Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Nathan Walters
10/23/16

Subject/ Topic/ Theme

Fables

Grade _____2___________

I. Objectives
How does this lesson connect to the unit plan?
First lesson in the unit of Fables, introduction to the unit and teaching the basics of Fables, and parts of a story.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Know and identify a setting

R
U
AP

Recognize a plot and resolution in a story

Identify, discuss what makes a Fable unique from other stories
Illustrate the setting of a fable

Common Core standards (or GLCEs if not available in Common Core) addressed:
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.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
(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.

Based off the preassesment the students are the strongest in knowing what a setting is. They struggled
though with what a fable was, as well as knowing a plot and resolution.
Pre-assessment (for learning):

Multiple choice already done on the topic

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

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

What barriers might this

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

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Information presented verbally in a
discussion as well as on the board
for reference. Information will also
be presented in video form at the
end.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

Language presented in text and

visually and audibly

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students can follow along with the
fable with their finger

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The students get to choose how to
represent the setting of

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Express their ideas through

words and raising their hands to
tell me their ideas, also through
their drawing of the setting

Goal of watching the video and

coloring at the end

Provide options for comprehensionactivate, apply & highlight

Story will be read over twice

then also viewed in video
format

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

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

Introduction so setting a
baseline

The Tortoise and the Hare fable for all students

A white board to write on
The easel with paper and markers
Projector and laptop
Crayons
Paper
https://www.youtube.com/watch?v=MeZe2qPLPh0 Film
In the way it currently is with the students in three large groups

How will your classroom

be set up for this lesson?
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.
Call the students to the carpet with wind chimes, be Students come quietly and orderly to the carpet
sure to have children who struggle in this setting in group by group.
the front.
Asking them if they can remember anything from
the little test I gave them a super long time ago.

Raise their hands and answer if they remember

anything.

Build off their answers, then talk about the special

kind of stories that you are going to be teaching
them about. However, before we start reading and
watching them you have to know the parts to a
story.

Listening.

Start with introducing the setting of a story. Show

them definition that is written out on the easel and
go over examples of setting that they know the
setting of.

Listening, giving examples of settings of different

examples that are given.

Then introduce what a character in a story is. Same

procedure, be interactive, ask for examples in
different stories.

Listening, giving examples of characters in various

stories.

Same thing with a resolution.

Then end this discussion and start talking about a
fables and how they are a special and unique kind
of story.

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Listening, giving examples of resolutions of

various stories they know.
Listening

Pass out Tortoise and the Hare to all the students.

Then before reading begins ask them to think what
makes this story different than other stories they
usually read.

Listening.

Echo Read Tortoise and the Hare with the class.

Reading and following along with their fingers.

Ask if they recognized anything that made it

special, if they dont know give them some
prompts and clues about the characters being
animals, the length, the end or lesson.

Giving thoughts.

Read it chorally
Read it again chorally
Then on the whiteboard ask for students to help fill
in the setting, plot, and lesson or resolution from
the story.

Tell teacher what to write.

Break for snack time, while students eating snack

let them color and draw the setting of the story and
what they think it would look like.

Eat snack and color.

Watch the film.

Then introduce and show the short film of the

tortoise and the hare.

Closure
(conclusion,
culmination,
wrap-up)

End with asking if there was any differences

between what they had drawn as the setting and
what the setting of the video was.

Listen and give thoughts.

Talk about the lesson of the film and story and

write it on the board. Ask for examples of how
students can follow the lesson of humility and
being slow and steady to win the race.

Write down examples of what they could do

throughout the week to follow the lesson.

Tell students you will look for evidence of these

acts throughout the week and giving out star tickets
to students who exemplify these traits.
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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