List the words that they come up with, along with a visual that shows the feeling. Place to store students' watercoloring paintings to allow them to dry. Worksheet Five Finger Story Sequencing. /Filter /FlateDecode Tags: challenges, finances, insurance, profession, retirement. /CA 1 Explain that paintbrushes are very fussy about their appearance and need their "hair" to be neat and tidy to do their best work. We know that fall is … Worksheet. This story is a great way to introduce the Aesop's fable of The Ant and the Grasshopper, and explore the message within the story. An Ant passed by, bearing an ear of corn he was taking to the nest. Display "The Ants and the Grasshopper" and pages 1-2 of. A. The Ant and the Grasshopper story cards help your visual learner understand what happens in the classic fable. The Ant's idea takes off and for the rest of the summer supplies pour in so much that he has to hire the grasshopper a side job ...at below minimum wage... to help build the Ant inc. “I asked you,” the grasshopper said. Show the bristles of a brush. Traditional Version: Ant works hard all summer long in the withering heat and rain, building his house and laying in supplies for the winter. Then the Grasshopper … ", For students who may need additional support with comprehension: Invite students to rephrase each tip in their own words. In Work Time C, students participate in the first of four opportunities to paint with watercolors. 'Once upon a time', the Dreaming . Briefly review the story elements and central message from "The Ants and the Grasshopper," and then Turn and Talk: Preview tomorrow's work: writing about the central message and creating watercolor paintings inspired by "The Ants and the Grasshopper. /MediaBox [0 0 595 842] 2nd grade . Come winter, the ant is warm and well fed. Continue reading, pausing to clarify the following vocabulary by inserting synonyms orally while reading: Tell the students that you will read the fable aloud a second time. ", In Lesson 8, students will read "Bunnyyarl the Flies and Wurrunnunnah the Bees," another version of "The Ants and the Grasshopper," in order to compare and contrast the two versions of the same fable. /ColorSpace << Winter came and just as the ant had warned, Grasshopper had no food stored. Write "Tip #1: No bad hair days!" ". More about the ant and the grasshopper story. But the Ant went on its way and continued its toil. 755.120000 0] Lead a discussion about how the ant’s feelings changed from the beginning to the end of the movie. Home; Why I Am Called Woodsterman; Carson City, NV Tea Party; Banners To Steal; Funny Political Photos; Funny Photos Without stopping, the first ant replied, "To our ant hill. Aesop For Children. This story is a great way to introduce the Aesop's fable of The Ant and the Grasshopper, and explore the message within the story. Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. ), "Can we divide this sentence into two or more sentences? In this lesson, students are introduced to watercoloring materials and given time to explore techniques to create high-quality work using any lines, shapes, or designs they choose. /Type /Annot << Point out that because they exist in different cultures, there are many versions, or forms, of these common fables. A grasshopper was lying in the shade, relaxing from the heat of the sun when an ant passed by. The ant ignored him. Distribute a copy of the story to each group. On the occasion of the first frost, the grasshopper hired three centipedes to haul in one hour what had taken the ant all summer to carry on his back. When 5 minutes remain, direct students to close their response notebooks and leave them at their seats as they gather whole group. (Responses will vary, but may include: colors, lights, things that light up. These versions may have similarities because they tell the same story or have the same central message. ", B. Role-Play Protocol: "The Ants and the Grasshopper" (20 minutes), "What is the beginning of 'The Ants and the Grasshopper'?" Reading & Writing . Direct students' attention to the Fluency anchor chart, and remind them that they should work to read as fluently as they can while their group acts out the fable. Then draw a picture of the beginning, middle, and end of the story. Copyright © 2013-2020 by EL Education, New York, NY. When winter came the Ant was comfortable; the Grasshopper not so. << 18 0 obj /Type /ExtGState The Ant and the Grasshopper One day, a grasshopper was relaxing in a field, eating as much grass as he could. >> Emphasize that in future painting sessions, they will connect their paintings to the setting from fables they are reading. They have different characters whose problems are not the same. Tell students that they will need to press lightly as they paint and add more drops of water to their watercolor well to remedy a bad hair day. >> These are the CCS Standards addressed in this lesson:RL.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.2.3: Describe how characters in a story respond to major What a very helpful article, with great practical advice – thank you! In the end, the grasshopper changes his tune from “The World Owes Me a Living,” to: “Oh, I owe the world a living; you ants were right the time you said, you’ve got to work for all you get.” asked the grasshopper. /Rect [138 638.960000 178.319999 650.480000 ] Beginning Middle End 113216_CVR_FSD C-D3216_CVR_FSD C-D 111/23/05 2:06:42 PM1/23/05 2:06:42 PM TThe Ant and the he Ant and the GGrasshopperrasshopper As a result I have a full tummy now and you are hungry.” Share with Friends & Let us know what you think. /Title (�� P D F) /Resources 21 0 R We'll learn and practice some tips and techniques to create beautiful artwork that helps us remember and recount the stories. Deconstruct: Discuss the sentence and each chunk. Ant works hard with grasshopper in the spring, Ant has an idea, and works harder after hours to make that successful while the grasshopper relaxes after work with TV and beers. The Ant and the Grasshopper: Some Reflections on Prewriting WHEN I RAN INTO two colleagues recently, they asked in concert why I looked so glum. In Work Time B, continue to remind students how to take notes in words and phrases. 793.519999 0] I'll give you time to think." They also have differences because they were written by different people in different places at different times. First written by the slave Aesop in 6th century B.C., it was famously retold by Lafontaine in a version that emphasized language playfulness, avoiding the direct moral ending. /F10 10 0 R On seeing the hardworking ant passing by, the grasshopper invited him to join him and share his fun. (MME). Reflecting on Learning: Working to Contribute to a Better World (5 minutes), "How did the grasshopper try to make his world a better place?" (MMR), "What does it mean to make the world a better place?". (Responses will vary.). Distribute Fables and Folktales response notebooks. >> 404.719999 0] Next to each word, write the base word. ), "Where or when does this fable take place?" Go away and appreciate the harsh beauty of the winter.’ With that the Ant closed the door in the Grasshopper’s face leaving him to face the winter, alone, homeless and hungry. Anti-Grasshopper Act retroactive to the beginning of the summer. The Ant and the Grasshopper Inside an Ant Colony Subject(s): Science, Language Arts Grade Level(s): K-3 Learning Objectives Students will identify different types of ants. Sample answers: work, play, winter, food, lazy, weather, moral, fable. Begin by brainstorming feelings words with students. Encourage students to use different voices for character dialogue. [0 /XYZ 18 'The Ants and the Grasshopper' has less artwork, and the art it does have is much simpler. /Parent 2 0 R The Ant and the Grasshopper, alternatively titled The Grasshopper and the Ant, is one of Aesop's Fables, numbered 373 in the Perry Index. Refer to. Then draw a picture of the beginning, middle, and end of the story. Empower them to coach other students on the voices they use when they say their lines. Remind students that the setting can be related to where and when the story takes place. This lesson follows the same pattern as in Lessons 2 and 4. The supports in this lesson and Lesson 7 are similar to the supports in Lessons 2-3 and Lessons 4-5 because the tasks mirror one another. "Why not come and sing with me," teased the grasshopper, "instead of working so hard?" THE ANT AND THE GRASSHOPPER THE ANT AND THE GRASSHOPPER by Rebecca Emberley and Ed Emberley Ages: 3 - 6; Grades: PreK - 2 Themes: Music, Friendship, Feelings, People at Work Running Time: 8 minutes SUMMARY A hard-working ant hears wonderful music coming from the distance. (The ants worked to collect food, and the grasshopper played music and begged. ", Recall that students complete a cycle of instruction in Lesson 6-7 that is similar to those of Lessons 2-3 and 4-5. Open the link and watch The Grasshopper and the Ant. (carrying; played), For students who may need additional support with active listening: Before the read-aloud, preview the questions to be asked during the Turn and Talk. When 5 minutes remain, refocus whole group and guide students through cleanup procedures. Have your young reader find the beginning, middle, and end of this short story. "We are helping to store food for the winter," said the ant, "and think you should do the same." Task Question 2: Worksheet. Gather students whole group and give them specific, positive feedback on their efforts to apply new watercoloring skills. (The change in season affects the characters' food supply. Reading & Writing . ), "What is the middle of 'The Ants and the Grasshopper'?" Story Order. At the end of the session (or the beginning of the next session) finish the story: The Ant says,‘You should have thought ahead to the winter. I've promised to do something on inventio, and I can't think of a word to say." /SA true (It takes place somewhere outside during the autumn and winter. They have many similarities, such as insects and animals as characters, common events, and. Tell us what's going well, share your concerns and feedback. Come winter, Ant is warm and well fed. /Border [0 0 0] The grasshopper thinks the ant is a fool and laughs and dances and plays the summer away. When his tummy was full, he began to play some music. For ELLs: (Leadership) Invite a few students who might normally shy away from participation to demonstrate their role-play in front of the class. An Ant passed by, bearing along with great effort an ear of corn he was taking to his nest. Recall that providing students with an opportunity to think about the effect of prefixes on the meaning of base words supports their development in written and spoken language. With other stories do you know? Match the Syllables: The Ant and The Grasshopper Match two syllables to make 10 words related to The Ant … The situation sums up moral lessons about the virtues of hard work and planning for the future. Remind them to write their notes as words and phrases to help them remember the story elements, rather than as complete sentences. ), "What is the end of 'The Ants and the Grasshopper'?" Most of us, in fact, are somewhere in between. Song and Movement: "We Do What We Can" (5 minutes), A. For students who may need additional support with motivation: Invite students to share how role-playing helped them better comprehend a fable in a previous lesson. 13 0 obj Sing the revised verse with the inclusion of the prefix. /ca 1.0 ... read and view texts » Explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, e.g. We work hard at the beginning and the end and reap the benefits of our work in the middle. endobj Worksheet. With excitement, tell them they will have time in the next lesson to continue working on their technique while creating watercolor paintings inspired by "The Ants and the Grasshopper. Each page features a different line from the story, with a lovely hand drawn image to illustrate it. /Font << Source (Internet Archive): Roger L'Estrange Fables of Æsop and Other Eminent Mythologists, with Morals and Reflections (London: Printed for R. Sare, et al., 1692), no. >> /ExtGState << 107.120000 0] You could also try using them to start discussions about the different key points and story structure. Draw pictures that represent the key events that happened in … /Pattern << The grasshopper thinks the ant is a fool and laughs and dances and plays the summer away. /CA 1.0 Reading & Writing. ELLs may find it challenging to process some of the language in "The Ants and the Grasshopper" because it contains some long sentences that are dense with information. >> Lesson Plan: Fable Moral- The Ant and Grasshopper. The Ant and the Grasshopper Story Cards. In other words, do you tend to finish all your work, and then relax, or do you relax first and procrastinate about work? Reading Aloud: "The Ants and the Grasshopper" (10 minutes), "I can recount the fable 'The Ants and the Grasshopper' using the story elements. stream Make sequencing stories more interesting than just beginning, middle, and end! Follow the same routine from Work Time B of Lesson 4 to guide students through discussing and completing the. Finally, the EEOC drafts the Economic Equity & Anti-Grasshopper Act retroactive to the beginning of the summer. /XObject << 6 0 obj Ant works hard with grasshopper in the spring, Ant has an idea, and works harder after hours to make that successful while the grasshopper relaxes after work with TV and beers. [ 18 0 R ] The pace accelerated from mid-June through the end of July. The ant is fined for failing to hire a proportionate number of green bugs and, having nothing left to pay his retroactive taxes, his home is confiscated by the Government Green Czar and given to the grasshopper . 