Kings and Queens: Supplemental Guide 2 | King Midas and the Golden Touch 49
At a Glance Exercise Materials Minutes
Introducing the Read-Aloud
What Have We Learned? Two-Column Chart from Lesson 1
15
Introducing “King Midas and the
Golden Touch”
Instructional Master 2A-1;
world map
Vocabular y Preview:
Gold, Treasure
fake gold coins in a bag; fake
gold jewelry
Purpose for Listening
Presenting the Read-Aloud King Midas and the Golden To u c h realia from the story 10
Discussing the Read-Aloud
Comprehension Questions Response Card 1
10
Word Work: Fond
Complete Remainder of the Lesson Later in the Day
Extensions
Multiple Meaning Word Activity:
Spoiled Poster 2M (Spoiled)
15
Syntactic Awareness Activity:
What’s the Better Word? Gaze,
Peek, Glare
Vocabulary Instructional
Activity: Satisfied
End-of-Lesson Check-in
Image Cards 1–6;
Instructional Master 2B-1;
paper; scissors; glue or tape
Advance Preparation
For What Have We Learned?, use the Two-Column Chart from Lesson 1
to compare students’ families and royal families.
Prepare a copy of Instructional Master 2A-1 for each student. Refer to it
as Response Card 1 (King Midas and the Golden Touch). Students can
use this Response Card for discussion, review, and to answer questions.
For Vocabulary Preview, bring in examples of fake gold coins in a bag
and fake gold jewelry for students to handle and describe.
For Presenting the Read-Aloud, bring in items from the story that can
help bring this story to life, such as actual buttercups and roses or fake
gold coins in a bag, fake gold jewelry, pitcher of water.
For End-of-Lesson Check-In, students will sequence events from the
story (Instructional Master 2B-1). You may wish to reduce the number of