Elements of a Fable

In this lesson students will examine the elements of a fable. Students will use their understanding of fable elements to create an original fable and present it in dramatic form.

This lesson includes modifications and alternative assessments for Advanced Limited English Proficient students.

A lesson plan for grade 7 English Language Arts and English Language Development

By Kate Boyce

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• Learn more about English language arts and English language development.

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Learning outcomes

Students will:

• identify the elements of a fable.
• dissect fables.
• write an original fable.
• produce a dramatic presentation of their original fable.

Teacher planning

Time required for lesson

1 week

Materials/resources

Critical Vocabulary Activity Materials:

• A list of Critical Vocabulary Words and Definitions for Each Group (see attached to download and print - CriticalVocabulary.htm)
• A copy of the Vocabulary Cube Directions for each group (see attached to download and print - VocabularyCubeDirections.htm)
• 5 copies of the cube template for each group (see attached to download and print - Cube Template.htm)
• A variety of colored pencils for each group
• 1 glue stick for each group
• 5 pieces of string for each group
• 1 coat hanger for each group

Fable Supplies:

• Various Fables (one for each group of students) - (I have attached a website with a variety from which you can choose)
• 2 copies of each attached graphic organizer for each group (see attached to download and print - #1 Graphic Organizer.htm and #2 Graphic Organizer.htm)
• 2 copies of the Fable Rubric for each group (one for the groups for peer assessment and one for the teacher to assess the groups) - (see attached to download and print - Rubric-Fable.htm)
• 2 copies of the Presentation Rubric for each group (one for the groups to prepare and one for the teacher to assess the groups) - (see attached to download and print - Rubric-Presentation.htm)
• A transparency of one of the attached graphic organizers
• An overhead pen

Technology resources

Overhead Projector

Word Processor (optional)

Pre-activities

Brainstorm the parts of a story with students. A review of the parts of a story (i.e. characters, setting, rising action, conflict, falling action, resolution, etc.) will need to be conducted prior to this lesson.

To review the Critical Vocabulary with the students use the Vocabulary Cube strategy included with this lesson:

• Put students into groups of five. Distribute all Crtical Vocabulary Activity Materials to each group (see above in materials section).
• Each group is responsible for creating a mobile which exhibits the five Critical Vocabulary Words. (see attached to download and print - CriticalVocabulary.htm)
• The directions for this activity are attached (see attached to download and print - VocabularyCubeDirections.htm)

Activities

Day 1:

1. The teacher begins Day 1 of this lesson by discussing the definition of a fable with the students. (Fable: a fictitious story or tale, intended to instruct some useful truth or to amuse.) That discussion must involve that fables are different from other stories because they teach a lesson or moral. Ask students to identify fables that are familiar to them and the morals of those fables.
2. Read a fable with your class. I recommend “The Hare and the Tortoise” (see attached to download and print - The Hare and the Tortoise-Aesop.htm), but any fable will work. Depending on the level of students in your classroom, it could be read aloud by the teacher, the students, or both.
3. Make a transparency of one of the attached graphic organizers (see attached to download and print - #1 Graphic Organizer.htm and #2 Graphic Organizer.htm) and use it to dissect “The Hare and the Tortoise” (or the fable that you have chosen) with the class. This dissection should be done with input from the students. This will be an opportunity for you to assess prior knowledge about the parts of a story/fable for your students. I have attached an example of what a Fable Dissection chart for “The Hare and the Tortoise” might look like (see attached to download and print - Example-Graphic Organizer Hare and Tortoise.htm). Also, discuss the moral of this story and how it fits with the story’s conflict and resolution.
4. Divide your students into groups of three to four students. Assign each group a fable (Website with a variety of fables - http://www.pacificnet.net/~johnr/aesop/).
5. Give each group of students a copy of both graphic organizers (see attached to download and print - #1 Graphic Organizer.htm and #2 Graphic Organizer.htm). Instructions for students: Read the fable that you have been assigned within your group. Then, choose one of the graphic organizers to dissect this fable. Be sure to identify each element of the fable in your graphic organizer.
6. Have students exchange their assigned fable and their group’s completed graphic organizer with another group. Instructions for students: Review the new fable and completed graphic organizer and make any changes that you feel are necessary.
7. Then, ask students to meet with the group they exchanged with and discuss the fable dissections. They should note any disagreements in identifying the elements of the fables.
8. Have students return to their original groups and discuss the moral of their assigned fable. Does the moral relate well to the conflict and resolution of the story? If not, what might be a better moral?

Day 2:

1. Review the elements of a fable as well as the role of the moral in the fable with the entire class. This can be done orally or can be done in the form of a quiz.
2. Have student return to their groups from the previous day. Each group needs a copy of each of the graphic organizers from Day 1 (see attached to download and print - #1 Graphic Organizer.htm and #2 Graphic Organizer.htm). Instructions for students: You are going to create an original fable. Using one of the blank graphic organizers brainstorm how you might include each element of a fable in your original fable. Be sure to include each element.
3. Once groups have brainstormed and have a plan for how they will include each story element they should begin writing their original fable. This can be handwritten or typed depending on the availability of technology in your school.

Day 3:

1. At this point groups should have a completed original fable. If students did not finish composing their original fable on Day 2 they will need to do so before continuing.
2. Once groups have a fable they should exchange with other groups for peer edit. Each group needs a copy of the Fable Rubric (see attached to download and print - Rubric-Fable.htm). This will be the same rubric that the teacher will use for assessment at the end of this lesson. Students should fill out the rubric for the fable that they are peer editing.
3. Rubrics and fables should be returned to the original groups so they can make corrections and alterations to their fable.

Day 4:

• Student groups need to plan for the presentation of their original fable to the class. Each group should receive a copy of the rubric for their Fable Presentation (see attached to download and print - Rubric-Presentation.htm). Students will spend this class period planning and rehearsing.

Day 5:

• Each group will present their fable to the class. Students are responsible for watching their classmates’ performance and then critiquing it based on the elements of a fable. The Fable Presentation Rubric (see attached to download and print - Rubric-Presentation.htm) will be used for the teacher to assess the group performances.

Assessment

There will be three assessments throughout this five day plan:

1. The fable dissection charts that will be completed in groups. The teacher is determining if students can correctly identify the elements of the fable.
2. The original fable that will be written by the groups will be assessed by the teacher using the “Original Fable Rubric.” This assessment will determine that students can apply their understanding of fable elements in the creation of an original story.
3. The Fable Presentation will be assessed using the “Fable Presentation Rubric.” It is through this assessment that teachers will assess the students’ ability to retell a story through dramatic performance.

Supplemental information

Attachments:

• #1 Graphic Organizer
• Rubric Presentation
• Modified Rubric Presentation
• The Hare and the Tortoise
• Graphic Organizer - Hare and Tortoise
• Vocabulary Cube Directions
• Critical Vocabulary
• Rubric-Fable
• Cube Template
• #2 Graphic Organizer

Related websites

Aesop’s Fables: Online Collection - A variety of fables for classroom use.
http://www.pacificnet.net/~johnr/aesop/

Modifications

• Implement group work for the purpose of collaboration among students.
• Use a hands-on strategy for critical vocabulary development. (see attached to download and print - CriticalVocabulary.htm, VocabularyCubeDirections.htm, and CubeTemplate.htm)
• Use a graphic organizer for fable dissection (see attached to download and print - #1 Graphic Organizer.htm and #2 Graphic Organizer.htm)

Alternative assessments

• Provide Graphic organizers for fable dissection (see attached to download and print - #1 Graphic Organizer.htm and #2 Graphic Organizer.htm)
• Teacher edits English Language Learner’s fable as a part of the writing process.
• Modified rubric for Fable Presentation (see attached to download and print - ModifiedRubric-Presentation.htm)

Critical vocabulary

1. fable , 2. exposition, 3. conflict, 4. resolution, 5. moral

Comments

The accomodations included for English Language Learners are accomodations that can benefit all students and should be considered for low level learners as well.

This lesson plan was developed during the English Language Development Standard Course of Study lesson planning institutes hosted by the North Carolina Department of Public Instruction and LEARN NC, June and July, 2004. It includes specific strategies, instructional modifications, and alternative assessments which make this lesson accessible to limited English proficient students. Please note that this lesson has been aligned with the goals and objectives of the N.C. English Language Development standards.