Fable, Folktale, and Myth Unit Outline

Subject: Language Arts Grade: 7th grade Duration: 3-4 weeks

Standards of Learning for Virginia:

7.5 The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry.
e. Draw conclusions based on explicit and implied information.
f. Make inferences based on explicit and implied information.
g. Summarize text.
7.6 The student will read and demonstrate comprehension of a variety of informational texts.
a. Use knowledge of text structures to aid comprehension.
f. Summarize what is read.
g. Organize and synthesize information for use in written and oral presentations.
7.8 The student will develop narrative, expository, and persuasive writing.
a. Apply knowledge of prewriting strategies.
b. Elaborate the central idea in an organized manner.

Over-arching Essential Question for Language Arts:

Why does literature help us understand ourselves and our world?

Unit Essential Questions:

Why should we read myths, folktales, and fables?
How do myths, folktales, and fables influence our understanding of ourselves? (human nature)
In what ways does written communication reveal more than the words on the page?

What do the students need to…

Know:
1. Definitions of fables, folktales, and myths (7.5.e)
2. The plots and characters of each story (7.5.g)
3. The moral, lessons, and purposes of each story (7.5.g)
4. The plot structure of a fable, folktale, and myth
5. The basic characteristics in writing a fable, folktale, and myth
Understand:
1. The benefits of reading myths, folktales, and fables.
2. Fables, folktales, and myths reflect our understanding of human nature.
3. Culture influences fables, folktales, and myths.
4. Stories communicate more than the words on the page.
Do:
1. List the characteristics of fables, folktales, and myths—respectively.
2. Compare and contrast fables, folktales, and myths
3. Complete a pre-writing activity to plan modern day fable, folktale, or myth. (7.8.a)
4. Create a modern day fable, folktale, or myth reflecting your understanding of human nature.
5. Act out a modern day, fable, folktale, or myth with classmates. (7.6.g)

Learning Tasks: F= formative assessment, S= summative assessment

Read several fables, folktales, and myths (7.5.e)

Discussion questions using verbal, written, and google doc responses) - S (7.6.f)
Summary Chart for each story – S (7.6.f)
Characteristics of myths, fables, folktale quiz – F (7.6.a)
Compare and contrast Venn diagram (7.6.a)
 Fable, myth, or folktale pre-writing handout (7.8.a)
Create and write a modern day fable, myth, or folktale – F (7.8.b)
Perform your modern day fable, myth, or folktale with classmates – F
One page reflection on how student’s fable, myth, or folktale reflects human nature. - S

Modified Instruction:
Shorten discussion questions
Allow written assignments to be dictated
Allow extra time
Design a storyboard to go along with written fable, folktale, or myth
Create a film of personal fable, folktale, or myth

General Plan:
Days 1-5 Introduce essential question, read and discuss fables, folktales, and myths
Days 6-10 Finish discussion, write summary, begin prewriting myths
Days 11-15 Work on writing myths, editing, and proofreading
Days 20-21 Practice and Perform Fables

Content Examples:

Fables Folktales Myths

 The Tortoise and the Hare  The Emperor’s New Clothes  Orpheus
 The Tiger Who Would Be  The Ant and the Dove  The Gorgon’s Head
King  Senor Coyote and the  How Coyote Stole Fire
 The Lion and the Bulls Tricked Trickster  Arachne

Resources:

Internet – students need access to google documents

Textbook with Fables, Folktales, and Myths (I used Prentice Hall Literature: Timeless Voices, Timeles
Themes, Copper Level, 2nd ed. 2000)