of “The Tale of Peter Rabbit” (Lesson 9).

The following activities may be added to students’ writing portfolios to showcase student writing
within and across domains:

• Write About It (Lessons 3, 6, and 9)

• any additional writing completed during the Pausing Point, Domain Review, or Culminating Activities

Knowledge 1 Fables and Stories

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 LESSON

FABLES AND STORIES

The Boy Who

Cried Wolf
PRIMARY FOCUS OF LESSON

Reading
1
Students will identify the characters, setting, plot, and moral of a fable. Students
will review the characteristics of stories and fables, including characters, plot,
setting, and moral.
[RL.1.3]

Language
Students will demonstrate an understanding of the Tier 2 word startled.
[L.1.5, L.1.5c]

Reading
Students will act out the main events of a fable.
[RL.1.2]

FORMATIVE ASSESSMENT

Exit Pass Moral of the Fable. Students will identify the

moral of a fable.
[RL.1.3]

Lesson 1 The Boy Who Cried Wolf

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 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

Domain Introduction Whole Group 10 min ❏ story map

❏ world map
Essential Background Information or
Terms

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ Activity Page 1.1

“The Boy Who Cried Wolf”

Comprehension Questions

Word Work: Startled

This is a good opportunity to take a break.

Application

On Stage Whole Group 20 min ❏ paper and writing tools

Take-Home Material

Caregiver Letter ❏ Activity Page 1.2

Knowledge 1 Fables and Stories

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 ADVANCE PREPARATION

Introducing the Read-Aloud

• Prepare and display an enlarged version of the following story map.
Alternatively, you may access a digital version in the digital components for
this unit. A story map will be created for each story in this domain. You may
wish to keep each displayed for students after it is created.

Title

Character(s) Setting(s)

Beginning

Middle
Plot

End

Lesson

• You may wish to display a world map in order to locate Greece.

Application
• Be prepared for students to perform “The Boy Who Cried Wolf.” You may
designate students to be the various characters—shepherd/shepherdess,
wolf, sheep, men/women. You may include additional men/women and
animals as characters to increase active participation. You may also
designate areas of the classroom for each of the two settings—one field with
sheep and shepherd and another field with men.

Lesson 1 The Boy Who Cried Wolf

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 Note to Teacher
• The first read-alouds in this domain are from “Aesop’s Fables.” If you wish to
add more fables to your reading lists, please do so.

Universal Access
• Prepare and display an image of a mountain and valley to show students the
setting of the story.

• Prepare and display several images, videos, or recordings of key words and
actions in the Word Work section (e.g., a recording of a siren or a picture of a
cat pouncing from a tree toward a bird).

CORE VOCABULARY

company, n. people who join you and/or talk to you

Example: I always like to have company when I go for a walk in the park.
Variation(s): none

prank, n. a trick or practical joke

Example: I am going to play a prank on my brother by filling his shoes with
rocks.
Variation(s): pranks

shepherd, n. someone who guards, herds, and tends sheep

Example: The young shepherd watched over his sheep wherever they went.
Variation(s): shepherds

startled, v. surprised
Example: Juan was startled by the large spider on his bed.
Variation(s): startle, startles, startling
tended, v. watched over or took care of
Example: The boy tended the sheep.
Variation(s): tend, tends, tending

Knowledge 1 Fables and Stories

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 Vocabulary Chart for “The Boy Who Cried Wolf”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary shepherd startled

tended
prank

Multiple company (compañía)

Meaning

Sayings cry wolf

and Phrases tell the truth

Lesson 1 The Boy Who Cried Wolf

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 Start Lesson

Lesson 1: The Boy Who Cried Wolf

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of stories and fables, including
characters, plot, setting, and moral.
[RL.1.3]

DOMAIN INTRODUCTION (5 MIN)

• Ask students if they like to listen to stories, and if they like to make up their
own stories to tell their friends or family.

• Tell students that people have been enjoying listening to stories and making
up stories to tell others for many, many years. Explain that in this domain
they will hear stories different people made up long ago.

• Tell students that because these stories were made up they are called fiction.
Have students repeat the word fiction.
Speaking and Listening

Exchanging Information
and Ideas
Check for Understanding
Entering/Emerging
Reframe as simple One-Word Answer: What would you call a story about an elephant
yes/no questions (e.g., who went scuba diving to find his favorite fish? (fiction)
“Is ‘The Ugly Duckling’ a
fiction story?”).

Transitioning/Expanding
Provide students with a • Ask students what stories they have heard before that are fiction.
specific sentence frame
(e.g., “. . . is a fiction story I • Tell students that fiction stories have several key parts they will learn about
have heard before.”). and discuss more throughout this domain. As you discuss each of these,
Bridging refer to the Story Map you prepared in advance:
Encourage students ◦ a title, or the name of the story
to use key details in
complete sentences (e.g., ◦ characters, or the people or animals who are featured in the story
“‘Goldilocks and the Three
◦ a setting, or a place and time in which the story takes place
Bears’ is a fiction story I
have heard before that has ◦ a plot, or a sequence of events that makes up the story
talking animals.”).
◦ a moral (sometimes), or lesson that is taught by the story

Knowledge 1 Fables and Stories

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 • Tell students that now they will also get to enjoy listening to some of these
stories and making up some of their own.

ESSENTIAL BACKGROUND INFORMATION OR TERMS (5 MIN) Support

• Explain to students that a storyteller named Aesop [/ee/*/s//o//p/] lived in Point out Greece on a
Greece a very long time ago. world map.

• Have students repeat the name Aesop.

• Tell students that in Aesop’s day, people did not have written storybooks,
but they did have lots and lots of stories that they told aloud to one another.
Aesop collected and told many of these stories. He became especially well-
known for his fables.

• Tell students that fables are short, fiction stories intended to teach a lesson,
or moral. Many, but not all, of these stories use animal characters.

• Explain to students that since fables are fiction stories, they have the same
components of those stories, as shown on the Story Map (i.e., title, character,
setting, plot, and—in the case of fables, always—a moral).

• Tell students that the stories they will hear today and over the next few days
are just a few of the many stories known as “Aesop’s Fables.”

Lesson 1 The Boy Who Cried Wolf

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 Lesson 1: The Boy Who Cried Wolf

Read-Aloud 30M

Reading: Students will identify the characters, setting, plot, and moral of a fable.
[RL.1.3]

Language: Students will demonstrate an understanding of the word startled.

[L.1.5, L.1.5c]
Speaking and Listening
PURPOSE FOR LISTENING
Listening Actively
• Tell students to listen carefully to learn the moral, or lesson, of the story.
Entering/Emerging
Ask students simple “THE BOY WHO CRIED WOLF” (10 MIN)
yes/no questions (e.g.,
“Does the shepherd boy
feel lonely while tending Show image 1A-1: Shepherd boy chuckling
the sheep?”) There was once a young shepherd boy who
Transitioning/Expanding tended his sheep at the foot of a mountain
Provide students with a near a dark forest. The shepherd boy tended,
specific sentence frame
or took care of, the sheep. It was lonely for him
(e.g., “The shepherd boy
feels lonely because . . . ”) watching the sheep all day. No one was near,
except for three farmers he could sometimes
1A-1

Bridging
Encourage students to see working in the fields in the valley
use key words from below. How does the shepherd boy feel about tending the sheep? Why might
the story in complete he feel lonely?
sentences (e.g., “The
shepherd boy feels lonely One day the boy thought of a plan that would help him get a little company
while tending the tending
and have some fun.
the sheep because he
doesn’t have anyone to
keep him company, or He ran down toward the valley crying, “Wolf! Wolf!”
talk to.”)
The men ran to meet him, and after they found out there was no wolf after
all, one man remained to talk with the boy awhile. If there really wasn’t a wolf,
Support why would the boy cry out, “Wolf! Wolf!”?

Here, company means The boy enjoyed the company so much that a few days later he tried the
to have someone to talk same prank again, and again the men ran to help him. A prank is a trick. Why
to. But company can also
does the shepherd boy play the prank again?
mean a business. What
do you think is the
shepherd boy’s plan to get
A few days later, a real wolf came from the forest and began to steal the
some company? sheep. The startled or surprised boy ran toward the valley, and more loudly

Knowledge 1 Fables and Stories

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 than ever he cried, “Wolf! Wolf!” Do you think the men will come and help the
shepherd boy? Why or why not?

But the men, who had been fooled twice before, thought that the boy was
tricking them again. So no one came to help the boy save his sheep. How do
you think the shepherd boy feels now?

Moral: If you often don’t tell the truth, people won’t believe you even when
you are telling the truth. [Have students echo the moral and then discuss its
meaning. Remind students that this read-aloud was short because fables
are short.] Support

Point out Greece on a

COMPREHENSION QUESTIONS (15 MIN) world map.

Ask students to recall the title of this fable. Write it on the Story Map. As Challenge
students answer the following questions, record relevant information on the
Story Map. Note: You may display images as well as text in the Story Map Students may use Activity
to support students. If students give one-word answers and/or fail to use Page 1.1 to fill in the Story
read-aloud or domain vocabulary in their responses, acknowledge correct Map independently.
responses by expanding students’ responses, using richer and more complex
language. Ask students to answer in complete sentences by having them
Support
restate the question in their responses.

If students have difficulty

1. Evaluative What elements of this story make it a fiction story? (Answers
responding to questions,
may vary, but may include that it was made up to teach a lesson.) reread pertinent lines of
◦ Inferential Is this a true story or is it fiction? (fiction) the read-aloud and/or
refer to specific images.
2. Inferential The people or animals in a story are called the characters of the
story. Who are the characters in “The Boy Who Cried Wolf”? (shepherd boy,
men, sheep, wolf) Support

3. Evaluative The setting of a story is where it takes place. What is the setting Display a picture of a
of this fable? (a field at the foot of the mountain near a dark forest) Could this mountain and valley to
fable have taken place in a different setting? (Answers may vary, but may show students the setting
include that the setting would have to include a field for the sheep.) of the story.

4. Literal What is the shepherd boy doing at the beginning of the fable?
(tending his sheep) How does he feel? (lonely)
◦ Literal What does the boy decide to do because he is lonely? (pretends
that he sees a wolf to get company) What happens at the end when a wolf
really comes? (No one comes to help because they think the shepherd boy
is tricking them again.)

Lesson 1 The Boy Who Cried Wolf

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 Flip Book 1A-1 Show image 1A-1: Shepherd boy chuckling
◦ Evaluative The beginning, middle, and end events of a story are called the
plot of the story. Does this illustration depict the beginning, middle, or end
of the fable? How do you know? (the middle, because the boy is calling for
help, but there is no wolf)

5. Literal All of Aesop’s fables, or stories, were meant to teach a moral, or a

lesson, about how to behave. What is the moral of this fable? (If you often
lie, people won’t believe you even when you are telling the truth.) [Accept
paraphrasing by students, e.g., “Don’t lie.”]
◦ Evaluative Is this an important lesson for you to remember? Why or why
not? (Yes, because people shouldn’t tell lies.)

[Think Pair Share activities encourage students’ active involvement in

class discussions by having them think through their answers to questions,
rehearse their responses silently and through discussion with a peer, and
share their responses aloud with the class. It is recommended that you
model the Think Pair Share process with another adult (or a student with
strong language skills) the first time you use it, and continue to scaffold
students to use the process successfully throughout the year.

In Think Pair Share activities, you will begin by asking students to listen
to the question you pose. You will then allow students some time to think
about the question and their response to the question. Next, you will prompt
students to discuss their response in pairs. Finally, you will select several
students to share their responses with the class. Directions to students are
as follows.]

I am going to ask you a question. I will give you a minute to think about the
question, and then I will ask you to turn to your neighbor and discuss the
question. Finally, I will call on several of you to share what you discussed with
your partner.

6. Evaluative Think Pair Share: Pretend that you live near the shepherd boy
and hear the story of the wolf getting his sheep. What would you tell the
shepherd boy if you had the chance to talk to him? (Answers may vary, but
may include that he shouldn’t have lied to the men so much or they may have
believed him when it was true.)

Knowledge 1 Fables and Stories

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 Check for Understanding

Recall: Why don’t the men come to help the shepherd boy the last
time? (They think the shepherd boy is playing a prank again.)

WORD WORK: STARTLED (5 MIN)

1. In the read-aloud you heard, “The startled boy ran toward the valley, and
more loudly than ever he cried, ‘Wolf! Wolf!’”

2. Say the word startled with me.

3. Startled means surprised.

4. I was startled by the bee that landed on my nose.

5. Think of a time when you were startled by someone or something. Try to

use the word startled when you tell about it. [Ask two or three students. If
necessary, guide and/or rephrase students’ responses: “My baby sister’s
crying startled me when I was sleeping.”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. I am going to read a

sentence. If I describe a situation in which someone is surprised, say,
“    was startled.” If I describe a situation in which someone is not
surprised, say, “    was not startled.”

• The sound of the loud siren made the boy jump. (The boy was startled.)
Support
• The boy’s father read a story to him before bedtime. (The boy/father was not
startled.) Provide students
with images, videos,
• The girl’s grandmother helped her comb her hair. (The girl/grandmother was recordings, or other
not startled.) examples of key words
and actions in the
• The cat pounced from behind the tree and scared the bird. (The bird was statements in the Making
startled.) Choices activity (e.g., play
a sound of a siren or show
• When the girl entered the room, her brother jumped out from behind the a picture of a cat pouncing
couch and shouted, “Boo!” (The girl was startled.) from a tree toward a bird).

Lesson 1 The Boy Who Cried Wolf

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 Lesson 1: The Boy Who Cried Wolf

Application
Support
20M
This activity may
require additional
Reading: Students will act out the main events of a fable.
instruction on topics such
[RL.1.2]
as timing and voice.
ON STAGE
Support
• Tell students that you are going to read “The Boy Who Cried Wolf” again, and
Students may refer this time students will act out the fable. Ask students what characters will
to the Story Map to be needed. (shepherd/shepherdess, men/women, wolf, sheep) Designate
determine the characters
students to be the various characters as you prepared in advance.
and settings.
• Ask students what settings will be needed. (grassy field for shepherd and
Challenge sheep, another field for men) Designate locations in the classroom for the
two settings as you prepared in advance.
You may also have the
characters create some • Read the story and encourage “characters” to act out scenes in the story,
of their own dialogue that such as the men running to the shepherd.
goes along with the story.
• Encourage students to use facial expressions to show how the characters are
feeling, such as the shepherd being startled.

Check for Understanding

Speaking and Listening

Turn and Talk: The moral of the story is “If you often don’t tell
Presenting
the truth, people won’t believe you even when you are telling the
Entering/Emerging truth.” Turn to a partner and talk about one thing you should do
Have students act out big and one thing you shouldn’t do so that people will always believe
events, such as the men
you. [Ask several students to share and record their answers on
running to the shepherd,
as indicated.
the board/chart paper.]

Transitioning/Expanding
Have students act
out big actions and use
facial expressions • Ask students to repeat the moral of the story, “If you often don’t tell the
when indicated. truth, people won’t believe you even when you are telling the truth.”
Bridging
Have students act out
all actions and use facial
expressions to show
characters’ feelings.

Knowledge 1 Fables and Stories

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 Exit Pass

• Give each student an index card.

• Ask students to answer the following question by writing “yes”

or “no” on their index card:

• Is the moral of “The Boy Who Cried Wolf” that if you often lie,
people will still always believe what you tell them? (no)

Lesson 1 The Boy Who Cried Wolf

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 End Lesson

Lesson 1: The Boy Who Cried Wolf

Activity Page 1.2 Take-Home Material

CAREGIVER LETTER

• Send home Activity Page 1.2.

Knowledge 1 Fables and Stories

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 LESSON

FABLES AND STORIES

The Maid and

the Milk Pail
PRIMARY FOCUS OF LESSON

Reading
2
Students will review the characteristics of fables, including characters, plot,
setting, and moral.
[RL.1.3]

Students will identify the characteristics of fables, including characters, plot,

setting, and moral.
[RL.1.3]

Language
Students will demonstrate an understanding of the Tier 2 word balanced.
[L.1.5, L.1.5c]

Writing
With assistance, students will use a graphic organizer to summarize the events
of a fable.
[W.1.8]

FORMATIVE ASSESSMENT

Activity Page 2.2 Circle It Students will identify key information

from a fable.
[RL.1.3]

Lesson 2 The Maid and the Milk Pail

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 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

What Have We Already Learned? Whole Group 10 min ❏ image of a dairy cow

Essential Background Information or

Terms

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ Story Map

❏ objects for balancing
“The Maid and the Milk Pail”

Comprehension Questions

Word Work: Balanced

This is a good opportunity to take a break.

Application

Somebody Wanted But So Then Whole Group 20 min ❏ Somebody Wanted But So Then
chart
❏ Activity Pages 2.1, 2.2
❏ The Writing Process poster

ADVANCE PREPARATION

Introducing the Read-Aloud

• Prepare and display an image of a dairy cow being milked. Alternatively, you
may access a digital version in the digital components for this unit.

Read-Aloud
• Prepare and display a blank Story Map for this fable as in Lesson 1.
Alternatively, you may access a digital version in the digital components for
this unit.

• Gather objects for balancing during the Word Work activity.

Knowledge 1 Fables and Stories

20
 Application
• Prepare and display the following Somebody Wanted But So Then chart.
Alternatively, you may access a digital version in the digital components for
the domain.

Somebody

Wanted

But

So

Then

• Prepare and display an enlarged version of The Writing Process poster.

Alternatively, you may access a digital version in the digital components for
this unit.

Lesson 2 The Maid and the Milk Pail

21
 CORE VOCABULARY

balanced, adj. steadied; not likely to fall

Example: The tightrope walker appeared to be well balanced on the
high wire.
Variation(s): none

jealous, adj. wanting what another person has

Example: Timothy was jealous of Carla’s new puppy.
Variation(s): none

milkmaid, n. a girl or woman who milks cows

Example: The milkmaid took three buckets of milk back to the house.
Variation(s): milkmaids

plumpest, adj. fattest; fullest

Example: Habiba would only sleep on the plumpest pillows.
Variation(s): plump, plumper

Vocabulary Chart for “The Maid and the Milk Pail”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary milkmaid jealous

plumpest

Multiple balanced
Meaning

Sayings I don’t care

and Phrases

Knowledge 1 Fables and Stories

22
 Start Lesson

Lesson 2: The Maid and the Milk Pail

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of fables, including characters,
plot, setting, and moral.
[RL.1.3]

WHAT HAVE WE ALREADY LEARNED? (5 MIN)

• Remind students of the fable that they heard in the previous lesson, “The Boy Support
Who Cried Wolf.”
Display Flip Book image
• Remind them that a fable is a short story intended to teach a lesson, called 1A-1 and refer to the
“the moral of the story.” class Story Map to help
students recall ideas from
• Ask students why “The Boy Who Cried Wolf” is considered a fable. (Answers the previous read-aloud.
may include that it is a short, fiction story intended to teach a lesson.)

• Ask students if they remember the name of the man who collected fables like
“The Boy Who Cried Wolf.” (Aesop)

Check for Understanding

Recall: What was the moral of “The Boy Who Cried Wolf”? (If you
often don’t tell the truth, people won’t believe you even when you
are telling the truth; don’t lie.)

ESSENTIAL BACKGROUND INFORMATION OR TERMS (5 MIN)

Flip Book 2A-1
Show image 2A-1: Milkmaid and the spilled milk
• Tell students that you are going to read another one of Aesop’s fables today.

• Explain that this fable focuses on one character. When there is clearly one
most important character, they are called the main character.

Lesson 2 The Maid and the Milk Pail

23
 • Explain that in today’s read-aloud, the main character is a milkmaid, a
woman who milks cows.

• Ask students what they think the milkmaid’s job might be. (milking cows)

• Refer to the image of a dairy cow being milked that you prepared in advance.
You may also want to remind students of the dairy farms they learned about
in the Farms domain in Kindergarten.

• Ask students if any of them has ever milked a cow or seen someone milk
a cow.

• Point out the milk pail in the image, and tell students a milk pail will play an
important role in the story they will hear today.

Knowledge 1 Fables and Stories

24
Lesson 2: The Maid and the Milk Pail

Read-Aloud 30M

Reading: Students will identify the characteristics of fables, including characters,

plot, setting, and moral.
[RL.1.3]

Language: Students will demonstrate an understanding of the Tier 2 word

balanced.
[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen carefully to the fable to find how an incident with a milk
pail helps teach the milkmaid a lesson.

“THE MAID AND THE MILK PAIL” (10 MIN)

”

Show image 2A-1: Milkmaid and the spilled milk

Peggy the milkmaid was going to market. A
milkmaid is a woman who works milking cows.

There she planned to sell the fresh, sweet milk in

the pail that she had learned to carry balanced
2A-1 on her head. Peggy knew how to keep the pail on
her head without it tipping over as she walked.

As she went along, she began thinking about what she would do with the
money she would get for the milk. “I’ll buy the plumpest or fattest chickens
from Farmer Brown,” she said, “and they will lay eggs each morning. When
those eggs hatch, I’ll have more chickens. Then I’ll sell some of the chickens
and some of the eggs, and that will get me enough money to buy the blue
dress I’ve wanted, and some blue ribbon to match. What does Peggy plan to
do with the milk? Do you think that Peggy’s plans make sense? Oh, I’ll look so
lovely that all the boys will want to dance with me at the fair, and all the girls
will be jealous. Peggy thinks that the other girls will wish that they looked as
lovely as she will, when she wears her new dress and gets the boys’ attention.
But I don’t care; I’ll just toss my head at them, like this!” [Demonstrate an
exaggerated toss of the head and ask the students what they think happens.]

