Teaching Unit

created by
Andréa Barber and André Deschênes
 Table of Contents

Introduction ................................................................................................................. 1
Information About the Author (Part A)................................................................................................ 1
Short Literary Analysis (Part B).......................................................................................................... 1
References ........................................................................................................................................ 1
Link with the MELS ..................................................................................................... 2
Unit overview ..................................................................................................................................... 4
Description of the activities ................................................................................................................ 5
Activity 1: The Teacher’s Yard (Part C) ..................................................................... 7
Lesson Plan ....................................................................................................................................... 7
Worksheet 1.1 ................................................................................................................................... 8
Worksheet 1.2 ................................................................................................................................... 9
Answer Key 1 .................................................................................................................................. 10
Activity 2: What’s in Tricky Fox’s Bag? (Part C) ..................................................... 11
Lesson Plan ..................................................................................................................................... 11
Worksheet 2.1 ................................................................................................................................. 11
Worksheet 2.1 ................................................................................................................................. 12
Answer Key 2 .................................................................................................................................. 13
Activity 3: Dealing with Feelings (Part D) ................................................................ 14
Lesson Plan ..................................................................................................................................... 14
Worksheet 3.1 ................................................................................................................................. 15
Worksheet 3.1 ................................................................................................................................. 15
Answer Key 3 .................................................................................................................................. 16
Flashcards ....................................................................................................................................... 17
Activity 4: Homework (Part G).................................................................................. 28
Description ....................................................................................................................................... 28
Worksheet 4.1 ................................................................................................................................. 29
Worksheet 4.2 ................................................................................................................................. 30
Answer Key 4 .................................................................................................................................. 31
Activity 5: Tricky Grammar: Simple Past (Part E) ................................................... 32
Lesson Plan ..................................................................................................................................... 32
Worksheet 5.1 ................................................................................................................................. 33
Worksheet 5.2 ................................................................................................................................. 34
Answer key ...................................................................................................................................... 35
Activity 6: What if… (Part C – Long Term) .............................................................. 36
Lesson Plan ..................................................................................................................................... 36
Worksheet 6.1 ................................................................................................................................. 38
Activity 7: Help Me Remember… (Part C) ............................................................... 39
Lesson Plan ..................................................................................................................................... 39
Worksheet 7.1 ................................................................................................................................. 41
Activity 8: Story Scramble (Part C) .......................................................................... 42
Handout 8.1 ..................................................................................................................................... 44
Handout 8.1 (continued) .................................................................................................................. 45
Answer Key 8 .................................................................................................................................. 46

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Activity 9: What Do YOU Remember? (Part F) ........................................................ 48
Lesson Plan ..................................................................................................................................... 48
Worksheet 9.1 ................................................................................................................................. 49
Worksheet 9.1 (continued) ............................................................................................................... 50
Answer Key 9 .................................................................................................................................. 51
Evaluation (Part H) .................................................................................................... 53
Description ....................................................................................................................................... 53
Evaluation Criteria ........................................................................................................................... 53
Evaluation Sheet.............................................................................................................................. 54
Evaluation Sheet (continued) ........................................................................................................... 55
Evaluation Answer Key .................................................................................................................... 56

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 Introduction
INFORMATION ABOUT THE AUTHOR (PART A)

The Tale of Tricky Fox was written by Jim Aylesworth and illustrated by Barbara

McClintock. The book was published in 2001 by Scholastic Press, New York.

There were many books we wanted to use to

create this teaching unit. The books we first thought of

were from renowned authors, therefore, we kept looking

and we eventually found The Tale of Tricky Fox from an

author we had never heard of. We were instantly attracted

by its catchy title and its beautiful illustrations. The cover

page shows the fox with his sack on his back winking at

the reader and a lady standing in the distance with her arms crossed. McClintock, the

illustrator, clearly accomplished her work by capturing the essence of the entire story in

a single illustration. The reader knows what to expect from the story just by looking at

the cover page. After reading the book for the first time, we thought the story was quite

interesting. We loved how the author, Jim Aylesworth, begins his story in a classroom

with a teacher telling the tale of Tricky Fox. By doing this, Aylesworth slightly twists the

classic fairy tale formula we are used to by encasing his actual tale within a specific

context. Thus, we believed this opens the door to a second level of understanding and a

deeper literary analysis. We also thought there was a valuable lesson in the story that

may discourage students from trying to trick their teacher. Additionally, we noticed there

is a great deal of symbolism and typical fairy tale elements such as the

anthropomorphized foxes and repeated story patterns for instance. The unexpected

1
ending of the story was also a feature in which Aylesworth defied the classic fairy tale

characteristics.

After doing some research on the story, we discovered that it was originally called

The Travels of a Fox. The tale originated from Massachusetts and was first collected by

Clifton Johnson and printed in The Outlook in 1987. Students will probably enjoy the

story as much as we did. The author’s “generous doses of loud sounds, rhythms, and

rhymes” (Aylesworth.net, 2000) is the key to ensure the students’ enjoyment of the

story. He has learnt that children enjoy finding these elements in stories so he tries to

integrate them as much as possible in his writing.

The author, Jim Aylesworth, has a graduate degree in

elementary education. As a teacher, he has to deal with children’s

literature on a regular basis. This has led him to value this type of

literature. As it is said on the Scholastic’s website, Aylesworth “is

amazed how a good book will make a room full of children sit and

pay attention.” He made his writing debut in 1980 with Hush Up! and has written more

short stories ever since. Aylesworth mentions that “[w]riting children’s books is the way

of being the teacher beyond the walls of my classroom for children that I may never

know.” By writing stories, he discovered a passion for children picture books and won

many awards during his teaching years.

(509 words)

2
SHORT LITERARY ANALYSIS (PART B)

The Tale of Tricky Fox is a tale where greediness and honesty battle over the

best. Tricky Fox’s greediness brings him to say that he will catch a pig. He plans to

exchange three goods in order to obtain it. He first exchanges a piece of log for a loaf of

bread. Then, the loaf of bread for a chicken and finally, he trades it again in order to

obtain the pig. Tricky Fox thinks he is wiser than humans and rejoices too early. It leads

to his perdition because the teacher sees him singing and dancing and beats him at his

own game by putting her bulldog in the sack instead of a pig. The story promotes

positive values; it teaches students the importance of being honest and that their actions

always have consequences.

There are multiple characters in the story but the two main ones are Tricky Fox

and the teacher. Tricky Fox and Brother Fox have anthropomorphic characteristics such

as the ability to speak. It would be logical to believe that the author gave these

characteristics to the foxes in order for them to be able to interact with the human

characters in the story and, ultimately, trick them. Basically, the author could have made

Tricky Fox and Brother Fox human characters, but he used the fox as a symbol. In

common lore, the fox is a symbol of cunningness and trickery. Therefore, through the

humanistic appearance and fox symbolism used to portray Tricky Fox and Brother Fox,

the author criticizes the greediness of human nature and serves a moral to the reader.

Moreover, Tricky Fox’s superiority in relationship to his brother is also symbolically

portrayed in one of the first illustrations. Tricky Fox is standing tall with an arrogant and

confident look while Brother Fox, on the other hand, is sitting down and seems to be in

admiration of his brother. Throughout the story, Tricky Fox encounters three ladies. The

first two ladies are portrayed wearing an apron and are given no specific title. On the

1
other hand, the third and final lady Tricky Fox encounters is described as a teacher and

is the only lady portrayed wearing a skirt and holding a book in her hands. The book she

is holding and her teacher status can be analysed as symbols of knowledge and

wisdom, thus, giving her the ability to foil Tricky Fox’s cunning plan.

Aylesworth presented the story in a fairy tale manner and some of the

characteristics can be observed. The tale has a timeless setting and it is set in the

woods. The talking fox is a magical event since usually foxes cannot communicate orally

with humans. The one possessing the magic, the fox, is the evil character. In

opposition, there are the ladies who are innocent and generous. The protagonist of the

story, even though it may seem to be Tricky Fox, is the teacher. She is wise and

discovers the evil character’s plans. She completes her quest since her goal is to teach

her students a life lesson by telling them a tale. Moreover, the tale has a happy ending;

that is, foxes are respectful towards humans. Another important characteristic that may

be found in the story is the use of repetition. Tricky Fox goes to see humans three times

in order to get the pig. He says his little rhyme and has a pitiful look when he knocks on

the door and every time he obtains what he desires, he sings his lively song.

The illustrations are important in the development of the story because they are

used to support the words. By moment, the meaning of the story is enhanced by the

illustrations and other times, the illustrations give more information than the story itself.

For example, although the story omits telling that the teacher telling the tale is the

teacher in the tale, the illustrations provide this information. The facial expressions

accurately report the feelings that are either implied or describe by the author. The

illustrator took everything in consideration when she illustrated the tale. For example, as

the fox starts to put larger objects in his bag, the illustrations portray it.

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 The tale is appreciated by many and as it can be read in the March 2001 issue of

School Library Journal, "... The romping good humour of the story is carried by the old-

fashioned illustrations in sepia tones. ... priceless." And the Publishers Weekly, in March

2001, announced that the tale’s “[c]leverly paced repetition and an unexpected ending

make this droll caper a winning choice".

(760 words)

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REFERENCES

Aylesworth.net. Jim Aylesworth. 2006. 15 Oct. 2009.

http://www.aylesworth.net/Confidence_family_DWT_CSS/ff_jim.htm

Buckley, Barbara. "The Tale of Tricky Fox: A New England Trickster

Tale.(Review)(Children's Review)(Brief Article)." School Library Journal 47.3 (2001):

192. CPI.Q (Canadian Periodicals). Web. 13 Nov. 2009.

<http://find.galegroup.com/gtx/start.do?prodId=CPI&userGroupName=crepuq_ulava

l>.

"THE TALE OF TRICKY FOX: A New England Trickster Tale.(Review)(Children's

Review)(Brief Article)." Publishers Weekly 248.11 (2001): 88. CPI.Q (Canadian

Periodicals). Web. 13 Nov. 2009.

<http://find.galegroup.com/gtx/start.do?prodId=CPI&userGroupName=crepuq_ulava

l>.

1
 Link with the MELS

Broad areas of learning

 environmental awareness and consumer rights

 health and well-being and responsibilities

 personal and career planning  citizenship and community life

 media literacy x

Focus of development: Understanding how the media portray reality

Cross-curricular competencies
INTELLECTUAL METHODOLOGICAL PERSONAL AND SOCIAL COMMUNICATION RELATED

 To adopt effective  To construct his/her  To communicate

 To use information x x appropriately x
work methods identity

 To use information
 To cooperate with
 To solve problems x and communication others x
technologies

 To exercise critical
judgment

 To use creativity x

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS

 The student reacts to messages  The student prepares to listen to  The student prepares to write
x x x
using strategies and read texts using strategies texts using strategies

 The student takes the initiative  The student demonstrates  The student composes texts
to transmit oral messages using x understanding of oral and x x
strategies written texts using strategies using strategies

 The student maintains oral  The student carries out  The student revises his/her texts
x meaningful tasks using x x
interaction using strategies strategies using strategies

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Title: The Tale of Tricky Fox Teaching Unit

Description: The Tale of Tricky Fox is a wonderful story that can be used with Elementary Cycle 3 students.
Many activities were designed in order to maximize the use of the story. All three competencies
will be set forward throughout the various activities. By using this unit, students will learn about
various animals and how to describe them. They will also learn different types of feelings and
various grammar notions.

It should be noted that the story should be read as often as possible, in order to familiarize the
students with the language used and the development of the story. Though, throughout the first
section of the unit, the story should only be read until the part where the teacher says, “That
rascal!”she said to herself. “I’ll fix him!”

