The Tortoise and the Hare the Lion and the Mouse the Ant and The

TEACHER ’S GUIDE : FABLES ™

Reading Objectives • Comprehension: Analyze character; Make judgments The Tortoise and the Hare • Tier Two Vocabulary: See book’s Glossary • Word study: Synonyms • Analyze the genre The Lion and the Mouse • Respond to and interpret texts • Make text-to-text connections • Fluency: Read with dramatic expression The Ant and the Grasshopper Writing Objectives • Writer’s tools: Personification • Write a fable using writing-process steps Related Resources • Comprehension Question Cards • Comprehension Power Tool Flip Chart • Using Genre Models to Teach Writing • Town Mouse and Country Mouse; Belling the Cat; The Dog and the Wolf Level N/30 Level J/18 (Levels P/38 and K/20 )

Genre Workshop titles are designed to accommodate a combination of whole- and small-group instruction. Use the suggested timetable below to help you manage your 90-minute literacy block. You may also conduct the entire lesson within small-group reading time by adjusting the length of time needed per group. Day 1 Day 2 Day 3 Day 4 Day 5 Days 6–15

Whole Group Prepare Before Reading Before Reading Before Reading Before Reading Write a fable. (25 minutes) to Read Use the Small Group #1* Read “The Tortoise Read “The Lion Read “The Ant and Reread “The Ant timetable (15 minutes) and the Hare” and the Mouse” the Grasshopper” and the and daily Grasshopper” suggestions provided. Small Group #2* Read “The Tortoise Read “The Lion Read “The Ant and Reread “The Ant (15 minutes) and the Hare” and the Mouse” the Grasshopper” and the Grasshopper”

Small Group #3* Read “The Tortoise Read “The Lion Read “The Ant and Reread “The Ant (15 minutes) and the Hare” and the Mouse” the Grasshopper” and the Grasshopper”

Whole Group After Reading After Reading After Reading After Reading (20 minutes)

*Select the appropriate text to meet the range of needs and reading levels of your students. While you are meeting with small groups, other students can do the following: • Reread the text with a partner to practice fluency or read independently from your classroom library • Reflect on their learning in reading response journals • Engage in literacy workstations or meet with literature circles/discussion groups

B ENCHMARK E DUCATION C OMPANY Day 1 Day 2

Prepare to Read • Post this chart in your classroom during your fables Before Reading Build Genre Background unit. Say: As we read fables this week, we will come Introduce “The Tortoise and the Hare” back to this anchor chart. We will look for how these • Write the word genre on chart paper. Say: Who features appear in each fable we read. • Reread the fables anchor chart or the web on page 3 can explain what the word genre means? (Allow • Ask students to turn to pages 4– 5. Say: The fables in to review the features of a fable. time for responses.) The word genre means “a kind this book are based on stories by Aesop. Let’s read • Ask students to turn to page 6. Ask: Based on the of something. ” How many of you like to watch about Aesop. title and illustrations, what do you predict this fable action movies? How many of you prefer comedies? • Have a student read aloud the biographical might be about? Allow time for responses. Comedies and action movies are genres, or kinds, of information while others follow along. • Invite students to scan the text and look for the movies. All action movies share certain characteristics. • Say: Aesop first told these fables more than 2,000 boldfaced words ( boasted , swift, snoozing ). Say: All comedies have some features in common , too. As years ago. People are still reading them today. As you read, pay attention to these words. If you readers and writers, we focus on genres of literature. What can you infer, or tell, from this? Allow time don’t know what they mean, try to use clues in the As readers, we pay attention to the genre to help for responses. Prompt students to understand that surrounding text to help you define them. We’ll us comprehend. Recognizing the genre helps us the lessons, or morals, in Aesop’s fables are still come back to these words after we read. anticipate what will happen or what we will learn. relevant to people today. Set a Purpose for Reading As writers, we use our knowledge of genre to help Introduce the Tools Writers Use: Personification • Ask students to read the fable to focus on the genre us develop and organize our ideas. • Read aloud “Tools Writers Use” on page 5. elements they noted on their anchor chart. They • Ask: Who can name some literary genres? Let’s make should also look for examples of personification and a list. Allow time for responses. Post the list on the • Say: Many writers use personification. This technique helps make their writing unique and interesting. think about how the author’s use of personification classroom wall as an anchor chart . helps them understand the characters. • Draw a concept web on chart paper or the board. Aesop’s fables are filled with personification. Let’s Write Fable in the center circle of the web. practice identifying personification so we can notice Read “The Tortoise and the Hare” • Say: Fables are one example of a literary genre. it in the fables we read. • Distribute BLM 1 ( Personification). Read aloud • Place students in groups of three or four based on Think of any fables you know. How would you define their reading levels. Ask students to read the fable what a fable is? sentence 1 with students. Reflect and Review • Model Identifying Personification: Can a rabbit silently or to whisper -read. If students need more • Turn and Talk: Ask students to turn and talk to a • Turn and Talk: Write one or more of the following support, you may have them read with a partner . classmate and jot down any features of a fable they really be “upset”? I don’t think so. Being upset is questions on chart paper: a human emotion. The author of this sentence is • Observe students as they stop and think about the can think of. Then bring students together and ask What is a literary genre, and how can understanding fable. Confer briefly with individual students to them to share their ideas. Record them on the group treating Rabbit and Deer like people. Notice how genres help readers and writers? the animals speak to each other in quotations. And monitor their use of fix-up strategies and their web. Reinforce the concept that all fables have What did you learn today about the fable genre? understanding of the text. certain common features. Rabbit tells Deer, “I will not be your friend any more. ” How can readers recognize the technique of Introduce the Book In real life, rabbits and deer are not friends. The personification? author has given human characteristics to these Ask partners or small groups to discuss their ideas Management Tip • Distribute the appropriate-level book (N/30 or J/18) animals. and report them back to the whole group as a way Ask students to place self-stick notes in the margins to each student. Read the title aloud. Ask students to • Ask students to work with a partner or in small to summarize the day’s learning . where they notice examples of personification or tell what they see on the cover and table of contents. groups to identify the examples of personification in features of the genre when they are reading. • Ask students to turn to pages 2–3. Say: This week we the remaining sentences, and to write one or more are going to read fables that will help us learn about sentences of their own showing personification. this genre. First we’re going to focus on this genre • Bring the groups together to share their findings. After Reading as readers. Then we’re going to study fables from a Point out that writers show personification in many Management Tips writer’s perspective. Our goal this week is to really ways—through dialogue, actions, feeling, and Build Comprehension: Analyze Character understand this genre. thoughts. • Throughout the week, you may wish to use some • Ask a student to read aloud the text on page 2 while • Ask each group to read one or more sentences they of the reflect and review questions as prompts • Lead a student discussion using the “Analyze the others follow along. Invite a different student to read wrote. Use the examples to build their understanding for reader response journal entries in addition to Characters” questions on page 9, or use the the web on page 3. of how and why writers use personification. Remind turn and talk activities. following steps to provide explicit modeling of how to analyze characters in a fable. • Point to your fables web on chart paper. Say: Let’s students that how an author uses personification • Have students create genre study folders. Keep • Explain: We learned yesterday that fables contain compare our initial ideas about fables with what can help the reader understand, make connections, blackline masters, notes, small-group writing, and a moral, or lesson. The writer uses the characters, we just read. What new features of this genre did visualize, and make inferences about the characters, checklists in the folders. you learn? Allow time for responses. Add new plot, and moral of a fable. setting, and plot to convey, or tell, this moral. When information to the class web. • Ask groups to hand in their sentences. Transfer • Create anchor charts by writing whole-group you read a fable, you need to pay close attention to student-written sentences to chart paper, title the discussion notes and mini-lessons on chart the characters. One of these characters has a flaw. page “Personification,” and post it as an anchor paper. Hang charts in the room where students One or more of the other characters help you chart in your classroom. can see them. recognize that flaw. Recognizing the character’s flaw in a fable can help you figure out the moral. • Distribute copies of BLM 2 (Analyze Characters) and/or draw a chart like the one on page 4.

©2009 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-60859-844-1

2 THREE FABLES FROM AESOP ©2009 Benchmark Education Company, LLC THREE FABLES FROM AESOP 3 Day 2 (cont.) Day 3 Character Hare Tortoise crossed , finish line , and first . On page 8, I read, Reflect and Review Before Reading “Tortoise crossed the line first.” This sentence has Description, Description: animal; fast Description: animal; slow • Turn and Talk: Ask partners or small groups to Introduce “The Lion and the Mouse” the words I’m looking for. This sentence answers reread the “Features of a Fable” on page 5 and Feelings, runner Feelings: mad at Hare’s the question. decide if all of these features were present in “The • Ask students to turn to page 10. Say: You are going Traits Traits: boastful; bragging • Use the Comprehension Power Tool Flip Chart to overconfident; Tortoise and the Hare.” Ask groups to share and to read another fable today. Turn to a partner to Traits: determined to teach help you develop other Find It! questions to use unlikeable Hare a lesson support their findings . discuss how you will use your genre knowledge as a with students . Fluency: Read with Dramatic Expression reader to help you understand the fable. Flaw/Assets assumes he’s the best determined; doesn’t give up Focus on Vocabulary: Synonyms • Ask the partners who listened to summarize what • You may wish to have students reread the fable with they heard. Examples • tells Tortoise he is a • challenges Hare to race • Explain/Model: Synonyms are words that mean a partner during independent reading time. Have faster runner • Say: Let’s look at the title and illustrations of this • plods on without stopping the same thing. For example, I can say , “I am very them focus on reading with appropriate expression. • thinks he will win angry,” or I can say, “I am very mad.” The words fable. What do you predict it might be about? Give • wins the race Ask students to use what they know about the traits, students time to share their predictions. • sits down to rest in the mad and angry are synonyms. Sometimes readers flaws, and assets of Tortoise and Hare to convey • Ask students to scan the text and look for the middle of the race can figure out an unfamiliar word by looking for emotions in their reading. synonyms in a text. boldfaced words ( furious , terrified , generous ). • Practice: Ask students to think of synonyms they Ask: What do you notice about these words? Why • Model: When I analyze a character, I use all the clues already know. List the synonyms on a two-column do you think they appear in boldfaced type? Allow and evidence the writer provides. I think about the chart. (for example: sad/unhappy, tired/exhausted, time for responses. Encourage students to notice that character’s description, and I pay close attention to happy/cheerful ) all of these words describe character emotions. what the character thinks, feels, and says. I’m going • Say: Let’s find the boldfaced words in this fable. • Say: As you read, try to figure out the meaning of to think about Hare. I know he is an animal. He says What can you do if you don’t know what these these words. Look for synonyms in the text. After we he’s very fast. According to Tortoise , he’s always words mean? (Allow time for responses.) One thing read, we will talk about how you used synonyms and bragging. He seems overly confident to me. I know I you can do is look in the glossary or a dictionary, other context clues provided by the author. don’t like people who brag all the time. I think this but sometimes there is no glossary or dictionary Set a Purpose for Reading trait is a flaw, or imperfection, in Hare’s character. available. In those cases, you need to look for • Ask students to read the fable and to focus on Right in the first paragraph he tells Tortoise that he clues in the text to help you define the unfamiliar how the characters and plot illustrate the moral. is a fast runner. Later, Hare is so confident he will word. One strategy you can use is to look for Encourage them to notice the author’s use of win the race that he even stops to take a nap. Hare synonyms in the text. personification. is not very likeable. I wanted him to lose the race. I • Ask students to work with a partner to complete wanted Tortoise to teach him a lesson! the “Focus on Words” activity on page 9 using BLM 3 Read “The Lion and the Mouse” • Guide Practice: Work with students to analyze (Focus on Synonyms). Explain that they should read Note Regarding This Teacher’s Guide Tortoise’s character. Help them understand that • Place students in groups of three or four based on the sentences around the boldfaced word to find a their reading levels. Ask students to read the fable Tortoise has some positive attributes, or qualities. The genre models in the Bridges books are synonym that helps define the word. They should silently or to whisper -read. If students need more These are character “assets.” Ask students to think adapted for a lower reading level. To facilitate be able to explain how they know the word is a support, you may have them read with a partner. about how this character helps teach Hare a lesson. whole-group instruction, citations from the Bridges synonym. • Observe students as they stop and think about the • Have students keep BLM 2 in their genre studies version of this book are shown in square brackets. • Transfer Through Oral Language: Ask groups fable. Confer briefly with individual students to folders. of students to share their findings. Then challenge Practice Text Comprehension Strategies for ELA Assessment monitor their use of fix-up strategies and their individual students to use the words in completely understanding of the text. • Remind students that when they answer questions new contexts. Ask other students to listen carefully on standardized assessments, they must be able to and give a thumbs -up if they think the word was After Reading used correctly. Encourage all students to make an support their answers with facts or with clues and Build Comprehension: Analyze Character evidence directly from the text. effort to use the words. • Use the appropriate-level Comprehension Question • Ask students to save their work in their genre studies • Say: Yesterday we analyzed Tortoise and Hare. Card (N/30 or J/18) with small groups of students to folders to continue on Days 3 and 4. One of those characters—Hare—had a flaw. What practice answering text-dependent comprehension character in this fable has a flaw, and how do you questions. know? Which character has positive characteristics, or assets? Allow time for responses. As students • Say: Today I will help you learn how to answer Find Page Word Synonym How Do You Know? It! questions. The answer to a Find It! question is share their analyses, synthesize their responses into right in the book. You can find the answer in one 7 boasted bragging Hare boasts, “I am so much faster” a whole-group chart like the one on page 6 . and that is the same as bragging. place in the text. • Model: Read the Find It! question on the 7 swift fast “He ran so [Bridges: very] fast.” Fast Comprehension Question Card. Say: When I read is the same as swift. the question, I look for important words that tell 8 snoozing sleeping The sentence before reads, “Hare me what to look for in the book. What words in was sleeping.” this question do you think will help me? (Allow student responses.) Yes, I’m looking for the words

As a result, the lion let him go. I have found the Before Reading • Then pose questions to each team. A different Character Lion Mouse member of each team must speak each time you ask answer in the book. I looked in several sentences Introduce “The Ant and the Grasshopper” to find the answer. the team a question. Use these sample questions and Description, Description: animal; king Description: animal; small • Guide Practice: Use the Comprehension Power Tool • Ask students to turn to page 16. Say: Today we create more of your own : of the forest; large and Feelings: afraid of lion Feelings, Flip Chart to help you develop other Look Closer ! are going to read “The Ant and the Grasshopper.” What adjective(s) best describe(s) you? Traits powerful Traits: kind; grateful; a friend How does the other character think of you, and why? Feelings: mad at mouse questions to use with students . This fable is written in a different format from Traits: proud; self- Focus on Vocabulary: Synonyms the other fables we have read. Notice how in the How did the author personify your character in the confident margins there are notes to you, the reader. The first fable? • Ask students to work with a partner to complete the time we read the text, we will read to understand What did you do during the summer? Was it the Flaw/Assets arrogant; assumes he will loyal; remembers his promise “Focus on Words” activity on page 15 using BLM 3, right thing to do? Why or why not? never need help from to help the lion if he’s ever the fable, focusing on the characters, plot, and moral. anyone in trouble which they started on Day 2. Have groups of students Tomorrow, we will reread this fable like a writer and If you could go back in time, would you do anything share their findings. think about the notes in the margin as a model for differently? If so, what and why? Examples says, “A mouse help a chews through the ropes • Transfer Through Oral Language: Invite pairs how we can write our own fables. What would you like to say to the other character in lion? I am strong and you to free the lion of students to role-play conversations between the • Point out the boldfaced words ( exhausted, tireless, this fable ? are weak. What can you lion and the mouse using the adjectives they defined do for me?” famished ). Say: When you see these words in the with synonyms. Encourage them to use each word fable, look for synonyms to help you know what Character Ant Grasshopper multiple times. they mean. Remember that finding synonyms in • Discuss Characters Across Texts: Lead a discussion context clues is a strategy to help you define Description, Description: ant; works Description: grasshopper; Page Word Synonym How Do You Know? using the following questions: unfamiliar words. Feelings, very hard; plans ahead likes to sing How is the lion’s flaw similar to and/or different from 11 furious very mad The sentence before says, “He was Set a Purpose for Reading Traits Feelings: tired; concerned Feelings: enjoys relaxing about winter coming Hare’s ? very mad.” Traits: lazy; carefree • Ask students to read the fable and to focus on how Traits: determined What events in each fable help Hare and the lion 11 terrified very scared The little mouse “shook with fear.” the characters and plot illustrate the moral. They change ? should also look for examples of personification and Flaw/Assets never stops working; doesn’t think ahead; doesn’t How did Tortoise and the mouse help Hare and the 11 generous giving Lion says, “I will not eat you always thinks about the plan for the future; wants to think about how the author’s use of personification lion? today . . . Next time, I may not future enjoy the moment be so bighearted [Bridges: nice].” helps them understand the fable. Where in the fables has the author used Examples • works tirelessly • rests while Ant is working personification? Read “The Ant and the How do these examples of personification help you Reflect and Review • has plenty of food • doesn’t realize until winter Grasshopper” during the cold winter has come that he won’t understand the characters better? • Turn and Talk : Ask partners or small groups have any food Practice Text Comprehension Strategies for ELA Assessment to discuss the following questions and report • Place students in groups of three or four based on • realized he should have their reading levels. Ask students to read the fable • Use the appropriate-level Comprehension Question their ideas to the whole group: listened to Ant silently or to whisper-read. If students need more Card (N /30 or J/18) with small groups of students to Do you agree with this fable’s moral? Why or support, you may have them read with a partner. practice answering text-dependent questions . why not? • Observe students as they stop and think about the Practice Text Comprehension Strategies for ELA Assessment • Say: Today I will help you learn how to answer Look Think of a time in your life when you had the fable. Confer briefly with individual students to Closer! questions. The answer to a Look Closer! opportunity to help someone stronger or more • Use the appropriate-level Comprehension Question monitor the use of fix-up strategies and their question is in the book. You have to look in more powerful than you. What happened? Card (N/30 or J/18) with small groups of students to understanding of the text. than one place, though. You find the different parts Fluency: Read with Dramatic Expression practice answering text-dependent questions . • Say: Today I will help you learn how to answer Prove of the answer. Then you put the parts together to • You may wish to have students reread the fable with After Reading It! questions. The answer to a Prove It! question is answer the question. a partner during independent reading time. Have Build Comprehension: Analyze Character not stated in the book. You have to look for clues • Model: Read the Look Closer! question on the them focus on reading with appropriate expression. and evidence to prove the answer. Comprehension Question Card. Say: I will show you Ask students to use what they know about the lion’s • Lead a whole-class discussion about the strategy of • Model: Read the first Prove It! question on the how I answer a Look Closer! question. The question and the mouse’s personalities to convey emotions in analyzing character. Ask: When you analyze the Comprehension Question Card. Say: I will show you says, “What made the lion let the mouse go?” This their reading. characters in a fable, what are you looking for? how I answer a Prove It! question. The question question asks me to identify a cause-and-effect (Allow time for responses.) Make sure students says , “What clues on page 18 tell you that nothing relationship. Now I need to look for other important have internalized the understanding that readers could stop Ant from working?” This question asks me information in the book. What information do you learn about characters by paying attention to their to draw a conclusion. I know because the question think will help me? (Allow student responses.) Yes, actions, thoughts, feelings, and dialogue. They also says, “What clues tell you.” Now I need to look for I’m looking for what caused the lion to let the mouse learn about the characters through the author’s other important information in the question. What go. Now I will look back in the book. On page 11, descriptions. In a fable, one of the characters has a information do you think will help me? (Allow I read that the mouse had made the lion laugh . flaw. Other characters model positive qualities. The student responses.) Yes, I need to find clues that He was no longer mad. This is why he decides he story events help teach readers a lesson. show Ant works very hard, that he never stops will not eat the mouse. This is the cause-and-effect • Divide the class into two teams. One team is Ant and working. I need to look on page 18. The text says, relationship . The mouse made the lion feel good. the other team is Grasshopper. “He worked without stopping until the sun went • Give each team time to analyze their character’s traits down. Ant was tireless. The next day, he worked and flaws or assets with supporting examples using just as hard.” I have found the evidence to support BLM 2. the conclusion that Ant never stops working.

