Story 1 The Three Feathers
Procedures
I. Oral Reading/Telling of the tale by the teacher followed by discussion of story between students and teacher.
II. Spelling Activity to select 10-20 selected words of high emotional impact.
Suggested Word List that may be augmented by students:
simple
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amazed
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torment
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delicate
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sad
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impossible
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trial
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wisely
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clever
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clumsy
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clamor
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quarreling
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glittered
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demanded
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Use of color in drawing and sentence writing:
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1. Using color(s) (markers, pencils, crayons) of students’ choice draw a picture (image) for each word. Relate word to context in The Three Feathers: e.g. “Once upon a time there was a king who had three sons; two were smart and clever but the third did not talk much, was simple, and they never called him anything but Dumpkin.”
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2. Upon completion of drawings each student will develop a sentence for each picture that incorporates the spelling word(s).
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3. Draw or write each word in color (markers, pencils, crayons) repeating the word a suitable number of times for visual reinforcement. The word may be repeated, e.g. five times each, depending upon the teacher’s objective and students’ ability. In addition the use of onomatopoeia (the formation of words in imitation of natural sounds) may offer a creative use of forming the visual image of a word. An example would be the word: clamor. Many words of emotional impact lend themselves to image making: e.g. sad. The visual image of the letters forming tears could be a possibility. Each child’s efforts would be encouraged and acceptable at his/her particular level. At no time should the adult attempt to place adult aesthetic values upon the child’s drawing. The teacher should encourage understanding among the students of an appreciation for each child’s efforts. Negative artistic criticism should not be permitted!
During the spelling activity time can be made for the students’ silent and oral reading of the tale. The teacher may orally retell/reread the story to the group, especially if a student is insecure in his/her oral reading ability. Thus, the teacher is recognizing the student’s problem and presenting him/her with a positive model.
Comprehension Skills
Selecting Details and finding the Main Idea may be presented analytically or synthetically depending upon the abilities of students. This is explained above in the unit’s Content Objectives and Strategies.
III. Selecting Details
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1. Have students identify the Characters (Who?), the Places (Where?), and the Things (What?) found in the story The Three Feathers. Develop three lists through discussion questions with students that answer the questions: Who?, Where?, and What? Below are three suggested lists from the story The Three Feathers.
a. Characters (Who?)
“old, weak” king
two “smart” sons
one “simple” son—Dumpkin
“great fat” toad
little toads
two “peasant” women
one “beautiful” woman
b. Places (directions) (Where?)
kingdom
front of palace
east, west
ground, underground
c. Things (What?)
“beautiful” carpet
feathers
trap door
box
“golden” ring
nails
wagon wheel
carriage—”hollow” carrot
horses—six mice
ring (to jump through)
Following the formation of the above three lists that tell the Characters, the Places, and the Things, have each student select at least one item from each of the three lists. Students will then draw in color a picture (image) for each item. Have students select items that interest them. After completion of the drawings have students write a sentence that describes each drawing. When complete discuss all Detail drawings and sentences with the group.
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2. Proceed to a series of questions related to Details that can be answered true or false.
False
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1. The old weak king had two sons.
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True
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2. The youngest son, called Dumpkin, is laughed at by his brothers.
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False
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3. Dumpkin’s feather flew south.
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False
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4. The smart sons climbed down the stairs through the trap door.
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False
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5. The little toads gave Dumpkin the carpet.
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True
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6. The king was pleased with Dumpkin’s carpet.
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False
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7. The two smart brothers brought the king two beautiful golden rings.
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False
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8. Dumpkin returned to the king with a clumsy peasant woman.
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True
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9. The two smart brothers thought that the peasant women would be able to jump through the ring.
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True
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10. The beautiful woman jumped through the ring, and Dumpkin became the king.
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IV. Finding the Main Idea
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1. The Main Idea will answer the factual question: What is the story about?
In order for Dumpkin to become king, he must overcome his feeling that he is stupid by finding the most beautiful carpet, the golden ring and a beautiful woman who can jump through a hanging ring.
