Formal Lesson Plan Template

Name: Kristin Ingram Pima Course: EDC291B

Subject: ELA Topic: Fables Grade Level: 5 Duration of Lesson: 50

Components Description of Plan
1 Content Standard: CCSS.ELA-LITERACY.RL.5.9
Choose ONE standard. Be Compare and contrast stories in the same genre (e.g., mysteries and
sure to write out the entire adventure stories) on their approaches to similar themes and topics.
standard, not just the number.
2 Learning Objective: SWBAT identify the key elements of a fable, and compare and contrast two
Choose ONE objective different fables.
that leads toward
mastery of the standard Lesson adapted from http://www.teacher.org/lesson-plan/what-is-a-fable
Must be specific,
measurable, and
realistic.
Must have at least two
Est.
parts: learning and # of
behavior mins
3 Anticipatory Set: To begin, TW ask students if they have ever played the telephone game. TW tell student 5
Sometimes called a something and then SW pass it around the room until it reaches the last student. TW ask
"hook" to grab the how and why did the story change?
student's attention
Focuses student TW tell students that similarly to how this message changed as it was passed along,
attention on the fables are stories that are passed down over time that also change as they are passed
objective and the on. They began a long time ago and were a form of oral storytelling.
purpose of the lesson
Activates prior
knowledge
TW state the objective and then will have the students state the objective chorally.
Requires ACTIVE
PARTICIPATION from
ALL learners
4 Teaching-Input: 10
Using effective and varied TW ask students what ELA vocabulary words are in the objective. SW partner pair share
strategies, the teacher definitions.
provides information for
students to gain the concept, TW let students know that we will be looking at two different fables today: The Town
strategy, or skill.
Mouse and the Country Mouse, and the Owl and the Grasshopper.

Before we start reading, TW make an anchor chart that talks about what a fable is and
common characteristics in a fable. It will look similar to this one:
 Formal Lesson Plan Template

5 10
Teaching-Modeling:
Demonstrate and show
examples of what students
are expected to do (how to
solve the problem, answer the
question, do the activity etc.). reading partner, or with me at the small group table. (This will help to differentiate
6 Check for
Understanding:
Various strategies that
are ongoing throughout
the entire lesson.
Enables teacher to
determine whether ALL
students have "gotten it."
7 Guided Practice:
An opportunity for each
student to demonstrate new
learning by working through
an activity or exercise with the
teachers guidance.
TW read aloud The Town Mouse and the Country Mouse first. Once finished, TW
have students first record on their whiteboards the key elements of a fable they
noticed. Then they will partner pair share. What was the moral or the lesson?
Were the animals personified?
TW let students know that they will read the next fable either individually, with a
the reading levels)
Before we move on to the next fable, students will write on one side of a notecard
a letter to their friend explaining what they know about fables so far.
Whiteboards
Partner-pair-share
Letter writing after the teaching-modeling
Exit ticket
Venn Diagram
Independent Practice create your own fable
TW give students 10 minutes to read through the second fable, The Owl and the 20
Grasshopper, and they will share with a partner the key elements of a fable they
noticed and the moral or lesson they were able to take away from the story. They
will write these on their whiteboards.
After 10 minutes, TW ring the bell to get students attention and will move into part
2 of the guided practice, creating a Venn Diagram.

TW have a venn diagram on the board and will give each student one as well.

TW ask students to partner-pair-share one thing that the story has in common, one
thing unique to the first fable, and one thing unique to the second fable. TW give
students a minute and then will draw popsicle sticks to call on students. TW put
one idea in each of the Venn Diagram areas and then will give students five more
minutes to fill out the Venn Diagram on their own.
8 Closure: TW ask students to share what they brainstormed on their Venn Diagram, and will fill out the Venn Diagram 5
Actions or statements on the board accordingly.
made by teachers AND
TW ask students to write on the other side of their notecard the key elements of a fable. TW prompt students
students that summarize with questions if they have trouble -- What did the two fables have in common? Were there any big
lesson objectives. takeaways in these two fables? Who were the characters?
Essential for helping
students integrate ideas,
make sense out of what
has just been taught,
and to improve their
chances of retention and
transfer.
Must be done BEFORE
Independent Practice
9 Independent Practice: Students will use what they learned about fables to create their own fable. They will need to include the key 30
AFTER proper closure, it is elements of a fable in their writing.
important to provide time for
additional practice. It may be
group or individual work in
class or it might be
homework.
 Formal Lesson Plan Template

10 Assessment:
The formative and/or The formative assessments will be the letter writing, the exit ticket, and the independent practice writing
summative assessments that activity.
are aligned with the objective.
11 Differentiation: Content
How you will reach diverse - The fables are lower reading level stories, so the depth of analysis on the stories will be
learners by varying the: differentiated. All learners will have a chance to succeed and will be able to comprehend the
stories.
Content Process
Process - The first fable will be read aloud, but the second fable can be read either independently, with a
Product partner, or with myself. For my lower level readers, I may pull them to read with them in order to
help discuss the key elements of the story afterwards. Some of my students may be more
successful if they have a partner to discuss with. Some of my higher readers will be successful
individually.
Product
- The product will be differentiated because students will complete their venn diagrams at different
levels of depth and then will be able to each create their own unique fable for their independent
practice.
12 21st Century Learning: Students will use critical thinking, collaboration and communication to analyze these
Includes technology as well fables and discuss them with a partner or the class. Students also must use creativity to
as the 4 Cs: Critical Thinking, create their own fable.
Creativity, Collaboration, and
Communication.
13 List of Materials, Handouts and other Supplemental Documents:

White boards
Copies of both fables
Venn Diagram Handout