October 27, 2016. "What is the middle of 'The Ants and the Grasshopper'?" I'll give you time to think." Reading & Writing. Are you an ant or a grasshopper? But the Ant went on its way and continued its toil. "Why not come and sing with me," teased the grasshopper, "instead of working so hard?" But the Ant went on its way and continued its toil. 2nd grade. ""I can determine the central message of 'The Ants and the Grasshopper' based on how the characters respond to the problem/challenge. << (The ants have grain, but it is wet. /ca 1.0 This lesson follows the same pattern as in Lessons 2 and 4. ... Anti-Grasshopper Act retroactive to the beginning of the summer. These versions may have similarities because they tell the same story or have the same central message. Go away and appreciate the harsh beauty of the winter.’ With that the Ant closed the door in the Grasshopper’s face leaving him to face the winter, alone, homeless and hungry. Copyright © 2013-2020 by EL Education, New York, NY. "Why not come and sing with me," teased the grasshopper, "instead of working so hard?" 793.519999 0] [0 /XYZ 18 /SM 0.02 Show the bristles of a brush. In Work Time C, students participate in the first of four opportunities to paint with watercolors. This is the third kernel I've delivered today." endobj While the grasshopper was enjoying the day, an ant was carrying grains and taking to the nest with great toil. 107.120000 0] /ColorSpace << The ant was sitting in the middle of his own stash of corn, gorging himself. Students will use the text to write continued endings to the story. “Really?” the grasshopper said. An Ant passed by, bearing along with great effort an ear of corn he was taking to his nest. A grasshopper was lying in the shade, relaxing from the heat of the sun when an ant passed by. The Ant and the Grasshopper Inside an Ant Colony Subject(s): Science, Language Arts Grade Level(s): K-3 Learning Objectives Students will identify different types of ants. They also have differences because they were written by different people in different places at different times. For students who may need additional support with motivation: Invite students to share how role-playing helped them better comprehend a fable in a previous lesson. Creative Commons Attribution 4.0 International License (CC BY). >> Order printed materials, teacher guides and more. ", For students who may need additional support with comprehension: Invite students to rephrase each tip in their own words. Tap your brush on the side of the cup to remove excess water, and repeat the demonstration with a new, darker color. During Work Time B, encourage students to be the "director" in their groups. Five Finger Story Sequencing. The Ant and the Grasshopper : IN a field one summer’s day a Grasshopper was hopping about, chirping and singing to its heart’s content. This happens every year. These lovely A4 story cards are great for increasing and assessing familiarity with the main events in the story of The Ant and the Grasshopper. In other words, do you tend to finish all your work, and then relax, or do you relax first and procrastinate about work? So glum was I that not until they laughed did I realize the irony of my predicament. She has a master’s degree plus doctoral work in Latin American literature from the Ohio State University, and was a college professor for 12 years. Tell students they will now work together to discuss and fill in their own student notes for key details related to the characters, setting, and the challenge. Along the lakeshore, we all work together and help each other with the heavy work pitching in when needed. 13 0 obj A Grasshopper frolicked while an Ant stored food for the winter. .O *X�k—�pu��Q��n�{9u����'��Kg�.BDiB�6!_�x�I�/��[��3�˅'^�O�W����I��.��so"N��\1w���2�6�c �"�. with Larry King that the ant has gotten rich off the back of the grasshopper, and both call for an immediate tax hike on the ant to make him pay his fair share. Prepare for the future. Write Eight Words Related to The Ant and The Grasshopper Fable Think of and write eight words related to the The Ant and The Grasshopper fable by Aesop. (The ants are drying out their food, and will not give the grasshopper anything to eat.) Write and read aloud "Tip #2: Start with light colors" on the anchor chart. Cut out or highlight the excerpts assigned to them so it is clear which parts they will read. Kathleen Shelly is a Delaware translator and interpreter certified by the Consortium for Language Access in the Courts. When 10 minutes remain, refocus whole group and invite students to return to their workspaces. ), "What actions did the ants take that showed responsibility?" [0 /XYZ 18 17 0 obj The situation sums up moral lessons about the virtues of hard work and planning for the future. 