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    Final Lesson

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    This lesson plan summarizes a lesson on traditional literature for 3rd grade students. The objectives are for students to identify different forms of traditional literature, create their own piece, and describe how parts build a story. Assessment includes a pre-assessment worksheet, formative questioning, and a summative project where students create their own representation of a folktale, fable or myth. The lesson begins with reviewing literature forms, then students choose one to develop a story in, identifying its characteristics. Students work in groups to create stories, then share what they created with the class.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Final Lesson

    Uploaded by

    api-300649730
    72 views3 pages
    This lesson plan summarizes a lesson on traditional literature for 3rd grade students. The objectives are for students to identify different forms of traditional literature, create their own piece, and describe how parts build a story. Assessment includes a pre-assessment worksheet, formative questioning, and a summative project where students create their own representation of a folktale, fable or myth. The lesson begins with reviewing literature forms, then students choose one to develop a story in, identifying its characteristics. Students work in groups to create stories, then share what they created with the class.

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    This lesson plan summarizes a lesson on traditional literature for 3rd grade students. The objectives are for students to identify different forms of traditional literature, create their own piece, and describe how parts build a story. Assessment includes a pre-assessment worksheet, formative questioning, and a summative project where students create their own representation of a folktale, fable or myth. The lesson begins with reviewing literature forms, then students choose one to develop a story in, identifying its characteristics. Students work in groups to create stories, then share what they created with the class.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    72 views3 pages

    Final Lesson

    Uploaded by

    api-300649730
    This lesson plan summarizes a lesson on traditional literature for 3rd grade students. The objectives are for students to identify different forms of traditional literature, create their own piece, and describe how parts build a story. Assessment includes a pre-assessment worksheet, formative questioning, and a summative project where students create their own representation of a folktale, fable or myth. The lesson begins with reviewing literature forms, then students choose one to develop a story in, identifying its characteristics. Students work in groups to create stories, then share what they created with the class.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Lesson Planning Form for Accessible Instruction Calvin College Education Program

    Teacher Mikaela Deur


    Date

    11/02/15

    Subject/ Topic/ Theme

    Traditional Literature: Review

    Grade _____3rd_______

    I. Objectives
    How does this lesson connect to the unit plan?
    This lesson recaps all of the forms of messages from the past that we have touched on. The students have the chance to use what theyve learned to create their own
    traditional literature.
    cognitiveR U Ap An E C*

    Learners will be able to:

    Identify each form of traditional literature and its characteristics.


    Create a lesson to be taught by the traditional literature.
    Point out characteristics of the traditional literature in specific form that is being written.
    Identify the setting and plot of the story
    Work with a partner to develop the story
    Describe how parts of a text build on each other to make a story

    R
    E
    An
    R
    E
    U

    physical
    development

    socioemotional

    P
    RP
    P

    Common Core standards (or GLCEs if not available in Common Core) addressed:
    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (R.CM.0302)
    Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through
    details in the text.
    Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (R.NET.03.03)
    Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (R.CM.03.03)
    Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part
    builds on earlier sections.
    Distinguish their own point of view from that of the narrator or those of the characters.
    Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or
    setting).
    By the end of the year, read and comprehend literature, including stories, dramas, poetry, at the high end of the grades 2-3 text complexity band independently and
    proficiently.
    (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.

    Outline assessment
    activities
    (applicable to this lesson)

    What barriers might this


    lesson present?
    What will it take
    neurodevelopmentally,
    experientially,

    1-19-13

    Students need to read and comprehend short stories individually.


    Students need to be able to cut and paste paper into their folders.
    Pre-assessment (for learning): Worksheet that asks about prior knowledge of fables, folktales, and
    myths.
    Formative (for learning): Ask questions as during the lesson to gage the students understanding.
    Formative (as learning): Use the thumb scale to have the students report to me about their
    understanding or the content
    Summative (of learning): Create their own physical representation of a folktale, fable, or myth.
    Provide Multiple Means of
    Representation
    Provide options for perceptionmaking information perceptible
    Use large pre-written posters with
    the characteristics of fables, myths,
    and folktales.
    Use worksheets to guide the
    thinking process.

    Provide Multiple Means of Action


    and Expression
    Provide options for physical actionincrease options for interaction
    Allow students to choose a spot in
    the room that is a good fit for them
    as they brainstorm about and write
    their story.

    Provide Multiple Means of


    Engagement
    Provide options for recruiting
    interest- choice, relevance, value,
    authenticity, minimize threats
    Allow students to pick what they
    would like their piece of traditional
    literature to be about and how to
    represent it.

    Provide options for language,


    mathematical expressions, and
    symbols- clarify & connect
    language

    Have students list the


    characteristics they want to
    have in their own story, then
    represent it in their own way
    Provide options for comprehensionactivate, apply & highlight

    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?

    Have students use what they


    learned in full group discussion
    time to identify the
    characteristics themselves.

    Provide options for expression and


    communication- increase medium
    of expression

    Students use their own words to


    write a piece of literature of
    their choosing.
    They have the chance to come
    up with a creative way to show
    their story.

    Provide options for sustaining effort


    and persistence- optimize
    challenge, collaboration, masteryoriented feedback

    Give positive feedback for well


    done work.

    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

    Use the short term goals of


    knowledge of individual
    traditional literature forms to
    create their own piece of
    traditional literature.
    Have the students use folders to
    remain organized and have
    visual representation of the
    content being covered.

    Use a thumb scale for


    understanding. If a student feels
    like they understand the
    concepts being taught, they give
    a thumbs up, if they dont they
    give a thumbs down, and if they
    kind of understand it their
    thumb is in the middle. This is a
    way for the students to practice
    self-assessment.

    iPads
    Chromebooks
    Paper
    Staples
    Coloring supplies
    Premade posters with characteristics of fables, folktales, and myths on them.
    The classroom will remain in the same set up. Desks are in clusters.
    The students will start in the back of the room in the reading rectangle and then move to a self
    determined spot that is best fit for their success.

    III. The Plan


    Time

    Components
    Motivation
    (opening/
    introduction/
    engagement)

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

    Describe teacher activities


    AND
    student activities
    for each component of the lesson. Include important higher order thinking questions and/or
    prompts.
    Begin by going over the forms of traditional
    Reflect on knowledge from previous lessons and
    literature with the students. Ask them to identify
    identify the characteristics
    folktales, fables, and myths based on what we
    learned in previous lessons.

    Inform the students that they now get the chance to


    create their own folktale, myth, or fable.
    Have them begin by choosing a folktale, a myth, or
    a fable.
    Give options to students about how to create their
    story: They can use Scribble my Story on iPads,
    Google slides, paper and colored pencils
    Have the students use the worksheets to identify
    how the characteristics of a fable, a folktale, or a
    myth will be used in their story.

    1-19-13

    Choose a folktale, fable, or myth

    Release students to work groups of 2 or three on


    creating their story.

    Identify the characteristics that need to be added to


    the story
    Choose how to create the story.
    Work with partner to create story

    Closure
    (conclusion,
    culmination,
    wrap-up)

    Have students return to their seats.

    Share story with the class.

    Have them share what they created with the class,


    identifying the characteristics of their form of
    traditional literature.

    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.)

    1-19-13

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