South Carolina ETV

South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545

Acting Like a Bunch of Animals: Fables and Human Frailties (Grades 8-10)

Master Teacher

Sharon E. Glass

Time Allotment

Five 50-minute periods or Four block periods

Overview

Students will trace the background of fables and learn the motivation behind them, as well as the criteria for the literary form. Through exposure to various fables via video clips and Internet sites, they will be able to identify the morals in each, as well as explain the connection between the animal characters and the human "weaknesses" and/or "strengths" each embodies. As a result of the activities, students will be able to write creatively, both independently and in groups, in order to create both traditional and modern fables.

(Note to Teacher: Though this can stand as an independent lesson, it is designed as an introduction to the novel Animal Farm, as it is a lengthy fable in itself.)

Subject Matter

English

Learning Objectives

Students will be able to:

trace the history of fables
identify characteristics of a fable
identify and use vocabulary associated with fables
identify reasons various animals are chosen to represent specific human qualities
rewrite classic fables into modern versions
write creatively
work in cooperative groups
use the writing process in creating own fable, inclusive of peer editing
use computer technology (Microsoft Word and the Internet)
illustrate fables using hand-drawn or computer-generated art
share in the oral presentation of group fables

South Carolina Standards

Grade Eight

I. Reading/Literature

B. The student will apply knowledge of the characteristics and elements of various literary forms including short stories, essays, speeches, lyric and narrative poems, plays, and novels.

Describe inferred main ideas or themes.

Describe cause-effect relationships and their impact on plot.

Describe and evaluate how authors use characters, point of view, mood, and tone to create meaning

Explain how a literary selection can expand or enrich personal viewpoints or experiences.

Grade Nine

I. Reading Literature

A. The student will read and analyze a variety of literature.

Identify the characteristics that distinguish literary forms.

Use literary terms in describing and analyzing selections.

II. Listening

A. The student will listen to the speaker to gather and interpret information and analyze for accuracy, bias, and speaker's intent and purpose.

B. The student will listen critically and ask appropriate questions to clarify the view point of others, to develop new under- standings, to view findings from various perspectives, and to make learning person- ally relevant when participating in discus- sions or interviews.

C. The student will expand a rich vocabulary through listening.

III. Speaking

A. The student will present and critique dramatic readings of literary selections.

Choose literary form for presentation, such as poems, monologues, scenes from plays, or stories.

Adapt presentation techniques to fit literary form.

Use verbal and nonverbal techniques for presentation.

Evaluate impact of presentation.

IV. Writing

A. The student will develop narrative,

literary, expository, and technical writings to inform, explain, analyze, or entertain.

Plan and organize writing.

Communicate clearly the purpose of the writing.

Write clear, varied sentences and use grammatically complex sentences.

Use specific vocabulary and information and complex dialogue.

Arrange paragraphs into a logical

progression.

Revise writing for clarity.

Demonstrate use of written Standard English by using expanded vocabulary.

Grade Ten

I. Reading/Literature

A. The student will read and critique literary works from a variety of eras in a variety of cultures.

Explain similarities and differences of structures and images as represented in

the literature of different cultures.

Identify universal themes prevalent in the literature of all cultures.

III. Speaking

A. The student will create and deliver oral

presentations for specific audiences.

Choose appropriate form for presentations, such as speech, monologue, debate, scene from play, and video.

Illustrate ideas through anecdotes and

examples.

Evaluate impact of oral presentations.

Media Components

Video

Stories and Poems from Long Ago, Lesson 6: "The Tales of Aesop." This video provides an introduction to "fables." It briefly discusses Aesop, whose skill in writing fables made him famous. It also discusses the basic components of a fable and demonstrates these by showing cartoon-like versions of several of Aesop's works.

Web Site

The Fisherman and the Little Fish. This Web site reveals both a traditional and a modern version of the fable "The Fisherman and the Little Fish." The moral is taught in the traditional fable by showing a small fish being caught by a fisherman. The fish asks to be released so he can grow up to be caught sometime later and provide a better meal once he grows up; however, the fisherman tells the fish that though he is small, it is better to have him in "hand" than wish for the "prospect" of something greater.

The modern version of the above fable uses an astronaut and a "spiderhog" to teach the same moral. The spiderhog asks the astronaut to release him because better specimens can be found on another planet. The astronaut tells him that it better to keep what he has in "hand" than wish for the "prospect" of something greater.

Materials

Computer for each student
Activity Sheet 1: Aesop and Fables
Activity Sheet 2: List of Proverbs and Clichés
Activity Sheet 3: Steps in Writing a Fable
Activity Sheet 4: Rubric for Writing a Fable (for both student and teacher use)

Prep for Teachers

Preview all 4 handouts.
Preview the three video clips from Lesson 6: "The Tales of Aesop."
Preview Internet site: http://www.umass.edu/aesop/fishcontents.html
Arrange for VCR and television
Schedule computer lab for Web site (see third bullet)

Introductory Activities

Step 1: Give out handout entitled "Aesop and Fables," (Activity Sheet 1) advising students they will have to list facts from the sheet once they read the sheet. Students read handout silently.

Step 2: Have students put the handout out of sight and have them list "20" facts about fables that they discovered through their reading.

(Note to Teacher: Tell the students to divide the handout into increments of ten sentences throughout so that the facts can be pulled from each set of "ten" sentences.)

Step 3: To check for understanding have each student in class share "two"of the facts he/she listed as a result of reading the "Aesop and Fables" handout.

Step 4: Before starting the first video clip, provide students with a Focus for Media Interaction and tell them to listen for the definition and explanation of a "fable" as explained in the video.

Step 5: START the video, Lesson 6: "The Tales of Aesop." The clip begins with a man sitting in a red leather chair reading from Aesop's Fables. He begins by stating, "I think you're going to like today's stories." He then defines "fable," with emphasis on the storyteller Aesop's techniques. The clip ends when the narrator says, " . . . three fables will be illustrated," with final words being, " . . . and Belling the Cat." On the screen at this point at the end of the clip, the man is still seated in the red leather chair holding the copy of Aesop's Fables as the clip fades into the first fable, "The Tortoise and the Hare."

To check for comprehension of both video and previous handout, students are to explain in writing the term "fable." Have several students share their written responses with the class.

Step 6: Provide students with handout entitled "Proverbs and Clichés" (Activity Sheet 2) to use as basis for morals in students' own fables; based on students' background knowledge of clichés and their meanings, discuss any unfamiliar clichés on the list.

Then, from the handout, choose the proverb "Beware of Greeks Bearing Gifts." Explain that the saying refers to the gift (the legendary wooden horse) that the Greeks gave to the Trojans during the Trojan War in order to defeat the Trojans—thus the saying, "Beware of Greeks bearing gifts." Explain that clichés such as this one can become the basis of the morals for students' own fables, especially when related to their own life experiences.

Step 7: Before starting the second video clip provide a Focus for Media Interaction by telling the students to determine the human weakness exemplified by one of the animal characters in the video clip used to demonstrate a common human problem.

Ask students to determine how the animal characters in the video clip "The Tortoise and the Hare" demonstrate a human weakness.

Cue video. The video begins with the narrator reading, "There once was a boastful hare. . . . " The hare appears with a pink kerchief around his neck. The clip ends with the tortoise telling the hare, "Slow and steady wins the race." The hare and tortoise stand side by side after the hare loses the race.

Step 8: To check for understanding have the students explain in writing the weakness demonstrated by the hare. Have several students share their written responses with the class.

Step 9: Have each student list two human weaknesses and the animals they think would best demonstrate the weaknesses. Then, for each weakness and animal identified, ask students to create a possible "moral" for their weakness and animal.

