92 Fables and Stories: Supplemental Guide 5B | The Wolf in Sheep’s Clothing
- be the wind blowing
- b e a s le e p
End-of-Lesson Check-In
Story Map: The Wolf in Sheep’s Clothing- Tell students that you will create a story map for “The Wolf in Sheep’s
Clothing” together. - Choose four students to focus on and record their scores on the
Tens Recording Chart. For this kind of informal observation, you
should give a score of zero, five, and ten based on your evaluation of
students’ understanding and language use.
0 Emergent understanding and language use
5 Developing understanding and language use
10 Proficient understanding and language use
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 Wolf in Sheep’s Clothing.” (wolf, shepherd, dog, sheep) - Ask students what the place where a story happens is called. (The
place a story happens is called the setting.) Ask students what the
setting is in this fable. (a pasture, on the grass, 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., “Night after night .. .” and
ending a fiction story, e.g., “Can you guess who it was? It was the wolf!”]