Sleeping Beauty Puss in Boots, Or the Master

TEACHER ’S GUIDE : F AIRY TALES ™

Reading Objectives • Comprehension: Analyze story Sleeping Beauty elements; Draw conclusions • Tier Two Vocabulary: See book’s Glossary • Word study: Description Puss in Boots, or The Master Cat • Analyze the genre • Respond to and interpret texts • Make text-to-text connections • Fluency: Read with characterization and feelings Writing Objectives • Writer’s tools: Simile • Write a fairy tale using writing-process steps Related Resources • Comprehension Question Cards • Comprehension Power Tool Flip Chart • Using Genre Models to Teach Writing • Yeh-Shen, The Toad Bridegroom Level P/38 Level J/18 (Levels O/34 and J/18)

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 Analyze and Write a (25 minutes) to Read Synthesize fairy tale.

Small Group #1* Read “Sleeping Read “Puss in Reread “Puss in Literature Circle Use the (15 minutes) Beauty” Boots, or The Boots, or The Discussion timetable Master Cat” Master Cat” and daily suggestions Small Group #2* Read “Sleeping Read “Puss in Reread “Puss in Literature Circle provided. (15 minutes) Beauty” Boots, or The Boots, or The Discussion Master Cat” Master Cat” Small Group #3* Read “Sleeping Read “Puss in Reread “Puss in Literature Circle (15 minutes) Beauty” Boots, or The Boots, or The Discussion Master Cat” Master Cat”

Whole Group After Reading After Reading After Reading Reinforce Skills (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: • 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 fairy tales Before Reading Build Genre Background in this book were written by Charles Perrault. Let’s Introduce “Sleeping Beauty” read about Charles Perrault. • Write the word genre on chart paper. Say: Who can • Have a student read aloud the biographical • Reread the fairy tales anchor chart or the web on explain what the word genre means? (Allow time information while others follow along. page 3 to review the features of a fairy tale. for responses.) The word genre means “a kind of • Say: Many of Perrault’s fairy tales have been made • Ask students to turn to page 6. Ask: Based on the something.” Ballet and tap are different kinds into movies, plays, ballets, and operas. What can you title and illustrations, what do you predict this fairy of dance. Each has its own characteristics that we can infer, or tell, from this? Allow time for responses. tale might be about? Allow time for responses. use to identify the dance style. In the same way, we Prompt students to understand that the fairy tales • Invite students to scan the text and look for the can identify literary genres by their characteristics. have characters and plots that are entertaining and boldfaced words ( rage, vanished, slumber, As readers, we pay attention to the genre to help that can be dramatized effectively. brambles, quest ). Say: As you read, pay attention us comprehend. Recognizing the genre helps us Introduce the Tools Writers Use: Simile to these words. If you don’t know what they mean, anticipate what will happen or what we will learn. try to use clues in the surrounding text to help you As writers, we use our knowledge of genre to help • Read aloud “Tools Writers Use” on page 5. define them. We’ll come back to these words after us develop and organize our ideas. • Say: Many writers use simile. Using this technique we read. • Ask: Who can name some literary genres? Let’s make helps them describe characters and setting vividly. Set a Purpose for Reading a list. Allow time for responses. Post the list on the The fairy tales in this book have several examples classroom wall as an anchor chart. of simile. Let’s practice identifying simile so we can • Ask students to read the fairy tale and to focus on • Draw a concept web on chart paper or the board. notice it in the fairy tales we read. the genre elements they noted on the anchor chart. Write Fairy Tales in the center circle of the web. • Distribute BLM 1 (Simile). Read aloud sentence 1 with They should also look for examples of simile and • Say: Fairy tales are one example of a literary genre. students. think about how the author’s use of simile helps Think of any fairy tales you know. How would you • Model Identifying Simile: The first sentence Reflect and Review them understand the setting, plot, and characters. describes what the ocean looks like. It compares the define what a fairy tale is? • Turn and Talk: Write one or more of the following way the ocean looks to a box of jewels. The author Read “Sleeping Beauty” • Turn and Talk: Ask students to turn and talk to a questions on chart paper: uses the word like to make the comparison. The classmate and jot down any features of a fairy tale What is a literary genre, and how can understanding • Place students in groups of three or four based on comparison creates a vivid image in the reader’s they can think of. Then bring students together and genres help readers and writers? their reading levels. Ask students to read the fairy mind. The author has used a simile to make the ask them to share their ideas. Record them on the What did you learn today about the fairy tale genre? tale silently or to whisper-read. If students need more description vivid. group web. Reinforce the concept that all fairy tales How can readers recognize the technique of simile? support, you may have them read with a partner. • Ask students to work with a partner or in small have certain common features. Ask partners or small groups to discuss their ideas • Observe students as they stop and think about the groups to identify the examples of simile in the Introduce the Book and report them back to the whole group as a way fairy tale. Confer briefly with individual students to remaining sentences, to complete two sentences to summarize the day’s learning. monitor their use of fix-up strategies and their • Distribute the appropriate-level book (P/38 or J/18) using simile, and to write their own simile. understanding of the text. to each student. Read the title aloud. Ask students to • Bring the groups together to share their findings. tell what they see on the cover and table of contents. Point out that although each simile uses the word Management Tip • Ask students to turn to pages 2 –3. Say: This week we like or as , every sentence with the word like or as is are going to read fairy tales that will help us learn not a simile. Ask students to place self-stick notes in the margins about this genre. First we’re going to focus on this • Ask each group to read one of the sentences they where they notice examples of simile or features genre as readers. Then we’re going to study fairy completed. Use the examples to build their of the genre when they are reading. tales from a writer’s perspective. Our goal this week understanding of how and why writers use simile. Management Tips is to really understand this genre. Remind students that how an author uses simile can After Reading • Ask a student to read aloud the text on pages 2 –3 help the reader understand, make connections, • Throughout the week, you may wish to use some while others follow along. Invite a different student visualize, and make inferences about the characters, of the reflect and review questions as prompts Build Comprehension: Analyze Story Elements to read the web on page 3. plot, and setting of a fairy tale. for reader response journal entries in addition to • Lead a student discussion using the “Analyze the • Point to your fairy tales web on chart paper. Say: • Ask groups to hand in their sentences. Transfer turn and talk activities. Characters and Plot” questions on page 13, or use Let’s compare our initial ideas about fairy tales with student-completed and student-written sentences to • Have students create genre study folders. Keep the following steps to provide explicit modeling of what we just read. What new features of this genre chart paper, title the page “Simile,” and post it as an blackline masters, notes, small-group writing, and how to analyze story elements in a fairy tale. did you learn? Allow time for responses. Add new anchor chart in your classroom. checklists in the folders. • Explain: We learned yesterday that a fairy tale information to the class web. focuses on a problem that one or more of the • Post this chart in your classroom during your fairy • Create anchor charts by writing whole-group characters deal with. The tale often includes fantastic tales unit. Say: As we read fairy tales this week, we discussion notes and mini-lessons on chart or magical characters, setting, and plot elements that will come back to this anchor chart. We will look for paper. Hang charts in the room where students illustrate this problem. When you read a fairy tale, how these features appear in each fairy tale we read. can see them. pay close attention to all three of these elements. Each one contributes to creating a problem and showing how the characters deal with it. Analyzing the fairy tale’s characters, setting, and plot can help you appreciate the story’s fantastic or magical ©2009 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any elements and understand the character’s problem. form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-60859-846-5

• Distribute copies of BLM 2 (Analyze Story Elements) what to look for in the book. What words in this Page Word Description Meaning Before Reading and/or draw a chart like the one below. question do you think will help me? (Allow student responses.) Yes, I’m looking for the words invitation 7 rage “She was very angry . . . red with rage.” anger Introduce “Puss in Boots, or The Master Cat” Story Fantastic or Magical and Mordrid . On page 7, I find the words. Then I 8 vanished “She disappeared in a cloud of smelly disappear • Ask students to turn to page 14. Say: Today we are Sleeping Beauty smoke.” [Bridges: “Phew!”] suddenly Element Elements read, “It quickly sank into a muddy puddle.” [“It fell going to read “Puss in Boots, or The Master Cat.” This into the mud.”] This sentence answers the question. Characters King; Queen; Rose, their Mordrid casts evil spells; 8 slumber “Instead of dying, you will fall into a sleep fairy tale is written in a different format from the daughter; Mordrid, a mean James has a magic sword. • Use the Comprehension Power Tool Flip Chart to help deep sleep.” [Bridges: “You will not other fairy tale we read. Notice how in the margins die. But you will fall into a deep fairy; Prince James you develop other Find It! questions to use with there are notes to you, the reader. The first time we students. sleep.”] Setting castle in a forest long ago Vines grow and make the read the text, we will read to understand the fairy forest impassable. Focus on Vocabulary: Description 11 brambles “The vines were as green as emeralds thorny plants tale, focusing on the characters, plot, and magical and the thorns were as sharp as razors that grow Plot Angry, Mordrid puts a spell Mordrid casts a spell; the • Explain/Model: Descriptive words create vivid elements. Tomorrow, we will read this fairy tale like . . . thicket of brambles.” [Bridges: close a writer and think about the notes in the margin as on Rose, who, with others forest grows around the pictures in readers’ minds. For example, the author “They were too thick.”] together in the castle, falls deeply castle; Prince James’s magic of this fairy tale describes Mordrid vanishing a model for how we can write our own fairy tale. asleep. Prince James kisses sword cuts through the 11 quest “Prince James was a brave young man searching “into a cloud of smelly smoke.” [Bridges: Phew!] • Say: Let’s look at the title and illustrations of this Rose. She wakes up (and the forest. searching for adventure. He also journey fairy tale. What do you predict it might be about? others do, too). They marry The words cloud, smelly, and smoke [Phew!] hoped to find a true love.” and live happily ever. create a vivid description. Sometimes readers can Give students time to share their predictions. figure out an unfamiliar word by looking for a • Ask students to scan the text and look for the Problem Rose is asleep because of an Mordrid casts the evil spell. boldfaced words ( woe, clever, gallantly, evil spell. description of the word in a text. Reflect and Review • Practice: Ask students to find some descriptive generous, oblige, charmed ). Ask: What do you • Turn and Talk: Ask partners or small groups words in the fairy tale. List the words. (for example: notice about these words? Why do you think they • Model: When I analyze a fairy tale, I think about to reread the “Features of a Fairy Tale” web on beautiful, cackle, squawk, thorny ) appear in boldfaced type? Allow time for responses. each element and how it contributes to the problem page 3 and decide if all of these features were • Say: Let’s find the boldfaced words in this fairy tale. Encourage students to notice that all of these words experienced by the main character. I think about the present in “Sleeping Beauty.” Ask groups to share What can you do if you don’t know what these describe characters’ emotions, behavior, and actions. characters and their main traits. I think about the and support their findings. words mean? (Allow time for responses.) One thing • Say: As you read, try to figure out the meaning of setting and what it has to do with the character’s you can do is look in the glossary or a dictionary, Fluency: Read with Characterization and Feelings these words. Look for descriptions in the text. After problem. I think about each event of the plot. How but sometimes there is no glossary or dictionary we read, we will talk about how you used descriptions does each event help the character come closer to • You may wish to have students reread the fairy tale available. In those cases, you need to look for clues in and other context clues provided by the author. solving his or her problem? Finally, I think about how with a partner during independent reading time. the text to help you define the unfamiliar word. One Set a Purpose for Reading the problem is finally solved. In a fairy tale, all the Have them focus on reading with appropriate strategy you can use is to look for a description of elements work together to lead to the solution of expression to reflect the characteristics and feelings • Ask students to read the fairy tale to focus on how the word in the text. the problem. of the characters. Ask students to read the last the characters and plot illustrate the solution of the • Ask students to work with a partner to complete the • Guide Practice: Work with students to analyze the paragraph on page 7 to characterize Mordrid, and main character’s problem. Encourage them to notice Focus on Words activity on page 13 using BLM 3 story elements. Help them identify elements of the first paragraph on page 12 to characterize Rose. the author’s use of simile. (Focus on Direct Definitions). Explain that they should the story that are fantastic or magical. All the Encourage students to discuss the character traits read the sentences around the boldfaced word to elements work together to tell a fairy tale. Ask each character shows at that point in the story and to Read “Puss in Boots, or The Master find a description that helps define the word. They students to think about how the magical elements express those traits in their reading. Cat” should be able to determine the word’s meaning lead to the solution of the main character’s problem. through the description. • Place students in groups of three or four based on • Have students keep BLM 2 in their genre studies • Transfer Through Oral Language: Ask groups of their reading levels. Ask students to read the fairy folders. students to share their findings. Then challenge tale silently or to whisper-read. If students need more Practice Text Comprehension Strategies for ELA Assessment individual students to use the words in new support, you may have them read with a partner. • Remind students that when they answer questions sentences that include different descriptions. Ask • Observe students as they stop and think about the on standardized assessments, they must be able other students to listen carefully and identify the fairy tale. Confer briefly with individual students to to support their answers with facts or clues and descriptions that help define the words. Encourage monitor their use of fix-up strategies and their evidence directly from the text. all students to make an effort to use the words. understanding of the text. • Use the appropriate-level Comprehension Question • Ask students to save their work in their genre studies After Reading Card (P/38 or J/18) with small groups of students to folders to continue on Days 3 and 4. Note Regarding This Teacher’s Guide practice answering text-dependent comprehension Build Comprehension: Analyze Story Elements questions. The genre models in the Bridges books are • Say: Yesterday we analyzed the elements of • Say: Today I will help you learn how to answer Find adapted for a lower reading level. To facilitate “Sleeping Beauty.” Each element was used to It! questions. The answer to a Find It! question is whole-group instruction, citations from the Bridges describe the main character’s problem and how it right in the book. You can find the answer in one version of this book are shown in square brackets. was resolved. This story has some elements that are place in the text. similar to those of “Sleeping Beauty” and some that • Model: Read the first Find It! question on the are different. How did the main character of this Comprehension Question Card. Say: When I read the story differ from the main character of “Sleeping question, I look for important words that tell me Beauty”? How do the magical events of each story affect how the problem is solved?