Cycle: 1st year 3rd cycle Duration: 9-10 periods

Essential knowledge
Useful expressions
 Asking for help or clarification
 Suggestions, invitations
 Requests for information
 Expressions to make rejoinders
 Expressions promoting harmonious exchanges and teamwork
Functional language
Vocabulary
 Animals
 Descriptive language
 Feelings
 Verbs
 Theme-related vocabulary
 Question words
 Asking for help or clarification
 Use of prior knowledge
 Planning
 Note-taking
Strategies  Risk taking
 Attention
 Resourcing
 Predicting
 Cooperation

Language conventions  Verb tenses (simple past)

 Word order

Text components  Overall meaning

 Key elements
Cultural product  Text, media

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UNIT OVERVIEW

Worksheets Other materials

 Preparing the task PowerPoint presentation:
Story.ppt (on CD)

 Activity 1: The Teacher’s Yard Worksheet 1.1

Worksheet 1.2

 Activity 2: What’s in Tricky Fox’s Worksheet 2.1

Bag?

 Activity 3: Dealing with Feelings Worksheet 3.1 PowerPoint presentation:

Activity_3_Introduction.ppt (on CD)
OR
Flashcards: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,
3.7, 3.8, 3.9, 3.10, 3.11.

 Activity 4: Unit Review Worksheet 4.1

Worksheet 4.2

 Activity 5: Tricky Grammar Worksheet 5.1

(Simple Past) Worksheet 5.2

 Activity 6: What if… Worksheet 6.1

Worksheet 7.1
 Activity 7: Help Me Remember…

Worksheet 8.1
 Activity 8: What Do You
Remember?
Handout 9 (scrambled story
 Activity 9: Story Scramble envelopes)

Evaluation sheet
 Evaluation

4
DESCRIPTION OF THE ACTIVITIES

First section:

Activity 1: The Teacher’s Yard

It is a jigsaw puzzle about animals: Students will have to read their clues and
discuss together in order to find the animal that was seen in the teacher’s yard.

Activity 2: What’s in Tricky Fox’s Bag?

Students are given a list of farm and wild animals. They have to classify them
according to their size.

Activity 3: Dealing with Feelings

In the story, many emotions can be found. This activity will enable students to
familiarize themselves with the vocabulary.

Activity 4: Homework
Since the rest of the unit focuses more on grammar and creating a small project,
the unit review was put here. It’s a crossword that can be done either as a
homework or in-class. It reviews the animals and feelings seen in the previous
activities.

Activity 5: Tricky Grammar (Simple Past)

This activity was made in order to give students the opportunity to get familiar
with the simple past. This activity will help them get prepared for the following
activity. Students will be put in context, then the grammar will be
decontextualized and finally, students will be asked to recontextualize their
learning.

Activity 6: What if...

Every time the story has been read to the students, the ending was never read.
This was to ensure that students’ imagination is not constrained by the real
ending. In this activity, students have to create their own story ending. Students
must present their version of the story to the class.

Second Section:

Activity 7: Help Me Remember...

In this activity, students are asked to discuss in groups, write questions for
another team and exchange papers. Once they have received new questions,
they discuss together in order to find the answers.

Activity 8: Story Scramble

In the previous activity, students were given the opportunity to reflect and
analyze the story on their own. In this activity, students have to work in teams in
order to reorganize the scrambled story segments.

5
Activity 9: What Do You Remember?
It’s a comprehension activity. The whole story has been read to them now. They
must reinvest their understanding of the story in order to answer questions about
the story. Moreover, they are given the opportunity to practice using the
grammar forms seen previously.

Evaluation
To end the unit, an evaluation activity was created to verify what students have
acquired throughout the unit.

6
 Activity 1: The Teacher’s Yard (Part C)
LESSON PLAN

Activity Description
Students, in teams of 4, have to read their clues and discuss with their teammates in
order to determine which animal is described.

Materials Needed
Didactic Other
Worksheets (1 per team) Pencil
Eraser

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS
 The student prepares to
 The student reacts to  The student prepares to
x listen to and read texts x
messages using strategies write texts using strategies
using strategies
 The student demonstrates
 The student takes the
initiative to transmit oral x understanding of oral and x  The student composes
written texts using texts using strategies
messages using strategies strategies

 The student maintains oral  The student carries out  The student revises his/her
x meaningful tasks using x
interaction using strategies strategies texts using strategies

Procedure

 Read the story.

 Ask what animal is seen in the story.
 Before presenting the activity, verify prior knowledge.
 Teach the new vocabulary that will be used in the exercise.
 Explain the activity.
o Ask students to place themselves in teams of 4.
o Tell them that each team will have an answer sheet to write their answers on
it.
o Explain that each student will have different clues.
o They will each take turns reading their clue.
o Once all four students have read their clues, they must discuss together in
order to determine which animal is defined by the clues.
o One student must write the answers on the answer sheet.
 After the activity:
o Go over the answers with the class.
 Ask students to take turn giving the answers

 Close-Up:
As a close-up activity, you can ask students to describe their favourite animals.
The remaining students must try to guess what animal the person has in mind.

7
 8
WORKSHEET 1.1

WORKSHEET 1.1
 9
WORKSHEET 1.2
ANSWER KEY 1

1. rabbit
2. frog
3. snail
4. duck
5. cat
6. squirrel
7. sheep
8. snake
9. horse
10. raccoon

10
 Activity 2: What’s in Tricky Fox’s Bag? (Part C)
LESSON PLAN

Activity Description
In the story Tricky Fox keeps changing the objects in his bag for bigger objects/animals.
In this activity, students will have to help Tricky Fox plan his tricks by helping him place
the animals in an increasing order. This activity will also allow them to increase their
vocabulary by learning the name of various wild and farm animals.

Materials Needed
Didactic Other
Worksheets (one per student) Pencil
Answer key Eraser
Blackboard
Chalk

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS
 The student prepares to
 The student reacts to  The student prepares to
x listen to and read texts x
messages using strategies write texts using strategies
using strategies
 The student takes the  The student demonstrates
initiative to transmit oral x understanding of oral and x  The student composes
written texts using texts using strategies
messages using strategies
strategies

 The student maintains oral  The student carries out  The student revises his/her
x meaningful tasks using x
interaction using strategies strategies texts using strategies

Procedure

 Review animal vocabulary seen the previous class

 Verify prior knowledge
-Draw pictures on the blackboard and ask students what the names are in
English
 Teach students the new vocabulary using the same technique used to verify their
prior knowledge
 Ask a student to help you distribute the worksheets (one per student)
 Explain the activity
-Ask students to get in teams of two
-Tell students that they have to place the vocabulary at the top of the page in
an increasing size order.
-They must write the name of the animals on the lines provided
 Close-up activity
-Correct the activity with the students, using the answer key provided and the
blackboard to provide students with visual support

11
WORKSHEET 2.1

Name :______________

Activity 2 : What’s in Tricky Fox’s Bag?

Tricky Fox tricks the humans in putting animals in his sack. He

starts by putting a small log in it and then trades it for a loaf of bread and again for
animals. He first asks for a chicken and then a pig. Help Tricky Fox decide in which
order he should ask for these animals by placing them in order from the smallest one to
the biggest.
(He has a huge bag; an elephant would fit in it.)

Frog Snail Sheep Cow Snake

Chicken Duck Cat Dog Rabbit
Mouse Raccoon Squirrel Pig Bear

Smallest
1)
2)
3)
4)
5)
6) 8)
7) 9)
10)
11)
12)
13)
14)
15)

Biggest

12
ANSWER KEY 2

1. snail
2. frog
3. mouse
4. squirrel
5. rabbit
6. chicken
7. duck
8. cat
9. raccoon
10. snake
11. dog
12. sheep
13. pig
14. cow
15. bear

*Note that some answers may vary. For example: snake, and dog may be placed
elsewhere.

13
 Activity 3: Dealing with Feelings (Part D)
LESSON PLAN

Activity Description
Students have to identify different feelings using the provided context and the scrambled
letters of the word. Students are prepared to do this activity by an introduction showing
images from the story showcasing the different feelings the activity focuses on.

Materials Needed
Didactic Other
PowerPoint presentation or Flashcards Projector and laptop computer (optional)
Worksheets (one per student) Pencil
Answer key Eraser
Dictionary

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS
 The student prepares to
 The student reacts to  The student prepares to
listen to and read texts
messages using strategies write texts using strategies
using strategies
 The student demonstrates
 The student takes the
initiative to transmit oral
understanding of oral and x  The student composes
messages using strategies written texts using texts using strategies
strategies

 The student maintains oral  The student carries out  The student revises his/her
meaningful tasks using x
interaction using strategies strategies texts using strategies

Procedure
Before the activity
 Prepare the PowerPoint presentation, set up the laptop and the projector if you
decide to use it.
During the activity
 Show images of the story and ask the students to identify the feeling for each image
and explain them if necessary. (flashcards or PowerPoint presentation)
 Mention to the students that they can use their dictionary if they need it.
 Have the students complete the activity sheet.
 Correct the activity with the students by having them give their answers.

14
WORKSHEET 3.1
Name :______________

Activity 3: Dealing with Feelings

Use the clues given and the scrambled words in parenthesis to fill the blanks.

1. (agroatrn) ______________ is the opposite of bashful.

2. Curious is the opposite of (nnfiitdfere) ______________.

3. To be (thdignfere) ______________ means to be very scared.

4. (setideertn) ______________ is the opposite of bored.

5. (lyofju) ______________ is the opposite of sad.

6. To be (isuvmecisoh) ______________ means to be badly behaved.

7. Tricky Fox is (luitfpi) ______________ when he goes to each house.

8. Brother Fox is (epzzlud) ______________ when Tricky Fox returns with

something in his sack.

9. Tricky Fox is (tfiisades) ______________ after he successfully tricks the

ladies.

10. The ladies are (isucpsusio) ______________ when they decide to let
Tricky Fox stay for the night.

15
ANSWER KEY 3

Activity 3: Dealing with Feelings

Use the clues given and the scrambled words in parenthesis to fill the blanks.

1. (agroatrn) Arrogant is the opposite of bashful.

2. Curious is the opposite of (nnfiitdfere) indifferent.

3. To be (thdignfere) frightened means to be very scared.

4. (setideertn) interested is the opposite of bored.

5. (lyofju) joyful is the opposite of sad.

6. To be (isuvmecisoh) mischievous means to be badly behaved.

7. Tricky Fox is (luitfpi) pitiful when he goes to each house.

8. Brother Fox is (epzzlud) puzzled when Tricky Fox returns with something
in his sack.

9. Tricky Fox is (tfiisades) satisfied after he successfully tricks the ladies.

10. The ladies are (isucpsusio) suspicious when they decide to let Tricky Fox
stay for the night.

16
FLASHCARD 3.1

FLASHCARDS

Arrogant
17
FLASHCARD 3.2

Tired
18
FLASHCARD 3.3

Curious
19
FLASHCARD 3.4

Pitiful
20
FLASHCARD 3.5

Interested
21
FLASHCARD 3.6

Frightened

22
FLASHCARD 3.7

Satisfied
23
FLASHCARD 3.8

Mischievous
24
FLASHCARD 3.9

Puzzled
25
FLASHCARD 3.10

Suspicious
26
FLASHCARD 3.11

Happy
27
 Activity 4: Homework (Part G)
DESCRIPTION

The crossword is intended as an assignment. It was created with the idea of

giving students more practice with the vocabulary learnt since the beginning of
the unit. However, it should be noted that this activity could be done in class if
desired.

28
WORKSHEET 4.1

Name : ___________________

Use the clues to find the correct words and write them in the
grid. Try not using your notes to do the crossword.

29
WORKSHEET 4.2
Down

1. I am a wild animal. I look like a

fox but I am gray and I wear a
black mask.
2. All three ladies are . They
look into the sack.
4. The feeling the foxes had when
they saw the dog instead of the
pig
6. The look Brother Fox has when
he sees Tricky Fox with the big
Across sack.
7. A synonym for sleepy
3. I am a small wild animal. I can 10. Tricky Fox thinks he is the best.
climb trees and I have a long He likes to brag to Brother Fox.
furry tail. Answer: squirrel He is .
4. I am a small slimy jumping 11. When you like to play tricks or
creature. cause trouble
5. I crawl very slowly and I carry 12. I am a black and white farm
my home with me. animal.
8. When you don’t trust someone or 16. I am the animal that Tricky Fox
something would love to have.
9. You listen to the rules.
12. Tricky Fox traded the loaf of
bread for me.
13. I am a farm animal. I have
feathers and I can swim.
14. Tricky Fox is very __
when he obtains what he wants.
He dances and he sings.
15. I am a little furry animal that
hops.
16. The look Tricky Fox has when
he knocks on the doors.
17. The feeling you have when you
are happy with the results.

30
ANSWER KEY 4

Across: Down:

3. Squirrel 1. Raccoon
4. Frog 2. Curious
5. Snail 4. Frightened
8. Suspicious 6. Puzzled
9. Well-behaved 7. Tired
12. Chicken 10. Arrogant
13. Duck 11. Mischievous
14. Happy 12. Cow
15. Rabbit 16. Pig
16. Pitiful
17. Satisfied

31
 Activity 5: Tricky Grammar: Simple Past (Part E)
LESSON PLAN

Activity Description
An excerpt from the story is presented to the students. The verbs in the simple past are
highlighted. The grammar rule for the simple past is explained and the irregular verbs
needed to complete the activity are listed. Students have to complete an excerpt of the
story from which the verbs in the simple past have been removed and only the infinitive
form is provided.

Materials Needed
Didactic Other
Worksheets (one per student) Pencil
Answer key Eraser

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS
 The student prepares to
 The student reacts to  The student prepares to
listen to and read texts x x
messages using strategies write texts using strategies
using strategies
 The student demonstrates
 The student takes the
initiative to transmit oral understanding of oral and x  The student composes
written texts using texts using strategies
messages using strategies strategies
 The student carries out  The student revises
 The student maintains oral
meaningful tasks using x his/her texts using
interaction using strategies strategies strategies

Procedure
Contextualization
 Read the story to the students
 Ask the students to read the text in the contextualization part individually and to pay
attention to the highlighted verbs in the simple past tense.
Decontextualization
 Ask questions to the students and try to elicit the grammar rules from them:
 What did you notice about the highlighted verbs?
 How do they end? (-ed for some, different spelling for others)
 What are the verbs in –ed called?
 What are the other verbs called? (irregular verbs)
 Clearly explain the grammar rules for the simple past tense
Recontextualization
 Explain and have the students complete the activity.
 When the students are finished, correct the activity by eliciting the answers from the
students.

32
WORKSHEET 5.1
Name :______________

Activity 5: Tricky Grammar

Read the following excerpt from the story and notice how the highlighted verbs are
written.

And Tricky Fox, he picked up his sack, and he ran off into the woods.

Tricky Fox ran, and he ran, and he kept on running until just before it started getting dark. Then
he stopped, and he picked up a little piece of log, and he put it into his sack.
Then he knocked on the door of a nearby cottage.

When a lady opened the door, Tricky Fox hunched over like he was feeble, and in a rickety
voice he said:
“I’m on my way to Bonny Bunny Bay.
The night grows cold,
And I’m so old.
Please let me stay.”

The lady felt sorry for him, and she said, “Okay, I’ll let you stay, but no tricks!”
“Oh, no!” said Tricky Fox. “I’m so worn out, I can’t think of anything but curling up in front of your
fire. I’m just worried about my sack, is all. I don’t’ like for anyone to look in it, and I’m too tired to
guard it.”
“Don’t worry,” said the lady. “Leave it with me. I won’t look in your sack.”
“I know you won’t,” grinned Tricky Fox, and he handed her his sack and pretended to fall
asleep.

Focus on Form – Simple Past

Action done and completed in the past / Past Habit / series of past events

Is it an irregular verb? Some irregular verbs

YES -> 2nd column of the irregular verb list Base Form Simple Past
be was/were
NO ->
keep kept
1- Does the verb end in a consonant + y -> ied feel felt
Example: (carry) carried go went
2- Add –ed
hear heard
Double the last consonant of the verb if… hang hung
1- One syllable verb put put
Example: (stop) stopped
2- Consonant + Vowel + Consonant ending run ran
Example: (admit) admitted say said
take took

33
WORKSHEET 5.2

Name: ___________________

Activity 5: Tricky Grammar (Simple Past)

Complete the following sentences by writing the verb in parenthesis using the
simple past. Refer to the previous explanation and irregular verbs list.

All day long, Tricky Fox, he (hang) out in the woods until just before it
(start) getting dark again.

Then he (knock) on the door of another nearby cottage.

A lady (open) the door, and Tricky Fox (hunch) over;

and in a rickety voice he (say) :
“I’m on my way to Bonny Bunny Bay.
The night grows cold,
And I’m so old.
Please let me stay.”

This lady (feel) sorry for him, too, and she (say) ,
“Okay, I’ll let you stay but no tricks!”
“Oh, no!” (say) Tricky Fox. “I’m just worried about my sack, is all. I don’t
like for anyone to look in it, and I’m too tired to guard it.”
“Don’t worry,” (say) the lady. “Just leave it with me. I won’t look in it.”

But even so, this lady couldn’t resist a quick peek into that sack, either: “Just a loaf of
bread,” she (say) to herself, and she (go) to sleep.

When Tricky Fox (hear) her snoring, quiet, quiet, quiet,

he (go) over, tippy toe, tippy toe, (take) out his loaf of
bread…

34
ANSWER KEY

Activity 5: Tricky Grammar: Simple Past

Complete the following sentences by writing the verb in parenthesis using the
simple past. Refer to the most common irregular verbs list.

All day long, Tricky Fox, he (hang) hung out in the woods until just before it (start)
started getting dark again.

Then he (knock) knocked on the door of another nearby cottage.

A lady (open) opened the door, and Tricky Fox (hunch) hunched over; and in a rickety
voice he (say) said:
“I’m on my way to Bonny Bunny Bay.
The night grows cold,
And I’m so old.
Please let me stay.”

This lady (feel) felt sorry for him, too, and she (say) said, “Okay, I’ll let you stay but no
tricks!”
“Oh, no!” (say) said Tricky Fox. “I’m just worried about my sack, is all. I don’t like for
anyone to look in it, and I’m too tired to guard it.”
“Don’t worry,” (say) said the lady. “Just leave it with me. I won’t look in it.”

But even so, this lady couldn’t resist a quick peek into that sack, either: “Just a loaf of
bread,” she (say) said to herself, and she (go) went to sleep.

When Tricky Fox (hear) heard her snoring, quiet, quiet, quiet, he (go) went over, tippy
toe, tippy toe, (take) took out his loaf of bread…

35
 Activity 6: What if… (Part C – Long Term)
LESSON PLAN

Activity Description
Students will be asked to write an ending to the story. They will then present it to the
class. Since students will work hard on it, it is suggested to display their work either in
the English classroom, the library or in the hallway. This activity is intended to last two
periods.

Materials Needed
Didactic Other
Worksheets (one per student) Pencil
Answer key Eraser
Blackboard
Chalk

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS
 The student prepares to
 The student reacts to  The student prepares to
listen to and read texts x x
messages using strategies write texts using strategies
using strategies
 The student takes the  The student demonstrates
initiative to transmit oral
understanding of oral and x  The student composes x
written texts using texts using strategies
messages using strategies
strategies
 The student carries out  The student revises
 The student maintains oral
meaningful tasks using x his/her texts using x
interaction using strategies strategies strategies

Procedure

1st period:

 Read the story and stop at “That rascal!” she said to herself. “I’ll fix him.”
 Review the vocabulary related to animals and feelings
 Review how to form the simple past
 Verify prior knowledge about grammatical sentences
 Write the “formula” for writing grammatical sentences
 (adjective)+ subject + verb + object
 Explain the activity
 Tell students that they will write their own ending of the story
 Tell students that they will need to write at least 10 sentences (one full page)
 The first sentence written should be “That rascal!” she said to herself. “I’ll fix him.”
 Write the first sentence on the blackboard to provide visual support
 Encourage students to use their creativity as much as they can
 Mention that they will have to present their ending to the class afterwards.
 Hand out the worksheets
 Give the remaining period as working time to create their version of the end.

36
 Ask students to finish their story for homework if it is not completed

2nd period:

 Close-up activity
 Read the story up till “That rascal!” she said to herself. “I’ll fix him.”
 Ask students to present their endings
 (you can read some of the endings yourself and post the others around the
classroom and ask students to circulate around or ask all students to come to the
front of the class and read their work)

37
WORKSHEET 6.1

Name: ___________________

Activity 6: What If...

Imagine if the teacher had put a pig in the sack instead of the dog. How do you think the

story would have ended? Would the fox have eaten it? What would have happened to

the pig? Would the teacher have followed Tricky Fox into the woods?

Write your own ending to the story (about 10 sentences).

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

_____________________________________________________________________

________________________________________________

___________________________________________

_______________________________________

___________________________________

38
 Activity 7: Help Me Remember… (Part C)
LESSON PLAN

Activity Description
In this activity, students will have the opportunity to interact orally and reinvest their
understanding of the text. For the first time, since the beginning of the unit, the story will
have fully been read to them before doing the activity. They will have to discuss in
groups and create questions for another team. Afterwards, they will have to answer
another team’s questions. This activity will allow students to assimilate the story more in-
depth.

Materials Needed
Didactic Other
Worksheets (one per team) Pencil
Eraser
Blackboard
Chalk

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS
 The student prepares to
 The student reacts to  The student prepares to
x listen to and read texts x x
messages using strategies write texts using strategies
using strategies
 The student takes the  The student demonstrates
initiative to transmit oral x understanding of oral and x  The student composes x
written texts using texts using strategies
messages using strategies
strategies
 The student carries out  The student revises
 The student maintains oral
x meaningful tasks using x his/her texts using x
interaction using strategies strategies strategies

Procedure
 Read the story
 Review the story with the students
 Ask students to explain the story in their own words, paraphrase the story
 Write the main ideas on the blackboard.
 Teach students how to create grammatical questions
 Question word + verb + subject + object + ?
 Explain the activity
 Ask student to get in teams of four
 Tell students that they will have to write four questions related to the story
 Once they are done, they raise their hands so you know they are finished
 When two teams are done, they switch papers and answer the questions
 When they are done answering the questions, they return the paper to the other
team and they must correct the answers.
 Give student time to complete the activity
 Close-up activity
 Ask a few students to ask one of their questions (one or two students per team)

39
 Ask the class if they know the answer

40
WORKSHEET 7.1

Activity 7: Help Me Remember...

1) In teams of four, discuss about the story.

2) Write four questions.
3) When you receive another team’s copy, try answering the questions. Write your
answers on the sheet.
4) Once you have completed, exchange papers. Correct the answers.

Names (questions): Names (answers):

Questions:
1)

2)

3)

4)

Answers:
1)

2)

3)

4)

41
 Activity 8: Story Scramble (Part C)
Activity Description

Students, in teams of 4, have to place the events of the story in chronological order.
Each team is given an envelope with the scrambled story parts. The events of the story
are paraphrased so the students must reinvest their comprehension of the story in order
to be able to accomplish the task.

Materials Needed
Didactic Other
Handout 9 (Envelopes containing
scrambled story)
Answer key

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS
 The student prepares to
 The student reacts to  The student prepares to
x listen to and read texts x
messages using strategies write texts using strategies
using strategies
 The student demonstrates
 The student takes the
initiative to transmit oral x understanding of oral and x  The student composes
messages using strategies written texts using texts using strategies
strategies
 The student maintains oral  The student carries out  The student revises his/her
x meaningful tasks using x
interaction using strategies strategies texts using strategies

Procedure

Before the activity

 Make enough photocopies in order to give one scrambled story to each team of 4
students.
 Cut the different parts of the story and place them in an envelope for each team.
During the activity
 Read the whole story
 Have the students get in teams of 4.
 Assign and explain cooperative learning social roles
 Student 1: Materials Manager -> is responsible for getting and returning his team’s
materials (envelope with scrambled story)
 Student 2: English Monitor -> reminds his teammates to speak English at all times
 Student 3: Time Keeper -> keeps track of the time remaining
 Student 4: Task Keeper -> makes sure his teammates stay on task
 Explain the activity
 Teammates will have to work together in order to place the story’s events in
chronological order. (Task Keeper)
 They must speak English at all times. (English Monitor)
 Provide functional languages for communication within the team.

42
 What do you think?
 I think this part goes before/after that one.
 Tell the students they have 20 minutes to complete the task.
 Ask the Materials Manager to get an envelope containing the scrambled story for his
team and they begin doing the activity.
 Correct the activity with the whole group eliciting the answers from students.