6 THREE FABLES FROM AESOP ©2009 Benchmark Education Company, LLC ©2009 Benchmark Education Company, LLC THREE FABLES FROM AESOP 7 Day 4 (cont.) Day 5 • Guide Practice: Use the Comprehension Power Before Reading After Reading characters be? Let’s make a list of characters who Tool Flip Chart to help you develop other Prove It ! could help us communicate our moral. Remember questions and support students’ text-dependent Summarize and Make Connections Across Texts Analyze the Mentor Text that often the characters in a fable are animals. comprehension strategies. • Engage students in a discussion about the three • Read and discuss the mentor annotations with the (Allow time for responses. Write down students’ fables in this book. Invite a different student to whole group. ideas on chart paper.) summarize each fable. Encourage other students Practice Text Comprehension Strategies for ELA Assessment • Read step 3 with students. Say: Before you’re Page Word Synonym How Do You Know? to add their ideas and details. ready to write a fable, you need a setting and • Use the appropriate-level Comprehension Question 16 exhausted very tired Author says, “Ant looked • Ask students to turn to the inside back cover of the plot. “The Ant and the Grasshopper” took place Card (N/30 or J/18) with small groups of students to very tired. He looked book. Say: Good readers think about how literary in a field. This was a perfect setting for the plot. practice answering text-dependent questions . exhausted.” works are related. We know, for example, that all of The Ant was working in the field collecting food. • Say: Today I will help you learn how to answer Take 18 tireless hard working Author says that Ant these fables share certain features. They all have a Meanwhile, the Grasshopper was sitting in the sun It Apart! questions. The answer to a Take It Apart! “worked without stopping moral. They all have animal characters. What else do relaxing. When you write your fable, think about question is not stated in the book. You must think until the sun went down.” they have in common? (Allow time for responses.) what setting is right for your characters. What like the author to figure out the answer. Today we will think about the characters in all three plot, or actions, will help you act out the moral 20 famished very hungry; Author says, “Grasshopper • Model: Read the Take It Apart! question on the starving was very hungry. He was fables. We’ll think about how the characters are alike of your fable? Choose one of the morals and Comprehension Question Card. Say: This question starving.” and different and what we can learn from them. some of the characters the class has brainstormed, says, “Why did the author include the information • Ask students to work individually or in small groups and work as a group to construct a possible about Grasshopper in the last paragraph of the Focus on Vocabulary: Synonyms to complete BLM 4 ( Make Connections Across Texts). setting and plot. fable?” This question asks me to think about the Then bring students together to share and synthesize Build Comprehension: Make Judgments • Ask students to work with a partner to complete the author’s purpose. I know because the question their ideas . “Focus on Words” activity on page 21 using BLM 3. says, “Why did the author . . .” Now I need to look • Explain: When authors write, they usually make Have groups of students share their findings. for other important information in the question. judgments about their characters. In these fables, • Transfer Through Oral Language: Divide the What information do you think will help me? Aesop not only made judgments about how his class into two teams (making sure that each team (Allow student responses.) Yes, I need to reread characters should act , but also how people in has a balance of on -, above-, and below-grade-level the last paragraph and look for information about general should and shouldn’t behave. Readers readers). Write the target words on chart paper or Grasshopper. The author says, “Grasshopper knew he know this because Aesop ended each fable with the board. Assign a word to each team. Have teams had been wrong. He should have listened to Ant. He a moral, or lesson. As readers, we pay attention generate as many sentences as they can in one should have thought ahead . . .” I think the author to the judgments an author makes so that we minute using their word. Count all sentences that wanted to make a point. I think he wanted me to see can evaluate whether or not we agree with the use the word correctly. The team with the most that Grasshopper was wrong not to have planned author’s judgment. Readers can form their own correct sentences wins. ahead. This is the important message in his fable . judgments about an author’s judgment. Reflect and Review • Guide Practice: Use the Comprehension Power Tool • Model: The moral of “The Ant and the Grasshopper” was that you shouldn’t put off • Ask and discuss the following questions: Flip Chart to help you develop other Take It Apart! until tomorrow what you can do today. Aesop What new words have you added to your vocabulary questions. was making a judgment about the behavior of this week? Which is your favorite? Analyze the Writer’s Craft Grasshopper and Ant. Based on the moral, he Which of the fable characters you’ve met do you • Ask students to turn to page 22. Explain: In the next judged Ant to be the better—more prudent or identify with the most and why? few days, you will have the opportunity to write your wise—character. He judged Grasshopper to be How can you use synonyms or personification as a own fable. First, let’s think about how the author shortsighted and foolish for not preparing for writer? Set a Purpose for Rereading wrote “The Ant and the Grasshopper.” When he winter. Once I understand the author’s judgment, Fluency: Read with Dramatic Expression • Have students turn to page 16. Say: Until now, developed this fable, he followed certain steps. You I can decide if I have the same judgment. In this • You may wish to have students reread the fable with we have been thinking about fables from the can follow these same steps to write your own fable. case, I do. When I think about how Grasshopper a partner during independent reading time. Have perspective of the reader. Learning the features of • Read step 1 with students. Say: When you write your was starving during the winter, I can’t help but them focus on reading with appropriate expression. fables has helped us be critical readers. Now we are fable, the first thing you’ll do is decide on a moral, think that he acted foolishly during the summer. Ask students to use what they know about Ant and going to put a different hat on. We are going to or lesson, that you want to communicate. Let’s turn But I also think Ant was not perfect either. Ant Grasshopper to convey the personality of each reread “The Ant and the Grasshopper” and think like back to pages 8, 14, and 20 and reread the morals of did not show sympathy or compassion. He let character in their reading. writers. We’ll pay attention to the annotations in the the stories we read. (Write morals on chart paper.) Grasshopper starve. margins. These annotations will help us understand What lesson would you like to teach someone else? • Guide Practice: Invite students to work in small what the author did and why he did it. For example, I might write a fable to teach people groups to identify the author’s judgments about that it’s important to be kind. What other lessons characters in one of the other fables in the book. Reread “The Ant and the could we teach? (Allow time for responses. Write Then challenge them to make their own judgments Grasshopper” down students’ ideas on chart paper .) about the characters. Do they agree with the • Read step 2 with students. Say: In each fable we author? Do they have a different judgment? Ask • Place students in groups of three or four based on read, one character had a flaw. The other character their reading levels. Ask students to reread the fable each group to share and support their ideas with helped show that flaw. For example, the lion believed examples from the fable. silently or to whisper-read, and to pay attention to he would never need help. The mouse proved no the annotations. one is too small to help another. Who could our

