The kingdom is plagued by a dragon that wreaks havoc, and the king calls a meeting to address the problem. However, the king's knights are cowards, the wizard has forgotten his magic, and no one seems able to stop the dragon. The cobbler, a wise but humble shoemaker, suggests that someone should find a way to defeat the dragon, though no one has yet been able to do so.
Sangkuriang went hunting with his dog Tumang but failed to find any deer. In desperation, he shot and killed Tumang, taking his liver home to present as deer meat. When his mother Dayang Sumbi discovered this, she was angry and struck Sangkuriang, scarring his head. Years later, Sangkuriang fell in love with a woman in a village but she realized he was her long lost son when she saw his scar. Unable to marry him, she tasked him with building a lake and boat overnight for their wedding. Just as he finished, dawn arrived, preventing their marriage. Enraged, Sangkuriang kicked over the half-built boat, forming the
The document contains instructions for an English exam with multiple choice questions about three short stories:
1) Snow White - Snow White runs away from her aunt and uncle and finds shelter in the cottage of seven dwarfs.
2) The Frog Prince - A princess promises a frog she will be his friend if he retrieves her ball, but does not intend to keep her promise. Her touch breaks the spell that turned the frog into a prince.
3) The Bear - Two travelers encounter a bear, one climbs a tree while the other plays dead. The bear advises him not to keep company with those who abandon their friends in difficult times.
The story is about a shepherd boy who gets bored and falsely claims he sees a wolf attacking the sheep twice, causing the villagers to stop believing him. The third time there is a real wolf, but the villagers do not come to help because they think he is lying again. By the end of the day the sheep have scattered without help. The boy learns that crying wolf when there is no real threat causes others to not believe him when he truly needs help.
The second story is about a princess who loses her ball down a well. A frog offers to retrieve it if she lets him be her companion. She agrees but does not hold up her end of the bargain. After repeatedly pestering her, the frog is
This document provides a summary of a legend from Sumatra, Indonesia about the origin of Lake Toba. It begins by introducing the legend and its main characters - a man living in Sumatra who catches a magical golden fish that transforms into a beautiful princess. They marry but he breaks his promise not to reveal her secret, angering her and causing a huge flood. The flood forms Lake Toba and the characters are transformed - the princess into a fish and the man into an island. The document then analyzes the legend based on its narrative structure of orientation, complication, and resolution.
This document contains a narrative text about the story of Malin Kundang and instructions for related classroom activities. The story is about a boy named Malin Kundang who leaves his poor village to seek fortune in the city, eventually becoming rich but forgetting his mother. When he returns years later as a merchant, his mother recognizes him but he denies being her son. Angry, his mother curses him and his ship turns to stone. The document provides the generic structure of narratives and features of the narrative text type. It also includes exercises for students to retell the story, identify the generic structure, and fill in blanks in another narrative text.
The story is about a mouse who was having trouble finding food and grew very thin. She discovered a basket full of corn with a small hole that she could fit through. However, after eating a large amount to satisfy her hunger, she grew too fat to fit back through the hole. When a squirrel found her stuck, it advised that she must wait until she grows as thin as when she entered to be able to escape. The story conveys the moral that greed can lead to negative consequences.
Tugas xii ips 3 amalia ihsana dan jannatun nisaPaarief Udin
The document discusses narrative text. It begins by explaining that narrative text aims to entertain readers about past stories or tales. It then discusses the characteristics and generic structure of narrative text, including orientation, complication, and resolution. An example narrative text called "The Frog Prince" is also provided and includes 7 multiple choice comprehension questions about the example text.
This document contains a summary of the key elements of a narrative text and examples of each element from the story of Cinderella. It begins by introducing the four main elements of a narrative text as orientation, complication, resolution, and re-orientation. It then provides a three paragraph summary of the Cinderella story that demonstrates each of these elements: (1) the orientation introduces the main characters of Cinderella and her family, (2) the complication describes Cinderella's poor treatment by her stepmother and stepsisters, and (3) the resolution explains that Cinderella ultimately marries the prince and lives happily ever after.
Sangkuriang went hunting with his dog Tumang but failed to find any deer. In desperation, he shot and killed Tumang, taking his liver home to present as deer meat. When his mother Dayang Sumbi discovered this, she was angry and struck Sangkuriang, scarring his head. Years later, Sangkuriang fell in love with a woman in a village but she realized he was her long lost son when she saw his scar. Unable to marry him, she tasked him with building a lake and boat overnight for their wedding. Just as he finished, dawn arrived, preventing their marriage. Enraged, Sangkuriang kicked over the half-built boat, forming the
The document contains instructions for an English exam with multiple choice questions about three short stories:
1) Snow White - Snow White runs away from her aunt and uncle and finds shelter in the cottage of seven dwarfs.
2) The Frog Prince - A princess promises a frog she will be his friend if he retrieves her ball, but does not intend to keep her promise. Her touch breaks the spell that turned the frog into a prince.
3) The Bear - Two travelers encounter a bear, one climbs a tree while the other plays dead. The bear advises him not to keep company with those who abandon their friends in difficult times.
The story is about a shepherd boy who gets bored and falsely claims he sees a wolf attacking the sheep twice, causing the villagers to stop believing him. The third time there is a real wolf, but the villagers do not come to help because they think he is lying again. By the end of the day the sheep have scattered without help. The boy learns that crying wolf when there is no real threat causes others to not believe him when he truly needs help.
The second story is about a princess who loses her ball down a well. A frog offers to retrieve it if she lets him be her companion. She agrees but does not hold up her end of the bargain. After repeatedly pestering her, the frog is
This document provides a summary of a legend from Sumatra, Indonesia about the origin of Lake Toba. It begins by introducing the legend and its main characters - a man living in Sumatra who catches a magical golden fish that transforms into a beautiful princess. They marry but he breaks his promise not to reveal her secret, angering her and causing a huge flood. The flood forms Lake Toba and the characters are transformed - the princess into a fish and the man into an island. The document then analyzes the legend based on its narrative structure of orientation, complication, and resolution.
This document contains a narrative text about the story of Malin Kundang and instructions for related classroom activities. The story is about a boy named Malin Kundang who leaves his poor village to seek fortune in the city, eventually becoming rich but forgetting his mother. When he returns years later as a merchant, his mother recognizes him but he denies being her son. Angry, his mother curses him and his ship turns to stone. The document provides the generic structure of narratives and features of the narrative text type. It also includes exercises for students to retell the story, identify the generic structure, and fill in blanks in another narrative text.
The story is about a mouse who was having trouble finding food and grew very thin. She discovered a basket full of corn with a small hole that she could fit through. However, after eating a large amount to satisfy her hunger, she grew too fat to fit back through the hole. When a squirrel found her stuck, it advised that she must wait until she grows as thin as when she entered to be able to escape. The story conveys the moral that greed can lead to negative consequences.
Tugas xii ips 3 amalia ihsana dan jannatun nisaPaarief Udin
The document discusses narrative text. It begins by explaining that narrative text aims to entertain readers about past stories or tales. It then discusses the characteristics and generic structure of narrative text, including orientation, complication, and resolution. An example narrative text called "The Frog Prince" is also provided and includes 7 multiple choice comprehension questions about the example text.
This document contains a summary of the key elements of a narrative text and examples of each element from the story of Cinderella. It begins by introducing the four main elements of a narrative text as orientation, complication, resolution, and re-orientation. It then provides a three paragraph summary of the Cinderella story that demonstrates each of these elements: (1) the orientation introduces the main characters of Cinderella and her family, (2) the complication describes Cinderella's poor treatment by her stepmother and stepsisters, and (3) the resolution explains that Cinderella ultimately marries the prince and lives happily ever after.
The document appears to be a record of a student's digital graphic narrative development project. It includes sections for various narrative exercises the student completed, including shape tasks, rotoscoping, film quotes, and more. For each exercise, it asks the student to provide feedback on what they liked and how they could improve. It also includes the student's initial ideas brainstorm, mood board, proposal outlining their story concept, and draft script. The proposal provides details on the 10-page comic format and outlines a humorous story about a husband and wife named Mr. and Mrs. Vinegar. The draft script tells the narrative of the Vinegars finding money, Mr. Vinegar trading away possessions, and Mrs. Vinegar
1. The document discusses the generic structure and grammatical features of narrative texts. It provides examples of narrative texts like folktales, fables, legends, and short stories.
2. The generic structure of most narrative texts includes an orientation that introduces characters, time, and setting, a complication that presents conflicts or problems, and a resolution that solves issues with sometimes happy or sad endings.
3. Grammatical features include using past tenses and temporal conjunctions to connect events in the story. Narrative texts aim to tell stories and entertain readers.
The document provides information about narrative text structure and a sample narrative story. It defines narrative text as a text that contains a story and its plot consists of an introduction, climax, and resolution. It notes the social function is to amuse and entertain through experience. The generic structure of narrative includes orientation, complication, and resolution. It also identifies lexicogrammatical features of narrative such as use of past tense, temporal conjunctions, and processes that describe actions, relationships, and thoughts. The document includes a sample narrative story about Cinderella to demonstrate these narrative text elements.
The document defines narrative as an account of connected events experienced by participants that aims to entertain or provide a moral lesson. A narrative text typically includes an orientation introducing participants and setting, a complication describing rising crises for participants to deal with, and a resolution showing how participants solve the crises. Language features include use of past tense, processes verbs, and relative clauses. While narratives primarily entertain, they can also teach, inform, or change attitudes. The common narrative structure is known as a "story grammar".
The narrative text tells the story of Aladdin and the Magic Lamp. It introduces Aladdin as a clever boy who does not like to work. He meets a magician in the market who asks him to enter a cave and find a magic lamp. The magician gives Aladdin a magic ring for help. Aladdin finds the lamp but is trapped by the magician. He uses the ring to summon a genie and escape. Aladdin rubs the lamp and a genie offers to grant his wishes. Aladdin wishes for riches and a palace, then later marries Princess Jasmine.
The document tells a legend from Indonesia. It describes how a poor boy was helped by a kind old woman who gave him shelter and food. When floods came, he used a mortar she had given him as a boat to save himself and the old woman. The village was flooded and became a large lake now known as Rawa Pening Lake. The legend explains how the lake came to be formed from the flood after the boy pulled a stick from the ground and water started gushing out.
1. The passage describes a tramp sleeping in the park who is woken up multiple times and asked for the time by passersby, though he does not have a watch.
2. After being woken up again, the tramp has an idea. He writes a sign saying "I do not have a watch. I do not know the time" and hangs it around his neck.
3. A policeman later wakes the tramp and tells him it is 2:30pm after seeing the sign around his neck.
This document provides information about narrative text structures and examples. It defines narrative text as an imaginative story meant to entertain. The generic structures of orientation, complication, and resolution are described. Various types of narrative texts are identified like myths, legends, folktales, and fairy tales. Characteristics of each type are given along with examples. Language features of narrative texts are also outlined.
This passage describes Julia's experience getting lost in the Kapawi jungle in Ecuador after being separated from her parents during a flash flood.
In paragraph 1, the jungle is described as "steaming and hissing" as Julia and her family struggle through the "dense undergrowth" accompanied by "howler monkeys" and "tropical birds."
In paragraph 4, Julia's difficult walk through the jungle in search of her parents is portrayed through vivid imagery, with the foliage "snak[ing], twist[ing] and snar[ing] her" and "swarms of insects" attacking her as she staggers through in a "torturous journey."
The summary effectively captures the key
1. The document discusses local folklore about sightings of bats hanging in trees in the town of Watansoppeng that are believed to be intangible royal bodyguards of the former Datu (King) of Soppeng.
2. According to stories, the bats would transform and provide defense and resistance to any intruders that entered the 1 square kilometer area that was the center of the Soppeng kingdom.
3. The bats still roost in trees growing in the former central authority area of the Datu and fly out at night for food before returning in the morning.
A narrative text tells an imaginary story to entertain people. It involves a connected sequence of events that builds to a crisis or turning point, then achieves resolution. Key elements include orientation of characters, complications that develop problems, and resolution of problems. Common narrative types are fables, myths, legends, folktales, fairy tales, science fiction stories, short stories, parables, and novels. The language uses past tense, temporal conjunctions, and descriptions of actions. An example narrative text is the Legend of Malin Kundang, about a boy who denies his mother after becoming wealthy and is cursed to turn into stone.
This document provides standards and competencies for reading and writing skills in Indonesian. It includes standards for understanding short functional texts and analytical essays in everyday contexts. Key competencies involve responding to meaning and rhetorical steps in essays using accurate written language.
The document then discusses a narrative text structure, which includes orientation, complication, and resolution. It provides examples of language features in narratives, including past tenses and noun phrases. Vocabulary lists words related to animals, nature, and locations.
An example narrative text is provided about a cat, frog and camel comparing when they were born. Comprehension questions follow about the story's genre, characters' actions and reasons. The conclusion restates that narrative texts have an orientation
This document provides instructions for teaching a reading lesson on the story "Ta-Na-E-Ka". It includes definitions of realistic fiction and strategies for students to use such as monitoring comprehension and using a Venn diagram to compare and contrast characters. It also previews vocabulary words and provides discussion questions to develop comprehension as students read the story, such as having students paraphrase sections in their own words.
This document defines and provides examples of narrative texts. It discusses the key elements of narratives including orientation, complication, and resolution. It then provides two example stories - Cinderella and Malin Kundang - and analyzes their narrative elements. The document also briefly discusses different types of expository texts such as analytical, hortatory, and exposition.
English learning materials for grade XII of Senior High School in semester 2, designed by English Department's students of Semarang State University (UNNES).
The document summarizes the generic structure and linguistic features of a narrative text. It provides examples of different types of narrative texts such as legends, fables, fairy tales, folktales, and short stories. It then gives a short legend from Sumatra about how Toba Lake was formed as a result of a man revealing his wife's secret that she was originally a fish. The legend follows the standard narrative structure of orientation, complication, resolution, and re-orientation.
The short story describes an interaction between a mouse deer and a crocodile at a river. The mouse deer goes to drink water but is wary of the crocodile waiting underwater to eat him. So he pretends to test the water temperature by putting a stick in instead of his leg, to avoid danger from the crocodile.
1) The story is about Malin Kundang, a boy who grew up in a poor coastal village in Sumatra with his mother.
2) As an adult, Malin Kundang became very successful and wealthy. He married a noblewoman and owned many ships.
3) One day, Malin Kundang returned to his village in a large ship. When his elderly mother recognized him and hugged him, he denied knowing her and had her thrown to the ground.
This document summarizes four Indonesian folktales:
1) Timun Mas tells the story of a girl named Timun Mas who uses magic seeds and tools to escape a monster and save her village.
2) Malin Kundang is about a boy who becomes wealthy but disowns his mother, causing her to curse him into turning into stone.
3) Sangkuriang involves a prince who turns into a dog and is accidentally killed by his son, leading to conflicts between the son and his mother.
4) Danau Toba tells the story of a fisherman named Toba whose wife and son turn back into fish and flood the land, forming Lake Toba.
This story is about a poor couple whose son is born as a frog. The frog reveals that he has special abilities and offers to help save the country from invading armies. The emperor is skeptical but allows the frog to try. The frog devours fire for days and defeats the enemy armies. As a reward, the frog marries the emperor's daughter, but only after transforming into a handsome prince. The emperor later tries on the frog's magic skin but gets trapped as a frog forever, while the frog becomes the new emperor.
This story is about a poor couple whose son is born as a frog. The frog reveals that he has special abilities and offers to help save the country from invading armies. The emperor is skeptical but allows the frog to try. The frog devours fire for days and defeats the enemy armies. As a reward, the frog marries the emperor's daughter, but only after transforming into a handsome prince. The emperor later tries on the frog's magic skin but gets trapped as a frog forever, while the frog becomes the new emperor.
The document appears to be a record of a student's digital graphic narrative development project. It includes sections for various narrative exercises the student completed, including shape tasks, rotoscoping, film quotes, and more. For each exercise, it asks the student to provide feedback on what they liked and how they could improve. It also includes the student's initial ideas brainstorm, mood board, proposal outlining their story concept, and draft script. The proposal provides details on the 10-page comic format and outlines a humorous story about a husband and wife named Mr. and Mrs. Vinegar. The draft script tells the narrative of the Vinegars finding money, Mr. Vinegar trading away possessions, and Mrs. Vinegar
1. The document discusses the generic structure and grammatical features of narrative texts. It provides examples of narrative texts like folktales, fables, legends, and short stories.
2. The generic structure of most narrative texts includes an orientation that introduces characters, time, and setting, a complication that presents conflicts or problems, and a resolution that solves issues with sometimes happy or sad endings.
3. Grammatical features include using past tenses and temporal conjunctions to connect events in the story. Narrative texts aim to tell stories and entertain readers.
The document provides information about narrative text structure and a sample narrative story. It defines narrative text as a text that contains a story and its plot consists of an introduction, climax, and resolution. It notes the social function is to amuse and entertain through experience. The generic structure of narrative includes orientation, complication, and resolution. It also identifies lexicogrammatical features of narrative such as use of past tense, temporal conjunctions, and processes that describe actions, relationships, and thoughts. The document includes a sample narrative story about Cinderella to demonstrate these narrative text elements.
The document defines narrative as an account of connected events experienced by participants that aims to entertain or provide a moral lesson. A narrative text typically includes an orientation introducing participants and setting, a complication describing rising crises for participants to deal with, and a resolution showing how participants solve the crises. Language features include use of past tense, processes verbs, and relative clauses. While narratives primarily entertain, they can also teach, inform, or change attitudes. The common narrative structure is known as a "story grammar".
The narrative text tells the story of Aladdin and the Magic Lamp. It introduces Aladdin as a clever boy who does not like to work. He meets a magician in the market who asks him to enter a cave and find a magic lamp. The magician gives Aladdin a magic ring for help. Aladdin finds the lamp but is trapped by the magician. He uses the ring to summon a genie and escape. Aladdin rubs the lamp and a genie offers to grant his wishes. Aladdin wishes for riches and a palace, then later marries Princess Jasmine.
The document tells a legend from Indonesia. It describes how a poor boy was helped by a kind old woman who gave him shelter and food. When floods came, he used a mortar she had given him as a boat to save himself and the old woman. The village was flooded and became a large lake now known as Rawa Pening Lake. The legend explains how the lake came to be formed from the flood after the boy pulled a stick from the ground and water started gushing out.
1. The passage describes a tramp sleeping in the park who is woken up multiple times and asked for the time by passersby, though he does not have a watch.
2. After being woken up again, the tramp has an idea. He writes a sign saying "I do not have a watch. I do not know the time" and hangs it around his neck.
3. A policeman later wakes the tramp and tells him it is 2:30pm after seeing the sign around his neck.
This document provides information about narrative text structures and examples. It defines narrative text as an imaginative story meant to entertain. The generic structures of orientation, complication, and resolution are described. Various types of narrative texts are identified like myths, legends, folktales, and fairy tales. Characteristics of each type are given along with examples. Language features of narrative texts are also outlined.
This passage describes Julia's experience getting lost in the Kapawi jungle in Ecuador after being separated from her parents during a flash flood.
In paragraph 1, the jungle is described as "steaming and hissing" as Julia and her family struggle through the "dense undergrowth" accompanied by "howler monkeys" and "tropical birds."
In paragraph 4, Julia's difficult walk through the jungle in search of her parents is portrayed through vivid imagery, with the foliage "snak[ing], twist[ing] and snar[ing] her" and "swarms of insects" attacking her as she staggers through in a "torturous journey."
The summary effectively captures the key
1. The document discusses local folklore about sightings of bats hanging in trees in the town of Watansoppeng that are believed to be intangible royal bodyguards of the former Datu (King) of Soppeng.
2. According to stories, the bats would transform and provide defense and resistance to any intruders that entered the 1 square kilometer area that was the center of the Soppeng kingdom.
3. The bats still roost in trees growing in the former central authority area of the Datu and fly out at night for food before returning in the morning.
A narrative text tells an imaginary story to entertain people. It involves a connected sequence of events that builds to a crisis or turning point, then achieves resolution. Key elements include orientation of characters, complications that develop problems, and resolution of problems. Common narrative types are fables, myths, legends, folktales, fairy tales, science fiction stories, short stories, parables, and novels. The language uses past tense, temporal conjunctions, and descriptions of actions. An example narrative text is the Legend of Malin Kundang, about a boy who denies his mother after becoming wealthy and is cursed to turn into stone.
This document provides standards and competencies for reading and writing skills in Indonesian. It includes standards for understanding short functional texts and analytical essays in everyday contexts. Key competencies involve responding to meaning and rhetorical steps in essays using accurate written language.
The document then discusses a narrative text structure, which includes orientation, complication, and resolution. It provides examples of language features in narratives, including past tenses and noun phrases. Vocabulary lists words related to animals, nature, and locations.
An example narrative text is provided about a cat, frog and camel comparing when they were born. Comprehension questions follow about the story's genre, characters' actions and reasons. The conclusion restates that narrative texts have an orientation
This document provides instructions for teaching a reading lesson on the story "Ta-Na-E-Ka". It includes definitions of realistic fiction and strategies for students to use such as monitoring comprehension and using a Venn diagram to compare and contrast characters. It also previews vocabulary words and provides discussion questions to develop comprehension as students read the story, such as having students paraphrase sections in their own words.
This document defines and provides examples of narrative texts. It discusses the key elements of narratives including orientation, complication, and resolution. It then provides two example stories - Cinderella and Malin Kundang - and analyzes their narrative elements. The document also briefly discusses different types of expository texts such as analytical, hortatory, and exposition.
English learning materials for grade XII of Senior High School in semester 2, designed by English Department's students of Semarang State University (UNNES).
The document summarizes the generic structure and linguistic features of a narrative text. It provides examples of different types of narrative texts such as legends, fables, fairy tales, folktales, and short stories. It then gives a short legend from Sumatra about how Toba Lake was formed as a result of a man revealing his wife's secret that she was originally a fish. The legend follows the standard narrative structure of orientation, complication, resolution, and re-orientation.
The short story describes an interaction between a mouse deer and a crocodile at a river. The mouse deer goes to drink water but is wary of the crocodile waiting underwater to eat him. So he pretends to test the water temperature by putting a stick in instead of his leg, to avoid danger from the crocodile.
1) The story is about Malin Kundang, a boy who grew up in a poor coastal village in Sumatra with his mother.
2) As an adult, Malin Kundang became very successful and wealthy. He married a noblewoman and owned many ships.
3) One day, Malin Kundang returned to his village in a large ship. When his elderly mother recognized him and hugged him, he denied knowing her and had her thrown to the ground.
This document summarizes four Indonesian folktales:
1) Timun Mas tells the story of a girl named Timun Mas who uses magic seeds and tools to escape a monster and save her village.
2) Malin Kundang is about a boy who becomes wealthy but disowns his mother, causing her to curse him into turning into stone.
3) Sangkuriang involves a prince who turns into a dog and is accidentally killed by his son, leading to conflicts between the son and his mother.
4) Danau Toba tells the story of a fisherman named Toba whose wife and son turn back into fish and flood the land, forming Lake Toba.
This story is about a poor couple whose son is born as a frog. The frog reveals that he has special abilities and offers to help save the country from invading armies. The emperor is skeptical but allows the frog to try. The frog devours fire for days and defeats the enemy armies. As a reward, the frog marries the emperor's daughter, but only after transforming into a handsome prince. The emperor later tries on the frog's magic skin but gets trapped as a frog forever, while the frog becomes the new emperor.
This story is about a poor couple whose son is born as a frog. The frog reveals that he has special abilities and offers to help save the country from invading armies. The emperor is skeptical but allows the frog to try. The frog devours fire for days and defeats the enemy armies. As a reward, the frog marries the emperor's daughter, but only after transforming into a handsome prince. The emperor later tries on the frog's magic skin but gets trapped as a frog forever, while the frog becomes the new emperor.
This story is about a poor couple whose son is born as a frog. The frog reveals that he has special abilities and offers to save the country from invading armies. He defeats the enemies by eating fire for three days. The emperor makes the frog a general but does not want him to marry his daughter. However, the frog tricks the emperor by changing into a handsome man to win the princess. He later becomes the new emperor when the frog skin he wears cannot be removed from the previous emperor.
The summary provides the essential information from the document in 3 sentences:
The document is a story planner worksheet for a student named Alice. It includes Alice planning a fractured fairy tale that combines Snow White and the Gingerbread Man. Alice outlines the main characters, point of view, and major plot events of the story which involves the gingerbread man meeting Snow White in the forest while running away. Snow White uses her magic to help the gingerbread man remember his love for his mother and return to her.
- The document appears to be notes from a digital graphic narrative development project, including exercises on shapes, rotoscoping, film quotes, text, comics, and more
- For each exercise, the student provided what they liked about their image and how they would improve if doing it again
- They also included initial ideas for possible fairy tales to adapt, including a breakdown of characters and plot for Rumpelstiltskin and The Nightingale
- A draft script is outlined for an adaptation of the fairy tale "The Straw Millionaire" set in a future world with robots trading parts instead of humans trading goods
- Storyboards and dialogue
The lesson plan is for a 7th grade English class on spelling. It involves reading a fairy tale with misspelled words, circling the errors, and writing the correct spelling. Students will then analyze why they misspelled words and learn about the spelling process. For application, students will complete a worksheet where they identify 20 misspelled words from an updated version of Rapunzel and write the correct spelling. Finally, students will self-evaluate their skills, discuss challenging words, and research word meanings to use in sentences.
This document provides teaching materials for a Grade 12 English class on narratives. It includes the learning objectives, indicators, and a story titled "The Frog Prince". The story is presented in sections that define narratives, explain their social function and structure, and then retell the story in chronological order. Comprehension questions are included at the end to check students' understanding. References are also listed.
The document is a chapter from an English textbook for grade 11 students. It includes an introduction to the chapter, a folklore story titled "The Enchanted Fish", questions about the story, and lessons on suggesting and offering. The story is about a fisherman who catches an enchanted prince transformed into a fish. The fish promises to grant the fisherman's wife wishes. However, the wife becomes increasingly greedy with her wishes and it leads to their downfall. The chapter teaches about being grateful and content with what one has rather than being greedy.
Little Red Riding Hood (1697) Charles Perrault Once .docxwashingtonrosy
Little Red Riding Hood (1697)
Charles Perrault
Once upon a time there lived in a certain village a little country girl, the prettiest
creature who was ever seen. Her mother was excessively fond of her; and her
grandmother doted on her still more. This good woman had a little red riding hood
made for her. It suited the girl so extremely well that everybody called her Little Red
Riding Hood.
One day her mother, having made some cakes, said to her, "Go, my dear, and see how
your grandmother is doing, for I hear she has been very ill. Take her a cake, and this
little pot of butter."
Little Red Riding Hood set out immediately to go to her grandmother, who lived in
another village.
As she was going through the wood, she met with a wolf, who had a very great mind
to eat her up, but he dared not, because of some woodcutters working nearby in the
forest. He asked her where she was going. The poor child, who did not know that it
was dangerous to stay and talk to a wolf, said to him, "I am going to see my
grandmother and carry her a cake and a little pot of butter from my mother."
"Does she live far off?" said the wolf
"Oh I say," answered Little Red Riding Hood; "it is beyond that mill you see there, at
the first house in the village."
"Well," said the wolf, "and I'll go and see her too. I'll go this way and go you that, and
we shall see who will be there first."
The wolf ran as fast as he could, taking the shortest path, and the little girl took a
roundabout way, entertaining herself by gathering nuts, running after butterflies, and
gathering bouquets of little flowers. It was not long before the wolf arrived at the old
woman's house. He knocked at the door: tap, tap.
"Who's there?"
"Your grandchild, Little Red Riding Hood," replied the wolf, counterfeiting her voice;
"who has brought you a cake and a little pot of butter sent you by mother."
The good grandmother, who was in bed, because she was somewhat ill, cried out,
"Pull the bobbin, and the latch will go up."
The wolf pulled the bobbin, and the door opened, and then he immediately fell upon
the good woman and ate her up in a moment, for it been more than three days since he
had eaten. He then shut the door and got into the grandmother's bed, expecting Little
Red Riding Hood, who came some time afterwards and knocked at the door: tap, tap.
"Who's there?"
Little Red Riding Hood, hearing the big voice of the wolf, was at first afraid; but
believing her grandmother had a cold and was hoarse, answered, "It is your grandchild
Little Red Riding Hood, who has brought you a cake and a little pot of butter mother
sends you."
The wolf cried out to her, softening his voice as much as he could, "Pull the bobbin,
and the latch will go up."
Little Red Riding Hood pulled the bobbin, and the door opened.
The wolf, seeing her come in, said to her, hiding himself under the bedclothes, "Put
the cake and the little pot of butter upon the stool, and com.
Here is a potential interview dialogue based on the article:
Interviewer: Thank you for joining us today Alex. You've said people shouldn't walk on eggshells around disabled people. Why do you feel this way?
Alex: Thanks for having me. Disability is just a natural part of life and we should feel comfortable interacting with disabled people like anyone else. If someone falls out of their wheelchair, it's normal to react - we've all seen crazy crashes in wheelchair rugby. The Paralympics can help reduce awkwardness by showing disability is just part of diversity in sport.
Interviewer: You've also said we shouldn't necessarily sympathize with Paralympians who underperform. Why is that?
Alex:
1) The document provides information about analyzing different types of prose, including short stories, novels, diaries, romances, and histories.
2) It discusses how to analyze prose through examining the subject matter, theme, purpose, form, style, tone, atmosphere, and overall impression.
3) The document also provides guidance on summarizing prose, including reading the text carefully, identifying important points, drafting a single sentence summary, and checking the summary against the original text.
Text 1 describes an incident where Dinar could not access her motorcycle because other motorcycles had blocked it in the garage. She called her friend Adel, who owned one of the blocking motorcycles, for help. With Adel's assistance, Dinar was finally able to move her motorcycle.
Text 2 tells the fairy tale of Cinderella. It describes Cinderella's mistreatment by her stepmother and stepsisters, how she was unable to attend the ball, and how her fairy godmother magically helped her go to the ball, where she danced with and captivated the prince. However, she had to flee before midnight when the spell would break. The prince later searches for the woman whose foot fits
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
deaf
Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
This document provides instruction on identifying plot structure in stories. It begins with an introduction to the five main stages of plot: exposition, rising action, climax, falling action, and resolution. Examples are used to illustrate each stage. Students are then asked to read a short story and create a plot diagram identifying the elements of the story's plot. The overall summary is that the document teaches students how to analyze plot structure by learning the typical stages and creating diagrams to map how specific stories unfold.
