Garde 1 - Read-Aloud Supplemental Guide

Fables and Stories: Supplemental Guide 4B | The Dog in the Manger 75

Extensions 20 minutes

Story Map

• Tell students that you will create a story map for “The Dog in
  the Manger” together. [You may wish to use this activity as an
  observational Te ns opportunity.]
  Note: Tell students that you are going to write down what they say,
  but that they are not expected to be able to read what you write
  because they are still learning all the rules for decoding. Emphasize
  that you are writing what they say so that you don’t forget, and tell
  them that you will read the words to them.


• Ask students what the people or animals in a story are called. (They
  are called characters.) Ask students who the characters are in the
  “The Dog in the Manger.” (the oxen and the dog)


• Ask students what the place where a story happens is called. (The
  place where a story happens is called the setting.) Ask students what
  the setting is in this fable. (a barn)


• Ask students what the events in a story are called. (The events in a
  story are called the plot.) Ask students to tell you about the beginning,
  middle, and end of the fable.
  [You may need to prompt students with text from the first and last
  sentences of the read-aloud. This is also a good opportunity to talk
  about the conventions of beginning a fiction story, e.g., “There was
  once a dog.. .” and ending a fiction story, e.g., “At last the poor oxen
  had to give up, and went away tired and hungry.”]

Personification Chart

Animal

Things that

Animals Really Do

Things that Animals Really

Can’t Do (Personification)

Oxen Pull the plow

Eat hay

Talk in a polite manner, saying

“excuse me” and “please”

• Make a chart with three columns on chart paper, a chalkboard, or a
  whiteboard. Label the left-hand column “Animal.” Label the middle

TThe Dog in the Mangerhe Dog in the Manger

4 B