The Frog Prince, Continued...

A Froggy Second Grade Unit

by Debbie Meadows (with Kristin Hines and Jennifer Thompson)
dmeadows@meadowsnet.com Unit available in Adobe Acrobat® format at
http://www.meadowsnet.com/frogunit

Invitation:
Young children love fairy tales and this unit jumps right into The Frog Prince by the Brothers Grimm. By
reading and discussing several versions of the story and by reading Jon Scieszka’s The Frog Prince
Continued, the students will gain an appreciation for how authors can rewrite classic stories. The students
will become authors and write a unique ending to this tale. By studying the illustrations of the artists, the
students will develop an understanding of how to illustrate their version of the story. Students, with
assistance, will create a PowerPoint ® presentation for their story. Students will study the life cycle of the
frog and write a report on a frog they select. To end our unit, we will present our stories and have a
“froggy” celebration.

Unit Details:
Author: Debbie Meadows
Subjects: Language Arts, Science, and Technology
Learning Level: Second Grade, Primary

Standards:
Second Grade Language Arts:
Comprehension and Analysis of Grade-level Appropriate Text
2.3 use knowledge of author’s purpose to comprehend informational text
2.5. restate the facts and details in text to clarify and organize ideas
2.6 recognize cause and effect relationships in text
Literary Response and Analysis
3.1 compare and contrast plots, settings, and characters presented by different authors
3.2 generate alternative endings to plots and identify reason(s) for, and impact of, the
alternatives
Writing: Writing Strategies
1.1 group together related ideas, and maintain a consistent focus
1.2 create readable documents with legible handwriting
1.4 revise original drafts to improve sequence and provide more descriptive detail
Writing Application: Genres and Their Characteristics
2.1.a Move through a logical sequence of events
2.1.b. Describe the setting, characters, objects, and events in detail
Written and Oral English Language Conventions
1.1 Distinguish between complete and incomplete sentences
1.2 Recognize and use the word order in written sentences
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in
writing and speaking
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings,
months and days of the week, and titles and initials of people
Standards continued:
Spelling
1.7 Spell frequently used, irregular words correctly
1.8 Spell basic short-vowel, long vowel, r-controlled and consonant blend patterns
correctly
Listening and Speaking: Organize and Delivery of Oral Communication
1.6 speak clearly and at an appropriate pace for type of communication
1.7 recount experiences in a logical order
1.8 retell stories, including characters, setting, and plot

Kindergarten- Second Grade Technology:

K-2.1 Use input devices and output devices to successfully operate computers
K-2.2 Use a variety of media and technology resources for directed and independent learning
activities
K-2.5 Work cooperatively and collaboratively with peers, family members and others when using
technology in the classroom
K-2.8 Create developmentally appropriate multimedia products with support from teachers, family
members, or student partners
K-2.9 Use technology resources for problem solving, communication, and illustration of thoughts,
ideas, and stories

Second Grade Science:

2. a. Organisms reproduce offspring of their own kind. The offspring resemble their parents and
each other
2.b. The sequential stages of life cycles are different for different animals
2.c. Many characteristics of an organism are inherited from the parent
2.d. There is variation among individuals of one kind within a population

Situation:
The unit is planned for seven language arts days and two science days. Depending upon the number of
students and the amount of time you have available, it may take a few days longer for all student to write and
present their stories. Days three through five are flexible and should be adjusted to meet the needs of the
class. The teacher or parent volunteer will need additional time to scan and prepare the presentations.

Previous Knowledge:
Students should have worked in small groups and have an understanding of how to work together. Students
should have, or be taught in addition to the unit, a knowledge of story elements such as characters, plot, and
setting. Students should have used Kidspiration® software to eliminate the need for an instructional class
on the software. In science, students should have studied about the life cycle of other animals.
Tasks:
Preparation for the unit:
1. Gather versions of The Frog Prince and The Frog Prince Continued in the local library, school
library, or ask students to bring in copies from home.
2. At least one online computer with a scanner will be necessary.
3. Software: PowerPoint ® and a word processor.
4. Become familiar with the hotlist and rubrics. They are available at
http://www.kn.pacbell.com/wired/fil/pages/listthefrogkr.html
5. Print out and copy the worksheet on the Frog Life Cycle from the Hotlist.
6. Print out and copy presentation and science rubrics.
7. Have materials for note taking, story writing, and story illustrations prepared.
8. Train parent helpers in word processing and the use of PowerPoint ®.
9. Preview http://allaboutfrogs.org for jokes and riddles for the froggy celebration.
10. Kidspiration® software and training for students.

