phonics 2 • lesson 13 - Rigby

phonics 2 • lesson 13 - Rigby

phonics 2 • lesson 13 - Rigby


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Copyright by Saxon Publishers, Inc. and Lorna Simmons.

Phonics 2 Lesson 13

The following activity corresponds with Lesson 13. It is suggested that you do this

activity after completing the entire phonics lesson. (But feel free to incorporate it

within the lesson if you feel that it would be more useful.)




Punia and the King of Sharks: A Hawaiin Folktale

Adapted by Lee Wardlaw

Illustrated by Felipe Davalos

Seat students where they can see you and the book easily.

Story Vocabulary

Help students understand the following words before reading the story. The

boldfaced word should become part of the students' speaking and listening

vocabulary. Try to review this word in class whenever appropriate and review them

as other lessons provide opportunities for their use.


Building Background





Help expand your students' knowledge of the state of Hawaii through whatever

means are available to you. Encourage students to share their knowledge as well.

“Is Hawaii a group of islands?” yes

“The Hawaiian islands were formed by volcanos. There are volcanos there that

still erupt, or shoot out liquid rock called lava from their tops.”

“Islands are surrounded by water. Do you think people swim a lot in

Hawaii?” yes

“What things do you think Hawaiians might eat that they fish from the

sea?” answers will vary

“Lobsters are fished from the sea. Who knows what lobsters look like?” If

students do not know, tell them that lobsters are a greenish gray, have hard

shells and claws, and turn red when they are cooked.

“Do sharks swim in deep water or shallow water?” deep

“If water comes up to your ankles, is it deep or shallow?” shallow

“Are there always beaches at the edge of the sea?” Answers will vary.

Phonics 2


Lesson 13

“Sometimes a very high place is right next to the sea. A cliff made of rock or

earth can go straight down into the water.”

The selection includes a glossary preceding the story that will be useful for

explaining Hawaiian words that you think are important or interesting for students.

Building on Prior Knowledge

“Who can tell us some facts about sharks?” Answers will vary.

“Do sharks have flat noses?” yes

Do sharks have fins? What are they for?” Fins help sharks swim and keep

their balance.

“Do sharks sleep?” yes

“Sometimes sharks sleep in caves. There are caves underwater like those above

the ground. In this story, lobsters also live in a cave.”

“Do people think sharks are mean and dangerous?” Answers will vary.

“Do people think sharks are clever. Do sharks have sharp, quick

minds?” Answers will vary.

“I'll describe some things. If you think I'm telling you about something that is

clever, put your thumbs up. If you think I’m telling you about something that is

not clever, put your thumbs down.”

“A girl figures out how to fix a leaky boat.” thumbs up

“A fish finds its way home from across the ocean.” thumbs up

“A boy dares a friend to go swimming without an adult around.” thumbs down

Before Reading

Predicting Outcomes

You use what you know to help make a prediction, or guess what will happen.

When you read a story, you think about what you know about a subject as well as

the story’s pictures and words to predict what might happen next.

“What might happen next if I took a fishing pole and went to a lake?” You will

go fishing.

“If a swimmer was standing on the beach and saw a shark in the water, what

might the swimmer do next?” decide not to swim

“If a shark in a story can talk, what kind of story do you predict it will be?” a

made-up story, a fantasy

Print Awareness

Show the cover of Punia and the King of Sharks: A Hawaiin Folktale and read the

title and the names of the author and the illustrator. Turn to the first page of the


Copyright by Saxon Publishers, Inc. and Lorna Simmons.

Copyright by Saxon Publishers, Inc. and Lorna Simmons.

Phonics 2

Lesson 13

“Let’s look at the words on this page. Look. There are three places on the page

where there is a big space before a sentence. Then there are more sentences. Can

anyone tell me what the big space tells us?” We are starting the beginning of a

new paragraph.

“A paragraph starts a new thought or idea. Paragraphs help separate ideas in

stories. If one idea ran right into another, it would be very confusing.

Paragraphs help readers to keep one idea at a time in their thoughts.”

Point to the last paragraph.

“Let’s look at this paragraph. The first sentence in the paragraph starts out with

these marks (point to the beginning and ending quotation marks). When you see

these marks, it means that someone in the story is talking.”

Point to the first ending quotation mark and the second beginning quotation mark.

“Look. Here’s an ending quotation mark. But the next words do not start with a

capital letter. What does that mean?” Help students understand that if a group

of words does not begin with a capital letter, they are not a sentence.

“Now the quotation marks start again. Can anyone tell what this means?” It

means someone is still talking. If students have difficulty with this notion, read

the paragraph to them. As you read, point to the quotation marks and note when

they stop and start.

Tell students that as you read aloud, you will look for quotation marks and you will

change your tone of voice to act out saying what the characters say.

