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Fables, Myths, and Fairy Tales

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Writing Lessons in Structure and Style

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Student Book

Maria Gerber

Illustrated by Anthea Segger

Second Edition, July 2014 Institute for Excellence in Writing, L.L.C.

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Also by Maria Gerber: Advanced Spelling and Vocabulary Fables, Myths, and Fairy Tales Writing Lessons (Teacher’s Manual) Geography-Based Writing Lessons Story Sequence Sources for Unit 3

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Copyright Policy Fables, Myths, and Fairy Tales Writing Lessons in Structure and Style Second Edition, July 2014 Copyright © 2008, 2014 Maria Gerber

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The purchase of this book entitles its owner to a free downloadable copy of Fables, Myths, and Fairy Tales Teacher’s Manual e-book Fables, Myths, and Fairy Tales Reproducible Checklists e-book Student Resource Notebook e-book

ISBN 978-1-62341-206-7

Our duplicating/copying policy for this Student Book: All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the author, except as provided by U.S.A. copyright law and the specific policy below: Home use: The purchaser may copy this Student Book for use by multiple children within his or her immediate family. Each family must purchase a Student Book.

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Small group or co-op use: Each participating student or family is required to purchase a Student Book. You may not copy from this Student Book. Classroom use: A Student Book must be purchased for each participating student. You may not copy from this Student Book. Library use: This Student Book may be checked out of a lending library provided patrons agree not to make copies. Additional copies of this Student Book may be purchased from IEW* at IEW.com/FMF Institute for Excellence in Writing 8799 N. 387 Rd. Locust Grove, OK 74352 800.856.5815 [email protected] IEW.com

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Contents

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Adapting Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 About Public Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Table of Additional or Alternate Source Texts . Girl or Boy? . . . . . . . . . . . . . . . . . . 14 Instructions for Read-Alouds . . . . . . . . . . . . . . Don’t miss these. . . . . . . . . . . . . . . 15

Note-Making and Outlines (IEW Unit 1)

Summarizing from Notes (IEW Unit 2)

The Trumpeter Taken Prisoner . . . . . . . . . . . . . Ready . . . Set . . . Write . . . . . . . . . The Four Oxen and the Lioness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Milkmaid and Her Pail . . . . . . . . . . . . . . Add a dress-up. . . . . . . . . . . . . . . . . A Fable Festival for Family and Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Summarizing Narrative Stories (IEW Unit 3)

What Are Myths? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Story Sequence Chart . . . . . . . . . . . . . . . . Ask yourself questions. . . . . . . . . . Jason and the Argonauts . . . . . . . . . . . . . . . . . . A Story Sequence Outline . . . . . . . The Gift of Fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Dreadful Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Theseus and the Minotaur . . . . . . . . . . . . . . . . Uh oh . . . . . . . . . . . . . . . . . . . . . . . Daedalus and Icarus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mythical Masterpieces . . . . . . . . . . . . . . . . . . . Polished Public Speaking . . . . . . .

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Summarizing a Reference (IEW Unit 4)

18 18 20 23 24 27

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What’s a Fable? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Grasshopper and the Ants . . . . . . . . . . . . . Key Words . . . . . . . . . . . . . . . . . . . . The Eagle and the Jackdaw . . . . . . . . . . . . . . Key Words and a Trick! . . . . . . . . . Banned Words List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Lion and the Mouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . An -ly Word List .. . . . . . . . . . . . . . . . . . . . . . . . Lots o’ Adverbs . . . . . . . . . . . . . . .

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30 36 42 48

51 53 54 56 58 64 72 79

Aesop the Author . . . . . . . . . . . . . . . . . . . . . . . Just the Facts . . . . . . . . . . . . . . . . . 84 Topic/Clincher Rule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Aesop—Mixed Up? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 The Brothers Grimm . . . . . . . . . . . . . . . . . . . . Because why? . . . . . . . . . . . . . . . . 88 Family Ties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Influencing Hans Christian Andersen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

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Writing from Pictures (IEW Unit 5)

What’s a Fairy Tale? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Cinderella . . . . . . . . . . . . . . . . . . . . . . . . . . . How fitting. . . . . . . . . . . . . . . . . . . . . 108 Tom Thumb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 The Ugly Duckling . . . . . . . . . . . . . . . . . . . . . . The Amazing www.asia.b Clause . 117

Library Research Reports (IEW Unit 6)

Daedalus and Icarus Escape Again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Night Crossing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Knights of the Round Table . . . . . . . . . . . . . . . Oh, boy! . . . . . . . . . . . . . . . . . . . . 134 Lessons from the Round Table Knights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Legends of King Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Wonderful Tales of Arthur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 History Mixed with Myth . . . . . . . . . . . . . . . . . Practicing Fusing . . . . . . . . . . . . 150

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Inventive Writing with Structure (IEW Unit 7)

My Favorite Fairy Tale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160

Challenging Assignments: Writing Another Fable and Myth

A Farmer and a Snake; The Scorpion and the Turtle The Variation. . . . . . . . . . . . . 166 The Miller, His Son, and Their Donkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Write Another Myth Choose from Perseus and Medusa or Strength of Hercules or Jason and the Argonauts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

Challenging Assignment: Writing a Pattern Story

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Write Another Fairy Tale Choose from A Christmas Carol or Rumpelstiltskin. . . . . . . . . . . . . . . . . . . . . . 186 The Finale . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Final Project . . . . . . . . . . . . . . . 198

Bibliography Appendices

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Appendix 1: Read-Alouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 Appendix 2: Additional or Alternate Source Texts . . . . . . . . . . . . . . . . . . . . . . . . 241 Appendix 3: Optional Vocabulary Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270

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Scope and Sequence

Lesson Overview of Activities 1

IEW Unit 1: Note Making and Outlines pt. 1 “What’s a Fable?” Read “Grasshopper and Ants.” Match key words. Test the key word outline (KWO) by retelling the fable. pt. 2 Read “Eagle and Jackdaw.” Match key words. Test the KWO by retelling the fable. List synonyms for banned words. pt. 3 Read “The Lion and the Mouse.” Create KWO. Retell. pt. 4 Find and use -ly words. IEW Unit 2: Summarizing from Notes

banned words -ly words

pt. 1 Read “Trumpeter Taken Prisoner.” Create KWO. Test the outline by retelling the fable. Create a title. pt. 2 List synonyms. pt. 3 Write rough draft 1-paragraph fable from KWO. Use checklist. pt. 4 Discuss proofreading marks. Rewrite edited fable. IEW Unit 2: Summarizing from Notes pt. 1 Read “Four Oxen and Lioness.” Introduce vocab. words (optional). Create KWO. Test the outline by retelling the fable. pt. 2 Brainstorm synonyms and a dress-up. pt. 3 Write rough draft 1-paragraph fable from KWO. Use checklist. pt. 4 Rewrite edited fable. IEW Unit 2: Summarizing from Notes who-which clauses pt. 1 Read “Milkmaid and Her Pail.” Create KWO. Discuss vocab. words (optional). pt. 2 Introduce who-which clauses. pt. 3 Write rough draft 1-paragraph fable from KWO. Use checklist. pt. 4 Rewrite edited fable. IEW Units 1 and 2: Fable Festival

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Stylistic Technique

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pt. 1 Choose fable(s) for presentation. Practice retelling from KWOs. pt. 2 Practice retelling from KWOs. Illustrate fables or make invitations. pt. 3 Practice retelling from KWOs. Put together costume; make a treat. pt. 4 Hold the Fable Festival! IEW Unit 3: Summarizing Narrative Stories pt. 1 “What Are Myths?” Introduce Story Sequence Chart. Read “Jason and Argonauts.” Discuss the given outline. Retell. pt. 2 Read “Gift of Fire.” Create outline. Retell. pt. 3 Read “Dreadful Punishment.” Create outline. Retell. pt. 4 Review dress-ups and creating a title. Discuss vocab. words (optional).

Institute for Excellence in Writing

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Scope and Sequence

Lesson Overview of Activities 7

IEW Unit 3: Summarizing Narrative Stories pt. 1 Read “Theseus and Minotaur.” Create outline. pt. 2 Brainstorm dress-ups and title. Write rough draft first paragraph. Use rough draft checklist. pt. 3 Write rough draft second paragraph. pt. 4 Write rough draft third paragraph. IEW Unit 3: Summarizing Narrative Stories pt. 1 Rewrite edited 3-paragraph story. Use final checklist. pt. 2 Read “Daedalus and Icarus.” Create outline. Discuss vocab. words (optional). pt. 3 Introduce strong verbs. Brainstorm dress-ups. Write rough draft first paragraph. Use rough draft checklist. pt. 4 Write rough draft second paragraph. IEW Unit 3: Summarizing Narrative Stories

