1. This lesson may be good for kindergarten or first grade, possibly second if at the beginning of the year. Pre -Visit Activity On the next slide have the students create a list of words that describe (Picture Walk Words) what they see in the picture. After the students create a word bank, fill out the story board on the next slide with them to create a story for the picture (Use the story telling cheat sheet as a reference). The teacher should guide the students by having them infer why the man is there, why he is on the horse, why he is playing the flute, etc. Students will use prior knowledge to learn new words from each other. Through discussion, they will begin to learn and use new vocabulary naturally.

2. Kenneth Riley WORD BANK

3. Main Character: ___________________________ Setting: __________________________________ _________________________________________ Initiating Event: _____________________________ __________________________________________ Feelings:__________________________________ Plan: _____________________________________ __________________________________________ A ttempt: _________________________________________________ Direct Consequence: _____________________________________________ Resolution: _____________________________________________________

4. What would you hear if you were with the man on the horse? 17 Desert Shadows.m4a

5. There is another Kenneth Riley painting at Booth Museum. It is on the second floor and is similar to the one you just made a story about. Hope you find it when you get there!

6. On your visit to Booth Museum look for the picture by Ignatza- Sahula-Dycke (It is located on the first floor by the cafe). Have the students sit and look at the picture. They should discuss how this picture is similar to the one they looked at back at school. Have them look for similarities and differences in both the setting, the character, and what is occurring in the picture.

7. Using an easel and chart paper, create the word bank by going on a Picture Walk. They should again be making inferences about what the boy is doing, where is he and why, etc. The students should use describing words for the picture to help with the story they will be writing together. After creating a word bank have the students create a story about the boy using the chart paper. Follow the same guidelines as before to get all the elements of the story. After you are done creating a story together, tell the students that the title of the painting is Wolf Watch. Have a discussion about the boy and his responsibilities he has to his family and his sheep. Talk with your students about the responsibilities they have at their home and compare that to the boy's role in his family. Talk also about how he had to spend the entire night in the desert - alone! Talk with your students about how they would feel about that. Ask the students what they think might happen, what they would hear, see, etc.

8. To Make further connections visit these places at the Museum: Look for the clothing case: Do the clothes in the case match the clothes the boy is wearing in Wolf Watch? How are they the same? How are they different? What time does the picture represent? A long time ago or is it present time? Look for the blanket case: Do you see blankets that are the same or similar to the one in the Wolf Watch? How do you think the blanket would feel? How would it smell? Why do you think he covered his head with it in the painting?

9. Post-Visit Activity R ead the story Betsy Who Cried Wolf! by Gail Carson Levine. The emphasis should be placed on her age, her responsibility and how she does her job. How does the cover compare to the two paintings you discussed earlier? Interest Level: K-2 Lexile Framework: 350L Grade Level Equivalent: 2.5 Guided Reading Level: K Genre: Western

10. Pre-reading vocabulary activities are attached as SmartBoard/Notebook lessons.

13. The next slide requires the kids to either tap the picture or you could throw a beanbag at the picture for it to stop. Then the child chooses the correct word that goes with the picture. The lesson is on homophones and the irregular plural sheep.

15. So far, the students have created stories with you using paintings but today, they are going to work on retelling. Reread Betsy Who Cried Wolf! Focus a few minutes on the wolf's plan. Following the story, write down a few words that were used in the story that helped describe. Those words can be used in the retelling. Concepts to consider when writing: Animals, Culture and Diversity, Character and Values. Another concept to consider is perspective. Retell the story from a different point of view. Would you retell as Betsy or as the Wolf, Zimmo?

16. Main Character: _______________________________________________ Setting: ______________________________________________________ _____________________________________________________________ Initiating Event: ________________________________________________ _____________________________________________________________ Feelings:______________________________________________________ Plan: _________________________________________________________ ______________________________________________________________ A ttempt: _________________________________________________ Direct Consequence: _____________________________________________ Resolution: _____________________________________________________ Retelling: Betsy Who Cried Wolf?

17. You may want to take this lesson further by having the students listen to one of the original fables, The Boy Who Cried Wolf. There are also many other versions of the story to choose from. ·The Shepherd Boy and the Wolf (attached) ·The Wolf Who Cried Boy

18. A Shepherd Boy tended his master's sheep near a dark forest not far from the village. Soon he found life in the pasture very dull. All he could do to amuse himself was to talk to his dog or play on his shepherd's pipe. One day as he sat watching the sheep and the quiet forest, and thinking what he would do should he see a wolf, he thought of a plan to amuse himself. His master had told him to call for help should a wolf attack the flock, and the villagers would drive it away. So now, though he had not seen anything that even looked like a wolf, he ran toward the village shouting at the top of his voice, "Wolf! Wolf!" As he expected, the villagers who heard the cry dropped their work and ran in great excitement to the pasture. But when they got there they found the boy doubled up with laughter at the trick he had played on them. A few days later the Shepherd Boy again shouted, "Wolf! Wolf!" Again the villagers ran to help him, only to be laughed at again. Then one evening as the sun was setting behind the forest and the shadows were creeping out over the pasture, a Wolf really did spring from the underbrush and fall upon the Sheep. In terror the boy ran toward the village shouting "Wolf! Wolf!" But though the villagers heard the cry, they did not run to help him as they had before. "He cannot fool us again," they said. The wolf killed a great many of the boy's sheep and then slipped away into the forest. Liars are not believed even when they speak the truth. Aesop's Fable: T he Shepherd Boy and the Wolf

19. To cry wolf is to call for help when you are not really in danger. Example: "Mom, Dad! Can you come to my room? I think there is something under my bed!" Reply: "Son, you just go back to bed, and stop crying wolf." There is a story about a boy who liked to cry "Wolf!" pretending that he was going to be eaten by a wolf. When people came running to help him, they found the boy laughing because he was not really in danger. This happened a number of times until people stopped believing him when he cried, "Wolf!" Finally, the boy was attacked by a real wolf and no one came to save him because they all thought he was just crying wolf. Example: "I'll be in the other room, so call me if you need me. But no crying wolf." To cry wolf is to call others for help when you do not really need help. Crying wolf results in other people not believing you when you really do need their help. Example: "Hey that kid on the other team fell down. He looks hurt." Reply: "Oh, not that kid. He's always crying wolf."

21. Story Telling Cheat Sheet Ma in Character: Who or What the story is about. Describe using physical descriptors. Setting: Where and When does the story take place? Describe using physical descriptors. Initiating Event: What happened to the character to cause him/her/it to do something? (It was a ho-hum day until...) Explain how it related to the character and setting. Feelings: How did the character feel about what happened? Describe the internal response of the character. Plan: What does the character want to do? Why will he/she/it choose this plan? Think about the initiating event and internal response. Attempts: What action does the character take to achieve the plan? List the attempts and any obstacles that complicate the plan. Direct Consequence: What happened as a result of the attempts/actions? Discuss how it related to the plan. Resolution: How does the character feel about the direct consequence? Is there a lesson learned or a moral to the story? State a feeling the character has as a response to the consequence.

22. Attachments17 Desert Shadows.m4a