Allow time for responses. As students share their the ogre turned into a tiny mouse. Then the cat Before Reading thinks. On page 19, I read that the cat says “I hear that you can change yourself into any creature”; analyses, synthesize their responses into a whole- gobbled him up. This is what happened next. I have Set a Purpose for Rereading group chart like the one here. found the answer in the book. I looked in several “Your worker said that you do not know how to • Discuss Story Elements Across Texts: Lead a sentences to find the answer. • Have students turn to page 14. Say: Until now, change yourself into tiny creatures like birds or we have been thinking about fairy tales from the mice”; and “He said that you couldn’t do it even Story Fantastic or Magical • Guide Practice: Use the Comprehension Power Tool Puss in Boots Flip Chart to help you develop other Look Closer! perspective of the reader. Learning the features of if you tried.” I have located the clues I need. Element Elements questions to use with students. fairy tales has helped us be critical readers. Now we • Guide Practice: Use the Comprehension Power Tool Flip Chart to help you develop other Prove It! Characters Charles; Puss in Boots; the The cat uses its wit to get Focus on Vocabulary: Description are going to put a different hat on. We are going King; the Princess; an ogre what he wants; the ogre to reread “Puss in Boots, or The Master Cat” and questions and support students’ text-dependent turns into a mouse • Ask students to work with a partner to complete the think like writers. We’re going to pay attention to comprehension strategies. “Focus on Words” activity on page 21 using BLM 3 Setting once upon a time in a the annotations in the margins. These annotations Analyze the Writer’s Craft kingdom which they started on Day 2. Have groups of students will help us understand what the author did and share their findings. • Ask students to turn to page 22. Explain: In the Plot Charles inherits a cat that The cat’s cleverness helps why she did it. • Transfer Through Oral Language: Invite pairs of next few days, you will have the opportunity to endears itself and Charles to Charles gain riches. The ogre write your own fairy tale. First, let’s think about the king. The cat tricks a rich turns himself into a mouse. students to act out the scene in which each target Reread “Puss in Boots, or The how Charles Perrault wrote “Puss in Boots, or The ogre into turning himself into word is used. They should make up their own Master Cat” a mouse and eats the mouse. dialogue using the word and use gestures and facial Master Cat.” When he developed this fairy tale, he Charles takes over the castle expressions to portray the feelings and behavior of • Place students in groups of three or four based on followed certain steps. You can follow these same and marries the princess. the characters. their reading levels. Ask students to read the fairy steps to write your own fairy tale. Problem Charles inherits a cat and The cat’s cleverness gains tale silently or whisper-read. If students need more • Read step 1 with students. Say: When you write your doesn’t know how he will riches and a bride for support, you may have them read with a partner. fairy tale, the first thing you’ll do is decide on the survive. Charles. Page Word Description Meaning • Observe students as they stop and think about the main characters you want to create. Let’s recall the 14 woe “He was beside himself . . . no need sadness fairy tale. Confer briefly with individual students characters of the fairy tales we read. Each fairy tale for such sadness [Bridges: to be sad].” to monitor their use of fix-up strategies and their has a character with a problem, a character who discussion using the following questions: understanding of the text and annotations. helps, and a character who is evil. What characters of How are the characters in “Puss in Boots, or The 14 clever “This smart and crafty cat.” smart each type can we think of? (Allow time for responses. Master Cat” similar to those in “Sleeping Beauty”? 