english as a second language 4 weeks of instruction

Unit 3.3: Fables

English as a Second Language

4 weeks of instruction

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STAGE 1 – (Desired Results)

Unit Summary: In this unit, the student studies fables in order to sequence stories, compare character traits, and make connections and predictions. At the end of the unit, the student writes his/her own fable using Aesop’s fables as a model.

Transversal Themes: Values, Attitudes, Human Virtues, Skills and Competencies, Cultural Diversity

Integration Ideas: Social Studies, Writing, Reading, Art, Music

Essential Questions (EQ) and Enduring Understandings (EU)

EQ1. Why make connections?

EU1. Our background knowledge helps us make connections and increases our understanding of texts and the world.

EQ2. What is the importance of fables and folktales to our culture?

EU2. Fables and folktales teach us about a culture, but fables are focused on teaching us a lesson or moral.

EQ3. What strategies do good readers use to help them understand text and the world around them?

EU3. Readers use a variety of strategies to infer and determine meaning from text.

Transfer (T) and Acquisition (A) Goals

T1. The student will leave the class able to use genre elements and knowledge of text structure and sequence to create his/her own coherent and well-developed literary texts, including fables and folktales.

The student acquires skills to...

A1. Listen and interact in class discussions by asking and answering questions with detail, retelling texts, and offering and reinforcing ideas with solid reasoning.

A2. Use in-depth critical reading skills to read an increasing number of irregularly spelled words as well as words with prefixes and suffixes.

A3. Write texts by focusing on a topic, adding descriptive details, using appropriate text organization, and applying the features of a sentence when writing.

A4. Demonstrate a command of English grammar and language using plural nouns, tenses, and conventions when reading, writing, and delivering brief oral presentations.

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Puerto Rico Core Standards (PRCS)

Listening

3.L.1 Listen and interact with peers during social interactions, read-alouds, oral presentations, and class, group, and partner discussions.

3.L.1a Ask and answer detailed questions that stimulate conversation and refer to details from the text as the basis for opinions and conclusions, and use appropriate language structure according to purpose and setting (formal and informal).

Speaking

3.S.1 Interact in class, group, and partner discussions by following rules, asking and answering questions, and adding relevant information.

3.S.2 Use and apply common social greetings, retell texts, and recount experiences, using increasingly detailed complete sentences.

3.S.2b Use correct grammar in expanded simple sentences to express ideas for a variety of purposes, to respond to simple instructions, and to answer and formulate questions.

3.S.3 Retell fictional and informational texts; respond to stories, conversations, read-alouds, and presentations; and recount experiences using increasingly complex complete sentences and key words in order to add detail while speaking using expanded vocabulary and descriptive words.

3.S.4 Offer and reinforce ideas and opinions by providing good reasoning and increasingly detailed text evidence and/or relevant background knowledge about the subject matter.

3.S.6 Plan and deliver brief oral presentations on a variety of topics and content areas.

3.S.6a Retell and summarize familiar stories or short informational texts and recount experiences using complete sentences, key words, and a growing number of academic and content‐specific words in order to add important details or the main idea.

Reading

3.R.1 Use in-depth critical reading of a variety of relevant texts to describe ideas, phenomena, cultural identity and literary elements in the texts, asking and answering such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Recognize fact vs. opinion and fiction vs. nonfiction as well as facts/supporting details from the texts.

3.R.2L Recount stories, including fables and folktales from diverse cultures, and determine main idea, lesson, or moral.

3.R.9L Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors, from different cultures, or from different time periods.

Reading Foundational Skills

3.R.FS.12a Identify and know the meaning of the most common prefixes and suffixes.

3.R.FS.12d Know and apply the spelling-sound correspondences for common consonant digraphs.

Writing

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3.W.1 Offer and support ideas, feelings, and opinions on familiar topics, experiences, or appropriate-level texts, providing text evidence or adding relevant background knowledge about the subject matter.

3.W.3 Write literary texts with increasing independence using appropriate text organization and using transitional words and other cohesive devices to better organize writing.

