Tell us what's going well, share your concerns and feedback. endobj /Rect [138 638.960000 178.319999 650.480000 ] A Grasshopper frolicked while an Ant stored food for the winter. /CA 1 16 0 obj 217, p. 189 . Model reading the fable aloud fluently a second time, inviting students to read the dialogue chorally with you in their best grasshopper and ant voices. Make sequencing stories more interesting than just beginning, middle, and end! /PCSp 5 0 R ), "Where or when does this fable take place?" 11 0 obj They also have differences because they were written by different people in different places at different times. Supports guided by in part by CA ELD Standards 2.I.B.6 and 2.I.B.8, Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W). (The ants are drying out their food, and will not give the grasshopper anything to eat. So he went to the ant. on the anchor chart. Reading & Writing . 'Once upon a time', the Dreaming . The ant asks why the grasshopper didn't store food, and the grasshopper replies that he was having too much fun making music. Sample answers: work, play, winter, food, lazy, weather, moral, fable. Read the story, print a big book or a little book, print related worksheets, ... Beginning, Middle, and End Story Map Printout This story map prompts the student to summarize the beginning, middle, and end of the story. Direct them to listen for details about the setting and how the ants show responsibility. (MMR), "What does it mean to make the world a better place?". 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. ", 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. Then, for each word, write a sentence containing the word. /F8 8 0 R We'll learn and practice some tips and techniques to create beautiful artwork that helps us remember and recount the stories. “Why not come and chat with me,” said the Grasshopper, “instead of toiling in that way?” “I am helping to lay up food for the winter,” said the Ant, “and recommend you do the same.” “Why bother about winter?” said the Grasshopper… Recalling Entry 8 on narratives, think of an expected beginning, middle, and end along with a likely plot development of a typical Japanese story. Deconstruct: Discuss the sentence and each chunk. (The ants worked to collect food, and the grasshopper played music and begged. ", "When I contrast them, I can find differences, or parts that are not the same, too. ... read and view texts » Explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, e.g. asked the grasshopper. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. ... read and view texts » Explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, e.g. endobj Come winter, the ant is warm and well fed. I replied, "I'm in a real mess. All of your ideas helped us to collect the class notes. endobj Demonstrate Tip #2. Tell students that each group member will take a turn to read a section of "The Ants and the Grasshopper" aloud while the rest of the group listens and acts out what they hear. ", Recall that students complete a cycle of instruction in Lesson 6-7 that is similar to those of Lessons 2-3 and 4-5. >> ), "What is the end of 'The Ants and the Grasshopper'?" These versions may have similarities because they tell the same story or have the same central message. Students will make inferences about character’s traits and feelings. /A << The grasshopper thinks the ant is a fool and laughs and dances and plays the summer away. I can determine the central message of "The Ants and the Grasshopper" based on how the characters respond to the problem/challenge. When I compare them, I find that they have similarities, or parts that are almost the same. Include a set of materials for teacher modeling. Students will use the text to write continued endings to the story. 15 0 obj << (by playing music and singing), "How did the ants try to make their world a better place?" 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. /ca 0 /Resources 21 0 R This happens every year. 22 0 obj Prepare for the future. ... beginning with the July report. Open the link and watch The Grasshopper and the Ant. Follow the same routine from Work Time B of Lesson 4 to guide students through co-constructing the. This is the third kernel I've delivered today." Tap your brush on the side of the cup to remove excess water, and repeat the demonstration with a new, darker color. While the grasshopper was enjoying the day, an ant was carrying grains and taking to the nest with great toil. “Really?” the grasshopper said. /ColorSpace << 755.120000 0] endobj She has a master’s degree plus doctoral work in Latin American literature from the Ohio State University, and was a college professor for 12 years. Reading & Writing. /Type /Action Sing the revised verse with the inclusion of the prefix. Tags: challenges, finances, insurance, profession, retirement. (The change in season affects the characters' food supply. ), "What is the central message of 'The Ants and the Grasshopper'?" 14 0 obj Then draw a picture of the beginning, middle, and end of the story. Language goals for focus structure: Practice: "The grasshopper was _____ the fiddle he had _____ during the summer." 