UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Alexandria Anderson PSMT Name: Mr. Sankuer & Mrs.
Alvarez
Lesson Plan Reading Unit Plan Lesson Plan Topic: Reading
Title:
Date: 1/22/2018 Estimated Time: 30-45 min Mon-Fri
Grade Level: 3rd Grade School Site: Wynn

1. State Standard(s):
 CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables,
folktales, and myths from diverse cultures; determine the central message,
lesson, or moral and explain how it is conveyed through key details in the
text.
 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.3.2 Determine the main ideas and supporting
details of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.

2. Teaching Model(s):
 Co-teaching
 Direct Instruction
 Kagan: Sage and Scribe, Heads Together Bottoms Up
 Lemov: Wait Time, Display Work, Radar, Circulate, Whole Class Call
and Response during read aloud.

3. Objective(s):
 Students will be able to retell a story’s main events.
 Students will be able to identify the moral of story.
 Students will be able to discuss and respond to a variety of stories from
various cultures.

4. Materials and Technology Resources:

 Smart Board
 Graphic Organizers
 Amaterasu Myth
 Adelita Fairytale
  Fairytale Mad Libs
 Books of fairytales, fables, and myths from various cultures
 Short Fable Passages
 Anchor Chart
 Vocabulary Flip Book
 Vocabulary Cards

5. Instructional Procedures:

*Special Note: Throughout the week during silent reading time. Students will have a special
display of a variety of myths, fables, and fairytales to choose from throughout the week to
browse and read before lessons begin each day.

MONDAY/DAY1

a. Motivation/Engagement:
 Connect to previous learning and ask students what they read last week.
Ask students what are ancient civilizations? Find out what students
already know and allow students time for discussion. (Possible ‘heads
together bottoms up if a lot of students have ideas to share during class
discussion.)
b. Developmental Activities or Learning Experiences:
 Introduce Vocabulary: Myth, Folktale, Fable, Problem/Solution, Moral,
and Genre.
 Have students cut out their Vocabulary Flap Books to glue into their
interactive notebooks.
 Fill out the vocabulary flap book.
 Review myths and go into more details about the key elements of myth.
(Ancient Civilizations, Gods/Goddess w/ human emotions,
Explaining/Answering something about the world…)
 Recall the ancient civilization Pandora’s Box was from. (DOK 1)
 What is purpose of this myth? (DOK 3) What is the common purpose of
myths? (DOK 3)
 Discuss these elements connecting to the myth of Pandora’s box which
was read last week.

c. Closure:
 Review the graphic organizer as a class and fill in together.
d. Extension:
 Have students create their own myth.

TUESDAY/DAY 2

a. Motivation/Engagement:
  Engagement Question: What would happen to the world if there was no
sun? (DOK 3)
b. Developmental Activities or Learning Experiences:
 Review the elements of a myth from our anchor chart.
 Predict what this myth will be about? (DOK 2)
 Read aloud the Japanese Myth of Amaterasu
 What is the purpose of this myth? (DOK 3) How was the myth of
Amaterasu and the myth of Pandora’s box? (Bloom Analysis)
 Do you think it was a good thing or a bad thing to trick Amaterasu?
(Bloom’s Evaluation)
 Complete the graphic organizer of retelling the myth in pairs. (Sage and
Scribe)
c. Closure:
 Possible exit ticket. (Questions similar to I-Ready format such as “How
did Amaterasu feel at the beginning of the myth? How did her feelings
change? What was the purpose/moral of the story?)

c. Extension:
 Compare the myth of Pandora’s Box and the myth of Amaterasu using a
double bubble.

WEDNESDAY/DAY 3

a. Motivation/Engagement:
 Challenge Assumptions: Discuss a well-known Fairytale and then play a
version of the same fairy tale from a different culture. (Adelita)
 Students will take notes on a provided graphic organizer, so they can use it
for later activities. The video will be paused three times to check in with
students and ask what details they have filled out so far in their graphic
organizer. As well as to give thinking/writing time.

b. Developmental Activities or Learning Experiences:

