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,

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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.

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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.)

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