Fables. Grade Level: 4-6

Transcription

1 Fables Grade Level: 4-6 Teacher Guidelines pages 1 3 Activity Page pages 4-5 Practice Page page 6-7 Homework Page page 8-10 Quiz page Answer Key page 13-15

2 Classroom Procedure: 1. Place pictures of ants, grasshoppers, lions, foxes, cats, and mice on the board. Free, suitable public domain images of all these animals can be found by searching here: 2. Call students to the front of the room and assign groups of 2-4 students to discuss what they know about each of the animals, what they associate with each of the animals, and what they can learn from those animals. Give them the example, When you see owls, you think of wisdom and intelligence. When you see a dog, you might think friendly and loyal. 3. Have students share the results of their discussions. They may have mentioned that lions are considered king of the jungle and are thought of as powerful, foxes are clever, cats are sneaky or cuddly, etc. Answers will vary and that s fine. Explain to students that for years authors have been inspired by certain qualities that animals possess and they began using animals as characters in their stories. The stories specifically try to teach lessons, using animal characters. These special stories are called fables. Write the definition of fable on the anchor chart you will create with students. A fable is a short story that uses animals as characters. Each story teaches a valuable lesson or moral to the readers. 4. Read the story of The Ants and the Grasshopper aloud while also using the smart board to show the text. If you do not have a smart board, print out copies of the text for students. It s short, so you can probably place about three copies per page and cut to distribute. htm#page_34 Approximate Grade Level: 4-6 Objectives: Students will identify three key elements of fables. Students will read fables and determine the moral for each. Students will be able to explain details that support their conclusion of what the moral of each fable is. CCSS: ELA-LITERACY.RL Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. CCSS.ELA-LITERACY.RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). Class Sessions (45 minutes): 3 Teaching Materials/Worksheets: Fables, texts, hand outs, images for warm up activity, writing utensils, Smart Board if possible, supplies for the anchor chart. Student Supplies: Writing utensils, paper, handouts, materials for reading, materials for illustrating. 1

3 5. After reading the story aloud, ask the students the following questions: Who were the main characters? What lesson did the author want the readers to learn? As students volunteer to answer, they should point out that the main characters were animals. They should identify that the author wanted readers to learn that hard work pays off, while laziness can ultimately hurt you. 6. Read aloud another selection from gutenberg.org/files/19994/19994-h/19994-h.htm and after reading have students identify the main character and the moral/lesson. 7. Create an anchor chart that has the following information: Fables Definition: A fable is a short story that uses animals as characters. Each story teaches a valuable lesson or moral to the readers. Characteristics: ALWAYS uses animal characters. ALWAYS teaches a moral or life lesson. Examples include the value of hard work, kindness, not judging based on appearances, and many others. USUALLY short in length. Prepare Ahead of Time: Make sure you have printed or selected images to use for the warm up activity, prepare copies of handouts, prepare materials for anchor chart, make sure there are writing and art supplies for the students to create their own fables. Options for Lesson: Day 1. Introduce fable structure and key elements, create anchor chart, work cooperatively. Day 2: Have students work on identifying elements of fables independently. Day 3: Students share their own fables and complete quiz. 8. Hand out Activity page one to use with a partner. Students will read two stories on the page and identify which one is a fable based on its characteristics. 9. Practice Page- complete independentlyread a fable and identify main characters and life lessons. 10. Homework/Project: Students will write and illustrate their own fable, using animal characters to teach a life lesson. Have students complete over two days, giving time for revising and polishing, before having students present their fables aloud to the class. Select half of the class to read aloud on one day, half the next. 11. After making sure that students showed adequate progress and comprehension on their activity, practice, and homework, assign the short quiz on fables. Close the lesson by having the final half of the class share their own fables. 2

4 Teacher Notes Fables are a classic form of literature. Many elements in fables are used in modern children s fiction and media. Understanding the way fables are used as teaching tools will provide students will valuable wisdom in life, but also give them exposure to a historical writing form that influences many others today. Content: Additional Resources: s%20fables.pdf s%20fables.pdf Worksheets: s%20fables.pdf s%20fables.pdf Videos:

5 Activity Name Date Instructions: Read the following two short stories and identify which one is a fable and why, based on its characteristics. Wolf and Dog by Mary Culler Once there was a cabin on the edge of the mountain. The cabin had a large fenced in yard to keep out the wild animals that lived on the mountain. One day, a wolf came down from his den on the mountain and saw a dog running along the inside of the fence. Brother Dog, why are you letting yourself be caged by these humans? Wolf snarled. You can dig your way free easily. Dog smiled and replied, I know I could, Brother Wolf, but I choose not to. I love my human pack. It s a disgrace for a canine to live with humans. Join my pack. We hunt for ourselves, roam where we like, and don t have to subject ourselves to the whims of the humans who think they are our masters. You hunt for yourselves- but in the winter when the game is scarce, you grow hungry. You roam where you like without humans fencing you in, but you also do not know their love and their friendship, the loving homes they can give. Loyalty to a family isn t given, it s earned. Wolf snorted and ran back into the mountain, free and wild, scoffing at the Dog who was caged. Dog went inside to his warm house, and lay in front of a crackling fire, while the children in the family cuddled beside him. Ten years passed. Wolf and Dog grew old and gray, still separated by the fence. One night, Wolf limped down to see how life with a family had treated Dog. Dog greeted Wolf cheerfully, How are you, my wild brother? Wolf sank down, tired. My joints are stiff, my eyes aren t keen, and I can t keep up with the young ones in my pack. Prey that I can catch is scarce, with my creaking bones and weak eyes. I don t know if these old bones will last one more winter. How are you, caged one? Dog smiled, also sitting. My eyes are dim and my body is weary, but I m not worried. My family provides for me. They take me to a healer who eases pain and keeps me healthy in my old age. I don t have to hunt for prey. I earned my keep with years of affection and protection, and now that loyalty is returned ten fold. I never worry about being fed, warm, or loved. Wolf crawled back into the cold mountains, hungry and weak. Dog went back into his warm cabin, contented and at peace as his family greeted him. 4

6 Activity Name Date Cat vs. Dog by Mary Culler Emma had a cat named Mittens, and her brother Doug had a dog named Brewster. Brewster and Mittens never got along. When Mittens came in the kitchen, Brewster would growl and guard his food bowl. When Brewster was sleeping, Mittens would sneak over and bat him on the nose with her sharp little claws, then run away and crawl up to the top of the bookshelf. Brewster would bark and paw the shelf, knocking books down and shaking the knick knacks. Mittens would hiss and yowl. Finally, Emma or Doug would have to drag Brewster away to let Mittens get down. Emma and Doug s mother had enough of the feuding pets. I should never have agreed to let a cat and dog live together in one house! They say fight like cats and dogs for a reason! Either they learn to get along, or they both can go to a new home! Emma and Doug were horrified. They went outside to their swing set to talk. I love my cat, Emma sniffed. Brewster is my best friend, Doug bit his lip. I know cats and dogs fight, but some don t. Tim in my class has two dogs and three cats, and I ve seen them all snoozing together in a big pile at his house. No fighting there! How did he do it? Get them to like each other? I don t know, but I know that we both have to figure out a plan! It s time to prove that two heads are better than one! Doug said, standing up and looking determined. Emma joined him, That s right! If we work together, we can solve anything! If something is important enough, we ll find a way. 1. Which short story is a fable? How can you tell? 2. What is the moral of the fable? 5

