Folktale Genres

A 3rd Grade ELA Unit Study of Folktales with Fable Deconstruction

and Construction
By Grace Gustafson

Table of Contents
Unit Rationale ________________________________________________________3
A. Why is it Important?
B. Interdisciplinary Connections
C. Social Justice
The Story ____________________________________________________________4
Concept Map _________________________________________________________5
Big Ideas ____________________________________________________________6
A. Essential Questions
B. Understandings
C. Habits of Mind
D. Transfer of Skills and Knowledge
CCSS/MA Curriculum Frameworks __________________________________________8
Assessments and Performance Tasks _________________________________________10
1. Assessment Example: Folktale Genre Detectives __________________________11
2. Assessment Example: Fable Organizer _________________________________15
Learning Plan________________________________________________________17
Unit Calendar _______________________________________________________18
Lesson Plans
1. The Grasshopper and the Ants ____________________________________21
2. Cendrillon: A Caribbean Cinderella_________________________________25
3. The Star Bearer_______________________________________________30
4. The Monkey and the Camel_______________________________________35
5. Lion and the Mouse ___________________________________________39

Resources __________________________________________________________44
Summary Reflection __________________________________________________55

Unit Rationale
WhyIsItImportant?
ThisELAunitintroducesourstudentstotheideasandoriginsoffolktales,andthedifferent
genresoffolktalesfairytales,fables,talltales,mythsandlegends.Itteachesstudentstheimportanceof
exposuretoliteraturefromdifferentgenresandcultures.Storiespasseddownbywordofmouth,as
folktaleswereandcontinuetobe,isavitalpartofhumanexistenceandculture.Theyarethebeginnings
ofstoriesweknowandlovetoday,andserveastheoriginofmanyimportantvalues(moralsorlessons)
andexposeustoavarietyofstoriesthatexistindifferentregionsoftheworld.Thesestoriespresent
themselvesincontextsacrosscultures,whichtrulyconnectsaglobalcommunitythroughthesestoriesor
folktales.
Studentswilllearnabouteachofthesegenresoffolktalesandbeexposedtothemthrough
literature.Studentswilllearnthecharacteristicsoffables,fairytales,talltales,mythsandlegends,andbe
askedtoidentifythesecharacteristicsinlaterlessons.Theunitwillthenemphasizethegenreoffables,
andultimatelyaskstudentstoproduceshortfablesoftheirown.Thedecisiontocreatefablesstemsfrom
theideathatingeneratingastorycenteredaroundstudentvaluedmoralsorlessons,wegenerateempathy
andunderstanding,aswellastransferofsocialandemotionallearningintowriting(orcurriculum).
Studentswillcompleteallworkinasafe,collaborative,andcooperativelearningenvironment
thatsupportsarangeoflearners.Studentswillhaveopportunitiestoengageinwholegroup,partnered
andindividualizedworkandinstructiontohelpscaffoldthislearningprocess.

InterdisciplinaryConnections
Thisunitexistsinaninterdisciplinaryframework.Studentswillbesupportedingrowing,
developing,andreinforcinglanguageskillsthroughwritingpromptsandengagementinverbal
communication.Developmentofreading,writingandlisteningskillswillalsobesupportedthroughread
aloudsandafinalwritingassignment,reinforcingdevelopmentofEnglishlanguageArtsskills.Exposure
tomulticulturaltextsandthehistoriesofeachfolktalegenre,aswellasimportanthistoricalfigures,
supportsahistoricalcontextofthisunit.Amultitudeofdifferentiatedvisualresourcesandmaterials
situatesthisunitavisualartscontext.Thesevisualmaterialscombinedwithverbalandwrittenresources
supportsdevelopmentofvocabularythatisspecifictotheunitaswellasotherareas.

SocialJustice
Anincorporationofmulticulturaltextsacrossculturessupportsavarietyofexperiences,values,
andperspectives.Theunitaimstoengagelearnersofdifferentbackgrounds,cultures,experience,and
languagedevelopment.Alllessonsaredifferentiatedappropriatelyforarangeoflearnerssothatall
informationandcontentisaccessibletoindividualstudentsgiventheirindividualneeds.Resources
includevisualaidsthatsupportwrittenandorallanguageforELLsandstudentswithlanguagechallenges
bothverbalandwritten.Studentswithdevelopmentalchallengesaregivendifferentiatedinstructionand
supportfortasksandassessments.Alllessonsscaffoldstudentlearningappropriatelyinawaythatgives
eachstudentanentrypointintothematerial.Differentlearningspacesincludingwholegroup,partner,
andindividuallearningspacessupportstudentsuccess.
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The Story
Whatisafolktale?Aretheredifferentkindsoffolktales?Dofolktalescomefrom
allovertheworld?Cantheybetoldthroughwritingandspeaking?Dotheyaimto
teachussomethingaboutexperiencesandvaluablelifelessons?Theanswertoall
ofthesequestionsisyes!

Thisisthestoryoffolktales,wheretheycomefrom,whocreatedthem,andthe
differentkindsoffolktalesthatwecanlistento,passdown,andread!Many
peoplepasseddownfolktalesfromgenerationtogenerationbywordofmouth.In
moderntimes,wehavetheaddedpleasureofenjoyingthesetimelessstories
throughliteratureandillustrations!

Folktalescanlookdifferentastherearedifferentgenresofthesestoriesfairy
tales,fables,talltales,myths,andlegends.Asstudents,youcanlearnabout
differentkindsoffolktalesthatcomefromplacesandculturesallaroundthe
world!Learnaboutthesefolktalesandexposeyourselftofantasticalstoriesfrom
aroundtheglobe,aswellasnewknowledge,values,andideasacrossgenres!

Concept Map

Big Ideas
EssentialQuestions
Throughouttheunit,studentswillcontinuetoconsidertheoriginoffolktalesandeachgenre,as
wellastheirrelevanceandimportanceinliteratureandculture.Theywilllearnwherefolktalescome
from,andhowtheylookacrossgenresandcultures.Studentswillgainknowledgeofthedifferentgenres
offolktaleandthecharacteristicsintrinsictoeachone.Studentswillthinkabouthowtoconstructamoral,
consideringmoralsthatareimportantandrelevanttotheirlives.Thiswillhelptogenerateempathyand
valuablelifelessonsthatcanbeappliedtoarealworldcontextthoughtheywillbesituatedinwriting
(finalassessmentconstructionofafable).
Studentswillbegintoconsiderconnectionstothesegenresoffolktalesfrompriorexperienceand
learning,andhowthesegenreslookdifferentandthesameacrosscultures.Studentswillthinkaboutthe
importantelementsofeachgenreandhowtheysupportthestructureofsaidgenre.
Studentswillalsothinkabouthowimportantliteratureisinthemoderndayandage.Theywill
considerthedifferencebetweenthepassingdownofstoriesfromgenerationtogenerationinaverbal
mannerversusreadingandhearingthesestoriesinthecontextofliteratureandillustration.
Finally,Studentswillconsiderthecharactersoffablesinconstructingtheirownfables,andhow
differenttraitsofcharactersinafablejuxtaposeoneanothertohelpusarriveatamoral.Studentswill
thinkaboutmoralsthataremeaningfultothemthattheycancenterattheheartoftheirfables.

Understandings
Whileengaginginthisunitofstudy,studentswillunderstandwherefolktalescomefromandhow
theyhavebeenpasseddownovertime.Theywillunderstandthedifferentgenresoffolktalesandthe
characteristicsofeachgenre.Studentswillunderstandthatthesestoriesoriginatedbywordofmouthand
thatatapointinhistorythesestorieswererecordedinwrittenformthatevolvedintothebeautiful
literaturewehavetoday.Studentswillunderstandthatthedifferentgenresoffolktalesexistindifferent
culturesandthattheymayappeardifferentduetodifferingculturalvaluesandcustoms.
Furthermore,studentswillunderstandtheimportanceoffolktalesandstoriesacrosstheworldand
indifferentcultures.Theywillknowthecharacteristicsofgenresthattranscendculturesbutalsothe
differentwaystheycanlookindifferentpartsoftheworld.Finally,studentswillunderstandthatthey
themselvescantakepartinsharingandcreatingthesestories.

HabitsofMind
Thisunitwillallowstudentstodevelopmultiplehabitsofmind.Studentswilldevelopcuriosity
throughdifferencesoffolktalesacrosscultures,astheywillnotbeexposedtoeverygenreoffolktale
acrossallcultures.Theywillhavetomakeinferencesaboutconnectionsanddifferencesacrossgenres
andcultures.Studentswilldevelopcuriosityabouttheoriginsandpassingdownsoffolktalesfrom
generationtogeneration,andtheoralpassingofthesestoriestowrittenform.
Studentswillconsidercostsandbenefitstomoralsorlessonspresentedinfolktales.Thiswill
happenmainlyastheyinteractwithfablesasmoralsarecentrictothesefolktales.Studentswillhaveto
considerthecostsandbenefitsofdifferentlifelessonsastheycreatetheirownmoralstocentertheir
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writtenfablesaround.Studentswillalsohavetoconsidercostsandbenefitstosituationscharactersface
inindifferentgenresoffolktales.
Studentswillalsodevelopthehabitofmindofrecognizingtheimportanceofmultiple
viewpoints.Asstudentswillbeexposedtogenresoffolktalesacrosscultures,studentswillbeaskedto
thinkaboutthedifferentperspectivesofauthors,storytellers,andcharactersindifferentstories.

TransferofSkillsandKnowledge
Duringthisunit,studentswillbeabletoutilizereading,listeningandcomprehensionskillsduring
thefirststageoftheunit.Studentswillaccesstheseskillsthroughlisteningandfollowingalongduring
readalouds,andansweringcomprehensionquestionsthatfollow.Studentswillalsousespeakingand
communicationskillsduringthisunitastheyareaskedtoverballyparticipateinwholegroupdiscussion
aboutthegenresoffolktalesandtheircharacteristics.
Studentswillusetheirlearningfromthisunittoacquiretheskillsofdeconstructionand
constructioninwriting.Theseskillswillbeacquiredthroughtheindividualwritingoffables,and
extractionofcharacteristicsandelementsofafabletothenbuildonesown.
Studentswillusebackgroundknowledgetoactivatethinkingaboutconnectionstodifferent
folktalesandpriorexperienceswiththesestories.Theywillusecriticalthinkingskillstocontemplate
morals/lessonsandmeaningsofstories,experiencesofcharacters,anddevelopmentofmoralsvaluedin
theirownlivesasthirdgraders.

CCSS/MA Curriculum Frameworks

Common Core State Standards Reading: Literature
CCSS.ELALITERACY.RL.3.1
Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthe
basisfortheanswers.

CCSS.ELALITERACY.RL.3.2
Recountstories,includingfables,folktales,andmythsfromdiverseculturesdeterminethecentral
message,lesson,ormoralandexplainhowitisconveyedthroughkeydetailsinthetext.
CCSS.ELALITERACY.RL.3.3
Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)andexplainhowtheiractions
contributetothesequenceofevents

CCSS.ELALITERACY.RL.3.5
Refertopartsofstories,dramas,andpoemswhenwritingorspeakingaboutatext,usingtermssuchas
chapter,scene,andstanzadescribehoweachsuccessivepartbuildsonearliersections.
CCSS.ELALITERACY.RL.3.9
Compareandcontrastthethemes,settings,andplotsofstorieswrittenbythesameauthoraboutthe
sameorsimilarcharacters(e.g.,inbooksfromaseries)

Common Core State Standards Writing

CCSS.ELALITERACY.W.3.3.A
Establishasituationandintroduceanarratorand/orcharactersorganizeaneventsequencethatunfolds
naturally.

CCSS.ELALITERACY.W.3.10
Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeofdisciplinespecifictasks,purposes,and
audiences.

Common Core State Standards Speaking and Listening

CCSS.ELALITERACY.SL.3.1
Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,andteacherled)with
diversepartnerson
grade3topicsandtexts
,buildingonothers'ideasandexpressingtheirownclearly.

MA Curriculum Frameworks Reading

RL.3.1
Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetext
asthebasisfortheanswers.

RL.3.2Recountstories,includingfables,folktales,andmythsfromdiverseculturesdeterminethe
centralmessage,lesson,ormoralandexplainhowitisconveyedthroughkeydetailsinthetext.

RL.3.3
Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)andexplainhowtheir
actionscontributetothesequenceofevents.

RL.3.5
Refertopartsofstories,dramas,andpoemswhenwritingorspeakingaboutatext,usingterms
suchas
chapter
,
scene
,and
stanza
describehoweachsuccessivepartbuildsonearliersections.

MA.8.A
Identifyelementsoffiction(e.g.,characters,setting,plot,problem,solution)andelementsof
poetry(e.g.,rhyme,rhythm,figurativelanguage,alliteration,onomatopoeia).

RL.3.9
Compareandcontrastthethemes,settings,andplotsofstorieswrittenbythesameauthorabout
thesameorsimilarcharacters(e.g.,inbooksfromaseries).

MA Curriculum Frameworks Writing

W.3.4Withguidanceandsupportfromadults,producewritinginwhichthedevelopmentand
organizationareappropriatetotaskandpurpose.(Gradespecificexpectationsforwritingtypesare
definedinstandards13above.)

W.3.10Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)and
shortertimeframes(asinglesittingoradayortwo)forarangeofdisciplinespecifictasks,purposes,
andaudiences.

MA Curriculum Frameworks Speaking and Listening

SL.3.1Engageeffectivelyinarangeofcollaborativediscussions(oneonone,ingroups,and
teacherled)withdiversepartnerson
grade3topics

andtexts
,

buildingonothersideasandexpressing
theirownclearly.

Assessments and Performance Tasks

Throughoutthisunit,studentswillpartakeinbothformativeandsummativeassessments.Below
areassessmentsusedtogaugestudentlearningduringperformancetasks.

Assessment

PerformanceTask

CollaborativeDiscussion/Sharingof
Experiences

Whatdostudentsalreadyknowaboutthe
genresoffolktalesfables,fairytales,tall
tales,myths,andlegends.

FolktaleDetectives

Decidethegenreoffolktaleofatextusing
backgroundknowledge,evidencefromthe
text,andsupportfromtheanchorcharts.

CompareandContrast

Compareandcontrastgenresoffolktales
acrossstudentsexperiencesandacross
cultures.Lookforsimilaritiesanddifferences
anddiscusswhythismightbeso.

ExtractingAnimalCharacteristics

Usingevidencefromthetext,giveexamples
ofdifferentcharacterstraitsofanimalsina
fable.

ExtractingMorals

Usingsupportandevidencefromthetext,
identifythemoralofthestoryandexplainit
inyourownwords.

CreatingMorals

Considerlifelessonsthataremeaningfuland
importanttoyouandbrainstormalistof3to
sharewithapartner.Eventuallychoose1that
isajustrightfittosituateatthecenterof
yourfable.

FablesOrganizer

Usethistooltopreplantheelementsofyour
moralbeforewriting

WrittenFable

Studentsplan,write,andillustratetheirown
shortfablesandshareoutwiththeclass

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Assessment Activity Example 1: Folktale Genre Detectives

Studentsjoinmeattherug(groupmeetingarea)foramysteryreadaloud.Studentsareeach
givenastickynoteandapencilonceattherug.Itellstudentsthattheirjobduringthisactivityistobe
folktaledetectives.AsIreadaloudthisstory,itisthestudentsjobstowritedowninformationfromthe
textthatwillhelpthemcometoaconclusiononthegenreoffolktale.Studentsshouldbewritingdown
thisinformationontheirstickynotesandIamreading.Studentswillnotknowthegenreoftextpriorto
thereadaloud.Oncethereadaloudincompleted,studentswillchooseagenreoffolktaletoplacetheir
stickynotesnexttoonthewhiteboardfable,fairytale,taletale,myth,orlegend.Afterstudentsmakea
decisionthegroupwilltalkabouttheactivityandwhatevidencetheyhavefromthetexttosupporttheir
decisions.Ifatthispointstudentsfeeltheyhavebeenpursuedtomovetheirstickynotetoadifferent
genre,theyhavetheopportunitytodoso.

