Substitute Lesson Plan: Just So Stories by Rudyard Kipling

Grade Level: 2nd Grade | Subject: ELA | Duration: ~45 minutes

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Objective

Students will listen to and discuss two "pourquoi" tales (stories that explain why something is the way it is) from Just So Stories: "How the Whale Got His Throat" and "How the Camel Got His Hump." Students will identify the characters, key events, and the "explanation" each story gives for an animal feature.

Materials

• The text of "How the Whale Got His Throat" and "How the Camel Got His Hump" (provided)
• Paper and pencil/crayons for each student
• Chalkboard/whiteboard or chart paper (optional, for listing character names)

Warm-up (~5 min)

1. Tell students: "Today we are going to hear stories that explain why animals look the way they do."
2. Ask students to name any animals they know and guess out loud why they think that animal looks a certain way (e.g., "Why do you think an elephant has a long trunk?"). Do not correct or confirm answers — this is just to get them thinking about animal features.
3. Explain: "The author of today's stories, Rudyard Kipling, made up funny explanations for animal features. Let's listen and find out!"

Main Activity (~25 min)

Part 1: Read Aloud "How the Whale Got His Throat" (~12 min)

1. Read the story aloud with expression, using different voices for the Whale, the 'Stute Fish, and the Mariner.
2. Pause after the Whale eats the Mariner and ask: "What do you think the Mariner will do inside the Whale?"
3. Finish the story. Ask the class:
4. Who tricked the Whale? (The 'Stute Fish and the Mariner)
5. What did the Mariner build inside the Whale's throat? (A grating, tied with his suspenders)
6. Why can't whales eat people anymore, according to the story? (The grating in his throat only lets very small fish through)

Part 2: Read Aloud "How the Camel Got His Hump" (~13 min)

1. Read the story aloud, emphasizing the Camel's repeated word "Humph!"
2. Invite students to say "Humph!" along with you each time it appears, in a grumpy voice.
3. After reading, ask the class:
4. Which three animals asked the Camel to work? (The Horse, the Dog, and the Ox)
5. Who came to fix the problem? (The Djinn in charge of All Deserts)
6. What did the Camel get on his back, and why? (A hump, because he was idle and wouldn't work)

Wrap-up / Exit Ticket (~10 min)

Have students fold a piece of paper in half. On one side, they draw the Whale with his grating throat; on the other side, they draw the Camel with his new hump. Under each drawing, have them write (or dictate to you) one sentence answering:

• "Why did the Whale get a grating in his throat?"
• "Why did the Camel get a hump?"

Collect the papers as the exit ticket.

If Time Remains

Have students take turns saying "Humph!" the way the Camel said it, then ask a few volunteers to retell in their own words what happened to the Camel after he kept saying "Humph!" instead of working. Alternatively, ask students to name the two "'Stute" characters who helped trick the Whale and the Camel (the 'Stute Fish and the Djinn) and discuss briefly why each story explains something about the animal's body today.