12 peacock’s tail - forms.hmhco.com · pdf filepeacock’s tail by patrick doherty...

Characteristics of the Text Genre • Folktale

Text Structure • Third-person narrative • Words that point out sequence (then, since that day), cause-effect (so), and compare/

contrast (alike, both, but)Content • Appearance of crows and peacocks

• Friendship• Vanity

Themes and Ideas • It is wrong to be too proud of your appearance.• Friendship is more valuable than pride.

Language and Literary Features

• Conversational tone• Dialogue, including split dialogue, with assigned speakers

Sentence Complexity • Sentences of 15 words or fewer, with phrases and clauses• Items in a series (Example: Crow painted Peacock’s feathers blue, green, and black.)

Vocabulary • Bird-related words: crow, peacock, tail feathers • Possibly challenging vocabulary: agreed, fi ne display, strut, lonely, traveled, pride

Words • One- and two-syllable words with varied spelling/sound and syllable patterns• Three-syllable words: beautiful, important• Words with endings –ed, –ing

Illustrations • Illustrations with geometric, abstract elementsBook and Print Features • Illustration above text on each of nine pages

• Two to four paragraphs on a page© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Number of Words: 344

L E S S O N 1 2 T E A C H E R ’ S G U I D E

Peacock’s Tailby Patrick Doherty

Fountas-Pinnell Level LFolktaleSelection SummaryCrow and Peacock both have plain white feathers and decide to make themselves more colorful with paint. Crow paints Peacock fi rst, and Peacock is so proud of his new look that he hastily pours black paint over Crow before taking off on a trip around the world to show off his beautiful feathers.

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Peacock’s Tail by Patrick Doherty

Build BackgroundHave children read the title with you, and ask them to tell what they know about peacocks. Point out the tail feathers in the cover illustration. Explain that a male peacock’s tail feathers are very large and colorful, with spots that look like eyes. Anticipate the text with questions like these: Sometimes people say that someone “is as proud as a peacock.” What do you think that means?

Introduce the TextGuide children through the text, noting important ideas and helping with unfamiliar language and vocabulary so that they can read the text successfully. Here are some suggestions:

: Explain that the story is about two friends, a colorful peacock and a black crow.Suggested language: Turn to page 2. The picture shows Peacock and Crow long ago. What color are their feathers? How do you think Peacock and Crow will probably change in this story?

Page 3: Now turn to page 3. Peacock and Crow like all the pretty colors in a fl ower garden. But the two birds are so plain! The birds want to change their plain feathers. Crow says: I’ll paint yours. Then you can paint mine. What colors will they chose?

Pages 5: Turn to page 5 and look at the picture. Which bird is getting painted? Yes, Crow has painted all of Peacock’s feathers. Do you think Crow did a good job? The sentences read: Peacock had never seen such a fi ne display of feathers! He started to strut around, showing off his tail. Is Peacock proud of his display of feathers? How can you tell? How do people look when they show off and strut around?

Now turn back to the beginning of the story and read to fi nd out what happens when Peacock paints Crow’s feathers.

display strut

Learn More Words

2 Lesson 12: Peacock’s TailGrade 1© Houghton Mifflin Harcourt Publishing Company

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ReadHave children read Peacock’s Tail silently while you listen to individual children read. Support their problem solving and fl uency as needed.

Respond to the TextPersonal ResponseInvite children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found interesting.Suggested language: Could anything in this story happen in real life? Why do you think that?

Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:

Thinking Within the Text Thinking Beyond the Text Thinking About the Text

• Crow and Peacock both have plain white feathers and decide to paint each other.

• Peacock pours black paint over Crow and fl ies away to show off his new, colorful feathers.

• Peacock returns home, sorry that he was so proud.

• It is not wise to be too proud of how you look.

• Friendship is important.

• The story teaches the lesson to care about your friends and not show off.

• The writer uses imagination to explain how birds have their colors.

• The artist uses imagination to show the birds, which don’t look real.

• The writer wanted readers to learn the same lesson that Peacock learned.

© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.

Choices for SupportFluencyInvite children to fi nd a part of the story they think would be interesting to read aloud. Remind them to group words together so that they sound like a storyteller talking to an audience.

Phonics and Word WorkProvide practice as needed with words and sounds, using one of the following activities:

• Ending –ing Display the words stand and drip. Ask children to add the ending –ing to each word and then fi nd the words with the endings on page 7 of Peacock’s Tail. Make sure they understand that in a word with one syllable, one vowel letter, and one fi nal consonant, the fi nal consonant is doubled before adding an ending that begins with a vowel. Have children add –ing to these words from the story: strut, get, paint.

• Long Vowels List these words from Peacock’s Tail on cards, and have children sort them by long vowel sounds: paint, showed, cried, Crow, fi ne, day, so, stayed, nice, home, own, like, tail, white.



Writing About ReadingCritical ThinkingRead the directions for children on BLM 12.8 and guide them in answering the questions.

RespondingRead aloud the questions at the back of the book and help children complete the activities.

Target Comprehension SkillSequence of Events

Target Comprehension Skill Explain to children that they can tell about the events

in a story by thinking about what happens fi rst, next, and last. Model thinking about the sequence of events:

Think Aloud

What happened fi rst, next, and last in the story? First, Crow paints Peacock so colorfully that Peacock is in a hurry to show off his beautiful feathers. Next, Peacock quickly pours black paint on Crow and fl ies off. Last, Peacock returns to say he is sorry that he acted so proudly.

Practice the SkillHave children use the words fi rst, next, and last to tell what happens on pages 2 and 3 of Peacock’s Tail.

Writing PromptRead aloud the following prompt. Have children write their response, using the writing prompt on page 6.

What are some words to describe how Crow worked when he painted? What are some words to describe how Peacock worked? Use those words in sentences to tell how Crow and Peacock were different.



Read directions to children.

Think About ItWrite the word that completes each

sentence.

1. Crow was sad about his friend,

Peacock.

happy sad mad

2. Peacock found out that pride did not make him

happy .

beautiful better happy

Making Connections Think of what color Crow

might have been if Peacock had not poured

black paint on him. Draw a picture of Crow

before Peacock painted him. Label your picture.

10 Grade 1, Unit 3: Nature Near and Far

Name

Think About It© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Peacock’s TailThink About It

Lesson 12B L A C K L I N E M A S T E R 1 2 . 8

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English Language LearnersReading Support Help children use unfamiliar language structures. For example, check their understanding of meaning in sentences with negatives, such as these: “Wouldn’t it be nice to have colored feathers?” asked Crow (page 3) and Peacock had never seen such a fi ne display of feathers! (page 5).

Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.

Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Which bird has blue, green, and black feathers?

Speaker 2: Peacock

Speaker 1: What color is Crow now?

Speaker 2: black

Speaker 1: How does Peacock feel about his feathers?

Speaker 2: proud

Speaker 1: How are Peacock and Crow alike at the beginning?

Speaker 2: Both have white feathers.

Speaker 1: Why does Peacock fl y all over the world?

Speaker 2: He wants to show off his beautiful feathers.

Speaker 1: What lesson does Peacock learn?

Speaker 2: Pride does not make you happy.

Speaker 1: How do Peacock’s feelings change as he fl ies around the world?

Speaker 2: At fi rst, he feels very proud of his beautiful feathers. But then he is lonely because he misses his best friend, Crow. At last, he is sorry that he was too proud.



Name Date

Peacock’s TailWhat are some words to describe how Crow worked when he painted? What are some words to describe how Peacock worked? Use those words in sentences to tell how Crow and Peacock were different.



Think About ItWrite the word that completes each

sentence.

1. Crow was about his friend,

Peacock.

happy sad mad

2. Peacock found out that pride did not make him

.

beautiful better happy

Making Connections Think of what color Crow

might have been if Peacock had not poured

black paint on him. Draw a picture of Crow

before Peacock painted him. Label your picture.

Name

Peacock’s TailThink About It

Lesson 12B L A C K L I N E M A S T E R 1 2 . 8



1413312

Student Date Lesson 12

B L A C K L I N E M A S T E R 1 2 . 1 3

Peacock’s TailRunning Record Form

Peacock’s Tail • LEVEL L

Behavior Code Error

Read word correctly ✓cat 0

Repeated word, sentence, or phrase

®cat

0

Omission —cat 1

Behavior Code Error

Substitution cutcat 1

Self-corrects cut sccat 0

Insertion the

cat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

3

4

“Wouldn’t it be nice to have

colored feathers?” asked Crow.

“I know a way to change our

feathers!” Peacock said. “We can

paint them.”

“Okay,” said Crow. “I’ll paint

yours. Then you can paint mine.”

Peacock agreed. So Crow

poured some paint out of a can

and dipped his brush in it. Crow

painted Peacock’s feathers blue,

green, and black.

Comments: Accuracy Rate (# words read

correctly/60 × 100)

%

Total Self- Corrections



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