A Story A Story
Storytelling
Objectives
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You will:
Practice recognizing synonyms
Practice recognizing the long /a/ spelling eigh
Practice recognizing the /g/ sound
Practice recognizing consonant blends
Use simple and compound sentences
Write a narrative
Word Knowledge Day 1
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Furious
angry
enraged
What do these words have in common?
They are synonyms.
Game
gold
gust
gate
gopher
gutter
What do you notice about these words?
They have a /g/ sound followed by a vowel a, o, or u.
Weight
vein
eight sleigh
Do you see any patterns in these words?
They have the long /a/ sound spelled eigh or ei.
Stronger
spun
stories
sticky
What do these words have in common?
They are from our selection and have consonant blends.
slap
Word Knowledge Day 1
• Ananse bowed and answered: “I shall gladly pay
the price.”
• He kept them in a golden box next to his royal
stool.
• Can you think of any synonyms for the word
gladly?
• Happily, joyfully
• Can you think of any synonyms for the word
kept?
• Guarded, saved
Word Knowledge Day 1
• Mother held the horse’s rein as the horse pulled
the sleigh.
• Do you see any words with a long /a/ sound?
• Rein, sleigh
• The spider spun a sticky web across the stronger
tree.
• Do you see any words with a consonant blend?
• Spider, spun, sticky, stronger
Build Background
• Do you remember any other folktales we
have read?
• What do you know about storytelling?
• Have you ever heard an African folktale.
Background Information
• “A Story, A Story is an African folktale.
• Many folktales have a central theme of
challenge and achievement.
• In many African folktales defenseless
people or small animals outwit their
stronger enemies.
• Ananse uses tricks to achieve his goals
making this a “trickster” tale.
Prepare and Preview
Reading 2.6
• Let’s read the focus questions,
title, author and illustrator
together.
• Now let’s look at the first page or
two to make predictions and look
for any clues, problems or
wonderings.
• Wonderings
• What is the price?
Clues
Ananse is very small can’t
use strength to get
stories.
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Problems
Outwit
Defenseless
Decendants
Vocabulary
.Let’s say our vocabulary word together.
defenseless
flamboyant
descendants
tatter
furious
A Story, A Story
defenseless
descendants
tatter
flamboyant
furious
defenseless
Without protection; unguarded
“Spider stories” tell how small, defenseless men or
animals outwit others and succeed against great
odds.
The hungry fox didn’t see
the defenseless ducklings
across the pond. They
were lucky because they
couldn’t have protected
themselves.
children, grandchildren,
descendants and continuing generations
of an original set of parents;
those people sharing the same
ancestors.
Their descendants still tell some of these stories today.
Grandfather’s descendants
all came to his birthday
party, including his brand
new grandchild.
tatter
tear, make ragged, rip
“Should you not fly into my calabash, so that the rain
will not tatter your wings?”
We need to take
down the flag before
the strong winds
tatter it into pieces.
flamboyant
overly colorful,
showy appearance or behavior
He set the little old doll at the foot of a flamboyant
tree where fairies like to dance.
Her flamboyant clothes
and rainbow colored hair
attracted everyone’s
attention.
furious
very angry, violent
Now the fairy was stuck to the gum baby with
both hands, and she was furious.
The man was furious
when the passing car
splashed mud on his suit.
Investigation/Folktales
Reading Trans. 32
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Anansi Goes Fishing
A Tale from West Africa
Foolish Anansi thought he could trick a fisherman into doing his work for him. "Let's go fishing," he
suggested.
"Very well," said the fisherman, who was clever and quite wise to Anansi's tricks. "I'll make the nets
and you can get tired for me."
"Wait," said Anansi, "I'll make the nets and you can get tired for me!" Anansi made nets as his friend
pretended to be tired. They caught four fish.
The fisherman said, "Anansi, you take these. I'll take tomorrow's catch. It might be bigger."
Greedily imagining the next day's catch, Anansi said, "No, you take these and I'll take tomorrow's
fish."
But the next day, the nets were rotting away and no fish were caught. The fisherman said, "Anansi,
take these rotten nets to market. You can sell them for much money."
When Anansi shouted, "Rotten nets for sale!" in the marketplace, people beat him with sticks.
"Some partner you are," Anansi said to the fisherman as he rubbed his bruises. "I took the beatings.
At least you could have taken the pain."
Anansi never tried to trick the fisherman again!
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Let’s do page 111 of our Inquiry Journal.
Spelling Pretest
Eng. Lang. Con. 1.8
• This week our spelling list is on consonant
blends: spl-, spr-, str-,
• Words from this selection are:
• Stronger, spun, stories, sticky, slap
• Let’s take our spelling pretest.
• Our vocabulary skill words this week are:
Frond, gourd, calabash, flamboyant, descendants
English Language Conventions
Eng. Lang. Con. 1.4
• Sentence Structure
• Let’s look in our Language Arts Handbook on
page 257 to learn about simple and compound
sentences.
• I eat pizza.
• I drink soda.
• I eat and drink pizza and soda.
• Now let’s do pages 128 and 129 in our
Comprehension and Language Arts Skills
workbook.
Writing Process Strategies
Lang. Arts. Tran. 1
• Writing a narrative fantasy
• We’re going to look on pages 114-115 of
our Language Arts Handbook for
information about writing a narrative, and
pages 134-135 for information on writing a
fantasy.
Writing
• Formal Assessment
• The fantasy has a beginning, middle, and end. (2
points)
• The ending makes sense with the rest of the
story. (2 points)
• Elements of a fantasy are present. (3 points)
• Spelling and punctuation are correct. (3 points)
Day 2 Developing Oral Language
• Furious
• Game
angry
enraged
gold
gust
gate
gopher
gutter
• Weight
vein
eight
sleigh
• Stronger
spun
stories
sticky
slap
• Can someone use one of these words in a complete
sentence? Then, you will choose another student to
make your sentence longer and add another word from
the board in the sentence.
First Read pages 108-115
• We are going to read our selection using
these comprehension strategies:
• Monitoring and clarifying
• Predicting
• Summarizing
Discussion Strategy Use
• How did you clarify confusing passages?
• Where did you pause in the reading to
summarize?
• How did you make, confirm, and revise
predictions as you read?
• What predictions did you make?
Discussing the selection
Reading 2.6, 3.1, 3.2
• Let’s use handing off to answer these questions:
• What features of the story reflect the fact that it is
an African folktale?
• How did Ananse perform the impossible task
given to him by the sky good?
• What did the sky god do in the end?
• What does the story explain about storytelling?
Investigation
• Would anyone like to
add anything to our
concept board?
• Would anyone like to
add to our question
board?
Spelling
Eng. Lang. Conv. 1.8
• Consonant Blends
• Consonant blends are groups of letters in
which each letter’s sound can be heard.
• Do you hear the /s/, /p/, /l/ sounds in the
word splash?
• What about the words splatter, and splint?
Vocabulary
Reading 1.5, 1.7
• Next Ananse cut a frond from a banana tree and
filled a calabash with water. (pg.111)
• What is a frond?
• A frond is a type of leaf from a tree.
• Let’s find the word frond in the dictionary.
• The leaf of a fern or palm.
• Now, let’s do pages 102 and 103 in our Spelling
and Vocabulary workbook for more practice with
categories.
English Language Conventions
Eng. Lang. Conv. 1.4
• Grammar: Simple and Compound Sentences
• We are going to review our Language Arts Handbook page 257 for
conjunctions and punctuation in compound sentences.
• Many folktales feature a trickster.
• No comma needed.
• Firefly cheated Ture but Ture tricked the prince.
• Firefly cheated Ture, but Ture tricked the prince. Comma needed
• Some fairy tales begin with “Once upon a time” or “In a land faraway.”
• Some fairy tales begin with “Once upon a time,” or “In a land
faraway.” Comma needed
• Let’s find 5 simple, and 5 compound sentences from “A Story, A Story”
Writing Process Strategies
Writing 2.0, 2.1a
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Writer's Craft: Setting
Setting includes time and place.
Mr. Tillman entered the classroom just before lunch.
Let’s look in our Language Arts Handbook on page 220
for more information on setting.
• Now, let’s do pages 132- and 133 in our Comprehension
and Language Arts Skills workbook.
• We are going to do page 82 of our Writer’s workbook to
help us write a setting for our fantasy story.
Word Knowledge Day 3
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Furious
angry
enraged
What do these words have in common?
They are synonyms.
Game
gold
gust
gate
gopher
gutter
What do you notice about these words?
They have a /g/ sound followed by a vowel a, o, or u.
Weight
vein
eight
sleigh
Do you see any patterns in these words?
They have the long /a/ sound spelled eigh or ei.
Stronger
spun
stories
sticky
slap
What do these words have in common?
They are from our selection and have consonant blends.
Word Knowledge Day 3
• Ananse bowed and answered: “I shall gladly pay
the price.”
• He kept them in a golden box next to his royal
stool.
• Can you think of any synonyms for the word
gladly?
• Happily, joyfully
• Can you think of any synonyms for the word
kept?
• Guarded, saved
Word Knowledge Day 3
• Mother held the horse’s rein as the horse pulled
the sleigh.
• Do you see any words with a long /a/ sound?
• Rein, sleigh
• The spider spun a sticky web across the stronger
tree.
• Do you see any words with a consonant blend?
• Spider, spun, sticky, stronger
Second Read pages 108-115
• We are going to read our story again using
this comprehension skills:
• Sequencing
Checking Comprehension
Reading 2.3
• What does A Story A Story reveal about storytelling?
• It explains how stories came to be in the world and how
they were passed along from one person to another.
• How can you tell that Ananse thought that the stories
were valuable?
• He was willing to pay the sky god’s price which was very
high.
• Why do you think the narrator tells the reader to take his
story elsewhere?
• The narrator wants his story to be shared with other
people.
Supporting the Reading
Writing 1.1a, 1.1b
• Sequence
• Can anyone tell me a word that indicates sequence or a
time order word?
• First, second, next, then, after, yesterday
• Let’s look in our book for examples of time order words.
• Plot Sequence
• Time-Order Words
• Ex. Ananse spun a web
• Ex. So
up to the sky.
Supporting the Reading
Writing 1.1a, 1.1b
• Now we are going to do pages 126 and 127
in our Comprehension and Language Arts
Skills Workbook to practice with sequence.
Investigation
• Generating Questions to Investigate
• Let’s do page 112 of our Inquiry Journal.
Spelling
Eng. Lang. Conv. 1.8
• Consonant Blends
• Let’s say: The spooky spider spun his web”
• Do you notice that the beginning sounds of
some of the words sound the same.
Repetition on beginning sounds is called
alliteration.
• Now, let's do page 104 in our Spelling and
Vocabulary workbook.
Vocabulary
Reading 1.5, 1.7
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Fruit
Gourd
Apple
Levels of Specificity
Calabash Macintiosh
Gourd
Calabash
A calabash is a type of gourd, which is a
kind of fruit.
English Language Conventions
Eng. Lang. Conv. 1.4
• Grammar: Simple and Compound Sentences
• We are going to look in our Language Arts Handbook on page 257 to
review simple and compound sentences.
• Let’s use one of these words to help us combine these sentences:
and, or, but
• Aunt Leona uses a cane. She supports herself with it when she
walks.
• And
• The fireworks display had started. We did not go.
• But
• I left my basketball at Freddie’s house. I left my basketball at the
court.
• Or
Writing Process Strategies
Writing 1.1, 2.1b
• We are going to look on page 83 for ideas
about drafting a fantasy story.
• The first sentences of your story should
“hook” the reader.
• Let’s draft our fantasy stories.
Word Knowledge Day 4
• Furious
• Game
• Weight
• Stronger
angry
gold
gopher
vein
spun
sticky
enraged
gust
gate
gutter
eight
sleigh
stories
slap
Word Knowledge Day 4
• Ananse bowed and answered: “I shall
gladly pay the price.”
• He kept them in a golden box next to his
royal stool.
• Mother held the horse’s rein as the horse
pulled the sleigh.
• The spider spun a sticky web across the
stronger tree.
Meet the Author Illustrator
• Gail Haley
• Gail E. Haley was an only child, who often entertained herself by
reading or making up stories. How do you think this would influence
her work as a writer?
• This would make it easier for Haley to create imaginative stories as
an adult.
• The theme of this unit is Storytelling. Why would being able to draw,
write, and make costumes and puppets be useful tools in storytelling?
• Using puppets or exciting illustrations makes your story more visual.
• Pictures can tell a story all their own. What type of story is being told
in A Story, A Story if you never read the text?
• A story about Africa or a folktale.
defenseless
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• “Spider stories” tell how small, defenseless men or animals outwit
others and succeed against great odds.
• The hungry fox didn’t see the defenseless ducklings across the pond.
They were lucky because they couldn’t protect themselves.
• Defenseless: without protection: unguarded
descendants
• Their descendants still tell some of these stories today.
• Grandfather’s descendants all came to his birthday party,
including his brand new grandchild.
• Descendants: children, grandchildren, and continuing
generations.
Calabash
tatter
• Should you not fly into my calabash, so that the rain will
not tatter your wings?”
• We need to take down the flag before the strong winds
tatter it into pieces.
• Tatter: tear, make ragged; rip
flamboyant
• He set the little doll at the foot of a flamboyant tree where fairies like
to dance.
