®
Guided
Reading
Fairy Tale
850L
The Frog Who
Would Be King
Written by Kate Walker and illustrated by David Cox
KEY IDEA From a well-known German fairy tale, this story tells about a frog who dreams
of becoming a prince and then a king. He has help from a loving princess, and although his
dreams do not go quite as planned, the outcome satisfies everyone.
LITERACY STANDARDS ADDRESSED IN THIS PLAN
RL.3.2 MAIN FOCUS Key Ideas & Details Sessions 1, 2, 3 L.3.4b Vocabulary Acquisition & Use Additional Instruction 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.
RL.3.4 Craft & Structure Sessions 1, 3 Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from
nonliteral language.
RL.3.5 MAIN FOCUS Craft & Structure Sessions 2, 3 Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using
terms such as chapter, scene, and stanza;
describe how each successive part builds on
earlier sections.
RL.3.7 MAIN FOCUS Integration of Knowledge & Ideas Sessions 2, 3 Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by
the words in a story.
ISBN 978-1-62889-174-4
RL.3.10 Range of Reading & Level of Text Complexity By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 2–3 text complexity
band independently and proficiently.
SL.3.2
Comprehension & Collaboration Sessions 1, 2, 3 Determine the main ideas and supporting details
of a text read aloud or information presented
in diverse media and formats, including visually,
quantitatively, and orally.
L.3.4
Vocabulary Acquisition & Use Determine the meaning of the new word formed
when a known affix is added to a known word
(e.g., agreeable/disagreeable, comfortable/
uncomfortable, care/careless, heat/preheat).
L.3.5
Vocabulary Acquisition & Use Additional Instruction Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
RF.3.3b Phonics & Word Recognition Additional Instruction Decode words with common Latin suffixes.
RF.3.4a Fluency Session 2 Read grade-level text with purpose and
understanding.
W.3.3
Text Types & Purposes Writing Task Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.
W.3.8* Research to Build & Present Knowledge Sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a
question.
*standard adapted from another grade
W.3.10 Range of Writing Write routinely over extended time frames (time
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and
audiences.
Sessions 1, 2 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grade 3 reading and content, choosing flexibly
from a range of strategies.
Mondo Bookshop Grade 3 1
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 1
12/17/14 7:42 PM
Session 1 Text Selection: pp. 2–15
Learning Focus
RL.3.2
Students read closely
to recount a story and
determine the central
message, lesson, or moral,
and explain how it is
conveyed.
VOCABULARY
RL.3.4 Focus on the phrase
pucker up in the second
paragraph on page 13. Point
out that the author is not
using the literal meaning of
the verb pucker, which means
to gather into wrinkles. Ask
students what they think
the phrase means based on
the context of the page (“to
purse lips in order to get
ready to kiss or be kissed on
the lips”).
Key Idea: Text Selection A frog who wants to be a king leaves his pond in
search of a princess. He and Princess Lil fall in love, but her kiss fails to turn
him into a prince. She says she will marry him anyway.
Previewing the Text 5 minutes
Read the title of the book and the author and illustrator credits with students.
Talk about the cover illustration. Then have students read the back-cover text.
he title of the book we’ll read today is The Frog Who Would Be King. Who
T
do we see on the cover?
a frog and a woman who may be a princess
How could a frog become a king?
I have heard a story about a frog who became a prince when a princess
kissed him.
hat’s a familiar story. Let’s read the back cover. What do we learn about this
T
story?
It says that a princess helps a frog become someone special, but that
there’s an unexpected twist at the end.
Who can share what an unexpected twist in a story is?
Something unpredictable that happens.
Let’s read the story to find out what that twist is.
READING the Text CLOSELY 10 minutes
Invite students to read page 3. Have them recount what they read.
ELL SUPPORT
L.3.4 Vocabulary Support
vocabulary such as croak,
creature, frog, and toad
in context using the ELL
vocabulary strategies in
Getting Started.
ho do we meet in the first page of the story and what happens? Recount
W
what you read on page 3.
We meet the frog who wants to be someone special, so he leaves his pond
to find a princess to kiss him and turn him into a handsome prince. The
story says that all frogs know that story about the frog being turned into a
prince.
Explain the learning focus to students. Ask them to read page 5 as well. Check
to see how they are doing with application of the focus. Provide support if
needed.
his story is a fairy tale. Many stories like this one have a central message
T
or lesson for readers to understand. The message can be found in the key
details in the story. We met the frog on page 3. Let’s read page 5 and see
who we meet there.
We meet a princess in the castle the frog goes to.
Who can recount or retell what happens when the princess sees the frog?
COMPREHENSION SHARE
If a story is a myth or fable,
characters usually learn an
important lesson in the end.
Thinking about this lesson will
help you recount these types
of stories.
She falls in love with him right away. He falls in love with her too.
human princess usually doesn’t fall in love with a frog. What message might
A
there be here?
Love is love. It doesn’t matter if the two people in love are very different.
What key details in the text help you know how the frog feels?
The text says he had never seen anyone so beautiful, lovely, or dainty.
2 The Frog Who Would Be King
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 2
12/17/14 7:42 PM
If you are satisfied students can apply the learning focus, set the reading assignment
and have them read through page 15. If not, prompt them to return to pages 3 and
5 to look for key details that help them determine the central message.
ur work today is to follow what happens in the story and look for key
O
details that help us determine what the central message or lesson is.
DISCUSSING the Text 10 minutes
Spend some time reading parts of the story aloud. Have students listen for the
main ideas and supporting details and retell what they heard.
ou have read the first half of the book on your own. Let’s revisit parts of
Y
the story and read them aloud. Listening to a story will help you identify
important ideas and supporting details that you may have missed. I’ll read
pages 7, 9, and 11. . . . Who would like to share a main idea?
Corrective Feedback
Have students closely reread
pages 3 and 5. Encourage
them to silently reread,
stopping at key points to think
and talk together about their
understandings.
SL.3.2 Discussion
Collaborative Lil will marry Reginald, even though he’s a frog.
hat main idea supports the central message. Can you tell us details that
T
support this idea?
Reginald asked Lil to overlook his frogginess when he proposed. And she
said she would marry him, frog or not.
Guide students to clarify the meaning of the word swooned on page 9.
et’s reread the first sentence on page 9. The word swooned may be
L
unfamiliar. What could you do to find a meaning?
L.3.4 Vocabulary
Determine Meaning
I could look at the other words in the sentence and see if they help.
This strategy is called using context. Let’s see what we can find.
I see the word fainted. So I think swooned means “to feel faint before you
really faint.”
woon can mean “faint” and “overcome with joy.” When you find an
S
unfamiliar word, check the context and look for clues to the word’s meaning.
Confirm students’ good use of the learning focus and encourage them to keep
it in mind whenever they read stories.
ou recounted The Frog Who Would Be King and determined its central
Y
message through your understanding of the main ideas and key details. You
can use this skill to help you whenever you read other stories like this.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick Start
Planner, note this session’s learning focus. Observe each student’s articulation and
use of text evidence to evaluate individuals’ effective use of the learning focus.
TEACHER’S
CHOICE COMPREHENSION: RECOUNT
E-RESOURCE
Formative Assessment Have students use the blackline master on
RL.3.2 COMPREHENSION
Recount
page 10 to recount the first half of the fairy tale. Review students’ answers as
you evaluate their mastery of the learning focus.
TEACHER’S
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students use the blackline
master on page 11 as they read. Students will collect details from the text to
answer the question: How can love make a daring dream come true? Review
students’ collected evidence as your evaluate their mastery of the learning focus.
W.3.8*, RL.3.2 WRITING
Gather Evidence
Mondo Bookshop Grade 3 3
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 3
12/17/14 7:42 PM
Session 2 Text Selection: pp. 2–15
LEARNING FOCUSES
RL.3.2, RL.3.5, RL.3.7
Students read closely to
continue to determine the
central message, lesson, or
moral through key details,
while describing how each
part of the story builds
on earlier parts. They also
explain how the illustrations
contribute to the story.
COMPREHENSION SHARE
As you read, look carefully at
the illustrations. Think about
what they add to the story.
They can help you discover
more about a character,
setting, or what is happening
in the story.
Returning to the Text 5 minutes
Ask students to recount their reading in Session 1. Guide them to recall how
they applied the learning focus to their reading.
an someone recount our reading from the last session? . . . Now let’s review
C
what we did with the story in the last session.
We explained how key details can help us decide what the central message
or lesson is that we can learn from the story.
Reading the Text CLOSELY 10 minutes
Explain the new learning focuses. Then reread pages 3 and 5. Check to see
how well they have understood the focuses. If you are satisfied that students
can apply the new focuses, set the reading assignment for the session. If not,
provide corrective feedback as suggested on page 3 of this lesson plan.
tories have parts that build on each other as we meet the characters, learn
S
about a problem, read about events, find out how the problem is solved, and
think about the central message. Even stories like this one that don’t have
marked chapters have parts. You can think of paragraphs and pages as parts
where events begin and end. Who would like to share what they think are
parts of the story?
I think the first page is the first part, or beginning, where the frog leaves
his lily pond to find a princess. The next part is longer. It starts with Lil and
Reginald meeting. Then they fall in love, Reginald proposes, and Lil says yes.
How does this second part build on what we first learned about the frog?
We knew he wanted to find a princess, and he does. She loves him even
though he’s a frog.
What are the next parts? How do they continue to build the story?
The next part is Lil with her father. Then there are the parts where the
characters talk to each other, like when Reginald tells Lil about kissing a
frog to turn him into a prince, and she tries it, but he is still a frog. Both are
disappointed, but Lil still loves him anyway.
Call attention to the illustrations and discuss how they contribute to the story.
Also, continue to have students look for key details that help them determine
the central message.
he illustrations also are important parts of the story. They can show us what
T
the text says and help us learn more about the setting and the characters.
Let’s look at page 4. The text tells us that the princess and the frog fell in
love at first sight. How does the illustration help you know this?
The little hearts coming from both of them show love, and their faces look
so happy.
et’s look at page 10. How does the illustration help you know how Lil’s
L
father feels?
The text says he roared. In the illustration, he has a red, angry-looking face,
and he’s shaking his fist as he leans over Lil. She looks scared.
ow do the illustrations and text work together to help learn more about the
H
central message?
The king is not in love with the frog, so he sees just a frog and doesn’t want
the frog to be king. That’s his reason for not letting Lil marry the frog.
4 The Frog Who Would Be King
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 4
12/17/14 7:42 PM
Formative Assessment: Fluency Listen to each student read a portion of
the text. Observe students’ fluency. If students need additional practice with
fluency, provide the necessary support at the end of the session. Ask students
to note words or phrases they find challenging for discussion after the reading.
DISCUSSING the Text 10 minutes
Facilitate a discussion about pages 3–15 in which you read aloud parts of the
story for students to identify main ideas and supporting details. Students
should continue to look for key details to help them understand the central
message, refer to parts of the story when describing how each part builds on
what came earlier, and examine the illustrations to note how they contribute to
telling the story.
et’s take a few minutes to reread some pages aloud so we can listen for
L
main ideas and supporting details we may have missed when we reread the
story by ourselves. I’ll reread pages 13 and 15. . . . Who would like to share a
main idea they identified while listening to these pages?
SL.3.2 DISCUSSION
Collaborative
DISCUSSION TIP
So that you can determine
whether students understood
a text read aloud, have them
orally state the main ideas
and supporting details.
Reginald is sure that one kiss will turn him into a handsome prince.
Can you show us a supporting detail?
He tells her “one kiss is all it takes. I’ll turn into a prince and our problems
will be over.”
Anyone else?
Both Lil and Reginald are upset when her kiss doesn’t turn him into a
handsome prince.
What details support this?
Lil cried “Oh, no!” and Reginald looks glum.
et’s talk about what pages or paragraphs come together to form a distinct
L
part in the story and how this part builds on what came earlier.
Pages 13 and 15 are one part because it has dialogue where Reginald tells
Lil about the kiss. She tries it, but it doesn’t work.
How does this part build on what came before?
Reginald sees his dream falling apart, but Lil continues to say she’ll marry
him anyway.
ELL SUPPORT
RL.3.2 Discussing the Text
Ask questions at students’
language proficiency levels
and provide the following
sentence frames for student
responses: First, ___. Then,
___. Next, ___.
The message/lesson/moral is
___. I know because ___.
Talk with students about the contribution the illustrations make to the story
told in the text.
ho would like to share an illustration they saw in the book that helped them
W
learn more about a character, setting, or the story?
Lil does a lot of crying in the pictures on pages 12 and 14. This helped me
see that she really loves Reginald and is determined to marry him, even
though he’s a frog and her father is strongly against it.
Guide students to clarify the meaning of the word ingredients on page 15.
et’s reread the third paragraph on page 15. . . . The word ingredients may
L
be unfamiliar to some of you. How can the context of the sentence and
paragraph help you determine a meaning?
L.3.4 VOCABULARY
Determine Meaning
After Reginald says “Our ingredients are right,” he lists them: a frog, a
princess, and love for each other.
So how would you define the word?
It means “the parts you need to make something.”
Mondo Bookshop Grade 3 5
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 5
12/17/14 7:42 PM
Confirm students’ good use of the learning focuses and encourage them to
keep the focuses in mind whenever they read stories.
ou found many key details that you’ve been putting together to determine
Y
the central message or lesson of the story. I like how you listened carefully to
the story read aloud and noted some main ideas that you had missed earlier.
You also used the illustrations to learn more about the characters and the
story. Remember to use these skills whenever you read stories.
E-RESOURCE
Formative Assessment: Comprehension Using the Quick
Start Planner, note the session’s learning focuses. Observe each student’s
articulation and use of text evidence to evaluate individuals’ effective use of
the learning focuses.
TEACHER’S
RF.3.4a
FLUENCY
Purpose and Understanding
CHOICE FLUENCY FOLLOW-UP
Fluency Practice Choose two or three pages to read aloud. Model how a story
is read, including the difference in reading narrative and dialogue. As you read
the narrative, show how you phrase parts of the sentences to create a smooth
flow and enhance understanding. Read the dialogue with expression to show
the emotions the characters are feeling.
TEACHER’S
W.3.8*, RL.3.2
Writing
Gather Evidence
CHOICE CONSTRUCTED RESPONSE: COLLECT TEXT EVIDENCE
E-RESOURCE
Formative/Summative Assessment Have students continue
to use the blackline master on page 11 for collecting evidence as they read.
Students will continue to collect details from the text to answer the question:
How can love make a daring dream come true? Review students’ collected
evidence as you evaluate their mastery of the learning focus.
TEACHER’S
CHOICE CLOSE READING OPTIONS
E-RESOURCE
Summative Assessment Print the online blackline master for
independent close reading. Ask students to read a portion of the Session 3
text selection independently, as indicated on the blackline master. Then have
them respond to the prompts (summarize author’s message, identify critical
vocabulary, respond to constructed response questions) before returning for
Session 3’s small-group discussion. Alternatively, you can use the completed
blackline master for summative assessment.
6 The Frog Who Would Be King
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 6
12/17/14 7:42 PM
Session 3 Text Selection: pp. 16–31
Key Idea: Text Selection Reginald visits the local witch, while Lil sees a
magician about their problem. Reginald is turned into a toad and finds Lil
turned into a frog. Lil kisses Reginald, who becomes a prince. They find they
are still in love and marry anyway, and Reginald becomes king.
Returning to the Text 5 minutes
Review the focuses that students learned and applied in previous sessions.
Let’s review our last session. Who would like to share what we did?
We looked at pages and paragraphs to see how they could be separated
into parts and then saw how each part builds on the last one to keep the
story going. We also looked for more key details to add to what we think
is the central message. And we looked carefully at the illustrations to see
what we could learn about the characters and what was happening.
