Palmdale School District
2nd Grade Unit 2
Long Ago and Today
2014-15
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
Literature Core Text: Aesop’s Fables
Informational Core Text: Social Studies Text
Supporting Texts: Fables by Arnold Lobel, Mufaro’s Beautiful Daughters, Cinder-Elly, Cendrillon
(in HMR 4th grade anthology), web resources
Reading Literature Standards:
Reading Informational Text Standards:
RL 1: Ask and answer such questions as who,
RI 1: Ask and answer such questions as who,
what, where, when, why, and how to demonstrate
what, where, when, why, and how to demonstrate
understanding of key details in a text.
understanding of key details in a text.
RL 2: Recount stories, including fables and
RI 2: Identify the main topic of a multiparagraph
folktales from diverse cultures, and determine
text as well as the focus of specific paragraphs
their central message, lesson, or moral.
within the text.
RL 3: Describe how characters in a story respond RI 5: Know and use various text features (e.g.,
to major events and challenges.
captions, bold print, subheadings, glossaries,
RL 6: Acknowledge differences in the points of
indexes, electronic menus, icons) to locate key
view of characters, including by speaking in a
facts or information in a text efficiently.
different voice for each character when reading
RI 6: Identify the main purpose of a text,
dialogue aloud.
including what the author wants to answer,
RL 7: Use information gained from the
explain, or describe.
illustrations and words in a print or digital text to
RI 7: Explain how specific images (e.g., a
demonstrate understanding of its characters,
diagram showing how a machine works)
setting, or plot.
contribute to and clarify a text.
RL 9: Compare and contrast two or more
versions of the same story (e.g., Cinderella
stories) by different authors or from different
cultures.
Essential Questions:
RL 1: How can we create questions to help us understand a story?
RL 2: How can a story teach us a lesson?
RL 3: How do characters respond to major events in a story?
RL 6: What are the characters’ points of view?
RL 7: How do illustrations contribute to a story?
RL 9: How do different authors present the same story?
W 3: How do I write about a topic? How do I organize a narrative piece?
Grade: 2
Materials:

Chart paper or butcher paper, markers

Folded paper for flipbooks
Writing Standards:
W 3: Write narratives in which they
recount a well-elaborated event or
short sequence of events, include
details to describe actions, thoughts,
and feelings, use temporal words to
signal event order, and provide a
sense of closure.
Supporting
Standards:
RL 5
RI 4
W 5,8
RI 1: Why do readers use the text to answer questions?
RI 2: How do readers identify the main topic of a text?
How is informational text different from literature?
RI 5: What are text features? How do I use them?
RI 6: What is the author’s purpose for writing this text?
RI 7: How do illustrations contribute to understanding informational text?
Summative Unit Assessments:
W 3: Students will write a fairy tale independently using the story planner in Appendix A or another graphic organizer.
1
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
WEEK 1
Week 1:
Learning Targets:

Ask and answer 5 W’s & H questions to determine key details of informational text
orally and in writing with sentence frames and question stems when necessary

Identify the main topic of a two paragraph informational text by first identifying main
idea of each paragraph

Actively participate in whole group discussions about text features and the
information each provides; -actively participate in whole group charting of various
text features and listing the information each provides to the reader and where you
find each feature

Use sentence frames to orally and in writing tell the main purpose of a text

Actively participate in whole class discussions and charting of how specific images
contribute to and clarify a text
Grade: 2
Standards:
RI 1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
RI 2: Identify the main topic of a multi-paragraph text as well as the
focus of specific paragraphs within the text.
RI 5: Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate
key facts or information in a text efficiently.
RI 6: Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
RI 7: Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
Social Studies Book- Unit 2, lesson 5
 Introduce the social studies text.
 Review the 5 W and H questions. Refer to any charts or cards used in quarter 1 for the question words. Remind students, “Asking these questions helps us
understand what we are reading.”
 Point out text features (titles, headings, bold and highlighted words, pictures and captions). Explain and discuss how it helps readers to understand text.
 This lesson focuses on map skills and geographical knowledge; labeling the parts of a map, and labeling geographical features found in North America.
Lesson 5, Part 1: (Vocabulary: state, country)
Discussion Questions RI1
 What is the topic of these two pages? RI2
 What text features help us understand the text? RI5
 What was the author’s purpose for writing this? RI6
 How do the paragraphs connect to the topic? RI2
Tasks:
 Read pages 116 – 117. RI5, RI7
 After reading, begin an unanswered questions chart. RI1
 Discuss features of informational text: headings, illustrations, bold print and/or highlighting. Discuss how these elements help to clarify the text. RI5
 Start a chart to keep track of text features. Add to it as you discuss specific text features. See an example in Appendix B.
 Discuss how highlighted/bold words help make sense of the text.
 Discuss the author’s purpose. RI6
 Use sentence frames to orally say and write the author’s purpose of the text.
 The author wrote this so that _______________________.
 The author’s purpose was to ________________________________.
2
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
Grade: 2
Lesson 5, Part 2: (Vocabulary: continent)
Discussion Questions:
 What is the topic of the text?
 What text features help us understand the text?
 What was the author’s purpose for writing this?
 How do the paragraphs connect to the topic?
Tasks:
Read pages 118 – 119.
 Identify the topic of the heading.
 Discuss how highlighted/bold words help make sense of the text.
 Discuss the author’s purpose.
 Use sentence frames to orally say and write the author’s purpose of the text.
 The author wrote this so that _______________________.
 The author’s purpose was to ________________________________.

Lesson 5, Part 3 (Vocabulary: title, compass rose, map scale, map key, date)
Discussion Questions:
 What is the topic of the text?
 What text features help us understand the text?
 What was the author’s purpose for writing this?
 How do the paragraphs connect to the topic?
Tasks:
Read pages 120 – 121.
 Discuss how illustrations help make sense of the text. Add to the chart. RI7
 Identify the main idea of the second paragraph. RI2
 Discuss the author’s purpose.
 Use sentence frames to orally say and write the author’s purpose of the text.
 The author wrote this so that _______________________.
 The author’s purpose was to ________________________________.
 As a class, label a blank map of North America. The teacher marks each item, one at a time, on an empty map. Students follow along. You have student
copies of blank maps. This is a two-day activity. RI5, RI7

Title
Date
Map Key
Compass Rose
Canada
Mexico
United States
Appalachian Mountains
Rocky Mountains
Colorado River
Mississippi River
Great Lakes
3
Pacific Ocean
Atlantic Ocean
Arctic Ocean
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
WEEK 2
Week 2:
Learning Targets:

Ask and answer 5 W’s & H questions to determine key details of informational text
orally and in writing with sentence frames and question stems when necessary

Identify the main topic of a two paragraph informational text by first identifying
main idea of each paragraph

Actively participate in whole group discussions about text features and the
information each provides; -actively participate in whole group charting of various
text features and listing the information each provides to the reader and where you
find each feature

Use sentence frames to orally and in writing tell the main purpose of a text

Actively participate in whole class discussions and charting of how specific images
contribute to and clarify a text
Grade: 2
Standards:
RI 1: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RI 2: Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text.
RI 5: Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key
facts or information in a text efficiently.
RI 6: Identify the main purpose of a text, including what the author
wants to answer, explain, or describe.
RI 7: Explain how specific images (e.g., a diagram showing how a
machine works) contribute to and clarify a text.
Teachers will need to get a copy of a school map. Using a ruler, draw grid lines similar to the map on p. 89. Then make copies for your students to use later
this week.
Allow students time to review the map of North America on p. 121 before giving the CFA.
CFA: Using the word bank, complete a blank map of North America. (Teacher writes the word bank on the board or displays it under a document camera.) RI5, RI7
Title
Date
Map Key
Compass Rose
Canada
Mexico
United States
Appalachian Mountains
Rocky Mountains
Colorado River
Mississippi River
Great Lakes
Pacific Ocean
Atlantic Ocean
Arctic Ocean
Lesson 5, Part 4
Discussion Questions:
 What is the topic of the text?
 What text features help us understand the text?
 What was the author’s purpose for writing this?
 How do the paragraphs connect to the topic?
Tasks:
 Read pages 122 – 123.
 Review heading and illustration. (text features)
 Identify the main ideas of the paragraphs.
 Discuss the author’s purpose.
 Use sentence frames to orally say and write the author’s purpose of the text.
 The author wrote this so that _______________________.
 The author’s purpose was to ___________________________________.
4
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
Grade: 2
Lesson 5, Part 5
Discussion Questions:
 What is the topic of the text?
 What text features help us understand the text?
 What was the author’s purpose for writing this?
 How do the paragraphs connect to the topic?
Tasks:
 Read pages 124 – 125.
 Discuss the author’s purpose.
 Use sentence frames to orally say and write the author’s purpose of the text.
 The author wrote this so that _______________________.
 The author’s purpose was to ________________________________.
 Make a flip book for the 5 W’s & H questions. See Appendix B for an example. RI1
 Write at least six questions that can be answered by the information on pages 122 – 125.
 At least one question for each question word. (5W and H)
Part 6 (Vocabulary: grid map)
Discussion Questions:
 What is the topic of the text?
 What text features help us understand the text?
 What was the author’s purpose for writing this?
 How do the paragraphs connect to the topic?
Tasks:


Read pp. 88-89.
Discuss the author’s purpose.
 Use sentence frames to orally say and write the author’s purpose of the text.
 The author wrote this so that _______________________.
 The author’s purpose was to ________________________________.
 Practice reading the grid map by asking questions such as:
 What is in square B4?
 Where is the school located?
 What is in square C3?
 Partners practice asking each other questions about the grid map.
 Pass out the grid map of your school.
 Discuss the purpose of the school map.
 Practice locating a few classrooms, the cafeteria, and the office.
CFA: Create two What questions and two Where questions about the school map. RI1
5
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
Grade: 2
WEEK 3
Week 3:
Learning Targets:

Ask and answer 5 W’s & H questions to determine key details of folktales
and fables from diverse cultures orally and in writing with sentence
frames and question stems when necessary.

Describe the folktale and fable genres.