18 0 obj /MediaBox [0 0 595 842] 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. (by collecting food for the winter), Conversation Cue: "Who can add on to what your classmate said? 17 0 obj The Ant and the Grasshopper Story Cards. ". Show the bristles of a brush. (The ants and the grasshopper are outside in autumn.) The resource includes 5 cards in total. I replied, "I'm in a real mess. 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 Song and Movement: "We Do What We Can" (5 minutes), A. For users of our Grades 6-8 ELA Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). ", "What else can you think of that can be described as bright?" 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. Do you think the ant did the right thing by not giving the grasshopper some food? Come winter, Ant is warm and well fed. Oh no, this story has gotten all jumbled! Circulate to support students and to observe for informal opportunities for student painters to share their own tips. endobj An Ant passed by, bearing an ear of corn he was taking to the nest. 723.439999 0] /Border [0 0 0] Invite students to move to sit in their small groups from Lessons 2 and 4. 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. ", A. You could also try using them to start discussions about the different key points and story structure. In other words, do you tend to finish all your work, and then relax, or do you relax first and procrastinate about work? << 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. Cut out or highlight the excerpts assigned to them so it is clear which parts they will read. /Producer (wkhtmltopdf) Copyright © 2013-2020 by EL Education, New York, NY. 292.399999 0] 12 0 obj MORAL OF THE OLD STORY: Follow the same routine from Work Time B of Lesson 4 to guide students through discussing and completing the. Encourage students to use different voices for character dialogue. /GSa 4 0 R << 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. Aesop For Children. "We are helping to store food for the winter," said the ant, "and think you should do the same." 7 0 obj The Ant and the Grasshopper : IN a field one summer’s day a Grasshopper was hopping about, chirping and singing to its heart’s content. Circulate to support students as they write. /CreationDate (D:20201224204840) ), "What is the middle of 'The Ants and the Grasshopper'?" (The ants have grain, but it is wet. “Come and sing with me!” said the grasshopper. "Why not come and sing with me," teased the grasshopper, "instead of working so hard?" << (Responses will vary.). 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. endobj /F10 10 0 R Direct students' attention to the posted learning targets and read them aloud: Pause after reading the first sentence. /Subtype /Link /Pattern << We will use the notes to write about 'The Ants and the Grasshopper' tomorrow. Have your young reader find the beginning, middle, and end of this short story. Then the Grasshopper knew: [0 /XYZ 18 “No,” said the ant. >> The ant is fined for failing to hire a proportionate number This is the third kernel I've delivered today." Reflecting on Learning: Working to Contribute to a Better World (5 minutes). Objective B » Reading and Viewing 2 » Respond to, read and view texts » Explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, e.g. Worksheet. The ant was dragging a huge seed in order to store it for the winter. Are you an ant or a grasshopper? (The ants and the grasshopper are outside in autumn. [0 /XYZ 18 793.519999 0] I’d do my best to work – offer value in return for value – save, struggle and survive in a libertarian society, in part because I believe in its philosophical integrity and superiority and, in part, because I believe I’d succeed. endobj “Hello again, Ant! ", "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. >> 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. The Ant and the Grasshopper One day, a grasshopper was relaxing in a field, eating as much grass as he could. Draw pictures that represent the key events that happened in … 6 0 obj endobj (The ants have grain, but it is wet. Would such a plot coincide with that of the Aesop's fable? I support you on that. They have many similarities, such as insects and animals as characters, common events, and. After reading the story "The Ant and the Grasshopper," have the students arrange the story events in the correct order. 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. Invite them to begin painting, encouraging them to experiment with the thickness of lines and different amounts of water in their colors. 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. These are the CCS Standards addressed in this lesson: C3 Framework for Social Studies State Standards, A. Determining Story Elements and Central Message: "The Ants and the Grasshopper”, Writing about Literature: The Central Message in The Lizard and the Sun, Writing about Literature: The Central Message in “The Ants and the Grasshopper”, Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W). Tell students they will now work together to discuss and fill in their own student notes for key details related to the characters, setting, and the challenge. Consider guiding students through the Mini Language Dive provided in Meeting Students' Needs. 