LESSON FIVE: Identifying Text Features of a Self-Written Fable
LESSON DESCRIPTION
Students write a fable and create a title and glossary. Students work in small groups to create an anthology of fables that includes a table of contents.
GRADE-LEVEL EXPECTATIONS
R2A Locate, interpret, and apply information in title, table of contents, and glossary, and recognize the text features of fiction, poetry, and drama in grade-level text.
LESSON MATERIALS
§ Source of literature
o Aesop’s Fables (www.gutenberg.org)
§ Supplies
§ Handouts provided
o None
§ Words to know
o fiction
o nonfiction
o text features
FORMATIVE ASSESSMENT
Students construct glossary entries for a self-written fable. Scoring guide provided.
LEARNING ACTIVITIES
1. Discuss prior knowledge of the text features of fiction, poetry, and drama. Ask students to find examples of each in a literature anthology or display an example and ask students to classify the passage. Do the same with title, table of contents, and glossary and ask students the function of each.
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Questions for Students
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What is a title? Compare and contrast fiction, poetry, and drama? How would you use the title, glossary, and table of contents to understand a passage better? How is fiction different than poetry and drama? Can you identify the different parts of a glossary entry? Create a new way to display the information found in the table of contents? Would it be better if the table of contents, and glossary appeared at a different place in the book? How does a title, table of contents and glossary aid comprehension of a piece of writing? |
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Idea
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Text Features Parts, other than the body of the text, that designate special features (e.g., title, author, copyright, dedication); text organizers that provide structure and help readers locate information, (e.g., page numbers, table of contents, captions, glossary, index, illustrations, graphs, charts, etc.) |
2. Students apply understanding of text features to the fable they wrote in Lesson Three to determine if the written fables are fiction, poetry, or drama. Discuss the function of a title. Students create a title for their fable. Students view and review a glossary. Discuss the function of a glossary. Students identify at least two words in their own fable to use in the glossary. Discuss elements included in a glossary entry.
3. Divide students into groups to create an anthology of fables. The collection must include a title, table of contents, and glossary.
Scoring Guide
2 points response includes accurate glossary entries for two words from own fable
1 point response includes accurate glossary entry for one word from own fable
0 points other