Ant & Grasshopper Amaray
Students will listen to and describe different types of music. • Students will discuss character change. • Students will write continued endings to the story.
INSTRUCT PRACTICE PREPARE
How does the story end and why? ☆ Note that an Answer Key is available for teacher reference on Lesson page 2. PREPARE. CONCEPT Narrative text
The-Ant-and-the-Grasshopper.pdf
In the story the ant is described as hardworking. What other adjectives could you use to describe him? Write two. Expect various appropriate adjectives such as
childrens independent Thinking. Fairy Tales at School: a resource
la. Fontaine writes: “(…) the ant may have a fault or two / but lending is not something The Ant and the Grasshopper as a story without an established end.
Theres a lesson in that
end of the story. a What will Grasshopper say? b How will Ant react? c What could Grasshopper offer Ant in exchange for food
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end of the story. a What will Grasshopper say? b How will Ant react? c What could Grasshopper offer Ant in exchange for food
Story Retelling: An Informal Technique for Evaluating Childrens
'" Children who did not understand the sentence often gave the story a different but plausible ending. For example some changed endings to: "And the ant.
Of Ants and Grasshoppers: Two Ways (Or More) to Link Texts and
Busino for instance
L2+June+2014+The+Ants+and+the+Grasshopper+The+Sequel.pdf
• To innovate on this or another familiar fable for example
1 THE ANT AND THE GRASSHOPPER CHARACTERS
NARRATOR: On the day of the race the two started the race together. FOX: 1 2 UNCLE JIM: And that was the end of the story. PETER: And what happened to ...
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2 Choose a verb from the story that shows Ant's mood when Grasshopper teases her. d the lesson to be learned from your alternative ending.
Primary English
from different cultures including fables
CamScanner 04-20-2020 10.57.40
meaning story and Old French (fable). These The grasshopper and the ants ... They end in many different ways so you have to learn them as there is.
Ant and Grasshopper
then read aloud Ant and. Grasshopper by Luli. Gray. Support students to identify major events in the story and enter on a class chart “Two.
Grade 2 Reading Comprehension Worksheet The Ant and the
The Ant and the Grasshopper. By Aesop. Read the story below. In a field one summer's day a Grasshopper was hopping and singing. An Ant.
Theres a lesson in that
are familiar with a range of different story genres Grasshopper feeling at the end? ... 1 Ant prepares for winter; Grasshopper does not. Ant is warm.
Story Retelling: An Informal Technique for Evaluating Childrens
several different language skills can memorized. This is a story about a grasshopper and an ant. ... some changed endings to: "And the ant.
The Ring of Gyges
The Ant and the Grasshopper Notes Say that you have given the story several endings and removed the moral. You want your class to.
Theres a lesson in that
You'll practise writing in different styles and tell 2 Choose a verb from the story that shows Ant's mood when Grasshopper ... end of the story.
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Ask you students to write a different ending to one of the stories in the performance. Based on Aesop's Fable The Ant and the Grasshopper.
Images
The ants were spending a fine winter’s day drying grain collected in the summertime A Grasshopper perishing with famine passed by and earnestly begged for a little food The Ants inquired of him “Why did you not treasure up food during the summer?’ He replied “I had not leisure enough I passed the days in singing ”
13 THE ANT AND THE GRASSHOPPER By Rob John - Logo of the BBC
THE ANT AND THE GRASSHOPPER By Rob John One hot summer’s day a Grass-hopper sat on a blade of grass enjoying the sunshine ‘What a fine day’ he said ‘The sun’s shining and I’ve got as much
Aesop's Fable: The Ant and the Grasshopper
But the ant went on its way and continued its hard work When the winter came the grasshopper had no food and was dying of hunger while it saw the ants distributing every day the corn and grain from stores that they had collected all summer Then the grasshopper knew the importance of preparing for the future
What happened to the ants in the grasshopper?
But the Ant went on its way and continued its toil. 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. Then the Grasshopper knew:
What is the moral lesson of the ant and the grasshopper?
The Ant and the Grasshopper, also known as The Grasshopper and the Ant (or Ants) is one of the most famous of Aesop's Fables. This fable's moral lesson emphasizes the twin values of hard work and planning for the future.
What is the difference between Ant and grasshopper in English?
In the Ant and the Grasshopper story in English, the grasshopper keeps wasting his time without pondering over how he would sustain the winter. On the other hand, the ant works hard during summer to get shelter and store enough food for the winter. The grasshopper faces the harsh reality and learns the lesson in a hard way.
Who wrote the music for the ant and the grasshopper?
118, 1941) and the Dutch composer Rudolf Koumans set the French text in Vijf fabels van La Fontaine (op. 25, 1964) for school chorus and orchestra. There is a happier ending in the American composer Shawn Allen's children's opera, The Ant and the Grasshopper (1999).
The Ant and the Grasshopper Notes
It was suggested on P4C.com that this Aesop's fable might lend itself to different endings. I have written four endings, of which Ending one is the original.Using drama or readers' theatre
The dialogues can be read around the class, performed as reader's theatre or performed as a drama. With young children, you can always read the parts yourself. Using drama, especially with younger children, I have found it useful to separate the acting from the reading which allows: the readers to concentrate on the words and the actors on the actions more parts to be available (acting is always very popular)Setting the scene
Decide which endings you want to use. Endings one, two and thee go well together. One, two and four might be more suitable for an older group.Say that you have brought a traditional tale that was originally written with a moral. Explain what a
moral is. Say that you have given the story several endings and removed the moral. You want your class to decide, for themselves, the moral for each ending. You might need to explain that they don'tnecessarily need to agree with the moral, in fact they might totally disagree with it or even think it is
'immoral' (this is especially important for ending two).A suggested way of exploring the story
1.Read/perform the main body of the story.
2. Read/perform your first chosen endings. One and two go well together. 3. Ask the class to decide what they think is the moral of each ending - they can do this individually, in pairs, or in small groups as you see fit. 4. List all the suggested morals on the board. See if you can group them into themes. 5. Ask people to decide whether they would agree or disagree with each set of morals and note the numbers agreeing and disagreeing alongside each (group of) moral(s). 6. At this point you could proceed in a variety of ways: a) You could air some of the thinking behind the agreements and disagreements and then proceed as usual into the question formulation, selection and building. b) You could first take a vote on which theme the class wants to explore and then proceed to questioning, selection and building. c) Or you could select a moral that seems contentious because it has attracted more agreements and disagreements. Ask people to sit on one side of the class if they agree and Author(s): Michelle Whitworth | Copyright the author | Location: www.p4c.com the other if they disagree with the moral. You can then run a discussion, perhaps (to start with) alternating between the two sides. You can allow people to change sides as long as they articulate why they have changed their mind. When arguments have been aired, you could even ask people to switch sides and see if they can articulate the opposite points of view.7. Steps 2-6 can be repeated for other endings.
Alternatively, you could take another contentious moral and explore that as explained in 6c.Strengths of this approach
1. It can help a class that is having difficulty constructing philosophical questions. Morals offered often only require slight changes of wording in order to become philosophical questions. 2. You highlight in advance which morals/questions invoke the widest range of opinion and which might, therefore, be fruitful for further discussion. You also have the opportunity for modelling the giving of reasons for opposing points of view. 3. An active approach as explained in 6c can often bring a lot more people into the discussion, especially with children who find it difficult to sit in a circle and talk for long. For instance, I found it worked extremely well with a year 7 SEN group which includes some youngsters who don't even want to be in school. More of them engaged in discussion and reasoning than previously and some were prepared to change their mind as a result of hearing other arguments. Some examples of morals that have provided vigorous debateIt's OK to pinch things if people won't share
Don't say no to someone bigger than you
You get what you deserve (the ants had it coming to them because they didn't have a good work/life balance!) You should have to work for your food to survive the winter.quotesdbs_dbs12.pdfusesText_18[PDF] the apprentice school requirements
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