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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Rachel Polikaitis
November 17, 2015

Subject/ Topic/ Theme

Introduction to Fables

Grade __2__

I. Objectives
How does this lesson connect to the unit plan?
It introduces the topic of the unit plan and goes over what needs to be included to make the story a fable.
cognitiveR U Ap An E C*

Learners will be able to:

State what must be included in a fable

Define morals
Recognize and say what the moral of the story is
Summarize a fable
Discuss morals and their meanings with their classmates

physical
development

socioemotional

RU
R
A
R
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the
action.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start


Identify prerequisite
knowledge and skills.

How to sit properly and listen to a story. How to summarize a story by recognizing the beginning,
middle and end.
Pre-assessment (for learning):

Pre-test that asks them questions about their prior knowledge about fables. Asking them verbally about
what they know about fables and morals.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

Asking the students throughout the lesson to remind you what a fable is and what morals are.

What barriers might this


lesson present?
- Vocabulary in the fable
might be difficult for my
English language
learners. They may also
have difficultly expressing
what they want to say

Provide Multiple Means of


Representation
Provide options for perceptionmaking information perceptible
Reading a fable from a picture book
and then having the students recall the
story and state the important scenes in
the story. Writing it on a poster for
them to visually see our brainstorming.

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Formative (as learning):

Discuss what they think the moral of the story is with their classmates. Answer questions about the
fable and what the key components of a fable.
Summative (of learning):
Quizzing the students on the definition of a fable and morals, as well as, asking them what needs to be
included in a story in order to label it a fable.
Provide Multiple Means of
Action and Expression
Provide options for physical
action- increase options for
interaction
Having them sit on the ground
and not in their desks, which
provides a new learning
environment.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Having them brainstorm and share
their ideas about what they think the
plot of the story is.

when we work on
summarizing the fable.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect language
Students can brainstorm as a group
what the plot of the story is and what
the moral of the story is.

Provide options for expression


and communication- increase
medium of expression
While reading the fable,
stopping and asking questions
about the fable to check
comprehension. After reading
the fable, having a class
discussion about the fable, the
plot, and the moral of the story.

Provide options for comprehensionactivate, apply & highlight


Highlighting the moral of the story and
what is needed in order for a story to
be considered a fable.

Provide options for executive


functions- coordinate short &
long term goals, monitor
progress, and modify strategies
Recognize that we have formed
a foundation in which we will
use the information we learned
from this lesson and apply it to
the rest of the unit. Questioning
them at the end of the activity
about the definition of fables
and morals.

What will it take


neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom


be set up for this lesson?

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback

Asking the students to fill out


the chart that summarizes the
fable, rather than just
summarizing it for them.
Encouraging and praising them
when they give their input.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
At the end of the lesson, going over
what we covered in the activities.

The Tortoise and the Hare picture book


Poster of the components of a fable
Poster
Markers

The students will be sitting on the rug in their rows in front of me. I will be sitting in a chair in front of
them and next to the board with the poster paper.

III. The Plan


Time
4 min

Components
Motivation
(opening/
introduction/
engagement)

Read the Tortoise and the Hare.


Occasionally stop and ask questions about the story
to check comprehension.

7min

15
min

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Introduce the unit topic, which are fables.
Say what they think the moral of the story is.
Tell them the definition of a fable and what must be
included in it. (Go over the poster)
Ask the students what they think the definition of
morals is.
Tell the students the definition of morals and post
the definition on the board.

Development
(the largest
component or
main body of
the lesson)

Go over the chart as a class by asking the students


to summarize the story and asking them what the
moral of the story was. Start by going over the key
vocabulary in the story. Then ask the students to
summarize the fable by splitting it into four parts
(first, next, then, last). Finish by going over what
the moral of the story is.

As a class, recall and summarize the fable.


Distinguish what the moral of the story is.

5min

Closure
(conclusion,
culmination,
wrap-up)

Quiz the students on the definition of a fable and


morals, as well as, asking them what needs to be
included in a story in order to call it a fable.

Being able to recall definitions they had learned


earlier in the lesson.
Being able to state what components must be
included in order to call it a fable.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
While, I had such high expectations for how my lessons would go, I was disappointed with this lesson when I did it on Tuesday.
My teacher had to leave the room at the start of my first lesson, which I thought would be fine since I know my students well and had
taught them before. However, once Mrs. Bildner left the classroom, I had no classroom management. My students were disrespectful
to their classmates and me. They would continuously yell out, stand up and walk around the classroom and would not listen to what I
was reading. I was very overwhelmed and did not know how I could control them. There were times during the lesson when I would
have to stop and explain to them that I am disappointed and that I know that they would not act this way if Mrs. Bildner were in the
classroom. I had a whole lesson planned out, and in the twenty minutes that Mrs. Bildner was gone, was only able to read the fable.
While this lesson was definitely a struggle for me, I also was able to learn a lot. I realized that I need to create a closer relationship
with my students and that I need to establish my authority in the classroom. One of my weaknesses is that I do not want to punish
students or raise my voice at them; however, there are times where we must do this in order to maintain classroom management.
Looking back at this lesson, I am grateful for this experience because I was challenged, I was able to learn so much and I know how
to handle the situation next time Mrs. Bildner leaves the classroom. On Wednesday, I was able to redo my lesson one with my
students and it went a lot better than the day before and I felt like my students were able to get a better grasp of the components that
make up a fable and how to summarize fables.

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