Post on 18-Mar-2018
FablesUnitLessonPlans
Subject:IntegratedLiteratureBasedUnit Grade:3Rationale:
• Fablesplayanimportantroleinteachingchildrenmoralsaswellascertainliteraryelements.Thisunitprovidesanopportunityforchildrentobrieflyexplorefablesinabroadcontext,whiledivingdeeperintothecharactersandmoralofAesop’sfamousfable,TheAntandtheGrasshopper.Childrencompare/contrastdifferentversionsofthesamestory,examinecharactersfrommultipleperspectives,andfinishtheunitwiththecreationofanoriginalfable.
EnduringUnderstanding(s):• Fablesplayanimportantroleinourculture,asameansthroughwhichwemay
learnmorals.• Fablesareretoldovertime,whichresultsinmanydifferentversionsofthesame
story.• ThemoralofTheAntandtheGrasshopper(thatitisbesttoprepareforthedaysof
necessity)mayvarydependingonthecharacter’sperspectivethroughwhichthemoralisviewed.
• Howtowriteanoriginalfableandcreateahardcoverbook
EssentialQuestions:• Whatisafable,andhowarefablesdifferentfromothertypesofstories?• Whatkindsofwisdomabouthumannatureandhumanbehaviordowelearnfrom
fables,andhowisthiswisdomrelevanttoday?• Whatcanwelearnfromexaminingoneissuethroughtheperspectiveofdifferent
characters?MarylandLearningOutcomes:Reading1.0
Standard1.D:Vocabularyo 1.D.1:Studentswilldevelopandapplyvocabularythroughexposuretoa
varietyoftexts 1.D.1.a:Acquirenewvocabularythroughlisteningto,independently
reading,anddiscussingavarietyofliterarytexts Standard1.E:GeneralReadingComprehension
o 1.E.4:Studentswillusestrategiestodemonstrateunderstandingofthetext(afterreading).
1.E.4.a:Studentswillidentifyandexplainthemainidea 1.E.4.f:Studentswillparaphrasethemainidea 1.E.4.g:Studentswillsummarize
InformationalText2.0 Standard2.1:Studentswilldevelopcomprehensionskillsbyreadingavarietyof
assignedprintandnon‐printinformationaltexts,includingelectronicmedia.LiteraryText3.0
• Standard3.3:Studentswilluseelementsofnarrativetextstofacilitateunderstanding.
o 3.3.a:Studentswillidentifyanddistinguishamongtypesofnarrativetexts
suchascharacteristicsofthegeneralcategoriesoffictionversusnonfiction,realisticfiction,talltales,legends,fables,fairytales,biographies.
o 3.3.b:Identifyandexplaintheelementsofastory.o 3.3.d:Identifyandanalyzethecharactersinastory.
• Standard3.6:Studentswilldetermineimportantideasandmessagesinliterarytexts.
o 3.6.a:Studentswillidentifyandexplainmainideasanduniversalthemes.o 3.6.b:Studentswillidentifyandexplainasimilarideaorthemeinmore
thanonetext.o 3.6.c:Studentswillretellthetexto 3.6.e:Studentswillidentifyandexplainpersonalconnectionstothetext.
• Standard3.7:Studentswillidentifyanddescribetheauthor'suseoflanguageo 3.7.d:Studentswillidentifyandexplainfigurativelanguage
(personification)Writing4.0
Standard4.1:Studentswillcomposetextsusingtheprewritinganddraftingstrategiesofeffectivewritersandspeakers
Standard4.2:Studentswillcomposeoral,written,andvisualpresentationsthatexpresspersonalideas,inform,andpersuade
o 4.2.d:Studentswillcomposetopersuadeusingsignificantreasonsandrelevantsupport.
Standard4.3:Studentswillcomposetextsusingtherevisingandeditingstrategiesofeffectivewritersandspeakers
o 4.3.b:Studentswillusesuitabletraditionalandelectronicresources(selfedit,peeredit,anddictionary)toeditfinalcopiesoftextforcorrectnessinlanguageusageandconventionssuchascapitalization,punctuation,andspelling.
o 4.3.c:Studentswillpreparethefinalproductforpresentationtoanaudience
Standard4.7:Studentswilllocate,retrieve,anduseinformationfromvarioussourcestoaccomplishapurpose.
o 4.7.b:Studentswillusevariousinformationretrievalsources(traditionaland/orelectronic)toobtaininformationonatopic.
o 4.7.c:Studentswillusenotetakingandorganizationalstrategiestorecordandorganizeinformation.
SocialStudies2.0 Standard2.C:Studentswillunderstandelementsofconflictandcompromise
o 2.C.1:Studentswillanalyzehowgroupsofpeopleinteract 2.C.1.b:Studentswillexplainhowdifferentpointsofviewmayresult
incompromiseorconflict.UnitResources:
• TheAntandtheGrasshopper(Aesop’sversion)• TheAntandtheGrasshopper(AmyLowryPoole’sversion)• Who’sGotGame:TheAntortheGrasshopper(ToniMorrison’sversion)• VocabularyStudySheet(fable,genreoraltradition,interpretation,folklore,
personification,moral,setting,evolve)• Copiesof3differentfables(TheFoxandtheCrow,TheHareandtheTortoise,and
TheStagattheRiver)• Specially‐linedpaper• 1setof‘dial‐a‐fable’wheels(animals,morals,andtraits)• FablesPre‐Writeworksheets• TipsonWritingYourOwnFablehandouts• PQPPeer‐Reviewforms• DirectionsforMakingHardcoverBooks(Figure2‐11onpage59inGailE.
Tompkins’Literacyforthe21stCenturytextbook)• Ants&Grasshoppersweb• Insectcoloringsheets• Internetsites• Personificationworksheet• CharacterMapVennDiagramworksheet• Characterperspectivechart• Antandgrasshopperstickers
LessonOne:Aesop’sFable,TheAntandtheGrasshopper
Indicators/Benchmarks:Studentwillbeableto:
• Activatepriorknowledgeandrelateittothereadingselection.• Identifymeaningsoftermsuniquetoliterarylanguage.• Identifymajorelementsofaliteraryselection.• Identifyandexplainmainideasanduniversalthemes• Understandthebasichistoryandpurposeoffables• Acquirenewvocabularythroughlisteningto,independentlyreading,anddiscussingavarietyof
literarytextsMaterial:
• VocabularyStudySheet(fable,genreoraltradition,interpretation,folklore,personification,moral,setting,evolve)
• CopiesofTheAntandtheGrasshopperforeachstudent• Copiesof3differentfables(TheFoxandtheCrow,TheHareandtheTortoise,andTheStagatthe
River)
PriorKnowledge:Askstudentsiftheyhaveeverreadafable.Ifso,havethemsharetheirpriorknowledgeofthisgenre.
LessonComponents:Introduction:Explainthatfablescomefromtheoraltraditionofstorytellingfoundinfolklorearoundtheworld.Askstudentswhatsomeotherwaysarethatwesharestoriesandinformationtoday(i.e.books,movies,plays,songs,etc)Prereading:1.LearnaboutAesop
• Aesoplivedover2000yearsagoinAncientGreece• Hewasbornaslave,andinhislifetimetwodifferentmastersownedhimbeforebeinggranted
hisfreedom.• Grantedfreedomasarewardforhiswitandintelligence• Asafreeman,hetraveledtheworldandtoldhisstorieseverywherehewent.Hewaseven
offeredaroominKingCroesusofLydia’scourt.• Hisstories,calledfables,weretoldforhundredsofyearsbeforepeoplewrotethemdown.• Fablesareaspecialkindoftale.• Inmostfables,animalcharactersactlikehumans(personification).• Afableteachesamoral(orlesson)abouthumans.Amoralisdrawnfromwhathappensina
fable.2.LearnaboutFables
• Distributeandgooverfablesvocabularysheet• CharacteristicsofaFable:
• Tellsonestoryandteachesonemoral.• Itinvolvesanimals,plantsorforcesofnature• It’sshort,direct,andhasmainlyaction.
• It’suniversal,cross‐cultural,andcross‐generational• Includeselementsofpersonification
Reading:Tellstudentsthatfablesaremeanttobeheardmultipletimes.“Itisusuallyeasiertoappreciateandunderstandafableifyouhearitmorethanonce.”Thefirsttime,youenjoythestory.Thesecondtime,youcanstudythecharactersandfindthelessontaughtabouthumannature.DistributecopiesofTheAntandtheGrasshoppertostudentssotheymayfollowalongastheteacherreadsthefablealoud.AfterReading:Reviewwithstudentstheelementsofafable:characters,setting,plot(events),problem,solution,andamoral.DisplayStoryStructurechartonchalkboard,elicitvolunteerstocompletechartasaclassusingelementsfromTheAntandtheGrasshopper.Promptquestionsmayinclude:Whoarethecharactersinthestory?WhyistheAntworkingsohard?Whyisthegrasshoppertellinghimtostop?Whenwintercomeswhatisthegrasshopper’sproblem?Howdoeshesolvehisproblem?Whatlessondoeshelearnfromthisexperience?Minilesson:Retellingastory:Explaintostudentsthatretellingastorymayinvolvechangingsomedetails,butnotthemainpointofthestory.Explainthattheprocessofretellingstorieshasresultedindifferentversionsofthesamefablesthatweknowsowelltoday.Application:Remindstudentsthatstorytellerstoldfablesoverandoveragain.Astheywereretoldovertheyears,theirdetailsoftenchangedandevolved(linktonewvocabularyword).Havestudentscountoffby3s(1,2,3,1,2,3)Explainthatall#1swillbereadingTheFoxandtheCrow,all#2swillbereadingTheHareandtheTortoise,andall#3swillbereadingTheStagattheRiver.Explaintostudentsthattheywillbegroupedintogroupsofthree,witha1,2,and3ineachgroup.Eachmemberofthegroupwillreadtheirassignedfableandthenshareitwiththeirothergroupmembersbyretellingit.Aftereachretelling,groupsshouldworktogethertofillinanewcolumnontheirStoryStructurechartforeachofthe3fables.So,intheend,studentswillhave4columnsfilledout(1forTheAntandtheGrasshopper,and3fromtheirgroupwork).Closure:Cometogetherasaclasstodiscussactivity.Askforvolunteerstosharetheirre‐tellingswiththewholeclass.GooverStoryStructurecharts‐compare/contrastelementsthatdifferentgroupscameupwith.Add3newfablestoclassStoryStructurechartontheboard.Assessments:informal:circleclassroomduringgroup‐work,listentoindividualsre‐telltheirfable.LookoverStoryStructurechartstomakesurestudentsarefillinginproper/appropriateinformation.
Differentiation:Studentswhoexperiencetroublereadingmaydifficultywiththere‐tellingportionofthislesson.Perhapsthesestudentswillbepairedwithmoreadvancedstudents.
LessonTwo:Ants&GrasshoppersinRealLife
Indicators/Benchmarks:Studentwillbeableto:
• Conductresearchusingavarietyofresources(booksandinternet)• Useavarietyoftechnologicalandinformationresourcestogatherandsynthesizeinformation
andtocreateandcommunicateknowledge.• Readandextrapolateinformationfromnon‐fictiontextstolearnaboutthecharacteristicsof
antsandgrasshoppersinourworld.• Makeconnectionsbetweenreal‐lifeantsandgrasshoppersandtheAntandGrasshopper
charactersfromAesop’sfable,TheAntandtheGrasshopper.
Material:antandgrasshopperstickers,Ants&GrasshoppersWeb,insectcoloringsheets
http://www.heatersworld.com/bugworld/antpage.html
http://www.zoomschool.com/subjects/insects/ant/Antcoloringpage.shtml
http://www.enchantedlearning.com/subjects/insects/orthoptera/Grasshopperprintout.shtml
http://www.thaibugs.com/Articles/grasshoppers.htm
PriorKnowledge:basiccomputerskills,suchasaccessinginformationonline
LessonComponents:Introduction:Divideclassinhalf‐tellonehalfthattheyaregoingtobeantsfortheday,andtheotherhalfisgoingtobegrasshoppersfortheday.Giveeachstudentanantoragrasshopperstickerasareminder.Askstudentstothinkofplacestheyhaveseentheirassignedinsect,andthingstheyhaveseentheirassignedinsectdoing.Brainstormindependentlyandjotdownnotesinjournals.Prereading:DistributecopiesofAnts&GrasshoppersWebtostudents.Copywebontochartpaper;displayonboard.Explaintostudentsthat,astheyreadtheycompletetheirassignment,theywillbefindinginformationtocompletetheirwebs.Minilesson:Classificationofinformation.Ontheirwebs,studentswillneedtoidentifyinformationasfittingintooneofthreecategories:Whatdoesitlooklike?Wherecanitbefound?Whatmightitbefounddoing?Reading/Application:Re‐groupclass,soallthe‘ants’areinoneareaandallthe‘grasshoppers’areinanother.Explaintothestudentsthattheywillbedoingresearchontheirassignedinsect,usingbooksandtheinternet.DistributecopiesofTheLifeandTimesoftheAnt,byCharlesMicuccito‘ants’andcopiesofGrasshoppers,byMargaretHallto‘grasshoppers’.Forthereadingportion,allowstudentstochoseapartner(withintheir‘insectgroup’)withwhomtheywillreadthebook.Theywilldotheinternetresearchindividually.Allow10minutesateachstation(computerandbook).Explaintostudentsthattheymustcompletetheirportionoftheweb(eitherantorgrasshopper,dependingonassignment)astheyconducttheirresearchusingthebookandtheinternet.Tellstudentstheyshouldputdownasmuchinformationastheycanfind!AfterReading:After20minutesof‘researchtime,’re‐groupstudentssothatan‘ant’ispairedwitha‘grasshopper.’Askpartnerstoshareinformationtheyhavelearnedabouttheirrespectiveinsects,andhavestudentscompletetheirwebsforinsecttowhichtheywerenotassigned.(‘Ants’willfillininformationongrasshopperweb,and‘grasshoppers’willfillininformationonantweb).Intheend,
assignment)astheyconducttheirresearchusingthebookandtheinternet.Tellstudentstheyshouldputdownasmuchinformationastheycanfind!AfterReading:After20minutesof‘researchtime,’re‐groupstudentssothatan‘ant’ispairedwitha‘grasshopper.’Askpartnerstoshareinformationtheyhavelearnedabouttheirrespectiveinsects,andhavestudentscompletetheirwebsforinsecttowhichtheywerenotassigned.(‘Ants’willfillininformationongrasshopperweb,and‘grasshoppers’willfillininformationonantweb).Intheend,allstudentsshouldhavebothwebscomplete.Closure:Askstudentstoshareinformationfromthe“Whatmightitbefounddoing?”categoryoftheirwebs,Addthisinformationtotheclasswebontheboard.Probestudentstomakeconnectionsbetweencharacteristicsofrealantsandgrasshoppersandthecharacters,theAntandtheGrasshopper,fromAesop’sfable.Explaintothestudentsthat,today,welearnedaboutthelivesofrealantsandrealgrasshoppers,butthatinAesop’sfable,TheAntandtheGrasshopper,thesecharacterswerepersonified.Tomorrow,welearnmoreaboutpersonificationandhowitisusedinfablesandotherliteraturetohelptellastory.Assessments:Collectwebsfromallstudents.Assessforcompleteness,andaccuracyofclassifications.Anecdotalassessmentofstudentengagementduringgroup/independentworktime.Werestudentsremainingontask?Werestudentsworkingtogetherwhennecessary?Werestudentsengagingwithavarietyofmaterials?Didsomestudentsprefercertainresourcesoverothers(computersvs.books)?
Differentiation:provideinsectcoloringsheetsforfastfinishers.Pairstudentswhomayneedmoreassistancewithcomputerportionofassignment.
LessonThree:Personification
Indicators/Benchmarks:Studentwillbeableto:
• Identifytheuseofpersonificationinthefable,TheAntandtheGrasshopper• Understandhowpersonificationenhancesastory’scharacters• Visuallyrepresentthecharactersandthehumantraitstheypersonifiedinthefable
Material:CopiesofPersonificationworksheet,blankpaperforcharactersketches
PriorKnowledge:knowledgeofAesop’sversionofTheAntandtheGrasshopper
LessonComponents:Introduction:Writeexamplesofpersonificationontheboard:"Theancientcargroanedintothirdgear;""Thecloudscatteredrainthroughoutthecity;""Thetropicalstormsleptfortwodays."Askstudentswhattheynoticeaboutthesesentences(theyalldescribehumanactions).Explainthatthenonlivingobjectsintheabovesentences(car,cloud,storm)havebeengivenhumanqualities(groaned,scattered,slept).Addingmeaningtononlivingornonhumanobjectsinthismannerisaliterarydevicecalledpersonification.Write‘personification’ontheboardandaskstudentswhethertheyseeafamiliarwordwithintheword,‘personification’(person).Writethedefinitionofpersonificationfromtheirvocabsheets(givinghumancharacteristicstoeverydayideas,objects,andanimals)ontheboard.
Prereading:HavestudentscompletePersonificationworksheet.Aftercompletion,explaintostudentsthat,inmostfablesthecharactersareanimalsandthattheseanimalsusuallyrepresentspecifichumanqualities.Theyactandtalkinawaythatshowsonequality,suchasgreedorcleverness.AskstudentstolistenforexamplesofpersonificationasteacherreadsaloudTheAntandtheGrasshopper.Reading:AskstudentstopullouttheircopiesofTheAntandtheGrasshopper.Re‐readthefabletotheclass.Explaintothestudentsthat,astheteacherreads,theyaretolistenforexamplesofpersonificationofthecharacters.AfterReading:Askstudents,“WhathumancharacteristicsarepersonifiedbytheAntandtheGrasshopper?Howdothesecomparetothecharacteristicsofrealantsandgrasshoppersthatwelearnedaboutyesterday?”(Examples:“antsarehardworkers,justliketheAntinthefable.”“Ilearnedthatsomegrasshopperssingbyrubbingtheirlegstogether,andtheGrasshopperinthefablewasamusician.”)Writesomeexamplesontheboard.Then,askstudentstothinkofimagesthatcometomindwhentheyhearthecharacteristics,“hardworking”or“lazy”.(Example:constructionworker=hardworking,layinginahammock=lazy).Application:Havestudentschooseacharacteristicfromtheboard(hardworkingantorlazygrasshopper)anddrawapictureofeithertheAntortheGrasshopperpersonifyingtheircharacteristic.Forexample,astudentmightchoosetodrawanantwithaconstructionworker’shat.Makesurestudentsunderstandthattheyaretodrawthecharacterpersonifyingacertaintrait.Tellstudentsthatyouwillbereviewingtheirdrawings.Closure:Asksomeonetoonceagaingivethedefinitionofpersonification.Tellstudentsthatusingfigurativelanguagelikepersonificationhelpstomakeourwritingmuchmorefuntoread,andhelpsusbetterunderstandimportantmorals,suchasthemoralfromTheAntandtheGrasshopperthat“itisbesttoprepareforthedaysofnecessity.”Iftimeallows,askfor
worker’shat.Makesurestudentsunderstandthattheyaretodrawthecharacterpersonifyingacertaintrait.Tellstudentsthatyouwillbereviewingtheirdrawings.Closure:Asksomeonetoonceagaingivethedefinitionofpersonification.Tellstudentsthatusingfigurativelanguagelikepersonificationhelpstomakeourwritingmuchmorefuntoread,andhelpsusbetterunderstandimportantmorals,suchasthemoralfromTheAntandtheGrasshopperthat“itisbesttoprepareforthedaysofnecessity.”Iftimeallows,askforvolunteerstosharetheirpictureswiththeclass.First,allowtheclasstoexaminethedrawingandguesswhattraitthecharacterispersonifying.Thenhavetheillustrator(student)explainingwhattheydrew,whytheychosetorepresentthatcharacter,andwhattraitthecharacterispersonifying.Assessments:CollectPersonificationworksheets,andassessforaccuracy.Informalassessmentonstudentengagementduringclassdiscussion.Assessstudents’drawingstomakesuretheyhaveincludedapersonifiedtraitintheirdepictionofthecharacter.