7 Practice Name Date Instructions: Complete the chart of fable characteristics. Read the fable below and identify the main characters and the moral of the fable. Fables Definition: A fable is a characters. Each story teaches a. Characteristics: ALWAYS uses characters. ALWAYS teaches a. USUALLY in length. The Stubborn Octopus by Mary Culler In the deep blue sea there lived a greedy octopus. He had eight arms, and his dearest wish was that every arm should be filled with treasure. He crawled and hopped along the ocean floor, always looking for some new shiny trinket to grab. At first, he had no problem getting around. He had a gold coin in one tentacle, a piece of silver statue in the other, but six of his arms were free. Soon he found some pottery and part of a brass ornament. As time went on, he found a few other items he simply must collect. At last, he had only one tentacle left empty. By this time, getting around the ocean was very difficult for the octopus. Hunting for crabs, his favorite food, was hard with just one arm. But the stubborn octopus didn t care. He had seven out of eight arms filled with treasures, and he would rather struggle along with his goodies than put some down to move freely. The current scuttled the octopus along, until one night he realized he was in the shark s feeding grounds. He wanted to swim away as fast he could, using his one free arm, when he saw it. The biggest, most beautiful, shiny bright blue bottle. It twinkled like the moon on the sea. He snatched it up and hugged it tight. At last! All eight arms are full! he cried. At that moment, he heard a sinister voice. I m glad your arms are full. Do you know what s empty? My belly. The octopus gulped. The shark was swimming behind him, teeth spread in a wide leer. Oh no! What can I do, what can I do? the octopus panicked and tried to swim away. All he did was jumble his arms about, awkwardly rocking in place, unable to swim. 6

8 Practice Name Date Oh, I m glad you re not the type to dash off. I m so hungry, I don t feel like chasing after my dinner tonight, the shark chuckled. The octopus looked at all the beautiful things he had collected. He couldn t bear the thought of putting any of them down! The shark came closer, and he dropped one of his trinkets. He flailed his one free arm, but only made a slight movement. He could feel the water rippling around him as the shark cut through the waves, closer and closer. With a squeak, the octopus let go of several more things, but kept clutching his gold coin, his silver statue, and his new blue bottle. Oh, don t run off, the shark snapped his teeth behind the octopus. He was so close, that the octopus felt his skin prickle. He looked behind him in time to see the shark s jaws were about to close around one of his arms! At last, the greedy octopus let go of everything he had and used all eight arms to swim to freedom, barely escaping with his life. 1.Why is this short story a fable? Who are the main characters? 2. What is the moral or life lesson of the fable? 3. How did greed and stubbornness end up endangering the octopus? 7

9 Homework Name Date Instructions: Write your own fable and illustrate it with at least three drawings. First, plan out the story: Main characters: Life lesson/moral Key events that your characters will experience to showcase the life lesson? Title: Complete your fable and illustrations on the next page. There are three sections included for illustrations, one after the beginning, middle, and end. You may attach extra paper if needed. By : _ 8

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12 Quiz Name Date Instructions: Select the best choice from the multiple choice options below. 1. Fables must always include A. Animal characters B. Human and animal characters C. Characters who are likable so we will learn from them 2. A fable s job is to teach A. Animal characteristics B. A form of short story C. A life lesson 3. Fables are usually A. novel length pieces B. short stories C. poems Read the fable below and answer the questions following. Shop Mice, Street Mice by Mary Culler There were once two families of mice who lived in the same village. The Shop Mice lived in the cheese shop, and had their fill of fine food and comfortable surroundings. The man who owned the cheese shop was quite old and near sighted, and he never set traps for the mice he couldn t see. The Shop Mice were careful not to take too much food at once, and they only came out at night when the old man had gone home. The Street Mice lived in the alleys of the village. They were bold and quick. They outwitted cats and traps, snuck food from the grocer s stall, the grain bins in the stables, and off of the farmers wagons. The Street Mice thought the Shop Mice had it easy, but they didn t criticize their cushy lifestyle. However a mouse survives, as long as he survives, that was their motto. The Shop Mice did not share that attitude. They snickered at the Street Mice scuttling outside. They called them dirty and dangerous. Street Mice will come to a bad end, they re not respectable like Shop Mice, the Shop Mice boasted. No Street Mice would ever be a friend to the fine inhabitants of the cheese shop. 11

