Unit Plan Overview

Unit: Messages from the Past

Teacher: Mikaela Deur

Stage 1- Desired Results

Connections to Context:
The emphasis on the beauty and
importance of culture will remind this
classroom full of ELLs and
differences that it is okay to be
different and that those differences
make us better as a whole. Its a
good reminder that we if our stories
are shared, it help other people
become better.
Established Goals
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.

Transfer
Students will be able to independently use their learning to
Identify a folktale, fable, and myth.
Identify the characters in all three forms of traditional literature
Identify the context of the of all three forms of traditional literature
List all characteristics of all three forms of traditional literature
UNDERSTANDINGS
Students will understand that
There are meanings or morals to be taken
from all forms of traditional literature
The forms of traditional literature have
shared characteristics

Meaning
ESSENTIAL QUESTIONS
Students will keep considering
The impact that culture has on traditional
literature
The importance of oral tradition
Notion of message

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Cognitive Objectives
Physical Development
Socio-emotional Objectives
Objectives
Identify a folktale, fable, and
Understand the impact that
Write reflections on the
myth
culture has on stories
three different types of
Compare the different stories
Celebrate the differences in
traditional literature to
from the same form of
culture
demonstrate their
traditional literature
understanding of
Compare the different forms
connections in the reading
of traditional literature
Create their own physical
representation of a folktale,
fable, or myth.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Evaluative Criteria
Worksheets
Rubric
(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)(rubric required)

Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
Students will be able to identify all of the characteristics in myths, folktales, and fables of their
choosing.
Students will be able to physically represent a folktale, fable, or myth that reflects their own culture
Students will be able to create a their traditional literature piece with characters that fit that form of
literature.
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

(Regardless of the format of the

assessment, what qualities are most
important?)
Understanding of the characteristics of
the three forms of traditional literature
Identification of ones personal culture
and the ability to articulate it.

OTHER EVIDENCE:
Students will be able to listen deeply as stories are read
Students will be able to understand more about each other through their folktales, which identify
their personal culture.
Students will create a project with images and text that shows their the characteristics of their
selected traditional literature
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Stage 3- Learning Plan

A simple worksheet that asks students what a folktale, fable, and myth is.

Pre-assessment- due 11-17

Acquisition

Learning Events

Progress Monitoring

Listening to folktales,
fables, and myths being
read during group time

Student success at transfer, meaning, and acquisition depends upon their

participation in these learning events

Formative Assessment

Meaning

Lesson 1:
Looking over the preassessment together
Taking the preassessment

Participation in
identifying potential
characteristics of the
three forms of traditional
literature
Independent reading of

Lesson 2 (fables):
Listening as a fable is read in large group time
Participating in identifying the potential characteristics of fables
Partner reading a fable
Identification of characteristics of a fable within partner reading
Creating their own fable with all of the characteristics of a fable using the

Ask them to use a thumb scale to

demonstrate their understanding.
Thumbs up for I understand,
thumbs down for I dont get it,
thumb in the middle for I kind of
get it. Use this to ask questions
about what we need to do more
investigating about.
Walk around the class as students
are working independently and ask
questions as I see them having

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

individual folktales,
fables, and myths.
Identify that
characteristics
independently
Transfer:

Articulate their
understanding of
independent reading to a
partner/whole group
Demonstrate their
knowledge by creating a
folktale, fable, or myth of
their own.

outline worksheet
Sharing with a partner about their fable
Reviewing with the class about characteristics of a fable.
Lesson 3 (folktales):
Reviewing the characteristics of fables
Listening as a Cinderella is read
Identifying the possible characteristics of a folktale
Identifying the characteristics of a folktale in the Grimms brothers version
of Cinderella as a class
Partner reading or independently reading the two versions of Cinderella from
Korea and China
Using a worksheet to compare and contrast the three different versions of
Cinderella
Sharing with a partner about two differences they found
Listening and sharing during whole group discussion of similarities and
differences in the three versions of Cinderella.
Lesson 4 (myths):
Reviewing the characteristics of fables and folktales
Participating in Readers Theater of Daedalus and Icarus
Identification of potential characteristics of a myth
Identification of the theme of the myth, the characters, the problem, and the
solution (written on worksheet)
Writing a summary of the myth
Sharing with a partner what their summary was
Sharing and listening while the class reviews myths and their characteristics.
Lesson 5:
Reviewing the characteristics of fables, folktales, and myths
Choosing a folktale, fable, or myth and creating an outline for their own
Creating a folktale, fable, or myth
Sharing their stories with the class

trouble.
Assessment as learning
I will walk around and correct their
characteristic papers as they work on
them, so they know how they are
doing.
I will evaluate their final project using a
rubric.
What are potential rough spots and
student misunderstandings?

Because the words of the

traditional literature are difficult to
understand without context clues,
students may have a difficult time
comprehending them and give up
easier than if they were in every
day language.
How will students get the feedback
they need?

I will be available to students at all

times. They also know to ask their
classmates because they are an
excellent source of information as
well.
I will check their work as they are
going and guide them toward the
right answer.
I will use the rubric to evaluate
their final project of creating their
own traditional literature story.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum