FABLES UNIT ANIMALS. and their STORIES

FABLES UNIT ANIMALS and their STORIES

OvErViEw This unit is taught using the five E s of instruction. This instruction model is based on a constructivist approach to learning, which says learners build or construct new ideas on top of old ones. During this unit, students will read a variety of fables while analyzing the text structure through close reading. Then students will write their own fable using the elements of a fable learned throughout the unit. There are a lot of fun activities in this unit including a link to an itunes U course I created. However, technology is not necessary to do the unit. I have provided alternative resources for you. THE 5E S Engage Explore Explain Elaborate Evaluate 2

EnGaGe You should have a RAN Strategy chart prepared titled fables. Have students write about what they THINK they know about fables on the provided graphic organizer. This language is used because they have not actually researched the topic yet so they do not know the facts to be true. If students are not writing, they can simply draw and/or label on the page. As students are working, go around and ask them to tell you one thing they would like to add to the RAN chart and write this on a sticky note. Give students their sticky note and when finished have students share their thoughts with a partner. They will then come and place their note on the chart. Use this chart throughout the unit as they learn more about fables. Have students decide if they confirm their thinking and/or if they had misconceptions about the topic. Move their sticky notes to the appropriate sections of the chart. Add new learnings and wonderings to the chart. You could also use Padlet to create a RAN strategy chart. To learn more about how Padlet works click here and here. Tech with Jen 2013-2015

What I think I know about FABLES

Name Misconceptions What I Learned Wonderings Know Confirmations Refer & Infer Details & Examples as I read I can... 5

EnGaGe Once students have completed the first part of the wall, display the text structure cards in a pocket chart or attach to an anchor chart (cards provided) and discuss. Then click here and watch The Lesson of the Foolish Crow or The Fox and his Shadow. Fill out the following graphic organizer or provided editable cards, as a group, about the fable. Once completed, move the ideas of what students thought they knew about fables to the misconception or confirmation section of the chart. Then allow students to write their new learning and wonderings on the chart. Be sure to refer to the chart often throughout the unit and add information as needed. Tech with Jen 2013-2015

FABLE A fable is a short, made up story that teaches a lesson. AUTHOR S Purpose To entertain or teach a lesson

CHARACTERS The characters in fables often speak and act like people. SETTING The setting could be a real or make-believe place.

PLOT The plot is what happens in the story, includes a problem and how the characters in the story try to solve the problem. DIALOGUE The words the characters say in the story.

MESSAGE or Moral The lesson to be learned from the fable. Print out the sheet on the next page to use for the anchor chart. If you want to type on it take a screenshot of the page to open in PowerPoint.

I can... Recount Stories Fables Characters Setting Problem Solution Moral or Lesson Name Title

ExPlORe Close Reading The close reading strategy assists the learner in understanding the text at a deeper level as well as assisting in developing a broader understanding of the big idea and essential questions from the unit of study. Not only, should students be able to answer questions using evidence from the text, the reader should also have opportunities to apply their understanding of what they have read from other texts in order to compare and analyze the themes or topics. The suggested texts and articles for this unit can be found on the next page. SUGGESTED TEXTS The Fox and the Crow by Aesop Comparison Fable: The Fox and the Goat The Rat and the Elephant by Aesop Comparison Fable: The Frog and the Ox The Crow and the Pitcher by Aesop Comparison Fable: The Fox and the Grapes The Lion and the Mouse by Aesop Comparison Fable: The Tortoise and the Eagle The Tortoise and the Hare by Aesop Comparison Fable: The Ants and the Grasshoppers I have provided two options for each fable. One with the moral and one without. 13

THE FOX & 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," 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:

THE RAT & THE ELEPHANT A rat, traveling on the highway, met a huge elephant, bearing his royal master and his suite, and also his favorite cat and dog, and parrot and monkey. The great beast and his attendants were followed by an admiring crowd, taking up the road. What fools you are, said the rat to the people: to make such a hubbub over an elephant. Is it his great bulk that you so much admire? It can only frighten little boys and girls, and I can do that as well. I am a beast as well as he, and have as many legs and ears and eyes. He has no right to take up the highway, which belongs as much to me as to him. At this moment, the cat spied the rat, and, jumping to the ground, soon convinced him that he was not an elephant.

THE CROW & THE PITCHER A Crow, half-dead with thirst, came upon a Pitcher which had once been full of water; but when the Crow put its beak into the mouth of the Pitcher he found that only very little water was left in it, and that he could not reach far enough down to get at it. He tried, and he tried, but at last had to give up in despair. Then a thought came to him, and he took a pebble and dropped it into the Pitcher. Then he took another pebble and dropped it into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. Then he took another pebble and dropped that into the Pitcher. At last, at last, he saw the water mount up near him, and after casting in a few more pebbles he was able to quench his thirst and save his life.

THE LION & THE MOUSE Once when a Lion was asleep a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. "Pardon, O King," cried the little Mouse: "Forgive me this time, I shall never forget it: who knows but what I may be able to do for you one day." The Lion was so tickled at the idea of the Mouse being able to help him, that he lifted up his paw and let him go. Some time after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. "Was I not right?" said the little Mouse.

THE TORTOISE & THE HARE One day a hare was bragging about how fast he could run. He bragged and bragged and even laughed at the tortoise, who was so slow. The tortoise stretched out his long neck and challenged the hare to a race, which, of course, made the hare laugh. "My, my, what a joke!" thought the hare. "A race, indeed, a race. Oh! What fun! My, my! A race, of course, Mr. Tortoise, we shall race!" said the hare. The forest animals met and mapped out the course. The race begun, and the hare, being such a swift runner, soon left the tortoise far behind. About halfway through the course, it occurred to the hare that he had plenty of time to beat the slow trodden tortoise. "Oh, my!" thought the hare, "I have plenty of time to play in the meadow here." And so he did. After the hare finished playing, he decided that he had time to take a little nap. "I have plenty of time to beat that tortoise," he thought. And he cuddled up against a tree and dozed. The tortoise, in the meantime, continued to plod on, albeit, it ever so slowly. He never stopped, but took one good step after another. The hare finally woke from his nap. "Time to get going," he thought. And off he went faster than he had ever run before! He dashed as quickly as anyone ever could up to the finish line, where he met the tortoise, who was patiently awaiting his arrival.

FIRST READ Essential Question: What is a fable? What can I learn from these stories? How do morals apply to us today? How do rewards and incentives influence our choices? First Reading During the first reading of the text, use the first set of close reading strategy bookmarks to provide a purpose for reading. It is important students can recount the key details in their own words after they have completed their first reading. These questions generally aide their thinking. If students do not have a basic understanding of the story then it will be quite difficult to ask them to dig deeper. Also, it is important to have discussions with students about how these stories help answer the essential questions of the unit. Create an ongoing anchor chart after each reading with the students and/or have students complete the graphic organizer, or both. (p. 12) 24

ANCHOR CHART Example Create an anchor chart on butcher paper or in pocket chart. As each story is read, fill out the cards and place under the appropriate category. 25

Close Reading Strategies While you are reading ask yourself the following questions: Who are the characters in the story? What is the setting? What was the problem and solution in the story? What is the lesson to be learned from the fable? Close Reading Strategies While you are reading ask yourself the following questions: Who are the characters in the story? What is the setting? What was the problem and solution in the story? What is the lesson to be learned from the fable?

EXPLAIN Second Reading Once students have a basic understanding of the key details, the second reading of the fable will allow students the opportunity to dig a little deeper by providing text dependent questions or inferring questions in which students will have to find evidence to prove their answers, infer, or provide opinions to explain what they know about fables. Students may need a little assistance with looking within the text and inferring. I usually make a copy of the page for students to highlight when answering the text dependent question. Teach skills of how to code during close reading using the next set of bookmarks as a guide, if desired. Then I teach lessons on characterization, asking questions, vocabulary, etc. Graphic organizers provided. 27

Close Reading Codes Close Reading Codes # Number the paragraph # Number the paragraph Chunk the text Important Parts What is the paragraph about? - Left I have a question - Right Chunk the text Important Parts What is the paragraph about? - Left I have a question - Right

THE FOX & THE CROW Do you think the fox was smart? Why or why not? Give examples from the text. Date: Name:

THE RAT & THE ELEPHANT What do you think happened to the rat? Why do you think the way you do?

THE RAT & THE ELEPHANT Do you think the rat was a beast? Why do you think the way you do?

THE CROW & THE PITCHER How did the crow solve his problem of getting water? Do you think the crow was clever?

THE LION & THE MOUSE If you were the mouse would you have helped the lion? Why or why not?

THE TORTOISE & THE HARE What happened when the hare took a nap? Provide evidence from the text.

