USF Elementary Education Lesson Plan Template (S 2014)

Name: Alivia Colver

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

LAFS.3.RL.1.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine
the central message, lesson, or moral and explain how it is conveyed through key details
in the text.
RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers

What is a fable? A folktale? A myth?

What is a central message, lesson, or moral?

Through providing explicit definition of fables, folktales, and myths as well as reading
authentic examples of each kind of text; students will be able to identify the differences
between these texts and accurately determine the central message or moral of the story
when questioned in group discussion; and will be able to determine these same aspects
when reading a text and answering multiple choice or short answer questions on the text
provided.

USF Elementary Education Lesson Plan Template (S 2014)

Name: Alivia Colver

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?

Over a period of several days; we will cover the definition of a fable, folk tale, and myth
and will read several examples of each text. Then using this information, as well as
previously learned information on central message and theme, students will be able to
identify these elements in the story and answer discussion and text-based questions on
it.
We are teaching it this way so students are able to closely read and examine each kind of
text; and so they can easily connect it to their previously taught lessons on central
message on theme where the content was presented and assessed in a similar fashion

Throughout the reading I will formatively assess student learning by asking text-based
discussion questions which requires them to use the text and prior knowledge to answer
with accuracy
Summative evidence of student understanding will be collected through the students
multiple choice and short answer responses to the text they will be given to read and
complete individually after we complete a whole group example of a text

A teacher must know and understand the differences between fables, folktales, and
myths in order to teach the concepts and introduce the examples of each. The teacher
must also know the purpose of a central message and how to identify the text in order to
teach and reinforce this with the students.

USF Elementary Education Lesson Plan Template (S 2014)

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

Name: Alivia Colver

Students must be able to recall the definition and purpose of a central message and be
able to identify these in examples of text provided
Students must use text evidence to support their ideas of and responses to the text
This student knowledge will be ensured through teacher-led reading discussion as the
teacher brings u and asks questions of this past material in order to assess their learning.
We have been trying to reinforce ideas of text evidence, but it has been a while since we
have discussed central message which might pose some initial confusion.

What misconceptions
might students have about
this content?
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
(What exactly do you plan to

In this lesson I am implementing guided release and scaffolding of content. I will first
meet with students as a group to explicitly define and discuss these various texts and
their features; then working through an example with the students and finally allowing
them to read an example and complete provided questions

Time

Who is
responsibl

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.

USF Elementary Education Lesson Plan Template (S 2014)

do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

e (Teacher
or
Students)?
5
mins

Name: Alivia Colver

For example, in science, you would detail the 5 Es here

(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Teacher
Teacher will call students to group and pass out the worksheet
providing definitions for each kind of text

15
mins

Teacher/St
udents

10
mins

Students

5
mins

Teacher will read definitions of various types of text and read aloud
the first fable example. Throughout the reading and after, the
teacher will ask questions about the story and direct and facilitate
discussion about the fable
Students will then individually read another example of a fable text
and answer written questions on the text independently

Teacher
If time allows, teacher will go over and review students individual
answers on the fable text, if not, these answers will be reviewed in
the coming days and this lesson progresses

a student struggles with the content?

If a student seems to have great difficulty with this content, the teacher will pull that
student aside individually and review the necessary terms and help them through the
text

USF Elementary Education Lesson Plan Template (S 2014)

Name: Alivia Colver

a student masters the content quickly?

In this initial lesson all students will be provided the same task; in the coming days as
this lesson continues the teacher may be able to differentiate the content instruction to
meet the needs of the accelerated learner

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Fables, fairy tales, and myths are a part of and are unique in nearly every culture;
reading various texts and then discussing the content as well as the background of the
texts can help students make connections to their own contemporary lives and learn life
lessons; as well as be able to make connections to their individual culture and heritage
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
In this introductory lesson, all students will be given the same task. As this multiple day
lesson progresses; differentiation can be made as necessary to challenge those
accelerated students. An example of this might be asking them to provide more
evidence, or giving the student all short answer questions rather than short answer and
multiple choice
How will you differentiate instruction for students who need additional
language support?
N/A. I have no ELL students in my class.
We will point out and discuss certain vocabulary words in the text to clarify meaning

USF Elementary Education Lesson Plan Template (S 2014)

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Name: Alivia Colver

For this particular lesson and group I do not believe any special accommodation will be
required

In planning this lesson, I decided to turn to the website CPALMS where I found majority of
my resources and gained ideas from here in order to make my own materials to pass out
to students
http://www.planetozkids.com/oban/what-is-difference-between-myths-legends-fables-folktales.htm
http://www.cpalms.org/Public/PreviewResource/Preview/60830
http://thebookfairygoddess.blogspot.com/2013/04/folktales-fairytales-and-fables-ohmy.html
http://read.gov/aesop/001.html