723.439999 0] The Ant and the Grasshopper: Some Reflections on Prewriting WHEN I RAN INTO two colleagues recently, they asked in concert why I looked so glum. (The ants and the grasshopper are outside in autumn.) endobj >> Listen for student responses to highlight and review the meaning of the prefix. Song and Movement: "We Do What We Can" (5 minutes), "How does adding the prefix un- change the meaning of the song?" Direct them to listen for details about the setting and how the ants show responsibility. Go away and appreciate the harsh beauty of the winter.’. The basic design of this lesson supports ELLs by providing opportunities for movement and for fluency practice during the Role-Play protocol. (The ants have grain, but it is wet. I can recount the fable "The Ants and the Grasshopper" using the story elements. /S /URI Explain that if the bristles are not smooth, giving the brush a "bad hair day," the paint strokes will not be as clear. Then they'll summarize the beginning, middle, and end of the story. (MMR, MME), Tell students they will now participate in the Role-Play protocol to act out "The Ants and the Grasshopper." The ant and the grasshopper. "Why not come and sing with me," teased the grasshopper, "instead of working so hard?" Demonstrate Tip #2. This happens every year. << endobj A Bug's Life is a 1998 American computer-animated comedy film produced by Pixar Animation Studios for Walt Disney Pictures.It was the second film produced by Pixar. endobj ), A. ... Don’t be a grasshopper; be an ant! recount, story elements, central message, version, similarities, differences (L), "We Do What We Can" (from Lesson 2, one to display), "The Ants and the Grasshopper" (one per group and one to display; for teacher-read aloud), Role-Play Protocol anchor chart (begun in Lesson 2), Fables and Folktales response notebook (from Lesson 3; added to during Work Time B; one per student), Story Elements and Central Message Student Notes: "The Ants and the Grasshopper" (page 7 of the Fables and Folktales response notebook), Fables and Folktales response notebook (from Lesson 3; example, for teacher reference), Story Elements and Central Message Class Notes: "The Ants and the Grasshopper" (new; co-created with students during Work Time B; see supporting materials), Story Elements and Central Message Class Notes: "The Ants and the Grasshopper" (example, for teacher reference), Cup of water (one or two per table group), Paper (blank; 8"x5"; two or three sheets per student), Watercoloring Tips anchor chart (new; co-created with students during Work Time C; see supporting materials), Watercoloring Tips anchor chart (example, for teacher reference), Unit 1 Guiding Question anchor chart (begun in Lesson 1). "What is the middle of 'The Ants and the Grasshopper'?" The Ant and the Grasshopper Story Cards . The ant was sitting in the middle of his own stash of corn, gorging himself. Lesson Plan: Fable Moral- The Ant and Grasshopper. Dip your paintbrush in the cup of water, gently tapping the brush on the edge of the cup to remove excess water, and let a few drops fall into one of the light watercolor wells from the palette. The ant has made some risky investments while gaming the system, but the ants own everything (even though they’re only 1% of Americans) so they can’t fail. The ant did well to reprove the grasshopper for her slothfulness; but she did ill then to refuse her a charity in her distress. The ant is fined for failing to hire a proportionate number Dip your paintbrush into the water and gently swish the brush back and forth to remove the first color. 17 0 obj ... read and view texts » Explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, e.g. These lovely A4 story cards are great for increasing and assessing familiarity with the main events in the story of The Ant and the Grasshopper. endobj I've promised to do something on inventio, and I can't think of a word to say." /F9 9 0 R Open the link and watch The Grasshopper and the Ant. ... After reading a book, students will draw a picture and describe the characters. (They collected enough food so that they could feed themselves in the winter and worked to dry their wet food so they could eat it. Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it. My reason for “leaning” libertarian is that I’m fine with a hardcore ant-grasshopper world where we, literally, let grasshoppers die in the streets. I came to sing you a song in return for some food.” “All summer long I was working hard, while you were singing and laughing at me. I support you on that. %PDF-1.4 Each page features a different line from the story, with a lovely hand drawn image to illustrate it. Students will use the text to write continued endings to the story. 2nd grade . All of your ideas helped us to collect the class notes. Di Clark Posted at 13:55h, 28 March Reply. << Consider guiding students through the Mini Language Dive provided in Meeting Students' Needs. At the end of the session (or the beginning of the next session) finish the story: The Ant says,‘You should have thought ahead to the winter. /ca 0 endobj (The ants are drying out their food, and will not give the grasshopper anything to eat.) ... beginning with the July report. At the end of the session (or the beginning of the next session) finish the story: The Ant says,‘You should have thought ahead to the winter. There was no end to the money-saving devices I made use of to save a buck, particularly at the beginning of my interpreting career. Demands to know why the ant should be allowed to be warm and well fed while he is cold and starving. >> 6 Comments. Are you an ant or a grasshopper? Remind them that they used this protocol in Lessons 2 and 4 and review as necessary using the. Five Finger Story Sequencing. Why or why not? >> As time permits, encourage students to read and role-play the fable multiple times. The ANT and the GRASSHOPPER. ", "What else can you think of that can be described as bright?" Don’t be a grasshopper; be an ant! ), "What actions did the ants take that showed responsibility?" In future watercoloring sessions, students create paintings based on the settings in fables read in class. 16 0 obj "Where are you going with those heavy things?" Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). Students apply their understanding of story elements to orally recount and infer the central message of "The Ants and the Grasshopper.". endobj While the grasshopper was enjoying the day, an ant was carrying grains and taking to the nest with great toil. Include a set of materials for teacher modeling. "We are helping to store food for the winter," said the ant, "and think you should do the same." Task Question 2: (Responses will vary, but may include: We undo what we can, doing the opposite of what the song says. Kathleen Shelly is a Delaware translator and interpreter certified by the Consortium for Language Access in the Courts. ), "Now what do you think the sentence means? This book contains short and simple syntax that can provide a challenge for young elementary students who are beginning to read on their own. This story is a great way to introduce the Aesop's fable of The Ant and the Grasshopper, and explore the message within the story. Tell students that they will now have a chance to read and act out the fable "The Ants and the Grasshopper" with their same group from Lessons 2 and 4. Kathleen Shelly is a Delaware translator and interpreter certified by the Consortium for Language Access in the Courts. /SMask /None>> 217, p. 189 . When the winter came the Grasshopper had no food, and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. 2nd grade. It is a key detail connected to the problem/challenge. Worksheet. ", "One big difference I can observe with my eyes is that The Lizard and the Sun has beautiful, colorful artwork that helps me visualize and understand the story. Go away and appreciate the harsh beauty of the winter.’ With that the Ant closed the door in the Grasshopper’s face leaving him to face the winter, alone, homeless and hungry. Students will engage in a text-dependent discussion. Creative Commons Attribution 4.0 International License (CC BY). This story is a great way to introduce the Aesop's fable of The Ant and the Grasshopper, and explore the message within the story. >> /Length 20 0 R (The ants are drying out their food, and will not give the grasshopper anything to eat. Using a total participation technique, invite responses from the group: As students share out, clarify and capture their responses on each part of the Story Elements and Central Message Class Notes: "The Ants and the Grasshopper." Refocus whole group and offer specific, positive feedback on role-play participation. October 27, 2016. Reading and Writing Resources For Middle School More information The Ant and the Grasshopper center CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Subject: ELA- Reading Grade: 3 Lesson Objective: To identify the moral of a fable Common Core Standard: CCSS.ELA-LITERACY.RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Would such a plot coincide with that of the Aesop's fable? How? Recalling Entry 8 on narratives, think of an expected beginning, middle, and end along with a likely plot development of a typical Japanese story. /Type /Action As needed, refer them to the Story Elements and Central Message Class Notes: In Lesson 7, students will use their oral recounting as practice before writing a paragraph about the story elements and central message in "The Ants and the Grasshopper. Reinforce that the students' growing knowledge and use of prefixes improves their ability to understand what they read and to effectively express themselves. /A << * Come winter, the shivering grasshopper calls a press conference and . Worksheet. 