Lesson 2 The Maid and the Milk Pail

25
 She tossed back her head.

The pail flew off, and the milk spilled all over the road. How do you think Peggy
feels now? Why? So Peggy had to return home and tell her mother what had
happened. “Ah, my child,” said her mother. “Don’t count your chickens before
they’re hatched.” What do you think her mother means by that?

Moral: Don’t count your chickens before they’re hatched; or don’t count
on having everything turn out exactly as you plan, because you may be
Challenge disappointed. [Have students echo the moral and then discuss its meaning.]

Students may use Activity

Page 1.1 to fill in the Story
Map independently.
Check for Understanding

Think-Share: Think quietly about how you have acted when

something didn’t turn out the way you hoped. Turn and share with
a partner. [Ask several students to share.] (Answers will vary.)

Speaking and Listening

COMPREHENSION QUESTIONS (15 MIN)
Exchanging Information
and Ideas
Ask students to recall the title of this fable. Write it on the Story Map. As
Entering/Emerging
students answer the following questions, record relevant information on the
Ask students simple
Story Map. Note: You may display images as well as text in the Story Map
yes/no questions (e.g., “Is
the milkmaid one of the to support students. If students give one-word answers and/or fail to use
characters in this story?”) read-aloud or domain vocabulary in their responses, acknowledge correct
responses by expanding students’ responses, using richer and more complex
Transitioning/Expanding
Provide students with a language. Ask students to answer in complete sentences by having them
specific sentence frame restate the question in their responses.
(e.g., “The two characters
in this story are . . . ”) 1. Inferential There are only two characters in this fable. Who are they? (the
Bridging milkmaid and her mother) Which is the main, or most important, character?
Encourage students to (the milkmaid)
use key details in
complete sentences (e.g.,
2. Literal The setting of a story is where it takes place. What are the settings of
“The story is mostly about this fable? (a road to a market, Peggy’s house)
the milkmaid, but another
3. Literal What does the milkmaid think about on her way to the market? (all
character, her mother,
shows up at the end of the things she can do with the money from selling the milk)
the story.”) ◦ Literal What does the milkmaid wish to do with the money she thinks she
will make? (She will buy eggs that will hatch into chicks, that she will then
sell to buy a blue dress and ribbons.)

Knowledge 1 Fables and Stories

26
 ◦ Literal How does the pail fall? (She accidentally tosses it off her head while
she is thinking on her way to the market.)

◦ Literal What happens at the end of the story? (Peggy returns home and
tells her mother.)

Show image 2A-1: Milkmaid and the spilled milk

◦ Evaluative The beginning, middle, and end events of a story are called the
plot of the story. Does this illustration depict the beginning, middle, or end Flip Book 2A-1
of the fable? How do you know? (the middle because the milkmaid spills
the milk after she is thinking about what to do with the money and before
she goes home to tell her mother)

4. Literal Aesop’s fables were meant to teach a moral, or a lesson. What is

the moral of this fable? (Don’t count your chickens before they’re hatched.)
[Accept any paraphrasing, such as “Do not count on getting everything you
want, or have everything turn out exactly as you plan, because you may
be disappointed.”]

[Please continue to model the Think Pair Share process for students, as
necessary, and scaffold students in their use of the process.]

5. Evaluative Think Pair Share: If the milkmaid’s plans had worked out and the
story was just about her successful plan, would the story be called a fable?
Why or why not? (No, because it would not teach a lesson.)

WORD WORK: BALANCED (5 MIN)

1. In the read-aloud you heard, “There [the milkmaid] planned to sell the fresh,
sweet milk in the pail that she had learned to carry balanced on her head.”

2. Say the word balanced with me.

3. Balanced means steadied or not likely to fall.

4. I was balanced on one foot when I took off my shoe.

5. Think of a time when you have balanced something on your head or

elsewhere. Perhaps you’ve seen something balanced. Try to use the word
balanced when you tell about it. [Ask two or three students. If necessary,
guide and/or rephrase students’ responses: “I balanced on my bike when I
rode it.”]

6. What’s the word we’ve been talking about?

Use a Movement activity for follow-up. [Have objects available to

balance.] Try to balance a book or other object on your head. After you
balance the object, say, “The     was balanced on my head.”

Lesson 2 The Maid and the Milk Pail

27
 Lesson 2: The Maid and the Milk Pail

Application 20M

Writing: With assistance, students will use a graphic organizer to summarize the
events of a fable.
[W.1.8]

Challenge SOMEBODY WANTED BUT SO THEN (20 MIN)

If students are able, have • Refer to the Somebody Wanted But So Then chart you prepared in advance.
them fill in the chart on Tell students that they will use the chart to summarize “The Maid and the
their own using Milk Pail.”
Activity Page 2.1.
• Tell students that writers use charts and other devices such as this one to
plan a story. You may wish to refer to The Writing Process poster and point
out the “Plan” stage. Today, the class will use the Somebody Wanted But So
Then chart to recall a story that they already heard.
Writing Show image 2A-1: Milkmaid and the spilled milk
• Ask students the following questions and write their answers in the chart.
Writing
Explain to students that the “so” and “then” are temporal words that are
Entering/Emerging indications of the plot, or sequence of events, of the story.
Collaborate with teacher
and peers to offer short ◦ Who is shown in this image? (the milkmaid, Peggy)
answers to the questions ◦ What was this fable about? (a milkmaid who daydreams but ends up with
posed to frame the
nothing)
story summary.

Transitioning/Expanding ◦ What did the milkmaid want? (a blue dress and ribbons)
Collaborate with teacher ◦ Why couldn’t the milkmaid have these? (She didn’t have enough money to
and peers to offer answers
buy them.)
within given sentence
frames to create the ◦ What did the milkmaid do? (She balanced the milk pail on her head and
story summary. dreamed that she already had the blue dress and ribbons.)
Bridging ◦ What happened while she was daydreaming and walking? (She tossed her
Collaborate with teacher
head and the milk spilled. She has lost everything!)
and peers to offer detailed
answers to create the • Explain to students that you will read the chart once through to show how
story summary.
they summarized the story.

Knowledge 1 Fables and Stories

28
 Circle It Activity Page 2.2

• Have students turn to Activity Page 2.2.

• Ask students to circle the item that Peggy, the milkmaid in “The
Maid and the Milk Pail,” carried to the market—that she thought
would help her get what she wanted, but in the end did not.
(milk pail)

End Lesson

Lesson 2 The Maid and the Milk Pail

29
 LESSON

FABLES AND STORIES

3 The Goose and

the Golden Eggs
PRIMARY FOCUS OF LESSON

Reading
Students will review the characteristics of fables, including characters, plot,
setting, and moral.
[RL.1.3]

Students will identify and explain the moral of a fable.

[RL.1.3, RL.1.9]

Language
Students will demonstrate an understanding of the Tier 2 word greedy.
[L.1.5, L.1.5c]

Speaking and Listening

Students will identify the beginning, middle, and end of a fable.
[RL.1.2; SL.1.5]

FORMATIVE ASSESSMENT

Exit Pass Write About It Students will draw the

beginning, middle, and end of a fable.
[RL.1.2]

Knowledge 1 Fables and Stories

30
 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

What Have We Already Learned? Whole Group 10 min ❏ images of ducks and geese

What Do We Know?

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ Story Map

“The Goose and the Golden Eggs”

Comprehension Questions

Word Work: Greedy

This is a good opportunity to take a break.

Application

Write About It Independent 20 min ❏ paper and drawing tools

ADVANCE PREPARATION

Read-Aloud
• Prepare and display a blank Story Map for this fable. Alternatively, you may
access a digital version in the digital components for this unit.

Universal Access
• Gather pictures of ducks and geese to help students understand the
difference between the two animals.

Lesson 3 The Goose and the Golden Eggs

31
 CORE VOCABULARY

delight, n. great pleasure or happiness

Example: Going to my grandparents’ house for a visit is always a delight.
Variation(s): none
golden, adj. made of gold
Example: The king sipped from a golden cup.
Variation(s): none

greedy, adj. wanting to have more than you need or deserve

Example: King Midas was a greedy man who wanted lots of gold.
Variation(s): greedier, greediest

Vocabulary Chart for “The Goose and the Golden Eggs”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary delight
greedy
golden

Multiple
Meaning

Sayings a handsome sum

and Phrases on second thought

Knowledge 1 Fables and Stories

32
 Start Lesson

Lesson 3: The Goose and the Golden Eggs

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of fables, including characters,
plot, setting, and moral.
[RL.1.3]

WHAT HAVE WE ALREADY LEARNED? (5 MIN)

• Remind students that they heard the fable “The Maid and the Milk Pail.”
Support

You may wish to display

Check for Understanding Flip Book image 2A-1 and
the Story Map for “The
Thumbs Up/Thumbs Down: The story “The Maid and the Milk Maid and the Milk Pail”
to help students recall
Pail” was about a shepherd boy who should not have lied to
important story elements.
others. (thumbs down)

• Ask students the following:

◦ Who was the main character in “The Maid and the Milk Pail”? (the Reading
milkmaid, Peggy)

◦ What did the milkmaid carry on her head to the market? (milk pail) Reading/Viewing Closely

◦ Did the milk end up being useful to the girl? Why or why not? (No, because Entering/Emerging
she spilled it.) Prompt and support
students to recall words
◦ What lesson did the milkmaid learn from this? (Don’t count your chickens and phrases that relate to
before they hatch; or don’t count on having everything turn out exactly as the fable.
you plan, because you may be disappointed.) Transitioning/Expanding
Provide moderate support
in eliciting phrases and
ideas with greater detail
that relate to the fable.

Bridging
Provide minimal support
in eliciting key details
relating to the fable.

Lesson 3 The Goose and the Golden Eggs

33
 WHAT DO WE KNOW? (5 MIN)
Flip Book 3A-1
Show image 3A-1: Goose and goose egg
• Tell students that the fable “The Maid and the Milk Pail” involved milk that
was valuable to the milkmaid. Today, students are going to listen to a fable
about a goose and something valuable it provides.

• Ask students if they have ever seen a goose and if they know anything about
this animal.

Support • Tell students a goose is a duck-like bird that lives on or near water.

Show images of ducks and • Ask students if they know what a goose provides that may be useful to
geese to help students people. (down/feathers, eggs)
understand the difference
between the two animals. • Tell students that a goose usually lays one egg each day, and that egg is
typically white and lightweight. Tell students to keep this in mind as they
listen to the story.

Knowledge 1 Fables and Stories

34
Lesson 3: The Goose and the Golden Eggs

Read-Aloud 30M

Reading: Students will identify and explain the moral of a fable.

[RL.1.3, RL.1.9]

Language: Students will demonstrate an understanding of the Tier 2 word greedy.

[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen closely to the fable to find out what the moral of the
story is.

“THE GOOSE AND THE GOLDEN EGGS” (10 MIN)

Show image 3A-2: Farmer and the goose’s nest

Once a farmer went to the nest of his goose Support
and found there an egg, all yellow and shiny.
A rock is a stone. Rock
When he picked it up, it was heavy as a rock.
also means to move back
and forth.
He was about to throw it away because he
3A-2 thought that someone was playing a trick on
him. Why does the farmer think that the egg is
not a goose egg? How does a normal goose egg
look and feel? But on second thought, he took it home, and discovered to his
delight or great happiness that it was an egg of pure gold!

He sold the egg for a handsome sum or a large amount (lots and lots) of
money. Every morning the goose laid another golden egg, and the farmer
soon became rich by selling the eggs. How do you think the farmer feels now?

As he grew rich, he also grew greedy. Greedy describes the farmer because
he already had more than he needed, but he wanted to have much more. “Why
should I have to wait to get only one egg a day?” he thought. “I will cut open
the goose and take all the eggs out of her at once.” Do you think that this is a
good plan?

When the goose heard the farmer’s plan, she flew away to a nearby farm. So
when the farmer came out the next day, do you know what he found in the

Lesson 3 The Goose and the Golden Eggs

35
 goose’s nest? What do you think the farmer finds? Nothing. How do you think
the farmer feels now?

Moral: He who wants more often loses all. When you want something, be
patient. If you are greedy, you might lose what you already have. [Have students
echo the moral and then discuss its meaning. Emphasize once more that this
story is characteristic of fables because it is short and teaches a lesson.]

COMPREHENSION QUESTIONS (15 MIN)

Challenge Ask students to recall the title of this fable. Write it on the Story Map. As
students answer the following questions, record relevant information on the
Students may use Activity
Story Map. Note: You may display images as well as text in the Story Map
Page 1.1 to fill in the Story
Map independently. to support students. If students give one-word answers and/or fail to use
read-aloud or domain vocabulary in their responses, acknowledge correct
responses by expanding students’ responses, using richer and more complex
Support language. Ask students to answer in complete sentences by having them
restate the question in their responses.
If students have difficulty
responding to questions, 1. Inferential There are two characters in this fable. Who are they? (the farmer
reread pertinent lines of and his goose)
the read-aloud and/or
refer to specific images. 2. Inferential The setting of the fable is where it takes place. What is the setting
of this fable? (a farm)

Flip Book 3A-2 Show image 3A-2: Farmer and the goose’s nest
3. Evaluative Does this illustration show the beginning, middle, or end of the
fable? How do you know? (It shows the beginning because the farmer is
surprised to see the golden egg.)

4. Literal Fables are written to teach a lesson. What is the lesson, or moral, of
this fable? (He who wants more often loses all. When you want something, be
patient. If you are greedy, you might lose what you already have.) [Encourage
students to put this in their own words, such as, “Don’t be greedy.”]

Check for Understanding

Think-Share: What do you think the farmer should have done

instead of trying to take all the eggs at once? (Answers may vary,
but may include that the farmer should have waited for the goose
to lay one golden egg every day.)

Knowledge 1 Fables and Stories

36
 5. Inferential Was it a good idea for the farmer to try getting all of the eggs
from the goose at once? (no) What do you think he should have done? (He
should have waited for the goose to lay one golden egg every day.)

[Please continue to model the Think Pair Share process for students, as Speaking and Listening
necessary, and scaffold students in their use of the process.]
Selecting Language
6. Evaluative Think Pair Share: Compare the milkmaid in yesterday’s fable with Resources
the farmer in today’s fable. How are these two characters alike or different? Entering/Emerging
(Answers may vary, but may include that they both work on a farm, both learn Have students verbally
a lesson, both want to have more than they already do, etc.) share key words from the
read-aloud.

Transitioning/Expanding
WORD WORK: GREEDY (5 MIN) Have students verbally
craft a complete sentence
1. In the read-aloud you heard, “As [the farmer] grew rich, he also grew greedy.” based on the read-aloud.

2. Say the word greedy with me. Bridging

Have students verbally
3. Greedy means wanting to have more than you need or deserve. craft a detailed sentence
based on the read-aloud.
4. The greedy pirate wanted all of the treasure.

5. Do you know of other stories that have characters that are greedy? [Ask
students if they remember the fable “The Dog and His Reflection” from
Kindergarten.] Try to use the word greedy when you tell about it. [Ask two or
three students to share their responses. If necessary, guide and/or rephrase
students’ responses: “The dog was greedy when . . .”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. I am going to describe some

things people do. If what I describe is someone being greedy, say, “That’s
greedy.” If what I describe is someone not being greedy, say “That’s not
greedy.” [You may want to have them explain their answers.]

• The king refused to give up any of his land even though he had more than he
could rule. (That’s greedy.)

• The boy gave his friend a piece of chalk to use. (That’s not greedy.)

• The squirrel ate all of the acorns on the ground and hid the rest before the
other squirrels could eat any. (That’s greedy.)

• The man would not let anyone read any of his books even though he had
hundreds. (That’s greedy.)

• The girl shared her crayons with her friends. (That’s not greedy.)

Lesson 3 The Goose and the Golden Eggs

37
 Lesson 3: The Goose and the Golden Eggs

Application 20M

Speaking and Listening: Students will identify the beginning, middle, and end of
a fable.
[RL.1.2; SL.1.5]

WRITE ABOUT IT

• Remind students that fables, just like other stories, have a beginning, middle,
Support
and end.
You may wish to
• Tell students that as a class they are going to retell the beginning, middle,
display the story map
and end, also known as the plot, of “The Goose and the Golden Eggs.” Then
for “The Goose and the
Golden Eggs” to help they will each draw the beginning, middle, and end of the fable. Encourage
students recall important students to use “First…”, “Then…”, and “Finally/Last…” to frame their answers.
story elements.

Check for Understanding

Beginning-Middle-End: What happens in the beginning of the

fable? (First, the farmer finds his goose has laid a golden egg.)
What happens in the middle of the fable? (Then, the farmer sells
the goose eggs for a lot of money, becomes greedy, and tries to
take all the eggs from the goose at once.) How does the fable end?
(Finally, the goose flies away and the farmer is left with nothing.)

• Give each student a piece of drawing paper. Show the class how to divide the
paper into three parts and how to work from left to right to draw the plot—
or beginning, middle, and end—of the fable. Remind students that several
important things happen in the middle, but that they should choose only one
of the events to illustrate.

• Tell students that asking questions is one way to make sure that everyone
knows what to do. Have students think of a question to ask their neighbor
about the directions to share their responses. After students have shared
their questions with their neighbors, call on several students to share
their questions.

• Have students draw the plot to “The Goose and the Golden Eggs.”

Knowledge 1 Fables and Stories

38
 • When they have completed, give students the opportunity to talk about their
drawings with a partner, reminding students to use the words beginning,
middle, and end.

Speaking and Listening

Exit Pass Presenting

Entering/Emerging
Collect student drawings to evaluate their understanding of the Encourage students to use
plot of “The Goose and the Golden Eggs.” key words from the story
to describe their drawings
End Lesson (e.g., “a golden egg.”)

Transitioning/Expanding
Encourage students to
use key words in complete
sentences to describe
their drawings (e.g., “The
goose laid a golden egg.”)

Bridging
Encourage students to use
key words in increasingly
complex sentences to
describe their drawings
(e.g., “The goose laid a
golden egg once every
day. The farmer became
greedy as he became
more rich from this.”)

Lesson 3 The Goose and the Golden Eggs

39
 LESSON

FABLES AND STORIES

4 The Dog
in the Manger
PRIMARY FOCUS OF LESSON

Reading
Students will review the characteristics of fables, including characters, plot,
setting, and moral.
[RL.1.3]

Students will identify and explain the moral of a fable.

[RL.1.3]

Language
Students will demonstrate an understanding of the Tier 2 word budge.
[L.1.5, L.1.5c]

Writing
With assistance, students will use a graphic organizer to identify examples of
personification in a fable.
[W.1.8]

FORMATIVE ASSESSMENT

Activity Page 4.1 Circle It Students will choose the image that
shows personification.
[RL.1.3]

Knowledge 1 Fables and Stories

40
 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

What Have We Already Learned? Whole Group 10 min ❏ images of mangers

Essential Background Information or

Terms

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ Story Map

“The Dog in the Manger”

Comprehension Questions

Word Work: Budge

This is a good opportunity to take a break.

Application

Personification Chart Whole Group 20 min ❏ Personification Chart

❏ Activity Page 4.1

ADVANCE PREPARATION

Read-Aloud
• Prepare and display a blank Story Map for this fable. Alternatively, you may
access a digital version in the digital components for this unit.

Lesson 4 The Dog in the Manger

41
 Application
• Prepare and display a Personification Chart on the board/chart paper.
Alternatively, you may access a digital version in the digital components for
this domain

Personification Chart

Things Animals
Things Animals Really Can’t Really Do
Animal Do (Personification)

Universal Access
• Gather several images of mangers to help students understand what a
manger looks like and how animals use it.

Knowledge 1 Fables and Stories

42
 CORE VOCABULARY

budge, v. move
Example: I pushed and pushed, but was not able to budge the refrigerator.
Variation(s): budges, budged, budging
oxen, n. animals, similar to bulls, used for carrying or pulling things
Example: Two oxen pulled the farmer’s cart across town.
Variation(s): ox

plow, n. a farm tool used to turn the soil to prepare the ground for planting
Example: The farmer used the plow to prepare the soil for planting the
corn seeds.
Variation(s): plows

Vocabulary Chart for “The Dog in the Manger”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary oxen budge

plow

Multiple
Meaning

Sayings taking a nap

and Phrases

Lesson 4 The Dog in the Manger

43
 Start Lesson

Lesson 4: The Dog in the Manger

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of fables, including characters,
plot, setting, and moral.
[RL.1.3]
Flip Book 1A-1,
WHAT HAVE WE ALREADY LEARNED? (5 MIN)
2A-1, 3A-2
Show images 1A-1, 2A-1, and 3A-2
• Ask students what characters they remember from the three fables that they
have already heard. (the shepherd boy and men from “The Boy Who Cried
Wolf,” the milkmaid and her mother from “The Maid and the Milk Pail,” and the
farmer from “The Goose and the Golden Eggs”)

• Have students describe the various characters. (Answers may vary, but may
include that the shepherd boy was lonely and played a prank, the milkmaid
was overly eager for what she wanted, and the farmer was greedy.)

• Ask students what lesson the various characters learned. (The shepherd
Reading learned that if you often lie, people won’t believe you even when you are
telling the truth. The milkmaid learned that you shouldn’t count on having
Reading/Viewing Closely everything turn out exactly as you plan, because you may be disappointed.
Entering/Emerging The farmer learned that if you are greedy, you might lose what you
Prompt and support already have.)
students to use words and
phrases that relate to the
ESSENTIAL BACKGROUND INFORMATION OR TERMS (5 MIN)
given image.

Transitioning/Expanding • Tell students that they are going to hear another fable today.
Provide moderate support
in eliciting phrases and
ideas with greater detail
that relate to the
Check for Understanding
given image.

