Aesop s Fables Educators Guide
Aesop Fables, K-4 TN State Standards Dance Standard 1- Elements and Skills Standard 2- Choreography Standard 3- Creativity Communication Standard 4- Criticism Standard 7- Interdisciplinary Connections Theatre Standard 4- Theatrical Presentation Standard 6- Context Music Standard 3- Improvising Standard 6- Listening Analyzing Standard 7- Evaluating Visual Arts Standard 2- Structures/Functions Standard 4- Historical Cultural Relationships Standard 5- Reflecting/ Assessing Standard 6- Interdisciplinary Connection Mathematics Standard 4- Geometry Measurements Physical Education Standard 1- Movement Forms, Motor Skills and Movement Patterns Standard 2- Movement Concepts and Principles Standard 6- Values Physical Activity Social Studies Standard 1- Culture Science Standard 10- Energy Language Standard 3- Writing Standard 4- Research Standard 5- Logic Standard 8- Literature Page 1
TABLE OF CONTENTS Art Page 7, 8 Dance Page 10 Geography Page 7 Geometry Page 10 History Page 8 Language Page 4 Math Page 10 Music Page 10 Physical Education Pages 10, 11 Reading Pages 4, 7, 8 Science Pages 9, 10 Social Studies Page 8 Theatre Pages 4, 7 Vocabulary Pages 3,4, 9 Writing Pages 4, 7 Page 2
Definitions --Vocabulary fable noun 1. A short tale to teach a moral lesson, often with animals or inanimate objects as characters. 2. A story not founded on fact. 3. A story about supernatural or extraordinary persons or incidents; legend. 4. Legends or myths collectively. 5. An untruth; falsehood. 6. The plot of an epic, a dramatic poem, or a play. 7. idle talk. folktale --noun 1. A tale or legend originating and traditional among a people or folk, esp. one forming part of the oral tradition of the common people. 2. Any belief or story passed on traditionally, esp. one considered to be false or based on superstition. legend --noun 1. A non-historical or unverifiable story handed down by tradition from earlier times and popularly accepted as historical. moral noun 1. The moral teaching or practical lesson contained in a fable, tale, experience, etc. myth noun 1. A traditional or legendary story, usually concerning some being or hero or event, with or without a determinable basis of fact or a natural explanation. 2. Stories or matter of this kind. 3. Any invented story, idea or concept. Page 3
The Fables seen in Nashville Ballet s Aesop Fables --Reading Comprehension, Language, Writing, Vocabulary, Theatre For all fables, have students predict the outcome. Have them explain their reasoning. Have the students express the moral from the tale in their own words. Brainstorm with your students when the situations presented in the performance may occur in their lives. Rewrite one of Aesop s fables using scenes from the students everyday life. How would Aesop s morals be illustrated in today s world? Where would the event take place? Have the students dramatize and role-play their versions of the fables for the class. Discuss students experiences with each moral theme. The Ant and the Grasshopper In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. "Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?" I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same." "Why bother about winter?" said the Grasshopper; we have got plenty of food at present." But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: Page 4 It is best to prepare for the days of necessity. 1. Put the above fable on an overhead transparency and show it to the class. What are other words or phrases we could have selected for chirping, bearing, toil, distributing and necessity? Make a word wall for this story. 2. Ask the students if they have ever put off doing an unpleasant task. What happened? The Hare and the Tortoise The Hare was once boasting of his speed before the other animals. I have never yet been beaten, said he, when I put forth my full speed. I challenge any one here to race with me.
The Tortoise said quietly, I accept your challenge. "That is a good joke," said the Hare; "I could dance round you all the way." "Keep your boasting till you've beaten," answered the Tortoise. "Shall we race?" So a course was fixed and a start was made. The Hare darted almost out of sight at once, but soon stopped and, to show his contempt for the Tortoise, lay down to have a nap. The Tortoise plodded on and plodded on, and when the Hare awoke from his nap, he saw the Tortoise just near the winning-post and could not run up in time to save the race. Then said the Tortoise: "Plodding wins the race." 1. How would you describe the Hare? What characteristics does he have? 2. How would you describe the Tortoise? What are her characteristics? 3. Did the Tortoise really need to accept the Hare s challenge? Why did she do that? What was the purpose? 4. If the moral of the story was winning isn t everything how would the story be different? Write the new ending to the story and share it with others. The Wind and the Sun The Wind and the Sun were disputing which was stronger. Suddenly they saw a traveler coming down the road, and the Sun said, I see a way to decide our dispute. Whichever of us can cause that traveler to take off his cloak shall be regarded as the stronger. You begin. So the Sun retired behind a cloud, and the Wind began to blow as hard as it could upon the traveler. But the harder he blew, the more closely did the traveler wrap his cloak around him till at last the Wind had to give up in despair. Then the Sun came out and shone in all his glory upon the traveler, who soon found it too hot to walk with his cloak on. Page 5 Kindness affects more than severity. 1. What does Kindness effects more than severity mean? Rephrase this sentence into your own words. 2. What could the wind have done to have the traveler take off his cloak? 3. Do you think people who are nice to others are treated with kindness in return? What do you do if you are very nice to someone and he or she is still mean to you in return? What should you do?
The Fox and the Crow A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree. That s for me, as I am a Fox, said Master Reynard, and he walked up to the foot of the tree. Good-day, Mistress Crow, he cried. How well you are looking today: how glossy your feathers; how bright your eye. I feel sure your voice must surpass that of other birds, just as your figure does; let me hear but one song from you that I may greet you as the Queen of Birds. The Crow lifted up her head and began to caw her best, but the moment she opened her mouth the piece of cheese fell to the ground, only to be snapped up by Master Fox. That will do, said he. That was all I wanted. In exchange for your cheese I will give you a piece of advice for the future. Do not trust flatterers. 1. The Fox says "Good-day, Mistress Crow. How well you are looking to-day: how glossy your feathers; how bright your eye. I feel sure your voice must surpass that of other birds, just as your figure does. Put this on an overhead transparency or write it on the board for all of the students to see. Ask them to reword what the Fox said using words that make it easier to understand. In modern times, how would the Fox address the Crow (think vernacular or slang terminology)? Have the students share. 2. Why did the Fox compliment the Crow? Did he mean what he said? Have you ever been extra nice to someone to get your way? For all fables, have students predict the outcome. Have them explain their reasoning. Have the students express the moral from the tale in their own words. Brainstorm with your students when the situations presented in the performance may occur in their lives. Rewrite one of Aesop s fables using scenes from the students everyday life. How would Aesop s morals be illustrated in today s world? Where would the event take place? Have the students dramatize and role-play their versions of the fables for the class. Discuss students experiences with each moral theme. Page 6
FABLE WRITING --Writing, Reading, Geography, Art, Theatre Children find animals very interesting, and the characters in fables are usually animals with human characteristics. To be able to write a fable effectively, students need to understand the uniqueness of their character, its habits, movements, likes and dislikes, and to be able to "feel" the character. A research project on animals is a good prerequisite to writing. The research project is conducted as class research (whole group) and each skill can be introduced and practiced with direct instructions. RESEARCH STEPS Choose a topic Write and group questions Collect information Evaluate information Organize information Communicate information Write a rough draft Revise and edit (peer interaction proof-reading) Write final report Share the Information Once these steps have been discussed have students select an animal or insect that they would like to learn more about and also will use as one of the characters in their original fable story. Arrange for students to visit the library to select non-fiction books and other resource materials. Once their research project is completed, students can begin writing their fable. As the students have seen Nashville Ballet s Aesop s Fables, use the stories from the ballet to discuss the elements of a fable. ELEMENTS OF A FABLE Usually animal characters with human qualities A wise or foolish story A moral Beginning: setting, introduce characters and their situation Middle: explanation the problem is and how characters attempt to solve problem. End: Moral or lesson to be learned from story With new knowledge about their animal gained through researching and a deeper understanding of fables, your students are now ready to become authors and illustrators for their original fable. Page 7
While doing the illustrations for the fables, the geography themes of location, place, movement, region and human-environment interaction should be reviewed so students can apply these themes. To integrate art even more, have students select a scene from their fable and create a diorama or model of that scene. To develop communications skills, have students select a few fables written by their classmates, and re-write it into play form. Groups of students can put on the play or puppet show for other students. Life and Times of Aesop --History, Social Studies Aesop was born a Greek slave around 620 B.C. Some historians say he may have been born in Egypt or Turkey. Aesop felt that people laugh and learn watching animals make the same mistakes we make ourselves. The ruler of Lydia, an ancient kingdom in West Asia Minor, King Croesus enjoyed Aesop s talent as a storyteller so much that he freed Aesop. Aesop lived the rest of his life in Greece and is believed to have died in 565 B.C. Learn about the life and times of Aesop and his contemporaries. Who are these other people? Do you recognize any of their names? Discuss any that the students recognize or that are pertinent to the content you are studying. History and Use of the Fable --Reading, History, Social Studies Some of Aesop s tales can be traced back to India, another country known for their use of the fable to teach morals. In India, many people believe that they may be reborn as animals, so animals are a natural choice to write about. The most noted work of collected fables from India is the Panchatantra. The Elephants Ears (A Fable from India) Palo and Mala are brother and sister elephants with the same round, cozy shapes, but Palo has petite ears and Mala wide ones. As the two elephants grow, their mother notices other differences. Palo likes to sit quietly; Mala runs. Palo sleeps peacefully; Mala is restless. Mala rolls in the mud; Palo gathers food. When it s time to make their own ways in the world, Mother Elephant worries. She enlists the help of an eagle who finds two perfect pieces of land, one in the shape of Palo s ear and another in the shape off Mala s. The elephants find happiness: Palo, in India, carrying small children and clearing paths; Mala, in Africa, finding food and protecting her calves. Siblings have their own personalities. Page 8
