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

3. 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)

4. 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 deceit
These words have the /ē/ sound spelled _ie_ and ei. Did you notice any difference when the letters follow a c?

5. 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)

6. 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?

7. Have you ever….. Thought that money has anything to do with happiness?
Read stories about money and happiness?

8. 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.

9. 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.

10. Student observations
Problems clues wonderings

11. Selection Vocabulary
Once 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 who
Makes or repairs shoes
(page 48)

12. Selection Vocabulary
But 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)

13. 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)

14. 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)

15. Selection Vocabulary
First 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)

16. Selection Vocabulary
Dinner 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)

17. 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.

18. Word analysis Spelling pretest Take out your whiteboards!
Making, biting, diving, hiking, skated, prized, shaking, skating, hiding, shining, thinking, entered, opened, passing, safekeeping

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

20. 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
My parent’s hometown/ Their hometown
Plural
Let’s do page in our Comprehension and Language Arts Skills book

21. 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

22. 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

23. Have you ever….. Thought that money has anything to do with happiness?
Read stories about money and happiness?

24. 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.

25. 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.

26. Student observations
Problems clues wonderings

27. Selection Vocabulary Cobbler- a person who Makes or repairs shoes
(page 48)
Mended-repaired

28. Selection Vocabulary Recognizing-identifying People we know or
Previously saw (p. 49)
Safekeeping- so as to be protected or safe (p. 51)

29. Selection Vocabulary
Workbench- a strong table used for working (p. 51)
Treasure-items of great value (p.52)

30. 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.

31. “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

32. 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?

33. 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”?

34. 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.

35. Vocabulary inflectional 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

36. Day 2: possessive pronouns
LA Handbook pg
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.)

37. 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

38. 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)

39. 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 deceit
These words have the /ē/ sound spelled _ie_ and ei. Did you notice any difference when the letters follow a c?

40. 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)

41. 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?

42. 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.

43. Student observations
Problems clues wonderings

44. Selection Vocabulary Cobbler- a person who Makes or repairs shoes
(page 48)
Mended-repaired

45. Selection Vocabulary Recognizing-identifying People we know or
Previously saw (p. 49)
Safekeeping- so as to be protected or safe (p. 51)

46. Selection Vocabulary
Workbench- a strong table used for working (p. 51)
Treasure-items of great value (p.52)

47. 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.

48. “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

49. 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”?

50. Supporting the reading
Selection title
Author’s purpose
Examples from the text
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.

51. Supporting the reading
Let’s do Comprehension and Language Arts Skills page 106 together.
When we finish you can do page 107 by yourselves.

52. 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

53. 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?

54. Possessive pronouns
Let’s review: check out pages 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.

55. 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

56. 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

57. View fine art pages 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.

58. Selection Vocabulary Cobbler- a person who Makes or repairs shoes
(page 48)
Mended-repaired

59. Selection Vocabulary Recognizing-identifying People we know or
Previously saw (p. 49)
Safekeeping- so as to be protected or safe (p. 51)

60. Selection Vocabulary
Workbench- a strong table used for working (p. 51)
Treasure-items of great value (p.52)

61. 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.

62. Let’s practice our vocabulary
Remember to use the definition in your glossary and to add the part of speech.

63. 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

64. 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

65. 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?

66. 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

67. Day 4:vocabulary inflectional ending –ed and -ing
safekeeping
How does –ing affect the meaning of the base word?
What might you hide for safekeeping?

68. 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?

69. 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

70. Day 5: Word Knowledge review
Line 1: dreadful thankful forceful frightful
Line 2: drowsily unhappily sleepily hastily
Line 3:relieved thief received deceit
Line 4:Thinking entered opened passing safekeeping

71. 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.

72. Selection Vocabulary Cobbler- a person who Makes or repairs shoes
(page 48)
Mended-repaired

73. Selection Vocabulary Recognizing-identifying People we know or
Previously saw (p. 49)
Safekeeping- so as to be protected or safe (p. 51)

74. Selection Vocabulary
Workbench- a strong table used for working (p. 51)
Treasure-items of great value (p.52)

75. 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.

76. 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.

77. “The Cobbler’s Song” Fable-teaches a lesson
We will looked for the author’s purpose
Vocabulary:cobbler, mended, recognizing, safekeeping, workbench, treasure

78. 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?

79. Supporting the reading
Selection title
Author’s purpose
Examples from the text
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.

80. Let’s test our vocabulary and reading comprehension
Selection title
Author’s purpose
Examples from the text

81. Cursive letters N and M h Starting point, loopk
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