15 gallantly “looked and felt noble . . . gallantly as nobly After Reading Write down students’ ideas on chart paper.) Which setting is more vivid? a prince” • Read step 2 with students. Say: In the two fairy tales How are magical characters involved in the plot of Analyze the Mentor Text 16 generous “He is thoughtful and giving.” giving we read, one character had a problem. The other each story? • Explain to students that the text they have just read characters made the problem better or worse. For Where in the stories has the author used simile? How 17 oblige “The king asked the young man cooperate [Bridges: Charles] to join them . . . is a mentor text. A mentor text is a text that teaches. example, in “Sleeping Beauty,” Mordrid was mean do these examples of simile help you better He said yes.” This text is designed to help them understand what and jealous and put Rose to sleep. Prince James was appreciate the characters and setting? writers do to write a fairy tale and why they do it. brave and woke her up. What could our characters Practice Text Comprehension Strategies for ELA Assessment 20 charmed “He was delighted and impressed pleased [Bridges: in a happy mood].” • Read and discuss each mentor annotation with be like? Let’s make a list of characters and their traits. • Use the appropriate-level Comprehension Question students. Encourage them to comment on the (Allow time for responses. Write down students’ writer’s style, character and plot development, Card (P/38 or J/18) with small groups of students to Reflect and Review ideas on chart paper.) practice answering text-dependent questions. and use of literary techniques such as simile. • Read step 3 with students. Say: Before you’re ready • Say: Today I will help you learn how to answer Look • Turn and Talk: Ask partners or small groups to Practice Text Comprehension Strategies for ELA Assessment to write a fairy tale, you need a plot and setting. discuss the following questions and report their ideas “Sleeping Beauty” took place in a castle. This was Closer! questions. The answer to a Look Closer! • Use the appropriate-level Comprehension Question to the whole group: a perfect setting for the plot. The castle was a question is in the book. You have to look in more Card (P/38 or J/18) with small groups of students to Do you agree that the cat in this story is smart and wonderful place for celebrating when Rose was born, than one place, though. You find the different parts practice answering text-dependent questions. crafty? How does he show these traits? but it became a cold prison after she was put to of the answer. Then you put the parts together to • Say: Today I will help you learn how to answer Prove Think of a time in your life when you found a clever sleep. When you write your fairy tale, think about answer the question. It! questions. The answer to a Prove It! question is solution to a problem. What happened? what setting is right for your characters. What plot, • Model: Read the second Look Closer! question on not stated in the book. You have to look for clues or actions, will help you act out the problem of your the Comprehension Question Card. Say: I will show Fluency: Read with Characterization and Feelings and evidence to prove the answer. fairy tale? Choose some of the characters and a you how I answer a Look Closer! question. The • You may wish to have students reread the fairy • Model: Read the first Prove It! question on the problem the class has brainstormed, and work as a question says “Since the ogre turned into a tiny tale with a partner during independent reading Comprehension Question Card. Say: I will show you group to construct a possible setting and plot. mouse, the cat . . .” This question asks me to identify time. Have them focus on reading with appropriate how I answer a Prove It! question. The question says cause and effect. I know because the question expression. Ask students to discuss the cat’s character “What clues on page 19 help you predict the trick has the clue word since . Now I need to look for traits. Then each student should find a passage that the cat will play on the ogre?” This question asks other important information in the question. These in the story that illustrates one or more of the me to make predictions. I know because the question words tell me what to look for in the book. What traits. Encourage students to express those traits says “what clues help you predict.” Now I need to information do you think will help me? (Allow in their reading. look for other important information in the question. student responses.) Yes, I’m looking for what the cat What information do you think will help me? (Allow did after the ogre turned into a tiny mouse. Now I student responses.) Yes, I need to find out what the will look back in the book. On page 20, I read that cat says and does before he goes to see the ogre. I need to find clues and evidence about how he

6 TWO FAIRY TALES BY CHARLES PERRAULT ©2009 Benchmark Education Company, LLC ©2009 Benchmark Education Company, LLC TWO FAIRY TALES BY CHARLES PERRAULT 7 Day 4 (cont.) Day 5 Build Comprehension: Draw Conclusions Analyze and Synthesize Which fairy tale’s plot did you find most entertaining, Reinforce Skills and why? • Explain: When authors write their stories, they Practice Text Comprehension Strategies for ELA Assessment If time permits, choose from the following activities can’t tell readers everything about the characters, • Tell students that at the end of their discussion, you will ask them to share the important text-to-text, to reinforce vocabulary and fluency. setting, and plot. Sometimes readers have to draw • Use the appropriate-level Comprehension Question Reinforce Vocabulary: Describe a Word conclusions. They base their conclusions on two Card (P/38 or J/18) with small groups of students to text-to-world, and text-to-self connections they or more facts or details in the story. In “Puss in practice answering text-dependent questions. have made. • Place students in small groups and have them sit Boots,” the cat wants to get Charles and the princess • Say: Today I will help you learn how to answer Take It • While each small group of students discusses in a circle. together. The cat uses a trick to get nice clothes Apart! questions. To figure out the answer to a Take the book, confer with individual or small groups • Have students write each word from the book’s for Charles to impress the king. Then the cat uses a It Apart! question, you must think like the author. of students. You may wish to revisit elements glossary on a scrap of paper. trick to get the ogre’s castle for Charles. From these • Model: Read the first Take It Apart! question on the of the genre, take running records, or model fluent • Each group should put the words in a box or a details, we can draw a conclusion about the king. We Comprehension Question Card. Say: This question reading skills. pile and take turns choosing one randomly. can conclude that he would not allow his daughter says: “The author uses similes to tell about the • The first student to choose a word should make to marry a poor miller’s son. As readers, we pay meadow. Find examples of this on page 19.” This up a descriptive clue for it without using the word attention to the details an author gives about the question asks me to think about the text structure. itself. For example, “The garden has sharp, thorny characters, setting, and plot. Then we draw I know because the question says to find examples blank that hurt when I touch them.” ( brambles ) conclusions about these elements of a story in of similes. Now I need to look for other important The person to the student’s right should say the addition to what the author says . information in the question. What information do word being described. That person should choose • Model: In the first part of “Sleeping Beauty,” the you think will help me? (Allow student responses.) the next word and give a clue for it. Continue author describes the great feast that the king and Yes, I need to look on page 19. I need to look for until each student has made up a clue for a queen hold for their daughter. She says that they descriptions of the meadow and find the word like different word. invite not only lords and ladies but also elves and or as . I find the similes “It looked like a blanket of Reread for Fluency: Oral Reading Performance forest creatures. From these details, I can conclude flowers” and “It smelled like heaven.” Thinking • Discuss with students the emotions shown by the that the king and queen are kind and generous to about the text structure helped me find the answer. various characters in the fairy tales. everyone, not just royalty. Drawing this conclusion • Use the Comprehension Power Tool Flip Chart to help • Say: Different characters in the fairy tales showed helps me understand the story’s characters better. you develop other Take It Apart! questions to use sadness, anger, and happiness as well as other • Guide Practice: Invite students to work in small with students. emotions. When you read the fairy tales aloud, groups to draw at least one conclusion about the Summarize and Make Connections Across Texts you can demonstrate your understanding of these characters, about the settings, and about the plots of • Engage students in a discussion about the two fairy emotions through your expression. This helps your “Sleeping Beauty” and of “Puss in Boots.” Ask each tales in this book. Invite a different student to listeners appreciate the characters more and group to share and explain how the conclusion helps summarize each fairy tale. Encourage other students understand the story better. them better understand or enjoy the story. to add their ideas and details. • Invite individual students to read a section of Reflect and Review • Ask students to turn to the inside back cover of the one of the fairy tales with expression that helps • Ask and discuss the following questions: book. Say: Good readers think about how literary listeners understand the character’s emotion. How is thinking about a fairy tale as a reader works are related. We know, for example, that all • Encourage students to have fun with their different from thinking about a fairy tale as a writer? of these fairy tales share certain features. They all readings and to make them as dramatic as How is it similar? have a character with a problem. They all have an possible. What new words have you added to your vocabulary evil character. What else do they have in common? • As a whole class, discuss each reader’s this week? Which is your favorite? (Allow time for responses.) Today we will think about Rules for Good Discussion interpretation. Think about alternate ways Which of the fairy tale characters you’ve met do you the characters in both fairy tales. We’ll think about to interpret the emotions. • Pay attention to the person who is talking and find most interesting and why? how the characters are alike and different, and what Review Writer’s Tools: Simile do not interrupt him or her. How can you use descriptions or simile as a writer? we can learn from them. • Ask students to look for other examples of simile • Ask students to work individually or in small groups • Think about what others are saying so you can Fluency: Read with Characterization and Feelings in titles from your classroom library or from the to complete BLM 4 (Make Connections Across Texts). respond and add to their ideas. • You may wish to have students reread the fairy • Class Discussion or Literature Circles: Facilitate a school’s library. Each student should select one • Allow and encourage everyone in the group tale with a partner during independent reading whole-class discussion or keep students in their title at his or her independent reading level. Ask to speak. time. Have them focus on reading with appropriate small groups for a literature circle discussion. If you students to read pages specifically to find an example of simile. expression. Ask students to discuss Charles’s feelings choose to conduct literature circles, share the rules • Be respectful of everyone’s ideas. at the beginning of the story. Invite them to take for good discussion below. Each group should discuss • Invite students to share their examples with the turns reading the first few paragraphs of the story, and be prepared to share their ideas about the class. Encourage students to discuss how the using tone of voice to dramatize Charles’s emotions. following prompts: similes help them better visualize characters and Which characters were most alike, and how were settings. Point out that not all students will have they alike? found examples in the books they chose. Simile is Which character was most like a person you might not a tool all writers use all of the time. really meet? Which was least like a person you might really meet? Why?

