UNIT TITLE: Hand-Me-Down Tales From Around the World
Conceptual Lens:
Grade Level: 2
Author: commoncore.org/adapted by Randolph County Schools
Unit Overview: Building on previous units, students write opinions and narratives related to the folktale/world theme of this unit. Students
discuss text features as a part of reading of informational text. Although students have compared versions of tales, they will now compare the
narrative to the poetry version, using the story of the Pied Piper. Students develop independent reading skills as they read texts on grade level
(and beyond) throughout this unit.
Reading

Learning Experiences from Unit 3 Hand-Me-Down Tales From Around the World
Writing/Language
Additional Literacy
Read poetry, informational text, and literature
on grade and stretch levels.

Retell folktales from diverse cultures,
determining their central message or lesson.

Ask and answer questions of a speaker who
reads a folktale from her home country.

Use text features in non-fiction to aid
comprehension of the text.

Compare a variety of versions of Stone Soup,
contrasting the differences in story elements
and key details.

Compare a poetry version and a prose version
of the same Pied Piper legend.


Write imaginary narratives in which they tell a
well-elaborated story based on the study of
various countries.

Learn the irregular forms of plural nouns.

Memorize a Robert Louis Stevenson poem and
record it.
Write an opinion piece on why folktales were
handed down.
Social Studies

Locate the countries on a world map where
various tales originate.

Discuss food, music and art from different
cultures. Connect to the various tales read in
class when possible.

Read and learn about different cultural events
and historical figures to build an awareness
and appreciation for diverse cultures.
Grade 2
Unit Goals
Assessment Codes
SA = Student Self-Assessment
WS = Work Samples
PT = Performance Tasks
Q = Quizzes
T = Tests
P = Prompts
Reading
Learning Targets


RL.2.1/RI.2.1: Ask and answer
such questions as who, what,
where, when, why, and how to
demonstrate understanding of
key details in a text.
RL.2.2: Recount stories, including
fables and folktales from diverse
cultures, and determine their
central message, lesson, or
moral.

RL.2.6: Acknowledge differences
in the points of view of
characters, including by speaking
in a different voice for each
character when reading dialogue
aloud.

RL.2.9: Compare and contrast
two or more versions of the same
story (e.g., Cinderella stories) by
different authors or from
different cultures.

RI.2.7: Explain how specific
images (e.g., a diagram showing
how a machine works) contribute
to and clarify a text.
Essential Questions
O = Observations
C = Checklists/Notes
RR =Reading Record
RL.2.1/RI.2.1
 I can identify who, what, where, when, why and how to
answer questions about a text.
 I can ask and answer questions before, during, and after
reading a text.
RL2.2
 I can retell stories in my own words.
 I can determine the lesson and/or moral of the story
RL.2.6
 I can identify a character’s point of view in a story (a
character’s attitude or feelings about events in the
story).
 I can show different points of view by changing my voice
when I read dialogue for each character.
RL.2.9
 I can compare and contrast two or more versions of the
same story.
RI.2.7
 I can explain how the images in text add meaning to the
words.
 I can use the images and words in a text to help me
understand what I am reading.
Page 2 of 12
What do good readers do?
Do I understand what I just read?
How do I know?
What makes a story a “great” story?
In what ways does creative choice
impact an audience?
Whose story is it, and why does it
matter?
Writing/Language 

W.2.3: Write narratives in which they
recount a well-elaborated event or
short sequence of events, include
details to describe action, thoughts,
and feelings, use temporal words to
signal event order, and provide a
sense of closure.
W.2.6: With guidance and support
from adults use a variety of digital
tools to produce and publish writing,
including in collaboration with peers.
W.2.3:
 I can write my own story with events placed in the
correct order.
 I can describe actions, thoughts, and feelings in my
story.
 I can use words to show changes in time (e.g. before,
during, and after).
 I can create an ending for my story.
W.2.6
 I can use digital tools to produce and publish my writing.
 I can use digital tools to collaborate/work with others.
Page 3 of 12
What do good writers do?
What is my purpose when writing and
how do I develop it?
Additional
Literacy




RF.2.4: Reading with sufficient
accuracy and fluency to support
comprehension.
a.
Read grade level text with
purpose and understanding.
b.
Read grade level text orally with
accuracy, appropriate rate, and
expression.
c.
Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
SL.2.3: Ask and answer questions
about what a speaker says in order to
clarify comprehension, gather
additional information, or deepen
understanding of a topic or issue.
SL.2.4: Tell a story or recount an
experience with appropriate facts and
relevant, descriptive details, speaking
audibly in coherent sentences.
SL.2.6: Produce complete sentences
when appropriate to task and
situation in order to provide
requested detail or clarification.

L.2.1c: Use reflexive pronouns
(myself, ourselves).

L.2.1d: Form and use the past tense
of frequently occurring irregular verbs
(e.g. sat, hid, told).

L.2.2c: Use an apostrophe to form
contractions and frequently occurring
possessives.
RF.2.4




SL.2.3


SL.2.4


SL.2.6

L.2.1c

L.2.1d

L.2.2c

What do good readers do?
I can read second grade text fluently (easy, smooth, and
automatic) and show comprehension through voice,
timing, and expression.
I can recognize when a word I have read does not make
sense within the text.
I can self correct misread or misunderstood words using
context clues.
I can reread with corrections when necessary.
Why does fluency matter?
What make collaboration meaningful?
What make a presentation really
great?
Why do the rules of language matter?
I can ask questions about a presentation when I do not
understand or need more information.
I can answer questions about a speaker’s presentation.
I can tell a story or share an experience with facts and
appropriate descriptive details.
I can tell a story or share an experience using complete
sentences and speaking in a clear voice (one that my
audience can understand).
I can recognize and speak in complete sentences.
I can identify reflexive pronoun s.
I can identify irregular verbs in the past tense.
I can identify a contraction and use an apostrophe to
spell contractions correctly.
Page 4 of 12

Social Studies



Information
Technology
2.C.1: Understand how various
cultures influence
communities.
2.C.1.1: Explain how artistic
expressions of diverse cultures
contribute to the community
(stories, art, music, food, etc.).
2.C.1.2: Recognize the key
historical figures and events
that are associated with
various cultural traditions.
2.C.1.3: Exemplify respect and
appropriate social skills
needed for working with
diverse groups.
2.C.1.1
 I can explain how diversity improves the community.
2.C.1.2
 I can describe traditions and important figures from
other cultures.
2.C.1.3
 I can work well with others and respect differences in
cultures.
In what ways does diversity affect the
community?
How have historical figures or events
shaped our world?
What makes a presentation great?

2.TT.1.3: Use technology tools to
present data and information
(multimedia, audio and visual
recording, online collaboration
tools, etc.).

I can use technology tools to present data and information.
How can technology tools improve a
presentation?
Page 5 of 12
Performance Tasks and Scoring Guides/Rubric
Prerequisite:
During the unit, students should have repeated exposure to the Four Square Retell Literary Experience listed below. Teacher should expect students to transition from using
pictures for their retell to complete sentences and a clear understanding of the lesson or moral of the text.
Performance Task #1 including Scoring Guide/Rubric
Four-Square Retell Literary Response
Have students select a folktale to read. Provide each student with a piece of plain white paper. Then, give these instructions to the children:
“Read a folktale. When you are finished reading the folktale, follow these directions:
 Fold your paper into fourths
 Using complete sentences, write1 – 2 sentences naming the main characters and the setting in one square.
 Using complete sentences, write 1 – 3 sentences about the problem in the story.
 Using complete sentences, write 1 – 3 sentences about how the problem in the story is solved.
 In the last part, use complete sentences to write 1 – 3 sentences describing what you think the folktale is teaching.
(RL.2.2, RL.2.5, RL.2.7, RL.2.10, W.2.7, SL.2.2)
Rubric for Literary Retell
CRITERIA
Elements of a
Retell
Conventions
Understanding of
Lesson or Moral
EXCELLENT (4 PTS.)
All 4 elements
(characters and setting,
problem, solution, and
meaning) are
addressed.
PROFICIENT (3 PTS.)
Three elements (characters
and setting, problem, solution,
and meaning) are addressed.
ADEQUATE (2 PTS.)
Two elements (characters
and setting, problem,
solution, and meaning)
are addressed.
LIMITED (1 PT.)
One or no element(s)
(characters and setting,
problem, solution, and
meaning) are addressed.
All thoughts are
expressed in complete
sentences beginning
with a capital letter and
ending with appropriate
punctuation.
Response is clear and
includes elaboration of
lesson or moral.
There are no more than 3
errors in sentence formation,
capitalization, and
punctuation.
There are no more than 5
errors in sentence
formation, capitalization,
and punctuation.
There are 6 or more errors
in sentence formation,
capitalization, and
punctuation.
Response demonstrates basic
understanding of lesson or
moral.
Response demonstrates
some confusion about
lesson or moral.
Response does not address
the lesson or moral.
Total
Page 6 of 12
Suggested Learning Experiences
Reading Units of Study - The Primary Comprehension Toolkit – Whole Group Reading Mini-Lessons
Cluster 4: Infer & Visualize
12. Infer Meaning
Merge background knowledge with clues from the text
Unit Text
Stone Soup (Ann McGovern and Winslow Pinney Pels)
The Pied Piper (Steven Kellogg)
Stone Soup (Marcia Brown)
Stone Soup (Jon. J. Muth)
The Real Story of Stone Soup (Ying Chang Compestine)
Stone Soup (Tony Ross)
Some Friends to Feed: The Story of Stone Soup (Pete
Seeger, Paul Dubois, and Michael Hays)
Stone Soup (Heather Forest)
Bone Button Borscht (Aubrey Davis and Dušan Petričić)
13. Learn to Visualize
Get a picture in your mind
Poetry:
14. Make Sense of New Information
Infer from features, pictures, and words
Hungry Planet: What the World Eats (Peter Menzel and
Faith D'Aluisio)
How I Learned Geography (Uri Shulevitz) (EA)
15. Infer and Visualize with Narrative Nonfiction
Tie thinking to the text
If the World Were a Village: A Book about the World’s
People (David Smith and Shelagh Armstrong) (E)
“The Land of Counterpane” (Robert Louis Stevenson)
“Foreign Lands” (Robert Louis Stevenson)
“The Land of Story Books” (Robert Louis Stevenson)
“At the Seaside”(Robert Louis Stevenson)
“Where Go the Boats” (Robert Louis Stevenson)
“My Bed is a Boat” (Robert Louis Stevenson)
Yellow – The Primary Comprehension Toolkit Trade books or Keep Reading! Sourcebook
Purple – Toolkit Texts – Grades 2-3
Green – Posters from Toolkit
Pink – Short Texts
Page 7 of 12
Grade 2
The Butterfly
The World is an Open Book
Fireflies
TT – 2/3
Twilight Comes Twice
by Ralph Fletcher
Wings in Water
TT – 2/3
I Like Art
ST
Ladybugs Grow Up
Poster
The World is an Open Book
TT – 2/3
Fireflies
TT – 2/3
Wings in Water
TT – 2/3
The Condor's Egg
by Jonathan London
and James Chaffee
Linda Hoyt Interactive Read Aloud – Whole Group Reading Mini-Lessons
Visualize:
Interpret Through Performance with Snow (page 25)
Infer:
Infer with Where the Wild Things Are(page 29)
Point of View:
Point of View with The True Story of the Three Little Pigs (page 179)
Compare and Contrast:
Compare and Contrast with Lon Po Po and Little Red Riding Hood (page 41)
Ask and Answer Questions:
Ask and Answer Questions with Officer Buckle and Gloria (page 5)
Jan Richardson Guided Reading Lessons
Predict-Support-Adjust (pg 206)
Make Inferences from Dialogue – Steps 1 – 5 (pg 231 – 233)
Character Trait Web (pg 230)
Additional Reading Mini-Lessons/Shared Reading and Shared Writing Activities
Class Discussion / Poetry
Introduce the unit by asking students about using their imaginations to go places. Introduce a poet who lived over 100 years ago and also loved to go places in his imagination: Robert Louis Stevenson. As a
child, he was sometimes sick. While confined to his bed, he created imaginary lands in his head, such as, “The Land of Counterpane.” He also loved the sea. As students read his poems, have them think about
his imagination and how he loved to wonder about the world. (You may want to read and reread his poetry throughout this unit, encouraging the students to look for poetic elements. Most of all, direct
children to enjoy the idea of going places in their minds as you read folktales from around the world. Having a large world map to mark the place from which the story comes will make this unit have a stronger
geography focus.) (RL.2.4)
Class Discussion / Poetry
Introduce the poem “The Pied Piper of Hamelin” by Robert Browning. This poem is a narrative based on a legend that is thought to have happened in Hamelin, Germany. Remind students that a legend is a
story in which some things really happened and other things have been exaggerated over time as the story was passed down through generations. Read the poem to the children. Give the children an
opportunity to retell the story, confirming that they understood the main events of the story. (The language in this poem is quite sophisticated. Reading the Kellogg book first will scaffold student
comprehension of the poem. It will also provide another opportunity to compare versions.)
Ask questions such as:


