SAUSD Common Core Lesson Planner

Unit: Fables
Lesson #: 2

Common Core
and Content
Standards

Materials/
Resources/
Lesson
Preparation

Grade Level/Course:
3rd Grade

Teacher: Ms. Ramirez

Duration: _Day 3, 4 and 5_

Writing
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.
CCSS.ELA-LITERACY.W.3.3.A
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds
naturally.
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show
the response of characters to situations.
CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose.
CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing.
CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing (using keyboarding
skills) as well as to interact and collaborate with others
Language
CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.3.1.B
Form and use regular and irregular plural nouns.
CCSS.ELA-LITERACY.L.3.1.D
Form and use regular and irregular verbs.
CCSS.ELA-LITERACY.L.3.1.E
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA-LITERACY.L.3.1.I
Produce simple, compound, and complex sentences.
CCSS.ELA-LITERACY.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
CCSS.ELA-LITERACY.L.3.2.C
Use commas and quotation marks in dialogue.
CCSS.ELA-LITERACY.L.3.2.D
Form and use possessives.
Speaking and Listening
CCSS.ELA-LITERACY.SL.3.1.A
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation
and other information known about the topic to explore ideas under discussion.

Aesops The Boy Who Cried Wolf

(http://www.eastoftheweb.com/short-stories/UBooks/BoyCri.shtml)
Narrative writing guidelines and rubric

SAUSD Common Core Lesson Template

Objectives

Depth of
Knowledge
Level

Content:
Students will continue learning about
fables. Inspiration will be taken from The
Boy Who Cried Wolf to create and write a
narrative story.
Level 1: Recall
Level 3: Strategic Thinking

Language:
Students will continue to build their vocabulary.
During students writing new vocabulary will be
encouraged to be incorporated into their narratives.
Students will demonstrate sequence of events in their
writing as well.

Level 2: Skill/Concept
Level 4: Extended Thinking

Demonstrating independence
Building strong content knowledge
College and
Career Ready
Skills

Responding to varying demands of audience, task, purpose, and discipline

Comprehending as well as critiquing
Valuing evidence
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

TEACHER PROVIDES
SIMPLE EXPLANATION

STUDENTS
MEANING FIGURE OUT
THE

(Tier II & Tier III)

Academic Vocabulary

Common Core
Instructional
Shifts

Pre-teaching
Considerations
CCSS
Foundational
Standards
(K-5 only)

Building knowledge through content-rich nonfiction texts

Reading and writing grounded from text
Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO
WORDS WORTH KNOWING
UNDERSTANDING

Heed, rendered, leisure, lacerated

Agony

Flock, truly, alarmed, assistance,

Village, terror

Have students written narratives before, and do they understand how to write a narrative?
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis
for the answers.
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,

SAUSD Common Core Lesson Template

cause/effect, first/second/third in a sequence).

Instructional
Methods

What moral lesson did we learn from the assigned homework, The Boy Who Cried Wolf?
(HW: Visit the class website and follow the link {http://www.eastoftheweb.com/shortstories/UBooks/BoyCri.shtml} located in the Fables Unit Plan page. Read Aesops The Boy
Who Cried Wolf and participate in the online class discussion board. Write and post a question
that you have about the story or something that you found interesting. Also, find three words that
you did not know and look up their meaning. Post the words and definitions online as well. )

Review key vocabulary: Pull up the classrooms online discussion board on the digital projector
and review popular words that students did not know along with their posted definitions. At this
time also clarify any questions that students may have posted.

Lesson Continuum

Less
on
Ope
ning

Lesson Delivery
Check method(s) used in the lesson:
Modeling
Guided Practice
Collaboration
Independent Practice
Guided Inquiry
Reflection
Check on previous knowledge: Do students remember the moral lesson learned from The
Tortoise and the Hare?

SAUSD Common Core Lesson Template

Differentiated Instruction:

Questioning/Engagement/Writing/Checking for Understanding

Activities/Tasks/ Strategies/Technology/

1.

Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

2.

3.

4.

5.

6.
7.

8.

9.

Discuss the moral lesson in The Boy Who Cried Wolf - There is no
believing a liar, even when he speaks the truth.
Do you agree or disagree with the statement?
Have you or someone you know ever been in a similar situation?
Introduce the narrative writing assignment: Think about a time you lied (this
can be real or imagined). What was the consequence of that lie? What
happened? Think about the sequence of events that led to the lie or to the
consequence of that lie. Write a narrative story about this experience.
Students will brainstorm at least three ideas for the writing assignment. Walk
around and offer guidance as necessary. Provide students with a bubble
brainstorm sheet to motivate them and have them write everything that
comes to mind.
Student will have to narrow their ideas down to one, the one experience that
they will be writing about. If students are having a difficult time choosing, a
few minutes will be allowed to partner up and ask for their partners advice.
Once everyone has a topic, ask students to write down:
What characters will be included in their narrative?
What details are important to their story?
What will they open their story with and what will they close their story
with?
A few of the new words we have discussed in class during the Fables Unit
that they may want to include into their narrative.
Allow students to work on a rough draft of their narrative story. Emphasize
the importance of having a clear sequence of events.
Monitored group work (formative assessment): After students have written a
rough draft, pass out copies of the writing assignment rubric. Partner
students up to peer review each others rough drafts to encourage student
collaboration. Have them use the rubric as guidance. Walk around and listen
to students input and discussions. Also, observe who is participating.

English Learners:
Spend one-on-one time
explaining the narrative
writing assignment to them.
Be available to them, but
also pair them up with a
classmate that can help
them successfully.

Special Needs:
When explaining directions
talk at an appropriate pace.
Pair them with someone
who will be able to explain
simple vocabulary if
necessary.

Accelerated Learners:

Daily homework: Remind students of their collaborative presentation.

Receive confirmation from students on what groups are established. Email
parents of the group project (summative assessment) students have. Have
group presentation directions available on the class website. Encourage
student participation and collaboration, and let them be aware that I am
available if there are questions or problems. Presentations will be done at the
end of the unit.
Weekend homework:
Students will type up a final copy of their narrative. In addition, a descriptive
drawing or digital picture will be required. Creativity will be encouraged.
Online quiz (formative assessment): Have students complete a short online
quiz, which I will use to check for understanding of the unit. Students will be
allowed to take the quiz twice so that they can check for understanding
themselves. Online quiz will allow students flexibility.

Lesson Reflection
I will use my group work observation to guide the way I partner students up next time, keeping in
mind who was following the rubric guidelines and offering helpful feedback to classmates. Also, I
will use the information I gather from the online quiz results to shape my next lesson.

SAUSD Common Core Lesson Template

SAUSD Common Core Lesson Template