USF Elementary Education Lesson Plan Template (S 2014) Name:Brittany Wheeler

Grade Level Being Taught: 1 / Subject/Content: ELA- Fables / Group Size: 3 / Date of Lesson: 02/13/14
Lesson Content
What Standards (national or state) relate to this lesson?
(You should include ALL applicable standards. Rarely do teachers use just one: they’d never get through them all.) / CCSS.ELA-Literacy.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Essential Understanding
(What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?) / What are the distinguishing features of fables?
Objectives- What are you teaching?
(Student-centered: What will students know and be able to do after this lesson? Include the ABCD’s of objectives: action, behavior, condition, and degree of mastery, i.e., "C: Given a sentence written in the past or present tense, A: the student B: will be able to re-write the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)."
Note: Degree of mastery does not need to be a percentage.) / After teacher read aloud, the students will be able to identify the distinguishing features of fables by filling out a graphic organizer with 100% accuracy.
Rationale
Address the following questions:
Why are you teaching this objective?
Where does this lesson fit within a larger plan?
Why are you teaching it this way?
Why is it important for students to learn this concept? / This lesson will teach the students about Aesop, it will expand their understanding of other cultures and their way of life, it will allow them to practice with geography, and the student will be able to build their vocabulary (particularly to the genre of fables).
This is the first lesson to attempt to introduce them to Aesop’s fables. They are on the 2nd grade reading level so knowing fables is a part of their skill checklist.
It is important for the students to understand what a moral is and how they can apply it to their lives.
I am teaching it this way because the last fable lesson I tried to teach was not successful, I think this one starts from a better and more basic point.
Evaluation Plan- How will you know students have mastered your objectives?
Address the following:
What formative evidence will you use to document student learning during this lesson?
What summative evidence will you collect, either during this lesson or in upcoming lessons? / Formative: The teacher will informally observe and assess student answers to the discussion questions and during the turn and talk portions of the lesson.
Summative: The teacher will collect the student graphic organizer and assess it for 100% accuracy.
What Content Knowledge is necessary for a teacher to teach this material? / Vocabulary:
Greece- (noun) a country in southern Europe at the south end of the Balkan Peninsula
Slave- (noun) a person who is owned by another person and can be sold at the owner’s will
Hunchback- (noun) a person with a humped or crooked back
Fable- (noun) a fictitious narrative or statement such as “a legendary story of supernatural happenings” or “a narration intended to enforce a useful truth, especially one in which animals speak and act like human beings.”
Moral- (noun) the moral significance or practical lesson of a story or a passage pointing out usually in a conclusion the lesson to be drawn from a story.
Plural- moral practices or teachings, modes of conduct
The teacher must be familiar with Aesop (famous for his fables) and the fable, “Practice Makes Perfect.” The title of the fable is also the moral of the story.
What background knowledge is necessary for a student to successfully meet these objectives?
How will you ensure students’ have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their readiness for this content? / The students are on a second grade reading level, fables are part of the second grade reading standards. The students have been exposed to fables at least once before because I completed a lesson with them previously, which they struggled a lot with. They are ready to learn the information, I just need to introduce it to them in a different approach.
The students will need to know what a fable and a moral are (defined above)
They should know what a moral, message, or lesson is and be able to find it within the story
They should know how to recount the story to use key details to support why they think themoral is what they chose
What misconceptions might students have about this content? /

The students may be confused and get “fable” and “moral” confused. That is what happened in the first lesson I completed with this group of students.
After reading this story, we will have a group discussion about what they think the moral of the story is. I will try to guide them if they are not on the right track, I will emphasize the title and the last line of the story, which both read, “Practice makes perfect.”

Lesson Implementation
Teaching Methods
(What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.) / I will be doing a mini lesson on fables and morals with my small group, followed by a read aloud with questioning. After the read aloud, we will be discussing the moral of the story and filling out a graphic organizer.
Step-by-Step Plan
(What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.)
Where applicable, be sure to address the following:
What Higher Order Thinking (H.O.T.) questions will you ask?
How will materials be distributed?
Who will work together in groups and how will you determine the grouping?
How will students transition between activities?
What will you as the teacher do?
What will the students do?
What student data will be collected during each phase?
What are other adults in the room doing? How are they supporting students’ learning?
What model of co-teaching are you using? / 3 mins
15 mins
2 mins / Teacher/
Student discussion
Read aloud with questioning
Conclusion / Hook: “Has anyone ever heard the phrase, “Practice Makes Perfect? Have any of you ever read the fable, “Practice Makes Perfect? Today we are going to read this story and discuss what a fable is. Can anyone remember what a fable is? (a story with a moral/lesson) Who can remind me what a moral is? (the lesson in a story) Good, a fable is a story with a moral in it, and a moral is the lesson in the story. So a fable is a story with a lesson. Let’s read this short fable and see if we can decide what the moral of the story is.”
Read the fable, “Practice Makes Perfect” and ask questions after the read aloud.

What happened in this story?
What did the little boy learn?
What could the lesson be for this story?

“Great, so if we don’t succeed at first, we should keep trying/ Great, so if we keep practicing we can get it right! Let’s write that down on our graphic organizers. (wait 2 minutes) So these lessons in the fables are called morals. Morals tell us how we should behave or how we should do things. They are life lessons. There was a man named Aesop who loved to tell stories. He lived in Greece many years ago. His fables always teach a lesson, and usually are about animals. He told these stories so he could point out the way the people were behaving, and used animals because people like stories about animals. In his stories, the animals walk, talk, and behave like humans do. We will be reading a couple fables each week so you will all be able to practice finding morals. Are there any morals or lessons you have learned?

Who are some of the people that have helped you learn lessons in your life?
What are some of the lessons they helped you learn?
How did those lessons help you?

“You all did a great job. Who can remind me what a fable is? Who can remind me what a moral is? Great, next time we will work with a couple of Aesop’s fables and we will try to figure out their morals too!”
What will you do if… / …a student struggles with the content?
I will guide them if they struggle or I can give them more individualized attention if they need it.
What will you do if… / …a student masters the content quickly?
We will be working together so this should not be an issue.
Meeting your students’ needs as people and as learners / If applicable, how does this lesson connect to the interests and cultural backgrounds of your students?
Even though the students all come from different backgrounds, every culture has morals. Everyone should be able to relate to a lesson they have learned or something their parents have taught them.
If applicable, how does this lesson connect to/reflect the local community?
This lesson can connect to the local community because the students will be able to use their observations and knowledge of their community to recall how people behave and the morals and lessons they can learn from those people. They will be able to reflect on the morals they have learned personally and from viewing other people’s mistakes and behaviors.
How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?
We are doing a lesson that is on a 2nd grade level, because they are high level readers. It is a part of their standards to complete lessons involving fables, folklore, and morals.
How will you differentiate instruction for students who need additional language support?
N/A
Accommodations (If needed)
(What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.) / They are all on a 2nd grade reading level, this lesson is an accommodation for their higher reading level. There is also a graphic organizer designed specifically for this group of 3 students.
Materials
(What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!) / “Practice Makes Perfect,” graphic organizers, pencils
Resources: Mrs. Hernandez, Mrs. Stewart, Children’s literacy courses, CCSS, coreknowledge.org