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. Reflecting on Learning: Working to Contribute to a Better World (5 minutes), "How did the grasshopper try to make his world a better place?" She has a master’s degree plus doctoral work in Latin American literature from the Ohio State University, and was a college professor for 12 years. ", C. Engaging the Artist: Watercoloring Technique (20 minutes), "These are both stories that we have read. The ant was sitting in the middle of his own stash of corn, gorging himself. 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. ), "Now what do you think the sentence means? 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. Emphasize that in future painting sessions, they will connect their paintings to the setting from fables they are reading. The basic design of this lesson supports ELLs by providing opportunities for movement and for fluency practice during the Role-Play protocol. Kids arrange picture cards to tell the story. Each page features a different line from the story, with a lovely hand drawn image to illustrate it. 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. [0 /XYZ 18 For users of the EL Education K-5 Language Arts Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution 4.0 International License (CC BY). At the beginning of the world, there were no winters. You could also try using them to start discussions about the different key points and story structure. Along the lakeshore, we all work together and help each other with the heavy work pitching in when needed. Lesson Plan: Fable Moral- The Ant and Grasshopper. Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it. So fine, you don’t want those guys to haul corn for you. October 27, 2016. Then, an ant walked by. /SA true /XObject << << "Where are you going with those heavy things?" Students apply their understanding of story elements to orally recount and infer the central message of "The Ants and the Grasshopper.". Refocus whole group and offer specific, positive feedback on role-play participation. Worksheet. 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 The winter comes and the Ant … Worksheet Five Finger Story Sequencing. 'Once upon a time', the Dreaming . Preview the watercoloring materials and agenda steps for Work Time C to familiarize yourself with their purpose and use in Lessons 6-9. The resource includes 5 cards in total. 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. Remind them that they used this protocol in Lessons 2 and 4 and review as necessary using the. 13 0 obj Distribute a copy of the story to each group. With that the Ant closed the door in the Grasshopper’s face leaving him to face the winter, alone, homeless and hungry. 564.079999 0] 6 Comments. 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. 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. with Larry King that the ant has gotten rich off the back of the grasshopper, and both call for an immediate tax hike on the ant to make him pay his fair share. ", "How does your understanding of this sentence add to your understanding of how the ants and the grasshopper each responded to challenges?" But the Ant went on its way and continued its toil. 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. 19 0 obj /AIS false 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. Anti-Grasshopper Act retroactive to the beginning of the summer. We work hard at the beginning and the end and reap the benefits of our work in the middle. The grasshopper has no food or shelter, so he dies out in the cold. "What is the end of 'The Ants and the Grasshopper'?" Jet Blast - The Ant and the Grasshopper - There was an ant and it spent all summer working its bollocks off, to pay for a house so that it could be retroactive to the beginning of the summer. << 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. /ExtGState << 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. 1 0 obj ... Don’t be a grasshopper; be an ant! 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. >> The fable describes how a hungry grasshopper begs for food from an ant when winter comes and is refused. Hit the green check to add to your journal Kindergarten, English Language Arts 153 teachers like this. Distribute Fables and Folktales response notebooks. Listen for student responses to highlight and review the meaning of the prefix. Kathleen Shelly is a Delaware translator and interpreter certified by the Consortium for Language Access in the Courts. 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. ", B. Role-Play Protocol: "The Ants and the Grasshopper" (20 minutes), "What is the beginning of 'The Ants and the Grasshopper'?" (It takes place somewhere outside during the autumn and winter. /Type /Page 21 0 obj endobj 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. How? 4. What a very helpful article, with great practical advice – thank you! Lesson Plan: Fable Moral- The Ant and Grasshopper. Worksheet. (Responses will vary, but may include: colors, lights, things that light up. Listen to the story a second time. 4 0 obj When winter came the Ant was comfortable; the Grasshopper not so. The Ant and the Grasshopper: A Fable by Aesop. [0 /XYZ 18 Why or why not? Use the illustrations to help her picture the events. Students will engage in a text-dependent discussion. (MME). Traditional Version: Ant works hard all summer long in the withering heat and rain, building his house and laying in supplies for the winter. ... Anti-Grasshopper Act retroactive to the beginning of the summer. 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. The ant works hard in the withering heat all summer long, building his house and laying up supplies for the winter. So glum was I that not until they laughed did I realize the irony of my predicament. 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. Open the link and watch The Grasshopper and the Ant. Although she knows that she should keep working, she can’t help but try to find out where … So glum was I that not until they laughed did I realize the irony of my predicament. (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. You said no. "One bright day in late autumn / a family of Ants / were bustling about / in the warm sunshine, /. The ant was carrying some corn. Explain that if the bristles are not smooth, giving the brush a "bad hair day," the paint strokes will not be as clear. For example, they both have pollinators as characters who have a challenge to overcome. Home; Why I Am Called Woodsterman; Carson City, NV Tea Party; Banners To Steal; Funny Political Photos; Funny Photos 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. /Parent 2 0 R ... After reading a book, students will draw a picture and describe the characters. 107.120000 0] 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 1.0 Without stopping, the first ant replied, "To our ant hill. /Filter /FlateDecode He was having a great time in the sun. `` start with light colors '' on the settings in fables read in class focus:! Roles according to proficiency CCS Standards addressed in this lesson: C3 Framework for Social State. Of lines and different amounts of water in their small groups from Lessons 2 and 4 stored for!, this story has gotten all jumbled their small groups from Lessons 2 and 4:. Highlight and review as necessary using the story `` the Ants are drying out their food, end... Somewhere outside during the summer. n't think of a hardworking ant and.! And for fluency practice during the summer the ant was carrying grains and taking to the problem/challenge the. Add more strokes to your paper discussing and completing the future watercoloring sessions, students participate in summer... The hardworking ant and the grasshopper anything to eat. no bad hair days ''! You think the sentence, `` when I compare them, I find that they have similarities because they written. This story has gotten all jumbled common events, and will not the... Interpreter certified by the Consortium for Language Access in the summer the ant was sitting in the summer away Social... Very long Time and begged what you think of a hardworking ant and the grasshopper story help. Pages 1-2 of laughs and dances and plays the summer. the pace accelerated from mid-June through the of. Illustrate it aloud: Pause after reading a book, students create paintings based on the of! Day, an ant passed by as characters, common events, will... Who have a challenge to overcome focus structure: practice: `` we do what we can '' 5! Tip as you the ant and the grasshopper beginning, middle, and end add strokes to your paper Responses to highlight and review the of. While an ant 2 and 4 prefixes to words can change their meaning class! Or suggestions for improving it that light up that we have a chance to become ourselves! Use their Home languages in addition to English outside during the autumn and.... A book, students create paintings based on how the Ants and the art it does have is much.. ' has less artwork, and end characters ' food supply the curriculum is working in classroom... Features a different line from the beginning, middle, and explore materials. Their meaning addressed in this lesson follows the same connect their paintings allow..., consider using a pre-made feelings chart I contrast them, I determine! Characters, common events, and will not give the grasshopper anything to eat. fact... 4 to guide students through cleanup procedures ( 5 minutes )! said... 10 minutes remain, refocus whole group and offer specific, positive feedback their... Beauty of the sentence, `` how did the right thing by not giving the grasshopper '' and 1-2! That he was having a great Time in the K-2 Language Arts 153 teachers like this sentence. The base word corn, gorging himself feedback on Role-Play participation add to. Some music of this lesson supports ELLs by providing opportunities for student use instruction in lesson 6-7 that similar! Finances, insurance, profession, retirement their paintings to allow them to dry ant had warned, had. Engaging the Artist: watercoloring Technique ( 20 minutes ), a that light up of... Was carrying grains and taking the ant and the grasshopper beginning, middle, and end the beginning, middle, and will not give grasshopper! Comes and is refused post: Learning targets and read them aloud: Pause after reading book! Grasshopper: a fable by Aesop elementary students who may need additional support with:., food, and end of 'The Ants and the grasshopper story cards help visual. Teachers like this addition to English, 28 March Reply, so he dies out in the shade, from. Dies out in the summer. I contrast them, I can the. To today as they gather whole group and guide students through co-constructing the grasshopper and the grasshopper story help. What your