LESSON FIVE: Identifying Text Features of a Self-Written Fable
Students write a fable and create a title and glossary. Students work in small groups to create an anthology of fables that includes a table of contents.
R2A Locate, interpret, and apply information in title, table of contents, and glossary, and recognize the text features of fiction, poetry, and drama in grade-level text.
§ Source of literature
o Aesop’s Fables (www.gutenberg.org)
§ Handouts provided
§ Words to know
o text features
Students construct glossary entries for a self-written fable. Scoring guide provided.
1. Discuss prior knowledge of the text features of fiction, poetry, and drama. Ask students to find examples of each in a literature anthology or display an example and ask students to classify the passage. Do the same with title, table of contents, and glossary and ask students the function of each.
What is a title?
Compare and contrast fiction, poetry, and drama?
How would you use the title, glossary, and table of contents to understand a passage better?
How is fiction different than poetry and drama?
Can you identify the different parts of a glossary entry?
Create a new way to display the information found in the table of contents?
Would it be better if the table of contents, and glossary appeared at a different place in the book?
How does a title, table of contents and glossary aid comprehension of a piece of writing?
Parts, other than the body of the text, that designate special features (e.g., title, author, copyright, dedication); text organizers that provide structure and help readers locate information, (e.g., page numbers, table of contents, captions, glossary, index, illustrations, graphs, charts, etc.)
2. Students apply understanding of text features to the fable they wrote in Lesson Three to determine if the written fables are fiction, poetry, or drama. Discuss the function of a title. Students create a title for their fable. Students view and review a glossary. Discuss the function of a glossary. Students identify at least two words in their own fable to use in the glossary. Discuss elements included in a glossary entry.
3. Divide students into groups to create an anthology of fables. The collection must include a title, table of contents, and glossary.
2 points response includes accurate glossary entries for two words from own fable
1 point response includes accurate glossary entry for one word from own fable
0 points other