GRAPHIC ORGANIZERS Center Activities The following graphic organizers and center activities will help students with the following skills: Asking and Answering Questions 2 graphic organizers Retelling Stories 1 graphic organizer, technology integration ideas, and retelling checklist Characterization 1 graphic organizer, character cards & words for sorting Vocabulary 1 graphic organizer, glossary book, and ideas 35

I can... Ask & Answer questions about key details Who?? What?? Where?? When? Why???? How? Name Title

Ask Name Title Questions I can... as I read Evidence to Answer Provide

ReTeLlInG OpTiONs There are so many ways students can retell a story these days. Here are just a few options that you can use. Websites: Educreations Storyboard That Apps Educreations Toontastic Puppet Pals Puppet Pals 2 Students can create their own puppets Students can create storyboards (handout provided) or use the graphic organizers provided. Tech with Jen 2013-2015

ReTeLlInG OpTiONs Student Date Fable Partner: Retelling Guide Your Reflection Your Partner s Reflection Notes Summarizes story in logical order Uses key details when describing events (such as setting, problem/solution) Identifies the central message or moral Was able to name the characters in the story Used some of the vocabulary and phrases from the story

1. 2. 3. 4. 5. 6. Create a storyboard to recount your fable. Name

I can... Retell Stories & understand central message 1. 2. MORAL 3. 4. Name Title

I can... Describe How Characters How does the character look? respond to major events What does the character say & do? How does the character think & feel? Name Title What do the other characters think about the character?

CHARACTER CARDS Use the following character cards and words in a variety of ways: -As part of your anchor charts. -Use the character words to sort traits of each animal in the story. -Use the words to compare and contrast the traits of the animals. -Use the cards for retelling purposes. 43

fox crow

rat elephant

lion mouse

hare tortoise

ant grasshopper

eagle goat

frog ox

clever gullible bold 51

reckless proud careless

conceited caring lazy

persistent patient creative

resourceful proud humble 55

sly bossy generous

sneaky determine helpful

selfish obedient stubborn

spoiled malicious inventive

spoiled impatient polite 60

vocabulary Development Students will choose 5 unknown or interesting words and phrases from each fable and complete the provided handout. It is important to have lots of discussion about the words students choose and make sure that students are writing kid-friendly definitions based on the reading. LOTS of DISCUSSION! :):) If you would like to see how we did this in the classroom click here. Once students have completed the handout they can begin to create a glossary of words. In the example from my blog the students used the Scribble Press app to create their glossary. I have provided handouts that can be copied to make pages for the picture glossary. Students will find or draw pictures to represent their words and write a kid-friendly definition. Students will then put the pages in ABC order or just use the graphic organizer. Be sure to share work throughout the unit! 62

MY PICTURE Glossary Name

THIRD READING Once students have participated in the first and second reading of the text, provide them with another related fable. Students will have an opportunity to compare, analyze, and synthesize the similar fables read to gain more information while comparing characters in a story or comparing texts. 66

Name Title Fable #1 Fable #2 I can...compare & Contrast Important Points

I can... Compare and Contrast Characters Character #1 in stories Character #2 Name Title

THE FOX & THE goat By an unlucky chance a Fox fell into a deep well from which he could not get out. A Goat passed by shortly afterwards, and asked the Fox what he was doing down there. Moral Never trust the advice of a man in difficulties. "Oh, have you not heard?" said the Fox; "there is going to be a great drought, so I jumped down here in order to be sure to have water by me. Why don't you come down too?" The Goat thought well of this advice, and jumped down into the well. But the Fox immediately jumped on her back, and by putting his foot on her long horns managed to jump up to the edge of the well. "Good-bye, friend," said the Fox, "remember next time: 69

THE FROG & THE OX Oh Father, said a little Frog to the big one sitting by the side of a pool, I have seen such a terrible monster! It was as big as a mountain, with horns on its head, and a long tail, and it had hoofs divided in two. Tush, child, tush, said the old Frog, that was only Farmer White s Ox. It isn t so big either; he may be a little bit taller than I, but I could easily make myself quite as broad; just you see. So he blew himself out, and blew himself out, and blew himself out. Was he as big as that? asked he. Oh, much bigger than that, said the young Frog. Again the old one blew himself out, and asked the young one if the Ox was as big as that. Bigger, father, bigger, was the reply. So the Frog took a deep breath, and blew and blew and blew, and swelled and swelled and swelled. And then he said: I m sure the Ox is not as big as this. But at this moment he burst. 71