How many of you think this story could have really happened?
What was the story teaching? (RL.2.2, SL.2.4. L.2.4a )
Class Discussion / Literature
Invite speakers to read folktales from home countries. For example, invite someone from Cuba or the Caribbean to read Martina the Beautiful Cochroach: A Cuban Folktale(Carmen Agra Deedy). As the vistor
reads the story, have students consider what message the folktale might teach. When the story is over, the speaker could share some information about the country from which the folktale comes. Give an
opportunity for students to ask questions about the folktale and the country. (SL.2.3, RL.2.2)
Class Discussion / Literature
Read the book, Stone Soup (Marcia Brown), aloud to the students. Introduce other versions of the book (e.g. Muth, Seeger, Davis). Compare and contrast the versions of the story, using a teacher-created
graphic organizer that addresses “who, what, where, why, when, how” questions or a graphic organizer that addresses “character, setting, plot, conclusion” categories. Encourage student participation by
Page 8 of 12
handing each child three Post-Its to use to post information on the graphic organizers. (RL.2.2, RL.2.9)
Four-Square Retell Literary Response
Have students select a folktale to read. Provide each student with a piece of plain white paper. Then, give these instructions to the children:
“Read a folktale with a partner (a stronger reader could read to a weaker reader, or they could take turns, or read chorally). When you are finished reading the folktale, follow these directions:
 Fold your paper into fourths.
 Draw a picture of the main characters in one square.
 Draw the setting in another square.
 Draw your favorite part of the plot in another square.
 In the last part, write a few sentences describing what you think the folktale is teaching.
Each time the students do this activity, substitute one more square with writing instead of drawing. As a student reads the last book independently, have them use the four-square outline to write a retelling of
the folktale. (RL.2.2, RL.2.5, RL.2.7, RL.2.10, W.2.7, SL.2.2)
Class Discussion / Informational Text
The informational books in this unit are based on a theme like “shoes” or “bread.” For example, the author of these books, Ann Morris, studied, interesting shoes from all around the world, had photographs
taken of them, and then published them in a book, Shoes, Shoes, Shoes. As students read the books, ask them to look at the way the book is organized and locate the information about each photograph by
using the index. As they study the book, challenge them to find the location on a world map from where those shoes came. To link to geography, give each pair of students a world map to mark as the text
moves from one place to another. (After the students have had an opportunity to study multiple books in this series, ask them why they think the author wrote these books for children.) (RI.2.5, RI.2.10, RI.2.6)
Class Discussion / Informational Text
If the World Were a Village: A Book about the World’s People(David Smith) is an informational book packed with rich facts about the world. One of the interesting things about this book is that it shows the
world as if it were a village of just 100 people. Although you may have time for just a few pages, focus on how much information can be learned from the illustrations and text. Keep a list of the information
that the students glean from the pages as you read. (RI.2.3, RI.2.6, RI.2.7)
Art Appreciation
Explain to the students that Sergei Prokofiev is a Russian musical composer who wrote a musical rendition of the folktale called “Peter and the Wolf.” Explain that he used different musical instruments to
represent the characters in the story. Compare and contrast different productions of this piece (e.g., animated version, music-only CD, video of the ballet). (RL.2.2, RL.2.6, RL.2.9, SL.2.2)
Dramatization / Fluency
Revisit the Robert Louis Stevenson poetry, reminding students how they have used their imaginations to visualize the folktale being read and the places being read about (see the first “Class Discussion /
Poetry” activity). Discuss how repeated readings may deepen a poem’s meaning, and challenge the students to memorize one of the poems to share in front of the class. Record the students’ poetry
performances with a video camera. (RL.2.4, SL.2.5)
Writer’s Workshop
Calkins Unit -
Small Moments: Personal Narrative Writing (15 Sessions)
By the end of this quarter, you should collect Assessment Sample #1 – On-Demand Personal Narrative
Use Multi-Day Administration
Score on the RCS Rubric and place in the literacy folder
Due by the end of Quarter 2
Imaginative Narrative Writing Experience
(This activity is designed to help students incorporate new information learned from hearing and reading multiple folktales and fables. It is not aligned with the
writer’s workshop narrative writing unit and will not be used for assessment).
Give the students this prompt: “Write an imaginary narrative telling about a time you passed through a mysterious door and ended up in a different country. The country may be from our folktale unit, from a
book you have read, or just a place you want to visit. Be sure to say where you find the door, the country where the door leads, and how you arrive back where you began. Include details to describe action,
thoughts, and feelings. Be sure to end your story well, thinking about how authors wrap up stories.” (W.2.3, L.2.2a)
Page 9 of 12
Literature / Opinion-Writing
Give the students this prompt:“All of the stories we read in this unit were folktales of some kind. Why do you think stories are handed down from one group of people to another? Be sure to support your
opinion with strong reasons.” (W.2.1)
Word Study/Vocabulary Lessons
Continue Vocabulary Notebooks
Phonics Lessons
Word Study Lessons from Words Their Way: (page and sort numbers based on second edition of Words Their Way, Word Sorts for Within Word Pattern Spellers)
 Sort 24 Review of Long Vowel Patterns (page 60)
 Sort 25 R-Influenced Vowel Patterns ar, are, air (page 71)
 Sort 26 R-Influenced Vowel Patterns er, ear, eer (page 72)
 Sort 27 R-Influenced Vowel Patterns ir, ire, ier (page 73)
Remember to administer Mid-Year Spelling Inventory
Language Goals for this unit include reflexive pronouns, past-tense irregular verbs, and using an apostrophe in possessives and contractions.
 L.2.1c: Use reflexive pronouns (myself, ourselves).
 L.2.1d: Form and use the past tense of frequently occurring irregular verbs (e.g. sat, hid, told).
 L.2.2c: Use an apostrophe to form contractions and frequently occurring possessives.
These language goals should be addressed during Guided Reading and Writing.
Language Activity
After reading “The Pied Piper of Hamelin,” do a word activity based on the poem. Collect some plural nouns from the poem. Talk about the singular for each word and how it is made plural (e.g., rats, babies,
vats, children, tongues, shoes, and mice). Extend this activity by especially collecting the plurals of irregular nouns. (L.2.1b)
Page 10 of 12
Unit Materials/Resources
Vocabulary

