ESE 645
Content Area or Developmental Focus: ELA
Age/Grade of Children: Second Grade
Length of Lesson: 1 hour
| Goal | Students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. |
| Objective | Identify the definition and understand elements of fables and trickster storiesRecognize Aesop’s fables and Ananse spider storiesIdentify the specific narrative and thematic patterns that occur in fables and trickster tales across culturesCompare and contrast themes of fables and trickster tales from different culturesDifferentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the underdog in trickster stories |
| Standards Included | HYPERLINK “http://www.corestandards.org/ELA-Literacy/RL/2/2/” CCSS.ELA-LITERACY.RL.2.2Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. HYPERLINK “http://www.corestandards.org/ELA-Literacy/RL/2/3/” CCSS.ELA-LITERACY.RL.2.3Describe how characters in a story respond to major events and challenges. HYPERLINK “http://www.corestandards.org/ELA-Literacy/RL/2/5/” CCSS.ELA-LITERACY.RL.2.5Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. |
| Materials | Print or online versions of the following stories:Set AThe Lion and the Mouse (Aesop)Mr. Buffu and the Snake (Ananse)Set BThe Fox and the CraneAnansi and the Turtle |
| Introduction | Begin the lesson with a game of telephone. The students will sit in a circle, in close enough proximity that they can whisper to their neighbors. You start the message be stating a one sentence message to the first student (just make up anything but be sure to remember it). Then the first student will whisper the message to the next person and it continues on in this fashion until you get to the last person. Have the last student write the message on the board. You then write the original message as well. They will be different, which is the point. You will then have a conversation about how oral storytelling allows for interpretation and change as it is told from person to person and travels to different locations. |
| Lesson Development: | Review the vocabulary and elements of folktales from previous lesson: Direct InstructionVocabulary Words:FolktaleFableTrickster StoryOral TraditionMoralFolk WisdomElements of Folktales:Folktales… … are very old stories … have special beginnings (such as “Once upon a time…” or “There once was…”) and endings … often repeat words or sentences …have characters, settings, problems, and solutionsGuided Practice: Read aloud the first two stories (Set A) to students and stop to check for understanding and questions. Ask students to compare the animals and their behavior in the fable and the trickster tale. Why do the types of animals change from one culture’s fable to the next? How does the behavior change according to the type of animal? What types of behaviors lead to what types of endings in these stories?Then fill a Double Bubble Thinking Map that compares/contrasts the characters, setting, problem, solution, and morals/lessons in both stories (you will be modeling the skill that the students will then do in pairs).Check for understanding- Whole Group (Informal Assessment). Pose the following questions to the students:What is a fable, and how are fables different from other types of stories?What is a trickster tale, and how is it different from other types of tales and from fables? What are the elements common to fables and trickster tales? What kinds of wisdom about human nature and human behavior do we learn from fables, and how is this wisdom relevant today? |
| Accommodation/Modification | Create small groups for assignment Seat the student at the front of the class or close proximity of teacher Provide written copies of the stories with images that will be read aloud so the student can follow while teacher is reading. Provide a version of multiple-choice questions about comparing fable and trickster story Reduce the amount of multiple-choice questions.Explain the steps of completing the Double Thinking Map by doing it in a slow manner and being repetitive. Provide the student with a fill in the blank of the Double Thinking Map. Assist student while completing Double Thinking Map.Provide extra time while completing assignmentsProvide student with a visual schedule of the what will happen during the lesson. Always let the student know ahead of time when there is a change in routine or teaching strategy. |
| Assessment(Practice/ Checking for Understanding) | Independent Practice: Collaborative Groups:Group students in 2s or 3sStudents will partner read the stories in Set BThey will create their own Double Bubble Thinking Map using the same elements you modeled with the first set of stories.If time permits, students can present their maps and discuss any similarities and/or differences between the groupsWritten Response:The students will write a journal response answering the following question:Describe a real-life situation that applies to one of the morals presented in the four stories.Student work will be graded based on a rubric. Students may share their journals as the introduction to the next lesson. |
| Closing | Close lesson with a review of vocabulary, elements of folktales, and the following questions:Which characters did they like best? Which did they like least? Which story had the best ending and why? |
Justification
“After the IEP team completes the student’s IEP, the special education teacher begins planning and organizing instruction, usually working with one or more general education teachers” (Cohen & Spenciner, 2009). It is important that special education teachers and general education teachers maintain good communication to provide the students with the best education possible and to follow student’s IEP. Bianca is a student who is considered to have moderate disability therefore lessons need to be modified to best meet her needs. Academically the student struggles with reading comprehension, written expressions, math story problems, and listening comprehensions. “Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct, phonological deficit, processing speed/orthographic processing deficit, and comprehension deficit” (Moats & Tolman, 2019). Even though the student struggles in these areas, Bianca has performed above grade level in areas such as science concepts, scientific method, mathematical principles and operations, vocabulary development, and handwriting. “Accommodations are alterations in the way tasks are presented that allow children with learning disabilities to complete the same assignments as other students” (Accommodations for Students with LD, 2013). I have created some accommodations to the lesson plan to best meet the student’s needs.
According to the student’s IEP an accommodation listed was for the student to seat in front of the classroom or close proximity to the teacher. Bianca will be seated in front of the class or in close proximity of the teacher to provide the student with easy access to the teacher and reduce distractions. Since the student is a visual learner and struggles with listening comprehension, I have suggested for the teacher to provide copies of the story with images pertaining to the story and a schedule of routines with visual cues. A modification I have recommended is to reduce the number of multiple-choice questions. The accommodations and modification I have recommended in the lesson plan align accordingly to Bianca’s IEP.
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