document-metadata | |
subject | ela |
grade | 2 |
module | 1 |
unit | 1 |
lesson | 1 |
standard | |
title | The Fisherman and His Wife |
teaser | Students will review characteristics of fairy tales. |
description | Through interactive read-aloud and discussion of The Fisherman and His Wife, students will review characteristics of fairy tales and review beginning, middle, and end of story to support their retelling of the story. |
text-title | The Fisherman and His Wife |
text-author | Retelling from Brothers Grimm |
genre | Fairy tale |
text-type | Fiction |
writing-type | Narrative |
group-size | |
ccss-strand | |
ccss-sub-strand | |
cc-attribution | This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. |
Pacing |
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Materials |
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Preparation |
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[expand] |
Core Content ObjectivesThe following content objectives are addressed in this portion of the lesson. [break] Students will:
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Authentically [DEF: amplify; To amplify is to provide multiple opportunities for students to hear and use targeted words and phrases in multiple contexts to emphasize them. These words are intentionally included throughout the domain. Use them as often as possible in as many contexts as possible throughout the day and beyond. Students will learn these words through this amplification.] these assessed words—modeling them often and providing students many opportunities to use them in their speaking and writing.
displeases, adj. Feeling unhappy or bothered about something. |
enchanted, adj. As if under a magic spell |
Address these [DEF: exposure; Most words are learned slowly and implicitly over time, through repeated exposure. These words are intentionally included throughout the domain. Use them when appropriate, and help students to understand them in the context of their use. There is no expectation that students memorize these words.] words as you encounter them in the text, using them and encouraging their use whenever it makes sense:
charming, adj. Very pleasing or appealing |
hesitated, adj. Stopped briefly before doing something |
might, n. Power to do something; force or strength |
[Group: Introducing the Read-Aloud]
[expand] |
Language Arts ObjectivesThe following language arts objectives are addressed in this portion of the lesson. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. [break] Students will:
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[Section: Domain Introduction]
Tell students that over the next several days they will hear three fairy tales. Students who participated in the Core Knowledge Language Arts program in Grade 1 may have prior knowledge of fairy tales. Ask students if they enjoy listening to fairy tales and, if they do, why. Ask students to name any fairy tales they have heard and to talk about how these fairy tales are similar to each other.
You may prompt responses with the following questions:
Remind students that fairy tales are stories that feature members of a royal family such as princes, princesses, kings, and queens; characters with special powers or magic; and/or magical transformations. Explain that many things that happen in fairy tales are fantasy and cannot happen in real life. In other words, fairy tales are fiction.
[Section: Background Information and Essential Terms]
Enchanted
Tell students that today they are going to hear a fairy tale called The Fisherman and His Wife. Explain that this story was originally retold by two brothers in Germany known as the Brothers Grimm.
Show students the location of Germany on a world map or globe, relating its location to students’ own location.
[Section: Purpose for Listening]
Remind students that fairy tales often feature a royal character and/or one with supernatural or magical powers. Ask students to predict what type of magical powers the enchanted character in this story will have, and whether there will be a royal character. Tell students to listen to see if their predictions are correct.
[Group: Presenting the Read-Aloud]
[expand] |
Language Arts ObjectivesThe following language arts objectives are addressed in this portion lesson. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. [break] Students will:
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[Section: The Fisherman and His Wife]
[Image: 1A-2] |
Show image 1A-2: Fisherman with a fish on the line |
[indent][DQ: 9] Once there was a fisherman who [DQ: 1]lived with his wife in a little, old, run-down hut by the sea. [GLS:(Point to the hut on the hill.)] Every day the fisherman went down to the sea to fish.
[indent]One day, as the fisherman sat looking into the clear, shining water, he felt a strong tug on his line. He pulled and pulled with all his might, [GLS:(or strength)] until, at last, out flopped a large golden flounder. [GLS:(A flounder is a type of flat fish that hides itself under the surface of the sand and waits for its prey, or the animals that it eats.)] Then, all of a sudden, the fish spoke.
[indent]“Please let me go,” said the fish. “I am not an ordinary fish. [DQ: 9][DQ: 2]I am an enchanted prince. Put me back in the water and let me live!” [GLS:(Who remembers and can tell us what enchanted means? The fish says he is actually a prince under a magic spell. Do you think the fish is really an enchanted prince? Princes and princesses are royalty. Show me a thumbs up if you predicted this story would have a royal character. Show me a thumbs up if you predicted that there would be a magical character. The fish in this story is both royal and magical!)]
[indent]“Swim away!” said the fisherman. “I would not eat a fish that can talk!”
[indent]At the end of the day, the fisherman went back to his wife in the little, old, run-down hut.
[Image: 1A-3] |
Show image 1A-3: The fisherman arriving home |
[indent]“Didn’t you catch anything today?” she asked.
[indent]“No,” said the fisherman. “I did catch one fish, but he told me he was an enchanted prince and asked me to throw him back, so I did.”
[indent]“You fool!” said the wife. [DQ: 9]“That was a magic fish! You should have asked him for something.”
[indent]“Like what?” said the fisherman.
[indent]“Go back and ask him to change this dinky hut into a charming cottage.” [GLS:(Charming means very pleasing.)]
[indent][DQ: 5] The fisherman did not want to go, but he did not want to argue with his wife, either. So he made his way back to the sea.
[indent]When he arrived, [DQ: 6]the water was no longer clear and shining. [DQ: 7] It was dull and greenish.
[Image: 1A-4] |
Show image 1A-4: The fisherman and the cottage |
[indent]The fisherman called:
[indent]“Hear me, please, oh magic fish.
[indent]My wife has sent me with a wish.”
[indent]The fish swam up to the surface and asked, “What does she want?”
[indent][DQ: 4]“She says she wants to live in a charming cottage,” said the fisherman.
[indent][DQ: 3]“Go home,” said the fish. “She has her cottage.”
[indent]The fisherman went home. Sure enough, there was his wife, standing in the doorway of a charming cottage. The cottage had a little front yard, with a garden and some chickens and a goose pecking at the ground. Inside there was a living room, a kitchen, a dining room, and a bedroom. [GLS:(Point to the charming cottage, and then show image 1A-3 and point to the hut. Why might the fisherman's wife think this charming cottage is much better?)]
[indent]“Wonderful!” said the fisherman. “This is sure to make you very happy!”
[indent]The fisherman’s wife was happy—for about a week.
[Image: 1A-5] |
Show image 1A-5: The fisherman’s wife |
[indent]Then she said, “Husband, I am tired of this tiny little cottage. I want to live in a big stone castle. Go and ask the fish to give us a castle.”
[indent]“But, wife,” said the fisherman. “He has just given us this cottage. If I go back again so soon, he may be angry with me.”
[indent]“Go and ask!” said the wife.
[indent][DQ: 5]The fisherman shook his head and mumbled to himself, “It’s not right.” But he did as he was told. [GLS:(Why does the fisherman think his wife's new wish is not right?)]
[Image: 1A-6] |
Show image 1A-6: The fisherman on the dock |
[indent]When he reached the sea, [DQ: 6][DQ: 7]the water had turned from dull green to dark purple and gray. [GLS:(Point to the sea.)] The fisherman called:
[indent]“Hear me, please, oh magic fish.
[indent]My wife has sent me with a wish.”
[indent]When the fish swam up, the fisherman said, [DQ: 4]“My wife wishes to live in a big stone castle.”
[indent][DQ: 3]“Go home,” said the fish. “You will find her in a castle.” [GLS:(How does the flounder feel about granting this wish? What did you hear in the story or see in the illustration that makes you think that?)]
[Image: 1A-7] |
Show image 1A-7: The fisherman’s stone castle |
[indent]When the fisherman got back, he could hardly believe his eyes. The charming cottage had been replaced by a large stone castle. A servant unrolled a drawbridge for him. The fisherman went across the bridge and into the castle, where he found two servants sweeping a smooth marble floor. The walls were covered with beautiful tapestries. Crystal chandeliers hung from the ceilings. His wife stood in the center of the room, next to a table piled high with delicious foods.
[indent]“Now, indeed, you will be content,” said the fisherman to his wife.
[indent]And she was—until the next morning.
[indent]As the sun rose, the fisherman’s wife poked her husband in the side and said, “Husband, get up. Go to the fish at once and tell him that I wish to be queen of all the land.”
[indent]“Heavens!” cried the fisherman. “I can’t ask for that!” [GLS:(Does the fisherman want to ask the fish for another wish?)]
[indent]“Go and ask him!” said his wife.
[Image: 1A-8] |
Show image 1A-8: The fisherman and the fish |
[indent]The dejected fisherman walked to the sea. [GLS:(Dejected means sad. Why do you think the fisherman is sad?)] [DQ: 6][DQ: 7] The water was black. It bubbled and gave off a foul smell. [GLS:(Point to the sea. If the sea was foul-smelling, did it smell good?)]
[indent][DQ: 5]The fisherman hesitated, [GLS:(or waited)] and then called:
[indent]“Hear me, please, oh magic fish.
[indent]My wife has sent me with a wish.”
[indent][DQ: 7]The fish swam up and asked, “Now what does she want?”
[indent][DQ: 5]With his head hung low, the fisherman said, [DQ: 4]“My wife wishes to be queen of all the land.”
[indent][DQ: 3]“Go home,” said the fish. “She is already queen.”
[indent]The fisherman went home and found that the castle had grown even larger. It had tall stone turrets on each corner and a crimson flag flapping in the wind. Two sentries in suits of armor stood at the door.
[Image: 1A-9] |
Show image 1A-9: The fisherman’s wife on a throne |
[indent]They escorted the fisherman inside, where he found his wife sitting on a high throne studded with diamonds. She wore a long silk dress and a golden crown. In her hand she held a scepter studded with rubies. On one side of her stood barons, dukes, and duchesses. On the other side stood a line of ladies-in-waiting, each one shorter than the one before.
[indent]“So,” said the fisherman, “now you are queen.”
[indent]“Indeed,” said his wife haughtily. [GLS:(Haughtily means rudely and proudly.)]
[indent]“Well, then,” said the fisherman. “I suppose there is nothing more to wish for.” [GLS:(Will the wife will agree that there is nothing more to wish for?)]
[indent]But that very evening, as the sun went down and the moon began to rise in the sky, the fisherman’s wife sent for her husband.
[Image: 1A-10] |
Show image 1A-10: The queen makes another wish |
[indent]“Husband!” she bellowed, “it displeases me that the sun and moon will not rise and set at my command. [GLS:(If something pleases you, it makes you happy. So, what does displeases mean?)] Go to the fish and tell him I must have the power to make the sun and the moon rise and set whenever I choose. See that it is done immediately!”
[indent]The fisherman walked back to the sea. [DQ: 5]He felt sick all over, and his knees knocked together nervously. [GLS:(He feels sick and nervous. Does he want to make another visit to the sea?)] [DQ: 6] At the seaside, thunder roared and lightning flashed. [DQ: 7]Huge dark waves crashed on the shore. [GLS:(Point to the sea. How does the water look now? What does this means about how the flounder feels about this latest wish?)] The fisherman had to shout:
[indent]“Hear me, please, oh magic fish.
[indent]My wife has sent me with a wish.”
[indent]The fish swam up and asked, “What does she want?”
[indent]The fisherman replied,[DQ: 4] “My wife wants the power to make the sun and the moon rise and set whenever she chooses.” [GLS:(Do you think the fish will grant this wish? What did you hear or see in the story that makes you think that?)]
[Image: 1A-11] |
Show image 1A-11: The wife back in the hut |
[indent][DQ: 8]The fish only said, “Go home.” And so he did. There, he found his wife sitting in the old, run-down hut. And there they live to this very day.
[Group: Discussing the Read-Aloud]
[expand] |
Language Arts ObjectivesThe following language arts objectives are addressed in this portion of the lesson. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. [break] Students will:
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[Section: Comprehension Questions]
Who can share with us what happened at the beginning of the story? Provide support and prompts as necessary to summarize the beginning of the story.