(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works
identified as exemplars.
LITERARY TEXTS
Stories










The Treasure (Uri Shulevitz) (E)
Itching and Twitching: A Nigerian Folktale (Patricia C. and Robert L. McKissack, and Laura
Freeman)
The Girl Who Wore Too Much: A Folktale from Thailand (Margaret Read McDonald
andYvonne Lebrun Davis)
Caps for Sale: A Tale of a Peddler (Esphyr Slobodkina)
http://www.youtube.com/watch?v=INptSCKqdfg&safety_mode=true&persist_safety_mode
=1
The Enormous Turnip (Alexei Tolstoy and Scott Goto)
http://www.slideshare.net/marlcliffeprimary/the-enormous-turnip-story-book-5645523
Liang and the Magic Paintbrush (Demi)
Stone Soup (Ann McGovern and Winslow Pinney Pels)
READERS THEATER: http://www.kidsinco.com/2008/09/the-story-of-stone-soup/
Cuckoo/Cucú: A Mexican Folktale (Lois Ehlert and Gloria de Aragon Andujar)
Moon Rope/Un lazo a la luna: A Peruvian Folktale (Lois Ehlert and Amy Prince)
Knots on a Counting Rope
http://player.discoveryeducation.com/index.cfm?guidAssetId=84E9A556-57E1-4937-87BB3C1BF33D65CA&blnFromSearch=1&productcode=US
Poems






