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ABOUT THE

BOOK

GUIDED READING: K

LEXILE LEVEL: 580L

CHARACTER TRAITS: Courage Resourcefulness Respect

REGION: Africa

ISBN: 978-0-874838-25-1

First Grade

Lesson Plans and Teacher GuidesLesson Type: Differentiated Learning

Anansi and the Tug o’ WarWritten by Bobby and Sherry Norfolk

Outcome

Students will demonstrate an understanding of the story through reading, listening, discussing, and observing.

Materials

General• Book, Anansi and the Tug o’ War, multiple copies

• Crayons

• Scissors

• Glue sticks

• Pencils

• Markers

• “Killer Whale Coloring Page” worksheet

• Pipe cleaners

• Paint (blue for the ocean, other colors for fish)

• Paintbrushes

• Mural paper (about 6 feet long)

• Sponge shapes

• Construction paper pre-cut into ovals, triangles, and circles

• Wiggly eyeballs

COMMON CORE

STANDARDS

NOTE: Find correlating Common Core Standards at the head of each activity section.

Anansi and the Tug o’ War

of 22Story Cove | Lesson Plans

First Grade

Cooking Activities• Clear glass bowl

• 3 Packages of blue gelatin

• Jelly beans for “gravel”

• Gummi fish

• A few pieces of kale or endive for “seaweed”

Assessment Tools

• “Phonics” worksheet A

• “Phonics” worksheet B

• “Reading Response” worksheet

• “Creatures of the Sea” worksheet

• “Things That Live in the Sea Web” worksheet

• “Cause and Effect” worksheet

• “Vocabulary” worksheet

Table of Contents

Introduction • 3

Discussion Questions • 7

Phonics • 8

Writing Readiness • 10

Math • 11

Science • 12

Art • 13

Cooking • 14



First Grade

Pre-Reading

Directions: • Teacher takes out Anansi and the Tug o’ War and

explains to the class that the main character, Anansi, is a “spider man.” Spiders spin webs, Anansi spins stories. Anansi stories are well-known stories told in Africa.

• Anansi is a trickster. The teacher asks the class if they know what a trickster is.

• Teacher explains that tricksters play tricks on others in order to get what they want.

• Look at the cover and the title of the story.

• What do you think this story is going to be about?

• What is a “tug o’ war?” Explain that it is a contest of strength. Whoever pulls or tugs the hardest, wins.

• Who do you think would win a tug o’ war?

• A rabbit or a lion?

• A child or an adult?

• A clownfish or a shark?

• Have a tug o’ war with the class.

• Go on a picture walk. As you turn the pages, discuss the pictures of the characters.

• What character do you think will win the tug o’ war--Anansi, or an enormous animal like Elephant or Killer Whale?

• What are the characters doing in the pictures?

• Tell the students to look at the face of the characters in the illustrations. Demonstrate how we wear different expressions on our faces depending on how we are feeling.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.10: Text complexity CCSS.ELA-LITERACY.RL.1.7: Illustrations and details CCSS.ELA-LITERACY.SL.1.4: Relevant details CCSS.ELA-LITERACY.L.1.6: Use of words and phrases

Introduction



First Grade

• Say, “I am feeling happy”... Smile.

• Say, “I am feeling sad”… Frown.

• Say, “Show me a surprised face.”

• Say, “Show me a disappointed face.”

• Why would we feel happy, sad, surprised, or disappointed? (cause and effect)

• Discuss how the characters may be feeling in the story.

• Hand out “Cause and Effect” worksheet.

Reading for Purpose

Directions: • Tell the children they will be listening to the story to find

out what kind of trick Anansi plays and what happens to Elephant, Killer Whale, and Anansi.

• What lesson is learned?

Read the Story to the Class

Directions: • As you read, think out loud as you ask important

questions about the scheme and how the characters are feeling. Point out facial expressions of the characters.

• For example: In the picture on Page 7, Anansi looks very angry. What do you think would make him so angry?

• Explain words that may be unfamiliar as you go.

