ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Spoelma
folktales/fairytales/fables

Date: Lesson 7 (may take 2-3 days)

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
This is not so much a single lesson, but going through the writing process of how to write a fable.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson is the writing process of the fable piece.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1. Students will be able to complete the writing process of writing their fable piece.
2. Students will be able to apply what they have learned about fables to brainstorm and begin writing
their own fable.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
II. Before you start
Prerequisite knowledge
and skills.

Students should be able to identify characteristics of a fable.

Formative: Students will use brainstorm ideas for morals after learning
about what they are and how a story can demonstrate them.
Formative/Summative: Students begin writing their fables.

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Different stories with different morals,
also using pictures.

Options for Language/Symbols

Explanation of what a moral is-lesson,
teaches us something, etc.
Options for Comprehension
Students will be given examples of stories
and morals, and they will come up with
their own.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
We will brainstorm as a class, and
then individually. Students may
work quietly with somebody near
them if they are stuck.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Reading and discussing examples
of fables, letting students know
that they will be writing a short
story.

Options for Expression

Students may brainstorm their
own moral and idea for a story.
Options for Executive Function

Options for Sustaining Effort &

Persistence
Options for Self Regulation

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
20
min
s

Developm
ent
4555
min
s

Anchor chart for fable writing (see picture), Brainstorming worksheet, Fable
books (AESOP), ELMO

N/A

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Day 1: Begin by explaining that we are going to be writing our own fables.
What do you remember about fables? Go back to the anchor chart and review
characteristics of a fable. Go to the ELMO and read some fable stories while flipping
through the pictures.
After each story, talk about what the moral is or ask students if they have any idea
what the moral of the story might be. What lesson is it teaching us? Why is it
important that a story have a moral?

Pass out the brainstorming morals worksheet. Talk through some of the morals on
the worksheet and ask students what type of story might go along with each moral.
Show how some stories can be twisted different ways to show the same moral. After
you have discussed some of the morals, ask students to write down their own idea
for a moral that they could use in a story. Give them ideas that are not on the sheet,
but they should come up with a couple or their own. They may work with somebody
around them if they are stuck. They should also try using morals that might apply to
their lives, ie: sharing, lying, tattling, etc.
Day 2: Once they have finished filling out the sheet with morals, have them begin
filling out their fable mapping/elements chart. Students should finish filling out this
chart before they begin writing their rough draft of their fable. A template is
provided for students who may have more trouble with reading and writing.
Go through anchor chart on How to write a fable and talk to students about what
they should do before they write and how they should be thinking about their fables.

Closure

Students begin writing rough draft.

Your reflection on the lesson including ideas for improvement for next time: