Aesop's Fables: Moral as Main Idea - Revision history

Dfbachhuber at 18:00, 27 May 2010

2010-05-27T18:00:47Z

Dfbachhuber at 18:15, 26 May 2010

2010-05-26T18:15:46Z

Dfbachhuber at 18:12, 26 May 2010

2010-05-26T18:12:58Z

Dfbachhuber at 18:01, 26 May 2010

2010-05-26T18:01:52Z

Dfbachhuber at 16:59, 25 May 2010

2010-05-25T16:59:01Z

Dfbachhuber at 16:45, 25 May 2010

2010-05-25T16:45:03Z

Dfbachhuber: New page: === Age ===
=== Materials ===
=== Preparation ===
=== Presentation ===
=== Control Of Error ===
=== Points Of Interest ===
=== Purpose...

2010-05-25T16:38:36Z

New page: === Age === === Materials === === Preparation === === Presentation === === Control Of Error === === Points Of Interest === === Purpose...

New page

=== Age ===

 

=== Materials ===

 

=== Preparation ===

 

=== Presentation ===

 

=== Control Of Error ===

 

=== Points Of Interest ===

 

=== Purpose ===

 

=== Variation ===

 

=== Links ===

 

=== Handouts/Attachments ===

 

[[Category:Language]][[Category:Language_9-12]]

@@ Line 21: / Line 21: @@
 . &nbsp;Clarify the word "moral." Make sure students that fables were indented to provide moral education, so that adults and children to learn the difference between right and wrong.
-. Use "The Serpent and the Eagle" to clarify that some of Aesop's tales already have the moral written out at the end of the tale.
+. Use, "The Shepherd Boy" to demonstrate Aesop's fables that include the moral. <br>
-. Have students write the name of the fable in their notebooks, and, on their own, write out what they think the moral of the tale might be. I walk around the group checking what each student writes down. The purpose of this lesson is to teach main idea.
+. Have students write the name of the fable in their notebooks, and, on their own, write out what they think the moral of the tale might be. I walk around the group checking what each student writes down. The purpose of this lesson is to teach main idea, and I need to judge what understanding they bring to the lesson.
-. Share the actual moral, "One good turn deserves another. How many of you think your statement of the moral is pretty accurate? Is there anyone who would like to change your statement slightly?" A couple of students may overthink this one: "The moral is that humans should stay out arguments between animals," or "people should mind their own business." Accept any interesting response.<br>
+. Share the actual moral, "A liar will not be believed, even when he speaks the truth. How many of you think your statement of the moral is pretty accurate? Is there anyone who would like to change your statement slightly?" <br>
 . Now, do the same process with, "The Eagle and the Kite,"except....tell the students that some of Aesop's fables don't have the moral written down. It's your job to write it!" <br>
@@ Line 69: / Line 73: @@
 Direct Aim: teaching students to become more proficient at stating main idea. <br>
 Indirect Aim: Paragraphing dialogue.<br>
 === Variation  ===

@@ Line 31: / Line 31: @@
 . Share the actual moral, "One good turn deserves another. How many of you think your statement of the moral is pretty accurate? Is there anyone who would like to change your statement slightly?" A couple of students may overthink this one: "The moral is that humans should stay out arguments between animals," or "people should mind their own business." Accept any interesting response.<br>
 . Now, do the same process with, "The Eagle and the Kite,"except....tell the students that some of Aesop's fables don't have the moral written down. It's your job to write it!" <br>
 <br>
 AN EAGLE, overwhelmed with sorrow, sat upon the branches of a<br>tree in company with a Kite. "Why," said the Kite, "do I see you<br>with such a rueful look?' "I seek," she replied, "a mate suitable<br>for me, and am not able to find one." "Take me," returned the<br>Kite, "I am much stronger than you are." "Why, are you able to<br>secure the means of living by your plunder?' "Well, I have often<br>caught and carried away an ostrich in my talons." The Eagle,<br>persuaded by these words, accepted him as her mate. Shortly<br>after the nuptials, the Eagle said, "Fly off and bring me back<br>the ostrich you promised me." The Kite, soaring aloft into the<br>air, brought back the shabbiest possible mouse, stinking from the<br>length of time it had lain about the fields. "Is this," said the<br>Eagle, "the faithful fulfillment of your promise to me?' The Kite<br>replied, "That I might attain your royal hand, there is nothing<br>that I would not have promised, however much I knew that I must<br>fail in the performance."
 . Ask students to write out what they think is the moral of this tale. After a few minutes, ask each child to share her statement. "People will lie to gain power," is one possible statement. <br>
 . Ask, "What is main idea?" The most important idea in a piece of writing. What the author wants you to learn. "How is main idea like 'moral?" Discuss. <br>
 "How is it not like 'moral?'<br>
 <br>
 '''Suggested student work:'''
 . Find a fable without a moral. See http://aesopfables.com/ Rewrite it in your best cursive handwriting on decorative paper. Make sure to format paragraphs and dialogue. Add your own moral to the tale. <br>
 Show students a sample rewrite that respects paragraphing...<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; AN EAGLE, overwhelmed with sorrow, sat upon the branches of a<br>tree in company with a Kite. <br>&nbsp;&nbsp;&nbsp;&nbsp; "Why," said the Kite, "do I see you with such a rueful look?' <br>&nbsp;&nbsp;&nbsp;&nbsp; "I seek," she replied, "a mate suitable for me, and am not able to find one." <br>&nbsp;&nbsp;&nbsp;&nbsp; "Take me," returned the Kite, "I am much stronger than you are." <br>&nbsp;&nbsp;&nbsp;&nbsp; "Why, are you able to secure the means of living by your plunder?' <br>&nbsp;&nbsp;&nbsp;&nbsp; "Well, I have often caught and carried away an ostrich in my talons." <br>&nbsp;&nbsp;&nbsp;&nbsp; The Eagle, persuaded by these words, accepted him as her mate. Shortlyafter the nuptials, the Eagle said, "Fly off and bring me back the ostrich you promised me." The Kite, soaring aloft into the air, brought back the shabbiest possible mouse, stinking from the length of time it had lain about the fields. <br>&nbsp;&nbsp;&nbsp;&nbsp; "Is this," said the Eagle, "the faithful fulfillment of your promise to me?' <br>&nbsp;&nbsp;&nbsp;&nbsp; The Kite replied, "That I might attain your royal hand, there is nothing that I would not have promised, however much I knew that I must fail in the performance."
@@ Line 59: / Line 59: @@
 === Control Of Error  ===
-<br>
+Teacher checks main idea statements/morals<br>
 === Points Of Interest  ===
@@ Line 67: / Line 67: @@
 === Purpose  ===
-<br>
+Direct Aim: teaching students to become more proficient at stating main idea. <br>
 === Variation  ===
-<br>
+Choose any fables from the website. Others may be more to your liking. <br>
 === Links  ===
-<br>
+http://www.pacificnet.net/~johnr/aesop/<br>
 === Handouts/Attachments  ===

@@ Line 17: / Line 17: @@
 . If you are using the timeline, you can ask, "Who are the children of Story and Language?" (Epic, Poetry, Myth, Fable, Drama, and Folktale). Students identify with this "family" and often want to know which are boys and which are girls.&nbsp;
 . Show the card for the fable. The picture card is of the fable, "The Mouse and the Lion." The definition card says, "Fables are short tales, having only a single episode or scene, that use talking animals, objects, or humans as charcters in order to poke fun at human behavior. In&nbsp; about the first century, CE, fables begn to acquire a "moral" at the end, a brief statement of what the teller wanted the listener to learn about life. Aesop, an ancient Gree, is the most famous collector of fables, but he probably learned them from Bidpai, a legendary storyteller in Ancient India, where Aesop spent part of his life as a slave." Read this card and have students take a few brief notes on important information. <br>
 . &nbsp;Clarify the word "moral." Make sure students that fables were indented to provide moral education, so that adults and children to learn the difference between right and wrong.
@@ Line 23: / Line 23: @@
 . Use "The Serpent and the Eagle" to clarify that some of Aesop's tales already have the moral written out at the end of the tale.
 <br> An Eagle swooped down upon a Serpent and seized it in his talons<br>with the intention of carrying it off and devouring it. But the<br>Serpent was too quick for him and had its coils round him in a moment;<br>and then there ensued a life-and-death struggle between the two. A<br>countryman, who was a witness of the encounter, came to the assistance<br>of the eagle, and succeeded in freeing him from the Serpent and<br>enabling him to escape. In revenge, the Serpent spat some of his<br>poison into the man's drinking-horn. Heated with his exertions, the<br>man was about to slake his thirst with a draught from the horn, when<br>the Eagle knocked it out of his hand, and spilled its contents upon<br>the ground.
 . Have students write the name of the fable in their notebooks, and, on their own, write out what they think the moral of the tale might be. I walk around the group checking what each student writes down. The purpose of this lesson is to teach main idea.
-. Share the actual moral, "A liar will not be believed, even when he speaks the truth. "How many of you think your statement of the moral is pretty accurate? Is there anyone who would like to change your statement slightly?" A couple of students may overthink this one: "The moral is that humans should stay out arguments between animals," or "people should mind their own business." Accept any interesting response<br>
+. Share the actual moral, "One good turn deserves another. How many of you think your statement of the moral is pretty accurate? Is there anyone who would like to change your statement slightly?" A couple of students may overthink this one: "The moral is that humans should stay out arguments between animals," or "people should mind their own business." Accept any interesting response.<br>
-<br> "One good turn deserves another."
+. Now, do the same process with, "The Eagle and the Kite,"except....tell the students that some of Aesop's fables don't have the moral written down. It's your job to write it!" <br>
-I was really excited about going. It would be the best day of the summer. We were going to go rafting.
+<br>
-My mother, father, brother, and sister got to go. They were excited, too. My dad knew a lot of stuff about rafting. This would be neat.
+AN EAGLE, overwhelmed with sorrow, sat upon the branches of a<br>tree in company with a Kite. "Why," said the Kite, "do I see you<br>with such a rueful look?' "I seek," she replied, "a mate suitable<br>for me, and am not able to find one." "Take me," returned the<br>Kite, "I am much stronger than you are." "Why, are you able to<br>secure the means of living by your plunder?' "Well, I have often<br>caught and carried away an ostrich in my talons." The Eagle,<br>persuaded by these words, accepted him as her mate. Shortly<br>after the nuptials, the Eagle said, "Fly off and bring me back<br>the ostrich you promised me." The Kite, soaring aloft into the<br>air, brought back the shabbiest possible mouse, stinking from the<br>length of time it had lain about the fields. "Is this," said the<br>Eagle, "the faithful fulfillment of your promise to me?' The Kite<br>replied, "That I might attain your royal hand, there is nothing<br>that I would not have promised, however much I knew that I must<br>fail in the performance."
-When we got to the river, it looked big. The water was moving fast. I got scared.
+. Ask students to write out what they think is the moral of this tale. After a few minutes, ask each child to share her statement. "People will lie to gain power," is one possible statement. <br>
-It turned out to be fun. We ate sandwiches and drank pop. I wore a life jacket and got wet.
+. Ask, "What is main idea?" The most important idea in a piece of writing. What the author wants you to learn. "How is main idea like 'moral?" Discuss. <br>
-It was the best thing I did all summer.
+"How is it not like 'moral?'<br>
-The Eagle and the Kite
+<br>
-<br> AN EAGLE, overwhelmed with sorrow, sat upon the branches of a<br>tree in company with a Kite. "Why," said the Kite, "do I see you<br>with such a rueful look?' "I seek," she replied, "a mate suitable<br>for me, and am not able to find one." "Take me," returned the<br>Kite, "I am much stronger than you are." "Why, are you able to<br>secure the means of living by your plunder?' "Well, I have often<br>caught and carried away an ostrich in my talons." The Eagle,<br>persuaded by these words, accepted him as her mate. Shortly<br>after the nuptials, the Eagle said, "Fly off and bring me back<br>the ostrich you promised me." The Kite, soaring aloft into the<br>air, brought back the shabbiest possible mouse, stinking from the<br>length of time it had lain about the fields. "Is this," said the<br>Eagle, "the faithful fulfillment of your promise to me?' The Kite<br>replied, "That I might attain your royal hand, there is nothing<br>that I would not have promised, however much I knew that I must<br>fail in the performance."
+'''Suggested student work:'''
-<br>Work choices:
+. Find a fable without a moral. See http://aesopfables.com/ Rewrite it in your best cursive handwriting on decorative paper. Make sure to format paragraphs and dialogue. Add your own moral to the tale. <br>
-. Find a fable without a moral. See http://aesopfables.com/<br>2. Rewrite it in your best cursive handwriting on decorative paper. Make sure to format paragraphs and dialogue. Add your own moral to the tale. <br>AN EAGLE, overwhelmed with sorrow, sat upon the branches of a<br>tree in company with a Kite. <br>"Why," said the Kite, "do I see you with such a rueful look?' <br>"I seek," she replied, "a mate suitable for me, and am not able to find one." <br>"Take me," returned the Kite, "I am much stronger than you are." <br>"Why, are you able to secure the means of living by your plunder?' <br>"Well, I have often caught and carried away an ostrich in my talons." <br>The Eagle, persuaded by these words, accepted him as her mate. Shortly<br>after the nuptials, the Eagle said, "Fly off and bring me back the ostrich you promised me." The Kite, soaring aloft into the air, brought back the shabbiest possible mouse, stinking from the length of time it had lain about the fields. <br>"Is this," said the Eagle, "the faithful fulfillment of your promise to me?' <br>The Kite replied, "That I might attain your royal hand, there is nothing that I would not have promised, however much I knew that I must fail in the performance."
+Show students a sample rewrite that respects paragraphing...<br>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; AN EAGLE, overwhelmed with sorrow, sat upon the branches of a<br>tree in company with a Kite. <br>&nbsp;&nbsp;&nbsp;&nbsp; "Why," said the Kite, "do I see you with such a rueful look?' <br>&nbsp;&nbsp;&nbsp;&nbsp; "I seek," she replied, "a mate suitable for me, and am not able to find one." <br>&nbsp;&nbsp;&nbsp;&nbsp; "Take me," returned the Kite, "I am much stronger than you are." <br>&nbsp;&nbsp;&nbsp;&nbsp; "Why, are you able to secure the means of living by your plunder?' <br>&nbsp;&nbsp;&nbsp;&nbsp; "Well, I have often caught and carried away an ostrich in my talons." <br>&nbsp;&nbsp;&nbsp;&nbsp; The Eagle, persuaded by these words, accepted him as her mate. Shortlyafter the nuptials, the Eagle said, "Fly off and bring me back the ostrich you promised me." The Kite, soaring aloft into the air, brought back the shabbiest possible mouse, stinking from the length of time it had lain about the fields. <br>&nbsp;&nbsp;&nbsp;&nbsp; "Is this," said the Eagle, "the faithful fulfillment of your promise to me?' <br>&nbsp;&nbsp;&nbsp;&nbsp; The Kite replied, "That I might attain your royal hand, there is nothing that I would not have promised, however much I knew that I must fail in the performance."
-Take ten fables and create a matching material for the classroom. You will need to find the website, print out the fables, cut them and back them with construction paper. You will also need to print out or type the morals on separate strips, also backed with construction paper. Finally, you will need to make drawings of your own of the animals in each tale you choose to create a 3-part card material.
+. Take ten fables and create a matching material for the classroom. You will need to find the website, print out the fables, cut them and back them with construction paper. You will also need to print out or type the morals on separate strips, also backed with construction paper. Finally, you will need to make drawings of your own of the animals in each tale you choose to create a 3-part card material.
 <br>