This is not only a fable. It also tells us about the differences in the African and Indian elephants. Turtle or Tortoise? Rabbit or Hare? --Science, Vocabulary After your students have read or seen The Tortoise and the Hare discuss the different animals with them. 1. What is the difference between a tortoise and a turtle? Are there different varieties of tortoise? 2. Is a hare the same thing as a rabbit? 3. Why do you think that a rabbit has to be fast? What animals are rabbits natural predators? How does a rabbit use its speed to survive in the wild? Where Do I Live? What Do I Eat? --Science Have your students identify the creatures in the four fables seen in the ballet (tortoise, hare, fox, crow, ant, grasshopper). Then discuss the fundamental necessities of all creatures--food, water, shelter. Finally research what different food and shelter each of these creatures needs so that your students can answer the following questions. 1. What type of food does a tortoise eat? A hare? An ant? Etc? 2. What different types of shelter are required by each of these creatures? Solar Power Experiment --Science In The Wind and the Sun, the power of the sun warms the traveler so much that he takes his coat off. This lesson will demonstrate to students how the sun s energy can be collected and stored. Our sun is an average sized star and it has been burning for about 4.5 billion years. About four million tons of the sun's matter turns into energy every second. Solar energy can be best collected as heat. This experiment is performed with two plastic bottles one painted black, the other painted white. Place the open end of one small balloon on the mouth of the white bottle and do the same for the black bottle. Make sure the balloon forms an air tight seal. Now place both bottles in bright sunlight. Within a few minutes, the students will notice the balloon on the black bottle start to expand. The balloon of the white bottle will remain limp. Have a student touch the black bottle to notice that it is warm. Then have the same Page 9
student touch the white bottle to notice that it is much cooler than the black bottle. The black bottle will absorb the sun's energy better than the white bottle which reflects most of the sun's energy away. As the bottle absorbs energy, the air inside the bottle warms up and expands making the balloon full with air. 1. Why do you think the balloon on the black bottle expanded? 2. Does heat make air expand? 3. Does a black object get warmer in the sunlight than a white object? 4. What would be a good color to paint your car if you wanted to stay cool in the summer? What Kind of Animal Are You? --Physical Education, Science, Dance After seeing Nashville Ballet s Aesop s Fables talk to your students about the different types of movements animals make. Pass out flash cards with a different animal on each card. To music, the students can act out the movements of the animal. When the music stops the students swap cards with each other, and continue with the activity when the music starts again. Throughout the activity, ask the students questions about what types of movements their animal makes slow, fast, big, small, soft, heavy, flowing, rough, etc. Making Shapes --Math, Geometry, Dance, Physical Education Talk to your students about different shapes (circles, squares, etc). Explain to them that dancers create shapes with their bodies as they dance. They also make shapes around their dance space. Have your students stand and individually make shapes with their bodies as you call them out. Then divide the students into groups of 4. You will again call out different shapes but now each group must find a way to make that shape using each group member. Finally call out shapes as the whole class works as one to create the appropriate shapes. 1, 2, 3 Follow Me --Math, Dance, Physical Education, Music Dancers make patterns and shapes as they move across the stage. You and your students can also make patterns and shapes as you play this game. Page 10
Students join hands and walk in a circle singing a well-known song as you circle in the opposite direction on the outside of the circle. When the song ends everyone sings, "1 2 3, follow me," and you will tap three consecutive children. The third tapped leaves the inner circle to join hands with the leader. As the game continues the inner circle is getting smaller and smaller, and the leader on the outside is leading a longer and longer line that will eventually become a circle for all at the end. When you finish this game, point out to your students that you were making patterns and shapes. The number of children never changed, but the circle got smaller while the line got longer. The students can predict what will happen by observing the sequence and pattern. With older students discuss whether someone was left in the middle or if everyone was able to join the outer circle at the end of the game. This depends on how many students you began with, and whether that number was evenly divisible by three. Silly Race --Physical Education In The Tortoise and the Hare, the animals participated in a race. Design different races for your students. They can be serious or silly. Also remember that not all races rely on speed; some rely more on dexterity. Some examples of silly races are: rolling a hard-boiled egg across the floor with your nose; carrying a cotton ball in a spoon while holding the spoon handle between your teeth from one point to another; putting an orange or softball under your chin and then passing it to a neighbor who has to put it under their chin without using hands or feet. Page 11