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DAY 3
DAY 3
Guiding Comprehension
If you are teaching the selection in two days, discuss the sequence of events so far and review the vocabulary.
8 Target SkillSequence • Literal
Look at the first paragraph on p. 54. Which clue word does the author use to show the sequence of events?
The author uses the clue word finally.
Monitor Progress
then… use the skill and strategy instruction on
p. 55.
If… students are unable to identify the clue word used to indicate the sequence of events,
Target Skill Sequence
9 Compare and Contrast
• Inferential
How are the boy and the matchmaker alike? How are they different?
Alike: Both want knowledge. Different: When the matchmaker tells the boy, "I for one don't want knowledge that bad," it is clear that the boy is more determined to get knowledge than the matchmaker is.
Whole Group Discuss the Question of the Day.
Group Time
Differentiated Instruction
Read What About Me? See
pp. 42f–42g for the small group lesson plan.
Reading
Language Arts
Use pp. 63e–63h, 63k–63m.
Whole Group Discuss the
Reader Response questions
on p. 60. Then use p. 63a.
DAY 3
Grouping Options
Target Skill SKILLS
STRATEGIES IN CONTEXT
Sequence Summarize
TEACH
Read pp. 54–55. Have students
identify the sequence of events. (The
boy meets a matchmaker. The
matchmaker asks for knowledge but
then sends the boy away. The boy
wanders from his village and meets
a merchant.)
Use this information to
model how to summarize.
Think Aloud
MODEL Now that I know
the sequence of events, I
can use this information to
help me summarize pp. 54–55.
I'll put the events into my own words.
So my summary is that the boy
continues to look for a carpet that
he can use to gain knowledge.
PRACTICE AND ASSESS
Ask students to write a short summary of p. 54 based on the sequence of events. To assess, make sure that students use their own words to write a summary that includes the important events in order.
What About Me?

"What About Me?"
by Ed Young

Student Edition
Unit 1, pp. 46–59

A fable is a story that teaches a lesson, or moral. What moral does this Selection Snapshot teach?

A young boy wanted knowledge. He asked the Wise One for it. In return, the Wise One wanted a carpet. So the boy went off to get a carpet. He asked a carpetmaker for one, but the carpetmaker needed thread. He told the boy to get him thread, and he would make a carpet. The boy went to the spinner. He told her that he needed thread for the carpetmaker. To make thread, the spinner needed plenty of goat hair. She told the boy to get her some, and she would make thread.

The boy found a man who raised goats, but he had none at the time. He told the boy to get him goats, and he would give the boy goat hair. The boy found a seller of goats, but the goats kept wandering away. The seller needed a pen to keep them from straying. He told the boy to get him a pen, and he would give the boy some goats. The boy asked for help from a carpenter, but the carpenter wanted help too. He wanted to find a wife. Then he would build a pen. The boy went in search of a wife for the carpenter. He asked a matchmaker, but she wanted knowledge in return. He explained that he too wanted knowledge. But he couldn't get it without getting all the other things first. She sent him away.

Many months later the boy was in a busy marketplace. There he saw a merchant who looked very unhappy. The sad merchant said that he had a daughter who would not get married. The boy went to see the daughter. She would not marry anyone but the carpenter she loved. She secretly loved the very carpenter who had promised to build a pen. At last, the boy had found the carpenter a wife.

After the wedding, the carpenter built the pen. The seller gave the boy goats. The man who raised goats gave the boy goat hair. The spinner gave him thread for the carpetmaker, who made a carpet. Now the boy had a carpet for the Wise One. Now he would get knowledge.

To his surprise, the Wise One said that the boy already had knowledge. It came from his experiences. The boy also received help from others because he had helped them. These were the great lessons of the Wise One.

What About Me? by Ed Young. Copyright © by Ed Young, 2002. Published by arrangement with Philomel Books, a division of Penguin Young Readers Group, a member of Penguin Group (USA) Inc. All rights reserved.

Copyright © Pearson Education.

 
   
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ELL
Access Content Direct students' attention to the phrase wringing his hands on p. 55. Explain that to wring hands, means "to move hands together in a way that suggests concern or worry." Physically demonstrate how people wring their hands. You may also wish to show students how the word wring is used in various contexts, such as "to wring laundry dry" or "to wring the truth from someone."