Hereisanexampleofthisassessmentactivitywiththefablegenre

11


Hereisanexampleofastudentstickynotefromtheassessmentactivitywiththegenreoffable

12


Hereisanexampleofthisassessmentactivitywiththemythgenre

13

Hereisanexampleofastudentstickynotefromtheassessmentactivitywiththegenreofmyth

14

Assessment Tool Example 2: Fables Organizer

Themoralsection,atthebottomoftheorganizer,willbethefirstboxthatstudentsarerequiredto
fillin.Studentswillhavelearnedthatmoralsaretheheartofafable,andthateverythingelseiscentered
aroundit.Studentswillhavespentmultipledaysidentifyingandrewardingmoralsinreadaloudsand
rewritingmoralsfromshortfablesintheirownwords.Studentswillthenbegivenclasstimeto
brainstormimportantmorals,andsharethemwithapartnerinclass.Oncethestudenthaschosenajust
rightpickmoralonethatmeanssomethingtothemandisaccessibletoourthirdgradecommunityhe
orshewillrecordthatmoralintheboxonthisfablesorganizer.
Studentswillusethistooltoorganizetheirideasforwritingafable.Beforebeginningtowrite,
studentsmustfilloutthisorganizersothatIcancheckforappropriateplanningstructureand
wellthoughtoutideas.
Thecharacterssectionwillbebuiltupbyhavingstudentslistentomultiplereadaloudsoffables
toextractthecharacteristicsofdifferentanimalsinthesestories.Theywillbeaskedtoconsiderwhy
certainanimalsarechosentogetherinfables,andwhatabouttheircharacteristicshelpsthemtotellthe
story.Theywillrevisitthetermpersonificationtohelpelicittheseideas.Studentswillthengeneratea
classlistofanimalswithcharacteristicsandbeabletochoosefromeitherthislistofcharactersortheir
ownwhenwritingtheirfables.Theymusthoweverwritethecharacteristicsoftheanimalstheychoosein
theirfablesorganizersothatboththestudentandIcanseehowtheircharacteristicswillhelpustoarrive
attheheartofthestory(themoral).
Thesettingmusttakeplaceoutsideasmostfables,duetotheirinclusionwithanimals,takeplace
inanoutdoorenvironment.Studentsmaychooseanyoutdoorsettingtheydlike,andmustincludethe
settinganditsdescriptioninthesettingsectionoftheorganizer.Itmustincludedetails,notjustaword
likewoodsorjungle.
Studentswillidentifyaproblemthatwillhappeninthefable.Theproblemmustbeonethatwill
helpthemarriveatthemoral,andonethatthecharactersintheirstorycanengageingiventheir
characteristics.Studentsmustwritedowntheproblemaswellashowtheyaregoingtohavethe
charactersinthestorydisplaythisproblem.
Thesolutionwillbestraightforwardanddecidedbythestudent.Thesolutionshouldbringresolve
totheproblemandshouldbringclosuretothestoryandultimatelyleadusrighttothemoral.Students
willwritethesolutioninthecorrespondingbox,andthenwriteashortbitabouthowthesolutionleadsto
themoral.

15

16

Learning Plan
PreAssessment

Asapreassessment,studentswillbeaskedtoshareexperiencesandideasabouteachgenreof
folktalebeforedelvingintoalessonorreadaloudofeachgenre.Thiswillallowmetobuildonstudent
knowledgeandexperiences.Studentswillalsoengageinconversationaboutcharacteristicstheyassociate
withanimalsfromdifferenttextsbeforetheyareaskedtoidentifycharacteristicsofanimalsfrom
differentfables.
Studentswillworkinpartnerstobrainstormanddiscussmoralsbeforechoosingajustrightfit
moralfortheirfable.Thiswillhelpmeassesswhatstudentsvalueintheirlivesandhowtheymakesense
ofandunderstandmoralsorlifelessons.Studentswilldothisinbothawholegroupsettingaswe
brainstormtheimportanceandsignificanceofmoralsasaclass,andwhentheyareaskedtogenerate
moralsindependentlyandshareoutinpartnerpairs.

MonitoringProgress

Studentswillengageinmultipleformativeassessmentsandasummativewritingassessment
duringthisunit.Foraformativeassessment,studentswillbeaskedtoidentifythegenreoftextduringa
folktalereadaloud.Theywillberequiredtorecordideasandevidencefromthetextonastickynoteand
placethisstickynotenexttothecorrectgenreoffolktaleonthewhiteboard.Anotherformative
assessmentstudentswillengageinisextractingmoralsfromfables.Studentswillbeaskedtoidentifythe
moralofeachfableweread,andunpackthemorallanguagetomakethemoralmoreaccessibletoour
classroomlearningcommunity.Studentswillalsobeaskedtocreatearunninglistofcharacteristicsfor
animalsindifferentfablesusingsupportingevidencefromthetext.
Forasummativeassessment,whichactsasthecapstoneprojectofthisunit,studentswillbe
askedtowriteorconstructtheirownshortfables.Studentswillhavetochoosetheirowncharactersand
supporttheirchoiceofthesecharactersbasedonhowcharactersfunctioninfables.Theywillalsohaveto
chooseamoralthatismeaningfultothemtosituateatthecenteroftheirfabewriting.Studentswillthen
beaskedtocreateastorysurroundingtheircharactersthatwillhelpthemarriveatthemoral,andthen
theywillillustratetheirfablestosupporttheirwritingandideas.

17

Unit Calendar

Monday

Tuesday

Wednesday

Thursday

Friday

Folk Tales

Introduction to
First Genre - Fables

Introduction to
Second Genre Fairy Tale

Introduction to
Third Genre - Myth

Introduction to
Fourth Genre Tall Tale

Read Aloud with

Folktales Anchor
Chart - Discuss what
a Folktale is and its
different genres

Read Aloud with

Fables Anchor Chart
- Introduce Aesop Discuss
Characteristics

Read Aloud with

Fairy Tale Anchor
Chart - Discuss
Characteristics

Jamie ORourke and

the Big Potato: An
Irish Folktale

The Grasshopper
and The Ants
Aesops Fables

Cendrillon: A
Caribbean
Cinderella

Discuss origin of
Fable and
surrounding culture

Discuss origin of
Fairy Tale and
surrounding culture

Folktales
Detectives Identifying the
Genre of Folktale

Folktale Detectives
- Identifying the
Genre of Folktale

Identifying
Characteristics of
Animals in a Fable

Read Aloud The Star

Bearer

Anchor Texts - The

Crow and the Fox Identify the
characteristics of the
fox
The Crow and the
Swan - Identify the
characteristics of the
crow

