Lynn F. Muraoka, Central Oahu School District, Wahiawa, HI
FABLE WRITING--INTER-DISCIPLINARY APPROACH TO SOCIAL SCIENCES
Appropriate for grades 3-8.
OVERVIEW: In our dynamic world, the quality of life is dependent
upon our capacity and ability to educate our students for a future
that increasingly demands responsible, MORAL, and ethical
participation for interaction among people. It also requires that
the educational processes promotes the development of the
abilities and ATTITUDES necessary for relating harmoniously and
respectfully with others.
PURPOSE:
1. To teach character education through the use of children's
literature.
2. To introduce social science concepts in psychology, sociology
and geography through an inter-disciplinary approach.
OBJECTIVES: Students will be able to:
1. Produce a research paper.
2. Recognize the elements of a fable.
3. Write an original fable story.
4. Make connections with morals and other law-related concepts.
ACTIVITIES:
1. Children are always fascinated with animals, and the
characters in fables are usually animals with human
characteristics. To be able to write a fable effectively,
students need to understand the uniqueness of their
character, its habits, movements, likes and dislikes, and to
be able to "feel" the character. A research project on
animals would be the prerequisite to writing.
2. The research project can be initially conducted as a class
research (whole group) and each skill can be introduced and
practiced with direct instructions.
RESEARCH STEPS
* Choosing a Topic * Communicating Information
* Writing and Grouping Questions Writing a rough draft
* Collecting Information Revision/editing (peer
Note-taking interaction proof-
* Evaluating Information reading)
Evaluating source material Writing final report
* Organizing Information * Sharing the Information
Note card sorting
3. With research skills background, students can begin their
individual research paper. Have students select an animal or
insect that they would like to learn more about and also will
use as one of the characters in their original fable story.
Arrange for students to visit the library to select non-
fiction books and other resource materials.
4. Within a time frame and upon completion of their research
project, students can begin the "Children As Authors"
project. During this pre-writing stage and in preparation
for authorship, students need many opportunities to read and
be read to a variety of fables by different authors, e.g.
Jack Kent's Fables of Aesop, Arnold Lobel, Jean do La
Fontaine, etc. Filmstrips are also good resources. After
having been exposed to many fables, have students discuss the
elements of a fable.
ELEMENTS OF A FABLE:
* Usually animal characters with human qualities, wise or
foolish story, a moral.
* Beginning: setting, characters in situation
* Middle: explanation of what the problem is and how
characters attempt to solve problem.
* End: Moral or lesson to be learned from story.
5. During the composing stage, spend a few days discussing
morals. Share a list of common sayings and have students
discuss them. Another way is to have students discuss common
problems and discuss reasons for them.
E.G. PROBLEM: HOMEWORK
WHAT WHY
* Not enough time * Not on task
* Don't understand * Afraid to ask questions
* Wrong lesson * Not listening
LESSON TO BE LEARNED
* Get it from the horse's mouth
* He who plays when time to work, work when others play
Note: Have students create their own morals.
6. With new knowledge about their animal gained through
researching and a deeper understanding oKc)@ students are ready to become authors and illustrators for
their original fable.
STEPS IN FABLE WRITING
* Introduction/review of morals * Author page
* Rough draft Family tree (History)
* Revision/editing * Dedication page
* Final draft * Acknowledgement page
* Dummy pages * Covers
* Final pages * Final book
* Title page
Note: In producing the fable books, computer software could
be used to print some of these pages.
While doing the illustrations for each page, the geography
themes of location, place, movement, region and human-
environment interaction should be reviewed so students could
apply these themes to the setting of their artistic
composition.
7. To integrate art, have students select a scene from their
fable and create a diorama or model of that scene.
8. To develop communications skills, have students select a few
fables written by their classmates, and re-write it into a
Children's Theatre play form. Have groups of students put on
a play or puppet show for other students. Video tape the
performances and share it with the school's library lending
resources.
9. Have students compare values/morals in other cultures and
countries. Share other literature stories that depict
ethical issues.
E.G. Boy Who Cried Wolf (lying)
Jack and the Beanstalk (stealing)
Goldilocks and the Three Bears (trespassing)
Pinnochio (lying)
10. From lessons on morals and values, springboard into the
introduction of other law-related concepts of...
* Responsibility * Privacy
* Justice * Authority
* Freedom * Diversity
RESOURCES/MATERIALS NEEDED:
STUDY SKILLS, A Ready Reference for Teachers, Office of
Instructional Services/Multimedia Services Branch, Dept. of
Education, State of Hawaii, April 1988.
WRITING RESOURCE HANDBOOK, Dept. of Education, Windward Oahu
District, September 1982.
TYING IT ALL TOGETHER: While learning basic skills and social
science concepts, students will have finished products to share.
The most effective learning takes place when students can
communicate their ideas and share their products with others. A
feeling of ownership and pride in their work is enhanced when
there is this sharing purpose to their projects. Research papers,
art projects, and fable stories could be on display at the school
or community libraries, educational fairs, PTA meetings, etc.
Stories could also be published in newsletters or community
papers. Puppet shows and plays could be part of the school
assembly. The most significant results of these lessons and in
tying the knot, however, would be the significant increase of a
more responsible and ethical student citizenry.
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John Kurilecjmk@ofcn.org