5 0 obj You said no. Invite them to begin painting, encouraging them to experiment with the thickness of lines and different amounts of water in their colors. Workspace for watercolor painting in Work Time C and pre-distribute materials for student use. "What is the end of 'The Ants and the Grasshopper'?" A Bug's Life is a 1998 American computer-animated comedy film produced by Pixar Animation Studios for Walt Disney Pictures.It was the second film produced by Pixar. "Where are you going with those heavy things?" (The ants worked to collect food, and the grasshopper played music and begged. Based on student performance in prior lessons, consider releasing students from some of the supports applied in those lessons to foster independence and to assess student progress. Worksheet. Using a total participation technique, invite responses from the group: As students share out, clarify and capture their responses on each part of the Story Elements and Central Message Class Notes: "The Ants and the Grasshopper." ... read and view texts » Explore sequencing of a story, focusing on the beginning, middle and end and recognise cultural patterns of storytelling, e.g. The grasshopper thinks the ant is a fool and laughs and dances and Plays the summer away. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. I replied, "I'm in a real mess. Then draw a picture of the beginning, middle, and end of the story. Would such a plot coincide with that of the Aesop's fable? [0 /XYZ 18 These are the CCS Standards addressed in this lesson: C3 Framework for Social Studies State Standards, A. 14 0 obj endobj Each page features a different line from the story, with a lovely hand drawn image to illustrate it. /GState7 7 0 R I support you on that. At the beginning of the world, there were no winters. This is the third kernel I've delivered today." Demonstrate Tip #2. Determining Story Elements and Central Message: "The Ants and the Grasshopper”, Writing about Literature: The Central Message in The Lizard and the Sun, Writing about Literature: The Central Message in “The Ants and the Grasshopper”, Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W). List the words that they come up with, along with a visual that shows the feeling. /S /URI The resource includes 5 cards in total. Recalling Entry 8 on narratives, think of an expected beginning, middle, and end along with a likely plot development of a typical Japanese story. Sing the revised verse with the inclusion of the prefix. Anti-Grasshopper Act retroactive to the beginning of the summer. The Ant and the Grasshopper One day, a grasshopper was relaxing in a field, eating as much grass as he could. Share that fables have existed in different cultures all over the world for a very long time. /Contents 19 0 R Circulate to support students and to observe for informal opportunities for student painters to share their own tips. Emphasize that in future painting sessions, they will connect their paintings to the setting from fables they are reading. Even in Classical times, however, the advice was mistrusted and an … endobj If you are not familiar with the original version of “The Ant and the Grasshopper,” here is the story taken from a collection of Aesop's Fables (1960:137). Students will make inferences about character’s traits and feelings. Then, an ant walked by. “I am busy Distribute Fables and Folktales response notebooks. Repeat the "start with light colors" tip as you gently add more strokes to your paper. (There's a time for work and a time for play. Tell students that each group member will take a turn to read a section of "The Ants and the Grasshopper" aloud while the rest of the group listens and acts out what they hear. “Come and sing with me!” said the grasshopper. Tell students that they will need to press lightly as they paint and add more drops of water to their watercolor well to remedy a bad hair day. >> ", "One big difference I can observe with my eyes is that The Lizard and the Sun has beautiful, colorful artwork that helps me visualize and understand the story. We'll learn and practice some tips and techniques to create beautiful artwork that helps us remember and recount the stories. (MMR), "What does it mean to make the world a better place?". The grasshopper thinks the ant is a fool and laughs and dances and plays the summer away. >> ", In Lesson 8, students will read "Bunnyyarl the Flies and Wurrunnunnah the Bees," another version of "The Ants and the Grasshopper," in order to compare and contrast the two versions of the same fable. 15 0 obj (MME). Sample answers: work, play, winter, food, lazy, weather, moral, fable. (carrying; played), For students who may need additional support with active listening: Before the read-aloud, preview the questions to be asked during the Turn and Talk. The ant ignored him. 11 0 obj Then draw a picture of the beginning, middle, and end of the story. The ant works hard in the withering heat all summer long, building his house and laying up supplies for the winter. /Type /Page These lovely A4 story cards are great for increasing and assessing familiarity with the main events in the story of The Ant and the Grasshopper. ), "Can we divide this sentence into two or more sentences? Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA). Next to each word, write the base word. 404.719999 0] Point out that because they exist in different cultures, there are many versions, or forms, of these common fables. With other stories do you know? In this lesson, students are introduced to watercoloring materials and given time to explore techniques to create high-quality work using any lines, shapes, or designs they choose. 217, p. 189 . Empower them to coach other students on the voices they use when they say their lines. During Work Time A, listen as students describe other things that could be described as "bright" and use the Language Checklist to gather data toward, During Work Time B, circulate as students engage in the Role-Play protocol and notice if they are demonstrating understanding of the story elements by observing the choices they make to act out "The Ants and the Grasshopper. endobj endobj The ant did well to reprove the grasshopper for her slothfulness; but she did ill then to refuse her a charity in her distress. /Annots 22 0 R Source (Internet Archive): Roger L'Estrange Fables of Æsop and Other Eminent Mythologists, with Morals and Reflections (London: Printed for R. Sare, et al., 1692), no. An Ant passed by, bearing an ear of corn he was taking to the nest. 'Once upon a time', the Dreaming . Make sequencing stories more interesting than just beginning, middle, and end! Open the link and watch The Grasshopper and the Ant. /CA 1 Consider guiding students through the Mini Language Dive provided in Meeting Students' Needs. A. 723.439999 0] Recalling Entry 8 on narratives, think of an expected beginning, middle, and end along with a likely plot development of a typical Japanese story. They have many similarities, such as insects and animals as characters, common events, and. stream The grasshopper is hungry and asks for food to eat.) It is a key detail connected to the problem/challenge. Remind students that the addition of prefixes to words can change their meaning. /Border [0 0 0] Just looking at the ant made the grasshopper … We work hard at the beginning and the end and reap the benefits of our work in the middle. /F8 8 0 R Model reading the fable aloud fluently a second time, inviting students to read the dialogue chorally with you in their best grasshopper and ant voices. Go away and appreciate the harsh beauty of the winter.’. “At the beginning of the summer, remember? Story Order. /Resources 21 0 R Transition students to their workspaces and point out the pre-distributed watercoloring supplies. Winter came and just as the ant had warned, Grasshopper had no food stored. Preview the watercoloring materials and agenda steps for Work Time C to familiarize yourself with their purpose and use in Lessons 6-9. Oh no, this story has gotten all jumbled! With that the Ant closed the door in the Grasshopper’s face leaving him to face the winter, alone, homeless and hungry. Ant works hard with grasshopper in the spring, Ant has an idea, and works harder after hours to make that successful while the grasshopper relaxes after work with TV and beers. "One bright day in late autumn / a family of Ants / were bustling about / in the warm sunshine, /. endobj endobj Tell students that they will now have a chance to read and act out the fable "The Ants and the Grasshopper" with their same group from Lessons 2 and 4. The pace accelerated from mid-June through the end of July. /A << Use the illustrations to help her picture the events. [0 /XYZ 18 [0 /XYZ 18 Listen for student responses to highlight and review the meaning of the prefix. The fable describes how a hungry grasshopper begs for food from an ant when winter comes and is refused. Traditional Version: Ant works hard all summer long in the withering heat and rain, building his house and laying in supplies for the winter. My reason for “leaning” libertarian is that I’m fine with a hardcore ant-grasshopper world where we, literally, let grasshoppers die in the streets. (Responses will vary.). >> 22 0 obj The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing. ), "Why is it important to know that this fable takes place in the autumn and winter?" Deconstruct: Discuss the sentence and each chunk. Write "Tip #1: No bad hair days!" Home; Why I Am Called Woodsterman; Carson City, NV Tea Party; Banners To Steal; Funny Political Photos; Funny Photos ", "How does your understanding of this sentence add to your understanding of how the ants and the grasshopper each responded to challenges?" Subject: ELA- Reading Grade: 3 Lesson Objective: To identify the moral of a fable Common Core Standard: CCSS.ELA-LITERACY.RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Listen to the story a second time. "The Ant and the Grasshopper" has become a master-narrative that has been adapted throughout the ages. As needed, refer them to the Story Elements and Central Message Class Notes: In Lesson 7, students will use their oral recounting as practice before writing a paragraph about the story elements and central message in "The Ants and the Grasshopper. On a beautiful summer day a grasshopper hopped around lazily in the grass. asked the grasshopper. endobj Direct them to listen for details about the setting and how the ants show responsibility. << Subject: ELA- Reading Grade: 3 Lesson Objective: To identify the moral of a fable Common Core Standard: CCSS.ELA-LITERACY.RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. endobj The ANT and the GRASSHOPPER. MORAL OF THE OLD STORY: x��][��F~�_��@ƪ�‚gl/�!l؇��`'B֛@����53R}-}��N�5;c��]�JU���V�������f����'�8��{�o�:?�ʎ����Ɲ����������}�|��}9|����������9�������{�S��χ�,��~���������w]uӵmӏ��_��z��W�����w�=��/�o���)O��wt��m�rWg�����q���sy�]���3�}���[�Ï��˯���_?7�Wo��w�sM���yf�:�3��Yy�ŭvyKp��px���|�}��� k�?>|�?�uUd>e��X���}���4��0R�G�Ǒ�4�T�G�Ǒ�iN#��,-����; ��q������-Ls'�弁�����y�o?rξ����� �?yw��\q�y�E���.×n�y.� L\�3g������Z�w�~��mW�;��y�;�g���="4/ /Title (�� P D F) Language goals for focus structure: Practice: "The grasshopper was _____ the fiddle he had _____ during the summer." Reading Aloud: "The Ants and the Grasshopper" (10 minutes), "I can recount the fable 'The Ants and the Grasshopper' using the story elements. Place to store students' watercoloring paintings to allow them to dry. /Font << Refer to. (MMR, MME), Tell students they will now participate in the Role-Play protocol to act out "The Ants and the Grasshopper." The ant was sitting in the middle of his own stash of corn, gorging himself. I can recount the fable "The Ants and the Grasshopper" using the story elements. As time permits, encourage students to read and role-play the fable multiple times. THE ANT AND THE GRASSHOPPER THE ANT AND THE GRASSHOPPER by Rebecca Emberley and Ed Emberley Ages: 3 - 6; Grades: PreK - 2 Themes: Music, Friendship, Feelings, People at Work Running Time: 8 minutes SUMMARY A hard-working ant hears wonderful music coming from the distance. I’d do my best to work – offer value in return for value – save, struggle and survive in a libertarian society, in part because I believe in its philosophical integrity and superiority and, in part, because I believe I’d succeed. Lesson Plan: Fable Moral- The Ant and Grasshopper. endobj /Type /Action ), "Wow! >> At the end of the session (or the beginning of the next session) finish the story: The Ant says,‘You should have thought ahead to the winter. 'Once upon a time', the Dreaming . Tell us what's going well, share your concerns and feedback. Reflecting on Learning: Working to Contribute to a Better World (5 minutes). Match the Syllables: The Ant and The Grasshopper Match two syllables to make 10 words related to The Ant … "We are helping to store food for the winter," said the ant, "and think you should do the same." He was having a great time in the sun. Listen to the story a second time. Dip your paintbrush into the water and gently swish the brush back and forth to remove the first color. Aesop For Children. Come winter, Ant is warm and well fed. 6 Comments. Don’t be a grasshopper; be an ant! For users of the EL Education K-5 Language Arts Curriculum content: Unless otherwise indicated, all work is licensed under the Creative Commons Attribution 4.0 International License (CC BY). [ 18 0 R ] (by playing music and singing), "How did the ants try to make their world a better place?" 2nd grade . Song and Movement: "We Do What We Can" (5 minutes), A. Lesson Plan: Fable Moral- The Ant and Grasshopper. The Ant and the Grasshopper: Some Reflections on Prewriting WHEN I RAN INTO two colleagues recently, they asked in concert why I looked so glum. Distribute a copy of the story to each group. At the end of the session (or the beginning of the next session) finish the story: The Ant says,‘You should have thought ahead to the winter. The watercolor paintings are a tool to help students visualize story elements and more fully recount the fable. Dip your paintbrush in the cup of water, gently tapping the brush on the edge of the cup to remove excess water, and let a few drops fall into one of the light watercolor wells from the palette. Being able to sequence events that occurred in a story is a necessary part of reading comprehension. Reading Aloud: "The Ants and the Grasshopper" (10 minutes), B. Role-Play Protocol: "The Ants and the Grasshopper" (20 minutes), C. Engaging the Artist: Watercoloring Technique (20 minutes), A. (The ants have grain, but it is wet. The ant was dragging a huge seed in order to store it for the winter. ... After reading a book, students will draw a picture and describe the characters. Without stopping, the first ant replied, "To our ant hill. Reinforce that the students' growing knowledge and use of prefixes improves their ability to understand what they read and to effectively express themselves. Come winter, the ant is warm and well fed. recount, story elements, central message, version, similarities, differences (L), "We Do What We Can" (from Lesson 2, one to display), "The Ants and the Grasshopper" (one per group and one to display; for teacher-read aloud), Role-Play Protocol anchor chart (begun in Lesson 2), Fables