Week1 Introduction to

Discuss origin of
Folktale and
surrounding culture

Week2 Introduction to
Fifth and Final
Genre - Legend
Read Aloud with
Legend Anchor Chart
- Discuss
Characteristics
Young Arthur
Discuss origin of
Legend and
surrounding culture

Read Aloud The

Lion and the Mouse
Students use
knowledge of
characteristics to
identify the genre of
the folktale (fable)

Students use
knowledge of
characteristics to
identify the genre of
the folktale (myth)

Read Aloud with Myth

Anchor Chart Discuss
Characteristics
King Midas and the
Golden Touch

Discuss origin of
Myth and surrounding
culture

Students identify the

characteristics of
animals in fables to
help support their
choice of animals in
their own writing of
fables - record
characteristics on class

Video with Tall

Tale Anchor Chart
- Discuss
Characteristics
Johnny
Appleseed Video
from Disney

Discuss origin of
Tall Tale and
surrounding
culture
Identifying
Characteristics of
Animals in a
Fable
Anchor Text The Wolf in
Sheeps Clothing
- Identify the
characteristics of
the wolf
Students identify
the characteristics
of animals in
fables to help
support their
choice of animals
in their own
writing of fables record
18

Week3 Identifying

chart

characteristics on
class chart

Characteristics of
Animals in a Fable

Identifying
Characteristics of
Animals in a Fable

Identifying
Characteristics of
Animals in a Fable

Constructing Fables
Writing - How to
choose characters

Constructing
Fables Writing What is a moral

Anchor Text Belling the Cat Identify the

characteristics of the
cat

Anchor Text - The

Hares and the Frogs
- Identify the
characteristics of the
hares and the frogs

Anchor Text - The

Monkey and the
Camel - Identify the
characteristics of the
camel and the
monkey

Anchor Text - The

Lion and the Mouse
Ask students why
Aesop might have
chosen these two
characters in this story

Reread The Lion

and the Mouse
Ask students to
consider the moral
or lesson of this
story.

Students identify the

characteristics of
animals in fables to
help support their
choice of animals in
their own writing of
fables - record
characteristics on
class chart

Students identify the

characteristics of
animals in fables to
help support their
choice of animals in
their own writing of
fables - record
characteristics on
class chart

Students identify the

characteristics of
animals in fables to
help support their
choice of animals in
their own writing of
fables - record
characteristics on
class chart

Students begin
generating ideas about
why you need two
very different
characters to
juxtapose one another
in a fable - helps us
arrive a the moral

Students think
about - what is a
moral? Why is it
important? Arrive
at ideas that
morals are the
backbones of
fables and come
before the
construction of the
story.

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Week4 Constructing Fables Constructing

Writing - How to
choose a moral

Fables Writing Choosing a Moral

I model 3 morals on
the board and work
through them to
show students how to
choose a just right
fit moral

Students work with

partners and work
through their morals
to pick a just right
fit and discuss the
meaning and
importance of that
moral

Students think about

morals that are
meaningful to them
in their lives and
brainstorm morals to
put at the center of
their writing

Make a class list of

morals

Week5 Constructing Fables Constructing

Writing - Day 1
Students begin
writing fables

Fables Writing Day 2

Students continue
writing fables

Constructing Fables
Writing - Choose
Characters

Constructing Fables
Writing - Model
Writing

Students choose 2
characters that will
help them arrive at
the moral of their
story

I begin writing my
own fable along with
the students. I have
chosen my moral and
two characters and
begin thinking about a
story to situate them
in.

Students work
independently
brainstorming 4
animals and write
their characteristics.
Then share out in
partner pairs to get
feedback. Finalize 2
characters

Constructing Fables
- Day 3
Students finish
writing fables

I model writing of a
fable. Students begin
outline of fable using
fable organizer tool

Constructing
Fables Writing Continue
Brainstorming/
Outline
Students continue
working on outline
of fable as I walk
around and offer
guidance and
support.
Use fables
organizer

Constructing Fables
- Day 4
Students illustrate
their fables

Celebration and
Share out of
Fables!!!