1. [DEF: L; Literal questions assess students’ recall of key details from the read-aloud. These questions are text dependent, requiring students to paraphrase and/or refer back to the portion of the read-aloud in which the specific answer to the question is provided. Often, such literal information is an important foundation for inferencing and evaluation. These questions generally address (RL.2.1) and (RI.2.1).] Where did the fisherman and his wife live at the beginning of the story? (in a hut by the sea)
2. [DEF: L; Literal questions assess students’ recall of key details from the read-aloud. These questions are text dependent, requiring students to paraphrase and/or refer back to the portion of the read-aloud in which the specific answer to the question is provided. Often, such literal information is an important foundation for inferencing and evaluation. These questions generally address (RL.2.1) and (RI.2.1).] The fisherman caught a flounder, but then let him go. Who did the flounder say he was? (an enchanted prince, or a prince under a magical spell)
[callout] |
If students have difficulty responding to questions, reread pertinent lines of the read-aloud and/or refer to specific images. If students give one-word answers and/or fail to use read-aloud or domain vocabulary in their responses, acknowledge correct responses by expanding students’ responses using richer and more complex language. Ask students to answer in complete sentences by having them restate the question in their responses. |
3. [DEF: E; Evaluative questions ask students to build upon what they have learned from the text using analytical and application skills. These questions are also text dependent, but require students to paraphrase and/or refer back to the portion(s) of the read-aloud that substantiate the argument they are making or the opinion they are offering. Evaluative questions might ask students to describe how reasons or facts support specific points in a read-aloud, which addresses (RI.2.8). Evaluative questions might also ask students to compare and contrast information presented within a read-aloud or between two or more read-alouds, addressing (RL.2.9) and (RI.2.9).] What was the fish’s magic powers? (grant wishes) Thumbs up if your predictions about the character’s magic powers were correct. (Answers may vary.)
Who can share with us a summary of what happened in the middle of the story? Provide support and prompts as necessary to summarize the middle of the story.
4. [DEF: L; Literal questions assess students’ recall of key details from the read-aloud. These questions are text dependent, requiring students to paraphrase and/or refer back to the portion of the read-aloud in which the specific answer to the question is provided. Often, such literal information is an important foundation for inferencing and evaluation. These questions generally address (RL.2.1) and (RI.2.1).] What things does the wife tell the fisherman to ask the flounder for? (You may want to show the images for reminders.) (a charming cottage, a stone castle, to be queen, to make the sun rise and set on command)
5. [DEF: E; Evaluative questions ask students to build upon what they have learned from the text using analytical and application skills. These questions are also text dependent, but require students to paraphrase and/or refer back to the portion(s) of the read-aloud that substantiate the argument they are making or the opinion they are offering. Evaluative questions might ask students to describe how reasons or facts support specific points in a read-aloud, which addresses (RI.2.8). Evaluative questions might also ask students to compare and contrast information presented within a read-aloud or between two or more read-alouds, addressing (RL.2.9) and (RI.2.9).] How did the husband feel about asking the flounder for things over and over again? (embarrassed, uncomfortable, bad)
6. [DEF: L; Literal questions assess students’ recall of key details from the read-aloud. These questions are text dependent, requiring students to paraphrase and/or refer back to the portion of the read-aloud in which the specific answer to the question is provided. Often, such literal information is an important foundation for inferencing and evaluation. These questions generally address (RL.2.1) and (RI.2.1).] How did the sea change each time the fisherman asked the flounder for another wish? (Let students answer, then review in sequence using the words from the story: First, it became “shiny and dull,” next it “turned from dull green to dark purple and gray,” then “The water was black. It bubbled and gave off a foul smell.” Finally, “At the seaside, thunder roared and lightning flashed. Huge dark waves crashed on the shore.”) (You may wish to review images from the read-aloud that illustrate the language used to describe the sea.)
7. [DEF: E; Evaluative questions ask students to build upon what they have learned from the text using analytical and application skills. These questions are also text dependent, but require students to paraphrase and/or refer back to the portion(s) of the read-aloud that substantiate the argument they are making or the opinion they are offering. Evaluative questions might ask students to describe how reasons or facts support specific points in a read-aloud, which addresses (RI.2.8). Evaluative questions might also ask students to compare and contrast information presented within a read-aloud or between two or more read-alouds, addressing (RL.2.9) and (RI.2.9).] If the sea tells you how the flounder is feeling, how do you think the flounder’s feelings changed each time he granted a wish? (It displeased him; it appeared that he became angrier, or more impatient, each time.) (Explain that it seems that, as the flounder became displeased and grew angrier, the sea became more violent.)