Bridging Fill in the Blank: Fables are short, fiction stories that teach
Provide minimal
a    . (lesson/moral)
support in eliciting key
details relating to the
given image.

Knowledge 1 Fables and Stories

44
 • Tell students this fable is also short and has a moral. But in today’s fable,
there are no people. All of the characters are animals, and the animals talk!

• Tell students this is another characteristic of fables: animals sometimes act

like people. Many of Aesop’s fables have animals that act like people. When
animals act like people in a story, it is called personification.
Flip Book 4A-1
• Have students repeat the word personification.

Show image 4A-1: Ox talking to the dog in the manger

• Ask students to describe what they see in the image.

• Tell students that the dog is standing in a manger—a long, narrow, open
container that holds food for animals. A manger sits on legs, off the ground,
making it easy for animals to reach when they are hungry.
Support
• Tell students that the large animal standing in front of the manger is an
ox. Ask students if the ox is similar to another animal that they have seen. Show students images
Explain that the plural of ox is oxen, so if there were several of these animals of mangers to help them
in the illustration, they would be called oxen. understand what a manger
looks like and how animals
use it.

Lesson 4 The Dog in the Manger

45
 Lesson 4: The Dog in the Manger

Read-Aloud 30M

Reading: Students will identify and explain the moral of a fable.

[RL.1.3]

Language: Students will demonstrate an understanding of the word budge.

[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen carefully to the fable to find out what the moral, or
lesson, of this story is.

“THE DOG IN THE MANGER” (10 MIN)

Show image 4A-1: Ox talking to the dog in

the manger
There was once a dog who liked to nap on hot
days in the cool barn. He liked to sleep in the
manger, the long wooden box where hay was
put for the farm animals to eat. Why does the
4A-1
dog like to nap in the barn? One hot day after a
long afternoon pulling the plow a tool used to
turn the soil, the oxen returned to the barn, hungry for their dinner. But they
couldn’t get to their food because the dog was lying in the manger taking a
nap on the hay.

“Excuse me,” said one of the tired oxen, “would you please move so that I can
eat my hay?”

The dog, angry at being awakened from his nap, growled and barked at the
ox. Do you think the dog has a good reason to be angry at the ox? Why or
why not?

“Please,” said the tired, hungry ox, “I’ve had a hard day, and I’m very hungry.”

But the dog, who did not even eat hay, but only enjoyed it for its comfort,
barked and snapped in response, and refused to budge or move. At last the
poor oxen had to give up, and went away tired and hungry.

Knowledge 1 Fables and Stories

46
 Moral: You should be nice and share, especially when someone else needs
something more than you do. [Have students echo the moral and then discuss
its meaning. Emphasize once more that this story is characteristic of fables Challenge
because it is short, it teaches a lesson, and it gives animals human features:
they talk.] Students may use Activity
Page 1.1 to fill in the Story
Map independently.
COMPREHENSION QUESTIONS (15 MIN)

Ask students to recall the title of this fable. Write it on the Story Map. As Support
students answer the following questions, record relevant information on the
If students have difficulty
Story Map. Note: You may display images as well as text in the Story Map
responding to questions,
to support students. If students give one-word answers and/or fail to use
reread pertinent lines of
read-aloud or domain vocabulary in their responses, acknowledge correct the read-aloud and/or
responses by expanding students’ responses, using richer and more complex refer to specific images.
language. Ask students to answer in complete sentences by having them
restate the question in their responses.
Flip Book 4A-1
1. Literal Who are the characters in this story? (dog, oxen)

2. Literal What is the setting of this fable? (in a barn on a farm) What other fable
have you heard that was set in a barn? (“The Goose and the Golden Eggs”)

3. Evaluative Why do the oxen want the dog to move from the manger? (so
they can eat their dinner) Is their request reasonable? (yes)
Show image 4A-1: Ox talking to the dog in the manger
◦ Evaluative Does this illustration depict the beginning, middle, or end of the
fable? (the end) How do you know? (because the dog is barking at the ox)

4. Evaluative How does the ox in the story act like a person? (talks) How does
Speaking and Listening
the ox act like an animal? (wants to eat the hay)

Offering Opinions

Entering/Emerging
Check for Understanding Provide students sentence
frames using a small set of
Think-Share: All of Aesop’s fables, or stories, were meant to learned phrases.
teach a moral, or a lesson, about how to behave. What is the Transitioning/Expanding
moral of this fable? (“You should be nice and share, especially Provide students sentence
when someone else needs something more than you.”) [Accept frames using an expanded
paraphrasing by students, e.g., “Share with others.”] Is this an set of learned phrases.
important lesson for you to remember? Why or why not? (Yes, Bridging
because sharing is important for everyone.) Provide minimal
support and guidance for
open responses.

Lesson 4 The Dog in the Manger

47
 [Please continue to model the Question Pair Share process for students, as
necessary, and scaffold students in their use of the process.]

5. Evaluative Why? Pair Share: Asking questions after a read-aloud is one way
to see how much everyone has learned. In a moment you are going to ask
your neighbor a question about the fable that starts with the word why. For
example, you could ask, “Why was the dog napping in the barn?” Turn to your
neighbor and ask your why question. Listen to your neighbor’s response.
Then your neighbor will ask a new why question, and you will get a chance to
respond. I will call on several of you to share your questions with the class.

WORD WORK: BUDGE (5 MIN)

1. In the read-aloud you heard, “But the dog, who did not even eat hay, but
only enjoyed it for its comfort, barked and snapped in response, and refused
to budge.”

2. Say the word budge with me.

3. When someone won’t budge, they will not move, not even a little bit.

4. We waited for our teacher at the door, and did not budge!

5. Think of a time when you or someone you know made something budge. Try
to use the word budge when you tell about it. [Ask two or three students.
If necessary, guide and/or rephrase students’ responses: “I made the    
budge when . . .”]

6. What’s the word we’ve been talking about?

Use a Movement activity for follow-up. We are going to play a game

called “Budge, Don’t Budge,” which is very similar to a game you may know,
called “Red Light, Green Light.” (Have students stand on one side of the
room.) When I say, “Budge,” you should begin walking toward me. When I say,
“Don’t budge,” you should stop. [You may also adapt other popular games,
such as musical chairs and freeze tag, using the commands “Budge” and
“Don’t budge.”]

Knowledge 1 Fables and Stories

48
Lesson 4: The Dog in the Manger

Application 20M

Writing: With assistance, students will use a graphic organizer to identify

examples of personification in a fable.
[W.1.8]

PERSONIFICATION CHART

• Remind students that the animals featured in “The Dog in the Manger” are
called the characters of the story. Have them say characters with you.

• Refer to the Personification Chart you prepared in advance. Have students

name the animal characters from this fable. (dog, oxen) Record students’
answers in the left-hand column of the chart.

• Ask students to list things that the animal characters in the story would do in
real life (e.g., pull a plow). List students’ answers in the middle column of the
Personification Chart. Speaking and Listening

• Next, ask students to list the things that the animals do in the story that they
Exchanging Information
would not normally do in real life (e.g., talk). Write down their answers in the
and Ideas
right-hand column.
Entering/Emerging
• Tell students that they have already learned several words to use when Ask students yes/no
talking about fables and stories—characters, setting, and plot—and that questions about the things
animals do in the story
now they have learned a special word for animals acting like people:
(e.g., “Would an ox and
personification. Have students echo the word.
dog ever talk to each other
in real life?”)
• Explain that the word personification actually starts with the word person.
Personification means acting like a person. Transitioning/Expanding
Provide students with a
• Tell students that on the chart they just completed, the things the animals do specific sentence frame
that they would not normally do in real life are examples of personification in (e.g., “In real life, the
the story. ox and dog would/would
not . . . ”)

Bridging
Encourage students to use
Check for Understanding key details in complete
sentences (e.g., “An ox and
dog would not talk to each
Brainstorm: Brainstorm other things the dog or ox could have
other in real life because
done in the fable that would be examples of personification.
they cannot talk.”)

Lesson 4 The Dog in the Manger

49
 Activity Page 4.1
Circle It

On Activity Page 4.1, have students choose the image that shows
personification. Then, ask them to write or dictate a sentence on
the back of the page explaining why they chose that image.

End Lesson

Knowledge 1 Fables and Stories

50
 LESSON

FABLES AND STORIES

The Wolf in
Sheep’s Clothing
PRIMARY FOCUS OF LESSON

Reading
5
Students will review the characteristics of fables, including characters, plot,
setting, and moral.
[RL.1.3]

Students will identify examples of personification in a fable.

[RL.1.7]

Language
Students will demonstrate an understanding of the Tier 2 word disguise and the
phrase a wolf in sheep’s clothing.
[L.1.5, L.1.5c]

Students will use the appropriate article (a, the) when describing images.
[L.1.1, L.1.1h]

FORMATIVE ASSESSMENT

Activity Page 5.1 Choose the Article Students will choose the
correct article: a or the.
[L.1.1, L.1.1h]

Lesson 5 The Wolf in Sheep’s Clothing

51
 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

What Have We Already Learned? Whole Group 10 min ❏ Story Map

What Do We Know?

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ Personification Chart

❏ paper and drawing tools
“The Wolf in Sheep’s Clothing”

Comprehension Questions

Word Work: Disguise

This is a good opportunity to take a break.

Application

Sayings and Phrases: A Wolf in Whole Group 20 min ❏ pencils

Sheep’s Clothing Partner
❏ various classroom objects
❏ paper and drawing tools (optional)
Syntactic Awareness Activity ❏ Activity Page 5.1

ADVANCE PREPARATION

Introducing the Read-Aloud

• Prepare and display a blank Story Map for this fable. Alternatively, you may
access a digital version in the digital components for this unit.

Read-Aloud
• Prepare and display the Personification Chart on the board/chart paper.
Alternatively, you may access a digital version in the digital components for
this domain.

Knowledge 1 Fables and Stories

52
 Application
• Gather classroom objects for students to use when questioning a partner
about the use of articles.

Note to Teacher
In this lesson, students will learn the saying, “a wolf in sheep’s clothing.”
This is a short, traditional saying that has been passed along orally from
generation to generation. Sayings and phrases such as this usually express
general truths based on experiences and observations of everyday life.
Although some do have literal meanings—that is they mean exactly what
they say—many sayings have a richer meaning beyond the literal level. It is
important to help students understand the difference between the literal
meanings of the words and their implied or figurative meanings.

Lesson 5 The Wolf in Sheep’s Clothing

53
 CORE VOCABULARY

disguise, n. clothes or other things worn so people will not recognize you
Example: We did not recognize Tai because of the glasses and wig he used
as a disguise.
Variation(s): disguises

fleece, n. a sheep’s coat of wool

Example: The sheep farmer carried the fleece to market.
Variation(s): none

flock, n. a group of animals or birds

Example: Zoe could hear a flock of geese flying over her house.
Variation(s): flocks

pretend, v. to try to be or to act differently than what you actually are

Example: I think it is fun to pretend to be different characters that I have
read about in books.
Variation(s): pretends, pretended, pretending

prowled, v. walked or moved around quietly in search of prey to eat

Example: The new kitten prowled underneath the bird cage.
Variation(s): prowl, prowls, prowling

Vocabulary Chart for “The Wolf in Sheep’s Clothing”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary flock disguise

pretend
prowled

Multiple fleece
Meaning

Sayings a wolf in sheep’s clothing

and Phrases you might end up

Knowledge 1 Fables and Stories

54
 Start Lesson

Lesson 5: The Wolf in Sheep’s Clothing

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of fables, including characters,
plot, setting, and moral.
[RL.1.3]

WHAT HAVE WE ALREADY LEARNED? (5 MIN)

• Remind students that they heard the fable “The Dog in the Manger.”

• Ask students to name some of the characteristics of fables, (e.g., they are
short, fiction stories; they have a moral; and they often use personification).
Have students echo the word personification and remind them that it means
giving animals human qualities.

• Ask students how they know that “The Dog in the Manger” is a fable. (It is a
short, fiction story, has a moral, and uses personification.)

• Tell students that today’s fable also has all these characteristics, making it a
fable like the other stories they have heard thus far.

WHAT DO WE KNOW? (5 MIN)

• Remind students that the first fable they heard was “The Boy Who Cried Wolf.”

• Ask students what animals and other characters appeared in that fable.
(shepherd boy, sheep, wolf, people of the village)

• Remind students that the shepherd boy “cried wolf” as a prank too
many times.

• Ask students what happened when a wolf actually came. (No one believed the
shepherd boy.) Flip Book 5A-1

Show image 5A-1: The wolf covered with a sheepskin

• Tell students this illustration is from the read-aloud they will hear today.

Lesson 5 The Wolf in Sheep’s Clothing

55
 Support • Ask students to describe what characters they see in the illustration. You
may need to remind students that the person tending the sheep is called
Point out to students that a shepherd. Point as students name each character. (shepherd, dog,
one of the sheep in the sheep, wolf)
illustration looks different
than the others. Ask • Ask students to describe the setting they see in the illustration. (a field,
students how this sheep or pasture)
is different, and why this
might be. • Record the character and setting information in the blank Story Map you
prepared in advance.

• Tell students that as they noticed, this read-aloud will include many of the
same types of characters and a similar setting as in “The Boy Who Cried
Wolf” but today’s story will teach a different lesson.

Reading

Reading/Viewing Closely

Entering/Emerging
Prompt and support
students to use words and
phrases that relate to the
given image.

Transitioning/Expanding
Provide moderate support
in eliciting phrases and
ideas with greater detail
that relate to the
given image.

Bridging
Provide minimal
support in eliciting key
details relating to the
given image.

Knowledge 1 Fables and Stories

56
Lesson 5: The Wolf in Sheep’s Clothing

Read-Aloud 30M

Reading: Students will identify examples of personification in a fable.

[RL.1.7]

Language: Students will demonstrate an understanding of the Tier 2 word disguise.

[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen carefully to identify examples of personification.

• As you read aloud, have students raise their hands each time they hear
an example.

“THE WOLF IN SHEEP’S CLOTHING” (10 MIN)

Show image 5A-1: The wolf covered with a

sheepskin
Night after night a wolf prowled around a
flock or group of sheep looking for one of
them to eat, but the shepherd and his dogs
always chased him away. The wolf prowled, or
5A-1
walked silently about, looking for food.

But one day the wolf found the skin of a sheep

that had been thrown aside. He pulled the skin carefully over him so that
none of his fur showed under the white fleece. Then he strolled among the
flock in this disguise. He no longer looks like a wolf. Now, he looks just like
the other sheep. What do you think the wolf is going to do? The shepherd,
thinking that the wolf was one of his sheep, allowed the wolf to graze on the
lush grass in the pasture, or field, and even let him sleep in the warm barn
with the sheep.

For many days and nights the wolf ate and slept better than he ever had. But
one day the shepherd decided to sell one of his flock at the market. He chose
the biggest, fattest sheep he could find and brought him into town. Can you
guess who it was? [Pause for students to guess.] It was the wolf!

Lesson 5 The Wolf in Sheep’s Clothing

57
 Support Moral: Things are not always as they seem; and, if you pretend to be what
you are not, you might end up losing in the end. [Have students echo the
To pretend means to try moral(s) and then discuss its meaning. Emphasize once more that this story
to be or act differently
is characteristic of fables because it is short, teaches a lesson, and uses
than what you actually are.
When have you pretended personification.]
to be something or
someone else? Have
students silently pretend COMPREHENSION QUESTIONS (10 MIN)
to do the following: eat a
bowl of cereal; tie a shoe; Ask students to recall the title of this fable. Write it on the Story Map.
swim, or be a fish; be a As students answer the following questions, continue to record relevant
teacher; be a bus driver;
information on the Story Map and Personification Chart. Note: You may display
be asleep.
images as well as text in the Story Map to support students. If students give
one-word answers and/or fail to use read-aloud or domain vocabulary in their
responses, acknowledge correct responses by expanding students’ responses,
Challenge
using richer and more complex language. Ask students to answer in complete
Students may use Activity sentences by having them restate the question in their responses.
Page 1.1 to fill in the Story
Map independently. 1. Inferential At the beginning of the fable, why does the wolf disguise himself?
(to catch a sheep without being noticed)

Support ◦ Inferential Does the wolf’s plan work? Why or why not? (At first it works
because he is able to catch sheep, but later he is killed because of his
If students have difficulty disguise when the shepherd thinks he is the fattest sheep.)
responding to questions,
reread pertinent lines of
Show image 5A-1: The wolf covered with a sheepskin
the read-aloud and/or ◦ Evaluative Does this illustration show the beginning, middle, or end of the
refer to specific images. fable? How do you know? (the middle, because the wolf is already in disguise)

2. Literal Fables are written to teach a lesson. What is the lesson, or moral, of
Flip Book 5A-1 this fable? (“Things are not always as they seem,” and “If you pretend to be
what you are not, you might end up losing in the end.”) [Accept reasonable
paraphrasing by students, such as, “Be yourself. Pretending to be someone
that you are not may get you in trouble.”]

Check for Understanding

Turn and Talk: Turn to a partner and talk about one way the wolf
in the fable acts like an animal and one way the wolf acts like a
person. (wants to eat the sheep, prowls around the flock; dresses
in a disguise)

Knowledge 1 Fables and Stories

58
 [Please continue to model the Think Pair Share process for students, as
necessary, and scaffold students in their use of the process.]

3. Evaluative Think Pair Share: Do you think the wolf’s plan is smart and clever
after all? Why or why not? (Answers may vary.)

WORD WORK: DISGUISE (10 MIN)

1. In the read-aloud you heard, “Then [the wolf] strolled among the flock in this
disguise.”

2. Say the word disguise with me.

3. When someone wears a disguise, they wear clothing or other things so

people won’t recognize them.

4. Anna wore a disguise to surprise us at the party.

5. Have you ever worn a disguise or seen anyone else in a disguise? Try to
use the word disguise when you tell about it. [Ask two or three students. If
necessary, guide and/or rephrase students’ responses: “I saw someone in a
disguise . . .”]

6. What’s the word we’ve been talking about?

Use a Drawing activity for follow-up. Draw a picture of a disguise you Writing
would like to wear or that you have seen someone else wear. Then, dictate or
write a sentence about your picture, making sure you use the word disguise. Interacting via Written
English

Entering/Emerging
Have students write a
word and dictate a phrase
or sentence describing the
picture they drew.

Transitioning/Expanding
Have students write a
phrase and dictate a
sentence describing the
picture they drew.

Bridging
Have students write
a sentence about the
picture they drew.

Lesson 5 The Wolf in Sheep’s Clothing

59
 Lesson 5: The Wolf in Sheep’s Clothing

Application 20M

Language: Students will demonstrate an understanding of the phrase “a wolf in

sheep’s clothing.”
[L.1.5, L.1.5c]

Students will use the appropriate article (a, the) when describing images.
[L.1.1, L.1.1h]

SAYINGS AND PHRASES (10 MIN)

A Wolf in Sheep’s Clothing

Support
• Remind students that in the fable “The Wolf in Sheep’s Clothing,” the wolf,
Refer to Flip Book image hiding himself in the skin of a sheep, is able to fool the flock of sheep. Ask
5A-1 to point out how the students why the wolf wants to hide in the sheep’s skin. (to fool the sheep so
wolf looked similar to but he can eat them)
behaved differently than
the sheep. • Ask students if they have ever heard the saying “a wolf in sheep’s clothing.”

• Explain to students that “a wolf in sheep’s clothing” is a phrase we use to

describe a hidden enemy, or someone who is not as they appear to be on the
outside. On the outside, the wolf looked like a sheep—but he was not. Explain
that in the same way, a person can seem very nice, but may not actually be
very nice.

• If someone is only nice to you when she wants to play with your toys, you
might say she is “a wolf in sheep’s clothing.”

Check for Understanding

Think Pair Share: Think of an example of how you might use the
saying “a wolf in sheep’s clothing.”

• If time permits, have students draw a picture and/or write a sentence about a
time they might use this saying.

Knowledge 1 Fables and Stories

60
 SYNTACTIC AWARENESS ACTIVITY (10 MIN)

• The purpose of these syntactic activities is to help students understand the

direct connection between grammatical structures and the meaning of text.
These syntactic activities should be used in conjunction with the complex
text presented in the read-alouds.
Language
• Tell students they are going to learn about the and a. They are tiny, but
important, words. Analyzing Language Choices

• Write these words on the board/chart paper and reference each throughout Entering/Emerging
Distinguish how a and the
the lesson.
produce different effects.
Complex Text Context-Based Transitioning/Expanding
• Have students listen to the following passages from the read-aloud. Tell Distinguish how a and
students to pay special attention to how the and a are used to describe the produce shades of
meaning and different
the wolf.
effects.
◦ “Night after night a wolf prowled around a flock of sheep looking for one of Bridging
them to eat.” Distinguish how a
and the produce shades
◦ Tell students that the first time they hear about the wolf, the author uses
of meaning and
the word a to tell us that it can look like any wolf. The author says “a wolf”
different effects.
so we can think of a wolf in our heads when listening to the read-aloud. It
doesn’t matter if it is a specific wolf; it just needs to be any wolf.

Show image 5A-1: The wolf covered with a sheepskin Flip Book 5A-1
◦ “But one day the wolf found the skin of a sheep that had been thrown
aside.”

◦ Tell students that now the author switches to using the to talk about
the wolf. The author says “the wolf” so that we think of this specific
wolf, and only this specific wolf, in our heads when listening to the
read-aloud.

Explicit Instruction
Show image 5B-1: Soccer balls Flip Book 5B-1

• Point to the left-hand side of the image. Explain to students that in this
part of the image, there are many soccer balls. Tell them that when you ask
someone to give you a soccer ball, it does not matter which soccer ball they
give you—any soccer ball is fine.

• Point to the right-hand side of the image. Explain to students that in this
part of the image, there is only one soccer ball. Tell them that when you ask
someone to give you the soccer ball, you mean that specific soccer ball.

• Ask students which word lets them know that you were talking about any one
of the soccer balls. (a)

Lesson 5 The Wolf in Sheep’s Clothing

61
 • Ask students which word lets them know that you were talking about a
specific soccer ball. (the)

Real World
• Explain to students that these tiny words are helpful when asking
questions, too.

• Create a real world situation by placing three or four pencils on a student’s

desk. Go up to that student and ask for a pencil. For example, you may ask if
you may please have a pencil.

• Ask students if, when you asked this question, you were asking for a
particular pencil, or would any pencil have been okay. (any pencil)

• Create another real world situation by giving a few students pencils to hold.
Go up to one of those students and ask for the pencil in their hand. For
example, you may ask if you could please have the pencil.

• Ask students if, when you asked this question using the, you were asking for a
particular pencil, or will any pencil be okay. (a particular pencil)

• Have students work with a neighbor to ask and answer questions about
things using a and the. You may wish to provide students with classroom
objects to prompt questioning, such as pencils, crayons, erasers, etc.

Activity Page 5.1

Exit Pass

Tell students to circle the word on Activity Page 5.1 that correctly
completes the phrase they learned about “    wolf in sheep’s
clothing.” (a)

End Lesson

Knowledge 1 Fables and Stories

62
 LESSON

FABLES AND STORIES

The Fox and

the Grapes
PRIMARY FOCUS OF LESSON

Reading
6
Students will review the characteristics of fables, including characters, plot,
setting, and moral.
[RL.1.3]

Speaking and Listening

Students will explain the motivation of the main character and how it relates to
the moral of a fable.
[SL.1.2]

Language
Students will demonstrate an understanding of the Tier 2 word bunch and the
phrase sour grapes.
[L.1.5, L.1.5c]

Writing
Students will illustrate and describe the moral of a fable.
[W.1.8]

FORMATIVE ASSESSMENT

Exit Pass Write About It Students will draw a scene

from their favorite fable, and write or dictate its
moral in their own words.
[RL.1.3; W.1.8]

Lesson 6 The Fox and the Grapes

63
 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

What Have We Already Learned? Whole Group 10 min ❏ Story Map

Personal Connections

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ Personification Chart

❏ objects in bunches
“The Fox and the Grapes” ❏ images of bunches (optional)

Comprehension Questions

Word Work: Bunch

This is a good opportunity to take a break.

Application

Sayings and Phrases: Sour Grapes Whole Group 20 min ❏ Image Cards 2–4
Independent
❏ Activity Page 6.1
❏ paper and drawing tools
Sequencing Events ❏ Flip Book images from previous
read-alouds (optional)

Write About It

ADVANCE PREPARATION

Introducing the Read-Aloud

• Prepare and display a blank Story Map for this fable. Alternatively, you may
access a digital version in the digital components for this unit.

Knowledge 1 Fables and Stories

64
 Read-Aloud
• Prepare and display the Personification Chart on the board/chart paper.
Alternatively, you may access a digital version in the digital components for
this domain.

• Place several bunches of things around the room for students to identify
during Word Work.

Universal Access
• Gather images of things in bunches to share during Word Work.

• Display Flip Book images 1A-1, 2A-1, 3A-2, 4A-1, 5A-1, and 6A-1 during Drawing
the Read-Aloud.

Lesson 6 The Fox and the Grapes

65
 CORE VOCABULARY

bunch, n. a group of things growing close together or placed together

Example: Zion’s mother bought one bunch of bananas at the market.
Variation(s): bunches
juicy, adj. full of juice
Example: Kim used several juicy strawberries to make the smoothie.
Variation(s): juicier, juiciest

lunged, v. moved forward suddenly

Example: Tony lunged to catch the baseball.
Variation(s): lunge, lunges, lunging

pluck, v. pull off

Example: Manuel plucked a red apple from the tree.
Variation(s): plucks, plucked, plucking

ripe, adj. ready to be used or eaten

Example: I can tell that the banana is ripe because it is yellow.
Variation(s): riper, ripest

Vocabulary Chart for “The Fox and the Grapes”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary bunch
juicy ((jugoso/a))
lunged
pluck
ripe

Multiple
Meaning

Sayings just missing

and Phrases with all his might
gave up

Knowledge 1 Fables and Stories

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 Start Lesson

Lesson 6: The Fox and the Grapes

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of fables, including characters,
plot, setting, and moral.
[RL.1.3]

WHAT HAVE WE ALREADY LEARNED? (5 MIN)

• Ask students whether the fables they have heard are fiction (make-believe) Support
or nonfiction (factual)? (fiction)
You may wish to display
• Ask students to identify the characteristics of a fable. (They are short;
the Story Map for “The
they have a moral that teaches a lesson; some of them give animals human Wolf in Sheep’s Clothing”
qualities, like talking.) to help students recall
important story elements.
• Remind students that they heard a fable, “The Wolf in Sheep’s Clothing.” Ask
them if they remember what it means when people use the phrase, “a wolf
in sheep’s clothing” to describe someone. (A person is not always who they
appear to be on the outside.)

Check for Understanding

Stand Up/Sit Down: Are the following good examples of “a wolf

in sheep’s clothing?” Dexter said, “I used to really like Sienna, but
I’ve decided that she’s a wolf in sheep’s clothing. I found out she
only wanted to be my friend because my family has a swimming
pool.” (stand up/yes) Indigo said, “I really wish people would
believe me when I tell them things. But I’ve been such a wolf
in sheep’s clothing, always making up stories, that now no one
believes me.” (sit down/no)

• Remind students of how the wolf pretended to be a sheep to get something

he wanted, but in the end he was the one who got hurt.

• Tell students that today’s fable has another phrase that is commonly used
and that this will be the last fable in this domain.

Lesson 6 The Fox and the Grapes

67
 PERSONAL CONNECTIONS (5 MIN)

• With a partner, have students answer the following questions. Then call on
several students to share their answers.
Speaking and Listening
◦ Have you ever wanted something that you couldn’t have for some reason?
Exchanging Information ◦ How did this make you feel?
and Ideas
• Tell students that in today’s read-aloud, they will hear a story about a fox who
Entering/Emerging
also wanted something badly.
Ask students yes/no
questions about the
things animals do in the
story (e.g., “Have you
ever wanted a new toy
very badly?”)

Transitioning/Expanding
Provide students with a
specific sentence frame
(e.g., “Once, I really
wanted     but I
couldn’t have it.”)

Bridging
Encourage students to use
key details in complete
sentences (e.g., “When I
was four, I really wanted to
have puppy, but mom said
we weren’t allowed to have
one in our apartment.”)

Knowledge 1 Fables and Stories

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Lesson 6: The Fox and the Grapes

Read-Aloud 30M

Speaking and Listening: Students will explain the motivation of the main
character and how it relates to the moral of a fable.
[SL.1.2]

Language: Students will demonstrate an understanding of the Tier 2 word bunch.

[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen carefully to find out what the fox wanted and what
lesson he learned because of this.

“THE FOX AND THE GRAPES” (10 MIN)

Show image 6A-1: Fox and the grapes

One hot summer day, a fox was strolling along
when he noticed a bunch of juicy grapes
just turning ripe, or a group of grapes full of
juice, ready to be eaten hanging on a vine high
above. “Mmm, that’s just the thing to take care
6A-1
of my thirst,” said the fox. He trotted back a
Support
few steps, then ran forward and jumped, just
missing or not getting the grapes. He turned around and tried again. “One,
Missing also means to
two, three, go,” he said, and he lunged at the grapes with all his might. But not be in a usual, or
again, he missed. Fox is trying really hard to get the grapes, isn’t he? He expected, place.
lunged, or moved forward suddenly.

Again and again he tried to pluck or pull off the grapes from the vine, but at
last he gave up. He walked away with his nose in the air, saying, “I didn’t want
those old grapes anyway. I’m sure they are sour.” Why would the fox walk
away after trying so hard to get the juicy grapes?

Moral: You shouldn’t speak badly about something that you once wanted, just
because you can’t have it. [Have students echo the moral and then discuss
its meaning. Emphasize once more that this story is characteristic of fables
because it is short, teaches a lesson, and uses personification.]

Lesson 6 The Fox and the Grapes

69
 Challenge COMPREHENSION QUESTIONS (15 MIN)

Students may use Activity Ask students to recall the title of this fable. Write it on the Story Map. As
Page 1.1 to fill in the Story students answer the following questions, record relevant information on
Map independently. the Story Map and Personification Chart. Note: You may display images
as well as text in the Story Map to support students. If students give
one-word answers and/or fail to use read-aloud or domain vocabulary in
their responses, acknowledge correct responses by expanding students’
responses, using richer and more complex language. Ask students to
answer in complete sentences by having them restate the question in
their responses.

1. Literal Who is the character in this fable? (fox)

Flip Book 6A-1 Show image 6A-1: Fox and the grapes
2. Evaluative Does this illustration show the beginning, the middle, or the end
of the fable? How do you know? (Answers may vary, but it is not the end
because in the end, the fox turns his nose in the air and walks away.)

3. Evaluative The plot, or sequence of events, in this fable describes the many
times the fox tries to get the grapes. In the end he does not get them. Can
you think of a way that the fox might have been able to get the grapes?
(Answers may vary.)

Reading Check for Understanding

Reading/Viewing Closely Recall: Aesop’s fables were written to teach a lesson. What is the
moral, or lesson, of this fable? (“You shouldn’t speak badly about
Entering/Emerging
Prompt and support something that you once wanted, just because you can’t have it.”)
students to use words and [Accept any reasonable paraphrasing from students.] What did the
phrases that relate to the fox do or say that helped you understand the moral? (The fox said,
given image. “I didn’t want those old grapes anyway. I’m sure they are sour.”)
Transitioning/Expanding
Provide moderate
support in eliciting
phrases and ideas with
4. Evaluative How does the fox in the fable act like an animal? (wants to
greater detail that relate
eat grapes, lunges and jumps) How does the fox in the fable act like a
to the given image.
person? (talks)
Bridging
Provide minimal
support in eliciting key
details relating to the
given image.

Knowledge 1 Fables and Stories

70
 5. Evaluative What? Pair Share: Asking questions after a read-aloud is one way
to see how much everyone has learned. In a moment you are going to ask
your neighbor a question about the fable that starts with the word what. For
example, you could ask, “What did the fox want to eat?” Turn to your neighbor
and ask your what question. Listen to your neighbor’s response. Then your
neighbor will ask a new what question, and you will get a chance to respond. I
will call on several of you to share your questions with the class.

WORD WORK: BUNCH (5 MIN)

1. In the read-aloud you heard, “One hot summer day, a fox was strolling along
when he noticed a bunch of juicy grapes just turning ripe, hanging on a vine
high above.”

2. Say the word bunch with me.

3. Bunch means a lot of things or people grouped closely together.

4. Mom bought a bunch of bananas for breakfast.

5. Have you seen a bunch of something? Do you have a bunch of something?

Try to use the word bunch when you tell about it. [Ask two or three students.
If necessary, guide and/or rephrase students’ responses: “I have a bunch
of . . .”]

6. What’s the word we’ve been talking about?

Use an I Spy activity for follow-up. Look around the room for bunches of
things. [You may need to purposely place some bunches of objects around
the room.] I will ask one student to give a clue by describing what they see,
for example, “I spy a bunch of objects used for drawing.” The others will guess
what they are talking about by replying, for example, “You spy a bunch of
crayons!” Be sure to use the word bunch in your descriptions and answers.

Lesson 6 The Fox and the Grapes

71
 Lesson 6: The Fox and the Grapes

Application 20M

Language: Students will demonstrate an understanding of the phrase “sour grapes.”

[L.1.5, L.1.5c]

Writing: Students will illustrate and describe the moral of a fable.

[W.1.8]

SAYINGS AND PHRASES (5 MIN)

Sour Grapes
• Ask students if they have ever heard the phrase “sour grapes.”

• Have students repeat the phrase “sour grapes.”

Speaking and Listening
• Tell students the phrase “sour grapes” is something someone says about the
Listening Actively
negative comments someone else makes when they could not get something
they really wanted.
Entering/Emerging
Ask students simple • Tell students that in “The Fox and the Grapes,” the fox says something negative
yes/no questions (e.g., “Is about the grapes that he wanted so badly. What did the fox say about the grapes
“sour grapes” a phrase
at the end? (“I didn’t want those old grapes anyway. I’m sure they are sour.”)
someone might use to
describe when you called When the fox cannot reach the grapes, he decides it is okay he cannot have them
a team bad at a sport after because they probably wouldn’t taste good anyway. So, when we talk about the
you had to try out for and fox’s reaction to not getting what he wanted, we say it is “sour grapes.”
didn’t get on it?”)
• Tell students that just like the fox in this story, when someone says
Transitioning/Expanding
something negative about something they wanted but cannot have, we call
Provide students with a
specific sentence frame, their comments “sour grapes.”
(e.g., “Once, I made
• Give students an example of this,(e.g., Your teacher wants a certain pencil.
comments that were”sour
grapes” because . . . ”) When he learns he cannot have it, he says it doesn’t write well anyway. )Your
teacher’s comments are sour grapes.
Bridging
Encourage students
to use key words in
complete sentences, Check for Understanding
(e.g., “When I didn’t make
the baseball team last Turn and Talk: Think of a time when you wanted something badly,
month, I called them bad did not get it, and then pretended you didn’t really want it anyway.
at baseball. My comments
(Answers may vary.) [Make sure that students understand
were ‘sour grapes.’”)
that this phrase refers to the remarks somebody makes about
something they can’t have.]

Knowledge 1 Fables and Stories

72
 Image Cards 2–4
SEQUENCING EVENTS (5 MIN)

• Display Image Cards 2–4 (shuffled) and have students turn to Activity Page
6.1 in their activity books.

• Tell students the three pictures (Image Cards 2–4) show the beginning,
middle, and end of the fable “The Fox and the Grapes.”

• Have students think about what is happening in each one. Ask them to tell
Activity Page 6.1
you how to put the pictures in order to show the beginning, middle, and end.

• Glue or tape them in the correct order on the board/chart paper.

WRITE ABOUT IT (10 MIN)

• Remind students of the fables they have heard and review the lesson of
each fable.

• Ask students to identify their favorite fable and explain why it is their favorite.
Support
• Tell students that they will have the opportunity to draw a scene from their
favorite fable.
Show students images
• Tell students that just as each story has characters, a setting, and a plot, from each fable to help
students recall specific
their pictures should depict at least one character, the setting, and the
details from them.
beginning, middle, or end of the plot.

• Explain that once students have completed their drawings, they should write
or dictate the moral of their chosen fable in their own words.

Exit Pass

Collect student drawings to evaluate their understanding of the

characters, setting, plot, and moral of their chosen fable.

End Lesson

Lesson 6 The Fox and the Grapes

73
 Grade 1 | Knowledge 1

Pausing Point
NOTE TO TEACHER

You should pause here for two days to review, reinforce, and/or extend the
material taught thus far.

It is highly recommended that you use the Mid-Domain Content Assessment

to assess students’ knowledge of fables. You may also choose to do any
combination of the following activities in any order, or create other activities
that will help review, reinforce, and/or extend the material taught thus far.

MID-DOMAIN CONTENT ASSESSMENT

Part I
Activity Page PP.1
Materials: Activity Page PP.1
• Have students identify the six fables illustrated on the activity page. As you
read a sentence about each of the fables you have heard, have students put
the corresponding number beside the picture that shows the fable being
described.

1. In this fable, a shepherd boy gets bored tending the sheep and decides to cry
“wolf” when there really isn’t a wolf.

2. The moral of this fable is “Don’t count your chickens before they’re hatched;
or don’t count on having everything turn out exactly as you plan, because you
may be disappointed.”

3. In this fable, a farmer learns a lesson about not being greedy.

4. In this fable, an animal character is stingy and refuses to budge so others

can eat.

5. In this fable, an animal character gets sold at the market because of his
disguise.

6. The phrase “sour grapes” comes from this fable.

Part II
• Working with students individually, have them orally retell one of the fables.

Knowledge 1 Fables and Stories

74
 ACTIVITIES

Image Review
Flip Book 1A-1, 2A-1,
Materials: Flip Book Images 1A-1, 2A-1, 3A-2, 4A-1, 5A-1, and 6A-1 3A-2, 4A-1, 5A-1, 6A-1
• Divide the class into six groups.

• Have students work together as a group to retell one of the fables using the
related Flip Book image.

• Have students come back together as a class to retell the various fables.

Image Card Review

Materials: Image Cards 4–9 Image Cards 4–9
• Divide the class into six groups. Give an image card to each group.

• Tell students the image card will depict one of the six fables they have heard.

• Say a word (e.g., characters, setting, plot, lesson/moral), and have students
in each group share everything they remember from the image.

• Circulate and listen to the various discussions.

• You may also ask students if the image card depicts the beginning, middle, or
end of the fable and have them explain how they know.

Somebody Wanted But So Then

Materials: Activity Page PP.2 Activity Page PP.2
• The Somebody Wanted But So Then chart may be used to retell any of
the fables.

Write About It
Materials: Class Books
• As a class, have students brainstorm the sequence of events from any
fable they have heard: beginning, middle, and end. Also, talk about the
other characteristics of fables: they are fiction, have a moral, and often
use personification.

• Divide the class into groups to draw the beginning, middle, or end of a
given fable.

• Have each student also write or dictate a sentence to go with their picture.

Lesson 1Point
Pausing The Boy Who Cried Wolf
75
 • Combine the beginning, middle, and end of a given fable to form the
complete tale.

• Have groups share their fables with other groups or with the class.

Key Vocabulary Brainstorming

• Give students a key domain concept or vocabulary word, such as
personification.

• Have students brainstorm everything that comes to mind when they hear the
word, such as, “animals talk and act like people,” etc.

• Record students’ responses on the board/chart paper for reference.

Riddles for Core Content

• Ask students riddles such as the following to review core content and
vocabulary:

◦ I laid golden eggs. What am I? (goose)

◦ I disguised myself to look like a sheep. What am I? (wolf)

◦ I lunged for the bunch of grapes but couldn’t reach them. What am I? (fox)

◦ I was bored because I had to tend sheep all day. So, I cried “Wolf! Wolf!”
Who am I? (shepherd boy)

◦ I was so busy thinking about how I would look in my new dress that I
tossed my head and spilled the milk. Who am I? (milkmaid)

Support On Stage
• Reread and have students act out any of the fables.
This activity may require
additional instruction on • Encourage students to portray actions and feelings and to use some of their
topics such as timing own dialogue.
and voice.
• Alternatively, ask students to create a skit to demonstrate one of the two
sayings and phrases they learned: “a wolf in sheep’s clothing” or “sour
grapes.”

Retelling a Fable with Puppets

• Have students make simple puppets of the characters from a particular fable
and then use them to retell the fable.

Domain-Related Trade Book

• Read an additional trade book to review a particular fable or share a new
fable.

• Have students identify the elements of the fable; refer to the books listed in
the digital components for this unit.

Knowledge 1 Fables and Stories

76
 LESSON

FABLES AND STORIES

The Little
Half-Chick
(Medio Pollito)
PRIMARY FOCUS OF LESSON
7
Reading
Students will review the characteristics of stories, including characters, plot,
and setting.
[RL.1.3]

Students will identify the characteristics of stories, including characters, plot,

and setting.
[RL.1.3]

Language
Students will demonstrate an understanding of the Tier 2 word waste and the
phrase “Do unto others as you would have them do unto you.”
[L.1.5, L.1.5c]

Writing
Students will sequence the events of a folktale.
[RL.1.2, RL.1.7]

FORMATIVE ASSESSMENT

Activity Page 7.2 Circle It Students will choose the image that
shows what Medio Pollito becomes at the end of
the story.
[RL.1.3]

Lesson 7 The Little Half-Chick (Medio Pollito)

77
 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

Essential Background Information or Whole Group 10 min ❏ world map

Terms

Read-Aloud

Purpose for Listening Whole Group 30 min

“The Little Half-Chick (Medio

Pollito)”

Comprehension Questions

Word Work: Waste

This is a good opportunity to take a break.

Application

Sayings and Phrases: “Do Unto Whole Group 20 min ❏ Activity Pages 7.1, 7.2
Others as You Would Have Them Do Independent
❏ scissors and glue/tape
Unto You”
❏ Personification Chart

Sequencing Events

Personification Chart

Take-Home Material

Caregiver Letter ❏ Activity Page 7.3

Knowledge 1 Fables and Stories

78
 ADVANCE PREPARATION

Introducing the Read-Aloud

• Display a world map in order to identify Spain.

Application
• Prepare and display the Personification Chart on the board/chart paper.
Alternatively, you may access a digital version in the digital components for
this domain.

Note to Teacher
• This second part of the domain will focus on stories. This story, “The Little
Half-Chick (Medio Pollito),” is a pourquoi story. Pourquoi is the French word
for why. A pourquoi story tells why something is the way it is.

• During the first part of this domain, the class completed a story map for
each story. In this second part of the domain, students are encouraged to
complete the story maps on their own if they are able.

