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Aesop's Fables from Kindergarten A Life’s Lessons: Aesop’s Fables Grade level: First Grade Presented by: Debby Ylitalo, School at Mission Springs, San Antonio, Texas. Rachel Kline, Higgs, Carter, King Gifted and Talented Charter Academy, San Antonio, TX Length of Unit: The unit is intended to be integrated into a good reading and writing program throughout the year. I. ABSTRACT This unit focuses on reading and analyzing six fables within the Aesop’s Fables collection. Students will read and analysis each fable, identifying the distinguishing features of fables and the literary devices employed within each. As such, it is intended to be used as a through-the-year approach, integrated within a comprehensive reading and writing program. It is not intended as a week or two-week long unit to be presented in consecutive daily lesson plans. In addition, emphasis is placed on the analysis of the moral or life lesson presented within each fable and on the application of this moral to the children’s lives. Presenting these lessons as a week or two week long unit would greatly weaken and dilute the effectiveness of the life lessons; the lessons are simply too much to digest in one sitting. Teachers are strongly encouraged to spread these lessons throughout their year. For example, present one lesson from this unit once a month. Between presentations of the fables from this unit, present the other stories and poems contained within the First Grade Core Knowledge Sequence. Both authors of this unit have expanded their use of fables by including other fables from the Aesop collection as well as fables from other lands. II. OVERVIEW A. Concept Objectives: 1. While reading the fables, the students will develop an understanding of the distinguishing features of fables. 2. Students will develop an understanding of human nature and behavioral cause and effect through an analysis of the fables. 3. Students will develop an understanding of words, phrases, expressions, and literacy concepts that will enrich and facilitate their earliest reading and writing endeavors. B Core Knowledge Content 1. Aesop: Who, What, Where, and When 2. The Boy Who Cried Wolf 3. The Fox and the Grapes 4. The Dog in the Manger 5. The Goose and the Golden Eggs 6. The Wolf in Sheep’s Clothing 7. The Maid and the Milk Pail 8. If at first you don’t succeed, try, try again. 9. Practice makes perfect. 10. Sour grapes 11. Wolf in sheep’s clothing C. Specific skills to be addressed in this unit are: 1. The student will develop background knowledge of familiar literacy lore and most particularly knowledge of fables. 2. The student will distinguish the real from the imaginary. 3. The student will predict what will happen next in stories, justify his or her predictions, and later discuss whether predictions were confirmed. 4. The student will make predictions in print during the reading process. 5. The student will retell a story. 6. The student will recall specific details of a story. 7. The student will discuss how, why, and what-if questions about text. 8. The student will sequence familiar stories. 9. The student will identify the specific distinguishing features of a fable. 10. The student will be able to condense the message or meaning of a fable into a concise moral. 11. The student will develop vocabulary particular to the genre of fables. 12. The student will identify the basic parts (character, setting, conflict, resolution) of a story. 13. The student will compare and contrast various versions of a story. 14. The student will develop an understanding of rhyming words and will produce their own pairs of rhyming words. 15. The student will read or listen to increase knowledge of his or her own culture, the culture of others, and the common elements of cultures. 16. The student will develop an extensive vocabulary. 17. The student will develop an understanding the importance of personal, family, and societal beliefs and customs. III. BACKGROUND KNOWLEDGE A. For Teachers 1. What Your Kindergartner Needs to Know B. For Students 1. Aesop's Fables from Kindergarten a. The Lion and the Mouse b. The Grasshopper and the Ants c. The Dog and His Shadow d. The Tortoise and the Hare 2. King Midas IV. RESOURCES See Bibliography V. LESSONS Lesson 1: Aesop: Who, What, Where, and When! A. Daily objectives: 1. Lesson content: a. Aesop b. Expanding a student’s understanding of other cultures and ways of life c. Geographical awareness: working with maps and globes d. Saying: practice makes perfect e. Saying: If at first you don’t succeed, try, try again. 2. Concept objective: While reading the fables, the students will develop an understanding of the distinguishing features of fables. 