Difference between revisions of "Aesop's Fables: Moral as Main Idea"

From wikisori
Jump to: navigation, search
Line 5: Line 5:
 
=== Materials  ===
 
=== 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  ===
 
=== Preparation  ===
Line 15: Line 15:
 
1. Ask students, "what is a fable?"  
 
1. Ask students, "what is a fable?"  
  
2. If you are using the timeline, you can ask, "Who are the children of Story and Language?" (Epic, Poetry, Myth, Fable, Drama, and Folktale)  
+
2. 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;
  
3. 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.  
+
3. 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>
  
 +
4. &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.
  
 +
5. 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>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> 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>The Shepherd's Boy
 
  
<br> There was once a young Shepherd Boy who tended his sheep at<br>the foot of a mountain near a dark forest. It was rather lonely<br>for him all day, so he thought upon a plan by which he could get a<br>little company and some excitement. He rushed down towards the<br>village calling out "Wolf, Wolf," and the villagers came out to<br>meet him, and some of them stopped with him for a considerable<br>time. This pleased the boy so much that a few days afterwards he<br>tried the same trick, and again the villagers came to his help.<br>But shortly after this a Wolf actually did come out from the<br>forest, and began to worry the sheep, and the boy of course cried<br>out "Wolf, Wolf," still louder than before. But this time the<br>villagers, who had been fooled twice before, thought the boy was<br>again deceiving them, and nobody stirred to come to his help. So<br>the Wolf made a good meal off the boy's flock, and when the boy<br>complained, the wise man of the village said:
 
  
<br> "A liar will not be believed, even when he speaks the truth."
+
6. 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."
+
7. 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.
 +
 
 +
It was the best thing I did all summer.  
  
 
The Eagle and the Kite  
 
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.  
 
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>  
 
<br>  
Line 61: Line 63:
 
=== Points Of Interest  ===
 
=== Points Of Interest  ===
  
<br>  
+
Notice that the use of fables can be applied well to the 9-12 "sensitive period for morality." <br>  
  
 
=== Purpose  ===
 
=== Purpose  ===

Revision as of 18:01, 26 May 2010

Age

6-12

Materials

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.

Preparation

Great Lesson for Literature: "The Birth of Literature"

Presentation

1. Ask students, "what is a fable?"

2. 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. 

3. 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  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.

4.  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.

5. 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.


An Eagle swooped down upon a Serpent and seized it in his talons
with the intention of carrying it off and devouring it. But the
Serpent was too quick for him and had its coils round him in a moment;
and then there ensued a life-and-death struggle between the two. A
countryman, who was a witness of the encounter, came to the assistance
of the eagle, and succeeded in freeing him from the Serpent and
enabling him to escape. In revenge, the Serpent spat some of his
poison into the man's drinking-horn. Heated with his exertions, the
man was about to slake his thirst with a draught from the horn, when
the Eagle knocked it out of his hand, and spilled its contents upon
the ground.


6. 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.

7. 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


"One good turn deserves another."

I was really excited about going. It would be the best day of the summer. We were going to go rafting.

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.

When we got to the river, it looked big. The water was moving fast. I got scared.

It turned out to be fun. We ate sandwiches and drank pop. I wore a life jacket and got wet.

It was the best thing I did all summer.

The Eagle and the Kite


AN EAGLE, overwhelmed with sorrow, sat upon the branches of a
tree in company with a Kite. "Why," said the Kite, "do I see you
with such a rueful look?' "I seek," she replied, "a mate suitable
for me, and am not able to find one." "Take me," returned the
Kite, "I am much stronger than you are." "Why, are you able to
secure the means of living by your plunder?' "Well, I have often
caught and carried away an ostrich in my talons." The Eagle,
persuaded by these words, accepted him as her mate. Shortly
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. "Is this," said the
Eagle, "the faithful fulfillment of your promise to me?' 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."


Work choices:

1. Find a fable without a moral. See http://aesopfables.com/
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.
AN EAGLE, overwhelmed with sorrow, sat upon the branches of a
tree in company with a Kite.
"Why," said the Kite, "do I see you with such a rueful look?'
"I seek," she replied, "a mate suitable for me, and am not able to find one."
"Take me," returned the Kite, "I am much stronger than you are."
"Why, are you able to secure the means of living by your plunder?'
"Well, I have often caught and carried away an ostrich in my talons."
The Eagle, persuaded by these words, accepted him as her mate. Shortly
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.
"Is this," said the Eagle, "the faithful fulfillment of your promise to me?'
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.



Control Of Error


Points Of Interest

Notice that the use of fables can be applied well to the 9-12 "sensitive period for morality."

Purpose


Variation


Links


Handouts/Attachments