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A Story A Story. Storytelling. Objectives. You will: Practice recognizing synonyms Practice recognizing the long /a/ spelling eigh Practice recognizing the /g/ sound Practice recognizing consonant blends Use simple and compound sentences Write a narrative. Word Knowledge Day 1.

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A story a story l.jpg

A Story A Story

Storytelling


Objectives l.jpg
Objectives

  • You will:

  • Practice recognizing synonyms

  • Practice recognizing the long /a/ spelling eigh

  • Practice recognizing the /g/ sound

  • Practice recognizing consonant blends

  • Use simple and compound sentences

  • Write a narrative


Word knowledge day 1 l.jpg
Word Knowledge Day 1

  • Furious angry enraged

  • What do these words have in common?

  • They are synonyms.

  • Game gold gust gate gopher gutter

  • What do you notice about these words?

  • They have a /g/ sound followed by a vowel a, o, or u.

  • Weight vein eight sleigh

  • Do you see any patterns in these words?

  • They have the long /a/ sound spelled eigh or ei.

  • Stronger spun stories sticky slap

  • What do these words have in common?

  • They are from our selection and have consonant blends.


Word knowledge day 14 l.jpg
Word Knowledge Day 1

  • Ananse bowed and answered: “I shall gladly pay the price.”

  • He kept them in a golden box next to his royal stool.

  • Can you think of any synonyms for the word gladly?

  • Happily, joyfully

  • Can you think of any synonyms for the word kept?

  • Guarded, saved


Word knowledge day 15 l.jpg
Word Knowledge Day 1

  • Mother held the horse’s rein as the horse pulled the sleigh.

  • Do you see any words with a long /a/ sound?

  • Rein, sleigh

  • The spider spun a sticky web across the stronger tree.

  • Do you see any words with a consonant blend?

  • Spider, spun, sticky, stronger


Build background l.jpg
Build Background

  • Do you remember any other folktales we have read?

  • What do you know about storytelling?

  • Have you ever heard an African folktale.


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Background Information

  • “A Story, A Story is an African folktale.

  • Many folktales have a central theme of challenge and achievement.

  • In many African folktales defenseless people or small animals outwit their stronger enemies.

  • Ananse uses tricks to achieve his goals making this a “trickster” tale.


Prepare and preview reading 2 6 l.jpg

Let’s read the focus questions, title, author and illustrator together.

Now let’s look at the first page or two to make predictions and look for any clues, problems or wonderings.

Prepare and PreviewReading 2.6

Clues

Ananse is very small can’t use strength to get stories.

Wonderings

What is the price?

Problems

Outwit

Defenseless

Decendants


Vocabulary l.jpg
Vocabulary illustrator together.

.Let’s say our vocabulary word together.

defenseless

descendants

tatter

furious

flamboyant


A story a story10 l.jpg

A Story, A Story illustrator together.

defenseless

descendants

tatter

flamboyant

furious


Defenseless l.jpg
defenseless illustrator together.

Without protection; unguarded

“Spider stories” tell how small, defenseless men or animals outwit others and succeed against great odds.

The hungry fox didn’t see the defenseless ducklings across the pond. They were lucky because they couldn’t have protected themselves.


Descendants l.jpg

children, grandchildren, illustrator together.

and continuing generations

of an original set of parents;

those people sharing the same

ancestors.

descendants

Their descendants still tell some of these stories today.

Grandfather’s descendants all came to his birthday party, including his brand new grandchild.


Tatter l.jpg
tatter illustrator together.

tear, make ragged, rip

“Should you not fly into my calabash, so that the rain will not tatter your wings?”

We need to take down the flag before the strong winds tatter it into pieces.


Flamboyant l.jpg

overly colorful, illustrator together.

showy appearance or behavior

flamboyant

He set the little old doll at the foot of a flamboyant tree where fairies like to dance.

Her flamboyant clothes and rainbow colored hair attracted everyone’s attention.


Furious l.jpg
furious illustrator together.

very angry, violent

Now the fairy was stuck to the gum baby with both hands, and she was furious.

The man was furious when the passing car splashed mud on his suit.


Investigation folktales reading trans 32 l.jpg
Investigation/Folktales illustrator together.Reading Trans. 32

  • Anansi Goes Fishing

  • A Tale from West Africa

  • Foolish Anansi thought he could trick a fisherman into doing his work for him. "Let's go fishing," he suggested.