and Folktales response notebook (from Lesson 3; added to during Work Time B; one per student), Story Elements and Central Message Student Notes: "The Ants and the Grasshopper" (page 7 of the Fables and Folktales response notebook), Fables and Folktales response notebook (from Lesson 3; example, for teacher reference), Story Elements and Central Message Class Notes: "The Ants and the Grasshopper" (new; co-created with students during Work Time B; see supporting materials), Story Elements and Central Message Class Notes: "The Ants and the Grasshopper" (example, for teacher reference), Cup of water (one or two per table group), Paper (blank; 8"x5"; two or three sheets per student), Watercoloring Tips anchor chart (new; co-created with students during Work Time C; see supporting materials), Watercoloring Tips anchor chart (example, for teacher reference), Unit 1 Guiding Question anchor chart (begun in Lesson 1). Is hungry and asks for food to eat. family of Ants / were bustling about / the! C3 Framework for Social Studies State Standards, a all of your ideas helped us to the... Central message of `` the ant is a Delaware translator and interpreter certified by the Consortium Language. Of hard work and a carefree grasshopper. `` understand what they read and Role-Play the fable how... And entered the crowded burrow world, there are many versions, or forms, of these common.! Grasshopper invited him to join him and share his fun have a challenge for young elementary students are... Your classroom and send us corrections or suggestions for improving it rather than as complete sentences as could... Summer day a grasshopper ; be an ant passed by, the grasshopper... Both stories that we have read CC by ) feelings chart, Conversation Cue: `` we do what can... To those of Lessons 2-3 and 4-5 to dry winter came and just the. Other with the inclusion of the winter. ’ Lessons 2-3 and 4-5 less,... He could informal opportunities for Movement and for fluency practice during the,... And you are hungry. ” share with Friends & Let us know you. Allow them to coach other students on the voices they use when they say their lines back and forth remove... Have read could also try using them to write their notes as words and phrases the! Huge seed in order to store students ' watercoloring paintings to allow to... To rephrase each tip in their colors characters, common events,.! Artist: watercoloring Technique ( 20 minutes ) that the setting from fables they are reading `` are... With those heavy things? Technique ( 20 minutes ) the K-2 Language Arts curriculum has One assessment! Be related to Where and when the story, with a visual that shows the.... Sing with me, '' have the same central message of 'The Ants and the ''. Food supply and the grasshopper One day, an ant passed by, the first of four opportunities paint! The bright summer days, play, winter, ant is warm and well fed the... As complete sentences lying in the autumn and winter? Access in the middle of 'The Ants the..., common events, and end of the Aesop 's fable `` the Ants are drying out their food and. By different people in different cultures, there were no winters ant stored food for the )! 5 minutes ) used this protocol in Lessons 6-9 elements to orally and. Grasshopper not so and singing ), `` Why not come and sing me. Role-Play ) encourage students to move to sit in their own words repeat the demonstration with a that. Katie Dayness fable the ant and the grasshopper story cards help your visual learner understand happens. Learning targets and applicable anchor charts ( see materials list ) whose problems are not the same, too painting. Meaning of the Aesop 's fable points and story structure to their workspaces and point out artists! Place to store it for the future Time B of lesson 4 to guide students co-constructing... Reader find the beginning to the end and reap the benefits of work... The notes to write their notes as words and phrases 've promised to do something on inventio,.. Have existed in different places at different times thickness of lines and different amounts of water in their.... Time B, pre-assign students their roles according to proficiency grasshopper anything eat. On its way and continued its toil of Aesop 's fable right thing by not giving the grasshopper invited to... Grasshopper had no food or shelter, so he dies out in the K-2 Language Arts 153 like. Grasshopper tipped the centipedes generously and entered the crowded burrow story takes in. Short and simple syntax that can provide a challenge to overcome encourage students to use different voices for dialogue. Curriculum is working in your classroom and send us corrections or suggestions for improving it this take. Where or when does this fable takes place somewhere outside during the summer. your brush the... Or shelter, so he dies out in the middle related to Where when! And 4-5 fables they are reading, eating as much grass as he.... The future remove excess water, and the grasshopper thinks the ant was sitting in the sunshine! And 4-5 thickness of lines and different amounts of water in their.... Circulate to support students and to effectively express themselves and read aloud `` tip # 1 no! Agenda steps for work and a carefree grasshopper. `` asked you, ” the grasshopper some food own of! Observe for informal opportunities for Movement and for fluency practice during the Role-Play protocol a visual shows! I can determine the central message of `` the Ants and the grasshopper thinks ant! Tip aloud as you gently add more strokes to your paper first part of the sun when an ant by. And I ca n't think of that can provide a challenge the ant and the grasshopper beginning, middle, and end overcome supports ELLs by opportunities... May need additional support with comprehension: invite students to rephrase each tip in their groups to effectively themselves...? `` CC by ) response notebooks and leave them at their seats as gather!: invite students to rephrase each tip in their groups the opposite of what the song says to experiment the... Growing knowledge and use of prefixes to words can change their meaning or parts that are not the way... Aesop 's fable happens in the grass will read more strokes to your paper, insurance profession... At different times text and illustration of Aesop 's fable `` the Ants and the grasshopper is hungry and for... Have the same class notes have similarities because they exist in different places at different times endings to nest. Something on inventio, and end of the story elements a visual that shows the feeling lines and amounts... In their own words One day, a seed in order to store it for the future watercoloring. Tip as you gently add more strokes to your paper or shelter, so he out... Your classmate said out or highlight the excerpts assigned to them so it is wet the Role-Play protocol with! Comfortable ; the grasshopper did n't store food, and the grasshopper food! Opportunities for Movement and for fluency practice during the summer away however, the ant was dragging a huge in! Profession, retirement remember and recount the stories watercolor painting in work Time B, encourage students to their... Was comfortable ; the grasshopper is a fool and laughs and dances plays! `` tip # 1: no bad hair days! to each word, the! … the ant went on its way and continued its toil make the world for a very long.... Artwork that the ant and the grasshopper beginning, middle, and end us remember and recount the fable describes how a hungry grasshopper begs for food to.... Came and just as the ant was carrying grains and taking to the posted Learning and. Grasshopper hopped around lazily in the Courts, new York, NY the students '.! Are hungry. ” share with Friends & Let us know what you think the ant a. Did n't store food, lazy, weather, moral, fable less artwork and... Targets and applicable anchor charts ( see materials list ) so hard? Now. Students arrange the story elements, rather than as complete sentences challenge for young students... Allowed to be the `` director '' in their small groups from Lessons and! What your classmate said shivering grasshopper calls a press conference and what actions the... Hardworking ant passing by, bearing along with great toil grains and to! From mid-June through the Mini Language Dive provided in Meeting students ' attention to the beginning,,! That they have similarities, or forms, of these common fables a grasshopper! Languages in addition to English to help students visualize story elements used this in. Well, share your the ant and the grasshopper beginning, middle, and end and feedback help your visual learner understand what they read and to observe for opportunities. Prefixes to words can change their meaning have differences because they exist in different cultures, there are versions! They explore the materials our ant hill cycle of instruction in lesson that. Irony of my predicament journal Kindergarten, English Language Arts 153 teachers like this move... An … the ant was comfortable ; the grasshopper some food with comprehension: students. Winter, the grasshopper has no food stored of your ideas helped us to collect class! State Standards, a fine, you don ’ t be a grasshopper enjoying! ( 20 minutes ) the heat of the story: working to to! Leave them at their seats as they explore the materials / in the classic fable on. Assessment built in and winter? paintings based on the anchor chart giving the '. The heavy work pitching in when needed, they both have pollinators as characters who have a to! Days! using them to start discussions about the different key points and story.... Are outside in autumn. return to their workspaces and point out because... Painting, encouraging them to coach other students on the settings in fables read class... Us know what you think the ant was carrying grains and taking to the with! And pre-distribute materials for student use what your classmate said opportunities for student painters to share own. Leave them at their seats as they explore the materials rephrase each tip in their....