3. Skill Objective a. The student reads or listens to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. b. The student will develop vocabulary particular to the genre of fables. c. The student will understand the relative location of places. d. The student will understand the importance of personal, family, and societal believes and customs. B. Materials 1. Map or globe 2. Compiled collections of Aesop’s Fables (see bibliography) and/or props or other visuals from his fables. 3. Chart paper 4. Markers/crayons/etc. 5. “Morals from my______” reproducible, Appendix A 6. Story: “Practice Makes Perfect”, Appendix B 7. Patterns, Appendix C. Use these patterns to make flannel board pieces or stick figures for the story C. Background notes: D. Key vocabulary 1. Greece: noun, a country in southern Europe at the south end of the Balkan Peninsula 2. slave: noun; a person who is owned by another person and can be sold at the owner’s will. 3. hunchback: noun; a person with a humpback or a humped or crooked back 4. fable: noun; a fictitious narrative or statement: as a : a legendary story of supernatural happenings b : a narration intended to enforce a useful truth; especially : one in which animals speak and act like human beings 5. moral: noun; a : the moral significance or practical lesson (as of a story) b : a passage pointing out usually in conclusion the lesson to be drawn from a story. 6. plural a : moral practices or teachings : modes of conduct E. Procedures/activities 1. Read “Practice Makes Perfect ” 2. In a large group format, present the story (Appendix B). For presentation purposes, patterns for puppets or flannel board pieces have been provided (see Appendix C). 3. Following the presentation, encourage students to suggest the lesson(s) communicated by “Practice Makes Perfect”. To facilitate discussion, ask questions such as: a. What happened in this story? b. What did the little boy learn? c. What could the lesson be for this story? d. Ex: “If at first you don’t succeed, try, try again”; “We should keep trying”; “When we practice, we can get it right”, etc. The lessons can be listed on chart paper as the suggestions are made, providing your students with a visual representation of their statements or, if you do not wish to slow the discussion down by writing, the suggestions can be simply listed verbally. 4. Compare and contrast the suggested lessons and select the best “moral” for this story. 5. Identify these lessons as morals and define the term morals. Tell the students, "These lessons can also be called morals. Morals are statements of how we should behave or how we should do things. They are life lessons." 6. Inform the children that there was a man who delighted in telling stories with morals and that his name was Aesop (EE-sop). Present the students with background information on Aesop. a. Tell the students that Aesop was a man who lived in Greece many years ago. b. Help the students locate Greece on a map or globe; explain that the country is made up of land attached to the huge land mass of Europe as well as several islands. c. Explain: When Aesop lived, the Greeks fought many wars with other countries. The people who won the war often made slaves of the people who lost the war. It is thought that Aesop was brought to Greece as one of these slaves. 7. Identify the tales that Aesop told as fables and define the term fable. Tell the students: "Aesop told tales that we call fables. Fables are a special kind of short story that teaches a lesson; they are often about animals. Aesop told fables because he wanted to point out the way he saw people behaving. He knew that many times, people don’t want to hear how they are behaving badly so he told his tales using animals as the characters. The animals sometimes talk, walk, and act just like people. Just like people, the animals can behave well or badly. By listening to these fables, people could learn from them without getting mad." 8. At the end of each fable, Aesop tells us a lesson we should learn. The lesson is called the moral of the story. 9. Discuss with the students morals or lessons they might have learned from members of their family. To facilitate discussion, ask questions such as: a. Who are some people who have helped you learn lessons in life? b. What are some of the lessons they helped you learn? c. How did those lessons help you? F. Evaluation/assessment: 1. Have students complete the “Morals from my _____________” reproducible (Appendix A). The students can use the person form and decorate it to resemble the person in question. Then, they can illustrate the moral this person helped them learn.
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