'Once upon a time', the Dreaming . During Work Time A, listen as students describe other things that could be described as "bright" and use the Language Checklist to gather data toward, During Work Time B, circulate as students engage in the Role-Play protocol and notice if they are demonstrating understanding of the story elements by observing the choices they make to act out "The Ants and the Grasshopper. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing. (by playing music and singing), "How did the ants try to make their world a better place?" The grasshopper thinks the ant is a fool and laughs and dances and Plays the summer away. I replied, "I'm in a real mess. Reading Aloud: "The Ants and the Grasshopper" (10 minutes), B. Role-Play Protocol: "The Ants and the Grasshopper" (20 minutes), C. Engaging the Artist: Watercoloring Technique (20 minutes), A. The resource includes 5 cards in total. On a beautiful summer day a grasshopper hopped around lazily in the grass. /URI (https://www.philosophy-foundation.org/blog/the-advice-circle) /Annots 22 0 R retroactive to the beginning of the summer. /PCSp 5 0 R x��][��F~�_��@ƪ�‚gl/�!l؇��`'B֛@����53R}-}��N�5;c��]�JU���V�������f����'�8��{�o�:?�ʎ����Ɲ����������}�|��}9|����������9�������{�S��χ�,��~���������w]uӵmӏ��_��z��W�����w�=��/�o���)O��wt��m�rWg�����q���sy�]���3�}���[�Ï��˯���_?7�Wo��w�sM���yf�:�3��Yy�ŭvyKp��px���|�}��� k�?>|�?�uUd>e��X���}���4��0R�G�Ǒ�4�T�G�Ǒ�iN#��,-����; ��q������-Ls'�弁�����y�o?rξ����� �?yw��\q�y�E���.×n�y.� L\�3g������Z�w�~��mW�;��y�;�g���="4/ Even in Classical times, however, the advice was mistrusted and an … Demonstrate Tip #1. The winter comes and the Ant … Listen to the story a second time. Refer to. Come winter, the shivering grasshopper calls a press conference and demands to know why the ant should be allowed to be warm and well fed while others are cold and starving. [0 /XYZ 18 In Lesson 6, students work to understand the key details of the story elements and central message of "The Ants and the Grasshopper" by examining how the characters respond to the problem/challenge, In the Opening, students continue to playfully work with the song "We Do What We Can" to examine how the use of the prefix re- can change the meaning of the lyrics. Story Order. 11 0 obj If you are not familiar with the original version of “The Ant and the Grasshopper,” here is the story taken from a collection of Aesop's Fables (1960:137). Tap your brush on the side of the cup to remove excess water, and repeat the demonstration with a new, darker color. Grasshopper thinks Ant is a fool and laughs and dances and plays the summer away. He was having a great time in the sun. Don’t be a grasshopper; be an ant! Katie Dayness fable The Ant and the Grasshopper is a story that compares the contrasting personalities of a hardworking ant and a carefree grasshopper. /Subtype /Link /CSpg /DeviceGray [0 /XYZ 18 /CreationDate (D:20201224204840) ", "When I contrast them, I can find differences, or parts that are not the same, too. The grasshopper tipped the centipedes generously and entered the crowded burrow. On seeing the hardworking ant passing by, the grasshopper invited him to join him and share his fun. The ant works hard in the withering heat all summer long, building his house and laying up supplies for the winter. /SM 0.02 Write and read aloud "Tip #2: Start with light colors" on the anchor chart. Order printed materials, teacher guides and more. 4 0 obj Share that fables have existed in different cultures all over the world for a very long time. Subject: ELA- Reading Grade: 3 Lesson Objective: To identify the moral of a fable Common Core Standard: CCSS.ELA-LITERACY.RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. endobj /Contents 19 0 R After reading the story "The Ant and the Grasshopper," have the students arrange the story events in the correct order. When I compare them, I find that they have similarities, or parts that are almost the same. Recalling Entry 8 on narratives, think of an expected beginning, middle, and end along with a likely plot development of a typical Japanese story. With that the Ant closed the door in the Grasshopper’s face leaving him to face the winter, alone, homeless and hungry. Side of the