Actively participate in whole class discussions and read alouds to chart
characters, setting, challenges, lesson/moral, problem and solution of
folktales and fables from diverse cultures.

Orally and in writing, retell folktales and fables from diverse cultures
using temporal words and key details in sequence.

Explain that a challenge is something that requires special effort.

Identify that the sequence of events are important to the understanding of
a character’s actions by orally participating in whole class discussions.

Identify major events in folktales and fables from diverse cultures by
completing a graphic organizer with sentence frames.
Standards:
RL 1: Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
RL 2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.
RL 3: Describe how characters in a story respond to major events and challenges.
RL 6: Acknowledge differences in the points of view of characters, including by
speaking in a different voice for each character when reading dialogue aloud.
RL 7: Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
Discussion Questions:

Who are the characters? RL1

What is the setting? RL1

Describe the challenge or major event the character faces in the story. RL3

How did the character respond to the major event or challenge in the story? RL3

What is the lesson we learned? RL2

How do the illustrations contribute to our understanding? RL7
Tasks:
1. Introduce folktales:

Folktales are short stories that are passed down from generation to generation. Folktales are an overarching genre. Fairy Tales and Fables are types of
folktales. 2nd grade focuses on fairy tales and fables. Future grade levels focus on other types.
Folktales
Fairy Tales
Fables
Legends
Myths
6
Porquoi
Tall Tales
revised 9-29-14
Language Arts Unit: Long Ago and Today
2.
Timeframe: 9 weeks
Grade: 2

Folktales exist in several variations, but many of them share some common features, such as the following: (not every folktale has every element)
 They have no specific time frame but are considered to have happened in the distant past (“Once upon a time,” “Long, long ago,” etc.).
 The first characters are unsuccessful because they are foolish or unkind, while the final character is smart or loving and is successful.
 May involve magic of some kind—wishes are granted, magic objects are found, etc. (Folktales with magic are called “fairy tales.”)
 Animals, plants, and sometimes even machines have many human characteristics, such as the ability to think and talk.
 Folktales often feature a monster or an evil character that the hero must overcome.
 The characters often use trickery to defeat the monster or complete a quest (task).
 Many things occur in threes (three main characters, three magic objects, three tasks to complete, and so on).
 The stories are short enough to be told aloud in one sitting, with the plot moving along at a fast pace.
 One or more of the characters usually learns a lesson.

Read “The Three Billy Goats Gruff”. Check out a book from the library or use this link: http://www.speakaboos.com/story/three-billy-goats-gruff/
 Students identify the folktale elements from this story. RL2 These should include:
 Begins with “Once upon a time ....” or “Long, long ago…”
 Three goats.
 Has a “monster” (the troll).
 All of the animals talk and act like humans.
 The first two goats are unkind and tell the troll to eat the next goat. The third is successful in defeating the troll.
 It is short enough to tell in one sitting.
 Discuss the oldest goat’s reaction to meeting the troll on the bridge. RL3
 Discuss the different points of view (goats and troll) RL6

Begin a chart to identify characters, setting, challenge, and lesson. (see below) RL 1,2,3
Story
Characters
Setting
Challenge
Three Billy Goats three goats,
long ago in the country
The goats want to cross the
Gruff
troll
bridge to get food. The troll
lives under the bridge.
Lesson (Moral)
Don’t be greedy and want
something bigger.
Practice with folktales
 Sequence the events in The Three Billy Goats Gruff using sentence strips. RL2 See Appendix D - Resources.

Read at least one other folktale such as The Little Red Hen, The Tortoise and the Hare, The Lion and the Mouse, etc. Check out books from the library or
use a website:
http://www.storybus.org/stories_and_activities/the_little_red_hen/story (also in Spanish – click on the link at the bottom)
http://pbskids.org/lions/stories/
http://www.speakaboos.com/theme/folk-tales
http://www.childstoryhour.com/story22.htm
7
revised 9-29-14
Language Arts Unit: Long Ago and Today

Students identify the folktale elements from this story. RL2

Chart the characters, setting, challenge, and lesson from the last story. (see below) RL 1,2,3
Story
Three Billy
Goats Gruff
Little Red Hen
3.
4.
Timeframe: 9 weeks
Characters
three goats,
troll
hen,
three friends
Setting
long ago in the country
farm
Challenge/Problem
The goats want to cross the bridge to get
food. The troll lives under the bridge.
The hen needs help making bread. The
friends don’t want to help.
Grade: 2
Lesson (Moral)
Don’t be greedy and want
something bigger.
You must share in the work
to share in the reward.
Read one more folktale. Check out books from the library or use a website:
http://www.storybus.org/stories_and_activities/the_little_red_hen/story (also in Spanish – click on the link at the bottom)
http://pbskids.org/lions/stories/
http://www.speakaboos.com/theme/folk-tales
http://www.childstoryhour.com/story22.htm

