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.