Elementary Library

WELCOME & ACTIVATE BACKGROUND KNOWLEDGE Greet students warmly at the library door. Follow opening procedures to prepare students for learning.

Introduce and play a short game of charades featuring animals doing human activities. For example: ●​ A rabbit drinking a cup of tea

●​ A duck doing laundry ●​ A bear taking a test ●​ A fish sending a letter

OBJECTIVE Say: Today we are learning about a special type of story called a fable. Fables have animal characters that do human things like speak, travel, housework, and more – just like in our game. People have been telling and writing fables for a very, very long time.

Display “I can” objective. Say: Our “I can…” for today is, I can write a fable.

DIRECT INSTRUCTION & PRACTICE Step 1: Read Aloud

Read/view selected picture book fable using best practices. After reading, show the Fables elements poster. With students, read the poster one element at a time and ask students to identify that element in the book you read together. Step 2: Show Elements of Fables and Support Student Writing Show students the element of a fable card sets. Cards include morals, problems, characters, and settings. Explain that they will use these to write their own fables. Students can use either the fable graphic organizer and/or lined paper to plan and write. Fable card sets should be split up into sets of 6-8 cards for each student group. You may also choose to write a fable in pairs, groups, or as a whole class. You may provide sentence starters and transition word lists to support student writing. Optional Step 3: Read Aloud If time allows, you may choose to read another fable and identify elements of fables and story while reading or invite students to share their fables with their peers. Review “I can” statements and a sk students for thumbs up or thumbs down if they think they mastered today’s learning. READER’S ADVISORY, CIRCULATION PROCEDURES & DISMISSAL

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