Lesson 7
Lesson 7
Teacher:
Miss Spoelma
folktales/fairytales/fables
I. Objectives
What is the main focus of this lesson?
This is not so much a lesson, but going through the writing process of how to write a fable.
How does this lesson tie in to a unit plan? (If applicable.)
This lesson is the writing process of the fable piece.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1. Students will be able to complete the writing process of writing their fable piece.
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.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events
CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)
AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
RECOGNITION
Multiple Means of Representation
Options for Perception
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)
Developm
ent
Anchor chart for fable writing (see picture), Writing paper, Final draft writing
paper, picture paper, crayons, brainstorming sheets
N/A
The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Review lesson on how to write a rough draft (ie: skip lines, indent, etc.) Students
may already be writing or beginning to write their rough draft.
While this is happening, teacher should be walking around, answering questions and
helping students with their drafts. Offer template to students who may be
struggling. Explain to students who use the template that it is just a guideline.
They may change words on the template to fit their story better.
When students are finished with their rough drafts, have them peer edit with 2-3
other students. Since the students work at different paces, pair them with people
who tend to work at a similar pace. Some students may still be working on their
rough draft.
Write on board: Check For:
-Grammar/spelling/punctuation
-Does the story make sense?
-Can more detail be added?
-Does the story directly portray the intended moral?
When students have finished peer editing, the teacher should also do a final edit
before the student begins their final draft. While they are waiting, students may
begin their picture to go along with their fable.
After teacher has done a final edit of the students rough draft, they may take the
final draft paper and begin writing. Remind them that this is a final draft and it
should be their very best work. They should not skip lines on their final draft and
they should be very careful to make sure that they transfer corrections to their final
draft.
Students begin writing final draft. When they are finished, they may continue to
draw a picture to go along with the story.
Closure
Your reflection on the lesson including ideas for improvement for next time: