Gr02 ela ant_and_grasshopper_combined_drc_la_2016_10_28_0

Ant and Grasshopper
Text Summary
This set of formative tools contains two different retellings of Aesop’s the ant and the
grasshopper fable. In Luli Gray’s retelling, the ant is a hard worker, but he is irritated by the
constant singing and fiddling of the grasshopper who is not busy preparing for winter. Over
time, the ant begins to think more and more about music. He even has a dream that he is on
stage but cannot sing because of a booing audience. In the end, he finds the grasshopper lying
in the snow on his doorstep and befriends him. In the second shorter version, retold by Ann
McGovern, the ant works hard all summer preparing for the winter when food will be scarce.
However, the grasshopper plays and sings during this time. When winter comes, the
grasshopper has no food to eat.
Rationale for Text Selection
Aesop’s Fables are a collection of classic, timeless, and international stories that have been a
part of our consciousness for about 2,000 years. These important stories should be part of
every child’s repertoire of known stories. The reason we read and talk about fables is to present
core societal and moral values in a way that children can understand and enjoy. It is no wonder
that these stories have been around for millennia. One of the stories in this formative task
presents a departure from the traditional ending, giving students the opportunity to question
conventional wisdom and draw their own conclusions.

aloud fare.”—chooI Library Journal
by Luli Gray
illustrated by Giuliano Fern
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K-2 Formative Tools
“Ant and Grasshopper” by Luli Gray,
illustrated by Giuliano Ferri
Text copyright © 2011 by Luli Gray
Illustrations copyright © 2011 by Giuliano Ferri
Reprinted by permission of Margaret K. McElderry Books, an imprint of
Simon & Schuster Children’s Publishing Division. All rights reserved.
Authorized Permissions and Restrictions
The book “Ant and Grasshopper” is Copyrighted Material.
Parcc, Inc. has entered into a licensing agreement with the publisher to allow member
teachers to use this digital file:
 only in school,
 only in conjunction with this performance task,
 as a read aloud to children,
 by displaying a projected image of the digital file using an electronic projection device,
 until expiration of this license on July 8, 2022. Upon expiration, the file should be
deleted.
Except as stated above, Parcc Inc.’s license does not allow you to reproduce, photocopy or
distribute this digital file in any way. You are responsible to store this digital file in a secure
manner for your use in subsequent school years.
(c) Parcc, Inc. 2016

The Ant and the Grasshopper
One fine summer’s day, a Grasshopper was chirp-
ing and singing as if he had not a care in the world. An
Ant passed by, struggling with a kernel of corn which he
was carrying to his nest.
The Grasshopper called to the busy Ant, “Come and
visit with me for a while. It is far too nice a day for you to
be working.”
The Ant looked at the Grasshopper. “I see that you
do nothing but sing all day,” he said. “I do not have time
to sing and play. I am storing up food for the long winter
days ahead, and I suggest you do the same.”
The Grasshopper laughed and said, “Why worry
about winter? I have enough food for the present.”
Months passed. The snow lay on the fields. The Ant
was content. In his house was food to eat to last all
winter. But the Grasshopper had nothing to eat. “I am
dying of hunger,” he said sadly. “If only I had spent time
over the summer getting ready for the winter…”
From AESOP'S FABLES retold by Ann McGovern. Scholastic Inc./Apple Classics. ©1963 by Scholastic Inc.;
©renewed 1991. Reprinted by permission.

K-2 Formative Tools
“The Ant and the Grasshopper”
From AESOP’S FABLES retold by Ann McGovern.
Scholastic Inc./Apple Classics.
Copyright © 1963 by Scholastic Inc., © renewed 1991.
Reprinted by permission
Authorized Permissions and Restrictions
This retelling of the fable, “The Ant and The Grasshopper” is Copyrighted Material.
Parcc, Inc. has entered into a licensing agreement with the publisher to allow member
teachers to use this digital file:
 only in school,
 only in conjunction with this performance task,
 as a read aloud to children,
 by displaying a projected image of the digital file using an electronic projection device,
 for students independent reading by printing a photocopy for each student for
classroom use. When independent reading is completed, collect and retain the copies
for use in future school years,
 until expiration of this license on July 31, 2025. Upon expiration, the file should be
deleted and paper copies destroyed.
Except as stated above, Parcc Inc.’s license does not allow you to reproduce, photocopy or
distribute this digital file in any way. You are responsible to store this digital file in a secure
manner for your use in subsequent school years.
(c) Parcc, Inc. 2016

Ant and Grasshopper (Luli Gray version)
“Ant and Grasshopper” (McGovern version)
Grade 2 Literary Text Set Recommended Second Half of Year
a
Enduring
Understanding
Essential
Question(s)
Vocabulary
From the text Vocabulary
Needed to talk about the textFocused
Instruction
Fast
Instruction
The choices we make
affect ourselves and
others.
How do the
characters’ choices
affect themselves and
others?
 fiddling around
 playing a fiddle
 storeroom
 storing up
 counts (as in
something that
matters)
 characters
 compare and
contrast
 conclusion
 fable
 linking words
 major events
 moral
 opinion
 reasons
 speech bubbles
Days At-A-Glance
DAY ONE DAY TWO DAY THREE DAY FOUR DAY FIVE
Discuss vocabulary and
then read aloud Ant and
Grasshopper by Luli
Gray. Support students
to identify major events
in the story and enter on
a class chart, “Two
Versions of the Same
Story.” Ask students to
identify the challenge in
the story and to
describe Ant’s responses
to that challenge. Close
by discussing the
Essential Question.
Discuss point of view
and read aloud the Gray
version for a second
time. Work with
students to identify
Ant’s point of view and
form collaborative
groups to determine
Grasshopper’s point of
view. Discuss and decide
on the moral of the Gray
version.
Invite students to
independently read “Ant
and Grasshopper,” an
Aesop fable retold by
Ann McGovern. Form
collaborative groups to
create a comic strip
about the McGovern
version that depicts the
major events, the
characters’ responses,
their points of view and
the story’s moral.
Finish comic strips (if
not finished on Day
Three). Ask students to
come to agreement to
enter events, character
responses to challenge,
points of view, and
moral on to the “Two
Versions of the Same
Story” class chart. Allow
time for groups to share
their comic strips with
others in the class.
Close by discussing the
Essential Question.
Ask students to write
individually to compare
the character responses
and morals in the two
versions. Invite students
to write an opinion letter
to the teacher, choosing
which of the two ant and
grasshopper versions they
recommend for next
year’s second graders.
Tally number of students
who chose each version
and allow students time
to share their thinking.
CI
LSS
Student
Work
Product
CI
LSS
Student
Work
Product
CI
LSS
Student
Work
Product
CI
LSS
Student
Work
Product
CI
LSS
Student
Work
Product
RL.2.2
RL.2.3
Oral Response
Oral Response
RL.2.6 Written
Response
RL.2.2
RL.2.3
Oral & Written
Response
RL.2.2
RL.2.3
Oral & Written
Response
RL.2.9
W.2.1
L.2.1
L.2.2
Written
Response
Written
Response

Fable Duo
Page 1
K-2 Formative Tools
Grade 2 Performance Task: Literary Text Set
Ant and Grasshopper
retold by Luli Gray
Margaret K. McElderry Books, 2011
from Aesop’s Fables
retold by Ann McGovern
Scholastic, 2013
THE CHOICES WE MAKE AFFECT OURSELVES AND OTHERS
Table of Contents
Performance Task Overview...................................................................3
Time of Delivery ................................................................................3
Enduring Understanding .....................................................................3
Essential Question .............................................................................3
Text Summary ..................................................................................3
Rationale for Text Selection ................................................................3
Text Considerations ...........................................................................4
Targeted Word Study/Vocabulary ........................................................4
Opportunities to Collect Information.....................................................5
Scoring Tools ....................................................................................5
Sample Student Work Products ...........................................................6
Instructional Next Steps .....................................................................6
Reflecting on the Formative Performance Task ......................................6
Days At-A-Glance ..............................................................................7
LSS Alignment Chart........................................................................9
Get Ready, Get Set, Go! ...................................................................12
DAY ONE ........................................................................................... 14
DAY TWO .......................................................................................... 22
DAY THREE........................................................................................ 29
“The Ant and
the
Grasshopper”
from Aesop’s
Fables
Retold by Ann
McGovern

Fable Duo
Page 2
DAY FOUR ......................................................................................... 32
DAY FIVE........................................................................................... 35
Collecting Student Information: RL.2.2 Comprehension Checklist............... 39
Collecting Student Information: RL.2.2/RL.2.3 Comprehension Checklist..... 42
Collecting Student Information: W.2.1 Writing Checklist.......................... 44
Collecting Student Information: L.2.1/L.2.2 Knowledge of Language and
Conventions Student Checklist ............................................................. 45
If/Then.............................................................................................. 46
Student Resource: Discussion Cards ..................................................... 48
Student Resource: The Difference Between Characters’ Points of View in Ant
and Grasshopper by Luli Gray .............................................................. 49
Student Resource: Small Group Comic Strip Instructions......................... 50
Student Resource: Comparing Two Versions .......................................... 51
Student Resource: Opinion Writing Checklist.......................................... 53
Teacher Resource: Tips for Conversations Sample Anchor Chart............... 54
Teacher Resource: “Two Versions of the Same Story” Sample Chart ......... 55
Sample Student Work Product #1: STEP 2.5.......................................... 56
Retrospective Journal.......................................................................... 61

Fable Duo
Page 3
Performance Task Overview
Time of Delivery
Based on text and task complexity, this formative tool is recommended for
use during the second half of second grade.
Enduring Understanding
The choices we make affect ourselves and others.
Essential Question
How do the characters’ choices affect themselves and others?
Text Summary
This set of formative tools contains two different retellings of Aesop’s the ant
and the grasshopper fable. In Luli Gray’s retelling, the ant is a hard worker,
but he is irritated by the constant singing and fiddling of the grasshopper
who is not busy preparing for winter. Over time, the ant begins to think
more and more about music. He even has a dream that he is on stage but
cannot sing because of a booing audience. In the end, he finds the
grasshopper lying in the snow on his doorstep and befriends him. In the
second shorter version, retold by Ann McGovern, the ant works hard all
summer preparing for the winter when food will be scarce. However, the
grasshopper plays and sings during this time. When winter comes, the
grasshopper has no food to eat.
Rationale for Text Selection
Aesop’s Fables are a collection of classic, timeless, and international stories
that have been a part of our consciousness for about 2,000 years. These
important stories should be part of every child’s repertoire of known stories.
The reason we read and talk about fables is to present core societal and
moral values in a way that children can understand and enjoy. It is no
wonder that these stories have been around for millennia. One of the stories
in this formative task presents a departure from the traditional ending,
giving students the opportunity to question conventional wisdom and draw
their own conclusions.
Ann McGovern’s retelling of “The Ant and the Grasshopper” was selected
because it is true to Aesop’s version, yet accessible to most second graders.
It fits into the text complexity range appropriate for the grade level. Luli
Gray’s retelling, Ant and Grasshopper, is told mostly from the ant’s
perspective (although, also in third person like the classic version of the
tale) and reveals how the ant responds to the challenge of the irritating
grasshopper. The alternative ending provides opportunities for critical
thinking, opinion writing, and rich discussion.

Fable Duo
Page 4
Text Considerations
The Ann McGovern retelling of the ant and the grasshopper is succinct (like
all fables) and does not contain any illustration. Students will have to
construct meaning from the text without support from illustrations. The Luli
Gray retelling of the ant and the grasshopper uses creative spelling, words
with multiple meanings, colloquialisms, and idioms.
Targeted Word Study/Vocabulary
The texts chosen for the K-2 Formative Tools were selected because of their
rich vocabulary. The terms Focused or Fast Instruction1 used in
conjunction with vocabulary refer to the allocation of time and amount of
instruction.
Focused Instruction refers to those vocabulary words that are needed to
carry meaning forward and, therefore, require more time. Fast Instruction
refers to words that will likely be scaffolded by the text and illustrations or
will require only brief support from the teacher. Neither approach requires
isolated instruction, and students will benefit most from hearing and learning
the words in the context of the story.
In both Focused and Fast Instruction the goal is not for students to
memorize an exact dictionary definition of a term or phrase. Activities will
build deep understanding within the context of a text over the course of
multiple days.
Vocabulary in the text (Focused Instruction)
• fiddling around
• playing a fiddle
• storeroom
• storing up
Vocabulary in the text (Fast Instruction)
• counts (meaning someone who matters)
Vocabulary needed for the task:
• characters
• compare and contrast
• conclusion
• dialogue
• fable
1 Blachowicz, C. L. Z., Baumann, J. F., Manyak, P., & Graves, M. (2015). Flood, Fast, Focus:
Integrating Vocabulary in the Classroom. In K. Wood, J. Paratore, B. Kissell, & R.
McCormack (Eds.), What's New in Literacy Teaching? Weaving Together Time-Honored
Practices with New Research (Chapter 2). Newark, DE: International Literacy Association.

Fable Duo
Page 5
Vocabulary needed for the task (continued):
• introduction
• linking words
• major events
• moral
• opinion
• points of view
• reasons
• speech bubbles
Opportunities to Collect Information
CI Opportunities to collect information are embedded throughout the
performance task. These opportunities are designed to fit within the
instructional experiences and to be invisible to the student. The student
work products collected within this task may be oral responses, gestures or
written responses.
Scoring Tools
Scoring tools are provided to help educators analyze student responses and
plan instructional next steps. The scoring tools incorporate evidence from
the standards which describe the knowledge and skills that a task requires.
The evidence(s) listed in each of the standards-aligned checklists targets
what the teacher needs to observe, analyze, and consider when planning
instruction.
The scoring tools used in this performance task are checklists that may
reflect one or more standards. In this task, the RL.2.9 Comprehension
Checklist is an example of a single standard checklist. The RL.2.2/RL.2.3
Comprehension Checklist is an example of a combination checklist used
when the student recounts a major event (RL.2.2.1), tells how the character
responds to a challenge (RL.2.3), and identifies the moral in a text
(RL.2.2.2).
Teachers unfamiliar with the use of these types of tools may find initially
that they are more confident in using only a single part of a multi-part tool
for scoring or that it is best to apply all parts of a multi-part tool, but to a
small group, rather than the whole class. As teachers learn to use these
types of tools, they may expand the application of the tools with their
classes. Over the course of the first year of implementation of the formative
tasks, teachers should develop a greater understanding of how these scoring
tools allow for the collection of information on student performances in
relation to the standards. They will become better poised to provide refined
feedback to students and parents and to more efficiently alter instruction
based on information collected.

Fable Duo
Page 6
Sample Student Work Products
For each written student work product created in the task, a sample student
work product is provided.
Sample student work products include a/an:
• Description of the task/prompt
• Facsimile of the student work product
• Excerpt from the standards-aligned scoring tool
• Scoring rationale
• Bulleted list of possible next steps
Materials needed to collect information and to analyze student work products
are noted as CI within the Step-by-Step Directions.
Instructional Next Steps
The If/Then Chart, embedded within each performance task, is a resource
that may be used as teachers consider instructional next steps. The chart
lists the standards that have been areas of focus within the performance
task, offering suggestions for engaging with students who need more
support, practice, and/or instruction with a particular standard. The If/Then
Chart is not intended to be an exhaustive list and it is not intended to return
students to the same performance task. Rather, the If/Then Chart offers
some suggestions that teachers may find helpful as they go forward with
standards-aligned instruction in new tasks and new texts.
Reflecting on the Formative Performance Task
The Retrospective Journal consists of a series of questions to guide the
reflective process after the completion of the performance task. These
questions are intended to promote thinking and planning of standards-
aligned instruction for primary grade students. Responses to these questions
may be helpful for teachers as they reflect independently and for teachers
working collaboratively as part of a professional learning community.

Fable Duo
Page 7
Days At-A-Glance
Times are approximate. Teachers should use professional judgment to
determine the actual time needed for their students.
Day
Duration
Description
Day
One
45 min
• Discuss the meaning of version, fable, compare, and
contrast.
• Introduce the class chart, “Two Versions of the Same Story.”
• Read aloud Ant and Grasshopper by Luli Gray.
• Collaborate with students to identify the first two story events
and enter on the “Two Versions of the Same Story” class chart.
• Form collaborative student groups for students to independently
identify the remaining major events, share with the class, and
enter on the class chart.
• Collect student information using the RL.2.2 Comprehension
Checklist (p.39).
• Ask students to identify the challenge in the story.
• Describe Ant’s and Grasshopper’s responses to the story’s
challenge.
• Collect information using the RL.2.3 Comprehension Checklist
(p.40).
• Post and discuss the essential question in collaborative groups.
Day
Two
50 min
• Discuss point of view.
• Present second read-aloud of Luli Gray version.
• Use Discussion Card #1 (p.48) for a whole class discussion of
the challenge Ant faced and his point of view, then add both
statements on the class chart, “Two Versions of the Same Story”
(p.55).
• Form students into collaborative groups using Discussion Card
#2 for small group discussions to describe the challenge
Grasshopper faces and his point of view.
• Share small group work with the class, agree on statements
about Grasshopper’s response to the challenge of finding food
for the winter and his point of view, then enter on the class
chart.
• Distribute individual copies of Student Resource: The Difference
Between Characters’ Points of View in Ant and Grasshopper by
Luli Gray (p.49).
• Ask students to acknowledge the differences in the points of
view of Ant and Grasshopper and read the dialogue to reflect
those differences.
• Collect information using the RL.2.6 Comprehension Checklist
(p.41).

Fable Duo
Page 8
Day
Duration
Description
• Post, discuss, and consider revising the moral in the Luli Gray
version and enter a statement on the class chart.
Day
Three
60 min
• Distribute individual copies of “The Ant and the Grasshopper”
retold by Ann McGovern.
• Introduce and assign independent reading activity—“The Ant and
the Grasshopper” retold by Ann McGovern.
• Distribute the Student Resource: Small Group Comic Strip
Instructions (p.50) and explain directions for collaboratively
creating a comic strip that depicts the McGovern version’s story
events, character responses, points of view, and moral.
• Collect information using the RL.2.2/RL.2.3 Comprehension
Checklist (p.42).
Day
Four
50 min
• Finish creating comic strips (started on Day Three in STEPs 3.3 &
3.4).
• Use the RL.2.2/RL.2.3 Comprehension Checklist (p.42) to
continue collecting information for comic books strips if not
completed on Day Three.
• Collaborate with student groups to enter events, character
descriptions, points of view, and moral on the McGovern column
of the class chart, “Two Versions of the Same Story.”
• Provide an opportunity for each collaborative student group to
share their completed comic strip, either with another group or
with the whole class.
• Display and discuss the Essential Question in relationship to the
McGovern version: How do the characters’ choices affect
themselves and others?
Day
Five
60 min
• Prepare and support students to discuss and write what is the
same and what is different in the two versions of the ant and
grasshopper fables using the Student Resource: Comparing Two
Versions (pp.51-52).
• Invite students to write an opinion letter to the teacher choosing
which of the two ant and grasshopper versions would be better
for next year’s second grade students.
• Distribute the Opinion Writing Checklist (p.53) to guide students’
opinion writing.
• Take a tally to record which version of the ant and the
grasshopper was chosen by more students.
• Invite students to share their individual choices with a partner,
including the reasons for their choice.

