LTL Aesop's Fables Ebook.Indd

Home , The Wolf and the Crane, The Wolf and the Lamb

Ebook Code: REAU1121

Language through Literature Aesop’s Fables Language activities for 8-10 year olds

By Elizabeth Swasbrook Title: Language Through Literature Acknowledgements Aesop’s Fables i. Clip art images have been obtained from © 2001 Ready-Ed Publications Microsoft Design Gallery Live and are used Revised 2010 under the terms of the End User License Printed in Australia Agreement for Microsoft Word 2000. Please Author: Elizabeth Swasbrook refer to www.microsoft.com/permission. Illustrator: Terry Allen

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Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au [email protected]

ISBN: 978 1 86397 405 9

Page 2 Contents

Teachers’ Notes 4 Th e Wolf and the Crane 28 Th e Wolf and the Crane Activity 1 29 Th e Wolf and the Ass 6Th e Wolf and the Crane Activity 2 30 Th e Wolf and the Ass Activity 1 7Th e Wolf and the Crane Activity 3 31 Th e Wolf and the Ass Activity 2 8 Th e Wolf and the Ass 3 Activity 3 9Belling the Cat 32 Th e Wolf and the Ass Activity 4 10 Belling the Cat Activity 1 33 Belling the Cat Activity 2 34 Th e Hen and the Fox 11 Belling the Cat Activity 3 35 Th e Hen and the Fox Activity 1 12 Th e Hen and the Fox Activity 2 13 Th e Two Boys and the Frogs 36 Th e Two Boys and the Frogs Activity 1 37 Th e Bullfrog and the Ox 14 Th e Two Boys and the Frogs Activity 2 38 Th e Bullfrog and the Ox Activity 1 15 Th e Bullfrog and the Ox Activity 2 16 Th e Fox and the Stork 39 Th e Bullfrog and the Ox Activity 3 17 Th e Fox and the Stork Activity 1 40 Th e Fox and the Stork Activity 2 41 Th e Wind and the Sun 18 Th e Wind and the Sun Activity 1 19 Th e Boy who Cried Wolf 42 Th e Wind and the Sun Activity 2 20 Th e Boy who Cried Wolf Activity 1 43 Th e Boy who Cried Wolf Activity 2 44 Th e Fox and the Crow 21 Th e Fox and the Crow Activity 1 22 Th e Goose that Laid the Golden Egg 45 Th e Fox and the Crow Activity 2 23 Th e Goose that Laid the Golden Egg Activity 1 46 Th e Dog and the Ass 24 Th e Goose that Laid the Golden Egg Th e Dog and the Ass Activity 1 25 Activity 2 47 Th e Dog and the Ass Activity 2 26 Th e Dog and the Ass Activity 3 27 Th e Wolf And Th e Lamb 48 Th e Wolf and the Lamb Activity 1 49 Th e Wolf and the Lamb Activity 2 50

Answers 51 - 55

Page 3 Teachers’ Notes

Th is language book, ‘Aesop’s Fables, together with the accompanying worksheets, has been designed to assist teachers with the current focus on utilizing Student Outcome Statements in their teaching of language concepts. Th e aim is to develop Speaking, Listening, Viewing and Reading with ‘purpose, understanding and critical awareness’ and Writing ‘for a range of purposes using appropriate forms and conventions’.

Th e stories themselves will be a source of great enjoyment to the children and could, through a thematic approach, be used to cover other areas of the school curriculum A few suggestions are:

• Developing Speaking and Listening skills through role-play.

• Reading for pleasure.

• Children’s viewpoints on moral values related to social behaviour.

• Research based on ‘What children would like to fi nd out’.

• Art and Craft activities.

Outcome Statements Outcome statements have been included on the bottom of each activity page, so that teachers can link the activities with required outcomes as set down in relevant syllabus documents and curriculum frameworks.

Page 4 Defi nitions of Grammatical Terms

Th e words in the English language are classifi ed as parts of speech and are named according to the work they do. Th ere are eight parts of speech:

Nouns – words which are the names of persons, animals, places or things. Th e four kinds of nouns are: common, proper, collective, abstract. Verbs – ‘doing’ words or words which show action. Pronouns – words which take the place of nouns. Adjectives – words that describe nouns or pronouns. Adverbs – words that modify verbs, adjectives or other adverbs. Prepositions – the fi rst word of a phrase, showing the relation between one thing and another. Conjunctions – ‘joining words’. Interjections, also called exclamations – words that express strong feelings.

• A sentence that states a fact is called a • A sentence can be divided into two statement. A statement begins with a parts called the subject and predicate. capital letter and ends with a full stop. -Th e subject is the person or thing being • A sentence that asks a question is called talked about. a question sentence. It begins with a -Th e predicate states what is being said capital letter and ends with a question about the person or thing. mark. -Th e verb is always found in the predicate. • A sentence that expresses strong feelings is called an exclamatory • Punctuation marks include: sentence. It begins with a capital and Full stops Capital letters ends with an exclamation mark. Question marks Exclamation marks Commas Apostrophes • Sentences can be simple or complex. Quotation marks Colons • Sentences can be made interesting by Semicolons Hyphens adding phrases and/or clauses. Dashes • Phrases and clauses can be adjectival or • Homophones are words that sound adverbial. alike, but are spelt diff erently and have diff erent meanings, e.g. made/maid. • A phrase is a small group of words which begins with a preposition and • Homonyms are words that sound alike ends with a noun or pronoun. and have the same spelling, but have diff erent meanings, e.g. hold (to grasp • A clause is a group of words which and keep); hold (part in ship or plane for begins with a preposition and ends cargo). with a noun or pronoun.

Page 5 • AESOP’S FABLES • Th e Wolf and the Ass

OOncence Ass was feeding peacefully in a meadow. On turning UUponpon a around he noticed Wolf moving about very slyly among ttimeime the dark trees nearby. Knowing that Wolf was waiting for a chance to make a meal of him, Ass quickly thought of a clever plan to save himself from certain death. Ass pretended to be lame. He began to hobble about and limp. He dragged one hind leg as if in great pain. Wolf came up to Ass, ready for the kill. “Wait a moment, Wolf,” said Ass trying to be brave. “Before you kill me and make a meal of me, help to get out this large thorn sticking in my foot.” “Tell me why should I do that, Ass?” asked Wolf. “I was only thinking of your good, Wolf,” answered Ass. “Go ahead and eat me but don’t blame me if you get that terrible thorn stuck in your throat!” “Now that you mention it, I think I will be better to get the thorn out,” said Wolf, coming closer. Ass lifted his hind foot and as Wolf bent down to pull out the supposed thorn, he gave him one very hard kick right in the middle of his forehead. Wolf fl ipped over backwards and by the time he picked himself up Ass had bolted across the meadow and out of sight. Wolf, dazed from the awful pain in his head, went the other way, ashamed at being tricked by an ass. – Moral: Don’t believe all that you see and hear. –

Page 6 • AESOP’S FABLES • Th e Wolf and the Ass Activity 1 A sentence that states a fact is called a statement. It begins with a capital letter and ends with a full stop. 1. Write three short statements about yourself. ______

______

2. Read the story “The Wolf and the Ass” and fi nd three statements in paragraph two. Write them below. ______

______

Illustrate one of your statements.

