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Writing Fables

Using the writing process and plot elements to create original fables.

Learning Module

Abstract

Students will improve on both their hard skills and soft skills while participating in the learning module. They will learn discussion and how to give appropriate feedback to peers while refining their writing skills. They will learn what Traditional Literature is and how it is written. Because of these skills, students will come out of this learning module with better writing skills, but also they will be better communicators.

Keywords

Traditional Literature, fables, plot, problem, solution, setting, characters, climax

Overview

I have been a Language Arts teacher for the past 4 years and this is my 2nd year teaching folk tales and fables. Within my classroom, we would do this will each different type of folktale and would use all 80 minutes to complete activities each day. I specifically chose to focus on the fable part of our unit because it is the folktale that students have the most fun with. Looking at the unit I had already created, I had to add resources as well as take parts away. Seeing as this learning module is intended to be completed online, instead of inperson which I am used to, I wanted to make sure that the discussion piece was not lost. I tried to create questions that students would use during class that would encourage dialogue between students. In addition, I have included more videos as well as images and infographics to aid in the students' understanding of concepts. 

This learning module focuses on students discovering, discussing, and writing. There will be many different modes used throughout: reading, writing, images, and speaking. Through these different modes, students will create a final project in which they are expected to use images and words to express a story.

Throughout this time, students will be responsible for their learning and the learning of others having them take ownership of their education. One major focus for this learning module is developing what are known as hard and soft skills at the same time. According to a study by Jiri Balcar (2016), a researcher at the Technical University of Ostrava in the Czech Republic found that a "simultaneous accumulation of soft and hard skills in the framework of the education system would be the most appropriate" (p. 466). Using soft and hard skills together helped to develop future productive students in society. 

Hard skills are defined as "technical knowledge or training that you have gained through any life experience, including in your career or education" (Career, 2020). These are skills that we normally think of as developing through educational institutions. They are specific to a content area. In this particular learning module, students will learn how to write a coherent story with characters and a plot. This is a hard skill they might use in a specific career later on. 

On the other hand, soft skills are not contained to one subject area and can be used across content areas. They can be defined as "the personal attributes, personality traits, inherent social cues, and communication abilities needed for success on the job. Soft skills characterize how a person interacts in his or her relationships with others" (Doyle, 2020). Through discussion and giving feedback in this learning module, students will be developing soft skills that are important for job success. 

"Support should be provided through self-learning in the classroom and instilling soft skills in the process of teaching and learning in every subject. This effort will facilitate the enhancement of soft skills, especially in relation to communication, information technology management skills and so on" (Ahmad, Chew, Zulnaidi, Sobri & Alfitri, 2019, p. 271).

Learning Objectives

For the Student

Learning Objectives: The following are what I, as your teacher, am expecting you to be able to do by the end of this learning module. These are stated using first person "I" because I want you to take ownership of this learning module. 

  1. I will be able to successfully participate in class discussions through our online platform.
  2. I will be able to produce clear and concise feedback to 1 or more classmates' work. 
  3. I will be able to write a coherent fable with a protagonist, antagonist, setting, problem, solution, and theme.

With this learning module, I specifically want you to focus on discovery and discussion. You will be taking control of your learning and the learning of your classmates. You will have discussions, evaluate your classmates' work, and create together. Being able to successfully participate is an important skill used throughout your life. Moreover, being able to give clear and concise feedback is a significant skill that will be used throughout life. You need to be able to give suggestions that are relevant to the topic at hand. In addition, being able to write a coherent piece of text is key to your learning. 

Below is the rubric I will use to analyze your responses to your peers' comments. 

Student Comment Rubric

Before we begin this learning module, I would like to ask you to take a pre-knowledge survey. I want to see what you know about our topic of Traditional Literature before we begin. 

For the Teacher

Target learners: This learning module is targeted for upper elementary and middle school students. It can of course be modified for lower elementary. However, the readings within this learning module are at an upper elementary and middle school.

The learners should also know and be able to identify the following terms in order to successfully complete this learning module:

  • Genre
  • Theme
  • Protagonist/Antagonist
  • Plot Elements: setting, problem, rising action, climax, falling action, solution

Standards: Below are the Common Core State Standards that will be addressed throughout this learning module. 

CCSS.ELA-LITERACY.RL.7.2
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Learning Objectives: The following are the learning objectives for this learning module: 

  1. Students will be able to successfully participate in class discussions through our online platform.
  2. Students will be able to give clear and concise feedback to 1 or more classmates' work.
  3. Students will be able to write a coherent fable with a protagonist, antagonist, setting, problem, solution, and theme.

Rationale: With this learning module, I specifically want students to focus on discovery and discussion. They will be taking control of their learning and the learning of their classmates. They will have discussions, evaluate their classmates' work, and create together. Being able to successfully participate is an important skill used throughout life. Moreover, being able to give clear and concise feedback is a significant skill that students need to perfect in order to be successful. They need to be able to give suggestions that are relevant to the topic at hand. In addition, being able to write a coherent piece of text is key to their learning.

Length: This learning module was set up for a middle school style Language Arts Classroom. It is intended to take about 30 - 40 minutes for 10 learning days. This is the number of updates/tasks that are included in the learning module meaning students should complete one update per day.

Materials: The only materials needed for this learning module are a computer like device, internet access, and headphones. 

1. What is a Traditional Literature?

For the Student

This update aims to help you understand the characteristics of Traditional Literature. Traditional literature is a genre of literature much like Historical Fiction and Fantasy. However, Traditional Literature embody a little bit of each genre within them. There is an element of fantasy as well as historical fiction, but something about them makes them feel so real. 

Below is a graphic that describes the characteristics of Traditional Literature

Kimes, A. (n.d.). Once Upon a Time... Traditional Literature Characteristics and Markers of Quality. - ppt download. Retrieved from https://slideplayer.com/slide/3802529/

Within Traditional Literature are different subgenres, meaning that Traditional Literature can be known as an umbrella term. These subgenres, however, all contain the characteristics that were mentioned above. 

The following video will go through the different subgenres within Traditional Literature. 

Media embedded April 16, 2020

Pierce, Lyndsey. [Lyndsey Pierce]. (2019, February 17). Introduction to Traditional Literature [Video]. YouTube. https://www.youtube.com/watch?v=YKwiJkVu6W8&t=103s

The feature of Traditional Literature that is the most significant is the idea that these stories have been passed down orally from generation to generation. Because of this, these stories may have changed over time. However, the themes and major plot events have stayed the same making this genre of literature important to cultures around the world. 

Comment: Why has traditional literature been passed down from generation to generation? Why are they so important to our society and culture? 

  • Respond to 2 classmates by asking questions or adding onto their ideas. Remember to use the rubric provided earlier to help you craft your response. 

 

For the Teacher

This learning module is self pace for students, however they only have 10 or so days to finish. As the teacher, it is very important that you check in with students and make sure they are not falling behind. Make sure you are frequenly having a dialogue with student you know might struggle.

You may need to pull small groups to work with them. These would be students you know are going to struggle. You may have to walk them through the learning module step by step at the beginning because this type of learning might not be something they are used to. 

This is the update to introduce the genre of Traditional Literature. It will introduce the project that will be completed at the end of the learning module. It also includes a preknowledge survey that students will take to assess their understanding of terms and content that will be addressed throughout the learning module. The following are the focus in this learning module. 

  • Traditional Literature
  • Fables
  • Writing Process
  • Theme
  • Protagonist/Antagonist
  • Plot Elements: setting, rising action, climax, falling action, problem, solution

After students have completed the survey, it is important for you, as the teacher, to look at their responses. You may need to adjust some of the learning module based on the knowledge your students are bringing. This may entail you making this module more rigorous because students have a lot of background knowledge on this subject. However, it could also be the opposite, in which you need to add content to the module to support students because they are lacking background knowledge. 

Students will then beginning learning about Traditional Literature which is a genre. The main characteristics of Traditional Literature are:

  • Passed down from generation to generation
  • Contain cultural elements
  • Use plot elements
  • Many subgenres including: fairy tales, fables, myths, legends

In the module, there are two media elements. First is a image with the main characteristics for students to read. Then there is a video that goes into the different subgenres under Traditional Literature. These tools will help setup the idea of fables that will be discussed in the next post. 

Additionally, students are asked to post a comment to discuss why Traditional Literature has been passed down from generation to generation and why they are considered so important to society. They will respond to classmates as well, working toward our objective of participating in a discussion productively

2. What is a fable?

For the Student

Now that we have explored the genre of Traditional Literature. We are going to zoom in a specific subgenre: fables. Fables fall under the category of Traditional Literature which means they have been passed down orally from generation to generation. At the  end of this learning module, you will be writing a fable of your own so we really need to understand the features because they are specific. 

Below is a fable and a document. I would like you to read the fable and then go back and in and fill out the document. The document is asking you to identify basic plot elements. You will use this document later on in the learning module. 

Zebra and Wasp (Taken from Commonlit.org)
Fables Graphic Organizer

 Now that you have come to some of your own conclusions about fables, let's go through the characteristics of a fable. 

Below is a graphic showing you what makes a fable a fable. 

Hood, L. (2017, August 13). What is a fable? a very short story - ppt video online download. Retrieved from https://slideplayer.com/slide/9629060/

Think about the story ​"Zebra and Wasp". Can you identify the moral or lesson it was teaching you? All fables follow the same basic format of protagonist and antagonist (which are both animals) and the antagonist causes a problem for the protagonist which causes them to both learn a lesson. 

Comment: Why do you think a moral or lesson is always very clear in a fable? Why were they written that way?

  • Respond to 2 classmates by asking questions or adding on to their ideas. 
  • Remember to use the rubric provided earlier to help you craft your response.

For the Teacher

In this update, students are asked to read a fable called "Zebra and Wasp". As they are reading they are expected to fill out the graphic organizer that is included on this post. This is to help them formulate their own conclusions about fables before I give them the characteristics. You may have to help some students who struggle with making inferences about stories. 

The following is the story that the students are reading. 

Zebra and Wasp Story

The following is a filled out graphic organizer for you to reference. 

Teacher Copy of Fables Graphic Organizer

After students have completed their graphic organizer, they will read the image with the characteristics of a fable. This is important for students to take note of because they will be writing their own fable.

In addition, students are asked to comment about why they think fables include a moral and lesson so clearly in their story. They will then respond to classmates. You will want to make sure that you as well are responding to students if there doesn't seem to be much discussion going on. Students sometimes need to see how to have a meaningful discussion through an online platform. 

3. Evaluating Examples

For the Student

I think it is very important for you, as a student, to know exactly what I, as your teacher, am expecting of you. Before we begin the writing process, you are going to look at examples of fables that have been written in previous years. 

Below is the document of fables I want you to read. There are 4 different fables included in this document. If your last name starts with A-K, you will read the first 2 fables. If your last name starts with L-Z, you will the last 2 fables.

Fables from Previous Students

Comment: After you have read the 2 fables you are responsible for, you are going to use the rubric below to give them a score with a rationale (meaning a reason for that score). You are also going to offer at least 1 suggestion to improving this fable. 

  • Read a classmate's post who read the same 2 fables as you. Did you agree on the score? Why or why not? Do you agree with the suggestion they gave to the writer? Why or why not?
  • Remember to use the rubric provided earlier to help you craft your response.

 

For the Teacher

The importance of this update is for students to see other fables that students have written in previous years. Having students evaluate a piece of writing helps them understand what is expected is key in the completion of this learning module. 

There are 4 fables that have students have written included as well as the rubric you will use to grade their fables. Last names A-K will read the first two fables and then last names L-Z will read the last two fables. However, feel free to change these parameters. Essentially, you want have your class to read the first two fables and the other half to read the last two fables. They are then expected to "grade" them as well as give the fable writers suggestions to improve their fable. This will be done in the comment section. 

In the comment section, students will give the fables they were assigned a score as well as suggestions. They are then to respond to two students who read the same fables and discuss the scores that were given. 

4. The Writing Process

For the Student

We have now learned what Traditional Literature is as well as fables. As I have mentioned previously, you are going to write a fable as your culminating project for this learning module. However, before we begin writing, we are going to go over the steps we will take while writing our fable. 

  1. Choose your theme
  2. Choose your protagonist/antagonist
  3. Create your plot elements including setting, rising action events, climax, problem, and solution. 
  4. Write 
  5. Revise 
  6. Publish

One of the most important parts of the writing process is revising. That will be a huge part of what we do. You will be doing peer revisions, meaning you will give suggestions to two peers' fables that will help improve their fables. We will discuss more about the peer review and revision process when we get to that step. However, I would like you to understand the importance of having a process and plan before you begin writing. 

Below is a graphic explaining how to plan for writing a short story. We skip step 2 because we are not actually publishing our short story in a publication. However, if we were looking to publish these fables, #2 would be an important step. 

How to Write a Short Story: 10 Steps. (2018, August 16). Retrieved from https://www.nownovel.com/blog/how-to-write-a-short-story/

All of these steps will be used within our writing process, but we might be combining some steps. A lot of our work will be done when planning our plot elements.

Comment: Why is it important for you to understand the steps we are taking to achieve our goal before we get started on the steps?

  • Respond to 2 classmates by asking questions and adding onto their ideas. 
  • Remember to use the rubric provided earlier to help you craft your response.

For the Teacher

This update reminds students of the writing process. This is important for students because they need to know that it is important to have a plan before we begin writing. This is an update that you might ned to make changes to because you might teach the writing process different within your classroom. You want to make sure that you are remind students of your process for writing instead of confusing them with a new process. 

The comment for this update asks students to discuss why it is important for students to understand the steps before we begin the steps. This post and and discussion is to serve as a reminder for students before the writing process began. 

5. Theme

For the Student

In this update, you will begin planning for the fable that you will be writing. When writing or planning anything, you need to begin with the end. For example, when teachers are planning lessons, we always begin with what we want you to learn. This way we have an end and can create a plan to get there. The same can be said for writing fables. You have to think about the theme you want readers to remember at the end. 

Below is a reminder about what a theme is. 

Praught, A. (2013, October 9). Connecting To The Theme with Elmer! Retrieved from https://betterlesson.com/lesson/520413/connecting-to-the-theme-with-elmer

Within literature there are universal themes, or themes that everyone, no matter culture, race, identity, etc. can be found to be true. Many of these universal themes are seen in Traditional Literature and fables. 

Below is a video which describes what theme is as well as some universal themes that may be found in literature. 

Media embedded April 16, 2020

Britt, D. [D4Darious]. (2015, December 17). How to Find a Theme[Video]. YouTube. https://www.youtube.com/watch?v=rIuKNVny9cM

Based on this video, I want you to decide on a theme for your fable. What do you want your readers to learn at the end of this. Here are a few themes that you can choose from. However, you are more than welcome to use a theme that is not included on this list. In addition, you can take one of these themes and add to them or take parts away. This fable is yours to write. 

  • Love conquers all
  • Take responsibility for your actions
  • Stand up for what you believe in
  • Be careful who your friends are
  • Don't worry about what others think
  • Honesty is the best policy

Comment: Why do you think it is important to start with the theme when writing a fable? What theme are you going to use when writing  your fable? Why did you choose that theme?

  • Respond to 2 classmates by asking questions and adding onto their ideas. 
  • Remember to use the rubric provided earlier to help you craft your response.

For the Teacher

This update has two goals: 1) remind students of theme and 2) have students pick a theme for their fable. Students will begin by looking at a graphic about theme as well as watching a video. The video and the graphic are supposed to act as a reminder of theme. If your students have not learned about theme yet, you might want to add an activitiy or a notes sheet that will aid in their understand of theme. 

The comment for this post asks for students to choose the theme they are going to use in their fable. There are some ideas given for students, but you will need to help students choose their theme. You can send them to a few websites that mention themes. They are all over the internet. In addition, you may suggest struggling students read the comments of this update. They may see a classmate's theme and use that as their own. 

Picking a theme is important step in writing a fable. Without a theme, students have no direction for their fable. Students should not move onto the next step until they have solidified a theme. However, you can also mention to students that they might change their theme as they get deeper into the writing process and that is okay. 

6. Protagonist/Antagonist in Fables

For the Student

Now that you have chosen your theme for your fable, you need to pick a protagonist and an antagonist. We have previoulsy talked about protagonists and antagonists, however, below is an image reminding you of the definition of these terms. 

  • Admin. (2015, October 8). Difference Between Protagonist and Antagonist. Retrieved from https://pediaa.com/difference-between-protagonist-and-antagonist/

In terms of a fable, our protagonist and antagonist will be animals. They are usually animals that are natural enemies in the wild. Also when you are choosing your animals, you should think about your theme. Do the animals go with the theme? Would they make sense together? 

