0% found this document useful (0 votes)

47 views197 pages

CKLA G1 D1 Anth Web Rep

The document is a Read-Aloud Anthology for Grade 1, focusing on fables and stories as part of the Core Knowledge Language Arts curriculum. It includes lessons, alignment charts with Common Core State Standards, and guidelines for using the material under a Creative Commons license. The anthology aims to enhance listening and learning through storytelling and comprehension activities.

Uploaded by

bleszel buñi

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

47 views197 pages

CKLA G1 D1 Anth Web Rep

Uploaded by

bleszel buñi

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

You are on page 1/ 197

Fables and Stories

Tell It Again!™ Read-Aloud Anthology

• Listening & Learning™ Strand

Core Knowledge Language Arts®

grade 1
Fables and Stories
Tell It Again!™ Read-Aloud
Anthology
Listening & Learning™
Strand Grade 1
Core Knowledge Language Arts®

Creative Commons Licensing

This work is licensed under a Creative Commons
AttributionNonCommercial-ShareAlike 3.0 Unported
License.
You are free:
to Share — to copy, distribute and transmit the work
to Remix — to adapt the work
Under the following conditions: Attribution — You
must attribute the work in the following
manner:
This work is based on an original work of the Core
Knowledge® Foundation made available through
licensing under a Creative Commons
AttributionNonCommercial-ShareAlike 3.0 Unported
License. This does not in any way imply that the Core
Knowledge Foundation endorses this work.
Noncommercial — You may not use this work for
commercial purposes.
Share Alike — If you alter, transform, or build upon this
work, you may distribute the resulting work only under
the same or similar license to this one.
With the understanding that:
For any reuse or distribution, you must make clear to
others the license terms of this work. The best way to
do this is with a link to this web page:
http://creativecommons.org/licenses/by-nc-sa/3.0/

Copyright © 2013 Core Knowledge Foundation

www.coreknowledge.org

All Rights Reserved.

Core Knowledge Language Arts, Listening & Learning,

and Tell It Again! are trademarks of the Core Knowledge
Foundation.

Trademarks and trade names are shown in this book

strictly for illustrative and educational purposes and are the
property of their respective owners. References herein
should not be regarded as affecting the validity of said
trademarks and trade names.

Table of Contents

Fables and Stories

Tell It Again!™ Read-Aloud Anthology
Alignment Chart for Fables and Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . .v
Introduction to Fables and Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . .1
Lesson 1: The Boy Who Cried Wolf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 10 Lesson 2: The Maid and the Milk
Pail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21 Lesson 3: The Goose and the Golden
Eggs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 4: The Dog in the Manger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . 40 Lesson 5: The Wolf in Sheep’s
Clothing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . 48 Lesson 6: The Fox and the
Grapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . 59 Pausing
Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . 68 Lesson 7: The Little Half-Chick (Medio Pollito). . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Lesson 8: The Crowded,
Noisy House . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . 84 Lesson 9: The Tale of Peter
Rabbit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 94 Lesson 10: All Stories Are
Anansi’s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 105
Domain
Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . 116
Domain Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . 119 Culminating Activities . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . 125
Alignment Chart for Fables and Stories

The following chart contains core content objectives addressed in this

domain. It also demonstrates alignment between the Common Core
State Standards and corresponding Core Knowledge Language Arts
(CKLA) goals.

Lesson
Alignment Chart for

Fables and Stories | Alignment Chart v

Fables and Stories

vi Fables and Stories | Alignment Chart

Fables and Stories 1 2 3 4 5 6 7 8 9 10

STD RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Retell fiction read-alouds

including key details, and
demonstrate understanding of        
CKLA their central message or lesson
Goal(s) Recount fiction read-alouds,
including fables and folktales
from diverse cultures,      
identifying the lesson or moral

STD RL.1.3 Describe characters, settings, and major events in a story, using key details.

Use narrative language to

describe (orally or in writing)
CKLA
Goal(s)
characters, setting, things,       
events, actions, a scene, or
facts from a fiction read-aloud

Craft and Structure

STD RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Identify words and phrases that

CKLA
Goal(s)
suggest feelings or appeal to     
the senses

Explain major differences between books that tell stories and books that give information, drawing on a wide
STD RL.1.5
reading of a range of text types.

Listen to, understand, and

recognize a variety of texts,
including fictional stories, fairy
tales, fables, historical
narratives, informational text,
CKLA nursery rhymes, and poems,
Goal(s) describing the differences
between books that tell stories
and books that give
information 
Distinguish fantasy from
informational or realistic text        
STD RL.1.6 Identify who is telling the story at various points in a text.

Identify who is telling the story

CKLA
at various points in a fiction
Goal(s)
read-aloud

Fables and Stories | Alignment Chart vii

Fables and Stories 1 2 3 4 5 6 7 8 9 10

Production and Distribution of Writing

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers,
STD W.1.5
and add details to strengthen writing as needed.

viii Fables and Stories | Alignment Chart

With guidance and support

from adults, focus on a topic,
CKLA respond to questions and
Goal(s) suggestions from peers, and 
add details to strengthen writing
as needed

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including
STD W.1.6
in collaboration with peers.

With guidance and support

from adults, use a variety of
CKLA
Goal(s)
digital tools to produce and 
publish writing, including in
collaboration with peers

Research to Build and Present Knowledge

With guidance and support from adults, recall information from experiences or gather information from
STD W.1.8
provided sources to answer a question.

Make personal connections

(orally or in writing) to
events or experiences in a
fiction or
nonfiction/informational 
CKLA read-aloud, and/or make
Goal(s) connections among several
read-alouds

With assistance, categorize

and organize facts and
information within a given  
domain to answer questions

Speaking and Listening Standards: Grade 1

Comprehension and Collaboration
Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and
STD SL.1.1
adults in small and large groups

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
STD SL.1.1a
topics and texts under discussion).

Use agreed-upon rules for

group discussion, e.g., look at
CKLA
and listen to the speaker, raise


Goal(s)
hand to speak, take turns, say
“excuse me” or “please,” etc.

Fables and Stories 1 2 3 4 5 6 7 8 9 10

STD SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Fables and Stories | Alignment Chart ix

Carry on and participate in a

conversation over at least six
turns, staying on topic, initiating
CKLA
comments or responding to a
Goal(s)
partner’s comments, with either
an adult or another child of the
same age 
STD SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.

Ask questions to clarify

CKLA information about the topic in
Goal(s) a fiction or nonfiction/     
informational read-aloud

Ask and answer questions about key details in a text read aloud or information presented orally or through
STD SL.1.2
other media.

Ask and answer questions (e.g.,

who, what, where, when), orally
or in writing, requiring literal
CKLA
recall and understanding of the
Goal(s)
details, and/or facts of a fiction
or nonfiction/informational
readaloud 
Ask and answer questions about what a speaker says in order to gather additional information or clarify
STD SL.1.3
something that is not understood.

Ask questions to clarify

CKLA directions, exercises, classroom
Goal(s) routines, and/or what a speaker  
says about a topic

Presentation of Knowledge and Ideas

STD SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Add drawings or other visual

displays to oral or written
CKLA
Goal(s)
descriptions when appropriate 
to clarify ideas, thoughts, and
feelings
STD SL.1.6 Produce complete sentences when appropriate to task and situation.

Produce complete sentences


CKLA
when appropriate to task and
Goal(s)
situation

Fables and Stories 1 2 3 4 5 6 7 8 9 10

Language Standards: Grade 1

Vocabulary Acquisition and Use

x Fables and Stories | Alignment Chart

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word
STD L.1.5
meanings.

STD L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

CKLA Provide examples of common

Goal(s) synonyms and antonyms 
STD L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Identify real-life connections

CKLA between words and their use
Goal(s) (e.g., note places at home that
are cozy) 
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl)
STD L.1.5d and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the
meanings.

Distinguish shades of meaning

among verbs differing in
manner (e.g., look, peek,
CKLA glance, stare, glare, scowl) and
Goal(s) adjectives differing in intensity
(e.g., large, gigantic) by
defining or choosing them or by
acting out the meanings

Use words and phrases acquired through conversations, reading and being read to, and responding to texts,
STD L.1.6
including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Learn the meaning of common

sayings and phrases   
Use words and phrases
CKLA acquired through conversations,
Goal(s) reading and being read to, and
responding to texts, including
using frequently occurring
conjunctions to signal simple
relationships (e.g., because) 
Fables and Stories 1 2 3 4 5 6 7 8 9 10

Additional CKLA Goals

Make predictions prior to and during a readaloud,
based on the title, pictures, and/or text heard thus
far, and then compare the actual outcomes to
predictions 

Fables and Stories | Alignment Chart xi

Prior to listening to a read-aloud, identify (orally

or in writing) what they know and have learned
that may be related to the specific story or topic     
to be read aloud

Rehearse and perform poems, stories, and plays

for an audience using eye contact, appropriate   
volume, and clear enunciation

Identify new meanings for familiar words and

apply them accurately  
Use determiners, such as a and the, orally or in
writing 

These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson objectives

throughout the domain, they are designated here as frequently occurring goals.

xii Fables and Stories | Alignment Chart

© 2013 Core Knowledge Foundation
Introduction to
Fables and Stories
This introduction includes the necessary background information to
be used in teaching the Fables and Stories domain. The Tell It
Again! Read-Aloud Anthology for Fables and Stories contains ten
daily lessons, each of which is composed of two distinct parts, so
that the lesson may be divided into smaller chunks of time and
presented at different intervals during the day. The entire lesson will
require a total of sixty minutes.
This domain includes a Pausing Point following Lesson 6, at the end
of the fables section. At the end of the domain, a Domain Review, a
Domain Assessment, and Culminating Activities are included to
allow time to review, reinforce, assess, and remediate content
knowledge. You should spend no more than fourteen days total on
this domain.
Week One

Day 1 Day 2 # Day 3  Day 4 Day 5 #

Lesson 1A: “The Boy Lesson 2A: “The Maid Lesson 3A: “The Goose Lesson 4A: “The Dog in Lesson 5A: “The Wolf in
Who Cried Wolf” (40 min.) and the Milk Pail” (40 and the Golden Egg” (40 the Manger” (40 min.) Sheep’s Clothing” (40
min.) min.) min.)
Lesson 1B: Extensions Lesson 2B: Extensions Lesson 3B: Extensions Lesson 4B: Extensions Lesson 5B: Extensions
(20 min.) (20 min.) (20 min.) (20 min.) (20 min.)
60 min. 60 min. 60 min. 60 min. 60 min.
Week Two

Day 6 # Day 7  Day 8 Day 9 Day 10 

Lesson 6A: “The Fox and Pausing Point (40 min.) Lesson 7A: “The Little Lesson 8A: “The Lesson 9A: “The Tale of
the Grapes” (40 min.) Half-Chick (Medio Pollito)” Crowded, Noisy House” Peter Rabbit” (40 min.)
(40 min.) (40 min.)
Lesson 6B: Extensions Pausing Point (20 min.) Lesson 7B: Extensions Lesson 8B: Extensions Lesson 9B: Extensions
(20 min.) (20 min.) (20 min.) (20 min.)
60 min. 60 min. 60 min. 60 min. 60 min.
Week Three

Day 11 Day 12 Day 13 Day 14

Lesson 10A: “All Stories Domain Review (40 min.) Domain Assessment Culminating Activities
Are Anansi’s” (40 min.) (40 min.) (40 min.)

Fables and Stories | Introduction 1

© 2013 Core Knowledge Foundation
Lesson 10B: Extensions Domain Review (20 min.) Domain Assessment Culminating Activities
(20 min.) (20 min.) (20 min.)

60 min. 60 min. 60 min. 60 min.

Lessons include Student Performance Task Assessments

# Lessons require advance preparation and/or additional materials; please plan ahead

Domain Components

Along with this Anthology, you will need:

• Tell It Again! Media Disk or the Tell It Again! Flip Book for Fables
and Stories
• Tell It Again! Posters for Fables and Stories
• Tell It Again! Image Cards for Fables and Stories
• Tell It Again! Supplemental Guide for Fables and Stories
• Tell It Again! Multiple Meaning Word Posters for Fables and
Stories
Recommended Resource:
• Core Knowledge Teacher Handbook (Grade 1), edited by
E.D. Hirsch, Jr. and Souzanne A. Wright (Core Knowledge
Foundation, 2004) ISBN: 978-1890517700

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 a news reporter who characterizes a politician as “a wolf
in sheep’s clothing.”
In the fi rst six read-alouds of the Anthology, students will listen to
some well-known fables, which are special types of fi ction 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

2 Fables and Stories | Introduction

© 2013 Core Knowledge Foundation
genre. In the last four read-alouds, they will be introduced to classic
folktales, such as “Medio Pollito (The Little Half-Chick)” and “The
Crowded, Noisy House,” and will develop an understanding of
different types of fi ction. Reading these fables and stories will help fi
rst-grade students develop a strong foundation for the understanding
and enjoyment of fi ction.
If the content of any of these fables and stories unsettles some
students, you should remind them that the stories themselves are fi
ction. 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 anthology—pause and ask occasional
questions; rapidly clarify critical vocabulary within the context of the
readaloud; etc. After you fi nish 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 in Core Knowledge Language

Arts During Kindergarten

The following domains, and the specifi c core content that was
targeted in those domains, are particularly relevant to the
readalouds 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:
Nursery Rhymes and Fables
• Demonstrate familiarity with nursery rhymes and fables
• Describe the characters and events in nursery rhymes and fables
• Explain that fables teach a lesson that is stated as the moral of the
story
• Identify the moral of fables
• Explain how animals often act as people in fables (personifi
cation)

Fables and Stories | Introduction 3

© 2013 Core Knowledge Foundation
Stories
• Listen to and then demonstrate familiarity with stories, including
the ideas they express
• Explain that fi ction can be in many different forms, including
folktales, trickster tales, and tall tales
• Identify the setting of a given story
• Identify the characters of a given story
• Identify the plot of a given story

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 readalouds or, in
some instances, in the “Introducing the Read-Aloud” section at the
beginning of the lesson. Boldfaced 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 4 Lesson 7
company prank budge abandoned
shepherd manger brood
startled tended oxen stream
Lesson 2 plow stubborn
balanced Lesson 5 disguise waste
jealous fl eece Lesson 8 advice
milkmaid fl ock pondered
plumpest pretend stunned
Lesson 3 prowled Lesson 9
delight Lesson 6 exert
golden
bunch mischief
goose
juicy naughty
greedy
lunged
sobs
pluck
ripe thief

4 Fables and Stories | Introduction

acknowledge
approached
quarreling
satisfi ed

Student Performance Task Assessments

In the Tell It Again! Read-Aloud Anthology for Fables and Stories,

there are numerous opportunities to assess students’ learning.
These assessment opportunities range from informal observations,
such as Think Pair Share and some Extension activities, to more
formal written assessments. These Student Performance Task
Assessments (SPTA) are identifi ed in the Tell It Again! Read-Aloud
Anthology with this icon: . There is also an end-of-domain
summative assessment. Use the Tens Conversion Chart located in
the Appendix to convert a raw score on each SPTA into a Tens
score. On the same page, you will also fi nd the rubric for recording
observational Tens Scores.

Above and Beyond

In the Tell It Again! Read-Aloud Anthology for Fables and Stories,

there are numerous opportunities in the lessons and the Pausing
Point to challenge students who are ready to attempt activities that
are above grade-level. These activities are labeled “Above and
Beyond” and are identifi ed with this icon: ➶.

Supplemental Guide

Accompanying the Tell It Again! Read-Aloud Anthology is a

Supplemental Guide designed to assist education professionals who
serve students with limited English language skills or students with
limited home literacy experience, which may include English
Language Learners (ELLs) and children with special needs.
Teachers whose students would benefi t from enhanced oral
language practice may opt to use the Supplemental Guide as their

Fables and Stories | Introduction 5

© 2013 Core Knowledge Foundation
primary guide in the Listening & Learning strand. Teachers may also
choose to begin a domain by using the Supplemental Guide as their
primary guide before transitioning to the Tell It Again! Read-Aloud
Anthology, or may choose individual activities from the
Supplemental Guide to augment the content covered in the Tell It
Again! Read-Aloud Anthology.
The Supplemental Guide activities that may be particularly relevant
to any classroom are the Multiple Meaning Word Activities and
accompanying Multiple Meaning Word Posters, which help students
determine and clarify different meanings of words; Syntactic
Awareness Activities, which call students’ attention to sentence
structure, word order, and grammar; and Vocabulary Instructional
Activities, which place importance on building students’ general
academic, or Tier 2, vocabulary. These activities afford all students
additional opportunities to acquire a richer understanding of the
English language. Several of these activities have been included as
Extensions in the Tell It Again! Read-Aloud Anthology. In addition,
several words in the Tell It Again! Read-Aloud Anthology are
underlined, indicating that they are multiple-meaning words. The
accompanying sidebars explain some of the more common alternate
meanings of these words. Supplemental Guide activities included in
the Tell It Again! Read-Aloud Anthology are identifi ed with this icon:
.

6 Fables and Stories | Introduction

© 2013 Core Knowledge Foundation
Fables
1. Aesop’s Fables, by Jerry Pinkney (Chronicle Books, 2000) ISBN
978-1587170003
2. Aesop’s Fables, by Beverly Naidoo and illustrated by Piet
Grobler (Frances Lincoln Children’s Books, 2011) ISBN
978-1847800077
3. The Boy Who Cried Wolf, by B.G. Hennessy and illustrated by
Boris Kulikov (Simon and Schuster, 2006) ISBN
978-0689874338
4. The Boy Who Cried Wolf/el Pastorcito Mentiroso: A Retelling of
Aesop’s Fable/Versión de la fábula de Esopo (Bilingual Edition,
Audio Book), by Eric Blair and illustrated by Dianne Silverman
(Capstone Press, 2008) ISBN 978-1404844704
5. The Classic Treasury of Aesop’s Fables (Children’s Illustrated
Classics), illustrated by Don Daily (Running Press, 2007) ISBN
978-0762428762
6. The Fox and the Grapes, by Mark White and illustrated by Sara
Rojo Pérez (Capstone Press, 2008) ISBN
978-1479518562
7. Fox Tails: Four Fables from Aesop, by Amy Lowry (Holiday
House, 2012) ISBN 978-0823424009
8. How the Leopard Got His Claws, by Chinua Achebe and
illustrated by Mary GrandPré (Candlewick, 2011)
978-0763648053
9. The Lion and the Mouse, retold and illustrated by Bernadette
Watts (North-South Books, 2007) ISBN 978-0735821293
10. Little Cloud and Lady Wind, by Toni Morrison and Slade
Morrison and illustrated by Sean Qualls (Simon & Schuster,
2010) ISBN 978-1416985235
11. The Tortoise and the Hare, adapted and illustrated by Janet
Stevens (Holiday House, 1985) ISBN 978-0823405640
12. Town Mouse, Country Mouse, by Jan Brett (Puffi n, 2003) ISBN
978-0698119864
13. The Wise Fool: Fables from the Islamic World, by Shahrukh

Fables and Stories | Introduction 7

© 2013 Core Knowledge Foundation
Husain and illustrated by Micha Archer (Barefoot Books, 2011)
ISBN 978-1846862267
Stories
14. Anansi and the Moss-Covered Rock, retold by Eric A. Kimmel
and illustrated by Janet Stevens (Holiday House, 1990) ISBN
978-0823407989
15. Anansi the Spider: A Tale from the Ashanti, by Gerald
McDermott (Henry Holt, 1972) ISBN 978-0805003109
16. Baby Rattlesnake: A Native American Tale, by Te Ata and
adapted by Lynn Moroney and illustrated by Mira Reisberg
(Children’s Book Press) ISBN 978-0892392162
17. A Big Quiet House: A Yiddish Folktale from Eastern Europe,
retold by Heather Forest and illustrated by Susan Greenstein
(August House Publishers, 2005) ISBN 978-0874834628
18. The World of Winnie the Pooh and The House at Pooh Corner,
by A.A. Milne and illustrated by Ernest H. Shepard (Penguin,
2010) ISBN 978-0525444473
19. How Chipmunk Got His Stripes, by Joseph Bruchac & James
Bruchac and illustrated by Jose Aruego and Ariane Dewey
(Puffi n, 2003) 978-0142500217
20. It Could Always Be Worse: A Yiddish Folk Tale, by Margot
Zemach (Square Fish, 1990) ISBN 978-0374436360
21. Medio Pollito/Half Chick: A Spanish Tale, adapted by Eric
A. Kimmel and illustrated by Valeria Docampo (Amazon
Children’s Publishing, 2010) ISBN 978-0761457053
22. Nelson Mandela’s Favorite African Folktales, by Nelson
Mandela (Norton, W. W. & Company, 2007) ISBN
978-0393329902
23. One Grain of Rice: A Mathematical Folktale, by Demi
(Scholastic, 1997) ISBN 978-0590939980
24. The People Could Fly: American Black Folktales, retold by
Virginia Hamilton and illustrated by Leo Dillon and Diane
Dillon (Random House Children’s Books, 1993) ISBN
978-0394869254
25. A Story, A Story: An African Tale, by Gail E. Haley (Aladdin,
1998) 978-0689712012

8 Fables and Stories | Introduction

© 2013 Core Knowledge Foundation
26. The Tale of Peter Rabbit, by Beatrix Potter and illustrated by
Michael Hague (Chronicle Books, 2005) ISBN
978-0811849067
27. Too Much Noise, by Ann McGovern and illustrated by Simms
Taback (Houghton Miffl in Harcourt, 1992) ISBN
978-0395629857
28. The Tortoise’s Gift: A Story from Zambia, by Lari Don and
illustrated by Melanie Williams (Barefoot Books, 2012) ISBN
978-1846867743
29. Tunjur! Tunjur! Tunjur!: A Palestinian Folktale, retold by Margaret
Read MacDonald and illustrated by Alik Arzoumanian (Amazon
Children’s Publishing, 2012) ISBN
978-0761463122

Websites and Other Resources

Student Resources
1. Find the Main Idea Game
http://bit.ly/XysFO4

2. Interactive Cinderella Story

http://bit.ly/Qt3Yjb

3. Peter Rabbit World www.peterrabbit.com/en

Teacher Resources
4. Fables and Morals http://bit.ly/TeBs3d

5. Types of Fiction Characters

http://bit.ly/XysYZr

Audio Versions
6. Hear a Story: Medio Pollito, by Eric Kimmel
http://ericakimmel.com/hear-a-story

Fables and Stories | Introduction 9

© 2013 Core Knowledge Foundation
The Boy Who Cried Wolf
1
son Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Boy Who Cried Wolf”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Boy Who Cried
Wolf”
 Identify fables as one type of fi ction
 Identify characteristics of fables: short, moral, personifi cation
 Explain in their own words the moral of “The Boy Who Cried Wolf”

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

 Identify the moral of the fable “The Boy Who Cried Wolf” (RL.1.2)
 Identify the literary terms characters, plot, and setting, and explain
those terms as they apply to the fable “The Boy Who Cried Wolf”
(RL.1.3)

 Describe how the shepherd boy in “The Boy Who Cried Wolf” is
lonely at the beginning of the fable (RL.1.4)

nd Stories
e Knowledge Foundation
1 | The Boy Who Cried Wolf
 Explain that “The Boy Who Cried Wolf” is fi ction because it was
made up to teach a lesson (RL.1.5)
 Perform the story “The Boy Who Cried Wolf” for an audience
using eye contact, appropriate volume, and clear enunciation
 Identify new meanings for familiar words, such as company, and
apply them accurately

Core Vocabulary

company, n. People who join 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 fi lling his shoes
with rocks.
Variation(s): pranks shepherd, n. Someone who guards, herds, and
tends sheep Example: The young shepherd had to follow the sheep
wherever they went.
Variation(s): shepherds
startled, v. Surprised
Example: Jim was startled by the large spider on his bed.
Variation(s): startle, startles, startling
tended, v. Watched over or looked after
Example: The boy tended the sheep.
Variation(s): tend, tends, tending

| The Boy Who Cried Wolf 11

ance Exercise Materials Minutes

Domain Introduction

Essential Background Information or

world map
Terms
g the Read-Aloud 10
Making Predictions About the
Read-Aloud
Purpose for Listening

g the Read-Aloud The Boy Who Cried Wolf 15

Comprehension Questions 10
the Read-Aloud
Word Work: Startled 5

 Complete Remainder of the Lesson Later in the Day

On Stage

s 20
Multiple Meaning Word Activity:
Poster 1M: Company
Company
Instructional Masters 1B-1
e Material Family Letter
and 1B-2
*
1 | The Boy Who Cried Wolf

nd Stories
e Knowledge Foundation
The Boy Who Cried Wolf
1A
Introducing the Read-Aloud 10 minutes
Domain Introduction
Ask students if they like to listen to stories. Ask 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 over the next couple
of weeks they will be hearing stories that different people made up
long ago. People enjoyed telling and hearing these stories again and
again, and then someone had the idea of writing them down so that
they wouldn’t be forgotten. Now the class will get to enjoy listening to
them and may then be able to tell the stories to their own friends and
family.
Tell students that because these stories were made up they are
called fi ction. Have students repeat the word fi ction. Ask, “What do
we call stories that didn’t really happen but have been made up?” (fi
ction)

Essential Background Information or Terms

Explain to students that a storyteller named Aesop [EE-sop] lived in

Greece a very long time ago. Have students repeat the name
Aesop. (You may wish to point out Greece on a world map.) 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

Fables and Stories 1A | The Boy Who Cried Wolf 13

© 2013 Core Knowledge Foundation
especially well-known for his fables. Like all fables, Aesop’s fables
were short and were intended to teach a lesson called “the moral of
the story.” Tell them that the stories they will hear in the next few
days are among the many stories known as “Aesop’s Fables.”

Making Predictions About the Read-Aloud

 Show image 1A-1: Shepherd boy chuckling

Ask students to describe what is happening in the picture. Point out

the shepherd and explain that someone who tends, or takes care of,
sheep is called a shepherd. Have students repeat the word
shepherd. Ask students to use the picture to make predictions about
what happens in the fable.

Purpose for Listening

Tell students to listen carefully to the fable to fi nd out if their

predictions are correct.

14 Fables and Stories 1A | The Boy Who Cried Wolf

There was once a young boy who his sheep

Presenting the Read-Aloud 15 minutes

 Show image 1A-1: Shepherd boy chuckling

1 The shepherd boy tended 8 Why don’t the men come to help? How do you think the shepherd boy feels now?
or took care of the sheep.
9 [Have students echo the moral and then discuss its meaning. Remind students that
2 How does the shepherd this read-aloud was short because fables are short.]
boy feel about tending the
sheep? Do you think you
shepherd tended
would feel lonely if you at the foot of a mountain near a dark forest. 1 It was lonely for him
were tending the sheep?
Why or why not? watching the sheep all day. No one was near, except for three
3 Company means to have farmers he could sometimes see working in the fi elds in the valley
someone to talk to. But below. 2
company also means a
business. What do you One day the boy thought of a plan that would help him get a
think is the shepherd
little company and have some fun. 3 He ran down toward the
boy’s plan to get some
company? valley crying, “Wolf! Wolf!” 4
4 If there really wasn’t a
The men ran to meet him, and after they found out there was no
wolf, why would he say
that?
wolf after all, one man remained to talk with the boy awhile.

5 A prank is a trick. Why The boy enjoyed the company so much that a few days later he
does the shepherd boy tried the same prank again, and again the men ran to help him. 5

play the prank again?

A few days later, a real wolf came from the forest and began to
6 or surprised
steal the sheep. The startled 6 boy ran toward the valley, and more
7 Do you think the men will
come and help the loudly than ever he cried, “Wolf! Wolf!” 7

shepherd boy? Why or

why not?

Fables and Stories 1A | The Boy Who Cried Wolf 15

© 2013 Core Knowledge Foundation
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. 8
Moral: If you often
don’t tell the truth,
people won’t believe
you even when you are
telling the truth. 9

16 Fables and Stories 1A | The Boy Who Cried Wolf

© 2013 Core Knowledge Foundation
Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
If students have diffi culty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specifi c images. 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. Evaluative Were your predictions about what happens in the
fable correct? Why or why not? (Answers may vary.)
2. Literal What is the shepherd boy doing at the beginning of the
fable? (tending his sheep) How does he feel? (lonely)
3. Inferential What does the boy decide to do because he is
lonely? (pretends that he sees a wolf to get company) What
happens when a wolf really comes? (No one comes to help
because they think the shepherd boy is tricking them again.)
4. Literal 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)
 Show image 1A-1: Shepherd boy chuckling

5. 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)
6. Evaluative The setting of a story is where it takes place. What is
the setting of this fable? (a fi eld at the foot of the mountain near
a dark forest) Could this fable have taken place in a different
setting? (Answers may vary.)

Fables and Stories 1A | The Boy Who Cried Wolf 17

© 2013 Core Knowledge Foundation
7. Evaluative What do you think happens after the wolf came and
no one helped the boy? (Answers may vary but could include
that the wolf ate the sheep or scared the sheep away.)
8. Evaluative What could the boy have done differently to keep the
sheep from being taken? (He should not have cried “Wolf!”
when there was no wolf. He should not have lied; then maybe
the men would have helped him when there really was a wolf.)
9. Evaluative 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.”] Is this an important lesson for you to
remember? Why or why not? (Yes, because people shouldn’t
tell lies.)
10. Evaluative Is this a true story or is it fi ction? (It is fi ction
because it was made up to teach a lesson.)
[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 fi rst 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

18 Fables and Stories 1A | The Boy Who Cried Wolf

© 2013 Core Knowledge Foundation
and discuss the question. Finally, I will call on several of you to share
what you discussed with your partner.
11. 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.)
12. After hearing today’s read-aloud and questions and answers, do
you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these questions.]

Word Work: Startled 5 minutes

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, and often frightened, by something
that happens suddenly.
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. Directions: I am going to
read a sentence. If I describe a situation in which someone is
surprised or frightened, say, “ was startled.” If I describe a situation
in which someone is not surprised or frightened, say, “ was not
startled.”

Fables and Stories 1A | The Boy Who Cried Wolf 19

© 2013 Core Knowledge Foundation
1. The sound of the loud siren made the boy jump. (The boy was
startled.)
2. The boy’s father read a story to him before bedtime. (The boy/
father was not startled.)
3. The girl’s grandmother helped her comb her hair. (The girl/
grandmother was not startled.)
4. The cat pounced from behind the tree and scared the bird. (The
bird was startled.)
5. When the girl entered the room, her brother jumped out from
behind the couch and shouted, “Boo!” (The girl was startled.)

 Complete Remainder of the Lesson Later in the Day

20 Fables and Stories 1A | The Boy Who Cried Wolf

1B
Extensions 20 minutes
On Stage
Tell students that you are going to read “The Boy Who Cried Wolf”
again, and this time students will act out the fable. Ask students what
characters will be needed. (shepherd/shepherdess, men/women,
wolf, sheep) Designate students to be the various characters. You
may include additional men/women and animals as characters to
increase active participation.
Ask students what settings will be needed. (grassy fi eld for
shepherd and sheep, another fi eld for men) Designate locations in
the classroom for the two settings.
Encourage “characters” to listen carefully to know what actions to
use, such as the men running to the shepherd. Also, talk about
using facial expressions to show how the characters are feeling,
such as the shepherd being startled.
You may also have the characters create some of their own dialogue
that goes along with the story.

 Multiple Meaning Word Activity

Associated Phrase: Company

1. [Show Poster 1M: Company.] In the read-aloud you heard, “One
day the boy thought of a plan that would help him get a little
company and have some fun.” Here, company means to have
someone to spend time with. [Have students hold up one, two,
or three fi ngers to indicate which image on the poster shows
this meaning.]

Fables and Stories | The Boy Who Cried Wolf 21

© 2013 Core Knowledge Foundation
2. Now with your neighbor, talk about what you think of when you
see this picture of company. I will call on a few of you to share
your responses. Try to answer in complete sentences.

(This picture of company makes me think of talking to or playing

with friends, having my grandparents visit, etc.) [Call on three or
four students to share their answers.]
3. Company also means something else. Company means a
group of people, such as a company of artists or fi refi ghters.
[Have students hold up one, two, or three fi ngers to indicate
which image on the poster shows this meaning.]
4. With your neighbor, talk about what you think of when you see
this kind of company. I will call on a few of you to share your
responses. Try to answer in complete sentences. (When I see
this kind of company, I think of the ballet I saw, the fi refi ghters
in my neighborhood, etc.) [Call on three or four students to
share their answers.]
5. Company also means something else. Company means a
business. [Have students hold up one, two, or three fi ngers to
indicate which image on the poster shows this meaning.]
6. With your neighbor, talk about what you think of when you see
this kind of company. I will call on a few of you to share your
responses. Try to answer in complete sentences. (When I see
this kind of company, I think of where my mom works, the
buildings I pass on my way to school, etc.) [Call on three or four
students to share their answers.]

Take-Home Material
Family Letter
Send home Instructional Masters 1B-1 and 1B-2.

22 Fables and Stories | The Boy Who Cried Wolf

The Maid and the Milk

Pail 2
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Maid and the Milk Pail”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Maid and the
Milk Pail”
 Identify fables as one type of fi ction
 Identify characteristics of fables: short, moral, personifi cation
 Explain in their own words the moral of “The Maid and the Milk
Pail”

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

 Identify the moral of the fable “The Maid and the Milk Pail” (RL.1.2)
 Identify the literary terms characters and plot, and explain those
terms as they apply to the fable “The Maid and the Milk Pail”
(RL.1.3)

Fables and Stories | The Maid and the Milk Pail 23

© 2013 Core Knowledge Foundation
 Explain how the milkmaid’s feelings changed from the beginning
to the end of “The Maid and the Milk Pail” (RL.1.4)

24 Fables and Stories | The Boy Who Cried Wolf

© 2013 Core Knowledge Foundation
 Explain that “The Maid and the Milk Pail” is fi ction because it was
made up to teach a lesson (RL.1.5)
 Clarify information about “The Maid and the Milk Pail” by asking
questions that begin with where (SL.1.1c)
 Prior to listening to “The Maid and the Milk Pail,” identify orally
what they know and have learned about fables Core Vocabulary

balanced, adj. Stable or fi xed in place; not likely to fall

Example: The tightrope walker appeared to be well balanced on the
high wire.
Variation(s): balance, balances, balancing
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. Chubbiest, most round
Example: Julie would only sleep on the plumpest pillows.
Variation(s): plump, plumper

At a Glance Exercise Materials Minutes

What Have We Already Learned?

Essential Background Information or

Terms
Introducing the Read-Aloud 10
Making Predictions About the
Read-Aloud
Purpose for Listening

Presenting the Read-Aloud The Maid and the Milk Pail 15

Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Balanced 5

 Complete Remainder of the Lesson Later in the Day

Instructional Master
Extensions Somebody Wanted But So Then 2B-1 (optional); chart paper, 20
chalkboard, or whiteboard

25 Fables and Stories

The Maid and the Milk

Pail 2
A
10
Introducing the Read-Aloud minutes

What Have We Already Learned?

Remind students of the fable that they heard in the previous lesson,
“The Boy Who Cried Wolf.” Ask students why “The Boy Who Cried
Wolf” is considered a fable. You may need to remind them that a
fable is a short story intended to teach a lesson, called
“the moral of the story.” Ask them if they remember the moral of “The
Boy Who Cried Wolf.” Ask students if they remember the name of
the man who collected these fables. (Aesop)

Essential Background Information or Terms

Tell students that you are going to read another one of Aesop’s
fables today. Explain that this fable is about a milkmaid, a girl who
milks cows. Tell students that the milkmaid’s job is an important one
because cows need to be milked every day. Ask students if any of
them has ever milked a cow or seen someone milk a cow. You may
also want to remind them of the dairy farms they learned about in
the Farms domain in Kindergarten.

Making Predictions About the Read-Aloud

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

Ask them to describe what is happening in the picture. Ask them to

use the picture to make predictions about what happens in the fable.

26 Fables and Stories | The Maid and the Milk Pail

Tell students to listen carefully to the fable to fi nd out if their

predictions are correct.

The Maid and the Milk Pail

Presenting the Read-Aloud 15 minutes

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

1
1 a milkmaid is a woman 6 [Demonstrate an exaggerated toss of the head and ask the students what they
who worked milking cows think happens.]
2 Peggy knew how to keep 7 How do you think Peggy feels now? Why?
the pail on her head
8 What do you think her mother means by that?
without it tipping over as
she walked. 9 [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 it teaches a lesson.]
3 or fattest

4 What does Peggy plan to

do with the milk? Do you
think that Peggy’s plans
make sense?
5 Peggy thinks that the 2A
other girls will wish that Peggy the milkmaid was going to market. There she planned to
they looked as lovely as
her, when she wears her sell the fresh, sweet milk in the pail that she had learned to carry
new dress and gets the balanced on her head. 2
boys’ attention.
As she went along, she began thinking about what she would do
3
with the money she would get for the milk. “I’ll buy the plumpest
chickens from Farmer Brown,” she said, “and they will lay eggs each
Fables and Stories 2A | The Maid and the Milk Pail 27
© 2013 Core Knowledge Foundation
morning. When those don’t count on having everything turn out exactly as you plan,
9
eggs hatch, I’ll have because you may be disappointed.
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
4
blue ribbon to match.
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. 5
But I don’t care; I’ll just
toss my head at them,
like this!” 6
She tossed back her
head.
The pail fl ew off,
and the milk spilled
all over the road. 7
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.” 8
Moral: Don’t count
your chickens before
they’re hatched; or
28 Fables and Stories | The Maid and the Milk Pail
© 2013 Core Knowledge Foundation
Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
If students have diffi culty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specifi c images. 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. Evaluative Were your predictions about what happens in the
fable correct? Why or why not? (Answers may vary.)
2. Literal What does the milkmaid want to buy with the money she
makes from the sale of the milk? (plump chickens and,
ultimately, a blue dress and blue ribbons)
3. Literal There are only two characters, or people, in this fable.
Who are they? (the milkmaid and her mother)
 Show image 2A-1: Milkmaid and the spilled milk

4. 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 milkmaid spills the milk after she is thinking
about what to do with the money and before she goes home to
tell her mother)
5. Inferential How do the milkmaid’s feelings change from the
beginning to the end of the fable? (At fi rst, she is excitedly
making plans for all that she will do with her money. Then she
spills the milk and, in one instant, all her plans are ruined.)
6. Evaluative How could the milkmaid have kept the milk from
spilling? (She might have concentrated more on walking, rather
than getting lost in her thoughts; she might have carried the pail
differently.)
7. Literal All of Aesop’s fables, or stories, were meant to teach a
moral, or a lesson, about how to behave. What is the lesson, or
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.”]
Fables and Stories 2A | The Maid and the Milk Pail 29
© 2013 Core Knowledge Foundation
8. Evaluative 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.)
9. Evaluative Is this a true story or is it fi ction? (fi ction because it
is made up to teach a lesson)
10. Evaluative Pretend you have just seen the milkmaid spill her
bucket of milk. What would you say to her? (Answers may vary.)
[Please continue to model the Question Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
11. Evaluative Where? Pair Share: Asking questions after a
readaloud 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 where. For example,
you could ask, “Where did this fable take place?” Turn to your
neighbor and ask your where question. Listen to your neighbor’s
response. Then your neighbor will ask a new where question,
and you will get a chance to respond. I will call on several of you
to share your questions with the class.
12. After hearing today’s read-aloud and questions and answers, do
you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these questions.]

Word Work: Balanced 5 minutes

1. In the read-aloud you heard, “There [the milkmaid] planned to

sell the fresh, sweet milk in the pail that she has learned to carry
balanced on her head.”
2. Say the word balanced with me.
30 Fables and Stories | The Maid and the Milk Pail
© 2013 Core Knowledge Foundation
3. Balanced means steadied or positioned so that it won’t fall over.
4. I 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. Directions: Try to balance a
book or other object on your head. [You may want to have objects
available for balancing; and you may choose to do this as a relay
game.] After you balance the object, say, “I balanced the on my
head.”

 Complete Remainder of the Lesson Later in the Day

The Maid and the

Milk Pail 2B
Extensions 20 minutes

Somebody Wanted But So Then (Instructional Master 2B-1,

optional)

Write the following blank summary chart on chart paper, a

chalkboard, or a whiteboard:
Somebody

Wanted

But

Fables and Stories 2A | The Maid and the Milk Pail 31

Then

Explain to students that together you will retell the story in writing.
Tell them that you are going to write down what they say, but that
they are not expected to be able to read what you write because
they are still learning all the rules for decoding. Emphasize that you
are writing what they say so that you don’t forget, and tell them that
you will read the words to them.
Somebody The milkmaid
Wanted Wanted a blue dress and ribbons
But But she did not have enough money to buy them
So, with her milk pail balanced on her head, she dreamed
So
that she already had the blue dress and ribbons.
Then Then, all the milk spilled and she had nothing!
As you read students’ responses on the chart, be sure to use
complete sentences and domain-related vocabulary to expand upon
their responses. As students retell the fable, ask questions to elicit
oral elaboration on what they have written.

➶ Above and Beyond: An Instructional Master has been included if

you have students who are ready to fi ll in the chart on their own.

32 Fables and Stories | The Maid and the Milk Pail

© 2013 Core Knowledge Foundation
The Goose and the
Golden Eggs 3
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Goose and the Golden Eggs”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Goose and the
Golden Eggs”
 Identify fables as one type of fi ction
 Identify characteristics of fables: short, moral, personifi cation
 Explain in their own words the moral of “The Goose and the
Golden Eggs”

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

Objectives aligning with the Common Core State Standards are
noted with the corresponding standard in parentheses. Refer to the
Alignment Chart for additional standards addressed in all lessons in
this domain.
Students will:
 Retell the fable “The Goose and the Golden Eggs” including key
details (RL.1.2)
 Identify the moral of the fable “The Goose and the Golden Eggs”
(RL.1.2)

 Identify the literary term characters, and explain that term as it

applies to the fable “The Goose and the Golden Eggs” (RL.1.3)
 Identify that the farmer in the fable “The Goose and the Golden

| The Goose and the Golden Eggs 33

Fables and Stories 3

 Explain that “The Goose and the Golden Eggs” is fi ction because
it was made up to teach a lesson (RL.1.5)
 Orally compare and contrast the milkmaid in “The Maid and the
Milk
Pail” with the farmer in “The Goose and the Golden Eggs” (RL.1.9)
 Revise the fable “The Goose and the Golden Eggs” orally or in
writing by changing the ending (W.1.3)
 Write and illustrate a new ending to the fable “The Goose and the
Golden Eggs” and discuss with one or more peers (W.1.5)
 Prior to listening to “The Goose and the Golden Eggs,” identify
orally what they know and have learned about the fable “The Maid
and the Milk Pail”
 Identify new meanings for familiar words, such as rock, and apply
them accurately

Core Vocabulary

delight, n. Great pleasure or happiness

Example: Going to my grandparents’ house for a visit always brings me
delight.
Variation(s): none golden, adj.
Having the color of gold
Example: The leaves of the apple tree turned a golden color in the fall.
Variation(s): none goose, n. A duck-like bird that lives
on or near the water Example: The goose built a nest
near the pond.
Variation(s): geese 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

and Stories
Knowledge Foundation
3 | The Goose and the Golden Eggs

At a Glance Exercise Materials Minutes

What Have We Already Learned?

What Do We Know?

Introducing the Read-Aloud 10

Making Predictions About the
Read-Aloud
Purpose for Listening

Presenting the Read-Aloud The Goose and the Golden Eggs 15

Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Greedy 5

 Complete Remainder of the Lesson Later in the Day

A New Ending drawing paper, drawing tools
Extensions Multiple Meaning Word Activity: 20
Poster 2M: Rock
Rock
Fables and Stories 3

| The Goose and the Golden Eggs 35

© 2013 Core Knowledge Foundation
The Goose and the
Golden Eggs 3A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Remind students that they heard the fable, “The Maid and the Milk
Pail.” Ask:

• What animal provided something that the milkmaid thought would

be useful? (cow)
• What did the cow provide? (milk)
• Did the milk end up being useful to the girl? (No, because she
spilled it.)
• What lesson did the milkmaid learn from this? (“Don’t count your
chickens before they hatch.”)

What Do We Know?
 Show image 3A-1: Goose and goose egg

Tell students that the fable they are going to listen to today is about
another animal that provides something useful. Tell them that this
fable is about a goose. Ask students if they have ever seen a goose
and if they know anything about this animal. Ask if they know what a
goose provides that may be useful to people. Talk about the color of
the goose egg, the fact that a goose egg is lightweight, and that a
goose usually lays one egg each day.

36 Fables and Stories 3A | The Goose and the Golden Eggs

Tell students to look closely at the illustration. Have them describe

what they see. You may prompt discussion with the following
questions:

• What characters do you see?

• What is the setting of the fable? How can you tell?
• Look at the egg. Does it look like the real goose egg that you see
in this picture? (Show image 3A-1 again for comparison.)
• Look at the expression on the farmer’s face. Does the farmer think
the egg will be useful? Why or why not?

Purpose for Listening

Tell students to listen closely to the fable to fi nd out if their

predictions are correct.

Fables and Stories 3A | The Goose and the Golden Eggs 37

© 2013 Core Knowledge Foundation
Presenting the Read-Aloud 15 minutes
The Goose and the Golden Eggs
 Show image 3A-2: Farmer and the goose’s nest

1 A rock is a stone. Rock also a rock. He was about to throw it away because he thought that
means to move back and
forth. someone was playing a trick on him. 2 But on second thought, he

2 Why does the farmer think took it home, and discovered to his delight that it was an egg of pure
that the egg is not a goose gold! 3
egg? How does a normal
goose egg look and feel? He sold the egg for a handsome sum 4 of money. Every morning
3 The egg of pure gold gave the goose laid another golden egg, and the farmer soon became rich
the farmer delight or
by selling the eggs. 5
much happiness. 4 or a
large amount (lots and As he grew rich, he also grew greedy. 6 “Why should I have to wait
lots) to get only one egg a day?” he thought. “I will cut open the goose
5 How do you think the and take all the eggs out of her at once.” 7
farmer feels now?
6 Greedy describes the
When the goose heard the farmer’s plan, she fl ew away to a
farmer because he already nearby farm. So when the farmer came out the next day, do you
had more than he needed,
know what he found in the goose’s nest? 8 Nothing. 9
but he wanted to have
much more.
Moral: He who wants more often loses all. When you want
7 Do you think that this is a something, be patient. If you are greedy, you might lose what you
good plan?
already have. 10
8 What do you think the
farmer fi nds?
9 How do you think the
farmer feels now?
Once a farmer went to the nest of his goose and found there an
egg, all yellow and shiny. When he picked it up, it was heavy as 1

38 Fables and Stories 3A | The Goose and the Golden Eggs

© 2013 Core Knowledge Foundation
10 [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.]

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes
If students have diffi culty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specifi c images. 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. Evaluative Were your predictions about what happens in the
fable correct? Why or why not? (Answers may vary.)
2. Literal The setting of the fable is where it takes place. What is
the setting of this fable? (a farm)
3. Literal There are two main characters in this fable. Who are
they? (the farmer and his goose)
4. Evaluative What is special about the eggs that the goose lays?
(They are made of gold.) Could this really happen? (no) So, is
this fable fact or fi ction? (fi ction)
 Show image 3A-2: Farmer and the goose’s nest

5. 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.)
6. 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.”]

Fables and Stories 3A | The Goose and the Golden Eggs 39

© 2013 Core Knowledge Foundation
7. Evaluative What would you do if you discovered a golden egg?
(Answers may vary.)
8. Evaluative Was it a good idea for the farmer to try and get 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.)
9. Evaluative Do you think the farmer would have become rich if
he had not been so greedy? (Answers may vary.)
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask 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.
10. Evaluative Think Pair Share: Compare the milkmaid in
yesterday’s fable with the farmer in today’s fable. How are these
two characters alike or different? (Answers may vary.)
11. After hearing today’s read-aloud and questions and answers, do
you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these questions.]

Word Work: Greedy 5 minutes

1. In the read-aloud you heard, “As [the farmer] grew rich, he also
grew greedy.”
2. Say the word greedy with me.
3. A greedy person wants more of something than they need.
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 Refl ection” from Kindergarten.] Try to use the word greedy
when you tell about it. [Ask two or three students. If necessary,
guide and/or rephrase students’ responses: “The dog was
greedy when . . .”]

40 Fables and Stories 3A | The Goose and the Golden Eggs

© 2013 Core Knowledge Foundation
6. What’s the word we’ve been talking about?
Use a Making Choices activity for follow-up. Directions: 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.]
7. The king refused to give up any of his land even though he had
more than he could rule. (That’s greedy!)
8. The boy gave his friend a piece of chalk to use. (That’s not
greedy!)
9. The squirrel ate all of the acorns on the ground, and hid the rest,
before the other squirrels could eat any. (That’s greedy!)
10. The girl shared her crayons with her friends. (That’s not greedy!)
11. The man would not let anyone read any of his books even
though he had hundreds. (That’s greedy!)

 Complete Remainder of the Lesson Later in the Day

Fables and Stories 3A | The Goose and the Golden Eggs 41

A New Ending
Ask students to repeat the moral of the fable “The Goose and the
Golden Eggs.” You may need to remind them that the moral of the
story is, “He who wants more often loses all. When you want
something, be patient. If you are greedy, you might lose what you
already have.” Ask students what happened to the farmer because
he was greedy. (He ended up with nothing.) Ask students what they
think he should have done. (He should have been patient, waited,
and been happy with one egg every day.)
Tell students that they are going to make up a new ending to the
fable. What would they change about the ending of the fable? Have
students brainstorm new endings with a partner, and then draw
pictures of their own new endings.
Upon completion of their drawings, have students write a sentence
describing the ending. Some students may need to dictate their
sentence to an adult to be written. Others may write a complete
sentence or sentences on their own. Give students the opportunity
to share their pictures and sentences with a partner or with the
class.

 Multiple Meaning Word Activity

42 Fables and Stories | The Goose and the Golden Eggs

1. [Show Poster 2M: Rock] In the read-aloud you heard, “When

[the farmer] picked up [the goose’s egg], it was heavy as a
rock.”
2. A rock is a stone. Which picture shows this type of rock? (1)
3. Rock has other meanings. Rock also means to move back and
forth or from side to side. Which picture shows someone doing
this type of rock? (2)

4. Rock has another meaning. Rock also refers to a type of

popular music. Which picture shows this kind of rock? (3)
5. Now that we have gone over the different meanings for rock,
quiz your neighbor on these different meanings. Try to use
complete sentences. For example, you could say, “We found a
rock in the woods.” And your neighbor should respond, “That’s
‘1’.”

Fables and Stories | The Goose and the Golden Eggs 43

The Dog and the Manger

4
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Dog in the Manger”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Dog in the
Manger”
 Identify fables as one type of fi ction
 Identify characteristics of fables: short, moral, personifi cation
 Explain in their own words the moral of “The Dog in the Manger”

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

 Identify the moral of the fable “The Dog in the Manger” (RL.1.2)
 Identify the literary terms plot and setting, and explain those terms
as they apply to the fable “The Dog in the Manger” (RL.1.3)
 Describe the feelings of the oxen in the fable “The Dog in the
Manger” (RL.1.4)
44 Fables and Stories
© 2013 Core Knowledge Foundation
 Explain that “The Dog in the Manger” is fi ction because it was
made up to teach a lesson (RL.1.5)

4 | The Dog in the Manger

Fables and Stories | The Goose and the Golden Eggs 45

© 2013 Core Knowledge Foundation
 With assistance, make a T-Chart to categorize and organize things
that animals can and cannot do (W.1.8)
 Clarify information about “The Dog in the Manger” by asking
questions that begin with why (SL.1.1c)
 Prior to listening to “The Dog in the Manger,” identify orally what
they know and have learned about characters from other fables
they have heard

Core Vocabulary

budge, v. To move
Example: I pushed and pushed, but was not able to budge the
refrigerator.
Variation(s): budges, budged, budging manger, n. An
open box where hay is put for animals to eat
Example: The farmer put fresh hay in the manger for his horses to eat.
Variation(s): mangers 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 with one or more blades that turns
the soil Example: The farmer used the plow to prepare the soil for
planting the corn seeds.
Variation(s): plows

At a Glance Exercise Materials Minutes

What Have We Already Learned?

Essential Background Information or

Terms
Introducing the Read-Aloud 10
Making Predictions About the
Read-Aloud
Purpose for Listening

Presenting the Read-Aloud The Dog in the Manger 15

Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Budge 5

 Complete Remainder of the Lesson Later in the Day

chart paper, chalkboard, or
Extensions Personifi cation
whiteboard
20
Fables and Stories 4
| The Dog in the Manger 46
© 2013 Core Knowledge Foundation
The Dog and the Manger 4A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Ask students what characters they remember from the three fables
that they have already heard. You may choose to show images from
the previous read-alouds to help students recall. Have students
describe the various characters. Ask students what lesson the
various characters learned.

Essential Background Information or Terms

Tell students that they are going to hear another fable today. This
fable is also short and it has a lesson. But in today’s fable, there are
no people. All of the characters are animals. And the animals talk!
Tell them that this is a third characteristic of fables: animals act like
people. Many of Aesop’s fables have animals that act like people.
 Show image 4A-1: Ox talking to the dog in the manger

Ask students to describe what they see in the picture. Tell them that
the dog is standing in a manger—a long, narrow, open container that
holds food for animals. It sits on legs, off the ground, making it easy
for animals to reach when they are hungry. 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. Explain that
the plural of ox is oxen, so if there were several of these animals in
the illustration, they would be called oxen.

Making Predictions About the Read-Aloud

Point out that the dog and the ox in the image look like they are
talking to one another. Ask students to predict what the two
animals are talking about.

Fables and Stories | The Dog in the Manger 47

Tell students to listen carefully to the fable to fi nd out if their

predictions are correct.

Presenting the Read-Aloud 15 minutes

The Dog in the Manger
 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
1 Why does the dog like to more that this story is characteristic of fables because it is short, it teaches a
nap in the barn? lesson, and it gives animals human features: they talk.]
2 a tool used to turn the barn. He liked to sleep in the manger, the long wooden box where
soil
hay was put for the farm animals to eat. 1 One hot day after a long
afternoon pulling the plow, 2 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
3 Do you think the dog has so that I can eat my hay?”
a good reason to be angry
at the ox? Why or why The dog, angry at being awakened from his nap, growled and
not? barked at the ox. 3
“Please,” said the tired, hungry ox, “I’ve had a hard day, and I’m
very hungry.”
4 or move But the dog, who did not even eat hay, but only enjoyed it for its
4
comfort, barked and snapped in response, and refused to budge.
At last the poor oxen had to give up, and went away tired and
hungry.
5 [Have students echo the Moral: You should be nice and share, especially when someone
moral and then discuss its
meaning. Emphasize once else needs something more than you do. 5
48 Fables and Stories 4A | The Dog in the Manger
© 2013 Core Knowledge Foundation
4A

Fables and Stories | The Dog in the Manger 49

© 2013 Core Knowledge Foundation
Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
If students have diffi culty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specifi c images. 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. Evaluative Were your predictions about what happens in the
fable correct? Why or why not? (Answers may vary.)
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”)
 Show image 4A-1: Ox talking to the dog in the manger

3. 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. Inferential How do the oxen feel when they enter the barn?
(tired and hungry) Why? (They had been pulling the plow all
afternoon.)
5. Evaluative Why do the oxen want the dog to move from the
manger? (so they can eat their dinner) Is their request
reasonable? (yes) Could this really happen? (no) So, is this
fable fact or fi ction? (fi ction)
6. Evaluative How does the ox in the story act like a person?
(talks) How does the ox act like an animal? (wants to eat the
hay)
7. Evaluative Does the dog budge and get out of the manger?
(no) Why or why not? (Answers may vary.)
8. Evaluative If you were the ox and the dog refused to get out of
the manger, what would you do? (Answers may vary.)
9. Evaluative 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? (“Don’t be mean and stingy when you have no need
of things yourself.”) [Accept paraphrasing by students, e.g.,
50 Fables and Stories 4A | The Dog in the Manger
© 2013 Core Knowledge Foundation
“Share with others.”] Is this an important lesson for you to
remember? Why or why not? (Yes, because sharing is important
for everyone.)
[Please continue to model the Question Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
10. Evaluative Why? Pair Share: Asking questions after a readaloud
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.
11. After hearing today’s read-aloud and questions and answers, do
you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these questions.]

Word Work: Budge 5 minutes

Fables and Stories | The Dog in the Manger 51

© 2013 Core Knowledge Foundation
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 didn’t 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 didn’t budge when . . .”]
6. What’s the word we’ve been talking about?
Use a Movement activity for follow-up. Directions: 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.”)

 Complete Remainder of the Lesson Later in the Day

The Dog and the Manger

4B
Extensions 20 minutes
Personifi cation
Make a T-chart with two columns on chart paper, a chalkboard, or a
whiteboard. Label the top of the left-hand column “Things that
52 Fables and Stories 4A | The Dog in the Manger
© 2013 Core Knowledge Foundation
Animals Really Do.” Label the top of the right-hand column “Things
that Animals Can’t Really Do.”
Explain to students that you are going to talk about the fable and that
you are going to write down what they say, but that they are not
expected to be able to read what you write because they are still
learning all the rules for decoding. Emphasize that you are writing
what they say so that you don’t forget, and tell them that you will
read the words to them.
Have students name the animals from the fable. Remind students
that these animals are called the characters of the story. Have them
say characters with you.
Talk with students about the animal characters. Ask students to list
the things that the animals do in the story that they would not
normally do in real life, e.g., talk. Write down their answers in the
right-hand column of the T-chart.
Next, ask students to list the things that the animals in the story
would do in real life, e.g., pulling a plow. List students’ answers in the
left-hand column. (Save this chart for use in later lessons.)
Tell students that they have already learned several words to use
when talking about fables and stories—characters, setting, and plot
—and that now they are going to learn a special word for animals
acting like people: personifi cation. Have students echo the word.
Explain that the word personifi cation actually starts with the word
person. Personifi cation means acting like a person.
You may extend the activity by having students brainstorm other
things the dog or ox could have done in the fable that would be
examples of personifi cation, e.g., going to the store to buy food.

Fables and Stories | The Dog in the Manger 53

© 2013 Core Knowledge Foundation
The Wolf in Sheep’s
Clothing 5
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Wolf in Sheep’s Clothing”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Wolf in
Sheep’s Clothing”
 Identify fables as one type of fi ction
 Identify characteristics of fables: short, moral, personifi cation
 Explain in their own words the moral of “The Wolf in Sheep’s
Clothing”

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

 Identify the literary term characters, and explain the term as it

applies to the fable “The Wolf in Sheep’s Clothing” (RL.1.3)
 Explain that “The Wolf in Sheep’s Clothing” is fi ction because it
was made up to teach a lesson (RL.1.5)
 Explain the meaning of “a wolf in sheep’s clothing” and use in
appropriate contexts (L.1.6)
54 Fables and Stories
© 2013 Core Knowledge Foundation
5 | The Wolf in Sheep’s Clothing
 Prior to listening to “The Wolf in Sheep’s Clothing,” identify orally
what they know and have learned about characteristics of fables
 Orally use determiners, such as a and the, and apply them
accurately

Core Vocabulary

disguise, n. An outfi t that helps to change your appearance or hide who

you really are
Example: We did not recognize Sam because of the glasses and wig he
used as a disguise.
Variation(s): disguises fl eece,
n. A sheep’s coat of wool
Example: The sheep farmer carried the fl eece to market.
Variation(s): none fl ock, n. A
group of animals or birds
Example: Judy could hear a fl ock of geese fl ying over her house.
Variation(s): fl ocks 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

At a Glance Exercise Materials Minutes

What Have We Already Learned?

Making Predictions About the

Introducing the Read-Aloud Read-Aloud
10

Purpose for Listening

Presenting the Read-Aloud The Wolf in Sheep’s Clothing 15

Comprehension Questions T-Chart from Lesson 4 10

Discussing the Read-Aloud
Word Work: Disguise drawing paper, drawing tools 5

 Complete Remainder of the Lesson Later in the Day

Sayings and Phrases: Wolf in
Sheep’s Clothing
Extensions Vocabulary Instructional Activity: 20
Pretend
Syntactic Awareness Activity: classroom objects
| The Wolf in Sheep’s Clothing 55
© 2013 Core Knowledge Foundation
Articles
Fables and Stories 5

The Wolf in Sheep’s

Clothing 5A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Remind students that they recently heard a fable called “The Dog in
the Manger.” Ask them how they know that this story is a fable. You
may need to remind them of some of the characteristics of fables,
e.g., they are short, they have a moral, and they use personifi
cation (giving animals human qualities). Have students echo the
word personifi cation. Tell students that today’s fable has all three
characteristics as well.

Making Predictions About the Read-Aloud

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

Have students describe the illustration, making sure that they

identify the setting and the various characters. You may need to
remind them that the person tending the sheep is called a
shepherd. After the wolf is identifi ed, ask students to predict what
the wolf is going to do.

Purpose for Listening

Tell students to listen carefully to fi nd out whether or not their

predictions are correct.

56 Fables and Stories 5A | The Wolf in Sheep’s Clothing

1
Night after night a wolf around a of sheep
Presenting the Read-Aloud 15 minutes

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

1 or group prowled fl ock

2 The wolf prowled, or looking for one of them to eat, but the shepherd and his dogs always
walked silently about, chased him away. 2
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 fl eece. Then he strolled among the fl
3 He no longer looks like a ock in this disguise. 3 The shepherd, thinking that the wolf was one of
wolf. Now, he looks just
like the other sheep. What
his sheep, allowed the wolf to graze on the lush grass in the pasture,
do you think the wolf is and even let him sleep in the warm barn with the sheep.
going to do?
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 fl ock
at the market. He chose the biggest, fattest sheep he could fi nd and
brought him into town. Can you guess who it was? 4 It was the wolf!
4 [Pause for students to
guess.] Morals: Things are not always as they seem; and, if you pretend
5
to be what you are not, you might end up losing in the end.

5 [Have students echo the

moral(s) and then discuss
its meaning. Emphasize
once more that this story
is characteristic of fables
because it is short,
teaches a lesson, and uses
personifi cation.]

Fables and Stories | The Wolf in Sheep’s Clothing 57

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes
If students have diffi culty responding to questions, reread pertinent
passages of the read-aloud and/or refer to specifi c images. 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. Evaluative Were your predictions about what happens in the
fable correct? Why or why not? (Answers may vary.)
2. Inferential At the beginning of the fable, why does the wolf
disguise himself? (to catch a sheep without being noticed)
3. Evaluative Does this fable have any of the same characters as
another fable you have heard? (yes) What other fable have you
heard where a fl ock of sheep and a wolf are characters? (“The
Boy Who Cried Wolf”)
4. Inferential Does the wolf’s plan work? Why or why not? (At fi rst
it works because he is able to catch sheep, but later he is killed
because of his disguise when the shepherd thinks he is the
fattest sheep.)
 Show image 5A-1: The wolf covered with a sheepskin

5. Evaluative Does this illustration show the beginning, middle, or

end of the fable? How do you know? (the middle, because the
wolf is already in disguise)
6. Evaluative Do you think this is a true story? (No, it is fi ction, told
to teach a lesson.)
7. Literal Fables are written to teach a lesson. What is the lesson,
or moral, of this fable? (“Things are not always as they seem,”
and “If you pretend to be what you are not, you might get
caught.”) [Accept reasonable paraphrasing by students, such
as, “Be yourself. Pretending to be something that you are not
may get you in trouble.”]

58 Fables and Stories 5A | The Wolf in Sheep’s Clothing

© 2013 Core Knowledge Foundation
8. Inferential What does the wolf’s disguise have to do with the
moral or lesson of this fable? (The wolf pretends to be a sheep,
and he gets sold at the market!)
9. Evaluative How does the wolf in the fable act like a person?
(dresses in a disguise) How does the wolf in the fable act like an
animal? (wants to eat the sheep, prowls around the fl ock)
[Note: Record the answers to this question on the T-Chart
started in Lesson 4.]
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]
I am going to ask 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.
10. Evaluative Think Pair Share: Do you think the wolf’s plan was
smart and clever after all? Why or why not? (Answers may
vary.)
11. After hearing today’s read-aloud and questions and answers, do
you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these questions.]

Word Work: Disguise 5 minutes

1. In the read-aloud you heard, “Then [the wolf] strolled among the
fl ock in this disguise.”
2. Say the word disguise with me.
3. When someone wears a disguise, he or she puts on clothing or
changes his/her appearance in other ways to look like someone
or something else.
4. It is hard for Anna to disguise herself because of her red hair.
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

Fables and Stories | The Wolf in Sheep’s Clothing 59

© 2013 Core Knowledge Foundation
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. Directions: Draw a picture of a

disguise you 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.

 Complete Remainder of the Lesson Later in the Day

60 Fables and Stories 5A | The Wolf in Sheep’s Clothing

© 2013 Core Knowledge Foundation
The Wolf in Sheep’s
Clothing 5B
Extensions 20 minutes
Sayings and Phrases: Wolf in Sheep’s Clothing
s
Remind students that in the fable “The Wolf in Sheep’s Clothing,”
the wolf, hiding himself in the skin of a sheep, is able to fool the fl
ock of sheep. Ask students why the wolf wants to hide in the
sheep’s skin. (to fool the sheep so he can eat them)
Ask students if they have ever heard the saying “wolf in sheep’s
clothing.” Explain to students that this saying means that people are
not always whom 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 on the outside, but may not
actually be very nice on the inside.
If someone is only nice to you when s/he wants to play with your
toys, you might say s/he is a “wolf in sheep’s clothing.” Ask
students if they can think of times that they might use the saying.

 Vocabulary Instructional Activity

Word Work: Pretend

1. In the read-aloud today you heard, “If you pretend to be what

you are not, you might get caught.”
2. Say the word pretend with me.

3. To pretend is to make believe, or to act like you are something

that you are not.

4. Sometimes when I am laying down, I pretend that I am sleeping.

Fables and Stories | The Wolf in Sheep’s Clothing 61

© 2013 Core Knowledge Foundation
5. Tell about a time that you have pretended to be or to do
something. Try to use the word pretend when you tell about it.
[Ask two or three students. If necessary, guide and/or rephrase
students’ responses: “When I play school, I pretend to be the
teacher.”]
6. What’s the word we’ve been talking about?

62 Fables and Stories 5A | The Wolf in Sheep’s Clothing

© 2013 Core Knowledge Foundation
Use a Movement activity for follow-up. [You may want to have
students stand.] Directions: I am going to read a list of activities or
people that you will pretend to be or do!
Pretend to:
1. eat a bowl of cereal
2. tie a shoe
3. build a house
4. swim, or be a fi sh
5. be a puppy
6. be a teacher
7. be a bus driver
8. throw and then catch a ball with a partner
9. be the wind blowing
10. be asleep

 Syntactic Awareness Activity: Using Articles a and the

Note: 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.
Directions: Today we are going to learn about the and a. They are
tiny words, but important words!
Complex Text Context-Based
1. Listen to this passage from the read-aloud we heard today. Pay
special attention to how the and a are used to describe the wolf:
“Night after night a wolf prowled around a fl ock of sheep looking for
one of them to eat.”
Notice that the fi rst time we hear about the wolf, the author uses the
word a to tell us that it can look like any wolf. The author says “a
wolf” so we can think of a wolf in our heads when listening to the
read-aloud. It doesn’t matter if it is a specifi c wolf; it just needs to be
any wolf.

Fables and Stories | The Wolf in Sheep’s Clothing 63

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

“But one day the wolf found the skin of a sheep that had been
thrown aside.”
Notice that now the author switches to using the to talk about the
wolf. The author says “the wolf” so that we think of this specifi c wolf,
and only this specifi c wolf, in our heads when listening to the read-
aloud.
Explicit Instruction
 Show image 5B-1: Soccer ball and apple

2. In this part of the image, there are many soccer balls. When
you ask someone to give you a soccer ball, it does not matter
which soccer ball they give you—any soccer ball is fi ne.
3. In this part of the image, there is only one soccer ball. When
you ask someone to give you the soccer ball, you mean that
specifi c soccer ball.
4. Which word let you know that I was talking about any one of the
soccer balls? (a) Which word let you know that I was talking
about a specifi c soccer ball? (the)
Real World
5. These tiny words are helpful when we ask 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, I might say, “May I please have a pencil?” When I
asked this question, did I ask for a particular pencil, or will any
pencil be okay? [Pause for student responses.] Because I used
a, you know that any pencil will be okay.
6. [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.] What if I say, “May I please have the
pencil?” When I asked this question using the, did I ask for a
particular pencil, or will any pencil be okay? [Pause for student
responses.] Because I used the, you know that I must be talking
about a specifi c pencil, most likely the one in your hand!

s and Stories | The Wolf in Sheep’s Clothing

Core Knowledge Foundation
5B

7. Work with your neighbor to ask and answer questions about

things using a and the. [Note: You may wish to provide students
with classroom objects to prompt questioning, such as pencils,
crayons, erasers, etc.]

Fables and Stories | The Wolf in Sheep’s Clothing 65

s and Stories | The Wolf in Sheep’s Clothing

Core Knowledge Foundation
The Fox and the Grapes
6
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Fox and the Grapes”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Fox and the
Grapes”
 Identify fables as one type of fi ction
 Identify characteristics of fables: short, moral, personifi cation
 Explain in their own words the moral of “The Fox and the Grapes”

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

 Identify the moral of the fable “The Fox and the Grapes” (RL.1.2)
 Identify the characters and plot of the fable, “The Fox and the
Grapes” and the characters, plot, and setting of a favorite fable
(RL.1.3)

 Identify that “sour grapes” refers to how someone might feel

about not getting something they wanted (RL.1.4)

| The Fox and the Grapes 67

© 2013 Core Knowledge Foundation
Fables and Stories 6
 Explain that “The Fox and the Grapes” is fi ction because it was
made up to teach a lesson (RL.1.5)
 Sequence pictures illustrating events from a fi ction read-aloud
(RL.1.7)

 Draw pictures, dictate, or write simple sentences to represent

details or information from a favorite fable, including information
about at least one character, the setting, and the beginning,
middle, or end of the fable (W.1.1)
 Create a story map that identifi es characters, setting, and plot for
a specifi c fable (W.1.3)
 With assistance, categorize and organize facts and information
about “The Fox and the Grapes” to answer questions (W.1.8)
 Clarify information about “The Fox and the Grapes” by asking
questions that begin with what (SL.1.1c)
 Clarify directions by asking classmates about the order in which
they should perform the task of drawing a favorite fable (SL.1.3)
 Add a drawing to clarify description of a favorite fable (SL.1.5)
 Explain the meaning of the common phrase “sour grapes” and
use in appropriate contexts (L.1.6)
 Prior to listening to “The Fox and the Grapes,” identify orally what
they know and have learned about the use of common phrases in
fables

Core Vocabulary

bunch, n. A group of objects, such as fruits or vegetables, growing close

together or placed together
Example: Tony’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. To remove suddenly; to pull off
Example: Ben plucked a red apple from the tree.
Variation(s): plucks, plucked, plucking
and Stories
e Knowledge Foundation
6 | The Fox and the Grapes
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

At a Glance Exercise Materials Minutes

What Have We Already Learned?

Making Predictions About the

Introducing the Read-Aloud Read-Aloud
10

Purpose for Listening

Presenting the Read-Aloud The Fox and the Grapes 15

Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Bunch 5

 Complete Remainder of the Lesson Later in the Day

Sayings and Phrases:
Sour Grapes
Fables Review: Drawing Our
Extensions drawing paper, drawing tools 20
Favorite Fables
Sequencing Events: The Fox and the Image Cards 2–4; Instructional
Grapes Master 6B-2
Fables and Stories 6

| The Fox and the Grapes 69

© 2013 Core Knowledge Foundation
The Fox and the Grapes
6A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Remind students that they recently heard a fable called “The Wolf
in Sheep’s Clothing.” Ask them if they remember what it means
when people use the phrase, “wolf in sheep’s clothing” to describe
someone. You may 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 it is the last of the fables in this domain.
Ask students to identify the characteristics of a fable. (They are
short; they have a moral that teaches a lesson; some of them give
animals human qualities, like talking.) Ask students whether the
fables they have heard are fi ction (make-believe) or nonfi ction
(factual).

Making Predictions About the Read-Aloud

 Show image 6A-1: Fox and the grapes

Have students describe the illustration. You may prompt discussion

with the following questions:

• What character do you see?

• What is the fox doing?
Have students predict whether or not the fox will be able to get the
grapes.

Purpose for Listening

70 Fables and Stories | The Fox and the Grapes

Presenting the Read-Aloud 15 minutes

The Fox and the Grapes
 Show image 6A-1: Fox and the grapes

One hot summer day, a fox was strolling along when he noticed
1 or a group of grapes full characteristic of fables because it is short, teaches a lesson, and uses personifi
of juice , ready to be cation.]
eaten
a bunch of juicy grapes just turning ripe, 1 hanging on a vine high
above. “Mmm, that’s just the thing to take care of my thirst,” said the
2 or not getting the grapes. fox. He trotted back a few steps, then ran forward and jumped, just
Missing also means to not
be in a usual, or missing 2 the grapes. He turned around and tried again. “One, two,
expected, place. three, go,” he said, and he lunged at the grapes with all his might.
3 Fox is trying really hard to But again, he missed. 3
get the grapes, isn’t he?
He lunged, or moved Again and again he tried to pluck 4 the grapes from the vine, but at
forward suddenly. last he gave up. He walked away with his nose in the air, saying,
4 or pull off “I didn’t want those old grapes anyway. I’m sure they are sour.” 5

5 Why would the fox walk

Moral: You shouldn’t speak badly about something that you once
away
after trying so hard to get wanted, just because you can’t have it. 6
the juicy grapes?
6 [Have students echo the
moral and then discuss its
meaning. Emphasize once
more that this story is

Fables and Stories | The Fox and the Grapes 71

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes
1. Evaluative Were your predictions about what happens in the
fable correct? Why or why not? (Answers may vary.)
2. Literal Who is the character in this fable? (fox)
 Show image 6A-1: Fox and the grapes

3. 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.)
4. Evaluative Do you think this is a true story? (No, it is fi ction, told
to teach a lesson.)
5. Literal Aesop’s fables were written to teach a lesson. What is
the moral, or lesson, of this fable? (“When people cannot get
what they want, they sometimes tell themselves that what they
want is no good anyway.”) [Accept any reasonable paraphrasing
from students, such as, “It is easy to say you don’t want what
you can’t have,” or “If you can’t have something that you want,
sometimes it makes you feel better to pretend that you don’t
want it at all or that it was no good anyway.”]
6. Evaluative Do you prefer fables that have animal characters or
people as characters? (Answers may vary.)
7. 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.)
[Please continue to model the Question Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
8. Evaluative What? Pair Share: Asking questions after a
readaloud 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

72 Fables and Stories | The Fox and the Grapes

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.
9. After hearing today’s read-aloud and questions and answers, do
you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these questions.]

Word Work: Bunch 5 minutes

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. Directions: 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 you see, saying, “I spy a bunch of objects
used for drawing.” The others will guess what you see by replying,
“You spy a bunch of crayons!” Be sure to use the word bunch in
your descriptions and answers.

Fables and Stories | The Fox and the Grapes 73

The Fox and the Grapes

6B
Extensions 20 minutes
Sayings and Phrases: Sour Grapes
Ask students, “Have you ever heard anyone say ‘sour grapes’?”
Repeat those words with me: “sour grapes.” The phrase “sour
grapes” describes someone who cannot have something s/he
wants, so s/he talks badly about it to make it sound undesirable, or
like it’s not good. The fox does that in today’s fable. (Refer back to
the fox’s words: “I didn’t want those old grapes anyway. I’m sure
they are sour.”) When the fox cannot reach the grapes, he decides
that they probably wouldn’t taste good anyway. He says that the
grapes are sour. That is where the expression ‘sour grapes’ comes
from.”
Ask students if they can think of any times when they wanted
something badly, did not get it, and then pretended that they didn’t
really want it anyway. Make sure that students understand that this
phrase refers to making unkind remarks about something they can’t
have.

Fables Review: Drawing Our Favorite Fables

Remind students of the fables they have heard, referring to specifi

c images if necessary. Be sure to review the lesson of each fable.

74 Fables and Stories | The Fox and the Grapes

© 2013 Core Knowledge Foundation
Ask students to identify their favorite and explain why. Tell students
that each of them will have the opportunity to draw his/her favorite
fable. Emphasize that it should not look just like the poster. Tell
students that just as each fable has characters, a setting, and a
plot, their pictures should depict at least one character, the setting,
and the beginning, middle, or end of the plot. Explain that once
they have completed their drawing, they should write the moral in
their own words to describe their drawing. Some students may
need to dictate their sentence to an adult, whereas others may be
able to write independently.

Say, “Asking questions is one way to make sure that everyone

knows what to do. Think of a question you can ask your neighbor
about the directions I have just given you. For example, you could
ask, ‘What should we do fi rst?’ Turn to your neighbor and ask your
own question now. I will call on several of you to share your
questions with the class.”
Once completed, give students the opportunity to share their
drawings and writing with a partner or the class.

➶ Story Map
Materials: Instructional Master 6B-1
Directions: Use the story map to identify and describe the
characters, setting, and plot of their favorite fable.

 Sequencing Events
Materials: Image Cards 2–4 (shuffl ed); Instructional Master 6B-2
Directions: These three pictures show the beginning, middle, and
end of the fable “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. Glue or
tape them in the correct order on a piece of paper.

Fables and Stories | The Fox and the Grapes 75

76 Fables and Stories | The Fox and the Grapes

You should pause here and spend one day reviewing, reinforcing, or
extending the material taught thus far.
You may have students do any combination of the activities listed
below, but it is highly recommended you use the Mid-Domain
Student Performance Task Assessment to assess students’
knowledge of the six fables. The other activities may be done in any
order. You may also choose to do an activity with the whole class or
with a small group of students who would benefi t from the particular
activity.

Core Content Objectives Up to This Pausing Point

Students will:
 Demonstrate familiarity with various fables
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of a specifi c fable
 Identify fables as a type of fi ction
 Identify characteristics of fables: short, moral, personifi cation
 Explain in their own words the moral of a specifi c fable

Student Performance Task Assessment

 Fables Assessment (Instructional Master PP-1)
Part I
Have students identify the six fables illustrated on the instructional
master.
77
© 2013 Core Knowledge Foundation
Directions: I will read a sentence about one of the fables you have
heard. You will put the number that I say beside the picture that
shows the fable being described.

Fables and Stories | Pausing Point

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 something before you have
it.”
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
You may work with students individually and have them orally retell
one of the fables heard.

Activities
Image Review
Divide the class into six groups. Have students work together as a
group to retell one of the fables using the Flip Book image and then
come back together as a class to retell the various fables.

Image Card Review

Materials: Image Cards 4–9

Note: Explain to students that Image Card 5 is for “The Boy Who
Cried Wolf” and Image Card 9 is for “The Wolf in Sheep’s Clothing.”
Divide the class into six groups. Directions: I am going to give an
Image Card to each group. The Image Card will depict one of the
six fables that you have heard. I will say a word such as

78
© 2013 Core Knowledge Foundation
characters. In your group, you will share everything that you
remember about the characters you see.
Other words that may be used are setting, plot, and lesson or moral.
You will want to circulate and listen to the various discussions.

Fables and Stories | Pausing Point

You may also want to ask students if the Image Card depicts the
beginning, middle, or end of the fable and have them explain how
they know.

➶ Story Map
Materials: Instructional Master 6B-1
Use the Instructional Master to identify the characters, setting, and
plot of any of the fables. 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 Instructional Master on their
own.

Domain-Related Trade Book

Materials: Trade book

Read an additional trade book to review a particular fable, or share a
new fable and have students identify the elements of the fable; refer
to the books listed in the Introduction.

Key Vocabulary Brainstorming

Materials: Chart paper, chalkboard, or whiteboard

Give students a key domain concept or vocabulary word such as
personifi cation. Have students brainstorm everything that comes
to mind when they hear the word, such as, “animals talk and act
like people,” etc. Record their responses on chart paper, a
chalkboard, or a whiteboard for reference.

79
© 2013 Core Knowledge Foundation
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)

Fables and Stories | Pausing Point

80
© 2013 Core Knowledge Foundation
On Stage

You may choose to reread and have students act out any of the
fables. Encourage students to portray actions and feelings and to
use some of their own dialogue.
Another option is to ask students to create a skit to demonstrate one
of the two sayings and phrases they learned. Have them end the skit
with either “S/he is a wolf in sheep’s clothing!” or “That’s just 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.

Somebody Wanted But So Then

The Somebody Wanted But So Then chart used for “The Maid and
the Milk Pail” may also be used for a retelling of “The Fox and the
Grapes.”

Student-Created Books

Materials: Booklet for each student

Have each student make his/her own book that is a retelling of one
of the fables that has been shared. As a class, or with a partner, or
in a small group, have students brainstorm the sequence of events:
beginning, middle, and end. Also, talk about the elements of fables.
Students will draw a picture on each page to show the beginning,
important middle events, and end of the fable. S/he will also write a
sentence to go with each picture. Some students may need to
dictate their sentences to an adult, while others will be able to write
the sentences on their own. Have students share their fables with a
partner or with the class.

81
© 2013 Core Knowledge Foundation
Fables and Stories | Pausing Point

The Little Half-Chick

(Medio Pollito) 7
on Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Little Half-Chick (Medio Pollito)”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Little Half-
Chick (Medio Pollito)”
 Identify folktales as one type of fi ction

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

Objectives aligning with the Common Core State Standards are
noted with the corresponding standard in parentheses. Refer to the
Alignment Chart for additional standards addressed in all lessons in
this domain.
Students will:
 Retell orally the Spanish folktale “The Little Half-Chick (Medio
Pollito),” including the central message or lesson (RL.1.2)
 Distinguish “The Little Half-Chick (Medio Pollito)” from realistic text
by explaining that the fi re, water, and wind cannot perform some
of the human actions they do in the story (RL.1.5)
 Draw the beginning, middle, and end of “The Little Half-Chick
(Medio Pollito)” based on multistep, oral directions (W.1.3)
 Clarify directions by asking classmates about the order in which
they should perform the task of drawing the beginning, middle,
and end of “The Little Half-Chick (Medio Pollito)” (SL.1.3)

nd Stories
Knowledge Foundation
 Explain the meaning of “do unto others as you would have them
do unto you” and use in appropriate contexts (L.1.6)

7 | The Little Half-Chick (Medio Pollito)

Core Vocabulary

abandoned, v. Given up completely

Example: I abandoned the idea of going to Disney World for my
birthday.
Variation(s): abandon, abandons 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: Emily found several small fi sh 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 carelessly or to fail to use
something wisely or
properly
Example: Laura did not want to waste her paint, so she made sure that
the paint jars were closed tightly so they wouldn’t spill.
Variation(s): wastes, wasted, wasting

At a Glance Exercise Materials Minutes

Essential Terms and Background
world map
Information
Making Predictions About the
Introducing the Read-Aloud 10
Read-Aloud
Purpose for Listening

The Little Half-Chick

Presenting the Read-Aloud (Medio Pollito)
15

Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Waste 5

 Complete Remainder of the Lesson Later in the Day

Extensions Drawing the Beginning, Middle, and drawing paper, drawing tools 20
| The Little Half-Chick (Medio Pollito) 83
© 2013 Core Knowledge Foundation
End
Sayings and Phrases: Do Unto
Others as You Would Have Them Do
Unto You
e Material Family Letter Instructional Master 7B-1

Fables and Stories 7

nd Stories
Knowledge Foundation
The Little Half-Chick
(Medio Pollito) 7A

Introducing the Read-Aloud 10 minutes

Essential Terms and Background Information
Tell students that today they will hear a story called “The Little
HalfChick,” and it is a Spanish folktale. Ask if they know what a
folktale is. If not, explain that a folktale is a story that someone made
up a long time ago and has been told again and again. It was fi rst
told to family members or friends and later written down for many
people to enjoy. Have students say the word, “folktale.” Because the
story was made up, it is fi ction or make-believe. Ask, “So if a story is
fi ction or make-believe, is it true?”
 Show image 7A-1: Weather vane

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.
 Show image 7A-2: Hen with brood of baby chicks

Fables and Stories 7A | The Little Half-Chick (Medio Pollito) 85

© 2013 Core Knowledge Foundation
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
(MEH-dee-oh poh-YEE-toh). Ask them to repeat the name after you.
Explain that Medio Pollito is Spanish for Little HalfChick and that this
folktale may have fi rst been told in the country of Spain. (You may
want to point out Spain on a world map.) Ask students to look closely
to see if they can tell from the picture how Little Half-Chick may have
gotten his name. Ask students to describe the setting.

Making Predictions About the Read-Aloud

Point to the hen in the illustration, and tell students that this is Little
Half-Chick’s mother. Ask students to predict what Little HalfChick
and his mother might be talking about.

Purpose for Listening

Tell students to listen carefully to fi nd out whether or not their

predictions are correct.

86 Fables and Stories 7A | The Little Half-Chick (Medio Pollito)

1
Once there was a hen who had a large of little chicks.
Presenting the Read-Aloud 15 minutes

 Show image 7A-2: Hen with brood of baby chicks

1 or family 4 So, is he a very kind, or nice, chick?

brood
They were all fi ne, plump little birds, except the youngest. He was
quite unlike his brothers and sisters. He looked as if he had been cut
right in half. All of his brothers and sisters had two wings and two
legs and two eyes, but he had only one wing, one leg, and one eye.
And he had only half a head and half a beak. His mother shook her
head sadly as she looked at him. “Poor thing!” she said.
“He is only a half-chick.”
2 So why is he called, The mother hen called her youngest chick Medio Pollito [MEHdee-
“Medio Pollito” or “Little oh poh-YEE-toh], which is Spanish for “half-chick.” 2 She thought that
Half-Chick”?
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 3 and independent little chick. Even though his
3 Stubborn means that he brothers and sisters did just what they were told to do, Medio Pollito
would not change how he
did things. did not. When his mother called for him to come back to the chicken
house, he hid in the cornfi eld. Sometimes he 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. 4

Fables and Stories 7A | The Little Half-Chick (Medio Pollito) 87

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
5 or have dinner to Madrid to dine 5 with the king.” 6
6 Madrid is a city in Spain. Do you “Madrid!” exclaimed his mother. “Why, that is a long journey, even
think this is a good idea?
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.”

88 Fables and Stories 7A | The Little Half-Chick (Medio Pollito)

© 2013 Core Knowledge Foundation
7 Here, the rest of you mind. He would not listen to his mother, or to his brothers and
refers to the others. Rest
sisters, all of whom pleaded with him to stay. “I am going to Madrid
can also mean to stop
doing work or an activity. 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 you to pay me a short visit sometime.” 7 With that, he
turned and hopped off on his one leg.
His mother ran after him and called out, “Be sure to be kind to
But Medio Pollito everyone you meet!” But Medio Pollito did not listen. He was in a
had made up his hurry and, as usual, was thinking only of himself.
8 A stream is a small body of foolishly. Medio Pollito does not want to waste, or use up, his time helping the
running water. When a stream.
stream is full of weeds, it
is very hard for the water
water that was almost choked with weeds. 8 “Oh, Medio Pollito,”
to move. the stream called out, “please help me by pulling some of these

11 So does Medio Pollito help

the stream? (no) Why not?

 Show image 7A-5: Medio Pollito at the fi re

weeds so I can fl ow freely!” 9
9 Do you think Medio Pollito
will help the stream? Why “Help you?” exclaimed Medio Pollito, tossing his head and
or why not?
shaking the few feathers in his tail. “Do you think I have time to
10 Waste means to use up
something carelessly and waste to do that sort of thing? 10 Help yourself, and don’t bother
busy travelers like me. I am off to Madrid to dine with the king.”
And away he hopped. 11
14 Does he help the fi re? (no) Why not? [Be sure to use the word waste ... he
doesn’t want to waste his time...]
A little later, Medio Pollito came to an abandoned fi re that some
campers left burning in the woods. 12 “Oh, Medio Pollito,” the fi re
12 Abandoned means left
behind. said, “please toss some sticks on me so I won’t burn out!” 13
13 Who does Medio Pollito
“Poo!” said Medio Pollito. “Do you think I have time to waste to
meet after the water? (fi
re) What does the fi re do that sort of thing? I am off to Madrid to dine with the king.” And
away he
 Show image 7A-4: Medio Pollito at the stream hopped.
14
Medio Pollito hopped on until he came to a little stream of
ask Medio Pollito to do?

Fables and Stories 7A | The Little Half-Chick (Medio Pollito) 89

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
15 Who does he meet after the up here and help me get myself untangled?”
water and the fi re? (wind)
Do you think he will help the “It’s your own fault for going so high up there,” said Medio Pollito.
wind? Why or why not? “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.” 16 The
cook scooped up Medio Pollito in his hand. He took him back to the
16 Is the cook inviting him to kitchen, and tossed him into a pot of water! 17 Then he set the
dine, or have dinner, with
the king?
17 What do you think the cook
is making?
15

pot on the stove.

 Show image 7A-7: Medio Pollito in the kitchen

18 Who does Medio Pollito ask for help? (water) Does the water help? (no) Why
not? [Remind students that he met the water at the stream previously.]
19 Who does Medio Pollito ask for help next? (fi re) Does the fi re help? (no) Why
not? [Remind students that he met the fi re in the woods previously.]
20 Desperate means to lose hope.

90 Fables and Stories 7A | The Little Half-Chick (Medio Pollito)

© 2013 Core Knowledge Foundation
Medio Pollito was the chicken. He is all blackened and burnt to a crisp. I can’t
getting very wet. “Oh, serve this to the king!”
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?” 18
Then the fi re on
the stove began to
heat the water. Medio
Pollito felt very hot.
“Oh, fi re!” he cried,
“don’t cook me like
this!” But the fi re
replied, “You would
not help me when I
was about to burn out,
so why should I help
you now?” 19
The fi re got hotter
and hotter. The heat
was so unbearable
that Medio Pollito
grew more and more
desperate 20 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

Fables and Stories 7A | The Little Half-Chick (Medio Pollito) 91

The cook grabbed Medio Pollito and threw him out the kitchen the top of a
window. With a gust, the wind caught him and carried him away so
21 Does Medio Pollito have
dinner with the king?
fast he could hardly breathe. 21
22 Who does Medio Pollito
ask for help? (wind) Does “Oh, wind,” Medio Pollito cried, “don’t push me around like this.
the wind help? (no) Why
not?
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?” 22
23 A cupola is a small domed And with that the wind lifted Medio Pollito up in the air to
structure on the highest
point of a building.

building and left him stuck atop the cupola. 23

 Show image 7A-9: Weathervane over Madrid

And that is where you can fi nd Medio Pollito, to this very day. If you go to Madrid and look for
the tallest church in town, you will
see a black weather vane in the shape of half a chicken, turning in
the wind. That is Medio Pollito, the chick who would not help
others. Now he stays there and helps everyone by showing them
which way the wind is blowing—forever. 24

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

92 Fables and Stories 7A | The Little Half-Chick (Medio Pollito)

© 2013 Core Knowledge Foundation
1. Evaluative Were your predictions about what Medio Pollito
and his mother were talking about correct? Why or why not?
(Answers may vary.)
2. Literal What does Medio Pollito decide to do at the beginning
of the story? (go to Madrid to meet the king)
3. Literal Where does the story take place? (Spain)
4. Inferential What three things does Medio Pollito meet along
the way? (a stream or water, a fi re, 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.)
5. Literal What happens when Medio Pollito reaches the palace
of the king? (He is grabbed by a royal cook and thrown into a
pot of boiling water to be cooked for the king’s soup.)
6. Inferential Who does Medio Pollito ask for help? (the water,
the fi re, and the wind) Do any of them help him? (no) Why
not?
(Medio Pollito didn’t help them, so they don’t help him.)
7. Literal What happens to Medio Pollito at the end of the story?
(He lands on top of the cupola, where he stays forever.)
8. Evaluative Some folktales teach lessons just like fables do.
Does this folktale teach a lesson? (yes) What lesson does this
folktale teach? (You should help others because one day you
may need their help.)
9. Evaluative Could this story really happen or is it make-
believe? How do you know? (It is make-believe because the
water, fi re, and wind do not talk, etc.)
[Please continue to model the Think Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
I am going to ask 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.

Fables and Stories 7A | The Little Half-Chick (Medio Pollito) 93

© 2013 Core Knowledge Foundation
10. Evaluative Think Pair Share: Have there been times that you
have been too busy to help someone who needed your help,
or do you always take the time to help others? Has there been
a time when someone was too busy to help you? How did that
make you feel? (Answers may vary.)
11. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of
the text and/or other resources to answer these questions.]

Word Work: Waste 5 minutes

1. In the read-aloud you heard, “‘Do you think I have time to

waste [to help you]?’ [said Medio Pollito].”
2. Say the word waste with me.
3. If you waste something, you use it 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. Directions: I will
describe an activity. If you think the activity is a waste of
something, you will say, “That’s a waste of .” If you think it is
not a waste, you will say, “That’s not a waste of .”
[Explain that people often have different opinions about what is or
isn’t a waste, but they should be able to give reasons for their
opinions.] (Answers may vary for all.)
1. putting twenty drops of glue on a piece of paper to make it
stick
2. taking more food than you could possibly eat from the buffet
3. riding your bike to school
4. watching TV all day

94 Fables and Stories 7A | The Little Half-Chick (Medio Pollito)

 Complete Remainder of the Lesson Later in the Day

Fables and Stories 7A | The Little Half-Chick (Medio Pollito) 95

© 2013 Core Knowledge Foundation
The Little Half-Chick (Medio
Pollito) 7B
Extensions 20 minutes
Drawing the Beginning, Middle, and End
Remind students that folktales, just like other stories, have a
beginning, middle, and end. Tell students that as a class they are
going to retell the beginning, middle, and end of “The Little HalfChick
(Medio Pollito).” Then they will each draw the beginning, middle, and
end of the folktale.
Ask students what happens in the beginning of the folktale. (Medio
Pollito talks with his mother about going to Madrid.)
Ask students what happens in the middle of the folktale. (Medio
Pollito does not want to waste his time helping the water, fi re, or
wind; Medio Pollito is thrown into a cooking pot; the water, fi re, and
wind do not help Medio Pollito.) Tell students that several important
events happen in the middle of the folktale. Explain that students will
choose just one important middle event to draw in order to represent
the middle of the folktale.
Ask students how the folktale ends. (Medio Pollito lands on the roof,
becomes a weather vane, and learns to help others.)
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
drawing the beginning, middle, and end of the folktale. Remind
students that several important things happen in the middle, but that
they should choose only one of the events to illustrate.
After the drawings have been completed, give students the
opportunity to talk about their drawings with a partner or with the
class, reminding students to use the words beginning, middle, and
end.

96 Fables and Stories | The Little Half-Chick (Medio Pollito)

© 2013 Core Knowledge Foundation
Say, “Asking questions is one way to make sure that everyone
knows what to do. Think of a question you can ask your neighbor
about the directions I have just given you. For example, you could

ask, ‘What should we do fi rst?’ Turn to your neighbor and ask

your own question now. I will call on several of you to share your
questions with the class.”

Sayings and Phrases:

Do Unto Others as You Would Have Them Do Unto You

Proverbs are short, traditional sayings that have been passed along
orally from generation to generation. These sayings usually express
general truths based on experiences and observations of everyday
life. Although some proverbs do have literal meanings— that is they
mean exactly what they say—many proverbs 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 fi gurative meanings.
Remind students of the lesson from the story: you should help
others. Tell students that there is a well-known saying that sums up
this lesson: “Do unto others as you would have them do unto you.”
Have students repeat these words. Ask them if they have heard this
saying before. Tell students that Medio Pollito should have helped
the stream, the fi re, 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 fi nd opportunities to use this saying in various situations in
the classroom.

Take-Home Material
Family Letter
Send home Instructional Master 7B-1.

Fables and Stories | The Little Half-Chick (Medio Pollito) 97

The Crowded, Noisy

House 8
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Crowded, Noisy House”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Crowded, Noisy
House”
 Identify folktales as one type of fi ction

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

Objectives aligning with the Common Core State Standards are
noted with the corresponding standard in parentheses. Refer to the
Alignment Chart for additional standards addressed in all lessons in
this domain.
Students will:
 Retell “The Crowded, Noisy House” including characters, plot, and
setting (RL.1.2)
 Discuss personal responses to cold weather and connect those to
the way in which the characters in “The Crowded, Noisy House”
respond to cold weather (W.1.8)
 Clarify information about “The Crowded, Noisy House” by asking
questions that begin with what (SL.1.1c)

98 Fables and Stories

© 2013 Core Knowledge Foundation
 Perform “The Crowded, Noisy House” for an audience using eye
contact, appropriate volume, and clear enunciation

8 | The Crowded, Noisy House

Fables and Stories | The Little Half-Chick (Medio Pollito) 99

advice, n. 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. To
think about, or refl ect on
Example: I pondered my choices before placing my ice cream order.
Variation(s): ponder, pondering stunned,
n. To be shocked with disbelief
Example: The man was stunned by the bad news he heard.
Variation(s): stun, stuns

ce Exercise Materials Minutes

What Have We Already Learned?

Essential Terms and Background

Information
he Read-Aloud 10
Making Predictions About the
Read-Aloud
Purpose for Listening

he Read-Aloud The Crowded, Noisy House 15

Comprehension Questions 10
he Read-Aloud
Word Work: Advice 5

 Complete Remainder of the Lesson Later in the Day

On Stage 20

Fables and Stories 8

The Crowded, Noisy

House 8A
ng the Read-Aloud 10 minutes
What Have We Already Learned?
Begin with a brief review of yesterday’s folktale by asking the
following questions:
| The Crowded, Noisy House 100
© 2013 Core Knowledge Foundation
1. Do you remember the name of the folktale we heard
yesterday? (The “Little Half-Chick” or “Medio Pollito”)
2. What is a folktale? (a story that someone made up a long time
ago and has been told again and again)
3. Is a folktale true or make-believe? (A folktale is fi ction or make-
believe.)
4. What was the lesson that Medio Pollito learned yesterday? I will
give you a hint: “Do unto others as you would have them do
unto you.” (Students should explain this saying in the context of
the story. Medio Pollito should have been kind and helped the
water, the fi re, and the wind.)

Essential Terms and Background Information

Ask students if they know what a rabbi is. Ask them to repeat the
word rabbi. Explain that a rabbi is a person who is trained to be a
teacher or advisor in the Jewish religion. Tell students that Yiddish
was the language used long ago by Jewish people, and many
Yiddish phrases are still common today. Tell students that there is a
rabbi and two Yiddish phrases in today’s story:
kvetches—a Yiddish word for complains or whines oy vey!—a
Yiddish term of dismay, such as “oh woe” or “woe is me;” it
translates loosely to “how terrible”

Making Predictions About the Read-Aloud

Tell students that today they will hear a Jewish folktale called “The
Crowded, Noisy House.” This folktale is frequently told with the title
“It Could Always Be Worse.” (If necessary, remind students that the
title is another word for the name of a story.) Ask students to think
about the title and predict what will happen in the story.

Purpose for Listening

Tell students to listen carefully to fi nd out whether or not their

predictions are correct.

Fables and Stories 8A | The Crowded, Noisy House 101

© 2013 Core Knowledge Foundation
Presenting the Read-Aloud 15 minutes
The Crowded, Noisy House
 Show image 8A-1: Jewish man and rabbi talking

Once there was a poor Jewish man. 1 The poor Jewish man
1 Poor means the man does 5 What advice or ideas do you think the rabbi will give the man?
not have much money. He
also doesn’t have much
went to speak with his rabbi. 2
good luck. “Rabbi,” the man said, “you must help me. My life is terrible. I live
2 [Point to the rabbi.] A with my wife, our fi ve children, and my mother-in-law. There is only
rabbi is a leader or
teacher in the Jewish one room for the eight of us. The children, they cry and fi ght. My
religion. wife, she screams a lot. My mother-in-law, she kvetches about
3 Kvetches is a Yiddish term everything. 3 It is crowded and noisy and horrible, I tell you.
for complains or whines.
Honestly, Rabbi, I don’t think it could be any worse!”

“Yes,” said the man, “I have a goat—” The rabbi

rubbed
“Good!” said the rabbi. “Go home and take the goat into your his chin
house. Let it eat and sleep with you for a few days.” as he
 Show image 8A-2: Taking the goat in the house
pondered 4 the man’s situation.
4 or thought about “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.” 5
“Tell me,” said the rabbi, “do you own any animals?”
Do you think this is good advice? Why or why not?
8 [Point to the goat.] What do you think will happen with a goat in the house?
9 Oy vey is a Yiddish term of dismay, like “dear me” or “how terrible.”
6 or shocked The man was stunned. 6 Take the goat into the house? The
7 Advice is an idea or
rabbi’s advice sounded like a crazy idea. 7 But everyone knew the
suggestion.
What advice does the rabbi rabbi was a wise man, and so the poor man agreed to do what he
give? said. He went home and led the goat into his house. 8

102 Fables and Stories 8A | The Crowded, Noisy House

© 2013 Core Knowledge Foundation
Two days later, the
man went back to
the rabbi.
“Oy vey !” 9 he said. 13 [Point out the cow.]
“I did as you said. I 14 Why does the man keep following the rabbi’s advice?
brought my goat into
the house, but things
are worse than
before.”

15 What advice will the rabbi give this time?

 Show image 8A-3: Goat on the table

“The children, they cry and fi ght. My wife, she screams a lot.
10 What does kvetches mean? My mother-in-law, she kvetches about everything. The goat, she
butts us with her head and knocks the dishes off the shelves. Help
me, Rabbi. I don’t think it could be any worse!”
The rabbi sat quietly for a moment. Then he asked the man, “Do
you have any other animals?”
11 What advice do you think the “Yes,” said the man. “I have a cow—” 11
rabbi will give him this time?
12 Do you think this is good “Good!” said the rabbi. “Go home and take the cow into your
advice? Why or why not? house. Let it eat and sleep with you for a few days.” 12
Will the man follow the
rabbi’s advice? 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.
10

Fables and Stories 8A | The Crowded, Noisy House 103

© 2013 Core Knowledge Foundation
13
 Show image 8A-4: Cow in the living room
16 Do you think the rabbi is like a barn! We can’t sleep for all of the bleating and mooing! Help
wise, or smart? Why do
me, Rabbi. I don’t think it could be any worse!”
you think the rabbi is
telling him to do all these The rabbi was silent for a long time. 15 Then he asked, “Do you
things?
have any other animals?”
“Oy vey!” he
“Well,” said the man, pausing. “I have a goose.”
moaned. “I did as you
“Perfect!” said the rabbi. “Go home and take the goose into your
17
 Show image 8A-5: Goose on the carpet

“Oy vey!” he groaned. “Things are worse than ever! The

said. I brought the cow house. Let it eat and sleep with you.” 16
into the house, and Two days later, the man went back to the rabbi.
things are even worse 17 [Point to the goose on the carpet.]
than before. 14 The
children, they cry and
fi ght. My wife, she
screams a lot. My
mother-in-law, she

18 What advice does the rabbi give this time? Is this diff erent than his usual advice?
children, they cry and fi ght. My wife, she screams a lot. My mother-
in-law, she kvetches about everything. The goat, she butts us with
kvetches about her head and knocks the dishes off the shelves. The cow, she eats
everything. The goat, our clothing. The goose, he honks and poops on the fl oor. I tell you,
she butts us with her Rabbi, it is wrong for a man to eat and sleep with animals. I don’t
think it could be any worse!”
head and knocks the
dishes off the shelves. “My son,” said the rabbi in a gentle voice, “You are right. Go
home and take the animals out of your house. You will fi nd the
The cow, she eats our
answer.” 18
19
 Show image 8A-6: Quiet, empty house
clothing. The house is
19 Is this the same house from the beginning of the story? How do you think the story
will end?

104 Fables and Stories 8A | The Crowded, Noisy House

© 2013 Core Knowledge Foundation
20 What do you think the
poor man will say to the
rabbi?
21 How does everything look
now? Does it seem bigger
to you now that the
animals are out?
The next day the
man came running
to the rabbi. 20
“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!” 21

Fables and Stories 8A | The Crowded, Noisy House 105

© 2013 Core Knowledge Foundation
Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
1. Evaluative Were your predictions about what happens in the
story correct? Why or why not? (Answers may vary.)
2. Literal What problem is the man having at the beginning of the
story? (The house is too crowded, the children cry and fi ght,
and the house is noisy.)
3. Literal Who does he go to for advice? (the rabbi)
4. Literal What advice does the rabbi give the man? (to bring his
animals into the house to live)
5. Inferential Does this solve the problem? (no) Why not? (It gets
even noisier and more crowded.)
6. Literal What new advice does the rabbi give at the end? (to take
the animals out of the house)
7. 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.)
8. 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?
9. Evaluative What lesson do you think this story teaches? (Don’t
get upset when things are going badly, because it could always
be worse.)
10. [Please continue to model the Question Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
11. Evaluative What? 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 what. For example, you could ask

106 Fables and Stories 8A | The Crowded, Noisy House

© 2013 Core Knowledge Foundation
about the plot, “What events do you remember from today’s
story?”
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.
12. After hearing today’s read-aloud and questions and answers, do
you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these questions.]

Word Work: Advice 5 minutes

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, s/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.
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 three students. If necessary, guide and/or
rephrase students’ responses: “ gave me good advice about
.”)
6. What’s the word we’ve been talking about?
Use a Sharing activity for follow-up. Directions: I will describe a
situation. For each situation, you will decide what advice you would
give the person. Be sure to use the word advice in your response.
You might start by saying, “My advice is . . .” (Answers may vary for
all.)
1. a friend has a cold
2. a friend lost her lunchbox
3. a classmate is having trouble with his or her school work

Fables and Stories 8A | The Crowded, Noisy House 107

 Complete Remainder of the Lesson Later in the Day

108 Fables and Stories 8A | The Crowded, Noisy House

© 2013 Core Knowledge Foundation
The Crowded,
Noisy House 8B
Extensions 20 minutes
On Stage
Tell students that you are going to read “The Crowded, Noisy
House” again, and students will act out the story. Ask students what
characters will be needed. (man, wife, the grandmother, fi ve
children, rabbi, a goat, a cow, and a goose) Designate students to
be the various characters. You may have multiple animals to
increase active participation.
Ask students what settings will be needed. (inside house, rabbi’s
house, and outside of house) Designate locations in the classroom
for the various settings.
Encourage the “characters” to listen carefully to know what actions
to use and where to go, e.g., talking to the rabbi. (You may wish to
set up a table and chair where the rabbi can sit.) Also, talk about
using facial expressions to show how the characters are feeling,
e.g., the man being distraught.
You may also have the characters create some of their own
dialogue, such as the man telling the rabbi the problem. Also, pause
after the various animals are brought into the house and have them
make their sounds all at once.

Fables and Stories | The Crowded, Noisy House 109

The Tale of Peter Rabbit

9
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “The Tale of Peter Rabbit”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “The Tale of Peter
Rabbit”
 Identify folktales as one type of fi ction

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

Objectives aligning with the Common Core State Standards are
noted with the corresponding standard in parentheses. Refer to the
Alignment Chart for additional standards addressed in all lessons in
this domain.
Students will:
 Retell the story of “The Tale of Peter Rabbit” with characters,
setting, and plot, including a beginning, middle, and end (RL.1.3)
 Write, tell, and/or draw an original fable with characters, setting,
and plot, including a beginning, middle, and end (W.1.3)
 With guidance and support from adults, explore a variety of digital
tools to produce and publish a class book of new tales. (W.1.6)

110 Fables and Stories

exert, v. To do something or apply oneself with a lot of effort Example:

The runner thought, “If I exert myself, I can make it to the fi nish
line.”
Variation(s): exerts, exerted, exerting mischief, n. Behavior that can
be annoying or cause small problems Example: Mrs. Rabbit told her little
rabbits not to get into mischief while she was away.
Variation(s): none naughty, adj. Bad;
mischievous; misbehaving
Example: Sam did a naughty thing and put worms in his sister’s shoes.
Variation(s): naughtier, naughtiest sobs, n. The sound of someone
crying 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 offi cers caught the jewelry thief.
Variation(s): thieves

At a Glance Exercise Materials Minutes

What Have We Already Learned?

Making Predictions About the

Introducing the Read-Aloud Read-Aloud
10

Purpose for Listening

Presenting the Read-Aloud The Tale of Peter Rabbit 15

Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Mischief 5

 Complete Remainder of the Lesson Later in the Day

Retelling a Read-Aloud or
Instructional Master 9B-1;
Sequence of Events Assessment
Extensions 20
Writing Another Tale About Peter chart paper, chalkboard, or
Rabbit whiteboard
Fables and Stories 9

| The Tale of Peter Rabbit 111

© 2013 Core Knowledge Foundation
The Tale of Peter Rabbit
9A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Begin with a brief review of “The Little Half-Chick (Medio Pollito)”
and “The Crowded, Noisy House.” Have a discussion with students
about the lessons that they heard in both folktales. Students should
be able to convey that Medio Pollito should have been kind and
helped the water, fi re, and wind. The lesson in “The Little Half-Chick
(Medio Pollito)” is “do unto others as you would have them do unto
you.” Students should also be able to recall that the unfortunate man
in “The Crowded, Noisy House” realized that he wasn’t so
unfortunate when things kept getting worse at his house. The lesson
is not to get so upset when things are going badly because . . . it
could always be worse!

Ask students to listen to see if today’s story has a lesson. Making Predictions About the

Read-Aloud

 Show image 9A-1: The Rabbit family/Mrs. Rabbit with her bunnies

Tell students that today they are going to hear a well-known story,
“The Tale of Peter Rabbit.” Tell students that the author and
illustrator of the story is a woman named Beatrix Potter. Ask
students if they have heard of Beatrix Potter or “The Tale of Peter
Rabbit.”
Ask students what they see in the illustration. Point to Peter Rabbit,
and 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.

112 Fables and Stories 9A | The Tale of Peter Rabbit

Purpose for Listening

Tell students to listen carefully to fi nd out whether or not their

predictions are correct.

Presenting the Read-Aloud 15 minutes

The Tale of Peter Rabbit
 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.
They lived with their Mother in a sand-bank, underneath the
1 Who are the members of root of a very big fi r-tree. 1
the Rabbit family?
“Now, my dears,” said old Mrs. Rabbit one morning, “you may
go into the fi elds or down the lane, but don’t go into Mr.
McGregor’s garden: your Father had an accident there; he was put
2 What does Mrs. Rabbit tell Now run along, and don’t get into mischief. I am going out.”
her children not to do?
Then old Mrs. Rabbit took a basket and her umbrella, and went
What do you think mischief
through the wood to the baker’s. She bought a loaf of brown bread
means? If you get into
and fi ve currant buns. 3
mischief, you do something
that causes trouble.
in a pie by Mrs. McGregor.
 Show image 9A-2: Mrs. Rabbit fastening Peter’s jacket/going out
2

3 Why do you think Mrs.

Rabbit bought fi ve currant
buns at the baker’s? [Have
students name the
members of the family
again.]

Fables and Stories 9A | The Tale of Peter Rabbit 113

© 2013 Core Knowledge Foundation
 Show image 9A-3: Bunnies picking berries/Peter squeezing under the gate
Flopsy, Mopsy, and Cotton-tail, who were good little bunnies,
4 Who is good and listens to went down the lane to gather blackberries. 4
their mother’s directions?
5 Who is naughty, or makes a But Peter, who was very naughty, ran straight away to Mr.
bad choice, and does not McGregor’s garden, and squeezed under the gate! 5
listen to Mrs. Rabbit’s
directions? What do you
think will happen in Mr.
McGregor’s garden?
6
 Show image 9A-4: Peter snacking/Peter feeling full
First he ate some lettuces and some French beans; and then he
6 [Point to the vegetables mentioned
and pictured.] ate some radishes; and then, feeling rather sick, he went to look
7 Why is Peter feeling rather sick? for some parsley. 7

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

But round the end of a cucumber frame, whom should he meet
8 What do you think is going but Mr. McGregor! 8
to happen now that Mr.
McGregor sees Peter? Mr. McGregor was on his hands and knees planting out young
cabbages, but he jumped up and ran after Peter, waving a rake
9 Do you know what a thief
and calling out, “Stop, thief!” 9
is? A thief is someone who
steals. Why does Mr.
McGregor call Peter a
thief? How do you think
Peter feels?
 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.
He lost one of his shoes among the cabbages, and the other
10

114 Fables and Stories 9A | The Tale of Peter Rabbit

© 2013 Core Knowledge Foundation
10 What happens to Peter shoe amongst the potatoes.
because he is so frightened
or scared? 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
11 Will Peter be able to get out
11
of the net?
his jacket. It was a blue jacket with brass buttons, quite new.
 Show image 9A-7: Sparrows imploring Peter/Peter escaping the sieve

Peter gave himself up for lost, and shed big tears; but his sobs
12 Sobs are the sounds sometimes
made when crying. Who hears were overheard by some friendly sparrows, who fl ew to him in
Peter’s sobs and encourages him to great excitement, and implored him to exert himself. 12
exert himself, or make a real eff ort, 13
Mr. McGregor came up with a sieve, which he intended to
to wriggle out of the net?
pop upon the top of Peter; but Peter wriggled out just in time,
13 [Point to the sieve as you read.]
14 leaving his jacket behind him.
14 Is he able to escape? What does Peter leave behind?

 Show image 9A-8: P eter 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.
15 Where does Peter hide
from Mr. McGregor?
This works until Peter
does what? 

16 That was a close call. 18 Why do you think Peter is crying if he has gotten away from Mr. McGregor?
Has Peter gotten away
from Mr. McGregor?

17 What will Peter do next?

19 Why doesn’t Peter ask the cat for help?

Fables and Stories 9A | The Tale of Peter Rabbit 115

© 2013 Core Knowledge Foundation
Mr. Peter sat down to rest; he was out of breath and trembling with
McGregor was fright, and he had not the least idea which way to go. Also he was
quite sure that very damp with sitting in that can.
Peter was After a time he began to wander about, going lippity—lippity— not
somewhere in
very fast, and looking all round. 17
the tool-shed,
perhaps hidden Show image 9A-10: Peter and the old mouse/Peter and the cat
underneath a fl
He found a door in a wall; but it was locked, and there was no
ower-pot. He
room for a fat little rabbit to squeeze underneath.
began to turn
them over An old mouse was running in and out over the stone doorstep,
carefully, carrying peas and beans to her family in the wood. Peter asked her
looking under the way to the gate, but she had such a large pea in her mouth that
each. she could not answer. She only shook her head at him. Peter began
to cry. 18
Presently
Peter sneezed Then he tried to fi nd his way straight across the garden, but he
became more and more puzzled. Presently, he came to a pond
—“Kertyschoo!”
where Mr. McGregor fi lled his water-cans. A white cat was staring
Mr. McGregor
at some gold-fi sh. She sat very, very still, but now and then the tip
was after him in of her tail twitched as if it were alive. Peter thought it best to go
15
no time. away without speaking to her; he had heard about cats from his
Show image 9A-9: cousin, little Benjamin Bunny. 19
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
Peter. He went
back to his
work. 16

116 Fables and Stories 9A | The Tale of Peter Rabbit

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 presently, as nothing happened, he came out, and climbed upon a
wheelbarrow and peeped over. The fi rst thing he saw was Mr. McGregor hoeing
onions. His back was turned towards Peter, and beyond him was
20 [Point to the gate.] Will Peter the gate! 20
be able to get out of the gate
without Mr. McGregor Peter got down very quietly off the wheelbarrow, and started
seeing him? 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
21 Let’s give a cheer because care. He slipped underneath the gate, and was safe at last in
Peter is outside of the
garden and safe.
the wood outside the garden. 21
 Show image 9A-12: Scarecrow/Peter safe at home

Mr. McGregor hung up the little jacket and the shoes for a
22 Whose jacket and shoes are scarecrow to frighten the blackbirds.
those?
Peter never stopped running or looked behind him till he got home
to the big fi r-tree.
He was so tired that he fl opped down upon the nice soft sand on
the fl oor of the rabbithole and shut his eyes. His mother was busy
23 Why is Peter so tired? If this
cooking; she wondered what he had done with his clothes. It was the
is the second little jacket
and pair of shoes that Peter second little jacket and pair of shoes that Peter had lost in a fortnight!
23
has lost, do you think Peter
has gotten into mischief
before?
22

24
 Show image 9A-13: Peter in bed/Flopsy, Mopsy, and Cotton-tail

Fables and Stories 9A | The Tale of Peter Rabbit 117

© 2013 Core Knowledge Foundation
24 [Point out Peter in the 26 Why do Flopsy, Mopsy, and Cottontail get to have a nice dinner? Does this story teach a
background.] lesson? Do you think Peter learned his lesson?
25 Why is Peter not feeling I am sorry to say that Peter was not very well during the evening.
well? Do you think his
mother knows what His mother put him to bed, and made some chamomile tea; and she
happened? gave a dose of it to Peter!
“One tablespoonful to be taken at bedtime.” 25
But Flopsy, Mopsy, and Cotton-tail had bread and milk and blackberries
for supper. 26

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes
1. Evaluative Were your predictions about what kind of adventures
Peter Rabbit has correct? Why or why not? (Answers may vary.)
2. Literal What advice does Mrs. Rabbit give Flopsy, Mopsy,
Cotton-tail, and Peter at the beginning of the story? (Don’t go
into Mr. McGregor’s garden; don’t get into mischief.)
3. Literal Who follows Mrs. Rabbit’s advice? (Flopsy, Mopsy, and
Cotton-tail) Who is naughty and does not follow her advice?
(Peter) What does he do? (He goes to Mr. McGregor’s garden.)
4. Literal What happens in Mr. McGregor’s garden? (Peter steals
some vegetables; he is seen and chased by Mr. McGregor but
is able to escape.)
5. Evaluative Why do you think Peter chooses not to follow his
mother’s advice? (He is curious, adventurous, naughty, etc.)
6. Evaluative How do you think Peter feels when he is fi nally
home again? (relieved, tired, etc.)
7. Evaluative Why do you think Peter is not feeling well at the end
of the story? (He ate too much; he had a rough day; etc.)
8. Inferential What lesson does this story teach? (Listen to your
parents.) Do you think Peter has learned his lesson, or will he
get into trouble again by not following his mother’s advice?
(Answers may vary.)
[Please continue to model the Think Pair Share process for students,
as necessary, and scaffold students in their use of the process.]

118 Fables and Stories 9A | The Tale of Peter Rabbit

© 2013 Core Knowledge Foundation
I am going to ask 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.
9. Evaluative Think Pair Share: Do you think that Mrs. Rabbit will
ever fi nd out that Peter was in Mr. McGregor’s garden?
(Answers may vary.)
10. After hearing today’s read-aloud and questions and answers,
do you have any remaining questions? [If time permits, you
may wish to allow for individual, group, or class research of the
text and/or other resources to answer these questions.]

Word Work: Mischief 5 minutes

1. In the read-aloud you heard Mrs. Rabbit say, “Now run along,
and don’t get into mischief.”
2. Say the word mischief with me.
3. Mischief is behavior that causes trouble.
4. My younger sister is full of mischief; she is always thinking of
ways to annoy me.
5. Are you full of mischief? Do you know of someone else who is
full of mischief? Can you think of any other characters in stories
who are full of mischief? What kinds of mischief do they get
into? Try to use the word mischief when you tell about it. [Ask
two or three students. If necessary, guide and/ or rephrase
students’ responses: “ is full of mischief because . . .”]
6. What’s the word we’ve been talking about?
Use a Making Choices activity for follow-up. Directions: I will
describe a situation. If what I describe is an example of mischief,
say, “That’s mischief.” If what I describe is not an example of
mischief, say, “That’s not mischief.”
1. The girl pulled the puppy’s tail. (That’s mischief.)
2. I shared my crayons with my partner during art. (That’s not
mischief.)

Fables and Stories 9A | The Tale of Peter Rabbit 119

© 2013 Core Knowledge Foundation
3. I try to always do what my parents ask me to do. (That’s not
mischief.)
4. The boy hid his dad’s shoes. (That’s mischief.)
5. The boy cried “wolf” when there really wasn’t a wolf. (That’s
mischief.)

 Complete Remainder of the Lesson Later in the Day

120 Fables and Stories 9A | The Tale of Peter Rabbit

 Retelling a Read-Aloud or Sequence of Events (Instructional

Master 9B-1)

Give each student a copy of Instructional Master 9B-1.

Explain to students that this worksheet has pictures of events from
“The Tale of Peter Rabbit.” Have students cut out the four pictures.
Next, have them think about what is happening in each picture.
Students should then arrange the pictures in their correct order to
show the proper sequence of events. Check to see if students are
able to correctly sequence the pictures. Have students glue or tape
the pictures on paper once they have been sequenced.
As students complete this activity, have them work with a partner to
retell the story referring to their sequenced pictures. You may also
want to have students write or dictate words or sentences that
describe the pictures and retell the story.

Writing Another Tale About Peter Rabbit

Remind students that the story said that when Peter got home, his
mother wondered what he had done with his clothes and that it was
the second little jacket and pair of shoes that Peter had lost in a
fortnight (or two weeks).

Fables and Stories | The Tale of Peter Rabbit 121

© 2013 Core Knowledge Foundation
Ask students what kind of mischief Peter might have gotten into
when he lost the fi rst jacket and pair of shoes. Brainstorm a number
of ideas. Prior to recording students’ responses, point out that you
are going to write down what they say, but that they are not expected
to read what you write because they are still learning the rules for
decoding words. Emphasize that you are writing what they say so
that you don’t forget, and that you will read what has been written.
Tell students that as a class you are going to write another tale
about Peter Rabbit’s mischief. Decide which of the ideas

brainstormed earlier will be used for the class story. If you have
students who are ready to write their own stories, they may choose
other ideas.
Brainstorm ideas for characters, setting, and plot. Guide students in
translating these ideas into sentences that tell a story with a clear
beginning, middle, and end. After the story has been written, read it
to the class.
If time allows, you may have each student draw an illustration of the
new Peter Rabbit tale. You may want to look into an electronic
publishing program (such as iMovie, or iPublish) or create a slide
presentation (such as PowerPoint), or bind the pages to make a
book to put in the class library for students to read again and again.

122 Fables and Stories | The Tale of Peter Rabbit

All Stories Are Anansi’s

10
 Lesson Objectives
Core Content Objectives
Students will:
 Demonstrate familiarity with “All Stories Are Anansi’s”
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of “All Stories Are
Anansi’s”
 Identify folktales as one type of fi ction

Language Arts Objectives

The following language arts objectives are addressed in this lesson.

 Identify “All Stories Are Anansi’s” as fi ction because animals

cannot talk or act like people (RL.1.5)
 Clarify information about “All Stories Are Anansi’s” by asking
questions that begin with who (SL.1.1c)
 Identify the correct usage of satisfi ed and dissatisfi ed and explain
that they are antonyms (L.1.5a)
| All Stories are Anansi’s 123
© 2013 Core Knowledge Foundation
 Perform “All Stories Are Anansi’s” for an audience using eye
contact, appropriate volume, and clear enunciation

Fables and Stories 10

124 Fables and Stories | The Tale of Peter Rabbit

acknowledge, adj. To make known; or give credit

Example: Ben made sure to acknowledge that the bug collection he
brought to show the class was his brother’s.
Variation(s): acknowledges, acknowledged approached,
v. To come near
Example: I got more excited as my birthday approached.
Variation(s): approach, approaches
quarreling, v. Arguing
Example: The two boys were often quarreling because they didn’t want
to share.
Variation(s): quarrel, quarrels, quarreled
satisfi ed, adj. Happy or pleased
Example: Mark’s teacher was satisfi ed with the way he cleaned up
the play area so nicely. Variation(s): none

At a Glance Exercise Materials Minutes

What Have We Already Learned?

Background Information and

world map
Essential Terms
Introducing the Read-Aloud 10
Making Predictions About the
Read-Aloud
Purpose for Listening

Presenting the Read-Aloud All Stories Are Anansi’s 15

Comprehension Questions 10
Discussing the Read-Aloud
Word Work: Satisfi ed 5

 Complete Remainder of the Lesson Later in the Day

Extensions On Stage a branch; a net; a box 20
10 All Stories are Anansi’s

125 Fables and Stories |

© 2013 Core Knowledge Foundation
All Stories Are Anansi’s 10A
Introducing the Read-Aloud 10 minutes
What Have We Already Learned?
Begin with a brief review of “The Tale of Peter Rabbit.” Have a
discussion with students about 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 fi nally 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.
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.

Background Information and Essential Terms

Tell students that today’s story is a folktale that was probably fi rst
told in Africa. Have a student locate the continent Africa on a world
map. (You may want to specifi cally ask them to locate the country
Ghana.) Ask students what it means to say that this story is a
folktale. (Folktales are stories that were told from generation to
generation.) Tell students that many tales from the Ashanti people of
126 Fables and Stories 10A | All Stories are Anansi’s
© 2013 Core Knowledge Foundation
Ghana, in Africa, begin with the same message:
“We do not really mean, We do not really mean
that what we are going to say is true.”
Explain that this means the stories are fi ction,
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 folktales, the characters in this story are animals. Point to the
spider, and explain that this is Anansi, the main character in the
story. Have students share what they know about spiders.
Tell students that the Ashanti people call their folktales “spider
stories.” Tell students that many African folktales feature the spider,
“Kwaku Anansi,” as a main character. Anansi is a folk hero to the
Ashanti. He is a lovable trickster, a mischief maker who triumphs
over larger foes.
The common theme of all spider stories is a small defenseless
creature, like a spider, outwits other characters to succeed against
great odds. Point to the man in the picture and explain that he is
called Nyame, the sky god, and he is another character in the story.

Making Predictions About the Read-Aloud

Tell students that there are many spider stories. This is just one
example of many stories passed down from generation to
generation. Ask students to predict why they are called spider
stories.

Purpose for Listening

Tell students to listen carefully to fi nd out whether or not their

predictions are correct.

Fables and Stories 10A | All Stories are Anansi’s 127

 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.
Because they had no stories to share, the people of the earth just
sat around their campfi res. 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
1

1 [Point out the village in the would make them happy and would help them pass the time.
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
2 Where did Nyame keep the arrived at the throne of the sky god Nyame, the keeper of all
stories?
stories. 2
 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.”
“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 [oh-NEE-
3
3 or big snake nee], the great python who can swallow a goat; Osebo [oh-SAY-boe],
the mighty leopard, whose teeth are as sharp as spears; and
Mmoboro
[mmoh-BOH-roh], the hornet whose sting burns like a needle of fi
re.” “I will pay the price,” said Anansi.

128 Fables and Stories 10A | All Stories are Anansi’s

© 2013 Core Knowledge Foundation
Anansi swung back down to Earth on his web. He went to speak
with his wife, Aso. Together, they crafted a plan to capture
4 How do you think a little spider will Onini, the great python who could swallow a goat. 4 catch a
giant python?
 Show image 10A-3: Anansi carries a branch in the forest

5 What does it mean to 9 or plan

be sneaky?
The next morning, Anansi sneakily walked into the forest, waving
a big branch and talking to himself. 5 “She’s wrong,” he said,
pretending to be very upset. “I know she is. He is much longer than
6 or walked up to
this branch.”
As Anansi approached 6 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
7 or disagreeing disturbing my nap.”
“I have been quarreling 7 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.

Show image 10A-4: Snake tied to the branch

“It looks like you may be longer,” said Anansi, still questioning.
8 What do you think will “But I can’t tell for sure because you are not quite straightened out.
happen next?
Could I straighten you out a bit?” 8

Fables and Stories 10A | All Stories are Anansi’s 129

© 2013 Core Knowledge Foundation
“Let me “That is one thing,” said Nyame in a loud, deep voice. “Two things
fasten your tail remain.”
at this end,”
10 Satisfi ed means pleased or happy. He dug a deep hole on the path Osebo used to get to the
watering
said Anansi as
he worked. Anansi went back to Earth and began to strategize 9 his next plan
“That way I can to catch Osebo, the mighty leopard, with teeth as sharp as spears.
really straighten
you out. And Do you think Anansi is trying to trick Ononi?
also here a little
lower . . . and
here by your
head.” Before

the python
realized what 11 Where is the leopard now?
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 12 Is Anansi going to trick Osebo?
Nyame.

130 Fables and Stories 10A | All Stories are Anansi’s

© 2013 Core Knowledge Foundation
13 Do you remember what “Osebo,” said Anansi, “what are you doing down in that hole?”
it was?
“You fool!” said Osebo. “Can’t you see that I have fallen into a
hole. He laid trap? You must help me get out.”
branches
“I will see what I can do,” said Anansi.
across the hole
Anansi found a large willow tree and bent the top of the tree over
and covered the pit. He spun two silky cords and used them to fasten the tree.
the branches Then he spun another silky cord and attached it to the top of the
with sticks and tree. This third cord dangled down into the pit.
leaves and dirt. “Tie the cord to your tail,” said Anansi. “Then I will lift you up.”
When Anansi Osebo tied the web to his tail. 12
was satisfi ed
Show image 10A-6: Leopard hanging from a willow tree
that the hole
was well- Anansi cut the cords that were holding the tree down. The tree
hidden, he sprang back to its original position, carrying Osebo with it. Osebo
dangled from the tree, tangled up in Anansi’s web-work.
scurried home
and went to “Now you are caught!” said Anansi.
sleep. 10 Anansi tightly tied the ends of the web and dragged Osebo the
leopard to Nyame.
Show image 10A-5: Now the sky god was impressed. “That is two things,” said
11
Leopard in a hole Nyame. “Only one thing remains.” 13
When Osebo Anansi went back to Earth to catch Mmoboro, the hornet whose
came out to sting burned like a needle of fi re. He cut a gourd from a vine and
hunt during the hollowed out the inside. Then he fi lled the gourd with water and
night, he fell went to the nest where Mmoboro the hornet made his home.
right into
Anansi’s trap.
Anansi found
him down in the
hole the next
morning.

Fables and Stories 10A | All Stories are Anansi’s 131

Anansi poured some of the water in the gourd over his own head. Then he
dumped the rest of the water on the hornet’s nest.
Mmoboro the hornet came out, buzzing angrily. He saw Anansi
14 Why do you think Anansi poured standing nearby, holding a leaf over his head. 14
water in the gourd and held a leaf
above his head? 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?” 15
15 Is Anansi tricking “Thank, you, Anansi,” said Mmoboro the hornet, as he fl ew into
Mmobor?
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 fi nest, 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 the
stories belong to Anansi. 16 Whenever someone tells one of these
16 What will Anansi do stories, he or she must acknowledge that it is Anansi’s tale.” 17
with the stories?
“Oh, my!”
said Anansi.
“The rainy
season seems
to have come
early this year,

132 Fables and Stories 10A | All Stories are Anansi’s

© 2013 Core Knowledge Foundation
17 Acknowledge means to 18 And now, since we’ve told the story, too, we’ve helped to keep it alive.
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.”
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.” 18
Discussing the Read-Aloud 15 minutes
Comprehension Questions 10 minutes
1. Evaluative Were your predictions about why these stories are
called spider stories correct? Why or why not? (Answers may
vary.)
2. Literal Who is the main character of this story? (Anansi) What
animal is he? (a spider)
3. Literal Why does Anansi want the box of stories? (to give them
to the people to tell)
4. Literal Who does Anansi trick fi rst? (the python, Onini) Who
does Anansi trick next? (the leopard, Osebo) Who does Anansi
trick last? (the hornet, Mmoboro)
5. Inferential How does a small spider catch animals that are much
bigger and stronger? (He outsmarts, or tricks, them.)
6. Literal Who gives Anansi the box of stories? (Nyame) What
does he say the stories shall be known as for all time? (spider
stories)
7. Inferential Could this story really happen or is it fi ction? (fi ction)
How do you know? (Animals don’t talk and act like people.)

Fables and Stories 10A | All Stories are Anansi’s 133

© 2013 Core Knowledge Foundation
[Please continue to model the Question Pair Share process for
students, as necessary, and scaffold students in their use of the
process.]
8. Evaluative Who? Pair Share: Asking questions after a readaloud
is one way to see how much everyone has learned. Think of a
question you can ask your neighbor about the readaloud 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.
9. After hearing today’s read-aloud and questions and answers, do
you have any remaining questions? [If time permits, you may
wish to allow for individual, group, or class research of the text
and/or other resources to answer these questions.]

Word Work: Satisfi ed 5 minutes

1. In the read aloud you heard, “When Anansi was satisfi ed that
the trap was well-hidden, he scurried home and went to sleep.”
2. Say the word satisfi ed with me.
3. Satisfi ed means pleased or happy.
4. I was satisfi ed 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 satisfi ed with
something you have done? Try to use the word satisfi ed when
you tell about it. [Ask two or three students. If necessary, guide
and/or rephrase students’ responses:
“I was satisfi ed . . .”]
6. What’s the word we’ve been talking about?

134 Fables and Stories 10A | All Stories are Anansi’s

© 2013 Core Knowledge Foundation
Use an Antonyms activity for follow-up. [Tell students that the
opposite of satisfi ed is dissatisfi ed.] Directions: I will describe an
activity. You will respond how you would feel in that situation. Be
sure to use the word satisfi ed or dissatisfi ed in your response, e.g.
“I was satisfi ed,” or “I was dissatisfi ed.” (Answers may vary for all.)
1. You fi nished your homework early.
2. You built a large structure from blocks by yourself.
3. You ate a delicious dinner.
4. Someone knocked over your block structure.
5. Your forgot your homework at home.
6. You are still hungry.

 Complete Remainder of the Lesson Later in the Day

Fables and Stories 10A | All Stories are Anansi’s 135

© 2013 Core Knowledge Foundation
All Stories Are Anansi’s
10B
Extensions 20 minutes
On Stage
Remind students how they heard at the end of the read-aloud that
spider stories have been kept alive by being retold over and over.
Tell students that one way to retell a story is to act it out. Tell them
that now you are going to read “All Stories Are Anansi’s” again and
they will act it out. Ask students what characters will be needed.
(Anansi, Nyame, Aso, Onini, Osebo, Mmoboro) Designate students
to be the various characters. You may have other students portray
other animals that get tricked to increase active participation.
Ask students what settings will be needed. (the forest, a willow
tree, Nyame’s throne, and Anansi’s house) Designate locations in
the classroom for the various settings. It will also be helpful to have
the following props in the various locations: a branch, a net, and a
box.
Encourage the “characters” to listen carefully to know what actions
to use, such as (gently) falling to the ground, and where to go, such
as to the sky god’s throne, or Anansi’s house. Also, talk about using
facial expressions to show how the characters are feeling.

➶ Above and Beyond: You may also have the characters create
some of their own dialogue.

Fables and Stories | All Stories are Anansi’s 136

Domain Review
DR
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.

Core Content Objectives Addressed in this Domain

Students will:
 Demonstrate familiarity with various fables
 Identify character, plot, and setting as basic story elements
 Describe the characters, plot, and setting of a specifi c fable
 Identify fables and folktales as two types of fi ction
 Identify characteristics of fables: short, moral, personifi cation
 Explain in their own words the moral of a specifi c fable

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, or setting.

Story Map

137
© 2013 Core Knowledge Foundation
Materials: Instructional Master 6B-1
Use the Instructional Master to identify the characters, setting, and
plot of any of the fi ctional stories. Some students may need to work
with the teacher and complete this on chart paper as a group, while
others may be able to complete the Instructional Master on their
own.

Domain Review
Teacher Choice

Materials: Trade book

Read an additional trade book to review a particular folktale or
share a new fi ctional story, and have students identify the elements
of the story. Refer to the books listed in the Introduction.

Key Vocabulary Brainstorming

Materials: Chart paper, chalkboard, or whiteboard

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, Peter Rabbit, plays
tricks, etc. Record their 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 fi re, or the
wind. Who am I? (Medio Pollito)
• 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)

138 Fables and Stories |

Materials: Instructional Master 2B-1

The Somebody Wanted But So Then chart used for “The Maid and
the Milk Pail” may also be used for retelling the various folktales.

Fables and Stories | Domain Review

Venn Diagram

Materials: Chart paper, chalkboard, or white board

Draw a Venn diagram on chart paper, a chalkboard, or a whiteboard.
Label the left side of the Venn diagram “Peter Rabbit” and the right
side “Anansi.” Prior to recording students’ responses, point out that
you are going to write down what they say, but that they are not
expected to read what you write because they are still learning the
rules for decoding words. Emphasize that you are writing what they
say so that you don’t forget, and tell them that you will read what has
been written.
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,
tricksters, 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.

140 Fables and Stories |

© 2013 Core Knowledge Foundation
Domain Assessment
DA
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 three 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 fi rst assesses domain-related
vocabulary and the second assesses academic vocabulary. Parts
II and III of the assessment address the core content targeted in
Fables and Stories.

Part I (Instructional Master DA-1)

Directions: I am going to say a sentence using a word you have

heard in the read-alouds and the domain. First I will say the word
and then I will use it in a sentence. If I use the word correctly in my
sentence, circle the smiling face. If I do not use the word correctly in
my sentence, circle the frowning face. I will say each sentence two
times. Let’s do number one together.
1. Fable: A fable is a story that teaches a lesson. (smiling face)
2. Moral: The moral of the story is where the story takes place.
(frowning face)
3. Personifi cation: When animals act like humans it’s called
personifi cation. (smiling face)
4. Fiction: A true story is a work of fi ction. (frowning face)
5. Predict: We hope the weather man does not predict rain for the
weekend. (smiling face)
Directions: Now I am going to read more sentences using other
words you have heard and practiced. If I use the word correctly in
my sentence, circle the smiling face. If I do not use the word
Fables and Stories | 141
© 2013 Core Knowledge Foundation
Domain Assessment

correctly in my sentence, circle the frowning face. I will say each

sentence two times.
6. Waste: Drinking all of your milk is a waste. (frowning face)
7. Advice: My teacher’s advice was to read every night. (smiling
face)
8. Satisfi ed: The cat was very satisfi ed with its big meal. (smiling
face)
9. Bunch: If I give you one banana, you have a bunch. (frowning
face)
10. Greedy: The pirate was so greedy he wanted all the treasure.
(smiling face)
11. Balanced: The teeter totter was balanced, or tipping to one
side. (frowning face)
12. Pretend: My little brother likes to pretend to cook in the play
kitchen. (smiling face)
13. Company: The boy was lonely so he wanted someone to keep
him company. (smiling face)

Part II (Instructional Master DA-2)

Directions: I will read a sentence about one of the fi ctional stories

you have heard. If the sentence is correct, you will circle the smiling
face. If the sentence is not correct, you will circle the frowning face.
1. In “All Stories Are Anansi’s”, Anansi always thinks of ways to
help his animal friends. (frowning face)
2. In “The Crowded, Noisy House”, the rabbi’s advice to the poor
unfortunate man is to move to a larger house. (frowning face)
3. In “The Tale of Peter Rabbit”, Mr. McGregor and Peter Rabbit
become good friends. (frowning face)
4. At the end of “The Little Half-Chick”, Medio Pollito becomes a
weather vane. (smiling face)
5. Fables and folktales are two types of nonfi ction, stories that
really happened. (frowning face)

Stories |
wledge Foundation
Domain Assessment
6. The setting of “The Tale of Peter Rabbit” is a busy city.
(frowning face)
7. The rabbi, Medio Pollito, Anansi, and Peter Rabbit are all
characters in the folktales you heard. (smiling face)
8. Characters, setting, and plot are all important parts of a story.
(smiling face)

Part III

Use the images from the Flip Book to remind students of the four
folktales heard. On the back of the Instructional Master, have each
student draw a picture of his/her favorite story and write a sentence
explaining why this was his/her favorite.

Part IV

You may work with students individually and have them orally retell
one of the folktales heard.

Fables and Stories | 143

Culminating Activities
CA
Note to Teacher

Please use this fi nal day to address class

results of the Domain Assessment. Based on
the results of the Domain Assessment and
students’ Tens scores, you may wish to use
this class time to provide remediation
opportunities that target specifi c 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

You may choose to regroup students

according to particular area of weakness, as
indicated from Domain Assessment results
and students’ Tens scores.
Remediation
opportunities
include:

• targeting Review Activities

• revisiting lesson Extensions

Stories |
wledge Foundation
• rereading and discussing select read-
alouds

• reading the corresponding lesson in the

Supplemental Guide, if available

Enrichment
Student Choice
Have students select a read-aloud to be
heard again.

Culminating Activities
Story Map

Materials: Instructional Master 6B-1

Use the instructional master to identify the characters, setting, and
plot of any of the fi ctional stories. Some students may need to work
with the teacher and complete this on chart paper as a group, while
others may be able to complete the instructional master on their
own.

Domain-Related Trade Book

Materials: Trade book

Read an additional trade book to review a particular folktale or share
a new fi ctional story, and have students identify the elements of the
story. Refer to the books listed in the Introduction. If possible, select
another version of a fable or story that was read in the domain and
compare and contrast the two.

On Stage

Fables and Stories | 145

© 2013 Core Knowledge Foundation
You may choose to reread and have the students act out any of the
folktales or fi ctional stories. Encourage the students to portray
actions and feelings and to use some of their own dialogue.
Another option is to ask the students to create a skit to demonstrate
the one saying and phrase they learned. Have them end the skit
with the chosen saying or phrase, e.g., “Do unto others as you
would have them do unto you!”

Retelling a Story with Puppets

Have the students make simple puppets of the characters from a

particular folktale and then use them to retell the story.

Somebody Wanted But So Then

The Somebody Wanted But So Then chart (2 B-1) used for “The
Maid and the Milk Pail” may also be used for retelling the various
folktales.

Culminating Activities

Student-Created Books

Materials: Booklet for each student

Have each student make his/her own book that is a retelling of one
of the folktales or stories that has been shared. As a class, or with a
partner, or as a small group, brainstorm the sequence of events:
beginning, middle, and end. Also, talk about the elements of fi
ctional stories. Students will draw a picture on each page to show
the beginning, important middle events, and end of the story. They
will also write a sentence to go with each picture. Some students
may need to dictate their sentences to an adult, while others will be
able to write the sentences on their own. Have students share their
stories with a partner or with the class.

Stories |
wledge Foundation
Culminating Activities

Fables and Stories | 147

© 2013 Core Knowledge Foundation
For Teacher Reference Only:
Copies of Tell It Again! Workbook
126 Fables and Stories
© 2013 Core Knowledge Foundation

1B-1

Dear Family Member,

Today, your child listened to the well-known fable, “The Boy Who Cried Wolf,” and learned
that fables are short stories that teach a lesson that is called the moral of the story. Over the next
several days, your child will also become familiar with the fables, “The Maid and the Milk Pail,”
“The Goose and the Golden Eggs,” “The Dog in the Manger,” “The Wolf in Sheep’s Clothing,”
and “The Fox and the Grapes.” Some of these fables have animal characters that act like people
(personifi cation), which is another characteristic of fables.

Below are some suggestions for activities that you may do at home to continue enjoying the
fables heard at school.

1. Character, Setting, and Plot

Talk with your child about the characters, setting, and plot of the fables. Ask questions about
the fable such as, “Why did the shepherd boy play a prank and cry, “Wolf! Wolf!”? Also, make
personal connections to the fables with questions such as, “If you often don’t tell the truth, will
people believe you when you are telling the truth?”

2. Illustrating Fables

Have your child draw or paint a picture of one of the fables and then tell you about it. Again,
ask questions to keep your child talking about the fable. Another option is to create a three-part
picture that shows the beginning, middle, and end of the fable.

3. Different Versions of Fables

Tell or read to your child different versions of a fable, and talk about how the different versions
are the same and how they are different.

4. Sayings and Phrases: Wolf in Sheep’s Clothing and Sour Grapes

Your child will learn about these phrases and their meanings. Once your child has heard the
fable “The Wolf in Sheep’s Clothing,” reinforce that the saying means that people are not
always whom 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 on the outside, but
may not actually be very nice on the inside. Once your child has heard the fable “The Fox and
the Grapes,” reinforce that when he couldn’t reach the grapes, the fox said, “I didn’t want those
old grapes anyway. I’m sure they are sour.” Explain that the phrase “sour grapes” describes

Fables and Stories 149

© 2013 Core Knowledge Foundation
someone who cannot get what s/ he wants, so ends up saying untrue things. Talk with your
child again about how these phrases apply to everyday situations.

5. Read Aloud Each Day

It is very important that you read to your child every day. The local library has
fables and collections of fables that you can share with your child. A list of books
and other relevant resources is attached to this letter. Be sure to talk about the
characteristics of each fable—they are short; they have a moral; they use
personifi cation—and how the moral applies to you and your child.

Let your child know how much you enjoy hearing about what s/he has learned at
school.
128 Fables and Stories
© 2013 Core Knowledge Foundation

1B-2

Fables and Stories 151

© 2013 Core Knowledge Foundation
10. Little Cloud and Lady Wind, by Toni Morrison and Slade
Morrison and illustrated by Sean Qualls (Simon & Schuster,
2010) ISBN 978-1416985235
11. The Tortoise and the Hare, adapted and illustrated by Janet
Stevens (Holiday House, 1985) ISBN 978-0823405640
12. Town Mouse, Country Mouse, by Jan Brett (Puffi n, 2003) ISBN
978-0698119864
13. The Wise Fool: Fables from the Islamic World, by Shahrukh
Husain and illustrated by Micha Archer (Barefoot Books, 2011)
ISBN 978-1846862267

Stories
14. Anansi and the Moss-Covered Rock, retold by Eric A. Kimmel
and illustrated by Janet Stevens (Holiday House, 1990) ISBN
978-0823407989
15. Anansi the Spider: A Tale from the Ashanti, by Gerald
McDermott (Henry Holt, 1972) ISBN 978-0805003109
16. Baby Rattlesnake: A Native American Tale, by Te Ata and
adapted by Lynn Moroney and illustrated by Mira Reisberg
(Children’s Book Press) ISBN 978-0892392162
17. A Big Quiet House: A Yiddish Folktale from Eastern Europe,
retold by Heather Forest and illustrated by Susan Greenstein
(August House Publishers, 2005) ISBN 978-0874834628
18. The World of Winnie the Pooh and The House at Pooh Corner,
by A.A. Milne and illustrated by Ernest H. Shepard (Penguin,
2010) ISBN 978-0525444473
19. How Chipmunk Got His Stripes, by Joseph Bruchac & James
Bruchac and illustrated by Jose Aruego and Ariane Dewey
(Puffi n, 2003) 978-0142500217
20. It Could Always Be Worse: A Yiddish Folk Tale, by Margot
Zemach (Square Fish, 1990) ISBN 978-0374436360
21. Medio Pollito/Half Chick: A Spanish Tale, adapted by Eric
A. Kimmel and illustrated by Valeria Docampo (Amazon
Children’s Publishing, 2010) ISBN 978-0761457053
22. Nelson Mandela’s Favorite African Folktales, by Nelson
Mandela (Norton, W. W. & Company, 2007) ISBN
978-0393329902
23. One Grain of Rice: A Mathematical Folktale, by Demi
(Scholastic, 1997) ISBN 978-0590939980

130 Fables and Stories

24. The People Could Fly: American Black Folktales, retold by

Virginia Hamilton and illustrated by Leo Dillon and Diane
Dillon (Random House Children’s Books, 1993) ISBN
978-0394869254
25. A Story, A Story: An African Tale, by Gail E. Haley (Aladdin, 1998) 978-0689712012
26. The Tale of Peter Rabbit, by Beatrix Potter and illustrated by
Michael Hague (Chronicle Books, 2005) ISBN 978-0811849067
27. Too Much Noise, by Ann McGovern and illustrated by Simms Taback (Houghton Miffl in
Harcourt, 1992) ISBN
978-0395629857
28. The Tortoise’s Gift: A Story from Zambia, by Lari Don and illustrated by Melanie
Williams (Barefoot Books, 2012) ISBN
978-1846867743
29. Tunjur! Tunjur! Tunjur!: A Palestinian Folktale, retold by Margaret Read MacDonald and
illustrated by Alik Arzoumanian (Amazon Children’s Publishing, 2012) ISBN
978-0761463122

Websites and Other Resources

Student Resources
1. Find the Main Idea Game http://bit.ly/XysFO4

2. Interactive Cinderella Story http://bit.ly/Qt3Yjb

3. Peter Rabbit World www.peterrabbit.com/en

Family Resources
4. Fables and Morals http://bit.ly/TeBs3d

5. Types of Fiction Characters http://bit.ly/XysYZr

Audio Versions
6. Hear a Story: Medio Pollito, by Eric Kimmel http://ericakimmel.com/hear-a-story
132 Fables and Stories
Fables and Stories 153
© 2013 Core Knowledge Foundation
© 2013 Core Knowledge Foundation
Name
2B-1
ll in the chart using words or sentences.

Somebody

Directions: Think about what you heard in the read-aloud, and then fi

Wanted

But

Then

134 Fables and Stories

Fables and Stories 155

Directions: Use this story map to describe the characters, setting, and plot of the fable.

Beginning
Plo
t

Middle
Name

End

136 Fables and Stories

Fables and Stories 157

© 2013 Core Knowledge Foundation
6B-2
pictures. Think about what is happening in each one. Put the pictures in order to show the beginning, middle, and
Directions: These three pictures show the beginning, middle, and end of “The Fox and the Grapes.” Cut out the thre

the fable. Glue or tape them in the correct order on a piece of paper.



138 Fables and Stories
© 2013 Core Knowledge Foundation
Directions: Write the number that the teacher says beside the picture of the fable that is being described.

Name
PP-1

140 Fables and Stories

cont.
Fables and Stories 159
© 2013 Core Knowledge Foundation
Directions: Write the number that the teacher says beside the picture of the fable that is being described.

142 Fables and Stories

Answer Key
Name
PP-1

144 Fables and Stories

Answer Key
cont.

Fables and Stories 161

146 Fables and Stories

Dear Family Member,

We have fi nished the fables section of the Fables and Stories domain and are now
listening to and discussing longer fi ctional stories. Today your child heard “The Little Half-
Chick (Medio Pollito),” a Hispanic folktale. Over the next several days, s/he will also become
familiar with “The Crowded, Noisy House,” “The Tale of Peter Rabbit,” and “All Stories are
Anansi’s.”

Below are some suggestions for activities that you may do at home to continue enjoying
the stories heard at school.

1. Storytelling Time

Have your child orally retell the story that s/he heard at school each day.

2. Character, Setting, and Plot

Talk with your child about the characters, setting, and plot of the stories. Ask questions
about the story such as, “How did Peter Rabbit get into mischief?” Also, make personal
connections to the stories with questions such as, “Have you ever gotten into mischief?”

3. Illustrating Stories

Have your child draw or paint a picture of one of the stories and then tell you about it.
Again, ask questions to keep your child talking about the story. Another option is to create a
three-part picture that shows the beginning, middle, and end of the story.

4. Sayings and Phrases: Do Unto Others as You Would Have Them Do Unto You

Your child has talked about this saying and its meaning at school. Talk with your child
again about the meaning and ways to follow this saying. Find opportunities to compliment
your child for following the Golden Rule.

5. Read Aloud Each Day

It is very important that you read to your child every day. The local library has folktales
and collections of folktales that you can share with your child. Refer to the list of books and
other relevant resources that was sent home with the previous family letter.

Fables and Stories 163

© 2013 Core Knowledge Foundation
Be sure to talk about the characters, setting, and plot of these stories. You may also want
to reread one that has been read at school.
Remember to let your child know how much you enjoy hearing about what s/he has
learned at school.
Name
148 Fables and Stories
© 2013 Core Knowledge Foundation

9B-1
Directions:
using
about whatThese
the pictures
ispictures.
happening. show
WhenCut some
you are
out important
thesure parts
that you
pictures and of them
have
put the plot
them ofthe
“The
ininorder to Tale
correct
show ofthe
Peter
order, Rabbit.”
glue tapeLook
themat
orsequence
correct each
ofon picture
a separate
events. and
shee
Retell the

 

in the correct order.

 
Fables and Stories 165
© 2013 Core Knowledge Foundation
150 Fables and Stories
© 2013 Core Knowledge Foundation
Name
DA-1
1.
 
 
3.
Directions: Listen to the sentence read by the teacher about fables and stories. Circle the smiling face if the sentence

5.
 
7.
 
9.
 
2. 
is true. Circle the frowning face if the sentence is 

4.  

Fables and Stories 167

8.  

10.  

11.  
12.  
13. 
152 Fables and Stories

© 2013 Core Knowledge Foundation
Name
Answer
Key DA-1
Directions: Listen to the sentence read by the teacher about fables and stories. Circle the smiling face if the
sentence

1.
 
2.
 
3.
 
4.

is true. Circle the frowning face if the sentence is

 
false.
5.

154 Fables and Stories

 
Directions: Listen to the sentence read by the teacher about fables and stories. Circle the smiling face if the sentence
1.

 
3.

5.
 
7.
 
2. 
is true. Circle the frowning face if the sentence is 

4.  

6.  
Fables and Stories 171
© 2013 Core Knowledge Foundation
8.  
156 Fables and Stories
© 2013 Core Knowledge Foundation
Name
Answer
Key DA-2
Directions: Listen to the sentence read by the teacher about fables and stories. Circle the smiling face if the sentence

1.
 
2.
 
3.
 
4.

is true. Circle the frowning face if the sentence is false.

5.
 
6.
 
7.
 
8.
 
158 Fables and Stories
Fables and Stories 173
© 2013 Core Knowledge Foundation
© 2013 Core Knowledge Foundation
Tens Recording Chart
Use this grid to record Tens scores. Refer to the Tens Conversion Chart that follows.
Tens Conversion Chart
Number Correct
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

1 0 10

2 0 5 10

3 0 3 7 10

4 0 3 5 8 10

5 0 2 4 6 8 10

6 0 2 3 5 7 8 10

7 0 1 3 4 6 7 9 10

8 0 1 3 4 5 6 8 9 10

9 0 1 2 3 4 6 7 8 9 10

10 0 1 2 3 4 5 6 7 8 9 10

11 0 1 2 3 4 5 5 6 7 8 9 10

12 0 1 2 3 3 4 5 6 7 8 8 9 10

13 0 1 2 2 3 4 5 5 6 7 8 8 9 10

14 0 1 1 2 3 4 4 5 6 6 7 8 9 9 10

15 0 1 1 2 3 3 4 5 5 6 7 7 8 9 9 10

16 0 1 1 2 3 3 4 4 5 6 6 7 8 8 9 9 10

1 0 1 1 2 2 3 4 4 5 6 6 7 7 8 8 9 9 10
7
18 0 1 1 2 2 3 3 4 4 5 6 6 7 7 8 8 9 9 10

19 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10

20 0 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10
Simply fi nd the number of correct answers the student produced along the top of
the chart and the number of total questions on the worksheet or activity along the
left side. Then fi nd the cell where the column and the row converge. This indicates
the Tens score. By using the Tens Conversion Chart, you can easily convert any raw
score, from 0 to 20, into a Tens score.
Please note that the Tens Conversion Chart was created to be used with
assessments that have a defi ned number of items (such as written assessments).
However, teachers are encouraged to use the Tens system to record informal
observations as well. Observational Tens scores are based on your observations
during class. It is suggested that you use the following basic rubric for recording
observational Tens scores.
9–10 Student appears to have excellent understanding
7–8 Student appears to have good understanding
5–6 Student appears to have basic understanding
3–4 Student appears to be having diffi culty understanding
1–2 Student appears to be having great diffi culty understanding
0 Student appears to have no understanding/does not participate

CORE KNOWLEDGE LANGUAGE ARTS

SERIES EDITOR-IN-CHIEF E. D.
Hirsch, Jr.

PRESIDENT
Linda Bevilacqua

EDITORIAL STAFF DESIGN AND GRAPHICS STAFF

Carolyn Gosse, Senior Editor - Preschool Scott Ritchie, Creative Director
Khara Turnbull, Materials Development Manager Kim Berrall
Michelle L. Warner, Senior Editor - Listening & Learning Michael Donegan
Mick Anderson Liza Greene
Robin Blackshire Matt Leech
Maggie Buchanan Bridget Moriarty
Paula Coyner Lauren Pack
Sue Fulton
Sara Hunt CONSULTING PROJECT MANAGEMENT SERVICES
Erin Kist ScribeConcepts.com
Robin Luecke
Rosie McCormick ADDITIONAL CONSULTING SERVICES Ang
Cynthia Peng Blanchette
Liz Pettit Dorrit Green
Ellen Sadler Carolyn Pinkerton
Deborah Samley
Diane Auger Smith
Sarah Zelinke
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 fi nd 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, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford,
Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson,
Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to 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 fi eld 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, New York City 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 Jeff erson 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 was critical.

Fables and Stories 161

CREDITS
Every eff ort has been taken to trace and acknowledge copyrights. The editors tender their apologies for any accidental
infringement where copyright has proved untraceable. They would be pleased to insert the appropriate acknowledgment in any
subsequent edition of this publication. Trademarks and trade names are shown in this publication for illustrative purposes only
and are the property of their respective owners. The references to trademarks and trade names given herein do not aff ect their
validity.

The Word Work exercises are based on the work of Beck, McKeown, and Kucan in Bringing Words to Life (The Guilford Press,
2002).

All photographs are used under license from Shutterstock, Inc. unless otherwise noted.

WRITERS 162 Fables and Stories

© 2013 Core Knowledge Foundation
Matt Davis, Beatrix Potter
ILLUSTRATORS AND IMAGE SOURCES
Cover: Steve Morrison; Title Page: Steve Morrison; Domain Icon: Steve
Morrison; Take Home Icon: Core Knowledge Staff; 1A-1: Mary Parker;
2A1: David Habben; 3A-1: Shutterstock; 3A-2: Alycia Worthington; 4A-
1: Katy
Cummings; 5A-1: Mary Parker; 5B-1: Core Knowledge Staff; 6A-1: Katy
Cummings; 7A-1: Shutterstock; 7A-2: Lisa Anchin; 7A-3: Lisa Anchin;
7A-4: Lisa Anchin; 7A-5: Lisa Anchin; 7A-6: Lisa Anchin; 7A-7: Lisa
Anchin; 7A-8: Lisa Anchin; 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; 6B-1: Core
Knowledge
Staff; 6B-2: Katy Cummings; PP-
1a: Katy Cummings; PP-1b: Mary
Parker;
PP-1c: Mary Parker; PP-1d: Katy
Cummings; PP-1e: Alycia
Worthington;
PP-1f: David Habben; PP-1a
Answer Key: Katy Cummings; PP-
1b Answer
Key: Mary Parker; PP-1c Answer
Key: Mary Parker; PP-1d Answer
Key: Katy Cummings; PP-1e
Answer Key: Alycia Worthington;
PP-1f Answer Key:
David Habben; 9B-1: Beatrix
Potter

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.
Fables and Stories
Tell It Again!™ Read-Aloud Anthology

Listening & Learning™ Strand

GrAde 1

The Core Knowledge Foundation

www.coreknowledge.org

Thai Stories for Language Learners: Traditional Folktales in English and Thai (Free Online Audio)
From Everand
Thai Stories for Language Learners: Traditional Folktales in English and Thai (Free Online Audio)
Jintana Rattanakhemakorn
3/5 (1)
1 Product Sample 50NiftyS L
67% (3)
1 Product Sample 50NiftyS L
33 pages
Short-Stories-To-Teach-Language-Skills/: Moral Values
No ratings yet
Short-Stories-To-Teach-Language-Skills/: Moral Values
6 pages
Uptalk
No ratings yet
Uptalk
240 pages
Lesson Plan Idiomatic Expressions
67% (3)
Lesson Plan Idiomatic Expressions
2 pages
Fables
80% (5)
Fables
178 pages
Fables and Stories
100% (1)
Fables and Stories
278 pages
GK D3 Anthology
No ratings yet
GK D3 Anthology
151 pages
Ckla g1 d9 Anth PDF
No ratings yet
Ckla g1 d9 Anth PDF
206 pages
Ckla g1 d9 Anth Fairy Tales Activities
100% (1)
Ckla g1 d9 Anth Fairy Tales Activities
206 pages
Ckla g1 d9 Anth
100% (1)
Ckla g1 d9 Anth
206 pages
CKLA-G1-D1-Anth
No ratings yet
CKLA-G1-D1-Anth
156 pages
CKLA-G1-D3-Anth
No ratings yet
CKLA-G1-D3-Anth
188 pages
Ckla g2 d1 Anth Web
No ratings yet
Ckla g2 d1 Anth Web
184 pages
Fairy Tales
100% (4)
Fairy Tales
184 pages
Ckla g2 d1 Anth
No ratings yet
Ckla g2 d1 Anth
184 pages
Nursery Rhymes and Fables, Core Knowledge Language Arts
No ratings yet
Nursery Rhymes and Fables, Core Knowledge Language Arts
206 pages
Unit 1 Nursery Rhymes and Fables Kindergarten Read Aloud Supplemental Guide
No ratings yet
Unit 1 Nursery Rhymes and Fables Kindergarten Read Aloud Supplemental Guide
308 pages
Nursery Rhymes and Fables: Tell It Again!™ Read-Aloud Anthology
No ratings yet
Nursery Rhymes and Fables: Tell It Again!™ Read-Aloud Anthology
206 pages
Nursery Rhymes
100% (10)
Nursery Rhymes
206 pages
Ckla GK d1 Anth
No ratings yet
Ckla GK d1 Anth
206 pages
Ckla g2 d1 SG
100% (1)
Ckla g2 d1 SG
310 pages
CoreKnowledgeClassicTalesAnthology PDF
100% (1)
CoreKnowledgeClassicTalesAnthology PDF
289 pages
3 Fiction Story Peter Rabbit
No ratings yet
3 Fiction Story Peter Rabbit
24 pages
WRFable SE Sample
No ratings yet
WRFable SE Sample
49 pages
Comprehension
No ratings yet
Comprehension
111 pages
Stories in Action Interactive Tales and Learning Activities To Promote Early Literacy by Bill Gordh
No ratings yet
Stories in Action Interactive Tales and Learning Activities To Promote Early Literacy by Bill Gordh
241 pages
Storytelling in Kindergarten Classes
No ratings yet
Storytelling in Kindergarten Classes
5 pages
CKLA-G1-D1-FB
No ratings yet
CKLA-G1-D1-FB
58 pages
Classic Tales Teacher 39 S Guide
No ratings yet
Classic Tales Teacher 39 S Guide
190 pages
First Road to Learning - Language through Stories
No ratings yet
First Road to Learning - Language through Stories
3 pages
WR NarrativeII TE Sample
No ratings yet
WR NarrativeII TE Sample
60 pages
Storytelling
No ratings yet
Storytelling
9 pages
Storytelling in English With Young Learners: Educazione, Terra, Natura
No ratings yet
Storytelling in English With Young Learners: Educazione, Terra, Natura
77 pages
Classroom Assessment Resource Package ELA
No ratings yet
Classroom Assessment Resource Package ELA
13 pages
Detailed Lesson Plan-English 4 UPDATED FINAL
No ratings yet
Detailed Lesson Plan-English 4 UPDATED FINAL
10 pages
01 - Std'08 - English
No ratings yet
01 - Std'08 - English
142 pages
8 English Honey Dewgoalias
No ratings yet
8 English Honey Dewgoalias
142 pages
1st Grade Lesson Plan Product 6 February
No ratings yet
1st Grade Lesson Plan Product 6 February
10 pages
Fairy Tales and Tall Tales: Tell It Again!™ Read-Aloud Image Cards
No ratings yet
Fairy Tales and Tall Tales: Tell It Again!™ Read-Aloud Image Cards
27 pages
Tell Along Tales Playing With Participation Stories by Dianne de Las Casas
100% (1)
Tell Along Tales Playing With Participation Stories by Dianne de Las Casas
138 pages
Tell It Again!™ Read-Aloud Image Cards
100% (1)
Tell It Again!™ Read-Aloud Image Cards
28 pages
ckla_gk_d7_sg
No ratings yet
ckla_gk_d7_sg
258 pages
Traduccion Doc Bak
No ratings yet
Traduccion Doc Bak
8 pages
English Class Viii Chapter 1
No ratings yet
English Class Viii Chapter 1
23 pages
How To Use Tales For The Teaching
100% (1)
How To Use Tales For The Teaching
22 pages
Once Upon a Time - Unit
No ratings yet
Once Upon a Time - Unit
118 pages
CKLA-G1-D1-IC
No ratings yet
CKLA-G1-D1-IC
31 pages
storytelling (11)
No ratings yet
storytelling (11)
9 pages
NCERT Class 8 English Part 1 PDF
100% (1)
NCERT Class 8 English Part 1 PDF
141 pages
NCERT Class 8 English Part 1
No ratings yet
NCERT Class 8 English Part 1
141 pages
Teaching Young Learners
No ratings yet
Teaching Young Learners
7 pages
Storytelling And Storyreading In Early Years Mary Medlicott pdf download
No ratings yet
Storytelling And Storyreading In Early Years Mary Medlicott pdf download
54 pages
CKLA-G1-D3-FB
No ratings yet
CKLA-G1-D3-FB
95 pages
21142s
No ratings yet
21142s
22 pages
FMF-S Sample
No ratings yet
FMF-S Sample
36 pages
Activity Book - Sunburst 1 (Unit 5 My history)
No ratings yet
Activity Book - Sunburst 1 (Unit 5 My history)
10 pages
GK D5 Anth Web
No ratings yet
GK D5 Anth Web
160 pages
Structuring Your Novel (Revised and Expanded 2nd Edition): Helping Writers Become Authors, #3
From Everand
Structuring Your Novel (Revised and Expanded 2nd Edition): Helping Writers Become Authors, #3
K.M. Weiland
No ratings yet
Structuring Your Novel Box Set
From Everand
Structuring Your Novel Box Set
K.M. Weiland
3/5 (4)
What Does a Lion Say?: And Other Playful Language Games
From Everand
What Does a Lion Say?: And Other Playful Language Games
Between the Lions Staff
No ratings yet
Messengers in White: A Science Fantasy Novel
From Everand
Messengers in White: A Science Fantasy Novel
Ardath Mayhar
No ratings yet
The King and The Honey Birds Revised
No ratings yet
The King and The Honey Birds Revised
95 pages
Words With Full of Meaning
No ratings yet
Words With Full of Meaning
4 pages
5
No ratings yet
5
1 page
Knowledge Gained in Filipino Pocket Books
No ratings yet
Knowledge Gained in Filipino Pocket Books
5 pages
Place and Manner of Articulation Plus Voicing
No ratings yet
Place and Manner of Articulation Plus Voicing
19 pages
Ellipsis and substitution
No ratings yet
Ellipsis and substitution
4 pages
Soal Pas BAHAS INGGRIS 20232024
No ratings yet
Soal Pas BAHAS INGGRIS 20232024
21 pages
1 Bac Celebrations Writing Article
No ratings yet
1 Bac Celebrations Writing Article
2 pages
Lesson Plan Sapt 13 FCE & CAE
No ratings yet
Lesson Plan Sapt 13 FCE & CAE
5 pages
Readers chart Levels and Series Jan 2008 David Hill
No ratings yet
Readers chart Levels and Series Jan 2008 David Hill
5 pages
Meaning and Relevance of History: College of Allied Health Sciences Batch 2024
100% (1)
Meaning and Relevance of History: College of Allied Health Sciences Batch 2024
19 pages
MS4 Seq 2 Layout Dalila Ouchene
No ratings yet
MS4 Seq 2 Layout Dalila Ouchene
2 pages
3 - Discourse and Pragmatics
No ratings yet
3 - Discourse and Pragmatics
11 pages
A. Background of The Problem
No ratings yet
A. Background of The Problem
8 pages
Yitayal Abate
No ratings yet
Yitayal Abate
117 pages
My English Coursebook Ans Set 1
67% (3)
My English Coursebook Ans Set 1
8 pages
End of Term 3 7em Joint 2 1
No ratings yet
End of Term 3 7em Joint 2 1
2 pages
Tenses: 1. Simple Present Fungsi Pattern Time Signal Active
No ratings yet
Tenses: 1. Simple Present Fungsi Pattern Time Signal Active
9 pages
Vahanyan
No ratings yet
Vahanyan
6 pages
Cambridge International AS & A Level: Computer Science 9618/41
No ratings yet
Cambridge International AS & A Level: Computer Science 9618/41
38 pages
Tutorial Problems
No ratings yet
Tutorial Problems
12 pages
Research
No ratings yet
Research
4 pages
Foucault, The Fathers, and Sex
No ratings yet
Foucault, The Fathers, and Sex
24 pages
Lesson Plan 4 Maryam Alblooshi h00296768
No ratings yet
Lesson Plan 4 Maryam Alblooshi h00296768
7 pages
Genre Structure and Poetics in The Byzantine Vernacular Romances of Love. The Symbolae Osloenses Debate
100% (1)
Genre Structure and Poetics in The Byzantine Vernacular Romances of Love. The Symbolae Osloenses Debate
96 pages
Fluent With Friends Success Guide
No ratings yet
Fluent With Friends Success Guide
3 pages
2B The Browns
No ratings yet
2B The Browns
13 pages
Chapter 3: Analysis of Translation Strategies
No ratings yet
Chapter 3: Analysis of Translation Strategies
26 pages

CKLA G1 D1 Anth Web Rep

Uploaded by

CKLA G1 D1 Anth Web Rep

Uploaded by

Fables and Stories

Tell It Again!™ Read-Aloud Anthology

Core Knowledge Language Arts®

Creative Commons Licensing

Copyright © 2013 Core Knowledge Foundation

All Rights Reserved.

Core Knowledge Language Arts, Listening & Learning,

Trademarks and trade names are shown in this book

Fables and Stories

The following chart contains core content objectives addressed in this

Fables and Stories | Alignment Chart v

Fables and Stories

vi Fables and Stories | Alignment Chart

Fables and Stories 1 2 3 4 5 6 7 8 9 10

Retell fiction read-alouds

Use narrative language to

Craft and Structure

Identify words and phrases that

Listen to, understand, and

Identify who is telling the story

Fables and Stories | Alignment Chart vii

Fables and Stories 1 2 3 4 5 6 7 8 9 10

Production and Distribution of Writing

viii Fables and Stories | Alignment Chart

With guidance and support

With guidance and support

Research to Build and Present Knowledge

Make personal connections

With assistance, categorize

Speaking and Listening Standards: Grade 1

Use agreed-upon rules for

Fables and Stories 1 2 3 4 5 6 7 8 9 10

Fables and Stories | Alignment Chart ix

Carry on and participate in a

Ask questions to clarify

Ask and answer questions (e.g.,

Ask questions to clarify

Presentation of Knowledge and Ideas

Add drawings or other visual

Produce complete sentences

Fables and Stories 1 2 3 4 5 6 7 8 9 10

Language Standards: Grade 1

x Fables and Stories | Alignment Chart

CKLA Provide examples of common

Identify real-life connections

Distinguish shades of meaning

Learn the meaning of common

Additional CKLA Goals

Fables and Stories | Alignment Chart xi

Prior to listening to a read-aloud, identify (orally

Rehearse and perform poems, stories, and plays

Identify new meanings for familiar words and

xii Fables and Stories | Alignment Chart

Day 1 Day 2 # Day 3  Day 4 Day 5 #

Day 6 # Day 7  Day 8 Day 9 Day 10 

Day 11 Day 12 Day 13 Day 14

Fables and Stories | Introduction 1

60 min. 60 min. 60 min. 60 min.

Lessons include Student Performance Task Assessments

Along with this Anthology, you will need:

Why Fables and Stories Are Important

2 Fables and Stories | Introduction

What Students Have Already Learned in Core Knowledge Language

Fables and Stories | Introduction 3

Core Vocabulary for Fables and Stories

4 Fables and Stories | Introduction

Student Performance Task Assessments

In the Tell It Again! Read-Aloud Anthology for Fables and Stories,

Above and Beyond

In the Tell It Again! Read-Aloud Anthology for Fables and Stories,

Accompanying the Tell It Again! Read-Aloud Anthology is a

Fables and Stories | Introduction 5

Recommended Resources for Fables and Stories

6 Fables and Stories | Introduction

Fables and Stories | Introduction 7

8 Fables and Stories | Introduction