Finish filling in fables

organizer

20

Lesson Plans (5)

LessonPlan1TheGrasshopperandtheAnts

Topic/LessonTitle

TheGrasshopperandtheAnts

Date

Spring2016

TimeFrame

22:35pm

Author

GraceGustafson

Subject/UnitofStudy

Folktales

Grade
Level

3rd

UnitofStudy

FolktalesFables

21

Materials/Preparation

AesopsFablesTheGrasshopperandtheAnts(AnchorText)
Whiteboard
Fablesanchorchart
Documentcamera

MACurriculum
Frameworks/CCSS:

CCSS.ELALITERACY.RL.3.1
Askandanswerquestionstodemonstrateunderstandingofatext,
referringexplicitlytothetextasthebasisfortheanswers.

CCSS.ELALITERACY.RL.3.2
Recountstories,includingfables,folktales,andmythsfromdiverse
culturesdeterminethecentralmessage,lesson,ormoralandexplain
howitisconveyedthroughkeydetailsinthetext.
CCSS.ELALITERACY.RL.3.3
Describecharactersinastory(e.g.,theirtraits,motivations,or
feelings)andexplainhowtheiractionscontributetothesequenceof
events

CCSS.ELALITERACY.SL.3.1
Engageeffectivelyinarangeofcollaborativediscussions
(oneonone,ingroups,andteacherled)withdiversepartnerson
grade3topicsandtexts
,buildingonothers'ideasandexpressing
theirownclearly.

I.LessonLearningTargets/HeadandHeartLearningObjectives:
WhatdoIwantthestudentstolearn,know,understandbeabletodo?

LearningTargets
1.Icanextractorpulloutthemoralofthestory
2.Icanidentifythecharacteristicsofafable

II.Assessment:
HowwillIassessthechildrensunderstandingand/orskillstodetermineifthe
objectives/learningtargetshavebeenmet?HowwillIobserve?WhatwillIlookfor?How
willIencourageselfassessmentonthepartofthechildren?HowwillIleadthechildrento
reflectonthecontentandnatureoftheexperience?

Iwillassessstudentunderstandingpriortothereadaloudbyaskingstudentstomakepredictions
aboutthefable,usingillustrationsascluesandinsightintothestory.Iwilllookforstudentsto
makeconnectionsbetweenillustrationsespeciallyregardingcharactersandsetting.Postread
22

aloudIwillassessstudentunderstandingbyaskingthemtofilloutaworksheetidentifyingthe
moralofthefableaswellaswhichcharacterlearnedthelesson,andhowtheyknowthis.

III.InstructionalSteps/LessonSequence:
a.
Connectingtoorbuildingstudentspriorknowledge/experiencesengaging
learners/settingthepurpose:
HowwillIactivatechildrenspriorknowledge,experiences,
orskills?Howwillthelessonbuildontheirknowledge,experiences,andskills?

IwillconnectthislessontopriorexperiencewithfablesandknowledgeaboutAesop.Some
studentsmayhavealreadyencounteredthisgenreoftextinschool,librarytime,orathome,and
Iwantthemtoshareandcapitalizeontheseconnections.Iwillbuildonthisknowledgeandtheir
experiencesbyaskingthemtodelvedeeperintotheconstructionoffablesandtheir
characteristics.Iwillalsoaskstudentstoconsidertheirorigin.Thislessonwillrequirestudents
tousetheirconnectionskills,makinginferencesandobservations,comprehension,andcritical
thinking.

b.
Descriptionofhowthelessonunfolds:
WhatwillIdo(teachermoves)?Whatwill
thestudentsdo(studentmoves)?WhatquestionswillIask?

HowtheLessonUnfolds
PreRead
1.Sharethatthebook(AesopsFables)isacollectionofstoriesfromthestorytellerAesop.
2.ShowAesophandouttostudentsondocumentcameraanddiscusseachbulletpointbriefly
togivecontextoffablesorigins.
3.Showstudentsthecoverofthebookandhavethemmakecommentsaboutthepicturesand
makepredictionsaboutthebook.
4.Tellstudentstobeonthelookoutforthemoralorlessonintodaysfablediscusswhata
moraliswiththewholegroup.
5.Identifytodayslearningtargets.
6.Showstudentsthefablesanchorchartandaskthemtothinkaboutevidencefromthetext
thatsupportsthesecharacteristicsofafable
7.FlipopenthebooktoTheGrasshopperandTheAnts.
8.
Showstudentstheillustrationthataccompaniesthefable.Havethemshareobservations
andmakepredictions.

