Interdisciplinary Lesson Plan

Your Name Grade

Eliza Corn 3rd

Lesson Title

Aesop’s Fables (adapted from Kennedy Center)

Interdisciplinary Subjects – identify which subjects you will be using (math, music, etc)

Language Arts Visual Arts

Standards – use the code and description for each subject standard. For the arts standard, identify the
code and the description of the standard as well.
Literacy Visual Arts

R.3.3 – Describe a character (traits, VA:Cr2.1.3a – Create personally

motivations, feelings) drawing on satisfying artwork using a variety of
specific details from the text. (RL) artistic processes and materials.

Learning Objectives – identify the objective(s) for each subject.

Literacy Visual Arts

Students will be able to describe a Students will be able to create a mask

character’s traits (internal and external) depicting a character from a fable that
using evidence from the fable. accurately incorporates the character’s
traits (internal and external).

Materials

Fables (some examples, others may be used):

- The Ant & the Grasshopper – There’s a time for work and a time for play.
- The Hare & the Tortoise – The race is not always to the swift.
- The Lion & the Mouse – A kindness is never wasted.
- The Fox & the Crow – The flatterer lives at the expense of those who will listen.
- The Owl & the Grasshopper – Flattery is not proof of true admiration.
- The Frog & the Mouse – Those who seek to harm others often come to harm
themselves.

Mask supplies:
- Mask templates/stencils
o Kennedy Center 1, 2
o Blank mask
- Construction paper, paper plates, yarn, fabric scraps, paper scraps
- Crayons/markers/colored pencils
- Glue/tape, scissors, popsicle sticks, string, hole punch
Student Accommodations/Differentiation

Content
- Fables will be accessible to students digitally and in print.
- Fables will be read aloud with visual support.
- Fables will be available in different languages that are present in the classroom.

Process
- Students will use a graphic organizer to gather character traits.
- Students will have access to peer support as well as support from the teacher.

Product
- Students will have access to templates or be able to create from scratch.
- Students will be able to choose from a wide variety of materials to create with.

Procedures to Support Learning

Prior to this lesson, students will have read a variety of fables and explored elements
such as theme (moral), character, setting, plot, etc.

Opening

Review of fables
- Character:
o What is an external trait? Where can we find external traits?
o What is an internal trait? What does an internal trait tell us?
- Moral: What is the moral of a story? Examples?
- Fable: Where do fables originate from?

Masks in Greek theatre

- Have you seen masks like these
before?
- What might these masks be trying to
tell us?
- What might masks like these be used
for in theatre?
 Masks were used to enhance ancient Greek
theatre (optional video, start at 2:11)
- Exaggerated facial expressions
- Allowed actors to play multiple
characters in the same performance
- Allowed facial expression and physical
traits to be seen by audience members
who were farther away
- Increased projection of the actor’s
voice

During

Character Study (page 1)

- Students will work in pairs to explore a fable of their choice
- Each student will choose one character from the fable (must be different
characters)
- Students will complete the character study worksheet, identifying internal and
external traits of their character
o External traits: Students should reference evidence from the text (physical
description) or knowledge of the animal’s appearance in real life
o Internal traits: Students should reference evidence from the text
(emotions, actions, etc.)
- Students will be instructed to include at least 2 of each type of trait.

Mask Making
- Students will create a mask to depict their chosen fable character
- Students may start with a template/stencil or work from scratch to create their
character
- Traits included on the character study worksheet should be incorporated into the
mask through color, expression, etc.
- Masks can be completed with string to tie around the head or by gluing a popsicle
stick to be held in front of the face

Closing

- What character traits did you incorporate into the mask you created?
- How did you incorporate internal traits into your mask?
- How might the use of masks enhance a performance of the fable?
- What was the creation process of making a mask like? Did you start with a
template or from scratch?
Why did you choose the specific materials used in your mask?

.
Assessment – describe how you will assess the objectives for each subject. Be sure to include all relevant
evaluation criteria.
Language Arts Visual Arts

The character study worksheet will be used The students created mask will be used to
to assess student ability to describe assess student ability to create artwork
characters using traits and descriptions using a variety of processes and materials.
from the text and images.

 Student is able to identify at least  Student uses a variety of

2 internal character traits.
 Student is able to identify at least
2 external character traits.
 Student supports claims with
evidence from the text.
appropriate materials in the
creation of their mask.
 Student represents identified
character traits within their
created mask.

Extensions of Lesson - where else can you go with this lesson after it is taught?

Extension

TH:Pr4.1.3.b. – Investigate how movement and voice are incorporated into

drama/theatre work.

I would further connect this lesson to the above standard by having the students perform
their fable. During performance, students will use their created masks as well as consider
voice and movement to enhance the story.