You are on page 1of 3

Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Mikaela Deur


Date

11/15/15

Subject/ Topic/ Theme

Traditional Literature: Myths

Grade _____3rd_______

I. Objectives
How does this lesson connect to the unit plan?
This lesson focuses on what a myth is and how to identify them. Myths are one of three forms of traditional literature that are covered in this unit.
cognitiveR U Ap An E C*

Learners will be able to:

R
E
An
R
E
E
U
E

Identify a myth and its characteristics.


Interpret the lesson taught by the myth.
Point out characteristics of myth in specific fable.
Identify the setting and plot of the story
Understand the text by themselves
Infer the authors meaning using the clues in the text
Describe how parts of a text build on each other to make a story
Answer questions that show understanding of the story

physical
development

socioemotional

x
x
x

Common Core standards (or GLCEs if not available in Common Core) addressed:
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.
(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.

Outline assessment
activities
(applicable to this lesson)

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

1-19-13

Students need to read and comprehend short stories individually.


Students need to be able to cut and paste paper into their folders.
Pre-assessment (for learning): Worksheet that asks about prior knowledge of fables, folktales, and
myths.
Formative (for learning): Ask questions as during the lesson to gage the students understanding.
Formative (as learning): Use the thumb scale to have the students report to me about their
understanding or the content
Summative (of learning): The worksheet that identifies the characteristics of myths in the individual
stories. The number they get correct reflects their understanding of the content.
Provide Multiple Means of
Representation
Provide options for perception- making
information perceptible
Use large paper to write the characteristics
of myths on.
Use worksheet to guide the thinking
process.

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
Allow students to choose a spot in
the room that is a good fit for them
to read and respond to their
reading.
Have students cut and paste the
characteristics of myths into their
folders.

Provide Multiple Means


of Engagement
Provide options for
recruiting interest- choice,
relevance, value,
authenticity, minimize
threats
Allow students to pick what
myths they would like to
read to identify the
characteristics in.

Provide options for language,


mathematical expressions, and symbolsclarify & connect language

Provide options for expression and


communication- increase medium
of expression

Have students read the myths and


identify the characteristics by writing
them down.

Students use their own words to


demonstrate their understanding
of the characteristics of myths.
They can choose how to
organize their folder in their
own unique way.

Provide options for comprehensionactivate, apply & highlight

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Have students use what they learned in


full group time to identify the
characteristics themselves.

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

How will your classroom


be set up for this lesson?

Break long term goal of


knowing all traditional literature
down into short-term goal of
understanding myths.
Have the students use folders to
remain organized and have
visual representation of the
content being covered.

Provide options for


sustaining effort and
persistence- optimize
challenge, collaboration,
mastery-oriented feedback

Give positive feedback


for work well done,
suggest to each student a
story that is at their
reading level so that it is
a challenge to them.
Provide options for selfregulation- expectations,
personal skills and
strategies, self-assessment
& reflection

Use a thumb scale for


understanding. If a
student feels like they
understand the concepts
being taught, they give a
thumbs up, if they dont
they give a thumbs
down, and if they kind of
understand it their thumb
is in the middle. This is a
way for the students to
practice self-assessment.

Readers Theatre
Chromebooks
Worksheet for identifying the theme, characters, problems and solution of the myth the read
independently
Large paper for identifying the characteristics together as a class
Folders and cutouts for sorting characteristics of different traditional literature
Glue
Scissors
The classroom will remain in the same set up. Desks are in clusters.
The students will start in the back of the room in the reading rectangle and then move to a self
determined spot that is best fit for their success.

III. The Plan


Time
3 min
2 min

2 min

8 min

1-19-13

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.
Have students recall the characteristics of fables and folktales
Recall the characteristics of fables and
and share with the class.
folktales and share with the class.
Tell the students that we are going to read a myth and that they
need to be listening for important pieces of what I read, because
after I read, were going to work together to come up with the
characteristics of myths based on what they heard.
Use Readers Theater to introduce myths to the students.
Assign strong readers to main parts and weaker readers to
chorus parts.
Have the students read the script, following where it is
highlighted.

Read the Readers Theater

5 min

Ask them to identify parts of the story that they think might be
characteristics of myths.

Identify parts of the story they think


might be characteristics of myth.

Write down answers that are correct on large lined poster paper
2 min

Review characteristics of a myth, adding parts that may have


been missed.

5 min

Have students cut out and add characteristics of a myth to their


interactive traditional literature folder.

Cut and paste characteristics of a myth


into their folders.

Demonstrate this on the Elmo.


3 min

Show students this website on the projector:


http://myths.e2bn.org/mythsandlegends/view_myth.php?id=562
Have them type in tinyurl.com/peotmythtogettothewebsite,
helping students as they work to figure out how to get online.

3 min

Send children out to find a good fit spot where they will
read/have the computer read to them.

15
min
10
min
8 min

Read to self

As they are reading, have students identify the theme of the


myth, the characters, the problem, and the solution on the
worksheet.

Find a good fit spot.

Have the students write a summary of myth and draw a picture


to show it.

Using the worksheet, identify the


theme, characters, problem, and
solution.

Read the myth.

Write a summary of the myth and draw


a picture of it.

2 min

3 min

5 min

Closure
(conclusion,
culmination,
wrap-up)

Have the students return to their seats.

Return to seats.

Ask them to turn to a partner and tell them the story share with
a partner about the myths: what filled the boxes on their paper?

Turn to a partner and share with them


about what they found in the story.

Bring the whole group back together to go over what should


have been written in the boxes on their papers and what should
have been pasted in their folders.

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.)

1-19-13