Day 1:
Use http://www.kn.pacbell.com/wired/fil/pages/listthefrogkr.html for access to all web sites in this unit.
Students will discuss and review the fairy tale genre.
http://teacher.scholastic.com/writewit/mff/fairytales_discovering.html The students will discuss the
characters, plot, and setting usually found in a fairytale.

Break students into small groups. They will read versions (both text and online) of the fairy tale The Frog
Prince including The Frog Price Continued by Jon Scieszka. Parents can be utilized as technology
assistants. In the groups, student will discuss the cause and effect relationship between the prince and the
princess. They will compare and contrast the relationship of the two main characters in The Frog Prince
and The Frog Prince Continued. The teacher should circulate among the groups to facilitate discussion
and clarify questions or problems with the stories. Students will take personal notes about the similarities
and differences in the characters’ relationship in the original version of the story and the modern version.
This will be a first step in writing their version of the fairy tale.

Possible discussion questions:

1. How did the prince become a frog in the first place?
2. What would have happened if the frog had ignored the princess?
3. Which character would you like to be from the stories? Why?
4. How would you feel if you were the frog? The princess?
5. What two words would you use the describe the frog? The princess?
6. Which story would you like to wake up in the morning and be a part of? What would you change in
this story?
7. What would you have made the princess do when the frog arrived at the castle?
8. What would you have done if you were the prince in The Frog Prince Continued? If you were the
princess?
9. Would you have married the princess if she had throw you against the wall?
10. How would the story have been different if the princess has been kind to the frog?
11. Were the witches important in The Frog Prince Continued? Why or Why not?
12. Did anything in the book surprise you? Confuse you?
13. If you were the Frog Prince, what part of the story would you change? If you were the princess?
14. Do these books remind you of any other books you have read?
Books used:
Berenzy, Alix. (1989). A Frog Prince. New York: Henry Holt.
Borgenicht, David. (1997). Grimm’s Fairy Tales. Philadelphia: Courage Books.
Lewis, Naomi, Illustrator. (1989). The Frog Prince or Old Henry. New York: North-South Books.
Scieszka, Jon. (1991). The Frog Prince Continued. New York: Puffin Books.

Sample web sites used:

http://www.kn.pacbell.com/wired/fil/pages/listthefrogkr/html
http://www.nationalgeographic.com/grimm/intro_frog_king.html
http://www.4literature.net/Jacob_and_Wilhelm_Grimm/Frog_Prince/
http://teacher.scholastic.com/writewit/mff/fractured_fairy_about.htm

Standards used:
Language Arts:
Comprehension and Analysis of Grade-level Appropriate Text
2.5. restate the facts and details in text to clarify and organize ideas
2.6 recognize cause and effect relationships in text
Technology:
K-2.1 Use input devices and output devices to successfully operate computers
K-2.2 Use a variety of media and technology resources for directed and independent learning
activities
K-2.5 Work cooperatively and collaboratively with peers, family members and others when using
technology in the classroom

Assessment: None for this lesson. Final assessment will be based on complete story and presentation at the
end of the unit.

Day 2:
Students will review and discuss in their groups the stories and determine the group’s favorite version of The
Frog Prince. A full class discussion of the differences in characters and plots will follow. The students will
be given an individual written assignment to rewrite the story and create an alternative ending. They may
also choose to change characters, plot elements, and settings. As a pre-writing exercise to the story, the
students will make a story web to outline the characters, setting, and plot. Student will be asked to have
three or more plot elements in their story. The students will be making their story webs using
Kidspiration®. If this software is not available, the teacher can create a story web for the students to fill in.
The writing assignment may be completed during days three, four, and five. The books and web sites will
be available for use during those days.

Standards used:
Language Arts:
Literary Response and Analysis
3.1 compare and contrast plots, settings, and characters presented by different authors
3.2 generate alternative endings to plots and identify reason(s) for, and impact of, the
alternatives
Writing: Writing Strategies
1.1 group together related ideas, and maintain a consistent focus
1.2 create readable documents with legible handwriting
 1.4 revise original drafts to improve sequence and provide more descriptive detail

Writing Application: Genres and Their Characteristics

2.1.a Move through a logical sequence of events
2.1.b. Describe the setting, characters, objects, and events in detail
Written and Oral English Language Conventions
1.1 Distinguish between complete and incomplete sentences
1.2 Recognize and use the word order in written sentences
1.3 Identify and correctly use various parts of speech, including nouns and verbs, in
writing and speaking
Capitalization
1.6 Capitalize all proper nouns, words at the beginning of sentences and greetings,
months and days of the week, and titles and initials of people
Spelling
1.7 Spell frequently used, irregular words correctly
1.8 Spell basic short-vowel, long vowel, r-controlled and consonant blend patterns
correctly
Technology:
Performance Indicators
K-2.1 Use input devices and output devices to successfully operate computers
K-2.8 Create developmentally appropriate multimedia products with support from teachers, family
members, or student partners
K-2.9 Use technology resources for problem solving, communication, and illustration of thoughts,
ideas, and stories

Assessment: Fairy Tale Project Rubric

Days 3, 4, and 5 Language Arts:

Students will look at different ways the story has been illustrated. Students, in groups, will look at web sites
and books to discuss how illustrators use the pictures to tell the story. Student will be asked to begin
illustrations for the final drafts of their stories. Students will meet in small student support groups and
individually with the teacher to edit their stories. Author’s chair will be used during writing time. Students
will type their stories using a word processor; parent technology assistants will help. Student illustrations will
be scanned into PowerPoint ® and combined with the text of their stories to create a multimedia project.

Use http://www.kn.pacbell.com/wired/fil/pages/listthefrogkr.html for access to all web sites in this unit.

Sample web sites:
http://surlalune.tripod.com/illustrations/frog/cranefrog.html
http://www.schechter.org/sager/links/frogpage/frogprincebookpage.htm
http://members.aol.com/servsystem/frytales/frog/index.html
http://www.exploratorium.edu/frogs/folklore/index.html

Standards used:
Technology:
Performance Indicators
K-2.1 Use input devices and output devices to successfully operate computers
K-2.5 Work cooperatively and collaboratively with peers, family members and others when using
 technology in the classroom
K-2.8 Create developmentally appropriate multimedia products with support from teachers, family
members, or student partners
K-2.9 Use technology resources for problem solving, communication, and illustration of thoughts,
ideas, and stories

Assessment: Fairy Tale Project Rubric

Days 6 and 7 Language Arts:

The student presentation of finished projects will take 2-3 days depending on the length of each
presentation. These presentations will be assessed using the Fairy Tale Project Rubric.

Standards used:
Listening and Speaking: Organize and Delivery of Oral Communication
1.6 speak clearly and at an appropriate pace for type of communication
1.7 recount experiences in a logical order
1.8 retell stories, including characters, setting, and plot

Days 4 and 5 Science:

Students will learn about the life cycle and physical characteristics of frogs. The teacher will use trade book
and web sites to show the life cycle and characteristics of the frog. The life cycle sequence of the frog will
be compared to previously discussed animals and their life cycles. Students have studied cats and dogs.

In small groups, students will discuss the similarities and differences between frogs. Students will look
specifically at the differences in the eyes, mouth, feet, coloring, and size of frogs. Students will select a frog
to research and write a factual report about the frog. This report will include five accurate sentences about
the frog.

Standards used:
Language Arts:
Comprehension and Analysis of Grade level text:
2.3 use knowledge of author’s purpose to comprehend informational text
2.5 restate facts and details in text to clarify and organize ideas
Science:
2. a. Organisms reproduce offspring of their own kind. The offspring resemble their parents and
each other
2.b. The sequential stages of life cycles are different for different animals
2.c. Many characteristics of an organism are inherited from the parent
2.d. There is variation among individuals of one kind within a population
Technology:
K-2.1 Use input devices and output devices to successfully operate computers
K-2.5 Work cooperatively and collaboratively with peers, family members and others when using
technology in the classroom

Use http://www.kn.pacbell.com/wired/fil/pages/listthefrogkr.html for access to all web sites in this unit.

Sample review sites for cats and dogs:
http://www.pbs.org/wnet/nature/excats/
http://www.geocities.com/~kidsanddogs/

Sample sites for frog research:

http://allaboutfrogs.org/weird/general/cycle.html
http://allaboutfrogs.org/weird/general/eyes.html
http://allaboutfrogs.org/weird/general/mouth.html
http://allaboutfrogs.org/weird/general/feet.html
http://allaboutfrogs.org/weird/protection/colorings.html

Books for frog research:

Bratun, Katy.(1998). Frogs and Toads. New York: Grosset and Dunlap.
Gibbons, Gail. (1993). Frogs. New York: Holiday House.
Heller, Ruth. (1981). Chickens Aren’t The Only Ones. New York: Grosset & Dunlap.
Miller, Sara Swan. (1999). Frogs and Toads The Leggy Leapers. New York: Watts.
Rolf, Pat. (1995). The Magic School Bus Hops Home. New York: Scholastic.
Royston, Angela. (1998). Life Cycle of a Frog. Des Plaines, Il, Heinemann.
Wood, John Norris. (1993). Nature Hide and Seek Rivers and Lakes. New York: Knopf.

Assessment: Frog Science Rubric

At the end of the unit:

Have a “froggy” celebration. Have all of the students wear something green on this day. Use the potion
from this web site to mix a fun drink. Spend some time making up frog jokes and riddles. Visit the All
About Frogs web site to find jokes and riddles to get started. HAVE FUN!

http://www.kidwizard.com/Potions/FrogPrincePotion.asp

http://allaboutfrogs.org

PDC for Language Arts

Procedural
1. The learner is able to retell the story including characters and plot.
2. The learner is able to write complete sentences using proper capitalization.
3. The learner is able to use input devices and output devices to successfully operate computers.
4. The learner is able to create a readable story using legible handwriting, capitalization and
punctuation, and spelling.
5. The learner can use appropriate tone and pace when speaking to a group.

Declarative
1. The learner understands the ideas of others about the story.
2. The learner understand the characteristics of a fairy tale.
3. The learner can compare and contrast plots and characters in different versions of The Frog Prince
stories from online and books in the classroom.

Contextual
1. The learner can rewrite the ending of the story by grouping together related ideas, and maintain a
 consistent focus.
2. The learner can illustrate their story to convey more meaning.

PDC Chart for Science

Procedural
1. The learner is able to label the stages of a frog’s development: egg, tadpole, tadpole with legs, young
frog, and frog.
2. The learner is able to find three different types of frogs. He/She will choose one type of frog and
write a 5 sentence report about the frog’s characteristics.
Declarative
1. The learner understands the sequence of a frog’s development from an egg to a fully grown frog.
2. The learner understands that frogs can look different.

Contextual
1. The learner can compare the differences in eye shape, mouth, feet, and color of frogs.

Interactions:
This unit is a combination of a variety of learning activities. The students will work in cooperative groups,
teacher directed groups, parent-student teams, and individually. Students will read stories and review story
illustrations using books and online stories. Students will write a new ending to an old tale. They will create
a presentation to showcase their new story ending and illustrations. The rubrics will be provided at the
beginning of the unit to allow the students the opportunity to be ready for the tasks at hand.
Assessments:

Name Date

Fairy Tale Project Rubric

Objectives Not There Yet Getting There There! Earned
Points
1 Point 2 Points 3 Points
Retell the fairy tale. Did not retell Retold fairy tale using Retold fairy tale using
accurately. characters and plot. characters and plot
using extensive
details.

Group participation 2nd 2nd 2nd

demonstrates a Showed a moderate Actively participated Actively participated
knowledge of the understanding of the in the discussions and in the discussion,
stories and stories and showed a detailed showed a detailed
contributes ideas to participated in the understanding of the understanding of the
the group. discussions. stories. stories, and was able
to draw others into
the discussions.

