Learning Plan 1

Title of lesson Aesop’s Fables and Good Deeds Grade Cycle 3 – Grade 6
level
Subject Ethics and Religious Culture Topic Altruism
Relevance Before diving into a larger discussion about altruism and the larger ideas surrounding the
topic, this lesson is designed to prime students to think about good deeds in the context of
fables with simple morals.
Resources Required ● Handouts copies for two of Aesop’s fables (The Ant and the Dove & The Serpent and
the Eagle)
● Smartboard (to record and save students responses)
QEP Subject Area ERC C1: reflect on ethical questions
Competencies
ERC C3: engages in dialogue

ELA C1: to read and listen to literary, popular and information-based texts

ELA C2: to write self-expressive, narrative, and information-based texts

Essential Question(s) ● Is it possible to do something good without receiving something in return?
● "One good deed deserves another." How do you feel about this expression?
Lesson Introduction (hook): Students will know:
Timing
Teacher will ask students to come sit on the reading carpet.
The teacher will tell the class, ● What it means to do something
good for another person.
“I have two short stories I’m going to read today. I want you
10 mins
to think carefully about all the elements of the story. Can
someone remind me what the elements of a story are?”
● Theme
● Setting
● Characters
● Problem
● Solution
● Beginning/Middle/End

The teacher will read two of Aesop’s fables:

● The Ant and the Dove
● The Serpent and the Eagle

Development (Learning activities – step by step sequential Students will understand:

procedure):

● Good deeds can be done without

expecting anything in return.

Students will return to their seats and be given a copy of both Students will do:
stories. Students are tasked to re-read The Ant and the Dove
independently for a few minutes.
● Analyze two different texts and
draw comparisons and contrasts
After they are done re-reading the first fable, the students are
between the two works.
instructed to do a Think – Pair – Share exercise in which they
● Discuss the themes and morals of

1
 will take a couple of minutes to think about the fable, even the stories and form an opinion on
write down some ideas in the margins of the paper, before the expression of “One good deed
20 mins pairing up with a neighbour to share their thoughts. deserves another.”

The teacher will pull focus back to the front to facilitate a

Cross-Curricular Competencies:
class discussion on what they believe to be the theme of the
● C1: to use Information
fable. Any ideas from the class will be recorded on the board.
● C3: to exercise critical judgement
● C8: to cooperate with others
This procedure is repeated for The Serpent and the Eagle.
Broad Areas of Learning:
During the discussion, following the reading of The Serpent
and the Eagle, the teacher will press students to consider the ● Citizenship and Community Life
similarities and/or differences between the two fables.
Universal Design for Learning/
Differentiation:
Probe students for deeper thinking:
● Pair stronger readers with students
who have difficulties with reading
● Do you think the dove, or the man would have
and/or comprehension.
received a good deed in return for their good deed?
● Did they help, knowing that they would have
received something in return?
● Do you think the dove would have helped the ant if
he knew for certain that he would not get something
in return? What about the situation with the man and
eagle?

Have students work in groups to discuss these questions.

10 mins

After they discussed in their own groups, the teacher will

facilitate a class discussion while recording ideas on the
smartboard.

Closure (transition): FORMATIVE - Assessment FOR learning:

The teacher will go over the ideas the students came up with,
and wrap up the lesson by having students complete exit
cards.
● If someone did you a favour and asked you to pay
them back for that favour, is that still considered a
good deed?
● During the lesson we examined two different fables
and the morals behind them. As a class, we learned
5-7 mins about the expression “one good deed deserves
another”. What do you think about this expression?
2
● The teacher will assess learning
based on the in-class discussion.
● Who is Participating? What ideas
are being shared? Are their ideas
supported by the text? Are they
linking prior knowledge or previous
experiences to their ideas?
FORMATIVE - Assessment AS learning:
● Teacher will assess exit cards for
student participation and
understanding.
 SUMMATIVE - Assessment OF learning:

● N/A for this learning plan.

Further considerations (follow up activities)

In preparation for Lesson 5 (writing fables), students will brainstorm in groups the elements of a fable.

Professional Competencies:

PC 2: to communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in various
contexts related to teaching.

PC 3: to develop teaching/learning situations that are appropriate to the students concerned and the subject content with a
view developing the competencies targeted in the programs of study.

PC 4: to pilot teaching/learning situations that are appropriate to the students concerned and the subject content with a
view developing the competencies targeted in the programs of study.

PC 5: to evaluate student progress in learning in the subject content and mastering the related competencies.

PC 6: to plan, organize and supervise a class in such a way as to promote students’ learning and social development.

PC 7: to adapt one’s teaching to the needs and characteristics of students with learning disabilities, social maladjustments
or handicaps.

PC 12: to demonstrate ethical and responsible professional behaviour in the performance of his or her duties.