Date: May 1994

Grade Level(s): 3, 4, 5, 6, 7, 8

Subject(s):

• Interdisciplinary
• Language Arts/Literature/Children's Literature
• Social Studies/Geography
• Social Studies/Psychology
• Social Studies/Sociology

Goal:

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:

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.

Background Information:

Materials:

1. STUDY SKILLS, A Ready Reference for Teachers, Office of Instructional Services/Multimedia Services Branch, Dept. of Education, State of Hawaii, April 1988.
2. WRITING RESOURCE HANDBOOK, Dept. of Education, Windward Oahu District, September 1982.

Procedure:

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.
   
   • Choosing a Topic
   • Writing and Grouping Questions
   • Collecting Information
     • Notetaking
   • Evaluating Information
     • Evaluating Source Material
   • Organizing Information
     • Note card sorting
   • Communicating Information
     • Writing a rough draft
     • Revision/editing (peer interaction, proofreading)
     • Writing final report
   • Sharing the Information

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 on task
   
   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 students are ready to become authors and illustrators for their original fable
   
   Steps in Fable Writing:
   • Introduction/review of morals
   • Rough draft
   • Revision/editing
   • Final draft
   • Dummy pages
   • Title page
   • Author page
     • Family tree (History)
   • Dedication page
     
   • Acknowledgement page
   • Covers
   • Final book

   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)

   Pinocchio (lying)

10. From lessons on morals and values, springboard into the introduction of other law-related concepts of...
    Responsibility, Justice, Freedom, Privacy, Authority, Diversity