Below are some ideas of animals that are natural enemies that you might want to use in your fable. You, of course, can choose your own animals. However, you do not want to use animals that would not be living in the same area. For example, I would not choose a polar bear and a giraffe as my two animals because they are 1) not natural enemies and 2) do not live in the same climate. 

  • Cat and mouse
  • Bird and worm
  • Fox and rabbit
  • Lion and antelope
  • Penguin and fish 
  • Snake and mouse

Comment: What animal will be your protagonist? What animal will be your antagonist? Why did you choose these animals and how will they fit in with the theme you have chosen?

  • Respond to 2 classmates' ideas by asking questions or adding onto their idea
  • Remember to use the rubric provided earlier to help you craft your response.

For the Teacher

Much like the theme update, this update is used to remind students of what a protagonist and antagonist are. If your students do not know this terms, you would want to add more information about protagonists and antagonist or you can change the wording that is used. 

Students will read about protagonists and antagonist, reminding themselves of the difference between the two. They will then choose their protagonist and antagonist for their fable. These animals should be natural enemies and be living in the same area. It should be believable (as much as a fable can be) to the reader and choosing two animals that are connected. I have included some ideas for students to begin their brainstorm. 

You might have to assist students in picking their animals that they will use for their protagonist and antagonist. T

7. Plot Elements

For the Student

Now that you have chosen your theme and your protagonist and antagonist, you are ready to begin planning your plot. As we have discussed previously, a plot contains a setting, characters, problem, rising action, climax, falling action, and solution. 

Below is a silly song that will remind you of the defintions of the different parts of the plot diagram. 

Media embedded April 17, 2020

Scratch Garden. (2017, October 31). Plot Diagram Song | The Plot Diagram Song | Scratch Garden [Video]. YouTube. https://www.youtube.com/watch?v=NpWHZJZQDSE

I am going to attach a plot diagram for you to fill out. In this plot diagram, you want to fill out the theme, characters, setting, problem, and solution before you start figuring out the rising action, climax, and falling action. This is because you need a basic outline for your story before you can fill in the details. 

Plot Diagram altered from http://www.greenup.kyschools.us/

When going through the rising action events, climax, and falling actions events, please make sure they are following the story. You want to write a story that makes sense to the reader. If the events are very confusing then it will not make sense to the reader and they will not continure reading it. 

Comment: Upload a picture of your completed plot diagram. Ask questions to your classmates about places you might need help or think you could strengthen your plot diagram. 

  • Comment on 2 classmates' posts by answering their questions and suggesting changes to their plot diagrams that would mae them stronger
  • Remember to use the rubric provided earlier to help you craft your response.

For the Teacher

This update is going to be the place you will need to assist students the most. It begins with a reminder of the differen parts of a plot diagram. There is a silly song that is included that students will have stuck in their head. Again, much like the other updates, we have learned about plot elements already and if your class has not, you will want to go more in depth. The parts of a plot diagram that students will write in their fable are:

  • setting
  • theme
  • problem
  • rising action
  • climax
  • falling action
  • solution

In my class, we have already used a plot diagram to plan a writing piece. We have also frequently used plot diagrams in class when analyzing stories. They are very failiar with it, however, if your students use some other sort of graphic organizer please feel free to use that instead.

After planning their plot using the graphic organizer, students are asked to give a synopsis of their plot for their classmates to read. To respond to comments, students are asked to give suggestions to two classmates about the coherency of the plot. As the teacher, you as well should give feedback to students at this point. If the student begins writing and their plot does not make sense, it will be more work to change it. However, if you catch mistakes before the writing begins, it is a much easier switch.

8. Create your Own Fable & Peer Review

For the Student

You have now received a work request to write your fable. Remember as you are writing your fable, you should use your plot diagram to make sure that you stay organized as you write. Include details and description that will amp up  your story. This should be fun and creative. If you would like to create a script and record your fable in addition to writing a story, that would be awesome! I would love to see these fables acted out!

Below I have included the rubric for you to reference as you are writing.. 

After you have submitted your work, you will get a request to give peer revisions for 2 of your classmates. You again will use the rubric above to give honest, but constructive feedback. You need to make suggestions in order for them to improve their fables. 