Students identify the folktale elements from this story. RL2

Add to the chart of characters, setting, challenge, and lesson from the last story.
Story
Characters
Setting
Challenge/Problem
Lesson (Moral)
Read “The Three Little Pigs”. Check out a book from the library or use this link:
http://www.speakaboos.com/story/the-three-little-pigs
http://www.speakaboos.com/story/the-3-little-pigs
 Students identify the folktale elements from this story. RL2 These should include:
 Begins with “Once upon a time ....” or “Long, long ago…”
 Three pigs.
 Has a “monster” (the wolf).
 All of the animals talk and act like humans.
 The first two pigs are lazy and don’t want to work hard enough. The third is successful in building a strong house.
 It is short enough to tell in one sitting.
 Chart the characters, setting, challenge, and lesson from the last story. (see below) RL 1,2,3
Story
The Three Little
Pigs
Characters
three pigs,
wolf
Setting
country
Challenge/Problem
The wolf wants to eat the pigs. The pigs
try to build houses to hide from the wolf.
8
Lesson (Moral)
A good plan and hard work
pay off.
revised 9-29-14
Language Arts Unit: Long Ago and Today
5.
Timeframe: 9 weeks
Grade: 2
Read The True Story of the Three Little Pigs by A Wolf. If your library does not have the book, you can download it at
http://lakeharriet.mpls.k12.mn.us/uploads/the_true_story_of_the_three.pdf
 Identify and chart the key details of the story. RL2

Students will create questions using who, what, when, where and how to demonstrate their understanding of the key details. RL1

Discuss the point of view of the characters in both stories. RL6

Discuss the wolf’s problem in The True Story of the Three Little Pigs, noting that the problem is not solved. RL3
CFA: Complete the chart: (See Appendix D) RL6, RL9
Story
The Three Little Pigs
The True Story of the Three Little Pigs
Characters
Setting
9
Challenge/Problem
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
WEEK 4
Week 4:
Learning Targets:

Ask and answer 5 W’s & H questions to determine key details in fairy tales from
diverse cultures orally and in writing with sentence frames and question stems when
necessary.

Describe a fairy tale.

Actively participate in whole class discussions and read alouds to chart characters,
setting, challenges, lesson/moral, problem and solution of fairy tales from diverse
cultures.

Identify that the sequence of events are important to the understanding of a character’s
actions by orally participating in whole class discussions.

Identify major events in fairy tales from diverse cultures by completing a graphic
organizer with sentence frames.
Grade: 2
Standards:
RL 1: Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
RL 2: Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
RL 3: Describe how characters in a story respond to major events
and challenges.
RL 7: Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its characters,
setting, or plot.
RL 9: Compare and contrast two or more versions of the same story
(e.g., Cinderella stories) by different authors or from different
cultures.
Teacher background: Students will be writing their own version of Cinderella, The Three Little Pigs, or another fairy tale of teacher’s choice. In order to
accomplish this, chart the elements of each story to provide a reference point for the students when they create their own fairy tale. A sample chart is
provided in Appendix A.
Discussion Questions:
 Who are the characters?
 What is the setting?
 Describe the challenge or problems the character faces in the story.
 How do illustrations contribute to the story?
 How did the character respond to the major event or challenge in the story?
 What is the lesson that we learned?
Tasks:

Introduce fairy tales:
 A fairy tale is a type of folktale involving fantastic forces and beings (as fairies, wizards, and goblins) in which improbable events lead to a happy
ending.
 Some of the elements of a fairy tale include: (not every fairy tale has every element)
 They often start and end with special words like “once upon a time,” “a long, long time ago.” And “they lived happily ever after.”
 The setting often takes place in a castle, a forest, or a town.
 Fairy tales have at least one good character and evil characters.
 One or more of the characters are royalty (a king, a queen, a prince or princess).
 Fairy tales involve magic elements, which may be magical people, animals, or objects (can be positive or negative).
 There is always a problem that must be solved.
 May include objects, people, or events in threes.
 Often happy endings, based on the resolution of the conflict or problem.
 Usually teaches a lesson or demonstrate values important to the culture.
10
revised 9-29-14
Language Arts Unit: Long Ago and Today

Timeframe: 9 weeks
Grade: 2
Read Cinderella. Check out a book from the library or use one of these links:
www.learner.org/interactives/story/cinderella.html
www.speakaboos.com/story/cinderella/
 Have students identify and chart the fairy tale elements from this story. They should include:
 Begins with “Once Upon a Time,” or “Long Ago.”
 Things come in threes (step mother and two step sisters)
 The setting is in a castle.
 The story involves magic (fairy god mother)
 Characters are royalty
 Ends with “And they all lived happily ever after.”
 Teaches a lesson
 Chart the characters, setting, problem/challenges, and solution. RL1,2,3
Story
Characters
Setting
Cinderella
Challenge/Problem
Solution
 Students create a “You’re Invited” invitation to demonstrate understanding of key details using who, what, when, where and how. RL1
(See Appendix B)
 Have a discussion about how there are different versions of the Cinderella story from around the world. RL2

Read Cinder-Elly by Frances Minters
 They will add to the chart to compare and contrast the characters, setting, problem/challenges, and solution of the two versions of Cinderella.
RL1,2,3
 Students will write a short journal entry to show how Cinder-Elly responded to a major event in the story. RL3