Fable Duo
Page 9
LSS Alignment Chart
Day.
Step
Standard Evidence
Student
Work
Product
Scoring Tools
If/The
n
1.5
p.18
RL.2.2
Recount stories,
including fables and
folktales from
diverse cultures,
and determine their
central message or
moral.
Provides a
recounting of
stories, including
fables and
folktales from
diverse cultures.
(1)
Oral
Response
RL.2.2
Comprehension
Checklist
p.39
RL.2.2
p.46
1.7
p.19
1.8
p.20
RL.2.3
Describe how
characters in a
story respond to
major events and
challenges.
Provides a
description of how
characters in a
story respond to
challenges. (2)
Oral
Response
RL.2.3
Comprehension
Checklist
p.40
RL.2.3
p.46
3.4
p.31
&/or
4.1
p.33
RL.2.2
Recount
stories, including
fables and folktales
from diverse
cultures, and
determine their
central message or
moral.
RL.2.3
Describe how
characters in a
story respond to
major events and
challenges.
Provides a
recounting of
stories, including
fables and
folktales from
diverse cultures.
(1)
Provides an
identification of
the central
message, lesson
or moral in a text.
Provides a
description of how
characters in a
story respond to
major events. (2)
Provides a
description of how
characters in a
story respond to
challenges. (2)
Written
and
Drawn
Response
RL.2.2/RL.2.3
Comprehension
Checklist
p.42
RL.2.2
p.46
RL.2.3
p.46
2.5
p.27
RL.2.6
Acknowledges
differences in the
points of view of
characters,
including speaking
in a different voice
for each character
when reading
dialogue aloud.
Provides a
statement about
the differences in
the points of view
of characters. (1)
Speaks in a
different voice for
each character
when reading
Written
Response
Oral
Response
RL.2.6
Comprehension
Checklist
p.41
RL.2.6
p.46

Fable Duo
Page 10
Day.
Step
Standard Evidence
Student
Work
Product
Scoring Tools
If/The
n
dialogue aloud to
show
understanding of
the difference in
the point of view
of characters. (2)
5.1
p.37
RL.2.9
Compare and
contrast two or
more versions of
the same story
(e.g., Cinderella
stories) by different
authors or from
different cultures.
Provides a
comparison and
contrast of two or
more versions of
the same story
written by
different authors.
(1)
Written
Response
RL.2.9
Comprehension
Checklist
p.43
RL.2.9
p.46
5.2
p.38
W.2.1
Write opinion
pieces in which
they introduce the
topic or book they
are writing about,
state an opinion,
supply reasons that
support the
opinion, use linking
words (e.g.,
because, and, also)
to connect opinion
and reasons, and
provide a
concluding
statement or
section.
States an opinion
in writing (1)
Includes the topic
of the book they
are writing about
when sharing an
opinion in writing.
(2)
Supplies
supportive
reasons when
sharing an
opinion in writing.
(3)
Uses linking
words to connect
an opinion with
reasons when
sharing an
opinion in writing.
(4)
Provides a
concluding
statement or
section when
sharing an
opinion in writing.
(5)
Written
Response
W.2.1
Writing Checklist
p.44
W.2.1
p.47

Fable Duo
Page 11
Day.
Step
Standard Evidence
Student
Work
Product
Scoring Tools
If/The
n
5.2
p.38
L.2.1
Demonstrate
command of the
conventions of
standard English
grammar and
usage when
writing or
speaking.
L.2.2
Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when
writing.
N/A Written
Response
L.2.1/L.2.2
Knowledge of
Language and
Conventions
Student
Checklist
p.45
N/A

Fable Duo
Page 12
Get Ready, Get Set, Go!
Get
Ready
• Read the two versions of the ant and the grasshopper fable,
“The Ant and the Grasshopper” retold by Ann McGovern and
Ant and Grasshopper by Luli Gray.
• Read all Step-by-Step Directions for each day before
beginning the performance task.
• Determine whether each day’s activities can be accomplished
within the time estimated and plan additional sessions as
needed.
• Determine access to the text for all students (e.g., digital
text, document camera, standard sized book).
• Determine grouping options for each activity (e.g., whole-
group, small groups, partners).
• Determine location for each activity (e.g., whole-group
meeting area, a small-group meeting area, or one-to-one
conferences); in particular, the space needed to create a
comic book strips on Day Three.
• Read all checklist headings to become familiar with
descriptors for student responses.
• Refer to the Glossary as needed.
Get
Set
Day One
• Create a class chart titled, “Two Versions of the Same Story”
(see p.55).
• Secure paper to display the Essential Question: “How do
characters’ choices affect themselves and others?”
• Decide student assignments for small collaborative groups
with 3-4 students each.
• Create a class chart, titled “Tips for Conversations” (see p.54)
or post/review norms for conversation established previously.
• Prepare and copy as needed: RL.2.2 Comprehension Checklist
(p.39)
(p.40).
Day Two
• Make copies of two discussion cards for each student
(Student Resource: Discussion Cards (p.48).
• Make individual copies of Student Resource: The Difference
Between Characters’ Points of View in Ant and Grasshopper
by Luli Gray (p.49).
• Make class chart with moral statement from the Luli Gray
version, Ant and Grasshopper saying, “Everyone counts.”

Fable Duo
Page 13
Get
Set
Continued
(p.41).
Day Three
• Download and prepare individual copies of the McGovern
version, The Ant and the Grasshopper for each student.
• Make one copy for each student (or one copy per group) of
the Student Resource: Small Group Comic Book Instructions
(p.50) or reproduce the instructions on a class chart.
• Secure writing utensils (crayons, markers, etc.) and writing
materials (large construction, roll paper, etc.) for drawing
comic strips.
• Prepare and copy as needed: RL.2.2/RL.2.3 Comprehension
Checklist (p.42).
Day Four
• Prepare all materials needed to complete comic strips (if
students are still creating). See materials list on Day Three.
Day Five
• Make one copy per collaborative group of the Student
Resource: Comparing Two Versions (pp.51-52).
• Make one copy per student of the Student Resource: Opinion
Writing Checklist (p.53).
• Secure lined paper for each student’s opinion letter.
(p.43) and the W.2.1 Writing Checklist (p.44).
Go! Begin DAY ONE.

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Page 14
DAY ONE
Estimated time needed
45 minutes
If needed to sustain student engagement, divide the day into multiple sessions.
Materials needed for Day One
• Ant and Grasshopper by Luli Gray digital text
• Class chart, titled “Two Versions of the Same Story” (See Teacher
Resource: Two Versions of the Same Story Sample Chart [p.55]):
STEPs 1.2, 1.4, 1.5, 1.7, and 1.8
• Student assignments for collaborative student groupings: STEPs 1.5,
1.6, and 1.8.
• Class chart (optional) “Tips for Conversations” (see Teacher Resource:
Tips for Conversations Sample Anchor Chart [p.54]): STEP 1.5
• Large sheet for posting the Essential Question “How do characters’
choices affect themselves and others?”: STEP 1.9
• RL.2.2 Comprehension Checklist (p.39): STEP 1.5
• RL.2.3 Comprehension Checklist (p.40): STEPs 1.7 and 1.8
Key
T=Teacher alone
T+S=Teacher & students
S+S=Student & student
S=Student alone
CI=Collect information on student performance
Step-by-Step Directions
Tips for Teacher Language and Student Engagement LSS
STEP 1.1
T
Discuss the meaning of version and fable.
You might say:
We’re going to read two versions of the same story.
When I say there are two versions, I mean that two different
authors have each written the same story. Even though the two
stories are the same in many ways, they also have some
differences.
RL.2.2
RL.2.9

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Page 15
STEP 1.1 Continued
The two stories we’re going to read are both fables. Fables are
stories that try to teach readers a lesson about something. When
we’re done reading, we’re going to discuss what we’ve learned.
RL.2.2
RL.2.9
STEP 1.2
T
Introduce the class chart “Two Versions of the Same
Story.”
You might say:
As we read two versions of the same story, we’ll write what’s
alike and what’s different on a class chart to help us compare
and contrast the two versions.
Display the class chart.
See Teacher Resource:
“Two Versions of the Same
Story” Sample Chart.
(p.55).
Note:
Decide whether multiple
class charts side-by-side
would allow more room to
write.
When we write what’s the same, we’re comparing the two
versions. When we write what’s different, we’re contrasting the
two versions.
Confirm that students understand what it means to compare and
contrast two versions of the same story.
RL.2.9
STEP 1.3
T
Read aloud the first version, Ant and Grasshopper by Luli
Gray.

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Page 16
Read without interruption, use expression as needed. Consider
singing words that are written as song lyrics.
STEP 1.4
T+S
Collaborate with students to write the first two events on
the class chart.
Note:
Work collaboratively with students to identify the first two events;
students will work independently to identify the remaining events.
While writing events on the class chart, project the first two
pages of the story and invite students to join you in determining
what will be written as the first two events.
Confirm students are familiar with the phrase major event.
To begin, you might say:
When I want to identify the major events in a story, I start by
thinking back to the beginning of the story.
I ask myself, “Was there an important thing that happened at the
beginning—during spring?” What was Ant doing?
What sentence could we write as the first major event?
What’s the second event in this story?
What sentence could we write for the second major event?
The first two major events
may be entered as:
1. Ant gathers and counts
food in the spring and
summer.
2. Ant refuses
Grasshopper’s invitation
to play.
RL.2.2
STEP 1.5
T
S+S

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Page 17
CI RL.2.2 Comprehension Checklist (p.39)
CI Oral responses
STEP 1.5 Continued
Form small, collaborative, student groups to work
independently to identify the remaining major events in
the story.
T Introduce guidelines for
collaboration. Use Teacher
Resource: Tips for
Conversations (p.54). Post
existing class norms for
working together
collaboratively.
Explain students will decide on the remaining events during
collaborative group discussions and will report out so the events
can be entered on the class chart, “Two Versions of the Same
Story.” Remind students of class norms for working
collaboratively.
S+S Form students into small groups and ask them to identify
the remaining events in the story.
Circulate as students discuss in their groups, prompting all
students to work collaboratively. Listen as students recount the
major events.
T+S Regroup to complete the list of events for the Luli Gray
version.
Prompt students to contribute
events to the class chart,
reporting what they discussed
during their collaborative group
discussions. It may be helpful
to add student initials after
contributions are made to the
chart.
Although students may list additional events, the list should
include variations of:
RL.2.2
SL.2.1

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Page 18
• Ant has a nightmare about singing.
• Ant finds Grasshopper shivering in the snow.
• Ant takes cares of Grasshopper.
• Grasshopper teaches Ant to sing.
STEP 1.5 Continued
As often as possible, use students’ own wording when writing
events on the class chart.
CI Use RL.2.2 Comprehension Checklist to collect information on
how students recount major events during their group discussions
and as they contribute to the class chart.
RL.2.2
STEP 1.6
T
S+S
T+S
Support students to identify the challenge in the Luli Gray
version of the ant and grasshopper story.
T Pose this question to students:
What was the challenge that both Ant and Grasshopper faced in
this story?
S+S Form students into collaborative groups to discuss the
question.
T+S Regroup and invite a class discussion of the challenge in this
story. Confirm that students understand the challenge to be a
variation of having enough food for winter or preparing for the
winter or preparing for the future, etc.
RL.2.3

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Page 19
STEP 1.7
T
T+S
CI Oral Response
Use vocabulary from the text to describe Ant’s response to
the challenge in the story.
T Display the words storeroom and storing up.
Read the sentences on digital pages 3 and 6 that contain the
words storeroom and storing up.
T+S Ask students to answer these two questions about the words
storeroom and storing up:
1. What do the words mean in the story (encourage using
illustrations)?
2. How do the words help you describe Ant’s response to the
story’s challenge?
Have a class discussion about the meaning of the words and how
they help to describe Ant’s response. Come to agreement on Ant’s
response to the story’s challenge (e.g., worked hard to gather
food into his storeroom to save for winter, etc.)
Enter a description of Ant’s
response to the challenge on
the class chart. Leave room for
three additional entries in that
cell: a description of
Grasshopper’s response, and
two points of view (one for each
character).
CI Collect information on students using the RL.2.3
Comprehension Checklist as they contribute to the class
discussion and to the statement entered on the class chart.
L.2.4d
RL.2.7
RL.2.3
L.2.4d
RL.2.7
RL.2.3
RL.2.3
STEP 1.8
T

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Page 20
S+S
T+S
CI Oral Response
Use vocabulary from the text to describe Grasshopper’s
response to the events and challenges in the story.
T Display the words playing a fiddle and fiddling around.
Read the sentences on digital pages 5 and 6 that contain the
words playing a fiddle and fiddling around.
STEP 1.8 Continued
S+S Form students in pairs to answer the same two questions
about the words:
1. What do the words playing a fiddle and fiddling around
mean in the story? Encourage using illustrations.
2. How do the words help you describe Grasshopper’s
response to the story’s challenge?
Circulate as students collaborate to describe the Grasshopper’s
response to the story’s challenge. Listen for descriptions that are
text-based.
T+S Regroup and ask each collaborative group to share their
description of Grasshopper’s response to the story’s challenge
(e.g., decided to play the fiddle and sing instead of gathering
food, etc.)
Come to agreement on one
statement to describe
Grasshopper’s response to the
story’s challenge. Leave room for
two points of view (one to be
written after each character’s
response to the challenge).
L.2.4d
RL.2.7
RL.2.3
L.2.4d
RL.2.7
RL.2.3
RL.2.3

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Page 21
CI Collect information on students using the RL.2.3
Comprehension Checklist during their collaborative group
discussions and as they contribute to the statement entered on
the class chart.
STEP 1.9
S+S
T+S
Close by displaying the essential question, prompting
students to discuss it as it relates to this version.
S+S Form students into pairs for Turn & Talk.
STEP 1.9 Continued
Post the essential
question on a class
chart:
“How do the characters’
choices affect themselves
and others?”
T+S Listen to conversations and prompt as needed. After a few
minutes, call on a few groups to share their thinking with the
whole class. Responses do not have to be entered on the chart.
Note:
This chart will be used again on Day Four.
RL.2.1
RL.2.2
RL.2.1
RL.2.2

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Page 22
DAY TWO
50 minutes
Materials needed for Day Two
• Ant and Grasshopper by Luli Gray digital text
• Class chart created on Day One “Two Versions of the Same Story”:
STEPs: 2.4 and 2.6
• Optional: Chart created on Day One, “Tips for Conversations”: STEP 2.5
• Individual copies, projected version, or class chart with questions from
the Student Resource: Discussion Card #1 (p.48): STEPs 2.3 and 2.4
• One copy per collaborative group of Student Resource: Discussion Card
#2 (p.48): STEPs 2.5 and 2.6
• Individual copies of Student Resource: The Difference Between
Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49):
STEP 2.5
• Chart paper for “Ant and Grasshopper Moral-Luli Gray”: STEPs 2.6-2.9
• Sample Student Work Product #1 (p.56): STEP 2.5
Key
T=Teacher alone
S=Student alone
STEP 2.1
T+S
Discuss point of view.
Discuss the process for determining Ant’s point of view in the Luli
Gray version. Students have to:
• Identify the challenge Ant faced and describe his response.
• Consider why Ant responded that way—what he was thinking
or what he believed.
• Explain Ant’s point of view.
RL.2.3
RL.2.6

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Page 23
STEP 2.1 Continued
Note:
Although this can be explained/discussed, working their way
through the process may be necessary to create an understanding
of point of view.
STEP 2.2
T
Card #1, Student Resource: Discussion Cards (p.48)
Read aloud Luli Gray’s Ant and Grasshopper a second time to
prepare for a discussion of Ant’s point of view.
Distribute individual
copies of
Discussion Card #1
(Student Resource:
Discussion Cards.)
Introduce the activity by saying:
As we read the story a second time, think about the questions on
Discussion Card #1 and be ready to answer them.
Read through each question. Explain that answering these three
questions will help them determine Ant’s point of view in this story.
Read aloud the Luli Gray version without interruption.
RL.2.3
RL.2.6
STEP 2.3
T+S
Card #1, Student Resource: Discussion Cards (p.48)
Support a class discussion to determine Ant’s point of view.
Question 1: How did Ant respond to the story’s challenge?
Prompt students to review their description of Ant’s response to the
story’s challenge as it is written on the class chart. Ask students
whether hearing the story a second time makes them want to
revise any part of the description of Ant’s response.
RL.2.3
RL.2.6

Fable Duo
Page 24
STEP 2.3 Continued
Question #2: Why did Ant respond that way? What was he
thinking? What did he believe was the right thing to do?
Begin by asking students to respond to the questions, prompting
them by asking:
Why do you think Ant wanted to store food for the winter? Why did
he work so hard in the Spring and the Summer? What was he
thinking? What did he believe was the right thing to do?
If students need additional support, consider providing a think-
aloud (Glossary) to help students understand that Ant believed
you should work hard to prepare for the future, or prepare for the
future, etc.
Question #3: How would you explain Ant’s point of view?
Work with students to develop a statement that explains Ant’s
point of view. Reinforce students’ understanding that Ant’s point
of view is a result of how he thinks about the story’s challenge—
what he believes is the right thing to do about that challenge.
Enter Ant’s point of view
on the class chart directly
under the description of his
response to the challenge.
Use a contrasting color
marker.
Confirm that students understand the relationship between Ant’s
point of view and his response to the challenge—the way he
responded to a challenge was because of his point of view.
RL.2.3
RL.2.6
STEP 2.4
T
S+S
Card #2 Student Resource: Discussion Cards (p.48)
Form collaborative student groups to independently use
Discussion Card #2 to determine Grasshopper’s point of
view.
RL.2.3
RL.2.6

Fable Duo
Page 25
STEP 2.4 Continued
Distribute individual copies
of Discussion Card #2
(Student Resource:
Discussion Cards.)
S+S Form students into their collaborative groups. Explain they will
work together to discuss the answers to each of these questions.
Circulate as students discuss, listening to how they develop their
understanding of Grasshopper’s point of view. Prompt to use
Questions #1 and 2 before deciding on a statement about his point
of view. Suggest they may want to write their point of view on a
piece of paper to see how it looks and reads.
T+S Regroup as a whole class and ask each group to share their
determination of Grasshopper’s point of view.
Come to agreement on one statement that describes Grasshopper’s
point of view.
Enter Grasshopper’s point
of view on the class chart
directly under the
description of his response
to the challenge. Use a
contrasting color marker.
Confirm that students understand the connection between
Grasshopper’s response to a challenge and his point of view—that
the way Grasshopper responded to the challenge was because of
his point of view.
RL.2.3
RL.2.6
STEP 2.5
T+S
S
S+S
T+S

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Page 26
STEP 2.5 Continued
CI Written response
CI The Difference Between Characters’ Points of View in Ant and
Grasshopper by Luli Gray (p.49)
CI Sample Student Work Product #1 (p.56)
Distribute individual copies of Student Resource: The
Differences Between Characters’ Points of View in Ant and
Grasshopper by Luli Gray and ask students to acknowledge
the differences in the points of view.
Distribute the Student
Resource and read the
directions to/with the
students.
T+S Confirm that students understand the directions:
1. S Identify and draw the character to match the speech
bubble.
2. S Write the name of the character on the line below and write
the character’s point of view.
After individual writing and drawing,
3. S+S student partners read the dialogue to each other
reflecting the difference in the characters’ points of view.
After the students have finished drawing and writing, you might
say:
S+S Think about what you have learned about the characters and
their points of view. With a partner, read the dialogue in the speech
bubbles to each other. Read each character’s dialogue in a voice
that shows how each feels and reflects the difference in their points
of view.
T+S Regroup and ask student volunteers to read the speech
bubbles with expression to show the differences in their points of
view to the class.
Optional: Pages 6 and 10 in the digital text may also be projected
and used for additional dialogue reading.
RL.2.6

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Page 27
STEP 2.5 Continued
CI Collect information about students’ understanding of the
differences between the characters’ points of view using the RL.2.6
Comprehension Checklist.
RL.2.6
STEP 2.6
T
T+S
Post and discuss the moral for the Luli Gray version.
T Remind students that fables are stories that always have a
moral—they always want to teach us a lesson.
Determine whether Fast Instruction (Glossary) is needed to
explain or review the term moral—defining it as the lesson that the
author wants the reader to learn.
Post and read aloud the
moral from the Luli Gray
version of Ant and
Grasshopper:
Everyone counts.
T+S Help students understand the meaning of the Luli Gray moral;
explain this presents a different meaning for the word counts.
If needed, collaborate with
students to elaborate the
moral, adding for instance,
Everyone is important,
whether they gather food
or play music.
RL.2.2
RL.2.2
STEP 2.7
T+S
S+S
Discuss the moral for the Luli Gray version.
T+S Prompt the students to show a Thumbs Up or Thumbs Down
(Glossary) to signal their opinion about the moral statement
offered by the author.
RL.2.2
SL.2.1

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Page 28
STEP 2.7 Continued
Say:
Give me a Thumbs Up if you agree that this is the moral/lesson the
author wants us to learn and a Thumbs Down if you do not think
this is the moral the author wants us to learn.
T+S Engaged in a shared writing of the moral on the class chart.
Before making an entry on
the class chart, reach
consensus about the moral
or determine if more
discussion is needed.
If consensus cannot be reached to agree with Luli Gray’s moral,
change the original statement or include multiple moral statements,
provided students always offer text-based reasons for the revised
and/or alternative moral.

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Page 29
DAY THREE
60 minutes
Materials needed for Day Three
• Individual student copies of The Ant and the Grasshopper retold by
Ann McGovern: STEPs 3.2 and 3.4
• Optional: Chart created on Day One, “Tips for Conversations”: STEP 3.4
• Individual copies (or one per group) of the Student Resource: Small
Group Comic Strip Instructions (p.50): STEPs 3.3 and 3.4
• Large sheet of construction paper or (paper on a roll) and writing and
drawing supplies (e.g., thin tipped markers, pencils, crayons): STEP 3.4
• RL.2.2/RL.2.3 Comprehension Checklist (p.42): STEP 3.4
Key
T=Teacher alone
S=Student alone
STEP 3.1
T
Invite students to independently read the second version,
The Ant and the Grasshopper, retold by Ann McGovern.
Explain that students will read a second, one-page version of an
ant and grasshopper story, this one retold by Ann McGovern.
Explain the sequence of activities:
1. Each student reads the McGovern version independently.
2. Small collaborative groups discuss the fable.
3. Each group creates drawings for a comic strip to recount the
major events of the story, using speech bubbles to show
how characters respond to the story’s challenge.
4. Each group writes explanations of the drawings under each
one to explain/recount what is depicted.

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Page 30
STEP 3.2
S
Distribute the McGovern version and invite students to read
this version independently.
Circulate and support
students as needed,
allowing sufficient time for
all students to complete
reading.
STEP 3.3
T
Distribute copies of the Student Resource: Small Group
Comic Strip Instructions (p.50) and explain the activity.
Lead students through the directions step-by-step. Answer
questions, clarify as needed, and confirm all students understand
the task.
Distribute individual copies
or provide one copy per
group.
Or, post directions on a
class chart.
Explain that all work will be done within small collaborative groups
and refer students to the posted “Tips for Conversation” displayed
in Day One, or to other classroom resources used to support
collaborative work.
Emphasize that students should use their own words and not try
to reproduce McGovern’s exact words on the comic strip.
Note:
Depending on routines and schedules, students may not finish
their comic strips on Day Three. Therefore, additional time is
allotted to complete comic strips on Day Four (see STEP 4.1).
SL.2.1
RL.2.2
RL.2.3

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Page 31
STEP 3.4
S+S
CI RL.2.2/RL.2.3 Comprehension Checklist (p.42)
CI Student Resource: Small Group Comic Strip Instructions (p.50)
CI Oral & Written responses
Form collaborative groups, distribute writing materials,
and provide space for students to create their group’s
comic strip.
Circulate as students work in their groups, listening and providing
support as needed. Prompt students to reread as needed and to
follow directions carefully.
Remind students to use speech bubbles so that the characters can
“say” how they are responding to the challenge of the story.
Encourage students to use their own words (in the space below
the drawings) to recount/explain the major events and the
characters’ points of view.
CI Use RL.2.2/RL.2.3 Comprehension Checklist to collect
information about whether students accurately recount major
events and also describe a character’s response to challenge. This
Checklist can also be used on Day Four.
Note:
The RL.2.2/RL.2.3 Comprehension Checklist can also be used on
Day Four if students need that additional time to complete the
comic strips.
SL.2.1
RL.2.2
RL.2.3
RL.2.6
RL.2.2
RL.2.3

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Page 32
DAY FOUR
50 minutes
Materials needed for Day Four
• For each student, one copy of The Ant and the Grasshopper retold by
Ann McGovern: STEPs 4.1
• Student Resource: Small Group Comic Strip Instructions (p.50): STEP 4.1
• Comic strip materials used on Day 3: STEP 4.1
• Class chart “Two Versions of the Same Story” (created on Days One and
Two): STEP 4.2
• Chart with essential question (“How do characters’ choices affect
themselves and others?”): STEP 4.4
• RL.2.2/RL.2.3 Comprehension Checklist (p.42): STEP 4.1
Key
T=Teacher alone
S=Student alone
STEP 4.1
S+S
CI RL.2.2/RL.2.3 Comprehension Checklist (p.42)
CI Student Resource: Small Group Comic Strip Instructions (p.50)
CI Oral and written responses
If needed, provide additional time to complete comic strips
started in STEP 3.4. (If completed, begin with STEP 4.2.)
Distribute or post all materials and resources used on Day Three:
• Individual copies of The Ant and the Grasshopper retold by
Ann McGovern
• Drawing materials (large paper and writing supplies
• Student Resource: Small Group Comic Strip Instructions
(p.50)
• Class chart, “Two Versions of the Same Story.”
SL.2.1
RL.2.2
RL.2.3
RL.2.6

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Page 33
STEP 4.1 Continued
CI Continue using RL.2.2/RL.2.3 Comprehension Checklist to
collect information from discussions and the comic strip about
recounting the McGovern version and depicting character
responses to the story challenge.
RL.2.2
RL.2.3
STEP 4.2
T+S
Engage students in a shared writing to complete the
McGovern column on the class chart, “Two Versions of the
Same Story.”
Collaborate with all groups
to fill in the remaining cells
on the last column of the
class chart.
RL.2.3
RL.2.6
STEP 4.3
S+S
Provide time for each collaborative group to share their
comic strip with other groups or with the class.
Encourage students to share their comic strips by explaining their
choice of events, reading their explanation of how the characters
responded to the challenge, and presenting their characters’
points of view.
Ask students how to best display their comic strips (e.g., posting
them as a display, etc.)
SL.2.1
STEP 4.4
S+S
Form partners to discuss the Essential Question as it
relates to the McGovern version of this fable.
RL.2.3
RL.2.6

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Page 34
STEP 4.4 Continued
Post the class chart with
the Essential Question
(originally displayed on
Day 1 in STEP 1.9): “How
do characters’ choices
affect themselves and
others?”
Circulate, listen to conversations and provide support as needed.
Ask some student pairs to share their thinking with the class.
RL.2.3
RL.2.6

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Page 35
DAY FIVE
Estimated Time
60 minutes
Materials needed for Day Five
• Individual student copies of “The Ant and the Grasshopper” retold by
Ann McGovern: STEPs 5.1
• Comic Strips completed on Day Three (and/or Day Four): STEPs 5.1
• Digital version of Luli Gray’s Ant and the Grasshopper per student
request: STEPs 5.1
• “Two Versions of the Same Story” class chart: STEPs 5.1 and 5.2
• One copy per student group of the Student Resource: Comparing Two
Versions (pp.51-52) STEP 5.1
• One copy per student of the Student Resource: Opinion Writing
Checklist (p.53): STEP 5.2
• Lined writing paper for each student for an opinion writing letter: STEP
5.2
• W.2.1 Writing Checklist (p.44): STEP 5.2
• L.2.1/L.2.2 Knowledge of Language and Conventions Student Checklist
(p.45): STEP 5.2
• Sample Student Work Products #4-5 (pp.59-60): STEP 5.2
Key
T=Teacher alone
S=Student alone
STEP 5.1
T+S
S+S
CI Student Resource: Comparing Two Versions (pp.51-52)
CI Written response

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Page 36
STEP 5.1 Continued
Students collaborate to compare and contrast the Luli Gray
and McGovern ant and grasshopper fables.
T+S Distribute
and explain the
Student
Resource:
Comparing Two
Versions.
Refer students to the resources available for this activity and
encourage them to return to these resources as they discuss and
write:
• Their class chart, “Two Versions of the Same Story” which
contains descriptions of the Ant and Grasshopper in each
story, the characters’ points of view in each story, and the
moral in each story.
• Each group’s comic strip, which has descriptions of
character responses and each group’s determination of the
McGovern moral.
• Their individual copies of the McGovern version.
• The Ant and Grasshopper (Gray) digital text.
Determine whether it may be helpful for students to:
• Engage in a brief picture walk through the digital Gray
version.
• Review information on the class chart, “Two Versions of the
Same Story.”
S+S Form students into their collaborative groups and invite
them to collaboratively discuss and write a comparison and
contrast of the two versions.
Circulate and support students, encouraging them to discuss and
come to consensus before writing and to share the writing task
among members of the group.
Continue referring students to the resources in the classroom.
RL.2.9

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Page 37
STEP 5.1 Continued
CI Use the RL.2.9 Comprehension Checklist to collect information
on students’ text-based statements about similarities and
differences across two versions of the same story.
RL.2.9
STEP 5.2
T
S
CI W.2.1 Writing Checklist (p.44)
CI L.2.1/L.2.2 Knowledge of Language and Conventions Student
Checklist (p.45)
CI Student Resource: Opinion Writing Checklist (p.53)
CI Written response
CI Sample Student Work Products #4-5 (pp.59-60)
Invite students to write a letter to the teacher,
recommending either the Gray version or the McGovern
version for next year’s second grade students.
T Distribute and explain the
Student Resource: Opinion
Writing Checklist and
provide lined paper for
writing the letter.
Explain the activity:
• Students write a letter to the teacher.
• They introduce a topic (the reason for the letter).
• They give their opinion about which version is better for next
year’s students.
• They supply text-based reasons for their opinion.
• They use linking words (e.g., because)
• They end with a closing statement
If needed, review linking words and call attention to any class
resources that will support students (e.g., lists of linking words).
W.2.1

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Page 38
STEP 5.2 Continued
After writing begins, circulate and support students with prompts
such as:
• Let’s try saying what you’re thinking out loud together before
you write it.
• Did you state your opinion up front in your paper?
• Did you supply a reason(s) that supports your opinion?
• Which linking words did you use?
• Does your closing statement remind the teacher of your
opinion?
CI Collect information on students’ opinion letters using the W.2.1
Writing Checklist.
CI The L.2.1/L.2.2 Knowledge of Language and Conventions
Student Checklist is also available for collecting student
information.
W.2.1
W.2.1
L.2.1
L.2.2
STEP 5.3
T+S
S+S
Regroup and conduct an oral whole-class survey to tally
and discuss which version most students chose.
Ask students for a show of hands to see how many students
chose each of the versions.
Ask students to Turn & Talk to a partner to discuss the reasons
for their opinion.
W.2.1
RL.2.9

Fable Duo
Page 39
Collecting Student Information: RL.2.2 Comprehension Checklist
Use with oral responses in STEPs 1.5 & 1.6.
Standard Evidence (Scoring tool uses bold evidence)
RL.2.2 Recount
stories, including
from diverse cultures,
and determine their
central message or
moral.
Provides a recounting of stories, including fables
and folktales from diverse cultures. (1)
Provides an identification of the central message, lesson
or moral in a text. (2)
RL.2.2.1
Provides a recounting of
major event(s) in the Ant
and Grasshopper by Luli
Gray.
Student Name Yes No Comments
Insert ✓ in the appropriate box.
Prepare additional copies of this checklist to collect information on the entire class.

Fable Duo
Page 40
Use with Oral Response in STEP 1.8.
RL.2.3 Describe how
characters in a story respond
to major events and
challenges.
Provides a description of how characters in a
story respond to major events. (1)
Provides a description of how characters in
a story respond to challenges. (2)
RL.2.3.2
Provides a description
of how characters in a
story respond to
challenges.

Fable Duo
Page 41
Use with Oral and Written Response on Student Resource: The Difference Between
Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49) in STEP 2.5.
Optional: Additional dialogue reading on digital pages 6 and 10.
RL.2.6 Acknowledges
differences in the points of
view of characters, including
by speaking in a different
voice for each character when
reading dialogue aloud.
Provides a statement about the differences
in the points of view of characters. (1)
Speaks in different voice for each character
when reading dialogue aloud to show
understanding of the difference in the point
of view of characters. (2)
RL.2.6.1 RL.2.6.2
Provides a
statement
about the
differences in
the characters’
points of view.
Reads dialogue
aloud to show
understanding
of the
differences in
characters’
points of view.
Student Name Yes No Yes No Comments

Fable Duo
Page 42
Collecting Student Information: RL.2.2/RL.2.3 Comprehension
Checklist
Use with Student Resource: Small Group Comic Strip Instructions (p.50) in STEP 3.4
and/or STEP 4.1.
RL.2.2 Recount
stories, including
and determine their
central message or
moral.
Provides a recounting of stories, including fables and
folktales from diverse cultures. (1)
RL.2.3 Describe how
characters in a story
respond to major
events and challenges.
Provides a description of how characters in a story respond to
major events. (1)
Provides a description of how characters in a story
respond to challenges. (2)
RL.2.2.1 RL.2.3.2 RL.2.2.2
Provides a
recounting
of the
story.
Provides a
description
of how a
character
responds to
a challenge.
Provides an
identification
of the moral.
Student Name Yes No Yes No Yes No Comments

Fable Duo
Page 43
Use with Student Resource: Comparing Two Versions (pp. 51-52) in STEP 5.1.
RL.2.9 Compare and
contrast two or more
versions of the same
story (e.g., Cinderella
authors or from
different cultures.
Provides a comparison and contrast of two or
more versions of the same story written by
different authors. (1)
Provides a comparison and contrast of two or more
versions of the same story written from different
cultures. (2)
RL.2.9.1
Compares and contrasts
two versions of the
same story written by
different authors.

Fable Duo
Page 44
Collecting Student Information: W.2.1 Writing Checklist
Use with Student Resource: Opinion Writing Checklist (p.53) with in STEP 5.2.
Standard Evidence
W.2.1 Write opinion pieces in
which they introduce the topic
or book they are writing about,
state an opinion, supply
reasons that support the
opinion, use linking words
(e.g., because, and, also) to
connect opinion with reasons,
and provide a concluding
statement or section.
States an opinion in writing. (1)
Includes the topic of the book they are writing
about when sharing an opinion in writing. (2)
Supplies supportive reasons when sharing an
opinion in writing. (3)
Uses linking words to connect an opinion with
reasons when sharing an opinion in writing. (4)
Provides a concluding statement or section when
sharing an opinion in writing. (5)
W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5
Includes a
topic.
States an
opinion.
Supplies
supportive
reasons.
Uses linking
words to connect
the opinion.
Provides a
concluding
statement.
Student Name Yes No Yes No Yes No Yes No Yes No

Fable Duo
Page 45
Collecting Student Information: L.2.1/L.2.2 Knowledge of
Language and Conventions Student Checklist
Use with Written Response in STEP 5.2.
L.2.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Date:
LSS Student Name: Yes No
L2.1.A Uses collective nouns (e.g., group).
L2.1.B
Forms and uses frequently occurring irregular plural nouns
(e.g., feet, children, teeth, mice, fish).
L2.1.C
Uses reflexive pronouns (e.g., myself, ourselves) and
indefinite pronouns (e.g., anyone, everything).
L2.1.D
Forms and uses the past tense of frequently occurring
irregular verbs (e.g., sat, hid, told).
L2.1.E
Uses adjectives and adverbs, and choose between them
depending on what is to be modified.
L2.1.F
Produces, expands, and rearranges complete simple and
compound sentences (e.g., The boy watched the movie; The
little boy watched the movie; The action movie was watched
by the little boy).
L2.2.A Capitalizes holidays, product names, and geographic names.
L2.2.B Uses commas in greetings and closings of letters.
L2.2.C
Uses an apostrophe to form contractions and frequently
occurring possessives.
L2.2.D
Generalizes learned spelling patterns when writing words
(e.g., cage → badge; boy → boil).
L2.2.E
Consults reference materials, including beginning
dictionaries, as needed to check and correct spellings.
Prepare individual student copies of this checklist.

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Page 46
If/Then
If… Then
RL.2.2
students have difficulty
recounting stories, and
determining their central
message, lesson, or
moral
• Use props, costumes, or puppets.
• Practice with student-created language
experience stories.
• Have students practice with story events on
sentence strips in a pocket chart.
• Meet with students in small groups to
implement similar lessons over time.
• Practice finding the central messages with
stories with overt central messages like “The
Boy Who Cried Wolf”.
RL.2.3
describing how
respond to major events
and challenges
• Reread the story to increase familiarity.
• Practice with read aloud books.
• Practice with small group reading books.
• Practice with familiar stories.
• Practice with language experience stories.
• Have students match picture cards depicting
characters, settings, and story events with
descriptive phrases in a pocket chart.
• Have students role play the story events.
RL.2.6
in determining a
characters’ point of view
• Provide opportunities for students to
participate in Reader’s Theatre (Glossary).
• Direct students to specific events in a story
and help student take that character’s point of
view.
• Practice with expressive reading in continuous
dialogue, beginning with familiar stories.
RL.2.9
comparing and
contrasting two or more
story by different
authors or from different
cultures
• Compare and contrast common objects.
• Engage the students in dramatizing the
stories.
• Engage the class in a shared writing of a
Venn diagram or T chart comparing two
characters.
• Create a cut and paste sort for two familiar
story characters.

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Page 47
If… Then
W.2.1
writing opinion pieces
• Provide additional opportunities to express
opinions.
• Provide practice using opinion polls.
• Read opinion mentor texts.
• Express opinions about read aloud books.
• Write opinion pieces using shared writing.
• Engage children in language experience
stories in which they express opinions.

Fable Duo
Page 48
Student Resource: Discussion Cards
Use Discussion Card #1 in STEPs 2.2 and 2.3.
Use Discussion Card #2 in STEP 2.4.
Discussion Card #1
1. How did Ant respond to the story’s
challenge?
2. Why did Ant respond that way? What was
he thinking? What did he believe was the
right thing to do?
3. How would you explain Ant’s point of view?
Discussion Card #2
1. How did Grasshopper respond to the story’s
challenge?
2. Why did Grasshopper respond that way?
What was he thinking? What did he believe
was the right thing to do?
3. How would you explain Grasshopper’s point
of view?

Fable Duo
Page 49
Student Resource: The Difference Between Characters’ Points of View in Ant and
Grasshopper by Luli Gray
Use with RL.2.6 Comprehension Checklist in STEP 2.5.
Name ______________________________
1. Identify and draw the character to match the speech bubble.
2. Write the name of the character on the line below and write his point of view.
After writing and drawing,
3. Read the dialogue in the speech bubbles to a partner. Read each character’s dialogue in a voice that shows
how each feels and reflects the difference in their points of view.
_______________’s point of view is
_____________________
_____________________
_______________’s point of view is
_____________________
_____________________
“Come and
dance—I’ll play
for you!”
“You should be
storing up food
for the winter…”

Fable Duo
Page 50
Student Resource: Small Group Comic Strip Instructions
Use with RL.2.2/RL.2.3 Comprehension Checklist (p.42) for oral and written
responses in STEP 3.4 and/or STEP 4.1.
Instructions for the Group’s Comic Strip
1. Decide on the major events.
It will be helpful to make a list of the major events
before beginning to draw the comic strip.
2. Create one drawing for each event.
• Draw one event in each box.
• Use speech bubbles for each character so the
character can “say” how he is responding to the
story’s challenge.
• Leave room at the bottom of each drawing to write
an explanation of the drawing (Step 3 will explain).
• Each person must draw at least one event in the
comic strip.
3. Explain the drawing.
Group members must write an explanation below their
drawings. Their explanations should include the
character’s point of view.
4. Decide on a moral for the fable.
• The group decides the moral together.
• One person writes it at the bottom of the comic strip.

