On the other hand, Grasshopper was friendly, foolish, lazy, carefree, optimistic, etc. Hardworking is another important trait because this resulted in Ant being prepared for the winter. However, wise is an important trait to the events that unfold because Ant knew winter was coming and used good judgment to put up food. This is where students can begin to determine the message or moral of the story.įor example, when reading The Ant and the Grasshopper, students can say Ant was cautious, hardworking, determined, wise, responsible, etc. It is then that students can see how traits influence the characters’ choices and actions, which in turn, influence the outcome for the characters at the end. However, we need to teach them how to discern between those traits that really influence the plot and those that do not. While students can sometimes make a list of traits for each character and even provide valid evidence to support each, it is important to have them focus on one or two traits that are MOST important to the plot.Īs teachers, we feel the need to validate our students’ thinking. Since the text is short, it’s easier for students to point out these things. I begin a close read by having students take a look at what a character says, does, or thinks to determine the most important traits of each character. Bridging an understanding of how these two standards (CCRA.R2 & CCRA.R3) work together is so important to students’ comprehension of literary texts. It also helps students see how these opposing traits become important to the central message, or moral. This makes it much easier for students to identify traits that best describe the characters. When introducing this genre, I try to use fables that have two characters with opposing traits. ![]() Fable characters aren’t complex, so it’s much easier for students to analyze them. Since fables usually have only one or two characters, they are great for introducing character analysis. Sign up for my free resource library to download these graphic organizers and much more. Students can also do a recount of the fable by writing a summary in their Reader’s Notebook. I like to use a Somebody, Wanted, But, So, Then chart or a Story Elements graphic organizer. They can use any type of organizer to do this. This makes it easier for students to retell or summarize the text in just a few sentences. ![]() ![]() They do not have a lot of details to sift through when determining what’s important. When teaching this genre, students also get a greater sense of how these learning targets are interdependent.įirst of all, fables are a short text. As I have pointed out in my last post, 4 Tips for Helping Students Grasp Theme & Message, fables are a great place to start teaching students how to retell stories, analyze characters, determine the central messages of the stories, and understand key trait vocabulary. Fables are great for introducing reading standards, as well as helping my students see how these standards work together to help them better understand literary texts. My students love fables, and I love using them in my classroom.
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