Heading:

Students Name: Ally Brosnan_____

Subject Areas: History/ Reading Grade Level: 3rd
Concept/Topic: Aesops Fables; Greek Choral Readings
Desired Results:
Curriculum Standards:
9.2.3.F.: Know and apply appropriate vocabulary used between social studies and the arts and
humanities.
9.1.3.A.4.: Know and use the elements and principles of each art form to create works in the arts
and humanities. Elements: Visual Arts: color; form/shape; line; space; texture; value. Principals:
Visual Arts: balance; contrast; emphasis/focal point; movement/rhythm; proportion/scale;
repetition; unity/harmony
9.2.3.B: Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to
present).
World History Standard 1: Understands the biological and cultural processes that shaped the
earliest human communities
National Standards For Arts Education
Grade K-4 Theater Standard 2: Acting by assuming roles and interacting in improvisations
Language Arts
1.2.3.E.: Read, understand, and respond to essential content of text in all academic areas.
Objectives:
Students will be able to:
Listen to a variety of Aesops fables.
Create a comedy and tragedy mask.
Act out fables as part of a Greed chorus.
Demonstrate understanding of vocabulary, plot and moral of some Aesops fables.
Procedure:
Materials and Technology:
White paper plates (one per student)
Tongue depressors (one per student)
Pencil
Scissors
Paint brushes (one per student)
White, black, and multicolored poster or acrylic paint
Smile and Frown templates
glue, paint, construction paper, and yarn
(Teacher Mask Prep)
2. Draw a large oval shape one of the pieces of cardboard. Do this for the second piece as well.
Cut out the ovals and save the scraps.
3. Draw eye-shaped holes and smile on oval or trace 2-3 Smile Template onto oval.
4. Pierce a hole through the eyes and mouths using scissors to start students off, they can
complete the rest on their own.

Step-By-Step Procedure:
1. Engagement/Introduction:
a. Hook: Write vocabulary Fable, Moral, Comedy and Tragedy on the board.
b. Tell students that a Fable is a short story with a moral, or a lesson. Today we will be reading
one of Aesops Fables, a slave in ancient Greece who was a storyteller. Aesops fables are over
2,600 years old, and many use animal characters that behave like humans to teach use a lesson.
Step by Step Instructions:
d. In ancient Greece, people told stories to entertain and educate each other. Most of these
stories were memorized and passed by word of mouth or performed on stage, because most
people did not read. When actors performed stories on stage in Ancient Greece, they would wear
masks with exaggerated features so audience members far away could recognize the characters.
e. Next show students an image of an ancient Greek mask, and demonstrate their function. The
mouths on the masks were open so that the actors voice could be heard, and had dramatic facial
expressions, open wide smiles or frowns. Masks were also important parts of Greek drama
because only a few actors portrayed all of the characters, so they would change their masks
throughout the show (connect to real life by asking students to imagine how different movies and
tv shows would be if only a few people played all the characters.) All of the roles were also
played by men.
f. The chorus was a group of 12 or more actors on stage that commented on the events
throughout, or sang, chanted and dance to add drama to the story.
g. Introduce The Lion and The Mouse from Aesops Fable. Read the story aloud to students
and tell them to play close attention because they will be acting the story out as the chorus later
in the lesson.
h.

After reading the story, ask students to make predictions about the moral of the story.

i.
Next, refer back to the image of the Ancient Greek mask, and point out the artistic elements
of the masks. Point out lines, shapes, colors, and proportions, and how they help express
emotions of the characters.
j.
Students will then make their own masks to wear during a choral reading of The Lion and
the Mouse: allow volunteers to act as lion, mouse, and hunters. Remind the rest of the students
that they will act as the chorus, a very important part of Greek dramas. Have students return to
their seats to create their own masks.
Explanation/Independent Practice/Application:
1. Distribute glue, paint, construction paper, and yarn. Students can use construction paper
to add hair, beards, ears, manes, etc.

2. Yarn can also become hair. Glue these on the back of the plate to peak out of the sides.
3. Add the dowel or paint stirrer to the back of the mask to use as handle.
a. While masks dry, have students return to the rug, and distribute readers theatre version of
The Lion and The Mouse. Read through the fable twice seated, with each character reading their
part.
b.
Elaboration: Next, have students get their masks, and perform the fable with movement and
motion.
Review Fables, morals, Aesop, the role of the chorus, and while Masks were used with students.
Evaluation:
Student participation in reader's theatre and ability to communicate the role of masks and the
chorus as used in Greek drama will demonstrate proficient participation in the lesson. Students
who do not participate in reader's theatre or make inaccurate use of vocabulary will demonstrate
the need for more intensive instruction.