1. Focus and Review

• To start off class, I will read a well known fable to the students called, "The Tortoise And The Hare."   I will then I will assess the students prior knowledge of fables through a series of questions.  I will select volunteers, but also call on people at random.  This will give me a sense of where to begin the core of the lesson.

2. Objectives

• using effective reading strategies to match type of text.
• reading literature and other materials selected by the teacher.
• taking an active role in whole class seminars.
• recognizing underlying messages in order to identify theme(s) within and across works.

• reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
• interpreting what impact genre-specific characteristics have on the meaning of the work.
• exploring how the author's choice and use of a genre shapes the meaning of the literary work.
• exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.

Goals:
*Students will be able to recall the details of the fable read to them.
*Students will be able to analyze the components of a fable.
*Students will compare different stories, identifying which parts make it a fable.
*Students will make inferences as to why the moral is important.
*Students will evaluate why fables are important to our society.

Computer Access.
The $2,900 solution: 1 computer with projection system

3. Teacher Input

• After reading, "The Tortoise And The Hare," I will lead a discussion about what was in the story.
• Two main characters--animals.
• Action--the race.
• A moral--Persistance pays off.
• etc.
• After our discussion I tell them a little about the author of the fable, Aesop.  I will disscuss with them how Copyright Laws protect ownership of intellectual property and the consequences of misuse.  I will try to explain why we have these laws, by asking them how they would feel if
• I will then explain the next exersize to them.

4. Guided Practice

• I will give the students (each group) a fable.  The "reader" in the group will read it aloud to their group.  After reading they will do as we did moments before, and discuss what kinds of things were in the story. (I will monitor discussions)

<>After all groups have finished discussing this topic, groups will talk about what was the same about each story, and what was different.

5. Independent Practice

• After the discussions are finished, I will have each student take out a piece of paper.
• Students will write about what they think constitutes a fable, based on our activities.

6. Closure

• The end of the lesson will consist of a short powerpoint that highlights the terms we have used, and the quick facts about fables the students should have learned.
• I will have one slide with a heading before any information is given to the students.  I will then have them infer what information will be given on the next  slide. This will help me determine what they have learned.

By Noelle Kitchen/ Unit Plan