Fable Duo
Page 51
Student Resource: Comparing Two Versions
Use with RL.2.9 Comprehension Checklist (p.43) for in STEP 5.1.
Group Members
Story #1: Ant and Grasshopper retold by Luli Gray
Story #2: “The Ant and the Grasshopper” retold by Ann McGovern
Compare and Contrast Character Responses in Two Stories
Character
responses
to
challenges
that are the
SAME
in both
stories
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
Character
responses
to
challenges
that are
DIFFERENT
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________

Fable Duo
Page 52
Group Members
Compare and Contrast Morals in Two Stories
How the
morals are
the
SAME
in both
stories
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
How the
morals are
DIFFERENT
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________

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Page 53
Student Resource: Opinion Writing Checklist
If second grade students can only read one version of this fable
next year, which one should the teacher have students read?
Why is the version you choose better for second graders to read?
As you write your opinion, place a ✓ in the box to show
you have included the information in your letter.
Name ____________________________
In my letter to the teacher, ✓
1. I introduce the topic of my opinion.
□
2. I supply reasons why I have this opinion.
□
3. I use linking words to connect my opinion to my
reasons, words such as because, and, also, etc. □
4. I end my letter with a closing statement or
section. □

Fable Duo
Page 54
Teacher Resource: Tips for Conversations Sample Anchor Chart
Optional use with conversations in STEPs 1.5, 2.4, 3.4, 4.2, and 5.1.
SL.2.1 Participate in collaborative conversations with diverse partners about
grade 2 topics and texts with peers and adults in small and larger
groups.
SL.2.6 Produce complete sentences when appropriate to task and situation
in order to provide requested detail or clarification.
Tips for Conversations
1. Contribute to the discussion. This means partners
should take turns talking.
2. Encourage your partner to talk.
You might say:
• Tell me more about that idea.
• What are you thinking?
3. Try to show that you are listening by making
connections to what your partner said. You might say:
• I agree…
• I would like to add…
• I have a different idea.
4. When you do not understand what your partner is
saying, ask a question like:
• Can you say more about that?
• Could you say that again?
• Could you explain what you mean by that?

Fable Duo
Page 55
Teacher Resource: “Two Versions of the Same Story”
Sample Chart
Use during class discussions on Days One through Five.
Story Traits
Ant and Grasshopper-
Gray
The Ant and Grasshopper-
McGovern
MAJOR EVENTS
• What happened in the
story?
CHARACTERS
• How do characters
respond to
challenges?
• What is the point of
view of each
character?
MORAL
• What is the moral of
the story?

Fable Duo
Page 56
Sample Student Work Product #1: STEP 2.5
Ant and Grasshopper by Luli Gray
STEP 2.5 Task Description: Students are asked to read the speech bubble to
determine and draw which character is likely to have responded to the challenge
using those words. Then students use each response to write a statement that
reflects the differences in each character’s point of view.
Transcription
Grasshopper’s point of view is
relax have fun
Transcription
Ant’s point of view is
to get ready for winter
Scoring Rationale:
The student used the words in the speech bubble to accurately identify and draw
the correct character and to provide a statement of each character’s point of view.
Then the student read each of the two dialogues aloud to show understanding of
the differences in the two characters’ points of view.
Possible Next Steps:
• Model with interactive think alouds in new texts to determine characters’
responses to challenges and how that informs identifying points of view and
differences in points of view.
• Direct attention to specific events in a story and ask the student to respond by
assuming the point of view of specific characters.
CI RL.2.6 Comprehension Checklist
RL.2.6.1 RL.2.6.2
Provides a statement about the
differences in the characters’
points of view.
Reads dialogue aloud to show
understanding of the differences in
characters’ points of view.
Yes No Yes No
✓ ✓

Fable Duo
Page 57
Ant and Grasshopper
retold by Luli Gray
Scholastic, 2013
STEP 3.4 Task Description: Students read the McGovern version independently
and then collaborate with other students to create a comic strip. Each box in the
strip recounts an event. The drawing and/or speech bubbles and/or written
explanation below the box must explain a character’s response to the story’s
challenge and the character’s point of view.
Moral (created by group)
Always get ready for winter.
Scoring Rationale:
• The student drew a picture that accurately represented an event in the
McGovern version when the Ant and Grasshopper encounter each other.
• The student provided dialogue to represent each of the character’s responses to
gathering food for the winter (The Ant said, “You should be working.” The
Grasshopper said, “Relax.” and laughed at the Ant.).
• The student collaborated with peers to create a moral: Always get ready for
winter.
• Encourage student to use speech bubbles for characters’ dialogue.
• Ensure more diversity in events by asking student (and peers) to create a list of
events (to plan their comic strips) to avoid overlap in events.
• Provide opportunities for student to compare character responses at different
points in the text.
CI RL.2.2/RL.2.3 Comprehension Checklist
RL.2.2.1 RL.2.3.2 RL.2.2.2
Provides a recounting of a
major event.
Provides a description of how a
character responds to a challenge.
Provides an identification
of the moral.
Yes No Yes No Yes No
✓ ✓ ✓

Fable Duo
Page 58
Ant and Grasshopper
retold by Luli Gray
Scholastic, 2013
STEP 5.1 Task Description: Students have read both the Gray and McGovern
versions of the fable and are asked to compare and contrast two characters’
responses to the challenge of the story (preparing for winter) and the morals of the
two stories.
Compare/Contrast characters’
responses to challenges
in two stories.
Compare/Contrast the morals in two
stories
SAME Ant was gathering food in both
stories. Grasshopper was playing
in both stories. Ant and
Grasshopper are in both stories.
SAME They both have Gather food for
winter.
DIFF Grasshopper died of hunger in the
2nd
version. Grasshopper lived in ant
house in the first version.
DIFF They both have different kind of
moral. The first version says that
everyone is important. The second
version says that to be prepared.
Scoring Rationale:
The student accurately compares and contrasts character responses and contrasts
morals but confused morals when asked to compare them.
• Provide frequent opportunities for student to compare and contrast morals in
two different texts.
• Structure opportunities for student to distinguish story events from morals or
lessons in a story.
CI RL.2.9 Comprehension Checklist
Accurately compares
characters’ responses to the
story’s challenge in two
stories.
Accurately contrasts
characters’ responses
to the story’s challenge
in two stories.
Accurately
compares morals
in the two stories.
Accurately
contrasts
morals in the
two stories.
Yes No Yes No Yes No Yes No
✓ ✓ ✓ ✓

Fable Duo
Page 59
Ant and Grasshopper
retold by Luli Gray
Scholastic, 2013
STEP 5.2 Task Description: After comparing and contrasting two versions of the
same fable, students are asked to write a letter to the teacher stating their opinion
and providing text-based support about which version would be better to read next
year.
Transcription:
Dear Mrs. ,
I think second grade students
should read gray’s version of Ant and
grasshopper. One reason is I like the
moral everybody counts because it is
like a team. Another reason is that in
the gray version because Ant drags
grasshopper inside and in the
mcgovern book does not pull him
inside. Another reason is it had more
pictures in it. Another reason is the
Grey Version there is more detail. I
think the gray version is better.
Your Student,
Scoring Rationale:
The student combines the topic and the opinion, supplies four text-based reasons
to support the opinion, using linking works (e.g., because, one, another), and
provides a concluding statement.
• Continue using letter writing as a purposeful form of communication.
• Provide frequent opportunities for the student to read finished writing aloud to a
peer as a way to check for unnecessary or repeated words.
• Additional instruction in the rules for capitalization of books and names.
• Model expanding and producing compound sentences for related ideas.
CI W.2 Writing Checklist
W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5
Includes
a topic.
States an
opinion.
Supplies
supportive reasons.
Uses linking words to
connect the opinion.
Provides a concluding
statement.
Yes No Yes No Yes No Yes No Yes No
✓ ✓ ✓ ✓ ✓

Fable Duo
Page 60
Ant and Grasshopper
retold by Luli Gray
Scholastic, 2013
STEP 5.2 Task Description: After comparing and contrasting two versions of the
same fable, students are asked to write a letter to the teacher stating their opinion
and providing text-based support about which version would be better to read next
year.
Transcription:
Dear Mrs. ,
I think second
grade students should
read gray version of Ant
and Grasshopper. One
reason is that ant is
mean then at the end ant
is nice. Another reason is
because ant takes care of
Grasshopper.
Love,
Scoring Rationale:
The student combines the topic and the opinion, offers two text-based reasons to
support the opinion, and uses linking words (one, because, another). However,
the student provides a closing to the letter (Love,) but does not end the opinion
writing with a concluding statement.
• Encourage the use of additional details to make supportive statements richer
(e.g., How was ant mean at the beginning? How was he nice at the end?)
• Read aloud short opinion essays and letters that provide examples of concluding
statements.
• Ask student to read opinion essays and letters to identify their concluding
statements.
CI W.2 Writing Checklist
W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5
Includes
a topic.
States an
opinion.
Supplies
supportive reasons.
Uses linking words to
connect the opinion.
Provides a concluding
statement.
Yes No Yes No Yes No Yes No Yes No
✓ ✓ ✓ ✓ ✓

Fable Duo
Page 61
Retrospective Journal
Performance Task____________________________Date_______________
What do I know about my class because of this performance task
(including strengths/needs of the class relative to specific LSS, as well
as general information learned about my students)?
What do I know about the strengths and needs of individuals or groups of
students relative to specific LSS?
Based on this experience, these are the instructional actions I want to
take:
Comments:

Fable Duo
(1 of 2)
Use with oral responses in STEPs 1.5 & 1.6.
RL.2.2 Recount
stories, including
and determine their
central message or
moral.
Provides a recounting of stories, including fables
and folktales from diverse cultures. (1)

Fable Duo
(2 of 2)
RL.2.2.1
Provides a recounting of
major event(s) in the Ant
and Grasshopper by Luli
Gray.

Fable Duo
(1 of 2)
Use with Oral Response in STEP 1.8.
RL.2.3 Describe how
characters in a story respond
to major events and
challenges.
Provides a description of how characters in a
story respond to major events. (1)
Provides a description of how characters in
a story respond to challenges. (2)

Fable Duo
(2 of 2)
RL.2.3.2
Provides a description
of how characters in a
story respond to
challenges.

Fable Duo
Page 41
(1 of 2)
Use with Oral and Written Response on Student Resource: The Difference Between
Characters’ Points of View in Ant and Grasshopper by Luli Gray (p.49) in STEP 2.5.
Optional: Additional dialogue reading on digital pages 6 and 10.
RL.2.6 Acknowledges
differences in the points of
view of characters, including
by speaking in a different
voice for each character when
reading dialogue aloud.
Provides a statement about the differences
in the points of view of characters. (1)
Speaks in different voice for each character
when reading dialogue aloud to show
understanding of the difference in the point
of view of characters. (2)

Fable Duo
Page 42
(2 of 2)
RL.2.6.1 RL.2.6.2
Provides a
statement
about the
differences in
the characters’
points of view.
Reads dialogue
aloud to show
understanding
of the
differences in
characters’
points of view.
Student Name Yes No Yes No Comments

Fable Duo
Page 43
Collecting Student Information: RL.2.2/RL.2.3 Comprehension
Checklist (1 of 2)
Use with Student Resource: Small Group Comic Strip Instructions (p.50) in STEP 3.4
and/or STEP 4.1.
RL.2.2 Recount
stories, including fables
and folktales from
diverse cultures, and
determine their central
message or moral.
Provides a recounting of stories, including fables and
folktales from diverse cultures. (1)
RL.2.3 Describe how
respond to major
events and challenges.
Provides a description of how characters in a story respond to
major events. (1)
Provides a description of how characters in a story
respond to challenges. (2)

Fable Duo
Page 44
(2 of 2)
RL.2.2.1 RL.2.3.2 RL.2.2.2
Provides a
recounting
of the
story.
Provides a
description
of how a
character
responds to
a challenge.
Provides an
identification
of the moral.
Student Name Yes No Yes No Yes No Comments

Fable Duo
Page 43
(1 of 2)
Use with Student Resource: Comparing Two Versions (pp. 51-52) in STEP 5.1.
RL.2.9 Compare and
contrast two or more
story (e.g., Cinderella
authors or from
different cultures.
Provides a comparison and contrast of two or
more versions of the same story written by
different authors. (1)
Provides a comparison and contrast of two or more
versions of the same story written from different
cultures. (2)

Fable Duo
Page 44
(2 of 2)
RL.2.9.1
Compares and contrasts
two versions of the
same story written by
different authors.

Fable Duo
Page 45
Collecting Student Information: W.2.1 Writing Checklist (1 of 2)
Use with Student Resource: Opinion Writing Checklist (p.53) with in STEP 5.2.
Standard Evidence
W.2.1 Write opinion pieces in
which they introduce the topic
or book they are writing about,
state an opinion, supply
reasons that support the
opinion, use linking words
(e.g., because, and, also) to
connect opinion with reasons,
and provide a concluding
statement or section.
States an opinion in writing. (1)
Includes the topic of the book they are writing
about when sharing an opinion in writing. (2)
Supplies supportive reasons when sharing an
opinion in writing. (3)
Uses linking words to connect an opinion with
reasons when sharing an opinion in writing. (4)
Provides a concluding statement or section when
sharing an opinion in writing. (5)

Fable Duo
Page 46
(2 of 2)
W.2.1.2 W.2.1.1 W.2.1.3 W.2.1.4 W.2.1.5
Includes a
topic.
States an
opinion.
Supplies
supportive
reasons.
Uses linking
words to connect
the opinion.
Provides a
concluding
statement.
Student Name Yes No Yes No Yes No Yes No Yes No

Fable Duo
Page 45
L.2.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.2.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Collecting Student Information: L.2.1/L.2.2 Knowledge of
Language and Conventions Student Checklist
Date:
LSS Student Name: Yes No
L2.1.A Uses collective nouns (e.g., group).
L2.1.B
Forms and uses frequently occurring irregular plural nouns
(e.g., feet, children, teeth, mice, fish).
L2.1.C
Uses reflexive pronouns (e.g., myself, ourselves) and
indefinite pronouns (e.g., anyone, everything).
L2.1.D
Forms and uses the past tense of frequently occurring
irregular verbs (e.g., sat, hid, told).
L2.1.E
Uses adjectives and adverbs, and choose between them
depending on what is to be modified.
L2.1.F
Produces, expands, and rearranges complete simple and
compound sentences (e.g., The boy watched the movie; The
little boy watched the movie; The action movie was watched
by the little boy).
L2.2.A Capitalizes holidays, product names, and geographic names.
L2.2.B Uses commas in greetings and closings of letters.
L2.2.C
Uses an apostrophe to form contractions and frequently
occurring possessives.
L2.2.D
Generalizes learned spelling patterns when writing words
(e.g., cage → badge; boy → boil).
L2.2.E
Consults reference materials, including beginning
dictionaries, as needed to check and correct spellings.
Prepare individual student copies of this checklist.

Fable Duo
Page 46
If/Then
If… Then
RL.2.2
recounting stories, and
determining their central
message, lesson, or
moral
• Use props, costumes, or puppets.
• Practice with student-created language
experience stories
• Have students practice with story events on
sentence strips in a pocket chart.
• Meet with students in small groups to
implement similar lessons over time.
• Practice finding the central messages with
stories with overt central messages like “The
Boy Who Cried Wolf”.
RL.2.3
describing how
respond to major events
and challenges
• Reread the story to increase familiarity.
• Practice with read aloud books.
• Practice with small group reading books.
• Practice with language experience stories.
• Have students match picture cards depicting
characters, settings, and story events with
descriptive phrases in a pocket chart.
• Have students role play the story events.
RL.2.6
in determining a
characters’ point of view
• Provide opportunities for students to
participate in Reader’s Theatre (Glossary).
• Direct students to specific events in a story
and help student take that character’s point of
view.
• Practice with expressive reading in continuous
dialogue, beginning with familiar stories.
RL.2.9
comparing and
contrasting two or more
story by different authors
or from different cultures
• Compare and contrast common objects.
• Engage the students in dramatizing the
stories.
• Engage the class in a shared writing of a Venn
diagram or T chart comparing two characters.
• Create a cut and paste sort for two familiar
story characters.

Fable Duo
Page 47
If… Then
W.2.1
writing opinion pieces
• Provide additional opportunities to express
opinions.
• Provide practice using opinion polls.
• Read opinion mentor texts.
• Express opinions about read aloud books.
• Write opinion pieces using shared writing.
• Engage children in language experience stories
in which they express opinions.

Fable Duo
Page 48
Student Resource: Discussion Cards
Use Discussion Card #1 in STEPs 2.2 and 2.3.
Use Discussion Card #2 in STEP 2.4.
Discussion Card #1
1. How did Ant respond to the story’s
challenge?
2. Why did Ant respond that way? What was he
thinking? What did he believe was the right
thing to do?
3. How would you explain Ant’s point of view?
Discussion Card #2
1. How did Grasshopper respond to the story’s
challenge?
2. Why did Grasshopper respond that way?
What was he thinking? What did he believe
was the right thing to do?
3. How would you explain Grasshopper’s point
of view?

Student Resource: The Difference Between Characters’ Points of View in Ant and
Grasshopper by Luli Gray
Use with RL.2.6 Comprehension Checklist in STEP 2.5.
Name
1. Identify and draw the character to match the speech bubble.
2. Write the name of the character on the line below and write his point of view.
After writing and drawing,
3. Read the dialogue in the speech bubbles to a partner. Read each character’s dialogue in a voice that shows
how each feels and reflects the difference in their points of view.
Fable Duo
“Come and
dance—I’ll play
for you!”
’s point of view is
“You should be
storing up food
for the winter…”
’s point of view is

Fable Duo
Student Resource: Small Group Comic Strip Instructions
Use with RL.2.2/RL.2.3 Comprehension Checklist (p.42) for oral and written
responses in STEP 3.4 and/or STEP 4.1.
Instructions for the Group’s Comic Strip
1. Decide on the major events.
It will be helpful to make a list of the major events
before beginning to draw the comic strip.
2. Create one drawing for each event.
• Draw one event in each box.
• Use speech bubbles for each character so the
character can “say” how he is responding to the
story’s challenge.
• Leave room at the bottom of each drawing to write
an explanation of the drawing (Step 3 will explain).
• Each person must draw at least one event in the
comic strip.
3. Explain the drawing.
Group members must write an explanation below their
drawings. Their explanations should include the
character’s point of view.
4. Decide on a moral for the fable.
• The group decides the moral together.
• One person writes it at the bottom of the comic strip.

Fable Duo
Student Resource: Comparing Two Versions
Use with RL.2.9 Comprehension Checklist (p.43) for in STEP 5.1.
Group Members
Compare and Contrast Character Responses in Two Stories
Character
responses
to
challenges
that are the
SAME
in both
stories
Character
responses
to
challenges
that are
DIFFERENT

Fable Duo
Group Members
Compare and Contrast Morals in Two Stories
How the
morals are
the
SAME
in both
stories
How the
morals are
DIFFERENT

Fable Duo
Student Resource: Opinion Writing Checklist
As you write your opinion, place a ✓ in the box to show
you have included the information in your letter.
Name
In my letter to the teacher, ✓
1. I introduce the topic of my opinion.
□
2. I supply reasons why I have this opinion.
□
3. I use linking words to connect my opinion to my
reasons, words such as because, and, also, etc. □
4. I end my letter with a closing statement or
section. □
If second grade students can only read one version of this fable
next year, which one should the teacher have students read?
Why is the version you choose better for second graders to read?

Gr02 ela ant_and_grasshopper_combined_drc_la_2016_10_28_0

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