The Three Feathers contains the fairy tale qualities of:
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a. Presenting the hero with a problem
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b. Giving the hero trials or tasks to accomplish
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c. Presenting the hero with his reward for succeeding in his tasks which resolve the problem
Discuss the above three qualities of a fairy tale with students.
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a. What was Dumpkin’s problem?
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b. What three tasks did Dumpkin accomplish?
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c. What was Dumpkin’s reward which resolved the problem?
Have students draw three pictures (images) that answer the three questions given above.
When the three drawings are complete students will write a sentence for each picture. The three sentences will tell the Main Idea.
V. Sequence: ordering events in the story.
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1. Students would select one event or situation from The Three Feathers to illustrate.
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2. Upon completion the drawings would be organized by the group into the sequential order in which they occur in the tale. Sentences would be written as a group (board or chart) that depict the order of events in the fairy tale. Questions to be asked would be:
a. What happened at the beginning of the story?
b. What happened at the middle of the story?
c. What happened at the end of the story?
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3. Proceed by giving each student a page of three-”frame” paper in the style of a “T.V. story pad.” (This can simply be prepared by drawing three numbered boxes on a spirit master.) Each student would draw his own image of the (1) beginning, (2) middle and (3) ending events of The Three Feathers. Student would give each picture a sentence related to the drawing.
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4. Additional sequence story “frames” could be made if suitable. As an example, a five-”frame” paper can be given to students on which they would draw and write sentences for five events from the story in the order that they occur.
VI. Draw Conclusions
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1. The skill of being able to Draw Conclusions will ask the student to interpret factual information that he has acquired from the preceding skills and go beyond the information given in the story to answer the following questions:
a. What do you think caused Dumpkin to be able to win out over his “smart” brothers?
b. How do you think that being called “stupid”, like Dumpkin, didn’t stop him from being a wise king?
All of the stories will follow similar skills development. In order to avoid the redundancy of explanations, the plans for the remaining fairy tales will include the pertinent information that would be convenient for a teacher’s use. Refer to the above lesson plans for The Three Feathers when additional information may be helpful.
Story 2. The Juniper Tree
Procedures
I. Oral Reading/Telling of the tale by the teacher.
II. Spelling Activity
Suggested Word List
cry
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snatched
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horror
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trembling
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cried
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hatred
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hack
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present
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evil
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crunch
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stew
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wonderful
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push
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squashed
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bones
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punch
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terror
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butchered
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1. Use color(s) to draw a picture (image) for each word. Relate word(s) to context of story: ea. “But Ann Marie stood by and cried and cried and the tears fell in the pot so that it didn’t need any salt.”
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2. Develop a sentence for each picture that incorporates the spelling word(s).
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3. Draw or write each word in color. Refer to The Three Feathers Spelling Activity #3 for further development.
Students’ silent and oral reading of The Juniper Tree: Since this is a long story for students with severe reading problems, it may be advisable to separate the tale into sections for reading.
Comprehension Skills
III. Selecting Details
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1. Have students identify the Characters (Who?), the Places (Where?), and the Things (What?) found in the story The Juniper Tree. Develop three lists through discussion questions that answer the questions: Who?, Where?, and What? Below are three suggested lists from the story The Juniper Tree.
a. Characters (Who?)
“rich” man—father
first wife
second wife—stepmother
son—bird
daughter—Ann Marie
goldsmith
cobbler and his wife
miller’s men
b. Places (Where?)
family’s house
yard
kitchen
goldsmith’s house
workshop
cobbler’s shop
mill
c.Things (What?)
juniper tree
apple(s)
chest
wardrobe
chest of drawers
chair
stew
scarf
golden chain
pair of red shoes
millstone
Following the formation of the above three lists that tell the Characters, the Places, and the Things, have each student select at one item from each of the three lists. Students will then draw in color a picture (image) for each item. Have students select items that interest them. After completion of the drawings have students write a sentence that describes each drawing. When complete discuss all Detail drawings and sentences with the group.
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2. Questions related to Details that can be answered true or false.
True
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1 The Mother of the boy had died, and was buried under the juniper tree.
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True
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2. Ann Marie was the daughter of the second wife.
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False
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3. The second wife loved the little boy.