Differentiation:Visualrepresentationofpersonifiedcharacterprovidesanopportunityforless‐literatechildrentoillustratetheirknowledgeofpersonification
LessonFour:ComparingVersionsofTheAntandtheGrasshopper
Indicators/Benchmarks:Studentwillbeableto:
• Identifygeneralsimilaritiesanddifferencesbetweendifferentversionsofthesamestory
• Comparequalities/characteristicsoftwocharactersacrossdifferentversionsofthesamestory
• IndentifyandanalyzecharactersinastoryMaterial:TheAntandtheGrasshopper(AmyLowryPoole),Who’sGotGame:TheAntortheGrasshopper?(ToniMorrison),CharacterMapVennDiagramworksheet
PriorKnowledge:knowledgeofAesop’sversionofTheAntandtheGrasshopper;howtouseVenndiagramtocompare3stories
LessonComponents:Introduction:Explaintostudentsthat,today,theywillheartwodifferentversionsofthefable,TheAntandtheGrasshopper,thattheyarealreadyfamiliarwith.Introducethebook,TheAntandtheGrasshopper,byAmyLowryPoole.Prereading:Examinethecoversofthetwostoriesandaskstudentstopredictthingsthatmaybethesameordifferentbetweentheseversionsofthestory,aswellasthefabletheyarealreadyfamiliarwith.Drawattentiontothelengthofthestoriesandremindstudentsthatthedetailsinfablesandfolktalesoftenchange,butthegeneraltheme/moralofthestoryremainsthesame.Reading:ReadALP’sversionofthestory,stoppingatvariouspointstodiscusssimilar/dissimilarelementsofthestory.Drawattentiontothingsthathavechangedandthingsthathavestayedthesamebetweentheoriginalfableandthisversionofthestory.ThendothesamewithMorrison’sversionofthestory.AfterReading:ExplaintostudentsthattheyaregoingtodoacharacteranalysisoftheAntandtheGrasshopperinthevariousversionsofthefable/story;butfirst,wemustbrainstormsimilaritiesanddifferencesofthecharacterstogether.Devoteonepieceofchartpaperperstoryversion,anddividethechartpaperinhalf‐devotingonesidetotheAntandonesidetotheGrasshopper.Dividetheclassintothreelargegroups(basedonseatingarrangement)andassigneachgrouponeversionofthestorytoanalyze.Giveeachgroupapproximately5minutestodiscussdetailsofthecharacters(boththeAntandtheGrasshopper)fromtheirassignedstory.Afterapproximately5minutes,redirecttheclass’attentiontotheboardandcallonstudentstocomeup,onebyone,andadddetailstothechartpaper.Application:StudentswillthencompletetheCharacterMapVennDiagramusingcharacterdetailsfromeachstoryontheboard.Closure:GoovertheVennDiagrams,askingstudentstosharesomeitemstheyplacedineachofthecircles.Drawattentiontothedifferencesandsimilaritiesbetweenthestories.Askifandhowthesedifferences/similaritiesinthecharacterschangedotherelementsofthestories.
Assessments:Anecdotalrecordonstudentperformanceduringgroupwork,whole‐classinstruction,andindividualwork.CollectCharacterMapVennDiagrams,andassessforaccuracyofcharactercomparisons.Arethedetailsplacedinthecorrectcircles?Isthereasleastonesimilaritybetweeneachofthecircles?
Differentiation:multipleinstructionalformatsallowfordifferentiationoflearning,asthelessonmovesfromgroupwork,whole‐classinstruction,andindividualwork.SomestudentsmayrequireadditionalassistancecompletingtheCharacterMapVennDiagram.
LessonFive:ChartingCharacters
Indicators/Benchmarks:Studentwillbeableto:
• UseCharacterPerspectiveChartingtomorefullycomprehendastory• IdentifyvariousstoryelementsbycompletingaCharacterPerspectiveChart• Differentiatebetweenandcomprehendmultiplecharacterperspectives,goals,and
intentions• Usecognitivetoolsforcriticalreadingandinterpretation
Material:CharacterPerspectiveChart(x25)
PriorKnowledge:knowledgeofstoryelements,andcomprehensiveknowledgeofthemultipleversionsofTheAntandtheGrasshopperstories.
