Professional Documents
Culture Documents
11/15/15
Grade _____3rd_______
I. Objectives
How does this lesson connect to the unit plan?
This lesson focuses on what a myth is and how to identify them. Myths are one of three forms of traditional literature that are covered in this unit.
cognitiveR U Ap An E C*
R
E
An
R
E
E
U
E
physical
development
socioemotional
x
x
x
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
Outline assessment
activities
(applicable to this lesson)
1-19-13
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Readers Theatre
Chromebooks
Worksheet for identifying the theme, characters, problems and solution of the myth the read
independently
Large paper for identifying the characteristics together as a class
Folders and cutouts for sorting characteristics of different traditional literature
Glue
Scissors
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.
2 min
8 min
1-19-13
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
5 min
Ask them to identify parts of the story that they think might be
characteristics of myths.
Write down answers that are correct on large lined poster paper
2 min
5 min
3 min
Send children out to find a good fit spot where they will
read/have the computer read to them.
15
min
10
min
8 min
Read to self
2 min
3 min
5 min
Closure
(conclusion,
culmination,
wrap-up)
Return to seats.
Ask them to turn to a partner and tell them the story share with
a partner about the myths: what filled the boxes on their paper?
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