Beacon Lesson Plan Library

Fable Writing

Farica King
Santa Rosa District Schools


Using fables, students determine the moral or -central theme- of a piece of writing. Students create their own personal fables, editing for grammar, punctuation, capitalization, and spelling.


The student uses an effective organizational pattern and substantial support to achieve a sense of completeness or wholeness (for example, considering audience, sequencing events, choosing effective words; using specific details to clarify meaning).

The student proofreads writing to correct convention errors in mechanics, usage, and punctuation, using dictionaries, handbooks, and other resources, including teacher or peers, as appropriate.

The student uses conventions of punctuation (including but not limited to commas, colons, semicolon, quotation marks, apostrophes).

The student uses conventions of capitalization (including but not limited to the names of organizations, nationalities, races, languages, religions).


-[Grimm's Fairy Tales]
-Sample project (teacher-made)
-Construction paper
-Colored pencils, markers, crayons, etc.
-Three hole punch for binding purposes
-Metal brads or string for binding purposes
-Copies of assessment rubric (download file)


1. Obtain copy of [Grimm's Fairy Tales].
2. Download copy of assessment rubric. Obtain one copy per student.
3. Select sample fable to read aloud to class.
4. Create a teacher-made project following criteria outlined in assessment rubric.
5. Gather construction paper, glue, colored pencils, crayons, and binding materials.


1. Begin class by reading selected fable aloud to students. Discuss purpose of the fable.

2. Discuss the moral/central theme of the story. Allow students time to practice finding the theme of the story on their own. Discuss as a class to ensure comprehension of the concept of -theme-.

3. Present sample project to class. Discuss the project and grading procedures. (Students should be familiar with the writing process before beginning this project.) Discuss the following criteria: (a) length of story - minimum of five pages, neatly handwritten (b) characters - characters can be real or fictional, people or animals (c) illustrations - should be on each page and must relate to the portion of the story it accompanies; illustrations need to drawn by hand and must be neatly colored with colored pencils or crayons.

4. Have students select a central theme/moral for their own personal fable. (Allow students time to look at additional fables for ideas.)

5. ave students begin working on fables in class, using remainder of alloted time. (Note: students may need help binding their projects. An additional day may be set aside for this activity.)

6. Assess student projects using assessment rubric.


Assess student projects using the assessment rubric (file attached). The project is assessed for organization, illustrations, proper grammar, mechanics, spelling, editing, and overall presentation. Since illustrations are not included in the benchmarks assessed, the majority of the points or the feedback should be directed in the areas of organization, completeness or fable, and conventions.

Attached Files

Writing Assessment Rubric.     File Extension: pdf

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