Lesson 7 The Little Half-Chick (Medio Pollito)

79
 CORE VOCABULARY

abandoned, v. left behind

Example: I abandoned the mirror on my wall when we moved.
Variation(s): abandon, abandons, abandoning
brood, n. a family of young animals or children; particularly birds hatched at
one time
Example: Our entire brood will be in town for Thanksgiving.
Variation(s): none

stream, n. a small body of running water; a brook

Example: Raina found several small fish in the stream near her house.
Variation(s): streams

stubborn, adj. refusing to change your mind

Example: Even though there are a lot of other options, my little sister
is stubborn and only eats peanut butter and jelly.
Variation(s): none

waste, v. to use up something carelessly or foolishly

Example: Ying made sure that the paint jars were closed tightly so they
wouldn’t spill and waste her paint.
Variation(s): wastes, wasted, wasting

Vocabulary Chart for “The Little Half-Chick (Medio Pollito)”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary abandoned (abandonado/a)

stubborn
waste

Multiple brood stream

Meaning

Sayings made up his mind

and Phrases

Knowledge 1 Fables and Stories

80
 Start Lesson

Lesson 7: The Little Half-Chick (Medio Pollito)

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of stories, including characters,
plot, and setting.
[RL.1.3]

ESSENTIAL BACKGROUND INFORMATION OR TERMS (10 MIN)

• Remind students that they have heard several fables. Ask students to
Support
recall the characteristics of fables. (short, fiction, have a moral, often use
personification) You may wish to point out
Spain on a world map.
• Tell students that today they will hear a longer story called “The Little Half-
Chick (Medio Pollito),” and it is a Spanish folktale.

• Explain that a folktale is a story that someone made up a long time ago and
has been told again and again. It was first told to family members or friends
and later written down for many people to enjoy. Have students say the
word folktale.

• Tell students a folktale is fiction because it is made up from one’s imagination

and is not real.

Check for Understanding

Thumbs Up/Thumbs Down: If a story is fiction, is it true?

(thumbs down/no)

Show image 7A-1: Weather vane Flip Book 7A-1

• Ask students if they know what is in this picture.

• Tell students that this is an instrument called a weather vane and that you
often see these on the top of buildings, particularly on farms. Ask students
if they have ever seen a weather vane and if they know why we might use a
weather vane.

• Tell students that weather vanes help tell us which way the wind is blowing.

Lesson 7 The Little Half-Chick (Medio Pollito)

81
 Flip Book 7A-2 Show image 7A-2: Hen with brood of baby chicks
• Ask students what they see. Point to the chick in the center, and
explain that this is a little chick or baby chicken named Medio Pollito
[/m// e//d/*/ ee/*/ə/] [/p//oe/*/y//ae/*/t//oe/]. Ask them to repeat the
name after you.

• Explain that medio pollito is Spanish for little half-chick and that this folktale
may have first been told in the country of Spain.

• Ask students to look closely to see if they can tell from the picture how Medio
Pollito may have gotten his name.

Speaking and Listening

Offering Opinions

Entering/Emerging
Provide students with
sentence frames using
a small set of learned
phrases (e.g., “I think that
is his name because . . . ”)

Transitioning/Expanding
Provide students with
sentence frames using an
extended set of learned
phrases (e.g., “I think this
character is called Medio
Pollito because . . . ”)

Bridging
Provide minimal support
and guidance for open
responses.

Knowledge 1 Fables and Stories

82
Lesson 7: The Little Half-Chick (Medio Pollito)

Read-Aloud 30M

Reading: Students will identify the characteristics of stories, including characters,

plot, and setting.
[RL.1.3]

Language: Students will demonstrate an understanding of the word waste.

[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen carefully to hear a story of how the weather vane came
to be.

“THE LITTLE HALF-CHICK (MEDIO POLLITO)” (15 MIN)

”

Show image 7A-2: Hen with brood of

baby chicks
Once there was a hen who had a large brood or Support
family of little chicks. They were all fine, plump
little birds, except the youngest. He was quite As it is used here, the word
unlike his brothers and sisters. He looked as if brood means a family.
Brood can also mean to
he had been cut right in half. All of his brothers
7A-2

think or worry a lot about

and sisters had two wings and two legs and something. Point out the
two eyes, but he had only one wing, one leg, and one eye. And he had only brood of chicks in the
half a head and half a beak. His mother shook her head sadly as she looked illustration to reinforce the
meaning of this word in
at him. “Poor thing!” she said. “He is only a half-chick.”
the context of the story.

The mother hen called her youngest chick Medio Pollito

[/m// e//d/*/ ee/*/ə/] [/p//oe/*/y//ae/*/t//oe/], which is Spanish for “half-
chick.” So why is he called, “Medio Pollito” or “Little Half-Chick”? She thought
that he would never be able to take care of himself. She decided that she
would have to keep him at home and look after him.

But Medio Pollito had a different idea. Medio Pollito turned out to be a very
stubborn Stubborn means that he would not change how he did things. and
independent little chick. Even though his brothers and sisters did just what
they were told to do, Medio Pollito did not. When his mother called for him
to come back to the chicken house, he hid in the cornfield. Sometimes he

Lesson 7 The Little Half-Chick (Medio Pollito)

83
 pretended that he could not hear her (because, of course, he had only one
ear). The older he became, the more willful he became. He would not listen
to his mother and he was often rude to his brothers and sisters, even though
they were always extra nice to him. So, is he a very kind, or nice, chick?

Show image 7A-3: Medio Pollito leaves

for Madrid
One day Medio Pollito strutted up to his
mother and made an announcement: “I am
tired of life in this dull barnyard. I am going
to Madrid to dine or have dinner with the
king.” Madrid is a city in Spain. Do you think
7A-3

this is a good idea?

“Madrid!” exclaimed his mother. “Why, that is a long journey, even for a
grown-up. You aren’t old enough to go to Madrid yet. Wait a bit. When you are
a little older, we will go to the city together.”

But Medio Pollito had made up his mind. He would not listen to his mother, or
to his brothers and sisters, all of whom pleaded with him to stay. “I am going
to Madrid to dine with the king,” he declared. “And when I get there I will
make my fortune and live in a big house. Perhaps I will even invite the rest of
Support
you to pay me a short visit sometime.”
Here, the rest of you refers
to the others. Rest can With that, he turned and hopped off on his one leg.
also mean to stop doing
work or an activity. His mother ran after him and called out, “Be sure to be kind to everyone you
meet!” But Medio Pollito did not listen. He was in a hurry and, as usual, was
thinking only of himself.

Support
Show image 7A-4: Medio Pollito at the stream
Here, stream refers to Medio Pollito hopped on until he came to a
a small body of water. little stream of water that was almost choked
Stream can also mean with weeds. A stream is a small body of running
a continuous flow of
water. When a stream is full of weeds, it is
something (e.g., a stream
of ants marching across very hard for the water to move. “Oh, Medio
Pollito,” the stream called out, “please help me
7A-4

the lawn). Point out the

stream in the illustration by pulling some of these weeds so I can flow
to reinforce the meaning freely!” Do you think Medio Pollito will help the stream? Why or why not?
of this word in the context
of the story.
“Help you?” exclaimed Medio Pollito, tossing his head and shaking the few

Knowledge 1 Fables and Stories

84
 feathers in his tail. “Do you think I have time to waste to do that sort of
thing? Waste means to use up something carelessly and foolishly. Medio
Pollito does not want to waste, or use up, his time helping the stream. Help
yourself, and don’t bother busy travelers like me. I am off to Madrid to dine
with the king.” And away he hopped. So does Medio Pollito help the stream?
(no) Why not?

Show image 7A-5: Medio Pollito at the fire

A little later, Medio Pollito came to an
abandoned fire that some campers left burning
in the woods. Abandoned means left behind.
“Oh, Medio Pollito,” the fire said, “please toss
some sticks on me so I won’t burn out!” Who
does Medio Pollito meet after the water? What
7A-5

does the fire ask Medio Pollito to do?

“Poo!” said Medio Pollito. “Do you think I have time to waste to do that sort of
thing? I am off to Madrid to dine with the king.” And away he hopped. Does he help
the fire? Why not? [Encourage students to use the word waste in their answers.]

Show image 7A-6: Medio Pollito at the tree

blowing in the wind
The next morning, as he was nearing Madrid,
Medio Pollito came upon a large chestnut
tree in which the wind had gotten tangled
up. “Oh, Medio Pollito,” said the wind, “won’t
you climb up here and help me get myself
7A-6

untangled?” Who does he meet after the water

and the fire? (wind) Do you think he will help the wind? Why or why not?

“It’s your own fault for going so high up there,” said Medio Pollito. “And
besides, I don’t have time to waste to do that sort of thing. I am off to Madrid
to dine with the king.” And away he hopped.

When he entered the city, Medio Pollito saw the beautiful royal palace. He
was so excited to meet the king, he hopped right into the courtyard without
hesitation. The king’s cook spotted him and yelled, “You will make a nice
addition to the king’s dinner.” Is the cook inviting him to dine, or have dinner,
with the king? The cook scooped up Medio Pollito in his hand. He took him
back to the kitchen, and tossed him into a pot of water! What do you think the
cook is making? Then he set the pot on the stove.

Lesson 7 The Little Half-Chick (Medio Pollito)

85
 Show image 7A-7: Medio Pollito in the kitchen
Medio Pollito was getting very wet. “Oh, water!”
he cried, “don’t soak me like this!” But the
water replied, “You would not help me when I
was a little stream choking with weeds, so why
should I help you now?” Who does Medio Pollito
ask for help? Does the water help? Why not?
7A-7

[Remind students that he met the water at the

stream previously.]

Then the fire on the stove began to heat the water. Medio Pollito felt very
hot. “Oh, fire!” he cried, “don’t cook me like this!” But the fire replied, “You
would not help me when I was about to burn out, so why should I help you
now?” Who does Medio Pollito ask for help next? Does the fire help? Why not?
[Remind students that he met the fire in the woods previously.]

The fire got hotter and hotter. The heat was so unbearable that Medio Pollito
grew more and more desperate Desperate means to lose hope. to escape.
Just then, the cook raised the lid of the pot to see if the soup was ready.

“What’s this?” said the cook. “I have overcooked the chicken. He is all
blackened and burnt to a crisp. I can’t serve this to the king!”

Show image 7A-8: The cook tossing Medio

Pollito out the window
The cook grabbed Medio Pollito and threw him
out the kitchen window. With a gust, the wind
caught him and carried him away so fast he
could hardly breathe. Does Medio Pollito have
dinner with the king?
7A-8

“Oh, wind,” Medio Pollito cried, “don’t push me

around like this. Please, set me down!” But the wind replied, “You would not
help me when I was caught in the tree, so why should I help you now?” Who
does Medio Pollito ask for help? Does the wind help? Why not? And with that
the wind lifted Medio Pollito up in the air to the top of a building and left him
stuck atop the cupola. A cupola is a small domed structure on the highest
point of a building.

Knowledge 1 Fables and Stories

86
 Show image 7A-9: Weather vane over Madrid
And that is where you can find Medio Pollito, to
this very day. If you go to Madrid and look for Support
the tallest church in town, you will see a black
Point out the weather
weather vane in the shape of half a chicken,
vane and cupola in
turning in the wind. That is Medio Pollito, the the illustration.
chick who would not help others. Now he stays
7A-9

there and helps everyone by showing them

which way the wind is blowing—forever. [Point to Medio Pollito in the picture.
Remind students that this is called a weather vane.]

Check for Understanding

Hold Up Fingers: Hold up the number of fingers for the

number of things Medio Pollito meets and won’t help on
his way to Madrid. (3)

COMPREHENSION QUESTIONS (10 MIN)

Challenge
If students give one-word answers and/or fail to use read-aloud or domain
vocabulary in their responses, acknowledge correct responses by expanding Students may use Activity
students’ responses, using richer and more complex language. Ask students Page 1.1 to fill in a Story
to answer in complete sentences by having them restate the question in Map independently.
their responses.
Support
1. Literal Who are the characters in this story? (Medio Pollito, his mother, his
brothers and sisters, water, fire, wind, cook) If students have difficulty
responding to questions,
2. Literal Where does the story take place? (Spain) reread pertinent lines of
the read-aloud and/or
3. Literal What three things does Medio Pollito meet on his way to Madrid? refer to specific images.
(a stream or water, a fire, and the wind) What do they ask Medio Pollito to do?
(help them) Does Medio Pollito help them? (no) Why not? (He is in too much
of a hurry and doesn’t want to waste his time.)
◦ Literal Who does Medio Pollito ask for help? (the water, the fire, and the
wind) Do any of them help him? (no) Why not? (Medio Pollito didn’t help
them, so they don’t help him.)

◦ Literal What happens to Medio Pollito at the end of the story? (He lands
on top of the cupola, where he stays forever.)

Lesson 7 The Little Half-Chick (Medio Pollito)

87
 4. Evaluative Think Pair Share: The things Medio Pollito won’t help along his
way also won’t help him at the end of the story. What lesson does this folktale
teach? (You should help others because one day you may need their help.)

WORD WORK: WASTE (5 MIN)

1. In the read-aloud you heard Medio Pollito say, “Do you think I have time to
waste [to help you]?”

2. Say the word waste with me.

3. If you waste something, you use it up carelessly and foolishly.

4. If we don’t want to waste water, we turn off the faucet.

5. Can you think of things that you might waste, or things that you are careful
not to waste? Try to use the word waste when you tell about it. [Ask two or
three students. If necessary, guide and/or rephrase students’ responses: “I
try not to waste paper by . . .”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. I will describe an activity. If

you think the activity wastes something, you will say, “That wastes     .”
If you think it does not waste anything, you will say, “That doesn’t waste
Speaking and Listening
anything.”

Exchanging Information
and Ideas [Explain that people often have different opinions about what wastes
something, but they should be able to give reasons for their opinions.]
Entering/Emerging (Answers may vary for all.)
Give students the
sentence frame for • putting twenty drops of glue on a piece of paper to make it stick
offering their opinion:
“That wastes    .” Help • taking more food than you could possibly eat from the buffet
students complete the
sentence frame. • riding your bike to school
Transitioning/Expanding • watching TV all day
Encourage students
to respond to the • using a piece of recycled paper
opinion of their peers
by using phrases (e.g., I
agree/I disagree; I also
think that . . .).

Bridging
Challenge students to
respond to the opinion of
their peers before they
offer their own opinion.

Knowledge 1 Fables and Stories

88
 20M

Lesson 7: The Little Half-Chick (Medio Pollito)

Application 20M

Language: Students will demonstrate an understanding of the phrase “Do unto

others as you would have them do unto you.”
[L.1.5, L.1.5c]

Reading: Students will sequence the events of a folktale.

[RL.1.2, RL.1.7]

SAYINGS AND PHRASES (5 MIN)

Do Unto Others as You Would Have Them Do Unto You

• Remind students of the lesson from the story: you should help others
because one day you may need their help.

Check for Understanding

One-Word Answer: What is another word for the lesson taught by

a story? (moral)

• Tell students that there is a well-known saying that sums up this moral, or
lesson: “Do unto others as you would have them do unto you.” Have students
repeat these words.

• Ask students if they have heard this saying before. Tell students that Medio
Pollito should have helped the stream, the fire, and the wind; if he had,
perhaps the outcome of his situation might have been different.

• Ask students if they can share other applications of this saying.

• Try to find opportunities to use this saying in various situations in the

classroom.
Activity Page 7.1
SEQUENCING EVENTS (10 MIN)

• Have students turn to Activity Page 7.1 in their activity books.

• Explain to students that this activity page has images of events from the plot
of “The Little Half-Chick (Medio Pollito).” Remind students that the plot is the
events that happen in a story.

Lesson 7 The Little Half-Chick (Medio Pollito)

89
 Challenge • Have students cut out the four pictures.

If students are able, • Then, have students glue or tape the pictures on paper in the correct order
have them write a short so they follow the plot, or sequence of events, of the story.
sentence about what is
happening in one or all of
PERSONIFICATION CHART (5 MIN)
the illustrations.

• Refer to the Personification Chart and remind students that personification is

when, in a story, animals behave like people.

• Ask students what things the animal characters in “The Little Half-Chick
(Medio Pollito)” did that they could do in real life. (live in broods)
Speaking and Listening
• Ask students what things the animal characters did that were things a person
might do but that they could do not in real life? (talk)
Reading/Viewing Closely

Entering/Emerging • Add this information to the Personification Chart.

Provide students
with a word bank for
describing similarities and
differences, e.g., broods, Activity Page 7.2
talking, etc.

Transitioning/Expanding • Have students turn to Activity Page 7.2.

Provide students with a
specific sentence frame, • Ask students to choose the image that shows what Medio Pollito
e.g., “The chickens live became at the end of the story.
in a     just like they
do in real life.” End Lesson

Bridging
Encourage students to use Lesson 7: The Little Half-Chick (Medio Pollito)

Take-Home Material
key words from the story
in complete sentence.

CAREGIVER LETTER
Activity Page 7.3
• Send home Activity Page 7.3.

Knowledge 1 Fables and Stories

90
 LESSON

FABLES AND STORIES

The Crowded,
Noisy House
PRIMARY FOCUS OF LESSON

Reading
Students will review the characteristics of stories, including characters, plot,
8
and setting.
[RL.1.3]

Students will identify the moral in a folktale.

[RL.1.1]

Language
Students will demonstrate an understanding of the Tier 2 word advice.
[L.1.5, L.1.5c]

Writing
Students will use a graphic organizer to identify story elements.
[RL.1.3; W.1.8]

FORMATIVE ASSESSMENT

Exit Pass Index Card Response Students draw a picture

that shows the moral, or lesson, of the story.
[RL.1.3; W.1.8]

Lesson 8 The Crowded, Noisy House

91
 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

What Have We Already Learned? Whole Group 10 min ❏ Lesson 7 Flip Book images
(optional)

Essential Background Information or

Terms

Read-Aloud

Purpose for Listening Whole Group 30 min

“The Crowded, Noisy House”

Comprehension Questions

Word Work: Advice

This is a good opportunity to take a break.

Application

Story Map Small Groups 20 min ❏ Activity Page 8.1

❏ Story Map
❏ index cards and writing tools

ADVANCE PREPARATION

Application
• Students will work in groups to complete the Story Map. You may prepare
several small groups in advance.

• Prepare and display a completed Story Map for this fable. Alternatively, you
may access a digital version in the digital components for this unit.

Universal Access
• Create picture cards or name cards for each character for students to hold or
tape to themselves as they participate in the read-aloud.

Knowledge 1 Fables and Stories

92
 CORE VOCABULARY

advice, n. guidance; an idea or suggestion that can help you decide

what to do
Example: Kate’s teacher always gave great advice about good books to read.
Variation(s): none

pondered, v. thought about; reflected on

Example: I pondered my choices before placing my ice cream order.
Variation(s): ponder, ponders, pondering

stunned, adj. shocked

Example: The man was stunned by the bad news he heard.
Variation(s): none

Vocabulary Chart for “The Crowded, Noisy House”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary pondered
stunned
advice

Multiple
Meaning

Sayings mother-in-law
and Phrases Oy vey!

Lesson 8 The Crowded, Noisy House

93
 Start Lesson

Lesson 8: The Crowded, Noisy House

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of stories, including characters,
plot, and setting.
[RL.1.3]

WHAT HAVE WE ALREADY LEARNED? (5 MIN)

Support • Remind students that they heard the folktale, “The Little Half-Chick
(Medio Pollito).”
Show students the Flip
• Briefly review this folktale by asking the following questions:
Book images from
Lesson 7 to help them ◦ What is a folktale? (a story that someone made up a long time ago and has
recall relevant information. been told again and again)

◦ Is a folktale fiction? (yes)

◦ Do you remember the name of the main character in the folktale we heard
yesterday? (Medio Pollito)

◦ Medio Pollito learned an important lesson about doing unto others as you
would have them do unto you. What happened to Medio Pollito? (Medio
Reading Pollito should have been kind and helped the water, the fire, and the wind
because they didn’t help him when he needed it.)
Reading/Viewing Closely

ESSENTIAL BACKGROUND INFORMATION AND TERMS (5 MIN)

Entering/Emerging
Prompt and support
• Tell students that in the folktale they will hear today, one of the characters is
students to recall words
and phrases that relate to a rabbi. Ask them to repeat the word rabbi.
the given story.
• Ask students if they know what a rabbi is. Explain that a rabbi is a person who
Transitioning/Expanding is trained to be a teacher or advisor in the Jewish religion.
Provide moderate
support in eliciting • Tell students that Yiddish was the language used long ago by Jewish people,
phrases and ideas with and many Yiddish phrases are still common today. Tell students there are two
greater detail that relate
Yiddish phrases in today’s story:
to the given story.
◦ kvetches—a Yiddish word that means complains or whines
Bridging
Provide minimal support ◦ oy vey!—a Yiddish term of dismay, such as “woe is me;” it translates
in eliciting key details loosely to “how terrible!”
relating to a given story.

Knowledge 1 Fables and Stories

94
Lesson 8: The Crowded, Noisy House

Read-Aloud 30M

Reading: Students will identify the moral in a folktale.

[RL.1.1]

Language: Students will demonstrate an understanding of the Tier 2 word advice.

[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen carefully to find out what the rabbi teaches a poor
Jewish man.

“THE CROWDED, NOISY HOUSE” (15 MIN)

Show image 8A-1: Jewish man and rabbi

talking
Support
Once there was a poor Jewish man. Poor
means the man does not have much money. Assign roles in the story
He also doesn’t have much good luck. The to students and at the
poor Jewish man went to speak with his appropriate times in the
story, have these students
rabbi. [Point to the rabbi.] A rabbi is a leader or
8A-1

make the noises their

teacher in the Jewish religion. character would. Have
students hold or tape to
“Rabbi,” the man said, “you must help me. My life is terrible. I live with my themselves the picture
wife, our five children, and my mother-in-law. There is only one room for cards or name cards you
the eight of us. The children, they cry and fight. My wife, she screams a lot. prepared in advance.

My mother-in-law, she kvetches about everything. Do you remember what

kvetches means? Kvetches is a Yiddish term for complains or whines. It is
crowded and noisy and horrible, I tell you. Honestly, Rabbi, I don’t think it
could be any worse!”

