Aesop s Fables A 3rd Grade Literacy Focus Unit Created by

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Two friends share their lives by inviting one another to their homes The city mouse enjoys a. small meal in the country but invites the country mouse to the city for something extravagant. Their meal is interrupted by dogs and the country mouse decides he prefers simplicity. The Ox Driver and Hercules by Aesop Whitefish Kessinger Publishers 2003. One day a man is driving his wagon that sinks into mud He prays for the help of Hercules but. the god responds that Gods help those who help themselves. There are many more supplementary materials that we will allow students to choose from for. their skits or to aid them in writing their own fable They will not be limited to those above but. we cannot summarize them all,Students will examine the concept of the fable. Students will make connections between the morals in the fables and real life. Students will understand figurative language and how it is used in literature. Students will develop public speaking skills, Students will develop teamwork skills by working with a group to create a skit about a. given fable, Students will develop reading fluency by reading a selection of Aesop s fables. Students will develop reading comprehension skills by analyzing a selection of Aesop s. INDIANA ACADEMIC STANDARDS, English 3 3 2 Analysis of Grade Level Appropriate Literary Text Comprehend basic plots of. classic fairy tales myths folktales legends and fables from around the world. Pre reading, Activity Students will choose a partner and compete in a three legged race outdoors.
After the race the entire class will discuss what happened during the race What. worked What didn t work Did you have to go fast or slow What did you learn. Sometimes slow and steady wins the race Have you heard this saying before Teacher. will discuss and define a fable After discussing a fable the students and teacher will. compare a fable to other genres The teacher should also give students background. information on famous writers of fables including Aesop The teacher should also. mention the Perry Index a way that all of the fables are organized and the number they. are assigned in the overall text, Introduce Tortoise and the Hare prior knowledge vocab word walls. Grouping Whole group instruction, Activity The teacher will read Tortoise and the Hare to the entire class After a. discussion of Tortoise and the Hare students will read other fables in small groups. Each small group will read a different fable provided by the teacher. Grouping Whole group Small Groups,Responding, Activity After reading their fables the students will participate in a whole class. discussion The class discussion will focus on the morals of the stories they have read. and personal connections to students lives After the discussion students will write their. thoughts and feelings about the fables they read in a journal. Grouping Whole group Individual, Students will go to the computer lab and explore different fables Students should go to. these websites http www umass edu aesop index php http www aesops fables org uk. and explore various fables and Aesop Students will write the morals of three different. fables and journal about their favorite fables If a student finishes early encourage them. to explore more fables than what is required Student may also choose to use time to. consult the dictionary and look up unfamiliar words that are often used in Aesop s. literature For example students may not understand that the word hare means rabbit. Grouping Individual, Students will perform a short skit based on the fable they read in their small groups.
Props will be included After the skits have been performed students will write their. own fable complete with a moral Students will have time in class to work on both of. these projects,Grouping Small Groups,Supplemental Materials. Websites computers visit http www umass edu aesop index php. Books library access,Skits props costumes,TIME SCHEDULE. Day 1 Day 2 Day 3 Day 4 Day 5, Students will Introduce Aesop Concepts of Discuss Tortoise Partner up. compete in a history of Aesop figurative language and Hare students each. three legged biography symbols and teacher will read pair will be. race Have handout worksheet representations to class whole given the fable. students Teacher can have present a list of class discussion The Boy. brainstorm ideas basic facts outlined euphemisms and questions that Who Cried. of genres of on the bulletin clich s Connect prompt critical Wolf They. literature As a board including these to life thinking must read the. warm up activity years that he lived situations Language Aesop s fable identify. the teacher will where he lived etc experience approach language Grand the clich and. provide a Students will be used to compile a conversation respond by. worksheet with challenged to find list of clich s and Choose word drawing a. various titles more in depth facts then leave these lists wall words picture. Students will on their own in plain sight for all,use experiences to see Students will. with the given then explore,books context examples of.
clues to guess metaphors similes,what genre it word play highly. may be For descriptive,example a book language etc. with a dragon in,the title is likely,fiction Have,students give. examples of,books from the,genres fiction,nonfiction. historical,biographies etc,After they,identify the.
elements of,other genres we,will cover the,elements that. make it a fable,Day 6 Day 7 Day 8 Day 9 Day 10, Quick review of Review previous Library day use this Oral Analyze the. fable concepts reading with group day to work on presentation of given fable. such as the discuss theme finding appropriate findings through create lists of. morals and the teacher will do a materials using the library fable. characterization mini lesson on library categorizing assign small elements lists. Do a mini lesson theme groups will systems task find a groups 4 5 of words they. on figurative discuss reasoning book that could be students and don t know. language and behind character considered a fable give each group reasoning. symbolism selection or that has a fable Today behind. word wall make components of a these groups character. word maps of fable will read their selection,key words hare fable make. shepherd connections,Day 11 Day 12 Day 13 Day 14 Day 15. Review fable as Computer lab day In class opportunity Rehearsal bring Present in. a group assign Students will be to collaborate with in props make front of class. skit project given certain group write script sure skit is and parents. Deadlines websites to explore assign parts Teacher teacher are invited. criteria Students which supplement will need to monitor approved. will brainstorm the fables Some of progress practice. ideas with their these options will Perform for,groups include videos teacher.
Some of this time,will be used to do,research for the skit. Day 16 Day 17 Day 18 Day 19 Day, Full class Overview of the Rough draft in Peer edit 20. discussion how writing process class revisions Publish fables. did the skit go review necessary editing compile fables. was it fun what elements of a fable into a class,was easy what assign create your book No. was hard self own fable project longer Aesops,reflection do pre writing fables but. Students can brainstorming now insert,also write about choose your moral teachers name.
this experience for your own fable here s,in their journal Fables. create Perry,index for this,Make Your Own Fable,Name Teacher LRS KNM JAG KMY. Date Title of Work,Criteria Points,4 or 5 errors 1 or 0 errors. 2 or 3 errors,Grammar More than 6 errors mediocre exciting. acceptable,Spelling poor sentence sentence sentence.
Sentence structure difficult structure structure very. structure clear,Structure to understand confusing or easy to. unclear meaning understand,Proper symbolism,No symbolism symbolism excellent. symbolism poor,Elements of a nonsensical appropriate character. character choice,Fable character choice character selection and. beginnings of a,no moral present choice and a an interesting.
moral present,moral is present or profound,moral is present. Mediocre Engaging,language language,Poor language no language. Content developing appropriate,transitions lack of transitions. Quality transitions some transitions,story interesting. semblance of appropriate,story story,Evidence of,No evidence of pre.
pre writing,Writing writing drafting,Process revision and. revision and,Teacher Comments, Powered by TeAch nology com The Web Portal For Educators www teach nology com. Checklist for Skit,Participation effort,Use of props costume. Accurate representation of lesson,Checklist for items completed in entire unit. Worksheet on genres,Info about Aesop worksheet,Class discussion on clich s.
Class discussion on The Hare and the Tortoise,Draw a picture of The Boy Who Cried Wolf. Word map of key words,Find a book considered a fable library day. Oral presentation about library day,List of fable elements. Completion of skit,Appropriate use of lab day,Write your own fable. Students will develop reading fluency by reading a selection of Aesop s fables Students will develop reading comprehension skills by analyzing a selection of Aesop s fables INDIANA ACADEMIC STANDARDS English 3 3 2 Analysis of Grade Level Appropriate Literary Text Comprehend basic plots of classic fairy tales myths folktales legends and fables from around the world UNIT PLAN Pre

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