3.W.4 Focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

3.W.6 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

3.W.7 Students remember information about experiences or gather information from print and digital sources (e.g., word wall, book talks, grade-appropriate texts) to answer a question in writing.

Writing Foundational Skills

3.W.FS.9 Apply the distinguishing features of a sentence when writing (e.g., first word, capitalization, ending punctuation).

Language

3.LA.1 Demonstrate command of English grammar and usage when writing or speaking.

3.LA.1b Form and use regular and irregular plural nouns.

3.LA.1f Form and apply the simple present, past, and future (e.g., I walk, I walked, I will walk) verb tenses.

3.LA.2 Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.

3.LA.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

3.LA.4c Use the most frequently occurring suffixes (e.g., -s, -ed, -ing, -ful, -less) as a clue to the meaning of an unknown word.

3.LA.4d Determine the meaning of the new word formed when a prefix is added to a known word (e.g., happy/unhappy, tell/retell).

3.LA.4e Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

3.LA.6 Accurately use basic conversational, general academic, and content area words and phrases.

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STAGE 1 – (Desired Results) STAGE 2 – (Assessment Evidence) STAGE 3 – (Learning Plan)

Alignment to Learning

Objectives

Content Focus

(The student understands…)

Content Vocabulary Performance Tasks Other Evidence Learning Activities

PRCS: 3.L.1 3.L.1a 3.S.1 3.R.2L EQ/EU: EQ1/EU1 EQ2/EU2 T/A: T1 A1

Story elements of Aesop’s Fables (animal characters that can speak, short stories, a problem and creative solution and a moral or lesson at the end).

Fable

Folktale

Lesson, moral Problem,

solution

Integrated Assessment 3.2

Before completing this unit,

the teacher should

administer the first

integrated assessment to

students (see Attachment:

“Integrated Assessment 3.2”).

Reading Response Journal

The student creates a story element chart in his/her journal to record the features of fables and folktales in his/her personal reading. These elements include, but are not limited to, animal characters, dialogue, problem, solution and moral.

For sample lessons related to the following group of learning activities, refer to the section ‘Sample Lessons’ at the end of this map. Introducing Fables

The teacher asks the student, “What are fables?” The teacher shares how fables are passed down like folktales, but they have a clear moral at the end and are meant to teach a lesson. The teacher compares and contrasts a fable with a folktale, like Juan Bobo, and the student compares and contrasts the differences in a class Venn diagram. The teacher asks, “How are fables and folktales different?”

The student comes up with examples of elements in fables (characters are animals; animals can talk; short; moral at the end etc.). The teacher identifies and discusses the elements of a fable with a problem/solution and moral in a class chart for more than one story. For each story, the teacher and students explore the animal characters, examples of dialogue, problem, solution, moral, etc.

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Objectives

Content Focus



PRCS: 3.S.2 3.S.2b 3.S.3 3.S.4 3.S.6 3.S.6a 3.R.1 3.R.2L EQ/EU: EQ1/EU1 EQ2/EU2 T/A: T1 A1 A2

Vocabulary associated with fables.

Story organization for fictional texts.

Beginning, middle, end

Character Traits in fables (e.g. trickster, helper, determined, persistent, patient, impatient)

Fable

Folktale

Lesson, moral Predict (based

on ______, I predict _____ will happen, or I predict _____ because ______)

Problem, solution

Fluency Check

The student reads aloud to check for fluency: any words that the student has difficulty with, intonation, skipped words, and missed endings (see attachment: Resource 8 – Paired Reading Fluency Check as an evaluation).

For sample lessons related to the following group of learning activities, refer to the section ‘Sample Lessons’ at the end of this map. Sequencing Fables

The student maps out the structures of fables read aloud with attachment 3.3 Learning Activity – Sequence Chart and creates a layered foldable illustrating and summarizing the beginning, middle, and end of the story (see attachment: 3.3 Learning Activity – Layered Book Foldable).

The students orally retell and reenact fables in small groups and present them to the class. The student makes masks from paper plates (http://www.toddlercraft.net/craft-projects/crafts-for- preschoolers/preschool-crafts-mask-fun-kids/).

When reading a fable aloud, the teacher stops before the moral is given and asks, “What is the moral?” The student comes up with his/her own moral on a sticky note and shares. The teacher writes down the morals on a chart paper, and then shares the moral from the fable. The teacher and students discuss whether or not a fable can have more than one moral. The teacher has the class vote on which moral is the best and share

http://www.toddlercraft.net/craft-projects/crafts-for-%20preschoolers/preschool-crafts-mask-fun-kids/



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why.

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Objectives

Content Focus



PRCS: 3.L.1 3.L.1a 3.S.1 3.S.2b 3.S.4 3.R.1 3.W.1 EQ/EU: EQ1/EU1 EQ3/EU3 T/A: T1 A1 A2

Strategies used by good readers.

Vocabulary associated with fables.

Connections (I connect with _____ character because _____, This story makes me think of _____)

Moral Predict (based

on ______, I predict _____ will happen, or I predict _____ because ______)

Prior knowledge

Schema

For complete descriptions, refer to the section ‘Performance Tasks’ at the end of this map. Reflection: Which moral makes the most sense in my life?

Step 1: The student selects a moral from a story that he/she connects to.

Step 2: The student writes a paragraph on how this moral connects to his/her life (Does the story and its moral remind you of something that happened in your life? How can you apply the moral to your life?)

Step 3: The student illustrates the reflection with a picture of the event from his/her life that he/she connected to.

Word Family Check

The teacher selects a word family with two or three letter clusters to focus on every week during the morning meeting. The teacher does a short lesson of how to pronounce the cluster and gives examples of words. (See website: http://www.carlscorner. us.com/Sorts.htm for word families’ picture cards and sorting ideas). The teacher uses attachment, 3.3 Other Evidence – Word Family Assessment to check the student’s ability to identify and read letter clusters. The student also creates a word family notebook to keep track of new words to throughout the year (see attachment: 3.3 Other Evidence – Word Family Book).

For sample lessons related to the following group of learning activities, refer to the section ‘Sample Lessons’ at the end of this map. Using Connections to Make Predictions

The teacher connects to the student’s prior knowledge of predictions studied in 2nd grade. The teacher asks what a prediction is and why we would make predictions. The student shares strategies of how he/she makes predictions. Is it by connecting to the character?

The teacher builds on predictions by asking the student to make connections to the reading. The teacher asks, “Why make connections?” The teacher models how our prior knowledge, or schema, assists us in making a prediction. This is because we put ourselves in the place of the character and that helps us predict what will happen next in the story. The student shares his/her connections using a connections journal or by using sticky notes to mark connections he/she makes while reading.

The student illustrates his/her connections with attachment, 3.3 Other Evidence – Making Connections.

The teacher does a read aloud of a fable and

http://www.carlscorner.us.com/Sorts.htm

http://www.carlscorner.us.com/Sorts.htm

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models his/her own predictions with a class T-Chart that says “When I read, it makes me predict…) to keep track of your thinking.

The student reads fables with a partner and shares his/her own predictions in a T-chart in his/her notebook or with attachment 3.3 Learning Activity – Making Predictions Organizer.

When discussing the moral of the fable, the teacher asks, “Is there more than one moral to a fable?” The student comes up with other morals for the story. The student shares how he/she learned that other moral.

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Objectives

Content Focus



PRCS: 3.L.1 3.L.1a 3.S.1 3.S.2b 3.S.4 3.R.9L 3.LA.4d 3.LA.4e EQ/EU: EQ1/EU1 EQ2/EU2 T/A: T1 A1

Character Traits in fables (e.g. trickster, helper, determined, persistent, patient, impatient etc.).

Aesop

Animals in fables (e.g. hare, tortoise, lion, mouse, fox, crow)

Character Traits in fables (e.g. trickster, helper, determined, persistent, patient, impatient)

Prefix

Root word

Suffix

Character Comparison Tab Book

The student selects a fable with two characters and compares their character traits. The teacher uses attachment 3.3 Other Evidence – Comparing Characters to plan the tab book (see attachment: 3.3 Other Evidence – Shutter Fold) in which a character is drawn on the outside of the fold and a Venn Diagram is drawn on the Inside.

For sample lessons related to the following group of learning activities, refer to the section ‘Sample Lessons’ at the end of this map. Comparing Characters in Fables/Prefix and Root Words

The teacher shows the picture book, The Lion & the Mouse by Jerry Pinkney, which is a wordless picture book. The student compares and contrasts the two characters based on examples and clues from the pictures. The teacher creates a class Venn diagram comparing the characters.

The teacher reads aloud the fable, the “Tortoise and the Hare” and the student shares which character he/she connects with most and why. Then the teacher reads another story with the same lesson http://www.pitt.edu/~dash/type0275.html. The student also compares the characters in attachment 3.3 Other Evidence – Comparing Characters. Then the student compares and contrasts the two stories.

While the student is comparing the characters, the teacher listens for words he/she uses with prefixes when describing the characters. When the student is finished comparing the characters, the teacher makes

http://www.pitt.edu/~dash/type0275.html

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a chart with root word, different forms, and prefix at the top. The student describes how the tortoise and the hare felt at the end (happy, unhappy) and places the words in the appropriate spot. The teacher asks how the word “look” is used throughout the book (looks back, looked back, is looking back) and puts it in the appropriate column under the different forms. The teacher talks about how a root word is the main word but it can be changed with prefixes or different endings. The student then finds more words with prefixes or inflectional forms in the fables and the teacher charts them.

The student keeps track of characters in a character accordion book or trading cards that have a drawing of the character on the front and a list of three character traits and what he/she is good at doing on the back.

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Objectives

Content Focus



PRCS: 3.R.FS.12a 3.R.FS.12d 3.W.3 3.W.4 3.W.6 3.W.7 3.W.FS.9 3.LA.1 3.LA.1b 3.LA.1f 3.LA.2 3.LA.2e 3.LA.4c 3.LA.6 EQ/EU: EQ1/EU1 EQ2/EU2 T/A: T1 A3 A4

Story organization for fictional texts.

The structure and purpose of a dictionary.

The writing process.

Irregular plurals (e.g. man/men, woman/women, child/children, person/people, mice/ mouse, goose/geese, deer/deer, fish/fish)

Noun

Plural (-s)

For complete descriptions, refer to the section ‘Performance Tasks’ at the end of this map. Writing my own fable

The student studies fables for his/her story structure and writes his/her own fable with a moral of his/her choosing. The fable has a problem and solution with animals that engage in dialogue.

Oral Assessment of Word Wall Vocabulary and Individual Vocabulary

(See attachment: Resource 1 – Oral Assessment for Vocabulary Acquisition). Based on words the teacher selects for the whole class and on the individual words the student wants to know in English for his/her individual word list, the teacher has a conference to check if the student understands the vocabulary words when listening and speaking (say it by itself, with a sentence starter, or independently).

For sample lessons related to the following group of learning activities, refer to the section ‘Sample Lessons’ at the end of this map. Plurals

The teacher models how when there is more than one noun you can add a suffix, -s, -es, or -ies to the word depending on the noun, or change the ending. When reading a fable aloud, the teacher creates a T chart of nouns and their plural form. If there are any exceptions (ex: mouse, mice), the teacher notes them on the chart in a different color.

The teacher uses the morning message as a way of teaching examples of irregular plurals, and the student fills in blanks on the board. Example: http://www.superteacherworksheets.com/nouns/nouns- singularandplural3.pdf (Example of irregular plurals: man/men, woman/women, child/children, person/people, mice/ mouse, goose/geese, deer/deer, fish/fish).

In pairs, the students play concentration games with index cards that have irregular plurals.

The student finds examples of plurals when he/she reads with a partner and creates a t-chart in his/her notebook of nouns and their plural form.

http://www.superteacherworksheets.com/nouns/nouns-singularandplural3.pdf



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STAGE 3 – (Learning Plan)

Suggested Literature Connections

Mary Ann Hoberman

o “You Read to Me, I Read to You: Very Short Fables”

Jerry Pinkney

o “Aesop’s Fables”

Jerry Pinkney (A wordless book that student can create the writing to tell the story) o “The Lion & the Mouse”

Anna Milbourne

o “Aesop’s Fables (Story for Young Children)

Andrew Fusek Peters

o “The Tiger and the Wise Man”

Arnold Lobel o “Fables”

Zheng Na

o “Chinese Fables & Folktales”

Sandra Chisholm Robinson

o “The Rainstick; a Fable”

Ian C. Mac Millan

o “Khala Maninge: An African Fable- The Little Elephant That Cried A Lot”

Shahrukh Husain

o “The Wise Fool: Fables from the Islamic World”

Scott Foresman Reading – Collection 2. 1:

New Beginnings Book and Practice Book

A.M. Monson page 322 (Animal Fantasy) o Wanted: Best Friend

Frank Asch page 282 (Classical Animal Fantasy) o Moonbear’s Pet

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Additional Resources

Online source of Aesop’s fables: http://kidcrosswords.com/kidreadere/aesops_fables/aesops_fables_table.htm

Fables from around the world: http://home.freeuk.net/elloughton13/fableindex.htm

Links to resources for Aesop’s fables: http://www.webenglishteacher.com/aesop.html

http://kidcrosswords.com/kidreadere/aesops_fables/aesops_fables_table.htm

http://home.freeuk.net/elloughton13/fableindex.htm

http://www.webenglishteacher.com/aesop.html

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Performance Tasks

Reflection: Which moral makes the most sense in my life?

Step 1: The student selects a moral from a story that he/she connects to. Step 2: The student writes a paragraph on how this moral connects to his/her life (Does the story and its moral remind you of something that happened in your life? How can you apply the moral to

your life?) Step 3: The student illustrates the reflection with a picture of the event from his/her life that he/she connected to.

Writing my own fable

Step 1: The student studies fables for his/her story structure and writes his/her own fable with a moral of his/her choosing. The fable has a problem and solution with animals that engage in dialogue.

Step 2: The student brainstorms the story (see attachment: 3.3 Performance Task – Fable Story Map) individually or with a partner to support ideas and vocabulary. Step 3: For his/her fable, the student practices coming up with dialogue by acting out his/her story or using attachment 3.3 Learning Activity – Comic Strip to write speech bubbles. Step 4: The student writes his/her own fable using past tense. (The teacher reinforces past tense throughout the unit with the word wall, class charts on regular past tense words (see unit 3.2) and

irregular past tense words found in texts.) Step 5: The student edits his/her story with a partner (using sticky notes to help with ideas, dialogue, vocabulary, misspelled words or grammar). Step 6: The student illustrates his/her story. The student trades stories with a partner, reads his/her partner’s story and writes comments on sticky notes (What I enjoyed about your story

is_________). The teacher puts the stories together in a class book. Step 7: The teacher uses attachment 3.3 Performance Task – Narrative Writing Rubric to assess writing.

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Suggested Sample Lessons

Identifying themes in fables: http://www.readworks.org/lessons/grade3/theme Comparing and contrasting story elements between fables and trickster tales: http://edsitement.neh.gov/lesson-plan/aesop-and-ananse-animal-fables-and-trickster-tales Various lesson plans: http://www.webenglishteacher.com/aesop.html

http://www.readworks.org/lessons/grade3/theme

http://edsitement.neh.gov/lesson-plan/aesop-and-ananse-animal-fables-and-trickster-tales

http://www.webenglishteacher.com/aesop.html

english as a second language 4 weeks of instruction

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