Lesson Overview:

Students will apply literal, interpretive, and critical thinking skills to two versions of a fable. They will then draw a cartoon to illustrate the moral of one of the fables they read.

Length of Lesson:

Two to three 45-minute sessions

Instructional Objectives:

Students will:

• interact with the text using the following reading stances: developing interpretation and critical stance.
• use text and background knowledge to extend meaning from initial understanding, often requiring the student to revisit the text to clarify, verify, and revise his or her understanding.
• develop a critical stance by identifying and analyzing the author's perspective and craft.
• construct, extend, and examine meaning from various orientations to text.

Supplies:

• Copies of "The Fox and the Crow" by James Thurber and Aesop (Reading Literature, pages 9 and 13-14; see the Sources section for complete bibliographic information.)
• Examples of illustrations by James Thurber (optional; see the Sources section for suggested resources)
• Paper, pens, and/or pencils
• Markers

Instructional Plan:

Remind students that Aesop's fables illustrate the virtues and failings of human beings. James Thurber, a humorist and cartoonist, was concerned with the problems of average people in a modern society. Thurber wrote his own version of Aesop's fable, "The Fox and the Crow." Both Aesop and Thurber dealt with the consequences of human vanity. Have students read both versions of "The Fox and the Crow," looking for similarities and differences as they read.

Have students fill in a sequence chain of events for both versions of the fable. Compare the two chains of events. What changes has Thurber made? Using a Venn Diagram, compare and contrast the two versions:

In Thurber's telling, the fox must flatter the crow twice to get the cheese. The first time, the crow is smart enough to hold the cheese in his claw while he talks. Later, the crow voluntarily gives up the cheese instead of letting it drop accidentally. Unlike Aesop's crow, the crow in Thurber's version of the fable speaks to the fox. Also, Aesop's crow is a female; Thurber's crow is male. Thurber makes the same point in the end that Aesop makes; flattery or boasting can lead to a person's undoing.

Distribute the Vocabulary Handout. Have students explain the use of the following literary terms: allusion, personification, and a moral. Ask students to compare and contrast the use of these three techniques in the two fables.

allusion: Thurber refers to Aesop and La Fontaine, two other creators of fables.

personification: In Aesop's fable, the fox represents slyness, and the crow represents vanity. In Thurber's fable, both the fox and the crow seem smarter and more suspicious at first. However, in the end, the crow gives away most of the cheese to ensure an audience for his boasting, showing that he is just as vain.

moral: Thurber's moral could be stated in the following ways:

• "You lose more than you gain by boasting."
• "Vanity makes you forget common sense."
• "Don't trust anyone who encourages boasting."

Explain to students that James Thurber was a famous illustrator, as well as a writer. He drew cartoons and illustrations in a minimalist style. If possible, show students some examples of Thurber's drawings. Ask students to choose one of the morals from Thurber's version of "The Fox and the Crow" and draw an illustration to represent that moral. If the students have seen examples of Thurber's work, challenge them to try to draw in the style of Thurber. When students finish their drawings, they should write the moral underneath their pictures as a caption.

Assessment:

Students will be evaluated through their participation in and completion of the activities. Also, a test can be given in which the students compare and contrast Aesop's and Jean de La Fontaine's version of "The Fox and the Grapes."

Extensions:

1. Encourage students to read other stories by James Thurber, such as "The Thirteen Clocks" and "The Wonderful O." They may wish to illustrate one or more scenes from the stories they read or to write brief summaries of the scenes.
>
2. Students may enjoy Arnold Lobel's modern (and often humorous) tales in his book Fables.
3. Have students ask their parents whether they have seen any of James Thurber's drawings or read any of his stories or cartoons. What do they think about his work?
4. Tell students that a moral presented on its own—outside the context of a story—is called a proverb. For example, a person might say "Flattery is the best persuasion" without telling the fable of "The Fox and the Crow." Another proverb about flattery is "Flattery will get you nowhere." Ask students which they believe is true. Can both proverbs be true? Ask students to explain their position in one or more paragraphs. Remind them to complete the stages in the process of writing: prewriting, drafting, revising, and proofreading.
5. Have students compare and contrast "The Ant and the Grasshopper" and "The Shepherd Boy" as retold by Joseph Jacobs. The first fable has animal characters; the second uses human characters. Ask students whether one of the fables is more effective than the other. Why or why not?

Sources:

Print:

• Lobel, Arnold. Fables. New York: Harper Collins Juvenile Books, 1980.
• Thurber, James. Garrison Keillor (Editor). James Thurber: Writings and Drawings. New York: Library of America, 1996.
• Thurber, James. Fables For Our Time, and Famous Poems Illustrated. New York: Harper & Brothers, 1940.

Authors:

• Kathy Cook, Teacher
  Thomas Pullen Arts Magnet School
  Landover, MD