Read Mufaro’s Beautiful Daughters an African Tale by John Steptoe
 They will add to the chart to compare and contrast the characters, setting, problem/challenges, and solution. RL1,2,3
 Students can write a short journal entry about the fairy tale that they read today including where it came from and how Nyasha responded to the
events in the story. RL3

Optional as time permits – choose another version of Cinderella such as The Rough Faced Girl, Cendrillon (located in the fourth grade text book), Adelita,
or Bubba the Cowboy prince.
 They will add to the chart to compare and contrast the characters, setting, problem/challenges, and solution. RL 1,2,3
 Discuss and compare and contrast all four versions of the Cinderella story.
 Students can write a short journal entry about the fairy tale that they read today including where it came from and how the main character reacted to
events in the story.
CFA: Students write Cinder Elly’s responses to three events from the story. How did Cinder Elly respond to each event? (Use provided CFA page. Also in
Appendix D)
11
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
Grade: 2
WEEK 5
Week 5:
Standards:
RL 2: Recount stories, including fables and folktales from diverse cultures, and
Learning Targets:

Describe a fairy tale.
determine their central message, lesson, or moral.

Actively participate in whole class discussions and read alouds to chart
RL 3: Describe how characters in a story respond to major events and challenges.
characters, setting, challenges, lesson/moral, problem and solution of fairy W 3: Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings,
tales from diverse cultures.

Write a narrative to recount an event or sequence of events, introduce the
use temporal words to signal event order, and provide a sense of closure.
event or sequence of events, provide elaboration sentences that describe
actions, thoughts, and feelings, use temporal words, write a conclusion.
Week 5 focuses on narrative writing. Students will write their own fairy tale.
Tasks:

Review fairy tales:
 A fairy tale is a story involving fantastic forces and beings (as fairies, wizards, and goblins) in which improbable events lead to a happy ending.
 Some of the elements of a fairy tale include:

They often start and end with special words like “once upon a time,” “a long, long time ago,” and “they lived happily ever after.”

The setting often takes place in a castle, a forest, or a town.

Fairy tales have at least one good character and evil characters.

One or more of the characters are royalty (a king, a queen, a prince or princess).

Fairy tales involve magic elements, which may be magical people, animals, or objects (can be positive or negative).

There is always a problem that must be solved.

May include objects, people, or events in threes.

Often happy endings, based on the resolution of the conflict or problem.

Usually teaches a lesson or demonstrate values important to the culture.
 Review skills students need to independently write their fairy tale for the summative assessment. (Refer to the Narrative rubric in Appendix C)
 Sequencing (use of sequence words as applicable)
 Story elements (character, setting, problem, solution)
 Indent the first line
 Conventions (capital letters, end marks)
 Using descriptive and exact words.
 Students begin their graphic organizer.
 See Appendix A for examples of story planners that can be used or the story map at:
http://www.eduplace.com/graphicorganizer/pdf/storymap1_eng.pdf can be used.
 Chart:

Who are the characters going to be?

What is the setting?

What are the challenges the character(s) are going to face?

How is the problem solved?
Summative Assessment: Students will write a fairy tale independently, using the story planner/graphic organizer created above. W3
12
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
WEEK 6
Week 6:
Learning Targets:

Ask and answer 5 W’s & H questions to determine key details fairy tales from
diverse cultures orally and in writing with sentence frames and question stems
when necessary.

Describe a fairy tale.

Actively participate in whole class discussions and read alouds to chart characters,
setting, challenges, lesson/moral, problem and solution of fairy tales from diverse
cultures.

Orally and in writing, retell fairy tales from diverse cultures using temporal words
and key details in sequence.

Explain that a challenge is something that requires special effort.

Identify that the sequence of events are important to the understanding of a
character’s actions by orally participating in whole class discussions.

Identify major events in fairy tales from diverse cultures by completing a graphic
organizer with sentence frames.
Grade: 2
Standards:
RL 1: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RL 2: Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
RL 3: Describe how characters in a story respond to major events and
challenges.
RL 6: Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when
reading dialogue aloud.
RL 7: Use information gained from the illustrations and words in a
print or digital text to demonstrate understanding of its characters,
setting, or plot.
RL 9: Compare and contrast two or more versions of the same story
(e.g., Cinderella stories) by different authors or from different cultures.
This week is a review of all the previous skills taught using fairy tales. Teachers have the option to choose two or three other fairy tales to use this week.
 The best options are fairy tales from various perspectives such as:
 The Gingerbread Man/The Stinky Cheese Man
 Little Red Riding Hood/Honestly Red Riding Hood was Rotten!
 Goldilocks and the Three Bears/ Believe Me, Goldilocks Rocks!/Bears Should Share
 In all tales, discuss the points of view of the characters in the stories. RL6
 Students practice using different voices to read dialogue from the stories aloud. RL6
 The following website has a list of Cinderella stories from around the world that the teacher can read aloud to the students: RL9
http://fourthgradespace.weebly.com/cinderella-stories-around-the-world.html
Discussion Questions:
 Who are the characters?
 What is the setting?
 Describe the challenge or major events the character faces in the story.
 How do illustrations contribute to the story?
 How did the character respond to the major event or challenge in the story?
 What is the moral of the story?
 What are the elements of a fairy tale?
13
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
Grade: 2
Tasks: Fairy Tales
 Review the elements of a fairy tale with the students:
 They often start and end with special words like “once upon a time,” “a long, long time ago.” And “they lived happily ever after.”
 The setting often takes place in a castle, a forest, or a town.
 Fairy tales have at least one good character and evil characters.
 One or more of the characters are royalty (a king, a queen, a prince or princess).
 Fairy tales involve magic elements, which may be magical people, animals, or objects (can be positive or negative).
 There is always a problem that must be solved.
 May include objects, people, or events in threes.
 Often happy endings, based on the resolution of the conflict or problem.
 Usually teaches a lesson or demonstrate values important to the culture.