43
HANDOUT 8.1

Activity 8: Story Scramble

A) When Tricky Fox gets home, his brother sees the sack and he thinks there is a pig inside so
he eats his hat.

B) The lady agrees to let Tricky Fox stay for the night. Before going to sleep, the lady looks
inside Tricky Fox’s bag and finds out there is a piece of log.

C) Tricky Fox does not know the lady is a teacher and that teachers aren’t easy to fool. The lady
is suspicious so she comes around the side of her house and looks through the window. She
sees Tricky Fox dance and sing his sassy song.

D) A teacher begins telling a story to a group of children.

E) The teacher finishes telling a story to a group of students.

F) Just as it happened before, while the lady is asleep, Tricky Fox let the chicken loose and goes
back to sleep.

G) Tricky Fox hangs out in the woods all day. When it starts to get dark, he goes to a nearby
cottage and asks to stay for the night for a third time. The lady agrees to let Tricky Fox stay for
the night. Before going to sleep, the lady looks inside Tricky Fox’s bag and finds out there is a
chicken.

H) While the lady is asleep, Tricky Fox puts the piece of log on the fire and goes back to sleep.
In the morning, Tricky Fox pretends he had a loaf of bread in his sack and the lady gives him a
loaf of bread.

I) In the morning, Tricky Fox pretends he has a pig in his bag. The lady goes out to the pigpen to
get a pig.

J) Tricky Fox runs off into the woods with his sack. He spends the day in the woods. When it
starts to get dark, he goes to another nearby cottage and asks to stay for the night. The lady
agrees to let Tricky Fox stay for the night. Before going to sleep, the lady looks inside Tricky
Fox’s bag and finds out there is a loaf of bread.

K) Tricky Fox unties the sack and the lady’s bulldog jumps out and chases them off into the
woods.

44
HANDOUT 8.1 (CONTINUED)

L) Tricky Fox brags to Brother Fox that he can get a pig.

M) While the lady is asleep, Tricky Fox eats the loaf of bread and goes back to sleep. In the
morning, Tricky Fox pretends he had a chicken in his sack and the lady gives him a chicken.

N) The lady is very mad at Tricky Fox. Instead of putting a pig into Tricky Fox’s sack, she puts
her bulldog in it. Then, she gives back the sack to Tricky Fox and he leaves.

O) Tricky Fox puts a piece of log in his bag. Then, he stops at a nearby cottage and asks to stay
for the night.

45
ANSWER KEY 8

Activity 8: Story Scramble

1. D 6. J 11. C
2. L 7. M 12. N
3. O 8. G 13. A
4. B 9. F 14. K
5. H 10. I 15. E

D) A teacher begins telling a story to a group of children.

L) Tricky Fox brags to Brother Fox that he can get a pig.

O) Tricky Fox puts a piece of log in his bag. Then, he stops at a nearby cottage and asks to stay
for the night.

B) The lady agrees to let Tricky Fox stay for the night. Before going to sleep, the lady looks
inside Tricky Fox’s bag and finds out there is a piece of log.

H) While the lady is asleep, Tricky Fox puts the piece of log on the fire and goes back to sleep.
In the morning, Tricky Fox pretends he had a loaf of bread in his sack and the lady gives him a
loaf of bread.

J) Tricky Fox runs off into the woods with his sack. He spends the day in the woods. When it
starts to get dark, he goes to another nearby cottage and asks to stay for the night. The lady
agrees to let Tricky Fox stay for the night. Before going to sleep, the lady looks inside Tricky
Fox’s bag and finds out there is a loaf of bread.

M) While the lady is asleep, Tricky Fox eats the loaf of bread and goes back to sleep. In the
morning, Tricky Fox pretends he had a chicken in his sack and the lady gives him a chicken.

G) Tricky Fox hangs out in the woods all day. When it starts to get dark, he goes to a nearby
cottage and asks to stay for the night for a third time. The lady agrees to let Tricky Fox stay for
the night. Before going to sleep, the lady looks inside Tricky Fox’s bag and finds out there is a
chicken.

F) Just as it happened before, while the lady is asleep, Tricky Fox let the chicken loose and goes
back to sleep.

46
I) In the morning, Tricky Fox pretends he has a pig in his bag. The lady goes out to the pigpen to
get a pig.

C) Tricky Fox does not know the lady is a teacher and that teachers aren’t easy to fool. The lady
is suspicious so she comes around the side of her house and looks through the window. She
sees Tricky Fox dance and sing his sassy song.

N) The lady is very mad at Tricky Fox. Instead of putting a pig into Tricky Fox’s sack, she puts
her bulldog in it. Then, she gives back the sack to Tricky Fox and he leaves.

A) When Tricky Fox gets home, his brother sees the sack and he thinks there is a pig inside so
he eats his hat.

K) Tricky Fox unties the sack and the lady’s bulldog jumps out and chases them off into the
woods.

E) The teacher finishes telling a story to a group of students.

47
 Activity 9: What Do YOU Remember? (Part F)
LESSON PLAN

Activity Description
In this activity, students will be asked to answer questions regarding the story. This
activity is to be done in two steps, the first part is to be done individually and the second
part is to be done in groups of 3-4 students.

Materials Needed
Didactic Other
Worksheets (one per student) Pencil
Answer key Eraser

ESL Competencies
TO INTERACT TO REINVEST UNDERSTANDING TO WRITE TEXTS
ORALLY IN ENGLISH OF ORAL AND WRITTEN TEXTS
 The student prepares to
 The student reacts to  The student prepares to
x listen to and read texts x x
messages using strategies write texts using strategies
using strategies
 The student takes the  The student demonstrates
understanding of oral and  The student composes
initiative to transmit oral x x x
messages using strategies written texts using texts using strategies
strategies
 The student carries out  The student revises
 The student maintains oral
x meaningful tasks using x his/her texts using x
interaction using strategies strategies strategies

Procedure
 Read the story to the students
 Review the story
 Explain the activity
 The first part is to be done individually
 Answer the questions to the best of your capacities
 The second part is to be done in groups of 3-4 students
 Using a Round Robin structure, review all the answers.
 First student reads the 1st question and his answer
 All students discuss to verify if the answer is correct
 If the answer is incorrect, modify it
 Second student reads the 2nd question and his answer
 They discuss about the answer
 Modify the answer if it is incorrect
 Do the same for the third and fourth students
 Repeat until all the questions have been verified
 Give time to do the activity
 Close-up activity
 Go over the answers with the whole class.

