Unit 4: Lesson 4 The Cobbler’s Song A Fable By, Jean de la Fontaine

Unit 4: Lesson 4Unit 4: Lesson 4The Cobbler’s SongThe Cobbler’s Song

Unit 4: Lesson 4Unit 4: Lesson 4The Cobbler’s SongThe Cobbler’s Song

A Fable By, A Fable By, Jean de la FontaineJean de la Fontaine

Today we will be learning about:

• Suffix endings –ed, -ing, -ful, and –ly• /ē/ spelled ie or ei• Predicting, asking questions, and

summarizing• Author’s purpose• Recognizing and distinguishing fablesPossessive pronouns

What do these words have in common?

Line 1: dreadful thankful forceful frightful

(they all end in the suffix –ful)

What does –ful mean?(full of)

What do these words have in common?

Line 2: drowsily unhappily sleepily hastily

(these words have the suffix –ly. This ending shows that something is done in a certain way. Also the ending y changes to an I before adding –ly))

Line 3:relieved thief received deceitThese words have the /ē/ sound spelled

_ie_ and ei. Did you notice any difference when the letters follow a c?

What do these words have in common?

Line 4:Thinking entered opened passing safekeeping

(These are words from our story this week. They review the words with the suffixes –ed and -ing)

What do these sentences have in

common?S1: “This is just dreadful!” said the rich man.S2: He quickly hid the gold.“One hundred pieces of gold! How rich I am!”(These are from the story. Can you find any words with

the suffixes –ful or –ly? How about a word with the _ie_ or ei spelling?)

S4: A lock box is opened for the safekeeping of something valuable.

Can you find the words that contain he suffixes –ed and –ing?

Have you ever…..• Thought that money has anything

to do with happiness?• Read stories about money and

happiness?

Build Background• “The Cobbler’s Song” is a fable. A fable is

a fictional story that teaches a lesson.• In “The Cobbler’s Song” the characters

are people, but many fables have animals that talk, think, and act like humans. Can you think of any other fables?

• “The Cobbler’s Song” takes place in Paris. Paris is a city in France, a European country.

Preview and Prepare• Let’s browse through our fable

“The Cobbler’s Song” and look for clues about the story, problems you may have while reading the story, and wonderings you have about the story.

Student observations• Problems clues wonderings

Selection VocabularyOnce upon a time s poor cobbler lived in the

basement of a large house in Paris.We dropped off Dad’s old boots so the cobbler

could put new soles on them.

Cobbler- a person whoMakes or repairs shoes(page 48)

Selection VocabularyBut he was happy in his dark little rooms, and

sang all day as he mended old shoes.Dad mended the hole in our tent because we

didn’t want to get wet if it rained.

Mended-repaired(page 48)

Selection Vocabulary• “What can I do for you?” asked the cobbler,

recognizing his neighbor but wondering why so fine a man should enter his little shop.

• Recognizing that the lady stepping off the bus was our neighbor, we stopped to walk home with her.

• Recognizing-identifying• People we know or• Previously saw (p. 49)

Selection Vocabulary“Where shall I hide it for safekeeping?”Mom put the glass ornament in a box filled with

tissue for safe keeping.Safekeeping- so as to be protected or safe (p.

51)

Selection VocabularyFirst he put hid the coins under the covers at the

foot of the bed, which he could see from his workbench.

When we stepped into the store , the jeweler said hello to us from his workbench.

Workbench- a strong table used for working (p. 51)

Selection VocabularyDinner came, but he could not eat a mouthful

because he was afraid someone would steal his treasure while he was at the table!

If I found buried treasure, I’d buy a new house.Treasure-items of great value (p.52)

Match the words with the definition

• Cobbler

• Mended

• Recognizing

• Safekeeping

• Workbench

• Treasure

• Identifying people we know or previously saw

• Repaired

• Items of great value

• So as to be protected or safe

• A person who makes or repairs shoes

• A strong table used for working.

Word analysis• Spelling pretest• Take out your whiteboards!• Making, biting, diving, hiking,

skated, prized, shaking, skating, hiding, shining, thinking, entered, opened, passing, safekeeping

Grammar: possessive pronouns• Let’s look at Language Arts Handbook• Pages 248-249.• Let’s make up a sentence• And use pronouns for these:

Possessive pronouns• Let’s remember that we use an

apostrophe to show possession. • Are these singular or plural?• Rod’s racquet/His racquet• Singular• Sheila’s computer/ Her computer• Singular• My parent’s hometown/ Their hometown• Plural• Let’s do page 108-109 in our Comprehension and Language Arts

Skills book

Day 2:Today we will be learning about:

• Suffix endings –ed, -ing, -ful, and –ly• /ē/ spelled ie or ei• Predicting, asking questions, and

summarizing• Author’s purpose• Recognizing and distinguishing fables• Possessive pronouns

Day 2: Developing Oral

Language• Find the words for each clue:Line 1:dreadful thankful forceful frightful• I’m thinking of a word that means full of

joy.

Line 2: drowsily unhappily sleepily hastily.

• I would use this word to describe a person who is speaking in a tired way.

• I would use this word to describe a person who is speaking in a grumpy way

Have you ever…..• Thought that money has anything

to do with happiness?• Read stories about money and

happiness?

Build Background• “The Cobbler’s Song” is a fable. A fable is

a fictional story that teaches a lesson.• In “The Cobbler’s Song” the characters

are people, but many fables have animals that talk, think, and act like humans. Can you think of any other fables?

• “The Cobbler’s Song” takes place in Paris. Paris is a city in France, a European country.

Preview and Prepare• Let’s browse through our fable

“The Cobbler’s Song” and look for clues about the story, problems you may have while reading the story, and wonderings you have about the story.

Student observations• Problems clues wonderings

Selection Vocabulary

Cobbler- a person whoMakes or repairs shoes(page 48)

Mended-repaired (page 48)

Selection Vocabulary• Recognizing-identifyingPeople we know orPreviously saw (p. 49)

• Safekeeping- so as to be protected or safe (p. 51)

Selection VocabularyWorkbench- a strong table used for working (p.

51)

Treasure-items of great value (p.52)

When I read I will:• Predict which will make me analyze and

think about information given about events and characters and how they may logically connect to the story’s ending.

• Ask questions will help me focus on what I am reading and helps me think deeper to understand more.

• Summarize which will help me keep track of what I am reading and will help me focus on what’s important.

“The Cobbler’s Song”• Pages 48-53

• Fable-teaches a lesson

• We will: predict, ask questions, and summarize

• Vocabulary:cobbler, mended, recognizing, safekeeping, workbench, treasure

Discussing strategy use• What question did you ask

yourself while you read?• Where did you stop to summarize?• On what basis did you confirm

predictions?

Discussing the Selection

• Why did the rich man want to give the cobbler money?

• How did the cobbler change after receiving the money?

• Why was the selection named “The Cobbler’s Song”?

Day 2: Word Analysis• Skate, skated, skating

-ed and –ing changes the spelling of the word.

The silent e is dropped in skated and skating.

Let’s try what we know on the word hike.

Vocabularyinflectional ending –ed and -ing

Mended (pg. 48)

The cobbler mended the shoes yesterday.Yesterday is in the past. Mended means to have already

been repaired.

The cobbler is mending the shoes now.

What does mending mean?Let’s do spelling and vocabulary skills page 86-87

Day 2:possessive pronouns

• LA Handbook pg. 248-249

My, your, its, her, his (singular)

Our, their (plural)

Adryannah likes it. (She likes it.)

Victor and Alejandra live next door.(They live next door)Alberto and Angel like to talk to Selena.(They like to talk to her.)

Today we will be learning about:

• Suffix endings –ed, -ing, -ful, and –ly• /ē/ spelled ie or ei• Predicting, asking questions, and

summarizing• Author’s purpose• Recognizing and distinguishing fablesPossessive pronouns

What do these words have in common?

Line 1: dreadful thankful forceful frightful

(they all end in the suffix –ful)

What does –ful mean?(full of)

What do these words have in common?

Line 2: drowsily unhappily sleepily hastily

(these words have the suffix –ly. This ending shows that something is done in a certain way. Also the ending y changes to an I before adding –ly))

Line 3:relieved thief received deceitThese words have the /ē/ sound spelled

_ie_ and ei. Did you notice any difference when the letters follow a c?

What do these words have in common?

Line 4:Thinking entered opened passing safekeeping

(These are words from our story this week. They review the words with the suffixes –ed and -ing)

What do these sentences have in

common?S1: “This is just dreadful!” said the rich man.S2: He quickly hid the gold.“One hundred pieces of gold! How rich I am!”(These are from the story. Can you find any words with

the suffixes –ful or –ly? How about a word with the _ie_ or ei spelling?)

S4: a lock box is opened for the safekeeping of something valuable.

Can you find the words that contain he suffixes –ed and –ing?

Build Background• “The Cobbler’s Song” is a fable. A fable is

a fictional story that teaches a lesson.• In “The Cobbler’s Song” the characters

are people, but many fables have animals that talk, think, and act like humans. Can you think of any other fables?

• “The Cobbler’s Song” takes place in Paris. Paris is a city in France, a European country.

Student observations• Problems clues wonderings

Selection Vocabulary

Cobbler- a person whoMakes or repairs shoes(page 48)

Mended-repaired (page 48)

Selection Vocabulary• Recognizing-identifyingPeople we know orPreviously saw (p. 49)

• Safekeeping- so as to be protected or safe (p. 51)

Selection VocabularyWorkbench- a strong table used for working (p.

51)

Treasure-items of great value (p.52)

When I read I will:• Look for the author’s purpose. When I

do this I can sort out what’s important in a text and what’s less important. Knowing the author’s purpose will also help me know what to expect next.

“The Cobbler’s Song”• Pages 48-53

• Fable-teaches a lesson

• We will look for the author’s purpose

• Vocabulary:cobbler, mended, recognizing, safekeeping, workbench, treasure

Checking Comprehension

• What does the cobbler learn about the value of money and about the value of his own happiness?

• What do we learn about the cobbler’s wife in this story?

• What do you think the cobbler means when he tells the rich man, “I can live without your money, but I cannot live without my song”?

Supporting the reading

Every text is written with a purpose. Good readers use their knowledge of author’s purpose to help sort out what is important in a text from what is less important. Understanding an author’s purpose also helps readers know what they can expect to find next.

Selection title

Author’s purpose

Examples from the text

Supporting the reading• Let’s do Comprehension and

Language Arts Skills page 106 together.

• When we finish you can do page 107 by yourselves.

Day 4:Word Analysis

• Love, live, give• What will happen to these words

when we add the suffix –ed or –ing?

• Please do page 88 from your Spelling and Vocabulary Skills

book

vocabulary inflectional endings –ed and -ing• Relieved• “How relieved the cobbler felt to

hear her say this (pg. 53)”• What happened to the word

relieve when we added –ed?• What do you think that the word

relieved might mean?

Possessive pronouns• Let’s review: check out pages 108-109 in your

Comprehension and Language Arts book

• Vanessa’s pet snake.

• Pedro’s pet anteater.

• My friends’ strange pets.

• Reymundo and my strange petting zoo.

Day 4:Today we will be learning about:

• Suffix endings –ed, -ing, -ful, and –ly• /ē/ spelled ie or ei• Predicting, asking questions, and

summarizing• Author’s purpose• Recognizing and distinguishing fables• Possessive pronouns

Day 4: Developing Oral

Language• Find the words for each clue:Line 1:dreadful thankful forceful frightful• I’m thinking of a word that means full of

joy.

Line 2: drowsily unhappily sleepily hastily.

• I would use this word to describe a person who is speaking in a quick way.

• I would use this word to describe a person who is speaking in a grumpy way

View fine artpages 56-57 in our anthology

• This painting by Quentin Matsys portrays a man counting his money as his wife looks and thumbs through a book. During this time books were so costly only the wealthy could afford them. Notice the other materials they are surrounded by.

Selection Vocabulary

Cobbler- a person whoMakes or repairs shoes(page 48)

Mended-repaired (page 48)

Selection Vocabulary• Recognizing-identifyingPeople we know orPreviously saw (p. 49)

• Safekeeping- so as to be protected or safe (p. 51)

Selection VocabularyWorkbench- a strong table used for working (p.

51)

Treasure-items of great value (p.52)

Match the words with the definition

• Cobbler

• Mended

• Recognizing

• Safekeeping

• Workbench

• Treasure

• Identifying people we know or previously saw

• Repaired

• Items of great value

• So as to be protected or safe

• A person who makes or repairs shoes

• A strong table used for working.

Let’s practice our vocabulary

• Remember to use the definition in your glossary and to add the part of speech.

Theme Connection• Work with your partner and try

your best.• Remember there is no wrong

answer.• When you finish, choose one to

practice and share with the class

Recognize and distinguish Fables

• What do you know about fables?• Fables are short• There are only a few characters in

the story• Animals and objects talk and act

like humans• Fables teach a lesson

Social Studies connection

• History of costs, goods, and services• In “The Cobbler’s Song” we read about a family

that lived in medieval times. The cobbler worked hard to make a living for his family by practicing trade. As an adult he was probably part of a guild , or organization of others in the same trade.

• What other trades do you think there might have been?• How did their trades affect the costs of goods and

services?• How were the tradesmen dependent of each other?

spelling• Spelling and vocabulary pages

help us become better spellers of words with –ed and –ing endings.

• Please do page 89 to practice your skills

Day 4:vocabularyinflectional ending –ed and -ing

safekeepingHow does –ing affect the meaning of

the base word?What might you hide for

safekeeping?

Media techniques• Media advertisements use facts or

opinions or different points of view to persuade people.

• Let’s view a commercial and see what it is trying to sell us?

• Did it use fact or opinion?• Who is it trying to sell to?

• Today we will review:

• Suffix endings –ed, -ing, -ful, and –ly

• /ē/ spelled ie or ei• Predicting, asking

questions, and summarizing

• Author’s purpose• Recognizing and

distinguishing fables• Possessive pronouns

• And we will test:

• Our comprehension of the fable we read

• Our selection’s vocabulary

Day 5: Word Knowledge

reviewLine 1: dreadful thankful

forceful frightfulLine 2: drowsily unhappily sleepily

hastilyLine 3:relieved thief received deceit

Line 4:Thinking entered opened passing safekeeping

What do these sentences have in

common?S1: “This is just dreadful!” said the rich man.S2: He quickly hid the gold.“One hundred pieces of gold! How rich I am!”(These are from the story. Can you find any words with

the suffixes –ful or –ly? How about a word with the _ie_ or ei spelling?)

S4: A lock box is opened for the safekeeping of something valuable.

Selection Vocabulary

Cobbler- a person whoMakes or repairs shoes(page 48)

Mended-repaired (page 48)

Selection Vocabulary• Recognizing-identifyingPeople we know orPreviously saw (p. 49)

• Safekeeping- so as to be protected or safe (p. 51)

Selection VocabularyWorkbench- a strong table used for working (p.

51)

Treasure-items of great value (p.52)

Match the words with the definition

• Cobbler

• Mended

• Recognizing

• Safekeeping

• Workbench

• Treasure

• Identifying people we know or previously saw

• Repaired

• Items of great value

• So as to be protected or safe

• A person who makes or repairs shoes

• A strong table used for working.

When we read we:• Looked for the author’s purpose.

When we did this we sorted out what was important in a text and what was less important. Knowing the author’s purpose helped us know what to expect next.

“The Cobbler’s Song”

• Fable-teaches a lesson

• We will looked for the author’s purpose

• Vocabulary:cobbler, mended, recognizing, safekeeping, workbench, treasure

Checking Comprehension

• What did the cobbler learn about the value of money and about the value of his own happiness?

• What did we learn about the cobbler’s wife in this story?

Supporting the reading

Every text is written with a purpose. Good readers use their knowledge of author’s purpose to help sort out what is important in a text from what is less important. Understanding an author’s purpose also helps readers know what they can expect to find next.

Selection title

Author’s purpose

Examples from the text

Let’s test our vocabulary and reading

comprehension

Selection title

Author’s purpose

Examples from the text

Cursive letters N and M• k• Starting point, loop• Curve forward, slant

down to end point• Starting point• Curve back and slant

down• Retrace up slant, loop

left• Curve right

• h• Starting point, loop• Curve forward, slant

down to end point• Starting point• Curve back and slant

down• Retrace up slant,

loop left• Curve right