Unit 4: Lesson 4 The Cobbler’s Song

1. Unit 4: Lesson 4The Cobbler’s Song A Fable By, Jean de la Fontaine

2. Today we will be learning about: • Suffix endings –ed, -ing, -ful, and –ly • /ē/ spelled ie or ei • Predicting, asking questions, and summarizing • Author’s purpose • Recognizing and distinguishing fables Possessive pronouns

3. What do these words have in common? Line 1: dreadful thankful forceful frightful (they all end in the suffix –ful) What does –ful mean? (full of)

4. What do these words have in common? Line 2: drowsily unhappily sleepily hastily (these words have the suffix –ly. This ending shows that something is done in a certain way. Also the ending y changes to an I before adding –ly)) Line 3:relieved thief received deceit These words have the /ē/ sound spelled _ie_ and ei. Did you notice any difference when the letters follow a c?

5. What do these words have in common? Line 4:Thinking entered opened passing safekeeping (These are words from our story this week. They review the words with the suffixes –ed and -ing)

6. What do these sentences have in common? S1: “This is just dreadful!” said the rich man. S2: He quickly hid the gold. “One hundred pieces of gold! How rich I am!” (These are from the story. Can you find any words with the suffixes –ful or –ly? How about a word with the _ie_ or ei spelling?) S4: A lock box is opened for the safekeeping of something valuable. Can you find the words that contain he suffixes –ed and –ing?

7. Have you ever….. • Thought that money has anything to do with happiness? • Read stories about money and happiness?

8. Build Background • “The Cobbler’s Song” is a fable. A fable is a fictional story that teaches a lesson. • In “The Cobbler’s Song” the characters are people, but many fables have animals that talk, think, and act like humans. Can you think of any other fables? • “The Cobbler’s Song” takes place in Paris. Paris is a city in France, a European country.

9. Preview and Prepare • Let’s browse through our fable “The Cobbler’s Song” and look for clues about the story, problems you may have while reading the story, and wonderings you have about the story.

10. Student observations • Problems clues wonderings

11. Selection Vocabulary Once upon a time s poor cobbler lived in the basement of a large house in Paris. We dropped off Dad’s old boots so the cobbler could put new soles on them. Cobbler- a person who Makes or repairs shoes (page 48)

12. Selection Vocabulary But he was happy in his dark little rooms, and sang all day as he mended old shoes. Dad mended the hole in our tent because we didn’t want to get wet if it rained. Mended-repaired (page 48)

13. Selection Vocabulary • “What can I do for you?” asked the cobbler, recognizing his neighbor but wondering why so fine a man should enter his little shop. • Recognizing that the lady stepping off the bus was our neighbor, we stopped to walk home with her. • Recognizing-identifying • People we know or • Previously saw (p. 49)

14. Selection Vocabulary “Where shall I hide it for safekeeping?” Mom put the glass ornament in a box filled with tissue for safe keeping. Safekeeping- so as to be protected or safe (p. 51)

15. Selection Vocabulary First he put hid the coins under the covers at the foot of the bed, which he could see from his workbench. When we stepped into the store , the jeweler said hello to us from his workbench. Workbench- a strong table used for working (p. 51)

16. Selection Vocabulary Dinner came, but he could not eat a mouthful because he was afraid someone would steal his treasure while he was at the table! If I found buried treasure, I’d buy a new house. Treasure-items of great value (p.52)

17. Cobbler Mended Recognizing Safekeeping Workbench Treasure Identifying people we know or previously saw Repaired Items of great value So as to be protected or safe A person who makes or repairs shoes A strong table used for working. Match the words with the definition

18. Word analysis • Spelling pretest • Take out your whiteboards! • Making, biting, diving, hiking, skated, prized, shaking, skating, hiding, shining, thinking, entered, opened, passing, safekeeping

19. Grammar: possessive pronouns • Let’s look at Language Arts Handbook • Pages 248-249. • Let’s make up a sentence • And use pronouns for these:

20. Possessive pronouns • Let’s remember that we use an apostrophe to show possession. • Are these singular or plural? • Rod’s racquet/His racquet • Singular • Sheila’s computer/ Her computer • Singular • My parent’s hometown/ Their hometown • Plural • Let’s do page 108-109 in our Comprehension and Language Arts Skills book

21. Day 2:Today we will be learning about: • Suffix endings –ed, -ing, -ful, and –ly • /ē/ spelled ie or ei • Predicting, asking questions, and summarizing • Author’s purpose • Recognizing and distinguishing fables • Possessive pronouns

22. Day 2: Developing Oral Language • Find the words for each clue: Line 1:dreadful thankful forceful frightful • I’m thinking of a word that means full of joy. Line 2: drowsily unhappily sleepily hastily. • I would use this word to describe a person who is speaking in a tired way. • I would use this word to describe a person who is speaking in a grumpy way

23. Have you ever….. • Thought that money has anything to do with happiness? • Read stories about money and happiness?

24. Build Background • “The Cobbler’s Song” is a fable. A fable is a fictional story that teaches a lesson. • In “The Cobbler’s Song” the characters are people, but many fables have animals that talk, think, and act like humans. Can you think of any other fables? • “The Cobbler’s Song” takes place in Paris. Paris is a city in France, a European country.

25. Preview and Prepare • Let’s browse through our fable “The Cobbler’s Song” and look for clues about the story, problems you may have while reading the story, and wonderings you have about the story.

26. Student observations • Problems clues wonderings

27. Selection Vocabulary Cobbler- a person who Makes or repairs shoes (page 48) Mended-repaired (page 48)

28. Selection Vocabulary • Recognizing-identifying People we know or Previously saw (p. 49) • Safekeeping- so as to be protected or safe (p. 51)

29. Selection Vocabulary Workbench- a strong table used for working (p. 51) Treasure-items of great value (p.52)

30. When I read I will: • Predictwhich will make me analyze and think about information given about events and characters and how they may logically connect to the story’s ending. • Ask questionswill help me focus on what I am reading and helps me think deeper to understand more. • Summarizewhich will help me keep track of what I am reading and will help me focus on what’s important.

31. “The Cobbler’s Song” • Pages 48-53 • Fable-teaches a lesson • We will: predict, ask questions, and summarize • Vocabulary:cobbler, mended, recognizing, safekeeping, workbench, treasure

32. Discussing strategy use • What question did you ask yourself while you read? • Where did you stop to summarize? • On what basis did you confirm predictions?

33. Discussing the Selection • Why did the rich man want to give the cobbler money? • How did the cobbler change after receiving the money? • Why was the selection named “The Cobbler’s Song”?

34. Day 2: Word Analysis • Skate, skated, skating -ed and –ing changes the spelling of the word. The silent e is dropped in skated and skating. Let’s try what we know on the word hike.

35. Vocabularyinflectional ending –ed and -ing Mended (pg. 48) The cobbler mended the shoes yesterday. Yesterday is in the past. Mended means to have already been repaired. The cobbler is mending the shoes now. What does mending mean? Let’s do spelling and vocabulary skills page 86-87

36. Day 2:possessive pronouns • LA Handbook pg. 248-249 My, your, its, her, his(singular) Our, their(plural) Adryannah likes it. (She likes it.) Victor and Alejandra live next door. (They live next door) Alberto and Angel like to talk to Selena. (They like to talk to her.)

37. Today we will be learning about: • Suffix endings –ed, -ing, -ful, and –ly • /ē/ spelled ie or ei • Predicting, asking questions, and summarizing • Author’s purpose • Recognizing and distinguishing fables Possessive pronouns

38. What do these words have in common? Line 1: dreadful thankful forceful frightful (they all end in the suffix –ful) What does –ful mean? (full of)

39. What do these words have in common? Line 2: drowsily unhappily sleepily hastily (these words have the suffix –ly. This ending shows that something is done in a certain way. Also the ending y changes to an I before adding –ly)) Line 3:relieved thief received deceit These words have the /ē/ sound spelled _ie_ and ei. Did you notice any difference when the letters follow a c?

40. What do these words have in common? Line 4:Thinking entered opened passing safekeeping (These are words from our story this week. They review the words with the suffixes –ed and -ing)

41. What do these sentences have in common? S1: “This is just dreadful!” said the rich man. S2: He quickly hid the gold. “One hundred pieces of gold! How rich I am!” (These are from the story. Can you find any words with the suffixes –ful or –ly? How about a word with the _ie_ or ei spelling?) S4: a lock box is opened for the safekeeping of something valuable. Can you find the words that contain he suffixes –ed and –ing?

42. Build Background • “The Cobbler’s Song” is a fable. A fable is a fictional story that teaches a lesson. • In “The Cobbler’s Song” the characters are people, but many fables have animals that talk, think, and act like humans. Can you think of any other fables? • “The Cobbler’s Song” takes place in Paris. Paris is a city in France, a European country.

43. Student observations • Problems clues wonderings

44. Selection Vocabulary Cobbler- a person who Makes or repairs shoes (page 48) Mended-repaired (page 48)

45. Selection Vocabulary • Recognizing-identifying People we know or Previously saw (p. 49) • Safekeeping- so as to be protected or safe (p. 51)

46. Selection Vocabulary Workbench- a strong table used for working (p. 51) Treasure-items of great value (p.52)

47. When I read I will: • Look for the author’s purpose. When I do this I can sort out what’s important in a text and what’s less important. Knowing the author’s purpose will also help me know what to expect next.

48. “The Cobbler’s Song” • Pages 48-53 • Fable-teaches a lesson • We will look for the author’s purpose • Vocabulary:cobbler, mended, recognizing, safekeeping, workbench, treasure

49. Checking Comprehension • What does the cobbler learn about the value of money and about the value of his own happiness? • What do we learn about the cobbler’s wife in this story? • What do you think the cobbler means when he tells the rich man, “I can live without your money, but I cannot live without my song”?

50. Supporting the reading Every text is written with a purpose. Good readers use their knowledge of author’s purpose to help sort out what is important in a text from what is less important. Understanding an author’s purpose also helps readers know what they can expect to find next.