Aesop’s fables – workgroup progress

ArtofEnglish have been quite busy and will soon be ready to share their work with the world. . .’till then, here’s a brief post on how we got here and their progress so far.

As I mentioned in the previous post (you can read it here) primary students set the mood for Aesop and “The boy who cried wolf” and workroup meetings were arranged for Saturday mornings at the school library. A wonderful combination of practicing and learning English in a really uplifting atmosphere – the library is buzzing with activity on Saturdays!
Decisions, designing and storyboarding were happening simultaneously and of course democratically; here are the first two charts my B1+ students created:

As for me, walking around the room while the workgroup got on with their job, I’ve managed not to get in their way and keep track of their progress – I was really excited while filling in my MidProgressReport (if you like, download and read it here) about all the students remembered and used and all the new vocabulary and functions they learned in the first month of the “Reversing Aesop” project.

Hopefully the next post will contain a sneak peek of their book . . .(!).Aesop - original picture source

Aesop’s fables – storytelling to practise English

We’re right in the middle of March and “ArtofEnglish” have reached a decision: looking at Aesop’s fables from a different angle!

This month our primary students took the lead, after watching the film Balto: Wolf Quest, following a lesson on nature and wildlife.
During the workgroup’s meeting, there was a lot of talking about how amazing wild animals are and what they know about them. With a little help from B1 students, the discussion was directed towards myths and legends involving wild animals and Aesop’s fables came up quickly, as they are well known among greek children of all ages. “The boy who cried wolf” instantly became the topic.
B1’s suggested flipping the fables a bit – “we know what happened with the kid who shouted “wolf” but was lying – what about the wolf in the story?” Younger students started coming up with stories about the wolf in the fable – what did he look like?, where did he live?, did he know the boy? how did he feel?

And so it was decided. They would tell the fable of Aesop from the wolf’s point of view. Brainstorming ideas is always the first task and as there were plenty, B1 students thought it best to have younger students draw the wolf as they’d imagined him while they talked about what would be necessary for the project – materials, information, related vocabulary, meetings’ schedule, etc.

At the end of the meeting, each B1 student became a leader for a mixed group of primary and A2 students; all drawings were collected and discussed and a selection of them was approved by all members. Storyboarding had begun . . .I’m really anxious to see what the following worgroup meeting will bring!