 Quickly review vocabulary before diving into the elements that make up a
fairy tale. (“Once upon a time…”, moral, magic, royalty,
problem/solution, Good/Evil…) Using examples from Adelita for different
parts.
 Define Moral. (DOK 1) Can you provide an example of a moral you have
learned from previous readings? (Bloom’s Comprehension)
 Group and Class discussion on Fairytales students are already familiar
with.
 Ask students to use support from our fairytale elements anchor chart to
explain/defend why they know their choice is a Fairytale. (sentence
starter: I know _____ is a fairytale because it… to encourage
answering in complete sentences) (Bloom’s Evaluation)
  Students will be asked what similarities they noticed between Adelita and
Cinderella. What differences did they notice? (Bloom’s Analysis)
 Students will have time to discuss and have think time before moving on
to the written activity.
 Students will then compare Adelita and Cinderella with a double bubble
map.
 If there is time students will use their double bubble map to support
writing a paragraph comparing the two fairytales.
c. Closure:
 Students will share the work they have completed on their double map to
the class. (Lemov)
d. Extension:
 Students can have a sneak peek at the new center that will be added called
“Fairytale Mad Libs”. Students are given a paper to fill out that covers
comprehension skills. Then students read each other their version to
practice their fluency skills.

THURSDAY/DAY 4

a. Motivation/Engagement:
 People Hunt: Students will receive a word or definition and must find their
matching pair in the classroom.

b. Developmental Activities or Learning Experiences:

 Class will discuss any difficulties with certain words and review any
misconceptions.
 Recall the different civilizations and cultures we have read stories from.
(DOK 1)
 Introduce Fables and fill out the anchor chart. (Moral, Animal w/human
traits, Problem/Solution)
 Students will be given a little fill in the blanks page that they can put into
their interactive notebook.
 Take time to discuss human traits. Connect to their lessons from last week
on inside and outside traits. Can you give me an example of an inside
trait? Can someone give me and example of an outside trait? (Use
sentence starter: An example of an inside trait is…) (Blooms
Comprehension)
 What would it look like if an animal were to have human traits? (Allow
students to discuss at their table. Heads Together Bottoms up!) (Blooms)
 Students will share their examples.
 Students will be given a choice between two fables. Today they are
working towards becoming more independent. They will work
individually on filling out the key details of the fable they have chosen in
the provided graphic organizers.

c. Closure:
  Students will turn in their graphic organizers as exit tickets.
d. Extension:
 Show students how to use their graphic organizers to begin writing a
paragraph to retell the story they have read.

FRIDAY/DAY 5

a. Motivation/Engagement:
 Four Corners: Teacher/Student will call out an element or question
relating to the lessons throughout the week. Each corner will be designated
as Myth, Fable, Fairytale, or multiple. Students must move to the corner
they think is the answer.
b. Developmental Activities or Learning Experiences:
 After reviewing students will be taking a quiz to asses how well they have
grasped the standard so far and see what needs to be retaught next week
while introducing Folktales.

c. Closure:
 After the quiz students will be asked what their favorite story or genre
was and have a discussion on what has been learned throughout the week.
d. Extension:
 Continue or start showing students how to use their graphic organizers
from the previous days to support their writing.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations:
 Graphic organizers are provided to help students focus.
 Various ways of presenting information: Audio, visual, and kinesthetic.
 Students are given examples and slowly move from dependent work to
independent.
 Sage and Scribe opportunities.

Modifications:
 During the first half of the week students read as a class, in partners, or
watch a video read aloud. This supports struggling readers. During the last
half the week pulling students who are struggling to read their chosen
fable may be pulled to the back table for assistance and more one on one
assistance.
 Perhaps changing Thursday from individual reading to paired reading.

Differentiations:
  Provide varying reading levels from 2nd grade ,3rd grade, and 4th grade. To
have a nice range to appeal to students at varying levels. (Discuss with the
librarian)


7. Assessment and Evaluation of Learning:

a. Formative:
 Class discussions
 Graphic organizers
 Four Corners
b. Summative:
 Quiz

8. Homework Assignment:
 Thinking Homework:
o Monday: What would the world be like without the sun? (Prepare them for next
class)
o Tuesday: What ancient civilizations have we heard myths from? Find out more
about ancient civilizations and share your discoveries with the class!
o Wednesday: Are there other fairytales we are familiar with that have a version
from another culture?
o Thursday: Inform students to review their elements for tomorrow and explain to
them the version of four corners they will be playing tomorrow on Friday.
 Monday-Friday: Completing any graphic organizers that they didn’t finish in class.

9. Reflection:
a. Strengths:

This unit hit a lot of diverse cultures while addressing important standards.
Students were provided information in a variety of ways to keep content engaging.
Graphic organizers helped students keep track and organize their information.

b. Concerns:
There could have been more sentence stem support for struggling readers and
writers. Students did not get as much time to discuss concepts in groups. Too much time
was spent in whole group/”I do” rather than “you do”.

c. Insights:
I would like to work in more collaborative work and discussion into the unit plan
next time. Improving pacing and allow more think time will also be adjustments I make after
reflecting back on the lesson.