Beruflich Dokumente
Kultur Dokumente
Materials
o What do these proverbs tell us about English-speaking cultures? Can they help us
to understand the way Americans think about the world?
o Show Flocabulary video, African Proverbs
Ask students to interpret the African proverbs from the video (proverbs
from the video are listed on the handout)What does each mean? What
do they tell us about Nigerian culture? Are there plants or animals
mentioned in the proverbs that can give us clues about what Nigeria is
like? Can we make any inferences about what the people of Nigeria
value? Which proverb do you think gives the best advice? Are there any
English proverbs we can think of that have similar (or contradicting)
messages?
o Give out proverbs exit slip, which asks students to choose a message/lesson that
they think would be relevant for themselves and their classmates and create a
proverb to go along with it. Note: this exit slip will not be graded; it is a formative
assessment of students understanding of proverbs and ability to apply them to
their own lives.
Part II (25 minutes)
Fables lesson
o Remind students of norms and behavioral expectations.
o Hand out a copy of the fable for todays lesson to each student.
o Dismiss students one table at a time to move to the carpet.
o Lesson introduction notes:
Fables are another type of oral tradition. A fable is a short tale that teaches
something about life. Many fables use animal characters to act out a
simple lesson. Like proverbs, fables are often passed down from
generation to generation. Every fable has a moral. A moral is like a
proverb because it tells what the story should teach youit is giving you a
piece of advice. Is anyone familiar with the fable, The Hare and the
Tortoise? (Ask someone to summarize the fable). What moral/advice is
given in that fable? (slow and steady wins the race).
o Ask students to follow along as I read the Nigerian fable, The Famine
Stop periodically to ask comprehension questions and engage students in
active reading strategiesmaking predictions and inferences, using
context clues to decode unfamiliar words.
Encourage students to follow along as I read aloud.
o When I am finished reading, have students turn and talk about various discussion
questions.
What do you think the moral of the story waswhat lesson is being
taught? (You mustnt be greedy. Share what you have with others,
especially those who have none).
What can we learn about Nigerian culture from reading this fable? What
values are important to the people of Nigeria?
Why do you think fables usually use animal characters?
Close (5 minutes)
Ask students to think about some things they have learned about Nigeria over the past
two days. Add some of these ideas to our ongoing KWL chart.
Tell students that tomorrow we will start on a new writing project involving proverbs and
fables.
Assessment of goals and objectives
Formal assessment (evaluated formatively): exit slip
Were students able to identify an important message/lesson that has relevance to
themselves and their peers?
Were students able to create a proverb that fits with the message/lesson they articulated?
Informal assessment: class discussion
Are students able to determine the central message of a proverb or fable?
Can students use the text to make inferences about Nigerian culture?
Can students compare and contrast these elements of Nigerian and U.S. culture?
Did students participate in the class discussion? (whether through turn and talk or sharing
out)
Anticipating students responses
Students may have a hard time, at first, determining the message or lesson of proverbs and
fables. My CM often utilizes an I do, we do, you do model, which I think would be helpful in
this situation. I will model how to think about what the proverb or fable is telling me, citing
details from the text that inform my thinking. Then we will interpret some examples as a group
before students are asked to do this on their own (through the exit slip).
Accommodations
There are several students in my class who have IEPs for varying visual and auditory disabilities.
These students seat assignments (in the front of the room, facing the whiteboard/Promethean
board) were made with these considerations in mind, and as such, provide the necessary
accommodations for them to engage with the lesson. Furthermore, these students know to sit in
the front row when instruction takes place at the carpet.
I will also be providing students with a copy of the fable that I will be reading aloud. Students
will be able to follow along if theyd like, which should make the activity more accessible to
students of multiple intelligences.