The rabbi rubbed his chin as he pondered or thought about the man’s situation.

“My son,” he said, “If you will promise to do as I tell you, your life will get
better. Will you promise?”

“Yes, yes!” said the man. “I promise.” What advice or ideas do you think the
rabbi will give the man?

Lesson 8 The Crowded, Noisy House

95
 “Tell me,” said the rabbi, “do you own any animals?”

“Yes,” said the man, “I have a goat—”

“Good!” said the rabbi. “Go home and take the goat into your house. Let it eat
and sleep with you for a few days.”

Show image 8A-2: Taking the goat in the

house
The man was stunned. or shocked Take the
goat into the house? The rabbi’s advice
sounded like a crazy idea. Advice is an idea or
suggestion. What advice does the rabbi give?
Do you think this is good advice? Why or why
8A-2

not? But everyone knew the rabbi was a wise

man, and so the poor man agreed to do what he said. He went home and led
the goat into his house. [Point to the goat.] What do you think will happen with

Support a goat in the house?

Do you remember what

Two days later, the man went back to the rabbi.
the phrase oy vey means?
Oy vey is a Yiddish term of “Oy vey !”he said. “I did as you said. I brought my goat into the house, but
dismay, like “how terrible!” things are worse than before.”

Show image 8A-3: Goat on the table

“The children, they cry and fight. My wife, she
Support screams a lot. My mother-in-law, she kvetches
about everything. What does kvetches mean?
Ask students to explain The goat, she butts us with her head and
what each character in
knocks the dishes off the shelves. Help me,
image 8A-3 is doing. Have
Rabbi. I don’t think it could be any worse!”
8A-3

various students make the

noise of given characters
at the same time to The rabbi sat quietly for a moment. Then he
demonstrate how noisy asked the man, “Do you have any other animals?”
the house is.
“Yes,” said the man. “I have a cow—” What advice do you think the rabbi will
give him this time?

“Good!” said the rabbi. “Go home and take the cow into your house. Let it eat
and sleep with you for a few days.” Do you think this is good advice? Why or
why not? Will the man follow the rabbi’s advice?

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 Again, the man did as he was told. He went home and led the cow into
his house.

Two days later, the man went back to see the rabbi.

Show image 8A-4: Cow in the living room Support

[Point out the cow.]
Ask students to explain
“Oy vey!” he moaned. “I did as you said. I
what each character in
brought the cow into the house, and things image 8A-4 is doing. Have
are even worse than before. Why does the man various students make the
keep following the rabbi’s advice? The children, noise of given characters
8A-4
they cry and fight. My wife, she screams a at the same time to
demonstrate how noisy
lot. My mother-in-law, she kvetches about
the house is.
everything. The goat, she butts us with her head and knocks the dishes off
the shelves. The cow, she eats our clothing. The house is like a barn! We can’t
Support
sleep for all of the bleating and mooing! Help me, Rabbi. I don’t think it could
be any worse!”
Explain that bleating
and mooing are sounds
goats and cows,
respectively, make.
Check for Understanding

Recall: Why does the man think things couldn’t be any

worse? Think about the title for this story. (He has a crowded,
noisy house.)

The rabbi was silent for a long time. What advice will the rabbi give this time?
Then he asked, “Do you have any other animals?”

“Well,” said the man, pausing. “I have a goose.”

“Perfect!” said the rabbi. “Go home and take the goose into your house. Let it
eat and sleep with you.” Do you think the rabbi is wise, or smart? Why do you
think the rabbi is telling him to do all these things?

Two days later, the man went back to the rabbi.

Lesson 8 The Crowded, Noisy House

97
 Show image 8A-5: Goose on the carpet
[Point to the goose on the carpet.]
Support “Oy vey!” he groaned. “Things are worse than
ever! The children, they cry and fight. My wife,
Ask students to explain she screams a lot. My mother-in-law, she
what each character in kvetches about everything. The goat, she butts
image 8A-5 is doing. Have
us with her head and knocks the dishes off the
8A-5

various students make the

noise of given characters shelves. The cow, she eats our clothing. The
at the same time to goose, he honks and poops on the floor. I tell you, Rabbi, it is wrong for a man
demonstrate how noisy to eat and sleep with animals. I don’t think it could be any worse!”
the house is.
“My son,” said the rabbi in a gentle voice, “You are right. Go home and take
the animals out of your house. You will find the answer.” What advice does the
rabbi give this time? Is this different than his usual advice?

Show image 8A-6: Quiet, empty house

Is this the same house from the beginning of
the story? How do you think the story will end?
The next day the man came running to the
rabbi. What do you think the poor man will say
to the rabbi?
8A-6

“Rabbi!” he cried, his face beaming. “You

have made life sweet for me. Now that all
the animals are outside, the house is so quiet, so roomy, and so clean! How
wonderful!” How does everything look now? Does it seem bigger to you now
that the animals are out?

COMPREHENSION QUESTIONS (10 MIN)

If students give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by expanding
students’ responses, using richer and more complex language. Ask students
to answer in complete sentences by having them restate the question in their
Support responses.

If students have difficulty 1. Literal Who does the poor man go to for advice to help with his problem?
responding to questions, (the rabbi) What advice does the rabbi give the man? (to bring his animals
reread pertinent lines of into the house to live)
the read-aloud and/or
◦ Literal Does this solve the problem? (no) Why not? (It gets even noisier
refer to specific images.
and more crowded.)

Knowledge 1 Fables and Stories

98
 ◦ Literal What new advice does the rabbi give at the end? (to take the
animals out of the house)

◦ Inferential At the beginning of the story, the man thinks it is too crowded
and noisy with just his family. Why does he now think it’s roomy and nice
and quiet? (It seems very quiet and peaceful now without the animals.)

2. Evaluative What lesson do you think this story teaches? (Don’t get upset
when things are going badly, because it could always be worse.)

3. Evaluative This folktale is sometimes titled “It Could Always Be Worse.” Why
do you think it would be called that? (Even when you think things are bad, it
could be worse.) Do you think that is a good title for this folktale?

WORD WORK: ADVICE (5 MIN)

1. In the read-aloud you heard, “The rabbi’s advice sounded like a crazy idea.”

2. Say the word advice with me.

3. When someone gives advice, she or he is giving ideas or suggestions to help

you decide what to do.

4. My dentist gave me good advice about taking care of my teeth.

Speaking and Listening
5. Who do you go to for advice? Tell about a time when someone has given
you advice. Try to use the word advice when you tell about it. (Ask two or
Exchanging Information
three students. If necessary, guide and/or rephrase students’ responses: and Ideas
“    gave me good advice about    .”)
Entering/Emerging
6. What’s the word we’ve been talking about? Reframe as simple
yes/no questions (e.g.,
Use a Sharing activity for follow-up. I will describe a situation. For each “If your friend had a cold,
might your advice be to
situation, you will decide what advice you would give the person. Be sure to
get extra rest?” )
use the word advice in your response. You might start by saying, “My advice
is . . . ” (Answers may vary for all.) Transitioning/Expanding
Provide students with a
◦ a friend has a cold specific sentence frame
(e.g., “My advice is . . . ”)
◦ a friend lost her lunch box
Bridging
◦ a classmate is having trouble with their schoolwork Encourage students to use
key details in complete
◦ a friend is sad because he is moving away
sentences (e.g., “If my
◦ a classmate is not sharing friend had a cold, my
advice would be to stay
home from school, go
to the doctor, and
get medicine.”)

Lesson 8 The Crowded, Noisy House

99
 Lesson 8: The Crowded, Noisy House

Activity Page 8.1

Application 20M

Writing: Students will use a graphic organizer to identify story elements.

[RL.1.3; W.1.8]

STORY MAP (20 MIN)

• Have students turn to Activity Page 8.1 in their activity books.

• Explain to students that working in groups, they will complete a story map for
the folktale they heard today, “The Crowded, Noisy House.”

• Group students as you prepared in advance. As students work, circulate and

Speaking and Listening check in to ensure they are able to fill in the chart appropriately.

• After groups complete their charts, refer to the Story Map for “The Crowded,
Exchanging Information
Noisy House” you prepared in advance to check student responses.
and Ideas

Entering/Emerging • Ask students to repeat the moral, or lesson, of the story: Don’t get upset
Ask students simple when things are going badly, because it could always be worse.
yes/no questions (e.g.,
“Is the house a character • Have students write a sentence about one of the important characteristics in
in ‘The Crowded, this story: characters, setting, plot, or lesson.
Noisy House’?”)

Transitioning/Expanding
Provide students with
a specific sentence Exit Pass
frame (e.g., “One of
the characters in ‘The • Hand out index cards to each student, and have them write their
Crowded, Noisy House’ name at the top.
is . . . ”)

Bridging • Have students draw a picture that shows the moral, or lesson, of
Encourage students to the story.
use key words from
the story in complete End Lesson

sentences (e.g., “The

characters in ‘The
Crowded, Noisy House’
are the poor man, the
rabbi, and the man’s wife,
five children, and
mother-in-law. The main
character is the
poor man.”)

Knowledge 1 Fables and Stories

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 LESSON

FABLES AND STORIES

The Tale of
Peter Rabbit
PRIMARY FOCUS OF LESSON

Reading
9
Students will review the morals of two different folktales.
[SL.1.1]

Students will explain the moral of a folktale.

[RL.1.3]

Language
Students will demonstrate an understanding of the Tier 2 word mischief.
[L.1.5, L.1.5c]

Writing
With assistance, students will use a graphic organizer to retell a folktale.
[W.1.7]

FORMATIVE ASSESSMENT

Activity Page 9.1 Somebody Wanted But So Then Students

will use a graphic organizer to retell a folktale.
[W.1.7, W.1.8]

Lesson 9 The Tale of Peter Rabbit

101
 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

What Have We Already Learned? Whole Group 10 min ❏ images of rabbit habitats (optional)

Essential Background Information or

Terms

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ images of vegetables (optional)

“The Tale of Peter Rabbit”

Comprehension Questions

Word Work: Mischief

This is a good opportunity to take a break.

Application

Retell “The Tale of Peter Rabbit” Independent 20 min ❏ Somebody Wanted But So Then
Whole Group chart
❏ The Writing Process poster
❏ board/chart paper and writing tools
❏ Activity Page 9.1

Knowledge 1 Fables and Stories

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 ADVANCE PREPARATION

Application
• Prepare and display the following Somebody Wanted But So Then chart.
Alternatively, you may access a digital version in the digital components for
this domain.

• Display The Writing Process poster. Alternatively, you may access a digital
version in the digital components for this domain.

Somebody

Wanted

But

So

Then

Note to Teacher
The Flip Book images for this story show two scenes at a time. You may wish
to pause and ask students to identify which picture matches the text you just
read. Alternatively, you may cover up the side of the image that you are not
referring to.

Universal Access
• Gather images of the things and concepts you will discuss in the Introducing
the Read-Aloud section (e.g., herbivore, rabbit nest, thicket/bush).

• Gather images of the vegetables in Mr. McGregor’s garden to supplement

the images in the read-aloud.

Lesson 9 The Tale of Peter Rabbit

103
 CORE VOCABULARY

exert, v. to make a strong effort

Example: The runner thought, “If I exert myself, I can make it to the finish line.”
Variation(s): exerts, exerted, exerting
mischief, n. behavior that causes trouble
Example: Mrs. Rabbit told her little rabbits not to get into mischief while she
was away.
Variation(s): none

naughty, adj. bad; mischievous

Example: Jaylen did a naughty thing and put worms in his sister’s shoes.
Variation(s): naughtier, naughtiest

sobs, n. sounds made when someone cries very hard

Example: I could hear the sobs of the little boy who was looking for his
lost dog.
Variation(s): sob

thief, n. someone who steals

Example: The police officers caught the jewelry thief.
Variation(s): thieves

Vocabulary Chart for “The Tale of Peter Rabbit”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary exert
mischief
naughty
sobs
thief

Multiple
Meaning

Sayings
and Phrases

Knowledge 1 Fables and Stories

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 Start Lesson

Lesson 9: The Tale of Peter Rabbit

Introducing the 10M

Read-Aloud
Reading: Students will review the morals of two different folktales.
Speaking and Listening
[SL.1.1]

WHAT HAVE WE ALREADY LEARNED? (5 MIN) Exchanging Information

and Ideas

• Remind students that they heard the folktales, “The Little Half-Chick (Medio Entering/Emerging
Pollito)” and “The Crowded, Noisy House.” Ask students simple
yes/no questions (e.g., “Is
• Ask students to recall the morals, or lessons, that they heard in each folktale. the moral of ‘The Little
(Medio Pollito should have been kind and helped the water, fire, and wind: Half-Chick’ to remember
“Do unto others as you would have them do unto you.” The poor man in “The that things could always
be worse?”)
Crowded, Noisy House” learned not to get so upset when things are going
badly because it could always be worse.) Transitioning/Expanding
Provide students with a
• Ask students in what ways the lessons in the folktales are similar and specific sentence frame
different. (Answers will vary.) (e.g., “The moral of ‘The
Little Half-Chick (Medio
Pollito)’/’The Crowded,
ESSENTIAL BACKGROUND INFORMATION OR TERMS (5 MIN) Noisy House’ is . . . ”)

• Tell students that today they are going to hear a well-known story, “The Tale Bridging
Encourage students to use
of Peter Rabbit.” Tell students that the author and illustrator of the story is
key words from the story
a woman named Beatrix Potter. Ask students if they have heard of Beatrix in complete sentences
Potter or “The Tale of Peter Rabbit.” (e.g., “The moral of ‘The
Crowded, Noisy House’ is
Show image 9A-1: The Rabbit family/Mrs. Rabbit with her bunnies
to remember that things
• Ask students what they see in the illustration. Point to Peter Rabbit, and could always be worse.”)
explain that he is the main character in the story.

• Ask students to share what they know about rabbits and the kinds of things
they do.

• Explain to students that rabbits are small animals that are herbivores—they Support
only eat plants. Rabbits sometimes build a nest on the ground hidden under
a thicket or bush. Show images of the things
and concepts you are
• Tell students the story they will hear about today is fiction—it is make-believe— discussing (e.g., herbivore,
but sometimes Peter Rabbit does things that a regular rabbit might do. rabbit nest, thicket/bush.)

Lesson 9 The Tale of Peter Rabbit

105
 Lesson 9: The Tale of Peter Rabbit

Read-Aloud 30M

Reading: Students will explain the moral of a folktale.

[RL.1.3]

Language: Students will demonstrate an understanding of the word mischief.

[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen carefully to find out what the moral, or lesson, of this
folktale is.

“THE TALE OF PETER RABBIT” (15 MIN)

Show image 9A-1: The Rabbit family/Mrs.

Rabbit with her bunnies
Once upon a time there were four little
Rabbits, and their names were Flopsy, Mopsy,
Cotton-tail, and Peter.

9A-1 They lived with their Mother in a sand-bank,

underneath the root of a very big fir-tree. Who
are the members of the Rabbit family?

“Now, my dears,” said old Mrs. Rabbit one morning, “you may go into the
fields or down the lane, but don’t go into Mr. McGregor’s garden: your Father
had an accident there; he was put in a pie by Mrs. McGregor.

Show image 9A-2: Mrs. Rabbit fastening

Peter’s jacket/going out
Now run along, and don’t get into mischief.
I am going out.” What does Mrs. Rabbit tell
her children not to do? What do you think
mischief means? If you get into mischief, you
9A-2
do something that causes trouble.

Knowledge 1 Fables and Stories

106
 Then old Mrs. Rabbit took a basket and her umbrella, and went through the Support
wood to the baker’s. She bought a loaf of brown bread and five currant buns.
Explain to students that
Why do you think Mrs. Rabbit bought five currant buns at the baker’s? (for the four currants are like raisins,
so a currant bun would
little Rabbits and herself) [Have students name the members of the family again.]
be similar to a bun
with raisins.

Show image 9A-3: Bunnies picking

berries/Peter squeezing under the gate
Flopsy, Mopsy, and Cotton-tail, who were good
little bunnies, went down the lane to gather
blackberries. Who is good and listens to their
mother’s directions?
9A-3

But Peter, who was very naughty, ran straight

away to Mr. McGregor’s garden, and squeezed
under the gate! Who is naughty, or makes a bad choice, and does not listen to
Mrs. Rabbit’s directions? What do you think will happen in Mr. McGregor’s garden?

Show image 9A-4: Peter snacking/Peter

feeling full [As you read the following, point to
the vegetables mentioned and pictured.]
First he ate some lettuces and some French
Support
beans; and then he ate some radishes; and
then, feeling rather sick, he went to look for
Show images of
9A-4
some parsley. Why is Peter feeling rather sick? the vegetables in
Mr. McGregor’s garden.

Show image 9A-5: Peter sees Mr. McGregor/

Peter running away
But round the end of a cucumber frame, whom
should he meet but Mr. McGregor! What do you
think is going to happen now that Mr. McGregor
sees Peter?
9A-5

Mr. McGregor was on his hands and knees

planting out young cabbages, but he jumped up and ran after Peter, waving
a rake and calling out, “Stop, thief!” Do you know what a thief is? A thief is
someone who steals. Why does Mr. McGregor call Peter a thief? How do you
think Peter feels?

Lesson 9 The Tale of Peter Rabbit

107
 Show image 9A-6: Peter’s shoe in the
cabbages/Peter caught in the gooseberry net
Peter was most dreadfully frightened;
he rushed all over the garden, for he had
forgotten the way back to the gate.

9A-6 He lost one of his shoes among the

cabbages, and the other shoe amongst the
potatoes. What happens to Peter because he is
so frightened or scared? (He rushes and loses his shoes.)

After losing them, he ran on four legs and went faster, so that I think he might
have got away altogether if he had not unfortunately run into a gooseberry
net, and got caught by the large buttons on his jacket. It was a blue jacket
with brass buttons, quite new. Will Peter be able to get out of the net?

Show image 9A-7: Sparrows imploring

Peter/Peter escaping the sieve
Peter gave himself up for lost, and shed
big tears; but his sobs were overheard by
some friendly sparrows, who flew to him in
great excitement, and implored him to exert
9A-7
himself. Sobs are the sounds sometimes made
when crying. Who hears Peter’s sobs and
encourages him to exert himself, or make a real effort, to wriggle out of the net?

Mr. McGregor came up with a sieve, [Point to the sieve as you read.] which
he intended to pop upon the top of Peter; but Peter wriggled out just in time,
leaving his jacket behind him. Is he able to escape? What does Peter leave
behind? (his jacket)

Show image 9A-8: Peter jumping into

the watering can/Mr. McGregor searching
the shed
And rushed into the tool-shed, and jumped
into a can. It would have been a beautiful thing
to hide in, if it had not had so much water in it.
9A-8

Knowledge 1 Fables and Stories

108
 Mr. McGregor was quite sure that Peter was somewhere in the tool-shed,
perhaps hidden underneath a flower-pot. He began to turn them over
carefully, looking under each.

Presently Peter sneezed—“Kertyschoo!” Mr. McGregor was after him in no

time. Where does Peter hide from Mr. McGregor? (in a can in the tool-shed)
This works until Peter does what?

Show image 9A-9: Peter jumping out the

window/Peter resting
And tried to put his foot upon Peter, who
jumped out of a window, upsetting three
plants. The window was too small for Mr.
McGregor, and he was tired of running after
9A-9
Peter. He went back to his work. That was
a close call. Has Peter gotten away from
Mr. McGregor?

Peter sat down to rest; he was out of breath and trembling with fright, and he
had not the least idea which way to go. Also he was very damp with sitting in
that can.

After a time he began to wander about, going lippity—lippity—not very fast,

and looking all round. What will Peter do next?

Show image 9A-10: Peter and the old

mouse/Peter and the cat
He found a door in a wall; but it was locked,
and there was no room for a fat little rabbit to
squeeze underneath.

9A-10 An old mouse was running in and out over the

stone doorstep, carrying peas and beans to
her family in the wood. Peter asked her the
way to the gate, but she had such a large pea in her mouth that she could not
answer. She only shook her head at him. Peter began to cry. Why do you think
Peter is crying if he has gotten away from Mr. McGregor? (Answers may vary,
but may include that he wasn’t sure how to get out of the garden.)

Then he tried to find his way straight across the garden, but he became more
and more puzzled. Presently, he came to a pond where Mr. McGregor filled

Lesson 9 The Tale of Peter Rabbit

109
 his water-cans. A white cat was staring at some gold-fish. She sat very, very
still, but now and then the tip of her tail twitched as if it were alive. Peter
thought it best to go away without speaking to her; he had heard about cats
from his cousin, little Benjamin Bunny. Why doesn’t Peter ask the cat for
help? (The cat might try to harm Peter.)

Show image 9A-11: Peter and Mr. McGregor/

Peter escaping the garden
He went back towards the tool-shed, but
suddenly, quite close to him, he heard the noise
of a hoe—scr-r-ritch, scratch, scratch, scritch.
Peter scuttered underneath the bushes. But
9A-11
presently, as nothing happened, he came out,
and climbed upon a wheelbarrow and peeped
over. The first thing he saw was Mr. McGregor hoeing onions. His back was
turned towards Peter, and beyond him was the gate! [Point to the gate.] Will
Peter be able to get out of the gate without Mr. McGregor seeing him?

Peter got down very quietly off the wheelbarrow, and started running as fast
as he could go, along a straight walk behind some black-currant bushes.

Mr. McGregor caught sight of him at the corner, but Peter did not care. He
slipped underneath the gate, and was safe at last in the wood outside the
garden. Let’s give a cheer because Peter is outside of the garden and safe.