Create a story web 2nd 2nd 2nd

as a pre-writing The web is not The web is complete The web is complete
activity for their story. complete. with characters, detailed. The web
setting and three plot will enable the student
elements. to easily complete
their story.

Rewrite the ending to Verse is written or Verse is written or Verse is written or

The Frog Prince dictated, but did not dictated with surprise dictated with a
including a change or alter the encounter and ending. surprise encounter
surprise/twisted ending. and ending. The
ending. story includes retelling
in a unique way.

Illustrations are Illustrations do not Illustrations included Detailed and colorful

included for each correlate with the for each page of the illustrations are
page. story. story and correlate included for each
with the story. page. Illustration
enhances the retelling.
 Objectives Not There Yet Getting There There! Earned
Points
1 Point 2 Points 3 Points
Fairy Tale follows K- 1st K- 1st K- 1st
appropriate grade One sentence with no One or more Two or more
level writing, spelling, capitals, periods or sentences with few sentences with proper
and grammar spacing. Difficult to mistakes in capitals, capitals, periods, and
guidelines. read phonetic periods, or spacing. spacing. Phonetic
spelling. Beginning, middle and spelling is easy to
end phonetic spelling. read with beginning,
middle and ending
consonants.

Rewritten Fairy Tale 2nd 2nd 2nd

follows appropriate A capital letter and Capital letters and Capital letters and
grade level writing, end punctuation are ending punctuation ending punctuation
spelling, and grammar not used on each are used on some are used in all
guidelines. sentence. Familiar sentences. Familiar sentences. All words
words are not spelled words are spelled are spelled correctly.
correctly. correctly.

Rewritten Fairy Tale 2nd 2nd 2nd

contains characters, The story tells about The story contains The story names and
plot, magical element, the fairy tale with little characters, plot, describes characters,
and setting. or no plot magical element, and describes the setting,
development. setting. The story is contains a magical
not detailed. element, and contains
two or more plot
elements.

Technology Skill: Did not cooperate or Occasionally Always cooperated

Cooperation and collaborate with cooperated and and collaborated with
collaboration with peers, teacher, or collaborated with peers, teacher and
peers, teacher, and parent helpers. peers, teachers, and parent helpers.
parent helpers. parent helpers.

Technology Skill: Needs assistance in Has occasional Manipulates mouse

Keyboard and manipulating the difficulty with mouse and keyboard with
mouse. mouse and keyboard. and keyboard. ease.

Presentation of Cannot understand Student spoke clearly Student always spoke

Project. presentation. Student and in complete clearly and in
did not speak clearly sentences most of the complete sentences.
in complete sentences time. Described Gave vivid
or describe characters and plot. description of
characters and plot. characters, setting
and twisted plot.
Total Points:
Name Date

Fairy Tale Science Rubric

Objectives Not There Yet Getting There There! Earned
Points
1 Point 2 Points 3 Points
Frog Factual Information .
Sentences

Kindergarten Incorrectly completes Completes writing Correctly completes

writing sentence sentence prompts writing sentence
prompt. Does not correctly. Has prompt.
comprehend difficulty explaining Comprehends and
comparison of real comparison between explains comparison
and fantasy frogs. real and fantasy frogs. between real and
fantasy frogs.

First Grade Writes one sentence Writes two sentences Write three sentences
about frogs. Does about frogs. about frogs.
not compare real and Attempts to compare Accurately compares
fantasy frogs. real and fantasy frogs. real and fantasy frogs.

First Grade Does not use capital Has few capital Uses capital letters
letters or punctuation. letters or punctuation and punctuation for
mistakes. all sentences.

Second Grade Writes two or three Writes four factual Writes five factual
factual sentences sentences about their sentences about their
about their selected selected frog. selected frog.
frog.

Second Grade Does not use proper Has few grammar, Always uses proper
grammar, spelling, spelling, punctuation, grammar, spelling,
punctuation, or or handwriting punctuation or
handwriting. mistakes. handwriting.

