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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

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.
W.3.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Recount a folktale including key details in sequence.
Explain the key details in a folktale.
Analyze details to determine patterns.
Infer the lesson of a folktale.
Write an opinion piece inferring the lesson of a folktale to support an inference with reasons and details.

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

A folktale has been handed down over generations
Infer

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How can I infer the lesson of a folktale?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the lesson essential question, highlighting the words infer, lesson. Discuss the word infer (to reach a conclusion based on known facts).
Read aloud the folktale of The Three Little Pigs. Explain to students that they are to infer the lesson the pigs learned in the story.
Interview a Word
Select the words infer and lesson
Divide class into teams of 2 students
Give each team a word and list of interview questions
Have students “become” the word and write answer to questions
Without revealing the words, students take turns interviewing each other using clues from cue cards

Key Vocabulary (for explicit instruction):
folktale, lesson, infer

Vocabulary Strategy:
Vocabulary 4-Box Matrix (word, description, visual, example)

Previewing (what, who, when):

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Flower Pot (Inference)

Previewing (what, who, when): Whole class – model how to use graphic organizer by reading Little Red Riding Hood and completing the Flower Pot graphic organizer. Students work with partners to help find details. Think aloud how details are used to determine patterns. Use the patterns to create an inference (lesson).

Scaffolding (what, who, when):
Struggling students will receive a partially completed graphic organizer.

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Remind students of the lesson essential question and the steps used to make inferences. Explain that students are going to learn how to use details in folktales to infer lessons. Discuss word folktale using the Characteristics of a Folktale anchor chart.

Re-read the story of The Three Little Pigs. Conduct a Think Aloud to demonstrate how to recount the key details of a story. Sequence the details according to first, next, then, and last.

Students will practice by reading a different folktale with their partners and sequencing the story (first, second, third, fourth, last). Using reciprocal partners (reading and summarizing roles), students will pause periodically throughout the story to collaboratively sequence the key details. Partners will discuss why the details are important. Collect ideas whole group.

Previewing (what, who, when):

Scaffolding (what, who, when):
Sequencing – Partially completed chart

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Explain why it is important to recount a story’s details in sequential order as an exit ticket.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Review the Characteristics of a Folktale anchor chart. Using The Three Little Pigs, demonstrate how to use the Flower Pot organizer to locate key details (text evidence):
The three little pigs leave home for the first time.
1st pig builds house of straw. Big Bad Wolf blows house down and eats pig.
2nd pig builds house of wood. Big Bad Wolf blows house down and eats pig.
3rd pig builds house of brick. Big Bad Wolf can’t blow this house down.
Wolf tries to trick the pig to come out of house. That didn’t work so the wolf jumps down the chimney to get the 3rd pig. Wolf falls into boiling pot over fire.
The 3rd pig live happily ever after.

Use the guiding questions (and background knowledge) to help students to find possible patterns. Explain why these patterns are important.
What is the relationship between the brothers?
What were the problems with the houses?
What were the motives behind the wolf?
If the mama pig was with her sons, do you think the ending would have changed? Why or why not?
What was the turning point for the third pig?
What was the lesson learned in this story?

Guided Practice: Students will partner read their assigned folktale and answer the guiding questions in order to help them find possible patterns in the details.
What is the relationship between the brothers?
What were the problems with the houses?
What were the motives behind the wolf?
If the mama pig was with her sons, do you think the ending would have changed? Why or why not?
What was the turning point for the third pig?
What was the lesson learned in this story?

Previewing (what, who, when):

Scaffolding (what, who, when):
Vary the number of questions students must complete individually. Students may work with an assigned partner or group to answer questions (or check work).

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Note to an Absent Student: Use the anchor charts and the graphic organizer to write a note about why it is important to use all the details (or clues) available when determining patterns in a text.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Model how to infer the lesson of the folktale using the details and the patterns on the graphic organizer. Think aloud why that lesson is important.

Model how to write about the lesson and its importance. Use sentence frames such as:
I think…
In my opinion…
I believe…
I prefer…

Guided Practice: Partners will use the graphic organizer from the previous Learning Activity to infer the lesson of the folktale and then write their opinion about why the lesson is important.

Previewing (what, who, when):

Scaffolding (what, who, when):
Paragraph frame and/or word bank

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Students will read a folktale of their choosing and complete an inference organizer (may use previous organizers from lesson instruction as examples). After inferring the lesson, students will write about why the lesson is important and support their opinion with details and evidence from the text.

Differentiated Assignment for Struggling Students:
Provide two or three questions to guide the students’ thinking and remind them to use sentence frames such as:
In my opinion…
I think…
I prefer…
I believe…

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