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Teacher
Date
Rachel Polikaitis
November 17, 2015
Introduction to Fables
Grade __2__
I. Objectives
How does this lesson connect to the unit plan?
It introduces the topic of the unit plan and goes over what needs to be included to make the story a fable.
cognitiveR U Ap An E C*
Define morals
Recognize and say what the moral of the story is
Summarize a fable
Discuss morals and their meanings with their classmates
physical
development
socioemotional
RU
R
A
R
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.RL.2.5
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the
action.
CCSS.ELA-LITERACY.RL.2.7
Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters,
setting, or plot.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
(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
How to sit properly and listen to a story. How to summarize a story by recognizing the beginning,
middle and end.
Pre-assessment (for learning):
Pre-test that asks them questions about their prior knowledge about fables. Asking them verbally about
what they know about fables and morals.
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
Asking the students throughout the lesson to remind you what a fable is and what morals are.
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Discuss what they think the moral of the story is with their classmates. Answer questions about the
fable and what the key components of a fable.
Summative (of learning):
Quizzing the students on the definition of a fable and morals, as well as, asking them what needs to be
included in a story in order to label it a fable.
Provide Multiple Means of
Action and Expression
Provide options for physical
action- increase options for
interaction
Having them sit on the ground
and not in their desks, which
provides a new learning
environment.
when we work on
summarizing the fable.
The students will be sitting on the rug in their rows in front of me. I will be sitting in a chair in front of
them and next to the board with the poster paper.
Components
Motivation
(opening/
introduction/
engagement)
7min
15
min
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Development
(the largest
component or
main body of
the lesson)
5min
Closure
(conclusion,
culmination,
wrap-up)
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.)
While, I had such high expectations for how my lessons would go, I was disappointed with this lesson when I did it on Tuesday.
My teacher had to leave the room at the start of my first lesson, which I thought would be fine since I know my students well and had
taught them before. However, once Mrs. Bildner left the classroom, I had no classroom management. My students were disrespectful
to their classmates and me. They would continuously yell out, stand up and walk around the classroom and would not listen to what I
was reading. I was very overwhelmed and did not know how I could control them. There were times during the lesson when I would
have to stop and explain to them that I am disappointed and that I know that they would not act this way if Mrs. Bildner were in the
classroom. I had a whole lesson planned out, and in the twenty minutes that Mrs. Bildner was gone, was only able to read the fable.
While this lesson was definitely a struggle for me, I also was able to learn a lot. I realized that I need to create a closer relationship
with my students and that I need to establish my authority in the classroom. One of my weaknesses is that I do not want to punish
students or raise my voice at them; however, there are times where we must do this in order to maintain classroom management.
Looking back at this lesson, I am grateful for this experience because I was challenged, I was able to learn so much and I know how
to handle the situation next time Mrs. Bildner leaves the classroom. On Wednesday, I was able to redo my lesson one with my
students and it went a lot better than the day before and I felt like my students were able to get a better grasp of the components that
make up a fable and how to summarize fables.
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