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Town Mouse and Country Mouse Belling the Cat the Dog and the Wolf

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Town Mouse and Country Mouse Belling the Cat the Dog and the Wolf TEACHER ’S GUIDE : FABLES ™ Reading Objectives • Comprehension: Analyze story elements; Make judgments • Tier Two Vocabulary: See book’s Glossary Town Mouse and Country Mouse • Word study: Description • Analyze the genre • Respond to and interpret texts Belling the Cat • Make text-to-text connections • Fluency: Read with dramatic expression Writing Objectives The Dog and the Wolf • Writer’s tools : Idiom • Write a fable using writing-process steps Related Resources • Comprehension Question Cards • Comprehension Power Tool Flip Chart • Using Genre Models to Teach Writing • The Tortoise and the Hare; The Lion and the Mouse; The Ant and the Grasshopper (Levels N /30 and J/18 ) Level P/38 Level K/20 Genre Workshop titles are designed to accommodate a combination of whole- and small-group instruction. Use the suggested timetable below to help you manage your 90-minute literacy block. You may also conduct the entire lesson within small-group reading time by adjusting the length of time needed per group. Day 1 Day 2 Day 3 Day 4 Day 5 Days 6 –15 Whole Group Prepare Before Reading Before Reading Before Reading Before Reading Write a fable. (25 minutes) to Read Use the Small Group #1* Read “Town Mouse Read “Belling the Read “The Dog and Reread “The Dog timetable (15 minutes) and Country Cat” the Wolf” and the Wolf” and daily Mouse” suggestions provided. Small Group #2* Read “Town Mouse Read “Belling the Read “The Dog and Reread “The Dog (15 minutes) and Country Cat” the Wolf” and the Wolf” Mouse” Small Group #3* Read “Town Mouse Read “Belling the Read “The Dog and Reread “The Dog (15 minutes) and Country Cat” the Wolf” and the Wolf” Mouse” Whole Group After Reading After Reading After Reading After Reading (20 minutes) *Select the appropriate text to meet the range of needs and reading levels of your students. While you are meeting with small groups, other students can do the following: • Reread the text with a partner to practice fluency or read independently from your classroom library • Reflect on their learning in reading response journals • Engage in literacy workstations or meet with literature circles/discussion groups B ENCHMARK E DUCATION C OMPANY Day 1 Day 2 Prepare to Read • Ask students to turn to pages 4–5. Say: The fables in Before Reading Build Genre Background this book are based on stories by Aesop. Let’s read Introduce “Town Mouse and Country Mouse ” about Aesop. • Write the word genre on chart paper. Say: Who • Have a student read aloud the biographical Management Tips • Reread the fables anchor chart or the web on page 5 can explain what the word genre means? (Allow information while others follow along. • Throughout the week, you may wish to use some to review the features of a fable. time for responses.) The word genre means “a kind • Say: Aesop first told these fables more than 2 ,000 of the reflect and review questions as prompts • Ask students to turn to page 6. Ask: Based on the of something. ” How many of you like to watch years ago. People are still reading them today. What for reader response journal entries in addition to title and illustrations, what do you predict this fable science fiction movies? How many of you prefer can you infer, or tell, from this? Allow time for turn and talk activities. might be about? Allow time for responses. adventure ? Science fiction and adventure movies responses. Prompt students to understand that the • Invite students to scan the text and look for the are genres, or kinds, of movies. All science fiction lessons, or morals, in Aesop’s fables are still relevant • Have students create genre study folders. Keep boldfaced words ( superior , determined, movies share certain characteristics. All adventure to people today. blackline masters, notes, small-group writing, and delectable, squeamish ). Say: As you read, pay movies have some features in common , too. As Introduce the Tools Writers Use: Idiom checklists in the folders. attention to these words. If you don’t know what readers and writers, we focus on genres of literature. they mean, try to use clues in the surrounding text • Read aloud “Tools Writers Use” on page 5. • Create anchor charts by writing whole-group As readers, we pay attention to the genre to help us discussion notes and mini-lessons on chart paper. to help you define them. We’ll come back to these comprehend. Recognizing the genre helps us • Say: People use idioms in conversation. Writers use words after we read. idioms, too, to add color and humor to their writing. Hang charts in the room where students can see anticipate what will happen or what we will learn. them. Set a Purpose for Reading As writers, we use our knowledge of genre to help Let’s practice identifying idioms so we can notice us develop and organize our ideas. them in the fables we read. • Ask students to read the fable, and to focus on the • Ask: Who can name some literary genres? Let’s make • Distribute BLM 1 (Idiom). Read aloud sentence 1 with genre elements they noted on their anchor chart. a list. Allow time for responses. Post the list on the students. They should also look for examples of idioms and classroom wall as an anchor chart . • Model Identifying Idioms: Can Mom really be think about how the author’s use of idioms helps • Draw a concept web on chart paper or the board. “all ears”? Of course not. A person has two ears— them understand the characters. and many, many other body parts. “All ears” is an Write Fable in the center circle of the web. Read “Town Mouse and Country • Say: Fables are one example of a literary genre. idiom that means “ready and willing to listen.” Think of any fables you know. How would you define The author has used this idiom to show that Mom is Mouse ” being gentle and a little lighthearted to Katie, who what a fable is? • Place students in groups of three or four based on is evidently upset. • Turn and Talk: Ask students to turn and talk to a their reading levels. Ask students to read the fable • Ask students to work with a partner or in small classmate and jot down any features of a fable they silently or whisper -read. If students need more groups to identify the examples of idioms in the can think of. Then bring students together and ask support, you may have them read with a partner . remaining sentences and to write one or more them to share their ideas. Record them on the group • Observe students as they stop and think about the sentences of their own using familiar idioms . web. Reinforce the concept that all fables have fable. Confer briefly with individual students to • Bring the groups together to share their findings. certain common features. monitor their use of fix-up strategies and their Point out that writers mostly use idioms in dialogue Introduce the Book understanding of the text. and description to add flair to their writing . • Distribute the appropriate-level book (P/38 or K /20 ) • Ask each group to read one or more sentences they Management Tip to each student. Read the title aloud. Ask students to wrote. Use the examples to build their understanding tell what they see on the cover and table of contents. of how and why writers use idioms . Remind students Ask students to place self-stick notes in the margins • Ask students to turn to pages 2–3. Say: This week we that using idioms can help the reader understand, where they notice examples of idiom or features are going to read fables that will help us learn about make connections, visualize, and make inferences of the genre when they are reading. this genre. First we’re going to focus on this genre as about the characters, plot, and moral of a fable. readers. Then we’re going to study fables from a • Ask groups to hand in their sentences. Transfer After Reading writer’s perspective. Our goal this week is to really student-written sentences to chart paper, title the Build Comprehension: Analyze Story Elements understand this genre. page “Idioms,” and post it as an anchor chart in • Ask a student to read aloud the text on page 2 while your classroom. • Lead a student discussion using the “Analyze the others follow along. Invite a different student to read Reflect and Review Characters” questions on page 11 , or use the the web on page 3. following steps to provide explicit modeling of how • Point to your fables web. Say: Let’s compare our • Turn and Talk: Write one or more of the following to analyze story elements in a fable. initial ideas about fables with what we just read. questions on chart paper: • Explain: We learned yesterday that fables contain a What new features of this genre did you learn? What is a literary genre, and how can understanding moral, or lesson. The writer uses the characters, Allow time for responses. Add new information to genres help readers and writers? setting, and plot to tell the story that leads up to the class web. What did you learn today about the fable genre? a moral. When you read a fable, you need to pay • Post this chart in your classroom during your fables How can readers recognize the technique of idioms ? close attention to the characters and their actions. unit. Say: As we read fables this week, we will come Ask partners or small groups to discuss their ideas and One of these characters has a problem, which usually back to this anchor chart.
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