 

For the Teacher

Now that students have gone through all the steps they are going to start writing their fables. They should have chosen their theme, characters, and written their plots. I included the rubric for students to reference because I believe it is important for students to know what is expected of them. 

After students have completed their fable and submitted, they will be asked to review two of their peers' fables. They are asked to give them a score, suggestions, and a rationale. They are working on giving constructive feedback. My students have worked on this before so they know what is expected of them in a peer review. However, if your students have never given a peer review, I suggest you give them examples and help them learn how to do so. It is a skill that students need to learn in order to be successful. 

9. Revise & Publish

For the Student

The final step in our learning module is to revise and publish. Two of your classmates have taken their time in giving you suggestions and honest feedback for your fable. Please make changes to your fable. You do not have to make all the changes your classmates suggested, but please take their thoughts into consideration. They are helping to make your fable stronger.

After you have made the revisions to your fable, I ask you to self grade your fable meaning you are going to use the rubric to grade the fable you have created. This is an important step because it allows you to see places you still might want to make changes.

Below is a video explaining the importance of revisions in writing.

Media embedded April 17, 2020

TEDx Talks. (2016, April 29). The Magic Of Revision | Obert Skye | TEDxIdahoFalls [Video]. YouTube. https://www.youtube.com/watch?v=xqK6-ePxPa8

Now it is time to submit your fable. You have completed the writing process and should be proud of yourselves. You have also worked on your discussion skills and your ability to give constructive feedback. Good job!

For the Teacher

This is the last update where students are asked to revise and publish their fables. This post will also explain the importance of revision. There is a video students will watch that discusses why revision is a key step in the writing process. After they revise their fable, they are asked to do a self review where they grade themselves and their writing. 

You are then going to be grading their fables and should make sure that you are giving constructive feedback to your students. 

References

Admin. (2015, October 8). Difference Between Protagonist and Antagonist. Retrieved from https://pediaa.com/difference-between-protagonist-and-antagonist/

Ahmad, A. R., Chew, F. P., Zulnaidi, H., Sobri, K. M., & Alfitri. (2019). Influence of School Culture and Classroom Environment in Improving Soft Skills amongst Secondary Schoolers. International Journal of Instruction, 12(2), 259–274.

Balcar, J. (2016). Is It Better to Invest in Hard or Soft Skills? Economic and Labour Relations Review, 27(4), 453–470. https://doi-org.proxy2.library.illinois.edu/http://elr.sagepub.com/content/by/year

Britt, D. [D4Darious]. (2015, December 17). How to Find a Theme[Video]. YouTube. https://www.youtube.com/watch?v=rIuKNVny9cM

Career Guide. (2020, March 31). Retrieved April 16, 2020, from https://www.indeed.com/career-advice/resumes-cover-letters/hard-skills-vs-soft-skills

Doyle, A. (2020, January 2). What Are Soft Skills? Retrieved from https://www.thebalancecareers.com/what-are-soft-skills-2060852

Hood, L. (2017, August 13). What is a fable? a very short story - ppt video online download. Retrieved from https://slideplayer.com/slide/9629060/

How to Write a Short Story: 10 Steps. (2018, August 16). Retrieved from https://www.nownovel.com/blog/how-to-write-a-short-story/

Kimes, A. (n.d.). Once Upon a Time... Traditional Literature Characteristics and Markers of Quality. - ppt download. Retrieved from https://slideplayer.com/slide/3802529/

Mishica, C. (2017). Zebra and Wasp. Retrieved from https://www.commonlit.org/en/texts/zebra-and-wasp

Pierce, Lyndsey. [Lyndsey Pierce]. (2019, February 17). Introduction to Traditional Literature [Video]. YouTube. https://www.youtube.com/watch?v=YKwiJkVu6W8&t=103s

Praught, A. (2013, October 9). Connecting To The Theme with Elmer! Retrieved from https://betterlesson.com/lesson/520413/connecting-to-the-theme-with-elmer

Scratch Garden. (2017, October 31). Plot Diagram Song | The Plot Diagram Song | Scratch Garden [Video]. YouTube. https://www.youtube.com/watch?v=NpWHZJZQDSE

TEDx Talks. (2016, April 29). The Magic Of Revision | Obert Skye | TEDxIdahoFalls [Video]. YouTube. https://www.youtube.com/watch?v=xqK6-ePxPa8