Collaborative Learning: Transformation Level

(K-4 Lesson)

Fables Have World Appeal
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Grade Level
4
Classroom Configuration:
  • Whole group activity, with small groups using mobile laptops simultaneously
Arizona State Content Standards
  • Reading
    • Strand 2: Comprehending Text
      • Concept 1: Elements of Literature
        • PO 1: Identify the components of a plot.
        • PO 2: Identify the theme.
        • PO 3: Distinguish between major and minor characters.
        • PO 4: Analyze how a character's trails influence their actions.
        • PO 5: Identify the narrative point of view.
        • PO 6: Determine all aspects of the setting.
        • PO 7: Identify the intended effects of techniques that the author uses to influence reader.
        • PO 8: Identify various genres.
  • Writing
    • Strand 3: Writing Application
      • Concept 1: Expressive
        • PO 1: Write a narrative based on imagined or real events Character, setting, plot, sensory detail, clear language, logical sequence of events.
Arizona Educational Technology Standards (2009)
  • Strand 1: Creativity and Innovation
    • Concept 1: Knowledge and Ideas
      • PO 1: Analyze information to generate ideas and processes
    • Concept 4: Original Works
      • PO 1: Analyze information using digital creativity tools to create original works and express ideas
  • Strand 2: Communication and Collaboration
    • Concept 1: Effective Communications and Digital Interactions
      • PO 1: Communicate digitally with others by selecting and using a variety of appropriate communication tools.
  • Strand 3: Research and Information Literacy
    • Concept 2: Processing
      • PO 1: Use appropriate digital tools to synthesize research information and develop new ideas
  • Strand 6: Technology Operations and Concepts
    • Concept 1: Understanding
      • PO 3: Choose technology applications for a given project or activity
    • Concept 2: Application
      • PO 5: Create multimedia presentations with multiple pages, audio, transitions for individual assignments
      • PO 6: Use interactive web content to access, read, send, and receive information.
Objectives
  • Students will learn about Aesop, the Greek slave who wrote hundreds of fables, as well as fables written from other cultures around the world.
  • Students will identify elements of a fable such as moral and personification.
  • Students will explore different literary forms of fables from books, audio files and movies
  • Students will exchange morals for stories read and collect ideas for their own story.
  • Students will collaborate in a team of 2 to create their original fable.
  • Student teams may choose to produce their fables in the form of an enhanced podcast or presentation.
  • Students will have the opportunity to publish their podcast or presentation on the class webpage or blog.
Procedure
  • Day 1:
    • Discuss Aesop's Fables (Fables are some of the oldest stories known to man. Fables are universal. Fables relate to everyone and connect us to other cultures. Classic fables like "The Boy Who Cried Wolf," or "The Tortoise and the Hare" teach us a lesson or a moral.)
      1. After reading a few of the Aesop's Fables aloud, ask kids which ones they liked and why. Help them understand the moral at the end of each tale by asking:
        • What happens in the story? Who or what is the story about? What does the moral mean? Do you think you could live by the moral? In what situations in your life would it apply?
        • Before I finish reading the story, can you guess what the moral will be? Why do you think that?
        • What lessons do you think the morals teach? Why do you think Aesop wrote stories with morals at the end? Why do you think he used animals in many of his tales?
        • The animals in the story often have human characteristics. This is called personification. Look at the pictures. Why do you think the animals are dressed in human clothing? What other human characteristics do you see? Why do you think the author and illustrator did this?
      2. Read aloud two stories more than once, then compare them. What is similar about them? What is different? Which story did you like best? Why?
      3. Read aloud myths or folktales from other countries. Compare them. Are they the same? Different?
  • Day 2:
    Class Fable
    1. Make up a fable. Pass around a talking stick (any simple item, such as a ball or ruler, that makes it the turn of the person holding it to talk). When students get the stick, they add a line (or two) to the fable that is being created. The last students can tell the moral, or the group can create one together.
    2. Independent Activity
      1. Students are directed to immerse themselves into fables. They may choose from listening to Aesop's Fables from Lit2Go audio web files (.mp3's), AesopSITE, or other online interactive story sites.
      2. If iTouches/iPods or other handhelds are available, students may listen to Lit2Go audio files from the mobile devices.
        1. Students will enter the name of the fable they listened to and the predicted moral.
        2. Students will join a discussion and share how they came up with the moral of their favorite fable.
  • Day 3:
    Writing a Fable
    1. Teacher will show a Slideshare presentation on How to Write a Fable, explaining the elements of the fable and required parts of a story. Elements to remember when writing your fable.
      • There is a lesson to the story (moral)
      • Animals are usually the characters
      • Their names reflect their personalities
      • Dialogue between characters
      • The setting is usually outside.
      • Create your story with a beginning, middle and end.
        • Beginning-Introduction of characters
        • Middle-There is a problem that needs to be solved.
        • The details of the story are the events that lead up to the solution or conclusion of the story.
        • End-Solution becomes the moral of the story.
    2. Teams of 2 will be determined by the drawing of name sticks. The following can be done in an online environment:
    3. Student teams will brainstorm and discuss their favorite fables and share what they like about them.
    4. Students will compare and contrast their similarities and differences.
    5. After their discussions they will start plotting out the elements of their fable.
    6. Students will create a rough draft. After rough drafts are complete, the teacher will facilitate revision groups as a part of the writing process until final copies are completed.
  • Day 4:
    Publishing
    • Now that the student fables are finished it is time to publish them to a wider audience!
    • Students will have a choice of creating an enhanced podcast (audio track with pictures) or enhanced presentation.
      1. Before students begin work, have the class collaborate as to what a digital presentation rubric should include for final evaluation of projects.
        • Enhanced podcasts may be produced with Apple's GarageBand software.
        • If GarageBand is not available use Audacity for an audio only podcast.
        • Enhanced presentation may be created with Microsoft PowerPoint or Apple Keynote software.
      2. Using a computer, students need to prepare for two parts of their digital story:
        1. Collect digital images that go with their story
        2. Record their story, alternating characters voices to tell their story
      3. Now that the preparation of collecting digital images and recording their stories is complete, students may assemble their files to produce their project in GarageBand or PowerPoint or Keynote. See Tutorials for software assistance.
      4. Once fables are completed you may want students to export/share their files to compress them into a smaller, more manageable file to attach to a blog or webpage. Recommended file type would be Quicktime.
      5. Time to celebrate with those around us and around the world!
        • Invite students from lower grades to come and listen to a storytelling session.
        • Invite parents, grandparents to come listen and view.
        • For fables that met high publishing standards, you might want to share them with the world on a classroom webpage or blog.
Materials
Assessment
  • Student learning will be assessed by completed projects and the quality of the enhanced podcasts or presentations by using the class rubric.
TIM - Collaborative: Transformation
Northern Arizona University