Why Coyote Stopped Imitating His Friends

LEVELS 30 38 N P Objectives LITERACY Students will: Develop fluency and expression Understand characters motives, actions, and feelings Relate what they already know about folktales to their reading SOCIAL STUDIES Students will: Learn a Native American folktale Understand how storytelling serves as an expression of a culture SOCIAL STUDIES Culture CHARACTER EDUCATION Students will learn about: Self-esteem be happy with who you are Friendship be kind to those you care about Total words: 1,474 Summary Around a campfire, Native American storytellers share a tale from the animal world. Story Man and Story Woman tell of Coyote, who is a good hunter, fast, and handsome. But Coyote is unhappy with his gifts and wishes to be more like his friends. He tries to copy Raven s magical powers with a bow and arrow, Bear s strength, and the bright red flame on Woodpecker s head, all with disastrous results.the animals are puzzled by Coyote s actions but continue to offer their help and encouragement. Finally, Coyote understands that it is better to be himself. Story Man and Story Woman tell their listeners to think about what they have learned from Coyote and to pass the story along to others to continue tradition. Characters T E A C H E R S G U I D E Reader s Theater Why Coyote Stopped Imitating His Friends Levels Black Bear N 30 Woodpecker N 30 Coyote O 34 Raven O 34 Story Man P 38 Story Woman P 38 Reader s Theater for Fluency and Comprehension

BEFORE Reading 1. Build Background Invite students to discuss and share what they know or would like to learn about coyotes, ravens, black bears, and woodpeckers. Ask students to share what they know about folktales. Ask students to name folktales they have heard or read. Tell a brief story about a time you learned something new; then ask student pairs to share similar stories with one another. 2. Introduce the Script Give students a copy of the script.tell them to read the title and the back cover blurb.ask students to predict what the play might be about. Instruct students to skim the text, look at the structure and illustrations, and identify the characters. Explain how the text is organized and how they can tell when a different character is speaking. Ask students to describe the different emotions Coyote displays in the illustrations. E L 3. Discuss Vocabulary Find vocabulary words in the glossary that might give students difficulty while they are reading. Model the pronunciations.then ask students to repeat the words several times. Ask what the words mean. Invite volunteers to use the words in oral sentences that demonstrate the meanings of the words. Ask students to locate the proper nouns Native A mericans, Blue Mountain, C oyote, Raven, Black Bear, Woodpecker, Stor y Man, and Stor y Woman. Remind students that the capital letters alert us that we are reading the name of a character, a group of people, or a place. E L L For nglish anguage earners instruction on introducing the script, refer to page 6. L For nglish anguage earners instruction on vocabulary and phonics, refer to page 6. 2

DURING Reading 4. Read the Script Familiarize students with the content and vocabulary of the script by having them read along with you as you model fluent reading. Informally assess students reading as you: Note students level of participation. Note any vocabulary words that are still challenging for students to read. When finished, address questions about word pronunciation or meaning. Read the script chorally again, noting whether students interpretations of the characters show an understanding of the story. Reread together throughout the week to develop confidence and build fluency. 3

AFTER Reading Building Character The moral of the story is to just be yourself. Do you think that is a good lesson to learn? Why is being yourself and being happy with who you are important? Coyote s friends helped him learn about who he was and what made him special. What do your friends do for you? Talk with a partner about ways you and your friends help each other. Staging and Performance Suggestions To differentiate between the storytellers and the story, direct Story Man and Story Woman to stand apart from the central staging area where Coyote, Raven, Black Bear, and Woodpecker perform. Using the illustrations as patterns, create simple drawings of a coyote, raven, black bear, and woodpecker on placards that the corresponding actors can wear around their necks. Direct the animal characters to pantomime the actions in the play. Alternatively, set up two stools one for Coyote and one for each other animal in turn. 5. Interpret the Text Discuss Ideas and Issues Discuss the importance of storytelling in a culture. Ask: W hy does Stor y Man remember the old days and ways? W hy does Stor y Woman tell the listeners that sharing the stor y with others is their tradition? Help students understand why Coyote was unhappy. Ask: W hat are some special things Coyote can already do? W hat are some special things you can do? W hy does Coyote wish to be more like his friends? W hat lesson does Coyote learn? Do you think he is happier now? W hy or why not? 6. Assign Roles & Rehearse the Script Use the character levels provided to help you assign roles. Decide whether to develop a simple reading or a dramatization of the script. Discuss the staging. Use the suggestions provided here and in the Teacher s Handbook. Discuss rehearsal expectations. See the Teacher s Handbook. During the first rehearsal, offer suggestions for expression and voice. During the second rehearsal, act only as the audience. Provide feedback at the end of the rehearsal. See the Teacher s Handbook. E L For nglish anguage earners instruction on performing the play, refer to page 7. 7. Perform the Script L Read the script as a Reader s Theater or dramatize it as a play. E L L For nglish anguage earners instruction on modeling the play, refer to page 7. 4

Content Connections Science Folktales are just one type of art that expresses the physical, spiritual, emotional, and intellectual aspects of a culture. Oral and written stories, vocal and instrumental music, dance, and artifacts (paintings, pottery, sculpture, clothing, jewelry, and architecture) define a culture as well. Even everyday language is an art form indicative of geography, education, and lifestyle. Historians, archaeologists, sociologists, and other experts look to art to discover uniqueness but also to define the common threads that bind one family to another and the past to the present. Literacy Extensions Research Ask students to choose favorite artists to learn more about. Students should research how the artists became interested in their particular art forms, how they developed their talents, and how their art has influenced their own lives and the lives of others.allow students to present their findings in a medium of their own choosing, such as a written or oral report, poster collage, poem, song, or skit. Art can also influence cultures. In times of confusion, people look to the great writings of wise authors for counsel. Families around the world spend time and resources personalizing their homes with distinct decorations. Fashions are designed for beauty and comfort; for everyday and special occasions. A joyful ballad can lift someone s spirit. People attend plays and movies to learn and to be entertained. Try This! Imagine a world with no stories, no paintings, no music no art of any kind. 1. Make a list of ways in which life at home and school would be different. 2. Choose one type of art. Plan and perform a skit in which you introduce that art form to a culture that has never experienced it. 3. Draw a self-portrait that reflects the influence of art in your life. Flowers Are Red Play the song Flowers Are Red by Harry Chapin. Discuss how the boy in the song feels, and allow students to share similar events they may have experienced. Compare and contrast the song to the folktale in the play.then ask students to make up and tell oral stories about the boy in Flowers Are Red as a teenager or adult. Character Education Connection Coyote learned self-esteem when he decided to be happy with who he was. List ways you can improve your selfesteem, such as focusing on your strengths or hanging out with people who are supportive. Choose an item from your list to work on this week. Compare how you feel about yourself now with how you feel after a few days. For background information and other books of interest, refer to page 8. 5

E L nglish anguage Vocabulary Model the process of learning a difficult or unfamiliar word, such as nonsense on page 9. Write the word on the board. Underline the prefix non. Explain that this prefix means not. Give students an example sentence with sense: This doesn t make sense. Tell students to copy the prefix non and the word sense. Say: The word nonsense means something that doesn t make any sense or can't be understood. It is the opposite of sense. Help students predict the meaning of unfamiliar words using the following questions: 1. Does this word look like a word I know? (cognates) 2. Is this word formed by two smaller words? (compound words) Do I know the meaning of the smaller words? If I put the meanings together, can I guess the meaning of the original word? 3. Does this word have a smaller word I already know? (base word/prefixes/ suffixes) What could the other part mean? 4. Does this phrase have some words I know? Who is using the phrase? Is this character answering a question or expressing something? What could this mean in the story? Phonics Students may have difficulty pronouncing the word coyote. Model the word, emphasizing the second syllable (kye-oh-tee). Point out the ee sound at the end of the word. Repeat the word as a class. Tell students to underline coyote in the story and write the word in their notebooks. 1. Introduce the Script Comprehension Introduce the topic by talking about animal characters featured in the play: Raven, Coyote, Black Bear, and Woodpecker. Write the name of each animal and help students find illustrations. Ask: W hat do the animals look like? W hat sounds do they make? Students may also pantomime actions or make sounds. Say: T he coyote makes a howling noise like a wolf. You may demonstrate a howling noise and invite the class to repeat. Point out that Coyote likes to imitate other animals in the story. Say: To imitate means to copy someone else s actions. Ask students to imitate you as you put your hand on your forehead. Say: The class is imitating my actions. Explain that this is a Native American story. Say: Many Native American stories have animal characters and a lesson to be learned. 2. Explain the Structure of a Play Ask: Can you name characters from the play? List them on the board. Say: The setting is where events take place. Ask students to look at the illustrations. Ask: W here is the setting of the play? Choose one or two characters and invite volunteers to perform a few lines. Work on intonation and dramatic expression. 6

Learners 3. Model the Script Read the script aloud as students follow the text in their books.you may use gestures and dramatic expression to help students follow the story. Reread sections or lines as needed. Ask students to identify illustrations of characters and actions in the script. Check for comprehension. Some appropriate pauses and comments for this script are: Pages 2 3 Ask: W hy wasn t Coyote happy? Say: Raven has magic powers. Ask: W hat does Raven do with the bow and arrow? Pages 4 6 Say: Coyote imitates Raven. Ask: W hat happens when Coyote shoots his bow and arrow? Pages 7 11 Ask: W hom does Coyote visit on Rich Mountain? W hat does Bear like to eat? Say: Coyote imitates Bear and tries to shake fruits from the tree. Ask: W hat happens? Is Coyote successful? Say: Bear says something nice about Coyote. Ask: W hat does he say? Pages 12 14 Ask: W hat is special about Woodpecker s feathers? Point out that Coyote thinks Woodpecker s feathers look like fire. Ask: W hat does Coyote do to imitate Woodpecker? How does Woodpecker stop the fire? Pages 15 16 Ask: W hat lesson does Coyote finally learn? Discuss with students how it is normal to imitate others sometimes, but in the end it is better to be yourself. Ask: Have you ever imitated anyone? 4. Perform the Play Assign roles to students depending on your assessment of their reading and speaking levels, For ordering information, call Toll-Free 1-877-236-2465 or visit our Web site at www.benchmarkeducation.com. Copyright 2005 Benchmark Education Company, LLC. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Printed in Canada. Multilevel Strategies Review how Coyote imitates the other animals in the forest. Make a list of animals on the board and invite volunteers to explain how Coyote imitates each one. Ask: How does Coyote imitate Raven? What does Coyote do? Beginner Tell students to hold up their play booklet when a new animal character enters. They may point to the illustration and say one thing about the animal. Ask: Why does Coyote want to imitate Bear? Intermediate Invite volunteers to perform the lines of Raven, Black Bear, or Woodpecker. Ask: What can Raven do that is special? What is special about Woodpecker s feathers? Advanced Invite volunteers to perform the lines of Story Woman, Story Man, or Coyote. 7

Background Information Folktales Folktales are stories particular to a culture. Since they are orally passed down from generation to generation, there are slight alterations from storyteller to storyteller. Folktales were once used to explain natural phenomenon, such as the passing of the seasons. Folktales entertain, record history, and impart beliefs and life lessons such as the importance of being kind or using one s wits to solve a problem. Folktales continue to be revered and shared throughout the world. Folktales often utilize animal characters common to a region, causing the animals characteristics to become stereotyped over time, such as a sly fox or wise owl. The animals are usually given the powers of speech, reasoning, and emotion and can perform many human feats. Animals included in this play are common in Native American folktales, and the coyote and raven in particular are usually portrayed as tricksters. Folktale Animals Coyotes are closely related to wolves and live all over North America. They have pointed ears, long snouts, green eyes, thick coats, and bushy tails. Coyotes are most active from dawn to dusk, prefer to hunt by themselves, and can run to a speed of up to forty miles per hour. Their calls range from a sharp bark to a long howl. Ravens are the largest members of the crow family and live in both the arctic and temperate regions of the northern hemisphere. The birds are glossy black, scavenge for food, and have a croaking call. People can tame ravens and teach them to mimic human speech. Other Books of Interest BENCHMARK EDUCATION COMPANY Native Americans Trade Books Bear Tales: T hree Treasured Stories by Vlasta Van Kampen. Annick Press C oyote: A Trickster Tale from the A merican Southwest by Gerald McDermott. Voyager Books Knots on a Counting Rope by John Archambault. Owlet The Legend of the Bluebonnet: An O ld Tale of Texas by Tomie depaola. Puffin More Than Moccasins: A Kid s A ctivity Guide to Traditional North A merican Indian Life by Laurie Carlson. Chicago Review Press Raven: A Trickster Tale from the Pacific Northwest by Gerald McDermott. Harcourt Woodpecker in the Backyard by Cathy Mania. Franklin Watts Web Sites www.americanfolklore.net www.animalsearch.net www.nativeamericans.com www.aaronshep.com/stories/folk.html Black bears are common in mountainous areas of North America. They are mediumsized with straight brown muzzles and fur ranging from light brown to gray to black. Woodpeckers are climbing birds and are found in most parts of the world. They peck holes in tree trunks with their sharp bills, then grab the insects inside with their long, barbed tongues. Their feathers are often spotted black or brown, and male woodpeckers usually have bright red or orange patches on their heads. B E N C H M A R K E D U C A T I O N C O M P A N Y