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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Rachel Polikaitis

Date December 2, 2015

Subject/ Topic/ Theme

Writing Our Own Fable As a Class

Grade ______2nd__________

I. Objectives
How does this lesson connect to the unit plan?
By writing a fable as a class, it connects to all the previous lessons and puts all what they have learned together.
cognitiveR U Ap An E C*

Learners will be able to:

Create a fable based on what they have learned from the previous lessons and based on the key components that need
to be included in a fable.
Illustrate a title page based on the content of the fable created as a class.
Express the fables they grew up with and how it connects to their culture.

physical
development

socioemotional

X
X
X

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.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and
the ending concludes the action.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking
audibly in coherent sentences.
CCSS.ELA-LITERACY.SL.2.5
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts
of experiences when appropriate to clarify ideas, thoughts, and feelings.
(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.

Know the components that must be included in a story to consider it a fable. Know what morals are
and how to apply it to fables and to life.
Pre-assessment (for learning):

Ask what morals are and how we can apply it to life. Ask are the key things that need to be included in
a fable.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this


lesson present?
They may have difficulties
coming up with a fable or
they may argue over what
should be included and
what should not be
included.
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While writing the fable, remind them what needs to be included in the fable and how our culture will
affect how we write our fable.
Formative (as learning):

Creating a fable as a class and recognizing what key components need to be included. Create a title
page reflecting their fable.
Summative (of learning):
Writing a fable as a class. They must be able to recognize and state the essential components that must
be included in the story to categorize it as a fable.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Applying what they have learned in
the past lessons to now creating a
fable of their own as a class.

Provide Multiple Means of


Action and Expression
Provide options for physical actionincrease options for interaction
Having the students start on the
floor for brainstorming and then
moving to their desks. After the
lesson, going around and showing
their classmates their title page.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Letting the students choose what
will be included in the fable. Also,
letting them create their own title
page.

What will it take


neurodevelopmentally,
experientially,
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?

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language
Writing a fable as a class, after
brainstorming. Then creating a title
page that reflects the fable.

Provide options for expression and


communication- increase medium
of expression
Creating their own fable and then
creating a title page for the class
fable.

Provide options for


comprehension- activate, apply &
highlight
Applying what they have learned in
the past lessons to now creating a
fable of their own as a class.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Taking the brainstorming ideas and
then creating a fable from that.

Provide options for sustaining effort


and persistence- optimize
challenge, collaboration, masteryoriented feedback
Brainstorming ideas for the class
fable allows students to share their
ideas and also get recognition for
what they know needs to be
included in fables.
Provide options for self-regulationexpectations, personal skills and
strategies, self-assessment &
reflection
Having a final assessment at the
end of the lesson about fables to see
how much they learned from the
lessons.

Paper
Colored pencils/crayons
Writing a fable worksheet
Brainstorm chart

Have the students sit on the floor in rows in front of the brainstorming chart. After, have students
return to desks, which are arranged in groups of 4-6.
How will your classroom
be set up for this lesson?

III. The Plan


Time
2 min

15min

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.
Review what needs to be included in a fable and
what morals are and how they apply to our lives.

Fill out creating a fable brainstorm with the class,


while letting the students decide who the characters
will be, the setting, the plot and the moral. First,
decide characters, and then decide the setting.
After, have the students choose what the moral of
the story should be. Then decide what the plot of
the story will be by having a beginning, middle and
end.

Decide who the characters will be, the setting, the


plot and what the moral will be in the class fable.

10min

After the brainstorm, have the students fill out the


writing a fable worksheet.

Fill out the writing a fable worksheet.

5 min

As a class, put all the components together to


create a fable. Each student will write it down.

Write down the fable that was decided as a class.

15min

Direct and instruct students to draw and color a


title page for their fable. Make sure to emphasize

Draw and color a title page for their fable and then
share it with their classmates.

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that the title must relate to the fable or the moral of


the story.

2 min
15min

Closure
(conclusion,
culmination,
wrap-up)

Have the students show their cover to other


classmates.
Give the final assessment test to the students.

Take the final assessment test.

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.)
My goal at the end of the unit was for my students to be able to write a fable by themselves. I struggled with coming up with the best
way that they could do this, especially since a lot of my students are English language learners. I was first going to just have them
write one from scratch with little help from myself. However, I realized this could be too challenging for them. Then, I thought we
would just write one as a class. The problem I saw with this is that my students would be limited in their creativity and it wouldn't
allow every student to express him or herself. After I thought about it for a while, I decided to make a fables outline for my students.
I gave them choices of characters and settings that they could choose from. This allowed them to pick their own characters and
setting, but also gave them the support of choices. We decided between two morals as a class through a class vote. Then we needed to
come up with a problem and a solution. So as a class we came up with possible problems that could relate to our moral. Then we
came up with solutions to these problems. I told my students that they had to choose one problem. Then I allowed them to create
their own solution, which allows my higher-level students to be challenged, or they could choose a solution we came up with as a
class that matched their problem, which was helpful for my lower level students. After we did this, my students had to come up with
a beginning, middle and end to their fable. I explained to them how their problem should show up in their beginning and how the
solution should show up at the end.
During this time I walked around the classroom and helped those students who were struggling. After they completed their
outline, I looked it over and provided suggestions or grammar corrections to help with their rough draft. The next day I had my
students write a rough draft of their fable which needed to include their beginning, middle, and end with more details. Their fables
turned out great!!! It was so encouraging to see my students be able to write a fable and express themselves through their writing. My
students wanted to share their fables with the class and I felt like my students really understood fables. I also had my students design
a cover page for their fable. This allowed students who struggled to express themselves through their writing to express themselves
through their drawing.

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