• For example: clever means smart, taut means tight, etc.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.1: Key details

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.7: Illustrations and details CCSS.ELA-LITERACY.SL.1.4: Relevant details CCSS.ELA-LITERACY.L.1.5.D : Shades of meaning



First Grade

Vocabulary Skills

Make a Word WandMaterials:

• Pipe cleaners

Directions: • Make a loop on one end of a pipe cleaner. Be sure

to leave enough of the pipe cleaner for the wand part. Students will use this word wand to find new vocabulary words from the story.

Using Context CluesMaterials:

• Pipe cleaners

Directions: • Hand out a copy of the book to small groups of students.

• Let them use their word wands to find new words.

• Students should make a list of these words.

• Students share the lists as a class.

• Teacher should record these words on a class chart.

• Use the book to find out what the words mean by reading them in context.

• Explain that the surrounding words will give clues to the meaning of the unknown word.

Vocabulary WorksheetMaterials:

• “Vocabulary” worksheet

• Pencil

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.L.1.4.A: Context clues CCSS.ELA-LITERACY.L.1.1.J: Complete sentences CCSS.ELA-LITERACY.L.1.5: Word relationships CCSS.ELA-LITERACY.L.1.4.A: Context clues CCSS.ELA-LITERACYRL.1.1.K: Appropriate spacing CCSS.ELA-LITERACY.RF.1.4: Vfluency



First Grade

Directions: • Put new vocabulary words on the board: beached, hide,

clever, vine, surfaced, taut.

• Tell students that these words may be unfamiliar or they may be words that they found with their word wands.

• Discuss the meanings of any unfamiliar words.

• Hand out the “Vocabulary” worksheet. Read the sentences aloud.

• Students will use the words from the word bank to fill in the blanks. The words will make the sentences meaningful.

Shared Reading

Directions: • Read the book to the class as they look on. This builds

fluency as you model reading behaviors and reinforces new vocabulary.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.10: Text complexity



First Grade

For Assessing Comprehension

• What was Anansi doing in the beginning of the story?

• Why was Anansi angry with Elephant?

• Why does Anansi want to have a tug o’ war with elephant?

• Why does Anansi say, “Let the games begin?”

• How does Anansi trick Elephant?

• Do you think it is a clever trick? Why?

• Do you think Anansi could really win a tug o’ war with an elephant?

• Explain why Anansi is clever.

• What lesson does he teach Elephant?

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.1: Key details CCSS.ELA-LITERACY.RL.1.3: Characters, settings, events

Discussion Questions



First Grade

Teaching the Sound of “ale” / “ail”

Directions: • Say “Whale.”

• Ask what sound the word “whale” ends with.

• Ask students to think of other words that end with the same sound as whale.

• Write the words on the board using a different color for the /ale/ and /ail/ words.

• For example: male, pale, bale, sale, tale sail, pail, tail, mail, nail, trail, hail

Phonics Game

Directions: • Explain to students that when words have the same

ending sound, they rhyme. Explain that sometimes words have endings that sound the same, but are not spelled the same, and yet, they can still rhyme.

• Say, “We are going to play a game. Anansi and Elephant played tug o’ war. We are going to play ‘hear that rhyme.’ I will read a pair of words. If the two words rhyme, snap your fingers. If the two words do not rhyme, do not snap your fingers. Let the games begin.”

• Teacher can create word pairs using the /ale/ and /ail/ words above and other words that have a different ending sound.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RF.1.2.C: Initial, medial, final sounds CCSS.ELA-LITERACY.RF.1.3.C: Long vowels

Phonics



First Grade

Phonics Practice (Differentiated Learning)

Materials:• “Phonics” worksheets A and B

• Pencil

• Lined paper

Directions: • Divide the students into two groups.

Group A: • Hand out “Phonics” worksheet A.

• Students work with the teacher to complete the worksheet.

• Students can use the /ale/ and /ail/ words written on the board for help.

Group B: • Hand out “Phonics” worksheet B.