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False
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4. The boy was killed by Ann Marie.
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True
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5. The stepmother tried to blame Ann Marie for the boy’s death.
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False
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6. Supper was a chicken dinner.
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True
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7. Ann Marie tied up her brother’s bones in her best silk scarf.
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True
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8. The beautiful bird sang for a goldsmith, a cobbler and twenty miller’s men.
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False
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9. Ann Marie was given a golden chain by the bird.
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True
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10. The bird killed the stepmother, and the little brother came back to life.
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IV. Finding the Main Idea
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1. The Main Idea will answer the factual question: What is the story about?
The little boy has been killed by his stepmother. In order to come back to life and punish his stepmother, he becomes a beautiful bird that sings in return for three presents: a golden chain, a pair of red shoes and a millstone. The little boy (bird) returns to a happy life after he kills his stepmother with a millstone.
The Juniper Tree contains the fairy tale qualities of:
a. Presenting the hero with a problem
b. Giving the hero trials or tasks to accomplish
c. Presenting the hero with his reward for succeeding in his tasks which resolve the problem
Discuss the above three qualities of a fairy tale with students.
a. What was the little boy’s problem?
b. What three presents did the little boy get while he was a bird?
c. What was the little boy’s reward that resolved his problem?
Have the students draw three pictures (images) that answer the three questions given below.
When the three drawings are complete students will write a sentence for each picture. The three sentences will tell the Main Idea.
V. Sequence: ordering events in the story.
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1. Each student will select one event or situation from The Juniper Tree to illustrate.
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2. Drawings will be organized by the group into the sequence in which they occur in the story. Write sentences as a group (board or chart) that show sequential order. Refer to the three suggested questions in plans for The Three Feathers: Sequence #2 a., b., c.
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3. Develop three “frame” drawings with sentences. Refer to Sequence #3 in plans for The Three Feathers.
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4. Five “frame” drawings with sentences: Refer to Sequence #4 in plans for The Three Feathers.
VI. Draw Conclusions
1. Refer to Draw Conclusions: #1 in plans for The Three Feathers.
Questions (Interpretive)
a. Why do you think the little boy was changed into a bird instead of a dog or a fish or a snake?
b. Why do you think the little boy never told his father about how mean his stepmother was?
Story 3 The Story of One Who Set Out to Study Fear
Procedures
I. Oral Reading/Telling of the tale by the teacher. Discussion.
II. Spelling Activity
Suggested Word List
stupid
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secretly
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motionless
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ashamed
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eerie
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freezing
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rascal
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gallows
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shivers
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enchanted
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whimpering
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horrible
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trouble
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ferocious
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screaming
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squirmed
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1. Use color(s) to draw a picture (image) for each word. Relate word(s) to story context: e.g.” I took him for some rascal and pushed him downstairs.”
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2. Develop a sentence for each picture that incorporates the spelling word(s).
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3. Draw or write each word in color. Refer to The Three Feathers Spelling Activity #3 for further development.
Students’ silent and oral reading of The Story of One Who Set Out to Study Fear.
Comprehension Skills
III. Selecting Details
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1. Have students identify the Characters (Who?), the Places (Where?), and the Things (What?) found in the story The Story of One Who Set Out to Study Fear. Develop three lists through discussion questions with students that answer the questions: Who?, Where?, and What? Below are three suggested lists from The Story of One Who Set Out to Study Fear.
a. Characters (Who?)
father
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innkeeper’s wife
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“clever” son
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king
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stupid” son
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cats
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sexton (ghost)
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grisly man
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sexton’s wife
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six tall men
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man
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(cousin) dead man in coffin
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dead men
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big man with beard
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wagoner
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(queen) king’s daughter
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innkeeper
b. Places (Where?)
boy’s house
sexton’s house
church tower
highway
place of the gallows
inn
enchanted castle
c. Things (What?)
bell
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playing cards
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bell rope
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chains
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louvers
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bed
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fifty thalers (old money)
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covers
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tree
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pillows
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gallows
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ninepins(nine dead men’s bones
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treasure (gold)
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and two skulls)
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fire
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coffin
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lathe
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ax
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bench
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anvil
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vise
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iron bar
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whittling knife
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bucket
|
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minnows
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Following the formation of the above three lists that tell the Characters, the Places, and the Things, have each student select at least one item from each of the three lists. Students will then draw in color a picture (image) for each item. Have students select items that interest them. After completion of the drawings have students write a sentence that describes each drawing. When complete discuss all Detail drawings and sentences with the group.
