Name: Mike Marcoux

School Site: Kaseberg Elementary

Lesson Title/Subject: Two Fables from Aesop: Compare and Contrast Characters
Grade: 3rd
Content Standard(s): 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. RL.3.9 Compare and contrast the
themes, settings, and plots of stories written by the same author about the same or similar characters (e.g.,
in books from a series) SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
English Language Arts Anchor Standards and/or Math Practice Standards:
ELD Standard(s):
Anti-Bias Framework Anchor Standard and Domain:
Grade Level Outcome:
List Measurable Objectives in this column.
Note: The objectives will match the standards.
Content Objective: BTEOTL, SWBAT (A) Compare and Contrast
characters and actions by identifying(B) key elements of the story by
filling out a graphic organizer.(C) with 100% accuracy (D)

Social Skill Objective: Stay on Task

How will you teach the social skill? Will you use a looks like/sounds
like/feels like chart, a book, modeling, etc.?
Brick Words:

Describe Assessment Tool and Criteria

How will you CFU?
What and how will you assess during collaboration?
I will circulate and direct the discussions accordingly.
What and how will you assess during independent
learning?
What and how will you assess the social skill during
collaboration?

How will you CFU?

What and how will you assess during collaboration?

Which language demand(s) will you need to teach in order to achieve

the content objective? (Write them/it out.)
Language Objective(s) (language demands):
Multicultural/Social Justice:

What and how will you assess during independent

learning?
How will you CFU?
What and how will you assess during collaboration?
What and how will you assess during independent
learning?

Cohesiveness/Continuity: The class began discussing elements of literature. The students have also been
learning to skim text.
Materials: Workbooks, Graphic Organizers
Differentiation
Modification of the ________________ based on _____________ because

classroom element

student trait

Lesson Implementation
Focus Lesson

Hook- Discuss the difference between students favorite video games. Have students explain Why?
one game is better than the other.
Objectives are stated in student friendly language- When comparing two items you should state
exactly why one item is better than the other.
Clear explanation of purpose and relevance- to give your opinions meaning, it is important to
o Building Background
Links explicitly made between past learning and new concepts: The class began discussing
elements of literature. The students have also been learning to skim text.
o Concepts explicitly linked to students background experiences. Students compare video games
or their favorite books.
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to
see) Character Traits

Modeling of the new learning (think aloud and/or demonstration)

What strategy will you use to model? Will you use think aloud, demonstration, pictures, or any other
technique of the visual nature? Please write which strategy you will be using: Think aloud

Guided Instruction

INPUT-Remind students that Two Fables from Aesop features two short stories, one about a
farmer and one about a fox.
CFU- What does the farmer decide to do in the story? What does the fox decide to do in the
story?
INPUT- Today we will compare and contrast the two characters and their actions.
Understanding the characters actions helps us better understand the essential question: How do
our actions influence our lives.
INPUT- Lets look at the chart and see how we are going to organize our thoughts.
INPUT- The main character in The Peasant and the Apple is a farmer. The main character in
The Fox and the Crow is a fox. While one character is a human and one is a fox, both
characters have a common problem: they need something that they dont have, and theyll do
whatever it takes in order to get it.

Explicit Teaching of Social Skill and Activity

Before pair/share I will expect everyone to try and either add their opinion/ understand your
partners opinion or agree they you are not sure of the answer.

Collaboration

In your groups I would like you to discuss the problem that the fox faces in Fox and the
Crow
In your groups I would like you to discuss the character traits of the fox in Fox and the
Crow

In your groups I would like you to discuss the characters response to the problem in Fox
and the Crow
In your groups I would like you to discuss how the characters traits in the story influence
Fox and the Crow
Etc.

Student Reflection

Social: What are some examples of how you talked nicely in groups

Independent Learning

Exit ticket: Do you feel like the way you act will affect your life. Why?

Student Reflection
Content- Can anyone share an example of a character trait?
Process- Ask the class if they found the graphic organizer helpful in organizing their thoughts
MAKE SURE TO INCLUDE THE FOLLOWING EMBEDDED IN THE LESSON:

Clear expectation of behaviors for different tasks

Use of higher order thinking skills
Teacher Reflection
(This reflection does not require fully formed paragraphs or copious amounts of evidence. These are
questions that you should address after each lesson but you may use short hand, bullet points, etc. to
respond.)

1. What specific examples of student learning show that students met or made progress toward the
objectives?
2. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies that
contributed to and built on successful student learning?
3. What specific examples of student learning show that students struggled to meet or make progress
toward the objectives?
4. Looking at this evidence, what were your (the teacher candidates) actions and/or strategies that
interfered with student learning? Describe any missed opportunities.
5. Considering student learning, if you were to teach this lesson again, what would you do differently?
6. Using the evidence of student learning described and observed, what will be your next steps in future
instruction with the class, small groups, and/or individual students?
Congratulations! You have now completed the PIARA cycle!