Language Through Literature: Aesop's Fables

Language through Literature

Aesop’s Fables r o e t s Bo r e p o S

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Language u activities for 8-10 yearkolds

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super By Elizabeth Swasbrook

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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Title: Language Through Literature Aesop’s Fables © 2001 Ready-Ed Publications Revised 2010 Printed in Australia Author: Elizabeth Swasbrook Illustrator: Terry Allen

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o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 405 9 Page 2

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Reproduction and Communication by others

Contents Teachers’ Notes

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The Hen and the Fox The Hen and the Fox Activity 1 The Hen and the Fox Activity 2

11 12 13

The Bullfrog and the Ox The Bullfrog and the Ox Activity 1 The Bullfrog and the Ox Activity 2 The Bullfrog and the Ox Activity 3

14 15 16 17

The Wind and the Sun The Wind and the Sun Activity 1 The Wind and the Sun Activity 2

18 19 20

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21 22 23

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6 7 8 9 10

28 29 30 31

Belling the Cat Belling the Cat Activity 1 Belling the Cat Activity 2 Belling the Cat Activity 3

32 33 34 35

The Two Boys and the Frogs The Two Boys and the Frogs Activity 1 The Two Boys and the Frogs Activity 2

36 37 38

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The Wolf and the Ass The Wolf and the Ass Activity 1 The Wolf and the Ass Activity 2 The Wolf and the Ass 3 Activity 3 The Wolf and the Ass Activity 4

The Wolf and the Crane The Wolf and the Crane Activity 1 The Wolf and the Crane Activity 2 The Wolf and the Crane Activity 3

© ReadyEdPThu bl i cat i ons e Fox and the Stork The Fox and the Stork Activity 1 •f orr evi ew pur posesonl y• The Fox and the Stork Activity 2

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The Boy who Cried Wolf The Boy who Cried Wolf Activity 1 The Boy who Cried Wolf Activity 2

42 43 44

The Goose that Laid the Golden Egg The Goose that Laid the Golden Egg Activity 1 The Goose that Laid the Golden Egg Activity 2

45

The Wolf And The Lamb The Wolf and the Lamb Activity 1 The Wolf and the Lamb Activity 2

48 49 50

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The Fox and the Crow The Fox and the Crow Activity 1 The Fox and the Crow Activity 2

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The Dog and the Ass The Dog and the Ass Activity 1 The Dog and the Ass Activity 2 The Dog and the Ass Activity 3

24 25 26 27

39 40 41

Answers

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51 - 55

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Teachers’ Notes This language book, ‘Aesop’s Fables, together with the accompanying worksheets, has been designed to assist teachers with the current focus on utilizing Student Outcome Statements in their teaching of language concepts. The aim is to develop Speaking, Listening, Viewing and Reading with ‘purpose, understanding and critical awareness’ and Writing ‘for a range of purposes using appropriate forms and conventions’.

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• Developing Speaking and Listening skills through role-play.

• Reading for pleasure.

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The stories themselves will be a source of great enjoyment to the children and could, through a thematic approach, be used to cover other areas of the school curriculum A few suggestions are:

• Children’s viewpoints on moral values related to social behaviour.

•

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Outcome Statements

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© ReadyEdPubl i cat i ons Art and Craft activities.

•f orr evi ew pur posesonl y•

• Research based on ‘What children would like to find out’.

Outcome statements have been included on the bottom of each activity page, so that teachers can link the activities with required outcomes as set down in relevant syllabus documents and curriculum frameworks.

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Definitions of Grammatical Terms The words in the English language are classified as parts of speech and are named according to the work they do. There are eight parts of speech: Nouns – words which are the names of persons, animals, places or things.

The four kinds of nouns are: common, proper, collective, abstract.

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Verbs – ‘doing’ words or words which show action.

Pronouns – words which take the place of nouns.

Adverbs – words that modify verbs, adjectives or other adverbs.

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Adjectives – words that describe nouns or pronouns.

Prepositions – the first word of a phrase, showing the relation between one thing and another.

Conjunctions – ‘joining words’.

Interjections, also called exclamations – words that express strong feelings.

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A sentence that states a fact is called a statement. A statement begins with a capital letter and ends with a full stop.

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A sentence that asks a question is called a question sentence. It begins with a capital letter and ends with a question mark.

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A sentence that expresses strong feelings is called an exclamatory sentence. It begins with a capital and ends with an exclamation mark.

A sentence can be divided into two parts called the subject and predicate.

-The subject is the person or thing being talked about.

-The predicate states what is being said about the person or thing.

-The verb is always found in the predicate.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Sentences can be simple or complex.

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Sentences can be made interesting by adding phrases and/or clauses.

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Phrases and clauses can be adjectival or adverbial.

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A phrase is a small group of words which begins with a preposition and ends with a noun or pronoun.

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Punctuation marks include: Full stops Capital letters Question marks Exclamation marks Commas Apostrophes Quotation marks Colons Semicolons Hyphens Dashes

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A clause is a group of words which begins with a preposition and ends with a noun or pronoun.

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Homophones are words that sound alike, but are spelt differently and have different meanings, e.g. made/maid.

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Homonyms are words that sound alike and have the same spelling, but have different meanings, e.g. hold (to grasp and keep); hold (part in ship or plane for cargo).

Page 5

• AESOP’S FABLES •

The Wolf and the Ass Once Upon a time

Ass was feeding peacefully in a meadow. On turning around he noticed Wolf moving about very slyly among the dark trees nearby. Knowing that Wolf was waiting for a chance to make a meal of him, Ass quickly thought of a clever plan to save himself from certain death.

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Ass pretended to be lame. He began to hobble about and limp. He dragged one hind leg as if in great pain. Wolf came up to Ass, ready for the kill.

“Tell me why should I do that, Ass?” asked Wolf.

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“Wait a moment, Wolf,” said Ass trying to be brave. “Before you kill me and make a meal of me, help to get out this large thorn sticking in my foot.”

“I was only thinking of your good, Wolf,” answered Ass. “Go ahead and eat me but don’t blame me if you get that terrible thorn stuck in your throat!”

“Now that you mention it, I think I will be better to get the thorn out,” said Wolf, coming closer.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Ass lifted his hind foot and as Wolf bent down to pull out the supposed thorn, he gave him one very hard kick right in the middle of his forehead.

Wolf flipped over backwards and by the time he picked himself up Ass had bolted across the meadow and out of sight. Wolf, dazed from the awful pain in his head, went the other way, ashamed at being tricked by an ass.

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– Moral: Don’t believe all that you see and hear. –

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• AESOP’S FABLES •

The Wolf and the Ass Activity 1 A sentence that states a fact is called a statement.

It begins with a capital letter and ends with a full stop.

1. Write three short statements about yourself.

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_______________________________________________________________________ _______________________________________________________________________

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_______________________________________________________________________

2. Read the story “The Wolf and the Ass” and find three statements in paragraph two.

Write them below. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

© ReadyEdPubl i cat i ons _______________________________________________________________________ •f orr evi ew pur posesonl y• _______________________________________________________________________

Illustrate one of your statements.

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_______________________________________________________________________

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Outcome: Children use basic linguistic structure and features for statement sentences.

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• AESOP’S FABLES •

The Wolf and the Ass Activity 2 Match the two parts of the following statements. saved him from death.

Wolf

flipped over backwards.

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Part 2

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Ass

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Part 1

This sharp thorn

was feeding peacefully.

His clever plan

is stuck in my foot.

Silly Wolf

moved about very slyly.

© ReadyEdPubl i cat i ons •f orr ev i ew questions pur po seso nl y• Answer the following in statement sentences.

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a. Where was the ass feeding? __________________________________________

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_________________________________________________________________

b. What chance was Wolf waiting for? ____________________________________

. task Wolf to do? _________________________________________ o c. What did Asse c . che e _________________________________________________________________ r o t r s super d. Where did Ass’ kick land? ____________________________________________ _________________________________________________________________

_________________________________________________________________ e. Why was Wolf ashamed? ____________________________________________ _________________________________________________________________

Outcome: Children use basic linguistic structure and features for statement sentences.

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• AESOP’S FABLES •

The Wolf and the Ass Activity 3 Part 1

Read the long sentence and write three statements.

You will need to leave out some words.

Ass lifted his hind foot and as Wolf bent down to pull out the supposed thorn, he gave him one very hard kick right in the middle of his forehead.

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____________________________________________________________________

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____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Tick the sentences below that are statements and rewrite them on the lines below.

© ReadyEdPubl i cat i ons f o rr evi ew pur p o spain onl y• As ifs in e great Once• upon a time

Part 2

Waiting for a chance

It will be better to get the thorn out.

Wolf was dazed from the awful pain.

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Wolf wished to make a meal of him.

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. te ___________________________________________________________________ o c . che ___________________________________________________________________ e r o t r s sup er Answer these questions. ___________________________________________________________________

Part 3

a. What is the moral of the story? Discuss it with your teacher first. ___________________________________________________________________ b. Is it a statement or not? ___________________________________________________________________ Outcome: Children use basic linguistic structure and features for statement sentences.

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• AESOP’S FABLES •

The Wolf and the Ass Activity 4 Find the words listed in the boxes and colour them in.

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The words are in the story “The Wolf and the Ass”.

Add your own words to each list. a b a r o u n d

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od ty hE o P r u nb rl va wt x n ys ©f Rgea d i c i o e a c e f u ll y p q o u t •pf o rr evi ew pur posesonl y• e

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o c . c peacefully around lame e h r out st r meal e brave o su per save eat about

feeding see trees

‘ar’ large sharp

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hard dark

‘ea’

‘ou’

‘or’ thorn

‘a-e’

down

sticking

Outcome: Children identify common features of vocabulary in a given text.

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pain wait

‘ck’

‘ow’ now

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stuck

• AESOP’S FABLES •

The Hen and the Fox One fine day,

Fox happened to be passing a very tall tree. On looking up he noticed Hen seated on the highest branch. He had been looking for a meal and there was one. Fox licked his lips while he thought of a plan to bring Hen down. She would make a juicy meal, one he needed right away.

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“Good morning, Hen!” Fox said very politely.

“Whatever are you doing so high up? There’s no danger around here. Haven’t you heard of the new law that has been passed?”

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Hen, knowing how cunning all foxes were, didn’t say a word and kept her cosy seat on the branch.

“I can see you haven’t heard of the new law, so I’d better tell you,” Fox continued very softly. “The law states that no animal can hurt a bird or another animal and no bird can hurt an animal. There’s now peace in our kingdom so do come down as there’s nobody here to hurt you.”

Hen pretended not to hear Fox and kept looking ahead.

Wondering what she was looking at, he asked,

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

“Whatever are you staring at, Hen? It must be mighty interesting as you have not heard a word I’ve said.”

“Oh, I’m just watching a pack of wild dogs and they seem to be heading this way.”

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“Is that so,” answered Fox, a note of alarm in his voice. “I’d better be moving off now. Good day to you, Hen.”

“Please don’t go,” called Hen, smiling to herself. “I was just planning to come down to hear all about this new law. If there’s peace in our kingdom the dogs won’t harm you.”

. te o “No, no, but they may not have heard of this new law yet, so I’d better c . be on my way,” c andh saying that Fox slunk off as quickly e as he could. r eofs o t s r upe – Moral: Be carefulr sudden offers of friendship. –

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• AESOP’S FABLES •

The Hen and the Fox Activity 1 Some sentences can also ask questions.

Part 1

Write three questions you would like to ask your friend.

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________________________________________________________________

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Part 2

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Read the story “The Hen and the Fox” and write down the questions you come across. You should find three.

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________________________________________________________________

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Part 3

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Match the following questions and statements.

The statements are the answers to the questions.

QUESTIONS

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ________________________________________________________________

STATEMENTS

o c . chfor?e e b. What was Fox looking Fox slunk away because he was r o afraids the pack of dogs. r supe roft

a. Where was Hen seated?

Hen pretended to see a pack of dogs heading their way.

c. Did Fox make up the new law?

Hen was seated on the highest branch of the tall tree.

d. What did Hen pretend to see?

Fox was looking for a juicy meal.

e. Why did Fox slink away?

Yes, Fox made up the new law.

Outcome: Children use linguistic knowledge to explore statements.

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• AESOP’S FABLES •

The Hen and the Fox Activity 2 Statements can often be changed into questions. For example: Hen was seated on the highest branch. can change to Was Hen seated on the highest branch?

Part 1

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Change the following statements into questions:

a. Fox had been looking for a meal.

b. There is no danger around here.

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________________________________________________________________

________________________________________________________________

c. You haven’t heard of the new law.

________________________________________________________________

d. Hen did know all foxes are cunning.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ________________________________________________________________ ________________________________________________________________

e. Hen was planning to come down to hear the new law.

Read the story again and answer the following questions:

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Part 2

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a. What kind of day was it? ____________________________________________ ________________________________________________________________

. te o ________________________________________________________________ c . c e he r c. According to Fox, what new law had been passed?o ______________________ t r s s r u e p ________________________________________________________________ b. Why do you think Fox needed a meal right away? _______________________

d. In what way was Hen equally cunning?________________________________ ________________________________________________________________ e. What did Fox say about the pack of dogs? _____________________________ ________________________________________________________________ Outcome: Children use linguistic knowledge to explore statements.

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• AESOP’S FABLES •

The Bullfrog and the Ox Once Upon a time,

a well-built, well-dressed ox went for a walk along a country road.

He felt very proud of himself because he knew he looked good.

Many animals he met on the way stopped to look at him. Some greeted him by waving their caps while a few even bowed.

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Passing a huge pond, he noticed a group of frogs. Among them was a bullfrog. He hopped on the bank and stared at Ox. He felt he could make himself just as fine as this proud Ox.

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“I can make myself just as fine as Ox,” he called to his friends. “Just watch me.” He began to puff himself till he became twice his size.

Bullfrog now hopped beside Ox thinking he looked just as grand. By the looks on the faces of the other frogs, he knew he was not. He began to puff himself out some more and then some more. His friends became worried.

“Stop that, Bullfrog,” they shouted. “You’ll only hurt yourself. Please don’t, we beg you!”

© ReadyEdPubl i cat i ons •f o rr evi ew pur posesonl y• – Moral: Try to be yourself and not somebody else. –

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Bullfrog was so sure he could make himself like Ox that he refused to listen. He continued to puff himself till he burst. His remains were scattered all over the path but Ox just walked on.

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• AESOP’S FABLES •

The Bullfrog and the Ox Activity 1 You can use phrases telling ‘when’ or ‘where’ to make your writing more interesting.

Tick whether the following phrases tells ‘when’ or ‘where’: Use the phrases to create sentences of your own on the lines below. when

where

b. before dinner

when

where

c. at midday

when

where

when

where

d. across the busy road

Part 2

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a. near the shopping centre

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Part 1

© ReadyEdPubl i cat i ons The sentences below have been taken from the story.

•f o rr evi e wunderlined pur p ose s‘when’ onl • Write whether each phrase tells ory ‘where’:

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b. Passing a huge pond, he noticed a group of frogs.

_____________

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c. His remains were scattered all over the path.

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d. He continued to puff himself till he burst.

_____________

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_____________ o c . c e r Underlineh the two phrases in each of the sentences below: e o t r s super

e. He hopped on the bank and stared at Ox. Part 3

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a. Ox went for a walk along a country road.

a. In the early morning well-dressed Ox walked beside a huge pond. b. After midday he stopped to rest under a shady tree. c. Before long Bullfrog found Ox and walked by his side. d. During the walk Bullfrog’s puffed body burst near the frog pond. e. By late evening the proud Ox returned to the green meadow.

Outcome: Children explore features of language that make sentences interesting.

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• AESOP’S FABLES •

The Bullfrog and the Ox Activity 2 Using a phrase to begin a sentence can make it more interesting.

Part 1

Rewrite the sentences below, placing the underlined words at the beginning.

Example: Giant gum trees grew beside the lake.

Beside the lake grew giant gum trees.

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a. The frogs leaped in and out of the water. _________________________________

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___________________________________________________________________

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b. The proud ox strutted down the dusty road. ______________________________ ___________________________________________________________________

c. Bullfrog thought he looked grand in the bright sunlight. ____________________ ___________________________________________________________________

d. The heartless ox laughed throughout the night. ___________________________

© ReadyEdPubl i cat i ons try sentence of yourp own using the phrase ‘onn the hilltop’ •Now f o rar evi e w ur po se so l y •at

___________________________________________________________________

Part 2

the beginning.

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________________________________________________________ ________________________________________________________

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Draw a picture to show the interesting part of your sentence.

Outcome: Children draw on linguistic knowledge to explore sentence construction.

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• AESOP’S FABLES •

The Bullfrog and the Ox Activity 3 Pretend you are Bullfrog. The other frogs call you foolish.

Do you think they were right or wrong? Give reasons for your answer.

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Write the answer on the lines. Colour in the rest of the picture.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Outcome: Children use point of view to demonstrate understanding of text.

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• AESOP’S FABLES •

The Wind and the Sun morning the Wind and Sun met. As they chatted about their part in the weather patterns on the earth, they began to quarrel as to which one was the stronger.

One late

“I’m stronger than you,” howled the Wind.

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“Don’t be silly, Wind, I’m much stronger than you,” blasted the Sun. As they looked down upon the earth, they noticed a weary traveller making his way homewards.

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“Agreed,” smiled the Sun. “Since you suggested it, you go first.”

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“Let this be our challenge,” whistled the Wind. “Whoever makes the traveller take off his heavy cloak will be stronger.”

Wind began to blow. He blew and blew. The trees began to shake and bend.

The leaves on the ground were lifted upwards and blown in every direction.

The poor traveller tried to draw his cloak closer around him, but each time it blew outwards. The sand stung his face. He had lost his hat and all he could do was to hold onto his cloak. The Wind continued to blow even harder which made a rip in his cloak, but he held on. Tired, the wind gave up.

© ReadyEdPubl i cat i ons It was the Sun’s turn. He looked at the traveller and smiled. His smile drove •f orr evi ew pur posesonl y• the grey clouds away. As his smile grew they scurried away quickly. The Wind

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noticed the traveller was no longer holding his cloak. The Sun continued to smile, though it was much wider now which made his rays really hot. The traveller took off his cloak, threw it on the ground and sank beside it.

The Wind accepted his defeat with a puff and went on his way. The Sun knew that the Wind would think twice before he challenged him again.

– Moral: Force or strength doesn’t always win. – . te o c . che e r o t r s super

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• AESOP’S FABLES •

The Wind and the Sun Activity 1 Nouns, sometimes called naming words, are words that are the names of persons, places, things, animals and birds. Example: Mary, girl, home, pencil, whale, ant.

Part 1

Answer the questions about nouns below.

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a. Name five things you have on your desk: _________

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b. Name five things you wear:

c. Name five things you play with: _________

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d. Name five parts of your body: _________

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© ReadyEdPubl i cat i ons _________ ____________ ___________ ___________ •f orr evi ew pur po____________ sesonl y •

e. Name five friends:

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f. Name five members of your family:

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g. Name five places where you can play: _________

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. te____________ ___________ ____________ o___________ c . cstory Read the “The Wind and the Sun” and list ten nouns: e her r o t s super

h. Name any five animals or birds: _________

Part 2

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Part 3

Draw one of the nouns you listed above on the back of this page.

Outcome: Children recognize nouns in written text.

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• AESOP’S FABLES •

The Wind and the Sun Activity 2 You can use ‘picture words’ or adjectives to make nouns more interesting.

Part 1

Look at the story of “The Wind and the Sun”.

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Find two interesting adjectives to go with five nouns from the story.

Example: huge, shady trees

a. ___________________________________________________________________

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b. ___________________________________________________________________ c. ___________________________________________________________________ d. ___________________________________________________________________ e. ___________________________________________________________________

morning silly

Use your dictionary to find out whether the following can be nouns. Tick or cross each box.

© ReadyEdPubl i cat i ons patterns weary •f orr evi ew puchallenge r poseson l y•

quarrel

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way

direction

strength

stronger

blasted

defeat

Choose three you have ticked and use them in sentences of your own.

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Part 2

o c . ___________________________________________________________________ che e r o t r s s r u e p ___________________________________________________________________

a. ___________________________________________________________________

b.

___________________________________________________________________ c. ___________________________________________________________________ ___________________________________________________________________ Outcome: Children recognize and identify features of adjectives and nouns.

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• AESOP’S FABLES •

The Fox and the Crow March afternoon, Crow sat on a high branch of a shady tree. She had a piece of cheese in her beak. She had found it in the sand and picked it up. This was going to be a nice titbit and she sat to rest and enjoy her snack.

One warm

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Fox happened to pass that way searching for something to eat. Looking up, he noticed Crow with a delicious piece of cheese in her beak.

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“I’m hungry, really hungry,” he said to himself. “I must think of a way of making Crow drop that piece of cheese.”

Using his best manners and wearing a broad smile he began to speak aloud, hoping Crow was listening.

“I don’t know whether anyone has ever told Crow before what a beautiful creature she is. Her feathers are such a glossy black that they shine. Her tail feathers are just the right size. Her beak is so finely shaped.”

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Slyly, he looked up to find that Crow was listening in a very interested way. “I haven’t seen a more beautiful bird than the one seated on the branch of this tree. If only her voice was as sweet and melodious, she could be crowned Queen Crow, the queen of birds,” he continued.

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Crow was charmed by the words she had heard.

She thought it was time to show Fox what a lovely voice she really had so she could be called queen of birds. She opened her beak to sing. As she cawed, the piece of cheese fell on the ground, right at the feet of Fox. He was delighted, grabbed the cheese and gobbled it up.

. teup he sniggered, “Crow, I must admit you can caw, but Looking o c what you cannot do is use your wits. Had you done so, you would . che e not have lost your meal. ” r o r st s r u phee With that laughed and went on his way.

Moral: Be careful of those who flatter you. Flattery is not always true.

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• AESOP’S FABLES •

The Fox and the Crow Activity 1 Two groups of nouns that you use in writing are common nouns and proper nouns. Aesop changed common nouns into proper nouns for the names of characters in his fables.

Part 1

Place the nouns listed below into the correct group: tree, beak, Crow, tail, Fox, voice, cheese, Queen, feathers.

r o e t s Bo r e p ok u S

Part 2

Proper nouns

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Common nouns

Name the following. Remember to begin special names with capital letters:

a. your name

______________________________________________

b. your birth month

______________________________________________

______________________________________________ © Re adyEdPubl i cat i ons d. your best friend ______________________________________________ •f orr e vi ew pur posesonl y• e. your street ______________________________________________ c. your school

______________________________________________

g. your pet

______________________________________________

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f. your city

Part 3

Read the story “The Fox and the Crow” and fill in the blanks with the proper nouns given below. (You will need to choose the words that fit best.)

. te Park Saturday Reynard Sandy red gum JonesoPam Edam Ford Peter Queen’s c . c e One warm ...................... afternoon, Crow found a piece of ...................... h r e o t cheese on ...................... beach. She r picked it up in her beak and flew to ...................... s s r u e p ...................... . ......................, the Fox, in search of food, saw Crow seated on a high branch of a ...................... ...................... tree.

The ...................... family arrived in their new ...................... car to have a picnic in the park.

Their two children ...................... and ...................... saw Crow drop the cheese and Fox make a quick getaway after snapping it up.

Outcome: Children identify and use common and proper nouns.

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10. ____________________

7. _____________________

4. _____________________

1. _____________________

8. _____________________

5. _____________________

2. _____________________

1. Name ten things you see in the picture 2. Colour the picture

Activity 2

er

Te ach The Fox and the Crow • AESOP’S FABLES •

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 9. _____________________

6. _____________________

3. _____________________

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Outcome: Children demonstrate an understanding of nouns and their use.

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• AESOP’S FABLES •

The Dog and the Ass a well-to-do man owned a little dog and an ass. He loved Dog very much, fed him well and kept him in the house.

He played with Dog, allowed him to sit in his lap and also bought him nice treats whenever he went out. The servants loved Dog and he appeared to be thoroughly spoilt.

Once Upon a time,

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Ass was treated well too. He had a comfortable stable and plenty of oats and hay for his meals. The one difference was that Ass was put to work all day every day. He had to pull heavy loads and even turn the grinding stones at the mill. He would return to his stable exhausted and this did not please him at all. He envied Dog’s happy, carefree life.