• Her flamboyant clothes and rainbow-colored hair attracted
everyone’s attention.
• Flamboyant: Overly colorful, showy appearance or behavior, a kind
of tree
Furious
• Now the fairy was stuck to the gum baby with both hands,
and she was furious.
• The man was furious when the passing car splashed mud
on his suit.
• Furious: very angry, violent
Vocabulary
Please draw a line from the word to it’s
picture and definition.
very angry, violent
children, grandchildren, and
continuing generations.
Overly colorful, showy
appearance or behavior, a kind
of tree
tear, make ragged; rip
without protection: unguarded
defenseless
furious
descendants
flamboyant
tatter
Folktales
Reading 3.1, 3.2
• Does anyone know a folktale?
• Folktales are stories passed down from
generation to generation.
• Folktales were originally told orally.
• Folktales reflect the culture in which they
originated.
• Some folktales, called trickster tales, are about
weak people or animals outwitting their stronger
enemies.
• Folktales have been told throughout the world.
Investigation
Reading 2.7
TE page 117d
• Let’s do page 113 of our Inquiry Journal to
learn more about following directions.
Spelling
Eng. Lang. Conv. 1.8
• Let’s do page 105 in our Spelling and
Vocabulary workbook.
English Language Convention
• Listening for mood.
• Every piece of work should create a mood
or tone for the audience.
• You can develop mood by focusing on key
elements, such as using vivid word
choices, or dialogue.
• Let’s identify the mood of some of our
selections we have read.
Writing Process Strategies
Writing1.4
• We are going to use page 84 of our Writer’s
Workbook to help us revise our fantasy
story.
Word Knowledge Day 5
• Furious
• Game
• Weight
• Stronger
angry
gold
gopher
vein
spun
sticky
enraged
gust
gate
gutter
eight
sleigh
stories
slap
Word Knowledge Day 5
• Ananse bowed and answered: “I shall
gladly pay the price.”
• He kept them in a golden box next to his
royal stool.
• Mother held the horse’s rein as the horse
pulled the sleigh.
• The spider spun a sticky web across the
stronger tree.
defenseless
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• “Spider stories” tell how small, defenseless men or animals outwit
others and succeed against great odds.
• The hungry fox didn’t see the defenseless ducklings across the pond.
They were lucky because they couldn’t protect themselves.
• Defenseless: without protection: unguarded
descendants
• Their descendants still tell some of these stories today.
• Grandfather’s descendants all came to his birthday party,
including his brand new grandchild.
• Descendants: children, grandchildren, and continuing
generations.
Calabash
tatter
• Should you not fly into my calabash, so that the rain will
not tatter your wings?”
• We need to take down the flag before the strong winds
tatter it into pieces.
• Tatter: tear, make ragged; rip
flamboyant
• He set the little doll at the foot of a flamboyant tree where fairies like
to dance.
• Her flamboyant clothes and rainbow-colored hair attracted
everyone’s attention.
• Flamboyant: Overly colorful, showy appearance or behavior, a kind
of tree
Furious
• Now the fairy was stuck to the gum baby with both hands,
and she was furious.
• The man was furious when the passing car splashed mud
on his suit.
• Furious: very angry, violent
Vocabulary
Please draw a line from the word to it’s
picture and definition.
very angry, violent
Overly colorful, showy
appearance or behavior, a kind
of tree
children, grandchildren, and
continuing generations.
tear, make ragged; rip
without protection: unguarded
defenseless
furious
descendants
flamboyant
tatter
Listening
• Let’s listen to “A Story, A Story” on CD.
• Let’s listen to “ Worlds I Know” on CD.
Assessments
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Let’s take our assessments.
Reading Comprehension
Vocabulary
Spelling
Investigation
• Would anyone like to
add something to our
concept board?
• Would anyone like to
add something to our
question board?
English Language Conventions
Writing 1.2
• We are going to practice writing uppercase
F and uppercase T in cursive Writning.
• FFFFFFFFFFFFFFFFFFFFFFF
• TTTTTTTTTTTTTTTTTTTTTTTT
• Fiddle
• Tennyson
Writing Process Strategies
Writing 1.2
• Let’s use page 85 of our Writer’s Workbook
to help us edit and proofread and publish
our fantasy stories.
Writing
• Formal Assessment
• The fantasy has a beginning, middle, and end. (2
points)
• The ending makes sense with the rest of the
story. (2 points)
• Elements of a fantasy are present. (3 points)
• Spelling and punctuation are correct. (3 points)