LessonComponents:Introduction:Reviewthemainmoralofthestory,TheAntandtheGrasshopper,anddiscusshoweachofthecharactersmayviewthismoral.DoesthemoralbetterservetobenefittheAntortheGrasshopper?Preview:Tellstudentsthatthereisnotalwaysjustonecorrectinterpretationofastory,anddependingoneachcharacter'spointofviewandindividualgoals,differentideasaboutthestorymayemerge.Application:DistributeCharacterPerspectiveChartstoeachstudentandintroducethestrategy.Tellstudentsthattheyaregoingtolookatthestoryfrommultipleperspectivesinordertogainafullunderstandingofthestory.Indetail,goovereachquestiononthechartandremindstudentsofthedefinitionsofthestoryelements(e.g.,setting,theme,problem).Allowstudentstoworkingroupsof2‐3tocompletethechartstogether.Explainthatwewillgooverthechartstogetherasaclass,aftertheyhaveworkedonthemintheirsmallgroups.Discussion:Discussthegoalsofeachofthecharacters.Explainhowdifferentgoalsandintentionsleadtodifferentactions.Discusswhetherthecharactersaccomplishedtheirrespectivegoals.Closure:DiscusstheuseoftheCharacterPerspectiveChart.Askstudentswhattheythinkofthestorynowthattheyhavelookedatitfrommultipleangles?Dotheypreferoneperspectiveoveranother?Dotheyfeelthattheyhaveamorethoroughunderstandingofthestory?Explainthatwewillcontinuetoworkwiththeideaofcharacterperspectiveoverthenextfewdays.Assessments:CollectCharacterPerspectiveChartsandassessforaccuracy.
Differentiation:Groupworkprovidesanopportunityforstudentswhomayhavedifficultywiththisassignmenttoworkwithotherstudentstocompletetheassignment.
LessonSix:EthicalDebateDay1,fromtheAnt’sPOV
Indicators/Benchmarks:Studentwillbeableto:
• Usewrittenlanguageforthepurposeofexchanginginformationandpersuasion.• Identifyandexplainpersonalconnectionstothetext.• Understandtherolethatcharacterperspectiveandpointofviewplaysin
understandingstorythemes• Composetopersuadeusingsignificantreasonsandrelevantsupport• WritealetterfromtheAnt’sperspective,detailingwhytheGrasshoppershouldchange
hiswaysMaterial:Studentjournals
PriorKnowledge:comprehensiveknowledgeoftheAntcharacterfrommultipleversionsofTheAntandtheGrasshopper
LessonComponents:Introduction:Journalentry:Askstudentsiftheyhaveeverworkedhardforsomethingthattheywereproudof.Discusshowitwouldfeeliftheyhadtosharetheirhardworkwithsomeonewhodidnotworkashard.Discussstudents’journalentriesandconnectthisthemetothemoralsinthedifferentversionsofTheAntandtheGrasshopperthatwehavereadasaclass.TheAntchoosesnottohelptheGrasshopper,eventhoughheisclearlyinneed.Considerthequestion,“Shouldyoualwayshelpsomeoneinneed?”Prewriting:Explaintostudentsthat,overthenexttwodaystheywillbewritinglettersfromthedifferentcharactersperspectives.Discusstheimportanceofseeinganissuefrommultipleperspectives,andthat,sometimes,asituationthatmayseemverycutanddry,mightactuallybemorecomplicatedthenwerealize.Askstudentsiftheyhaveeverencounteredsituationswhentheysawthingsfromoneperspectivebutthenrealizedthattheymayhavemissedanimportantpoint,orcouldseetheotherperspectiveaswell.Explainthat,today,studentswillwritefromtheAnt’sperspective,totheGrasshopperpersuadinghimtochangehisbehaviorandbeaharderworker;buttomorrow,thestudentswillbewritingaresponsetotheAnt’sletterfromtheGrasshopper’sperspective.Minilesson:Componentsofletterwriting.Essentialpartsofaletter.Writing/Application:Distributepromptandwritingassignment.GivestudentstheremainderofthetimetocomposetheirletterstotheGrasshopper.AfterWriting/Closure:Explaintostudentsthat,tomorrow,theywillbewritingaresponseletterfromtheGrasshopper’sperspective,explainingwhyheisnotashardofaworkerastheAnt,andaskingtheAnttobemorecompassionateandgivehimasecondchance.Assessments:Assessstudentsinformallyduringclassdiscussionontheirpersonalconnectiontothestory.Reviewjournals,ifnecessary.
Differentiation:Studentsneedingassistancewithwritingmayneedsomeindividualizedsupporttorecordtheirideas.
LessonSeven:EthicalDebateDay2,fromtheGrasshoppersPOV
Indicators/Benchmarks:Studentwillbeableto:
• Usewrittenlanguageforthepurposeofexchanginginformationandpersuasion.• Identifyandexplainpersonalconnectionstothetext.• Understandtherolethatcharacterperspectiveandpointofviewplaysin
understandingstorythemes• Composetopersuadeusingsignificantreasonsandrelevantsupport• WritealetterfromtheGrasshopper’sperspective,detailingwhytheAntshouldhave
beenmorecompassionateMaterial:Studentjournals
PriorKnowledge:comprehensiveknowledgeoftheGrasshoppercharacterfrommultipleversionsofTheAntandtheGrasshopper
LessonComponents:Introduction:Journalentry:Askstudentsiftheyhaveevermadeamistakethattheylaterregrettedandwishedtheycouldchange?Weretheygivenasecondchanceandtheopportunitycorrecttheirmistake?Howdidthisfeel?Discussstudents’journalentriesandconnectthisthemetothemoralsinthedifferentversionsofTheAntandtheGrasshopperthatwehavereadasaclass.DiscusstheGrasshopper’sbehaviorsinrelationtotheendingofthestory,whentheGrasshopperrealizedthathemayhavenotmadethebestchoice,andwishedhecouldhavechangedhisbehaviors.Prewriting:Explaintostudentsthat,today,theywillwritefromtheGrasshopper’sperspective,totheAnt,explainingwhy,atthetime,hewouldratherhaveplayedmusic/relaxedthanworkhard,butonceherealizedhismistake,theAntcouldhavebeenmorecompassionateandgivenhimasecondchance.Writing/Application:Distributepromptandwritingassignment.GivestudentstheremainderofthetimetocomposetheirletterstotheAnt.AfterWriting/Closure:Discuss,withtheclass,whatitfeltliketohavetowritefromonecharacter’sperspectiveoneday,andtheothercharacter’sperspectivethenextday.Wasitchallengingtoconsidertheothercharacter’spointofview?WasiteasytoseewhytheAntfeltonewayandtheGrasshopperfeltdifferently?Werestudentsnaturallyinclinedtowardsoneside,andwasitthenhardertowriteoneoftheletters?Whatdiditfeelliketohavetoarguesomethingthatyoumaynotagreewith?Assessments:Collectbothletters.Assessforpersuasivenessandaccuracyofdetailsandelementsfromthestory.Dothelettersincludereasonsandsupportfortheirarguments?Anecdotalassessmentonstudentengagementduringfinaldiscussion.
Differentiation:Studentsneedingassistancewithwritingmayneedsomeindividualizedsupporttorecordtheirideas.
LessonEight:CreateaFablePreWriting&Illustrating
Indicators/Benchmarks:Studentwillbeableto:
• Writetoexpresspersonalideas.• Pre‐writeaspartofastrategicapproachtoeffectivewriting.• Focusonsentenceform,wordchoice,grammar,usage,punctuation,capitalization,and
spelling.• Usethestagesofthewritingprocess:prewriting,drafting,revising,andproofreading.
Material:1setof‘dialafable’wheels(animals,morals,andtraits),25FablesPreWriteworksheets,25TipsonWritingYourOwnFablehandouts
PriorKnowledge:elementsofafable
LessonComponents:Introduction:Explaintostudentsthattheywillspendthenextthreedaysapplyingthewritingprocesstowritetheirownfables.Day1willconsistofpre‐writing,Day2willconsistofdrafting,sharing,andillustrating(iftimeallows)theirfables,andonDay3,eachstudentwillconstructhis/herownhardcoverbookconsistingoftheentireclass’fables.Thebestfableswillthenbechosentobesubmittedtoawebsitedesignedjustforkidstowritetheirownfables:www.kidsfables.com.Showtheclassthewebsite,andreadafewexamplesoffablesotherkidshavewrittenfromthe‘AwardWinners’section.Explainthat,iftheywanttobechosentosubmittheirfable,theymustdotheirverybestwork!Pre‐writing:Reviewelementsofafable(characters,setting,plot,problem,solution,andmoral)byexaminingStoryStructurecharts.Explaintostudentsthatwewillwriteonefabletogether,asaclass.Then,theywillbegintoconstructtheirownfables.Minilesson:Gooverstagesofthewritingprocess:pre‐write,draft,proofread,andrevise.Explainthateachstageiscrucialtowritingawell‐developedstory.Reviewuseofdictionary,ifnecessary.Writing:Introducedial‐a‐fablewheels.Explainthatthesewheelscanbeusedtohelpcomeupwithideas,ifyouarehavingtroublecomingupwithelementsonyourown.Elicitvolunteerstospinthewheelstoconstructourownclassfable.Modelwritingafableontheoverheadusingthedial‐a‐fablewheels.AfterWriting/Application:Distributefablespre‐writeworksheets,andexplainthattheyaretospendtodaycompletingthispre‐writingactivitybeforetheybegintodrafttheirfable.Explainthattheymayusethedial‐a‐fablewheels(leftatthefrontoftheroom)iftheyneedadditionalhelpcomingupwithideas;however,theyarenotrequiredtousethewheels.Tellstudentsthattheirworksheetswillbecollectedandcommentedupon,sothattheyhavefeedbackbeforetheybegindraftingtheirfables,tomorrow.Closure:Collectpre‐writeworksheetsandexplainthat,tomorrow,theywilldrafttheirfables.
Assessments:Collectfablespre‐writeworksheets.Assessforcompleteness,andmakeanynecessarycommentstohelpimprovetheirwritingforthenextstepoftheprocess.
Differentiation:Fastfinishersmaybegintoillustrateapicturetogoalongwiththeirfable.Somechildrenmayrequireassistancecomingupwithanideatobeginwith.