“The Land of Counterpane” (Robert Louis Stevenson)
http://www.poemhunter.com/poem/the-land-of-counterpane/
“Foreign Lands” (Robert Louis Stevenson)
http://www.poemhunter.com/poem/foreign-lands/
“The Land of Story Books” (Robert Louis Stevenson)
http://www.poemhunter.com/poem/the-land-of-story-books/
“At the Seaside”(Robert Louis Stevenson)
http://www.poetryfoundation.org/poem/171947
“Where Go the Boats” (Robert Louis Stevenson)
http://www.lnstar.com/mall/literature/rls/WhereGotheBoats.htm
“My Bed is a Boat” (Robert Louis Stevenson)
http://www.lnstar.com/mall/literature/rls/MyBedisaBoat.htm



character

conclusion

folktale

index

irregular

legend

narrative poem

noun

plot

plural

setting
INFORMATIONAL TEXTS
Informational Text
 Art Around the World (Discovery World) (Heather Leonard) (E)






Shoes, Shoes, Shoes (Around the World Series) (Ann Morris)
Weddings (Around the World Series) (Ann Morris)
On the Go (Around the World Series) (Ann Morris and Ken Heyman)
Loving (Around the World Series) (Ann Morris and Ken Heyman)
Bread, Bread, Bread (Around the World Series) (Ann Morris and Ken Heyman)
Houses and Homes (Around the World Series) (Ann Morris and Ken Heyman)
Informational Text (Read Aloud)


Stories (Read Aloud)


The 13 Clocks (James Thurber and Marc Simont) (E)
http://vimeo.com/31299484
Martina the Beautiful Cochroach, A Cuban Folktale (Carmen Agra Deedy and Michael
Austin) (EA) http://vimeo.com/44832855
“How the Camel Got His Hump” in Just So Stories (Rudyard Kipling) (E)
http://www.youtube.com/watch?v=4afoxwg-BH0
The Village of Round and Square Houses (Ann Grifalconi)

Page 11 of 12
If the World Were a Village: A Book about the World’s People (David Smith and Shelagh
Armstrong) (E)
http://books.google.com/books?id=FLkBE2686McC&printsec=frontcover&dq=if+the+world
+were+a+village&source=bl&ots=K4QVvSNfdp&sig=rCynYyRrJwyJHUAui1dLVljgFRY&hl=en&
sa=X&ei=9mlTUN6oF8x0AHtmYH4Ag&sqi=2&ved=0CCwQ6AEwAA#v=onepage&q=if%20the%20world%20were%2
0a%20village&f=false
Hungry Planet: What the World Eats (Peter Menzel and Faith D'Aluisio)
http://books.google.com/books?id=TFCER7w_dooC&printsec=frontcover&dq=hungry+plan
et+what+the+world+eats+ebooks&source=bl&ots=JoxVkOcCzm&sig=79TYZPi8uq3272XUqSB0OESoDE&hl=en&sa=X&ei=3WpTUMGyFaX20gHb3oDoBw&ved=0CD
MQ6AEwAA#v=onepage&q=hungry%20planet%20what%20the%20world%20eats%20ebook
s&f=false
How I Learned Geography (Uri Shulevitz) (EA)
http://video.nhptv.org/video/1689056726/
ART, MUSIC, AND MEDI A
Music

The Lost Horse: A Chinese Folktale (Ed Young and Tracey Adams) (EA)
The Five Chinese Brothers (Claire Huchet Bishop and Kurt Wiese)
http://www.youtube.com/watch?v=uPc8DUUKdR4
Not One Damsel In Distress: World Folktales for Strong Girls (Jane Yolen and Susan Guevara)
http://books.google.com/books?id=BMhZxMmMcSkC&printsec=frontcover&source=gbs_ge
_summary_r&cad=0#v=onepage&q&f=true
The Pied Piper (Steven Kellogg)







Stone Soup (Marcia Brown) http://video.nhptv.org/video/1689038516
Stone Soup (Jon. J. Muth)
The Real Story of Stone Soup (Ying Chang Compestine)
Stone Soup (Tony Ross)
Some Friends to Feed: The Story of Stone Soup (Pete Seeger, Paul Dubois, and Michael Hays)
Stone Soup (Heather Forest)
Bone Button Borscht (Aubrey Davis and Dušan Petričić)




Film

“Peter and the Wolf,” Suzie Templeton, dir. (2006)
Chinese New Year
http://www.kidactivities.net/category/Holidays-Chinese-New-Year.aspx
Poems (Read Aloud)

Sergei Prokofiev, “Peter and the Wolf” (1936)
“The Pied Piper of Hamelin” (Robert Browning) (E)
http://www.indiana.edu/~librcsd/etext/piper/index.html (click begin)
Page 12 of 12