8 THREE FABLES FROM AESOP ©2009 Benchmark Education Company, LLC ©2009 Benchmark Education Company, LLC THREE FABLES FROM AESOP 9 Days Days 6–15 6–15 Name ______Date ______Write a Fable • Conference with students, focusing on sentence • Use this suggested daily schedule to guide students fluency, word choice, and conventions. Did students through the steps of process writing. Allow include both long and short sentences? Do the approximately 45 to 60 minutes per day. As students sentences read smoothly? Have students used Personification work independently, circulate around the room and interesting words and phrases? Did they use examples monitor student progress. Conference with individual of personification? Did they use appropriate spelling, students to discuss their ideas and help them move punctuation, and grammar? forward. Use the explicit mini-lessons, conferencing • You may want students to continue their editing and Directions: Read each sentence. Underline the words that strategies, and assessment rubrics in Using Genre revision at home. show personification. Models to Teach Writing for additional support. Days 12–13: Create Final Draft and Illustrations • Before students begin planning their fable, pass out • Ask students to rewrite or type a final draft copies of BLM 5 (Fable Checklist). Review the of their fables . characteristics and conventions of writing that will • Invite students to illustrate their final drafts with Rabbit told Deer, “I am very upset with you! I will not be assessed. Tell students that they will use this one or more drawings that depict specific actions 1. checklist when they complete their fable drafts. in their fables . be your friend anymore.” • This daily plan incorporates the generally accepted • Conference with students regarding their publishing six traits of writing as they pertain to fables. plans and deadlines. Days 6–7: Plan Days 14–15: Publish and Share The big oak tree stood on the hill and watched the • Ask students to use BLM 6 (Fable Planning Guide), to • Explain: Authors work long and hard to develop 2. brainstorm the moral, characters, setting, and plot their works. You have worked very hard. And one houses below. for their fable. of the great joys of writing is when you can share • Encourage students to refer to the “Features of a it with others. Authors do this in many ways. They Fable” web on page 3, and to the steps in “The publish their books so that people can buy them. Writer’s Craft” on pages 22–23 of the book. They make their work available on the Internet. 3. The sun smiled brightly in the morning sky. • Confer with individual students and focus on their They hold readings. We can share our writing, too. ideas. Did students begin their fable with a moral in • Use one or more of the ideas below for sharing mind? Did students support the moral through the students’ work: character and plot? Make a class display of students’ completed fables. 4. Bear put on his hat and coat and left his house. Days 8–9: Draft Hold a class reading in which students can read their • Tell students they will be using their completed Fable fables to one another and/or to parents. Planning Guide to begin drafting their fables. Create a binder of all the fables and loan it to the 5. Donkey waited patiently. He was sure his master would • Say: Remember that when writers draft their fables, library so that other students can read them. they focus on getting their ideas on paper. They • Create a binder of all the fables for your classroom be back soon. can cross things out. They can make mistakes in library. spelling. What’s important is to focus on developing your characters, the setting, and the plot. You will have an opportunity to make corrections and improvements later. In the space below, draw or write your own sentence • Conference with students as they complete their drafts. Use the Fable Checklist to draw students’ using personification. attention to characteristics of the fable genre that they may have overlooked. Focus on how students have organized their ideas and the voice of the writer. Did students introduce characters at the beginning of the fable? Did they set up a problem and then show a resolution? Does the fable have a strong voice? Will the voice keep readers interested? • Pair students for peer conferencing. Days 10–11: Edit and Revise • Based on your observations of students’ writing, select appropriate mini-lessons from Using Genre Models to Teach Writing . • Remind students to use the Fable Checklist as they edit and revise their fables independently.

