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Unit: Fables
Lesson #: 4
Common Core
and Content
Standards
Grade Level/Course:
3rd Grade
Reading: Literature
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis
for the answers
CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.
CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
similar characters
Writing
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that
lists reasons.
CCSS.ELA-LITERACY.W.3.1.B
Provide reasons that support the opinion.
CCSS.ELA-LITERACY.W.3.1.C
Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
CCSS.ELA-LITERACY.W.3.1.D
Provide a concluding statement or section.
CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose.
Speaking and Listening
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1.B
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and link their comments to
the remarks of others.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.
Language
CCSS.ELA-LITERACY.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
CCSS.ELA-LITERACY.L.3.1.B
Form and use regular and irregular plural nouns.
CCSS.ELA-LITERACY.L.3.1.C
Use abstract nouns (e.g., childhood).
CCSS.ELA-LITERACY.L.3.1.D
Form and use regular and irregular verbs.
CCSS.ELA-LITERACY.L.3.1.E
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
CCSS.ELA-LITERACY.L.3.1.I
Produce simple, compound, and complex sentences.
CCSS.ELA-LITERACY.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
CCSS.ELA-LITERACY.L.3.2.D
Form and use possessives.
CCSS.ELA-LITERACY.L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Materials/
Resources/
Lesson
Preparation
Objectives
Depth of
Knowledge
Level
Aesops The Tortoise and the Hare, The Boy Who Cried Wolf, and The Ant and the
Grasshopper
Free writing material
Daily Breeze emergency kit article
Presentation rubric
Content:
Students will write an opinion piece
inspired by one of the moral lessons. Also,
students will compare and contrast the
themes of fables written by the same
author, Aesop. They will present their
group projects.
Level 1: Recall
Level 3: Strategic Thinking
Language:
The opinion pieces written by students will use linking
words and phrases to connect opinion and reasons.
Through class discussion students will demonstrate
extended thinking by connecting ideas from different
stories. Students will showcase their creativity through
the group projects of their interpretations of different
fables.
Level 2: Skill/Concept
Level 4: Extended Thinking
Demonstrating independence
Building strong content knowledge
College and
Career Ready
Skills
TEACHER PROVIDES
SIMPLE
EXPLANATION
Academic Vocabulary
Common Core
Instructional
Shifts
Connect
STUDENTS
MEANING FIGURE OUT
THE
Pre-teaching
Considerations
CCSS
Foundational
Standards
(K-5 only)
Lesson Continuum
Have we previously discussed in class common themes that are found across texts from different
cultures? Do students understand complex reasoning, planning, developing, and thinking?
Fluency:
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.3.4.A
Read grade-level text with purpose and understanding.
CCSS.ELA-LITERACY.RF.3.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
CCSS.ELA-LITERACY.RF.3.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary
Lesson Delivery
Check method(s) used in the lesson:
Modeling
Guided Practice
Independent Practice
Guided Inquiry
Instructional
Methods
Less
on
Ope
ning
N/A
Collaboration
Reflection
Keeping the moral lesson learned from The Ant and the Grasshopper It is best to prepare for days of
need, begin a class discussion.
Ask: How do you prepare for the future? What can we do to prepare? What type of events should we
prepare for?
Pull up the Daily Breeze emergency kit article.
Explain to students how I prepare for Earthquakes because we live in Southern California and why I think
it is important.
Activities/Tasks/ Strategies/Technology/
1.
2.
3.
4.
5.
6.
Lesson Reflection
Differentiated Instruction:
English Learners:
Provide some one-on-one
help with the opinion
piece writing. Explain
presentation rubric to them
beforehand.
Special Needs:
Be available to them as
necessary. Before class
discussion begins let them
know what sign you will
give them when you will be
calling on them in order for
them to have some extra
time to prepare.
Accelerated Learners:
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes
Reflect on last class discussion. Were students able to think on a deeper level and demonstrate
strong content knowledge? Reflect on group projects. Did groups do well? Was there more I
could have done?