Choose one or more stories to read this week.
 Students identify and chart the fairy tale elements from the stories.
 Identify the different points of view within each story, as well as across stories.
 Students write a short journal entry about the fairy tale that they read each day including the character’s point of view.

Use the following link to do a readers theater on The True Story of the Three Little Pigs by Jon Scieszka:
http://www.timelessteacherstuff.com/readerstheater/TruePigs.pdf
Students will be able to practice reading dialogue aloud. RL6
CFA: RL 1,2,3: Students complete a story map for a fairy tale read this week. Use the same type of story map you have used throughout the unit.
Steps:
1. The teacher reads the story again.
2. Students complete the map independently.
14
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
WEEK 7
Week 7:
Learning Targets:

Ask and answer 5 W’s & H questions to determine key details of fables from
diverse cultures orally and in writing with sentence frames and question stems
when necessary.

Describe the fable genre.

Actively participate in whole class discussions and read alouds of fables to chart
characters, settings, challenges or problems, and morals.

Orally and in writing, retell fables from diverse cultures using temporal words
and key details in sequence.

Explain that a challenge is something that requires special effort.

Identify that the sequence of events are important to the understanding of a
character’s actions by orally participating in whole class discussions.

Identify major events in fables from diverse cultures by completing one or more
graphic organizers with sentence frames.
Grade: 2
Standards:
RL 1: Ask and answer such questions as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
RL 2: Recount stories, including fables and folktales from diverse
cultures, and determine their central message, lesson, or moral.
RL 3: Describe how characters in a story respond to major events and
challenges.
RL 6: Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when
reading dialogue aloud.
RL 7: Use information gained from the illustrations and words in a print
or digital text to demonstrate understanding of its characters, setting, or
plot.
The fables listed below are suggested. You may choose different fables from the two texts, Fables by Arnold Lobel and Aesop’s Fables. Adjust your
discussion questions and tasks accordingly, staying aligned with the learning targets listed above.
Discussion Questions:
 What is a fable?
 How does a fable differ from a fairy tale?
 Who are the characters in _________________________ (each fable read)?
 What is the setting of each fable?
 How do the illustrations contribute to the story/fable?
 What challenge or challenges does each character face?
 How does each character respond to each major event or challenge in the story?
 What lesson does the character learn?
 What is the moral?
 How can each fable’s moral be applied today?
 How might the moral be restated in modern-day language?
 What terms or vocabulary words need clarification?
Tasks:

Introduce fables.
 Write the word “fables” on the board.
 Explain that fables are another type of folktale, besides fairy tales, and that they come from many different countries.
 A fable is a fictional story, short enough to be told aloud in one sitting, but that features a fast-moving plot.
15
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
Grade: 2

Discuss text features of fables. Compare elements of fables to those of fairy tales and other folktales.
 Fables feature animals, plants, objects, or items in nature that have many human characteristics. (personification)
 One or more of the characters in a fable often uses trickery to defeat an opponent.
 Fables have no specific time frame/setting, but are considered to have happened in the past. Many fables are also applicable to the present day.
 Each fable ends with a “moral” (write the word on the board), a lesson that demonstrates or exemplifies values that are important to a culture. Fables
are told to teach the readers and listeners, not just a character in the story, a valuable lesson.

Read the fable, “The Fox and the Grapes” (Aesop’s Fables, p.23), stopping before you reveal the moral to the story.
 Ask students what they think might be the moral, or lesson, a listener should learn from this story. Allow students to offer and discuss some
suggestions, and then write the actual moral on the board: “IT IS EASY TO DESPISE WHAT YOU CANNOT GET.” Discuss meaning of
“despise”. As an example, discuss how students react when they don’t get what they want.
 Explain that this story is where we get the expression “sour grapes.” Ask how many students have heard that expression. Have students discuss how
the expression fits the story and when we might use it in real life. Ask students what they would draw if they had to illustrate the fable and its moral.
 Ask students to identify the text features that make “The Fox and the Grapes” a fable: The character is an animal with human characteristics; the story
is short enough to be read in one sitting; the story demonstrates a moral/value/lesson that is applicable to the reader/listener, as well as to the
character.
 Ask students questions related to the fable to assure student comprehension: Who is the main character? Where did the story take place? What
challenge did the fox face? When did the fox give up? Why did the fox give up? How did the fox justify giving up?
 Ask students how the moral to that story is applicable to us today. What do we learn from the fox?
 Chart the elements:
Fable
Characters
Setting
Challenge
Lesson (Moral)

Read the fable, “The Hare and the Tortoise” (Aesop’s Fables, p.50), stopping before you reveal the moral to the story.
 Ask students what they think might be the moral, or lesson, a listener should learn from this story. Allow students to offer and discuss some
suggestions, and then write the actual moral on the board: “SLOW AND STEADY WINS THE RACE.” Discuss meaning of “hare,” “tortoise,”
“plodding,” and “steady”. Ask students for examples of a time they rushed through something and made a mistake.
 Explain that this story is one of the best known and most often told fables. Ask how many students have heard the story before. Ask students why
they think it is so well-known. Ask students what they would draw if they had to illustrate the fable and its moral.
 Ask students to identify the text features that make “The Hare and the Tortoise” a fable: The characters are animals with human characteristics;; the
story is short enough to be read in one sitting; the story demonstrates a moral/value/lesson that is applicable to the reader/listener, as well as to the
characters.
 Ask students questions related to the fable to assure student comprehension: Who are the main characters? Where did the story take place? What
challenges did the characters face? How was the challenge different for the tortoise than it was for the hare?
 Ask students how the moral to that story is applicable to us today. Have students discuss how we might apply this lesson to our lives today.
 Ask students which character they should look to as a role model; discuss why one is a better model than the other.
 Add to the fable chart.
16
revised 9-29-14
Language Arts Unit: Long Ago and Today

Timeframe: 9 weeks
Grade: 2
Read the fable, “The Lion and the Mouse” (Aesop’s Fables, p.14), stopping before you reveal the moral to the story.
 Ask students what they think might be the moral, or lesson, a listener should learn from this story. Allow students to offer and discuss some
suggestions, and then write the actual moral on the board: “NO ACT OF KINDNESS, NO MATTER HOW SMALL, IS EVER WASTED.” Discuss
meaning of “lair,” “seized,” “piteously,” “entreated,” “insignificant,” “entangled,” and “ado”.
 Explain that this story is another of Aesop’s often told fables. Ask how many students have heard the story before. Ask students why they think it is
so well-known. Ask students what they would draw if they had to illustrate the fable and its moral.
 Ask students to identify the text features that make “The Lion and the Mouse” a fable: The characters are animals with human characteristics; the
story is short enough to be read in one sitting; the story demonstrates a moral/value/lesson that is applicable to the reader/listener, as well as to the
characters.
 Ask students questions related to the fable to assure student comprehension: Who are the main characters? Where did the story take place? What
challenges did the characters face? How was the challenge different for the mouse than it was for the lion?
 Ask students how the moral to that story is applicable to us today. Have students discuss how we might apply this lesson to our lives today.
 Add to the fable chart.
17
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
WEEK 8
Week 8:
Learning Targets:

Ask and answer 5 W’s & H questions to determine key details of fables from
diverse cultures orally and in writing with sentence frames and question stems
when necessary.

Describe the fable genre.

Actively participate in whole class discussions and read alouds of fables to
chart characters, settings, challenges or problems, and morals.

Orally and in writing, retell fables from diverse cultures using temporal
words and key details in sequence.

Explain that a challenge is something that requires special effort.

Identify major events in fables from diverse cultures by completing one or
more graphic organizers with sentence frames.
Grade: 2
Standards:
RL 1: Ask and answer such questions as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
RL 2: Recount stories, including fables and folktales from diverse cultures,
and determine their central message, lesson, or moral.
RL 3: Describe how characters in a story respond to major events and
challenges.
RL 6: Acknowledge differences in the points of view of characters,
including by speaking in a different voice for each character when reading
dialogue aloud.
RL 7: Use information gained from the illustrations and words in a print or
digital text to demonstrate understanding of its characters, setting, or plot.
The fables listed below are suggested. You may choose different fables from the two texts, Fables by Arnold Lobel and Aesop’s Fables. Adjust your
discussion questions and tasks accordingly, staying aligned with the learning targets listed above.
Discussion Questions:
 Who are the characters in _________________________ (each fable read)?
 What is the setting of each fable?
 How do the illustrations contribute to the story/fable?
 What challenge or challenges does each character face?
 How does each character respond to each major event or challenge in the story?
 What lesson does the character learn?
 What is the moral?
 How can each fable’s moral be applied today?
 How might the moral be restated in modern-day language?
 What terms or vocabulary words need clarification?
Tasks:


Review Fables (definition, characteristics, text features, differences between fables and fairy tales, etc.)
Read the fable, “The Two Goats” (Aesop’s Fables, p.33), stopping before you reveal the moral to the story.
 Ask students what they think might be the moral, or lesson, a listener should learn from this story. Allow students to offer and discuss some
suggestions, and then write the actual moral on the board: “IT IS BETTER TO YIELD THAN TO COME TO MISFORTUNE THROUGH
STUBBORNNESS.” Discuss meaning of “yield,” “misfortune,” “stubbornness,” “chasm,” and “narrow”. Discuss what happens when two children
want to play with the same toy or use one computer.
 Explain that this fable is one that teachers and parents often share with children. Ask if any of the students have heard the story before. Ask students
why they think parents and teachers might consider it a good one to read to children. Ask students what they would draw if they had to illustrate the
fable and its moral.
 Ask students to identify the text features that make “The Two Goats” a fable: The characters are animals with human characteristics; the story is short
enough to be read in one sitting; the story demonstrates a moral/value/lesson that is applicable to the reader/listener, as well as to the characters.
18
revised 9-29-14
Language Arts Unit: Long Ago and Today



Timeframe: 9 weeks
Grade: 2
Ask students questions related to the fable to assure student comprehension: Who are the main characters? Where did the story take place? What
challenges did the characters face?
Ask students how the moral to that story is applicable to us today. Have students discuss how we might apply this lesson to our lives today.
Ask students if any of them can identify with the goats in the story. How might they benefit from heeding the moral?

Read the fable, “The Donkey in the Lion’s Skin” (Aesop’s Fables, p.17), stopping before you reveal the moral to the story.
 Ask students what they think might be the moral, or lesson, a listener should learn from this story. Allow students to offer and discuss some
suggestions, and then write the actual moral on the board: “NO DISGUISE WILL HIDE ONE’S TRUE CHARACTER.” Discuss meaning of
“disguise,” “elated,” “brayed,” “triumph,” and “character”(as it is used in the fable). Use the example of the wolf in Little Red Riding Hood dressing
up as Grandma.
 Ask students to identify the text features that make “The Donkey in the Lion’s Skin” a fable: The characters are animals with human characteristics;
the story is short enough to be read in one sitting; the story demonstrates a moral/value/lesson that is applicable to the reader/listener, as well as to the
characters.
 Ask students questions related to the fable to assure student comprehension: Who are the main characters? Where did the story take place? What
challenges did the characters face?
 Ask students how the moral to that story is applicable to us today. Have students discuss how we might apply this lesson to our lives today.
 Ask students if any of them can identify with any characters in the story. How might we benefit from heeding the moral?

Read the fable, “The Hen and the Apple Tree” (Fables, by Arnold Lobel, p.11), stopping before you reveal the moral to the story.
 Ask students what they think might be the moral, or lesson, a listener should learn from this story. Allow students to offer and discuss some
suggestions, and then write the actual moral on the board: “IT IS ALWAYS DIFFICULT TO POSE AS SOMETHING THAT ONE IS NOT.”
Discuss meaning of “odd,” “bark,” “trunk,” and “outsmarted”. Use the example of the wolf in Little Red Riding Hood dressing up as Grandma.
 Ask students what they would draw if they had to illustrate the fable and its moral.
 Ask students to identify the text features that make “The Hen and the Apple Tree” a fable: The characters are animals and things with human
characteristics; the story is short enough to be read in one sitting; the story demonstrates a moral/value/lesson that is applicable to the reader/listener,
as well as to the characters.
 Ask students questions related to the fable to assure student comprehension: Who are the main characters? Where did the story take place? What
challenges did the characters face? How was the challenge different for the hen than it was for the tree/wolf?
 How did the hen outsmart the wolf?
 Ask students how the moral to that story is applicable to us today. Have students discuss how we might apply this lesson to our lives today.
 Ask students which other fable that we’ve read is this one most closely aligned with.
CFA: Students choose their favorite of the three fables read this week to retell in writing, sequencing the events of the story appropriately. Teachers may display the
following chart for students to copy or it may be written in a paragraph form. RL2
Title
Beginning
Middle
End
Moral
19
revised 9-29-14
Language Arts Unit: Long Ago and Today

Timeframe: 9 weeks
Grade: 2
OPTIONAL: Using a Venn Diagram or other graphic organizer, have students compare and contrast story elements of the two fables, “The Hen and the
Apple Tree” and “The Donkey in the Lion’s Skin.”
Discuss the Venn Diagram with the class, then have students complete the sentence frames orally, seeing how many variations the class can come up with:
_________________ and ________________ are similar because _________________________________________.
_________________ and ________________ are different because ________________________________________.
“The Hen and the Apple Tree” and “The Donkey in the Lion’s Skin” are similar because ________________________________________.
“The Hen and the Apple Tree” and “The Donkey in the Lion’s Skin” are different because _______________________________________.
The apple tree and the lion’s skin are similar because….
The donkey and the wolf ….
20
revised 9-29-14
Language Arts Unit: Long Ago and Today
Timeframe: 9 weeks
Grade: 2
WEEK 9
Wrap up week:
Choose one or more culminating activities:
 Draw a map of the setting from your fairy tale. Include a title, legend, and a compass rose. RI5

Illustrate a major event from your fairy tale. Include a caption. RI5

Group writing of a fairy tale or fable. W3
 Partners take turns writing parts.

Present your retell of a fable. RL2

Present your fairy tale. RL6

Write an opinion about whether the wolf is innocent or guilty in The Three Pigs/The True Story of the Three Little Pigs. (Or choose a different character
from two comparable stories.) W1, RL6
 Instead of writing, you may do a class debate. RL6

Perform Reader’s Theatre for a fairy tale or fable. RL6
 Audience members create questions to ask the characters after the performance. Characters answer from the character’s perspective.
21
revised 9-29-14