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SAUSD Common Core Lesson Planner

Unit: Fables
Lesson #: 4
Common Core
and Content
Standards

Grade Level/Course:
3rd Grade

Teacher: Ms. Ramirez

Duration: _Day 8, 9, and 10_

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.

SAUSD Common Core Lesson Template

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

Responding to varying demands of audience, task, purpose, and discipline


Comprehending as well as critiquing
Valuing evidence
Using technology and digital media strategically and capably

TEACHER PROVIDES
SIMPLE
EXPLANATION

Academic Vocabulary

Common Core
Instructional
Shifts

Coming to understand other perspectives and cultures


Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
Regular practice with complex text and its academic vocabulary
KEY WORDS ESSENTIAL TO
WORDS WORTH KNOWING
UNDERSTANDING

Culture, themes, complex

SAUSD Common Core Lesson Template

Connect

STUDENTS
MEANING FIGURE OUT
THE

(Tier II & Tier III)

Pre-teaching
Considerations
CCSS
Foundational
Standards
(K-5 only)

Lesson Continuum

Preparation, planning, common

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.

SAUSD Common Core Lesson Template

Questioning/Engagement/Writing/Checking for Understanding

Activities/Tasks/ Strategies/Technology/

1.

2.
3.

4.

5.

6.

Day 8 Introduce preparation opinion piece quick writing assignment: Have


students write a letter to someone they know sharing something they do to
stay prepared for a certain future event and why it is important (For example:
I keep an emergency kit to be safe in case there is an earthquake, or they
study to do well on a test because they want to get good grades) Remind
students to use linking words like because, therefore, and since in order to
connect opinion and reasons.
After everyone is done with the assignment. Class time will be given to
students for group project preparation.
Day 9 Comparing and contrasting Aesops fables: Class discussion/
Analyzing multiple works by the same author. Students will show complex
thinking and connect ideas.
Who was Aesop? Aesop was a Greek slave who is famous for his fables,
which teach moral lessons. He is said to have been born around 620
B.C.E.
How have Aesops fables remained popular over hundreds of years?
Who do the moral lessons apply to? Children? Adults? Students will
realize that these moral lessons are universal and apply to everyone.
Different cultures: How do these stories help us understand other
perspectives and cultures? Although Aesop was Greek, we still relate to
his fables universal themes.
After class discussion is through. I will introduce students end of unit
assessment, a short online essay exam (summative assessment). Students
will be aware of this exam so that they can prepare to complete it
successfully. The essays will be done individually so that students can only
rely on their own learning achieved during the unit.
Online short essay exam: Create your own fable. Choose animal
characters, and do not forget to get your moral lesson across! Have fun
and be creative! Submit online.
Day 10 (final day of Fables Unit) Group project (summative assessment):
Allow groups to choose what order they present their projects in.
Provide each student presentation rubrics (Each group will grade another
group). Explain the rubric to the class and clarify any questions before
presentations begin.
Look for: Creativity, collaboration, participation, 21st century skills,
organization
After presentations are over, collect rubrics. Give groups positive
feedback.
Tell students of online exam which is to be completed over the weekend.
Remind students to email me if they face any problems.

Lesson Reflection

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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?

SAUSD Common Core Lesson Template