Outcome: Children use basic linguistic structure and features for statement sentences. Page 7 • AESOP’S FABLES • Th e Wolf and the Ass Activity 2

Part 1 Match the two parts of the following statements.

Ass saved him from death.

Wolf fl ipped over backwards.

This sharp thorn was feeding peacefully.

His clever plan is stuck in my foot.

Silly Wolf moved about very slyly.

Part 2 Answer the following questions in statement sentences.

a. Where was the ass feeding? ______

______

b. What chance was Wolf waiting for? ______

______

c. What did Ass ask Wolf to do? ______

______

d. Where did Ass’ kick land? ______

______

e. Why was Wolf ashamed? ______

______

Outcome: Children use basic linguistic structure and features for statement sentences. Page 8 • AESOP’S FABLES • Th e Wolf and the Ass Activity 3 Part 1 Read the long sentence and write three statements. You will need to leave out some words.

Ass lifted his hind foot and as Wolf bent down to pull out the supposed thorn, he gave him one very hard kick right in the middle of his forehead.

______

______Tick the sentences below that are statements and Part 2 rewrite them on the lines below.

Once upon a time As if in great pain

Wolf wished to make a meal of him. Waiting for a chance

It will be better to get the thorn out. Wolf was dazed from the awful pain.

______

Part 3 Answer these questions. a. What is the moral of the story? Discuss it with your teacher fi rst. ______b. Is it a statement or not? ______

Outcome: Children use basic linguistic structure and features for statement sentences. Page 9 • AESOP’S FABLES • Th e Wolf and the Ass Activity 4

Find the words listed in the boxes and colour them in. The words are in the story “The Wolf and the Ass”. Add your own words to each list. a b a r o u n d s a v e c d l a r g e t r i c k e d e f s e e g h p a i n x d a r k a b c i s t i c k i n g h a r d j f e e d i n g k l m n e a t o p q b s h a r p j r s t u e f g o t h o r n r v w x y p e a c e f u ll y p q o u t z a b o u t s a v e d e f g h j w a i t k n o w e m a l i s t u c k b r a v e y q d o w n l m n o p r t r e e s s

‘ee’ ‘ea’ ‘ou’ ‘a-e’ ‘ai’ feeding peacefully around lame pain see meal out brave wait trees eat about save

‘ar’ ‘or’ ‘ow’ ‘ck’ large hard sticking stuck sharp dark thorn now down

Outcome: Children identify common features of vocabulary in a given text. Page 10 • AESOP’S FABLES • Th e Hen and the Fox Fox happened to be passing a very tall tree. On looking up he noticed Hen seated on the highest branch. He had OOnene been looking for a meal and there was one. Fox licked his fi nnee lips while he thought of a plan to bring Hen down. She dday,ay, would make a juicy meal, one he needed right away. “Good morning, Hen!” Fox said very politely. “Whatever are you doing so high up? There’s no danger around here. Haven’t you heard of the new law that has been passed?” Hen, knowing how cunning all foxes were, didn’t say a word and kept her cosy seat on the branch. “I can see you haven’t heard of the new law, so I’d better tell you,” Fox continued very softly. “The law states that no animal can hurt a bird or another animal and no bird can hurt an animal. There’s now peace in our kingdom so do come down as there’s nobody here to hurt you.” Hen pretended not to hear Fox and kept looking ahead. Wondering what she was looking at, he asked, “Whatever are you staring at, Hen? It must be mighty interesting as you have not heard a word I’ve said.” “Oh, I’m just watching a pack of wild dogs and they seem to be heading this way.” “Is that so,” answered Fox, a note of alarm in his voice. “I’d better be moving off now. Good day to you, Hen.” “Please don’t go,” called Hen, smiling to herself. “I was just planning to come down to hear all about this new law. If there’s peace in our kingdom the dogs won’t harm you.” “No, no, but they may not have heard of this new law yet, so I’d better be on my way,” and saying that Fox slunk off as quickly as he could. – Moral: Be careful of sudden off ers of friendship. –

Page 11 • AESOP’S FABLES • Th e Hen and the Fox Activity 1 Some sentences can also ask questions.

Part 1 Write three questions you would like to ask your friend.

• ______

Part 2 Read the story “The Hen and the Fox” and write down the questions you come across. You should fi nd three.

• ______

Part 3 Match the following questions and statements. The statements are the answers to the questions.

QUESTIONS STATEMENTS a. Where was Hen seated? Hen pretended to see a pack of dogs heading their way.

b. What was Fox looking for? Fox slunk away because he was afraid of the pack of dogs.

c. Did Fox make up the new law? Hen was seated on the highest branch of the tall tree.

d. What did Hen pretend to see? Fox was looking for a juicy meal.

e. Why did Fox slink away? Yes, Fox made up the new law.

Outcome: Children use linguistic knowledge to explore statements. Page 12 • AESOP’S FABLES • Th e Hen and the Fox Activity 2 Statements can often be changed into questions. For example: Hen was seated on the highest branch. can change to Was Hen seated on the highest branch?

Part 1 Change the following statements into questions:

a. Fox had been looking for a meal. ______b. There is no danger around here. ______c. You haven’t heard of the new law. ______d. Hen did know all foxes are cunning. ______e. Hen was planning to come down to hear the new law. ______

Part 2 Read the story again and answer the following questions: a. What kind of day was it? ______

______b. Why do you think Fox needed a meal right away? ______

______c. According to Fox, what new law had been passed? ______

______d. In what way was Hen equally cunning? ______

______e. What did Fox say about the pack of dogs? ______

______

Outcome: Children use linguistic knowledge to explore statements. Page 13 • AESOP’S FABLES • Th e Bullfrog and the Ox

a well-built, well-dressed ox went for a walk along a country road. OOncence He felt very proud of himself because he knew he looked good. UUponpon a Many animals he met on the way stopped to look at him. Some ttime,ime, greeted him by waving their caps while a few even bowed. Passing a huge pond, he noticed a group of frogs. Among them was a bullfrog. He hopped on the bank and stared at Ox. He felt he could make himself just as fi ne as this proud Ox. “I can make myself just as fi ne as Ox,” he called to his friends. “Just watch me.” He began to puff himself till he became twice his size. Bullfrog now hopped beside Ox thinking he looked just as grand. By the looks on the faces of the other frogs, he knew he was not. He began to puff himself out some more and then some more. His friends became worried. “Stop that, Bullfrog,” they shouted. “You’ll only hurt yourself. Please don’t, we beg you!” Bullfrog was so sure he could make himself like Ox that he refused to listen. He continued to puff himself till he burst. His remains were scattered all over the path but Ox just walked on. – Moral: Try to be yourself and not somebody else. –

Page 14 • AESOP’S FABLES • Th e Bullfrog and the Ox Activity 1 You can use phrases telling ‘when’ or ‘where’ to make your writing more interesting. Tick whether the following phrases tells ‘when’ or ‘where’: Part 1 Use the phrases to create sentences of your own on the lines below. a. near the shopping centre when where b. before dinner when where c. at midday when where d. across the busy road when where

The sentences below have been taken from the story. Part 2 Write whether each underlined phrase tells ‘when’ or ‘where’: a. Ox went for a walk along a country road. ______b. Passing a huge pond, he noticed a group of frogs. ______c. His remains were scattered all over the path. ______d. He continued to puff himself till he burst. ______e. He hopped on the bank and stared at Ox. ______

Part 3 Underline the two phrases in each of the sentences below:

a. In the early morning well-dressed Ox walked beside a huge pond. b. After midday he stopped to rest under a shady tree. c. Before long Bullfrog found Ox and walked by his side. d. During the walk Bullfrog’s puff ed body burst near the frog pond. e. By late evening the proud Ox returned to the green meadow.

Outcome: Children explore features of language that make sentences interesting. Page 15 • AESOP’S FABLES • Th e Bullfrog and the Ox Activity 2 Using a phrase to begin a sentence can make it more interesting.

Part 1 Rewrite the sentences below, placing the underlined words at the beginning. Example: Giant gum trees grew beside the lake. Beside the lake grew giant gum trees. a. The frogs leaped in and out of the water. ______b. The proud ox strutted down the dusty road. ______c. Bullfrog thought he looked grand in the bright sunlight. ______d. The heartless ox laughed throughout the night. ______

Now try a sentence of your own using the phrase ‘on the hilltop’ at Part 2 the beginning. ______

______

Draw a picture to show the interesting part of your sentence.

Outcome: Children draw on linguistic knowledge to explore sentence construction. Page 16 • AESOP’S FABLES • Th e Bullfrog and the Ox Activity 3 Pretend you are Bullfrog. The other frogs call you foolish. Do you think they were right or wrong? Give reasons for your answer. Write the answer on the lines. Colour in the rest of the picture.

Outcome: Children use point of view to demonstrate understanding of text. Page 17 • AESOP’S FABLES • Th e Wind and the Sun morning the Wind and Sun met. As they chatted about their part in the weather patterns on the earth, they OOnene began to quarrel as to which one was the stronger. llateate “I’m stronger than you,” howled the Wind. “Don’t be silly, Wind, I’m much stronger than you,” blasted the Sun. As they looked down upon the earth, they noticed a weary traveller making his way homewards. “Let this be our challenge,” whistled the Wind. “Whoever makes the traveller take off his heavy cloak will be stronger.” “Agreed,” smiled the Sun. “Since you suggested it, you go fi rst.” Wind began to blow. He blew and blew. The trees began to shake and bend. The leaves on the ground were lifted upwards and blown in every direction. The poor traveller tried to draw his cloak closer around him, but each time it blew outwards. The sand stung his face. He had lost his hat and all he could do was to hold onto his cloak. The Wind continued to blow even harder which made a rip in his cloak, but he held on. Tired, the wind gave up. It was the Sun’s turn. He looked at the traveller and smiled. His smile drove the grey clouds away. As his smile grew they scurried away quickly. The Wind noticed the traveller was no longer holding his cloak. The Sun continued to smile, though it was much wider now which made his rays really hot. The traveller took off his cloak, threw it on the ground and sank beside it. The Wind accepted his defeat with a puff and went on his way. The Sun knew that the Wind would think twice before he challenged him again. – Moral: Force or strength doesn’t always win. –

Page 18 • AESOP’S FABLES • Th e Wind and the Sun Activity 1 Nouns, sometimes called naming words, are words that are the names of persons, places, things, animals and birds. Example: Mary, girl, home, pencil, whale, ant. Part 1 Answer the questions about nouns below. a. Name fi ve things you have on your desk: ______b. Name fi ve things you wear: ______c. Name fi ve things you play with: ______d. Name fi ve parts of your body: ______e. Name fi ve friends: ______f. Name fi ve members of your family: ______g. Name fi ve places where you can play: ______h. Name any fi ve animals or birds: ______

Part 2 Read the story “The Wind and the Sun” and list ten nouns:

______

Part 3 Draw one of the nouns you listed above on the back of this page.

Outcome: Children recognize nouns in written text. Page 19 • AESOP’S FABLES • Th e Wind and the Sun Activity 2 You can use ‘picture words’ or adjectives to make nouns more interesting.

Look at the story of “The Wind and the Sun”. Part 1 Find two interesting adjectives to go with fi ve nouns from the story. Example: huge, shady trees a. ______b. ______c. ______d. ______e. ______

Use your dictionary to fi nd out whether the following can be Part 2 nouns. Tick or cross each box. morning patterns challenge weary silly way direction strength quarrel stronger blasted defeat

Part 3 Choose three you have ticked and use them in sentences of your own. a. ______

______b. ______

______c. ______

______

Outcome: Children recognize and identify features of adjectives and nouns. Page 20 • AESOP’S FABLES • Th e Fox and the Crow March afternoon, Crow sat on a high branch of a shady OOnene tree. She had a piece of cheese in her beak. She had found it in the sand and picked it up. This was going to wwarmarm be a nice titbit and she sat to rest and enjoy her snack. Fox happened to pass that way searching for something to eat. Looking up, he noticed Crow with a delicious piece of cheese in her beak. “I’m hungry, really hungry,” he said to himself. “I must think of a way of making Crow drop that piece of cheese.” Using his best manners and wearing a broad smile he began to speak aloud, hoping Crow was listening. “I don’t know whether anyone has ever told Crow before what a beautiful creature she is. Her feathers are such a glossy black that they shine. Her tail feathers are just the right size. Her beak is so fi nely shaped.” Slyly, he looked up to fi nd that Crow was listening in a very interested way. “I haven’t seen a more beautiful bird than the one seated on the branch of this tree. If only her voice was as sweet and melodious, she could be crowned Queen Crow, the queen of birds,” he continued. Crow was charmed by the words she had heard. She thought it was time to show Fox what a lovely voice she really had so she could be called queen of birds. She opened her beak to sing. As she cawed, the piece of cheese fell on the ground, right at the feet of Fox. He was delighted, grabbed the cheese and gobbled it up. Looking up he sniggered, “Crow, I must admit you can caw, but what you cannot do is use your wits. Had you done so, you would not have lost your meal.” With that he laughed and went on his way. Moral: Be careful of those who fl atter you. Flattery is not always true.

Page 21 • AESOP’S FABLES • Th e Fox and the Crow Activity 1 Two groups of nouns that you use in writing are common nouns and proper nouns. Aesop changed common nouns into proper nouns for the names of characters in his fables.

Part 1 Place the nouns listed below into the correct group: tree, beak, Crow, tail, Fox, voice, cheese, Queen, feathers. Common nouns Proper nouns

Part 2 Name the following. Remember to begin special names with capital letters: a. your name ______b. your birth month ______c. your school ______d. your best friend ______e. your street ______f. your city ______g. your pet ______

Read the story “The Fox and the Crow” and fi ll in the blanks with Part 3 the proper nouns given below. (You will need to choose the words that fi t best.) Ford Peter Queen’s Park Saturday Reynard Sandy red gum Jones Pam Edam

One warm ...... afternoon, Crow found a piece of ...... cheese on ...... beach. She picked it up in her beak and fl ew to ......

...... , the Fox, in search of food, saw Crow seated on a high branch of a ...... tree.

The ...... family arrived in their new ...... car to have a picnic in the park. Their two children ...... and ...... saw Crow drop the cheese and Fox make a quick getaway after snapping it up.

Outcome: Children identify and use common and proper nouns. Page 22 Activity 2 Activity • AESOP’S FABLES • FABLES • AESOP’S Name ten things you see in the picture Name ten things you the picture Colour 1. 2. Crow the and e Fox Th 1. ______4. ______2. ______7. ______5. 3. ______10. ______8. 6. ______9. ______

Outcome: Children demonstrate an understanding of nouns and their use. Page 23 • AESOP’S FABLES • Th e Dog and the Ass a well-to-do man owned a little dog and an ass. He loved OOncence Dog very much, fed him well and kept him in the house. UUponpon a He played with Dog, allowed him to sit in his lap and also ttime,ime, bought him nice treats whenever he went out. The servants loved Dog and he appeared to be thoroughly spoilt. Ass was treated well too. He had a comfortable stable and plenty of oats and hay for his meals. The one diff erence was that Ass was put to work all day every day. He had to pull heavy loads and even turn the grinding stones at the mill. He would return to his stable exhausted and this did not please him at all. He envied Dog’s happy, carefree life. “What makes you so special, Dog?” he asked him, the day Dog came to the stable. “Why do I have to work for my keep and you don’t?” Dog just yapped merrily, wagged his tail and left. “I’m going to try one of my bright ideas and see whether it works,” Ass called after Dog. The next day, instead of going to the mill, Ass came to his master’s house. He romped around and, being clumsy, he knocked off tables, jumped onto the couch and behaved just like a little dog. When the master returned that evening, he was shocked to see so much confusion in his home. As he sat down to rest, Ass jumped into his lap and nearly knocked him over. The servants thought Ass had gone mad and fearing he might hurt their master, beat him hard and drove him out of the house. Ass returned to the stable, his body bruised and his pride hurt. He lay down in a corner and mumbled over and over again, “Why did I make a fool of myself trying to behave like a little dog?” Later, he swore he would try to be content and never, never again imitate someone else. Moral: Be yourself and don’t pretend to be someone else.

Page 24 • AESOP’S FABLES • Th e Dog and the Ass Activity 1 Pronouns are used in place of nouns so that words aren’t repeated. Example: Dog sat in his master’s lap. Dog was spoilt. Dog sat in his master’s lap. He was spoilt.

Make up sentences of your own using the following pronouns: Part 1 •you •he •we •it a. ______b. ______c. ______d. ______

Fill in the blanks with the following pronouns: Part 2 •me •him •her •us •them a. Mum gave ...... a lovely present. d. The children met ...... at the shopping centre. b. Give ...... back the box of pencils. e. Mrs Stevens saw ...... in the park. c...... dress is in the cupboard.

Draw a picture of Ass sitting in the master’s lap.

Outcome: Children demonstrate an understanding of pronouns in everyday language. Page 25 • AESOP’S FABLES • Th e Dog and the Ass Activity 2 Remember, that pronouns can be used to avoiding repeating words or phrases.

Part 1 Rewrite the sentences below using pronouns where necessary to avoid repetition: a. The rich man had a dog and an ass. The rich man did not treat the dog and the ass alike. ______b. The man loved Dog. The man played with Dog and bought Dog nice treats. ______c. Ass worked hard all day. Ass had to pull heavy loads. ______d. Ass was jealous of Dog. Ass wished to be treated like Dog. ______e. Ass had a bright idea. Ass hoped the idea would work. ______f. Ass romped around like Dog. Ass behaved in the same way as Dog. ______g. Ass jumped on the master’s lap. Ass nearly knocked the master over. ______h. The servants thought Ass was mad. The servants beat Ass and drove Ass out. ______

Read the story “The Dog and the Ass”. With the help of your Part 2 teacher make a list of all the pronouns you come across.

Outcome: Children explore the use of pronouns in written text. Page 26

Activity 3 Activity • AESOP’S FABLES • FABLES • AESOP’S Ass the e Dog and Th Who? What? When? Where? Why? news session.Write what you intend to say in the following news plan: Illustrate each step of your news plan. news each step of your plan: Illustrate news in the following to say intend you what session.Write news You have been asked to tell the story of how Ass tried to be special like Dog in “The Dog and the Ass” for your next your for “The Dog and the Ass” Dog in to tell the story Ass tried to be special like been asked of how have You

Outcome: Children demonstrate an understanding of logical sequencing in written text. Page 27 • AESOP’S FABLES • Th e Wolf and the Crane rushed around like a mad creature, howling and howling. He had WWolfolf just enjoyed a wonderful meal but unfortunately swallowed a sharp bone. It was now stuck in his throat. It hurt so much that all he could do was howl in pain. “Please someone, help me,” he cried. “I have a horrible bone stuck in my throat. I hereby promise to give a huge reward to anyone who will pull it out.” Wolf’s cries were heard by all the creatures around. His promise of a huge reward soon spread like wildfi re. But no animal or bird felt brave enough to go near Wolf, let alone pull out a bone from his throat. Eventually, Wolf’s awful howl reached the ears of Crane. He was a large bird with a long beak and knew he was just the one for the job. He thought of the reward and how rich he would be, richer than all the other creatures around. Taking off from his marshland home, Crane arrived at the right spot, drawn by Wolf’s howls. “I’m Crane,” he introduced himself to Wolf. “I’m here to remove the bone from your throat and claim the reward.” “Welcome, welcome,” Wolf howled. “Please attend to me at once.” Wolf opened his mouth wide. Crane poked his head inside Wolf’s mouth and with his long pointed beak, quickly pulled out the bone. “Now may I have my reward, Wolf?” Crane asked politely. “I have removed the bone from your throat and you are now completely well.” “Reward!” Wolf yapped rudely. “How dare you ask for a reward, Crane! Isn’t it reward enough that I didn’t chop your head off with my sharp teeth when you placed it inside my mouth? You’re very fortunate that I allowed you to live.” Wolf threw back his head and laughed aloud. Disappointed, poor Crane fl ew back to his marshland home, saying to himself, “I must remember never to help an enemy.” Moral: Don’t expect thanks from an enemy and you won’t be disappointed.

Page 28 • AESOP’S FABLES • Th e Wolf and the Crane Activity 1 Words that show something being done are called doing words or verbs.

Part 1 Here are ten words that make you do something: sit smile sing walk run talk wave lift pick eat Can you think of another ten you do each day?

______

Part 2 Find a verb to show what sounds these animals make: dogs ______cats ______donkeys ______monkeys ______elephants ______lions ______horses ______cows ______pigs ______

Part 3 Match the following animals with the way they move:

birds strut

ducks crawl

peacocks trot

worms creep

insects fl y

snakes climb

kangaroos waddle

monkeys glide

horses wriggle

cats hop

Outcome: Children demonstrate an understanding of the use of verbs. Page 29 • AESOP’S FABLES • Th e Wolf and the Crane Activity 2 Remember that verbs are words that show something being done.

Part 1 You will fi nd many verbs in the story “The Wolf and the Crane”. Write the verbs in the sentences below. a. Wolf rushed around like a mad creature. ______b. He howled in pain. ______c. He called out for help. ______d. He promised a reward to whoever pulled it out. ______e. No animal or bird felt brave enough to go near the wolf.______

Part 2 Use the given verbs to fi ll in the blanks. opened removed fl ew poked reached

a. Wolf’s howl ...... the ears of Crane.

b. Crane ...... from his marshland home.

c. Wolf ...... his mouth wide.

d. Crane ...... his head inside Wolf’s throat.

e. At last he ...... the bone from Wolf’s throat.

Part 3 Find all the verbs in the following passage. Write them below.

Wolf threw back his head and laughed aloud. Disappointed, poor crane fl ew back to his marshland home, saying to himself, “I must remember never to help an enemy.”

Outcome: Children explore the use of verbs in language. Page 30 • AESOP’S FABLES • Th e Wolf and the Crane Activity 3 Do the Story Map after reading the fable “The Wolf and the Crane”. Draw pictures in sequence to retell the story. Write a sentence about each picture.

1 2

3 4

5 6

Outcome: Children demonstrate an understanding of written text through illustrations. Page 31 • AESOP’S FABLES • Belling the Cat OOncence the mice in a farmer’s llongong barn huddled “I’ve just thought of a very good aago,go, together in their plan, at least I think it’s good!” holes, too afraid to venture out. Cat, their worst “Come on, out with it,” enemy, was constantly on the prowl, came a chorus of voices. waiting her chance to pounce. “Why don’t we place a bell around Being big, she usually killed Cat’s neck,” the young mouse with a single blow of her strong spoke proudly. “Every time paw. Not a single mouse wished she moves, the bell will to become her next meal. tinkle and we’ll know “Whatever are we she’s out and about. It going to do?” asked will be a warning for us one mouse who hadn’t to get out of her way.” eaten for two whole days. “We’re Everyone thought this was an excellent bound to starve and die anyway.” idea and cheered the bright young “I suggest we get together and have a mouse. It was the best they had heard so meeting,” said another. “Maybe we can far. Suddenly, an old mouse crouching in plan how best to get rid of our enemy.” one corner of the hole, who had listened quietly so far, raised his voice and said, “Agreed! We meet late tonight when cat is asleep,” said a third voice. “Wait a moment, my friends. I agree, it is a wonderful plan but can The meeting was attended by a large someone tell me who is going to number of mice, young and old, big place the bell around Cat’s neck?” and small, fat and thin. Many plans were discussed and many ideas exchanged There was a pin-drop silence in the hole. but not one was thought to be good enough. They were about ready to give Moral: Some plans are very up when one young mouse spoke up. diffi cult to carry out.

Page 32 • AESOP’S FABLES • Belling the Cat Activity 1 You can use “picture words” to make nouns and verbs more interesting. Picture words that describe nouns are called adjectives; picture words that describe verbs are called adverbs.

Part 1 Write a picture word (adjective) for each of the following:

...... garden ...... ocean ...... park

...... friend ...... fl ower

Part 2 Write a picture word (adverb) for each of the following: listens ...... talks ...... watches ...... walks ...... sings ......

Part 3 Read the story “Belling the Cat” and fi nd picture words that describe the following nouns and verbs: Adjective Noun Verb Adverb ...... idea huddled ......

...... paw venture ......

...... enemy listened ......

...... mouse spoke ......

...... plan meet ......

Part 4 Draw pictures to describe a noun and a verb from the list above: Noun Verb

Outcome: Children explore the use of adjectives and adverbs. Page 33 • AESOP’S FABLES • Belling the Cat Activity 2 Remember, adjectives and adverbs can be used to make nouns and verbs more interesting.

Part 1 Write the two adjectives in each of the following sentences: a. Cat was big and strong. ______b. The frightened mice hid in the old barn. ______c. Not a single mouse wished to become the next meal. ______d. The meeting was attended by fat and thin mice. ______e. Everyone cheered the bright young mouse. ______

Part 2 Write the one adverb in each of the sentences below: a. The bell must be placed around Cat’s neck. ______b. An old mouse suddenly raised his voice. ______c. The mice knew Cat prowled constantly. ______d. Cat usually killed with a single blow. ______e. The mice got together for a meeting. ______

Part 3 Fill in the blanks with the given picture words. instantly out patiently sneakily hungrily strong clever tiny young narrow Cat crept ...... up to the ...... hole. She waited ...... for a ...... mouse to pop ...... She would raise her ...... paw and kill the ...... creature ...... she licked her lips, little knowing the ...... mice decided to remain hidden.

Use your dictionary to fi nd out whether the picture words Part 4 underlined are adjectives or adverbs. a. diffi cult plan ...... d. whole days ...... b. get together ...... e. place around ...... c. die anyway ...... f. single mouse ...... Outcome: Children explore the use of adjectives and adverbs in written text. Page 34 • AESOP’S FABLES • Belling the Cat Activity 3

Part 1

Circle what you think Cat was dreaming about.

Write a short story on Part 2 “Cat’s Dream”. “CAT’S DREAM” ______

______

Outcome: Children use short story format to interpret meaning from written text. Page 35 • AESOP’S FABLES • Th e Two Boys and the Frogs “Let’s go down to the pond, Jim,” invited his friend, Bill. “I believe there are heaps of frogs in the pond.” “Yes, let’s go!” shouted Bill excitedly. “It will be fun to pelt them with stones and see them jumping and leaping out of the way.” Off the two boys ran to the pond nearby, their pockets full of pebbles. Sure enough, the pond was full of frogs of all sizes. The younger ones seemed to be having a great time croaking and leaping in and out of the water. Some of the older frogs were seated on the large lily leaves with their sticky tongues fl ipping out to trap careless fl ies. Bill and Jim watched them for a while. Then they pulled out their largest stones and began to pelt the poor helpless frogs. Each time one of them struck a frog, it fell into the water never to rise again. Each time, they cheered and clapped their hands. “Take aim at that one or aim for the one nearest to you,” they would yell to one another and laugh. In a short time, many frogs lay dead beneath the water. One old bullfrog who couldn’t bear to see this useless killing go on, puff ed himself to a good size and croaked loudly, “Stop that, you cruel boys! Stop that, this minute! What you think is fun is not fun to us but death!” Ashamed, the boys ran away. Moral: Treat others as you would like them to treat you.

Page 36 • AESOP’S FABLES • Th e Two Boys and the Frogs

Activity 1 After reading the story, answer these questions.

1. What did the boys collect before they visited the pond? ......

......

2. Why do you think the boys may not have told their mothers the reason why they wished to visit the pond? ......

......

3. If they had, what do you think their mothers would have said? ......

......

4. What do you think of Bill’s suggestion and of their actions later on? ......

......

5. If you were Jim, would you have followed Bill’s suggestion? Why or why not?

......

6. Would the boys have enjoyed stones being thrown at them? Why or why not?

......

7. If you were one of the frogs, what would you say to the boys? Write your words in the balloon.

Outcome: Children demonstrate an understanding of written text. Page 37 • AESOP’S FABLES • Th e Two Boys and the Frogs

Activity 2 An exclamation mark (!) is used to show strong feelings such as happiness, pain, sadness or anger.

Part 1 Make up four short sentences of your own to show strong feelings of joy, pain, sorrow and anger. Remember to begin each sentence with a capital letter and end with an exclamation mark. a. ______b. ______c. ______d. ______

Part 2 Read the story “The Two Boys and the Frogs” and copy three of the sentences that end with exclamation marks. a. ______b. ______c. ______

Imagine you are one of the boys throwing stones: Make up four Part 3 exciting sentences. Example: That shot was a beauty! a. ______b. ______c. ______d. ______

Outcome: Children explore the use of exclamation marks in language. Page 38 • AESOP’S FABLES • Th e Fox and the Stork “Stork, I would like you to come over to my home for dinner tonight,” invited Fox politely. “Thank you, Fox, that will be very nice,” returned Stork, equally politely. Little did Stork know that Fox planned to play a mean trick on her. Fox cooked a delicious soup but served it in a large shallow dish. Stork arrived and was told to enjoy her meal. She noticed Fox lapping up his meal with great delight. Unfortunately, she was unable to get even a few drops of the soup with her long beak. Just as she was about to leave, Fox remarked, “Stork, you hardly touched your soup. I’m sorry if you didn’t fi nd it tasty.” “Thank you anyway, for your kindness, Fox. I would like you to come over to my home for dinner tomorrow,” Stork replied. The next evening, Fox turned up at Stork’s home. He expected a magnifi cent meal and had been looking forward to it all day. Imagine his surprise when he noticed the meal had been served in a large pitcher with a long narrow neck. Stork had no trouble putting her long beak into the pitcher and enjoying her meal. Fox could only lick the drops that ran down the outside of the pitcher which weren’t very much. As he left Stork’s home after thanking her for her kindness, he said to himself, “I deserved to be treated badly. Stork had every right to give me back some of my own bad medicine.” For once in his life, he was being fair. Moral: Treat others in the same way as you would like them to treat you.

Page 39 • AESOP’S FABLES • Th e Fox and the Stork Activity 1 Apostrophes of Contraction: When two words are contracted or shortened to form one word, an apostrophe ( ’ ) is used to show that a letter has been left out. For example: I am=I’m I will=I’ll you are=you’re Copy the following examples in the columns below Part 1 and write down which letter has been left out: I am - I’m; you are - you’re; they are - they’re; is not - isn’t; do not - don’t; did not - didn’t; could - couldn’t; should not - shouldn’t. Two words Contraction Letter left out E.g. I am I’m a

Sometimes the apostrophe of contraction takes the place of more than one letter.

Part 2 Complete the chart below.

Two words Contraction Letter/s left out can not will not shall not I would you would he had need not

Outcome: Children explore the use of apostrophes in written language. Page 40 • AESOP’S FABLES • Th e Fox and the Stork Activity 2 Part 1 Read “The Fox and the Stork” . a. Write down any contractions you can make in the fi rst two sentences of the story.

______b. What words do they stand for? ______c. Write down any contractions you come across in the rest of the story: Contractions Words

Rewrite the following sentences using Part 2 contractions for the words in italics. a. “Who would like to remain friends with Fox?” asked Stork. ______b. “I defi nitely would not!” squeaked Mouse ______c. “He should not have played such a mean trick on you,” hooted Owl. ______d. “We are all glad you paid him back!” meowed Cat. ______e. “Treat others in the same way as you would like them to treat you,” came a chorus of voices. ______

Outcome: Children show understanding of using apostrophes to indicate contractions. Page 41 • AESOP’S FABLES • Th e Boy who Cried Wolf

The daily work of a shepherd boy was to take his father’s small fl ock to graze on a hillside not too far away from the town. The boy didn’t enjoy this very much as he often became bored just sitting around watching the sheep. He wished to have some fun. He thought if he called out “Wolf! Wolf!” at the top of his voice and made people from the town come to his aid, he could have a good laugh. The next morning, when he was up on the hillside, he cried out, “Wolf, Wolf! Help! Help! A ferocious wolf is attacking the sheep!” The trick worked. In no time, many people from the town came running up the hillside to save the sheep. To their surprise, there were no signs of a wolf and the sheep were grazing peacefully. No sooner had they left to return to the town, the boy sat on a rock and laughed till the tears rolled down his cheeks. For the next two mornings, the boy played the same trick on the townspeople. Each time he called, “Wolf!” they came rushing to help, really believing a wolf was attacking the sheep and also fearing for the boy’s life. Each time, the boy enjoyed the confusion and laughed with delight. The third day when no wolf was seen, the people realized they were being tricked and decided not to take any further notice of the boy’s cries for help. A few days later, a huge grey wolf did sneak up the hillside. It began to attack and kill the sheep. The shepherd boy called and called with all his might. “Wolf! Wolf! Please help! A wolf is really attacking and killing the sheep! Please come and help me!” Thinking the boy was up to his old tricks again, they turned a deaf ear and refused to go to his aid. Later, they found every sheep of that small fl ock had been mauled and killed by a wolf. The shepherd boy had learnt his lesson and vowed never to tell another lie. It wasn’t such fun after all. Moral: No one believes a known liar even when he’s telling the truth.

Page 42 • AESOP’S FABLES • Th e Boy who Cried Wolf

Activity 1 Apostrophe of Possession: When somebody owns something, this also can be shown by an apostrophe ( ’ ) called the apostrophe of possession or ownership. For example, John owns a hat. We can say John’s hat and because an S is sounded, we add an S. Other examples: Susan’s bag shows the bag belongs to Susan. Mother’s dress shows the dress is owned by Mother. The boy’s book shows the boy owns the book.

Part 1 Now try to write these using an apostrophe: a. The song of the nightingale ______b. The purr of the cat ______c. The wheel of the cart ______d. The book of the student ______e. The gun of the hunter ______f. The cry of the baby ______

Part 2 Read the story “The Boy who Cried Wolf” and write three words you fi nd that show ownership. a. ______b. ______c. ______

Change these to show possession or ownership. Part 3 Don’t forget to put in the apostrophe and the ‘s’: a. The daily work of the boy ______b. The people of the town ______c. The trick of the boy ______d. The grey fur of the wolf ______e. The anger of the townspeople ______f. The laughter of the boy ______g. The surprise of the people ______h. The lies of the shepherd boy ______i. The sharp teeth of the wolf ______

Outcome: Children explore the use of apostrophes to show possession. Page 43 • AESOP’S FABLES • Th e Boy who Cried Wolf

Activity 2

Use “The Boy who Cried Wolf” story to help you answer these. Part 1 Rewrite the nouns putting in the missing apostrophes:

a. The wolfs sneaky movements were not noticed. ______

b. The peoples confusion made the boy laugh. ______

c. The shepherd boys lies made the people angry. ______

d. The sheeps mauled bodies lay everywhere. ______

e. The fathers anger made the boy really cry. ______

Part 2 This revised version of the story should contain apostrophes. Write the words and the missing apostrophes below.

The boys call rang out through the town. The villagers came running to help as the boys trick worked. But when they arrived all they could hear was the sheeps bleating and the boys laughter. Angrily they marched back to the town to a meeting in the mayors offi ce.

......

Look around the school environment and write down ten Part 3 examples of ownership. One has been done for you: a. the school’s environment b. ______c. ______d. ______e. ______f. ______g. ______h. ______i. ______j. ______

Outcome: Children use apostrophes in written language. Page 44 • AESOP’S FABLES • Th e Goose that Laid the Golden Egg

there lived a man a his wife. At fi rst they were very poor OOncence but to their good fortune they found a goose. This was UUponpon a a special goose because it laid golden eggs. ttime,ime, Each day the man and his wife would collect one golden egg. They would hold it, feel the smooth golden skin and say, “Aren’t we lucky to have this glorious egg?. We are now rich!” There came a day when the man became dissatisfi ed and said to his wife, “Wife, we are rich but not rich enough! We have to wait for a whole day before we get just one golden egg.” “What do you suggest we do?” his wife asked eagerly. “Well, I have an idea but I’m not sure if it will work.” he continued thoughtfully. “If our goose lays golden eggs everyday, then its insides must be made of gold. If we cut her open, we should have all the gold at one time and become very, very rich.” The wife who was just as greedy, answered quickly, “That sounds a splendid idea. We’ll kill the goose at once and open her up.” The wife brought a sharp knife and handed it to the old man. He chopped off the poor birds head and opened her up. They were shocked when they say the inside of the bird was just like any other goose. Gone was the golden egg they collected each day! Gone was their dream of great riches. The man stamped his feet in anger and wrung his hands. The wife wept and wept for her lost riches. The goose lay dead and nothing further could be done. Moral: Greed can make you lose all the good things you already had.

Page 45 • AESOP’S FABLES • Th e Goose that Laid the Golden Egg

Activity 1 Read the “Goose that Laid the Golden Egg” to help you answer the questions.

Part 1 Identifying adjectives. Find words in the story that describe each of the nouns below. a...... skin b...... goose c...... idea d...... knife e...... riches f...... day g...... fortune h...... egg

Part 2 Answer the following questions. a. Why was the goose special? ...... b. What did the man and his wife collect each day? ...... c. Who was fi rst dissatisfi ed? ...... d. What did the man think the bird’s inside was made of? ...... e. What did the couple lose? ......

Part 3 Find words in the story to fi ll in the blanks. a. The man and his wife were very ...... b. They were ...... to fi nd a special goose. c. They loved to ...... and ...... the glorious egg. d. After some time the both became ...... e. Greed can make you lose ......

Part 4 Put the parts of the story in correct order by writing a. beginning, b. middle, c. end. a. The man and his wife were dissatisfi ed with just one golden egg each day. To get all the gold at one time, they decided to kill the goose...... b. They chopped off the bird’s head and opened it up, only to fi nd no gold. They were upset and angry at losing their riches...... c. One fi ne day, a man and his wife found a special goose. Each day it lay a golden egg for them which made them quite rich......

Outcome: Children identify grammatical patterns in written text. Page 46 • AESOP’S FABLES • Th e Goose that Laid the Golden Egg

Activity 2

Read the “Goose that Laid the Golden Egg” carefully. Use the table Part 1 to rewrite the following events in the correct sequence.

• The man had an idea. • The man and his wife found a special • The result made the man’s wife weep. goose. • The man and his wife carried out the • The man and his wife became man’s idea. dissatisfi ed.

Event 1 Event 2 Event 3 Event 4 Event 5

Part 2 Describe your favourite part of the story.

Illustrate your favourite part of the story.

Outcome: Children identify main events in a story. Page 47 • AESOP’S FABLES • Th e Wolf and the Lamb

Lamb had wandered off on his own and before long he was completely lost. He couldn’t fi nd his mother or the rest of the fl ock as he had strayed too far. Just as he was wondering what he should do, Lamb heard a harsh howl very close to him. His legs began to tremble and shake as he realized it was Wolf. Even if he tried, he knew it was far too late to get away from big Wolf. Wolf was very hungry and wished to devour Lamb right away. He looked at the young innocent animal and thought it would be a good idea to fi nd an excuse to eat him, then he couldn’t be accused of being unfair. He decided to charge Lamb of doing many wrong things to upset him and that would give him the excuse he needed. He looked Lamb up and down and stated gruffl y, “I remember very clearly that last year, a young lamb called me all sorts of bad names. You must have been the one.” Lamb’s little heart beat rapidly as he replied softly, shaking his head, “I couldn’t have been me, Wolf Sir, as I wasn’t born last year.” Wolf thought for a while and then continued, “Well, you’ve done me a great wrong by coming into my territory to eat my lovely green grass!” “That can’t be possible, kind Sir,” bleated Lamb. “I’m still too young to eat grass and don’t even know what it tastes like.” Wolf was fast losing his temper hearing Lamb’s truthful answers. He thought he would try once more to confuse Lamb. “I’m sure you have wronged me in some way or other. Now that I think of it, you polluted my drinking water when you drank from my stream,” he growled. “Sir Wolf, I couldn’t have dirtied your stream as I don’t drink water. I only live on my mother’s milk,” returned Lamb, trying to sound a little braver than before. Wolf stared at Lamb, his tummy rumbling and his patience gone. “This is getting me nowhere and I can’t wait any longer for my meal,” he said to himself. No sooner had the thought entered his head, he sprang on Lamb and made an excellent meal of him. Moral: A cruel nature needs no excuses.

Page 48 • AESOP’S FABLES • Th e Wolf and the Lamb Activity 1

Part 1 Match the Wolf’s excuses with Lamb’s answers. Use the story to help. a. You called me names last year. I’m too young to eat grass. b. You’re doing wrong by eating I don’t drink water but live on my lovely green grass. my mother’s milk. c. You polluted my drinking water I wasn’t born last year. when you drank from my stream.

Part 2 Did Lamb’s excuses make any diff erence? Explain.

Oral and Written Editing. In the sentence below, put in capitals Part 3 and question marks where you see circles. Add full stops and quotation marks where you see boxes. a. Lamb was completely lost he heard Wolf’s howl close to him b. why did you call me names last year he asked c. why did you eat my lovely green grass he asked next d. why did you dirty my drinking water was his third question e. wolf lost his patience he sprang on lamb and made a meal of him

Part 4 Explain the moral of the story in your own words.

Outcome: Children demonstrate an understanding of punctuation. Page 49 • AESOP’S FABLES • Th e Wolf and the Lamb Activity 2

Part 1 Summary writing. Read the story and fi ll in the table set out below.

Who does the What message Other characters Summary Main characters story belong to? does it have? referred to

Quotation marks are used in written text to show the spoken words or speech. This is why quotation marks are sometimes called speech marks.

Part 2 Put quotation marks in the sentences below to show which words are spoken. a. I smell a delicious meal in the bushes close by, said Wolf to himself. b. I smell danger very close to me, whimpered Lamb. c. You can’t run away from me now, howled Wolf harshly. d. Mother, mother, please help me! bleated Lamb, very frightened. e. Your mother is too far away to help you, laughed Wolf. You belong to me now.

Outcome: Children explore the features of written language. Page 50 Answers The Wolf and the Ass The Hen and the Fox Activity 1 Page 7 Activity 1 Page 12 Part 1: Part 1: Answers will vary Answers will vary Part 2: Part 2: • Whatever are you doing so high up? Ass pretended to be lame. • Haven’t you heard of the new law that He began to hobble about and limp. has been passed? He dragged one hind leg as if in great pain. • Whatever are you staring at, Hen? Part 3: Activity 2 Page 8 a. Hen was seated on the highest branch of Part 1: a tree. Ass was feeding peacefully. b. Fox was looking for a juicy meal. Wolf moved about very slyly. c. Yes, Fox made up the new law. This sharp thorn is stuck in my foot. d. Hen pretended to see a pack of wild His clever plan saved him from death. dogs heading their way. Silly Wolf flipped over backwards. e. Fox slunk away because he was afraid of Part 2: the pack of wild dogs. a. Ass was feeding in a meadow. b. Wolf was waiting for a chance to make a Activity 2 Page 13 meal of Ass. Part 1: c. Ass asked Wolf to get out a large thorn a. Had Fox been looking for a meal? sticking in his foot. b. Is there no danger around here? d. Ass’ kick landed right in the middle of c. Haven’t you heard of the new law? Wolf’s forehead. d. Did Hen know all foxes are cunning? e. Wolf was ashamed to be tricked by an ass. e. Had Hen planning to come down to hear the new law? Activity 3 Page 8 Part 2: Part 1: a. It was fine day. • Ass lifted his hind foot. b. Fox needed a meal right away because • Wolf bent down to pull out the supposed he was hungry. thorn. c. According to Fox, the new law stated • He gave him one very hard kick right in that no animals could hurt birds or other the middle of his forehead. animals and no birds could hurt animals. Part 2: d. Hen pretended to see a pack of wild • Wolf wished to make a meal of him. dogs heading their way. • It will be better to get the thorn out. e. Fox said he thought the wild dogs may • Wolf was dazed form the awful pain. not have heard of the new law. Part 3: The Bullfrog and the Ox a. Answers will vary b. Yes/Affirmative Activity 1 Page 15 Part 1: Activity 4 Page 9 a. Where Teacher to check b. When c. When d. Where