THE FOX & THE grapes One hot summer s day a Fox was strolling through an orchard till he came to a bunch of Grapes just ripening on a vine which had been trained over a lofty branch. Just the thing to quench my thirst, quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. Turning round again with a One, Two, Three, he jumped up, but with no greater success. Again and again he tried after the tempting morsel, but at last had to give it up, and walked away with his nose in the air, saying: I am sure they are sour. 73

THE TORTOISE & THE EAGLE A tortoise, lazily basking in the sun, complained to the sea-birds of her hard fate, that no one would teach her to fly. An Eagle, hovering near, heard her lamentation and demanded what reward she would give him if he would take her aloft and float her in the air. I will give you, she said, all the riches of the Red Sea. I will teach you to fly then, said the Eagle; and taking her up in his talons he carried her almost to the clouds suddenly he let her go, and she fell on a lofty mountain, dashing her shell to pieces. The Tortoise exclaimed in the moment of death: I have deserved my present fate; for what had I to do with wings and clouds, who can with difficulty move about on the earth? 75

THE ANTS & THE GRASSHOPPER The ants were spending a fine winter s day drying grain collected in the summertime. A grasshopper, perishing with famine, passed by and earnestly begged for a little food. The Ants inquired of him, Why did you not treasure up food during the summer? He replied, I had not leisure enough. I passed the days in singing. They then said in derision: 77

ELABORATE Narrative Writing Once students understand the text structure of a fable, allow them to write their own fable using the planning sheet on page 83. Print on tagboard and laminate the spinners on page 80, 81, 82. Add a brad and paperclip to the wheel to create the spinner. Students will spin the wheel to determine the characters, moral, and setting of the story. Add this to the planning sheet. Once planned, students will write their fable. 79

CHARACTERS eagle sheep grasshopper wolf fox lion Directions: Copy on tagboard and laminate for durability. Create a spinner using a brad and a paperclip. 80

setting farm park night day house city Directions: Copy on tagboard and laminate for durability. Create a spinner using a brad and a paperclip. 81

MORAL Look before you leap. Honesty is the best policy. Every truth has two sides. Never trust your enemy. Birds of a feather flock together. Beware the wolf in sheep s clothing. Directions: Copy on tagboard and laminate for durability. Create a spinner using a brad and a paperclip. 82

I can... PLAN A FABLE Characters Setting Problem Solution Moral or Lesson Name Title

Narrative/Fable Date: Name: 84

TECHNOLOGY For my ipad classrooms, students will write their draft using the Book Creator app. I then allow them to create some type of video of their fable and add to their book. Students can choose from one of the following apps: These apps can also be used when retelling the fables read or when doing Readers Theater. imovie Touchcast StopMotion Puppet Pals Toontastic Green Screen by Do Ink 86

evaluate I typically don t provide a rubric with my units because I have learned it is best to allow students to create the rubrics WITH the teacher. No matter how you decide to evaluate your students be sure they know upfront the expectations of quality work. Allow students opportunities to selfassess their work as well as get feedback from their peers. This is a great way to build community in the classroom. Students need to know their opinion matters. 87

EXTRAS If you have access to ipads, use the ibook Animals and Their Stories. If you have a class set of ipads you might want to download a course on fables I created as an itunes U course here. **NOTE: The course is different from the unit. I ve also provided a Readers Theater script for the story The Fox and the Crow. Just make enough copies for each character, highlight the character s part, and place in file folders. 88

READERS THEATER The Fox and the Crow Characters: Fox Crow Narrator Narrator: A Fox once saw a Crow fly off with a piece of cheese in its beak and settle on a branch of a tree. Fox: "That's for me, as I am a Fox," (Walk up to the foot of the tree.) "Good day, Mistress Crow, 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." Narrator: 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. Fox: "That will do, 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." 89

Other folktale Products from Tech with Jen Need lesson ideas? Check out these great titles plus a lot more in my store.

Newsletter Credits

Follow Me Created by Jennifer Kimbrell @Tech with Jen Please feel free to email me at techwithjen@gmail.com if you have any questions or if there are any errors in this document. Electronic purchase of this product is licensed for use by one teacher in one classroom only. Reproduction of this product for use by additional teacher s or classrooms, an entire grade level or school, additional schools or an entire school district is a violation of copyright. Graphics above by The 3am Teacher