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Stylistic Technique

pt. 1 Write rough draft third paragraph. pt. 2 Rewrite edited 3-paragraph story. Use final checklist. pt. 3 For Mythical Masterpieces presentation, practice retelling from outline. Illustrate myths or make invitations; assemble costume or make a treat. pt. 4 Present Mythical Masterpieces! IEW Unit 4: Summarizing a Reference pt. 1 Read “Aesop the Author.” Introduce notes from facts. Discuss vocab. (opt.) pt. 2 Introduce topic-clincher relationship. Read “Aesop—Mixed Up?” Create KWO, limiting notes from facts. pt. 3 Read “The Brothers Grimm.” Create KWO. Retell. pt. 4 Model and practice because clauses. IEW Unit 4: Summarizing a Reference

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strong verb

pt. 1 Read “Family Ties.” Create KWO. Discuss vocab. (opt.) pt. 2 Brainstorm dress-ups. Write rough draft paragraph. pt. 3 Read aloud. Play vocab. games (optional). Catch up. pt. 4 Rewrite edited paragraph. IEW Unit 5: Writing from Pictures pt. 1 Read “Influencing Hans Christian Andersen.” Create KWO. Discuss vocabulary (optional). pt. 2 Model and practice quality adjectives. Brainstorm. pt. 3 Write rough draft paragraph. pt. 4 Read student sample. Rewrite edited paragraph.

because clause

quality adjective

Fables, Myths, and Fairy Tales: Writing Lessons in Structure and Style

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Scope and Sequence

Lesson Overview of Activities

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IEW Unit 6: Library Research Reports pt. 1 Read aloud “Odysseus and the Cyclops” in Appendix 1. Discuss vocab. (opt.) Write rough draft paragraph from Lesson 18’s fused outline. Create title. Use checklist. pt. 2 Rewrite edited paragraph. IEW Unit 7: Inventive Writing with Structure pt. 3 Brainstorm and create outline for 1-paragraph response to prompt: Write about your favorite fairy tale. Read “Ha Ha!” pt. 4 Write rough draft paragraph. Challenging Assignments pt. 1 Rewrite edited Unit 7 paragraph. pt. 2 Read “A Farmer and a Snake” and “The Scorpion and the Turtle.” Discuss what a variation is. Discuss vocab. (opt.) Model and practice the #3 -ly sentence opener. pt. 3 Read “The Miller, His Son, and Their Donkey.” Create KWO. Retell. Brainstorm a variation. pt. 4 Write rough draft 1-paragraph variation from KWO. Use checklist. Challenging Assignments pt. 1 Rewrite edited variation. pt. 2 Read “Perseus and Medusa” or “Strength of Hercules” or “Jason and Argonauts.” Review outlining w/Unit 3 Story Sequence Chart. Read aloud; then create outline for a 3-paragraph sequel or variation. pt. 3 Brainstorm. Write rough draft first paragraph. Use rough draft checklist. pt. 4 Write rough draft second paragraph. Challenging Assignments pt. 1 Write rough draft third paragraph. pt. 2 Rewrite edited 3-paragraph story. Use final checklist. pt. 3 Read aloud. Play vocabulary games (optional). pt. 4 Read “A Christmas Carol” or “Rumpelstiltskin.” Discuss vocab. (opt.) Read aloud. Create 5-paragraph outline. Challenging Assignments pt. 1 Model and practice the #4 -ing sentence opener. pt. 2 Brainstorm dress-ups. Write first rough draft paragraph. Use rough draft checklist. pt. 3 Write rough draft paragraphs two and three. pt. 4 Write rough draft paragraphs four and five.

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#3 -ly sentence opener

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Stylistic Technique

#4 -ing sentence opener

pt. 1 Rewrite edited 5-paragraph story. Use final checklist. pt. 2 Read aloud. For The Finale presentation, from outline(s), practice retelling Unit 5–7 choice(s). Illustrate compositions or make invitations; make costume or treats. pt. 3 Prepare for The Finale. pt. 4 Present The Finale!

Fables, Myths, and Fairy Tales: Writing Lessons in Structure and Style

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Unit 2: Summarizing from Notes

Lesson 2, Part 1: Source Text The Trumpeter Taken Prisoner During a war a trumpeter was taken prisoner. Bad soldiers got him, so he begged

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for mercy. “You can see I have no gun,” he said. “I only blow this nice trumpet, which certainly cannot hurt you. Please do not kill me!” “You might not fight,” said his

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enemy, “but you encourage your men to battle bravely.” Music can inspire people.

This image is in the public domain. http://karenswhimsy.com/public-domain images Accessed 04/01/2014.