Page 51 Part 2: Proper Nouns: Crow, Fox, Queen a. Where Part 2 b. Where Answers will vary c. Where d. When Part 3 e. Where Saturday Edam Sandy Queen’s Park Reynard red gum Jones Ford Pam Peter Part 3: a. In the early morning / beside the huge Activity 2 Page 23 pond Teacher to check b. After midday / under a shady tree c. Before long / by his side d. During the walk / near the frog pond The Dog and the Ass e. By late evening / to the green meadow Activity 1 Page 25 Part 1 Activity 2 Page 16 Answers will vary Part 1 Part 2 a. In and out of the water leaped the frogs. Teacher to check if pronouns have been b. Down the dusty road strutted the proud used appropriately. Ox. c. In the bright sunlight Bullfrog thought Activity 2 Page 26 he looked grand. d. Throughout the night laughed the Part 1 heartless Ox. Teacher to check if pronouns have been used appropriately. Part 2 & 3 Teacher to check Activity 3 Page 27 News Plan – Teacher to check Activity 3 Page 17 Teacher to check The Wolf and the Crane The Wind and the Sun Activity 1 Page 28 Part 1: Answers will vary Activity 1 Page 19 Part 2 Parts 1, 2 & 3: Teacher to check as answers Dogs bark; cats meow/purr; donkeys bray; will vary. monkeys chatter; elephants trumpet; lions roar; horses neigh; cows low/moo; pigs Activity 2 Page 20 grunt. Part 1: Answers will vary Part 3 Part 2 Birds fly; ducks waddle; peacocks strut; Morning patterns challenge weary silly way worms wriggle; insects crawl; snakes glide; direction strength quarrel stronger blasted kangaroos hop; monkeys climb; cats creep defeat Activity 2 Page 30 Part 3 Teacher to check Part 1 a. Rushed The Fox and the Crow b. Howled c. Called Activity 1 Page 22 d. Promised/ pulled Part 1 e. Felt/ go Common Nouns: tree, beak, tail, voice, Part 1 cheese, feathers a. Reached

Page 52 b. flew Activity 3 Page 35 c. opened Part 1 & 2: Answers will vary d. poked e. removed The Two Boys and the Frogs Part 3 Activity 1 Page 37 threw laughed disappointed flew saying Teacher to check – answers will vary remember help Activity 2 Page 38 Activity 3 Page 31 Story map – Teacher to check Part 1: Teacher to check Part 2 Belling the Cat • “Yes, let’s go!” shouted Bill excitedly. Activity 1 Page 33 • He croaked loudly, “Stop that, you cruel boys! Stop that, this minute!” Part 1: Answers will vary • “What you think is fun is not fun to us Part 2: Answers will vary but death!” the bullfrog added. Part 3 Part 3: Teacher to check Adjective Noun Verb Adverb The Fox and the Stork Excellent idea huddled together Activity 1 Page 40 Strong paw venture out Part 1 Worst enemy listened quietly Letter left Two words Contraction Young/old mouse spoke up out I am I’m a Wonderful plan meet late You are you’re a They are they’r a Activity 2 Page 34 Is not isn’t o Part 1 Do not don’t o a. big strong Did not didn’t o b. frightened old c. single next Could not couldn’t o d. fat thin Should not shouldn’t o e. bright young Part 2 Part 2 a. around Letters b. suddenly Two words Contraction left out c. constantly d. usually cannot can’t no e. together will not won’t ill Part 3 shall not shan’t llo sneakily narrow patiently young out strong you would you’d woul tiny instantly hungrily clever he had he’d ha Part 4 need not needn’t o a. adjective Activity 2 Page 41 b. adverb c. adverb Part 1 d. adjective a. I’d & that’ll e. adverb b. I would & that will f. adjective c. I’m I am Didn’t did not Page 53 I’d I would The Goose that Laid the Golden Egg Weren’t were not Activity 1 Page 46 Part 1 Part 2 a. Smooth/golden skin Who’d who would; wouldn’t would not b. Special goose Shouldn’t should not; we’re we are c. Splendid idea You’d you would d. Sharp knife e. Great riches The Boy who Cried Wolf f. Each day Activity 1 Page 43 g. Good fortune h. Golden egg Part 1 a. The nightingale’s song Part 2 b. The cat’s purr a. The goose was special because it laid c. The cart’s wheel golden eggs. d. The student’s book b. The man and his wife collected one golden e. The hunter’s gun egg each day. f. The baby’s cry c. The man was the first to become dissatisfied. Part 2 d. The couple lost their dream of great riches. Father’s small flock The boy’s life Part 3 The boy’s cries a. Poor Part 3 b. Fortunate/lucky a. The boy’s daily work c. Hold and feel b. The town’s people d. Dissatisfied c. The boy’s trick e. All the good things you already had d. The wolf’s grey fur Part 4 e. The townspeople’s anger a. End f. The boy’s laughter b. Middle g. The people’s surprise c. Beginning h. The shepherd boy’s lies i. The wolf’s sharp teeth Activity 2 Page 47

Activity 2 Page 44 Part 1 1. The man…goose. Part1 2. The …dissatisfied. a. The wolf’s sneaky movements were not 3. The man…idea. noticed. 4. Together …. Idea. b. The people’s confusion made the boy 5. The result…weep. laugh. c. The shepherd boy’s lies made the people Part 2 angry. Teacher to check. d. The sheep’s mauled bodies lay everywhere. e. The father’s anger made the boy really cry. The Wolf and the Lamb Part 2 Activity 1 Page 49 Boy’s call, boy’s trick, sheep’s bleeting, boy’s Part 1 laughter, mayor’s office a. I wasn’t born last year. Part 3 b. I’m too young to eat grass. Answers will vary. c. I don’t drink water but live on my mother’s milk.

Page 54 Part 3 a. Lamb was completely lost. He heard Wolf’s howl close to him. b. “Why did you call me names last year?” he asked. c. “Why did you eat my lovely green grass?” he asked next. d. “Why did you dirty my drinking water?” was his third question. e. Wolf lost his patience. He sprang on the lamb and made a meal of him.

Activity 2 Page 50 Part 1 Summary Writing - teacher to check Part 2 a. “I smell a delicious meal in the bushes close by,” said Wolf to himself. b. “I smell danger very close to me,” whimpered Lamb. c. “You can’t run away from me now,” howled Wolf harshly. d. “Mother, mother, please help me!” bleated Lamb, very frightened. e. “Your mother is too far away to help you,” laughed Wolf. “You belong to me now.”

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