lesson 5 teacher’s guide grimms’ fairy tales 5 teacher’s guide grimms’ fairy tales ... fairy...

Number of Words: 2,404

L E S S O N 5 T E A C H E R ’ S G U I D E

Grimms’ Fairy Talesby Joann Mulvaney Messier

Fountas-Pinnell Level XBiographySelection SummaryLaw would have been the obvious career choice for Attorney Grimm’s sons Jacob and Wilhelm. However, the brothers found their true calling in writing down stories—folktales recorded exactly as common people recounted them. Devoted to family and the tales they hoped would restore German pride, the brothers built a literary legacy that lives today.

Copyright © by Houghton Mifflin Harcourt Publishing Company

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Characteristics of the Text Genre • Biography

Text Structure • Third-person narrative organized in 11 sections with headings• Events in the lives of the main characters recounted chronologically

Content • Jacob and Wilhelm Grimm• Origin of recorded folktales• Publication and revision of Grimms’ Fairy Tales

Themes and Ideas • Choose a career that makes you happy.• Use your skills and resources to help your family.• Keep trying even when times are diffi cult.

Language and Literary Features

• Direct address of the reader in the introduction establishes the narrative style• Various settings (Hanau, Steinau, Kassel, Marburg, Paris)

Sentence Complexity • A mix of simple and complex sentences• Multiple items in series• Italics and exclamation points

Vocabulary • Many literary terms, some of which might not be familiar to English language learners: fairy tale, moral, volume, edition. Cultural references such as Cinderella, Snow White and the Seven Dwarfs.

Words • Multisyllable target vocabulary: genuinely, innovation, parallel, predominantlyIllustrations • Authentic book plates and covers, map, photographs, and realistic drawings

Book and Print Features • Seventeen pages of text with headings in colored font• Table of contents, map, sidebars, timeline

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

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Target Vocabulary

aptly – in a fi tting way, p. 15aspect – a part, p. 11credit – recognition or approval,

p. 18genuinely – sincerely, p. 11

innovation – something new and creative, p. 18

parallel – similar or nearly identical, p. 16

predominantly – mostly, p. 11

tendency – a leaning toward some action or condition, p. 7

tension – nervous anxiety, p. 10welfare – someone’s health,

happiness, or well-being, p. 10

Grimms’ Fairy Tales by Joann Mulvaney Messier

Build BackgroundHave students use their knowledge of folktales to visualize the selection. Build interest by asking a question such as the following: Have you read or seen stage or fi lm productions of Cinderella or Snow White and the Seven Dwarfs? Did you realize these stories came from fairy tales, or folktales? Read the title and author and talk about the cover illustration. Tell students that this selection is a biography, so it tells about the events in two people’s lives, and is written by another person.

Frontload VocabularySome everyday words may be unfamiliar to English learners. Before reading, check understanding of the following words: fairy tale, folktale, editions, and editor.

Introduce the TextGuide students through the text, reading the captions, noting important ideas, and helping with unfamiliar language and vocabulary so they can read the text successfully. Call their attention to any important labels. Here are some suggestions:

Pages 2–3: Have students look at the table of contents, and explain that this selection is about brothers Jacob and Wilhelm Grimm, who wrote down oral, or spoken, old German tales so that others might read them. Suggested language: As the table of contents shows, this biography includes information about the Grimm brothers, who grew up in Germany; places to see in Germany and information about collecting and publishing the tales. Point out the illustration on page 3. Ask: What is the person in the center of the group doing?

Page 7: Explain that the text says the brothers studied hard and did well in school. Read the fi rst three sentences of the last paragraph. What does the author mean when she says Jacob had a tendency to be quiet and thoughtful? What might be another way to say the same idea?

Page 13: Have students look at the illustration of the book cover and read the caption below it. Look at the details on the cover of the old book. What would you expect the stories inside the book to be about?

Now turn back to the beginning of the text to read about Jacob and Wilhelm Grimm and their tales.

2 Lesson 5: Grimms’ Fairy TalesGrade 6© Houghton Mifflin Harcourt Publishing Company

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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.

Remind students to use the Summarize Strategy and to think of questions as they read.

Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the selection.Suggested language: Do you have a favorite fairy tale or folk tale? Do you think it is important to pass on these old tales? Why or why not?

Ways of ThinkingAs you discuss the text, help students understand these points:

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

• Jacob and Wilhelm Grimm studied law but preferred collecting and writing down folktales instead.

• Few people liked the Grimms’ fi rst book.

• After Wilhelm added pictures and took out stories that were too violent, people loved the books.

• Choose a career you enjoy.

• Keep trying, even when times are tough.

• Listen to other people’s opinions and be willing to make changes if you agree with their views.

• The section heads organize the biography in chronological order.

• The text features give readers additional, interesting information about the Grimms, fairy tales, and Germany.

• The author includes many titles of stories that the reader might recognize to show that the Grimms’ work is still popular.

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

Choices for Further Support• Fluency Invite students to choose a passage from the text to use for a readers’

theater. Remind them to practice people and place names before they begin to increase fl uency.

• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.

• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that many English words are a combination of Latin roots and affi xes. For example, the root of the word innovation (page 18) is the Latin word nova, meaning “new.” Words that end in the Latin suffi x –tion are nouns. An innovation, then, is a new thing. The word nova is also the base of other English words, such as novel, novice, and renovate.



Writing about ReadingCritical ThinkingHave students complete the Critical Thinking questions on BLM 5.10.

RespondingHave students complete the activities at the back of the book, using their Reader’s Notebook. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.

Target Comprehension SkillFact and Opinion

Target Comprehension Skill Remind students that separating fact from opinion helps

readers choose what to believe when they read. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:

Think Aloud

Jacob and Wilhelm moved to Kassel to attend school. This is a fact that can be proven by historical records. The narrator says the school was very good. This is the opinion of the narrator. List the fi rst detail as a fact and the second as an opinion.

Practice the SkillHave students share an example of another book in which the narrator or a character shares both facts and opinions.

Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understanding.

Assessment Prompts• Which sentences on pages 5 support the idea that Jacob and Wilhelm enjoyed each

other’s company?

• What is the purpose of the selection?

• What is the meaning of innovation on page 18?



Critical ThinkingRead and answer the questions.

1. Think beyond the text What is the phrase “Once upon a time…”

mainly used for?

2. Think within the text Where were the Grimm brothers from?

3. Think beyond the text What is one of your favorite fairy tales? What

do you like about this fairy tale?

4. Think about the text Do you think the Grimm brothers are good

subjects for a biography? Why or why not?

Making Connections The Grimm brothers interviewed people to find out about tales they had been told when they were growing up. Think about stories or tales that you have been told. What is the most interesting tale you have heard? Why is it interesting?

Write your answer in your Reader’s Notebook.

Name Date

Grimms’ Fairy TalesCritical Thinking

Lesson 5B L A C K L I N E M A S T E R 5 . 1 0

Critical Thinking© Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Grade 6, Unit 1: Finding Your Voice12

Possible responses shown.

It is used to begin a fairy tale.

They were from a small town in Germany.

Snow White is my favorite fairy tale. I like the scary step-mother,

Yes, I think the Grimm brothers are important people because they

helped keep old stories alive by writing them down. People all over

the world still enjoy reading the fairy tales today.

how the dwarves help Snow White, and how the fairy tale ends.

05.10_6_246260RNLEAN_Crtl Thk.in12 12 12/10/09 4:23:46 PM

First Pass

English Language DevelopmentReading Support Make sure the text matches the students’ reading level. Language and content should be accessible with regular teaching support.

Cognates The selection includes many English-Spanish cognates. List the following cognates in the text: credit (p. 18)—crédito; innovation (p. 18)—innovación; parallel (p. 16)—paralelo; tension (p. 10)—tensión. Invite students to identify other cognates in the selection.

Oral Language DevelopmentCheck student comprehension, using a dialogue that best matches your students’ English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the student.

Beginning/Early Intermediate Intermediate Early Advanced/ Advanced

Speaker 1: Who is this book about?

Speaker 2: Jacob and Wilhelm Grimm

Speaker 1: Where were they born?

Speaker 2: Germany

Speaker 1: Why does Jacob take a job in a government offi ce?

Speaker 2: Jacob takes the job to help support his family.

Speaker 1: Why couldn’t Wilhelm study or work for months?

Speaker 2: He was ill, and the doctor said he could only draw.

Speaker 1: Why did the Grimm brothers include only truly German tales in their collection?

Speaker 2: France had conquered Germany and made life hard for the Germans. The Grimms thought reading truly German tales might help restore the Germans’ pride in their culture.



Name Date

Grimms’ Fairy TalesThinking Beyond the Text

Think about the questions below. Then write your answer in one or two paragraphs.

Remember that when you think beyond the text, you use your personal knowledge to reach new understandings.

On page 12, the narrator says: “The Grimm brothers found their stories from a variety of sources.” What sources did the brothers use for their tales? Do you think using tales from different kinds of people improves a story collection? Why or why not?



Name Date

Grimms’ Fairy TalesCritical Thinking


Critical ThinkingRead and answer the questions.

1. Think beyond the text What is the phrase “Once upon a time…”

mainly used for?

2. Think within the text Where were the Grimm brothers from?

3. Think beyond the text What is one of your favorite fairy tales? What

do you like about this fairy tale?

4. Think about the text Do you think the Grimm brothers are good

subjects for a biography? Why or why not?

Making Connections The Grimm brothers interviewed people to find out about tales they had been told when they were growing up. Think about stories or tales that you have been told. What is the most interesting tale you have heard? Why is it interesting?

Write your answer in your Reader’s Notebook.



1414392

Student Date

Grimms’ Fairy Tales

Running Record Form


Grimms’ Fairy Tales • LEVEL X

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

ˆcat 1

Word told Tcat 1

page Selection Text Errors Self-Corrections

11 Jacob worked to support the family. Wilhelm worked to regain

his health. At the same time, the brothers continued their

interest in old German folktales. They started to look for tales

and write them down. The Grimm brothers genuinely wanted

the old tales to restore pride to the German people. The

German people’s mood was predominantly gloomy under

French rule.

From the aspect, or viewpoint, of the brothers, the hardest part

of their efforts was in finding the old tales. People repeated the

stories many times. But few people wrote them down.

Comments: Accuracy Rate (# words read

correctly/92 × 100)

%

Total Self- Corrections



lesson 5 teacher’s guide grimms’ fairy tales 5 teacher’s guide grimms’ fairy tales ... fairy...

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