LESSON ONE: Co-op Jigsaw Expert Report of Fables
Teacher and student model analysis of fables using the Fable Response Sheet. Students analyze literary elements of fables by completing a Fable Response Sheet through the Cooperative Jigsaw Strategy. Students draw conclusions concerning the elements of fables by participating in a class discussion.
R1I Compare, contrast and analyze connections between, information and relationships in various fiction and nonfiction works, text ideas and own experiences, text ideas and the world by responding to literature that reflects a culture and historic time frame.
R2C Use details from text to make inferences about setting, character traits, problem and solution and story events, make predictions, draw conclusions, identify cause and effect, compare and contrast various elements, explain author’s purpose.
§ Source of literature
o Aesop’s Fables (www.gutenberg.org)
§ Handouts provided
o Fable Response Sheet
o Fable Response Formative Assessment
o The Fox and the Grapes/The Crow and the Pitcher by Aesop
§ Words to know
o author’s purpose
o cause and effect
o character traits
Students read two fables and individually complete Fable Response Sheet.
1. Discuss prior knowledge concerning literary elements using the Fable Response Sheet as a basis for questioning. Discuss the importance of these elements working together to make an effective piece of fiction.
Definitions of literary elements can be found in the Glossary of Terms, Communication Arts, Grade Level Expectations on the DESE website.
What are the following literary elements: setting, character traits, problem and solution, story events, making predictions, drawing conclusions, cause and effect, compare and contrast, author’s purpose?
How would you classify the literary elements?
What would result if the setting of your favorite book/story/movie were changed?
What is the relationship between the literary elements of a passage?
How does analysis of literary elements determine genre?
How does knowledge of genre elements aid comprehension and enjoyment?
Could you predict what would happen if one of the elements of a passage were missing?
How would you predict if one of the elements of a passage were missing?
Based on what you know, how would you explain the parts of a fiction passage?
2. Students analyze literary elements of fables. Pair students. Assign a fable for each student to respond to by using the Fable Response Sheet handout. Students Read the assigned fable and retell the fable to the other. After retelling, determine correct responses on the Fable Response Sheet.
§ Organize the students into pre-determined home groups. Each group needs a clean copy of the passage.
§ Each member will become the “expert” of a persuasive element for their home group.
§ Members of each home group form cooperative expert groups by teaming with others who have identical passages.
o Expert group example, all ‘supporting evidence’ students in the home groups come together to form a supporting evidence expert group.
o This expert group reads the passage, discusses the information, and identifies all supporting evidence. The information is recorded on the argument chart.
o They also discuss the best method of sharing their acquired knowledge and understanding with their cooperative home group.
§ After discussion, the expert group members return to their home groups to explain their element. The home group discusses so all members have an understanding of each element. However, each member is an expert on only one element
3. Distribute the Fable Response Sheet to students.
Alternative cooperative learning structures can be used with groups sharing out in the whole group.
Using fewer fables, students work individually on the Fable Response Sheet.