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Institute for Excellence in Writing

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Lesson 2

Lesson 2, Part 1: Key Word Outline Your goals are

to take notes on the main ideas in a fable, creating a key word outline



to retell a fable in your own words, using only the outline



to make up a title by repeating or reflecting key words





Assignment

I. 1. 2. 3. 4.

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With a teacher, read and discuss “The Trumpeter Taken Prisoner.” Together, write up to three key words on the lines below.

6.

The last sentence of the fable is the moral: Music can inspire people. Make up a title by combining two or three key words, for example, Music Thrills or Inspiring Music. It’s okay to add words or change verbs’ forms. Write at least two ideas for a title: ___________________________________________________________________________ ___________________________________________________________________________

Practice Using only your outline, retell the fable to someone. Fables, Myths, and Fairy Tales: Writing Lessons in Structure and Style

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Unit 3: Summarizing Narrative Stories

Lesson 6, Part 2: Source Text The Gift of Fire Abridged from Old Greek Stories, by James Baldwin Prometheus did not care to live amid the clouds on Mount Olympus, so when the

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earth was young, he went out among men to live with them. He found them shivering



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from the cold.

“If only they had fire,” said Prometheus to himself. Then he went boldly to Zeus

and begged him to give fire to men. Zeus refused. But Prometheus did not give up. He found a reed with a dry center that would burn for a long time. Prometheus touched the reed to the flaming chariot that daily crossed the sky. “Mankind shall have fire in

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spite of the tyrant who sits on the mountain top!” he declared.

Then he brought fire to the shivering men, showing them how to warm

themselves and build other fires from the embers. After that Prometheus taught men how to build houses with tools, how to tame sheep and cattle, and how to farm. They learned to cook their food and so to eat like men instead of like beasts. They were warm, happy, and thankful for the wonderful gift of fire.

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Institute for Excellence in Writing

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Lesson 6

Lesson 6, Part 2: Story Sequence Outline Your goals are

to ask your brain the story sequence questions



to discuss answers with your class and teacher



to fill in the story sequence outline with your teacher



to retell the myth using your story sequence outline

Assignment

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1. After you read the myth together, ask your mind the story sequence questions. Notice that answers to Section I questions might be in the second paragraph of the myth.

2. Remember to choose words that show the story sequence, not words from each sentence. Fill in the story sequence outline together.

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3. Retell the myth to another person using your story sequence outline. Tell it back and forth.

Story Sequence Questions I.

Characters + Setting who?

Story Sequence Outline

The Gift of Fire

I.

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like?

2.

when?

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where?

3.

II. Conflict or Problem

II.

what?

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want/need?

2.

think?

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say/do?

III. Climax/Resolution

III. 1.

how?

2.

after?

3.

learned?

4.

Fables, Myths, and Fairy Tales: Writing Lessons in Structure and Style

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Lesson 14

Lesson Day3:3:Pictures Pictures and Word Outline Lesson 14,14, Part andKey Key Word Outline Assignment

The Ugly Duckling Asking yourself the questions on the Writing from Pictures Lesson 14, Day 3: Pictures and Key Word OutlinePoster (p. 106), create a key word outline for a fairy tale about an ugly duckling. I. Central ______________________________________ The Uglyfact: Duckling

Lesson 14, Day 3: Pictures and Key Word Outline I. I. Central fact: ______________________________________ Central fact:

1. _________________________________________

The Ugly Duckling 1. 1. _________________________________________

2. _________________________________________

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I. Central fact: ______________________________________

2. 2. _________________________________________

1. _________________________________________

3.3._________________________________________ _________________________________________ 3.

2. _________________________________________

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4. __________________________________________ Clincher: 3. _________________________________________

Clincher: __________________________________________ Clincher:

II. Central__________________________________________ fact: ______________________________________ Clincher:

Central II.II.Central fact:fact: ______________________________________

_________________________________________ II.1. Central fact: ______________________________________ 1.

_________________________________________

2.1. _________________________________________ 1. _________________________________________

2. 3._________________________________________ _________________________________________ 2. 2. _________________________________________ 3. 3. _________________________________________ Clincher: __________________________________________ 4.

3. _________________________________________

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Clincher: __________________________________________

III.Clincher: Central fact: _____________________________________

III.Clincher: Central fact: _____________________________________ __________________________________________

Central fact: 1.III. _________________________________________

1. _________________________________________

1. 2. _________________________________________

III. Central fact: _____________________________________

2. _________________________________________

2. 3. _________________________________________

3. _________________________________________

1. _________________________________________ 3.

Images courtesy of oncoloring.com/ the-ugly-duckling-coloring-pages.html Images courtesy of oncoloring.com/ the-ugly-duckling-coloring-pages.html Images courtesy of oncoloring.com/

the-ugly-duckling-coloring-pages. html

Clincher: __________________________________________

2. _________________________________________

Clincher: 4.__________________________________________

Clincher:

3. _________________________________________

Fables, Myths, and Fairy Tales Writing Lessons: Student Book

Fables, Myths, and Fairy Tales Writing Lessons: Student Book Fables, Myths, and Fairy Tales: Writing Lessons in Structure and Style

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Clincher: __________________________________________

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Unit 5: Writing from Pictures

Lesson 15, Part 1: Assignment Using your outline, write a rough draft of a second paragraph. Hand it in. Save it.

Lesson 15, Part 1: Optional Vocabulary Study

Lesson 15, Part 2: Assignment

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Cut out the vocabulary words for Lesson 15. Discuss their meanings. Your teacher might require you to use brand new words in this week’s writing assignment! Try using previous words, too. By the way, how many words are in your bag now?

Using your outline, rough draft a third paragraph. Hand it in, and then save it.

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Lesson 15, Part 3: Assignment

Combine the three paragraphs you have written. Be sure to read through your fairy tale, and use the final composition checklist.

Lesson 15, Part 4: A Day to Catch Up

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Today, maybe you and your teacher can spend a long time reading aloud, and you can catch up on your writing assignment. Vocabulary games are a fine, fun way to improve your knowledge and your abilities to speak and write effectively. Enjoy!

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Institute for Excellence in Writing

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Unit 6: Library Research Reports

Lesson 17, Part 1: Source Text Your goal is to make notes on four to six interesting facts about the topic.

Assignment With a teacher, read and discuss the paragraph. Its topic, lessons from the Knights of the Round Table, is close to the last paragraph’s topic. Try to find facts which are different from your last outline’s facts.

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Lessons from the Round Table Knights

Through the centuries, legends about the Round Table Knights have taught lessons

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on how to behave. Because the knights’ great table was round, it showed equality among the knights. From this, people learned to humbly respect others. The fact

that the knights vowed to defend each other inspired people to practice loyalty and unselfishness. Although the knights were powerful—able to destroy enemies—they assisted women and children. By these actions they showed others how to be merciful.

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Clearly the legends of the Round Table Knights’ deeds can still teach us today.

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Institute for Excellence in Writing

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Lesson 17

Lesson 17, Part 1: Key Word Outline

Lessons from the Round Table Knights

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I.

2. 3. 4.

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1.

Clincher:

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(Repeat or reflect two to three key words of the topic sentence.)

Optional Vocabulary Study

Cut out the Lesson 17 vocabulary word, vow. Discuss its meaning.

Fables, Myths, and Fairy Tales: Writing Lessons in Structure and Style

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Appendix 1

Appendix 1: Read-Alouds Either as a warm-up or as a reward for assignments completed—you decide—you will want to spend pleasant time together by reading these aloud to your student(s). The selections and the schedule are only suggestions. Some are short; some are longer. You may, of course, choose your own read-alouds from your home or a library.

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The Three Crabs ......................................................................................... 203 The Goose with the Golden Eggs................................................................ 203 How You Look at Things............................................................................. 203 The Bat, the Birds, and the Beasts............................................................... 204 The Dog and the Wolf.................................................................................. 204 The Jay and the Peacock.............................................................................. 204 The Miser..................................................................................................... 205 The Bear and the Two Travelers.................................................................. 205 The Two Pots............................................................................................... 205 Student Writing Sample: Bears-2, Musk Oxen-0.......................................... 46 The Great and the Little Fishes.................................................................... 205 The Angler and the Little Fish..................................................................... 206 Student Writing Sample: The Milkmaid and Her Pail .................................. 46 The Wolf in Sheep’s Clothing...................................................................... 206 What Are Myths? .......................................................................................... 51 Mercury and the Woodman.......................................................................... 206 Demeter and Persephone............................................................................. 207 How Disease and Cares Came into the World............................................. 207 The Story of Atalanta................................................................................... 208 The Race for a Wife..................................................................................... 210 Choosing a Name......................................................................................... 211 The Country Rat and the Town Rat............................................................. 214 The Emperor’s New Clothes....................................................................... 214 Student Writing Sample: Influences on Hans Christian Andersen.............. 102 What’s A Fairy Tale? and The Beautiful Princess’s Slipper.......... 107 and 109 Cinderella or The Little Glass Slipper......................................................... 217 The Flying Ship........................................................................................... 221 The History of Tom Thumb......................................................................... 224 Student Writing Sample: Daedalus’s and Icarus’s New Escape.................. 105 The Ugly Duckling...................................................................................... 227 The Sword in the Stone............................................................................... 232 The Lad and the Fox.................................................................................... 233 Beowulf....................................................................................................... 234 Odysseus and the Cyclops........................................................................... 239 The Pied Piper of Hamelin.......................................................................... 235 Student Writing Sample: Ha Ha!................................................................. 161 The Advantage of Knowledge..................................................................... 236 The Strength of Hercules............................................................................. 236 Tangled and A Smart Hero............................................................. 175 and 176 Why the Baby Says “Goo”.......................................................................... 237 Rumpelstiltskin............................................................................................ 238 Student Writing Sample: Little Red Hen and.............................................. 189 Two Frogs in a Ditch................................................................................... 239 The Boy Who Cried Wolf............................................................................ 240 Short but Thriving........................................................................................ 240

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Lesson 1 Part 1 Lesson 1 Part 2 Lesson 1 Part 3 Lesson 1 Part 4 Lesson 2 Part 1 Lesson 2 Part 2 Lesson 2 Part 3 Lesson 2 Part 4 Lesson 3 Part 1 Lesson 3 Part 2 Lesson 3 Part 3 Lesson 3 Part 4 Lesson 4 Part 3 Lesson 4 Part 4 Lesson 6 Part 1 Lesson 6 Part 2 Lesson 6 Part 4 Lesson 7 Part 3 Lesson 8 Part 3 Lesson 8 Part 4 Lesson 10 Part 4 Lesson 11 Part 3 Lesson 12 Parts 2–3 Lesson 12 Part 4 Lesson 13 Part 1 Lesson 13 Parts 3–4 Lesson 14 Parts 1–2 Lesson 15 Part 4 Lesson 16 Part 3 Lesson 16 Part 4 Lesson 17 Part 2 Lesson 17 Part 3 Lesson 18 Part 2 Lesson 19 Part 1 Lesson 19 Part 2 Lesson 19 Part 3 Lesson 20 Part 1 Lesson 20 Part 3 Lesson 21 Part 2 Lesson 21 Part 3 Lesson 22 Part 1 Lesson 22 Part 3 Lesson 23 Part 3

Fables, Myths, and Fairy Tales: Writing Lessons in Structure and Style

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Appendix 3: Optional Vocabulary Study

Teachers, optional vocabulary study begins in Lesson 3. If you decide to add word study as a component of this course, for your own information, read this page before starting.

Appendix 3: Optional Vocabulary Study The following cardstock pages show the vocabulary words, which are identified by lesson numbers. There are one to three vocabulary words introduced during some lessons, but not all. After the students and the teacher read and discuss a source text, new vocabulary words can be discussed too.

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How do students practice using words correctly?

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Talk about a word’s meaning in the context of the fable, myth, or fairy tale. Students can also read, on the backs of the cards, the definitions. After many times orally modeling the correct usage of the word in sentences, the teacher can next ask the students to think of and recite sentences using the words. Most importantly, students might be required to use vocabulary words in their writing assignments.

Playing vocabulary games and reviewing words from previous lessons can help students remember the meanings of unfamiliar words. Vocabulary activities can be found in Appendix 3 of the free Teacher’s Manual. (Follow the download instructions on the blue page of the Student Book.) Students should cut vocabulary words out of the Student Book when the corresponding lesson is taught. Word cards should be stored in a small plastic bag or a pencil pouch, which they can then tuck in a pocket of their Current Work Binder (see page 7). Finally, it can hardly be emphasized enough: Reading aloud to young people is a surefire way for them to hear and store reliably correct and sophisticated language patterns.

Vocabulary Word List

Lesson 15- royal, bow

Lesson 4- toss, slender

Lesson 16- barbed wire, flee, lady

Lesson 6- peak, possess

Lesson 17- vow

Lesson 8- proud, fasten

Lesson 18- practice, minstrel

Lesson 10- author, believe

Lesson 19- cyclops, messenger

Lesson 11- devoted, take care of

Lesson 20- scorpion, unequal

Lesson 12- gentleman, recite

Lesson 22- merry, stomp

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Lesson 3- wander, oxen

Lesson 14- miserable, despise

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Institute for Excellence in Writing

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