2. Questions related to Details that can be answered true or false:
True
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1. The so-called “stupid” son doesn’t know how to be afraid at home.
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False
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2. The “clever” son does not think his brother is “stupid”.
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False
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3. The “stupid” son is scared when he sees the ghost in the bell tower.
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True
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4. The “stupid” son meets a man and a wagoner along the highway.
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False
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5. The “stupid” son is frightened by the dead men hanging from the gallows.
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True
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6. The king promises the “stupid” son the treasure and marriage to his daughter if he can stay three nights in the castle.
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False
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7. The ferocious cats play cards with the “stupid” son.
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False
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8. Only half a man fell down the castle chimney.
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True
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9. The “stupid” son brings the dead man in the coffin back to life by warming him up.
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True
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10. Only the king’s daughter is able to make the “stupid” son feel afraid.
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IV. Finding the Main Idea
1. The Main Idea will answer the factual question: What is the story about?
A father has two sons, one of whom is known as “stupid” because he can not feel fear. He is sent into the world to find fear through spending the night with dead men on a gallows, confronting a ghost in a bell tower and spending three nights in an enchanted castle where he is challenged by many seemingly frightening ordeals. It is only at the end of the story, after he has married the king’s daughter, that he comes to know what fear is. She pours a bucket of cold water and minnows on him.
The Story of One Who Set Out to Study Fear contains the fairy tale qualities of:
a. Presenting the hero with a problem
b. Giving the hero trials or tasks to accomplish
c. Presenting the hero with his reward for succeeding in his tasks which resolve the problem?
Discuss the above three qualities of a fairy tale with students.
a. What was the boy’s problem?
b. What were the boy’s tasks to accomplish?
c. What is the boy’s reward for succeeding in his tasks which resolve his problem?
Have the students draw three pictures (images) that answer the three questions given above.
When the three drawings are complete students will write a sentence for each picture. The three sentences will tell the Main Idea.
V. Sequence: ordering events in the story.
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1. Each student will select one event of situation from The Story of One Who Set Out to Study Fear to illustrate.
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2. Refer to The Three Feathers: Sequence #2 a., b., c
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3. Three-”frame” drawings with sentences: Refer to The Three Feathers: Sequence #3.
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4. Five-”frame” drawings with sentences: Refer to The Three Feathers: Sequence #4.
VI. Draw Conclusions
1. Refer to Draw Conclusions: #1 in plans for The Three Feathers.
Questions (Interpretive)
a. Why do you think the so called “stupid” boy is sent out to study fear, while his older “clever” brother stayed at home?
b. Why do you think the queen, who becomes the “stupid” boy’s wife, is angry with her husband’s not being able to feel fear?
Story 4. Fitcher’s Feathered Bird
Procedures
I. Oral Reading/Telling of the tale by the teacher.
Discussion
II. Spelling Activity
Suggested Word List
sorcerer
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hacked
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horrified
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weird
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disguised
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gleaming
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curiosity
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wandering
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forbid
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ax
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hugged
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escape
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1. Use color(s) to draw a picture (image) for each word. Relate
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word(s) to story context: e.g. “.....here are the keys of the house, you may go anywhere and look at everything, but there is one room, which is opened with this little key here, that I forbid you under penalty of death.”
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2. Develop a sentence for each picture that incorporates the spelling words.
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3. Draw or write each word in color. Refer to The Three Feathers: Spelling Activity #3 for further development.
Students’ silent and oral reading of Fitcher’s Feathered Bird.
