Fable

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Fables On The Table

Group 3
Haley Attanasi, Ngozi Ejim, Jenna Graziadei, Melissa Keen, Kimberly Kugel, Jennifer McDaniel
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Standards
PA State standard C C.1.3.2.A: Recount stories and determine their central message, lesson, or
moral.
PA State Standard CC.1.1.2.E: Read with accuracy and fluency to support comprehension.
PA State Standard CC.1.2.2.A: Identify the main idea of a multi-paragraph text as well as the focus
of specific paragraphs within the text.
PA State Standard CC.1.2.2.B: Ask and answer questions such as who, what, where, when, why,
and how to demonstrate understanding of key details in a text.
PA State Standard CC.1.2.2.C: Describe the connection between a series of events, concepts, or
steps in a procedure within a text.
PA State Standard CC.1.2.2.H: Describe how reasons supports specific points the author makes in
a text.
Common Core State Standard CCSS.ELA-Literacy.RL.5.3: Compare and contrast two or more
characters, settings, or events in a story.
Common Core State Standard CCSS.ELA-Literacy.RF.2.4.a: Read grade level text with purpose and
understanding.
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Lesson Objectives
At the end of this 5-day lesson, students will be able to...
Recall important points in a story that are critical in understanding

the moral.
Understand the significance of meaningful texts by means of how

the morals can impact their lives.
Apply this knowledge in future situations by reflecting on both texts

and real-life circumstances on a daily basis to reveal and learn
lessons that can allow personal growth.
+ Day 3
Lesson Goals Students will understand the process of writing a fable and
analyze the final product through a think-aloud and
example from the teacher.
Day 1
Students will refine their brainstorming skills using Sketch
board to plan their new fables.
Students will be active listeners, readers, and
participants as they study the words of various
authors and their fables. Students will begin the process of writing an original fable
by building off of the moral to define the main idea,
important plot-building details, and the conclusion.
Students will understand the story hamburger
organization of fables. Day 4
Students will be able to dissect fables to Students will use their developed skills in fable-writing and
determine the morals. brainstorms to write sentences and paragraphs to put
together their short stories.
Day 2 Students will practice the class' proofreading technique to

perfect their pieces of writing.
Students can use their understanding of the
organization of fables and skills of dissecting Day 5
these tales to understand how changes in the
plot can affect the moral.
Students will analyze their original fables to
visually represent the morals in an illustration.
Students will can able to dissect fables and
rewrite the ending to change the plots.
Students will refine their presentation skills by
reading their fables aloud.
Students will be able to analyze the fables with
their new endings to determine the new moral. Students will use their active listening skills as
peers read their fables to gain a deeper
understanding of the make-up of a fable, the moral
of the stories, and how to incorporate the elements
of a fable into their own written fable
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Outline Day 3: Become the Authors
Students will collaborate in small groups to

construct a fable. Students will be given
another example of a fable call The Mighty
Day 1: The Basics of Fables Tree. Students will be instructed how to use
Sketchboard. Students will use
Students will learn the fundamentals of Sketchboard to brainstorm ideas for small
fables and will listen to examples from groups .
teacher. Students will discuss what they
believe fables are. Student will learn Day 4: Authors at Work
how to read fables and analyze a fable
for their morals. Students will continue to work in small
groups to create a fable. Students will learn
how to proofread work by reviewing a
Day 2: New Endings worksheet; checking for punctuation,
capitalization, spelling, etc.
Student will watch fable video The Crab
and The Stork. Student will review the Day 5: Published Authors
elements of a fable that they learned
from the previous day. Students will Students will continue to work on fables
collaborate in in pair to identify the created within their groups. Along with
elements and morals from their their handwritten fables students will
assigned fable. Each pair will discuss an draw an illustration. Once fable and
alternative ending and create a short illustration are complete , students will
power point presentation. present fables to class.
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Assessments
Self-assessment: Students will be Summative assessment-rubric

asked to complete the reflection grade: The teacher will utilize a
worksheet where they can pre-designed rubric that will
express what they learned in the assess each student's focus,
collaboration, assignment
lesson and their understanding. completion, assignment
accuracy, and understanding of
Formative assessment- anecdotal lesson content.
notes: The teacher will walk
around the classroom checking Pre-formative assessment: The
on the progress of the students. student rubric will include various
He or she will take notes as they levels of understanding that the
listen to the children children can use to assess how
communicating to complete the they feel about their completion
assignment. of the lesson.
Closing Activity
Day 1: The teacher will read a fable aloud (http://read.gov/aesop/051.html). A hand will
be drawn on the floor with chalk or tape. Students will be separate into groups of the
main idea, detail 1, detail 2, detail 3, conclusion, and moral. The groups will briefly
converse to determine what information they must provide when prompted. The teacher
will go around from group to group asking for their comments and writing them on the
board. This will serve as extra practice dissecting and analyzing fables.
Day 2: The teacher will explain how skills developed between day one and two will be
used to brainstorm on the homework assignment that will be useful for the lesson on the
following day.
Day 3: Each student will present the teacher and the class with the name of their fable
and the general subject area on which they based their moral. For example, the title of
the fable may be "Shane the Mouse" and the general subject of the moral may be
"bullying." Peers can offer ideas by raising their hands. This can help students develop
their fables the following day.
Day 4: The students will share opinions and ideas about each other's fables.
Day 5: The students will each be given an opportunity to present their short stories. In the
role of listener, they will be required to complete the student reflection worksheet where
they must write comments about two of their peers.
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Fables
+ What is a What parts
Fable? make up a
fable ?
A narration intended to enforce a Orientation - During the
useful truth, where animals orientation , characters and
speak and act like humans. setting are introduced
Complication - During the

complication a problem or crisis
arises
Resolution During the

resolution the problem or crisis
gets resolved
Re-Orientation During the re-

orientation the lesson or moral
of the fable is presented in the
closing
+ Fable Summary Day 1
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Student Worksheet Day 1
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Student Worksheet Day 1
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Overview Day 2
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Overview Day 3
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The Mighty Tree
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Brainstorming with Sketchboard
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Overview Day 4
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Overview Day 5
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Student Worksheet -Day 5

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Fables On The Table

At the end of this 5-day lesson, students will be able to...

Recall important points in a story that are critical in understanding

Understand the significance of meaningful texts by means of how

Apply this knowledge in future situations by reflecting on both texts

Day 2 Students will practice the class' proofreading technique to

Students will collaborate in small groups to

Self-assessment: Students will be Summative assessment-rubric

Complication - During the

Resolution During the

Re-Orientation During the re-

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