  • "Very well," said the fisherman, who was clever and quite wise to Anansi's tricks. "I'll make the nets and you can get tired for me."

  • "Wait," said Anansi, "I'll make the nets and you can get tired for me!" Anansi made nets as his friend pretended to be tired. They caught four fish.

  • The fisherman said, "Anansi, you take these. I'll take tomorrow's catch. It might be bigger."

  • Greedily imagining the next day's catch, Anansi said, "No, you take these and I'll take tomorrow's fish."

  • But the next day, the nets were rotting away and no fish were caught. The fisherman said, "Anansi, take these rotten nets to market. You can sell them for much money."

  • When Anansi shouted, "Rotten nets for sale!" in the marketplace, people beat him with sticks.

  • "Some partner you are," Anansi said to the fisherman as he rubbed his bruises. "I took the beatings. At least you could have taken the pain."

  • Anansi never tried to trick the fisherman again!

  • Let’s do page 111 of our Inquiry Journal.


Spelling pretest eng lang con 1 8 l.jpg
Spelling Pretest illustrator together.Eng. Lang. Con. 1.8

  • This week our spelling list is on consonant blends: spl-, spr-, str-,

  • Words from this selection are:

  • Stronger, spun, stories, sticky, slap

  • Let’s take our spelling pretest.

  • Our vocabulary skill words this week are:

    Frond, gourd, calabash, flamboyant, descendants


English language conventions eng lang con 1 4 l.jpg
English Language Conventions illustrator together.Eng. Lang. Con. 1.4

  • Sentence Structure

  • Let’s look in our Language Arts Handbook on page 257 to learn about simple and compound sentences.

  • I eat pizza.

  • I drink soda.

  • I eat and drink pizza and soda.

  • Now let’s do pages 128 and 129 in our Comprehension and Language Arts Skills workbook.


Writing process strategies lang arts tran 1 l.jpg
Writing Process Strategies illustrator together.Lang. Arts. Tran. 1

  • Writing a narrative fantasy

  • We’re going to look on pages 114-115 of our Language Arts Handbook for information about writing a narrative, and pages 134-135 for information on writing a fantasy.


Writing l.jpg
Writing illustrator together.

  • Formal Assessment

  • The fantasy has a beginning, middle, and end. (2 points)

  • The ending makes sense with the rest of the story. (2 points)

  • Elements of a fantasy are present. (3 points)

  • Spelling and punctuation are correct. (3 points)


Day 2 developing oral language l.jpg
Day 2 Developing Oral Language illustrator together.

  • Furious angry enraged

  • Game gold gust gate gopher gutter

  • Weight vein eight sleigh

  • Stronger spun stories sticky slap

  • Can someone use one of these words in a complete sentence? Then, you will choose another student to make your sentence longer and add another word from the board in the sentence.


First read pages 108 115 l.jpg
First Read pages 108-115 illustrator together.

  • We are going to read our selection using these comprehension strategies:

  • Monitoring and clarifying

  • Predicting

  • Summarizing


Discussion strategy use l.jpg
Discussion Strategy Use illustrator together.

  • How did you clarify confusing passages?

  • Where did you pause in the reading to summarize?

  • How did you make, confirm, and revise predictions as you read?

  • What predictions did you make?


Discussing the selection reading 2 6 3 1 3 2 l.jpg
Discussing the selection illustrator together.Reading 2.6, 3.1, 3.2

  • Let’s use handing off to answer these questions:

  • What features of the story reflect the fact that it is an African folktale?

  • How did Ananse perform the impossible task given to him by the sky good?

  • What did the sky god do in the end?

  • What does the story explain about storytelling?


Investigation l.jpg

Would anyone like to add anything to our concept board? illustrator together.

Would anyone like to add to our question board?

Investigation


Spelling eng lang conv 1 8 l.jpg
Spelling illustrator together.Eng. Lang. Conv. 1.8

  • Consonant Blends

  • Consonant blends are groups of letters in which each letter’s sound can be heard.

  • Do you hear the /s/, /p/, /l/ sounds in the word splash?

  • What about the words splatter, and splint?


Vocabulary reading 1 5 1 7 l.jpg
Vocabulary illustrator together.Reading 1.5, 1.7

  • Next Ananse cut a frond from a banana tree and filled a calabash with water. (pg.111)

  • What is a frond?

  • A frond is a type of leaf from a tree.

  • Let’s find the word frond in the dictionary.

  • The leaf of a fern or palm.

  • Now, let’s do pages 102 and 103 in our Spelling and Vocabulary workbook for more practice with categories.


English language conventions eng lang conv 1 4 l.jpg
English Language Conventions illustrator together.Eng. Lang. Conv. 1.4

  • Grammar: Simple and Compound Sentences

  • We are going to review our Language Arts Handbook page 257 for conjunctions and punctuation in compound sentences.

  • Many folktales feature a trickster.

  • No comma needed.

  • Firefly cheated Ture but Ture tricked the prince.

  • Firefly cheated Ture, but Ture tricked the prince. Comma needed

  • Some fairy tales begin with “Once upon a time” or “In a land faraway.”

  • Some fairy tales begin with “Once upon a time,” or “In a land faraway.” Comma needed

  • Let’s find 5 simple, and 5 compound sentences from “A Story, A Story”


Writing process strategies writing 2 0 2 1a l.jpg
Writing Process Strategies illustrator together.Writing 2.0, 2.1a

  • Writer's Craft: Setting

  • Setting includes time and place.

  • Mr. Tillman entered the classroom just before lunch.

  • Let’s look in our Language Arts Handbook on page 220 for more information on setting.

  • Now, let’s do pages 132- and 133 in our Comprehension and Language Arts Skills workbook.

  • We are going to do page 82 of our Writer’s workbook to help us write a setting for our fantasy story.


Word knowledge day 3 l.jpg
Word Knowledge Day 3 illustrator together.

  • Furious angry enraged

  • What do these words have in common?

  • They are synonyms.

  • Game gold gust gate gopher gutter

  • What do you notice about these words?

  • They have a /g/ sound followed by a vowel a, o, or u.

  • Weight vein eight sleigh

  • Do you see any patterns in these words?

  • They have the long /a/ sound spelled eigh or ei.

  • Stronger spun stories sticky slap

  • What do these words have in common?

  • They are from our selection and have consonant blends.


Word knowledge day 331 l.jpg
Word Knowledge Day 3 illustrator together.

  • Ananse bowed and answered: “I shall gladly pay the price.”

  • He kept them in a golden box next to his royal stool.

  • Can you think of any synonyms for the word gladly?

  • Happily, joyfully

  • Can you think of any synonyms for the word kept?

  • Guarded, saved


Word knowledge day 332 l.jpg
Word Knowledge Day 3 illustrator together.

  • Mother held the horse’s rein as the horse pulled the sleigh.

  • Do you see any words with a long /a/ sound?

  • Rein, sleigh

  • The spider spun a sticky web across the stronger tree.

  • Do you see any words with a consonant blend?

  • Spider, spun, sticky, stronger


Second read pages 108 115 l.jpg
Second Read pages 108-115 illustrator together.

  • We are going to read our story again using this comprehension skills:

  • Sequencing


Checking comprehension reading 2 3 l.jpg
Checking Comprehension illustrator together.Reading 2.3

  • What does A Story A Story reveal about storytelling?

  • It explains how stories came to be in the world and how they were passed along from one person to another.

  • How can you tell that Ananse thought that the stories were valuable?

  • He was willing to pay the sky god’s price which was very high.

  • Why do you think the narrator tells the reader to take his story elsewhere?

  • The narrator wants his story to be shared with other people.


Supporting the reading writing 1 1a 1 1b l.jpg
Supporting the Reading illustrator together.Writing 1.1a, 1.1b

  • Plot Sequence

  • Ex. Ananse spun a web up to the sky.

  • Time-Order Words

  • Ex. So

  • Sequence

  • Can anyone tell me a word that indicates sequence or a time order word?

  • First, second, next, then, after, yesterday

  • Let’s look in our book for examples of time order words.


Supporting the reading writing 1 1a 1 1b36 l.jpg
Supporting the Reading illustrator together.Writing 1.1a, 1.1b

  • Now we are going to do pages 126 and 127 in our Comprehension and Language Arts Skills Workbook to practice with sequence.


Investigation37 l.jpg
Investigation illustrator together.

  • Generating Questions to Investigate

  • Let’s do page 112 of our Inquiry Journal.


Spelling eng lang conv 1 838 l.jpg
Spelling illustrator together.Eng. Lang. Conv. 1.8

  • Consonant Blends

  • Let’s say: The spooky spider spun his web”

  • Do you notice that the beginning sounds of some of the words sound the same. Repetition on beginning sounds is called alliteration.

  • Now, let's do page 104 in our Spelling and Vocabulary workbook.


Vocabulary reading 1 5 1 739 l.jpg
Vocabulary illustrator together.Reading 1.5, 1.7

Levels of Specificity

Gourd

Calabash

A calabash is a type of gourd, which is a kind of fruit.


English language conventions eng lang conv 1 440 l.jpg
English Language Conventions illustrator together.Eng. Lang. Conv. 1.4

  • Grammar: Simple and Compound Sentences

  • We are going to look in our Language Arts Handbook on page 257 to review simple and compound sentences.

  • Let’s use one of these words to help us combine these sentences: and, or, but

  • Aunt Leona uses a cane. She supports herself with it when she walks.

  • And

  • The fireworks display had started. We did not go.

  • But

  • I left my basketball at Freddie’s house. I left my basketball at the court.

  • Or


Writing process strategies writing 1 1 2 1b l.jpg
Writing Process Strategies illustrator together.Writing 1.1, 2.1b

  • We are going to look on page 83 for ideas about drafting a fantasy story.

  • The first sentences of your story should “hook” the reader.

  • Let’s draft our fantasy stories.


Word knowledge day 4 l.jpg
Word Knowledge Day 4 illustrator together.

  • Furious angry enraged

  • Game gold gust gate gopher gutter

  • Weight vein eight sleigh

  • Stronger spun stories sticky slap


Word knowledge day 443 l.jpg
Word Knowledge Day 4 illustrator together.

  • Ananse bowed and answered: “I shall gladly pay the price.”

  • He kept them in a golden box next to his royal stool.

  • Mother held the horse’s rein as the horse pulled the sleigh.

  • The spider spun a sticky web across the stronger tree.


Meet the author illustrator l.jpg
Meet the Author Illustrator illustrator together.

  • Gail Haley

  • Gail E. Haley was an only child, who often entertained herself by reading or making up stories. How do you think this would influence her work as a writer?

  • This would make it easier for Haley to create imaginative stories as an adult.

  • The theme of this unit is Storytelling. Why would being able to draw, write, and make costumes and puppets be useful tools in storytelling?

  • Using puppets or exciting illustrations makes your story more visual.

  • Pictures can tell a story all their own. What type of story is being told in A Story, A Story if you never read the text?

  • A story about Africa or a folktale.


Defenseless45 l.jpg
defenseless illustrator together.

  • .

  • “Spider stories” tell how small, defenseless men or animals outwit others and succeed against great odds.

  • The hungry fox didn’t see the defenseless ducklings across the pond. They were lucky because they couldn’t protect themselves.

  • Defenseless: without protection: unguarded


Descendants46 l.jpg
descendants illustrator together.

  • Their descendants still tell some of these stories today.

  • Grandfather’s descendants all came to his birthday party, including his brand new grandchild.

  • Descendants: children, grandchildren, and continuing generations.


Tatter47 l.jpg

Calabash illustrator together.

tatter

  • Should you not fly into my calabash, so that the rain will not tatter your wings?”

  • We need to take down the flag before the strong winds tatter it into pieces.

  • Tatter: tear, make ragged; rip


Flamboyant48 l.jpg
flamboyant illustrator together.

  • He set the little doll at the foot of a flamboyant tree where fairies like to dance.

  • Her flamboyant clothes and rainbow-colored hair attracted everyone’s attention.

  • Flamboyant: Overly colorful, showy appearance or behavior, a kind of tree


Furious49 l.jpg
Furious illustrator together.

  • Now the fairy was stuck to the gum baby with both hands, and she was furious.

  • The man was furious when the passing car splashed mud on his suit.

  • Furious: very angry, violent


Vocabulary50 l.jpg
Vocabulary illustrator together.

Please draw a line from the word to it’s picture and definition.

very angry, violent

defenseless

children, grandchildren, and continuing generations.

furious

descendants

Overly colorful, showy appearance or behavior, a kind of tree

flamboyant

tatter

tear, make ragged; rip

without protection: unguarded


Folktales reading 3 1 3 2 l.jpg
Folktales illustrator together.Reading 3.1, 3.2

  • Does anyone know a folktale?

  • Folktales are stories passed down from generation to generation.

  • Folktales were originally told orally.

  • Folktales reflect the culture in which they originated.

  • Some folktales, called trickster tales, are about weak people or animals outwitting their stronger enemies.

  • Folktales have been told throughout the world.


Investigation reading 2 7 te page 117d l.jpg
Investigation illustrator together.Reading 2.7 TE page 117d

  • Let’s do page 113 of our Inquiry Journal to learn more about following directions.


Spelling eng lang conv 1 853 l.jpg
Spelling illustrator together.Eng. Lang. Conv. 1.8

  • Let’s do page 105 in our Spelling and Vocabulary workbook.


English language convention l.jpg
English Language Convention illustrator together.

  • Listening for mood.

  • Every piece of work should create a mood or tone for the audience.

  • You can develop mood by focusing on key elements, such as using vivid word choices, or dialogue.

  • Let’s identify the mood of some of our selections we have read.


Writing process strategies writing1 4 l.jpg
Writing Process Strategies illustrator together.Writing1.4

  • We are going to use page 84 of our Writer’s Workbook to help us revise our fantasy story.


Word knowledge day 5 l.jpg
Word Knowledge Day 5 illustrator together.

  • Furious angry enraged

  • Game gold gust gate gopher gutter

  • Weight vein eight sleigh

  • Stronger spun stories sticky slap


Word knowledge day 557 l.jpg
Word Knowledge Day 5 illustrator together.

  • Ananse bowed and answered: “I shall gladly pay the price.”

  • He kept them in a golden box next to his royal stool.

  • Mother held the horse’s rein as the horse pulled the sleigh.

  • The spider spun a sticky web across the stronger tree.


Defenseless58 l.jpg
defenseless illustrator together.

  • .

  • “Spider stories” tell how small, defenseless men or animals outwit others and succeed against great odds.

  • The hungry fox didn’t see the defenseless ducklings across the pond. They were lucky because they couldn’t protect themselves.

  • Defenseless: without protection: unguarded


Descendants59 l.jpg
descendants illustrator together.

  • Their descendants still tell some of these stories today.

  • Grandfather’s descendants all came to his birthday party, including his brand new grandchild.

  • Descendants: children, grandchildren, and continuing generations.


Tatter60 l.jpg

Calabash illustrator together.

tatter

  • Should you not fly into my calabash, so that the rain will not tatter your wings?”

  • We need to take down the flag before the strong winds tatter it into pieces.

  • Tatter: tear, make ragged; rip


Flamboyant61 l.jpg
flamboyant illustrator together.

  • He set the little doll at the foot of a flamboyant tree where fairies like to dance.

  • Her flamboyant clothes and rainbow-colored hair attracted everyone’s attention.

  • Flamboyant: Overly colorful, showy appearance or behavior, a kind of tree


Furious62 l.jpg
Furious illustrator together.

  • Now the fairy was stuck to the gum baby with both hands, and she was furious.

  • The man was furious when the passing car splashed mud on his suit.

  • Furious: very angry, violent


Vocabulary63 l.jpg
Vocabulary illustrator together.

Please draw a line from the word to it’s picture and definition.

very angry, violent

defenseless

Overly colorful, showy appearance or behavior, a kind of tree

furious

descendants

children, grandchildren, and continuing generations.

flamboyant

tatter

tear, make ragged; rip

without protection: unguarded


Listening l.jpg
Listening illustrator together.

  • Let’s listen to “A Story, A Story” on CD.

  • Let’s listen to “ Worlds I Know” on CD.


Assessments l.jpg
Assessments illustrator together.

  • Let’s take our assessments.

  • Reading Comprehension

  • Vocabulary

  • Spelling


Investigation66 l.jpg

Would anyone like to add something to our concept board? illustrator together.

Would anyone like to add something to our question board?

Investigation


English language conventions writing 1 2 l.jpg
English Language Conventions illustrator together.Writing 1.2

  • We are going to practice writing uppercase F and uppercase T in cursive Writning.

  • F F F F F F F F F F F F F F F F F F F F F F F

  • T T T T T T T T T T T T T T T T T T T T T T T T

  • Fiddle

  • Tennyson


Writing process strategies writing 1 2 l.jpg
Writing Process Strategies illustrator together.Writing 1.2

  • Let’s use page 85 of our Writer’s Workbook to help us edit and proofread and publish our fantasy stories.


Writing69 l.jpg
Writing illustrator together.

  • Formal Assessment

  • The fantasy has a beginning, middle, and end. (2 points)

  • The ending makes sense with the rest of the story. (2 points)

  • Elements of a fantasy are present. (3 points)

  • Spelling and punctuation are correct. (3 points)


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