Show image 9A-12: Scarecrow/Peter safe

at home
Mr. McGregor hung up the little jacket and
the shoes for a scarecrow to frighten the
blackbirds. Whose jacket and shoes are those?

9A-12 Peter never stopped running or looked behind

him till he got home to the big fir-tree.

He was so tired that he flopped down upon the nice soft sand on the floor
of the rabbithole and shut his eyes. His mother was busy cooking; she
wondered what he had done with his clothes. It was the second little jacket
and pair of shoes that Peter had lost in a fortnight! Why is Peter so tired? If
this is the second little jacket and pair of shoes that Peter has lost, do you
think Peter has gotten into mischief before?

Knowledge 1 Fables and Stories

110
 Show image 9A-13: Peter in bed/Flopsy,
Mopsy, and Cotton-tail [Point out Peter in the
background.]
I am sorry to say that Peter was not very well
during the evening.

9A-13 His mother put him to bed, and made some

chamomile tea; and she gave a dose of it to
Peter!

“One tablespoonful to be taken at bedtime.” Why is Peter not feeling well?

(Answers may vary, but may include that he ate too much or had a rough day.)
Do you think his mother knows what happened? (Answers may vary.)

But Flopsy, Mopsy, and Cotton-tail had bread and milk and blackberries for
supper. Why do Flopsy, Mopsy, and Cotton-tail get to have a nice dinner? Does
this story teach a lesson? (Yes, listen to your parents.) Do you think Peter
learned his lesson?

COMPREHENSION QUESTIONS (10 MIN)

If students give one-word answers and/or fail to use read-aloud or domain Challenge
vocabulary in their responses, acknowledge correct responses by expanding
students’ responses, using richer and more complex language. Ask students Students may use Activity
Page 1.1 to fill in a Story
to answer in complete sentences by having them restate the question in
Map independently.
their responses.

1. Literal What advice does Mrs. Rabbit give Flopsy, Mopsy, Cotton-tail, and Support
Peter at the beginning of the story? (Don’t go into Mr. McGregor’s garden;
don’t get into mischief.) If students have difficulty
◦ Literal Who follows Mrs. Rabbit’s advice? (Flopsy, Mopsy, and Cotton-tail) responding to questions,
reread pertinent lines of
Who is naughty and does not follow her advice? (Peter) What does he do?
the read-aloud and/or
(He goes to Mr. McGregor’s garden.) refer to specific images.
◦ Evaluative Why do you think Peter chooses not to follow his mother’s
advice? (He is curious, adventurous, naughty, etc.)

◦ Evaluative How do you think Peter feels when he is finally home again?
(relieved, tired, etc.)

Lesson 9 The Tale of Peter Rabbit

111
 Check for Understanding

Think of a Word: Think of what lesson this story teaches. [Pause.]

Think of one word that describes the lesson. [Ask several students
to share.] (Answers may vary, but may include listen, parents, etc.)

2. Evaluative Think Pair Share: Do you think that Mrs. Rabbit will ever find out
that Peter was in Mr. McGregor’s garden? (Answers may vary.)

WORD WORK: MISCHIEF (5 MIN)

Speaking and Listening
1. In the read-aloud you heard Mrs. Rabbit say, “Now run along, and don’t get
Offering Opinions into mischief.”
Entering/Emerging
2. Say the word mischief with me.
Provide students sentence
frames using a small set 3. Mischief is behavior that causes trouble.
of learned phrases (e.g., “I
think I Mrs. Rabbit will/will 4. My younger sister is full of mischief; she is always thinking of ways to
not find out.”) annoy me.
Transitioning/Expanding
5. Are you full of mischief? Do you know of someone else who is full of
Provide students
sentence frames using an mischief? Can you think of any other characters in stories who are full of
expanded set of learned mischief? What kinds of mischief do they get into? Try to use the word
phrases (e.g., “I think mischief when you tell about it. [Ask two or three students. If necessary,
Mrs. Rabbit will/will not guide and/or rephrase students’ responses: “    is full of mischief
find out that Peter was in because . . .”]
Mr. McGregor’s garden,
because . . . ”) 6. What’s the word we’ve been talking about?
Bridging
Use a Making Choices activity for follow-up. I will describe a situation.
Provide miminal
support and guidance for If what I describe is an example of mischief, say, “That’s mischief.” If what I
open responses. describe is not an example of mischief, say, “That’s not mischief.”

◦ The puppy nipped at his brother’s ear. (That’s mischief.)

◦ I shared my crayons with my partner during art. (That’s not mischief.)

◦ I try to always do what my parents ask me to do. (That’s not mischief.)

◦ The boy hid his dad’s shoes. (That’s mischief.)

◦ The boy cried “wolf” when there really wasn’t a wolf. (That’s mischief.)

Knowledge 1 Fables and Stories

112
Lesson 9: The Tale of Peter Rabbit

Application 20M

Writing: With assistance, students will use a graphic organizer to retell a folktale.
[W.1.7]

RETELL “THE TALE OF PETER RABBIT”

• Tell students that as a class you are going to retell in writing the tale you just
read about Peter Rabbit.

• Referencing The Writing Process chart, tell students you will first use a
Somebody Wanted But So Then chart to recall what happened in the story
and plan their writing.

• Have students turn to Activity Page 9.1. Refer to the Somebody Wanted But
So Then chart you prepared in advance.

• Lead students in identifying each of the following parts to complete the Reading
chart. When filling in the “Somebody” row of the chart, remind students
that the “somebody” is a person in the story, or a character. In addition, Reading/Viewing Closely

remind students that the “So” and “Then” labels are temporal words that are Entering/Emerging
indications of the plot, or sequence of events, of the story. Prompt and support
students to recall words
and phrases that relate to
Somebody Peter Rabbit
the sequence of events.

Transitioning/Expanding
Wanted to eat the fruits and vegetables in Mr. McGregor’s garden.
Provide moderate support
in eliciting phrases
But Mr. McGregor did not want him eating food from his garden
and ideas with greater
detail that relate to the
So Peter ran away and Mr. McGregor chased him until Peter got lost. sequence of events.

Bridging
Then Peter finally found the way out and made it home, but he was sick Provide minimal support
from his adventure so he only got tea for dinner.
in eliciting key details
relating to the sequence
of events.
• Once the chart has been completed, guide the class in translating these ideas into
sentences that tell a story with a clear beginning, middle, and end. Write these
sentences on the board/chart paper. Reinforce that this is the draft, as indicated in
The Writing Process chart. After the story has been written, read it aloud to the class.

• If time allows, you may have each student draw an illustration of the Peter
Rabbit tale.

End Lesson

Lesson 9 The Tale of Peter Rabbit

113
 LESSON

FABLES AND STORIES

10 All Stories
Are Anansi’s
PRIMARY FOCUS OF LESSON

Reading
Students will review the characteristics of stories, including characters, plot,
and setting.
[RL.1.3]

Students will identify the characteristics of stories, including characters, plot,

and setting.
[RL.1.1]

Language
Students will demonstrate an understanding of the word satisfied.
[L.1.5, L.1.5c]

Reading
Students will act out the main events of a folktale.
[RL.1.2]

FORMATIVE ASSESSMENT

Exit Pass Write About It Students will draw a picture in

response to a question about a story.
[RL.1.1]

Knowledge 1 Fables and Stories

114
 LESSON AT A GLANCE

Grouping Time Materials

Introducing the Read-Aloud

What Have We Already Learned? Whole Group 10 min ❏ world map

Essential Background Information or

Terms

Read-Aloud

Purpose for Listening Whole Group 30 min ❏ Story Map

❏ Personification Chart
“All Stories Are Anansi’s”

Comprehension Questions

Word Work: Satisfied

This is a good opportunity to take a break.

Application

On Stage Whole Group 20 min ❏ picture/name cards (optional)

❏ branch, net, and box

Lesson 10 All Stories Are Anansi’s

115
 ADVANCE PREPARATION

Introducing the Read-Aloud

• Display a world map to identify Africa and the country of Ghana.

Application
• Be prepared for students to perform “All Stories Are Anansi’s.” You may
designate students to be the various characters—Anansi, Nyame, Anansi’s
wife, Onini, Osebo, Mmoboro. You may have other students portray other
animals that get tricked to increase active participation.

• Identify locations in the classroom to serve as different settings for acting

out the read-aloud.

• Gather the following props for acting out the read-aloud: a branch, a net, and
a box.

Universal Access
• Create picture cards or name cards for each character for students to hold or
tape to themselves as they participate in the performance.

Knowledge 1 Fables and Stories

116
 CORE VOCABULARY

acknowledge, v. to give credit or admit

Example: Ben made sure to acknowledge that the bug collection he brought
to show the class was his brother’s.
Variation(s): acknowledges, acknowledged, acknowledging

approached, v. got closer to, in time or distance

Example: I got more excited as my birthday approached.
Variation(s): approach, approaches, approaching

quarreling, v. disagreeing; arguing

Example: The two boys were often quarreling because they didn’t want
to share.
Variation(s): quarrel, quarrels, quarreled

satisfied, adj. pleased or happy

Example: Deven’s teacher was satisfied with the way he nicely cleaned up
the play area.

Variation(s): none Vocabulary Chart for “All Stories Are Anansi’s”

Tier 3 Tier 2 Tier 1

Type Domain-Specific Words General Academic Words Everyday Speech Words

Vocabulary acknowledge
approached
quarreling
satisfied (satisfecho/a)

Multiple
Meaning

Sayings pass the time

and Phrases spun a web
crafted a plan

Lesson 10 All Stories Are Anansi’s

117
 Start Lesson

Lesson 10: All Stories Are Anansi’s

Introducing the 10M

Read-Aloud
Reading: Students will review the characteristics of stories, including characters,
plot, and setting.
[RL.1.3]

WHAT HAVE WE ALREADY LEARNED? (5 MIN)

• Remind students that they heard “The Tale of Peter Rabbit.”

• Ask students to recount the plot of the story. Students should be able to
recall the following:

◦ Mrs. Rabbit tells Flopsy, Mopsy, Cotton-tail, and Peter not to go into
Mr. McGregor’s garden while she is away and to stay out of mischief.

◦ However, while his sisters pick berries, Peter is naughty and disobedient.

◦ Peter’s sense of adventure leads him into Mr. McGregor’s garden, where he
helps himself to some vegetables.
◦ Peter is seen and chased by Mr. McGregor, and he barely escapes.

◦ When he finally gets home, Peter is sick and tired, and has to go to bed,
while his sisters, who were obedient, get to stay up for a nice supper.

Check for Understanding

Compare/Contrast: How did Peter Rabbit’s behavior differ from

that of his sisters?

• Ask students if they think Peter learned his lesson and if he will listen to his
mother next time.

• Tell students that today’s folktale has a trickster in it, a character that
tricks others.

• Ask students to listen to see how the trickster in this story tricks others.

Knowledge 1 Fables and Stories

118
 BACKGROUND INFORMATION AND ESSENTIAL TERMS (5 MIN)

• Tell students that today’s story is a folktale that was probably first told
in Africa.

• Have a student locate the continent of Africa and the country of Ghana on a
world map.

• Ask students what it means to say that this story is a folktale. (Folktales are
stories that were told long ago and have been told again and again.)

• Tell students that many tales from the Ashanti people of Ghana, in Africa,
begin with the same message: “We do not really mean that what we are going
to say is true.”

• Explain that this means the stories are fiction, because they are not really true.

Show image 10A-2: Nyame and Anansi

• Ask students what they see in the illustration. Tell students that like many Reading
folktales, the characters in this story are animals.
Reading/Viewing Closely
• Point to the spider, and explain that this is Anansi [/ǝ/*n//o//n/*/s//ee/],
the main character in the story. Have students share what they know Entering/Emerging
Prompt and support
about spiders.
students to use words and
• Tell students that the Ashanti people call their folktales “spider stories.” phrases that relate to the
given image.
• Tell students that many African folktales feature the spider in this illustration, Transitioning/Expanding
“Kwaku Anansi” [/k//w//aer/*/k//oo/] [/ǝ/*/n//o//n/*/s//ee/], as a main Provide moderate
character. Anansi is a folk hero to the Ashanti. He is a lovable trickster, a support in eliciting
mischief maker who triumphs over larger foes. phrases and ideas with
greater detail that relate
• A common theme, or big idea, of spider stories is that a small, defenseless to the given image.
creature, like a spider, outwits other characters to succeed against great odds. Bridging
Provide minimal
• Point to the man in the picture and explain that he is called Nyame
support in eliciting key
[/n//y// o//m/*/ee/], the sky god, and he is another character in the story. details relating to the
given image.

Lesson 10 All Stories Are Anansi’s

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 Lesson 10: All Stories Are Anansi’s

Read-Aloud 30M

Reading: Students will identify the characteristics of stories, including characters,

plot, and setting.
[RL.1.1]

Language: Students will demonstrate an understanding of the word satisfied.

[L.1.5, L.1.5c]

PURPOSE FOR LISTENING

• Tell students to listen carefully to find out how Anansi came to be the keeper
of the stories.

“ALL STORIES ARE ANANSI’S” (15 MIN)

”

Show image 10A-1: Anansi overlooking the

village
Long ago, there were no stories on Earth. It
was believed that all stories belonged to the
sky god, Nyame, who kept the stories in a box
beneath his throne.
10A-1

Because they had no stories to share, the

people of the earth just sat around their
campfires. One day, looking down from his web, Anansi the Spider could
see that the people were restless and bored. Anansi decided he would
bring them something that would make them happy and would help them
pass the time. [Point out the village in the picture.] What do you think is going
to happen?

Anansi stretched his eight legs and wove a wonderful web that reached
all the way to the sky. He climbed up the web until he arrived at the throne
of the sky god Nyame, the keeper of all stories. Where did Nyame keep
the stories?

Knowledge 1 Fables and Stories

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 Show image 10A-2: Nyame and Anansi
“Nyame,” he said, “wise one, great god of the
sky, will you let me have the great box where
you keep the stories? I would like to take the
stories to the people who live on the earth.”

10A-2 “I will give you the box of stories,” said

Nyame, in a booming voice. “But the price is
high. You must bring me three things: Onini
[/ oe/*/n// ee/*/n//ee/], the great python or big snake who can swallow a
goat; Osebo [/oe/*/s//ae/*/b//oe/], the mighty leopard, whose teeth are
as sharp as spears; and Mmoboro [/m//oe/*/b//oe/*/r//oe/], the hornet
whose sting burns like a needle of fire.”

“I will pay the price,” said Anansi.

Anansi swung back down to Earth on his web. He went to speak with his wife,
Aso. Together, they crafted a plan to capture Onini, the great python who
could swallow a goat. How do you think a little spider will catch a giant python?

Show image 10A-3: Anansi carries a branch

in the forest
The next morning, Anansi sneakily walked into
the forest, waving a big branch and talking
to himself. What does it mean to be sneaky?
“She’s wrong,” he said, pretending to be very
10A-3
upset. “I know she is. He is much longer than
this branch.”

As Anansi approached or walked up to the watering hole, a large snake rose

up. It was Onini, the great python who can swallow a goat.

“What are you muttering about, Anansi?” asked Onini. “You are disturbing
my nap.”

“I have been quarreling or disagreeing with my wife,” said Anansi. “She says
that you are shorter than this branch. But I say you are longer. She will not
listen to me, and I do not see how I can prove that I am right.”

“That is easy,” said Onini. “Lay your branch on the ground and I will lie next to
it. Then you shall see that I am longer.”

The great snake slithered over and lay next to Anansi’s branch.

Lesson 10 All Stories Are Anansi’s

121
 Show image 10A-4: Snake tied to the branch
It looks like you may be longer,” said Anansi,
still questioning. “But I can’t tell for sure
because you are not quite straightened out.
Could I straighten you out a bit?” What do you
think will happen next?
10A-4

“Certainly,” said Onini.

“Let me fasten your tail at this end,” said Anansi as he worked. “That way I
can really straighten you out. And also here a little lower . . . and here by your
head.” Before the python realized what Anansi was up to, Anansi spun a web
and used it to tie Onini to the branch.

“Now you are caught!” said Anansi.

With that, Anansi carried Onini the python to Nyame.

“That is one thing,” said Nyame in a loud, deep voice. “Two things remain.”

Anansi went back to Earth and began to strategize or plan how he would
catch Osebo, the mighty leopard, with teeth as sharp as spears. He dug
a deep hole on the path Osebo used to get to the watering hole. He laid
branches across the hole and covered the branches with sticks and leaves
and dirt. When Anansi was satisfied that the hole was well hidden, he
scurried home and went to sleep. Satisfied means pleased or happy. Do you
think Anansi is trying to trick Ononi?

Show image 10A-5: Leopard in a hole

Where is the leopard now?
When Osebo came out to hunt during the
night, he fell right into Anansi’s trap. Anansi
found him down in the hole the next morning.

10A-5 “Osebo,” said Anansi, “what are you doing

down in that hole?”

“You fool!” said Osebo. “Can’t you see that I have fallen into a trap? You must
help me get out.”

“I will see what I can do,” said Anansi.

Knowledge 1 Fables and Stories

122
 Anansi found a large willow tree and bent the top of the tree over the pit. He
spun two silky cords and used them to fasten the tree. Then he spun another
silky cord and attached it to the top of the tree. This third cord dangled down
into the pit.

“Tie the cord to your tail,” said Anansi. “Then I will lift you up.”

Osebo tied the web to his tail. Is Anansi going to trick Osebo?

Show image 10A-6: Leopard hanging from a

willow tree
Anansi cut the cords that were holding the
tree down. The tree sprang back to its original
position, carrying Osebo with it. Osebo
dangled from the tree, tangled up in Anansi’s
10A-6
web-work.

“Now you are caught!” said Anansi.

Anansi tightly tied the ends of the web and dragged Osebo the leopard
to Nyame.

Now the sky god was impressed. “That is two things,” said Nyame. “Only one
thing remains.” Do you remember what it was?

Anansi went back to Earth to catch Mmoboro, the hornet whose sting burned
like a needle of fire. He cut a gourd from a vine and hollowed out the inside.
Then he filled the gourd with water and went to the nest where Mmoboro the
hornet made his home.

Show image 10A-7: Hornet’s nest

Anansi poured some of the water in the gourd
over his own head. Then he dumped the rest Support
of the water on the hornet’s nest. Mmoboro
A gourd is a rounded plant
the hornet came out, buzzing angrily. He saw like a squash. Point out the
Anansi standing nearby, holding a leaf over his gourd in image 10A-7.
10A-7
head. Why do you think Anansi poured water in
the gourd and held a leaf above his head?

Lesson 10 All Stories Are Anansi’s

123
 “Oh, my!” said Anansi. “The rainy season seems to have come early this year,
and it looks like you have no shelter from the rain. Why don’t you take shelter
in my gourd until the rain goes away?” Is Anansi tricking Mmoboro?

“Thank, you, Anansi,” said Mmoboro the hornet, as he flew into the gourd.

“You’re welcome!” said Anansi, as he closed up the opening in the gourd with
his leaf and fastened the leaf with his finest, most intricately laced web yet.

“Now you are caught!” said Anansi.

Anansi proudly carried Mmoboro the hornet to Nyame.

“That is the last thing,” proclaimed Nyame. “You have succeeded, Anansi,
where many before you have failed. You have paid the price.”

Show image 10A-8: Anansi and the box

of stories
Then Nyame called out in a voice like thunder:
“Listen to me! Anansi has paid the price for
the stories of the sky god, and I do hereby give
the stories to him. From this day forward, all of
10A-8
the stories belong to Anansi. What will Anansi
do with the stories? Whenever someone
tells one of these stories, they must acknowledge that it is Anansi’s
tale.” Acknowledge means to give credit to.

Anansi took the box of stories back to Earth and shared them with the people.
They were grateful for the stories, and told them over and over to their
children, and to their children’s children, who told them to their children, and
so on. Even to this day, these stories are known as “spider stories.”

Check for Understanding

Thumbs Up/Thumbs Down: If your prediction of what Anansi

would do with the stories was correct, give me a thumbs up. If not,
give me a thumbs down. How was your prediction different from
what really happened? (Answers may vary.)

Knowledge 1 Fables and Stories

124
 At the end of many spider stories, the storyteller often says, “This is my story
which I have related, if it be sweet or if it be not sweet, take (it) elsewhere
and let it come back to me.” And now, since we’ve told the story, too, we’ve
helped to keep it alive.

COMPREHENSION QUESTIONS (10 MIN)

If students give one-word answers and/or fail to use read-aloud or domain Challenge
vocabulary in their responses, acknowledge correct responses by expanding
students’ responses, using richer and more complex language. Ask students Students may use Activity
to answer in complete sentences by having them restate the question in Page 1.1 to fill in a Story
their responses. Map independently.

1. Literal Who is the main character of this story? (Anansi) What animal is he?
(a spider) Support

2. Literal Why does Anansi want the box of stories? (to give them to the people If students have difficulty
to tell) responding to questions,
reread pertinent lines of
◦ Literal Who does Anansi trick first? (the python, Onini) Who does Anansi
the read-aloud and/or
trick next? (the leopard, Osebo) Who does Anansi trick last? (the hornet, refer to specific images.
Mmoboro)

◦ Inferential How does a small spider catch animals that are much bigger
and stronger? (He outsmarts, or tricks, them.)

3. Inferential What is the term used to describe when animals act like people
in a story? (personification) What are some ways animals in this story act as
they would in real life? (spider: spins webs; python: slithers; leopard: hunts at
night; hornet: stings, flies, buzzes) What are some things animals do in this
story that they could not do in real life? (talk, quarrel)

4. Evaluative Who? Pair Share: Asking questions after a read-aloud is one way
to see how much everyone has learned. Think of a question you can ask your
neighbor about the read-aloud that starts with the word who. For example,
you could ask, “Who were the characters in today’s story?” Turn to your
neighbor and ask your who question. Listen to your neighbor’s response.
Then your neighbor will ask a new who question, and you will get a chance to
respond. I will call on several of you to share your questions with the class.

