Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mikaela Deur

Date

11/15/15

Subject/ Topic/ Theme

Traditional Literature: Folktales

Grade _____3rd_______

I. Objectives
How does this lesson connect to the unit plan?
This lesson focuses on what a folktale is and identification of folktales in the unit on traditional literature. Folktales are one of three forms of traditional literature that
are covered in this unit.
cognitiveR U Ap An E C*

Learners will be able to:

R
E
An
R
E
E
E

Identify a folktale and its characteristics.

Interpret the lesson taught by the folktale.
Point out characteristics of folktales in specific folktales.
Identify the setting and plot of the story
Read and comprehend the text independently
Infer the authors meaning using the clues in the text
Answer questions that show understanding of the story

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

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,
emotionally, etc., for your
students to do this lesson?

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Students need to be able to read and comprehend short stories individually.

Students need to be able to cut and paste words into their folders.
Students need to be able to compare and contrast stories.
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): The worksheet that the students can compare and contrast the different
versions of Cinderella on. Their correctness reflects their understanding of the content.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Use large paper to write the
characteristics of a folktale on.
Use worksheet 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
to read and respond to their reading.
Have students cut and paste the
characteristics of folktales into their
folders.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Have the students read the three
different versions of Cinderella,
instead of just one.
Allow student to choose if they will
partner read or read to self.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Have students read the folktale

and identify the characteristics
by writing them down on the
compare and contrast
worksheet.
Provide options for comprehensionactivate, apply & highlight

Have students use what they

learned in full group time to
identify the characteristics
themselves.

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?

Provide options for expression and

communication- increase medium
of expression

Students use their own words to

demonstrate their understanding
of the characteristics of a
folktale and to compare them
with each other. They choose
how to organize their folders in
their own unique way.

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Give positive feedback for work

well done, check in with lower
level students to make sure that
they are staying on task.

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

Break long term goal of

knowing all traditional literature
down into short-term goal of
understanding folktales.
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.

Three versions of Cinderella (Traditional, Korea, and China)

Worksheet for comparing and contrasting the different versions of Cinderella.
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.

III. The Plan

Time
3 min
3 min

8 min
5 min
3 min

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 reviewing what we learned about fables.
Recall characteristics of fables
Have students identify the characteristics.
Tell the students that we are going to read a new
form of traditional literature: a folktale! They need
to be listening for important pieces of what I read,
because after I read, Im going to we will work
together to come up with the characteristics of a
folktale.
Read the traditional Cinderella to the class.
Ask them to identify parts of the story that they
think might be characteristics of folktales.
Write down answers that are correct on large paper
Review characteristics of a folktale, adding parts
that may have been missed.

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Identify parts of the story they think might be

characteristics of folktales.

3 min

Inform students that when they are done

identifying the characteristics of a folktale, they
need to cut out the characteristics of a folktale and
paste them into their folder.

Cut and paste characteristics of a folktale into their

folders.

Demonstrate this on the Elmo.

5 min

Use the compare and contrast worksheet to write

what we know about the Grimm Brothers version
of Cinderella (Demonstrate on the Elmo).

20
min

Write about the Grimm Brothers Cinderella in their

worksheet
Choose a good fit spot

Send children out to find a good fit spot where they

can read other two versions of Cinderella (Korea
and China).
Choose to partner read or read to self.

10
min

2 min
3 min

Closure
(conclusion,
culmination,
wrap-up)

Allow students to choose if they will partner read

or read to self

Read the other two version of Cinderella.

Have students compare the different versions of

Cinderella.

Compare the different versions of the folktale using

the worksheet.

Have the students return to their seats.

Return to seats.

Ask them to turn to a partner and tell them two

differences in the three versions of Cinderella.

Turn to a partner and tell two differences they

found in the three versions of Cinderella.

Bring the whole group back together to go over

what should have been pasted in their folders and
go over the differences that were found in the three
versions of Cinderella.
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.)
8 min

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