Preview the Story

“Now that we’ve looked at some of the paragraphs, we're going to look at some

of the pictures. We can use the pictures to help us make predictions about what

happens in Punia and the King of the Sharks. ”

Display the cover again.

“Who do you think Punia might be?” the boy pictured on the cover

Turn to the first pages of the story which show the ten great sharks.

“Who do you predict might be the king of sharks? Why do you think

so?” Students may predict the spotted shark is king because it looks different

from the others.

“What do you predict might happen between the boy and the

sharks?” Answers will vary.

“Let’s listen and keep on making predictions to ourselves as we learn more

about the story.”

Read the complete story to your students.


Phonics 2


Lesson 13

After Reading

Making Predictions

“Did you predict that the boy would be more clever than the sharks?” Answers

will vary. Many students will say yes because the story would be sad if the sharks


“Did you make any predictions when Punia got on the surfboard he

painted?” Answers will vary.

“What did you predict would happen next after the bananna tree stalk broke and

Punia fell in the sharks mouth?” Answers will vary.

Ask the following questions. If your students have trouble answering a question, go

back to the story when possible and read the page where the information was


“What does Punia want to catch in the water?” lobsters

“What do the sharks want to keep for themselves?” lobsters

“Where do the lobsters live?” in a cave under the sea




“Do you think Punia is clever? Why?” Yes. He plays good tricks.



“What does Punia say that makes the King of Sharks chase the shark with the

flat-nose out to sea?”


The flat-nosed shark told him how to trick them.

“How does Punia use the sticky food he puts in the round bowls to trick the

sharks?” The sharks eat it and their mouths stick together (literal)

“What did Punia’s mother predict would happen to him?” The King of Sharks

would get him. (literal)

“Where does Punia make a fire to heat the stones?” on the cliff’s

edge (literal)

“How does Punia make it seem like a volcano is erupting?” He throws hot

stones into the sea. (inferential)

“What does Punia let the shark think is his reason for not swimming away when

the shark’s mouth is caught in the banana stalk?” Punia says that he is afraid

that when he swims out of the shark’s mouth, the shark will bite him and he'll

drown. (literal)

“Why does the King of Sharks get stuck in the sand?” Punia tricks him into

swimming where the water is too shallow for him. (literal)

“What does the King of Sharks promise at the end of the story?” to swim out to

sea and never come back (literal)

“Why was everyone in the village happy after the shark’s promise?” because

they could have lobsters whenever they wanted them (inferential)

Copyright by Saxon Publishers, Inc. and Lorna Simmons.

Copyright by Saxon Publishers, Inc. and Lorna Simmons.

Phonics 2

Lesson 13

“How would you feel if you were Punia and did such a wonderful thing for the

whole village?” happy and proud are possible answers (making connections)

Genre Recognition

“Is this a realistic story? Why or why not?” no; animals talk

“Animals often talk in folktales. A folktale is a story that is usually told out loud.

A folktale is passed down from grown-ups to children. When the children grow

up, they tell the story. Punia and the King of the Sharks is a folktale people tell

in Hawaii.”

“Why does it make sense that a folktale from Hawaii would include the water,

sharks, and volcanos?” All these things are a part of Hawaii.

Poetry Corner

Remind students that Punia was tricky and outsmarted the King of the Sharks.

Then tell them that sharks can be tricky, too. Read them this poem found on

page 77 of The Random House Book of Poetry for Children.

Tell students to listen

to find out how this shark was tricky.

The Flattered Flying Fish

Said the Shark to the Flying Fish over the phone:

“Will you join me tonight? I am dining alone.

Let me order a nice little dinner for two!

And come as you are, in your shimmering blue.”

Said the Flying Fish: “Fancy remembering me,

And the dress that I wore at the Porpoises’ tea!”

“How could I forget?” said the Shark in his guile

“I expect you at eight!” and rang off with a smile.

She has powdered her nose; she has put on her things;

She is off with one flap of her luminous wings.

O little one, lovely, light-hearted and vain,

The Moon will not shine on your beauty again!

E.V. Rieu

“I’m going to read the poem again to give you a chance to get more clues about

what happens when the shark tricks the flying fish.”

Before reading the poem a second time, you may want to reread the line “the

shark in his guile,” and explain that “guile” means “trickiness.” You may also wish to

do the same with the word “vain” and explain that it means “to be overly proud and

think you’re absolutely the most beautiful thing.”

Reread the poem.

“How does the shark get the flying fish to come over for dinner?” by telling

her how beautiful she is—you may explain that telling someone how wonderful

they are is flattery, thus the title— The Flattered Flying Fish


Phonics 2


Lesson 13

“The poem ends with the line ‘The Moon will not shine on your beauty again.’

What do you think that line means?” Answers will vary. Students should

understand that the shark plans to eat the flying fish.

“What do you think the shark is serving for dinner?” the flying fish

Copyright by Saxon Publishers, Inc. and Lorna Simmons.

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