Unit Plan Overview

Unit: Stage 1- Desired Results Connections to Context: Teaching students about fables and different elements of a story will help them understand what morals are along with identifying different elements of a story. This is fulfilling the mission statement at Discover Elementary because it is preparing students to take their place as citizens with high academic skills and fine moral character.
(How does this fit with students experiences, the school goals, and the larger societal issues?)

Transfer Students will be able to independently use their learning to Know what a fable is, understand the importance of different elements in a story, understand what a moral is with personal application, and demonstrate by creating a fable.
(What kinds of long-term independent accomplishments are desired?)

UNDERSTANDINGS Students will understand that Morals impact the way people live. Morals are a choice that people make. Stories are not just words, but have structure, characters, and detail to convey a message.

Established Goals

Common Core Standards Key Ideas and Details: CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. Michigan GLCEs R.NT. 03.02 Identify and describe the basic elements and purpose of a variety of narrative genre including folktales, fables, and realistic fiction. R.NT. 03.03 identify and describe characters thoughts and motivations, story level themes (good vs. evil), main idea, and lesson/moral (fable).

(What specically do you want students to understand? What inferences should they make?)

Meaning ESSENTIAL QUESTIONS Students will keep considering How could the moral in the stories we read affect how I live and act toward other people? What would happen if there werent morals? How do stories affect people and why are they important? How could I use fables to show my feelings, thoughts, and ideas?

(What thought-provoking questions will foster inquiry, meaningmaking and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Cognitive Objectives Physical Development Objectives Socio-emotional Objectives Distingue fables compared to other Students can act out or read a part Students will discuss their literature. of a fable. character plates they have made. Students will identify different Create a letter to live out a moral. Students will be able to apply the elements of a story in a fable. moral learned to a real life Students will be underlining situation. elements in a fable. Students will memorize what a moral is. Students will discuss morals and Students will illustrate a fable. their meanings with their peers. Observe who Aesop was as an Create a letter to live out the author of fables. Students will create a fable with a moral of the strongest can partner. sometimes use the help of the Describe what character traits are. smallest. Discuss different morals found in Select character traits for their own fables. animal. Illustrate a fable. Relate morals to their personal Point out characteristic traits of lives. characters from a fable. Articulate where they see different Support character traits through

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

R.NT.03.04 explain how authors use literary devices including prediction, personification and point of view to develop a story level theme, depict the setting, and reveal how thoughts and actions convey important character traits.

(What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

evidence from a fable. Locate a moral in a fable. Describe elements found in fables. Summarize a fable. Identify elements in a fable. Pick out the main character and their traits. Identify a moral in a fable. Demonstrate their knowledge on what they have learned about fables.

(What discrete skills and processes should students be able to use?)

elements of a fable. Create a fable with a partner using their guide and character plates.

(What values and commitments and attitudes should students acquire or wrestle with?)

(What facts and basic concepts should students know and be able to recall?)

Evaluative Criteria Classroom Discussion Pre-Assessment Class Activity - Illustrations Class Activity-Cubes

(What criteria will be used in each assessment to evaluate attainment of the desired results?) (Regardless of the format of the assessment, what qualities are most important?) If students understand the meaning of a fable, and the understanding and application of a moral.

Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S): Verbally explain what a fable is. Illustrate character traits through creating character plates. Fill out a paper to demonstrate their understanding of morals in real life context. Students will interact with peers and explain what they have learned. Students will act on a moral learned in a tangible way. Students will make a cube to show their knowledge in a visible way. Students will fill out a post assessment answering a variety of questions on what was covered in the unit.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

OTHER EVIDENCE: Student Engagement Peer to Peer Discussion Cubes Post assessment

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan Pre-assessment- due 4/7

To check my students prior knowledge I am going to give them a sheet with 5 questions of true and false and multiple choice. The questions will cover topics about fables, character traits, and morals. From these results it will inform me what the students know ,what they need to be taught, or what they need to unlearn and relearn the correct way. (What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events Progress Monitoring learning event build?) (How will you monitor students progress Student success at transfer, meaning, and acquisition depends upon their participation in Lesson 1:Acquisition of the toward acquisition, meaning, and transfer these learning events definition of a fable, the reason of during lesson events?) fables, and an author of fables.

-Pre-assessment

Lesson 2: Acquisition of what character traits are and how they relate to fables. Transfer their knowledge by filling out a graphic organizer from watching a fable movie. Lesson 3: Acquisition of a moral and identifying them in fables. Meaning of what morals can mean in their own life. Transferring lesson of moral by writing a letter. Lesson 4: Acquisition of the elements of the story. Transferring while creating a fable with their partner. Lesson 5: Transfer the accumulation of knowledge form each previous lesson onto a cube and by filling out the post assessment.

Lesson 1: -Introducing fables -Acting out and reading fable with class -Readers theatre Multiple means from poster, video, acting, and readers theatre. Lesson 2: -Character traits -Character plates -Watch video and fill out graphic organizer Multiple means from character plates, fable movie, graphic organizer, and open discussion. Lesson 3: -Morals -Jigsaw method of reading fables and having each group share -Moral matching worksheet -Write letters Multiple means from reading, discussion with groups, matching worksheet, and writing letters. Lesson 4: -Elements of a story: setting/place, main characters, problem, solution, lesson/moral -Underline different elements from Aesop book online -Students write their own fables using animal trait plates Multiple means from the online fable book, underlining elements, and writing fables with their partner. Lesson 5: -Making fable cubes

Lesson 1-Large-group discussion, observations, and questions. Lesson 2- Filling out character trait graphic organizer. Lesson 3-Filling out matching worksheet and writing letter. Lesson 4-Underline elements in a fable and writing a fable from their characters. Lesson 5-Making cube with rubric and post assessment.
(How will students monitor their own progress toward acquisition, meaning, and transfer?) Participation and rubric.

(What are potential rough spots and student misunderstandings?)

Students may mix up character traits with descriptive words. Students might have a rough time trying to think of a moral for their fable.

(How will students get the feedback they Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

-Final post assessment Multiple means through creating their own individual cube with the guide of a rubric.

need?)

Verbal feedback through discussions. Written feedback on their papers.

(Have you included multiple means of representation, multiple means of action and expression, and multiple means of engagement?) (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum