Fairy Tales

Tell It Again!™ Read-Aloud Supplemental Guide

grade 1 Core Knowledge Language Arts® • Listening & Learning™ Strand

Fairy Tales

Transition Supplemental Guide to the

Tell It Again!™ Read-Aloud Anthology

Listening & Learning™ Strand

GRADE 1

Core Knowledge Language Arts®

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Table of Contents

Fairy Tales

Transition Supplemental Guide to the

Tell It Again!™ Read-Aloud Anthology

Preface to the Transition Supplemental Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Alignment Chart for Fairy Tales. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii

Introduction to Fairy Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Lesson 1: Sleeping Beauty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Lesson 2: Rumpelstiltskin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Lesson 3: Rapunzel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Lesson 4: The Frog Prince, Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Lesson 5: The Frog Prince, Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Pausing Point . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Lesson 6: Hansel and Gretel, Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127

Lesson 7: Hansel and Gretel, Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Lesson 8: Jack and the Beanstalk, Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Lesson 9: Jack and the Beanstalk, Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Domain Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

Domain Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200

Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

Fairy Tales: Supplemental Guide | Preface v

This preface to the Transition Supplemental Guide provides information

about the guide’s purpose and target audience, and describes how it can

be used flexibly in various classroom settings.

Please note: The Supplemental Guides for the first three domains in

Grade1 contain modified read-alouds and significantly restructured

lessons with regard to pacing and activities. These early Supplemental

Guides provided step-by-step, scaffolded instruction with the intention

that students receiving instruction from teachers using the Supplemental

Guide for the first part of the year would be ready to participate in regular

Listening & Learning lessons, and that teachers who have used the

Supplemental Guide for the first part of the year would be equipped with

the instructional strategies to scaffold the lessons when necessary. This

shift from the full Supplemental Guide to the Transition Supplemental

Guide affords teachers more autonomy and greater responsibility to

adjust their execution of the lessons according to the needs of their

classes and individual students.

Transition Supplemental Guides for the remaining domains will still contain

Vocabulary Charts and Supplemental Guide activities such as Multiple

Meaning Word Activities, Syntactic Awareness Activities, and Vocabulary

Instructional Activities. However, the Transition Supplemental Guides do

not have rewritten read-alouds and do not adjust the pacing of instruction;

the pacing and read-aloud text included in each Transition Supplemental

Guide is identical to the pacing and read-aloud text in the corresponding

Tell It Again! Read-Aloud Anthology. We have, however, augmented the

introductions and extensions of each lesson in the Transition Supplemental

Guides so teachers have additional resources for students who need

greater English language support. As a result, there are often more activities

suggested than can be completed in the allotted time for the introduction

or extension activities. Teachers will need to make informed and conscious

decisions in light of their particular students’ needs when choosing which

activities to complete and which to omit. We strongly recommend that

teachers preview the Domain Assessment prior to teaching this domain;

this will provide an additional way to inform their activity choices.

Preface to the

Transition Supplemental Guide

vi Fairy Tales: Supplemental Guide | Preface

Intended Users and Uses

This guide is intended to be used by general education teachers, reading

specialists, English as a Second Language (ESL) teachers, special

education teachers, and teachers seeking an additional resource for

classroom activities. This guide is intended to be both flexible and

versatile. Its use is to be determined by teachers in order to fit the unique

circumstances and specific needs of their classrooms and individual

students. Teachers whose students would benefit from enhanced oral

language practice may opt to use the Transition Supplemental Guide as

their primary guide for Listening & Learning. Teachers may also choose

individual activities from the Transition Supplemental Guide to augment

the content covered in the Tell It Again! Read-Aloud Anthology. For

example, teachers might use the Vocabulary Instructional Activities,

Syntactic Awareness Activities, and modified Extensions during small-

group instruction time. Reading specialists and ESL teachers may find

that the tiered Vocabulary Charts are a useful starting point in addressing

their students’ vocabulary learning needs.

The Transition Supplemental Guide is designed to allow flexibility with

regard to lesson pacing and encourages education professionals to

pause and review when necessary. A number of hands-on activities and

graphic organizers are included in the lessons to assist students with

learning the content.

Transition Supplemental Guide Contents

The Transition Supplemental Guide contains tiered Vocabulary Charts,

Multiple Meaning Word Activities, Syntactic Awareness Activities, and

Vocabulary Instructional Activities. The Domain Assessments and Family

Letters have been modified. In some instances, the activities in the

Extensions as well as the activities in the Pausing Point, Domain Review,

and Culminating Activities have been modified or rewritten. Please refer to

the following sample At a Glance Chart to see how additional support is

communicated to the teacher.

Fairy Tales: Supplemental Guide | Preface vii

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

Introductory Content

[Additional materials to help

support this part of the lesson will

be listed here.]

[A brief explanation about how the

material can be used.]

Vocabulary Preview

[There will be one or two

vocabulary preview words per

lesson.]

Purpose for Listening

Presenting the Read-Aloud (15 minutes)

Note: It is highly recommended that teachers preview the read-aloud, Flip Book images, and comprehension

questions to determine when to pause during the read-aloud and ask guiding questions, especially before a

central or dif cult point is going to be presented (e.g., While we are reading this part of the read-aloud, I want to

you think about . . .) and supplementary questions (e.g., Who/What/Where/When/Why literal questions) to check

for understanding.

Title of Read-Aloud

[Materials that may help scaffold

the read-aloud will be listed here.]

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Word Work



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Extension Activities

[Additional Extension activities

may include a Multiple Meaning

Word Activity, a Syntactic

Awareness Activity, a Vocabulary

Instructional Activity, and modified

existing activities or new activities.]

The additional materials found in the Transition Supplemental Guide

afford students further opportunities to use domain vocabulary and

demonstrate knowledge of content. The lessons of this guide contain

activities that create a purposeful and systematic setting for English

language learning. The read-aloud for each story or nonfiction text builds

upon previously taught vocabulary and ideas and introduces language

and knowledge needed for the next more complex text. The Transition

Supplemental Guide’s focus on oral language in the earlier grades

addresses the language learning needs of students with limited English

viii Fairy Tales: Supplemental Guide | Preface

language skills. These students—outside of a school setting—may not be

exposed to the kind of academic language found in many written texts.

Vocabulary Charts

Vocabulary Chart for [Title of Lesson]

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Specific Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

Multiple Meaning

Phrases

Cognates

Vocabulary Charts at the beginning of each lesson categorize words into

three tiers which are generally categorized as follows:

• Tier 1 words are words that are likely to appear in the basic repertoire

of native English-speaking students—words such as prince, bread,

and frog.

• Tier 2 words are highly functional and frequently used general

academic words that appear across various texts and content areas—

words such as deny, talent, and comforted.

• Tier 3 words are content-specific and difficult words that are crucial

for comprehending the facts and ideas related to a particular

subject—words such as enchanted, spell, and rapunzel.

English Language Learners and students with limited oral language skills

may not necessarily know the meanings of all Tier 1 words, and may

find Tier 2 and Tier 3 words confusing and difficult to learn. Thus, explicit

explanation of, exposure to, and practice using Tier 1, 2, and 3 words are

essential to successful mastery of content for these students (National

Governors Association Center for Best Practices, Council of Chief State

School Officers 2010 32–35).

In addition, the Vocabulary Chart indicates whether the chosen words are

vital to understanding the lesson (labeled Understanding); have multiple

meanings or senses (labeled Multiple Meaning); are clusters of words

that often appear together (labeled Phrases); or have a Spanish word that

Fairy Tales: Supplemental Guide | Preface ix

sounds similar and has a similar meaning (labeled Cognates). Words in the

Vocabulary Chart were selected because they appear frequently in the text

of the read-aloud or because they are words and phrases that span multiple

grade levels and content areas. Teachers should be aware of and model

the use of these words as much as possible before, during, and after each

individual lesson. The Vocabulary Chart could also be a good starting point

and reference for keeping track of students’ oral language development

and their retention of domain-related and academic vocabulary. These lists

are not meant to be exhaustive, and teachers are encouraged to include

additional words they feel would best serve their students.

Multiple Meaning Word Activities

Multiple Meaning Word Activities help students determine and clarify the

different meanings of individual words. This type of activity supports a

deeper knowledge of content-related words and a realization that many

content words have multiple meanings associated with them. Students

with strong oral language skills may be able to navigate through different

meanings of some words without much effort. However, students with

limited English language proficiency and minimal vocabulary knowledge

may be less likely to disambiguate the meanings of words. This is why it

is important that teachers have a way to call students’ attention to words

in the lesson that have ambiguous meanings, and that students have a

chance to explore the nuances of words in contexts within and outside of

the lessons.

Syntactic Awareness Activities

Syntactic Awareness Activities focus on sentence structure. During

the early elementary grades, students are not expected to read or

write lengthy sentences, but they might be able to produce complex

sentences in spoken language when given adequate prompting and

support. Syntactic Awareness Activities support students’ awareness

of the structure of written language, interrelations between words,

and grammar. Developing students’ oral language through syntactic

awareness provides a solid foundation for written language development

in the later elementary grades and beyond.

Vocabulary Instructional Activities

Vocabulary Instructional Activities are included to build students’ general

x Fairy Tales: Supplemental Guide | Preface

academic, or Tier 2, vocabulary. These words are salient because

they appear across content areas and in complex written texts. These

activities support students’ learning of Tier 2 words and deepen their

knowledge of academic words and the connections of these words to

other words and concepts. The vocabulary knowledge students possess

is intricately connected to reading comprehension, the ability to access

background knowledge, express ideas, communicate effectively, and

learn about new concepts.

English Language Learners and Students with Disabilities

The Transition Supplemental Guide assists education professionals

who serve students with limited English language skills or students with

limited home literacy experience, which may include English Language

Learners (ELLs) and students with special needs. Although the use of

this guide is not limited to teachers of ELLs and/or students with special

needs, the following provides a brief explanation of these learners and

the challenges they may face in the classroom, as well as teaching

strategies that address those challenges.

English Language Learners

The Transition Supplemental Guide is designed to facilitate the academic

oral language development necessary for English Language Learners

(ELLs) and to strengthen ELLs’ understanding of the core content

presented in the domains.

When teaching ELLs, it is important to keep in mind that they are a

heterogeneous group from a variety of social backgrounds and at

different stages in their language development. There may be some

ELLs who do not speak any English and have little experience in a

formal education setting. There may be some ELLs who seem fluent

in conversational English, but do not have the academic language

proficiency to participate in classroom discussions about academic

content. The following is a chart showing the basic stages of second

language acquisition; proper expectations for student behavior and

performance; and accommodations and support strategies for each

stage. Please note that ELLs may have extensive language skills in their

first language and that they advance to the next stage at various rates

depending on their acculturation, motivation, and prior experiences in an

education setting.

Fairy Tales: Supplemental Guide | Preface xi

Language

Development Stage

Comprehension

and Production

Accommodations and

Support Strategies

Entering

• Produces little or no English

• Responds in nonverbal ways

• Has a minimal receptive

vocabulary in English

• Use predictable phrases for set routines

• Use manipulatives, visuals, realia, props

• Use gestures (e.g., point, nod) to indicate

comprehension

• Use lessons that build receptive and productive

vocabulary, using illustrated pre-taught words

• Use pre-taught words to complete sentence

starters

• Use simply stated questions that require simple

nonverbal responses (e.g., “Show me . . . ,” “Circle

the . . . ”)

• Use normal intonation, emphasize key words, and

frequent checks for understanding

• Model oral language and practice formulaic

expressions

• Pair with another ELL who is more advanced in

oral language skills for activities and discussions

focused on the English language

• Pair with same-language peers for activities and

discussions focused on content

Emerging

(Beginner)

• Responds with basic phrases

• Includes frequent, long

pauses when speaking

• Has basic level of English

vocabulary (common words

and phrases)

• Use repetition, gestures, and visual aids to facilitate

comprehension and students’ responses

• Use manipulatives, visuals, realia, props

• Use small-group activities

• Use lessons that expand receptive and expressive

vocabulary, especially Tier 2 vocabulary

• Use illustrated core vocabulary words

• Use pre-identified words to complete cloze

sentences

• Use increasingly more difficult question types as

students’ receptive and expressive language skills

improve:

• Yes/no questions

• Either/or questions

• Questions that require short answers

• Open-ended questions to encourage expressive

responses

• Allow for longer processing time and for

participation to be voluntary

• Pair with another ELL who is more advanced in

oral language skills for activities and discussions

focused on the English language

• Pair with same-language peers for activities and

discussions focused on content

xii Fairy Tales: Supplemental Guide | Preface

Transitioning

(Intermediate)

• Speaks in simple sentences

• Uses newly learned words

appropriately

• With appropriate scaffolding,

able to understand and

produce narratives

• Has a much larger receptive

than expressive vocabulary in

English

• Use more complex stories and books

• Continue to focus on Tier 2 vocabulary

• Introduce academic terms (e.g., making

predictions and inferences, figurative language)

• Use graphic organizers

• Use increasingly difficult question types as

students’ receptive and expressive language skills

improve:

• Questions that require short sentence answers

• Why and how questions

• Questions that check for literal and abstract

comprehension

• Provide some extra time to respond

• Pair with high-level English speakers for activities

and discussions focused on the English language

Expanding

(Advanced)

• Engages in conversations

• Produces connected narrative

• Shows good comprehension

• Has and uses expanded

vocabulary in English

• Continue work with academic terms (e.g., making

predictions and inferences, figurative language)

• Use graphic organizers

• Use questions that require opinion, judgment, and

explanation

• Pair with native English speakers

Commanding

(Proficient)

• Uses English that nearly

approximates the language of

native speakers

• Can maintain a two-way

conversation

• Uses more complex

grammatical structures, such

as conditionals and complex

sentences.

• Has and uses an enriched

vocabulary in English

• Build high-level/academic language

• Expand figurative language (e.g., by using

metaphors and idioms)

• Use questions that require inference and

evaluation

• Pair with students who have a variety of skills and

language proficiencies

(Adapted from Hirsch and Wiggins 2009, 362–364; New York Department of Education 2013; Smyk et al. 2013)

Fairy Tales: Supplemental Guide | Preface xiii

Students with Disabilities and Students with Special Needs

Students with disabilities (SWDs) have unique learning needs that

require accommodations and modifications to the general education

curriculum. When using the Transition Supplemental Guide with SWDs

and students with special needs, it is important to consider instructional

accommodations, tools, strategies, and Universal Design for Learning

(UDL) Principles, which promote learning for all students through the use

of multiple forms of representation, expression, and engagement (Hall,

Strangman, and Meyer 2003).

Pacing

Pacing is the purposeful increase or decrease in the speed of instruction.

Educators can break lessons into manageable chunks depending

on needs of the class and follow the section with a brief review or

discussion. This format of instruction ensures that students are not

inundated with information. Additionally, you may want to allow students

to move around the room for brief periods during natural transition points.

When waiting for students to respond, allow at least three seconds of

uninterrupted wait time to increase correctness of responses, response

rates, and level of thinking (Stahl 1990).

Goals and Expectations

Make sure students know the purpose and the desired outcome of each

activity. Have students articulate their own learning goals for the lesson.

Provide model examples of desired end-products. Use positive verbal

praise, self-regulation charts, and redirection to reinforce appropriate

ways for students to participate and behave.

Directions

Provide reminders about classroom rules and routines whenever

appropriate. You may assign a partner to help clarify directions. When

necessary, model each step of an activity’s instructions. Offering explicit

directions, procedures, and guidelines for completing tasks can enhance

student understanding. For example, large assignments can be delivered

in smaller segments to increase comprehension and completion

(Franzone 2009).

xiv Fairy Tales: Supplemental Guide | Preface

Instruction Format and Grouping

Use multiple instruction formats (e.g., small-group instruction, individual

work, collaborative learning, and hands-on instruction). Be sure to group

students in logical and flexible ways that support learning.

Instructional Strategies

The following evidence-based strategies can assist students with

disabilities in learning content (Scruggs et al. 2010):

• Mnemonic strategies are patterns of letters and sounds related to

ideas that enhance retention and recall of information. They can be

used as a tool to encode information.

• Spatial organizers assist student understanding and recall of

information using charts, diagrams, graphs, and/or other graphic

organizers.

• Peer mediation, such as peer tutoring and cooperative learning

groups, can assist in assignment completion and enhance

collaboration within the classroom.

• Hands-on learning offers students opportunities to gain

understanding of material by completing experiments and activities

that reinforce content.

• Explicit instruction utilizes clear and direct teaching using small

steps, guided and independent practice, and explicit feedback.

• Visual strategies (e.g., picture/written schedules, storymaps, task

analyses, etc.) represent content in a concrete manner to increase

focus, communication, and expression (Rao and Gagie 2006).

Fairy Tales: Supplemental Guide | Preface xv

References

1. Biemiller, Andrew. 2010. Words Worth Teaching. Columbus: SRA/

McGrawHill.

2. Franzone, Ellen L. 2009. “Overview of Task Analysis.” Madison, WI:

National Professional Development Center on Autism Spectrum

Disorders, Waisman Center, University of Wisconsin.

3. Hall, Tracey, Anne Meyer and Nicole Strangman. 2003.

“Differentiated Instruction and Implications for UDL Implementation.”

National Center on Accessing the General Curriculum.

4. Hirsch, Jr., E. D. and Alice K. Wiggins. 2009. Core Knowledge

Preschool Sequence and Teacher Handbook. Charlottesville, VA:

Core Knowledge Foundation.

5. National Governors Association Center for Best Practices, Council of

Chief State School Officers. 2010. “Appendix A,” in Common Core

State Standards: English Language Arts Standards. Washington DC:

National Governors Association Center for Best Practices, Council of

Chief State School Officers.

6. New York Department of Education. 2013. New York State Bilingual

Common Core Initiative. Accessed October 8. http://www.

engageny.org/resource/new-york-state-bilingual-common-core-

initiative#progressions.

7. Rao, Shaila M. and Brenda Gagie. 2006. “Learning Through Seeing

and Doing: Visual Supports for Children with Autism.” Teaching

Exceptional Children 38 (6): 26–33.

8. Scruggs, Thomas E., Margo A. Mastropieri, Sheri Berkeley, and

Janet E. Graetz. 2010. “Do Special Education Interventions Improve

Learning of Secondary Content? A Meta-Analysis.” Remedial and

Special Education 31: 437–449.

9. Smyk, Ekaterina, M. Adelaida Restrepo, Joanna S. Gorin, and

Shelley Gray. 2013. “Development and Validation of the Spanish-

English Language Proficiency Scale (SELPS).” Language, Speech,

and Hearing Services in Schools 44: 252–65.

10. Stahl, Robert J. 1990. “Using ‘Think-Time’ Behaviors to Promote

Students’ Information Processing, Learning, and On-Task

Participation: An Instructional Module.” Tempe, AZ: Arizona State

University.

Fairy Tales: Supplemental Guide | Alignment Chart xvii

Alignment Chart for Fairy Tales

The following chart contains core content objectives addressed in this

domain. It also demonstrates alignment between the Common Core

State Standards and corresponding Core Knowledge Language Arts

(CKLA) goals.

Alignment Chart for Fairy Tales

Lesson

123456789

Core Content Objectives

Demonstrate familiarity with specific fairy tales



Identify the fairy tale elements of specific fairy tales



Identify fairy tales as a type of fiction



Identify common characteristics of fairy tales, such as

“once upon a time” beginnings, royal characters, elements

of fantasy, problems and solutions, and happy endings



Compare and contrast different adaptations of fairy tales



Note: The Language Arts Objectives in the Lessons may change depending on teacher’s choice of activities.

Reading Standards for Literature: Grade 1

Key Ideas and Details

STD RL.1.1 Ask and answer questions about key details in a text.

CKLA

Goal(s)

Ask and answer questions (e.g., who,

what, where, when), orally or in writing,

requiring literal recall and understanding

of the details, and/or facts of a fiction

read-aloud



Answer questions that require making

interpretations, judgments, or giving

opinions about what is heard in a fiction

read-aloud, including answering why

questions that require recognizing cause/

effect relationships



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

CKLA

Goal(s)

Retell fiction read-alouds including key

details, and demonstrate understanding of

their central message or lesson



xviii Fairy Tales: Supplemental Guide | Alignment Chart

Alignment Chart for Fairy Tales

Lesson

123456789

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

CKLA

Goal(s)

Use narrative language to describe (orally

or in writing) characters, setting, things,

events, actions, a scene, or facts from a

fiction read-aloud

 

Craft and Structure

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

CKLA

Goal(s)

Identify words and phrases that suggest

feelings or appeal to the senses



STD RL.1.5

Explain major differences between books that tell stories and books that give information, drawing on a wide

reading of a range of text types.

CKLA

Goal(s)

Listen to, understand, and recognize a

variety of texts, including fictional stories,

fairy tales, fables, historical narratives,

informational text, nursery rhymes,

and poems, describing the differences

between books that tell stories and books

that give information



Distinguish fantasy from informational or

realistic text

  

Integration of Knowledge and Ideas

STD RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

CKLA

Goal(s)

Talk about the illustrations and details

from a fiction read-aloud to describe its

characters, setting, or events



Sequence four to six pictures illustrating

events from a fiction read-aloud



STD RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

CKLA

Goal(s)

Compare and contrast (orally or in writing)

similarities and differences within a single

fiction read-aloud or between two or more

fiction read-alouds

 

Compare and contrast two or more

versions of the same story read aloud

(e.g., Cinderella stories) by different

authors or from different cultures



Fairy Tales: Supplemental Guide | Alignment Chart xix

Alignment Chart for Fairy Tales

Lesson

123456789

Writing Standards: Grade 1

Text Types and Purposes

STD W.1.1

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an

opinion, supply a reason for the opinion, and provide some sense of closure.

CKLA

Goal(s)

Write opinion pieces in which they

introduce the topic or name the book they

are writing about, state an opinion, supply

a reason for the opinion, and provide

some sense of closure



STD W.1.3

Write narratives in which they recount two or more appropriately sequenced events, include some details

regarding what happened, use temporal words to signal event order, and provide some sense of closure.

CKLA

Goal(s)

Plan, draft, and edit a narrative retelling

of a fiction read-aloud, with a title,

characters, some details regarding the

plot, the use of temporal words to signal

event order, and some sense of closure

 

Production and Distribution of Writing

STD W.1.5

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers,

and add details to strengthen writing as needed.

CKLA

Goal(s)

With guidance and support from adults,

focus on a topic, respond to questions

and suggestions from peers, and add

details to strengthen writing as needed



STD W.1.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in

collaboration with peers.

CKLA

Goal(s)

With guidance and support from

adults, use a variety of digital tools to

produce and publish writing, including in

collaboration with peers



Research to Build and Present Knowledge

STD W.1.7

Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic

and use them to write a sequence of instructions).

CKLA

Goal(s)

Participate in shared research and writing

projects (e.g., group scientific research

and writing)



xx Fairy Tales: Supplemental Guide | Alignment Chart

Alignment Chart for Fairy Tales

Lesson

123456789

STD W.1.8

With guidance and support from adults, recall information from experiences or gather information from

provided sources to answer a question.

CKLA

Goal(s)

Make personal connections (orally or

in writing) to events or experiences in a

fiction or nonfiction/informational read-

aloud, and/or make connections among

several read-alouds

  

With assistance, categorize and organize

facts and information within a given

domain to answer questions



Speaking and Listening Standards: Grade 1

Comprehension and Collaboration

STD SL.1.1

Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and

adults in small and large groups.

STD SL.1.1a

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the

topics and texts under discussion).

CKLA

Goal(s)

Use agreed-upon rules for group

discussion, e.g., look at and listen to the

speaker, raise hand to speak, take turns,

say “excuse me” or “please,” etc.



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

CKLA

Goal(s)

Carry on and participate in a conversation

over at least six turns, staying on topic,

initiating comments or responding to a

partner’s comments, with either an adult

or another child of the same age



STD SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.

CKLA

Goal(s)

Ask questions to clarify information

about the topic in a fiction or nonfiction/

informational read-aloud



STD SL.1.2

Ask and answer questions about key details in a text read aloud or information presented orally or through

other media.

CKLA

Goal(s)

Ask and answer questions (e.g., who,

what, where, when), orally or in writing,

requiring literal recall and understanding

of the details, and/or facts of a fiction or

nonfiction/informational read-aloud



Fairy Tales: Supplemental Guide | Alignment Chart xxi

Alignment Chart for Fairy Tales

Lesson

123456789

STD SL.1.3

Ask and answer questions about what a speaker says in order to gather additional information or clarify

something that is not understood.

CKLA

Goal(s)

Ask questions to clarify directions,

exercises, classroom routines, and/or

what a speaker says about a topic



Presentation of Knowledge and Ideas

STD SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

CKLA

Goal(s)

Describe people, places, things, and

events with relevant details, expressing

ideas and feelings clearly

 

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

CKLA

Goal(s)

Add drawings or other visual displays

to oral or written descriptions when

appropriate to clarify ideas, thoughts, and

feelings



STD SL.1.6 Produce complete sentences when appropriate to task and situation.

CKLA

Goal(s)

Produce complete sentences when

appropriate to task and situation



Language Standards: Grade 1

Vocabulary Acquisition and Use

STD L.1.5

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word

meanings.

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

CKLA

Goal(s)

Provide examples of common synonyms

and antonyms



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

CKLA

Goal(s)

Identify real-life connections between

words and their use (e.g., note places at

home that are cozy)



STD L.1.5d

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl)

and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the

meanings.

CKLA

Goal(s)

Distinguish shades of meaning among

verbs differing in manner (e.g., look, peek,

glance, stare, glare, scowl) and adjectives

differing in intensity (e.g., large, gigantic)

by defining or choosing them or by acting

out the meanings



xxii Fairy Tales: Supplemental Guide | Alignment Chart

Alignment Chart for Fairy Tales

Lesson

123456789

STD L.1.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts,

including using frequently occurring conjunctions to signal simple relationships (e.g., because).

CKLA

Goal(s)

Learn the meaning of common sayings

and phrases



Use words and phrases acquired through

conversations, reading and being read to,

and responding to texts, including using

frequently occurring conjunctions to signal

simple relationships (e.g., because)



Additional CKLA Goals

Prior to listening, identify what they know about a given

topic



Make predictions (orally or in writing) prior to and during

a read-aloud, based on the title, pictures, and/or text

heard thus far, and then compare the actual outcomes to

predictions



Rehearse and perform poems, stories, and plays for an

audience using eye contact, appropriate volume, and clear

enunciation



Use frequently occurring conjunctions, such as because

and so



Identify new meanings for familiar words and apply them

accurately





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

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

Fairy Tales: Supplemental Guide | Introduction 1

This introduction includes the necessary background information

to be used in teaching the Fairy Tales domain. The Transition

Supplemental Guide for Fairy Tales contains nine daily lessons,

each of which is composed of two distinct parts, so that the

lesson may be divided into smaller chunks of time and presented

at different intervals during the day. Each entire lesson will require

a total of sixty minutes.

This domain includes a Pausing Point following Lesson 5. At the

end of the domain, a Domain Review, a Domain Assessment, and

Culminating Activities are included to allow time to review, reinforce,

assess, and remediate content knowledge. You should spend no

more than thirteen days total on this domain.

Week One

Day 1 # Day 2 #

Day 3 #

Day 4 Day 5 #

Lesson 1A: “Sleeping

Beauty” (40 min.)

Lesson 2A:

“Rumpelstiltskin”

(40min.)

Lesson 3A: “Rapunzel”

(40min.)

Lesson 4A: “The Frog

Prince, Part I” (40 min.)

Lesson 5A: “The Frog

Prince, Part II” (40 min.)

Lesson 1B: Extensions

(20min.)

Lesson 2B: Extensions

(20min.)

Lesson 3B: Extensions

(20min.)

Lesson 4B: Extensions

(20min.)

Lesson 5B: Extensions

(20min.)

60min. 60min. 60min. 60min. 60min.

Week Two

Day 6 #

Day 7 #

Day 8 #

Day 9 # Day 10 #

Pausing Point (40min.) Lesson 6A: “Hansel and

Gretel, Part I” (40min.)

Lesson 7A: “Hansel and

Gretel, Part II” (40min.)

Lesson 8A: “Jack and

the Beanstalk, Part I”

(40min.)

Lesson 9A: “Jack and

the Beanstalk, Part II”

(40min.)

Pausing Point (20min.) Lesson 6B: Extensions

(20min.)

Lesson 7B: Extensions

(20min.)

Lesson 8B: Extensions

(20min.)

Lesson 9B: Extensions

(20min.)

60min. 60min. 60min. 60min. 60min.

Week Three

Day 11

Day 12



Day 13

Domain Review

(60min.) Domain Assessment

(60min.)

Culminating Activities

(60min.)

60min. 60min. 60min.

Lessons include Student Performance Task Assessments.

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

Fairy Tales

Transition Supplemental Guide Introduction

2 Fairy Tales: Supplemental Guide | Introduction

Lesson Implementation

It is important to note that the interactive activities in the Transition

Supplemental Guide count on the teacher as the “ideal reader” to lead

discussions, model proper language use, and facilitate interactions

among student partners.

It is highly recommended that teachers preview the read-aloud, Flip

Book images, and comprehension questions to determine when to

pause during the read-aloud and ask guiding questions. To check for

understanding—especially before a difficult point is to be presented—you

might say, “While we are reading this part of the read-aloud, I want you

to think about . . .,” or you could ask supplementary questions, such as

Who/What/When/Where/Why literal questions.

Student Grouping

Teachers are encouraged to assign partner pairs prior to beginning

a domain, and partners should remain together for the duration of

the domain. If possible, English Language Learners should be paired

with native English speakers, and students who have limited English

oral language skills should be paired with students who have strong

English language skills. Keep in mind that in some instances, a group

of three would benefit beginning/entering ELLs, and an older student

or adult volunteer may be a better arrangement for some students with

disabilities. Partnering in this way promotes a social environment where

all students engage in collaborative talk and learn from one another.

In addition, there are various opportunities where students of the same

home-language work together, fostering their first-language use and

existing knowledge to construct deeper meanings about new information.

Graphic Organizers and Domain-Wide Activities

Several different organizers and domain-wide activities are included to

aid students in their learning of the content in the Fairy Tales domain.

• Elements of Fairy Tales Anchor Chart (Instructional Master 1B-1)—Fill

in this anchor chart for every fairy tale in this domain. You may wish to

reproduce this chart on chart paper, a whiteboard, or a transparency.

This chart shows the common elements of fairy tales and also

displays a story’s setting, characters, and plot.

Fairy Tales: Supplemental Guide | Introduction 3

• Story Maps—Use the story maps for several fairy tales in this domain

to help students keep track of what is happening in the story and to

visually see how the story unfolds. Story maps are available for the

following fairy tales:

“Sleeping Beauty”—Instructional Master 1A-1

“Rapunzel”—Instructional Master 3A-1

“Hansel and Gretel”—Instructional Master 6A-1

“Jack and the Beanstalk”—Instructional Master 8A-1

• Fantasy and Reality T-Chart (Instructional Master 2A-2)—This T-Chart

will help students distinguish between elements of fantasy and reality

in the fairy tales. This chart is to be used with Image Cards and

students’ Fantasy and Reality Response Cards (Instructional Master

2A-1).

• Fairy Tales Comparison Chart (Instructional Master 2B-1)—Use this

comparison chart to compare and contrast two different fairy tales or

two versions of the same fairy tale.

• Comparing Settings and Characters Chart (Instructional Master

3B-2)—Use this comparison chart to compare the settings and

characters from three fairy tales: “Sleeping Beauty,” “Rumpelstiltskin,”

and “Rapunzel.”

• Writing Your Own Fairy Tale—Near the end of this domain, students

will plan and write their own fairy tales. A Fairy Tale Planner

(Instructional Master 8B-1) and a Fairy Tale Writing Page (Instructional

Master 9B-1) are provided. Teachers are strongly encouraged to

model how to fill in the Fairy Tale Planner before asking students to

complete it on their own.

• Fairy Tales from Around the World—Invite students to bring in and/or

share a fairy tale from their home culture. Display the storybooks in

the classroom throughout this domain. Set aside time for students to

tell about their fairy tales.

• Art and Drama Connections—You may wish to coordinate with the

school’s art teacher to create an art project related to this domain

(e.g., creating a storybook cover for one of the fairy tales, or making

a backdrop for one of the scenes in a fairy tale). In addition, you

may wish to coordinate with the school’s drama teacher to help your

students perform one of the fairy tales in this domain.

4 Fairy Tales: Supplemental Guide | Introduction

Anchor Focus in Fairy Tales

This chart highlights several Common Core State Standards as well as

relevant academic language associated with the activities in this domain.

Anchor Focus CCSS Description of Focus and Relevant Academic Language

Writing

W.1.3 Writing Your Own Fairy Tale— Students will plan and write their own

fairy tales.

Relevant academic language:

settings, characters, fantasy, problem, solution, title

Language

L.1.1b Use common and proper nouns

L.1.1g Use frequently occurring conjunctions (e.g., because, so)

Domain Components

Along with this Transition Supplemental Guide, you will need:

• Tell It Again! Media Disk or the Tell It Again! Flip Book* for Fairy

Tales

• Tell It Again! Image Cards for Fairy Tales

*The Tell It Again! Multiple Meaning Word Posters for Fairy Tales are

found at the back of the Tell It Again! Flip Book.

Recommended Resource:

• Core Knowledge Teacher Handbook (Grade 1), edited by

E.D. Hirsch, Jr. and Souzanne A. Wright (Core Knowledge

Foundation, 2004) ISBN: 978-1890517700

Why Fairy Tales Are Important

This domain will introduce students to fairy tales that have been

favorites with children for generations. Students will learn about the

elements of fairy tales that distinguish these stories from other types

of  ction. They will also learn that fairy tales have the elements of

character, plot, and setting that are found in other types of  ction. By

becoming familiar with particular fairy tales, students will be able to

add these tales to their repertoire of stories that they are able to retell

orally. Reading these fairy tales will help  rst-grade students develop

a strong foundation for the understanding of other  ctional stories in

later grades.

Fairy Tales: Supplemental Guide | Introduction 5

It is important to note that the content of some fairy tales might

unsettle some children. For example, “Hansel and Gretel” depicts

children in some potentially frightening situations. Although these

versions of the stories have been adapted from the originals, the fairy

tale still exempli es bravery and heroism, literary concepts of good

versus evil and suspense, and reinforcement of valuable life lessons

(e.g., not talking to strangers). You may want to remind students

periodically that, more than two hundred years ago, the Brothers

Grimm thought these stories would be interesting for people to hear

because they are about things that make people happy, sad, and

sometimes afraid. It is also important to remind students that the

stories themselves are  ction.

Please preview all read-alouds and lessons in this domain before

presenting them to students, and feel free to substitute a trade

book from the list of recommended trade books if you feel that

doing so would be more appropriate for your students. You may

wish to choose an analogous tale from the Modern, Nontraditional

Adaptations trade book list. You may also wish to choose a tale or

story that features strong female characters from the Strong Female

Characters trade book list. As you read, use the same strategies

that you have been using when reading the read-aloud selections in

this Anthology—pause and ask occasional questions; rapidly clarify

critical vocabulary within the context of the read-aloud; etc. After you

 nish reading the trade book, lead students in a discussion as to how

the story or information in the book relates to the read-alouds in this

domain.

What Students Have Already Learned in Core Knowledge

Language Arts During Kindergarten

The following domains, and the speci c core content that

was targeted in those domains, are particularly relevant to the

read-alouds students will hear in Fairy Tales. This background

knowledge will greatly enhance students’ understanding of the

read-alouds they are about to enjoy:

Nursery Rhymes and Fables

• Demonstrate familiarity with nursery rhymes and fables

• Describe the characters and events in nursery rhymes and fables

6 Fairy Tales: Supplemental Guide | Introduction

Stories

• Explain that  ction can be in many different forms, including

folktales, trickster tales, and tall tales

• Identify the setting of a given story

• Identify the characters of a given story

• Identify the plot of a given story

Kings and Queens

• Describe a royal family

• Discuss the lessons in “Cinderella” and “Snow White and

the Seven Dwarfs” that show that goodness prevails and is

rewarded

Fairy Tales: Supplemental Guide | Introduction 7

Core Vocabulary for Fairy Tales

The following list contains all of the core vocabulary words in Fairy

Tales in the forms in which they appear in the read-alouds or, in

some instances, in the “Introducing the Read-Aloud” section at the

beginning of the lesson. The inclusion of words on this list does

not mean that students are immediately expected to be able to

use all of these words on their own. However, through repeated

exposure throughout the lessons, they should acquire a good

understanding of most of these words and begin to use some of

them in conversation.

Lesson 1

enchanted

prick

spell

virtue

wisdom

Lesson 2

boasting

claim

clever

pity

succeed

Lesson 3

delight

dusk

longed

merciful

rage

Lesson 4

court

glee

retrieved

wailed

well

Lesson 5

contented

disgusting

enchantment

glared

scold

Lesson 6

comforted

daybreak

glittered

shocked

Lesson 7

cackled

creep

heaving

perched

wicked

Lesson 8

attic

 erce

precious

tremble

wringing

Lesson 9

barked

bellowing

bounding

gulped

rudely

8 Fairy Tales: Supplemental Guide | Introduction

In addition to this core vocabulary list, every lesson includes its own

Vocabulary Chart. Words in this chart either appear several times in the

Read-Aloud or are words and phrases that support broader language

growth, which is crucial to the English language development of young

students. Most words on the chart are part of the General Service list

of the 2000 most common English words or part of the Dale-Chall list

of 3000 words commonly known by Grade 4. Moreover, a conscious

effort has been made to include words from the Primary Priority Words

according to Biemiller’s (2010) Words Worth Teaching. The words on

the Vocabulary Chart are not meant to be exhaustive, and teachers are

encouraged to add additional words they feel would best serve their

group of students.

Vocabulary Chart for Sleeping Beauty

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Specific Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

enchanted

fairy/fairies

kingdom

milkmaid

spindle

thorns

awakened*

narrow

rejoicing

protect

virtue

winding

wisdom*

wise

warning

angry

burned

castle

king/queen/

princess

soften

twelfth/thirteenth

undo

Multiple Meaning

hedge

prick

feast

spell

deep

Phrases

spinning wheel

Cognates

encantado proteger

regocijo

virtud

festín

castillo

princesa

References

1. Beck, Isabel L., Margaret G. McKeown, and Linda Kucan. 2008.

Creating Robust Vocabulary: Frequently Asked Questions and

Extended Examples. New York: Guilford.

2. Biemiller, Andrew. 2010. Words Worth Teaching. Columbus, OH:

SRA/McGrawHill.

Fairy Tales: Supplemental Guide | Introduction 9

3. Dale, Edgar, and Jeanne Chall. 1995. Readability Revisited: The New

Dale-Chall Readability Formula.

4. West, Michael. 1953. A General Service List of English Words.

London: Longman, Green and Co.

Comprehension Questions

In the Fairy Tales domain, there are three types of comprehension

questions.

Literal questions assess students’ recall of key details from the

read-aloud; these questions are text dependent, requiring students

to paraphrase and/or refer back to the portion of the read-aloud

in which the speci c answer to the question is provided. These

questions generally address Reading Standards for Literature 1

(RL.1.1) and Reading Standards for Informational Text 1 (RI.1.1).

Inferential questions ask students to infer information from the

text and think critically; these questions are also text dependent,

but require students to paraphrase and/or refer back to the

different portions of the read-aloud that provide information

leading to and supporting the inference they are making. These

questions generally address Reading Standards for Literature 2–4

(RL.1.2–RL.1.4) and Reading Standards for Informational Text 2–4

(RI.1.2–RI.1.4).

Evaluative questions ask students to build upon what they have

learned from the text using analytical and application skills;

these questions are also text dependent, but require students to

paraphrase and/or refer back to the portion(s) of the read-aloud

that substantiate the argument they are making or the opinion they

are offering. Evaluative questions might ask students to describe

how reasons or facts support speci c points in a read-aloud,

which addresses Reading Standards for Informational Text 8

(RI.1.8). Evaluative questions might also ask students to compare

and contrast information presented within a read-aloud or between

two or more read-alouds, addressing Reading Standards for

Literature 9 (RL.1.9) and Reading Standards for Informational

Text9 (RI.1.9).

10 Fairy Tales: Supplemental Guide | Introduction

The Supplemental Guides include complex texts, thus preparing

students in these early years for the increased vocabulary and

syntax demands that aligned texts will present in later grades. As

all of the readings incorporate a variety of illustrations, Reading

Standards for Literature7 (RL.1.7) and Reading Standards for

Informational Text 7 (RI.1.7) are addressed as well.

Student Performance Task Assessments

In the Transition Supplemental Guide for Fairy Tales, there are

numerous opportunities to assess students’ learning. These

assessment opportunities range from informal observations,

such as Think Pair Share and some Extension activities, to more

formal written assessments. These Student Performance Task

Assessments (SPTA) are identi ed in the Transition Supplemental

Guide with this icon:



. There is also an end-of-domain

summative assessment. Use the Tens Conversion Chart located

in the Appendix to convert a raw score on each SPTA into a Tens

score. On the same page, you will also  nd the rubric for recording

observational Tens Scores.

Above and Beyond

In the Transition Supplemental Guide for Fairy Tales, there are

numerous opportunities in the lessons, the Pausing Point, and

the Culminating Activities to challenge students who are ready to

attempt activities that are above grade level. These activities are

labeled “Above and Beyond” and are identi ed with this icon:

➶

Supplemental Guide

The Supplemental Guide activities that may be particularly

relevant to any classroom are the Multiple Meaning Word

Activities and accompanying Multiple Meaning Word Posters;

Syntactic Awareness Activities; and Vocabulary Instructional

Activities. Several multiple meaning words in the read-alouds

are underlined to indicate that there is a Multiple Meaning Word

Activity associated with them. These activities afford all students

additional opportunities to acquire a richer understanding of the

Fairy Tales: Supplemental Guide | Introduction 11

English language. Supplemental Guide activities are identi ed with

this icon:



Recommended Resources for Fairy Tales

Trade Book List

The Transition Supplemental Guide includes a number of

opportunities in Extensions, the Pausing Point, and the

Culminating Activities for teachers to select trade books from

the list below to reinforce domain concepts through the use of

authentic literature. In addition, teachers should consider other

times throughout the day when they might infuse authentic

domain-related literature.

If you recommend that families read aloud with their child each

night, you may wish to suggest that they choose titles from this

trade book list to reinforce the domain concepts. You might also

consider creating a classroom lending library, allowing students to

borrow domain-related books to read at home with their families.

Original Anthologies

Note: These are large anthologies of the original fairy tales to show

students the volume of the work of the Brothers Grimm.

1. The Annotated Brothers Grimm (Bicentennial Edition), by

Jacob Grimm and Wilhelm Grimm (W.W. Norton and Co.,

2012) ISBN 978-3836526722

2. The Fairy Tales of the Brothers Grimm, by Jacob Grimm and

Wilhelm Grimm (Taschen, 2011) ISBN 978-3836526722

3. Grimm’s Fairy Tales, by Jacob Grimm and Wilhelm Grimm

(CreateSpace Independent Publishing, 2012) ISBN

978-1480270251

Classic Adaptations

1. The Frog Prince, retold by Kathy-Jo Wargin and illustrated

by Anne Yvonne Gilbert (Mitten Press, 2007) ISBN

978-1587262791

2. Hansel and Gretel, retold by Rika Lesser and illustrated by

Paul O. Zelinsky (Puf n, 1996) ISBN 978-0698114074

12 Fairy Tales: Supplemental Guide | Introduction

3. Hansel and Gretel, by James Marshal (Puf n, 1994) ISBN

978-0140508369

4. Hansel and Gretel, by Cynthia Rylant and illustrated by

Jen Corace (Hyperion Books for Children, 2008) ISBN

978-1423111863

5. Jack and the Beanstalk, retold by Carol Ottolenghi and

illustrated by Guy Por rio (Brighter Child, 2002) ISBN

978-1577683773

6. Jack and the Beanstalk/Juan y los frijoles magicos, retold by

Carol Ottolenghi and illustrated by Guy Por rio (Brighter Child,

2003) ISBN 978-0769638164

7. Jack and the Beanstalk, retold by E. Nesbit and illustrated by

Matt Tavares (Candlewick, 2006) ISBN 978-0763621247

8. Rapunzel, retold and illustrated by Paul O. Zelinsky (Puf n

Books, 2002) ISBN 978-0590386029

9. Rumpelstiltskin, by John Cech and illustrated by Martin

Hargreaves (Sterling, 2008) ISBN 978-1402730665

10. Rumpelstiltskin, retold and illustrated by Paul O. Zelinsky

(Puf n, 1996) ISBN 978-0140558647

11. Sleeping Beauty, retold by Mahlon F. Craft and illustrated

by Kinuko Y. Craft (Chronicle Books, 2002) ISBN

978-1587171208

12. Sleeping Beauty, by Adele Geras and illustrated by Christian

Birmingham (Orchard, 2004) ISBN 978-0439581806

13. Sleeping Beauty, retold by Martina Müller (Floris Books, 2001)

ISBN 978-0863153426

Modern, Nontraditional Adaptations

1. Claire and the Unicorn Happy Ever After, by B.G. Hennessy

and illustrated by Susan Mitchell (Simon & Schuster Books for

Young Readers, 2006) ISBN 978-1416908159

2. A Frog Prince, by Alix Berenzy (Henry Holt and Co., 1991)

ISBN 978-0805018486

3. The Frog Prince (Early Reader: Princesses), by Sally Gardner

(Orion Children’s Books, 2012) ISBN 978-1444002447

Fairy Tales: Supplemental Guide | Introduction 13

4. The Frog Prince, Continued, by Jon Scieszka and illustrated

by Steve Johnson (Puf n, 1994) ISBN 978-0140542851

5. Hansel and Gretel, adapted by Amanda Askew (QEB

Publishing, 2010) ISBN 978-1595667908

6. Hansel and Gretel, retold and illustrated by Rachel Isadora

(Putnam, 2009) ISBN 978-0399250286

7. Jack and the Beanstalk, retold by John Cech and illustrated by

Robert Mackenzie (Sterling, 2008) ISBN 978-1402730641

8. Jack and the Beanstalk, by Nina Crews (Henry Holt, 2011)

ISBN 978-0805087659

9. Jack and the Giant Barbecue, by Eric A. Kimmel and

illustrated by John Manders (Amazon Children’s Publishing,

2012) ISBN 978-0761461289

10. Kate and the Beanstalk, by Mary Pope Osborne and illustrated

by Giselle Potter (Aladdin, 2005) ISBN 978-1416908180

11. Lovabye Dragon, by Barbara Joosse and illustrated by Randy

Cecil (Candlewick, 2012) ISBN 978-0763654085

12. The Princess and the Pig, by Jonathan Emmett and

illustrated by Poly Bernatene (Walker Children’s, 2011) ISBN

978-0802723345

13. Rapunzel, retold by John Cech and illustrated by Fiona

Sansom (Sterling, 2010) ISBN 978-1402769115

14. Rapunzel, by Sarah Gibb (Albert Whitman & Company, 2011)

ISBN 978-0807568040

15. Rapunzel, retold and illustrated by Rachel Isadora (Putnam,

2008) ISBN 978-0399247729

16. Rumpelstiltskin, retold by John Cech and illustrated by Martin

Hargreaves (Sterling, 2008) ISBN 978-1402730665

17. Sleeping Beauty, adapted by Amanda Askew and illustrated

by Natalie Hinrichsen (QEB Publishing, 2010) ISBN

978-1595667915

18. Sleeping Beauty (Early Reader: Princesses), by Sally Gardner

(Orion Children’s Books, 2012) ISBN 978-1444002423

14 Fairy Tales: Supplemental Guide | Introduction

19. Tales from Around the World (Ten-Minute Bedtime Stories), by

Graham Percy (Pavilion, 2012) ISBN 978-1843652076

Tales and Stories Featuring Strong Female Characters

1. Not One Damsel in Distress, collected and told by Jane Yolen

and illustrated by Susan Guevara (Harcourt, Inc., 2000) ISBN

978-0152020477

Note: This is a collection of thirteen tales from around the

world. The stories are slightly lengthy and contain only one

picture. Some of the tales contain scenes that young children

might  nd troubling. Please read through the tales carefully

while choosing an appropriate one for your class. Make

modi cations and adjust the language of the stories, as

necessary.

2. The Paper Bag Princess, by Robert Munsch and illustrated

by Michael Martchenko (Annick Press, 2005) ISBN

978-0920236253

3. The Princess Knight, by Cornelia Funke and illustrated by

Kerstin Meyer (Scholastic, Inc., 2001) ISBN 978-0439536301

Websites and Other Resources

Audio/Video Adaptations of Fairy Tales

1. Hansel and Gretel: Opera in English (by Englebert

Humperdink, 2007) ASIN B000PMGSCW

2. The Royal Ballet: Sleeping Beauty (Tchaikovsky, 2008) ASIN

B001B223UG

Preview: http://www.youtube.com/watch?v=G5VPP7hKKo0

3. Sleeping Beauty

http://www.youtube.com/watch?v=i-HSPmPNCv8

4. Sleeping Beauty

http://www.youtube.com/watch?v=DK6h9-sMz-8

5. Hear a Story: Jack and the Giant Barbecue, by Eric Kimmel

http://ericakimmel.com/hear-a-story

Fairy Tales: Supplemental Guide | Introduction 15

Teacher Resources

6. Hansel and Gretel

http://bit.ly/Wpzo7s

7. Rapunzel

http://bit.ly/ZH3oCn

8. Sleeping Beauty

http://bit.ly/XAy3ya

9. Rumpelstiltskin

http://bit.ly/X9bEIA

10. Jack and the Beanstalk

http://bit.ly/XAxVyA

11. Elements of Fairy Tales

http://bit.ly/15ObJoc

16 Fairy Tales: Supplemental Guide 1 | Sleeping Beauty

 Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “Sleeping Beauty”

 Identify the fairy tale elements of “Sleeping Beauty”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 Describe, orally or in writing, the setting, characters, facts, events,

and elements of magic in “Sleeping Beauty”

(RL.1.3, W.1.3)

 Describe how the thirteenth fairy feels when she is not invited to

the feast using words and phrases that suggest feelings

(RL.1.4)

 Distinguish fantasy from realistic text by explaining that certain

events in the story could not have happened in real life

(RL.1.5)

 Explain the meaning of the phrase “Land of Nod” and use in

appropriate contexts

(L.1.6)

 Prior to listening to “Sleeping Beauty,” identify orally what they

know and have learned about fairy tales

Sleeping Beauty

Fairy Tales: Supplemental Guide 1 | Sleeping Beauty 17

Core Vocabulary

enchanted, adj. Under a magic spell

Example: Kate and Jack knew they were in an enchanted forest

because there were jewels on the trees instead of leaves.

Variation(s): none

prick, v. To make a small hole or cut with something pointed or sharp

Example: After sharpening his pencils, Bryce was careful not to prick

himself on the sharp ends.

Variation(s): pricks, pricked, pricking

spell, n. A word or group of words believed to have magic powers

Example: Addison pretended to cast a spell on her room so it would

clean itself every day.

Variation(s): spells

virtue, n. Goodness

Example: The people in the land tell many stories of the virtue and

kindness of the queen.

Variation(s): virtues

wisdom, n. Knowledge and sound judgment that gives you the ability to

make good choices

Example: My grandmother is known for her wisdom and good advice.

Variation(s): none

Vocabulary Chart for Sleeping Beauty

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

enchanted

fairy/fairies

kingdom

milkmaid

spindle

thorns

awakened*

narrow

rejoicing

protect

virtue

winding

wisdom*

wise

warning

angry

burned

castle

king/queen/

princess

soften

twelfth/thirteenth

undo

Multiple Meaning

hedge

prick

feast

spell

deep

Phrases

spinning wheel

Cognates

encantado proteger

regocijo

virtud

festín

castillo

princesa

18 Fairy Tales: Supplemental Guide 1 | Sleeping Beauty

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

Domain Introduction

Artist sketch of the Brothers

Grimm

Show students an artist’s sketch of the

Brothers Grimm, so students can see the

authors.

World map or globe Help students locate the United States

and the country of Germany, home to the

Brothers Grimm.

Flip Book images Briefly peruse the Flip Book images with

students to look for common fairy tale

characters: princesses, princes, giants,

witches, and animals that can talk.

What Do We Know?

[Optional] Image 1A-8 [Optional] If students have a difficult

time understanding or responding to the

What Do We Know? questions, consider

rephrasing the questions to provide

additional scaffolding. For example, show

Image 1A-8 (Sleeping Beauty sleeping)

and say, “This is Sleeping Beauty; she

is the main character in the fairy tale,

‘Sleeping Beauty.’ What other fairy tales

have you heard before?”

Essential Background

Information or Terms

Image Card 1 (Spinning Wheel) Show students an image of a spinning

wheel. The spinning wheel appears in this

read-aloud and in the next read aloud,

“Rumpelstiltskin.”

[Optional] video about spinning

yarn

[Optional] You may wish to introduce your

students to the cloth making process

using the six-minute video, “From

Fleece to Loom,” produced by Colonial

Williamsburg, a living-history museum in

Williamsburg, Virginia.

Vocabulary Preview: Twelfth/

Thirteenth, Enchanted

Images 1A-2, 1A-6

Purpose for Listening

Image Card 1 (Spinning Wheel) Point out the spindle on the spinning

wheel. The spindle is the stick-like tool

where the thread or yarn goes after it is

spun.

Fairy Tales: Supplemental Guide 1 | Sleeping Beauty 19

Exercise Materials Details

Presenting the Read-Aloud (15 minutes)

Sleeping Beauty

Instructional Master 1A-1, chart

paper, markers, tape

Create a story map for “Sleeping Beauty”

to help students understand how the

story unfolds over 100 years.

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Word Work: Wisdom



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Sayings and Phrases: The Land

of Nod

Image 1A-8

Multiple Meaning Word

Activity: Spell

Poster 1M (Spell)

Syntactic Awareness Activity:

Conjunction because

Vocabulary Instructional

Activity: Awakened

chart paper, markers, tape, index

cards

Create a Horizontal Word Wall for the

word awakened.

Elements of Fairy Tales Chart:

Sleeping Beauty

Instructional Master 1B-1, chart

paper, markers, tape

Fill out an Elements of Fairy Tales Chart

for “Sleeping Beauty.”

Take-Home Material

Family Letter

Instructional Masters 1B-2–4

Advance Preparation

Bring in an artist’s sketch of the Brother’s Grimm, and prepare a

video about yarn spinning during colonial times [optional].

Create a Story Map for “Sleeping Beauty” using Instructional

Master 1A-1 as a guide.

➶

Above and Beyond: Make copies of Instructional Master 1A-1

for students who are ready to complete this story map on their

own.

For the Vocabulary Instructional Activity, create a Horizontal Word

Wall by drawing a horizontal line from left to right on a large piece

of chart paper. Write each of the following words or phrases on an

individual index card: awakened, deep sleep, wide awake, asleep,

sleepy, sleeping, and waking up.

20 Fairy Tales: Supplemental Guide 1 | Sleeping Beauty

For the Elements of Fairy Tales Chart, reproduce Instructional

Master 1B-1 (Elements of Fairy Tales Chart) on chart paper. As a

class,  ll in this chart with information from “Sleeping Beauty.”

➶

Above and Beyond: Make copies of Instructional Master 1B-1

for students who are ready to complete this chart on their own.

Notes to Teacher

Students may be familiar with a version of “Sleeping Beauty”

from television or  lm that differs from the classic version in the

read-aloud. Recognize all student contributions to discussions of

“Sleeping Beauty,” and treat information gathered from television

or  lm versions the same as you would a trade book version of the

same story.

Find a video on yarn spinning by going to the website listed below.

Select the Vodcast category on the menu on the left-hand side of

the page. Select the video “From Fleece to Loom.” After you click

on the video, it will display at the top of the page.

http://www.history.org/media/videoplayer

Fairy Tales: Supplemental Guide 1A | Sleeping Beauty 21

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

Domain Introduction 10 minutes

Tell students that over the next couple of weeks they will be

listening to stories called fairy tales. Explain that tale is another

word for story, and that many fairy tales, including the one they’ll

hear today, were collected long ago by two brothers named Jacob

and Wilhelm Grimm. They are often called the Brothers Grimm.

As you point to Germany on a world map, tell students that the

brothers lived in a country called Germany, and many of the stories

that we now know as fairy tales had been told orally for many

years in their country and in other countries, too. The brothers

decided to write the stories down and make a book out of them.

You may wish to show students a copy of a complete Anthology

of the fairy tales collected by the Brothers Grimm so they can get

a sense of the size of the work. (Refer to the list of recommended

resources included in the Introduction.) The brothers thought the

book would be interesting because the stories are about things

that make people happy, sad, and sometimes afraid.

Explain to students that now, more than two hundred years later,

people all over the world are still reading the fairy tales that the

brothers collected for their book. Tell students that their parents

and grandparents probably heard some of these stories when they

were young. Tell students they may have heard some of these fairy

tales before, but some may be completely new to them.

Sleeping Beauty

22 Fairy Tales: Supplemental Guide 1A | Sleeping Beauty

Tell students that they will be learning what makes fairy tales

different from other kinds of stories. They will hear tales about

characters including princesses, princes, giants, witches, and even

animals that can talk. Explain that although some of the things that

happen in fairy tales could happen in their own lives, many of the

things that happen in these stories are fantasy, or a kind of make-

believe that can’t really happen. Tell students they will learn how

characters’ problems are often solved in fairy tales and that they

will have a chance to compare fairy tales to see how they are alike

and different.

What Do We Know? 10 minutes

Ask students what they already know about fairy tales. You may

prompt discussion with the following questions:

• What is a fairy tale?

• What fairy tales have you heard before?

• What kinds of characters might be in a fairy tale?

• What kinds of unusual things happen in fairy tales?

• Do fairy tales usually have a happy ending or a sad ending?

Remember to repeat and expand upon students’ responses using

richer and more complex language, including, if possible, some

read-aloud vocabulary. If a student’s response includes inaccurate

factual information, acknowledge the response by saying

something like, “So you think that all fairy tales have a fairy as a

character? We’ll have to listen very carefully to our read-alouds

and  nd out if that’s true!”

Essential Background Information or Terms 5 minutes

Tell students that in today’s fairy tale, and in another fairy tale they

will be listening to later, they will hear about spinning and spinning

wheels. Students who participated in the Core Knowledge

Language Arts program in Kindergarten may be familiar with

spinning from their studies of Colonial Towns and Townspeople.

Show students Image Card 1 (Spinning Wheel), and tell them that

spinning wheels are tools used to spin thread and yarn. Point out

the spindle, the stick-like tool on the spinning wheel where the

Fairy Tales: Supplemental Guide 1A | Sleeping Beauty 23

thread or yarn goes after it is spun.

Explain that people use parts of certain plants, such as cotton and

 ax, wool from animals like sheep and alpacas, and even hair from

certain goats and rabbits to make thread or yarn. Show students

pieces of thread and yarn, and explain that these are made by

spinning—or tightly twisting—the plant  bers, wool, or hair around

and around until they form a long piece. You may wish to unravel

the piece of yarn to show that there are thinner pieces twisted

together. Explain that many even smaller pieces are spun together

to make each of these sections of yarn.

Tell students that most thread and yarn is made by machines in

factories today, but some people still use spinning wheels to make

their own thread or yarn.

Vocabulary Preview 5 minutes

Twelfth/Thirteenth

 Show image 1A-2: Feast

1. Today you will hear how, “Eleven of the fairies had given their

gifts, and the twelfth was just about to speak when suddenly,

in came the thirteenth fairy—the one who had been left out.”

[First count the fairies with students using cardinal numbers—

one, two, three, etc.—this tells how many fairies. Then count

the fairies using ordinal numbers—ﬁ rst, second, third, fourth,

etc.—this tells the order of the fairies.]

2. Say twelfth and thirteenth with me three times.

3. Twelfth and thirteenth are numbers used to describe the

position or order of something in a list.

4. Stella and Perla were the twelfth and thirteenth students in

line for lunch.

5. I am going to say several number names, if I say a number

that shows order or position, like twelfth or thirteenth, stand

up/raise your hand. If I say a number that tells how many, like

one or two, stay seated/put your hands in your lap.

• Second (ordinal)/stand up

24 Fairy Tales: Supplemental Guide 1A | Sleeping Beauty

• Two (cardinal)/stay seated

• Fifth (ordinal)/stand up

• Eight (cardinal)/stay seated

• Nine (cardinal)/stay seated

• First (ordinal)/stand up

• Twelfth (ordinal)/stand up

• Eleven (cardinal)/stay seated

Enchanted

 Show image 1A-6: Princess meets an old woman spinning

1. Today you will hear an old man tell a prince, “[T]here was a

castle standing behind the hedge of thorns, and [inside] a

beautiful enchanted princess lay sleeping.”

2. Say enchanted with me three times.

3. Enchanted describes someone or something that is under a

magic spell.

4. Kate and Jack knew they were in an enchanted forest

because there were jewels on the trees instead of leaves.

5. Have you ever heard a fairy tale in which a person or thing

was enchanted? How did you know that person or thing was

enchanted?

Purpose for Listening

Tell students to listen carefully to the fairy tale so they can  nd

out about a problem caused by a spindle. (If some students are

already familiar with this fairy tale, tell them to listen to see how

this version might be different from the one they know.)

Fairy Tales: Supplemental Guide 1A | Sleeping Beauty 25

Presenting the Read-Aloud 15 minutes

Sleeping Beauty

 Show image 1A-1: King with list

Once upon a time there lived a king and queen who for many

years were very sad because they had no child. At last a little

daughter was born to them, and the king was so happy that he

planned a great feast in the palace, to which he would invite all of

his friends and relatives.

Now in his country there were thirteen fairies. Of course the

king wished to invite all of the fairies to the feast too, so that each

might look kindly upon his child, and perhaps give the baby a

special fairy gift. But as the king had only twelve gold plates for

the fairies to eat from, it was decided that one fairy had to be left

out.

 Show image 1A-2: Feast

The feast was held, and what a wonderful celebration it was. As

it drew to an end, the fairies came forward to give the child their

special gifts. One said to the child, “I give you the gift of virtue,

so that you may be good.” Another said, “I give you the gift of

wisdom, so that you may be wise.”

A third fairy gave the child

the gift of beauty. A fourth gave her riches. And on it went, with

each fairy giving everything in the world that one could wish for.

 Show image 1A-3: Evil fairy

Eleven of the fairies had given their gifts, and the twelfth was

just about to speak when suddenly, in came the thirteenth fairy—

the one who had been left out. She was very angry, and she cried

out in a loud voice, “When the princess is  fteen years of age, she

shall prick herself with a spindle and die!”

 Show image 1A-4: Good fairy softening curse

Without another word, the angry fairy left the hall. Everyone was

terri ed at what she had said. Then the twelfth fairy came forward

1 A feast is a large, fancy meal.

People sometimes have feasts

at a party, or celebration, when

something special happens. What

do you think is on the list the king

is carrying?

2 How do you think the thirteenth

fairy will feel about not being

invited to the feast?

3 Let’s count the number of fairies we

see at the feast. (12)

5 To prick means to make a small

hole or cut with something pointed

or sharp, like the spindle on a

spinning wheel.

4 Virtue is another word for

goodness, and wisdom is the

ability to know what is right

and to make good choices.

26 Fairy Tales: Supplemental Guide 1A | Sleeping Beauty

and said, “I cannot undo the evil spell,

but I can soften it. Here,

then, is my gift to the child. The princess shall not die, but she will

fall into a deep sleep for a hundred years.”

The king was determined to protect his child. “Surely,” he said,

“my daughter cannot prick herself with a spindle if she never

sees one.” So he gave an order that every spindle in the kingdom

should be burned.

 Show image 1A-5: Princess explores castle

The princess grew up, and all the fairies’ gifts to the child were

plain to see: she was good, wise, kind, and beautiful. Everyone

who saw her loved her.

On the day that she turned  fteen, the king and queen were

away from the palace. The princess was left on her own, and

she wandered about the palace, looking into all sorts of places,

and peeking into rooms that she had never explored before.

She climbed a narrow winding stair that led to a little door with

a rusty key sticking out of the lock. She turned the key, and the

door opened, and there in a little room sat an old woman with a

spinning wheel, busily spinning away.

 Show image 1A-6: Princess meets an old woman spinning

“Good day,” said the princess, entering the room. “What are

you doing?” she asked, for she had never seen a spinning wheel

before.

“I am spinning,” said the old woman.

The princess stretched forth her hand and asked, “What is this

thing that spins around so merrily?” But hardly had she spoken

when she pricked her  nger on the spinning wheel’s spindle, and

in that very moment she fell into a deep sleep.

 Show image 1A-7: Thorns growing up around the sleeping castle

At the same time, sleep fell upon everyone in the palace.

The

king and queen, who had just come home and were in the great

hall, fell fast asleep. The horses in their stalls, the dogs in the yard,

6 A spell is a group of words believed

to have magical powers. To spell

also means to write or say the

letters to a word.

7 So how did the twelfth fairy soften

the spell?

8 Why does the king want all of the

spindles in the kingdom burned?

9 What do you think is going to

happen?

10 Why had she not seen a spinning

wheel before?

11 Why has the princess fallen asleep?

12 [Point to the milkmaid in the

picture.] There is a milkmaid. Do

you remember (from Fables and

Stories) what a milkmaid does?

Fairy Tales: Supplemental Guide 1A | Sleeping Beauty 27

the pigeons on the roof, and the  ies on the wall—all fell asleep.

Even the  re on the hearth went out,

the wind stopped, and not

a leaf fell from the trees.

In time, a hedge of thorns began to grow around the castle,

which grew thicker and higher every year, until at last nothing

could be seen of the castle, not even the  ags on the highest

towers.

 Show image 1A-8: Sleeping Beauty sleeping

As the years passed, stories spread throughout the land of a

beautiful princess sleeping behind a wall of thorns. Many a young

prince came, but none could break through the thorns. But at long

last, after many, many years, there came into the country a king’s

son who heard an old man tell that there was a castle standing

behind the hedge of thorns, and that there a beautiful enchanted

princess lay sleeping.

The prince said, “I shall make my way

through and see the lovely princess.” The old man warned him

that many had tried and failed, but the prince would not listen.

 Show image 1A-9: Prince approaches the castle

For now the hundred years were at an end, and the day had

come for the sleeping princess to be awakened. When the prince

drew near the hedge of thorns, it changed into a hedge of beautiful

 owers, which bent aside to let him pass. When he reached the

castle yard, he saw the horses and dogs lying asleep, and on the

roof the pigeons were sitting with their heads under their wings.

As he entered the castle and climbed the steps, the prince saw

everyone still asleep—the king, the queen, the cook, the maids,

everyone. All was so quiet that he could hear his own breathing.

 Show image 1A-10: Prince awakens the princess

At last the prince went up the narrow winding stair and came

to the room where the princess was sleeping. When he saw her

looking so lovely in her sleep, he could not turn his eyes away. He

bent down and kissed her, and she opened her eyes and smiled

at him. Together they went down the stairs, and they saw the king

13 A hearth is the bottom of  replace,

where the wood is put.

14 When something is enchanted, it

is under a magic spell. When is the

princess’s enchantment supposed

to end?

28 Fairy Tales: Supplemental Guide 1A | Sleeping Beauty

and queen waking up, and all the people in the castle waking up

and looking at each other in great surprise. The horses in the yard

got up and shook themselves. The dogs sprang up and wagged

their tails. The pigeons on the roof  ew into the  elds. The  ies on

the wall buzzed and crept a little farther. Even the kitchen  re leapt

up and blazed.

At last the wedding of the prince and princess was held with

great feasting and rejoicing,

and they lived happily together for

the rest of their days.

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding students’ responses using richer and more complex

language. Ask students to answer in complete sentences by having

them restate the question in their responses.

Literal At the beginning of the fairy tale, why do the king and

queen have a feast?

(to celebrate the birth of their daughter)

2. Literal Who is invited to the feast? (friends, relatives, and

twelve of the thirteen fairies in the country)

3. Literal What are some of the gifts given to the child by the

fairies?

(the gifts of virtue, wisdom, beauty, and riches) What

does it mean to give the gift of virtue?

(the gift of being good

or goodness)

4. Evaluative Do you think the king makes a good decision not to

invite the thirteenth fairy?

(Answers may vary.)

5. Literal Why is the thirteenth fairy angry? (The fairy is angry

because she was not invited to the feast.)

What does she do?

(She casts a spell on the princess, saying that she will die on

her  fteenth birthday when she pricks her  nger on a spindle.)

15 Rejoicing is a time of happiness

and celebration.

Fairy Tales: Supplemental Guide 1A | Sleeping Beauty 29

6. Literal How do the twelfth fairy, who had not yet given her gift,

and then the king try to solve, or  x, the problem of the evil

spell?

(The twelfth fairy changes the spell so that the princess

will fall into a deep sleep for one hundred years instead of

dying. The king orders that all spindles in the kingdom should

be burned.)

7. Evaluative What happens on the princess’s  fteenth birthday

when she  nds a spindle?

(The princess pricks her  nger on

the spindle and falls asleep.)

Why do you think there is still a

spindle in the castle after the king said that all of them should

be burned?

(Answers may vary.)

8. Evaluative How does this fairy tale end? (The prince kisses

the enchanted princess on the day the evil spell ends, and the

princess wakes up.)

Is it a happy ending? (Yes, because they

get married and live happily ever after.)

9. Evaluative Why do you think this fairy tale is called “Sleeping

Beauty”?

(Because the beautiful princess sleeps for one

hundred years.)

[Please continue to model the Think Pair Share process for

students, as necessary, and scaffold students in their use of the

process.]

I am going to ask you a question. I will give you a minute to think

about the question, and then I will ask you to turn to your neighbor

and discuss the question. Finally, I will call on several of you to

share what you discussed with your partner.

10.

Evaluative Think Pair Share: What elements of this fairy tale

could not happen in real life?

(the existence of the fairies, the

magic spell, sleeping for one hundred years, etc.)

11. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

30 Fairy Tales: Supplemental Guide 1A | Sleeping Beauty

Word Work: Wisdom 5 minutes

1. In the read-aloud you heard, “Another [fairy] said, ‘I give you

the gift of wisdom, so that you may be wise.’”

2. Say the word wisdom with me.

3. If someone has wisdom, s/he has gained knowledge through

experience.

4. Owls are known as story characters who have great wisdom.

5. Have you ever known someone who has shown great

wisdom? Try to use the word wisdom when you tell about

it. [Ask two or three students. If necessary, guide and/or

rephrase students’ responses: “ has great wisdom.”]

6. What’s the word we’ve been talking about?

Use a Sharing Activity for follow-up. Directions: Think of someone

who has great wisdom. Maybe it is someone in your family or

community; maybe it is a character from a read-aloud or a book.

Turn and tell your partner who you think has great wisdom and

explain why you think this person or character has wisdom. Try to

use the word wisdom when you are talking with your partner.

Complete Remainder of the Lesson Later in the Day

Fairy Tales: Supplemental Guide 1B | Sleeping Beauty 31

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes

Sayings and Phrases: The Land of Nod 5 minutes

Proverbs are short, traditional sayings that have been passed

along orally from generation to generation. Although some

proverbs do have literal meanings—that is, they mean exactly

what they say—many proverbs have a richer meaning beyond the

literal level. It is important to help your students understand the

difference between the literal meanings of the words and their

implied or  gurative meanings.

 [Show image 1A-8: Sleeping Beauty sleeping]

• Point to Sleeping Beauty, and ask students what she is doing in

the image. (She is sleeping.)

• Ask students if they have ever heard the saying “The Land

of Nod.” If students are familiar with the saying, ask them to

explain what it means. If necessary, explain that when someone

is in “The Land of Nod,” it is a way of saying that they are

asleep.

• Ask students if they’ve ever gotten so tired that they start to fall

asleep while sitting up, and their head bends or dips down for

a moment. Explain that when your head dips down while falling

asleep, it is called a nod. You may wish to demonstrate what

it looks like when someone nods off to sleep or have students

pretend to nod off to sleep at their desks.

• Tell students they might say that they are entering “The Land of

Nod” just as they are falling asleep at night.

Sleeping Beauty

32 Fairy Tales: Supplemental Guide 1B | Sleeping Beauty

• Have students say, “The Land of Nod” with you.

• Ask students how long the princess in “Sleeping Beauty” was in

“The Land of Nod.” (She was asleep for one hundred years.)

• Ask students if they can think of other times they might use this

saying.



Multiple Meaning Word Activity 5 minutes

Sentence in Context: Spell

Note: You may choose to have students hold up one or two

 ngers to indicate which image shows the meaning being

described, or have a student walk up to the poster and point to

the image being described.

1. [Show Poster 1M (Spell).] In the read-aloud you heard the

twelfth fairy say, “...I cannot undo the evil spell, but I can

soften it.” In this sentence, a spell is magic that is done by

saying some secret words. Which picture shows this meaning

of spell?

2. Spell also means to say or write the letters of a word. Which

picture shows this meaning of spell?

3. Now with your partner, make a sentence for each meaning of

spell. Try to use complete sentences. I will call on some of you

to share your sentences with the class.



Syntactic Awareness Activity 5 minutes

Conjunction because

Note: The purpose of these syntactic activities is to help students

understand the direct connection between grammatical structures

and the meaning of text. These syntactic activities should be used

in conjunction with the complex text presented in the read-alouds.

Conjunctions are a kind of word we use to connect words and

phrases.

1. We use the word because to join two parts of a sentence. One

part tells us what happened, and the other part tells us why

something happened, or the cause.

Fairy Tales: Supplemental Guide 1B | Sleeping Beauty 33

2. I will reread a part of the read-aloud and emphasize the word

because as I read to you:

Once upon a time there lived a king and queen, who for many

years were very sad because they had no child.

Notice that in this sentence, the word because tells us why the

king and queen felt very sad. Why did they feel very sad? (The king

and queen felt very sad because they did not have a child.)

3. The word because tells you why something happened, or the

cause. Let’s listen to another example:

Pedro’s mom had to drive him to school because he missed the

bus.

Why did Pedro’s mother have to drive to him to school? (Pedro’s

mom had to drive him to school because he missed the bus.)

Which word tells us why something happened? (because)

4. Let’s listen to another example:

We had no school today because it snowed.

Why was there no school? (There was no school because it

snowed.)

Use an Imagining activity for follow-up. Directions: The following

sentences talk about situations that might happen in real life. Work

with your partner to imagine a reason why the following situations

happened, using the word because.

1. My friend missed the bus because . . .

2. There was no school today because . . .

3. I received an award because . . .



Vocabulary Instructional Activity 5 minutes

Horizontal Word Wall—Awakened

1. In today’s read-aloud you heard, “For now the hundred

years were at an end, and the day had come for the sleeping

princess to be awakened.” Awakened means to be woken up

from sleeping.

34 Fairy Tales: Supplemental Guide 1B | Sleeping Beauty

2. Let’s create a Horizontal Word Wall to describe the word

awakened. [Show students the chart paper, and point out the

horizontal line.]

3. [Hold up the card for the phrase deep sleep, and read it

aloud.] Deep sleep is a phrase to describe when you are

sleeping heavily. Show me what deep sleep looks like. [Tape

the card on the left-hand side of the line.]

4. [Hold up the card for the phrase wide awake, and read it

aloud.] Wide awake is a phrase to describe when you are very

alert and very awake. Wide awake is the opposite of deep

sleep. Show me what wide awake looks like. [Tape the card on

the right-hand side of the line.]

5. [Hold up the card for the word awakened, and read the word

aloud.] Should awakened be placed closer to deep sleep or

closer to wide awake? [Tape the card near the phrase wide

awake on the right-hand side of the line.]

6. [Repeat this process with the remaining cards: asleep, sleepy,

sleeping, and waking up. When all the cards have been

attached to the Word Wall, read over the words with students.]

7. With your partner choose two opposite words or phrases, and

make up a sentence for each one. [Call on one or two partner

pairs to share their sentences.]

[Display the Horizontal Word Wall throughout the domain, and

encourage students to add additional words to the wall.]

Elements of Fairy Tales Chart: Sleeping Beauty 15 minutes

Note: You will be creating one of these anchor charts for each

fairy tale in the domain. You may wish to display them in your

classroom throughout the domain. Tell students that you are going

to write down what they say, but that they are not expected to be

able to read what you write because they are still learning all the

rules for decoding. Emphasize that you are writing down what they

say so that you don’t forget. Tell them that you will read the words

back to them.

Fairy Tales: Supplemental Guide 1B | Sleeping Beauty 35

Elements of Fairy Tales

Fairy Tale: “Sleeping Beauty”

Setting(s):

Time: once upon a time Place(s): king’s castle

Characters: king, queen, princess, fairies (1–13), old woman,

prince

Fantasy/magic: the fairies, the fairies’ gifts to the young

princess, the evil and good spells, sleeping enchantment

Problem(s) Solution(s)

Thirteenth fairy puts a spell on

princess: when she turns 15,

she will prick her  nger on a

spindle and die.

Twelfth fairy softens the spell

so that princess will fall into a

deep sleep.

King has all the spindles

burned.

On her  fteenth birthday,

princess pricks  nger on a

spinning wheel and falls asleep

for 100 years.

Prince  nds the sleeping

princess and wakes her up.

Ending: Sleeping Beauty and prince get married and live happily

ever after.

• Remind students that the setting of a story is when and where a

story takes place.

• Ask students when they think a fairy tale takes place if it

starts with the phrase “once upon a time.” (a long time ago)

Write “once upon a time” on the chart in the row marked

“Setting(s),” next to the label for “Time.”

• Ask students where the story takes place. (king’s castle)

Record that information in the row marked “Setting(s),” next

to the label for “Place(s).”

• Next, use the Flip Book to review the characters in the fairy tale.

Record the character names on the “Characters” row of the chart.

• Remind students that although all characters in fictional

stories, such as fairy tales, are make-believe, most of the

characters in “Sleeping Beauty” are based on real kinds

36 Fairy Tales: Supplemental Guide 1B | Sleeping Beauty

of people. For example, there really are kings, queens,

princesses, and princes in real life.

• Remind students that many fairy tales also have magical

characters and things that happen that are not real. For

example, the fairies in “Sleeping Beauty” are magical

characters that are not real.

Ask students to think about what elements of the story are

magic or fantasy. (the fairies’ gifts to the young princess; the

evil and good spells; and the sleeping enchantment) Record

this information on the “Fantasy/Magic” row of the chart.

Explain that magical elements are one of the things that

make fairy tales different from other kinds of stories.

• Explain to students that characters in fairy tales always have

a problem that must be solved. Ask students to describe the

problem(s) the characters have in “Sleeping Beauty” (the thirteenth

fairy’s evil spell; the princess falling asleep for 100 years) Record

this information in the “Problem(s)” column of the chart.

• Ask students how the problems are solved. (The twelfth fairy

softens the curse; the king orders that all spindles should be

burned; the prince kisses the princess and she awakens.)

Record this information in the “Solution(s)” column of the chart.

• Finally, reread the last sentence of the fairy tale: At last the

wedding of the prince and princess was held with great feasting

and rejoicing, and they lived happily together for the rest of their

days. Have students repeat, “ . . . and they lived happily together

for the rest of their days” with you. Describe the conclusion of

the fairy tale on the “Ending” row of the chart.

• Explain to students that characters in fairy tales almost always

live “happily ever after.” Tell students that a happy ending is

another thing that makes fairy tales different from other kinds of

stories. Tell students that people often refer to happy endings for

other things—such as movies, contests, and sports contests—

as “fairy-tale endings.”

Take-Home Material

Family Letter

Send home Instructional Masters 1B-2–4.

Fairy Tales: Supplemental Guide 2 | Rumpelstiltskin 37

 Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “Rumpelstiltskin”

 Identify the fairy tale elements of “Rumpelstiltskin”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 Describe, orally or in writing, the setting, characters, facts,

events, and elements of magic in “Rumpelstiltskin”

(RL.1.3)

 Describe how the king felt greed for more gold using words and

phrases that suggest feelings

(RL.1.4)

 Distinguish fantasy from realistic text by explaining that certain

events in the story “Rumpelstiltskin” could not have happened in

real life

(RL.1.5)

 Compare and contrast, orally and in writing, similarities and

differences between “Rumpelstiltskin” and “Sleeping Beauty”

(RL.1.9)

Rumpelstiltskin

38 Fairy Tales: Supplemental Guide 2 | Rumpelstiltskin

 Write about and illustrate their favorite character from “Sleeping

Beauty” or “Rumpelstiltskin” and explain why it is their favorite

(W.1.1)

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

one character, and an appropriate setting, from “Sleeping

Beauty” or “Rumpelstiltskin”

(W.1.3)

 Write about and illustrate a character and setting from “Sleeping

Beauty” or “Rumpelstiltskin” and discuss with one or more

peers

(W.1.5)

 Discuss personal responses to talents they may have or may

wish they have

(W.1.8)

 Explain that deny and admit are antonyms and use properly

(L.1.5a)

 Clarify directions by asking classmates about the order in which

they should perform the task of drawing their favorite fairy tale

character from “Sleeping Beauty” or “Rumpelstiltskin”

(SL.1.3)

 Prior to listening to “Rumpelstiltskin,” identify orally what they

know and have learned about characteristics of fairy tales

Core Vocabulary

boasting, v. Bragging, or telling people about something in a proud way

Example: Isaiah would not stop boasting about his  rst-place ribbon

from the talent show.

Variation(s): boast, boasts, boasted

claim, n. A demand for something that someone thinks should be his or

her own

Example: The boy made a claim that the skateboard found behind the

school belonged to him.

Variation(s): claims

clever, adj. Able to think and  gure things out quickly

Example: The clever girl would always be the  rst to solve the math

problems.

Variation(s): cleverer, cleverest

pity, n. A feeling of sympathy or sadness for someone who is unhappy

Example: Mary felt pity for the new student who did not have any

friends.

Variation(s): none

Fairy Tales: Supplemental Guide 2 | Rumpelstiltskin 39

succeed, v. To reach a goal or to have something turn out the way you

wanted it to

Example: Chef Jim hoped to succeed in winning the prize for best

dessert.

Variation(s): succeeds, succeeded, succeeding

Vocabulary Chart for Rumpelstiltskin

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

miller

messenger

talent

amazed

anger

boasting

clever

greed

pity

succeed*

treasures

cry/crying

daughter

fear

gold

guess

promise

sunrise/sunup

Multiple Meaning

spun claim

collect

stamped

straw

Phrases

spinning wheel

Cognates

mensajero

talento

piedad

suceder*

tesoros

coleccionar

estampado

promesa

40 Fairy Tales: Supplemental Guide 2 | Rumpelstiltskin

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

What Have We Already

Learned?

Instructional Master 2A-1

(Response Card 1: Fantasy &

Reality), scissors, one sandwich

bag or envelope per student

Discuss the diferences between

fantasy and reality with students. Have

students identify the Fantasy Response

Card (image of fairies) and the Reality

Response Card (image of the royal

family).

Image Cards 2 (Royal Family),

3 (Good Fairy), and

4 (Enchanted Princess);

Instructional Master 2A-2 (Fantasy/

Reality T-Chart), chart paper, tape,

markers; [Optional] Image of a

present-day royal family

Create a Fantasy/Reality T-Chart to

compare elements of fantasy and reality

(or things that could happen in real life)

using Image Cards.

[Optional] Prepare an image of a

contemporary royal family to show

students that there are royal families

today.

Elements of Fairy Tales Chart for

“Sleeping Beauty”

Use this chart to review that many fairy

tales begin with “Once upon a time...”

and end with “Happily ever after.”

Personal Connections

chart paper, markers; three sticky

notes per student, writing and

drawing tools

Create a Talents and Wishes Chart. Have

students write their name on one sticky

note, draw or write about their talent on

the next note, and draw or write about

a talent they wish they had on the last

sticky note. Invite students to attach all

three notes to the chart and to tell the

class about a talent that they have and a

talent they wish they had.

Vocabulary Preview: Boasting,

Talent

Purpose for Listening

Fairy Tales: Supplemental Guide 2 | Rumpelstiltskin 41

Exercise Materials Details

Presenting the Read-Aloud (15 minutes)

Rumpelstiltskin

Image Card 1 (Spinning Wheel)

chart paper to create a Prediction

Chart, markers, tape, sticky notes,

writing tools

Have each student write their name on

a sticky note. Ask them to place their

sticky note on the chart to predict if the

daughter can spin straw into gold. Refer

to student predictions during the read-

aloud.

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Word Work: Succeed



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Elements of Fairy Tales Chart:

Rumpelstiltskin

Instructional Master 1B-1, chart

paper, markers, tape

Fill out an Elements of Fairy Tales Chart

for “Rumpelstiltskin.”

Fairy Tale Comparisons

Instructional Master 2B-1, chart

paper, markers, tape; Elements of

Fairy Tales Charts for “Sleeping

Beauty” and “Rumpelstiltskin.”

Use a Fairy Tales Comparisons Chart

to show the similarities and differences

between the two fairy tales.

Fairy Tale Character Illustration

Flip Book images; drawing paper,

drawing and writing tools

Students will illustrate their favorite fairy

tale character and write a few sentences

to support their illustration. Note: You

may wish to do this activity at a later

lesson, after more fairy tales have been

presented.

Advance Preparation

Make a copy of Instructional Master 2A-1 for each student. This

will be their Fantasy and Reality Response Card. Students can

use this Response Card when they need to distinguish between

fantasy and reality.

Prepare a Fantasy and Reality T-Chart, using Instructional Master

2A-2 as a guide. Your class will  ll in this chart throughout this

domain. For this lesson, this chart should include the following:

42 Fairy Tales: Supplemental Guide 2 | Rumpelstiltskin

Fantasy Reality

Image Card 3 (Good Fairy) Image Card 2 (Royal Family)

Image Card 4 (Enchanted

Princess)

➶

Above and Beyond: Make copies of Instructional Master 2A-2

for students who are ready to complete this chart on their own.

Create a Talents Chart on a large piece of chart paper. Add as

many rows as you have students.

Talents and Wishes Chart

Name Talent Talent You Wish

For

[insert as many

rows as you have

students]

Create a Prediction Chart on a large piece of chart paper.

Prediction Question: Will the miller’s daughter spin straw into

gold?

Yes No

For Elements of Fairy Tales Chart, reproduce Instructional Master

1B-1 (Elements of Fairy Tales Chart) on chart paper. As a class,  ll

in this chart with information from “Rumpelstiltskin.”

➶

Above and Beyond: Make copies of Instructional Master 1B-1

for students who are ready to complete this chart on their own.

For Fairy Tale Comparisons, reproduce Instructional Master 2B-1

(Fairy Tales Comparison Chart) on chart paper. Use this chart to

compare and contrast two fairy tales.

Fairy Tales: Supplemental Guide 2 | Rumpelstiltskin 43

➶

Above and Beyond: Make copies of Instructional Master 2B-2

for students who are ready to complete this chart on their own.

Notes to Teacher

Students may be unfamiliar with the concept of talent that

is discussed in the Personal Connections section. You may

wish to complete the Vocabulary Preview prior to the Personal

Connections activity. Examples that might resonate with students

include tying shoe laces, playing an instrument, singing, throwing/

kicking/catching/hitting a ball, drawing, speaking another

language, swimming, riding a bike, or dancing.

44 Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

What Have We Already Learned? 5 minutes

Remind students of your discussion about characteristics of fairy

tales. Tell them that you are going to show them three different

Image Cards, and that you want them to tell you if what they

see could happen in real life. Show them Image Card 2 (Royal

Family), Image Card 3 (Good Fairy), and Image Card 4 (Enchanted

Princess). Students should be able to recognize that a royal family

can exist, but that the other two elements—the existence of

fairies and the spell to make the enchanted princess sleep for one

hundred years—are fantasy.

Now refer to and review the Elements of Fairy Tales Chart for

“Sleeping Beauty.” Ask students if they remember the special

way that many fairy tales begin and end. Tell students they will be

reading another fairy tale today, and they will compare these two

fairy tales to see how they are alike and how they are different.

Personal Connections 10 minutes

Ask students to think of any talents they have, such as

skateboarding, playing a musical instrument, creating art, playing

a sport, etc. Ask students if they have ever wished that they had a

talent or ability to do something that they don’t know how to do.

Rumpelstiltskin

Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin 45

Vocabulary Preview 5 minutes

Boasting

1. Today you will hear, “One day the miller happened to come

before the king, and to impress the king, he began boasting

about his daughter.”

2. Say boasting with me three times.

3. Boasting is showing off by telling people about something in a

proud way.

4. Arwen was boasting when she told classmates that she could

count higher than anyone else in the class.

Charles’ mother could not help boasting about how Charles

ran faster than all the other  rst-grade students.

5. I am going to say several sentences. If what I say is an

example of boasting, say, “That is boasting.” If what I say is

not an example of boasting, say, “That is not boasting.”

• I can jump higher than anyone!

(That is boasting.)

• I finished all my homework. (That is not boasting.)

• Apples are my favorite type of fruit. (That is not boasting.)

• I am the fastest worker! I always finish my classwork before

everyone else.

(That is boasting.)

• I am the best artist in all of first grade! (That is boasting.)

• I went to sleep early because I was tired. (That is not

boasting.)

Talent

1. In today’s read-aloud, when the miller tells the king that his

daughter can spin straw into gold, the king says, “That is a

talent worth having.”

2. Say talent with me three times.

3. A talent is something you do well, such as a skill or ability that

you have.

4. Consuelo has a talent for singing.

Andrew has a talent for hitting a baseball, whereas his sister

has talent for kicking a soccer ball.

46 Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin

5. What is one talent that you have? Do you have a talent for

dancing, drawing, catching a ball, or riding a bike? Turn and

tell your partner what your talent is. Try to use the word talent

when you talk with your partner.

Purpose for Listening

Tell students to listen carefully for a talent that a father claims his

daughter has and the problem that this causes for her. (If some

students are already familiar with this fairy tale, tell them to listen

to see how this version might be different from the one they know.)

Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin 47

Presenting the Read-Aloud 15 minutes

Rumpelstiltskin

 Show image 2A-1: Miller before the king

Once upon a time, there was a poor miller who had a beautiful

daughter. She was so beautiful and clever that he could not help

boasting about her.

One day, the miller happened to come before the king, and

to impress the king, he began boasting about his daughter. And

before he knew it, he found himself saying that his daughter was

so amazing and so wonderful, why, she could even spin gold out

of straw!

“That,” said the king, “is a talent worth having. Bring your

daughter to me, and let us see what she can do.”

 Show image 2A-2: Girl being shown to a straw-ﬁ lled room

When the girl was brought to the palace, the king led her to a

room that was almost full of straw. He pointed to a spinning wheel

and said, “Get to work. You must spin this straw into gold by early

morning . . . or else!”

The poor miller’s daughter. Of course she could not spin straw

into gold! What could she do? She could think of nothing, and in

the end she sat down and began to cry.

 Show image 2A-3: Rumpelstiltskin appears

And that’s when, all of a sudden, ka-lick, the door opened, and

in walked a little man. “Good evening, miller’s daughter,” he said.

“Why are you crying?”

“Because,” she answered, “I must spin all this straw into gold

before morning, and I don’t know how.”

Then the little man came close to her and whispered, “What will

you give me if I spin it for you?”

“Why, I, I’ll give you my necklace,” she stammered.

1 A miller is a person who grinds

grain to make  our. This miller

boasts, or speaks very proudly,

about his daughter, saying she’s

clever. This means she is smart and

able to  gure things out quickly.

2 Remember, thread and yarn are

made by spinning plant parts or

animals’ wool. Do you think the

daughter can really spin gold out

of straw?

3 What do you think she should do?

4 Do you think she found it strange

to see this little man in the castle?

Where did he come from?

48 Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin

 Show image 2A-4: Rumpelstiltskin spinning

The little man took the necklace, stood at the spinning wheel,

and whirr, whirr, whirr, he spun and he spun, and by sunup all the

straw had been spun into gold. When the king arrived at sunrise,

he was amazed. But the sight of all that gold made the greed for

more grow in him.

So the king took the miller’s daughter to a larger room,  lled

with yet more straw, and told her that she must spin all this into

gold in one night. Again the girl did not know what to do and sat

down to cry, when, ka-lick, the door opened and in walked the little

man.

 Show image 2A-5: Girl giving up her ring

“Crying again, I see,” he said. “So, I suppose you have to spin

all this into gold, too. What will you give me if I do it for you?”

“The ring from my  nger,” answered the girl.

So the little man took the ring, stood at the spinning wheel, and

whirr, whirr, whir, he spun and he spun, and by sunup all the straw

had been spun into gold. When the king arrived, he was overjoyed

at the sight, but hungry for still more gold. So he took the miller’s

daughter to an even larger room  lled with straw and said, “Spin

all this in one night, and if you succeed—well then, you shall be

my wife.”

 Show image 2A-6: Rumpelstiltskin demands the girl’s ﬁ rst-born child

The king had hardly left the room when, ka-lick, the door

opened and in came the little man asking, “What will you give me

if I spin all this straw for you one more time?”

“I have nothing left to give,” the girl answered sadly.

“Then promise me this,” said the little man. “Promise me that

when you are queen, you will give me your  rst child.”

The miller’s daughter thought there was really very little chance

that she would ever be queen, and so she promised, and the little

man set to work at once.

By morning the gold was piled so high

5 What does it mean for someone to

feel greed?

6 To succeed is to have something

turn out the way you want it to. Do

you think the daughter will succeed

in meeting the king’s demand?

7 Do you think the daughter’s

promise will cause any problems

for her later?

Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin 49

that it reached the ceiling. When the king arrived, he was pleased

to see all the gold he wanted. He married the miller’s daughter and

made her queen.

 Show image 2A-7: Rumpelstiltskin comes to claim the queen’s baby

In a year’s time the king and queen had a  ne little baby. She

thought no more about the little man or her promise to him. Then

one day, as she sat alone in her room rocking her baby, ka-lick, the

door opened, and in walked the little man who said, “Now it is time

for you to give me what you promised me.”

The queen,  lled with fear, held her baby tightly. “Please,” she

said, “I will give you all the riches of the kingdom, only leave me

my child.” But the little man said, “No, I would rather have a living

being than all the treasures in the world.” Then the queen began

to weep and wail, and the little man felt pity for her.

“Okay, okay,

I will give you this one chance,” he said. “In three days, if you can

guess my name, then you may keep your child.” And then he was

gone as quickly as he had come.

 Show image 2A-8: Queen thinking and sending out messengers

The queen lay awake all night thinking of all the names she had

ever heard. She sent a messenger to ride through the land and

collect all the names that could be found. And when the little man

came the next day, she tried all that she had been able to think of:

Alexander, Balthazar, Casper, Doolittle, Eggleston, Ferdinand, and

many more. But after each, the little man only said, “That is not my

name.”

 Show image 2A-9: Queen guessing

The next day the queen sent servants all around the kingdom

to  nd the most unusual names, and when the little man came,

she tried them. “Are you called Sheepshanks? Roast-Ribs?

Snickerdoodle? Groucho? Winklehopper?” But after each, the little

man only said, “That is not my name.”

8 Pity is a feeling of sadness for

someone who is unhappy.

9 What do you think the man’s name

might be?

50 Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin

 Show image 2A-10: Rumpelstiltskin by the ﬁ re

On the third and last day, the queen was worried sick. She held

her child tight and wondered what to do, when ka-lick, the door

opened and in walked—no, not the little man, but the messenger

the queen had sent in search of names. He bowed to the queen

and said, “My lady, as I passed through the woods last night, I

came to a high hill, and near it was a little house, and outside the

house a  re was burning, and around the  re danced a funny little

man, and as he hopped up and down he sang:

“Today I brew, tomorrow I bake,

And then the fair queen’s child I’ll take.

And no one can deny my claim,

For Rumpelstiltskin is my name.”

 Show image 2A-11: Queen guessing successfully

The messenger left, and almost as soon as he had gone the

little man arrived. The queen greeted him by asking, “Is your name

Jack?”

“That is not my name.”

“Then are you called Harry?”

“That is not my name.”

“Then perhaps,” said the queen, “your name

is—Rumpelstiltskin!”

“No! No! Who told you that?” cried the little man. And in his

anger, he stamped with his right foot so hard that it went into the

ground right up to his waist. Then he stamped his other foot, and

he went deep into the ground way over his head. And the queen

and her child never feared him again.

10 To make a claim is to say that

something is right or that it is

yours. What is the man’s claim?

Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin 51

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding students’ responses using richer and more complex

language. Ask students to answer in complete sentences by having

them restate the question in their responses.

Literal How does this fairy tale begin? (A miller is boasting

about his daughter to the king; the fairy tale begins with the

words “Once upon a time . . . ”)

2. Literal What talent does the father boast that his clever

daughter has?

(the ability to spin gold from straw)

3. Inferential What problem does the miller’s boasting make for

his daughter?

(The king says she has to spin gold for him “or

else.”)

4. Literal When the daughter is crying because she cannot spin

gold from straw, who comes into the room?

(a little man)

5. Inferential What does the daughter promise the little man each

night he spins gold for her?

(her necklace, her ring, and her

 rst child)

6. Evaluative Do you think the daughter made a good decision to

promise her  rst child to the little man?

(Answers may vary.)

7. Literal When the little man goes to see the queen to make his

claim for the child, the queen starts to cry and he feels pity

for her. He then gives her a chance to get out of her promise.

What does the queen have to do in order to keep her child?

(guess the little man’s name in three days)

8. Evaluative How does this fairy tale end? (The queen guesses

Rumpelstiltskin’s name, and he is so angry that he stomps

himself into the ground.)

Is it a happy ending for the queen?

(yes)

52 Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

I am going to ask you a question. I will give you a minute to think

about the question, and then I will ask you to turn to your neighbor

and discuss the question. Finally, I will call on several of you to

share what you discussed with your partner.

Evaluative Think Pair Share: What lessons or morals can

we learn from this fairy tale?

(Answers may vary. Students

may say that it isn’t a good idea to boast about a talent that

someone doesn’t have; a person should be very careful about

the promises they make.)

10. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Succeed 5 minutes

1. In the read-aloud you heard, “So [the king] took the miller’s

daughter to an even larger room  lled with straw and said,

‘Spin all this in one night, and if you succeed—well then, you

shall be my wife.’”

2. Say the word succeed with me.

3. Succeed means to do well and reach a goal or to have

something turn out the way you wanted it to.

4. I knew Rory would succeed at earning a black belt in karate

because she worked so hard.

5. What kinds of things help you to succeed? Try to use the word

succeed when you tell about it. [Ask two or three students.

If necessary, guide and/or rephrase students’ responses: “

help me to succeed.”]

6. What’s the word we’ve been talking about?

Fairy Tales: Supplemental Guide 2A | Rumpelstiltskin 53

Use a Making Choices activity for follow-up. Directions: I will name

two choices. You will decide which choice will help you be more

likely to succeed. Remember to answer in complete sentences

and use the word succeed in your answer.

1. listening carefully to the teacher or not paying attention in

class

(Listening carefully to the teacher will help me succeed.)

2. practicing your violin every day or deciding not to practice at

all

(Practicing violin every day will help me succeed.)

3.  nishing your homework in front of the television or working

on it carefully at home

(Working carefully on homework will

help me succeed.)

4. practicing free throws or hoping that you’ll make a basket

at the basketball game

(Practicing free throws will help me

succeed.)

Complete Remainder of the Lesson Later in the Day

54 Fairy Tales: Supplemental Guide 2B | Rumpelstiltskin

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes

Elements of Fairy Tales Chart: Rumpelstiltskin 15 minutes

Note: Tell students that you are going to write down what they

say, but that they are not expected to be able to read what you

write because they are still learning all the rules for decoding.

Emphasize that you are writing down what they say so that you

don’t forget. Tell them that you will read the words to them.

Elements of Fairy Tales

Fairy Tale: “Rumpelstiltskin”

Setting(s):

Time: once upon a time Place(s): king’s castle

Characters: miller, daughter, king, royal baby, Rumpelstiltskin,

messenger

Fantasy/magic: Rumpelstiltskin spinning straw into gold,

Rumpelstiltskin stomping himself into the ground at the end

Problem(s) Solution(s)

The king said the miller’s

daughter had to spin straw into

gold.

Rumpelstiltskin spins straw into

gold for the miller’s daughter.

The queen needed to  nd out

Rumpelstiltskin’s name.

One of the queen’s messengers

heard Rumpelstiltskin’s name

when he was out in the woods.

Ending: The queen discovers Rumpelstiltskin’s name. He is angry

and stomps himself into the ground. The queen and her child

never fear him again.

Rumpelstiltskin

Fairy Tales: Supplemental Guide 2B | Rumpelstiltskin 55

• Remind students that the setting of a story is when and where

a story takes place. Many fairy tales begin in a special way that

gives them a clue about when the story takes place.

• Have students listen carefully while you reread the  rst sentence

of “Rumpelstiltskin”:

“Once upon a time, there was a poor miller who had a beautiful

daughter.”

• Ask students which opening phrase is common among

many fairy tales. (Once upon a time)

• Ask students when they think a tale takes place if it starts

with “once upon a time.” (a long time ago) Write the

phrase “once upon a time” on the chart in the row marked

“Setting(s),” next to the label for “Time.”

• Ask students where the story takes place. (king’s castle)

Record that information under “Setting(s),” next to the label

for “Place.”

• Next, use the Flip Book to review the characters in the fairy tale.

Record the character names on the “Characters” row of the

chart.

• Tell students that many fairy tales also have some magical

characters and events that are not real.

• Ask students to think about which elements of the story are

magic or fantasy. (Rumpelstiltskin spinning straw into gold

and stomping himself into the ground at the end)

• Record this information on the “Fantasy/Magic” row of the

chart. Explain that magical elements are one of the things

that make fairy tales different from other kinds of stories.

• Ask students to describe the two problems the miller’s daughter

faces in “Rumpelstiltskin.” (The king said she had to spin gold

from straw. After she becomes queen, she needs to  nd out

Rumpelstiltskin’s name so he wouldn’t take her child.) Record

this information in the “Problem(s)” column of the chart.

• Ask students how the miller’s daughter/queen solves her

problems. (She agrees to let Rumpelstiltskin spin straw

into gold. One of the royal messengers learns about

56 Fairy Tales: Supplemental Guide 2B | Rumpelstiltskin

Rumpelstiltskin’s name.) Record this information in the

“Solution(s)” column of the chart.

• Finally, reread the last sentence of the fairy tale: And the queen

and her child never feared him again. Ask students to give

a thumbs-up sign if the ending is a “fairy-tale ending” or a

thumbs-down sign if it is not a “fairy-tale ending.” Have students

explain their answers. Describe the conclusion of the fairy tale

on the “Ending” row of the chart.

Fairy Tale Comparisons 15 minutes

Comparing Fairy Tales: “Sleeping Beauty” and “Rumpelstiltskin”

Alike Different

Setting(s) Castle

Once upon a time....

Character(s) Royal families

Evil characters

thirteenth Fairy/Rumpelstiltskin

Fantasy/Magic Magical characters with special

skills

Different magical characters:

fairies in “Sleeping Beauty”

and Rumpelstiltskin in

“Rumpelstiltskin”

Problem(s) Caused by something the parent

did, not the child

Sleeping Beauty’s curse makes

her sleep.

Miller’s daughter promises baby to

Rumpelstiltskin.

Solution(s) Problem is solved by someone

outside the royal family.

Prince saves Sleeping Beauty.

Royal messenger learns

Rumpelstiltskin’s name.

Ending Happy ending “Sleeping Beauty” ends with a

marriage.

“Rumpelstiltskin” ends with the

little man stomping himself into

the ground.

• Read over each of the Elements of Fairy Tales Charts for

“Sleeping Beauty” and “Rumpelstiltskin” with students.

• Explain to students that you are going to compare the fairy tale

“Sleeping Beauty” with the fairy tale “Rumpelstiltskin” to see

how they are alike and different.

Fairy Tales: Supplemental Guide 2B | Rumpelstiltskin 57

• Ask students: “How are the settings of ‘Sleeping Beauty’ and

‘Rumpelstiltskin’ alike?” (Alike: both fairy tales take place in

castles and begin with the phrase, Once upon a time . . . )

Record student answers on the row marked “Setting(s)” on the

chart.

• Ask students: “How are the characters of ‘Sleeping Beauty’

and ‘Rumpelstiltskin’ alike?” (Alike: both fairy tales have royal

characters and evil characters; Different: evil characters ) Record

student answers on the row marked “Character(s)” on the chart.

• Ask students: “How are the elements of fantasy or magic in each

fairy tale alike and different?” (Alike: magical characters with

special skills; Different: “Sleeping Beauty” has fairies, whereas

“Rumpelstiltskin” has Rumpelstiltskin.) Record student answers

on the row marked “Fantasy/Magic” on the chart.

• Ask students: “How are the problems in ‘Sleeping Beauty’

and ‘Rumpelstiltskin’ are alike and different?” (Alike: caused

by something the parent did, not the child; Different: Sleeping

Beauty’s curse makes her sleep, while miller’s daughter

promised child to Rumpelstiltskin.) Record student answers on

the row marked “Problem(s)” on the chart.

• Ask students: “What is alike and what is different about the

solutions found by the characters in ‘Sleeping Beauty’ compared

to the characters in ‘Rumpelstiltskin’?” (Alike: problem is solved

by someone outside the family; Different: Sleeping Beauty is

saved by the prince, while Rumpelstiltskin goes away after

stomping himself into the ground.) Record student answers on

the row marked “Solution(s)” on the chart.

• Ask students: “What is alike and what is different about

the ending of ‘Sleeping Beauty’ compared to the ending of

‘Rumpelstiltskin’?” (Alike: happy endings; Different: Sleeping

Beauty marries the prince, while Rumpelstiltskin goes away after

stomping himself into the ground.) Record student answers on

the row marked “Ending” on the chart.

58 Fairy Tales: Supplemental Guide 2B | Rumpelstiltskin

Fairy Tale Character Illustration 15 minutes

• Use the Flip Book to show images of characters from the  rst

two fairy tales. As you show each image, ask students to share

what they remember about each character. You may wish to ask

the following questions:

• How is the character dressed?

• Is the character royalty?

• Is this a magical character?

• Would you expect to find this character in a story other than

a fairy tale?

• In what setting might you find this character?

• As students share, remember to repeat and expand upon each

response using richer and more complex language, including, if

possible, any read-aloud vocabulary.

• Ask students to choose their favorite fairy tale character to

illustrate. The picture should include an appropriate setting for

the character. Have students dictate or write a few sentences

describing the character and explaining why it is their favorite.

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

knows what to do. Think of a question you can ask your neighbor

about the directions I have just given you. For example, you could

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

your own question now. I will call on several of you to share your

questions with the class.”

If time permits, have students share their illustrations and

descriptions with a partner or with the class.

Fairy Tales: Supplemental Guide 3 | Rapunzel 59

 Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “Rapunzel”

 Identify the fairy tale elements of “Rapunzel”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

 Compare and contrast different adaptations of fairy tales

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 Describe, orally or in writing, the setting, characters, facts,

events, and elements of magic in “Rapunzel”

(RL.1.3, W.1.3)

 Describe how eating the rapunzel made the woman feel delight

using words and phrases that suggest feelings

(RL.1.4)

 Distinguish fantasy from realistic text by explaining that the certain

events in the story could not have happened in real life

(RL.1.5)

 Compare and contrast, orally or in writing, similarities and

differences between the characters and settings of “Sleeping

Beauty,” “Rumplestiltskin,” and “Rapunzel”

(RL.1.9)

Rapunzel

60 Fairy Tales: Supplemental Guide 3 | Rapunzel

 Compare and contrast, orally or in writing, similarities and

differences between the read-alouds and a trade book for

the story “Sleeping Beauty,” “Rumplestiltskin,” or “Rapunzel”

(RL.1.9)

 Discuss personal responses to how they received their names

and compare that to Rumpelstiltskin’s and Rapunzel’s names

(W.1.8)

 Clarify information about “Rapunzel” by asking questions that

begin with where

(SL.1.1c)

 While listening to “Rapunzel,” orally predict what the man will

do to save his wife and then compare the actual outcome to

the prediction

Core Vocabulary

delight, n. Joy or great pleasure

Example: The puppy played in the park with delight.

Variation(s): delights

dusk, n. The time of day when it begins to get dark

Example: John’s mother always made him come home from the

playground at dusk.

Variation(s): none

longed, v. Wanted something very badly

Example: The children longed for a snow day.

Variation(s): long, longs, longing

merciful, adj. Forgiving; kind

Example: Amelia was merciful and stopped teasing her little brother

when she saw that he was becoming sad.

Variation(s): none

rage, n. Strong anger

Example: The pirate was in a rage when he realized he had lost his

treasure.

Variation(s): rages

Fairy Tales: Supplemental Guide 3 | Rapunzel 61

Vocabulary Chart for Rapunzel

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

blinded

rapunzel

silk

thorns

weep

deny/admit*

desires

dusk

gleaming

merciful

pale

rage

loneliness

longed

climb

hair

ladder

prince

steal

twice

witch

Multiple Meaning

tower delight* garden

mean

top

Phrases

the song had

entered into his

heart

how dare you

on one condition

to long for

Cognates

torre pálido

rabia

delicia*

príncipe

jardín

62 Fairy Tales: Supplemental Guide 3 | Rapunzel

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

What Have We Already

Learned?

Elements of Fairy Tales Chart for

“Rumpelstiltskin”

Review the Elements of Fairy Tales Chart

for “Rumpelstiltskin.”

Image Card 5 (Rumpelstiltskin

spinning straw into gold), Fantasy

and Reality T-Chart, Response

Cards

Show students Image Card 5

(Rumpelstiltskin spinning straw into gold).

Ask them to hold up a Response Card

to indicate whether the image belongs in

the fantasy or reality column on the chart.

Tape the Image Card in the appropriate

column. (Fantasy)

Background Information and

Essential Terms

[optional] name papers from Family

Letter 1

If students have returned their self-

portraits with stories about their name,

spend a few minutes reading the stories

aloud and discussing names.

Image 3A-1 Discuss the photo of rapunzel with

students and explain that one of the

characters in the story will be named

after this special kind of lettuce.

Vocabulary Preview: Merciful,

Dusk

Image 3A-4

Images of crepuscular (living

things whose primary activity is

during dawn and dusk) animals

and insects: owl, rat, rabbit, moth,

firefly, bear, deer, moose, and

skunk

Purpose for Listening

Fairy Tales: Supplemental Guide 3 | Rapunzel 63

Exercise Materials Details

Presenting the Read-Aloud (15 minutes)

Rapunzel

Instructional Master 3A-1, chart

paper, markers, tape

Create a story map for “Rapunzel”

to help students understand how the

story unfolds over Rapunzel’s lifetime.

Add small drawings to support student

understanding of the text.

Image 3A-5, 3A-8, 3A-11 When narrating the text that

accompanies these images, have

students chant “Rapunzel! Rapunzel!

Let down your hair!” each time this line

appears in the text.

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Word Work: Delight



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Multiple Meaning Word

Activity: Top

Poster 2M (Top)

Syntactic Awareness Activity:

Proper Nouns/Common Nouns

Images 3A-1, 3A-6; Instructional

Master 3B-1; chart paper, markers,

tape

Create a Proper Nouns/Common Nouns

Chart to compare the two types of nouns

using R/rapunzel as the starting point.

Vocabulary Instructional

Activity: Deny or Admit

Elements of Fairy Tales Chart:

Rapunzel

Instructional Master 1B-1, chart

paper, markers, tape

Fill out an Elements of Fairy Tales Chart

for “Rapunzel.”

Comparing Settings and

Characters

Elements of Fairy Tales

charts for “Sleeping Beauty,”

“Rumpelstiltskin,” and “Rapunzel”;

Instructional Master 3B-2, chart

paper, markers (green and red),

tape, writing and drawing tools

Use this chart to compare the setting(s)

and character(s) of “Sleeping Beauty,”

“Rumpelstiltskin,” and “Rapunzel.”

Domain-Related Trade Book

Modern trade book adaptation

of “Sleeping Beauty,”

“Rumpelstiltskin,” or “Rapunzel”;

[optional] Fairy Tales Comparison

Chart (Instructional Master 2B-1)

64 Fairy Tales: Supplemental Guide 3 | Rapunzel

Advance Preparation

Continue to  ll in the Fantasy and Reality T-Chart. For this lesson,

this chart should include:

Fantasy Reality

Image Card 3 (Good Fairy) Image Card 2 (Royal Family)

Image Card 4 (Enchanted

Princess)

Image Card 5

(Rumpelstiltskin)

Bring in images of crespuscular animals and insects, such as the

owl, rat, rabbit, moth,  re y, bear, deer, moose, and skunk.

Create a Story Map for “Rapunzel” using Instructional Master 3A-1

as a guide.

➶

Above and Beyond: Make copies of Instructional Master 3A-1

for students who are ready to complete this story map on their

own.

For the Syntactic Awareness Activity, prepare Proper Nouns/

Common Nouns Chart on chart paper, using Instructional Master

3B-1 as a guide. Make a copy of Instructional Master 3B-1 for

each student.

For the Elements of Fairy Tales Chart, reproduce Instructional

Master 1B-1 (Elements of Fairy Tales Chart) on chart paper. As a

class,  ll in this chart with information from “Rapunzel.”

➶

Above and Beyond: Make copies of Instructional Master 1B-1

for students who are ready to complete this chart on their own.

For Comparing Settings and Characters, reproduce Instructional

Master 3B-2 (Settings and Characters Comparison Chart) on chart

paper. Students will compare the different settings and characters

for “Sleeping Beauty,” “Rumpelstiltskin,” and “Rapunzel.”

➶

Above and Beyond: Make copies of Instructional Master 3B-2

for students who are ready to complete this chart on their own.

Fairy Tales: Supplemental Guide 3 | Rapunzel 65

Find a trade book that is a modern adaptation of “Sleeping

Beauty,” “Rumpelstiltskin,” or “Rapunzel” to read aloud to the

class. [Optional] Make copies of the Fairy Tales Comparison Chart

(Instructional Master 2B-1) for students to  ll out in small groups.

Notes to Teacher

Students may be familiar with a version of Rapunzel from television

or  lm that differs from the classic version in the read-aloud.

Recognize all student contributions to discussions of Rapunzel,

and treat information gathered from television or  lm versions the

same as you would a trade book version of the same story.

66 Fairy Tales: Supplemental Guide 3A | Rapunzel

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

What Have We Already Learned? 5 minutes

Ask students to explain why “Sleeping Beauty” and

“Rumpelstiltskin” are considered fairy tales. Ask students if these

tales are  ction or non ction.

Background Information and Essential Terms 5 minutes

Remind students that in the last fairy tale they heard, the queen

has to discover Rumpelstiltskin’s name in order to keep her baby.

Ask students how Rumpelstiltskin may have gotten that name and

if they have ever met anyone named Rumpelstiltskin.

Ask students if they know how their parents chose their name or

the name of a sibling. Have students share any stories they may

have about the signi cance of names in their families.

Note: The family letter that was sent home at the beginning of the

domain suggested that family members share with students how

their names were chosen.

 Show image 3A-1: Photograph of rapunzel

Ask students to identify the image. If they say that it is lettuce or

salad, tell them that this is a special kind of lettuce that is called

rapunzel.

Rapunzel

Fairy Tales: Supplemental Guide 3A | Rapunzel 67

Vocabulary Preview 5 minutes

Merciful

 Show image 3A-4: Man and witch

1. Today you will hear how a man steals some rapunzel from a

witch’s garden. When the witch tells him he is going to get

into great trouble for stealing her rapunzel, he asks her to be

merciful.

2. Say merciful with me three times.

3. Merciful means to show kindness and forgiveness.

4. Stefanie was merciful when her sister broke her favorite toy.

5. I am going to say several sentences about different characters

from stories you have heard. If what I say is an example of the

character being merciful, say, “That was merciful.” If what I

say is not an example of someone being merciful, say, “That

was not merciful.”

• When the thirteenth fairy put a curse on Sleeping Beauty.

(That was not merciful.)

• When the twelfth fairy softened Sleeping Beauty’s curse.

(That was merciful.)

• The king demanded the miller’s daughter to spin the straw

into gold. (That was not merciful.)

• When Rumpelstiltskin gave the queen some time to try

to find out his name before claiming her baby. (That was

merciful.)

Dusk

1. Today you will hear that a prince visits Rapunzel in her tower

at dusk.

2. Say dusk with me three times.

3. Dusk is the time of day when the sky is just beginning to get

dark.

4. Owls and other animals that are active during the night begin

coming out at dusk.

Dusk is a good time to look for bats in the sky.

68 Fairy Tales: Supplemental Guide 3A | Rapunzel

5. I am going to show you images of animals or insects that like

to come out at dusk. If you would like to be outside at dusk

to see that animal, raise your hand. If you would not like to be

outside at dusk to see that animal, keep your hands in your

lap. (Answers will vary).

• owl

• rat

• rabbit

• moth

• firefly

• bear

• deer

• moose

• skunk

Purpose for Listening

Tell students to listen carefully to learn how a child in the fairy

tale they are about to hear gets her name. (If some students are

already familiar with this fairy tale, tell them to listen to see how

this version might be different from the one they know.)

Fairy Tales: Supplemental Guide 3A | Rapunzel 69

Presenting the Read-Aloud 15 minutes

Rapunzel

 Show image 3A-2: Man and wife, wife looking out at rapunzel

There once lived a man and his wife who, more than anything

in the world, wished to have a baby. Finally, one day they learned

that their wish would come true.

Now, at the top

of their house, in the very back, there was a

little window. And from this window you could see a garden full

of beautiful  owers and fresh vegetables. But around the garden

was a high wall. And no one dared to enter the garden, because it

belonged to a mean witch.

One day the wife stood at the little window and looked down

into the witch’s garden. There she saw  ne-looking leaves of

rapunzel, which is a kind of lettuce. And it looked so fresh and

green that she felt that she simply must have some. Day after day

she longed for it.

The more she wanted it, the more she became

pale and sad when she could not have some.

Her husband saw her looking so sad and became worried.

“Dear wife, what is the matter?” he asked.

“Oh,” she answered, “I feel that I must eat some of that

rapunzel from the garden behind our house.” Her husband loved

her very much, and he thought, “I must get my wife what she

desires. I will get some of that rapunzel, no matter what.”

 Show image 3A-3: Man stealing rapunzel

That night he climbed over the wall into the witch’s garden. He

quickly  lled a sack with rapunzel and brought it back to his wife.

At once she ate it with delight.

But she liked it so much and it

tasted so good that the next day she longed for it twice as much

as she had before. So, that night, the husband climbed the wall

again and picked more rapunzel. He turned around to go back,

when he saw before him the angry eyes of the witch.

1 Top means the highest part of

something. A top is also a child’s

toy.

3 What do you think the man is

going to do?

4 Delight means great joy or

pleasure.

2 To long for something means to

want it very badly. [Point out the

rapunzel growing in the garden,

and explain that the woman longs

to eat some of it.]

70 Fairy Tales: Supplemental Guide 3A | Rapunzel

 Show image 3A-4: Man and witch

“How dare you climb into my garden, you thief,” she hissed.

“How dare you steal my rapunzel! You will pay dearly for this!”

“Oh please,” said the terri ed man, “be merciful.

I only did

this because I had to. My wife, you see, is having a baby, and

she was looking out the window and saw your rapunzel, and she

needed some more than anything else in the world.”

“Well then,” the witch said, “you may have as much rapunzel

as you want—on one condition. When your wife has the child,

you must give it to me. I will take care of the child, like it’s my very

own.”

The man was so  ustered that he said “yes,” and then tried not

to think any more of it. But later, at the very moment when his wife

gave birth to a lovely baby girl, the witch appeared and reminded

him of his promise. She brought the child to live with her.

 Show image 3A-5: Rapunzel is taken to a tower

The witch named the baby Rapunzel,

and she grew up to be a

beautiful girl. When Rapunzel was twelve years old, the witch took

her deep into the forest. There she locked her in a tower with no

steps and no door, only a small window near the top.

Whenever

the witch wanted to be let into the tower, she would cry from the

ground below, “Rapunzel! Rapunzel! Let down your hair!”

 Show image 3A-6: Rapunzel’s long hair

Rapunzel had beautiful, long hair that shone like gold. When

she heard the voice of the witch, she would open the window

and let her hair fall down, down, down to the ground far below.

Then the witch would hold onto the hair and climb up to the tower

window.

 Show image 3A-7: Prince spies tower

A few years passed like this when, one day, the king’s son

was

riding through the forest, and he came upon the tower. As he came

near, he heard a voice singing so sweetly that he stood still and

5 The man is asking the witch to

forgive him and be kind even

though he stole the rapunzel.

6 Do you think the man should agree

to give his child to the witch?

7 Why do you think the witch named

her Rapunzel?

8 Why do you think the witch locked

Rapunzel in a tower?

9 The king’s son is the .

(prince)

Fairy Tales: Supplemental Guide 3A | Rapunzel 71

listened. It was Rapunzel in her loneliness trying to pass away the

time with sweet songs. The prince wanted to go inside to see her,

so he looked for a door in the tower, but there was none. He rode

home, but the song had entered into his heart, and every day he

went into the forest and listened to it.

 Show image 3A-8: Prince sees witch climbing Rapunzel’s hair

Once, as he was standing nearby behind some trees, who

should come up to the tower but the witch. The prince watched,

amazed, as the witch called out, “Rapunzel! Rapunzel! Let down

your hair!” Then he saw how Rapunzel let down her long hair, and

how the witch climbed up it and went into the tower. He thought,

“So that is the ladder. Well, then, I too will climb it.” The next

day, as dusk fell,

he came to the tower and cried, “Rapunzel!

Rapunzel! Let down your hair!” And she let down her hair, and the

prince climbed up.

 Show image 3A-9: Rapunzel and prince

Rapunzel was greatly frightened when she saw the prince, for

she had never seen a man before. But he spoke kindly to her, and

told how her singing had entered his heart, and how he felt he

could have no peace until he had seen her. Then Rapunzel forgot

her fear, and when he asked her to be his wife, she put her hand in

his hand and said, “I would gladly go with you, but I have no way

to get out. Do this for me: the next time you come, bring a bundle

of silk. Then bring some more each time you come, and I will make

a ladder of it. When it is  nished, I will use it to climb down from

this tower, and then you will carry me away from here on your

horse.” They agreed that he would come to her every evening,

since the witch only came in the daytime.

 Show image 3A-10: Witch cutting Rapunzel’s hair

So things went on this way until one day Rapunzel, without

thinking, said to the witch, “Why do you climb up so slowly, while

it takes the king’s son only a moment?”

11 Dusk is the time of day when it

starts to get dark.

12 How do you think Rapunzel will

feel when she sees it is the prince

and not the witch who has climbed

up her hair?

10 “The song had entered into his

heart” means the prince fell in love

with Rapunzel’s song.

72 Fairy Tales: Supplemental Guide 3A | Rapunzel

“Oh, you wicked child!” screamed the witch. “I thought I had

you hidden here from all the world. But you have betrayed me!” In

a rage, the witch grabbed a pair of sharp scissors and cut off poor

Rapunzel’s hair.

Then the witch took Rapunzel from the tower

and brought her to live deep in the forest.

 Show image 3A-11: Witch and prince

Later that day, when evening fell, the prince came and called

out, “Rapunzel! Rapunzel! Let down your hair!”

The witch

lowered the cut-off hair, and the prince climbed up. But instead

of seeing his dear Rapunzel at the top, he saw the gleaming eyes

of the witch. “Aha!” she cried, and laughed at him. “You came

for your darling, but the sweet bird is no longer in its nest and

sings no more. You will see her no more!” Filled with horror and

sadness,

the prince fell from the tower. The fall did not hurt him

badly, but the thorns on which he fell cut his eyes and blinded

him.

 Show image 3A-12: Blind prince wandering in forest

So, blind and alone, he wandered in the forest for several

years, eating only roots and berries, and weeping over the loss of

his dear Rapunzel. At last he came to a place in the forest where

Rapunzel herself was wandering. He heard a sweet voice that he

thought he had heard somewhere before. When he went toward

the sound, Rapunzel saw him, wrapped her arms around his neck

and wept. When Rapunzel’s tears touched the prince’s eyes, he

could see again. He was both happy and amazed because he’d

thought he’d never see her again.

 Show image 3A-13: Prince takes Rapunzel to his kingdom

And so the prince took Rapunzel to his kingdom to be his bride,

where she was welcomed with great joy. They were soon married,

and they lived happily ever after.

13 Rage is very strong anger. Why is

the witch in a rage?

14 What is going to happen? Is

Rapunzel up there?

15 Horror is a strong feeling of fear or

shock.

16 Blinded means he can’t see

anymore.

Fairy Tales: Supplemental Guide 3A | Rapunzel 73

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding students’ responses using richer and more complex

language. Ask students to answer in complete sentences by

having them restate the question in their responses.

Literal In the beginning of the fairy tale, what does the woman

long for from the witch’s garden?

(rapunzel)

2. Evaluative What does her husband do? (He steals rapunzel

from the garden.)

Do you think there is any other way he could

have solved this problem?

(Answers may vary.)

3. Evaluative When the witch catches the husband in the garden,

he asks her to be merciful. What does the witch then say the

husband must do if he wants rapunzel from the garden?

(He

must give his child to the witch when the baby is born.)

you think he makes a good decision to agree to the witch’s

demand?

(Answers may vary.)

4. Inferential What does the witch name the baby? (Rapunzel) Why

do you think she names her Rapunzel?

(She’s named after the

rapunzel her father stole from the garden/that her mother ate.)

5. Literal What happens when Rapunzel is twelve years old?

(The witch locks her in a tower that has no doors and only one

window near the top.)

How does the witch visit Rapunzel in

the tower?

(She climbs Rapunzel’s hair.)

6. Literal [Show Image Card 6 (Tower).] How does the prince

discover that Rapunzel exists?

(One day when he is riding

through the forest, the prince hears Rapunzel’s voice singing

sweetly.)

74 Fairy Tales: Supplemental Guide 3A | Rapunzel

7. Inferential What happens when the witch  nds out that the

prince has been visiting Rapunzel?

(The witch becomes angry,

cuts off Rapunzel’s hair, and takes her from the tower to live

alone in the forest. Then she tricks the prince into climbing

Rapunzel’s hair, and he falls from the tower.)

8. Evaluative Does the fairy tale have a happy ending? Why or

why not?

(Yes, the Prince  nds Rapunzel, and her tears allow

him to see again. They get married and live happily ever after.)

9. Evaluative What happens in this fairy tale that is fantasy? (the

witch being able to climb Rapunzel’s hair and Rapunzel’s tears

allowing the prince to see again)

[Please continue to model the Question? Pair Share process for

students, as necessary, and scaffold students in their use of the

process.]

10.

Evaluative Where? Pair Share: Asking questions after a read-

aloud is one way to see how much everyone has learned.

Think of a question you can ask your neighbor about the read-

aloud that starts with the word where. For example, you could

ask, “Where does the fairy tale ‘Rapunzel’ take place?” Turn

to your neighbor, and ask your where question. Listen to your

neighbor’s response. Then your neighbor will ask a new where

question, and you will get a chance to respond. I will call on

several of you to share your questions with the class.

11. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Fairy Tales: Supplemental Guide 3A | Rapunzel 75

Word Work: Delight 5 minutes

1. In the read-aloud you heard, “He quickly picked a handful of

rapunzel and brought it back to his wife. At once she ate it

with delight.”

2. Say the word delight with me.

3. Delight means great pleasure or joy.

4. The couple felt delight when they found out they were going

to have a baby.

5. Tell me about some times that characters in the fairy

tales we’ve read so far feel delight. Try to use the word

delight when you tell about it. [Ask two or three students.

If necessary, guide and/or rephrase students’ responses:

“ feels delight when . . . ”]

6. What’s the word we’ve been talking about?

Use a Sharing Activity for follow-up. Directions: Think of two

or three things that give you delight. Talk about what gives you

delight with a partner. See if some of the same things give you

both delight. Try to answer in complete sentences and use the

word delight when you are talking about it.

Complete Remainder of the Lesson Later in the Day

76 Fairy Tales: Supplemental Guide 3B | Rapunzel

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes



Multiple Meaning Word Activity: 5 minutes

Sentence in Context: Top

Note: You may choose to have students hold up one or two

 ngers to indicate which image shows the meaning being

described, or have a student walk up to the poster and point to

the image being described.

1. [Show Poster 2M (Top).] In the read-aloud you heard this

description of Rapunzel’s parent’s house, “Now, at the top of

their house, in the very back, there was a little window.” Here,

top describes the highest part, point, or level of something.

Which image on the poster shows this meaning of top?

2. A top is also the name of a toy that spins around very quickly.

Which picture shows this meaning of top?

3. Now with your partner, make a sentence for each meaning of

top. Try to use complete sentences. I will call on some of you

to share your sentences with the class.



Syntactic Awareness Activity (Instructional Master 3B-1) 10 minutes

Proper Nouns and Common Nouns

Note: The purpose of these syntactic activities is to help students

understand the direct connection between grammatical structures

and the meaning of text. These syntactic activities should be used

in conjunction with the complex text presented in the read-alouds.

Rapunzel

Fairy Tales: Supplemental Guide 3B | Rapunzel 77

[Proper nouns are the names of speci c persons, places or things.]

1. Tell me about the two different R/rapunzels from the fairy

tale. [If students do not remember, prompt them. Rapunzel

is a princess with long, long hair; rapunzel is the lettuce-like

vegetable the man stole for his wife from the witch’s garden.]

2. Do we capitalize people’s names? (Yes, people’s names are

capitalized.)

 Show image 3A-6: Rapunzel’s long hair

3. When Rapunzel is used as the name of the princess, it is

called a proper noun. Proper nouns start with a capital letter.

 Show image 3A-1: Photograph of rapunzel

4. When rapunzel is used to name a type of plant, the word

rapunzel is considered a common noun because there are

many, many rapunzel plants everywhere. Common nouns are

not capitalized unless they begin a sentence.

5. I am going to say a series of words or names that can

be proper nouns or common nouns. Help me write them

correctly as I complete the chart. Then tell me how I write

them correctly. (Proper nouns should be capitalized, and the

common nouns should be written in all lowercase letters.)

• Violet (a girl or woman’s name) or violet (a flower)

• Rose (a girl or woman’s name) or rose (a flower)

• Walker (a person’s name) or walker (a person walking)

• Robin (a person’s name) or robin (a type of bird)

• Cat (a girl or woman’s name) or cat (a type of pet)



Vocabulary Instructional Activity 5 minutes

Word Work: Deny or Admit

1. In the previous read-aloud, “Rumpelstiltskin,” you heard

Rumplestiltskin say:

“Today I brew, tomorrow I bake,

And then the fair queen’s child I’ll take.

78 Fairy Tales: Supplemental Guide 3B | Rapunzel

And no one can deny my claim,

For Rumpelstiltskin is my name.”

In today’s read-aloud, you heard how Rapunzel’s father gave the

witch his daughter because he could not deny the witch’s claim

to the baby. The witch could claim the baby because Rapunzel’s

father had agreed to give the witch his baby in exchange for

rapunzel from her garden.

2. Say the word deny with me.

3. Deny means to say that something is not true.

4. Chris’s mother told her not to deny that she ate the last

cookie, because her mother saw her eat it.

5. Tell about a time when you denied something (or did not deny

something). Try to use the word deny when you tell about

it. [Ask two or three students. If necessary, guide and/or

rephrase students’ responses: “One time I denied . . . ”]

6. What’s the word we’ve been talking about?

Use an Antonyms activity for follow up. Directions: The opposite of

deny is admit. Admit means to tell the truth or to agree. I am going

to describe a few situations. If what I say is something that you

would deny, say, “I would deny that.” If what I say is something

that you would admit, or not deny, say, “I would admit that.”

(Answers may vary for all.)

• I like cheese pizza better than pepperoni.

• I like pepperoni pizza better than cheese.

• I like to sleep late on the weekend.

• I like getting up early for school.

• I like dogs better than cats.

• I like cats better than dogs.

• Monday is my favorite day of the week.

• Saturday is my favorite day of the week.

• I like math better than reading.

• I like reading better than math.

Fairy Tales: Supplemental Guide 3B | Rapunzel 79

• Summer is my favorite season.

• Winter is my favorite season.

Elements of Fairy Tales Chart: Rapunzel 15 minutes

Note: Tell students that you are going to write down what they

say, but that they are not expected to be able to read what you

write because they are still learning all the rules for decoding.

Emphasize that you are writing down what they say so that you

don’t forget. Tell them that you will read the words to them.

Elements of Fairy Tales

Fairy Tale: “Rapunzel”

Setting(s):

Time: long ago Place(s): witch’s garden

tower

Characters: father, mother, witch, prince

Fantasy/magic: the witch, Rapunzel’s long hair, the witch taking

the baby, Rapunzel’s tears healing the prince’s blindness

Problem(s) Solution(s)

The mother wants to eat

rapunzel from the witch’s

garden.

The father steals rapunzel from

the witch’s garden.

The witch catches the father

stealing her rapunzel.

The father agrees to give the

baby to the witch.

The prince is blinded by falling

on thorns.

Rapunzel’s tears heals the

prince’s blindness.

Ending: Rapunzel and prince get married and live happily ever

after.

• Remind students that the setting of a story is when and where a

story takes place.

• Have students to listen carefully while you reread the  rst

sentence of “Rapunzel”: There once lived a man and his wife

who, more than anything in the world, wished to have a baby.

• Tell students that although this fairy tale does not begin with

“once upon a time,” the word once tell us the story took

80 Fairy Tales: Supplemental Guide 3B | Rapunzel

place a long time ago. Write “long ago” on the chart in the

row marked “Setting(s)” next to the label for “Time.”

• Ask students where the story takes place. (witch’s garden,

tower) Record that information in the row marked “Setting(s)

next to the label for “Place(s).”

• Next, use the Flip Book to review the characters in the fairy tale.

Record the character names on the “Characters” row of the

chart.

• Ask students which characters are real-life characters and which

are fantasy characters. (The mother, father, Rapunzel and the

prince are real-life characters. The witch is a fantasy character.)

• Ask students to think about what elements of the story

are magic or fantasy. (Rapunzel’s long hair, a witch taking

someone’s baby) Record this information on the “Fantasy/

Magic” row of the chart. Explain that magical elements are one

of the things that make fairy tales different from other kinds of

stories.

• Ask students to describe the problems and solutions in this

fairy tale. Record this information under the “Problem(s)” and

“Solutions” columns.

• Finally, reread the last sentence of the fairy tale: They were

soon married and they lived happily ever after. Ask students to

give a thumbs-up sign if the ending is a “fairy-tale ending” or a

thumbs-down sign if it is not a “fairy-tale ending.” Have students

explain their answer. Describe the conclusion of the fairy tale on

the “Ending” row of the chart.

Fairy Tales: Supplemental Guide 3B | Rapunzel 81

Comparing Settings and Characters

(Instructional Master 3B-2, optional) 15 minutes

Comparing Settings and Characters

“Sleeping Beauty” “Rumpelstiltskin” “Rapunzel”

Setting(s) long ago long ago long ago

castle castle witch’s garden and

tower

Character(s) baby girl baby girl baby girl

magical character(s) magical character(s) magical character(s)

royal character(s) royal character(s) royal character(s)

• Read over each of the Elements of Fairy Tales Charts for

“Sleeping Beauty,” “Rumpelstiltskin,” and “Rapunzel” with

students.

• Explain to students that they are going to compare the

characters and settings of “Sleeping Beauty,” “Rumpelstiltskin,”

and “Rapunzel” to see how they are alike and different.

• Ask students: “How are the settings of “Sleeping Beauty,”

“Rumpelstiltskin,” and “Rapunzel” alike or different?” Record

student answers on the row marked “Setting(s)” on the chart.

[Refer to the chart above for sample student responses.]

• Ask students: “How are the characters in each fairy tale alike

or different?” Record student answers on the row marked

“Characters” on the chart. [Refer to the chart above for sample

student responses.]

• Remind students that when fairy tales are alike, they have

the same or similar characteristics. Read the  rst row in the

“Setting(s)” section aloud to students. Ask students if they

notice anything that is the same or alike. Invite a student

volunteer to circle the entries that are alike in that row using a

green marker. Continue this exercise with the other row for the

“Setting(s)” section and then move to the “Character(s)” section.

• Ask students what it means for something to be different. Read

the  rst row in the “Setting(s)” section aloud to students. Ask

students if they notice anything that is different. Invite a student

volunteer to circle any entries that are different in that row using

82 Fairy Tales: Supplemental Guide 3B | Rapunzel

a red marker. Continue this exercise with the other row for

the “Setting(s)” section, and then move to the “Character(s)”

section.

Domain-Related Trade Book 20 minutes

• Refer to the list of recommended trade books in the Introduction

at the front of this guide, and choose a modern adaptation of

one of the fairy tales students have already heard to read aloud

to the class. [You may choose a version of “Sleeping Beauty,”

“Rumpelstiltskin,” or “Rapunzel.”]

• Before reading, ask students to recall who wrote down the

original versions of the fairy tales more than two hundred years

ago. (The Brothers Grimm wrote down the original versions of

the fairy tales.) Explain that modern authors sometimes take

old fairy tales from the Brothers Grimm and change the way the

story is told or add new details.

• Explain to students that illustrators sometimes update old fairy

tales by creating illustrations that use a different style or that

show other ways of thinking about the tales. Tell students that

today they will get to hear one author’s retelling of a story and

see a different style of illustrations.

• As you read, use the same strategies that you have been

using when reading the read-aloud selections—pause and ask

occasional questions; rapidly clarify critical vocabulary within

the context of the read-aloud; etc.

• After you  nish reading the trade book aloud, lead students in

a discussion as to how this tale is the same as the version in

the read-aloud and how it is different. You may wish to show

illustrations side-by-side and ask students to compare and

describe the differences and similarities between the pictures

in each version of the story. Also, discuss whether or not this

adaptation has the various elements of a fairy tale such as

elements of fantasy or magic, “once upon a time” beginnings,

and “happily ever after” endings.

• [Optional] In small groups, have students fill in a Fairy

Tales Comparison Chart (Instructional Master 2B-1) for two

versions of the same fairy tale.

Fairy Tales: Supplemental Guide 4 | The Frog Prince, Part I 83

 Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “The Frog Prince”

 Identify the fairy tale elements of “The Frog Prince”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 Describe how the princess feels when her golden toy falls into a

well, and how the frog feels when the princess lets him into the

castle, using words and phrases that suggest feelings

(RL.1.4)

 Describe the princess, the frog, and the king with relevant

details, expressing their ideas and feelings clearly

(SL.1.4)

 Prior to listening to “The Frog Prince, Part I,” identify orally what

they know and have learned about fairy tales and how princes

are depicted in fairy tales

 Prior to listening to “The Frog Prince, Part I,” orally predict

whether the title character is more like a frog or more like the

princes they have heard about in other fairy tales and then

compare the actual outcome to the prediction

The Frog Prince, Part I

84 Fairy Tales: Supplemental Guide 4 | The Frog Prince, Part I

 Perform an aspect of a character from “The Frog Prince, PartI,”

for an audience using eye contact, appropriate volume, and

clear enunciation

Core Vocabulary

court, n. The people who help and work with a royal leader

Example: King John’s royal family and his other helpers are all part of

his court.

Variation(s): courts

glee, n. Great joy

Example: John opened his birthday presents with glee.

Variation(s): none

retrieved, v. Found and brought something back

Example: The divers retrieved the buried treasure from the bottom of the

sea.

Variation(s): retrieve, retrieves, retrieving

wailed, v. Cried loudly

Example: Sarah wailed in pain when she broke her arm.

Variation(s): wail, wails, wailing

well, n. A deep hole made in the ground in order to get water

Example: Kim’s family gets all of their drinking water from a well near

the house.

Variation(s): wells

Fairy Tales: Supplemental Guide 4 | The Frog Prince, Part I 85

Vocabulary Chart for The Frog Prince, Part I

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

croaked

feasted

kingdom

warty

amuse

disappointment

eagerly

emerged

escaped

glee

ignored

jewels

lonely

obey

precious

retrieved*

timid

unwillingly

vanished

wailed

frog

golden

icky

promise(s)

thoughts

Multiple Meaning

court

stern

well

condition

shocked

treated

ball

crown

fair

Phrases

a sight to behold

Cognates

corte ignorado

obedecer

precioso

tímido

condición

promesa

bola

86 Fairy Tales: Supplemental Guide 4 | The Frog Prince, Part I

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

What Have We Already

Learned?

Comparing Characters and

Settings Chart for “Sleeping

Beauty,” “Rumpelstiltskin,” and

“Rapunzel”

Image Card 3 (Good Fairy), Image

Card 5 (Rumpelstiltskin), and

Image Card 7 (Witch)

Use the Image Cards to help students

make connections with the characters as

they consider the commonalities across

the different characters.

Image Card 7 (Witch); Fantasy and

Reality T-Chart; Response Cards

Show students Image Card 7 (Witch). Ask

students to hold up a Response Card

to indicate if the image belongs in the

Fantasy or Reality column on the chart.

Tape the Image Card in the appropriate

column. (Fantasy)

Images 1A-10, 3A-8 Show students the images to help them

recall the princes from the fairy tales they

have heard.

Background Information and

Essential Terms

Image 4A-1 Use the photograph of the frog to help

students activate their prior knowledge

about frogs.

Making Predictions About the

Read-Aloud

chart paper to create a Prediction

Chart, markers, tape, sticky notes,

writing tools

Have each student write their name on a

sticky note. Ask them to place their sticky

notes on the Frog or Prince? Prediction

Chart to predict if the frog prince will be

more like a frog or more like a prince.

Check the chart, and discuss student

predictions at the end of the read-aloud.

Vocabulary Preview: Ignored,

Glee

Images 4A-5

Purpose for Listening

Frog or Prince? Prediction Chart Remind students of their predictions

using the Frog or Prince? Prediction

Chart.

Fairy Tales: Supplemental Guide 4 | The Frog Prince, Part I 87

Exercise Materials Details

Presenting the Read-Aloud (15 minutes)

The Frog Prince, Part I

Instructional Master 4A-1 (Iceberg

Chart), chart paper, markers, tape

Use an Iceberg Chart to help students

track and understand the difference

between what the princess promises to

the frog, how she acts towards the frog,

and what she is thinking. See Notes to

Teacher for more information.

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Frog or Prince? Prediction Chart Use the chart with Question 1.

Iceberg Chart Use the chart with Question 6.

Word Work: Retrieved



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Elements of Fairy Tales Chart:

The Frog Prince, Part I

Instructional Master 1B-1, chart

paper, markers, tape

Fill out an Elements of Fairy Tales Chart

for “The Frog Prince, Part I.”

Live! On Stage

Flip Book images Have students portray the characters in

“The Frog Prince” for a narrated retelling

of the first half of the story.

Advance Preparation

Continue to  ll in the Fantasy and Reality T-Chart. For this lesson,

this chart should include:

Fantasy Reality

Image Card 3 (Good Fairy) Image Card 2 (Royal Family)

Image Card 4 (Enchanted

Princess)

Image Card 5 (Rumpelstiltskin)

Image Card 7 (Witch)

88 Fairy Tales: Supplemental Guide 4 | The Frog Prince, Part I

Create a Prediction Chart on a large piece of chart paper.

Prediction Question: Will the frog prince be more like a frog or

more like a prince?

Frog Prince

Create an Iceberg Chart on a large piece of chart paper using

Instructional Master 4A-1 as a guide. Use this chart to track the

princess’s actions and thoughts.

➶

Above and Beyond: Make copies of Instructional Master 4A-1

for students who are ready to complete this chart on their own.

For the Elements of Fairy Tales Chart, reproduce Instructional

Master 1B-1 (Elements of Fairy Tales Chart) on chart paper. As a

class,  ll in this chart with information from “The Frog Prince, Part

I.”

➶

Above and Beyond: Make copies of Instructional Master 1B-1

for students who are ready to complete this chart on their own.

Notes to Teacher

Students may have trouble understanding how the princess’s

words do not always align with her actions and her private

thoughts. The Iceberg Chart is one way to think about how you

can see the princess’ actions and hear her words, just like you

see the top of an iceberg above the water. However, below the

surface, there is a substantial block of ice that cannot be seen. As

a listener, we know what the princess is thinking, but the frog does

not. Using information from both parts of the chart, we can infer or

make a guess about what the princess intends to do or how she

feels about the frog.

Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I 89

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

What Have We Already Learned? 10 minutes

Begin with a review of the three fairy tales students have heard

thus far—“Sleeping Beauty,” “Rumpelstiltskin,” and “Rapunzel”—

with an emphasis on the different types of characters found in fairy

tales.

Tell students you are going to show them three Image Cards

with three characters, one from each of these fairy tales.

Show students Image Card 3 (Good Fairy), Image Card 5

(Rumpelstiltskin), and Image Card 7 (Witch). Ask students what the

fairy and Rumpelstiltskin have in common (Both make something

magical happen.); then ask students what Rumpelstiltskin and the

witch have in common (Both bargain to take away the queen’s

 rst child.). Remind students that fairy tales often have magical

characters with special powers.

Now remind students that fairy tales also often have royal

characters. Ask students to recall royal characters from the three

fairy tales they have already heard. Tell students that the fairy tale

they will hear today is called “The Frog Prince.” Ask students what

royal character is mentioned in the title.

Ask students if they recall any princes from any of the fairy tales

they have heard thus far. You may show image 3A-8 to remind

students of the prince in “Rapunzel.” Have students share the

signi cance of the prince in this fairy tale.

The Frog Prince, Part I

90 Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I

You may show image 1A-10 to remind them of the prince in

“Sleeping Beauty.” Have students share the signi cance of the

prince in this fairy tale.

Ask students if these princes are alike in any ways. (Both are sons

of a king; both live happily with their princess; etc.)

Background Information and Essential Terms 5 minutes

 Show image 4A-1: Photograph of green frog

Ask students to describe what they see in this image. Tell students

that this is a picture of a green frog. Ask students what they

know about frogs. You may prompt discussion with the following

questions:

• What sound does a frog make?

• What do frogs eat?

• Where do frogs live?

• What does a frog feel like when you touch it?

• What does a frog look like?

• Have you ever seen a real frog? If so, where?

Making Predictions About the Read-Aloud 5 minutes

Tell students that today’s story is “The Frog Prince.” Based on

what they know about frogs and what they have learned about

royalty (princes), ask students what a frog prince might look like

and what he might do. Ask students to predict whether the frog

prince is more like a frog or more like the princes they have heard

about in other fairy tales.

Vocabulary Preview 5 minutes

Ignored

 Show image 4A-5: Princess running away

1. Today you will hear how the princess ignored the frog when

she was running away from him and he croaked after her,

“Wait! I cannot run as fast as you!”

2. Say ignored with me three times.

Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I 91

3. Ignored means paid no attention to; did not notice.

4. Marley’s mother ignored her little brother’s whining.

5. I am going to say several sentences. If what I say is an

example of someone being ignored, say, “[name] was

ignored.” If what I say is not an example of being ignored, say,

“[name] was not ignored.”

• Matthew’s friend did not listen to what Matthew was saying.

(Matthew was ignored.)

• Amelia’s mother stopped cooking dinner to listen to Amelia’s

story. (Amelia was not ignored.)

• Tyshuan’s family loved to hear his stories and always

listened until the end of each story. (Tyshuan was not

ignored.)

• Sofia’s mom told Sofia to get out of bed, but Sofia kept

sleeping. (Sofia’s mom was ignored.)

• Paco’s father felt angry when Paco ate more candy after he

told him not to eat any more. (Paco’s father was ignored.)

• Maria told her mother that she did not like chocolate ice

cream; she felt happy when her mother gave her vanilla ice

cream instead of chocolate. (Maria was not ignored.)

Glee

1. Today you will hear that when the frog saw the princess, he

“bounced up and down with froggy glee.”

2. Say glee with me three times.

3. Glee means great joy or happiness.

4. Angelina sings with glee, even when no one is around to

listen.

Tran could hardly contain his glee when he hits a home run.

5. The frog was so happy and felt so much glee when he was

invited into the castle. What makes you have glee? Turn and

tell your partner. Try to use the word glee when you talk to

your partner. I will call on a few students to share what their

partner said.

92 Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I

Purpose for Listening

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

predictions are correct. (If some students are already familiar with

this fairy tale, tell them to listen to see how this version might be

different from the one they know.)

Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I 93

Presenting the Read-Aloud 15 minutes

The Frog Prince, Part I

 Show image 4A-2: Happy princess with golden ball

Once upon a time, a mighty king lived in a palace in the shadow

of a dark, mysterious forest. He had only one child, a beautiful

little girl with long,  owing hair, and her favorite plaything was a

bright golden ball that looked just like the sun in the sky. Day after

day, she would run and skip under the shadow of the huge forest

trees, tossing and bouncing her ball to amuse herself. She liked to

pretend that her ball was indeed the sun and that the whole wide

world was hers to play with.

One day, however, as she spun the ball in her little hands, it

slipped from her  ngers, rolled over the leafy ground, and fell—

splash!—into a deep well.

She ran quickly to the edge of the

well and peered in, but her beautiful golden toy had vanished into

darkness.

 Show image 4A-3: Princess talking to frog about her lost ball

She began to cry loudly, because she was not used to

disappointment, when she suddenly heard a timid, scratchy voice

behind her say, “What is the matter, princess?”

Spinning around, she realized that the speaker was the ickiest

frog she had ever seen. “I have dropped my ball into the well, and

it is lost forever!” she wailed.

The frog looked at her and blinked. “I could get it for you, if . . .”

“Oh, froggy! I’d give you anything you want if you could get my

lovely ball back! You could have my crown!”

“I do not want a crown,” the frog said.

“Or all my jewels!” she offered.

“What would a frog do with jewels?” he wondered.

“I do not care!” the princess snapped. “Just get my ball!”

1 [Have students talk about what is

happening in the picture. Be sure

to point out the golden ball in the

foreground.]

2 A well is a deep hole that has been

dug in order to get water.

3 How do you think the princess

feels? Have you ever lost a favorite

toy?

4 Wailed is another way of saying

“cried loudly.”

94 Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I

“Well,” the frog said, “I do not want jewels, but I do want a

friend. It is a lonely life being an icky frog. If I fetch your ball from

the dark, chilly well for you, will you agree to be my friend forever

afterward, and love me, and share everything that you have with

me?”

“Of course!” the princess promised. But in her heart, she

thought, “Who cares what that old frog wants? He’ll never leave

this well anyway.”

 Show image 4A-4: Frog retrieving ball

The frog did not know her thoughts, however, and he dived

eagerly down into the well. A few seconds later, he emerged from

the water holding the precious golden ball between two slimy

webbed hands. “It was very cold down there,” the frog remarked,

but the princess was not listening.

 Show image 4A-5: Princess running away

“Hurray!” she cried, and seizing the ball, she immediately ran

back to the palace. The frog croaked after her, “Wait! I cannot run

as fast as you!” She ignored him, however, and considered the

matter settled.

 Show image 4A-6: Princess at dinner

That night, however, while the court feasted,

a loud knock

sounded on the door.

The princess loved visitors, so she ran to

open the door, but who should stand on the palace stairs but the

icky, warty frog! She slammed the door in his face and ran back to

her delicious dinner on her golden plate. Behind the heavy wood

door, though, she could hear him croaking: “O careful, careful,

princess fair! Promises are more than air!”

“Who was at the door, my daughter?” asked the king.

“Nobody! Just an old frog,” she said, and she told him how the

frog had retrieved her ball from the well

on the condition that

she would be its friend and share everything she had with it forever

afterward. She thought her father would be pleased with how she

had escaped the frog’s demands, but, to her surprise, he frowned.

5 Do you think the princess will

agree?

6 Why do you think the princess

wasn’t listening?

7 Do you think the matter is settled?

Why or why not?

8 The court includes the royal family

and the people who help them.

9 Who do you think is at the door?

10 Fair means to be charming or

otherwise pleasing.

11 or how the frog had gotten her ball

from the well

Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I 95

“Daughter, we must keep the promises we make. What kind of

kingdom would we have if we all treated each other the way you

have treated this poor frog? The frog kept his promise to you, and

he helped you; now, you must keep your promise to him. Go and

let him in.”

The princess was shocked and wanted to refuse, but she could

see from her father’s stern looks that she had to obey. Unwillingly,

she got up and opened the door. The frog was still sitting patiently

on the steps of the palace. When he saw the princess, he smiled

happily—a smiling frog is quite a sight to behold—and bounced up

and down with froggy glee.

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding students’ responses using richer and more complex

language. Ask students to answer in complete sentences by having

them restate the question in their responses.

Evaluative Were your predictions correct about what a frog

prince might be like? Why or why not?

(Answers may vary.)

2. Literal At the beginning of the fairy tale, what happens to the

princess’s golden ball?

(It falls into a deep well.)

Inferential How does the princess feel about this? (so sad that

she wails, or cries)

Why? (It is her favorite plaything.)

4. Evaluative Who offers to help the princess? (a frog) How do

you think the princess feels when she turns around and sees

the frog?

(surprised, shocked, etc.)

5. Literal What does the princess have to promise in order to get

the frog to retrieve the ball?

(to be a friend, to love the frog,

and to share everything with the frog)

12 The frog bounced up and down

with joy, or happiness.

What do you think is going to

happen? [Tell students they will

hear the rest of the fairy tale later.]

96 Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I

6. Inferential Do you think the princess intends to keep her

promise, and what are some clues that tell us how she feels

about her promise and the frog?

(The princess does not intend

to keep her promise; she slams the door in the icky frog’s

face; the read-aloud says she had thought her father would be

pleased she escaped the frog’s demands.)

What does the king

say when he hears what has happened?

(He tells her she needs

to keep her promises; “Daughter, we must keep the promises

we make.”)

The princess is shocked and wants to refuse, but

doesn’t. What is another clue that tells why she obeys, and

lets the frog in after all?

(The king’s “stern looks,” or serious

expression, tell the princess she must obey, keep her promise,

and let the frog in no matter how she feels.)

7. Evaluative How do you think the frog feels when the princess

lets him in the palace?

(happy,  lled with glee) How do you

think the rest of the court feels about a frog being invited into

the palace?

(Answers may vary.)

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

I am going to ask you a question. I will give you a minute to think

about the question, and then I will ask you to turn to your neighbor

and discuss the question. Finally, I will call on several of you to

share what you discussed with your partner.

Evaluative Think Pair Share: Do you agree with the king that

the princess should keep her promise? Why or why not?

(Answers may vary.)

9. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Fairy Tales: Supplemental Guide 4A | The Frog Prince, Part I 97

Word Work: Retrieved 5 minutes

1. In the read-aloud you heard, “[The princess] told [her father]

how the frog had retrieved her ball from the well on the

condition that she would be its friend and share everything

she had with it forever afterward.”

2. Say the word retrieved with me.

3. If you retrieved something, you got it back.

4. I retrieved my shoe from my dog.

5. Have you ever retrieved an object that you had dropped or

lost? Try to answer in complete sentences and use the word

retrieved when you tell about it. [Ask two or three students.

If necessary, guide and/or rephrase students’ responses: “I

retrieved my . . . ”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. Directions: I will ask

a question. Think about what you might have retrieved from that

place. Remember to answer in complete sentences and use the

word retrieved in your answer. [If necessary, guide and/or rephrase

students’ responses: “I retrieved my from . . . ”]

(Answers

may vary for all.)

• Have you ever retrieved something from under your bed?

• Have you ever retrieved something from a friend?

• Have you ever retrieved something from your backpack?

• Have you ever retrieved something from a pet?

• Have you ever retrieved something from the floor?

Complete Remainder of the Lesson Later in the Day

98 Fairy Tales: Supplemental Guide 4B | The Frog Prince, Part I

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes

Elements of Fairy Tales Chart: The Frog Prince, Part I 15 minutes

Note: Tell students that you are going to write down what they

say, but that they are not expected to be able to read what you

write because they are still learning all the rules for decoding.

Emphasize that you are writing down what they say so that you

don’t forget. Tell them that you will read the words to them.

Elements of Fairy Tales

Fairy Tale: “The Frog Prince”

Setting(s):

Time: once upon a time Place(s): inside and outside the

king’s castle

Characters: king, princess, frog, members of the royal court

Fantasy/magic: talking frog

Problem(s) Solution(s)

Princess’s golden ball fell down

the well.

The frog retrieves her golden

ball out of the well.

Ending:

The Frog Prince, Part I

Fairy Tales: Supplemental Guide 4B | The Frog Prince, Part I 99

• Ask students what the setting of a story is. (when and where the

story takes place)

• Have students listen carefully while you reread the  rst sentence

of “The Frog Prince”: Once upon a time, a mighty king lived in a

palace in the shadow of a dark, mysterious forest.

• Ask students if they heard any words that are often used

at the beginning of fairy tales. Write “once upon a time” on

the chart in the row marked “Setting(s),” next to the label for

“Time.”

• Ask students where the story takes place. (inside and

outside the king’s castle) Record that information in the row

marked “Setting(s),” next to the label for “Place(s).”

• Next, use the Flip Book to review the characters in the fairy tale.

Record the character names on the “Characters” row of the

chart.

• Ask students which characters are real-life characters and

which are fantasy characters. (The father, the princess and

the members of the royal court are real-life characters. The

talking frog is a fantasy character.)

• Ask students to think about what elements of the story are

magic or fantasy. (the talking frog) Record this information on

the “Fantasy/Magic” row of the chart. Explain that magical

elements are one of the things that make fairy tales different

from other kinds of stories.

• Ask students to describe the problem(s) and solution(s) in

this fairy tale. Record this information in the “Problem(s)” and

“Solution(s)” columns.

• Tell students that the rest of the chart will be  lled in after

reading the second part of the fairy tale during the next lesson.

Live! On Stage 15 minutes

• Tell students that they are going to act out the story of “The Frog

Prince” by pretending to be the characters in the story.

• Tell them that you will be the narrator, or person who tells the

story, and they will be the characters.

100 Fairy Tales: Supplemental Guide 4B | The Frog Prince, Part I

• Ask them what characters or animals are in the story. Use Flip

Book images to identify the characters. Place students in groups

to act out the roles of the princess, the king, and the frog.

• Practice what each character says and the gestures they might

make. For example, the princess might pretend to be wailing

and say, “I’ve lost my golden ball.” The king might wave his

 nger, or put his hands on his hips, and say, “Daughter, we

must keep the promises we make.” The frog might hop across

the  oor and say, “If I retrieve your ball, will you agree to be my

friend?”

• Perform the story. Time permitting, have student groups change

roles and tell the story again.

Fairy Tales: Supplemental Guide 5 | The Frog Prince, Part II 101

 `Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “The Frog Prince”

 Identify the fairy tale elements of “The Frog Prince”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 Orally retell the fairy tale “The Frog Prince” (RL.1.2)

 Describe how the princess feels when she  rst sees the frog

turn into a prince using words and phrases that suggest feelings

(RL.1.4)

 Distinguish fantasy from realistic text by explaining that the certain

events in the story could not have happened in real life

(RL.1.5)

 Discuss personal responses to how they would feel about a frog

eating with them

(W.1.8)

 Clarify information about “The Frog Prince, Part II” by asking

questions that begin with who

(SL.1.1c)

The Frog Prince, Part II

102 Fairy Tales: Supplemental Guide 5 | The Frog Prince, Part II

 Describe the princess, the frog, and the king with relevant

details, expressing their ideas and feelings clearly

(SL.1.4)

 Prior to listening to “The Frog Prince, Part II,” orally predict

what will happen in the second part of the story based on what

happened in the previous read-aloud and then compare the

actual outcome to the prediction

 Evaluate and select a read-aloud on the basis of personal choice

for rereading

 Identify new meanings for familiar words, such as bowl, and

apply them accurately

Core Vocabulary

contented, adj. Happy and satis ed

Example: The baby gave a contented sigh as she fell asleep on her

mother’s shoulder.

Variation(s): none

disgusting, adj. Unpleasant; gross

Example: Chris had not cleaned his room for days, and it was very

disgusting.

Variation(s): none

enchantment, n. The state of being enchanted or under a spell

Example: In “Sleeping Beauty,” the entire castle was under an

enchantment.

Variation(s): enchantments

glared, v. Stared at something or someone angrily

Example: Ashley glared at her brother when he entered her room

without knocking.

Variation(s): glare, glares, glaring

scold, v. To correct someone angrily because they did something wrong

Example: Whenever the children ran in the house with muddy shoes,

their father would scold them.

Variation(s): scolds, scolded, scolding

Fairy Tales: Supplemental Guide 5 | The Frog Prince, Part II 103

Vocabulary Chart for The Frog Prince, Part II

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

enchantment

kingdom

retorted

slimy

arguing

contented*

disgusting

glared

impatient

nudging*

possessions

scold

unwillingly

beautiful/ugly

golden

kiss

pillow

shove

snoring

Multiple Meaning

bowl

Phrases

old croaker caught her eye

beat him to it

boing! boing!

splish! splash!

Cognates

encantación argumento

contento*

disgustoso

impaciente

posesiónes

bolo

104 Fairy Tales: Supplemental Guide 5 | The Frog Prince, Part II

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

Image Review

Images 4A-1 through 4A-5 Have students use the images to retell

the first half of “The Frog Prince.”

Image Card 6 (Prince), Image

Card 8 (Talking Frog); Fantasy and

Reality T-Chart (from Lesson 2);

Response Cards

Ask students to hold up the

corresponding Response Card when you

hold up Image Card 6 (Reality) and Image

Card 8 (Fantasy). Tape each Image Card

in the appropriate category on the chart.

Making Predictions About the

Read-Aloud

chart paper to create a Prediction

Chart, markers, tape, sticky notes,

writing tools

Ask students to predict what will happen

next in the fairy tale “The Frog Prince.”

Vocabulary Preview:

Disgusting, Scold

Image 5A-4

Purpose for Listening

What Will Happen Next? Prediction

Chart

Review the Prediction Chart with

students as part of the Purpose for

Listening.

Presenting the Read-Aloud (15 minutes)

The Frog Prince, Part II

Instructional Master 5A-1 (Actions

and Responses Chart), chart

paper, markers, tape

Make an Actions and Responses Chart

to help track the emerging relationship

between the frog and the princess.

Image 5A-2 When narrating the text that

accompanies this image, have students

pretend to be the frog scolding the

princess in the same way the king did

earlier. Students should wag their finger

and say, “O careful, careful princess fair!

Promises are more than air.”

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

What Will Happen Next? Prediction

Chart

Use the chart in conjunction with

Question 1.

Actions and Responses Chart Use the chart in conjunction with

Question 9.

Word Work: Contented



Complete Remainder of the Lesson Later in the Day

Fairy Tales: Supplemental Guide 5 | The Frog Prince, Part II 105

Exercise Materials Details

Extensions (20 minutes)

Multiple Meaning Word

Activity: Bowl

Poster 3M (Bowl)

Syntactic Awareness Activity:

Conjunction So

Vocabulary Instructional

Activity: Nudging

one pencil per student

Elements of Fairy Tales Chart:

The Frog Prince, Part II

Elements of Fairy Tales Chart for

“The Frog Prince”

Complete the Elements of Fairy Tales

Chart for “The Frog Prince.”

Advance Preparation

Continue to  ll in the Fantasy and Reality T-Chart. For this lesson,

this chart should include:

Fantasy Reality

Image Card 3 (Good Fairy) Image Card 2 (Royal Family)

Image Card 4 (Enchanted

Princess)

Image Card 6 (Prince)

Image Card 5 (Rumpelstiltskin)

Image Card 8 (Talking Frog)

Create a Prediction Chart on a large piece of chart paper. Students

will write a phrase or short sentence for their predictions.

What Will Happen Next?

Student Name Prediction

[insert as many rows as you

have students]

Create an Actions and Responses Chart on a large piece of chart

paper using Instructional Master 5A-1 as a guide. Complete this

chart together as a class.

For the Elements of Fairy Tales Chart, continue using the chart for

“The Frog Prince.”

106 Fairy Tales: Supplemental Guide 5 | The Frog Prince, Part II

Notes to Teacher

The gradually changing relationship between the princess and the

frog may be dif cult for students to see. When creating the Actions

and Responses Chart, spend a few moments to discuss with

students how our actions and responses, or what we do or say,

are like a window into our thoughts.

Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II 107

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

Image Review 5 minutes

One by one, show images 4A-1 through 4A-5. Ask students to

retell the  rst part of the fairy tale. Help them create a continuous

narrative of the beginning of the fairy tale and the important

events. As students discuss each image, remember to repeat

and expand upon each response using richer and more complex

language, including, if possible, any read-aloud vocabulary.

Making Predictions About the Read-Aloud 5 minutes

Ask students to think about what has happened so far and to

predict what might happen in the next part of the fairy tale. (If

some students are already familiar with this fairy tale, be sure to

ask them not to give away the answer.)

Vocabulary Preview 5 minutes

Disgusting

 Show image 5A-4: Princess in bed

1. Today you will hear that princess does not want the frog to

sleep on her pillow because she thinks he is too disgusting.

2. Say disgusting with me three times.

3. Disgusting describes something unpleasant or gross.

The Frog Prince, Part II

108 Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II

4. Sarah thought it was disgusting when her little sister picked at

her scabs.

Riordan does not like to eat junk food; he thinks it tastes

disgusting.

5. I am going to say several sentences about fairy tales you have

heard. If what I say is an example of something disgusting

say, “That is disgusting.” If what I say is not an example of

something disgusting say, “That is not disgusting.” (Answers

will vary.)

• Having a frog sleep on your pillow.

• Having super long hair.

• Having thorny bushes grow all over your castle.

• Having a witch climb up your long hair.

• Stomping yourself into the ground because you are so angry

that you did not get what you want.

• Being woken up by a kiss from a prince.

Scold

1. Today you will hear that the princess’s father was about to

scold her.

2. Say scold with me three times.

3. To scold someone is to correct that person angrily because he

or she did something wrong.

4. The king would scold the princess each time she was unkind

to the frog.

5. Would you scold the princess for the way she treated the frog

in the previous read-aloud? Turn and tell your partner whether

or not you would scold the princess and why. Be sure to use

the word scold when you talk to your partner.

Purpose for Listening

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

predictions are correct. (If some students are already familiar with

this fairy tale, tell them to listen to see how this version might be

different from the one they know.)

Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II 109

Presenting the Read-Aloud 15 minutes

The Frog Prince, Part II

 Show image 5A-1: Frog and princess going to the table

Unwillingly, the princess allowed the frog into the magni cent

palace. He bounced up and down, as frogs will when they are

very happy, but she only glared at him dreadfully.

She thought

to herself, “Why should I have to keep my promise to this old

croaker just because he fetched my ball from the well?” Her father

insisted, however, that she should be his friend just as she said

she would.

The frog hopped after her into the great dining hall—boing!

boing!—and immediately jumped onto the table.

 Show image 5A-2: Frog on table

“So, princess,” he said, “we shall be the best of friends now.”

With a contented croak,

he began to eat from her shining gold

plate and sparkling silver bowl.

Frogs do not eat very neatly, I’m

afraid, and the princess, noticing how he smeared the food all over

his face, turned away in disgust. She refused to look at the frog

or speak to him, but she still felt sick just thinking of such an ugly

creature eating with her.

“What a lovely golden plate,” the frog remarked. “It reminds me

of your ball. You have such beautiful possessions,

princess. It

must be nice to be a princess and have everything you want.”

“If I had everything I wanted,” the princess retorted, “you would

not be eating with me.”

The frog ignored her rudeness. “May I have a drink from your

cup?” he asked politely. The princess was about to refuse, but

her father caught her eye, and so she nodded.

The frog drank

thirstily. Perhaps it was because of that long hop from the well

to the palace doors! “Would you like to drink now, princess?” he

asked, nudging the cup back in her direction.

1 The princess gave the frog an angry

look. Why do you think she glared

at the frog?

2 or with a happy and satis ed croak

3 A bowl is a dish for eating; bowl is

also to roll a ball.

4 How would you feel about a frog

eating with you?

5 What does possessions mean

again?

6 Retorted means to give a sharp

response. So she snapped at him.

Is she being very nice?

7 Show me how the princess nodded.

110 Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II

“You must be joking!” she snapped. “Princesses do not drink

after yucky frogs.”

The frog sighed and continued eating, but soon he began to

look sleepy. “I’m tired, princess,” he said. “Will you take me up to

bed?”

“I could never have such a slimy frog in my bed!” the princess

burst out.

Her father was about to scold her, but the frog beat him to it:

“O careful, careful, princess fair! Promises are more than air.”

What could the princess do? She had promised. So she ran up

the stairs to her bedroom, and all the way up she could hear the

frog hopping behind her—boing! boing!—and leaving little muddy

footprints—splish! splash!—on the castle  oor.

 Show image 5A-3: Princess opening door to bedroom

She opened the door to her bedroom. The beautiful princess

and the ugly frog stood in the doorway looking at the princess’s

lovely room, hung with silk curtains, beautiful paintings, and

jeweled lamps. A thick, soft goose-feather quilt lay across her

cozy bed, and a full, plump pillow waited to support the princess’s

pretty head.

 Show image 5A-4: Princess in bed

The princess left the frog at the door and climbed into her

beautiful bed. She wished the frog would go away, but he sat on

the  oor looking up at her.

“I want to sleep on your pillow,” the frog said decidedly.

The princess shook her head. “No! Please! You can sleep

anywhere you want, just not on my bed. Please! You are just too

disgusting, and you will leave slime on the pillow.”

“I want the pillow,” the frog insisted. “You promised you would

share everything with me!”

The princess pleaded and cried, but nothing could change the

frog’s mind.

8 Do you think the princess will agree

to take the frog to her bedroom?

Why or why not?

9 What do you think the frog means

when he says, “Promises are more

than air”?

10 Do you think the princess will let

the frog sleep on her pillow? Why

or why not?

11 Disgusting means awful or gross.

Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II 111

“You promised,” he said, “and promises are more than air.”

Finally, she had to give in. Frustrated, she climbed down and

tossed the frog roughly onto the pillow, and then climbed back into

bed herself.

 Show image 5A-5: Frog on pillow next to the unhappy princess

She tried to keep as far away from her new friend as possible. “I

wish you’d just go away,” she hissed into the darkness.

The frog was silent for a long minute, and then he whispered,

“Princess? There’s one more thing.”

The princess groaned.

“Could I have a good-night kiss? I have been a very lonely frog.

And you did promise you would love me.”

The princess was so exhausted that she did not even bother

to argue. In the dark, she rolled over and planted one kiss on the

top of the frog’s cold, wet head. “Now, please go to sleep,” she

begged.

“Good night,” croaked the frog.

The next morning, the princess woke to  nd the frog still

snoring on the pillow. The princess watched him sleeping for some

time. She began to feel impatient for him to wake up,

for she

found that, gross as he was, she preferred arguing with the frog

to playing by herself. It was so quiet without him croaking away.

Finally, she poked him hard with her  nger. “Get up, you lazy

toad!” she said.

The frog did not stir, so with the palm of her hand, she gave

him a rough shove that sent him sliding off the pillow and onto the

cold, stone  oor of her bedroom. The moment his little webbed

feet touched the ground, however, the warty frog disappeared, and

in his place sat a little prince, rubbing his eyes sleepily and smiling

up at the princess.

12 Do you think the princess will agree

to kiss the frog? Why or why not?

13 Impatient means not wanting to

wait.

14 Is she changing how she feels

about the frog?

15 How do you think the princess felt

when she saw the prince?

112 Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II

 Show image 5A-6: Frog transforming into a cheerful little boy

“Hello, princess! Thank you so much for keeping your promise.”

“Who are you?” she asked, very much surprised.

“Why, I’m the frog,” he responded. “A wicked witch living in the

forest turned me into an ugly frog, and only you could save me.

I knew that your heart was just as golden as your plate and your

ball—and I was right!

Now I am free of her spell!” He looked at

her. “Thank you, princess. Now I will leave you alone and go back

to my home on the other side of the forest.”

“Wait!” said the princess. “I thought we were supposed to be

friends forever after. And promises are more than air, you know.”

The prince laughed. “So they are. Shall we go play with your

ball?”

 Show image 5A-7: Prince and princess are married

And together they ran down the stairs and out into the bright

golden sunshine. They were friends forever afterward, and when

they were quite grown up, they were married with great celebration

and joy. They invited the entire kingdom to their wedding, not to

mention a number of frogs that the prince had met during his long

enchantment.

They lived happily ever after, of course, and the princess was

always glad that she had kept her promise.

16 What do you think the prince

meant when he said that the

princess’s heart was as golden as

her plate?

17 We already learned the word

enchanted. So enchantment would

be during his time of being under

the witch’s spell.

Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II 113

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

If students have dif culty responding to questions, reread pertinent

lines of the read-aloud and/or refer to speci c images. If students

give one-word answers and/or fail to use read-aloud or domain

vocabulary in their responses, acknowledge correct responses by

expanding students’ responses using richer and more complex

language. Ask students to answer in complete sentences by having

them restate the question in their responses.

Evaluative Were your predictions about what would happen in

this part of the fairy tale correct? Why or why not?

(Answers

may vary.)

2. Evaluative When the princess is being mean to the frog by

glaring at him and saying awful things, the frog says, “O careful,

careful, princess fair! Promises are more than air.” What does

the frog mean?

(A promise is a promise; it’s important to be true

to your word.)

Do you think the princess’s father would agree

with this saying?

(yes) Why or why not? (He insists that the

princess be the frog’s friend like she promised.)

3. Inferential What is the  rst thing the frog wants to do when he

comes into the palace?

(eat at the table)

How does eating with the princess make the frog feel?

(contented)

How does eating with the frog make the princess feel?

(disgusted)

4. Inferential What is the next thing the frog wants to do? (sleep

in the princess’s bed)

Does the frog get his way? (yes)

5. Inferential What is the  nal thing that the frog wants before

going to sleep?

(a kiss) How does that go? (The princess

agrees.)

Why does the princess agree to the frog’s requests?

(She is tired of arguing with him; she is keeping her promise.)

6. Literal What happens when the frog slides from the pillow

onto the  oor?

(He turns into a prince, and he is no longer

under the witch’s spell, or enchantment.)

114 Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II

7. Literal Did this fairy tale have a “happily ever after” ending?

(yes) How do you know? (Because the prince and princess are

friends and eventually get married.)

8. Evaluative What parts of the fairy tale could really happen?

(The ball could fall in a well; the king and princess could live in

a palace with nice possessions; etc.)

What parts are fantasy?

(a talking frog, the frog turning into a prince, etc.)

9. Evaluative Compare how the princess feels about keeping

promises in the beginning of the story from how she feels at

the end of the story.

(In the beginning of the story, the princess

feels it’s acceptable to break her promises. In the end, she

understands the importance of keeping her promises, and wants

the prince to keep his, too!)

What clues tell you the princess has

changed how she feels about promises?

(When the prince says

he’s going back home, she says, “I thought we were supposed

to be friends forever after. And promises are more than air, you

know.” And, the story ends with “the princess was always glad

that she had kept her promise.”)

10. Evaluative Do you think it is important to always keep your

promises? Why or why not?

(Answers may vary.) What other

lessons or morals can we learn from this fairy tale?

(Answers

may vary, but might include: tell the truth; be nice to others;

don’t judge someone by their looks; it’s what’s on the inside that

counts; etc.)

[Please continue to model the Question? Pair Share process for

students, as necessary, and scaffold students in their use of the

process.]

11.

Evaluative Who? Pair Share: Asking questions after a read-

aloud is one way to see how much everyone has learned.

Think of a question you can ask your neighbor about the read-

aloud that starts with the word who. For example, you could

ask, “Who were the characters in ‘The Frog Prince’?” Turn

to your neighbor and ask your who question. Listen to your

neighbor’s response. Then your neighbor will ask a new who

question, and you will get a chance to respond. I will call on

several of you to share your questions with the class.

Fairy Tales: Supplemental Guide 5A | The Frog Prince, Part II 115

12. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Contented 5 minutes

1. In the read-aloud you heard, “With a contented croak, he

began to eat from her shining gold plate.”

2. Say the word contented with me.

3. Contented means happy and satis ed.

4. I could tell by the contented look on her face that she enjoyed

listening to the story.

5. What kinds of things make you feel contented? Try to use

the word contented when you tell about it. [Ask two or three

students. If necessary, guide and/or rephrase students’

responses: “ makes me feel contented.”]

6. What’s the word we’ve been talking about?

Use a Making Choices activity for follow-up. Directions: I will

name two activities. You will decide which makes you feel more

contented. Remember to answer in complete sentences and use

the word contented in your answer. [If necessary, guide and/or

rephrase students’ responses: “ makes me feel contented.”]

(Answers may vary for all.)

• reading a book by yourself or listening to someone else read

to you

• playing outside on the playground or playing a board game

indoors

• a sunny day or a snowy day

• drawing a picture or writing a story

• eating ice cream or eating pizza

Complete Remainder of the Lesson Later in the Day

116 Fairy Tales: Supplemental Guide 5B | The Frog Prince, Part II

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes



Multiple Meaning Word Activity 5 minutes

De nition Detective: Bowl

Note: You may choose to have students hold up one or two

 ngers to indicate which image shows the meaning being

described, or have a student walk up to the poster and point to

the image being described.

1. In the read-aloud you heard, “With a contented croak, [the

frog] began to eat from [the princess’s] shining gold plate and

sparkling silver bowl.”

2. With your partner, think of as many meanings for bowl as you

can, or discuss ways you can use the word bowl.

3. [Show Poster 3M (Bowl).] A bowl is a round dish used to serve

food. Which picture shows this kind of bowl?

4. Bowl also means to roll a ball in a game called bowling. Which

picture shows this kind of bowl?

5. Did you or your partner think of both of these de nitions?

6. With your partner, make up a sentence for each de nition of

bowl.

The Frog Prince, Part II

Fairy Tales: Supplemental Guide 5B | The Frog Prince, Part II 117



Syntactic Awareness Activity: Conjunction so 5 minutes

Note: The purpose of these syntactic activities is to help students

understand the direct connection between grammatical structures

and the meaning of text. These syntactic activities should be used

in conjunction with the complex text presented in the read-alouds.

[Conjunctions are a kind of word we use to connect words and

phrases.]

1. We use the conjunction so to join phrases that tell us what will

happen.

2. Listen to these sentences from the read-aloud.

I will emphasize the word so as I read:

“May I have a drink from your cup?” [the frog] asked politely.

The princess was about to refuse, but her father caught her

eye, and so she nodded.”

Notice that in this paragraph the word so tells us what happened

after the princess’s father caught her eye.

3. The word so tells you what happened, or the effect. Let’s

listen to another example:

It started raining, so we took out our umbrella.

The word so tells us what happened after it started raining, or

the effect of it raining.

4. Let’s listen to another example:

We were hungry, so we ate a snack.

The word so tells us what happened when we were hungry, or

the effect our hunger had on us.

Use a Sequencing activity for follow-up. Directions: Listen to the

following sentences that tell about situations. Tell what happens

after using the word so. Use complete sentences.

• We have no homework today, so we . . .

• There is no school during the summer, so I . . .

• The sun was shining outside, so we . . .

118 Fairy Tales: Supplemental Guide 5B | The Frog Prince, Part II



Vocabulary Instructional Activity 5 minutes

Word Work: Nudging

1. In the read-aloud you heard the frog ask, “Would you like to

drink now, princess?’ he asked, nudging the cup back in her

direction.”

2. Say the word nudging with me three times.

3. Nudging means to give something a small push. Usually when

someone is nudging something, they want to move it a little

bit by giving it a small push.

4. My mother was nudging my little sister to move ahead when

we were standing in line.

5. Turn and tell your partner about a time you have seen

someone nudging somebody or something else.

6. What is the word we have been talking about?

Use a Movement activity for follow-up. Directions: Nudging means

to move something a little bit by giving it a slight or little push.

Take out a pencil and place it on your desk or table top. We will be

nudging our pencils across the surface using different body parts.

Try nudging your pencil with only one  nger. Now try nudging your

pencil with your nose. [Time permitting, have students continue

nudging their pencil using their elbow, their chin, or tip of their

pinky  nger.]

Elements of Fairy Tales Chart: The Frog Prince, Part II 15 minutes

Note: Tell students that you are going to write down what they

say, but that they are not expected to be able to read what you

write because they are still learning all the rules for decoding.

Emphasize that you are writing down what they say so that you

don’t forget. Tell them that you will read the words to them.

Fairy Tales: Supplemental Guide 5B | The Frog Prince, Part II 119

Elements of Fairy Tales

Fairy Tale: “The Frog Prince”

Setting(s):

Time: once upon a time Place(s): inside and outside the

king’s castle

Characters: king, princess, frog, members of the royal court

Fantasy/magic: talking frog, frog turning into a prince

Problem(s) Solution(s)

Princess’s golden ball fell down

the well.

The frog retrieves her golden

ball out of the well.

The prince had been changed

into a frog by a witch’s spell.

The princess broke the prince’s

enchantment by kissing him.

Ending: The prince and princess become good friends and get

married. They live happily ever after.

• Ask students if the setting has changed in the second half of the

story. (The setting did not change.)

• Ask students to think about what elements of the second half

of the story are magic or fantasy. (the frog turning into a prince)

Record this information on the “Fantasy/Magic” row of the chart.

Remind students that magical elements are one of the things

that make fairy tales different from other kinds of stories.

• Ask students to describe the problem(s) and solution(s) in

this part of the fairy tale. Record this information under the

“Problem(s)” and “Solution(s)” columns.

• Finally, reread the last sentence of the fairy tale: They lived

happily ever after, of course, and the princess was always glad

that she had kept her promise. Ask students to give a thumbs-

up sign if the ending is a “fairy-tale ending” or a thumbs-down

sign if it is not a “fairy-tale ending.” Have students explain

their answers. Describe the conclusion of the fairy tale on the

“Ending” row of the chart.

120 Fairy Tales: Supplemental Guide | Pausing Point

Note to Teacher

You should pause here and spend one day reviewing, reinforcing,

or extending the material taught thus far.

You may have students do any combination of the activities listed

below, but it is highly recommended you use the Mid-Domain

Student Performance Task Assessment to assess students’

knowledge of fairy tales. The other activities may be done in any

order. You may also choose to do an activity with the whole class or

with a small group of students who would bene t from the particular

activity.

Core Content Objectives Up to This Pausing Point

Students will:

 Demonstrate familiarity with speci c fairy tales

 Identify the fairy tale elements of speci c fairy tales

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

 Compare and contrast different adaptations of fairy tales

Student Performance Task Assessment



Elements of Fairy Tales (Instructional Master PP-1)

Use the Elements of Fairy Tales Chart to review what students

have learned about fairy tales. Explain that the stories they heard

are considered fairy tales because they have certain common

elements.

Pausing Point

Fairy Tales: Supplemental Guide | Pausing Point 121

Directions: I will read a sentence about the elements of fairy tales.

If what I say is true, you will circle the Letter ‘T’. If what I say is

false, or not true, you will circle the letter ‘F’.

1. Fairy tales usually begin with the words, “Let me tell you a

story.”

(F)

2. Some fairy tales have a castle as a setting. (T)

3. All of the fairy tales we have heard take place a long time ago.

(T)

4. There are no royal characters in fairy tales. (F)

5. Some fairy tales have a talking animal as a character. (T)

6. In many fairy tales, something magical happens. (T)

7. None of the characters in fairy tales have problems. (F)

8. Most fairy tales have a “happily ever after” ending. (T)

Note: You may also ask students to use the back of the paper to

draw a picture of and/or write about their favorite fairy tale from

this domain.

Activities

Image Review

Show the Flip Book images from any read-aloud again, and have

students retell the fairy tale using the images.

Image Card Review

Materials: Image Cards 1–9

Divide students into pairs or groups of three. Review the image

cards with students and discuss each image. In your hand, hold

Image Cards 1–9 fanned out like a deck of cards. Ask each pair

or group to choose a card but not to show it to anyone else in the

class. Explain to students that the class is going to try to guess

what image is on the card. Ask each pair or group to come up with

clues about their card to tell the class. For example, for Rapunzel’s

tower, as student may say, “This is the tall home of a lonely

princess.” The rest of the class will guess what is being described.

122 Fairy Tales: Supplemental Guide | Pausing Point

Fairy Tale Feelings

Remind students that the Brothers Grimm thought these stories

would be interesting because the stories are about things that

make people happy, sad, and sometimes afraid. Select one of the

fairy tales your class has heard. Review the story images and then

ask students to identify and discuss parts of the fairy tale that

make them feel happy, sad or afraid.

Riddles for Core Content

Ask students riddles such as the following to review core content:

• I was put under a spell that caused me to sleep for one hundred

years. Who am I?

(Sleeping Beauty)

• I am a little man who was able to spin straw into gold. Who am

(Rumpelstiltskin)

• I have long, beautiful hair that people climbed to get into the

tower. Who am I?

(Rapunzel)

• I retrieved the princess’s golden ball, ate from her plate, and

slept on her pillow. What am I?

(the frog who was also a prince)

Retelling a Fairy Tale with Puppets

Have students make simple puppets of the characters from a

particular fairy tale and then use them to retell the fairy tale.

Venn Diagram

Use a Venn diagram to compare two characters from different fairy

tales, such as the princesses in “The Frog Prince” and “Sleeping

Beauty.” You may use images from the read-alouds as visual

reminders.

On Stage

Remind students of how they acted out the story of “The Frog

Prince” by pretending to be the characters in the story. Have

students select a different fairy tale to dramatize. Tell them that

you will be the narrator, or person who tells the story, and they

will be the characters. Ask them what characters or animals are in

the story. If necessary, refer back to the Flip Book to identify the

Fairy Tales: Supplemental Guide | Pausing Point 123

characters. Have several children portray each character at the

same time. Practice what each character says and the gestures

they might make. Perform the story. Time permitting, have

students change roles and tell the story again.

Class Book: Fairy Tale Characters

Materials: Drawing paper; drawing tools

Tell the class or a group of students that they are going to make

a class book to help them remember the elements of fairy tales.

Ask students to imagine that they are a fairy tale character. Would

they like to be a royal character or a magical character? Have each

student draw him or herself as a fairy tale character. Ask students

to write a caption for their drawing. Bind the pages to make a

book to put in the class library for students to read again and

again.

Letters to Fairy Tale Characters

Have students choose a favorite character from the fairy tales they

have heard in this domain. Have students brainstorm what they

might like to say to the character. For example, a student may

want to tell Rapunzel that her long hair is beautiful. Students may

also have questions to ask the character. For example, a student

may ask Sleeping Beauty if she will ever go near a spinning wheel

again. Have students write letters to the fairy tale characters. You

may ask a class of older students in the school to pretend to be

the fairy tale characters and write letters in response that you

will then read to the class. Be sure to let students know that the

return letters they receive are not from the actual characters in

the fairy tales. This may also be a good opportunity to review the

differences between a  ctional story and a true story.

Fairy Tales and Music

Materials: Musical recordings of Tchaikovsky’s Sleeping

Beauty

Tell students that one way to listen to a fairy tale is to hear the

story read aloud. Music can also tell stories, and many fairy tales

have been told in musical performances, such as dance and opera.

Explain to students that dancing, along with costumes, gestures,

124 Fairy Tales: Supplemental Guide | Pausing Point

and sometimes sets, can be used to tell stories without using

words. Tell students that there are many dance performances that

are based on fairy tales, including a famous ballet dance of Sleeping

Beauty with music written by Peter Tchaikovsky.

Refer to the list of recommended resources in the Introduction at

the front of this Anthology for a list of audio and video adaptations

of fairy tales. Play an excerpt of music from a performance. Ask

students to listen carefully to the music and imagine what might

be happening in the story. Does the music sound fast, slow, scary,

happy, peaceful, etc.? Ask students to draw a picture of what they

imagine might be happening in the fairy tale at that point in the

music. Students may also write or dictate sentences describing

their illustration.

Domain-Related Trade Book

Materials: Trade book

Refer to the list of recommended trade books in the Introduction at

the front of this guide, and choose a modern adaptation of one of

the fairy tales they have already heard to read aloud to the class.

Before reading, ask students to recall who wrote down the original

versions of the fairy tales more than two hundred years ago.

(the

Brothers Grimm)

Explain that modern authors sometimes take

old fairy tales from the Brothers Grimm (or other authors, such as

Hans Christian Andersen) and change the way the story is told or

add new details. Tell students that these new ways of telling old

stories are called “retellings” or “adaptations.” As you share trade

books with students throughout the domain, you may wish to point

out when fairy tales have been “retold” or “adapted” by modern

authors. Explain to students that illustrators sometimes update

old fairy tales by creating illustrations that use a different style or

that show other ways of thinking about the tales. Tell students that

today they will get to hear one author’s retelling of a story and see

a different style of illustrations.

As you read the trade book, use the same strategies that you

have been using when reading the read-aloud selections in this

guide—pause and ask occasional questions; rapidly clarify critical

vocabulary within the context of the read-aloud; etc. After you

Fairy Tales: Supplemental Guide | Pausing Point 125

 nish reading the trade book aloud, lead students in a discussion

as to how this tale is the same as the version in the read-aloud

and how it is different. You may wish to show illustrations side-by-

side and ask students to compare and describe the styles. Also

discuss whether or not this adaptation has the various elements of

a fairy tale.

You may also ask students to write a sentence explaining how they

know that the trade book is a fairy tale. Some students may need

to dictate the sentence to an adult, whereas others may write their

sentences on their own.

Student Choice

Ask students which read-aloud they have heard recently that they

would like to hear again. If necessary, reread the titles of recent

read-alouds to refresh students’ memories. You may also want to

choose one yourself.

Reread the text that is selected. Feel free to pause at different places

in the read-aloud this time and talk about vocabulary and information

that you did not discuss previously during the read-aloud.

After the read-aloud, ask students if they noticed anything new or

different during the second reading that they did not notice during

the  rst reading. Also, ask them to try to express why they like this

read-aloud. Remember to repeat and expand upon each response

using richer and more complex language, including, if possible,

any read-aloud vocabulary.

Video of Fairy Tales

Materials: Audio or video adaptation of a fairy tale

Refer to the list of recommended video adaptations of fairy tales in

the Introduction at the front of this guide, and choose one to show

to the class. As you play the recording, point out the costumes,

scenery, and other details of the performances. Ask students to

compare and contrast this version of the story with the read-aloud

they heard.

126 Fairy Tales: Supplemental Guide | Pausing Point

Newspaper Reporters

Materials: chart paper, tape, drawing and writing tools

Tell students that they are going to pretend to be newspaper

reporters writing a story describing one of the fairy tales in the

domain. Explain that you are going to use the questions words

who, what, when, where and why as the starting point for your

story. Write the name of the fairy tale the class is going to report

about and the question words on a large piece of chart paper. Go

down the list of question words and write down student responses

as they relate to the fairy tale.

Fairy Tales: Supplemental Guide 6 | Hansel and Gretel, Part I 127

 Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “Hansel and Gretel”

 Identify the fairy tale elements of “Hansel and Gretel”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Refer to the Alignment Chart for objectives aligning with

the Common Core State Standards addressed in all lessons in this

domain.

Students will:

 Prior to listening to “Hansel and Gretel, Part I,” orally identify

what they know and have learned about fairy tales and how they

usually present a problem to be solved

 Prior to listening to “Hansel and Gretel, Part I,” orally predict

what kind of problem Hansel and Gretel might have and how

they might try to solve it, and then compare the actual outcome

to the prediction

Hansel and Gretel, Part I

128 Fairy Tales: Supplemental Guide 6 | Hansel and Gretel, Part I

Core Vocabulary

comforted, v. Tried to make someone feel better; soothed

Example: Alex comforted his sister when she fell off the bike.

Variation(s): comfort, comforts, comforting

daybreak, n. The moment when it  rst becomes light outside

Example: Justin’s dog always wanted to go for a walk at daybreak.

Variation(s): none

glittered, v. Sparkled

Example: Her mother’s dress glittered in the light.

Variation(s): glitter, glitters, glittering

shocked, v. Unpleasantly surprised

Example: The teacher was shocked at the mess in the classroom at the

end of snack time.

Variation(s): shock, shocks, shocking

Vocabulary Chart for Hansel and Gretel, Part I

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

firewood

pebble(s)

pigeon

stepmother

woodsman

collect

daybreak

comforted*

glittered

hungry

locked

nagged

scolded

starve/starving

worry

berries

bread

coins

forest

kitten

pocket

wife

Multiple Meaning

fool

loaf

trail

deep

poor

shocked

feed

fire

Phrases

bread crumbs times were hard

Cognates

pichón coleccionar

pobre

Fairy Tales: Supplemental Guide 6 | Hansel and Gretel, Part I 129

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

What Have We Already

Learned?

Elements of Fairy Tales

Charts for “Sleeping Beauty,”

“Rumpelstiltskin,” “Rapunzel,” and

“The Frog Prince”

Use the charts to review the types of

problems that characters dealt with in the

previous fairy tales.

chart paper to create a Prediction

Chart, markers, tape, sticky notes,

writing tools

Use a chart to record student predictions

about what kind of problem Hansel

and Gretel might have. Review student

responses at the end of the read-aloud

and discuss if they were accurate or not.

Vocabulary Preview: Glittered,

Shocked

Images 6A-2

Purpose for Listening

“Hansel and Gretel” Prediction

Chart

Remind students of their initial

predictions using the “Hansel and Gretel”

Prediction Chart.

Presenting the Read-Aloud (15 minutes)

Hansel and Gretel, Part I

Instructional Master 6A-1, chart

paper, markers, tape

Create a story map for “Hansel and

Gretel” to help students keep track of

and understand what is happening in the

story. This story map will be completed

as part of the next lesson.

chart paper, chalkboard, or

whiteboard, drawing tools

Create an illustration of a trail to help

students understand that Hansel was

dropping things so that later, he and

Gretel could find their way back to their

house.

“Hansel and Gretel” Prediction

Chart; sticky notes, writing tools

At the end of the read-aloud, review

the first set of predictions. Determine

with students the actual problem that

Hansel and Gretel face (they were going

to be left in the woods alone), and write

that in the column “Hansel and Gretel’s

Problem.”

Ask students to make a second

prediction about how Hansel and Gretel

will solve their problem. Write their

predictions in the last column.

130 Fairy Tales: Supplemental Guide 6 | Hansel and Gretel, Part I

Exercise Materials Details

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Word Work: Comforted



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Elements of Fairy Tales Chart:

Hansel and Gretel, Part I

Instructional Master 1B-1, chart

paper, markers, tape

Fill out an Elements of Fairy Tales Chart

for “Hansel and Gretel, Part I.”

Heroic and Evil Character

Comparison

Flip Book images; Instructional

Master 6B-1, chart paper, markers,

tape

Take-Home Material

Family Letter

Instructional Masters 6B-2 and

6B-3

Advance Preparation

Create a Prediction Chart on a large piece of chart paper. Students

will write a phrase or short sentence for their predictions.

“Hansel and Gretel” Prediction Chart

Name Prediction Hansel and

Gretel’s

problem

Prediction Hansel and

Gretel’s

Solution

What kind of

problem might

Hansel and

Gretel have?

How will Hansel

and Gretel solve

their problem?

[insert as many

rows as you

have students]

Create a Story Map for “Hansel and Gretel” using Instructional

Master 6A-1 as a guide.

➶

Above and Beyond: Make copies of Instructional Master 6A-1

for students who are ready to complete this story map on their

own.

For the Elements of Fairy Tales Chart, reproduce Instructional

Master 1B-1 (Elements of Fairy Tales Chart) on chart paper. As a

class,  ll in this chart with information from “Hansel and Gretel,

Fairy Tales: Supplemental Guide 6 | Hansel and Gretel, Part I 131

Part I.” Save this chart for the second part of this story in the next

lesson.

➶

Above and Beyond: Make copies of Instructional Master 1B-1

for students who are ready to complete this chart on their own.

For the Heroic and Evil Character Comparison, reproduce

Instructional Master 6B-1 (Heroic and Evil Character Comparison

Chart) on chart paper. Fill this chart in as a class.

Notes to Teacher

Students may have trouble understanding why the father and wife/

stepmother in the story would leave their children in the forest due

to poverty or they may  nd the idea fearful. Reassure students

that this is a fairy tale written very long ago. Remind students that

the Brothers Grimm thought these stories would be interesting

because the stories are about things that make people happy, sad,

and sometimes afraid.

132 Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

What Have We Already Learned? 10 minutes

Remind students that fairy tales often have a problem that must

be solved. Ask students to share some of the problems/solutions

from the fairy tales heard thus far. Tell students that the next fairy

tale, “Hansel and Gretel,” is about a brother and sister who have a

problem that must be solved.

Ask students to think about what kind of problem Hansel and

Gretel might have. (If some students are already familiar with this

fairy tale, be sure to ask them not to give away the story.)

Vocabulary Preview 5 minutes

Glittered

 Show image 6A-2: Hansel gathering pebbles

1. [Point to the pebbles in the image.] Today you will hear how

Hansel went outside at night and found that “The moon was

shining brightly, and the white pebbles that lay in front of the

house glittered like silver coins.”

2. Say glittered with me three times.

3. Glittered means sparkled or shone brightly.

4. Shaniqua loved how the stars glittered at night.

Melvin thought the ocean glittered on sunny days.

5. [Show students some silver coins.] Hansel found pebbles that

Hansel and Gretel, Part I

Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I 133

glittered like silver coins in the moonlight. I am going to name

a pair of things, and we are going to make sentences using

the word glittered to describe them. We will use the sentence

frame, “[name of  rst object] glittered like [name of second

object].”

• [ring; penny] The ring glittered like a penny.

• [ice; mirror] The ice glittered like a mirror.

• [jewel; diamond] The jewel glittered like a diamond.

• [stars; fire] The stars glittered like a fire.

Shocked

1. Today you will hear how the woodsman’s wife is shocked by

something Hansel and Gretel do that she does not expect.

2. Say shocked with me three times.

3. When somebody is shocked, it means that person is

unhappily surprised.

4. Camilla was shocked when she did not earn a spot on the

soccer team.

Tucker was shocked when his mom caught him taking a

cookie without her permission.

5. What would make you feel shocked? I am going to say a

series of sentences. If you would feel shocked if the event

described were to happen, raise your hand. If you would not

feel shocked if the event described were to happen, leave

your hand in your lap. (Answers may vary.)

• Snow fell during the summer.

• Snow fell during the winter.

• The swimming pool froze during the summer.

• A bumblebee landed on your nose.

• A rainbow appeared after the rain.

• A rainbow appeared when there was no rain.

134 Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I

Purpose for Listening

Tell students to listen carefully to  nd out what problem Hansel

and Gretel have and how they try to solve the problem. (If some

students are already familiar with this fairy tale, tell them to listen

to see how this version might be different from the one they know.)

Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I 135

Presenting the Read-Aloud 15 minutes

Hansel and Gretel, Part I

 Show image 6A-1: Woodsman and wife talking

Once upon a time, near a deep, dark forest, there lived a poor

woodcutter with his wife and two children. The boy was named

Hansel, and the girl was named Gretel. The family never had very

much to eat, and now, when times were hard, people around the

land were starving, and the poor woodcutter could not get enough

food to feed his family. As he lay in bed one night, tossing and

turning with worry, he turned to his wife and said, “What is going

to happen to us? How can we feed our poor children when we

haven’t got enough for ourselves?”

“Listen to me,” said his wife. “Early tomorrow morning,” the

coldhearted

woman said, “we’ll take the children deep into the

woods. We’ll give each of them a piece of bread, and make a  re.

Then we’ll leave them and go about our work. They won’t  nd the

way home in time for dinner, and we will eat their share.”

“No!” said the man. “I cannot do that. I cannot leave my

children alone in the woods, where there are wild animals. It will

get dark and cold as the sun sets.”

“Then you are a fool,” snapped the woman. “You might as well

accept it that we will all starve.” Then she nagged the poor man,

and scolded him, and kept at him until at last, he agreed. “But I

feel sorry for my poor children,” he said quietly.

 Show image 6A-2: Hansel gathering pebbles

The two children were so hungry that they had not been able to

sleep, and so they heard everything their stepmother said to their

father. Gretel cried, but Hansel whispered, “Don’t worry, I will think

of something.” And when their parents had gone to sleep, Hansel

got up, put on his little coat, and sneaked outside. The moon

was shining brightly, and the white pebbles that lay in front of the

house glittered like silver coins.

Hansel stooped and  lled the

1 [Point to the characters as you

read.]

2 How do you think the woodsman

and his wife will solve the problem

of not having enough food to eat?

3 or unkind

4 The pebbles sparkled.

136 Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I

pocket of his coat with as many pebbles as it would hold. Then he

tiptoed back to bed and said to Gretel, “Go to sleep, little sister.”

 Show image 6A-3: Hansel dropping pebbles

At daybreak the woman came and woke the two children.

“Get up, you lazybones! We’re going to the forest to get some

wood.” She gave them each a piece of bread and said, “That’s

your food for the day. Don’t eat it all at once, because it is all you

are going to get. We will have supper after we return from the

woods. That is, if you are home in time.”

Gretel carried both pieces of bread in her apron, for Hansel’s

pockets were full of pebbles. They all started out on their way to

the forest. As they walked, Hansel kept turning and looking back

at the house, again and again. His father said, “Hansel, what are

you looking at? You must watch where you’re going.”

“Oh,” said Hansel, “I’m just looking at my little white kitten,

sitting on the roof of the house to say good-bye.”

The wife said, “You little fool, that’s not your kitten. That’s just

the sun shining on the chimney. Now, come along!”

But Hansel stayed a few steps behind, and kept turning, and

each time he turned he dropped a pebble from his pocket to mark

the way.

 Show image 6A-4: Hansel and Gretel by the ﬁ re

When they were deep in the forest, the father said, “Gather

some  rewood, children. I’ll start a  re so you won’t get cold while

we work.” Hansel and Gretel gathered a little mountain of twigs

and sticks, and when the  re was burning, the wife said, “Stay

by the  re, you two. We have to go and cut wood. When we’re

 nished, we’ll come back to get you.”

So Hansel and Gretel sat by the  re. After a time, they ate their

bread. And after a longer time, they got so tired that they closed

their eyes and fell asleep. When they woke, it was dark, and they

were all alone. Gretel began to cry, but Hansel comforted her.

“Wait a little until the moon rises,” he said.

5 Why do you think Hansel gathered

pebbles?

6 Daybreak is when it  rst becomes

light in the morning.

8 Do you think Hansel was really

looking at his kitten? Why did he

say this?

10 Hansel tried to make her feel

better.

7 Do you think they will be home for

supper, or dinner?

9 Are they coming back?

Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I 137

 Show image 6A-5: Hansel and Gretel following the pebbles home

When the full moon had risen, Hansel took his little sister by the

hand and followed the pebbles, which glittered like silver coins

and showed them the way.

They walked on through the night,

and at last, at the break of day, they came to their father’s house.

They knocked on the door, and when the woman opened it she

was shocked.

But all she said was, “Why, there you are! Why

did you stay so long in the forest? We thought you were never

coming home again.”

Of course their father was glad to see

them, for it had broken his heart to leave them alone.

 Show image 6A-6: Woodcutter and wife arguing

Not very long afterward, times were hard again, and there was

little food to eat. Again the children heard their stepmother say to

their father one night, “There’s nothing left but a half loaf of bread.

After that, we’re done! We don’t have enough food for ourselves

and the children. This time we’ll take them so deep in the forest

that they won’t  nd their way back for a week!”

“But, wife,” said the man, with a heavy heart, “it would be better

to share our last bite of food with the children.” But the wife would

not listen to him. And, she knew if she kept at him, she could get

him to give in and agree with her plan as he did before.

 Show image 6A-7: Hansel locked in house

Much later, when their parents were asleep, Hansel got up to

collect pebbles just as he did before. But he couldn’t get out—his

stepmother had  gured out how they found their way home last

time and had locked the door! So Hansel got back in bed and tried

to think of a different plan.

11 What does a full moon look like?

The light from the full moon

caused the pebbles to glitter.

12 She was very surprised to see

Hansel and Gretel.

13 Why do you think she would say

this?

14 What do you think Hansel’s plan

will be?

138 Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I

 Show image 6A-8: Hansel dropping bread crumbs

Early the next morning the woman roused the children out of

bed. She gave them a piece of bread, even smaller than before.

As they walked into the woods, Hansel broke up the bread in his

pocket, and every once in a while he stopped to throw a crumb on

the ground.

“Hansel,” said his father, “what do you keep stopping and

looking back for?”

“I’m looking at a little pigeon that’s sitting on the roof and wants

to say goodbye to me,” answered Hansel.

“Little fool,” said the wife, “that’s not a pigeon. It’s only the sun

shining on the chimney.” So they walked on, and Hansel dropped

bread crumbs all along the way.

The woman led the children deeper into the forest than they had

ever been in all their lives. Again, they gathered sticks for a  re,

and the woman said, “Sit there, children, and when you are tired,

go to sleep. We’re going to cut wood, and when we’re  nished

we’ll come get you.”

 Show image 6A-9: Hansel and Gretel can’t ﬁ nd bread crumbs

Later, when it was lunchtime, Gretel shared her small piece of

bread with Hansel, because he had left his in crumbs along the

path. Then they fell asleep. As evening came, no one came to get

them. When they woke it was dark, and they were alone. When

the moon rose, they started for home, but they could not  nd

the bread crumbs. The birds had eaten them up. “Come, Gretel,”

said Hansel, “I know we can  nd our way.” But they couldn’t  nd

it. They went on all night, and the next day from morning until

evening, but they could not  nd their way out of the forest. They

were terribly hungry, for they had nothing to eat but a few berries.

When they were so tired that they could drag themselves no

farther, they lay down under a tree and fell asleep.

15 Do you think Hansel is really

looking at the pigeon? Why is he

saying this?

16 What do you think is going to

happen next? [Tell students they

will hear the rest of the fairy tale

later.]

Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I 139

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

1. Literal What problems do Hansel and Gretel have in the story?

(Their father and stepmother leave them in the woods; they

have no food to eat; they get lost.)

2. Inferential Why do the woodcutter and his wife plan to leave

Hansel and Gretel in the woods?

(They don’t have enough

food for all four of them; they are afraid and sel sh.)

3. Literal What does Hansel do when he hears the plan to leave

him and Gretel in the woods?

(He gathers pebbles and then

drops them to mark the way back home.)

4. Inferential At  rst, does Hansel’s plan for solving the problem

of being left in the woods work?

(yes) Why or why not? (The

children are able to follow the pebbles that glitter in the

moonlight all the way home.)

5. Inferential How does the stepmother feel when she sees

Hansel and Gretel return?

(She is surprised and shocked to

see them.)

What does she do the next time she plans to leave

them in the woods?

(She locks the door that night so Hansel

can’t collect pebbles again.)

6. Literal What is Hansel’s plan the next time he hears that he

and Gretel will be left deep into the woods?

(He drops crumbs

of bread to mark the way home.)

7. Inferential Does his plan for solving the problem of being left

in the woods work this time?

(no) Why or why not? (because

birds ate the bread crumbs)

8. Evaluative How would you describe Hansel? (clever, brave,

etc.)

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

140 Fairy Tales: Supplemental Guide 6A | Hansel and Gretel, Part I

9. Evaluative Think Pair Share: Do you think the woodcutter

should have gone along with the stepmother’s plan for leaving

Hansel and Gretel in the woods when he knew it was wrong?

(Answers may vary.)

10. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Comforted 5 minutes

1. In the read-aloud you heard, “Gretel began to cry, but Hansel

comforted her.”

2. Say the word comforted with me.

3. If you have been comforted, someone has tried to make you

feel better when you were sad or upset.

4. My mother comforted me when my best friend moved away.

5. Have you ever been comforted by someone? Have you ever

comforted another person? Try to use the word comforted

when you tell about it. [Ask two or three students. If

necessary, guide and/or rephrase students’ responses: “I was

comforted by .” or “I comforted .”]

6. What’s the word we’ve been talking about?

Use a Sharing Activity for follow-up. Directions: Think of a time that

you have been comforted by someone in your life. Maybe it was a

friend who comforted you; maybe it was a relative or a teacher. Turn

and tell your partner about a time you were comforted. Try to use the

word comforted when you are talking with your partner.

Complete Remainder of the Lesson Later in the Day

Fairy Tales: Supplemental Guide 6B | Hansel and Gretel, Part I 141

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes

Elements of Fairy Tales Chart: Hansel and Gretel, Part I 15 minutes

Elements of Fairy Tales

Fairy Tale: “Hansel and Gretel”

Setting(s):

Time: once upon a time Place(s): Hansel and Gretel’s

house;

the forest

Characters: Hansel, Gretel, woodcutter, wife/stepmother

Fantasy/magic:

Problem(s) Solution(s)

Hansel and Gretel are left in the

forest.

Hansel makes and follows a

trail of pebbles to go back

home.

Hansel and Gretel get lost after

birds eat their trail of bread

crumbs.

Ending:

• Have students listen carefully while you reread the  rst sentence

of “Hansel and Gretel”: Once upon a time, near a deep, dark

Hansel and Gretel, Part I

142 Fairy Tales: Supplemental Guide 6B | Hansel and Gretel, Part I

forest, there lived a poor woodcutter with his wife and two

children.

• Ask students if they heard any words that are often used at

the beginning of fairy tales. Write “once upon a time” on the

chart in the row marked “Setting(s),” next to “Time.”

• Ask students where the story takes place. (Hansel and

Gretel’s house, the forest) Record that information in the row

marked “Setting(s),” next to “Place(s).”

• Next, use the Flip Book to review the characters in the fairy tale.

Record the character names on the “Characters” row of the

chart.

• Ask students if any of the characters are royalty. (None of

the characters are royalty.)

• Ask students to think about what elements of the story are

magic or fantasy. (There have been no elements of magic in this

part of the story.)

• Ask students to describe the problems and solutions in the

story so far. Record this information in the “Problem(s)” and

“Solution(s)” columns.

• Tell students that the rest of the chart will be  lled in after

reading the second part of this fairy tale in the next lesson.

Fairy Tales: Supplemental Guide 6B | Hansel and Gretel, Part I 143

Heroic and Evil Character Comparison 15 minutes

Heroic and Evil Characters

Heroic

Story Character Reason

Sleeping Beauty prince does not give up on  nding the princess, even

when it was hard

Evil

Sleeping Beauty thirteenth fairy puts a spell on the princess

Rumpelstiltskin Rumpelstiltskin tries to take the queen’s baby

Rapunzel witch takes the baby from the couple

The Frog Prince witch puts a spell on the prince

• Ask students if they know what it means to be a hero. If

necessary, explain that a hero is a brave man or boy, and a

heroine is a brave woman or girl. Tell students that someone

who is heroic is a very brave person.

• Write the words hero, heroine, and heroic on chart paper, a

chalkboard, or a whiteboard. Ask students to look at the words

and to see if they can tell what all three words have in common.

(All three words contain the root word hero, and all three words

refer to people or actions that are brave.)

• Explain that someone who is evil is very bad, or wicked, and

mean.

• Tell students that you are going to compare heroic and evil

characters in the fairy tales you’ve read thus far.

• Review Flip Book images of the fairy tales you have read so far.

Ask students to point out and to identify any heroic characters.

Have them explain how the character was heroic.

• Record the names of heroic characters and descriptions of their

deeds on the Heroic and Evil Characters Chart. [Refer to sample

chart above.]

• Again, review Flip Book images of the fairy tales you have

read so far. Ask students to point out and identify any evil

144 Fairy Tales: Supplemental Guide 6B | Hansel and Gretel, Part I

characters. Have them explain why they might be considered

evil characters.

• Record the names of evil characters and descriptions of their

deeds on the Heroic and Evil Characters Chart. [Refer to sample

chart above.]

• Review the list with students, and ask them if they noticed

anything about the heroic or evil characters. (Answers will vary.)

• Tell students that in the next read-aloud, Hansel and Gretel will

encounter an evil character. [Leave room on the chart to add

more characters later.]

Take-Home Material

Family Letter

Send home Instructional Masters 6B-2 and 6B-3.

Fairy Tales: Supplemental Guide 7 | Hansel and Gretel, Part II 145

 Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “Hansel and Gretel”

 Identify the fairy tale elements of “Hansel and Gretel”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 Orally retell the fairy tale “Hansel and Gretel,” focusing on its

characters

(RL.1.2)

 Describe in writing the setting, characters, facts, events, and

elements of magic in “Hansel and Gretel”

(RL.1.3)

 Distinguish this fantasy from realistic text by explaining that the certain

events in the story could not have happened in real life

(RL.1.5)

 Sequence four to six pictures illustrating events of “Hansel and

Gretel”

(RL.1.7)

 Orally compare and contrast similarities and differences

between the witch in “Hansel and Gretel” with the witch in

“Rapunzel”

(RL.1.9)

Hansel and Gretel, Part II

146 Fairy Tales: Supplemental Guide 7 | Hansel and Gretel, Part II

 Distinguish shades of meaning of verbs such as creep (L.1.5d)

 While listening to “Hansel and Gretel, Part II,” orally predict what

will happen in the read-aloud based on the previous read-aloud

and then compare the actual outcome to the prediction

 Identify new meanings for familiar words, such as rich, and

apply them accurately

Core Vocabulary

cackled, v. Laughed in a sharp, loud way

Example: The old man cackled at every joke.

Variation(s): cackle, cackles, cackling

creep, v. To move forward silently and slowly

Example: In order to scare her little brother, Liza had to creep up behind

him.

Variation(s): creeps, crept, creeping

heaving, v. Letting out a big sigh

Example: When he realized he was safe, he heaved a sigh of relief.

Variation(s): heave, heaves, heaved

perched, v. Sat or stood on a high spot

Example: Liam perched at the top of the tall slide and waited for his turn

to go down.

Variation(s): perch, perches, perching

wicked, adj. Very bad or mean

Example: The wicked fairy put a spell on Sleeping Beauty.

Variation(s): none

Fairy Tales: Supplemental Guide 7 | Hansel and Gretel, Part II 147

Vocabulary Chart for Hansel and Gretel, Part II

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

cackled

gingerbread

heaving

jewels

pearls

perched

creep*

fetch

frightened

impatient

plumper

screechy

wicked*

bake

bone

cage

fat

hungry

path

Multiple Meaning

dough rich

stuck

thin

treasure

cook

trap

Phrases

worried sick

had in mind

could not see well

Cognates

impaciente

tesoro

rico

trampa

148 Fairy Tales: Supplemental Guide 7 | Hansel and Gretel, Part II

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

Image Review

Images 6A-1 through 6A-9 Have students use the images to retell

the first half of “Hansel and Gretel.”

Image Card 9 (Royal Family),

Image Card 10 (Hansel); Fantasy

and Reality T-Chart; Response

Cards

Ask students to hold up the

corresponding Response Card when you

hold up Image Card 9 (Reality) or Image

Card 10 (Reality). Tape the Image Cards

in the appropriate category on the chart.

Making Predictions About the

Read-Aloud

“Hansel and Gretel” Prediction

Chart (from Lesson 6)

Review the “Hansel and Gretel”

Prediction Chart and ask students if they

would like to make any changes to their

previous prediction.

Essential Background

Information or Terms

Heroic and Evil Character

Comparison Chart

Review the Heroic and Evil Character

Comparison Chart with students to help

them activate their prior knowledge about

heroes.

Vocabulary Preview: Perched

Purpose for Listening

Fairy Tales: Supplemental Guide 7 | Hansel and Gretel, Part II 149

Exercise Materials Details

Presenting the Read-Aloud (15 minutes)

Hansel and Gretel, Part II

image of a gingerbread house Show students the gingerbread house

image to help them understand the trap

the old woman/witch created for Hansel

and Gretel.

“Hansel and Gretel” Story Map

(from Lesson 6)

Continue the story map for “Hansel

and Gretel.” The map will help students

keep track of and understand what is

happening in the story.

“Hansel and Gretel” Prediction

Chart

At the end of the read-aloud, review the

second set of predictions. Determine with

students the actual solution that Hansel

and Gretel used (they found their way

home after killing the witch that wanted

to eat them) and write that in the column

“Hansel and Gretel’s Solution.”

Heroic and Evil Characters Chart Ask students if there are any additional

characters whose names should be

added to the chart. If possible, have

students tell you why the character is

heroic or evil. (Suggested additions:

Hansel and Gretel—heroic; witch—evil)

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

“Hansel and Gretel” Story Map Refer to the “Hansel and Gretel” Story

Map, as necessary, to provide students

additional scaffolding when answering

the comprehension questions.

Word Work: Creep



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Multiple Meaning Word

Activity: Rich

Poster 4M (Rich)

Syntactic Awareness Activity:

Distinguishing Proper Nouns

and Common Nouns

Proper and Common Nouns Chart

(from Lesson 3); Instructional

Master 3B-1

Create a second Proper and Common

Nouns Chart using nouns from “Hansel

and Gretel.”

Vocabulary Instructional

Activity: Wicked

Sequence of Events

Instructional Master 7B-1; scissors,

glue, writing tools

Elements of Fairy Tales Chart:

Hansel and Gretel, Part II

Elements of Fairy Tales Chart for

“Hansel and Gretel”

Complete the Elements of Fairy Tales

Chart for “Hansel and Gretel.”

150 Fairy Tales: Supplemental Guide 7 | Hansel and Gretel, Part II

Advance Preparation

Bring in images of a gingerbread house.

Continue to  ll in the Fantasy and Reality T-Chart. For this lesson,

this chart should include:

Fantasy Reality

Image Card 3 (Good Fairy) Image Card 2 (Royal Family)

Image Card 4 (Enchanted

Princess)

Image Card 6 (Prince)

Image Card 5 (Rumpelstiltskin) Image Card 9 (Royal Family)

Image Card 8 (Talking Frog) Image Card 10 (Hansel)

For Syntactic Awareness Activity, prepare Proper Nouns–Common

Nouns Chart on chart paper, using Instructional Master 3B-1 as a

guide. Make a copy of Instructional Master 3B-1 for each student.

Make a copy of Instructional Master 7B-1 for each student.

Students will cut and paste story images in the correct order and

retell the story.

Notes to Teacher

Students may be fearful of the witch. Reassure students that

witches are an element of fantasy and that people do not cook and

eat children.

Hansel’s and Gretel’s creative problem solving, one element of

fairy tales, may not be noticed by students. If possible, pause

during the read-aloud to highlight how Hansel and Gretel solve

problems with novel solutions. You may wish to discuss:

• Pretending to be the wind when the old woman/witch hears

them nibbling at her house.

• Realizing immediately that the old woman had limited sight and

using that knowledge to their advantage by having Hansel offer

her a bone, in place of his  nger, when the old woman wanted to

test his plumpness.

• Returning to the witch’s house to gather up her treasure, thus

ensuring their family would not starve again.

Fairy Tales: Supplemental Guide 7A | Hansel and Gretel, Part II 151

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

Image Review 5 minutes

One by one, show images 6A-1 through 6A-9. Ask students to

retell the  rst part of the fairy tale. Help them create a continuous

narrative of the beginning of the fairy tale and the important

events. As students discuss each image, remember to repeat

and expand upon each response using richer and more complex

language, including, if possible, any read-aloud vocabulary.

Making Predictions About the Read-Aloud 5 minutes

Ask students to think about what has happened so far to predict

what might happen in the next part of the fairy tale. (If some

students are already familiar with this fairy tale, be sure to ask

them not to give away the ending.)

Essential Background Information or Terms 5 minutes

Ask students what it means to be a hero. Remind students that a

hero is a brave and good man or boy and a heroine is a brave and

good woman or girl. Tell students that someone who is heroic is

very brave, or daring, and good. Ask students if they can think of

someone who is a hero or heroine and to describe what makes

them heroic.

Hansel and Gretel, Part II

152 Fairy Tales: Supplemental Guide 7A | Hansel and Gretel, Part II

Vocabulary Preview 5 minutes

Perched

1. Today you will hear how Hansel and Gretel follow a pretty

snow-white bird until it perched on the roof of a little house.

2. Say perched with me three times.

3. Perched means sat or stood on a high, narrow spot.

4. Sarina sat quietly, perched on the arm of the sofa, while her

dad read the story.

Marcos watched as a squirrel perched on a tree branch while

eating a nut.

5. Tell your partner the name of a bird or animal you would like

to see perched in a tree. Use the word perched when you tell

about it.

Purpose for Listening

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

predictions are correct about what might happen in this next part

of the fairy tale. Tell students also to listen carefully to decide if

any of the characters in “Hansel and Gretel” are heroic or evil. (If

some students are already familiar with this fairy tale, tell them to

listen to see how this version might be different from the one they

know.)

Fairy Tales: Supplemental Guide 7A | Hansel and Gretel, Part II 153

Presenting the Read-Aloud 15 minutes

Hansel and Gretel, Part II

 Show image 7A-1: Children following white bird

It was now the third morning since they had left their father’s

house. They started along again, always looking for the way home,

but instead only going deeper into the forest. Unless help came

soon, they would surely starve.

At about noon they saw a pretty snow-white bird sitting on a

branch and singing so beautifully that they stopped to listen. Then

the bird spread its wings and  ew before them, as though to say,

“Follow me!” And so the children followed the bird until they came

to a little house. The bird  ew up and perched on the roof.

And

then the children saw that the walls of the house were made of

gingerbread, and the roof was made of cake, and the windows

were made of clear sugar candy.

 Show image 7A-2: Hansel and Gretel eating house

“Let’s eat!” cried Hansel. Hansel reached up and broke off a

piece of candy, while Gretel chewed on a piece of a wall.

Suddenly they heard a thin, screechy woman’s voice

call out

from inside the house:

“Nibble, nibble, like a mouse,

Who is nibbling at my house?”

The children answered:

“It’s only the air heaving a sigh.

It’s only the wind passing by.”

 Show image 7A-3: Old woman

The children were so hungry, they went on eating. But then the

door opened, and a very old woman came out, leaning on a cane.

Hansel and Gretel were so frightened that they dropped the food

from their hands. But the old woman just nodded her head and

said, “My dear little children, what has brought you here? Come

inside and stay with me. I’ll take good care of you.”

4 A thin voice is weak, or not very

loud.

5 Hansel and Gretel are trying to

convince the woman she only hears

the wind making a sound.

1 Ask students what is happening in

this picture.

2 To perch is to sit or stand on a high

spot.

3 What do you think Hansel and

Gretel will do next?

6 Do you think Hansel and Gretel

should go inside?

154 Fairy Tales: Supplemental Guide 7A | Hansel and Gretel, Part II

 Show image 7A-4: Inside the woman’s house

So she took them by the hand and led them into her little house.

There they found a wonderful meal of hot pancakes, with honey,

nuts, apples, and cold milk. After that the old woman showed

them two little white beds, and Hansel and Gretel lay down and

wondered if they were just dreaming.

Now, the old woman seemed kind, but in fact she was a wicked

witch.

The story goes that she built her house just to trap little

children, and once she had them, she would cook them and eat

them!

She could not see well, but she had an excellent sense of

smell. Earlier in the day, she had sniffed Hansel and Gretel coming

near.

 Show image 7A-5: Witch locks Hansel in cage

The next morning, before the children were awake, the witch

got up and looked at their rosy cheeks. “Mmm, what a  ne meal I

will have,” she cackled.

She got Hansel out of bed and put him

in a cage. Then she went back and woke up Gretel and shouted,

“Get up, you lazybones!

Fetch water, and cook something nice

for your brother. Feed him well, for once he’s nice and fat, I will eat

him!”

 Show image 7A-6: Gretel cooking and Hansel offering bone

Gretel screamed and cried, but it was no use. She had to do

what the wicked witch said. Day after day, she cooked pots full of

rich food for Hansel, while she herself ate nothing but crumbs.

Every morning the wicked witch would creep to the cage and

say, “Hansel, stick out your  nger so I can tell if you are plump

enough to cook.”

But clever Hansel held out a little bone that

Gretel had given him, and the old woman, who could not see very

well, couldn’t tell that it wasn’t Hansel’s  nger. She wondered why

he wasn’t getting any plumper.

When four weeks passed, and

Hansel seemed as thin as ever, the witch grew impatient.

“Hurry

up and get a pot of water,” she snarled. “Be he fat or thin, I’m

going to cook him and eat him.”

7 Do you think that maybe they are

dreaming?

10 To cackle means to laugh in a

loud way. [You may wish to

demonstrate what a cackle sounds

like.]

11 Who else called the children

“lazybones”?

12 Rich foods are heavy and full of fat

to  ll him up. Rich also means to

have a lot of money.

13 Creep means to move forward

silently and slowly. [You may wish

to ask a student to demonstrate

what it looks like to creep.]

14 How did clever Hansel trick the

witch?

15 What does impatient mean again?

The witch got tired of waiting.

16 Oh no! What do you think will

happen?

8 Wicked means very bad or mean.

9 Do you think this is an example

fantasy? Yes, there aren’t really

witches who eat children.

Fairy Tales: Supplemental Guide 7A | Hansel and Gretel, Part II 155

 Show image 7A-7: Gretel and witch in front of the oven

As she  lled the kettle with water and lit the  re, tears ran

down Gretel’s cheeks. “First we will bake,” said the old woman.

“I’ve heated the oven, and the dough is ready.” Then she pushed

Gretel toward the oven, where the  ames were burning brightly.

“Stick your head in,” the witch said to Gretel, “and tell me if it’s hot

enough for us to bake the bread.” But Gretel knew what the witch

had in mind;

she knew that the witch meant to shut her in the

oven, bake her, and eat her! So Gretel said, “I don’t know how to

do it. Where do I look? Could you show me how?”

“You silly child!” cried the old woman. “There’s a big opening,

don’t you see? Why, I could  t in myself!” And she stuck her head

in the oven. Then Gretel rushed up and, with all her might, pushed

the witch into the oven. She shut the iron door and locked it tight.

Gretel ran right to Hansel and let him out of the cage.

 Show image 7A-8: Gretel frees Hansel

“Come, Hansel, we are free!” she cried. “The old witch is gone!”

Hansel sprang out and hugged Gretel, and the children danced for

joy and then ran out of the house. Then, because they had nothing to

fear, they went back into the witch’s house. There they found chests

full of pearls and precious jewels. “These are better than pebbles!”

laughed Hansel as he  lled his pockets, while Gretel  lled her apron.

“Now, away we go,” said Hansel. Then he said quietly, “If only

we can  nd our way out of the forest.”

 Show image 7A-9: Hansel and Gretel at edge of lake

When they had walked a few hours they came to a wide lake. “There’s

no bridge, and no stepping stones,” said Hansel. “We can’t get across.”

“And there’s no boat, either,” said Gretel. “But look,” she said.

“Here comes a duck. I will ask her for help.” So she called out,

“Duck, duck, here we stand,

Hansel and Gretel on the land.

Stepping stones and a bridge we lack,

Carry us over on your nice, soft back.”

17 What do you think the witch had

in mind?

18 Where do you think Hansel and

Gretel are going?

156 Fairy Tales: Supplemental Guide 7A | Hansel and Gretel, Part II

And, lo and behold, the duck came over. Hansel got on her

back and told Gretel to sit behind him.

 Show image 7A-10: Hansel and Gretel emerge from the woods

When they were on the other side of the lake, they walked on

for a little while and soon found a path. The forest began to look

more and more familiar. At last, in the distance, they saw their

father’s house. They began to run as fast as they could. They burst

through the door and cried out, “Father! We’re home!” Then threw

themselves into his arms.

 Show image 7A-11: Reunion with father

Ever since he had left the children in the forest, the man had

been worried sick. As for his mean wife—he told the children she

was gone. Now, he hugged his children as though he would never

let them go. As he squeezed Gretel to him, the pearls and jewels

fell from Gretel’s apron. Then Hansel reached into his pockets and

pulled out handful after handful of treasure.

They were together again, their troubles were over, and they

lived in perfect happiness for a long, long time.

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

1. Evaluative Were your predictions about what happens in this

part of the story correct? Why or why not?

(Answers may vary.)

2. Literal In the beginning of Part II, Hansel and Gretel are lost

in the woods. How do they end up  nding the old woman’s

house? (They follow a white bird they had stopped to hear

singing. The bird perched on top of the old woman’s roof.)

3. Inferential Describe the outside of the old woman’s house.

(The walls of the house are made of gingerbread, the roof

is made of cake, and the windows are made of clear sugar

candy.) Why is her house made of these things? (The woman

is a wicked witch who tries to trick children into coming to her

house so she can eat them.)

Note: You may want to take this opportunity to discuss why

it’s important not to talk to strangers.

19 Do you think a duck could really

take a child (or two!) across a lake?

20 Do you think their father will be

happy to see them?

Fairy Tales: Supplemental Guide 7A | Hansel and Gretel, Part II 157

4. Literal What new problem do Hansel and Gretel have after

arriving at the woman’s house? (She tells them she plans to

eat them.)

5. Evaluative Do you think what happens in this fairy tale could

really happen, or is it mostly make-believe, or fantasy? How

do you know? (Answers may vary, but be sure to remind

children that most of the story is fantasy and highlight the

various elements of fantasy, e.g., wicked witches, people

don’t eat children, children can’t ride on a duck’s back, etc.)

6. Inferential Hansel holds out a bone to trick the witch into

thinking he is too skinny to eat. Does his plan work? Why or

why not? (His plan works at  rst, but then the witch wants

to eat him anyway.)

7. Literal What does Gretel do to trick the wicked witch once she

realizes the witch is planning to cook her? (Gretel tricks the

witch into putting her own head in the oven, and then Gretel

pushes the witch into the oven.)

8. Inferential What do the children do once the wicked witch is

gone? (They take pearls and precious jewels they  nd in the

witch’s house. With the help of a duck, they cross a lake, and

then they  nd their way home.)

9. Evaluative Do you think any of the characters in “Hansel and

Gretel” are heroic? If so, identify the character and describe

what makes him or her heroic. [You may also want to discuss

the evil character, the witch.] (Answers may vary.)

[Please continue to model the Think Pair Share process for

students, as necessary, and scaffold students in their use of the

process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

10.

Evaluative Think Pair Share: Which character do you think is

the most clever: Hansel, Gretel, or the wicked witch? Why?

(Answers may vary.)

158 Fairy Tales: Supplemental Guide 7A | Hansel and Gretel, Part II

11. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Creep 5 minutes

1. In the read-aloud you heard, “Every morning the wicked witch

would creep to [Hansel’s] cage.”

2. Say the word creep with me.

3. Creep means to move slowly and quietly. People or animals

creep because they don’t want to be noticed.

4. When my cat comes in late at night, she will creep into a

corner so we don’t notice her.

5. Have you ever seen a person or an animal creep? Why

was the person or animal creeping? Try to use the word

creep when you tell about it. [Ask two or three students. If

necessary, guide and/or rephrase students’ responses: “I saw

creep because . . . ”]

6. What’s the word we’ve been talking about?

Use a Movement activity for follow-up. Directions: Creep means to

move slowly or quietly (usually close to the ground and often with

the intent of not being noticed). Some other words that mean the

same thing, or almost the same thing, as creep are crawl, sneak,

slither, scramble, and tiptoe. [Have students stand up and spread

out or ask for volunteers to demonstrate what it might look like to

creep, crawl, sneak, slither, scramble, and tiptoe.]

➶

Above and Beyond: Do the same Word Work activity for the

word cackled. Cackled means laughed in a sharp, loud way.

(Examples of words that mean the same, or almost the same, as

cackled are laughed, crowed, hooted, giggled, snickered, and

chuckled.)

Complete Remainder of the Lesson Later in the Day

Fairy Tales: Supplemental Guide 7B | Hansel and Gretel, Part II 159

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes



Multiple Meaning Word Activity 5 minutes

De nition Detective: Rich

Note: You may choose to have students hold up one or two

 ngers to indicate which image shows the meaning being

described, or have a student walk up to the poster and point to

the image being described.

1. In the read-aloud you heard, “Day after day, [Gretel] cooked

pots full of rich food for Hansel, while she herself ate nothing

but crumbs.”

2. With your partner, try to think of as many meanings for rich as

you can, or discuss ways you can use the word rich.

3. [Show Poster 4M (Rich).] The word rich in the story means

food containing a lot of butter, fat, or oil. Which picture in the

image shows this meaning of rich?

4. Rich also means having a lot of money, or wealth. Which

picture in the image shows this meaning of rich?

5. Did you or your partner think of any of these de nitions of rich?

6. Now with your partner, make a sentence for each meaning of

rich. Try to use complete sentences. I will call on some of you

to share your sentences with the class.

Hansel and Gretel, Part II

160 Fairy Tales: Supplemental Guide 7B | Hansel and Gretel, Part II



Syntactic Awareness Activity 10 minutes

Proper Nouns and Common Nouns

Note: The purpose of these syntactic activities is to help students

understand the direct connection between grammatical structures

and the meaning of text. These syntactic activities should be used

in conjunction with the complex text presented in the read-alouds.

Proper Nouns Common Nouns

Gretel girl

Hansel boy

[name of a student’s father] father

[name of a student’s mother] wife

[Easter, Fourth of July, etc.] holiday

[Empire State Buliding, The

Capitol, etc.]

building

[Proper nouns are the names of speci c persons, places, or

things.]

1. [Display the Proper Nouns and Common Nouns Chart from

Lesson 3.] We are going to take a look back at our Proper

Nouns and Common Nouns Chart that we created during the

lesson for “Rapunzel.”

2. Do we capitalize people’s names? (We capitalize people’s

names.) Remember that when Rapunzel is used as the name

of the princess it is called a proper noun. Proper nouns start

with a capital letter. Point to the column on the chart that

shows the proper nouns.

3. Remember that when rapunzel is used to name a type of

plant, the word rapunzel is considered a common noun,

because there are many, many rapunzel plants everywhere.

Common nouns are not capitalized unless they begin a

sentence. Point to the column on the chart that shows the

common nouns.

4. Another way to think about common nouns is to think about

words that name people or things in a general way, words

such as boy or girl. Proper nouns give exact names to people

Fairy Tales: Supplemental Guide 7B | Hansel and Gretel, Part II 161

or things; for example, Hansel is a boy. Hansel is a proper

noun, whereas boy is a common noun.

5. I am going to say a series of words or names. Help me decide

if they are proper nouns or common nouns. Then tell me how I

write them correctly. (Proper nouns should be capitalized and

the common nouns should be written in all lowercase letters.)

6. The  rst word is girl. Is girl a proper noun or a common

noun? (Girl is a common noun.) [Repeat this process with the

following words: Gretel, boy, Hansel, father, wife, and holiday.

For counterpoint to father, wife, and duck, add the name of

a student’s father, the name of a student’s mother, and an

example of a speci c holiday.]



Vocabulary Instructional Activity 5 minutes

Word Work: Wicked

1. In the read-aloud you heard “Now, the old woman seemed

kind, but in fact she was a wicked witch.”

2. Say the word wicked with me three times.

3. Wicked means very bad or mean.

4. Sometimes fairy tale characters are heroic, brave, and kind;

other times fairy tale characters are wicked and evil.

5. Think back to the fairy tales you have heard in this domain.

Turn and tell your partner the name of a character you think

is wicked. Try to use the word wicked when you tell about the

character. I will call on two or three partner pairs to share their

responses with the class.

6. What is the word we have been talking about?

162 Fairy Tales: Supplemental Guide 7B | Hansel and Gretel, Part II

Use a Making Choices activity for follow-up. Directions: I am

going to name some fairy tale characters from this domain. If you

think the character is wicked, say, “That character is wicked.” If

you think the character is not wicked, say, “That character is not

wicked.”

• Hansel from “Hansel and Gretel” (That character is not wicked.)

• the thirteenth fairy from “Sleeping Beauty” (That character is

wicked.)

• the witch from “Rapunzel” (That character is wicked.)

• the frog from “The Frog Prince” (That character is not wicked.)

• the queen from “Rumpelstiltksin” (That character is not wicked.)

• the witch from “Hansel and Gretel” (That character is wicked.)



Sequence of Events (Instructional Master 7B-1) 15 minutes

• Explain to students that the worksheet has six pictures of

events from “Hansel and Gretel.” Go over the pictures with

students. Help students name the characters and discuss what

is happening in the story.

• Image one—Hansel and Gretel following the pebbles home

• Image two—Hansel and Gretel emerge from the woods

• Image three—Woodsman and wife talking

• Image four—Hansel and Gretel eating house

• Image five—Hansel and Gretel by the fire

• Image six—Gretel cooking and Hansel offering bone

• Ask students to cut out their pictures and to try to place them in

the order in which they happened in the story. Remind students

to show you their sequence before gluing the pictures onto their

paper.

• Have students glue the pictures on paper once they have

sequenced the images.

• Have partner pairs work together to retell the fairy tale using

their sequenced pictures.

Fairy Tales: Supplemental Guide 7B | Hansel and Gretel, Part II 163

Elements of Fairy Tales Chart: Hansel and Gretel, Part II 15 minutes

Elements of Fairy Tales

Fairy Tale: “Hansel and Gretel”

Setting(s):

Time: once upon a time Place(s): Hansel and Gretel’s

house; the forest

Characters: Hansel, Gretel, woodcutter, wife/stepmother

Fantasy/magic: gingerbread house, witch

Problem(s) Solution(s)

Hansel and Gretel are left in

the forest by their father and

stepmother because the father

gives in to the stepmother’s

nagging demands.

Hansel makes and follows a

trail of pebbles. He and Gretel

go back home.

Hansel and Gretel’s parents

bring them back to the forest,

and they get lost after birds eat

their trail of bread crumbs.

They  nd a gingerbread house

in the woods and are invited in

to stay by the old woman that

lives there.

The old woman was really

a witch, who wanted to eat

Hansel and Gretel.

Gretel pushes the witch into the

oven, and they escape. A duck

helps them return home.

Ending: Hansel and Gretel live happily ever after with their father.

• Ask students if the setting has changed in the second half of the

story. (The time did not change. There is a new place: the witch’s

gingerbread house.) Add any new settings to the chart.

• Ask students to think about which elements of the second half

of the story are magic or fantasy. (the witch and the gingerbread

house) Record this information on the “Fantasy/Magic” row of

the chart. Remind students that magical elements are one of the

things that make fairy tales different from other kinds of stories.

• Ask students to describe the problem(s) and solution(s) in

this part of the fairy tale. Record this information under the

“Problem(s)” and “Solution(s)” columns.

164 Fairy Tales: Supplemental Guide 7B | Hansel and Gretel, Part II

• Finally, reread the last sentence of the fairy tale: They were

together again, their troubles were over, and they lived in perfect

happiness for a long, long time. Ask students to give a thumbs-

up sign if the ending is a “fairy-tale ending” or a thumbs-down

sign if it is not a “fairy-tale ending.” Have students explain

their answers. Describe the conclusion of the fairy tale on the

“Ending” row of the chart.

Fairy Tales: Supplemental Guide 8 | Jack and the Beanstalk, Part I 165

 Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “Jack and the Beanstalk”

 Identify the fairy tale elements of “Jack and the Beanstalk”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 Write, tell, and/or draw a unique fairy tale with characters,

settings, problems, solutions, and endings

(RL.1.3, W.1.4)

 Distinguish this fantasy from realistic text by explaining that the

certain events in the story could not have happened in real life

(RL.1.5)

 Participate in a shared writing project to create an original fairy

tale

(W.1.7)

 Discuss personal responses to whether or not they ever traded

something they had for something else they wanted

(W.1.8)

 Prior to listening to “Jack and the Beanstalk, Part I,” identify

what they know and have learned about the role of plants, or

parts of plants, in fairy tales

Jack and the Beanstalk,

Part I

166 Fairy Tales: Supplemental Guide 8 | Jack and the Beanstalk, Part I

 Prior to listening to “Jack and the Beanstalk, Part I,” orally

predict what Jack’s mother is going to think about his trade and

then compare the actual outcome to the prediction

Core Vocabulary

attic, n. A room at the top of a house in the space under the roof

Example: The attic was  lled with old photo albums and dusty boxes.

Variation(s): attics

ﬁ erce, adj. Very strong; dangerous

Example: A  erce wind blew the roof off the tree house.

Variation(s):  ercer,  ercest

precious, adj. Valuable or very special

Example: Kelly’s teddy bear wasn’t very expensive, but it was precious

to her because it had been hers since she was a baby.

Variation(s): none

tremble, v. To shake

Example: The scary story made Juan tremble.

Variation(s): trembles, trembled, trembling

wringing, v. Twisting something hard with both hands

Example: After a fun day at the beach, the children sat wringing the

water out of their bathing suits.

Variation(s): wring, wrings, wrung

Fairy Tales: Supplemental Guide 8 | Jack and the Beanstalk, Part I 167

Vocabulary Chart for Jack and the Beanstalk, Part I

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

attic

beanstalk

wringing

climbed

enormous

fierce

overnight

precious*

tremble

unusual

asleep

beans

breakfast/dinner

cow

jumped

kitchen

ladder

magic

mother

pocket

sell

Multiple Meaning

fool

giant

poor

trade

Phrases

Milky White reached the sky

Cognates

ático enorme

feroz

precioso*

temblar

gigante

pobre

magia

madre

168 Fairy Tales: Supplemental Guide 8 | Jack and the Beanstalk, Part I

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

What Have We Already

Learned?

Image 2A-4, 3A-1 Use the images to support the discussion

of important plants in fairy tales.

Background Information

chart paper to create a Prediction

Chart, markers, tape, sticky notes,

writing tools

Have students write their name on a

sticky note and place it in the “yes” or

“no” column of the Prediction Chart.

Vocabulary Preview: Fierce,

Tremble

Image 8A-6

Purpose for Listening

Presenting the Read-Aloud (15 minutes)

Jack and the Beanstalk, Part I

Instructional Master 8A-1, chart

paper, markers, tape

Create a story map for “Jack and the

Beanstalk” to help students keep track of

and understand what is happening in the

story. This story map will be completed

as part of the next lesson.

Image 8A-2; Prediction Chart Have students give a thumbs-up sign if

they think that Jack made a fair trade or

give a thumbs-down sign if they think he

did not. Call on a few students to explain

their responses.

Review the Prediction Chart to see

how student predictions about Jack’s

mother’s feelings about the trade align

with the actual text. Discuss the reasons

for any differences.

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

Word Work: Precious



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Elements of Fairy Tales Chart:

Jack and the Beanstalk, Part I

Instructional Master 1B-1, chart

paper, markers, tape

Fill out an Elements of Fairy Tales Chart

for “Jack and the Beanstalk, Part I.”

Fairy Tales: Supplemental Guide 8 | Jack and the Beanstalk, Part I 169

Exercise Materials Details

Plan Your Fairy Tale

Instructional Master 8B-1 (Fairy

Tale Planner); chart paper,

tape, black and green markers;

Elements of Fairy Tales Charts for

each story read so far

Students create a Fairy Tale Planner in

preparation for writing their own fairy tale

at the end of Lesson 9.

Advance Preparation

Create a Prediction Chart on a large piece of chart paper.

Prediction Question: Will Jack’s mother think it was a good idea

to trade the cow for magic beans?

Yes No

Create a Story Map for “Jack and the Beanstalk” using

Instructional Master 8A-1 as a guide.

➶

Above and Beyond: Make copies of Instructional Master 8A-1

for students who are ready to complete this story map on their

own.

For the Elements of Fairy Tales Chart, reproduce Instructional

Master 1B-1 (Elements of Fairy Tales Chart) on chart paper.

As a class,  ll in this chart with information from “Jack and the

Beanstalk, Part I.” Save this chart for the second part of this story

in the next lesson.

➶

Above and Beyond: Make copies of Instructional Master 1B-1

for students who are ready to complete this chart on their own.

For Plan Your Fairy Tale, reproduce Instructional Master 8B-1

(Fairy Tale Planner) on chart paper. Make a copy of Instructional

Master 8B-1 for each student.

Notes to Teacher

Students may have trouble understanding the concept of a fair or

just trade. You may wish to discuss with students that one way

to assess the fairness of a trade is to consider if both parties are

happy or satis ed with the trade.

170 Fairy Tales: Supplemental Guide 8A | Jack and the Beanstalk, Part I

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

What Have We Already Learned? 5 minutes

Remind students that some plants or parts of plants have been

very important in the various fairy tales they have heard thus

far. Ask students to talk about the importance of straw and

rapunzel, and to identify the fairy tale that each plant is from.

If students participated in Core Knowledge Language Arts

during Kindergarten, they will also be familiar with the fairy tale

“A Princess and a Pea.” Explain that another plant will be very

important in the fairy tale they are about to hear.

Background Information 5 minutes

Ask students if they have ever traded something they had for

something else they wanted. Ask students what they traded and

if both student and the person they traded with thought it was a

good, or fair, trade.

Vocabulary Preview 5 minutes

Fierce

 Show Image 8A-6: Jack meets giant’s wife

1. [Point to the wife in the image.] Today you will hear how a

boy named Jack meets a giant’s wife, and she tells him, “My

husband is a ﬁ erce giant.”

2. Say ﬁ erce with me three times.

Jack and the Beanstalk,

Part I

Fairy Tales: Supplemental Guide 8A | Jack and the Beanstalk, Part I 171

3. Fierce describes something that is very strong or dangerous.

4. April’s neighbor has a  erce dog.

5. I am going to list things that you may or may not  nd  erce. If

what I say seems  erce to you, make a  erce or mean face. If

you do not think that what I say seems  erce, make a happy

face.

• sharks

• butterflies

• rainbows

• thunderstorms

• dogs

• snowstorms

• large ocean waves

• wind

Tremble

1. Today you will hear how the giant’s house began to tremble

when he came near it.

2. Say tremble with me three times.

3. Tremble means shake.

4. The houses tremble during an earthquake.

Maxwell began to tremble as he waited for his bus in the icy,

cold weather.

5. What makes you tremble? What does it look like or feel like

when something trembles? Turn and tell your partner. Try to

use the word tremble when you talk to your partner.

Purpose for Listening

Tell students to listen carefully to learn what is traded in this fairy

tale and to decide if they think it is a good trade. Have students

also listen to  nd out how a plant is important in this fairy tale. (If

some students are already familiar with this fairy tale, tell them to

listen to see how this version might be different from the one they

know.)

172 Fairy Tales: Supplemental Guide 8A | Jack and the Beanstalk, Part I

Presenting the Read-Aloud 15 minutes

Jack and the Beanstalk, Part I

 Show image 8A-1: Jack, mom, and Milky White

Once upon a time there was a poor widow

who had an only

son named Jack and a cow named Milky White. All they had to live

on was the milk the cow gave every morning, which they carried to

the market and sold. But one morning, Milky White gave no milk.

“Oh, Jack,” said the poor widow, wringing her hands, “we have

nothing to eat and no money. We must sell poor Milky White.”

“Cheer up, Mother,” said Jack. “It’s market day today. I’ll sell

Milky White, then we’ll be better off, you’ll see.”

 Show image 8A-2: Jack making trade

So Jack took the cow and started down the road. He had not

gone far when he met an unfamiliar old man. The old man said,

“Good morning, Jack.”

“Good morning to you,” said Jack, and he wondered how the

old man knew his name.

“Well, Jack, where are you off to?” said the man.

“I’m going to the market to sell our cow there.”

“Oh, yes, you look like just the sort of fellow to sell a cow,” said

the man. “Now, I wonder,” he asked Jack. “Do you know how

many beans make  ve?”

Jack thought this was a strange question, but he answered

anyway. “Two beans in each hand, and one bean in your mouth—

that makes  ve.”

“Right you are!” said the old man. And then, pulling something

out of his pocket, he said, “And here they are.” He held out  ve

very unusual beans. “Now, because you’re such a smart fellow,”

he said to Jack, “I will trade you these beans for your cow.”

“Well, now,” said Jack, “that would be a nice trade for you!”

1 or a woman whose husband had

died

2 [Demonstrate wringing your

hands, and explain that someone

might do this when they are

nervous or upset.]

Fairy Tales: Supplemental Guide 8A | Jack and the Beanstalk, Part I 173

“Ah, but you don’t know what kind of beans these are,” said the

man. “If you plant them tonight, then by morning they will grow

right up to the sky.”

“Really?” said Jack, who was beginning to get interested.

“Yes,” said the man. “And if it doesn’t turn out to be true, then

you can have your cow back.”

“All right, then,” said Jack. He gave the man the cow, took the

beans, and went home.

 Show image 8A-3: Jack is sent to bed

“Jack, are you back already?” said his mother. “I see you’ve

sold Milky White. How much did you get for her?”

“Mother, you’ll never guess,” said Jack.

“Oh, you good boy!” said his mother. “Did you get  ve? Or ten?

Maybe even—no, it can’t be—twenty?”

“I told you that you couldn’t guess!” said Jack. Then, reaching

into his pocket, he said, “See here, Mother. I got  ve . . . beans.

You plant them, and then overnight they . . .”

“What!” cried his mother. “Beans! You gave away my Milky

White for beans? How could you be such a fool? Off to bed with

you, and no supper. And as for your precious beans, here they go,

out the window!”

So Jack went to his little attic room, without dinner, where he

 opped down and  nally fell asleep.

 Show image 8A-4: Jack looking at giant beanstalk

When he woke up, the room looked funny. The sun was shining

into part of it, but all the rest was dark and shady. He jumped up

and went to the window. And what do you think he saw?

Why,

the beans his mother had thrown out the window had landed in

the garden, and overnight they had sprung up into an enormous

beanstalk, which went up and up and up till it reached the sky. So

the old man had been telling the truth!

3 Do you think Jack should have

made this trade? What do you

think Jack’s mother is going to

think about his trade?

4 What do you think his mom is

referring to? (money)

7 What do you think Jack saw?

5 Precious means valuable or very

special. Do you think Jack’s mother

believes that the beans are

precious? Why does she say this?

6 An attic is a room at the top of a

house in the space under the roof.

174 Fairy Tales: Supplemental Guide 8A | Jack and the Beanstalk, Part I

 Show image 8A-5: Jack climbing beanstalk

The beanstalk grew right up to Jack’s window. All he had to

do was step out onto it and then start climbing it, like a ladder.

So Jack climbed, and he climbed, and he climbed, until at last he

reached the sky. And when he got there, he saw a long, straight

road. He followed the road until he came to a great, big, tall house,

and on the doorstep there was a great, big, tall woman.

 Show image 8A-6: Jack meets giant’s wife

“Good morning, ma’am,” said Jack, quite politely. “Could you

be so kind as to give me some breakfast?”

“Oh, so you want breakfast?” said the great, big, tall woman.

“Well, you’ll be breakfast if you don’t get out of here. My husband

is a ﬁ erce giant, and there’s nothing he likes better than a nice

cooked boy on buttered toast.

You’d better get going, for he’ll be

coming soon.”

“Oh, please, ma’am,” said Jack, “I haven’t eaten since

yesterday, really and truly.”

 Show image 8A-7: Jack eating breakfast

Well, the giant’s wife wasn’t so bad after all. She took Jack into

the kitchen and gave him a chunk of bread and cheese and a jug

of milk. But Jack hadn’t half  nished these when—thump! thump!

thump!—the whole house began to tremble with the noise of

someone coming—someone big!

8 What do you notice about the

woman in the picture? [Explain

that giants are very strong and

large characters sometimes found

in fairy tales.]

9 If someone is  erce, he or she is

very strong and dangerous. Does

this sound like something that

could really happen or is it fantasy?

10 To tremble means to shake. Who do

you think is coming, and what do

you predict will happen next? [Tell

students that they will hear the

rest of the fairy tale another time.]

Fairy Tales: Supplemental Guide 8A | Jack and the Beanstalk, Part I 175

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

1. Evaluative Do you think Jack made a good trade when he

traded the cow for the beans? Why or why not?

(Answers may

vary.)

2. Inferential Why is Jack’s mother wringing her hands in the

beginning of the fairy tale?

(She is worried because their cow,

Milky White, stopped giving milk, and they have no other way

to earn money or eat.)

3. Evaluative Why do you think the man traded the beans for the

cow?

(Answers may vary.)

4. Literal What does Jack’s mother do when she hears about the

trade?

(She throws the beans out the window and sends Jack

to his attic room without supper.)

Does she think the beans

are precious?

(no)

5. Literal What does Jack discover when he wakes up the next

morning?

(In the spot where his mother threw the beans, a

large beanstalk has grown into the sky.)

6. Evaluative Would a plant really grow this fast, or is this

fantasy?

(This is fantasy.) Could a person really climb a

beanstalk?

(No, this is also fantasy.)

7. Literal Who does Jack meet after he climbs the beanstalk?

(He meets a very tall woman who is married to a  erce giant.)

8. Inferential How does this part of the fairy tale end? (The

woman gives Jack breakfast, and the house begins to tremble

with the noise of someone very big coming to the house.)

[Please continue to model the Question? Pair Share process for

students, as necessary, and scaffold students in their use of the

process.]

Evaluative Who? Pair Share: Asking questions after a read-

aloud is one way to see how much everyone has learned.

Think of a question you can ask your neighbor about the read-

aloud that starts with the word who. For example, you could

ask, “Who were the characters in ‘Jack and the Beanstalk’?”

176 Fairy Tales: Supplemental Guide 8A | Jack and the Beanstalk, Part I

Turn to your neighbor and ask your who question. Listen to

your neighbor’s response. Then your neighbor will ask a new

who question, and you will get a chance to respond. I will call

on several of you to share your questions with the class.

10. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Precious 5 minutes

1. In the read-aloud you heard, “And as for your precious beans,

here they go, out the window!”

2. Say the word precious with me.

3. If something is precious, it is very valuable and special.

4. My grandmother’s necklace is very precious to my mother.

5. In many of the fairy tales we’ve read, characters have items

that are precious to them. Describe some of those items, and

try to use the word precious when you tell about them. [Ask

two or three students. If necessary, guide and/or rephrase

students’ responses: “ is precious to the fairy tale

character .”]

6. What’s the word we’ve been talking about?

Use a Sharing Activity for follow-up. Directions: Think of something

that is precious to you. Maybe it is someone, something, or a

special memory. Turn and tell your partner about something that is

precious to you and why it is precious to you. Try to use the word

precious when you are talking with your partner.

Complete Remainder of the Lesson Later in the Day

Fairy Tales: Supplemental Guide 8B | Jack and the Beanstalk, Part I 177

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes

Elements of Fairy Tales Chart:

Jack and the Beanstalk, Part I 15 minutes

Elements of Fairy Tales

Fairy Tale: “Jack and the Beanstalk”

Setting(s):

Time: once upon a time Place(s): Jack’s house,

giant’s house

Characters: Jack, mother, cow, man, giant, giant’s wife

Fantasy/magic: magical beans, enormous beanstalk, giant

people

Problem(s) Solution(s)

Jack’s cow stops giving milk. Jack trades his cow for magic

beans that grow into an

enormous beanstalk overnight.

Ending:

Jack and the Beanstalk,

Part I

178 Fairy Tales: Supplemental Guide 8B | Jack and the Beanstalk, Part I

• Ask students to identify the setting of “Jack and the Beanstalk.”

• First, record what students tell you about when the story

takes place. (Write “once upon a time” on the chart in the

row marked “Setting(s),” next to “Time.”)

• Next, record where the story takes place. (Write “Jack’s

house” and “the giant’s house” in the row marked

“Setting(s)” next to “Place(s).”)

• Next, use the Flip Book to review the characters in the fairy tale.

Record the character names on the “Characters” row of the

chart. (Jack, his mother, cow, man, giant, giant’s wife)

• Ask students if any of the characters are royalty. (None of

the characters are royalty.)

• Ask students to think about what elements of the story are

magic or fantasy. (magical beans, enormous beanstalk, giant

people)

Record this information in the row marked “Fantasy/magic.”

• Ask students to describe the problem(s) and solution(s) in the

story so far. Record this information in the Problem(s) and

Solution(s) columns. Tell students that the rest of the chart will

be  lled in after reading the second part of this fairy tale in the

next lesson.

Plan Your Fairy Tale (Instructional Master 8B-1) 20+ minutes

• Use the Elements of Fairy Tales Charts to review the common

components of fairy tales. Together with students, go through

each category on the chart: setting(s), character(s), fantasy/

magic, problems, solutions, and ending. Have students look

for and circle common story elements using a green marker.

Discuss the common elements identi ed using the following

questions:

• What words do most fairy tales begin with? What do those

words tell us about when the story takes place? (“Once

upon a time” is a common beginning that tells us the story

took place long ago.)

Fairy Tales: Supplemental Guide 8B | Jack and the Beanstalk, Part I 179

• What are some common types of characters in fairy tales?

(Royal characters, good/evil characters, and magical

characters, such as giants, fairies and talking animals, are

common character types in fairy tales.)

• What are some common problems in fairy tales? (An evil

character puts a spell on a good character, such as in

“Sleeping Beauty” and “The Frog Prince.” Someone has

a difficult problem and must find a solution, such as in

“Rumpelstiltskin,” “Rapunzel,” and “Hansel and Gretel.”)

• How do most fairy tales end? (Most fairy tales end with the

characters living “happily ever after.”)

• Tell students that they will have a chance to write their own fairy

tales, but  rst you are going to model how to create a plan for

writing a fairy tale.

• Show students the Fairy Tale Planner Chart, and read over the

categories on the chart.

• Ask students what should be the setting of the fairy tale. Write

students’ suggestions for “when” and “where” on the row

marked “Setting(s).”

• Next, ask students to select up to two characters that they

would like to include in their story. Record the character names

on the row marked “Characters.”

• Ask students to choose an element of fantasy or magic that

they would like to include in their fairy tale, and record it on the

organizer under “Fantasy/Magic.”

• Have students think of a problem that one or both of the

characters could have. Record the problem on the row marked

“Problem(s).”

• Challenge students to think of how the character(s) solve their

problem. Write the solution on the chart in the row marked

“Solution(s).”

• Finally, ask students to describe what the “happily ever after”

ending might be like for their characters. Record this information

on the chart under “Ending.”

180 Fairy Tales: Supplemental Guide 8B | Jack and the Beanstalk, Part I

• Read over the chart with students, and work together to come

up with a suitable title for your fairy tale. Write the title in the row

marked “Fairy Tale Title.”

• Have students use the same process to complete their own fairy

tale planner using Instructional Master 8B-1.

Fairy Tales: Supplemental Guide 9 | Jack and the Beanstalk, Part II 181

 Lesson Objectives

Core Content Objectives

Students will:

 Demonstrate familiarity with the fairy tale “Jack and the

Beanstalk”

 Identify the fairy tale elements of “Jack and the Beanstalk”

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

Language Arts Objectives

The following language arts objectives are addressed in this

lesson. Objectives aligning with the Common Core State

Standards are noted with the corresponding standard in

parentheses. Refer to the Alignment Chart for additional standards

addressed in all lessons in this domain.

Students will:

 Describe, in writing, the setting, characters, facts, events, and

elements of magic in “Jack and the Beanstalk”

(RL.1.3, W.1.3)

 Write and illustrate a unique fairy tale and discuss with one or

more peers

(W.1.5)

 With guidance and support from adults, explore a variety of

digital tools to produce and publish an original fairy tale

(W.1.6)

 Participate in a shared writing project to create an original fairy

tale

(W.1.7)

 Clarify directions by asking classmates about the order in which

they should perform the task of writing their own fairy tale

(SL.1.3)

Jack and the Beanstalk,

Part II

182 Fairy Tales: Supplemental Guide 9 | Jack and the Beanstalk, Part II

 Write, tell, and/or draw a unique fairy tale with characters,

settings, problems, solutions, and endings

(SL.1.5)

 Explain that rudely and politely are antonyms and use properly

(L.1.5a)

 Prior to listening to “Jack and the Beanstalk, Part II,” orally

predict what will happen in the read-aloud based on what

happened in the previous read-aloud and then compare the

actual outcome to the prediction

Core Vocabulary

barked, v. Made a loud noise like a dog

Example: The bossy sister barked orders at her little brother.

Variation(s): bark, barks, barking

bellowing, v. Shouting in a loud, powerful voice

Example: We could hear my brother bellowing the lines of his play as he

practiced in his room.

Variation(s): bellow, bellows, bellowed

bounding, v. Leaping forward or upward

Example: Whistling always brought their dog bounding toward them.

Variation(s): bound, bounds, bounded

gulped, v. Swallowed something quickly or in large amounts

Example: The soccer players were so thirsty that they gulped down their

water.

Variation(s): gulp, gulps, gulping

rudely, adv. Acting in a way that is not polite; without respect

Example: He rudely interrupted the teacher while she was speaking.

Variation(s): none

Fairy Tales: Supplemental Guide 9 | Jack and the Beanstalk, Part II 183

Vocabulary Chart for Jack and the Beanstalk, Part II

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Speci c Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

axe

bellowing

bounding

gulped

leftover

rudely*

youngster

barked

coins

crawled

golden

hen

hid

jump

lay/laid

oven

shake/shook

sing/sang

smell

snore

Multiple Meaning

chop

harp

master

couple

empty

weight

bag

Phrases

try his luck

topple over

goodness gracious

head start

Cognates

maestro rudamente*

184 Fairy Tales: Supplemental Guide 9 | Jack and the Beanstalk, Part II

Note: Introducing the Read-Aloud and Extensions may have

activity options that exceed the time allotted for that part of the

lesson. You will need to make conscious choices about which

activities to include based on the needs of your students.

Exercise Materials Details

Introducing the Read-Aloud (10 minutes)

Image Review

Images 8A-1 through 8A-7 Have students use the images to retell

the first half of “Jack and the Beanstalk.”

Image Card 13 (Reunion), Image

Card 15 (Beanstalk), Image Card

16 (Giant); Fantasy and Reality

T-Chart; Response Cards

Ask students to hold up the

corresponding Response Card when you

hold up Image Card 13 (Reality), Image

Card 15 (Fantasy), and Image Card 16

(Fantasy). Tape the Image Cards in the

appropriate categories on the chart.

Making Predictions About the

Read-Aloud

chart paper to create a Prediction

Chart, markers, tape, sticky notes,

writing tools

Create a “Jack and the Beanstalk”

Prediction Chart to capture student

thoughts about what will happen next.

Vocabulary Preview:

Bellowing, Bounding

Purpose for Listening

Presenting the Read-Aloud (15 minutes)

Jack and the Beanstalk, Part II

“Jack and the Beanstalk” Story

Map (from Lesson 8)

Continue the story map for “Jack and the

Beanstalk.” The map will help students

keep track of what is happening in the

story.

“Jack and the Beanstalk”

Prediction Chart

At the end of the read-aloud, review

student predictions, and discuss how

they are similar to or different from what

actually happened in the story.

Heroic and Evil Characters Chart At the end of the read-aloud, decide

if Jack’s actions are heroic. If so, add

details about Jack’s actions to the chart.

Discussing the Read-Aloud (15 minutes)

Comprehension Questions

“Jack and the Beanstalk” Story

Map

Refer to the story map for “Jack and the

Beanstalk,” as necessary, to provide

students additional scaffolding when

answering the comprehension questions.

Word Work: Rudely and

Politely

Fairy Tales: Supplemental Guide 9 | Jack and the Beanstalk, Part II 185

Exercise Materials Details



Complete Remainder of the Lesson Later in the Day

Extensions (20 minutes)

Elements of Fairy Tales Chart:

Jack and the Beanstalk, Part II

Elements of Fairy Tales Chart for

“Jack and the Beanstalk”

Complete the Elements of Fairy Tales

Chart for “Jack and the Beanstalk.”

Write Your Fairy Tale

Instructional Master 9B-1 (Fairy

Tale Writing Page); Fairy Tale

Planner Chart (from Lesson 8);

Fairy Tale Planners (student copy),

paper, writing and drawing tools

Students will use their Fairy Tale Planners

to write their own fairy tales.

Advance Preparation

Continue to  ll in the Fantasy and Reality T-Chart. For this lesson,

this chart should include:

Fantasy Reality

Image Card 3 (Good Fairy) Image Card 2 (Royal Family)

Image Card 4 (Enchanted Princess) Image Card 6 (Prince)

Image Card 5 (Rumpelstiltskin) Image Card 9 (Royal Family)

Image Card 8 (Talking Frog) Image Card 10 (Hansel)

Image Card 15 (Beanstalk) Image Card 13 (Reunion)

Image Card 16 (Giant)

Create a Prediction Chart on a large piece of chart paper. Students

will write a phrase or short sentence for their predictions.

What Will Happen Next?

Student Name Prediction

[insert as many rows as you

have students]

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

Students may use this to write their own fairy tales.

➶

Above and Beyond: For students who are ready, have them write

their fairy tale directly onto lined paper.

Notes to Teacher

Some students may have dif cultly completing the fairy tale writing

exercise. Any student who needs additional support may dictate

his/her fairy tale.

186 Fairy Tales: Supplemental Guide 9A | Jack and the Beanstalk, Part II

Note: Introducing the Read-Aloud may have activity options that

exceed the time allocated for this part of the lesson. To remain

within the time periods allocated for this portion of the lesson,

you will need to make conscious choices about which activities to

include based on the needs of your students.

Introducing the Read-Aloud 10 minutes

Image Review 5 minutes

One by one, show images 8A-1 through 8A-7. Ask students to

retell the  rst part of the fairy tale. Help them create a continuous

narrative of the beginning of the fairy tale and the important

events. As students discuss each image, remember to repeat

and expand upon each response using richer and more complex

language, including, if possible, any read-aloud vocabulary.

Making Predictions About the Read-Aloud 5 minutes

Ask students to think about what has happened so far to predict

what might happen in the next part of the fairy tale. (If some

students are already familiar with this fairy tale, be sure to ask

them not to give away the ending.)

Vocabulary Preview 5 minutes

Bellowing

1. [Say “Fee- -fo-fum” in a loud, powerful voice.] Today you will

hear the narrator describe how the giant comes into his house

bellowing “Fee- -fo-fum!”

2. Say bellowing with me three times.

3. Bellowing is shouting in a loud, powerful voice.

4. Rahima’s little brother was always bellowing out directions

when they played pirates.

Jack and the Beanstalk,

Part II

Fairy Tales: Supplemental Guide 9A | Jack and the Beanstalk, Part II 187

Rowan covered his ears with his hands when the teacher

pretended to be the giant bellowing out “Fee- -fo-fum!”

5. [Use a whisper to say whispering and a bellow to say

bellowing.] Whispering is the opposite of bellowing. I am

going to say some lines of text from fairy tales you have

heard. If I say them in a loud, bellowing voice, say, “That is

bellowing.” If I say them using a soft whisper voice, say, “That

is whispering.”

• [Use a bellowing voice.] “Fee-fi-fo-fum”! (That is bellowing.)

• [Use a whisper voice.] ”Nibble, nibble like a mouse . . . ”

(That is whispering.)

• [Use a whisper voice.] ”It’s only the air heaving a sigh . . . ”

(That is whispering.)

• [Use a bellowing voice.] “Let down your hair!” (That is

bellowing.)

Bounding

1. Today you will hear how “Jack ran as fast as he could, and the

giant came bounding after him.

2. Say bounding with me three times.

3. Bounding describes when you are leaping forward.

4. Mark’s dog went bounding after the ball Mark threw for him.

Janine went bounding down the stairs to make it to the bus

stop on time.

5. Move away from your partner and make some space to move.

Show me what bounding looks like. Now, I am going to pick

four volunteers to demonstrate movements. [Optional: Assign

movements to the volunteers.] If the volunteer is bounding

say, “That is bounding.” If the volunteer is making a different

movement, such as sitting, reading, or dancing, say, “That is

not bounding.”

Purpose for Listening

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

predictions are correct. (If some students are already familiar with

this fairy tale, tell them to listen to see how this version might be

different from the one they know.)

188 Fairy Tales: Supplemental Guide 9A | Jack and the Beanstalk, Part II

Presenting the Read-Aloud 15 minutes

Jack and the Beanstalk, Part II

 Show image 9A-1: Jack hides from giant

“Goodness gracious, it’s my husband!” said the giant’s wife.

“What on earth shall I do? Quick, jump in here!” And Jack jumped

into the oven just as the giant came in.

He was a big one, to be sure. He had three cows tied to his

belt. He threw them down on the table and said rudely to his

wife,

“Here, wife, cook me a couple of these for breakfast. But

wait—what’s this I smell?

“Fee-ﬁ -fo-fum,

I smell the blood of an Englishman.”

“Now, dear,” said his wife, “it’s nothing but the leftover smell of

that little boy you had for dinner yesterday. Go along and wash up,

and by the time you come back, I’ll have breakfast ready.”

So the giant went off, and Jack was about to jump out of the

oven when the woman whispered, “Wait till he’s asleep. He always

has a nap after breakfast.”

 Show image 9A-2: Giant counting gold

The giant gulped down his breakfast.

Then he went to a giant

chest and took out two big bags. He sat down, and from the bags

he took out piles of gold coins. He began counting them, very

slowly: “One . . . two . . . uh, three . . . um, ah, four . . . ” then his

head began to nod, and soon he began to snore, so that the whole

house shook.

 Show image 9A-3: Jack climbs down with the gold

Jack crept out of the oven, tiptoed past the giant, grabbed one

of the bags of gold (which he could barely lift), and ran lickety-split

back to the beanstalk.

He threw down the bag of gold, which

fell—kerplunk!—into his mother’s garden, then climbed down until

at last he reached the ground.

1 or he said without politeness or

respect. So, is he a nice guy?

2 He swallowed his breakfast quickly,

in big bites.

3 Do you think lickety-split means

very quickly or very slowly?

Fairy Tales: Supplemental Guide 9A | Jack and the Beanstalk, Part II 189

 Show image 9A-4: Jack back home

“Well, Mother?” he said. “Wasn’t I right about the beans? They

really are magic!”

For a while Jack and his mother bought what they needed, and

a little more, with the bag of gold. But at last the bag was empty,

so Jack made up his mind to try his luck again at the top of the

beanstalk. He climbed and he climbed and he climbed, and once

again, sure enough, there was the great, tall woman standing on

the doorstep of her house. And once again he asked for something

to eat.

 Show image 9A-5: Jack with giant’s wife

“Go away, boy,” said the woman, “or else my husband will

eat you up for breakfast. But, say—aren’t you the youngster

who came here once before? Do you know, on that very day my

husband lost one of his bags of gold?”

“Did he, now?” said Jack. “How very strange! Maybe I could

help you  nd it, but I’m so hungry that  rst I must have something

to eat.”

So the great, tall woman gave him something to eat. But he had

hardly taken a bite when—thump! thump! thump!—they heard the

giant’s footsteps. Once again the wife hid Jack in the oven.

It all happened as it had before. In came the giant, bellowing

“Fee- -fo-fum!” Then, after gulping down three broiled oxen for

breakfast, the giant said, “Wife, bring me my hen and my golden

harp!”

 Show image 9A-6: Giant with hen and harp

The wife brought them. The giant looked at the hen and

barked,

“Lay!” And the hen laid an egg, all of gold. Then the

giant looked at the golden harp and said, “Sing!” And the golden

harp sang beautifully. And it went on singing until the giant fell

asleep and started snoring like thunder.

4 How do you think Jack’s mother

responded to Jack?

5 or shouting in a loud, powerful

voice

6 or said loudly

190 Fairy Tales: Supplemental Guide 9A | Jack and the Beanstalk, Part II

 Show image 9A-7: Jack running away with hen and harp

Jack sneaked out of the oven and crept like a mouse on his

hands and knees. Then he crawled up the table, grabbed the hen

and golden harp, and dashed toward the door.

But the hen began

to cluck, and the harp called out, “Master! Master!” The giant

woke up just in time to see Jack running away with his treasures.

Jack ran as fast as he could, and the giant came bounding

after him

and would have caught him, only Jack had a head start.

When Jack got to the beanstalk, he climbed down as fast as he

could. The giant reached the beanstalk and stopped short—he

didn’t like the idea of climbing down such a ladder. But, like it

or not, the giant swung himself down onto the beanstalk, which

shook with his weight.

 Show image 9A-8: Jack calling to his mother

By this time, Jack had climbed down and reached home.

“Mother!” he cried. “Give me an axe, and hurry!” His mother came

rushing out with an axe in her hand. She ran with Jack to the

beanstalk, and then she screamed with fright as she saw the giant

making his way down.

 Show image 9A-9: Jack chopping down beanstalk

Jack swung the axe and gave a chop at the beanstalk. The

giant felt the beanstalk shake, and he stopped to see what was

the matter. Jack gave another chop, and another, and another, and

the beanstalk began to topple over. Then the giant fell down and

broke his crown, and the beanstalk came tumbling after.

 Show image 9A-10: Happily ever after

From then on, Jack and his mother had all the money and

music they wanted, for the hen gave them golden eggs, and the

harp sang for them all day long. And they all lived happily ever

after.

7 He sneaked, crept, and crawled!

Remember these words from

lesson 7?

9 Does this line remind you of a

nursery rhyme where someone

fell down and broke his crown

and someone else came tumbling

after?

8 or leaping forward

Fairy Tales: Supplemental Guide 9A | Jack and the Beanstalk, Part II 191

Discussing the Read-Aloud 15 minutes

Comprehension Questions 10 minutes

1. Evaluative Were your predictions correct about what was

going to happen in this part of the story? Why or why not?

(Answers may vary.)

2. Evaluative What does the giant’s wife tell Jack to do in the

beginning of this part of the fairy tale when the rude giant

comes into the house to gulp down his breakfast?

(She says

he should hide in the oven.)

Why? (The giant likes to eat boys.)

3. Literal What is the  rst treasure Jack takes from the giant? (a

bag of gold coins)

4. Inferential Why does Jack go back up the beanstalk a second

time?

(He and his mother had spent all of the gold coins.)

5. Inferential How does the giant’s wife treat Jack the second time?

(She gives Jack breakfast and helps him hide again when the

giant comes home.)

Does she recognize Jack from before? (yes)

6. Literal What treasures does Jack take from the giant this

time?

(a hen that lays golden eggs and a harp that sings)

7. Inferential What happens when Jack tries to escape with the

hen and the harp?

(The giant wakes up and comes bounding

down the beanstalk after Jack; Jack chops down the

beanstalk with an axe; and the giant falls down and breaks his

crown.)

8. Evaluative What parts of this fairy tale are fantasy? (climbing a

beanstalk, a hen laying golden eggs, a singing harp, the giant, etc.)

[Please continue to model the Think Pair Share process for students,

as necessary, and scaffold students in their use of the process.]

I am going to ask a question. I will give you a minute to think about

the question, and then I will ask you to turn to your neighbor and

discuss the question. Finally, I will call on several of you to share

what you discussed with your partner.

192 Fairy Tales: Supplemental Guide 9A | Jack and the Beanstalk, Part II

9. Evaluative Think Pair Share: Do you think it is right for Jack to

take the coins, hen, and harp from the giant? Why or why not?

(Answers may vary.)

10. After hearing today’s read-aloud and questions and answers,

do you have any remaining questions? [If time permits, you

may wish to allow for individual, group, or class research of

the text and/or other resources to answer these questions.]

Word Work: Rudely and Politely 5 minutes

1. In the read-aloud you heard, “He threw them down on the

table and said rudely to his wife, “Here, wife, cook me a

couple of these for breakfast.”

2. Say the word rudely with me.

3. Rudely means acting in a way that is not polite and does not

show respect.

4. The  fth graders rudely cut to the front of the lunch line.

5. Have you ever seen somebody act rudely? What happened?

What else does the giant do rudely in this fairy tale? Try to

use the word rudely when you tell about it. [Ask two or three

students. If necessary, guide and/or rephrase students’

responses: “ acted rudely when . . . ”]

6. What’s the word we’ve been talking about?

Use an Antonyms activity for follow up. Directions: The opposite

of rudely is politely, which means with good manners and respect.

In the previous read-aloud you heard, “‘Good morning, ma’am,’

said Jack, quite politely.” I am going to describe a few situations. If

what I say is an example of someone acting rudely, say “They are

(or s/he is) acting rudely.” If I give an example of someone acting

politely, say “They are (or s/he is) acting politely.”

• The boys are helping pick up apples that fell out of the bag.

(They are acting politely.)

• The girl was yelling at her brother for spilling his milk. (She is

acting rudely.)

Fairy Tales: Supplemental Guide 9A | Jack and the Beanstalk, Part II 193

• The boy slammed his door shut before his little sister could

come into his room.

(He is acting rudely.)

• The man started talking when someone else was already

talking.

(He is acting rudely.)

• The children remembered to say “please” and “thank you.”

(They are acting politely.)

➶

Above and Beyond: Think of other examples of acting rudely or

acting politely.

Complete Remainder of the Lesson Later in the Day

194 Fairy Tales: Supplemental Guide 9B | Jack and the Beanstalk, Part II

Note: Extensions may have activity options that exceed the time

allocated for this part of the lesson. To remain within the time

periods allocated for this portion of the lesson, you will need to

make conscious choices about which activities to include based

on the needs of your students.

Extensions 20 minutes

Elements of Fairy Tales Chart: Jack and the Beanstalk, Part II 15

minutes

Elements of Fairy Tales

Fairy Tale: “Jack and the Beanstalk”

Setting(s):

Time: once upon a time Place(s): Jack’s house;

giant’s house

Characters: Jack, mother, cow, man, giant, giant’s wife

Fantasy/magic: magical beans, enormous beanstalk, giant

people

Problem(s) Solution(s)

Jack’s cow stops giving milk. Jack trades his cow for magic

beans that grow into an

enormous beanstalk overnight.

Jack and his mother have no

way to eat or earn money.

Jack climbs the beanstalk and

steals gold from the giant’s

house.

Jack and his mother run out of

gold coins.

Jack climbs the beanstalk

again and steals a hen and a

harp.

Giant chases Jack. Jack uses an axe to chop the

beanstalk down.

Ending: Jack and his mother lived happily ever after.

Jack and the Beanstalk,

Part II

Fairy Tales: Supplemental Guide 9B | Jack and the Beanstalk, Part II 195

• Ask students if the setting has changed in the second half of

the story. (The time did not change. There were no additional

settings.)

• Ask students to think about what elements of the second half of

the story are magic or fantasy. (the hen that lays golden eggs;

the harp that sings)

Record this information on the “Fantasy/Magic” row of the chart.

Remind students that magical elements are one of the things

that make fairy tales different from other kinds of stories.

• Ask students to describe the problem(s) and solution(s) in this

part of the fairy tale.

Record this information in the “Problem(s)” and “Solution(s)”

columns.

• Finally, reread the last sentence of the fairy tale: And they all

lived happily ever after. Ask students to give a thumbs-up sign

if the ending is a “fairy-tale ending” or a thumbs-down sign if it

is not a “fairy-tale ending.” Have students explain their answers.

Describe the conclusion of the fairy tale on the “Ending” row of

the chart.

Write Your Fairy Tale (Instructional Master 9B-1) 20 minutes

• Display the Fairy Tale Planner Chart (from Lesson 8), and review

what is written on the chart.

• Have students review their own Fairy Tale Planner.

• Give students their own Fairy Tale Writing Page. Show students

where the title of the fairy tale is to be written. Have students

write the title from the planner onto their writing page.

• Ask students to tell you what an author does. (The author writes

the story.)

Ask students what an illustrator does. (The illustrator draws

pictures to go with the words of the story.)

Have students write their own name on the byline.

• Next, ask students to select a character from their Fairy Tale

Planner Chart that they would like to include in their story. Write

the character’s name in the blank after “Once upon a time there

was a boy/girl named .”

196 Fairy Tales: Supplemental Guide 9B | Jack and the Beanstalk, Part II

• Continue reading the sentence aloud, “ . . . who lived .”

Ask students what information should go in that space. (where

the story takes place)

• Have students show or tell you about the character’s problem

using their planner as a guide. Have students write down the

problem for the sentence, “He/she had a problem: .” Then

have students read their sentence out loud to make sure that it

makes sense.

• Read the next line to students, “Then something magical

happened: .” Ask students to refer back to their planner

for this element of magic or fantasy in their story. Then have

students write down what happened. Have students read the

sentence out loud to make sure that it is logical and coherent.

• Have students identify and write the solution from the planner

in the blank for the sentence, “His/her problem was solved

when .”

• Read the last line “And lived happily ever after.” Ask

students what belongs in the  rst blank? (The name of the main

character.)

• Read over the entire story with students. Ask students if it

makes sense; revise as necessary.

• When students have completed their writing page, ask them to

share it with their partner. Have partner pairs listen to see if the

story makes sense and to help each other revise, as necessary.

• [Optional] Ask students to draw details from the story, such as

the setting and a character, on the back of Instructional Master

9B-1 (Fairy Tale Writing Page.)

• Bind the student stories together to create a class book.

Fairy Tales: Supplemental Guide DR | Domain Review 197

Note to Teacher

You should spend one day reviewing and reinforcing the material

in this domain. You may have students do any combination of the

activities provided, in either whole group or small group settings.

Core Content Objectives Addressed in This Domain

Students will:

 Demonstrate familiarity with speci c fairy tales

 Identify the fairy tale elements of speci c fairy tales

 Identify fairy tales as a type of  ction

 Identify common characteristics of fairy tales, such as “once

upon a time” beginnings, royal characters, elements of fantasy,

problems and solutions, and happy endings

 Compare and contrast different adaptations of fairy tales

Review Activities

Image Review

Show the Flip Book images from any read-aloud again, and have

students retell the fairy tale using the images.

Image Card Review

Materials: Image Cards 1–17

Divide students into pairs or groups of three. Review the Image

Cards with students and discuss each image. In your hand, hold

Image Cards 1–17 fanned out like a deck of cards. Ask each pair

or group to choose a card but not to show it to anyone else in the

class. Explain to students that the class is going to try to guess

what image is on the card. Ask each pair or group to come up with

clues about their card to tell the class. For example, for Rapunzel’s

Domain Review

198 Fairy Tales: Supplemental Guide DR | Domain Review

tower, as student may say, “This is the tall home of a lonely

princess.” The rest of the class will guess what is being described.

Riddles for Core Content

Ask students riddles such as the following to review core content:

• When I was  fteen years old, I fell asleep for a long time, but

a handsome prince woke me up with a kiss. Who am I?

(I am

Sleeping Beauty.)

• I spin straw into gold. Who am I? (I am Rumpelstiltskin.)

• I wandered alone in the forest for many years until I found

the girl who used to live in the tower.

(I am the prince from

“Rapunzel.”)

• I came up with a plan to make a trail of pebbles to  nd my way

back home. My plan worked. Who am I?

(I am Hansel.)

• I chased Jack down the beanstalk because he had stolen my

hen and my harp. Who am I?

(I am the giant.)

• I lived at a witch’s gingerbread house but my brother and I

escaped with her treasures. Who am I?

(I am Gretel.)

• I have a special golden ball and I helped a prince get out of an

enchantment. Who am I?

(I am the princess from “The Frog

Prince.”)

• I lived in a tower and did not have a ladder or stairs to get up or

down. I was very lonely. Who am I?

(I am Rapunzel.)

• I tricked Hansel and Gretel to come inside my gingerbread

house. Who am I?

(I am a wicked witch.)

Live! On Stage

Tell students that they are going to act out the story of “Hansel

and Gretel” by pretending to be the characters in the story. Tell

them that you will be the narrator, or person who tells the story,

and they will be the characters.

Ask them what characters or animals are in the story. If necessary,

refer back to the Flip Book to identify the characters. Group

Fairy Tales: Supplemental Guide DR | Domain Review 199

children in the roles of the woodcutter, his wife, Hansel, Gretel

and the witch [have several children portray each character at the

same time].

Practice what each character says and the gestures they might

make. For example, the witch might pretend to say, “Nibble,

nibble, like a mouse, who is nibbling at my house?”

Perform the story. Time permitting, have student groups change

roles and tell the story again.

Adaptations

Materials: Student-created fairy tales, paper, drawing and

writing tools

Invite students to read the fairy tales they wrote aloud to their

partner. Have partner pairs draw new illustrations for their partner’s

story. Invite students to share their story “adaptation” with a

different pair of students.

Information Station

Display all of the charts and books created during this domain.

Divide students into groups and assign each group one chart or

book. Have the groups read over and discuss the material. Ask

each group to prepare a short spoken statement about what is the

important information in that chart or book. Tell students that they

are going to share that information from their book or chart with

their classmates. Have half the groups stand next to their book or

chart; that is their “station”. At the same time, groups will visit the

stations to hear the information. Ask the groups to change roles.

Venn Diagram

Use a Venn diagram to compare two characters from different fairy

tales, such as the witch in “Rapunzel” and the witch in “Hansel

and Gretel.” You may use images from the read-alouds as visual

reminders.

200 Fairy Tales: Supplemental Guide DA | Domain Assessment

This domain assessment evaluates each student’s retention of

domain and academic vocabulary words and the core content

targeted in Fairy Tales. The results should guide review and

remediation the following day.

There are two parts to this assessment. You may choose to do the

parts in more than one sitting if you feel this is more appropriate for

your students. Part I (vocabulary assessment) is divided into two

sections: the  rst assesses domain-related vocabulary, and the

second assesses academic vocabulary. Part II of the assessment

addresses the core content targeted in Fairy Tales.

Part I (Instructional Master DA-1)

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

heard in the read-alouds in this domain. First I will say the word,

and then I will use it in a sentence. If I use the word correctly in my

sentence, circle the smiling face. If I do not use the word correctly

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

two times. Let’s do number one together.

1. Fairy Tale: A special kind of story that usually has royal

characters, magical events, and a happy ending is called a

fairy tale.

(smiling face)

2. Fantasy: Fantasy is something that can really happen in real

life.

(frowning face)

3. Enchanted: In fairytales, animals that talk might be

enchanted.

(smiling face)

4. Wicked: A wicked person likes to do kind things for others.

(frowning face)

5. Heroic: A heroic person does brave and good things. (smiling

face)

Directions: Now I am going to read more sentences using other

words you have heard and practiced. If I use the word correctly in my

Domain Assessment

Fairy Tales: Supplemental Guide DA | Domain Assessment 201

sentence, circle the smiling face. If I do not use the word correctly in my

sentence, circle the frowning face. I will say each sentence two times.

6. Deny: If you deny something, you admit that it is true.

(frowning face)

7. Wisdom: Having wisdom means you make good choices and

do what is right.

(smiling face)

8. Succeed: When you succeed, you do well; you do not fail.

(smiling face)

9. Delight: Something that makes you happy gives you delight.

(smiling face)

10. Talent: A talent is something you do especially well.

(smiling face)

11. Contented: When you are feeling sad, you are contented.

(frowning face)

12. Rudely: To act rudely is to act in a mean and disrespectful

way.

(smiling face)

13. Precious: Something that is precious is not wanted by

anyone.

(frowning face)

14. Glee: To feel glee means to feel very happy. (smiling face)

15. Comforted: When someone helps you feel better, you are

comforted.

(smiling face)

Part II (Instructional Master DA-2)

These are images from six fairy tales in this domain. Let’s point to

the images and say the titles of the fairy tales together: “Sleeping

Beauty,” “Rumpelstiltskin,” “Rapunzel,” “The Frog Prince,” “Hansel

and Gretel,” and “Jack and the Beanstalk.”

I will read descriptions of these fairy tales. First, listen to my

description. Next, look at the illustrations. Then,  nd the illustration

for the fairy tale being described. Finally, write the number of

the description in one of the boxes below the matching fairy

tale picture. For example, when I read the  rst description, you

will write the number 1 in a box below the fairy tale picture that

202 Fairy Tales: Supplemental Guide DA | Domain Assessment

matches the description. Each picture will have two matching

descriptions.

[Note: Be sure to say the number of the description both before

and after reading it.]

1. In this fairy tale, a little man spins straw into gold.

(“Rumpelstlitskin”)

2. In this fairy tale, a princess learns that promises must be kept.

(“The Frog Prince”)

3. In this fairy tale, a clever brother and sister take care of each

other.

(“Hansel and Gretel”)

4. In this fairy tale, a giant owns a magical hen and harp.

(“Jack and the Beanstalk”)

5. In this fairy tale, a princess falls into a deep sleep for a

hundred years.

(“Sleeping Beauty”)

6. In this fairy tale, a girl is locked in a tall tower, deep in a forest.

(“Rapunzel”)

7. In this fairy tale, a princess becomes friends with someone

who was turned into a frog.

(“The Frog Prince”)

8. In this fairy tale, a fairy is angry because she is not invited

to a birthday celebration, so she puts a curse on the baby

princess.

(“Sleeping Beauty”)

9. In this fairy tale, a queen must guess the name of a magical

man or else he will take her baby.

(“Rumpelstiltskin”)

10. In this fairy tale, a witch tricks children to come insider her

gingerbread house.

(“Hansel and Gretel”)

11. In this fairy tale, a boy trades a cow for magical beans.

(“Jack and the Beanstalk”)

12. In this fairy tale, a girl’s tears heal a prince’s blindness.

(“Rapunzel”)

Fairy Tales: Supplemental Guide CA | Culminating Activities 203

Note to Teacher

Please use this  nal day to address class results of the Domain

Assessment. Based on the results of the Domain Assessment and

students’ Tens scores, you may wish to use this class time to provide

remediation opportunities that target speci c areas of weakness for

individual students, small groups, or the whole class.

Alternatively, you may also choose to use this class time to extend

or enrich students’ experience with domain knowledge. A number of

enrichment activities are provided below in order to provide students

with opportunities to enliven their experiences with domain concepts.

Remediation

You may choose to regroup students according to particular areas

of weakness, as indicated from Domain Assessment results and

students’ Tens scores.

Remediation opportunities include:

• targeting Review Activities

• revisiting lesson Extensions

• rereading and discussing select read-alouds

Enrichment

Student Choice

Ask students which read-aloud they have heard recently that they

would like to hear again. If necessary, reread the titles of recent

read-alouds to refresh students’ memories. You may also want to

choose one yourself.

Reread the text that is selected. Feel free to pause at different places

in the read-aloud this time and talk about vocabulary and information

Culminating Activities

204 Fairy Tales: Supplemental Guide CA | Culminating Activities

that you did not discuss previously during the read-aloud.

After the read-aloud, ask students if they noticed anything new or

different during the second reading that they did not notice during

the  rst reading. Also, ask them to try to express why they like this

read-aloud. Remember to repeat and expand upon each response

using richer and more complex language, including, if possible,

any read-aloud vocabulary.

Retelling a Fairy Tale with Puppets

Have students make simple puppets of the characters from a

particular fairy tale and then use these puppets to retell the fairy tale.

Favorite Fairy Tale

Have students ask family members what their favorite fairy tale is and

why. Have students report to the class on their  ndings.

Mixed-Up Fairy Tales

Materials: Image Cards 1–17

Divide the class into three groups. Mix up the Image Cards, and

give each group  ve or six cards. Tell students that they will make

up a new fairy tale using the images on the cards as prompts. Ask

students in each group to sit in a circle and then explain that they

will take turns adding to the story as they draw a card from the pile.

Start each group off with the words, “Once upon a time . . . ” Then

have students take turns choosing a card and adding to the story

to create a continuous narrative, using the picture as a prompt.

You may want students to lay the cards out in order so that they

can retell their mixed-up fairy tale again. After the last card is

played, say together, “and they lived happily ever after.”

After the groups have made up their stories, have the groups come

back together and share with the class. You may also do this in a

large group with all seventeen cards for a really mixed-up fairy tale!

Class Book: Fairy Tales

Materials: Drawing paper; drawing tools

Tell the class or a group of students that they are going to make

Fairy Tales: Supplemental Guide CA | Culminating Activities 205

a class book to help them remember the elements of fairy tales.

Have students brainstorm important information about characters,

settings, magic, problems/solutions, and happy endings. Have

each student choose one idea to draw a picture of, and then ask

him or her to write a caption for the picture. Bind the pages to

make a book to put in the class library for students to read again

and again.

Letters to Fairy Tale Characters

Materials: Writing materials, writing tools

Have students choose a favorite character from the fairy tales

they have heard in this domain. Have students brainstorm what

they might like to say to the character. For example, a student

may want to tell Hansel how brave he was. Students may also

have questions to ask the character. For example, a student may

ask Rapunzel how she spends her days now that she lives in the

castle. Have students write letters to the fairy tale characters.

You may ask a class of older students in the school to pretend to

be the fairy tale characters and write letters in response that you

will then read to the class. Be sure to let students know that the

return letters they receive are not from the actual characters in

the fairy tales. This may also be a good opportunity to review the

differences between  ction and a true story.

Fairy Tales and Music

Materials: Musical recordings of Tchaikovsky’s Sleeping

Beauty and/or Humperdinck’s Hansel and Gretel

Tell students that one way to listen to a fairy tale is to hear the

story read aloud. Music can also tell stories, and many fairy tales

have been told in musical performances, such as dance and opera.

Explain to students that dancing, along with costumes, gestures,

and sometimes sets, can be used to tell stories without using

words. Tell students that there are many dance performances

that are based on fairy tales, including a famous ballet dance of

“Sleeping Beauty” with music written by Peter Tchaikovsky.

Fairy tales can also be told through another type of musical

performance called opera. Explain that opera is a way of telling

206 Fairy Tales: Supplemental Guide CA | Culminating Activities

stories with music, singing, and acting. Performers sing the words

of the story to music, wear costumes, and act out the movements

of the characters. (Engelbert Humperdinck’s opera “Hansel and

Gretel” is one example.)