10 THREE FABLES FROM AESOP ©2009 Benchmark Education Company, LLC THREE FABLES FROM AESOP BLM 1 ©2009 Benchmark Education Company, LLC Name ______Date ______Name ______Date ______Analyze Characters Focus on Synonyms

Directions: Use the chart below to analyze characters. Directions: Reread each fable. Find synonyms for each word.

Character Word Page Synonym How Do You Know?

boasted 7 Description, Feelings, The Tortoise swift 7 and the Hare Traits snoozing 8

furious 11 Flaws/Assets The Lion and terrified 11 the Mouse

generous 11

Examples exhausted 16

The Ant and the tireless 18 Grasshopper famished 20

Title ______Make Connections Across Texts

Directions: Use the chart to answer the questions below. Fable Checklist

The Tortoise and The Lion and The Ant and Features of the Genre Checklist YES NO Fable the Hare the Mouse the Grasshopper 1. My fable is short. Character #1 2. My fable has a strong lead. 3. My fable has a setting with time and place. Character #2 4. The main characters are animals. 5. The main character has a flaw. What is 6. The other character does not have a flaw. Character #1 7. I tell the problem at the beginning of the fable. like? 8. I have 3 to 5 events in my fable. 9. I have a solution to the problem in the fable. How is Character #2 10. The character with a flaw learns a lesson. different from 11. I state the moral at the end of the fable. Character #1? 12. I used figurative language in my story.

How does the Quality Writing Checklist YES NO fable end? I looked for and corrected . . . • run-on sentences • sentence fragments 1. Which characters in all three fables are alike? How are • subject/verb agreement these characters alike? • correct verb tense • punctuation ______ • capitalization • spelling • indented paragraphs 2. How are the fable endings alike? How are they different? ______

Fable Planning Guide

Directions: Use the steps below to plan your own fable.

1. Decide on a moral.

2. Brainstorm characters.

Description, Characters Flaw/Asset Examples Feelings, Traits

Character #1: ______

Character #2: ______

3. Brainstorm setting and plot.

Setting

Problem

Events

Solution