Folktales, Fairytales, and Fables

## Created By

Stacy Caceres

2/6/15

## Standards

LAFS.2.RL.1.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

LAFS.2.W.3.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations)

DA.2.F.1.1: Create dances that interpret animals and storybook or other imagined characters

DA.2.O.3.1: Use movement to interpret feelings, stories, pictures, and songs

## Lesson Objective

To retell a piece of literature through the art of movement

## Essential Question

Can you create a story with peers based on similar tales and express the story through narration and movement?

## Materials

Multiple folktales, fairy tales, and fables for students to explore in a shared reading/writing environment, paper, pencil, human bodies

## Procedures

1. The teacher will read aloud multiple folktales, fairy tales and fables over a few days to lead up to this lesson
2. Make sure to read similar tales (same characters with different outcomes as examples: *The 3 Little Pigs, The True Story of the 3 Little Pigs, The 3 Little Wolves and the Big Bad Pig*, etc.)
3. The teacher will perform a think aloud through the story questioning what is occurring and why
4. The class will discuss what they learned in the story
5. Create a class flow chart of the sequence of events
6. Allow students to break into groups of 3-4 with each group assigned 2-3 pages of the story
7. Have them write simple sentences as a retell to what occurred on their assigned pages
8. The teacher will review with them to make sure each group has focused on supporting details from their pages to portray their portion of the retell
9. Once each group has been approved, allow them 5-10 minutes to work together to determine movements that they can have their body do that will explain their summary
10. Start with the first group and have them perform their retell for the class
11. Stop after each group and discuss what they did well and why and how they can improve
12. Let the students critique each other and help give input on how their movement could better explain their summary
13. Once each group has had a turn and been critiqued, allow them time to rehearse and revise
14. If you would like, pick one person to be the narrator and read the summary sentences the groups created their movements from
15. After this rehearsal stage, have them work in groups of 3-5 to create their own tales similar to the one they have chosen to base their story on
16. Repeat the practice time, share, and revision stages of the above practice session

 Assessment Strategies

Have students organize their groups so that they have a recorder. Then they need to assign the parts to each other. The performance will show if the groups understood how to create a similar tale by organizing a story into a beginning, middle, and end. Based on the details they provide, the teacher can see if they gained the ability to use their bodies to retell a sequential story through movement. If able, allow students to perform for other classes

 Evaluation of Lesson (Reflection)

The students enjoyed hearing the different stories, and discussing similarities and differences between them. They worked hard to create their own stories as teams. It was interesting to see which students chose to narrate instead of do the movements. The majority of the group was able to keep their composure while being an audience member. Perhaps next time, I will let them choose their groups instead of me assigning them to ensure differentiated levels among each group. This way I can get a better idea of who is doing what parts.