Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Nathan Walters

Date
October 26, 2016
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Subject/ Topic/ Theme

Fables

Grade

I. Objectives
How does this lesson connect to the unit plan?
Connects as students learn how to retell fables on their own and learn how to bring the text to life
cognitiveR U Ap An E C*

Learners will be able to:

Dramatize a fable

Work and make decisions as a group

Preform in front of their peers

Demonstrate their understanding of their fable to the rest of the class
Repeat the written text

physical
development

socioemotional

Ap
X
X
Ap
R

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

(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.

Builds off previous lessons, which teach the parts of a story, what fable are, how to figure out the
moral, and choral readings of many fables.
Pre-assessment (for learning): Previous lessons

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Moral Worksheet

Formative (as learning): Presentation to the class
Summative (of learning):

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Write, preform, move around

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Get to work in groups, get to
present be center of attention

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Verbal and text

emotionally, etc., for your

students to do this lesson?

Provide options for comprehensionactivate, apply & highlight

The performance will stick with

them and they will remember
their fable and their part of the
fable

Provide options for expression and

communication- increase medium
of expression

Writing, speaking, and

preforming

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Have to figure out the moral

before the performance.

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

Short term; find the moral in

their fable, then find moral in
other groups performances.

Working as a group, peers can

regulate.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

-7 different fables
-Link to find fables http://www.taleswithmorals.com/
-Worksheet with all fables on it to identify morals on
-A few props for performances

How will your classroom

be set up for this lesson?

Divided up into 7 groups, 4 in each group.

III. The Plan

Time

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.
Call for a quiet class and tell them we have a
Listen
special activity to do today, one that we have never
done or tried before this whole year.

Describe the activity and what they have to do.

Narrate and preform a fable for the whole class.

Listen

Do an example of what one would look like with a

volunteer and Mrs. Bildner.

Watch the dramatization.

Assign groups, where the station they are working

is, give them their fable and the worksheet.

Find group members and the station where they are

working. Read through the fable together and
decide on a moral.

Walking around with Mrs. Bildner giving

assistance.

Decide on parts of the fable and who will do what.

When feel they are ready, hand each group their

props.

Practice their fable while waiting for everyone to

finish.

Bring the class together and pick a group to

preform first.
Facilitate performances and discussion.

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Group who is preforming come to the front and

preform their fable, then rest of class decides on the
moral, see if it matches up with what the group
came up with.

Closure
(conclusion,
culmination,
wrap-up)

Tell everyone they did an awesome job and to stand

up and take a bow.

Stand up and bow

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.)

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