LESSON FOUR: Writing and Presenting A Fable Using Research
LESSON DESCRIPTION
Students apply the writing process to create a fable. Students apply speaking and listening skills while presenting the fable to the class.
GRADE-LEVEL EXPECTATIONS
W1A Follow a writing process to organize information in a graphic organizer, and apply writing process to write effectively in various forms and types of writing.
LS2 In discussions and presentations, give organized presentations that demonstrate a clear viewpoint, select and use appropriate public speaking techniques such as rate, pace, and enunciation.
LESSON MATERIALS
§ Source of literature
o Aesop’s Fables (www.gutenberg.org)
§ Supplies
o None
§ Handouts provided
o Fable Prewriting Sheet handout
§ Words to know
o enunciation
o graphic organizer
o types of writing
FORMATIVE ASSESSMENT
Written fable and student presentation.
LEARNING ACTIVITIES
1. Using a think/pair/share activity, students determine the main characteristics of the animals they researched. Tell students they will use these characteristics to write their own fable.
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Strategy
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During the think/pair/share strategy. (Kagan, S. (1994). Cooperative Learning (p.11:2). San Juan Capistrano, CA:, student independently think about a topic, pair with another student for discussion, and share answers with the class. |
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Questions for Students
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How could you make use of the researched animal facts to accurately portray that animal in a fable? |
2. Review conclusions students made about fables earlier in the unit. Discuss morals of fables. Ask students, “what lesson might the animal you researched need to learn based on his characteristics?” Model this by choosing a well-known animal not included in the unit like an ant. Allow the class to brainstorm main characteristics of ant (hard workers, follow the queen, small, follow a certain path). Ask students what lesson the ant might have to learn or what lesson might another animal learn from what the ant (to work hard and save for the winter). This could be the moral of a fable written about an ant.
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Question For Students
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What is the relationship between your animal’s main characteristics and the moral of the fable? |
3. Discuss student’s knowledge of the prewriting process and distribute the Fable Prewriting Sheet handout. Model completion of the handout for your fable. Students complete their own fable including a moral .
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Question For Students
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What are the steps of the writing process? How would you summarize the writing process? How does prewriting aid in including researches information? What is the function of the writing process? What information would you use to support your view of this animal? |
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Idea
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Definitions of the writing process can be found in the Glossary of Terms, Communication Arts, Grade Level Expectations on the DESE website. If students are unfamiliar with the writing process, model all steps before assigning the fable. |
4. When prewriting is complete, discuss student knowledge for the rest of the writing process. Students complete a written fable, revise, edit, and publish. Students use Writer’s Checklist for peer review. Examples of good writing can be displayed as anchor papers for students. To reinforce good revision and editing skills, distribute examples of fables and ask students to suggest improvements using the Writer's Checklist.
5. When students have completed the writing process, discuss their fables, and proceed to presentation. Discuss prior knowledge of public speaking including rate and pace. Model fast and slow versions. Ask students, “How would you improve my rate and pace?” “Why are rate and pace important? Write the word “enunciation” on the board. Using think/pair/share, ask students to form a definition of the word. Students look up the word in the dictionary. Ask, “What is the function of enunciation?” “Why is correct enunciation important?”
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Questions for Students
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What are public speaking techniques? How would you summarize public speaking techniques? How do appropriate pubic speaking techniques aid the effectiveness of a speech? What approach would you use to adjust your rate of speech? Pace? Enunciation? How are public speaking techniques related to the audience’s understanding and enjoyment of your presentation? How would you improve your presentation? What would you recommend to improve someone else’s presentation?
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6. Students prepare to present their fable to the class. Divide students into practice groups. One student practices his/her presentation while others critique their rate, pace, and enunciation using the Peer Critique handout.
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Idea
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Definition of public speaking techniques can be found in the Glossary of Terms, Communication Arts, Grade Level Expectations on the DESE website. Modeling of presentation techniques is useful. |