Tools:
Books:
Frog Factual References:
Bratun, Katy. (1998). Frogs and Toads. New York: Grosset and Dunlap.
Carle, Eric. (1989). Animals, Animals. New York: New York: Scholastic.
Gibbons, Gail.(1993). Frogs. New York: Holiday House, 1993.
Heller, Ruth.(1981). Chickens Aren’t The Only Ones. New York: Grosset & Dunlap.
Miller, Sara Swan.(1999). Frogs and Toads The Leggy Leapers. New York: Watts.
Rolf, Pat.(1995). The Magic School Bus Hops Home. New York: Scholastic.
Royston, Angela. (1998). Life Cycle of a Frog. Des Plaines, Il, Heinemann.
Wood, John Norris. (1993). Nature Hide and Seek Rivers and Lakes. New York: Knopf.

Frog Prince References:

Berenzy, Alix. (1989). A Frog Prince. New York: Henry Holt.
 Scieszka, Jon.(1991). The Frog Prince Continued. New York: Puffin Books.
Borgenicht, David.(1997). Grimm’s Fairy Tales. Philadelphia: Courage Books.
Kushell, Karen, Editor. (2001). Once Upon A Fairy Tale. New York: Viking.
Lewis, Naomi, Illustrator.(1989). The Frog Prince or Old Henry. New York: North-
South Books.

Other Materials and Technology:

1. At least one online computer with Internet access to links from the “Hotlist The Frog Prince”
2. Scanner hooked up to the computer and color printer
3. PowerPoint ® software and word processor
4. “Filamentality” Hotlist for the lessons
http://www.kn.pacbell.com/fil/pages/listthefrogkr.html
5. Writing materials
6. Foods and supplies for frog celebration
7. Worksheet from Hotlist
8. Kidspiration® software
9. Parent helpers for technology

Reflection and Student Responses:

Since I was unable to teach the entire unit, I have to go on the feel of the lesson I was able to teach. My
colleague taught Day One for me and felt it was a positive experience for the students. The small groups
worked well and the children were able to see, at a minimum, 4 different stories during the time allowed.
Fortunately, we have 4 computers with Internet access in the classroom, so availability was not problem.
The pacing of the activities went well and the students were motivated to talk about the stories in the groups.

I chose to teach Day Two. We started by having a full class review of the stories concentrating on the plots
and characters. We outlined on the board elements of a fairy tale (characters, setting, plot, magic element,
problem, and solution). We then went to work defining the twist in Scieszka’s story and comparing it to the
original. We discussed good things to try in their story and the students went to work on their stories.
That’s when the lesson didn’t go as planned. I don’t think that they had enough prep work to give them the
ability to write a well thought out story. They did a nice job of starting a story, but really didn’t have them
put together. There was not a lot of plot development in their efforts. Even with continuing the writing to
another time, conferencing, and rewriting, I don’t think I prepared them well enough. Some students just
retold the original story, some had the frog turn into a monster and ate the princess, and others had the frog
stay a frog and go back to the pond. The students were enthusiastic about writing and worked well, but I
was not as happy with the results as I had hoped.

What I should have done was use a story web and have them outline the story with characters, setting, and
plot before starting the actual writing. I went through the Kidspiration® software that I am evaluating and
found a story web to meet my needs. By restructuring the lesson to include the story map as a pre-writing
activity, the students would have a better grasp of their story and where they wanted it to go. I have
amended this unit to include the story web activity. I was able to spend some time with the class again to
work on the Kidspiration® activity. The results were much better and the students agreed that this was a
better way to begin the idea process for writing.
Had I been in my own classroom, I would have used a survey to allow the students to reflect and comment
on the unit.

Name Date
Student Response to The Frog Prince Unit
Circle you answer to each statement.

1. I liked the stories. Yes No Some

2. I liked working in groups. Yes No Some

3. My group helped me understand the stories better. Yes No

Some

4. The story map helped me write a better story. Yes No Some

5. I enjoyed writing a new ending to the story. Yes No Some

6. I enjoyed making my computer presentation. Yes No Some

7. I enjoyed presenting my story to the class. Yes No Some

My favorite part of the unit was...

My least favorite part of the unit was...

Mrs. Meadows, the next time you teach this unit, I would...
Mrs. Meadows, the next time you teach this unit, I would not...
Sample Student Work: (unedited)
Student A (front)
Student A (back)
Student B (front)
Student B (back)
Student C (front)
Student D (front)
Student D (Back)
Kidspiration® prewrite (revised lesson)