Class Description: This unit is for a fifth grade class with a very wide range of reading levels.

Unit: Fables

Topic of Lesson: How is a fable written?

Unit Goals: At the end of the unit, students will be able to identify the key components in fables and create their own fables using this information.

Lesson Objectives:

• After reading the text and brainstorming, students will be able to complete the interactive notes page.

• After completing the lesson, students will be able to write a fable that includes all of the necessary components.

Assessment:

• Students will have completed their interactive notes. (See assessment)
• Students will write a fable. This will be assessed by the students and teacher using a rubric. (See assessment)

Reading Type: Reading for literary experience.

Macrostructure Thinking Skill: Compare and Contrast

Materials:

• Directions for writing a fable

• Notes pages
• Rubrics

Procedure

I. Readiness

a. Motivation

After learning so much about fables, you probably have lots of good ideas for fables. Today we are going to learn some steps for creating your own fable.

b. Tapping and Developing Background of Experience

Let's review the parts of a fable that we examined in our story maps the other day. What are the elements of a fable?

(Expected responses: characters, setting, plot, conflict, resolution, and moral.)

Great job!

Do you remember the idea brainstorm we did after the first activity? You all had some good ideas for fables. Now we are going to take some of those ideas, make sure that they have all of the elements of a fable, and actually write a fable.

c. Concept Development/ Vocabulary

Before we read about writing fables, I want you to think about some of the fables that we have already read. Who were the characters?

(Expected response: Answers will vary. Almost all of the characters have been animals.)

Many of these characters were animals. Did they act like normal animals?

(Expected response: No, they could talk, some wore clothing, and they acted like people.)

There is a word for the technique authors use when they make animals or objects act like people. This is called personification. We talked about it a little before. Who can give me an example of personification from the fable “The Frogs and the Rainbow's End?”

(Answers will vary. The frogs could talk. In the picture they were wearing clothes. The frogs wanted treasure.)

None of these are things that frogs do, but all of them are things that people do. Do you remember what this is called?

(Expected response: personification)

You may use personification when you write your fable.

d. Purpose for Reading

Today we are reading to perform a task. That means that we are reading in order to learn how to do something. We want to learn how to write a good fable. While you are writing, I want you to take a new kind of notes. They are called interactive notes. They look like this.

Put an example on the overhead. You can download the form here. The differentiated form for those who need extra guidance can be found here.

On the right side, you will take notes on the different steps of writing a fable. Then, on the left side you will write your own ideas. In this case, you can write about what you might do specifically in your fable. The purpose of the interactive notes is to make them useful to you personally.

Let's practice together.

Let's pretend that the first note we take is “Make a Title for your fable.”

Write this on the overhead in the correct place.

Then, later, on the left side we would put our title idea. Maybe my fable is going to be called “The Hippopotamus who Wanted to Play Basketball.” I would write that here, on the left side.

Write this on the overhead.

When you decide on a title, you can put it on the left side of your notes.

I want you to take notes on the reading on the right side. You will only be able to puts notes in the left column for the first two sections of the reading.

II. Silent Reading

How to Write a Fable

There are two levels of text for this lesson. You can download the reading view the readings or download them from the links below.

Basic (download)

Challenge (download)

Circulate throughout the room, helping students if necessary and monitoring reading.

III. Discussion

It seems like you have lots of good ideas for your fable. I want you to take a minute right now and share your ideas with your neighbor.

Allow students time to complete this task.

I am so impressed with the creativity I hear around the room.

IV. Rereading

Let's look back at step two in the first section “prewriting.” What does this step say?

(Expected response: invent characters.)

This is one of the most important steps. Why do you think it is important?

(Expected response: the characters will be teaching the lesson. The characters are the element of the story that readers will most relate to.)

Make sure that you make your characters believable and use good personification.

V. Follow-up

Now, I would like you to start writing your rough drafts. We will be working on these in writing workshop and completing the rest of the steps from the reading. The fables will be due in one week They should be revised, edited, and typed. As you move through the steps, continue to write on the left side of your interactive notes. This will be a record of changes you have made to your fable.

Give students some time each day during writing workshop to work on their fables and to conference with peers and the teacher.

Click here to see how students will be assessed for this lesson.