This document provides information about narrative text structures and examples. It defines narrative text as an imaginative story meant to entertain. The generic structures of orientation, complication, and resolution are described. Various types of narrative texts are identified like myths, legends, folktales, and fairy tales. Characteristics of each type are given along with examples. Language features of narrative texts are also outlined.
This document provides information about narrative text, including its purpose and generic structure. It introduces two students, Mannuel Aldyan and Agnes Wulandari, and includes their profiles and interests. It then discusses the key elements of narrative text, such as using past tense, introducing characters and events, and including a complication and resolution. Finally, it provides examples of different types of narrative text, such as fairy tales, folktales, myths, and legends.
This feature article discusses the qualities and structure of feature writing. It provides 13 types of novelty leads that can be used to draw readers into a story. It also outlines 10 qualities of good feature articles and lists 14 different types of features. Additionally, it discusses the structure of features, including using an inverted pyramid structure and providing different types of endings. The article uses examples throughout to illustrate its points about writing compelling feature stories.
This document provides an overview and teaching resources for the folktale "The Gingerbread Man." It summarizes the classic story of a gingerbread cookie that comes to life and outruns several pursuers before being captured. It also includes discussion questions, descriptions of notable retellings of the story, and a reproducible activity for students.
The document outlines Callum Hamilton's digital graphic narrative development project. It includes evaluations of different techniques used, such as shape tasks, rotoscoping, and creating comic books. Proposals are provided for a 10-page comic telling a version of "The Princess and the Pea" from the pea's perspective. Feedback on the initial ideas and proposal is given, noting strengths like clear dimensions but also areas for improvement such as adding more details.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. Dragon, Dragon � 191
There was once a king whose kingdom was plagued by a
dragon. The king did not know which way to turn. The
king’s knights were all cowards who hid under their beds
whenever the dragon came in sight, so they were of no use
to the king at all. And the king’s wizard could not help
either because, being old, he had forgotten his magic spells.
Nor could the wizard look up the spells that had slipped his
mind, for he had unfortunately misplaced his wizard’s book
many years before. The king was at his wit’s end.
Every time there was a full moon the dragon came out of
his lair and ravaged the countryside. He frightened maid-
ens and stopped up chimneys and broke store windows
and set people’s clocks back and made dogs bark until no
one could hear himself think.
He tipped over fences and robbed graves and put frogs in
people’s drinking water and tore the last chapters out of
novels and changed house numbers around so that people
crawled into bed with their neighbors.
He stole spark plugs out of people’s cars and put fire-
crackers in people’s cigars and stole the clappers from all
the church bells and sprung every bear trap for miles
around so the bears could wander wherever they pleased.
And to top it all off, he changed around all the roads in
the kingdom so that people could not get anywhere except
by starting out in the wrong direction.
Vocabulary Builder
ravaged (rav» ijd) v.
violently destroyed;
ruined
Literary Analysis
Character Based on
his actions, what
words would you use
to describe the
dragon?
What is the problem
in the kingdom?
191
Support for Less Proficient Readers
To assist students’ comprehension, have them
read along with the audio CD version of the
story. Stop the recording frequently, and have
students discuss what has happened. Guide
the discussion by asking them questions about
characters, story events, and changes in
setting.
Strategy for Advanced Readers
A humorous element of this story is that
although dragons, kings, and wizards are
associated with medieval times, the dragon
wreaks havoc with modern things such as car
batteries. Invite students to write an
additional paragraph that addresses more
ways the dragon plagues the kingdom. Ask
them to describe ways that it interferes with
advanced technology, such as computers and
telecommunications.
Motivation
Prepare an Anticipation Guide
(General Resources, pp. 8–10) with
the following statements:
• Always follow your parents’ advice.
• Arranged marriages never work.
• You can always find a way to defeat
any opponent.
Give students a copy of the prepared
Anticipation Guide and have students
mark their responses in the Me col-
umn. Have students discuss the state-
ments in pairs or groups and mark
the Guides again in the Group
column.
Concept Connector
Students will return to the
Anticipation Guide after completing
the story.
Learning Modalities
Visual/Spatial Learners
Have students take notes about the
dragon in the story or make sketches
of it as they read. When they have
finished, ask students to either draw
or write a description of the dragon
based on what they have read
about it.
About the Selection
The kingdom in John Gardner’s story
“Dragon, Dragon” is plagued by a
dragon that outsmarts those sent to
kill it. The kingdom’s cobbler, who
thinks he is the least important per-
son in the land, is perhaps the
smartest. His two eldest sons fail to
slay the dragon because they refuse
to take their father’s advice. The
younger son. He takes his father’s
advice and slays the dragon.
Literary Analysis
Character
• Remind students that writers often
use a character’s actions to reveal
what the character is like.
• Read the bracketed passage
together. Ask the Literary Analysis
question.
Possible responses: The dragon
is mean, destructive, wicked, and
imaginative.
Reading Check
Answer: The kingdom is plagued by
a dragon.
4
3
2
1
1
2
3
4
Dragon, Dragon
John Gardner
2. 192
Reading Skill
Make Inferences
• Remind students that authors pro-
vide readers with details they can
use to make assumptions about
characters and events. Rather than
tell the reader that a certain charac-
ter is this way or that way, the
writer might describe how a char-
acter thinks or feels. The reader
must then make inferences about
the character’s feelings to better
understand the character.
• Ask the Reading Skill question.
Then ask a volunteer to read aloud
the bracketed text. Tell students to
listen for details that the author
supplies so that readers can make
an inference about the cobbler.
Possible response: He does not
think he is as important as they are.
He lacks confidence.
Critical Viewing
Possible response: People might
fear a dragon like this one because of
its fierce expression, its sharp teeth,
and its large wings and claws.
6
5
Expressive Vocabulary
As students discuss Gardner’s story, encourage
them to use the expressive vocabulary. Provide
them with sentence starters like these:
1. It was time for the king to consult . . .
2. The wizard could no longer rely on . . .
3. The king decided to seek . . .
4. The cobbler could not understand why the
king would appeal . . .
5. When the wizard tried to assist . . .
192 ■ Short Stories
“That,” said the king in a fury, “is enough!” And he called
a meeting of everyone in the kingdom.
Now it happened that there lived in the kingdom a wise
old cobbler who had a wife and three sons. The cobbler and
his family came to the king’s meeting and stood way in
back by the door, for the cobbler had a feeling that since he
was nobody important there had probably been some mis-
take, and no doubt the king had intended the meeting for
everyone in the kingdom except his family and him.
“Ladies and gentlemen,” said the king when everyone was
present, “I’ve put up with that dragon as long as I can. He
has got to be stopped.”
All the people whispered amongst themselves, and the
king smiled, pleased with the impression he had made.
But the wise cobbler said gloomily, “It’s all very well to
talk about it—but how are you going to do it?”
And now all the people smiled and winked as if to say,
“Well, King, he’s got you there!”
The king frowned.
“It’s not that His Majesty hasn’t tried,” the queen spoke
up loyally.
Reading Skill
Make Inferences
How does the
cobbler think he is
different from most
people in the
kingdom?
Critical Viewing
Why would the
people of the
kingdom fear a
dragon like this one?
[Speculate]
5
6
3. 193
Literary Analysis
Character
• Remind students that in indirect
characterization, characters are
developed through their words,
their thoughts, and their actions.
• Ask the Reading Skill question.
Possible response: He is absent-
minded and silly. He cannot
remember important details.
• Ask students to give examples of
sentences that the author might
have written to describe the wizard
if he were using direct characteriza-
tion.
Possible response: The aging
wizard was quite forgetful and
often had trouble remembering the
words in his magic spells.
• Direct students’ attention to the
Literary Analysis Graphic
Organizer A (Graphic Organizer
Transparencies, p. 43), shown on
p. 176. Have them create a web for
the wizard, using the words they
identified.
Reading Check
Answer: He has forgotten the words
to the spell that gets rid of dragons.