@@ Line 5: / Line 5: @@
 === Materials  ===
-Literature Timeline if possible. See www.montessorilitlines.com. Student need language notebooks and a pencil. A Smartboard or an LCD projector will allow you to show the fables from http://www.pacificnet.net/~johnr/aesop/. Otherwise copy out the fables given in the presentation below on a white or black board, or use handouts that students can share. <br>
+Literature Timeline if possible. See www.montessorilitlines.com. Students need language notebooks and a pencil. A Smartboard or an LCD projector will allow you to show the fables from http://www.pacificnet.net/~johnr/aesop/. Otherwise copy out the fables given in the presentation below on a white or black board, or use handouts that students can share. <br>
 === Preparation  ===
@@ Line 15: / Line 15: @@
 . Ask students, "what is a fable?"
-. If you are using the timeline, you can ask, "Who are the children of Story and Language?" (Epic, Poetry, Myth, Fable, Drama, and Folktale)
+. If you are using the timeline, you can ask, "Who are the children of Story and Language?" (Epic, Poetry, Myth, Fable, Drama, and Folktale). Students identify with this "family" and often want to know which are boys and which are girls.&nbsp;
-. Show the card for the fable. The picture card is of the fable, "The Mouse and the Lion." The definition card says, "Fables are short tales, having only a single episode or scene, that use talking animals, objects, or human as charcters in order to pikefun at human behavior. IN bout the first century, CE, fables begn to acquire a "moral" at the end, a brief statement of what the teller wanted the listener to learn about life. Aesop, an ancient Gree, is the most famou collector of fables, but he probably learned them from Bidpai, a legendary storyteller in Ancient India, where Aesop spent part of his life as a slave." Read this card and have students take a few brief notes on important information.
+. Show the card for the fable. The picture card is of the fable, "The Mouse and the Lion." The definition card says, "Fables are short tales, having only a single episode or scene, that use talking animals, objects, or humans as charcters in order to poke fun at human behavior. In&nbsp; about the first century, CE, fables begn to acquire a "moral" at the end, a brief statement of what the teller wanted the listener to learn about life. Aesop, an ancient Gree, is the most famous collector of fables, but he probably learned them from Bidpai, a legendary storyteller in Ancient India, where Aesop spent part of his life as a slave." Read this card and have students take a few brief notes on important information. <br>
-<br>The Serpent and the Eagle
+<br> An Eagle swooped down upon a Serpent and seized it in his talons<br>with the intention of carrying it off and devouring it. But the<br>Serpent was too quick for him and had its coils round him in a moment;<br>and then there ensued a life-and-death struggle between the two. A<br>countryman, who was a witness of the encounter, came to the assistance<br>of the eagle, and succeeded in freeing him from the Serpent and<br>enabling him to escape. In revenge, the Serpent spat some of his<br>poison into the man's drinking-horn. Heated with his exertions, the<br>man was about to slake his thirst with a draught from the horn, when<br>the Eagle knocked it out of his hand, and spilled its contents upon<br>the ground.
-<br> "A liar will not be believed, even when he speaks the truth."
+. Have students write the name of the fable in their notebooks, and, on their own, write out what they think the moral of the tale might be. I walk around the group checking what each student writes down. The purpose of this lesson is to teach main idea.
-<br> "One good turn deserves another."
+. Share the actual moral, "A liar will not be believed, even when he speaks the truth. "How many of you think your statement of the moral is pretty accurate? Is there anyone who would like to change your statement slightly?" A couple of students may overthink this one: "The moral is that humans should stay out arguments between animals," or "people should mind their own business." Accept any interesting response<br>
-I was really excited about going. It would be the best day of the summer. We were going to go rafting.
+<br> "One good turn deserves another."
-My mother, father, brother, and sister got to go. They were excited, too. My dad knew a lot of stuff about rafting. This would be neat.
+I was really excited about going. It would be the best day of the summer. We were going to go rafting.
-When we got to the river, it looked big. The water was moving fast. I got scared.
+My mother, father, brother, and sister got to go. They were excited, too. My dad knew a lot of stuff about rafting. This would be neat.
-It turned out to be fun. We ate sandwiches and drank pop. I wore a life jacket and got wet.
+When we got to the river, it looked big. The water was moving fast. I got scared.
-It was the best thing I did all summer.
+It turned out to be fun. We ate sandwiches and drank pop. I wore a life jacket and got wet.
 The Eagle and the Kite
@@ Line 51: / Line 53: @@
 Take ten fables and create a matching material for the classroom. You will need to find the website, print out the fables, cut them and back them with construction paper. You will also need to print out or type the morals on separate strips, also backed with construction paper. Finally, you will need to make drawings of your own of the animals in each tale you choose to create a 3-part card material.
+<br>
 <br>
@@ Line 61: / Line 63: @@
 === Points Of Interest  ===
-<br>
+Notice that the use of fables can be applied well to the 9-12 "sensitive period for morality." <br>
 === Purpose  ===

@@ Line 5: / Line 5: @@
 === Materials  ===
-Literature Timeline if possible. See www.montessorilitlines.com. Student need language notebooks and a pencil. A Smartboard or an LCD projector will allow you to show the fables from ae<br>
+Literature Timeline if possible. See www.montessorilitlines.com. Student need language notebooks and a pencil. A Smartboard or an LCD projector will allow you to show the fables from http://www.pacificnet.net/~johnr/aesop/. Otherwise copy out the fables given in the presentation below on a white or black board, or use handouts that students can share. <br>
 === Preparation  ===
-<br>
+Great Lesson for Literature: "The Birth of Literature" <br>
 === Presentation  ===
 <br>

@@ Line 1: / Line 1: @@
 === Age  ===
-<br>
+-12<br>
 === Materials  ===
-<br>
+Literature Timeline if possible. See www.montessorilitlines.com. Student need language notebooks and a pencil. A Smartboard or an LCD projector will allow you to show the fables from ae<br>
 === Preparation  ===
@@ Line 39: / Line 39: @@
 <br>
-[[Category:Language]][[Category:Language_9-12]]
+[[Category:Language]] [[Category:Language_9-12]]