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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.1.2 – Retell stories, including key details, and demonstrate understanding of their central message or lesson.

R.L.1.3 – Describe characters, settings, and major events in a story, using key details.

W.1.1. – Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

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.

Retell a fable using elements from the beginning, middle, and end of the story.
Describe the characters, setting, and major events in the story.
Analyze the different aspects of the fable to demonstrate an understanding of the central message.
Generate a paragraph explaining how various story elements contribute to the central message of a fable.

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Elements of a Fable-
Characters
Setting
Events: Major vs. Minor
Central Message (Lesson)
Details
Infer (Previous Lesson)

Lesson Essential Question

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

How can understanding the elements of a fable help me to infer its Central Message?

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

“What is a lesson that you have learned?”
Students will write down a simple lesson they have learned on a piece of paper. Students will have a snowball fight and will share with partner the lesson they learned, and expand to explain how they learned that lesson.
*Share out

iReady Interactive Tutorial: RL.1.2 Part 1- Concentration on Fables. Class will stop and fill in Class Anchor Chart identifying parts of a fable.

Key Vocabulary (for explicit instruction):
infer, setting. characters, fable, central message (lesson), evidence, details, describe

Vocabulary Strategy:
Frayer Model

Previewing (what, who, when):
Inference Investigator- in anticipation of reading “Town Mouse, Country Mouse”, students will view various pictures of clothing, transportation, and supplies that depict either a Town/City theme or a country theme, and will place on a T-Chart.
Class will justify their thinking and discuss inference and steps to take to infer.

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.

Story Worm

Previewing (what, who, when):
Students will preview as needed during Guided Reading Groups.

Scaffolding (what, who, when):
Guiding questions added to organizer
AND/OR
Highlighted Text within Story- Match with Section of 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

Review the different parts of a fable (using the anchor chart above)

Guiding Focus Questions- To be posted on Board:
Retell what happens in the Beginning, Middle and End of the fable. Use details from the story in your answer. RL1.2 and RL1.3

Go through this question with the students. Box and annotate do students know how to answer this question.
Retell, Beginning, Middle, End, Details

Review- What does it mean to retell?: https://www.youtube.com/watch?v=w33-m8-geuM

Read (Whole Group): Town Mouse, Country Mouse
Ask students while they are listening to listen for major events and details within the story.

Numbered Heads: 1’s tell 2’s what happened at the beginning of the story. 2’s tell 1’s what happened in the middle of the story.
*Report out to teacher/class
Begin to fill out the graphic organizer as a class.

Previewing (what, who, when):
Small Group- Students will work on Retelling during guided reading groups using a T-Chart organizer to build familiarity with the skill.
Whole Group- Think aloud using Think-Pair-Share on what retelling means.

Scaffolding (what, who, when):
Provide pre-made cards illustrating events in the story that students can sequence and explain orally.

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?

Students will complete a timeline (with illustrations) that sequences major events in the beginning, middle, and end of the story.

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

Guiding Focus Questions- To be posted on Board:
What are the two settings within this story, and describe what happens in each setting? RL1.3

Go through this question with the students. Box and annotate the question so that students know how to answer this question.
Settings, Describe

Review- What is a setting: Interactive Flocabulary Lesson: “Setting”

2nd Read (Collaborative Pairs): Town Mouse and Country Mouse
While reading/listening, students will be encouraged to pay close attention to the where the major events take place and how they contribute to the story being told.

*Add to the class graphic organizer (settings)

Previewing (what, who, when):
Small Group- Students will work on identifying settings and their importance during guided reading groups- various stories.

Scaffolding (what, who, when
Option to listen to audio text (independent or in collaborative groups) if necessary.
Travel Brochure- students will have the option to illustrate the settings and dictate the events that happened.

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?

Students will complete a “travel brochure” explaining/illustrating the two settings in the story. Students will explain the events that happened in each of the settings based on the story.

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

Write the question on the board:
How do you think the country mouse and the town mouse’s feelings have changed about each other’s home in the story? Use details from the story to support your answer. RL1.4

Go through this question with the students. Box and annotate the question so that students know how to answer this question.
Feelings, Details, Support

Independent Read Town Mouse and Country Mouse
While reading/listening, students will write down the characters’ feelings observed OR inferred on sticky notes. “Make sure you are able to tell me what information helped you know this.”

Numbered Heads: 1’s tell 2’s How did Town Mouse feel in the beginning when he arrived at the country mouse’s house. 2’s tell 1’s how the town mouse felt when she left the country mouse’s house.

Example:
1’s: Town mouse was excited to come and visit his friend in the country (he needed a vacation his letter said).
2’s: Town mouse was ready to go home (scared and restless). He did not get any sleep and was scared of the animals in the country.

*Share

*Add to the graphic organizer (character)

Previewing (what, who, when):
Small Group- Students will work on identifying characters, their feelings, and how they can change throughout the story during guided reading groups- various stories.

Scaffolding (what, who, when):
Students will receive visual cue cards of the different characters and settings and will be able to orally explain or complete a modified brochure containing sentence starters.
Dictation if needed.

Assessment Prompt for Learning Activity 3

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?

Using the travel guides from the previous Learning Activity, students will work in Collaborative Pairs to identify how the characters’ feelings of the settings changed from the beginning of the story to the end.
Students will record this information on their travel brochure.

Learning Activity 4

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

Guiding Focus Questions- To be posted on Board:
How can understanding the elements of a fable help me to infer its Central Message? RL.1.2

Go through this question with the students. Box and annotate the question so that students know how to answer this question.
Elements, Fable, Infer, Central Message

READY: Online Interactive Tutorial Lesson: RL.1.2:
“Inferring to find a Central Message” Part 2

Collaborative Pairs: With their numbered pair partner, students will complete a “Learning Lessons” activity that reinforces their understanding of inferring to find a Central Message. The activity consists of a “Gallery Walk” of task cards. Students will read short stories and choose the appropriate lesson learned.
*Share Out

Whole Group: Summarize: Town Mouse and Country Mouse
Class will review information added to the graphic organizer throughout the lesson. Discuss collaboratively the various elements of the story.

Previewing (what, who, when):
Small Group- Students will be exposed to Inference using various stories and selections during Guided Reading Groups. Students will be able to practice analyzing details to infer the Central Message by using the Story Worm organizer that will be used whole group. *Multiple Exposures

Scaffolding (what, who, when):
Dictation if needed.
Visual cue cards of story to review.

Assessment Prompt for Learning Activity 4

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?

Students will analyze the identified elements within the story to infer the Central Message of the fable. Students will complete the final piece of the graphic organizer (Conclusion- Story Worm).

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 be assigned various fables. Referencing classroom anchor charts, students will complete the graphic organizer (Story Worm) using information contained in their assigned fables.
– Students will identify the story, important characters, the setting, events, and other key details that lead to an understanding of the Central Message (conclusion).

Using completed graphic organizers, students will generate a paragraph explaining what they believe to be the central message of their assigned fable. Students will identify the name of their fable, the inferred central message, and provide evidence leading them to that conclusion.

Differentiation for Struggling Students:
Struggling students will have the option to listen to the fable, instead of reading it.
Students will also be able to create their paragraph in separate stages/steps before putting together into one coherent piece.
Dictation will also be an option for those students who would benefit.

Differentiation for Students Needing Additional Challenge:
Challenge will be offered through advanced text, as well as going a step further in identifying how the character changed throughout the story.
Students may create a digital paragraph and share with teacher for evaluation.

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