Who can share with us a summary of the end of the story? Provide support and prompts as necessary to summarize the end of the story.
8. [DEF: L; Literal questions assess students’ recall of key details from the read-aloud. These questions are text dependent, requiring students to paraphrase and/or refer back to the portion of the read-aloud in which the specific answer to the question is provided. Often, such literal information is an important foundation for inferencing and evaluation. These questions generally address (RL.2.1) and (RI.2.1).] What happened when the wife asked to command the sun to rise and set? (The flounder took away everything he had given her and left her with the run-down hut.)
9. [DEF: E; Evaluative questions ask students to build upon what they have learned from the text using analytical and application skills. These questions are also text dependent, but require students to paraphrase and/or refer back to the portion(s) of the read-aloud that substantiate the argument they are making or the opinion they are offering. Evaluative questions might ask students to describe how reasons or facts support specific points in a read-aloud, which addresses (RI.2.8). Evaluative questions might also ask students to compare and contrast information presented within a read-aloud or between two or more read-alouds, addressing (RL.2.9) and (RI.2.9).] How do you know that this story is a fairy tale? (It begins with the words Once/One day, there is a magical character; it is fiction; etc.)
[callout] |
Think Pair Share activities encourage students’ active involvement in class discussions by having them think through their answers to questions, rehearse their responses silently and through discussion with a peer, and share their responses aloud with the class. It is recommended that you model the Think Pair Share process with another adult (or a student with strong language skills) the first time you use it, and continue to scaffold students to use the process successfully throughout the year. |
In Think Pair Share activities, you will begin by asking students to listen to the question you pose. You will then allow students some time to think about the question and their response to the question. Next, you will prompt students to discuss their response in pairs. Finally, you will select several students to share their responses with the class. Directions to students are as follows:
I am going to ask you a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question.
[callout] |
Sentence Frames |
Do you think the wife has learned a lesson? (Yes/No) |
10. [DEF: E; Evaluative questions ask students to build upon what they have learned from the text using analytical and application skills. These questions are also text dependent, but require students to paraphrase and/or refer back to the portion(s) of the read-aloud that substantiate the argument they are making or the opinion they are offering. Evaluative questions might ask students to describe how reasons or facts support specific points in a read-aloud, which addresses (RI.2.8). Evaluative questions might also ask students to compare and contrast information presented within a read-aloud or between two or more read-alouds, addressing (RL.2.9) and (RI.2.9).] Do you think there is a lesson to be learned from this story? If so, what is it? (Answers may vary, but should include reference to being happy, or content, with what you have.)
Select several students to share their responses with the class.
[Section: Word Work]
Displeases
Use an Antonyms activity for follow-up.
Directions: The prefix dis- often makes a word have the opposite meaning. Displeases is the antonym, or opposite, of the word pleases. I am going to read several examples. If the event or activity I describe makes you unhappy, say, “That displeases me.” If the event or activity I describe makes you happy, say, “That pleases me.” (Answers may vary for all.)
[Group: Work Time]
[expand] |
Language Arts ObjectivesThe following language arts objectives are addressed in this portion of the lesson. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. [break] Students will:
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[Section: Retelling the Read-Aloud]
[IM: G2_D1_ANTH_WB_1B-1; Instructional Master 1B-1]
Tell students that you will create a story map for The Fisherman and his Wife together. Re-create [IM: G2_D1_ANTH_WB_1B-1; Instructional Master 1B-1] on chart paper, a chalkboard, or a whiteboard. Note: Tell students that you are going to write down what they say, but that they are not expected to be able to read what you write because they are still learning all the rules for decoding. Emphasize that you are writing what they say so that you don’t forget, and tell them that you will read the words to them. Use the following images when you retell the story.
[Image: 1A-2] |
Image 1A-2: Fisherman with a fish on the line |
[Image: 1A-3] |
Image 1A-3: The fisherman arriving home |
[Image: 1A-11] |
Image 1A-11: The wife back in the hut |
Show image 1A-2: Fisherman with a fish on the line
Tell students that this is the beginning of the story.
Ask students which two characters they see in the picture. (the fisherman and a fish; add these characters to the story map)
Ask students where the fisherman is in this picture (by the sea; add this setting to the story map). Tell students that this is the setting for this part of the story.
Ask students what the fisherman was doing at the beginning of the story. (fishing)
[callout] |
Add Support |
Using [IM: G2_D1_ANTH_WB_1B-1; Instructional Master 1B-1] as support, complete work with students in a small group. Use more specific prompts to help students retell the story events. For instance, ask students what happens after the fisherman meets the enchanted fish? What happens after the enchanted fish grants his wife all she wishes for? etc. When the story map is complete, retell the story. |
[callout] |
Add Challenge |
Have students work individually or in small groups to fill out their own copy of [IM: G2_D1_ANTH_WB_1B-1; Instructional Master 1B-1]. Allow students to discuss with their group the characters, setting, and plot (the wishes) of The Fisherman and His Wife, recalling what happened in the beginning, middle, and end before they practice retelling the story using sentence starters:
The characters are the enchanted fish, the ________, and his ________. The story takes place in the ________ and by the sea. The fisherman meets an ________. The wife wishes for a _______, a ________, ________ and the power to make the sun and moon rise. The enchanted fish took away ________. Tell students that you are going to write down words they can use to complete their sentences. Write the following word and phrase bank and sentences on a chart paper, a chalkboard, or a whiteboard: cottage, fisherman, castle, wife, hut, to be queen, enchanted fish |
Ask students to retell what happened when the fisherman caught the fish. (add the events to the beginning box on the story map)
As you write, remind students all complete sentences begin with a capital letter and end with a punctuation mark.
Show image 1A-3: The fisherman arriving home
Have students identify another character. (the wife; add this character to the character field on the story map)
Ask students where the wife is in this picture. (in a cottage; add this setting to the story map)
Ask students what the wife does in the story. (makes wishes)
Asks students to retell what happens when the wife makes wishes (prompt if necessary to get students to mention four wishes made by the wife—the wife tells the fisherman to ask the flounder for a charming cottage; for a big, stone castle; to be queen; and to have the power to make the sun and moon rise and set whenever she chooses. Add these to the middle box on the story map)
Before writing student responses, ask students: “What does a sentence begin with?” (a capital letter) At the end of the sentence, ask students: “What does a sentence end with? (a punctuation mark)
Show image 1A-11: The wife back in the hut
Ask students to retell what happens at the end of the story. (the enchanted fish took away everything he had given and everything returned to the way it was at the beginning of the story; add this to the end box on the story map)
Before writing student responses, ask students: “What does a sentence begin with?” (a capital letter) At the end of the sentence, ask students: “What does a sentence end with? (a punctuation mark)
Note: This is also a good opportunity to talk about the conventions of beginning a fiction story, e.g., “Once there was . . . ” and ending a fiction story, e.g., “And there they live to this very day.”
[IM: G2_D1_ANTH_WB_1B-2; Instructional Master 1B-2] Family Letter
[IM: G2_D1_ANTH_WB_1B-3; Instructional Master 1B-3] Recommended Trade Books for Fairy Tales and Tall Tales
[Group: Resources]
[Section: Lesson Resources]
[IM: G2_D1_ANTH_WB_1B-1; Instructional Master 1B-1] The Story Map
[Section: Unit Resources]
[IM: G2_D1_WB_COMPLETE STUDENT; Unit Instructional Masters] All of the Instructional Masters for the unit in one convenient file.
[IM: G2_D1_WB_COMPLETE TEACHER; Answer Keys] All of the Answer Keys for the unit in one convenient file.
[POS: G2_D1_FB_COMPLETE; Flip Book] Flip book of illustrations and posters for all of the read-alouds in the unit.
[POS: G2_D1_IC_COMPLETE; Image Cards] All of the Image Cards for the unit in one convenient file.