8 TWO FAIRY TALES BY CHARLES PERRAULT ©2009 Benchmark Education Company, LLC ©2009 Benchmark Education Company, LLC TWO FAIRY TALES BY CHARLES PERRAULT 9 Days Days 6–15 6–15 Name ______Date ______Write a Fairy Tale • Remind students to use the Fairy Tale Checklist as they • Use this suggested daily schedule to guide students edit and revise their fairy tales independently. through the steps of process writing. Allow • Conference with students, focusing on sentence approximately 45 to 60 minutes per day. As students fluency, word choice, and conventions. Did students Simile work independently, circulate around the room and include both long and short sentences? Do the monitor student progress. Conference with individual sentences read smoothly? Have students used students to discuss their ideas and help them move interesting words and phrases? Did they use examples Directions: Read each sentence. Underline each example forward. Use the explicit mini-lessons, conferencing of simile? Did they use appropriate spelling, of simile. Circle the word that signals the simile. strategies, and assessment rubrics in Using Genre punctuation, and grammar? Models to Teach Writing for additional support. • You may want students to continue their editing and • Before students begin planning their fairy tales, pass revision at home. Days 12 –13: Create Final Draft and Illustrations out copies of BLM 5 (Fairy Tale Checklist). Review the The ocean sparkled in the sun like a box of jewels. characteristics and conventions of writing that will • Ask students to rewrite or type a final draft of their 1. be assessed. Tell students that they will use this fairy tales. checklist when they complete their fairy tale drafts. • Invite students to illustrate their final drafts with one The bees sounded like tiny lawn mowers. • This daily plan incorporates the generally accepted or more drawings that depict specific actions in their 2. six traits of writing as they pertain to fairy tales. fairy tales. Days 6–7: Plan • Conference with students regarding their publishing 3. The flowers were as fresh as a spring morning. • Ask students to use BLM 6, the Fairy Tale Planning plans and deadlines. Guide, to brainstorm the characters, setting, and plot Days 14 –15: Publish and Share for their stores. • Explain: Authors work long and hard to develop their 4. The runner left the starting line like a rocket. • Encourage students to refer to the “Features of a works. You have worked very hard. And one of the Fairy Tale” web on page 3, and to the steps in “The great joys of writing is when you can share it with Writer’s Craft” on pages 22–23 of the book. others. Authors do this in many ways. They publish 5. The class was as noisy as a Fourth of July parade. • Confer with individual students and focus on their their books so that people can buy them. They make ideas. Did students begin their fairy tales with a their work available on the Internet. They hold happy ending in mind? Did students include fantastic readings. We can share our writing, too. or magical creatures? • Use one or more of the ideas below for sharing Complete each simile below. Days 8 –9: Draft students’ work: • Tell students they will be using their completed Fairy Make a class display of students’ completed fairy tales. Tale Planning Guide to begin drafting their stories. Hold a class reading in which students can read their 1. The moon looked like • Say: Remember that when writers draft their stories, fairy tales to one another and/or to parents. they focus on getting their ideas on paper. They Create a binder of all the fairy tales and loan it to the can cross things out. They can make mistakes in library so that other students can read them. ______. spelling. What’s important is to focus on developing • Create a binder of all the fairy tales for your classroom your characters, the setting, and the plot. You will library. have an opportunity to make corrections and 2. The house was as hot as improvements later. • Conference with students as they complete their drafts. Use the Fairy Tale Checklist to draw students’ ______. attention to characteristics of the fairy tale genre that they may have overlooked. Focus on how students have organized their ideas and the voice of the writer. Did students introduce characters at Write your own simile. the beginning of the story? Did they set up a problem and then show a resolution? Does the fairy tale have a strong voice? Will the voice keep ______. readers interested? • Pair students for peer conferencing. Days 10–11: Edit and Revise • Based on your observations of students’ writing, select appropriate mini-lessons from Using Genre Models to Teach Writing .