8
7
Support for English Learners
Students may be confused by the use of the
word spell. Explain that spell has several mean-
ings. Point out that they may know the mean-
ing that is “to put letters together to form a
word.” Invite volunteers to complete this sen-
tence: This is how I spell my name, ______.
Then explain that a spell is also words that
magicians and wizards say to make things hap-
pen. Read aloud the words of the spell that the
wizard says. Point out that words to a spell are
often nonsense words, such as these.
Support for Special Needs Students
Have students listen to the story on the
Listening to Literature Audio CD. Tell them to
follow along in the book as they hear the text
being read. After students listen to the CD,
have them reread the pages. As a way of help-
ing them track their reading, tell them to place
a self-stick note next to the paragraph they are
reading. Before reading the next paragraph,
have them ask themselves one question about
what they just read.
Dragon, Dragon ■ 193
“Yes,” said the king, “I’ve told my knights again and again
that they ought to slay that dragon. But I can’t force them
to go. I’m not a tyrant.”1
“Why doesn’t the wizard say a magic spell?” asked the
cobbler.
“He’s done the best he can,” said the king.
The wizard blushed and everyone looked embarrassed. “I
used to do all sorts of spells and chants when I was
younger,” the wizard explained. “But I’ve lost my spell book,
and I begin to fear I’m losing my memory too. For instance,
I’ve been trying for days to recall one spell I used to do. I
forget, just now, what the deuce it was for. It went some-
thing like—
Bimble,
Wimble,
Cha, cha
CHOOMPF!
Suddenly, to everyone’s surprise, the queen turned into a
rosebush.
“Oh dear,” said the wizard.
“Now you’ve done it,” groaned the king.
“Poor Mother,” said the princess.
“I don’t know what can have happened,” the wizard said
nervously, “but don’t worry, I’ll have her changed back in a
jiffy.” He shut his eyes and racked his brain for a spell that
would change her back.
But the king said quickly, “You’d better leave well enough
alone. If you change her into a rattlesnake we’ll have to
chop off her head.”
Meanwhile the cobbler stood with his hands in his
pockets, sighing at the waste of time. “About the
dragon . . . ” he began.
“Oh yes,” said the king. “I’ll tell you what I’ll do. I’ll give
the princess’s hand in marriage to anyone who can make
the dragon stop.”
“It’s not enough,” said the cobbler. “She’s a nice enough
girl, you understand. But how would an ordinary person
support her? Also, what about those of us that are already
married?”
1. tyrant (tì» rßnt) n. a cruel, unjust ruler.
Literary Analysis
Character Based on
his actions and
words, how would
you describe the
wizard?
Why is the wizard
unable to get rid of
the dragon?
7
8
4. 194
Reading Skill
Make Inferences
• Remind students to look for clues
that the author provides to help
the reader make inferences about
characters.
• Ask a volunteer to read aloud the
bracketed passage. Ask the
Reading Skill question.
Answer: The cobbler’s words: “It’s
a good enough kingdom, you
understand, but it’s too much
responsibility.”
• Ask students what other inference
they can make from this passage
about the cobbler.
Possible response: The cobbler
will not do something just for the
promise of riches.
Literary Analysis
Character
• Ask volunteers to review the two
different ways authors develop
characters.
Answer: The two ways are
through direct or indirect charac-
terization.
• Ask students the Literary Analysis
question.
Answer: It uses direct characteri-
zation. With direct characterization,
writers present straightforward
statements about a character.
• Ask students to suggest why the
author uses direct characterization
to reveal these traits rather than
indirect characterization.
Possible response: It would have
taken too long to give examples of
times when the son multiplied
fractions in his head. It would have
taken readers away from the story
events.
10
9
Multiple Meanings
Point out the exclamation, “How curious!” near
the bottom of p. 194. Explain that curious has
multiple meanings. It can be used as an adjec-
tive to mean “strange,” as it is used here. It can
also be used as an adjective to mean “inquisi-
tive or nosy,” such as a curious cat. Ask students
to think of situations or statements that would
prompt a person to exclaim, “How curious!”
194 ■ Short Stories
“In that case,” said the king, “I’ll offer the princess’s hand or
half the kingdom or both—whichever is most convenient.”
The cobbler scratched his chin and considered it. “It’s not
enough,” he said at last. “It’s a good enough kingdom, you
understand, but it’s too much responsibility.”
“Take it or leave it,” the king said.
“I’ll leave it,” said the cobbler. And he shrugged and went
home.
But the cobbler’s eldest son thought the bargain was a
good one, for the princess was very beautiful and he liked
the idea of having half the kingdom to run as he pleased.
So he said to the king, “I’ll accept those terms, Your Maj-
esty. By tomorrow morning the dragon will be slain.”
“Bless you!” cried the king.
“Hooray, hooray, hooray!” cried all the people, throwing
their hats in the air.
The cobbler’s eldest son beamed with pride, and the sec-
ond eldest looked at him enviously. The youngest son said
timidly, “Excuse me, Your Majesty, but don’t you think the
queen looks a little unwell? If I were you I think I’d water
her.”
“Good heavens,” cried the king, glancing at the queen
who had been changed into a rosebush, “I’m glad you men-
tioned it!”
Now the cobbler’s eldest son was very clever and was
known far and wide for how quickly he could multiply frac-
tions in his head. He was perfectly sure he could slay the
dragon by somehow or other playing a trick on him, and he
didn’t feel that he needed his wise old father’s advice. But
he thought it was only polite to ask, and so he went to his
father, who was working as usual at his cobbler’s bench,
and said, “Well, Father, I’m off to slay the dragon. Have you
any advice to give me?”
The cobbler thought a moment and replied, “When and if
you come to the dragon’s lair, recite the following poem:
Dragon, dragon, how do you do?
I’ve come from the king to murder you.
Say it very loudly and firmly and the dragon will fall, God
willing, at your feet.”
“How curious!” said the eldest son. And he thought to
himself, “The old man is not as wise as I thought. If I say
Reading Skill
Make Inferences
What details support
the inference that the
cobbler is practical
and has common
sense?
Literary Analysis
Character Does the
sentence starting
“Now the cobbler’s
eldest son . . .” use
direct or indirect
characterization?
Explain.
9
10
5. 195
Critical Viewing
Possible response: It looks like a
prosperous kingdom where many
people live quite happily.
Reading Skill
Make Inferences
• Remind students that an inference
is a logical assumption. Ask stu-
dents whether it is logical for a
story that takes place in medieval
times—with kingdoms, wizards and
dragons—to feature a salesman
who carries catalogues with him.
• Read aloud the bracketed passage.
Ask students the Reading Skill
question.
Answer: The eldest son offers to
leave a catalogue for the dragon
and come back in a week.
Reading Check
Answer: He tells him to recite this
poem:
“Dragon, dragon, how do you do?
I’ve come from the king to murder
you.”
13
12
11
Support for Less Proficient Readers
Have students work with a partner to identify
the sequence of events in the story. As students
read, have partners work together to write
story events on pieces of paper or index cards.
Then have students mix the cards and work
together to arrange them in the correct order.
Tell students to keep adding events as they
continue to read the story.
Enrichment for Gifted/Talented Students
The wizard’s spell and the cobbler’s rhyme lend
comedy to the story. Invite students to write
additional spells for the wizard and additional
rhymes for the cobbler, using the rhythm and
rhyme scheme that Gardner uses. Allow time
for students to read their spells and rhymes to
the class.
Dragon, Dragon ■ 195
something like that to the dragon, he will eat me up in an
instant. The way to kill a dragon is to out-fox him.” And
keeping his opinion to himself, the eldest son set forth on
his quest.
When he came at last to the dragon’s lair, which was a
cave, the eldest son slyly disguised himself as a peddler
and knocked on the door and called out, “Hello there!”
“There’s nobody home!” roared a voice.
The voice was as loud as an earthquake, and the eldest
son’s knees knocked together in terror.
“I don’t come to trouble you,” the eldest son said meekly.
“I merely thought you might be interested in looking at
some of our brushes. Or if you’d prefer,” he added quickly,
“I could leave our catalogue with you and I could drop by
again, say, early next week.”
“I don’t want any brushes,” the voice roared, “and I espe-
cially don’t want any brushes next week.”
“Oh,” said the eldest son. By now his knees were knock-
ing together so badly that he had to sit down.
Suddenly a great shadow fell over him, and the eldest son
looked up. It was the dragon. The eldest son drew his
sword, but the dragon lunged and swallowed him in a
single gulp, sword and all, and the eldest son found himself
in the dark of the dragon’s belly. “What a fool I was not to
listen to my wise old father!” thought the eldest son. And he
began to weep bitterly.
Critical Viewing
Why would the king
want to protect a
kingdom like this one
from a dragon?
[Speculate]
Reading Skill
Make Inferences
What details support
the inference that
this is a humorous
tale rather than a
realistic or scary one?
What does the father
tell his eldest son to
do when he gets to
the dragon’s lair?
11
12
13
6. 196
Reading Skill
Make Inferences
• Have a volunteer reread the text
that refers to the eldest brother’s
plan to slay the dragon on
pp. 194–195. Then ask a volunteer
to read the bracketed passage on
p. 196.
• Ask the Reading Skill question.
Answer: He is strong, whereas the
older brother is clever. The older
brother decides to trick the dragon
by pretending to be a peddler. But
the middle son decides to slay the
dragon by using force.
Literary Analysis
Character
• Ask students to identify what they
know about the character of the
dragon up to this point. Tell them
to write words and phrases in a
web for the dragon’s character, as
they did earlier for the wizard.
Possible responses: He roars.
He eats people.
• Have a volunteer read the brack-
eted paragraph. Ask the Literary
Analysis question.
Answer: He is clever. He chuckles.
He plans ahead.
15
14
Vocabulary Builder Reinforcement
Students will benefit from practice with the
Vocabulary Builder words. Reinforce their com-
prehension with “show-you-know” sentences.
The first part of the sentence uses the vocabu-
lary word in an appropriate context. The sec-
ond part of the sentence clarifies the first part.
Model the strategy with this example for rav-
aged: The hurricane winds ravaged the buildings
in the downtown area; the main street was clut-
tered with wood, glass, and roofing shingles.
Then give students these sentence prompts
and coach them in creating the clarification
portion of each sentence:
1. The angry bear ravaged our campsite; _____
Sample answer: the tent was ripped to
shreds and the cooler was surrounded by
broken eggs and empty bags.
2. The boy spent several hours reflecting on
what he had done; _____
Sample answer: his thoughts kept coming
back to that one bad decision.
3. She craned her neck, trying to get a better
view of the actor; ________
Sample answer: her neck could not stretch
enough to improve her view.
196 ■ Short Stories
“Well,” sighed the king the next morning, “I see the
dragon has not been slain yet.”
“I’m just as glad, personally,” said the princess, sprin-
kling the queen. “I would have had to marry that eldest
son, and he had warts.”
Now the cobbler’s middle son decided it was his turn to
try. The middle son was very strong and he was known far
and wide for being able to lift up the corner of a church. He
felt perfectly sure he could slay the dragon by simply laying
into him, but he thought it would be only polite to ask his
father’s advice. So he went to his father and said to him,
“Well, Father, I’m off to slay the dragon. Have you any
advice for me?”
The cobbler told the middle son exactly what he’d told the
eldest.
“When and if you come to the dragon’s lair, recite the fol-
lowing poem:
Dragon, dragon, how do you do?
I’ve come from the king to murder you.
Say it very loudly and firmly, and the dragon will fall, God
willing, at your feet.”
“What an odd thing to say,” thought the middle son. “The
old man is not as wise as I thought. You have to take these
dragons by surprise.” But he kept his opinion to himself
and set forth.
When he came in sight of the dragon’s lair, the middle
son spurred his horse to a gallop and thundered into the
entrance swinging his sword with all his might.
But the dragon had seen him while he was still a long
way off, and being very clever, the dragon had crawled up
on top of the door so that when the son came charging in
he went under the dragon and on to the back of the cave
and slammed into the wall. Then the dragon chuckled and
got down off the door, taking his time, and strolled back to
where the man and the horse lay unconscious from the ter-
rific blow. Opening his mouth as if for a yawn, the dragon
swallowed the middle son in a single gulp and put the
horse in the freezer to eat another day.
“What a fool I was not to listen to my wise old father,”
thought the middle son when he came to in the dragon’s
belly. And he too began to weep bitterly.
Reading Skill
Make Inferences
How is the middle
son different from
the eldest son?
Support your answer.
Literary Analysis
Character What new
details about the
dragon’s character
do you learn in this
paragraph?
14
15
7. 197
Critical Viewing
Possible responses: Some students
may say that he seems too small and
thin to successfully slay a dragon.
Others may say he seems thoughtful
and clever, and might possibly be
able to figure out a way to slay the
dragon.
Humanities
Dick Whittington on his way to
London by Frank Adams
This illustration is a good representa-
tion of the cobbler’s youngest son.
The boy is fearful of his tasks, and the
illustration captures how uncertain
he is about proceeding. Although the
drawing was not done specifically for
this story, its rich colors and impres-
sionistic style capture the period and
background of traditional folklore.
After students have examined the
illustration, ask: What do you think
the boy is thinking about?
Possible response: Students may
suggest that he is wondering why he
agreed to try to slay the dragon, and
he may be trying to think of a way to
get out of doing this task.
Reading Check
Answer: He gallops through the
entrance on his horse, rides under
the dragon, and slams into the wall.
The dragon swallows him whole.
18
17
16
Support for English Learners
The author uses a variety of verbs to describe
the movement of the cobbler’s three sons as
they attempt to slay the dragon. Preteach this
vocabulary so that students will have a better
chance to comprehend what the characters are
doing. Write spurred, gallop, crawled, strolled,
charging, slammed, tremble, drag, heaved on the
board. As you read each word aloud, pan-
tomime the action.
Enrichment for Advanced Readers
Explain to students that rite-of-passage themes
are about the transition of young men and
women into adulthood. Slaying the dragon is a
mythical rite-of-passage theme found in litera-
ture of many cultures. Challenge students to
locate texts with themes about rites of passage
for young men and women. Ask the school
librarian to assist students as they search the
shelves or the Internet. Provide time for stu-
dents to share their findings with the class.
Dragon, Dragon ■ 197
Critical Viewing
Does the boy in this
picture look like a
dragon slayer?
Explain. [Evaluate]
That night there was a full moon, and the
dragon ravaged the countryside so terribly that
several families moved to another kingdom.
“Well,” sighed the king in the morning, “still
no luck in this dragon business, I see.”
“I’m just as glad, myself,” said the princess,
moving her mother, pot and all, to the window
where the sun could get at her. “The cobbler’s
middle son was a kind of humpback.”
Now the cobbler’s youngest son saw that his
turn had come. He was very upset and nervous,
and he wished he had never been born. He was
not clever, like his eldest brother, and he was
not strong, like his second-eldest brother. He
was a decent, honest boy who always minded
his elders.
He borrowed a suit of armor from a friend of
his who was a knight, and when the youngest
son put the armor on it was so heavy he could
hardly walk. From another knight he borrowed a
sword, and that was so heavy that the only way the young-
est son could get it to the dragon’s lair was to drag it along
behind his horse like a plow.
When everything was in readiness, the youngest son
went for a last conversation with his father.
“Father, have you any advice to give me?” he asked.
“Only this,” said the cobbler. “When and if you come to
the dragon’s lair, recite the following poem:
Dragon, dragon, how do you do?
I’ve come from the king to murder you.
Say it very loudly and firmly, and the dragon will fall, God
willing, at your feet.”
“Are you certain?” asked the youngest son uneasily.
“As certain as one can ever be in these matters,” said the
wise old cobbler.
And so the youngest son set forth on his quest. He trav-
eled over hill and dale and at last came to the dragon’s
cave.
The dragon, who had seen the cobbler’s youngest son
while he was still a long way off, was seated up above the
door, inside the cave, waiting and smiling to himself. But
What happens to the
middle son when he
arrives at the
dragon’s cave?
16
18
17
8. 198
Reading Skill
Make Inferences
• Have a volunteer read aloud the
bracketed text. Then ask students
to use their own words to describe
the dragon’s behavior. Ask them to
paraphrase what the dragon says
to the youngest son.
• Ask the Reading Skill question.
Possible response: He cannot
believe that such a small person
will be able to slay him. He thinks
the rhyme is really silly.
Critical Thinking
Interpret
• Explain to students that an author’s
message is often revealed in the
way conflicts are resolved in the
story.
• Ask students what message is sug-
gested by the way the problem is
resolved.
Possible response: The message
might be that people should con-
sider taking advice from their eld-
ers, because age and experience
often bring wisdom.
20
19
Vocabulary Knowledge Rating
When students have completed reading and
discussing “Dragon, Dragon” have them take
out their Vocabulary Knowledge Rating Chart
for this selection. Read the words aloud once
more and have students rate their knowledge
of the words again in the After Reading col-
umn. Clarify any words that are still problem-
atic. Have students write their own definition or
example in the appropriate column. Then have
students complete the Vocabulary Builder
Practice activities on page 201. Encourage stu-
dents to use the words in further discussion
and written work about this selection. Remind
them that they will be accountable for these
words on the Selection Test.
198 ■ Short Stories
minutes passed and no one came thundering in. The
dragon frowned, puzzled, and was tempted to peek out.
However, reflecting that patience seldom goes unrewarded,
the dragon kept his head up out of sight and went on wait-
ing. At last, when he could stand it no longer, the dragon
craned his neck and looked. There at the entrance of the
cave stood a trembling young man in a suit of armor twice
his size, struggling with a sword so heavy he could lift only
one end of it at a time.
At sight of the dragon, the cobbler’s youngest son began
to tremble so violently that his armor rattled like a house
caving in. He heaved with all his might at the sword and got
the handle up level with his chest, but even now the point
was down in the dirt. As loudly and firmly as he could man-
age, the youngest son cried—
Dragon, dragon, how do you do?
I’ve come from the king to murder you.
“What?” cried the dragon, flabbergasted. “You? You?
Murder Me???” All at once he began to laugh, pointing at
the little cobbler’s son. “He he he ho ha!” he roared, shak-
ing all over, and tears filled his eyes. “He he he ho ho ho ha
ha!” laughed the dragon. He was laughing so hard he had
to hang onto his sides, and he fell off the door and landed
on his back, still laughing, kicking his legs helplessly, roll-
ing from side to side, laughing and laughing and laughing.
The cobbler’s son was annoyed. “I do come from the king
to murder you,” he said. “A person doesn’t like to be
laughed at for a thing like that.”
“He he he!” wailed the dragon, almost sobbing, gasping
for breath. “Of course not, poor dear boy! But really, he he,
the idea of it, ha, ha, ha! And that simply ridiculous poem!”
Tears streamed from the dragon’s eyes and he lay on his
back perfectly helpless with laughter.
“It’s a good poem,” said the cobbler’s youngest son loy-
ally. “My father made it up.” And growing angrier he
shouted, “I want you to stop that laughing, or I’ll—I’ll—”
But the dragon could not stop for the life of him. And sud-
denly, in a terrific rage, the cobbler’s son began flopping
the sword end over end in the direction of the dragon.
Sweat ran off the youngest son’s forehead, but he labored
on, blistering mad, and at last, with one supreme heave, he
Vocabulary Builder
reflecting (ri flekt» i¢)
adj. thinking seriously
Reading Skill
Make Inferences
What do the dragon’s
words and laughter
suggest about his
feelings?
craned (krànd) v.
stretched out for a
better look
19
20
9. 199
Literature in Context
Cultural Connection Beowulf is
thought to date from the eighth cen-
tury, although the earliest manuscript
version of it is at least two centuries
older than the story itself. The tale
was originally told by bards, men
who sang epic poems. It centers on
the heroic achievements of a prince
named Beowulf, who slays both the
monster Grendel and Grendel’s
mother. In the process of killing the
dragon, Beowulf, who has become
king, receives a fatal injury. This epic
poem is well known for its powerful
language and metaphors.
Connect to the Literature Remind
students that the oldest son pre-
sented himself quickly but not
humbly, and he failed to do the job.
The middle son was eager to do the
job but also unwilling to need advice.
The youngest son knew he was nei-
ther clever nor strong. Even though
he was afraid, he went anyway.
Possible response: The cobbler’s
youngest son is most like Beowulf
because he is more humble than his
brothers.
Concept Connector
Anticipation Guide
Have students return to their Anticipation
Guides and respond to the statements again in
the After Reading column. They may do this
individually or in their original pairs or groups.
Then, lead a discussion aimed at determining
what students have learned that confirms or
invalidates each statement. Encourage students
to cite details, including quotations, from the text
to support their responses to each statement.
Connecting to the Literature
Have students compare the sentences they wrote
before reading with their thoughts about advice
after reading “Dragon, Dragon.” Ask them to
explain whether their thoughts about giving and
taking advice have changed and if so, how.
Literary Analysis Graphic Organizer
Ask students to review the graphic organizers
they completed to help them describe charac-
ters while reading. Show them Literary Analysis
Graphic Organizer B (Graphic Organizer
Transparencies, p. 45) as an example. Then have
students share the graphic organizers they com-
pleted and the traits they identified about the
characters in the story.
Dragon, Dragon ■ 199
had the sword standing on its handle a foot from
the dragon’s throat. Of its own weight the sword
fell, slicing the dragon’s head off.
“He he ho huk,” went the dragon—and then he
lay dead.
The two older brothers crawled out and thanked
their younger brother for saving their lives. “We
have learned our lesson,” they said.
Then the three brothers gathered all the trea-
sures from the dragon’s cave and tied them to the
back end of the youngest brother’s horse, and tied
the dragon’s head on behind the treasures, and
started home. “I’m glad I listened to my father,”
the youngest son thought. “Now I’ll be the richest
man in the kingdom.”
There were hand-carved picture frames and
silver spoons and boxes of jewels and chests of
money and silver compasses and maps telling
where there were more treasures buried when
these ran out. There was also a curious old book
with a picture of an owl on the cover, and inside,
poems and odd sentences and recipes that
seemed to make no sense.
When they reached the king’s castle the people
all leaped for joy to see that the dragon was dead,
and the princess ran out and kissed the youngest
brother on the forehead, for secretly she had
hoped it would be him.
“Well,” said the king, “which half of the kingdom
do you want?”
“My wizard’s book!” exclaimed the wizard. “He’s
found my wizard’s book!” He opened the book and
ran his finger along under the words and then
said in a loud voice, “Glmuzk, shkzmlp, blam!”
Instantly the queen stood before them in her
natural shape, except she was soaking wet from
being sprinkled too often. She glared at the king.
“Oh dear,” said the king, hurrying toward the
door.
Literature Connection
Traditional Dragon Stories
Much of the humor in
“Dragon, Dragon” comes
from the way it turns
traditional dragon stories
upside down. For example, in
Beowulf, one of the most
famous dragon stories of all
time, the king is a wise and
noble man. A terrible dragon
has been attacking his hall
and killing his warriors. When
brave Beowulf, a true hero,
learns that the king needs
help, he sails quickly to the
rescue, humbly yet bravely
presenting himself as the man
for the job.
Which of the cobbler’s sons is
most like Beowulf? Explain.