13 Quiz Name Date Things went on this way for several years, until the little old man who owned the shop retired. The shop stood empty. Not a scrap of cheese was left. Weeks went by, and no one came to buy the store and restock its bare shelves. The Shop Mice ran out of their stored food, and knew that something must be done. We have to venture outside. Into the streets, or we will starve, said one of the wiser Shop Mice. We can t! We ll be just like those dirty, common Street Mice if we do that! many of the mice protested. However, soon hunger forced them into the outside world. Cats, horses hooves, running dogs, and stomping boots waited at every turn! The people who owned markets and barns were watchful and bad-tempered if they saw mice, throwing things and shouting if they came near. It seems we were wrong about the Street Mice, one young Shop Mouse said after a first day of exhausting hunting on the street, with barely any food to show for it. They are not all the bad things we called them. They are clever and quick. They must be fearless and smart to outwit the humans and still bring home enough food to live. Why, thank you, said a voice from the shadows. A Street Mouse stepped out from his dark corner. It certainly is a rough sort of life, but it s very exciting. Once you learn a few tricks, it s easy to keep your belly full and your wits about you. Don t worry, Shop Mice. The colony of Street Mice invites you to join us, we ll teach you all you need to know. That is how the Street Mice and Shop Mice came to live together and become the best of friends. 1.What makes the story Shop Mice, Street Mice a fable? 2. What is the moral of the fable? 3. How did the Shop Mice feel about the Street Mice in the beginning of the fable? How did their attitude change by the end of the story? 12

14 Activity Name Answer Key (may vary) Date Answer Key Activity Page One- Answers will vary, but should be similar to those given 1. Which short story is a fable? How can you tell? The story Wolf and Dog is the fable because the main characters are animals. In the other story, the animals are mentioned, but they do not do any of the actions or speaking, so they are not main characters. 2. What is the moral of the fable? There are multiple morals in this story. One is that love and loyalty can be more valuable than freedom and independence. Another moral might be not to look down upon those who value different things or make different choices. 13

15 Practice Name Answer Key Date Wording may vary slightly. Fables Definition: A fable is a story containing animals as main characters. Each story teaches a life lesson or moral. Characteristics: ALWAYS uses animal characters. ALWAYS teaches a moral or life lesson. USUALLY short in length. Answers will vary, but should be similar to those given. 1.Why is this short story a fable? Who are the main characters? This is a fable because the main characters are animals. The animals perform all the actions and speaking, they teach the life lesson. The main characters are Octopus and Shark. 2. What is the moral or life lesson of the fable? The moral is not to be greedy or hold onto something stubbornly at the risk to your own life or health. Or it could be that your life is more important than mere possessions. Another interpretation could be that too much focus on possessions can slow you down in life and make life difficult. 3. How did greed and stubbornness end up endangering the octopus? The octopus almost got eaten by the shark because he stubbornly would not put down his treasure to swim away faster. His greed caused him to react slowly since he didn t want to put down any of his treasures, so that he almost didn t escape in time. 14

16 Homework Name Answer Key Date Answers will vary completely, as each child will complete the sheet based on his or her ideas for a fable. The fable should meet the criteria of using main characters as animals and teach a life lesson or moral. Quiz: 1. A 2. C 3. B Answers will vary, but should be similar to these: 1.What makes the story Street Mice, Shop Mice a fable? The mice are main characters. It s a short story. It teaches a valuable life lesson or moral. 2. What is the moral of the fable? Don t judge others/disrespect others. Learn about something before you devalue or insult it. 3. How did the Shop Mice feel about the Street Mice in the beginning of the fable? How did their attitude change by the end of the story? The Shop Mice thought the Street Mice were lower class citizens. They thought they were dirty and not their equals. After the Shop Mice had to live on the street when the shop closed, they realized they had not understood how hard life for Street Mice was and realized they were smart and helpful. 15