Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Walters

Date
October 26, 2016
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Subject/ Topic/ Theme

Fables

Grade

I. Objectives
How does this lesson connect to the unit plan?
A fable with a new perspective and moral in the unit. Lesson 2 or 3.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Ap

Interpret the moral of the Fable The Oak and the Reeds

E
R
Ap

Write and propose what the moral of sticking together means in the classroom setting.
Recall the parts of the story
Demonstrate how there is strength in numbers with sticks

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.2.1
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.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

(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.

Builds off previous lessons which teach parts of a story, what a fable is, how to figure out the moral.
Pre-assessment (for learning): Previous lessons

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Writing paper

Formative (as learning): Sticks experiment
Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Moral will be discussed verbally,
seen in paper format, seen and
demonstrated by sticks experiment.

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Write, color, speak, manipulate the
sticks.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Verbal and text

Provide options for expression and

communication- increase medium
of expression

Writing, speaking, and coloring

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Fun activity and way to show the
moral. Has direct impact on the
classroom as they think about their
peers.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

Have to figure out the moral

before we get to do the
experiment.

Provide options for comprehensionactivate, apply & highlight

The sticks experiment will help

students remember the moral

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 executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

Short term; find the moral in

The Oak and Reeds. Long term
learn to stick together.

In writing they can see where

they have stuck together and
where they have not.

-The Fable The Oak the Reeds

-A large, but breakable, stick
-Toothpicks or a lot of smaller sticks tied together with a rubber band.
-Writing handout with writing prompts. How we can stick together and be strong as a class, when I
have need to stick with someone to help get me through something

In the usual setup. Three large groups of desks.

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

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

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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.
Ask questions about remembering the previous
Listen and give interactive feedback and answers.
fables we worked with and what makes a fable a
fable.
Introduce the fable and show them the props they
get to manipulate with if they behave.

Listen.

Echo Read fable all together

Echo read

Ask for answers and on the board have students

come up and place the title for which story element
is which on the correct element (have all characters
in one spot, setting in another, etc..)

Listen, answer questions, come up to the board and

answer the questions.

Ask questions hinting at the moral, (who thought it

was stronger? Why? Who actually was? Why?
What does it mean to be strong?)

Listen and collectively brainstorm the moral

After moral is decided upon introduce the

experiment to test the morals validity. Distribute
materials to Mrs. Bildner.

Get in two lines and try to break the large stick,

then try to break the little ones all bunched
together.

Talk about how that works and how many little

sticks are bunched together (28 number of
students) how we are strongest when we stick
together and standup for each other. Introduce
writing prompt instructions

Go back to their seats and listen. Do the writing

prompt.

Walk around and help with writing.

Write and ask for help when needed.

Closure
(conclusion,
culmination,
wrap-up)

End the writing activity and introduce the class

poster that says, We will stick together. Describe
what it means and ask students to sign it.

Come get in line and sign the poster.

Hang up the poster.

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.)

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