LessonNine:CreateaFableDrafting,Proofreading,andRevising
Indicators/Benchmarks:Studentwillbeableto:
• Writetoexpresspersonalideas.• Draft,proofread,andrevise,aspartofastrategicapproachtoeffectivewriting.• Applyknowledgeoflanguagestructure,languageconventions(e.g.wordchoice,
grammar,spelling,andpunctuation),andfigurativelanguage(personification)tocreate,critique,anddiscussoriginalfables.
• Participateasknowledgeable,reflective,creative,andcriticalmembersofavarietyofliteracycommunities.
Material:notebookpaper,25PQPPeer‐Reviewforms,25specially‐linedpapers
PriorKnowledge:howtoworkcollaborativelyinasmallgroupandprovidemeaningfulfeedbackonwriting.
LessonComponents:Introduction:Returnstudents’pre‐writeworksheetswithcomments.Explaintostudentsthattheywill:First,writetheirdraftsonnotebookpaper;second,sharetheirdraftswithtwodifferentpeopleandgive/receivefeedbackusingthePQPpeer‐reviewmodel;third,revise/edittheirowndraftsusingpeercomments;andfourth,writetheirfinalversiononspecially‐linednotebookpaper.Prereading:Givestudentsapproximately15‐20minutestodrafttheirfablesontoapieceofnotebookpaper,usingtheirpre‐writeworksheetsasaguide.Minilesson:DistributeandgooverPQPPeer‐Reviewhandout.Explainpeer‐reviewprocessusingPQPmodel.Reading:Oncestudentshavecompletedtheirfirstdrafts,pairstudentsstrategicallyinmixed‐abilitypairs,andexplainthattheyaretousethePQPPeer‐Reviewformtogivefeedbacktotheirpartnerabouthis/herfable.Givestudentsapproximately10minutestocompletetheirfirstpeer‐review.OnceeveryonehascompletedPeerReview#1,allowstudentstochoosetheirownpartnersforPeerReview#2.Allotanother10minutesforthis.AfterReading:DirectstudentsbacktotheirseatstoindependentlygooverthecommentstheyhavereceivedontheirownPeer‐Reviewforms.Explainthattheyaretousethesecommentstomakeanyfinaledits/changestotheirfablesbeforewritingtheirfinalversions,whichwillbeonspecialpaperfortheclassbook.Leavelinedpaperinthefrontoftheclassroomforstudentstopickupasneeded.Explainthattheyshouldnotbewritingonthespecialpaperuntiltheyaresuretheirfableisthebestitcanbe.Closure:Collectallcomponentsofwritingprocess(pre‐writeforms,firstdraftsonnotebookpaper,PQPPeer‐Reviewforms,andfinalversions).Keepfinalversionsseparatesotheycanbe
copied.Explainthat,tomorrow,eachstudentwillreceiveacopyofeachperson’sfableandthateachstudentwillcreatehis/herownbookoffablesfromourclass.
Assessments:Collectandassessallcomponentsofthewritingprocessforconsistencyandthoughtfollow‐through.
Differentiation:Studentswithwritingdifficultymayrequireindividualizedassistance.Somechildrenmaychoosetotypetheirfable,ifhandwritingisaseriousproblem.
LessonTen:CreateaFable,BookBinding&Sharing
Indicators/Benchmarks:Studentwillbeableto:
• Followstep‐by‐stepdirectionswhichwillresultintheconstructionofahard‐coverbook
• Workbothcollaborativelyandindependentlytocompletetheproject• Usespoken,written,andvisuallanguagetocommunicatewiththeclassandsharetheir
fable.Material:DirectionsforMakingHardcoverBooks(Figure2‐11onpage59inGailE.Tompkins’Literacyforthe21stCenturytextbook).Materialsasoutlinedinthetextbook.
PriorKnowledge:somepriorexperiencefollowingasetofdirectionswillprovehelpful
LessonComponents:Introduction:Tellstudentsthat,today,wewillbecreatinghardcoverbookscontainingeveryone’sfablesfromtheclass.Explainthatthisisatestoftheirabilitytofollowadetailedsetofdirectionsandworktogetherasneeded.Distributecopiesofclasssetoffablestoeachstudent,step‐by‐stepinstructionsforbindinghardcoverbook,andnecessarymaterials.Note:itmaybebettertoleavesomematerialsatthefrontoftheroomforstudentstopickupasneeded.Application:Gooverinstructionswiththeclass,answeringanyinitialquestionsbeforesettingthestudentsloosetoworkindependently.Remindstudentstohelpeachotherastheyseefit.Allotapproximately20‐30minutesforthebookbindingportionofthelesson.Explaintostudentsthateveryonewillhaveachancetosharehis/herfablewiththeclass,onceeveryone’sbooksarecomplete.Closure:Allowstudentstosharetheiroriginalfableswiththeclass.Attheconclusion,drawattentiontothefactthateveryone’sfablewasunique,yetcontainedtheessentialelementsofafable,asstudentsshouldbefamiliarwithatthispoint.Assessments:Collectandgradeoriginalfables.
Differentiation:Somestudentswilllikelyrequireassistancewiththeconstructionofthehardcoverbook.Precutting/gluingcertainmaterialswillprovehelpfultosome.