48
WORKSHEET 9.1

Name:____________________

Activity 9: What Do YOU Remember...?

Now that you have heard the whole story, answer the questions.

1) Who said he was able to steal a pig?

2) What would happen if Tricky Fox brought back a pig?

3) What did he do to trick the humans into giving him more valuable goods?

4) How many times did he try to trick humans?

5) What did he say to be able to sleep in the houses?

6) What was the third lady’s job?

49
WORKSHEET 9.1 (CONTINUED)

7) How did the third lady learn that the fox was trying to trick her?

8) What did Brother Fox and Tricky Fox find when they finally opened the big

sack?

9) What happened when the animal came out of the sack?

10) Who is the teacher telling the story?

50
ANSWER KEY 9

Activity 9: What Do YOU Remember...?

Now that you have heard the whole story, answer these questions.

1) Who said he was able to steal a pig?

Tricky Fox said he was able to steal a pig.

2) What would happen if Tricky Fox brought back a pig?

Brother Fox would eat his hat.

3) What did he do to trick the humans into giving him more valuable goods?

He put goods in a bag and when the humans were asleep, he got rid of the

good and then ask the ladies to replace it with a better good.

4) How many times did Tricky Fox try to trick humans?

Tricky Fox tried to trick humans three times.

5) What did he say to be able to sleep in the houses?

He said he was on his way to Bonny Bunny Bay and that he needed a

place to sleep for the night.

6) What was the third lady’s job?

She was a teacher.

7) How did the third lady learn that the fox was trying to trick her?

She peaked through the back window.

51
8) What did Brother Fox and Tricky Fox find when they finally opened the big sack?

They found the teacher’s bulldog.

9) What happened when the animal came out of the sack?

The fox were frightened and they ran off.

10) Who is the teacher telling the story?

The teacher telling the story to the student is also the teacher in the tale.

52
 Evaluation (Part H)
DESCRIPTION

The evaluation consists of three parts.

Part 1: Multiple choice questions (6 marks)

Animals: 2 questions (2 marks)
Feelings: 2 questions (2 marks)
Story-related: 2 questions (2 marks)

Part 2: Short answer questions (6 marks)

Animals: 2 questions (2 marks)
Story-related: 4 questions (4 marks)

Part 3: Writing (10 marks)

Must summarize the important events of the story.
See evaluation criteria.

EVALUATION CRITERIA

Part 3 : Evaluation criteria

Use of strategies
Resourcing
 Dictionary
 Irregular verb list
Compliance with instruction
 Must write using his own words.
 Must use simple past tense
Language conventions targeted for task
 Simple Past
Characteristics of final product
Must mention these events:
 Tricky Fox’s bet with Brother Fox (1 mark)
 First lady: trades piece of log for loaf of bread (1 marks)
 Second lady: trades loaf of bread for chicken (1 marks)
 Third lady: does not successfully trick her, she puts a dog in the sack (2 marks)
 The dog comes out of the sack and chases the foxes (1 marks)
Use of simple past (2 marks)
Language use (2 marks)

Total: 10 marks

53
EVALUATION SHEET
Name: ___________________

Evaluation

Part 1: Multiple choice (6 marks)

Circle the appropriate answer. (Only one answer is possible)

1. I am a small slimy green creature and I can jump.

a. Snail
b. Frog
c. Rabbit
d. Snake
2. I am a large strong farm animal. The car replaced me.
a. Cow
b. Duck
c. Sheep
d. Horse
3. How does Tricky Fox look when he knocks on the door.
a. Joyful
b. Arrogant
c. Pitiful
d. Satisfied
4. Tricky Fox and Brother Fox were _______ when they saw the bulldog come out
of the sack.
a. Frightened
b. Suspicious
c. Curious
d. Mischievous
5. Tricky Fox traded the loaf of bread for what?
a. Chicken
b. Pig
c. Dog
d. Log
6. How many ladies did Tricky Fox trick?
a. 1
b. 2
c. 3
d. 4

54
EVALUATION SHEET (CONTINUED)
Name: ___________________

Part 2: Short answer (6 marks)

7. Name an animal bigger than a dog.

______________________________________________________________________

8. Name an animal smaller than a squirrel.

______________________________________________________________________

9. What is the job of the last lady Tricky Fox encounters?

______________________________________________________________________

10. Who said he would eat his hat if a pig was brought to him?
______________________________________________________________________

11. Where was the teacher when she found out Tricky Fox wanted to trick her?
______________________________________________________________________

12. What did the teacher put in the sack?

______________________________________________________________________

Part 3: Writing (10 marks)

Describe the main events of the story in your own words. (minimum 5 sentences)

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

55
EVALUATION ANSWER KEY

Evaluation

Part 1: Multiple choice

1. Frog
2. Horse
3. Pitiful
4. Frightened
5. Chicken
6. 2

Part 2: Short answer

1. Name an animal bigger than a dog.

A sheep, a cow, a bear, a horse, an elephant, etc.

2. Name an animal smaller than a squirrel.

A mouse, a frog, a snail, etc.

3. What is the job of the last lady Tricky Fox encounters?

She was a teacher

4. Who said he would eat his hat if a pig was brought to him?
Brother Fox

5. Where was the teacher when she found out Tricky Fox wanted to trick her?
Outside, along the side of her house looking through the window.

6. What did the teacher put in the sack?

She put her dog in the sack.

56
ILLUSTRATION SOURCES

Activity 1: The Teacher’s Yard

Illustrations created by Andréa Barber

Activity 3: Dealing with Feelings

Smiley-faces taken from:
http://www.comet-cartoons.com/images/www/oddsandends/smileyFeelings.jpg
Flashcards taken from The Tale of Tricky Fox and modified by André Deschênes

Other Activities
Background images taken from The Tale of Tricky Fox

57