Dog just yapped merrily, wagged his tail and left.

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“What makes you so special, Dog?” he asked him, the day Dog came to the stable. “Why do I have to work for my keep and you don’t?”

“I’m going to try one of my bright ideas and see whether it works,” Ass called after Dog. The next day, instead of going to the mill, Ass came to his master’s house. He romped around and, being clumsy, he knocked off tables, jumped onto the couch and behaved just like a little dog. When the master returned that evening, he was shocked to see so much confusion in his home. As he sat down to rest, Ass jumped into his lap and nearly knocked him over. The servants thought Ass had gone mad and fearing he might hurt their master, beat him hard and drove him out of the house.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Ass returned to the stable, his body bruised and his pride hurt. He lay down in a corner and mumbled over and over again, “Why did I make a fool of myself trying to behave like a little dog?” Later, he swore he would try to be content and never, never again imitate someone else.

Moral: Be yourself and don’t pretend to be someone else.

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• AESOP’S FABLES •

The Dog and the Ass Activity 1 Pronouns are used in place of nouns so that words aren’t repeated.

Example:

Part 1

Dog sat in his master’s lap. Dog was spoilt.

Dog sat in his master’s lap. He was spoilt.

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Make up sentences of your own using the following pronouns: •you •he •we •it

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a. __________________________________________________________________ b. __________________________________________________________________ c. __________________________________________________________________ d. __________________________________________________________________ Fill in the blanks with the following pronouns: •me •him •her •us •them

© ReadyEdPubl i cat i ons a. Mum gave ...................... a lovely present. d. The children met ...................... at the •f orr evi ew pur posesonl y• shopping centre. b. Give ...................... back the box of pencils.

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c. ...................... dress is in the cupboard.

e. Mrs Stevens saw ...................... in the park.

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Part 2

Draw a picture of Ass sitting in the master’s lap.

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Outcome: Children demonstrate an understanding of pronouns in everyday language.

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• AESOP’S FABLES •

The Dog and the Ass Activity 2 Remember, that pronouns can be used to avoiding repeating words or phrases.

Part 1

Rewrite the sentences below using pronouns where necessary to avoid repetition:

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a. The rich man had a dog and an ass. The rich man did not treat the dog and the ass alike. ___________________________________________________________________

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___________________________________________________________________

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b. The man loved Dog. The man played with Dog and bought Dog nice treats.

___________________________________________________________________ ___________________________________________________________________

c. Ass worked hard all day. Ass had to pull heavy loads.

___________________________________________________________________ ___________________________________________________________________

© ReadyEdPubl i cat i ons ___________________________________________________________________ •f orr evi ew pur posesonl y• ___________________________________________________________________

d. Ass was jealous of Dog. Ass wished to be treated like Dog.

e. Ass had a bright idea. Ass hoped the idea would work.

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___________________________________________________________________ f. Ass romped around like Dog. Ass behaved in the same way as Dog.

. te o c g. Ass jumped on the master’s lap. Ass nearly knocked the master . over. che e r ___________________________________________________________________ o t r s s r u e p ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

h. The servants thought Ass was mad. The servants beat Ass and drove Ass out. ___________________________________________________________________ ___________________________________________________________________ Part 2

Read the story “The Dog and the Ass”. With the help of your teacher make a list of all the pronouns you come across.

Outcome: Children explore the use of pronouns in written text.

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What?

When?

Where?

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Who?

Why?

You have been asked to tell the story of how Ass tried to be special like Dog in “The Dog and the Ass” for your next news session.Write what you intend to say in the following news plan: Illustrate each step of your news plan.

Activity 3

The Dog and the Te aAss

• AESOP’S FABLES •

r o e t s Bo r e p ok u S

Outcome: Children demonstrate an understanding of logical sequencing in written text.

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• AESOP’S FABLES •

The Wolf and the Crane rushed around like a mad creature, howling and howling. He had just enjoyed a wonderful meal but unfortunately swallowed a sharp bone. It was now stuck in his throat. It hurt so much that all he could do was howl in pain.

Wolf

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“Please someone, help me,” he cried. “I have a horrible bone stuck in my throat. I hereby promise to give a huge reward to anyone who will pull it out.”

Wolf’s cries were heard by all the creatures around. His promise of a huge reward soon spread like wildfire. But no animal or bird felt brave enough to go near Wolf, let alone pull out a bone from his throat.

Eventually, Wolf’s awful howl reached the ears of Crane. He was a large bird with a long beak and knew he was just the one for the job. He thought of the reward and how rich he would be, richer than all the other creatures around. Taking off from his marshland home, Crane arrived at the right spot, drawn by Wolf’s howls.

© ReadyEdPubl i cat i ons “I’m Crane,” he introduced himself to Wolf. “I’m here to remove ther bone from claim the reward. ” l •f or ev i eyour wthroat puand r p os es on y• “Welcome, welcome,” Wolf howled. “Please attend to me at once.”

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Wolf opened his mouth wide. Crane poked his head inside Wolf’s mouth and with his long pointed beak, quickly pulled out the bone.

“Now may I have my reward, Wolf?” Crane asked politely. “I have removed the bone from your throat and you are now completely well.”

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o c . che e r o t r s supe r Wolf threw back his head and laughed

“Reward!” Wolf yapped rudely. “How dare you ask for a reward, Crane! Isn’t it reward enough that I didn’t chop your head off with my sharp teeth when you placed it inside my mouth? You’re very fortunate that I allowed you to live.”

aloud. Disappointed, poor Crane flew back to his marshland home, saying to himself, “I must remember never to help an enemy.”

Moral: Don’t expect thanks from an enemy and you won’t be disappointed.

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• AESOP’S FABLES •

The Wolf and the Crane Activity 1 Words that show something being done are called doing words or verbs.

Part 1

Here are ten words that make you do something: sit smile sing walk run talk wave lift pick eat

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Can you think of another ten you do each day? ____________

Part 2

___________

____________

___________

____________

___________

____________

___________

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____________

____________

Find a verb to show what sounds these animals make:

dogs _________________

cats __________________

donkeys ______________

monkeys ______________

elephants _____________

lions _________________

cows _________________ pigs _________________ © Read yEdPubl i cat i ons Match the following with the way they •f o rr ev i ewanimals pur po s es omove: nl y•

horses ________________

strut

ducks

crawl

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birds

peacocks

worms . t e insects

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Part 3

trot

o fly c . c e r snakes h er o t s climb super kangaroos monkeys horses cats

creep

waddle

glide wriggle hop

Outcome: Children demonstrate an understanding of the use of verbs.

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• AESOP’S FABLES •

The Wolf and the Crane Activity 2 Remember that verbs are words that show something being done.

Part 1

You will find many verbs in the story “The Wolf and the Crane”.

Write the verbs in the sentences below.

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a. Wolf rushed around like a mad creature. __________________________________

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b. He howled in pain. ___________________________________________________ c. He called out for help. ________________________________________________

d. He promised a reward to whoever pulled it out.____________________________

e. No animal or bird felt brave enough to go near the wolf._____________________ Part 2

Use the given verbs to fill in the blanks.

opened removed poked reached © Re ady Edflew Pu bl i cat i ons a. • Wolf’s howl ............................................ ears Crane. f o rr evi ew puthe r p oofs esonl y•

c. Wolf ............................................ his mouth wide.

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b. Crane ............................................ from his marshland home.

d. Crane ............................................ his head inside Wolf’s throat.

. te o c Find all the verbs in the following passage. Write them below. . che e r o t r s poor crane flew back to su er pDisappointed, Wolf threw back his head and laughed aloud. e. At last he ............................................ the bone from Wolf’s throat.

Part 3

his marshland home, saying to himself, “I must remember never to help an enemy.”

Outcome: Children explore the use of verbs in language.

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• AESOP’S FABLES •

The Wolf and the Crane Activity 3 Do the Story Map after reading the fable “The Wolf and the Crane”.

Draw pictures in sequence to retell the story. Write a sentence about each picture.

Teac he r

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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4

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3

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1

o c . che e r o t r s super 6

Outcome: Children demonstrate an understanding of written text through illustrations.

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• AESOP’S FABLES •

Belling the Cat Once long ago,

“I’ve just thought of a very good plan, at least I think it’s good!”

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“Whatever are we going to do?” asked one mouse who hadn’t eaten for two whole days. “We’re bound to starve and die anyway.”

“Come on, out with it,” came a chorus of voices.

“Why don’t we place a bell around Cat’s neck,” the young mouse spoke proudly. “Every time she moves, the bell will tinkle and we’ll know she’s out and about. It will be a warning for us to get out of her way.”

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the mice in a farmer’s barn huddled together in their holes, too afraid to venture out. Cat, their worst enemy, was constantly on the prowl, waiting her chance to pounce.

Being big, she usually killed with a single blow of her strong paw. Not a single mouse wished to become her next meal.

Everyone thought this was an excellent idea and cheered the bright young mouse. It was the best they had heard so far. Suddenly, an old mouse crouching in one corner of the hole, who had listened quietly so far, raised his voice and said,

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• “Agreed! We meet late tonight when cat is asleep,” said a third voice.

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The meeting was attended by a large number of mice, young and old, big and small, fat and thin. Many plans were discussed and many ideas exchanged but not one was thought to be good enough. They were about ready to give up when one young mouse spoke up.

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“Wait a moment, my friends. I agree, it is a wonderful plan but can someone tell me who is going to place the bell around Cat’s neck?”

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“I suggest we get together and have a meeting,” said another. “Maybe we can plan how best to get rid of our enemy.”

There was a pin-drop silence in the hole.

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Moral: Some plans are very difficult to carry out.

• AESOP’S FABLES •

Belling the Cat Activity 1 You can use “picture words” to make nouns and verbs more interesting. Picture words that describe nouns are called adjectives; picture words that describe verbs are called adverbs.

Part 1

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Write a picture word (adjective) for each of the following: .........................................ocean

......................................... friend

........................................ flower

Part 2

Write a picture word (adverb) for each of the following:

listens ........................................

talks............................................

walks .........................................

sings ..........................................

Part 3

............................................park

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.......................................garden

watches.....................................

the story “Belling the Cat” and find picture words ©Read R eadthe yEdP ub l i c at i ons that describe following nouns and verbs: Adjective Noun Verb Adverb •f orr evi ew pur po sesonl y • huddled

...........................................

............................................

paw

venture

...........................................

enemy

listened

...........................................

mouse

spoke

...........................................

............................................

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............................................

o c .

Draw c pictures to describe a noun and e hther r a verb from e list above: o t s Verb super Noun

............................................

Part 4

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idea

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............................................

plan

meet

...........................................

Outcome: Children explore the use of adjectives and adverbs.

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• AESOP’S FABLES •

Belling the Cat Activity 2 Remember, adjectives and adverbs can be used to make nouns and verbs more interesting.

Part 1

Write the two adjectives in each of the following sentences:

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a. Cat was big and strong. _______________________________________________ b. The frightened mice hid in the old barn. __________________________________

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c. Not a single mouse wished to become the next meal. _______________________

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d. The meeting was attended by fat and thin mice. ___________________________

e. Everyone cheered the bright young mouse. _______________________________ Part 2

Write the one adverb in each of the sentences below:

a. The bell must be placed around Cat’s neck. _______________________________

© ReadyEdPubl i cat i ons d. Cat usually killed with a single blow. _____________________________________ •f orr evi ew pur posesonl y• e. The mice got together for a meeting. ____________________________________

b. An old mouse suddenly raised his voice. __________________________________ c. The mice knew Cat prowled constantly. __________________________________

Part 3

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Fill in the blanks with the given picture words.

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instantly out patiently sneakily hungrily strong clever tiny young narrow

Cat crept ...................... up to the ...................... hole. She waited ...................... for a ......................

. te o c creature ...................... . ...................... she licked her lips, little knowing. the ...................... mice che e r o t r decided to remain hidden. s super mouse to pop ...................... . She would raise her ...................... paw and kill the ......................

Part 4

Use your dictionary to find out whether the picture words underlined are adjectives or adverbs.

a. difficult plan

............................................

d. whole days

......................................

b. get together

............................................

e. place around ......................................

c. die anyway

............................................

f. single mouse ......................................

Outcome: Children explore the use of adjectives and adverbs in written text.

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• AESOP’S FABLES •

Belling the Cat Activity 3 Part 1

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Circle what you think Cat was dreaming about.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Part 2

Write a short story on “Cat’s Dream”.

“CAT’S DREAM”

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______________________________________________________________________ ______________________________________________________________________

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o c . che ______________________________________________________________________ e r o t r s super ______________________________________________________________________ ______________________________________________________________________

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Outcome: Children use short story format to interpret meaning from written text.

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• AESOP’S FABLES •

The Two Boys and the Frogs “Let’s go down to the pond, Jim,” invited his friend, Bill.

“I believe there are heaps of frogs in the pond.”

“Yes, let’s go!” shouted Bill excitedly. “It will be fun to pelt them with stones and see them jumping and leaping out of the way.”

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Off the two boys ran to the pond nearby, their pockets full of pebbles.

Sure enough, the pond was full of frogs of all sizes. The younger ones seemed to be having a great time croaking and leaping in and out of the water. Some of the older frogs were seated on the large lily leaves with their sticky tongues flipping out to trap careless flies.

Bill and Jim watched them for a while. Then they pulled out their largest stones and began to pelt the poor helpless frogs. Each time one of them struck a frog, it fell into the water never to rise again. Each time, they cheered and clapped their hands.

“Take aim at that one or aim for the one nearest to you,” they would yell to one another and laugh.

In a short time, many frogs lay dead beneath the water. One old bullfrog who couldn’t bear to see this useless killing go on, puffed himself to a good size and croaked loudly, “Stop that, you cruel boys! Stop that, this minute! What you think is fun is not fun to us but death!”

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Ashamed, the boys ran away.

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Moral: Treat others as you would like them to treat you.

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• AESOP’S FABLES •

The Two Boys and the Frogs Activity 1 After reading the story, answer these questions.

1. What did the boys collect before they visited the pond? .....................................................

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2. Why do you think the boys may not have told their mothers the reason why they wished to visit the pond? .................................................................................................................

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3. If they had, what do you think their mothers would have said? ........................................ ....................................................................................................................................................................

4. What do you think of Bill’s suggestion and of their actions later on? .............................. ....................................................................................................................................................................

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ....................................................................................................................................................................

5. If you were Jim, would you have followed Bill’s suggestion? Why or why not?

....................................................................................................................................................................

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6. Would the boys have enjoyed stones being thrown at them? Why or why not? ....................................................................................................................................................................

.

7. If you weret one of the frogs, what would you say to the boys? e o c Write your words in the balloon. . che e r o t r s super

....................................................................................................................................................................

Outcome: Children demonstrate an understanding of written text.

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• AESOP’S FABLES •

The Two Boys and the Frogs Activity 2 An exclamation mark (!) is used to show strong feelings such as happiness, pain, sadness or anger.

Part 1

Make up four short sentences of your own to show strong feelings of joy, pain, sorrow and anger. Remember to begin each sentence with a capital letter and end with an exclamation mark.

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a. ___________________________________________________________________

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b. ___________________________________________________________________ c. ___________________________________________________________________ d. ___________________________________________________________________ Part 2

Read the story “The Two Boys and the Frogs” and copy three of the sentences that end with exclamation marks.

© ReadyEdPubl i cat i ons ___________________________________________________________________ •f orr evi ew pur posesonl y•

a. ___________________________________________________________________ b.

c. ___________________________________________________________________

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Imagine you are one of the boys throwing stones: Make up four exciting sentences. Example: That shot was a beauty!

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Part 3

a. ___________________________________________________________________

o c . c. ___________________________________________________________________ che e r o t r s super d. ___________________________________________________________________ b. ___________________________________________________________________

Outcome: Children explore the use of exclamation marks in language.

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• AESOP’S FABLES •

The Fox and the Stork “Stork, I would like you to come over to my home for dinner tonight,” invited Fox politely.

“Thank you, Fox, that will be very nice,” returned Stork, equally politely.

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Little did Stork know that Fox planned to play a mean trick on her.

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Fox cooked a delicious soup but served it in a large shallow dish. Stork arrived and was told to enjoy her meal. She noticed Fox lapping up his meal with great delight. Unfortunately, she was unable to get even a few drops of the soup with her long beak. Just as she was about to leave, Fox remarked,

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“Stork, you hardly touched your soup. I’m sorry if you didn’t find it tasty.”