Lesson 10 All Stories Are Anansi’s

125
 WORD WORK: SATISFIED (5 MIN)

1. In the read aloud you heard, “When Anansi was satisfied that the hole was
well hidden, he scurried home and went to sleep.”

2. Say the word satisfied with me.

3. Satisfied means pleased or happy.

4. I was satisfied with my drawing of the tree because I had taken my time and
done my best.

5. Can you think of times that you have been satisfied with something you have
done? Try to use the word satisfied when you tell about it. [Ask two or three
students. If necessary, guide and/or rephrase students’ responses: “I was
satisfied . . .”]

6. What’s the word we’ve been talking about?

Use an Antonyms activity for follow-up. [Tell students that the opposite of
satisfied is dissatisfied.] I will describe an activity. You will respond how you
would feel in that situation. Be sure to use the word satisfied or dissatisfied in
your response (e.g. “I was satisfied,” or “I was dissatisfied.”) (Answers may vary
for all.)

• You finished your homework early.

• You built a large structure from blocks by yourself.

Language • You ate a delicious dinner.

Analyzing Language Choices • Someone knocked over your block structure.

Entering/Emerging • Your forgot your homework at home.

Distinguish how satisfied
• You are still hungry.
and dissatisfied produce a
different effect.

Transitioning/Expanding
Distinguish and
Exit Pass
use satisfied and
dissatisfied to produce a
different effect. Have students draw a picture of the character described: This
animal was so giant it could swallow a whole goat. He was the
Bridging
first animal Anansi caught. Anansi tricked him into lying next to a
Distinguish and use
satisfied and dissatisfied branch and allowing him to fasten his head and tail to the branch.
in complete sentences to Which animal was this?
produce a different effect.

Knowledge 1 Fables and Stories

126
Lesson 10: All Stories Are Anansi’s

Application 20M

Reading: Students will act out the main events of a folktale.

[RL.1.2]
Support
ON STAGE
This activity may require
• Remind students how they heard at the end of the read-aloud that spider additional instruction on
stories have been kept alive by being retold over and over. topics such as timing
and voice.
• Tell students that one way to retell a story is to act it out. Tell them that you
are going to read “All Stories Are Anansi’s” again, and this time they will act
it out. Challenge

You may also have the

characters create some of
their own dialogue.
Check for Understanding

Hold Up Fingers: How many animals did Anansi trick? (3)

Speaking and Listening

• Ask students what characters will be needed. (Anansi, Nyame, Aso, Onini,
Osebo, Mmoboro) Designate students to be the various characters as you
Presenting
prepared in advance.
Entering/Emerging
• Ask students what settings will be needed. (the forest, a willow tree, Nyame’s Have students act out big
throne, and Anansi’s house) Designate locations in the classroom for the actions, such as (gently)
various settings as you prepared in advance. falling to the ground, as
indicated in the story.
• Read the story and encourage the “characters” to listen carefully to know
Transitioning/Expanding
what actions to use, such as (gently) falling to the ground, and where to go,
Have students act out
such as to the sky god’s throne, or Anansi’s house. big actions and use facial
expressions when they are
• Encourage students to use facial expressions to show how the characters
indicated in the story.
are feeling.
Bridging
End Lesson
Have students act out
all actions and use facial
expressions to show how
characters are feeling.

Lesson 10 All Stories Are Anansi’s

127
 Grade 1 | Knowledge 1

Domain Review
NOTE TO TEACHER

You should spend one day reviewing and reinforcing the material in this
domain. You may have students do any combination of the activities
provided, in either whole-group or small-group settings.

REVIEW ACTIVITIES

Image Review
• Show the Flip Book images from any read-aloud again, and have students
retell the folktale or story using the illustrations.

• You may also show various illustrations and focus on a particular element of
the story: characters, plot, setting, or moral.

Story Map
Activity Page DR.1 Note: Some students may need to work with the teacher and complete this
on chart paper as a group, whereas others may be able to complete the story
map on their own.

• Have students use Activity Page DR.1 to identify and describe the characters,
setting, and plot of any story.

Teacher Choice
• Read an additional trade book to review a particular folktale or share a new
fictional story, and have students identify the elements of the story.

Key Vocabulary Brainstorming

• Give students a key domain concept or vocabulary word such as trickster.

• Have students brainstorm everything that comes to mind when they hear the
word, such as, Anansi, plays tricks, etc.

• Record student responses on chart paper, on a chalkboard, or a whiteboard

for reference.

Riddles for Core Content

• Ask students riddles such as the following to review core content and
vocabulary:

◦ I did not want to waste my time helping the water, the fire, or the wind.
Who am I? (Medio Pollito)

Knowledge 1­  Fables and Stories

128
 ◦ The poor, unfortunate man came to me for advice when it was too noisy in
his hut. Who am I? (the rabbi)

◦ I got into mischief by going into Mr. McGregor’s garden? Who am I?

(Peter Rabbit)

◦ I played tricks on the python, the leopard, and the hornet. Who am I?
(Anansi)

Somebody Wanted But So Then

• The Somebody Wanted But So Then chart may be used for retelling any of Activity Page PP.2
the fables or folktales.

Venn Diagram
• Draw a Venn diagram on board/chart paper. Label the left side of the Venn
diagram “Peter Rabbit” and the right side “Anansi.”

• Have students share what they remember about Peter Rabbit. Then, have
students share what they remember about Anansi.

• Ask students how these two characters are alike. (animal characters, etc.)
Record responses in the overlapping part of the two circles.

• Ask students how Peter Rabbit and Anansi are different. (different animals,
play different tricks, etc.) Record responses in the circle for each character.

Domain Review
129
 Grade 1 | Knowledge 1

Domain Assessment
This domain assessment evaluates each student’s retention of domain and
academic vocabulary words and the core content targeted in Fables and
Stories. The results should guide review and remediation the following day.

There are four parts to this assessment. You may choose to do the parts in
more than one sitting if you feel this is more appropriate for your students.
Part I (vocabulary assessment) is divided into two sections: the first
assesses domain-related vocabulary and the second assesses academic
vocabulary. Parts II, III, and IV (optional) of the assessment address the core
content targeted in Fables and Stories.

PART I

Activity Page DA.1 • Tell students you are going to ask a question using a word they have heard in
the read-alouds. If the answer to the question is “yes,” they should circle the
thumbs up on their paper. If the answer to the question is “no,” they should
circle the thumbs down on their paper.

• Tell students you will ask each question two times.

• Do the first question together.

1. Fable: Is a fable a story that teaches a lesson? (thumbs up)

2. Moral: Is the moral of the story where the story takes place? (thumbs down)

3. Personification: When animals act like humans, is that called

personification? (thumbs up)

4. Fiction: Is a true story a work of fiction? (thumbs down)

5. Character: Is a character a person or animal who is featured in a story?

(thumbs up)

6. Plot: Is the plot of the story the sequence of events? (thumbs up)

• Tell students that now you will read more sentences using other words they
have heard and practiced. If the answer to the question is “yes,” they should
circle the thumbs up on their paper. If the answer to the question is “no,” they
should circle the thumbs down on their paper.

• Ask each question two times.

7. Waste: Is it a waste to drink all of your milk? (thumbs down)

Knowledge 1­  Fables and Stories

130
 8. Advice: Might your teacher’s advice be to read every night? (thumbs up)

9. Satisfied: If the cat ate a big meal, would he be very satisfied? (thumbs up)

10. Bunch: If I give you one grape, will you have a bunch? (thumbs down)

11. Greedy: Would a pirate who wanted all the treasure be greedy? (thumbs up)

12. Balanced: If a teeter-totter tipped to one side, would it be balanced?

(thumbs down)

13. Pretend: Can you pretend to be someone you are not? (thumbs up)

PART II

• Tell students you will ask a question about one of the fictional stories they Activity Page DA.2
have heard. If the answer to the question is “yes,” they should circle the
thumbs up on their paper. If the answer to the question is “no,” they should
circle the thumbs down on their paper.

• Tell students you will ask each question two times.

1. In “All Stories Are Anansi’s,” is Anansi always thinking of ways to help his
animal friends? (thumbs down)

2. In “The Crowded, Noisy House,” is the rabbi’s advice to the poor unfortunate
man to move to a larger house? (thumbs down)

3. In “The Tale of Peter Rabbit,” do Mr. McGregor and Peter Rabbit become good
friends? (thumbs down)

4. At the end of “The Little Half-Chick,” does Medio Pollito become a weather
vane? (thumbs up)

5. Are fables and folktales two types of nonfiction, or stories that really
happened? (thumbs down)

6. Is the setting of “The Tale of Peter Rabbit” a busy city? (thumbs down)

7. Are the rabbi, Medio Pollito, Anansi, and Peter Rabbit all characters in the
stories you heard? (thumbs up)

8. Are characters, setting, and plot all important parts of a story? (thumbs up)

Domain Assessment
131
 PART III

Activity Page DA.3 • Have students identify the six fables and folktales illustrated on the activity
page. As you read a sentence about each of the fables you have heard, have
students put the corresponding number beside the picture that shows the
fable being described.

1. In this fable, a shepherd boy gets bored tending the sheep and decides to cry
“wolf” when there really isn’t a wolf. (“The Boy Who Cried Wolf”)

2. In this story, an animal character doesn’t listen to his mother and ends up
with a stomachache and quite a fright. (“The Tale of Peter Rabbit”)

3. In this folktale, an animal character tricks bigger, stronger animals and earns
a box of stories, which he shares with people. (“All Stories Are Anansi’s”)

4. In this folktale, a poor man learns that no matter how bad it is, it could always
be worse! (“The Crowded, Noisy House”)

5. In this fable, an animal character is stingy and refuses to budge so others can
eat. (“The Dog and the Manger”)

6. In this folktale, a selfish animal character turns into a weather vane after
refusing to help others. (“The Little Half-Chick (Medio Pollito)”)

PART IV (OPTIONAL)

• Working with students individually, have them orally retell one of the
folktales heard.

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132
Grade 1 | Knowledge 1

Culminating Activities
NOTE TO TEACHER

Please use these final two days to address class results of the Domain Assessment.
Based on the results of the Domain Assessment and students’ formative
assessments, you may wish to use this class time to provide remediation
opportunities that target specific areas of weakness for individual students, small
groups, or the whole class.

Alternatively, you may also choose to use this class time to extend or enrich
students’ experience with domain knowledge. A number of enrichment activities
are provided below in order to provide students with opportunities to enliven their
experiences with domain concepts.

REMEDIATION

Remediation opportunities include:

• targeting Review Activities

• revisiting lesson Applications

• rereading and discussing selected read-alouds

ENRICHMENT

Student Choice
• Have students select a read-aloud to be heard again.

Story Map Activity Page DR.1

Note: Some students may need to work with the teacher and complete this
on chart paper as a group, whereas others may be able to complete the story
map on their own.

• Have students use Activity Page DR.1 to identify and describe the characters,
setting, and plot of their favorite story.

Culminating Activities
133
 Somebody Wanted But So Then
Activity Page PP.2 • The Somebody Wanted But So Then chart may be used for a retelling of any
of the fables.

Retelling a Story with Puppets

Materials: paper bags, drawing tools, miscellaneous materials for
decorating
• Have students make simple puppets of the characters from a particular
folktale and then use them to retell the story.

Write About It: Retelling a Fable or Folktale

• As a class, brainstorm the sequence of events: beginning, middle, and end
of one of the fables or folktales heard. Also discuss the other elements of
fictional stories, including characters, setting, and the moral/lesson.

• Have students draw a picture on each page of the booklet to show the
beginning, important middle events, and end of the story. Students may also
write or dictate a sentence to go with each picture.

• Have students share their stories with a partner or with the class.

On Stage
• Reread and have students act out any of the fables or folktales.
Support
• Encourage students to portray actions and feelings and to use some of their
This activity may require
own dialogue.
additional instruction on
topics such as timing • Alternatively, ask students to create a skit to demonstrate one of the sayings
and voice.
and phrases they learned, such as “do unto others as you would have them
do unto you.”

Domain-Related Trade Book

Materials: Trade book
• Read an additional trade book to review a particular fable, or share a new
fable.

• Have students identify the elements of the fable; refer to the books listed in
the digital components for this domain.

Knowledge 1­  Fables and Stories

134
Teacher Resources
Grade 1 Knowledge 1

Teacher Guide

135
 Grade 1 | Knowledge 1

Teacher Resources
In this section you will find:

• Activity Book Answer Key

Knowledge 1 Fables and Stories

136
 ACTIVITY BOOK ANSWER KEY

NAME: 2.1 Activity Page NAME: 2.2

continued
Activity Page
DATE: DATE:

Knowledge 1

Knowledge 1
Somebody The milkmaid, Peggy
Directions: Think about what you heard in the read-aloud, and then fill in the chart using words or sentences.

Wanted a blue dress and ribbons.

Directions: Circle the correct image, bsaed on the question your teacher asks.
But She didn’t have enough money to buy them.

She balanced the milk pail on her head and

So
dreamed she already had them.

She tossed her head and the milk spilled. She

Then
lost everything!

Knowledge 1 Fables and Stories Knowledge 1 Fables and Stories

9 11

NAME: 4.1 Activity Page NAME: 5.1 Activity Page

DATE: DATE:
Knowledge 1

Knowledge 1

a
Directions: Choose the correct article, based on the question your teacher asks.
Directions: Circle the image that shows personification.

the
Knowledge 1 Fables and Stories Knowledge 1 Fables and Stories
13 15

Teacher Resources Activity Book Answer Key

137
138
Directions: Write the number beside the picture of the fable that is being described. Directions: These three pictures show the beginning, middle, and end of “The Fox and the Grapes.” Cut out the three pictures.
Think about what is happening in each one. Put the pictures in order to show the beginning, middle, and end of the fable. Glue or
tape them in the correct order on a piece of paper.

Knowledge 1

Knowledge 1
DATE:
NAME:

DATE:
NAME:

2
3
4
Fables and Stories

Fables and Stories



3
6.1

continued
PP.1
17

21
Assessment
Activity Page

Knowledge 1 Knowledge 1

Directions: These pictures show some important parts of the plot of “The Little Half-Chick (Medio Pollito).” Look at each picture Directions: Write the number beside the picture of the fable that is being described.
and think about what is happening. Cut out the pictures and put them in order to show the correct sequence of events. When you
are sure that you have them in the correct order, glue or tape them on a separate sheet of paper in the correct order.

Knowledge 1
Knowledge 1
DATE:
NAME:

DATE:
NAME:
1 2
1

5
6

Fables and Stories

Fables and Stories

3 4

Knowledge 1
PP.1

7.1


19

25
Assessment

Activity Page

Knowledge 1 Knowledge 1

Fables and Stories

 NAME: 7.2 Activity Page NAME: 8.1 Activity Page
DATE: DATE:

Knowledge 1

Knowledge 1
Title The Crowded, Noisy House

Character(s) Setting(s)
poor man, rabbi, the poor man’s house
man’s wife,
5 children,
mother-in-law

Directions: Use this story map to describe the characters, setting, plot, and lesson of the fable.
Beginning

The poor man has a crowded, noisy house.

Directions: Circle the correct image based on the question your teacher asks.

His rabbi tells him to bring in animals to

fix this.
Middle

The animals make the house more

Plot
crowded and noisy. The rabbi eventually
tells him to remove all the animals from
the house.
End

The house no longer feels crowded and

noisy.

Lesson It could always be worse.

Knowledge 1 Fables and Stories Knowledge 1 Fables and Stories

27 31

NAME: 9.1 Activity Page NAME: DA.1 Assessment

DATE: DATE:
Knowledge 1

Knowledge 1
Peter Rabbit
1.
Somebody
2.

to eat the fruits and vegetables in Mr.

3.
McGregor’s garden.
Wanted
4.

Mr. McGregor did not want him eating food

5.
from his garden
But
6.

Peter ran away and Mr. McGregor chased him

Directions: Listen to your teacher’s instructions.

7.
until Peter got lost.
So
8.

Peter finally found the way out and made it

9.
home, but he was sick from his adventure so
Then
he only got tea for dinner. 10.

Knowledge 1 Fables and Stories Knowledge 1 Fables and Stories

33 37

Teacher Resources Activity Book Answer Key

139
140
38
Directions: Write the number that the teacher says beside the picture of the fable or story that is being described.

Knowledge 1
DATE:
NAME:
11.

13.
12.

Fables and Stories

Knowledge 1

DA.3
Fables and Stories

41
Assessment
Knowledge 1

Directions: Write the number that the teacher says beside the picture of the fable or story that is being described. Directions: Listen to your teacher’s instructions.

Knowledge 1

Knowledge 1
DATE:
NAME:

DATE:
NAME:
7.
1.

5.
3.
2.

6.

8.
4.

5
3
4
Fables and Stories

Fables and Stories

Knowledge 1
DA.2

continued
DA.3
39

43
Assessment

Assessment

Knowledge 1 Knowledge 1

Fables and Stories

Core Knowledge Language Arts
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Acknowledgments

These materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out
here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and
generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.

Contributors to Earlier Versions of These Materials

Susan B. Albaugh, Kazuko Ashizawa, Kim Berrall, Ang Blanchette, Nancy Braier, Maggie Buchanan, Paula Coyner, Kathryn M. Cummings,
Michelle De Groot, Michael Donegan, Diana Espinal, Mary E. Forbes, Michael L. Ford, Sue Fulton, Carolyn Gosse, Dorrit Green, Liza Greene, Ted
Hirsch, Danielle Knecht, James K. Lee, Matt Leech, Diane Henry Leipzig, Robin Luecke, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve
Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Ellen Sadler, Rachael L. Shaw, Sivan B. Sherman, Diane Auger Smith, Laura Tortorelli,
Khara Turnbull, Miriam E. Vidaver, Michelle L. Warner, Catherine S. Whittington, Jeannette A. Williams.

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright, who were instrumental in the early
development of this program.

Schools

We are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field-test these materials
and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School,
Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer
Challenge Foundation Academy, PS 26R (the Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X
(Joseph O. Loretan), PS 104Q (the Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell),
PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed
Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary.

And a special thanks to the CKLA Pilot Coordinators, Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and
day-to-day support to teachers using these materials in their classrooms were critical.
Credits Writers

Every effort has been taken to trace and acknowledge copyrights. Matt Davis, Beatrix Potter
The editors tender their apologies for any accidental infringement
where copyright has proved untraceable. They would be pleased to Illustrators and Image Sources
insert the appropriate acknowledgment in any subsequent edition
of this publication. Trademarks and trade names are shown in this 1A-1: Mary Parker; 2A-1: David Habben; 3A-1: Shutterstock; 3A-2:
publication for illustrative purposes only and are the property of Alycia Worthington; 4A-1: Katy Cummings; 5A-1: Mary Parker; 5B-1:
their respective owners. The references to trademarks and trade Core Knowledge Staff; 6A-1: Katy Cummings; 7A-1: Shutterstock;
names given herein do not affect their validity. 7A-2: Lisa Anchin; 7A-3: Lisa Anchin; 7A-4: Lisa Anchin; 7A-5: Lisa
All photographs are used under license from Shutterstock, Inc. Anchin; 7A-6: Lisa Anchin; 7A-7: Lisa Anchin; 7A-8: Lisa Anchin;
unless otherwise noted. 7A-9: Lisa Anchin; 8A-1: Dustin Mackay; 8A-2: Dustin Mackay; 8A-3:
Dustin Mackay; 8A-4: Dustin Mackay; 8A-5: Dustin Mackay; 8A-6:
Dustin Mackay; 9A-1: Beatrix Potter; 9A-2: Beatrix Potter; 9A-3:
Beatrix Potter; 9A-4: Beatrix Potter; 9A-5: Beatrix Potter; 9A-6:
Beatrix Potter; 9A-7: Beatrix Potter; 9A-8: Beatrix Potter; 9A-9:
Beatrix Potter; 9A-10: Beatrix Potter; 9A-11: Beatrix Potter; 9A-12:
Beatrix Potter; 9A-13: Beatrix Potter; 10A-1: Brittany Tingey; 10A-2:
Brittany Tingey; 10A-3: Brittany Tingey; 10A-4: Brittany Tingey;
10A-5: Brittany Tingey; 10A-6: Brittany Tingey; 10A-7: Brittany
Tingey; 10A-8: Brittany Tingey; 2.2: David Habben; 4.1 (milk maid):
David Habben; 4.1 (dog): Katy Cummings; 4.1 (farm): Mary Parker;
6.1: Katy Cummings; PP.1 (fox): Katy Cummings; PP.1 (farm): Mary
Parker; PP.1 (sheep): Mary Parker; PP.1 (dog): Katy Cummings;
PP.1 (goose): Alycia Worthington; PP.1 (milk maid): David Habben;
7.1: Lisa Anchin; 7.2: Shutterstock; 8.1: Shutterstock; 9.1: Beatrix
Potter; DA.1: Shutterstock; DA.2: Shutterstock; DA.3 (farm): Mary
Parker; DA.3 (bunny): Beatrix Potter; DA.3 (chicken): Lisa Anchin;
DA.3 (animals): Dustin Mackay; DA.3 (Anansi): Brittany Tingey; DA.3
(dog): Katy Cummings
Regarding the Shutterstock items listed above, please note: “No
person or entity shall falsely represent, expressly or by way of
reasonable implication, that the content herein was created by that
person or entity, or any person other than the copyright holder(s) of
that content.”
 Knowledge 1 | Fables and Stories Teacher Guide | Grade 1

ISBN 9781681610832

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