Teacher model:

Aggression: Barracuda: Some things come back to bite us (moral)

Stubborn: Bull: Don't be bull-headed (moral)

Step 10: To check for understanding have each student share one of his/her examples as indicated above; each student should copy at least 10 examples shared in class.

Step 11: Before starting the third video clip, provide a Focus for Media Interaction by telling students they are to identify the weakness demonstrated by the plot of the fable in the video clip. Explain to students that they will write a summary to explain the moral of the story as demonstrated by the animal characters chosen to teach the moral.

The clip begins with the narrator saying, "This is the fable of `The Wolf in Sheep's Clothing.' " The wolf is shown disguised in sheep skin as he drinks from a pond. The clip ends with the wolf resting while stating, "The shepherd and the dog were smart, as they knew looks are often deceiving."

Step 12: Check for understanding by asking several students to share their summaries.

Learning Activities

Step 1: Send students to the fable Web site The Fisherman and the Little Fish. A list of fables appears. Click on the fable "The Fisherman and the Little Fish." Provide a Focus for Media Interaction by telling the students they will have to write their own fables based on the models displayed on the Web site, so they must follow the examples provided by the site.

Step 2: Next, tell students to click on the fish icon that reads "traditional" and read along with text.

Step 3: Instruct students after they read the fable on the site to write the moral and explain how the characters demonstrate this moral.

Step 4: Next, tell them to click on the rocket icon that reads "modern" and read along with the text as the rewritten version demonstrates "how to" create a "modern" version of the fable "The Fisherman and the Little Fish."

Step 5: Instruct students to "create" their own "modern" version of "The Fisherman and the Little Fish" by replacing the characters with either new animal characters or human characters, inclusive of new dialogue.

Step 6: Check for understanding by having several students read their new versions of the fable.

Step 7: Place students in groups of three in order to begin the process of writing a "group" fable. Give out "Steps in Writing a Fable" (Activity Sheet 3), which details the process of creating a fable. Along with this handout, give out the rubric (Activity Sheet 4) for assessing fables, which can be used as a "peer editing" sheet.

Step 8: To check for understanding have each group read its "group" fable; then, have another group "critique" the group's fable based upon the information found in the three handouts on fables.

Culminating Activity/Assessment

Step 1: Tell the students to select "one" saying that has not been addressed in any of the fables presented in class from Activity Sheet 3: "Proverbs and Clichés." Then tell students to use the writing process steps and create a short fable to demonstrate the "moral" they wish to teach through their story.

Step 2: Instruct the students to use the fable rubric (Activity Sheet 4) to assess the quality of their fables.

Step 3: Then have students create either a hand-drawn or computer-generated illustrations for their fables.

Step 4: Assess the fables using the same rubric handout listed under Step 3. The fables will be judged using the following criteria:

1. Does the narrative (fable) make sense?

2. Is the setting described?

3. Do the animals speak (use of dialogue)?

4. Are the quoted passages punctuated correctly?

5. Does the fable teach the chosen "moral"?

6. Are there spelling errors?

7. Are there any incomplete sentences/fragments?

8. At the end of the fable is there a statement that begins, "The moral of the story is _____________?"

Cross-Curricular Extensions

Science: Students could write fables based on the various animals and creatures encountered in their studies.

Art: Students could draw pictures of different animals/creatures in different situationsand could then write fables based on the pictures.

Social Studies: Students could choose themes of history such as "Necessity is the mother of invention" and create fables that illustrate the theme (moral)—(for example, a dinosaur rolling a log and the action leads to the invention of the wheel)

Likewise, they could choose statements from famous persons which have become accepted as "truths" and create fables based on these maxims (truths)—for example President John F. Kennedy's statement, "Ask not what your country can do for you, but what you can do for your country." (For example, a ladybug who never works complains about her tree village's government yet never attends village meetings, while the busy worm toils all day gathering food for his family and the shut-ins, but still finds time to attend village meetings).