• Students individually complete the worksheet.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RF.1.3.C: Long vowels CCSS.ELA-LITERACY.RF.1.2.C: Initial, medial, final sounds



First Grade

Reading Response

Materials:• “Reading Response” worksheet

• Pencil

• Crayons

Directions: • Ask students to think about their favorite part of the

story.

• Hand out the “Reading Response” worksheet. Tell students to each draw a picture of his or her favorite part and write about it.

• Have students come up and share their favorite parts of the story with the class.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.7: Illustrations and details CCSS.ELA-LITERACY.W.1.3: Narratives CCSS.ELA-LITERACY.SL.1.10/ CCSS.ELA-LITERACY.SL.1.6/ CCSS.ELA-LITERACY.RL.1.4: Collaborative conversations, relevant details, complete sentences

Writing Readiness



First Grade

Big, Bigger, Biggest

Directions: • Discuss with the class how size is a theme in the story.

• Anansi felt that Elephant thought he was strong and powerful. He thought he was stronger than Anansi, and definitely bigger. He made fun of Anansi, calling him a pipsqueak. Anansi wanted to teach Elephant a lesson about size and how it doesn’t always matter.

• Teacher will draw three circles ascending in size on the board and say, “Big, bigger, biggest.”

• Teacher will model things in the class in size order.

• For example: three students will be called to come up in front of the class. The class arrange them in size order from tall to tallest.

• Hand out plain white paper.

• Students will draw pictures that show big, bigger, biggest and tall, taller, tallest.

• They will write a sentence describing each drawing.

• For example: The tiger is big. The lion is bigger. The Elephant is the biggest of all.

• Have students share responses with the class.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.L.1.1.F : Adjectives CCSS.ELA-LITERACY.L.1.1.K: Appropriate spacing CCSS.ELA-LITERACY.SL.1.1: Collaborative conversations

Math



First Grade

Sea Life

Materials:• “Sea Life” worksheet

• “Things That Live in the Sea Web” worksheet

• Crayons

• Scissors

• Glue

Directions: • Discuss other creatures of the sea.

• Hand out the “Sea Life” worksheet.

• Students will color in the creatures that live in the sea.

• They will omit those that are land dwellers.

• Teacher will discuss the students’ answers and chart them on a semantic web.

• Hand out the “Things That Live in the Sea Web” worksheet.

• Students will cut out sea life from the “Sea Life” worksheet and glue them on the “Things That Live in the Sea Web” worksheet.

• Add sea life to the mural as an ongoing activity.

Science



First Grade

Mural

Materials:• “Killer Whale Coloring Page” worksheet

• Mural paper

• Paint

• Paintbrushes

• Scissors

• Glue sticks

• Crayons

• Markers

Directions: • Let the students paint the mural paper the colors of the

ocean.

• Hand out the “Killer Whale Coloring Page” worksheet. Let students color.

• Cut out and glue onto mural.

• Hand out shapes (ovals, circles, triangles). Decorate the shapes with crayons, markers, or paint.

• Glue shapes to make a fish.

• Let children glue the fish in the sea.

COMMON CORE

STANDARDS

CCSS.MATH.CONTENT.1.G.A.2: Compose shapes

Art



First Grade

Making a Jell-O Aquarium

Materials:• 3 Packages of blue gelatin

• Jelly beans for “gravel”

• ½ Gallon fishbowl or large clean, glass bowl

• Gummi fish

• A few pieces of kale, or endive for “seaweed”

Directions: • Prepare gelatin according to the package, however use

ice cubes mixed with the cold water for a quicker set.

• Make a layer of “gravel” with the jelly beans at the bottom of the bowl.

• Slowly pour the gelatin into the bowl over a knife blade to keep the liquid from disturbing the jelly beans.

• Place in the refrigerator until the gelatin is slightly thickened.

• Place the kale in the bowl using tongs.

• Add the fish.

• Enjoy!

Cooking

First GradeAnansi and the Tug o’ War

outcome k materials - learning … and the... · anansi and the tug o’ war page 3 of 22 story...

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