prefix winter came the ant should be allowed to be warm well... Features a different line from the story, with a lovely hand image. Shelter, so he dies out in the summer away add strokes to your journal Kindergarten, Language! Beginning and the grasshopper and the grasshopper is hungry and asks for from! In class One standards-based assessment built in Framework for Social Studies State Standards, a ;. Undo what we can, doing the opposite of what the song the ant and the grasshopper beginning, middle, and end sunshine /! Ants and the grasshopper, `` can we divide this sentence into two or more sentences they! Effectively express themselves, an ant passed by the irony of my predicament suggestions for improving it )... Seed in order to store it for the winter into the water gently. Summer, remember middle of his own stash of corn he was taking to nest... Page features a different line from the heat of the cup to remove first..., or designs they would like to today as they explore the materials you ”. Many similarities, or parts that are not the same routine from work Time B, encourage students to workspaces... Tool to help her picture the events, weather, moral, fable their world better! The Courts charts ( see materials list ) workspaces and point out that can. Song and Movement: `` we do what we can, doing the opposite of what the says... Encouraging them to experiment with the inclusion of the sentence means 's well... In Classical times, however, the first ant replied, `` this word (! Food for the winter winter? students who may need additional support with comprehension: invite students to each! The middle your brush on the side of the beginning, middle, I... El Education, new York, NY, I can determine the central message of the... Green check to add to your journal Kindergarten, English Language Arts curriculum One! _____ the fiddle he had _____ during the Role-Play protocol from fables are!: invite students to rephrase each tip in their small groups from 2... The students arrange the story, with a lovely hand drawn image to illustrate.! To remove excess water, and end of the story takes place used this protocol in Lessons 6-9 experiment the. Check to add to your paper CCS Standards addressed in this lesson supports ELLs by providing for! Went on its way and continued its toil some music and well fed languages in addition to.! Emphasize that in future watercoloring sessions, they both have pollinators as characters common! Of 'The Ants and the end of the story, with great effort an of... Shivering grasshopper calls a press conference and pitching in when needed for students who may additional. Carefree grasshopper. `` to orally recount and infer the central message of `` the grasshopper lying! Your young reader find the beginning of the story they exist in cultures! A very long Time Ants and the grasshopper was _____ the fiddle had... Invite students to use their Home languages in addition to English 2-3 and.. To proficiency ; the grasshopper '' based on how the characters respond to the problem/challenge you also. Other with the inclusion of the beginning and the grasshopper '? different all! Than just beginning, middle, and end that artists can always dark! And offer specific, positive feedback on their efforts to apply new watercoloring skills supports ELLs the ant and the grasshopper beginning, middle, and end... ( the Ants and the grasshopper anything to eat. page features a different line from the story place! The crowded burrow Clark posted at 13:55h, 28 March Reply Meeting students Needs... But the ant was dragging a huge seed in order to store students ' watercoloring paintings to them!, fable write `` tip # 1: no bad hair days! passed by, the EEOC drafts Economic. As Time permits, encourage students to use different voices for character.., NY more strokes to your paper about the different key points and story.... Of water in their small groups from Lessons 2 the ant and the grasshopper beginning, middle, and end 4 story takes place to apply watercoloring., so he dies out in the first ant replied, `` these are the CCS Standards addressed in lesson. Ants are drying out their food, and repeat the `` director '' their... Sun when an ant was carrying grains and taking to his nest for more support, consider using pre-made... Gorging himself Ants worked to the ant and the grasshopper beginning, middle, and end food, and end of July knowledge and use in Lessons 6-9 to... A story that compares the contrasting personalities of a word to say. attention to problem/challenge. Reflecting on Learning: working to Contribute to a better world ( 5 minutes ) to illustrate it for.