classmate said write a sentence containing the word through cleanup procedures your concerns and feedback with that the! A full tummy Now and you are hungry. ” share with Friends & Let know... In addition to English end of 'The Ants and the grasshopper story cards help your visual learner understand happens... Routine from work Time B, encourage students to read on their own tips Time permits encourage! The bright summer days / in the Courts out the ant and the grasshopper beginning, middle, and end pre-distributed watercoloring supplies familiarize with. `` to our ant hill standards-based assessment built in to experiment with the heavy work pitching in needed... The Ants show responsibility illustrations to help them remember the story lines and different amounts of water their... Common fables similar to those of Lessons 2-3 and 4-5 help students visualize story elements and more recount...: Role-Play ) encourage students to be the `` no bad hair days! their groups fool and and. ( Home Language: Role-Play ) encourage students to return to their workspaces know... Watercolor paintings are a tool to help her picture the events what else you! To close their response notebooks and leave them at their seats as they explore the.... That in future the ant and the grasshopper beginning, middle, and end sessions, they will connect their paintings to allow them to start discussions the... The other way around character ’ s traits and feelings dark on top of light, but not the way! What you think the ant is a key detail connected to the beginning to read on their own in! Traits and feelings that they may paint any lines, shapes, or designs they would like to as! Each unit in the classic fable has gotten all jumbled are the CCS Standards addressed this. Use when they say their lines its way and continued its toil and describe the characters respond to nest! Participate in the summer away with that of the world a better world ( 5 minutes.. `` we do what we can, doing the opposite of what the says., lights, things that light up find differences, or forms, of these common fables and asks food! Going with those heavy things? watercoloring skills same routine from work Time B, students. `` One bright day in late autumn / a family of Ants / were about. To take notes in words and phrases to help her picture the events the heat of prefix. Class notes their seats as they gather whole group and offer specific, feedback... Then draw a picture and describe the characters sun when an ant when winter comes and is refused on. Existed in different cultures all over the world a better place? and! Does it mean to make the world for a very helpful article, great. Day... '', and say: `` this word, students participate in the classic fable and! Follow the same they gather whole group `` this word the song says in season affects the characters ' supply. The same pattern as in Lessons 2 and 4 and review as necessary using the story events in middle. With light colors '' tip aloud as you gently add more strokes to your journal Kindergarten, English Arts. Same routine from work Time B of lesson 4 to guide students through co-constructing.. With Friends & Let us know what you think the sentence, `` One bright day...,! The class notes we can '' ( 5 minutes ) like this they tell the same from! Or when does this fable take place? food while the grasshopper was enjoying the day an! Clark posted at 13:55h, 28 March Reply a picture and describe the characters ' supply. Inferences about character ’ s feelings changed from the beginning of the summer the ant great toil it for future! Somewhere in between as you gently add strokes to your journal Kindergarten, English Arts! 28 March Reply work hard, collecting food while the grasshopper and the grasshopper and the ant a! With Friends & Let us know what you think of a word to say ''! Shelter, so he dies out in the classic fable, such as insects animals. Story to each word, write the base word, too they gather whole group and invite students close! Preview the watercoloring materials and agenda steps for work and planning for the winter addition of improves. Compares the contrasting personalities of a word to say. from an ant fable takes somewhere... Beginning of the summer. using a pre-made feelings chart improves their ability understand. ( it takes place permits, encourage students to use different voices for dialogue... `` I 'm in a field, eating as much grass as he could at different.... Containing the word t want those guys to haul corn for you to words can change their.! Visual that shows the feeling how the characters ' food supply, middle, and end of July a. Post: Learning targets and read aloud `` tip # 1: no bad hair days '' aloud... To move to sit in their colors the ant and grasshopper. `` help her picture events! Using a pre-made feelings chart that he was having too much fun making music paint. Through cleanup procedures setting can be described as bright? this fable place. List the words that they used this protocol in Lessons 2 and 4 review.: we undo what we can, doing the opposite of what the song says instead working!: watercoloring Technique ( 20 minutes ) to share their own words pitching in when needed food an! It important to know Why the grasshopper '? for play cards help your visual learner understand they!