Comprehension Skills
III. Selecting Details
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1. Have students identify the Characters (Who?), the Places (Where?),and the Things (What?) found in the story Fitcher’s Feathered Bird. Develop three lists through discussion questions that answer the questions: Who?, Where?, and What? Below are three suggested lists from the story Fitcher’s Feathered Bird.
a. Characters (Who?)
sorcerer (beggar)
oldest girl
second girl
third girl
brothers and relatives of the three girls
sorcerer’s friends
b. Places (Where?)
home of three girls
sorcerer’s house in dark forest
forbidden room
the way (road) between girls’ home and sorcerer’s house
c. Things (What?)
basket
key(s)
egg
basin (sink)
butcher’s block
ax
gold
skull with jewels and flowers
barrel of honey
featherbed
Following the formation of the above three lists that tell the Characters, the Places, and the Things, have each student select at least one item from each of the three lists. Students will then draw in color a picture (image) for each item. Have students select items that interest them. After completion of the drawings have students write a sentence that describes each drawing. When complete discuss all Detail drawings and sentences with the group.
2. Questions related to Details that can be answered true or false.
True
|
1. The sorcerer disguises himself as a beggar when he steals girls.
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False
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2. The sorcerer lives in a city.
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False
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3. The oldest daughter obeys the sorcerer’s directions.
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False
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4. The girls may look at every room in the sorcerer’s house.
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True
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5. The forbidden room was full of dead people.
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False
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6. The second daughter does not unlock the forbidden room.
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True
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7. The third daughter hides the egg.
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True
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8. The two dead sisters are brought back to life.
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True
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9. The third daughter fools the sorcerer by covering herself with honey and feathers so that she will look like a bird.
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True
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10. The sorcerer and his friends are burned to death.
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IV. Finding the Main Idea
1. The Main Idea will answer the factual question: What is the story about?
A man has three beautiful daughters that are taken away one by one by a sorcerer disguised as a poor sick beggar. Each daughter is put through two tests: (1) they can not enter a forbidden room, and (2) they must take care of an egg. The first two daughters fail the tests through curiosity, and are killed by the sorcerer who throws their bodies into the forbidden room. The third daughter outsmarts the sorcerer. She hides the eggs, enters the forbidden room, brings her sisters’ bodies back to life and hides them. The sorcerer returns to believe that the third daughter has passed the tests and wants her to marry him. She isn’t going to marry him, but manages to fool the sorcerer by telling him that he must give some gold to her father. She hides her two sisters with the gold in a basket and the sorcerer proceeds on his way with his heavy load. The girl disguises herself as a bird and welcomes the sorcerer and his friends to the wedding. When the sorcerer and his friends are all in the house the girls and their family set the house on fire, killing the sorcerer and his friends.
Fitcher’s Feathered Bird contains the fairy tale qualities of:
a. Presenting the heroine with a problem
b. Giving the heroine trials or tasks to accomplish
c. Presenting the heroine with her reward for succeeding in her tasks which resolve the problem
Discuss the above three qualities of a fairy tale with students.
a. What was the youngest (third) daughter’s problem?
b. What were the youngest daughter’s tasks to accomplish?
c. What is the youngest daughter’s reward for succeeding at her tasks which resolve her problem?
Have students draw three pictures (images) that answer the three questions given above.
When the three drawings are complete students will write a sentence for each picture. The three sentences will tell the Main Idea.
V. Sequence: ordering events in the story
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1. Each student will select one event or situation from Fitcher’s Feathered Bird to illustrate.
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2. Refer to The Three Feathers: Sequence #2 a., b., c.
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3. Three-”frame” drawings with sentences: Refer to The Three Feathers: Sequence #3.
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4. Five-”frame” drawings with sentences: Refer to The Three Feathers: Sequence #4.
VI. Draw Conclusions
1. Refer to Draw Conclusions: #1 in plans for The Three Feathers.
Questions (Interpretive)
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a. Why do you think the youngest (third) girl was the one who fooled the sorcerer rather than her two older sisters?
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b. What do you think caused the sorcerer to be so cruel and mean?
Final Project
Students will write and illustrate their own original fairy tale that will require:
1. A hero/heroine that is posed with a problem to solve.
2. The hero/heroine will have from one to three tasks or trials to accomplish.
3. The hero/heroine must resolve the problem by the end of the tale.