“Thank you anyway, for your kindness, Fox. I would like you to come over to my home for dinner tomorrow,” Stork replied.

The next evening, Fox turned up at Stork’s home. He expected a magnificent meal and had been looking forward to it all day. Imagine his surprise when he noticed the meal had been served in a large pitcher with a long narrow neck. Stork had no trouble putting her long beak into the pitcher and enjoying her meal. Fox could only lick the drops that ran down the outside of the pitcher which weren’t very much.

© ReadyEdPubl i cat i ons As he left Stork’s home after thanking her for her kindness, hen said to himself, • f o r r e v i e w p u r p o s e s o l y • “I deserved to be treated badly. Stork had every right to give me back some of my own bad medicine.” For once in his life, he was being fair.

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Moral: Treat others in the same way as you would like them to treat you.

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• AESOP’S FABLES •

The Fox and the Stork Activity 1 Apostrophes of Contraction: When two words are contracted or shortened to form one word, an apostrophe ( ’ ) is used to show that a letter has been left out.

For example: I am=I’m I will=I’ll you are=you’re

r o e t s Bo r e p ok u S Two words Contraction Letter left out

Copy the following examples in the columns below and write down which letter has been left out: I am - I’m; you are - you’re; they are - they’re; is not - isn’t; do not don’t; did not - didn’t; could - couldn’t; should not - shouldn’t.

E.g.

I

am

I’m

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Part 1

a

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Part 2

Complete the chart below.

. te Contraction Letter/s left out o c can not . che e r o will not t r s super

Two words

shall I you he

need

not

would would had not Outcome: Children explore the use of apostrophes in written language.

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Sometimes the apostrophe of contraction takes the place of more than one letter.

• AESOP’S FABLES •

The Fox and the Stork Activity 2 Part 1

a.

Read “The Fox and the Stork” .

Write down any contractions you can make in the first two sentences of the story.

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__________________________________________________________________ b. What words do they stand for?_________________________________________ Write down any contractions you come across in the rest of the story:

Part 2

a.

Contractions

Words

Rewrite the following sentences using contractions for the words in italics.

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c.

© ReadyEdPubl i cat i ons __________________________________________________________________ •f orr evi ew pur posesonl y• __________________________________________________________________

“Who would like to remain friends with Fox?” asked Stork.

b. “I definitely would not!” squeaked Mouse

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__________________________________________________________________ __________________________________________________________________

c.

. te o __________________________________________________________________ c . c e he r “We are all glad you paid him back!” meowed Cat. o t r s super __________________________________________________________________ “He should not have played such a mean trick on you,” hooted Owl.

__________________________________________________________________

d.

__________________________________________________________________ e.

“Treat others in the same way as you would like them to treat you,” came a chorus of voices. __________________________________________________________________ __________________________________________________________________ Outcome: Children show understanding of using apostrophes to indicate contractions.

Page 41

• AESOP’S FABLES •

The Boy who Cried Wolf The daily work of a shepherd boy was to take his father’s small flock to graze on a hillside not too far away from the town. The boy didn’t enjoy this very much as he often became bored just sitting around watching the sheep. He wished to have some fun. He thought if he called out “Wolf! Wolf!” at the top of his voice and made people from the town come to his aid, he could have a good laugh.

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The next morning, when he was up on the hillside, he cried out,

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“Wolf, Wolf! Help! Help! A ferocious wolf is attacking the sheep!” The trick worked. In no time, many people from the town came running up the hillside to save the sheep. To their surprise, there were no signs of a wolf and the sheep were grazing peacefully. No sooner had they left to return to the town, the boy sat on a rock and laughed till the tears rolled down his cheeks.

For the next two mornings, the boy played the same trick on the townspeople.

Each time he called, “Wolf!” they came rushing to help, really believing a wolf was attacking the sheep and also fearing for the boy’s life. Each time, the boy enjoyed the confusion and laughed with delight. The third day when no wolf was seen, the people realized they were being tricked and decided not to take any further notice of the boy’s cries for help.

© ReadyEdPubl i cat i ons A few days later, a huge grey wolf did sneak up the hillside. It began to attack o rr e v i ew boy pu r p ocalled ses o l y • and• kill f the sheep.

The shepherd called and with alln his might.

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“Wolf! Wolf! Please help! A wolf is really attacking and killing the sheep! Please come and help me!”

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Thinking the boy was up to his old tricks again, they turned a deaf ear and refused to go to his aid. Later, they found every sheep of that small flock had been mauled and killed by a wolf. The shepherd boy had learnt his lesson and vowed never to tell another lie. It wasn’t such fun after all.

.

Moral: Not one the truth. ebelieves a known liar even when he’s tellingco . che e r o t r s super

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• AESOP’S FABLES •

The Boy who Cried Wolf Activity 1 Apostrophe of Possession: When somebody owns something, this also can be shown by an apostrophe ( ’ ) called the apostrophe of possession or ownership.

For example, John owns a hat. We can say John’s hat and because an S is sounded, we add an S. Other examples: Susan’s bag shows the bag belongs to Susan.

Mother’s dress shows the dress is owned by Mother. The boy’s book shows the boy owns the book.

Part 1

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Now try to write these using an apostrophe:

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a. The song of the nightingale ____________________________________________

b. The purr of the cat ___________________________________________________ c. The wheel of the cart _________________________________________________ d. The book of the student _______________________________________________

e. The gun of the hunter ________________________________________________

© ReadyEdPubl i cat i ons the story “The Boy who Cried Wolf” and write •f orRead r e v i ew pur posesonl y• three words you find that show ownership.

f. The cry of the baby ___________________________________________________

a. ____________________

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Part 3

b. ____________________

c. ____________________

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Part 2

Change these to show possession or ownership.

Don’t forget to put in the apostrophe and the ‘s’:

______________________________________ . t ethe town o b. The people of ______________________________________ c . e c. The trick of the boyc ______________________________________ her r o t s su d. The grey fur of the wolf ______________________________________ per a. The daily work of the boy

e. The anger of the townspeople

______________________________________

f. The laughter of the boy

______________________________________

g. The surprise of the people

______________________________________

h. The lies of the shepherd boy

______________________________________

i. The sharp teeth of the wolf

______________________________________

Outcome: Children explore the use of apostrophes to show possession.

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• AESOP’S FABLES •

The Boy who Cried Wolf Activity 2 Part 1

Use “The Boy who Cried Wolf” story to help you answer these.

Rewrite the nouns putting in the missing apostrophes:

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______________________

b. The peoples confusion made the boy laugh.

______________________

c. The shepherd boys lies made the people angry.

______________________

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a. The wolfs sneaky movements were not noticed.

______________________

e. The fathers anger made the boy really cry.

______________________

Part 2

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d. The sheeps mauled bodies lay everywhere.

This revised version of the story should contain apostrophes.

Write the words and the missing apostrophes below.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

The boys call rang out through the town. The villagers came running to help as the boys trick worked. But when they arrived all they could hear was the sheeps bleating and the boys laughter. Angrily they marched back to the town to a meeting in the mayors office.

.....................................................

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....................................................

.....................................................

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.....................................................

......................................................

Look around the school environment and write down ten . t you: eexamples of ownership. One has been done forco . c e her b. _______________________________ a. the school’s environment r o t s super Part 3

c. _______________________________

d. _______________________________

e. _______________________________

f. ________________________________

g. _______________________________

h. _______________________________

i. _______________________________

j. ________________________________

Outcome: Children use apostrophes in written language.

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• AESOP’S FABLES •

The Goose that Laid the Golden Egg Once Upon a time,

there lived a man a his wife. At first they were very poor but to their good fortune they found a goose. This was a special goose because it laid golden eggs.

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Each day the man and his wife would collect one golden egg.

They would hold it, feel the smooth golden skin and say,

“Aren’t we lucky to have this glorious egg?. We are now rich!”

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There came a day when the man became dissatisfied and said to his wife, “Wife, we are rich but not rich enough! We have to wait for a whole day before we get just one golden egg.”

“What do you suggest we do?” his wife asked eagerly.

“Well, I have an idea but I’m not sure if it will work.” he continued thoughtfully. “If our goose lays golden eggs everyday, then its insides must be made of gold. If we cut her open, we should have all the gold at one time and become very, very rich.”

© ReadyEdPubl i cat i ons The who just as greedy, •wife f o rwas r e vi e w pur posesonl y•

“That sounds a splendid idea. We’ll kill the goose at once and open her up.”

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The wife brought a sharp knife and handed it to the old man. He chopped off the poor birds head and opened her up. They were shocked when they say the inside of the bird was just like any other goose. Gone was the golden egg they collected each day! Gone was their dream of great riches.

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answered quickly,

o c . che e r o t r s per The man stamped his feets inu

anger and wrung his hands.

The wife wept and wept for her lost riches. The goose lay dead and nothing further could be done.

Moral: Greed can make you lose all the good things you already had.

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• AESOP’S FABLES •

The Goose that Laid the Golden Egg Activity 1 Read the “Goose that Laid the Golden Egg” to help you answer the questions.

Identifying adjectives.

Find words in the story that describe each of the nouns below.

Part 1

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b. ............................................................... goose

c. ................................................................... idea

d. ..................................................................knife

e. ................................................................riches

f. .................................................................... day

g. .............................................................fortune Part 2

h. ....................................................................egg

Answer the following questions.

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a. ....................................................................skin

a. Why was the goose special? ............................................................................................................ b. What did the man and his wife collect each day? ...................................................................

c. Who was first dissatisfied?................................................................................................................

© ReadyEdPubl i cat i ons What did couple lose? ................................................................................................................

•thef o rr ev i ew pur posesonl y•

d. What did the man think the bird’s inside was made of? ....................................................... e.

Find words in the story to fill in the blanks.

Part 3

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a. The man and his wife were very................................................................................................... . b. They were ............................................................................................... to find a special goose.

. te o c e. Greed can make you lose ............................................................................................................... . . c e he r Put the parts ofr the story in correct t order by writing a. o s s r u e p beginning, b. middle, c. end. c. They loved to ........................................... and ................................................ the glorious egg.

d. After some time the both became .............................................................................................. .

Part 4

a. The man and his wife were dissatisfied with just one golden egg each day. To get all the gold at one time, they decided to kill the goose. ....................................................... b. They chopped off the bird’s head and opened it up, only to find no gold. They were upset and angry at losing their riches............................................................................... c. One fine day, a man and his wife found a special goose. Each day it lay a golden egg for them which made them quite rich. ...............................................................................

Outcome: Children identify grammatical patterns in written text.

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• AESOP’S FABLES •

The Goose that Laid the Golden Egg Activity 2 Read the “Goose that Laid the Golden Egg” carefully. Use the table to rewrite the following events in the correct sequence.

Part 1

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The man had an idea.

•

The result made the man’s wife weep.

•

The man and his wife carried out the man’s idea.

Event 1

•

The man and his wife found a special goose.

•

The man and his wife became dissatisfied.

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Teac he r

•

Event 2 Event 3 Event 4 Event 5

© Rea dyE dfavourite Pubpart l i c t i ons Describe your ofa the story.

•f orr evi ew pur posesonl y•

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Part 2

o c . che e r o t r s super Illustrate your favourite part of the story.

Outcome: Children identify main events in a story.

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• AESOP’S FABLES •

The Wolf and the Lamb Lamb had wandered off on his own and before long he was completely lost.

He couldn’t find his mother or the rest of the flock as he had strayed too far.

Just as he was wondering what he should do, Lamb heard a harsh howl very close to him. His legs began to tremble and shake as he realized it was Wolf.

Even if he tried, he knew it was far too late to get away from big Wolf.

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Wolf was very hungry and wished to devour Lamb right away. He looked at the young innocent animal and thought it would be a good idea to find an excuse to eat him, then he couldn’t be accused of being unfair. He decided to charge Lamb of doing many wrong things to upset him and that would give him the excuse he needed.

He looked Lamb up and down and stated gruffly, “I remember very clearly that last year, a young lamb called me all sorts of bad names. You must have been the one.”

Lamb’s little heart beat rapidly as he replied softly, shaking his head, “I couldn’t have been me, Wolf Sir, as I wasn’t born last year.”

Wolf thought for a while and then continued, “Well, you’ve done me a great wrong by coming into my territory to eat my lovely green grass!”

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

“That can’t be possible, kind Sir,” bleated Lamb. “I’m still too young to eat grass and don’t even know what it tastes like.”

Wolf was fast losing his temper hearing Lamb’s truthful answers.

He thought he would try once more to confuse Lamb.

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“I’m sure you have wronged me in some way or other. Now that I think of it, you polluted my drinking water when you drank from my stream,” he growled.

“Sir Wolf, I couldn’t have dirtied your stream as I don’t drink water. I only live on my mother’s milk,” returned Lamb, trying to sound a little braver than before.

. te o c “This is getting me nowhere and I can’t wait any longer for. my meal,” c e he said to himself.

No sooner had the thought entered his head, h r e o t r he sprang on Lamb and made excellent smeal of him. su r pane Wolf stared at Lamb, his tummy rumbling and his patience gone.

Moral: A cruel nature needs no excuses.

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• AESOP’S FABLES •

The Wolf and the Lamb Activity 1 Part 1

Match the Wolf’s excuses with Lamb’s answers. Use the story to help.

r o e t s Bo r e p ok u S

b. You’re doing wrong by eating my lovely green grass.

I don’t drink water but live on my mother’s milk.

c. You polluted my drinking water when you drank from my stream.

I wasn’t born last year.

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I’m too young to eat grass.

Part 2

Part 3

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a. You called me names last year.

Did Lamb’s excuses make any difference? Explain.

© ReadyEdPubl i cat i ons Oral and Written Editing.

In the sentence below, putl in capitals •f o r r e v i e w p u r p o s e s o n y • and question marks where you see circles. Add full stops and quotation marks where you see boxes.

c.

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b.

d. e.

Part 4

he heard Wolf’s howl close to him

why did you call me names last year

he asked

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a. Lamb was completely lost

he asked next . te o why did you dirty my drinking water was his third c question . c e hr r wolf lost his patience e he sprang on lambt and made a meal of him o s super why did you eat my lovely green grass

Explain the moral of the story in your own words.

Outcome: Children demonstrate an understanding of punctuation.

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• AESOP’S FABLES •

The Wolf and the Lamb Activity 2 Summary writing. Read the story and fill in the table set out below.

Part 1

r o e t s Bo r e p ok u S

Who does the story belong to?

What message does it have?

Other characters referred to

Main characters

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Teac he r

Summary

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Quotation marks are used in written text to show the spoken words or speech.

This is why quotation marks are sometimes called speech marks.

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o c . che e r o t r sWolf to himself. sup a. I smell a delicious meal in the bushes close by, said r e Part 2

Put quotation marks in the sentences below to show which words are spoken.

b. I smell danger very close to me, whimpered Lamb. c. You can’t run away from me now, howled Wolf harshly. d. Mother, mother, please help me! bleated Lamb, very frightened. e. Your mother is too far away to help you, laughed Wolf. You belong to me now.

Outcome: Children explore the features of written language.

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Answers The Wolf and the Ass

The Hen and the Fox

Activity 1 Page 7

Activity 1 Page 12

Part 1: Answers will vary

Part 1: Answers will vary

Part 2: Ass pretended to be lame.

He began to hobble about and limp.

He dragged one hind leg as if in great pain.

Activity 2 Page 8

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Part 2: a. Ass was feeding in a meadow. b. Wolf was waiting for a chance to make a meal of Ass. c. Ass asked Wolf to get out a large thorn sticking in his foot. d. Ass’ kick landed right in the middle of Wolf’s forehead. e. Wolf was ashamed to be tricked by an ass.

Part 3: a. Hen was seated on the highest branch of a tree. b. Fox was looking for a juicy meal. c. Yes, Fox made up the new law. d. Hen pretended to see a pack of wild dogs heading their way. e. Fox slunk away because he was afraid of the pack of wild dogs.

Activity 2 Page 13

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Part 1: Ass was feeding peacefully.

Wolf moved about very slyly.

This sharp thorn is stuck in my foot.

His clever plan saved him from death.

Silly Wolf flipped over backwards.

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Part 2: • Whatever are you doing so high up?

• Haven’t you heard of the new law that has been passed?

• Whatever are you staring at, Hen?

Part 1: a. Had Fox been looking for a meal? b. Is there no danger around here? c. Haven’t you heard of the new law? d. Did Hen know all foxes are cunning? e. Had Hen planning to come down to hear the new law?

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Activity 3 Page 8

Part 3: a. Answers will vary b. Yes/Affirmative

Activity 1 Page 15

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Part 1: • Ass lifted his hind foot.

• Wolf bent down to pull out the supposed thorn.

• He gave him one very hard kick right in the middle of his forehead.

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Activity 4 Page 9 Teacher to check

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Part 2: • Wolf wished to make a meal of him.

• It will be better to get the thorn out.

• Wolf was dazed form the awful pain.

Part 2: a. It was fine day. b. Fox needed a meal right away because he was hungry. c. According to Fox, the new law stated that no animals could hurt birds or other animals and no birds could hurt animals. d. Hen pretended to see a pack of wild dogs heading their way. e. Fox said he thought the wild dogs may not have heard of the new law.

o c . che e r o t r s super The Bullfrog and the Ox Part 1: a. Where b. When c. When d. Where

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Proper Nouns: Crow, Fox, Queen

Part 2: a. Where b. Where c. Where d. When e. Where

Part 2 Answers will vary

Part 3: a. In the early morning / beside the huge pond b. After midday / under a shady tree c. Before long / by his side d. During the walk / near the frog pond e. By late evening / to the green meadow

Activity 2 Page 23 Teacher to check

r o e t s Bo r e p ok u S The Dog and the Ass Activity 1 Page 25 Part 1 Answers will vary

Part 1 a. In and out of the water leaped the frogs. b. Down the dusty road strutted the proud Ox. c. In the bright sunlight Bullfrog thought he looked grand. d. Throughout the night laughed the heartless Ox.

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Teac he r

Activity 2 Page 16

Part 3 Saturday Edam Sandy Queen’s Park Reynard red gum Jones Ford Pam Peter

Part 2 Teacher to check if pronouns have been used appropriately.

Activity 2 Page 26

Part 1 Teacher to check if pronouns have been used appropriately.

© ReadyEdP ubl ca i ons Activity 3i Page 27t News Plan – Teacher to check Activity 3 Page 17 •f orr evi ew pur posesonl y• Teacher to check Part 2 & 3 Teacher to check

The Wolf and the Crane

Activity 1 Page 19

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Parts 1, 2 & 3: Teacher to check as answers will vary.

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Activity 2 Page 20

Part 1: Answers will vary

Part 2 Dogs bark; cats meow/purr; donkeys bray; monkeys chatter; elephants trumpet; lions roar; horses neigh; cows low/moo; pigs grunt.

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Part 2 Morning patterns challenge weary silly way direction strength quarrel stronger blasted defeat Part 3 Teacher to check

The Fox and the Crow Activity 1 Page 22 Part 1 Common Nouns: tree, beak, tail, voice, cheese, feathers Page 52

Activity 1 Page 28 Part 1: Answers will vary

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The Wind and the Sun

Part 3 Birds fly; ducks waddle; peacocks strut; worms wriggle; insects crawl; snakes glide; kangaroos hop; monkeys climb; cats creep Activity 2 Page 30

Part 1 a. Rushed b. Howled c. Called d. Promised/ pulled e. Felt/ go Part 1 a. Reached

b. c. d. e.

flew opened poked removed

Activity 3 Page 35 Part 1 & 2: Answers will vary

The Two Boys and the Frogs

Part 3 threw laughed disappointed flew saying remember help Activity 3 Page 31 Story map – Teacher to check

Activity 1 Page 37 Teacher to check – answers will vary Activity 2 Page 38 Part 1: Teacher to check

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Part 3

Part 3: Teacher to check

Activity 1 Page 33

Teac he r

Part 1: Answers will vary

Adjective

Noun

Verb

Adverb

Excellent

idea

huddled

together

Strong

paw

venture

out

Worst

enemy

listened

quietly

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Part 2: Answers will vary

Part 2 • “Yes, let’s go!” shouted Bill excitedly.

• He croaked loudly, “Stop that, you cruel boys! Stop that, this minute!”

• “What you think is fun is not fun to us but death!” the bullfrog added.

Belling the Cat

The Fox and the Stork Activity 1 Page 40 Part 1 Two words

Contraction

Do not Did not Could not Should not

don’t didn’t couldn’t shouldn’t

Letter left out a a a o o o o o

I am I’m © e ady EdPub l i c a t i o ns plan R meet late You are you’re are they’r f o r evi ew pur pThey o s e s o n l y• Activity 2• Page 34 r Is not isn’t Young/old

mouse

spoke

up

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Part 1 a. big strong b. frightened old c. single next d. fat thin e. bright young Part 2 a. around b. suddenly c. constantly d. usually e. together

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Part 3 sneakily narrow patiently young out strong tiny instantly hungrily clever Part 4 a. adjective b. adverb c. adverb d. adjective e. adverb f. adjective

Part 2

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Wonderful

Two words

Contraction

cannot will not shall not you would he had need not

can’t won’t shan’t you’d he’d needn’t

Letters left out no ill llo woul ha o

Activity 2 Page 41 Part 1 a. I’d & that’ll b. I would & that will c. I’m I am Didn’t did not Page 53

I’d I would Weren’t were not

The Goose that Laid the Golden Egg Activity 1 Page 46

Part 2 Who’d who would; wouldn’t would not Shouldn’t should not; we’re we are You’d you would

The Boy who Cried Wolf Activity 1 Page 43

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Part 1 a. The nightingale’s song b. The cat’s purr c. The cart’s wheel d. The student’s book e. The hunter’s gun f. The baby’s cry

Part 2 a. The goose was special because it laid golden eggs. b. The man and his wife collected one golden egg each day. c. The man was the first to become dissatisfied. d. The couple lost their dream of great riches.

Part 2 Father’s small flock The boy’s life The boy’s cries

Part 3 a. The boy’s daily work b. The town’s people c. The boy’s trick d. The wolf’s grey fur e. The townspeople’s anger f. The boy’s laughter g. The people’s surprise h. The shepherd boy’s lies i. The wolf’s sharp teeth

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Part 1 a. Smooth/golden skin b. Special goose c. Splendid idea d. Sharp knife e. Great riches f. Each day g. Good fortune h. Golden egg

Part 3 a. Poor b. Fortunate/lucky c. Hold and feel d. Dissatisfied e. All the good things you already had

© ReadyEdPubl i cat i ons •f orr evi ew pu r osesonl y• Part 4p

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Part1 a. The wolf’s sneaky movements were not noticed. b. The people’s confusion made the boy laugh. c. The shepherd boy’s lies made the people angry. d. The sheep’s mauled bodies lay everywhere. e. The father’s anger made the boy really cry.

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Part 1 1. The man…goose.

2. The …dissatisfied.

3. The man…idea.

4. Together …. Idea.

5. The result…weep.

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Part 2 Boy’s call, boy’s trick, sheep’s bleeting, boy’s laughter, mayor’s office Part 3 Answers will vary.

Activity 2 Page 47

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Activity 2 Page 44

a. End b. Middle c. Beginning

Part 2 Teacher to check.

The Wolf and the Lamb Activity 1 Page 49 Part 1 a. I wasn’t born last year. b. I’m too young to eat grass. c. I don’t drink water but live on my mother’s milk.

Part 3 a. Lamb was completely lost. He heard Wolf’s howl close to him. b. “Why did you call me names last year?” he asked. c. “Why did you eat my lovely green grass?” he asked next. d. “Why did you dirty my drinking water?” was his third question. e. Wolf lost his patience. He sprang on the lamb and made a meal of him.

Activity 2 Page 50

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Part 2 a. “I smell a delicious meal in the bushes close by,” said Wolf to himself. b. “I smell danger very close to me,” whimpered Lamb. c. “You can’t run away from me now,” howled Wolf harshly. d. “Mother, mother, please help me!” bleated Lamb, very frightened. e. “Your mother is too far away to help you,” laughed Wolf. “You belong to me now.”

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Teac he r

Part 1 Summary Writing - teacher to check

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

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Teac he r

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r o e t s Bo r e p ok u S

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super