10 TWO FAIRY TALES BY CHARLES PERRAULT ©2009 Benchmark Education Company, LLC TWO FAIRY TALES BY CHARLES PERRAULT BLM 1 ©2009 Benchmark Education Company, LLC Name ______Date ______Name ______Date ______Analyze Story Elements Focus on Description

Directions: Use the chart below to analyze story elements. Directions: Reread each fairy tale. Use descriptions in the text to figure out the meaning of the words. Sleeping Beauty

Fantastic or Story Elements Magical Elements Page Word Description Meaning

Characters 7 rage

Setting 8 vanished

Sleeping slumber Beauty 8 Plot 11 brambles

Problem 11 quest

14 woe Puss in Boots, or The Master Cat

Fantastic or Story Elements 14 clever Magical Elements

15 gallantly Characters Puss in Boots, or The Master Cat 16 generous Setting

17 oblige Plot 20 charmed

Problem

TWO FAIRY TALES BY CHARLES PERRAULT BLM 2 ©2009 Benchmark Education Company, LLC TWO FAIRY TALES BY CHARLES PERRAULT BLM 3 ©2009 Benchmark Education Company, LLC Name ______Date ______Name ______Date ______

Title ______Make Connections Across Texts Fairy Tale Checklist Directions: Use the chart to answer the questions below.

Features of the Genre Checklist YES NO Puss in Boots, or Fairy Tale Sleeping Beauty The Master Cat 1. My fairy tale has a strong lead. 2. My fairy tale has a setting with time and place. 3. My fairy tale has a main character. Character with a problem 4. Another character helps the main character. 5. My fairy tale has a “bad guy.” 6. The helper and the bad guy have magical powers. Character who helps 7. My fairy tale has a fantasy creature. 8. My fairy tale has animals or objects that can talk. 9. I tell the problem at the beginning of the fairy tale. 10. I have 3 to 5 events in my fairy tale. Evil Character 11. I have a solution to the problem in the fairy tale. 12. My fairy tale has a happy ending. How does the author 13. I used figurative language in my fairy tale. describe the character Quality Writing Checklist YES NO with a problem? I looked for and corrected . . . How does the author • run-on sentences describe the character • sentence fragments who helps? • subject/verb agreement • correct verb tense How does the author • punctuation describe the evil • capitalization character? • spelling • indented paragraphs How does the fairy tale end?

TWO FAIRY TALES BY CHARLES PERRAULT BLM 4 ©2009 Benchmark Education Company, LLC TWO FAIRY TALES BY CHARLES PERRAULT BLM 5 ©2009 Benchmark Education Company, LLC Name ______Date ______Fairy Tale Planning Guide

Directions: Use the steps below to plan your own fairy tale.

1. Decide on the main characters. ______

2. Brainstorm characters.

Characters Description, Feelings, Traits Examples

Character with a problem Character who helps

Character who is evil

Other characters

3. Brainstorm setting and plot.

Setting

Problem

Story Events

Solution