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Lesson 7

This lesson plan focuses on guiding students through the writing process to create their own fables. The objectives are for students to complete the writing process and apply standards around recounting stories, describing characters, and writing narratives. Students will peer edit each other's drafts and provide feedback on grammar, story structure, detail, and portrayal of moral lessons. The lesson involves reviewing the drafting process, having students work on and peer edit rough drafts, and then editing and writing final drafts. Pictures may also be drawn. The unit will culminate with a celebration where students can dress up and share their completed fables.

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43 views

Lesson 7

This lesson plan focuses on guiding students through the writing process to create their own fables. The objectives are for students to complete the writing process and apply standards around recounting stories, describing characters, and writing narratives. Students will peer edit each other's drafts and provide feedback on grammar, story structure, detail, and portrayal of moral lessons. The lesson involves reviewing the drafting process, having students work on and peer edit rough drafts, and then editing and writing final drafts. Pictures may also be drawn. The unit will culminate with a celebration where students can dress up and share their completed fables.

Uploaded by

api-273233127
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Spoelma
folktales/fairytales/fables

Date: Lesson 7 (may take 2-3 days)

Subject/ Topic/ Theme:

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.

Students have brainstormed ideas for fables.


Formative: Writing and brainstorming of their fables
Self-assessment: Reviewing and editing his or her own work.
Peer Assessment: Peer editing of each others fables.
Summative: Final Draft of fable

Assessment
(formative and
summative)

Universal Design for Learning Networks/Domains (see UDL Guidelines)


STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest

Different stories with different morals,


also using pictures.

Peer editing with multiple people

Lots of freedom in picking their


moral and inventing a story to go
with it.

Options for Language/Symbols

Options for Expression


Free write or use a template
(provided)

Options for Sustaining Effort &


Persistence

Options for Executive Function

Options for Self Regulation


When they are finished, they may
read or help somebody else.

RECOGNITION
Multiple Means of Representation
Options for Perception

Reminders written on board with anchor


charts
Options for Comprehension

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

LAST DAY OF UNIT: Celebration!


-Plan for a dress-up day in advance. Students may dress up as characters from any
folktale, fairy tale, or fable.
-Students can read their fable to the class.

Your reflection on the lesson including ideas for improvement for next time:

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