Reading the Text CLOSELY 10 minutes
Invite students to read page 17. Check to see how they are doing with
application of the focuses as you have done previously. Then have students
read through page 31.
et’s read page 17 and talk about how Lil and Reginald respond to being
L
disappointed by Lil’s kiss not turning Reginald into a prince. Who will share?
Neither of them is giving up. They’re going to try asking a witch and a
magician to help them.
How does this page build on the story so far?
It says that Reginald has come too far from the lily pond to turn back now,
so we’re reminded of where he came from and of his dream.
LEARNING FOCUSES
RL.3.2, RL.3.5, RL.3.7
Students continue to read
closely for key details that
help to convey the central
message, lesson, or moral,
while describing how each
part of the story builds
on earlier parts. They also
continue to explain how
the illustrations contribute
to the story.
VOCABULARY
RL.3.4 Have students find
the phrase till the cows come
home at the end of the first
paragraph on page 19. Review
what the witch has just told
Reginald about frogs not being
able to be turned into princes.
Then have students suggest
what the witch really means
when she talks about cows.
Explain that she is saying
that a frog could be kissed
for a long time and nothing
would happen.
How does the illustration add to this idea?
They are both smiling. Each one is thinking of the person who might help.
How does this part support the central message or lesson?
Love will keep on trying to find a way to make a dream come true.
Reginald and Lil will keep trying until they can be together and Reginald
can be a king.
Discussing the Text 10 minutes
Guide a discussion in which students continue to link the three learning
focuses. Continue to read aloud pages of text, encouraging students to
identify main ideas and supporting details.
SL.3.2 DISCUSSION
Collaborative
etermining main ideas and details will help our discussion. I’ll read page 27
D
aloud, and you listen for a main idea and details. . . . Who can share a main
idea they heard?
Lil thought it was great she was a frog. Reginald did not.
What details support this?
Lil said “all our problems are solved.” Reginald disagreed, saying she was
a beautiful frog and he was an ugly toad.
o you think our ideas about the central message hold up after reading the
D
rest of the story?
Yes, because Reginald’s dream to become king does come true. Also, he
and Lil get married and still love each other, no matter who’s a frog.
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 7
Mondo Bookshop Grade 3 7
12/17/14 7:42 PM
How did the illustrations help you to know this?
In the last picture, they both look happy.
What was the twist at the end?
Lil ended up as a frog, and Reginald turned into a prince.
How did you think of the story in parts?
One part was Reginald with the witch. Another part was with the magician.
The next was Reginald and Lil back together. The last was the king
changing his mind about them getting married.
How did these parts build on what you read earlier?
Even though Lil and Reginald continued to change, they still loved each other.
Encourage students to share understandings with a partner.
urn and share your ideas with a partner. What did you learn as you read
T
through the book?
I learned to think about a story in parts so I could understand how the parts
build on each other. I found out that illustrations add a lot of information to
a story. And I saw how key details could tell me what message a story had.
TEACHER’S
W.3.8*, RL.3.2
WRITING
Respond to Question
TEACHER’S
CHOICE
CHOICE CONSTRUCTED RESPONSE: WRITE TO SOURCE
E-RESOURCE
Formative/Summative Assessment Have students continue to
use the blackline master on page 11 as they finish reading. Then ask them to write
a response on a separate sheet of paper that answers the question: How can
love make a daring dream come true? Have students use the text evidence they
collected to support their writing.
Writing Task: Narrative
W.3.3
WRITING
Narrative
E-RESOURCE
Summative Assessment Review with students the elements of a
narrative. Then ask them to write a story in which they show how love can make
a daring dream come true. Guide students to use the evidence they collected
to help them craft a new story about Reginald and Lil or other characters
of their choice. Have them use the same central message you and the class
identified for the story. Suggest they include illustrations with their story.
ou’ve read about very different characters whose love and determination
Y
made a daring dream come true. Now write a new story about Reginald and Lil
or other characters you choose. Use the same central message we identified
for The Frog Who Would Be King as part of your story. Some ideas for a story
may be Lil and Reginald helping another frog, or the magician and the witch
falling in love. Make sure your story has a clear beginning, middle, and end.
8 The Frog Who Would Be King
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 8
12/17/14 7:42 PM
TEACHER’S
CHOICE
Additional Instruction
word study
Affixes Help students determine word meaning when a known affix is added
to a known word.
L.3.4b VOCABULARY
Affixes
ou can use root words and affixes to determine the meaning of unfamiliar
Y
words. Let’s look at the second paragraph on page 21. The witch is described
as having a “toothless smile.” What is the root word of toothless?
tooth
What is the suffix?
-less
Who would like to tell us the meaning of the suffix -less?
without
So let’s define the word.
without teeth
Now, let’s talk about beautiful on page 5 and courageous on page 11.
VOCabulary
Imagery Discuss with students the author’s use of imagery on page 19.
L.3.5 VOCABULARY
Figurative Language
et’s turn to page 19 and reread the part about Reginald and the witch. Let’s
L
look for the variety of words the author uses to create images that we can
easily picture in our minds.
I see one. The witch says “smack” as another word for “kiss.”
hat makes what the witch says more interesting than just saying kiss again.
T
What else makes smack interesting?
When I read it aloud, it makes me think of the sound of a big kiss.
Who can find another strong word image?
I like “dragging his flippers in despair.” I know the frog is really sad and
ready to give up because of the words dragging and despair.
he author chose some good words to help us imagine the story. Look for
T
more as you continue to read.
Word Recognition
Decoding Words with Latin Suffixes Point out the word shiny on page 7.
sing what you know about suffixes can also help you to decode a word.
U
Let’s look at the word shiny on page 7. What is the root word and suffix?
VOCABULARY
Explain to students that
authors use vivid words to
help readers picture in their
minds what is happening in
the story. Ways to do this
include using strong verbs
and words that sound like the
action they name.
RF.3.3b Word recognition
Latin Suffixes
shine; -y
If you know that the e was dropped before adding the suffix, you will know
that the word is pronounced as shy-nee and not shin-ee. You can also try each
pronunciation in the sentence to see what makes sense. You can apply this
same strategy to dewy (p. 5), murky (p. 21), and warty (p. 27).
Mondo Bookshop Grade 3 9
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 9
12/17/14 7:42 PM
Name
Date
Comprehension: Recount
You read the first half of the fairy tale “The Frog Who Would Be King.”
Now recount the most important details that you read so far.
The Frog Who Would Be King
Details about the Setting
Details about What
Happens
Page Number:
Page Number:
Page Number:
Page Number:
Page Number:
Page Number:
© Mondo Publishing
Details about the
Characters
Score:
10 The Frog Who Would Be King
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 10
12/17/14 7:42 PM
Name
Date
Collecting Text Evidence
How can love make a daring dream come true?
Use this chart to collect text evidence about how love can make a daring
dream come true. Write what Reginald’s dream was. Then write what each
character did to make the dream come true. Use as many copies of the
chart as you need to collect the evidence.
What was Reginald’s daring dream?
Character
How the Character Helped Reginald’s Dream Come True
Reginald
Lil
The King
© Mondo Publishing
The witch
The court magician
Score:
Mondo Bookshop Grade 3 11
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 11
12/17/14 7:42 PM
Name
Date
Writing Task: Narrative First Draft
Review the evidence you collected about the central message in
The Frog Who Would Be King. Write a story that has this same message for
readers. You can write the story about Lil and Reginald or other characters
that you choose.
REMEMBER: A well-written narrative includes:
• a clear beginning, middle, and end
• characters and a setting
• a problem that the characters try to solve
• events that happen in order
© Mondo Publishing
• an ending in which the problem is solved
Score:
12 The Frog Who Would Be King
GR_G3_FrogWhoWouldBeKing_LP_JO.indd 12
12/17/14 7:42 PM