Revised: 10/8/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade 02 Unit 03 Literary Text Unit
Fables and Folktales
Reading Standards: RL.2.2, RL.2.3, RL.2.4, RL.2.5, RL.2.6, RL.2.9
Speaking and Listening Standards: SL.2.4, SL.2.5
Unit Description:
In this unit, second grade students will study a variety of folktales and fables. Students will be able to
identify the moral, lesson, or message from the tales and fables. Students will learn the unique qualities of
story elements used in folktales. Folktales were originally passed down orally from generation to
generation. Students will learn that fables teach a lesson that people can relate to and they have been
passed down from generation to generation. In fables the main character is usually an animal that is
talking and acting like a person.
For this unit students will be taking a post-assessment that may be given over two days. The reading
selection is an Aesop’s fable that the students will read independently. Students will need to use textbased support in their answers.
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CCLS
Coded Standard
Concept Elaboration
Assessment Questions
Students will need to combine these skills and concepts:
RL.2.2 RECOUNT stories including fables and
 Understand the structure of a fable or a folktale
folktales from diverse cultures and
 Understand the vocabulary- fable and folktale
DETERMINE their central messages, lesson or
 Determine a moral, lesson or message ( using
moral.
inferencing about characters actions and words to
lead to determining a moral, lesson, or message)
 Describe how key details show a central message,
lesson, or moral
 Have a bank of morals and lessons to draw upon
 Be able to paraphrase story parts
 Students are able to use story structure (i.e.,
characters, setting, problem, solution) to give a
retelling/recounting
(2) What is the moral/lesson in this
story? Tell how you know using
details from the fable. (RL.2.2)
RL.2.3 DESCRIBE how characters in a story
Students will need to combine these skills and concepts:
RESPOND to major events and challenges.
 Vocabulary: Plot, Conflict, Resolution, Action, Setting
 Identify the characters in a story
 Understand that characters in a literary text can
change and respond to major events and challenges.
 Infer characters' feelings at various points in the story
 Track where a character's feelings change & explain
why
 Use story structure (problem-solution) to predict how
the character will handle or solve the problem
 Describe a character's trait(s) and explain how those
traits explain their choices & reactions (e.g., Andy
Shane is the kind of person who is shy, so that's why he
didn't stand up for himself.)
 Understand cause and effect
 Choose relevant details in descriptions
(1) Describe the problem and
how it was solved by the crow.
Use two or more details from the
text in your answer.(RL.2.3, RL.2.5)
RL.2.4 DESCRIBE how words and phrases (e.g.
Students will need to combine these skills and concepts:
regular beats, alliteration, rhymes, repeated
 Vocabulary: beats, alliteration, rhyme, similes,
lines) supply rhythm and meaning in a story,
repetition, etc.
poem, or song.
 Have a bank of genres to draw upon
 Identify characteristics of a variety of genres
 Identify key words and phrases
 Identify feeling and sensory words/mood
 Use context clues to identify the meaning of unknown
(3) What is the meaning of the
word rose in this fable? How did
you figured out the meaning using
details from the text? (RL.2.4)
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(Use context clues to identify the
meaning of unknown words)
CCLS
Coded Standard
Concept Elaboration
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
RL.2.5 DESCRIBE the overall structure of a story,
including DESCRIBING how the beginning
introduces the story and the ending
concludes the action.
Assessment Questions
words
Understand that words and phrases have literal and
non-literal meanings
Understand and be able to identify figurative
language
Understand that authors make purposeful language
choices to create meaning in stories, poems, and
songs
Determine the appropriate definition of words that
have multiple meanings
Begin to recognize words and phrases that have literal
and non-literal meaning
(1) Describe the problem and
how it was solved by the crow.
Vocabulary: Structure, Introduction, Conclusion, Action
Use two or more details from the
Understand story structure - Beg., Middle, End
Understand that text structure helps make meaning of text. (RL.2.3, RL.2.5)
Students will need to combine these skills and concepts:




what is being read
Describe the overall structure of a story, including how
the beginning introduces the story and the ending
concludes the action

RL.2.6 ACKNOWLEDGE differences in the points of Students will need to combine these skills and concepts:
view of characters, including SPEAKING in a
 Vocabulary: point of view, voice, dialogue
different voice for each character when
 Identify the points of views of characters in a text
READING dialogue aloud.
 Understand how characters use voice to reflect his/her
point of view
 Understand that characters may take different opinion
on a topic.
RL.2.9 COMPARE and CONTRAST two or more
Students will need to combine these skills and concepts:
versions of the same story (e.g. Cinderella
 Vocabulary: Compare and contrast
stories) by different authors or from different
 Understand how stories have connections to other
cultures.
stories
 Use graphic organizers (ie. Venn Diagram) to show
how stories have similarities and differences
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(4) Compare the lesson in this
story to another story you’ve read.
What is similar? What is different?
(RL.2.9)
Spiraled Reading Standards:
 RL.2.1 Ask and answer such questions as who what, where, when, why, and how to demonstrate understanding of key details in a text.
 RL.2.10 Read and comprehend complex literary and informational texts independently and proficiently.
 RL.2.11 Respond to literature by employing knowledge of literary language, textual features, and forms to read and comprehend, reflect
upon, and interpret literary texts from a variety of genres and a wide spectrum of American and world cultures.
Embedded Writing Standards:
● W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
Embedded Speaking and Listening Standards
SL.2.1 Participate in collaborative conversations with diverse partners about second grade topics and texts with peers and adults in small and larger
groups.
 Follow agreed-upon rules for discussions
 Build on others’ talk in conversations by linking their comments to the remarks of others
 Ask for clarification and further explanation as needed about the topics and texts under discussion
SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Assessment Links
Unit Assessment (The Crow and the Pitcher) You may wish to use The Donkey
and the Well in the unit. It is a fable students may use to compare.
Rubrics and Scoring Guide Links
Grade 02 Unit 3 Reading Assessment Rubric
Outcomes
Outcomes
 Readers will determine the meaning of multiple
 Readers use story structure to help
meaning words by using context clues from the
determine the important details.
text.
 Readers dig deeply in to the text to
 Readers will identify the common
determine the lesson or moral of the tale.
characteristics of fables and folk tales.
Outcomes
 Readers recognize a characters point of
view changes the version of the story.
 Readers compare and contrast different
versions of the same tale, using the wide
variety of tales.
Teaching Points
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8
Teaching Points
3.9, 3.10, 3.11
Teaching Points
3.12, 3.13, 3.14, 3.15
CCLS
RL.2.3, RL.2.4, RL.2.5
Outcome Assessment #1
CCLS
RL.2.2, RL.2.5
Outcome Assessment #2
CCLS
RL.2.3, RL.2.6, RL.2.9
Outcome Assessment #3
For this assessment you may choose to have students
may work in small groups or individually to complete
the task.
For this assessment teachers will choose a familiar
text for students to delve more deeply. Students
will work individually and in small groups.
For this assessment students will complete the task
using a familiar tales. Students may completer
individually or in small groups.
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Recommended Texts
Treasures Resources
Aesop’s Fables
Fables by: Arnold Lobel
The Girl Who Wore Too Much: A Folktale from Thailand by: Margaret Reed
McDonald and Yvonne Lebrun Davis- Lexile 170
Moon Rope: A Peruvian Folktale by: Lois Ehlert and Amy Price
Tales by Gerald McDermott: Raven: A Trickster Tale from the Pacific
Northwest, Jabuit the Tortoise: A Trickster Tale from the Amazon, Zomo the
Rabbit: A Trickster Tale from West Africa
The Emperor’s New Clothes by: Hans Christian Andersen- Lexile 410
The Principal’s New Clothes by: Stephanie Calmenson- Lexile 520
Library Links : Tumble Books & Book Flix book lists
www.taleswithmorals.com
From the Interactive Read-Aloud Anthology with Plays from Treasures:
The Lion and the Mouse pg. 14 (fable)
I Wish I were a Butterfly pg. 22 (fable)
The Story of Johnny Appleseed pg. 34 (folktale)
The Storytelling Stone pg. 54 (folktale)
Nail Soup pg. 83 (folktale)
Slowly Does It pg. 97 (fable)
The Bremen Town Musicians pg. 140 (folktale)
Leveled Readers from Treasures
Cinderella-A Tale from France (2.2 week 4)
Ananasi-An African Tale (2.3 week 2)
Wasted Wishes- A folktale (2.4 week 1)
Saving Sofia-(2.4 week 5)
Little Bat (2.5 week 4)
Other Resources
The True Story of the Three Little Pigs by A. Wolf by: Jon Scieszka (Lexile 570) Androcoles and the Lion (3.4 week 1)
Turtle and Deer (3.4 week 2)
The Tree Little Pigs (Original Story) (Lexile 540)
The Elephants Boast (3.5 week 4)
Little Red Riding Hood (Original Story)
Little Red Ringing Hood, A Newfangled Prairie Tale by: Lisa Campbell Ernst The popcorn Dancers (3.6 week 1)
How People cane to Texans (3.6 week 3)
Lon Po Po; A Red Riding Hood Story from China by: Ed Young (Lexile 670)
●
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Big Ideas
Fables and folktales have clear character roles and teach us lessons
Readers use story format unique to tales to aide understanding
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Review Words:
●
●
●
lesson
moral
message
●
●
●
●
●
●
Vocabulary
alliteration
compare and
contrast
plot
characteristics
similarities
voice

differences
● fable
● folktale
● theme
● prediction
● dialogue
●
●
●
●
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Essential Questions
How do the characters’ choices affect the moral or
message from the story?
What story elements are unique to tales?
Anchor Charts
Chartchums
Charts and graphs
Prediction Anchor Chart
Vocab-authors purpose anchor chart
Standard/Outcome
Teaching Points (Lesson Objectives)
Readers describe
characteristics and
story structure of
fables and folktales
(RL.2.3, RL.2.5)
(Immersion lessons)
3.1 Folktales have special
characteristics, like: simple characters,
repetition of lines, teach a lesson, and
passed down orally.
3.2 Fables have special characteristics,
like: one to three characters, usually
animals with human characteristics,
short stories, and teach a moral or
lesson.
3.3 Readers use what they know about
stories to make predictions while
reading tales.
Here’s how: Pause while reading. Ask:
What is happening and WHY is it
happening? Then ask: What could
happen next?
Readers determine
the meaning of
unknown words and
phrases (RL.2.4)
Checks for Understanding
Supports & Scaffolds

Character 3 Column Chart
Complete a Triple Venn
Diagram of the story elements
for folktales and fables.

Class generates an
anchor chart to
illustrate characteristics
of folk tales
Class generates an
anchor chart to
illustrate characteristics
of fables
Instructional
Resources & Tools
Folk Tales and Fairy
Tales
Folk Tales and Fairy
Tales K – 3
Triple Venn Diagram
Fables contain
Stop and Jot: using sticky
notes make predictions
asking: What is happening
and WHY is it happening?
Then ask: What could happen
next?

3.4 Readers use what they know about
stories to determine the problem and
solution.
Here’s how: Determine the problem –
ask what does the main character
need or want? Determine the solution
- ask what does the main character
do to try to solve the problem?
Quick Write: state the
problem and solution using
multiple text based details to
support the response.

3.5 Readers use context clues to
determine meaning of unknown
words.
Here’s how: Look for pictures and
phrases that help determine meaning.
Teacher observation
Stop and Jot-written response
Highlighting and circling
phrases
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Class uses the anchor
charts to guide their
predictions and
understanding of the
tale. Teacher models
making predictions
during read alouds
Small group, guide
students by stopping at
appropriate points in
the text to identify the
problem and the
solution
Graphic organizer on
problem and solutions
Aesop’s Tales I
Aesop’s Tales II
Aesop’s Tales III
Teacher modeling
Working with partners
(highlighting and
circling)
Underlining and using
sticky notes
Context cluesVocabulary
Determining Meaning
worksheets and
activities
Determining Meaning
activities
11 Aesop's fables and
the moral
Prediction Anchor
Chart
Problem and Solution
Standard/Outcome
Readers analyze
fables and folktales
for lessons and
morals using story
structure for clues.
(RL.2.2,RL. 2.5)
Teaching Points (Lesson Objectives)
Checks for Understanding
Supports & Scaffolds
3.6 Readers begin to recognize
author’s use of alliteration, rhyme,
similes.
Here’s how:
 Think about the way the author
uses their words. Ask: Does the
author choose words that start with
the same sound, use words that
rhyme or attempt to draw a
picture with the words (quick like a
bunny)?
3.7 Readers use what they know about
words to identify the definition of
multiple meaning words.
Here’s how: Think about the multiple
meanings. Ask: Which makes sense in
this text?
Written response listing usage
and meaning or illustrating
Think, Ink, Pair, Share
Teacher modeling
 Practice during center
time
Vocabulary Graphic
Organizers, Partners share
their graphic organizer
Turn and Talk-with a partner
determining which meaning
of the word makes the most
sense.

3.8 Readers begin to understand how
language choices influence the
development of tale.
Here’s how: Think about the author’s
word choices. Ask: Why did the author
choose that word or phrase to
describe?
Think, Ink, Pair, Share
Stop and Jot: why did the
author choose that word or
phrase to describe?
3.9 Readers use knowledge of story
structure to understand tales.
Here’s how: Ask: What lesson(s) might
the characters lead us towards? What
is the problem or conflict?
Turn and Talk
Graphic Organizers
Stop and Jot: what lesson
might be learned?
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Provide model lessons
on how to choose the
correct meaning of
words that have
multiple meaning
 Provide time for
students to practice (in
centers, with a partner)
 Model lessons on
authors purpose for
choosing words to
make meaning
 Author’s purpose
anchor charts
Time for students to
practice (in small groups)
 Graphic organizers
 Practice during writing
block, centers and
small group
 Generate an anchor
chart of lessons and
morals
Instructional
Resources & Tools
Vocabulary Graphic
Organizers
Book-Vocabulary
Unplugged
vocab-authors
purpose anchor chart
Standard/Outcome
Teaching Points (Lesson Objectives)
SL.2.4
Tell a story or
recount an
experience with
appropriate facts
and relevant,
descriptive details,
speaking audibly in
coherent
sentences.
3.10 Readers retell the tale using story
elements.
Here’s how: Answer questions about
characters, setting, problem &
solution. Ask: What did you learn
about the characters, setting, or plot
from the words that the author used?
3.11 Readers look for the author’s
lesson, message, or moral.
Here’s how: Think about the tale. Ask:
What did the character learn about
life? What is the author trying to teach
me?
Stop and Jot about
characters, setting, problem
and solution
Work with a partner
Flow chart

Turn and Talk
Think, Ink, Pair, Share
Written Response in journals
Teacher observation of
students working in small
groups

3.12 Readers understand that different
characters as the narrator can
change how the tale is told.
Here’s how: Compare and contrast
tales told by different characters. Ask:
Who is the narrator? Why does s/he
see the story differently? What is
similar? What is different?
Venn Diagram the differences
and similarities
Written Response determines
who the narrator is and what
their point of view is.
Write a tale from a different
character’s point of view.

3.13 Readers deepen their
understanding of the characters by
using different tones when speaking
for the character.
Turn and Talk about how tone
and expression may change
the meaning
Partner Reading paying close
attention to how the
characters could speak

Readers recognize
differences in the
points of view of
characters and
know when different
characters are
speaking in a text.
(RL 2.6, RL.2.3)
SL.2.5 Create audio
recordings of stories
or poems; and
drawings or other
visual displays to
stories or recounts
of experiences
when appropriate
to clarify ideas,
thoughts, and
feelings.
Checks for Understanding
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Supports & Scaffolds
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Instructional
Resources & Tools
Using graphic
organizers
Use sticky notes to hold
onto the big ideas
Having a bank of
morals and lessons for
students to use as a
resource
Conferencing with a
partner to check for
understanding
Model planning when,
how, and why the tale
will change in another
point of view
Use a graphic
organizer to plan how
the story will change
asking: What similarities
to keep and what
changes make sense?
Small group help
students by echo
reading
Model using a variety
of voices to express
different characters
Sentence Starters
Venn diagram Ticket
Out the Door activity
Teacher observation
(students working in
small groups)
Character Analysis
Standard/Outcome
Readers compare
and contrast
different versions of
the same story.
(RL.2.9)
Embedded Writing
Standards:
W.2.8 Recall
information from
experiences or
gather information
from provided
sources to answer a
question.
Teaching Points (Lesson Objectives)
Checks for Understanding
Supports & Scaffolds
3.14 Readers understand what it
means to compare and contrast.
Here’s how: Compare and contrast
words and themes. Ask: How are __
the same? How are __ different?
Graphic Organizers
Partner Sharing
Think, Pair, Share
3.15 Readers compare and contrast
connections between different tales
on the same theme.
Here’s how: Look at different tales to
compare similarities and differences.
Ask? How are ____ similar? How are __
different?
Written Response
Teacher Observation
Graphic Organizers
Think, Pair, Ink, Share
Using sticky notes, or
underlining what is the
same and different in
each tale
Teacher modeling and
students practicing with
teacher providing
feedback to the students
1. Writers support their answers by
going back to the text and identifying
three or more details from the text.
(See Check for Understanding 3.6 and
3.14)
On-Going/Daily
Writing Response Notebooks
Do It Now
Ticket in/out the door
Quick Write
Provide sentence stems
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

2. Writers share information about
personal experiences related to the
text by retelling using text to selfconnections.
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Teacher modeling
Students practicing in
small groups with
partners
Graphic organizers
Conferencing with
teachers individually and
in small group
Instructional
Resources & Tools
Compare and
Contrast Graphic
Organizers