ReadTheGrasshopperandTheAntsPg.12ofAesopsFables

PostRead
23

1.Askstudentstotakeaminutetothinkaboutthemoralofthefable.Havethemreturnto
theirseatstoworkindividuallyonthehandoutwithcomprehensionquestions.
2.Comebacktotherugandhavestudentssharetheirmoralsthattheycameupwith.
3.Showstudentsthewrittenmoralinthetext,workwithstudentstounpackthismoraland
phraseitinmorethirdgradefriendlyterms.
4.Askstudentswhatelsetheyidentifiedaboutfablestodayanewcharacteristic(animalsact
likehumansortakeonhumanqualitiesinfables(personification),amoral/lesson).
5.Revisitfablesanchorcharttomaketheconnection
6.Endlesson

c.
Closure:
HowwillIendthelesson?HowwillIsetthestageformakingconnection
fromthislearningexperiencetoapastorfuturelearningexperience?Howwillideasbe
synthesized?

Iwillendthelessonbymakingtheconnectionoffablestofolktales.Iwillexplicitlytell
studentsthatfablesareonegenreofafolktalethatwewillbelearningaboutinthisunit,andits
especiallyspecialbecausewewillevenbewritingashortfablelateronintheunit!Iwillreview
thetwomostimportantcharacteristicsofafablepersonifiedanimalsandamoral/lesson.Set
thestageforthenextlessonbytellingstudentsthatwewillbemovingontoanothergenreoffolk
taletomorrowafairytale!

d.
Differentiation:
HowwillImeettheneedsofarangeoflearners?Whoneedswhat
tomakethislessonaccessibleandsuccessfulforall(IEPs,504s,ELLs)?

Iwilldifferentiatethelessonbyusingarangeofinstructionandmaterials.Iwillhelp
audiovisuallearnersbyreadingaloudafablewithbrightandengagingillustrations.ELLsmay
alsousetheillustrationsasguidestomakingsenseofthestoryifsomelanguageistoo
challenging.Thatbeingsaid,Iwillmakesuretoclearupanyconfusinglanguageandreworkthe
languagetomakecontentaccessibletoallstudents.Studentswhoflourishinwholegroupsetting
willbegiventheopportunityforlearninganddiscussioninthisenvironment.Studentswho
preferindividualworkwillhavethisopportunitywhencompletingaworksheetaswell.Students
withIEPsand504swillbegiventhesupporttheyneedtosucceedintheirlearning,andasafe
andconducivephysicalandsociallearningenvironment.

e.
SocialJusticeOrientation:
Howdoesthislessonrespectandincludeindividual
studentscultural,socioeconomic,andracialbackgrounds?

24

Studentsfromdifferentbackgroundsandexperienceswillbeincludedinthislesson.All
students,regardlessofidentity,willbeencouragedtoparticipateandengageinthislesson.Since
fablesoriginatedfromtheGreekstorytellerAesop,onecouldarguethatthisisamulticultural
textthatwasassimilatedintodifferentculturesoncefablesbecamestoriesadaptedandtold
acrosstheworld.Everystudentwillbegiventheresourcesheorsheneedstobesuccessfulin
theirlearning.Alllanguage,contentandmaterialsusedinthislessonwillbemadeaccessibleto
students.

f.
TechnologyIntegration:
Howwastechnologyusedinthislessontoenhancethe
learningexperience?

Thedocumentcameraactedastechnologyintegrationforthislesson.Ishowedstudentsboththe
handoutofAesopunderneaththedocumentcameraandpreviewedtheirworksheetunderneath
thedocumentcameraaswell.

LessonPlan2Cendrillon:ACaribbeanCinderella

Topic/LessonTitle

Cendrillon:ACaribbeanCinderella

TimeFrame

22:35pm

Date

Spring2016

AuthorofLesson

GraceGustafson

Subject

FolktalesFairyTale

Grade
Level

3rd

UnitofStudy

FairyTaleReadAloud

Materials/Preparation

AnchorTextCendrillon:ACaribbeanCinderella
25

GuidedReadingQuestions
FairyTaleAnchorChart
WhiteboardandMarker
1. CCSS.ELALITERACY.RL.3.1

Askandanswerquestionsto
demonstrateunderstandingofatext,referringexplicitlytothe
textasthebasisfortheanswers.
2. CCSS.ELALITERACY.RL.3.2

Recountstories,including
fables,folktales,andmythsfromdiverseculturesdeterminethe
centralmessage,lesson,ormoralandexplainhowitisconveyed
throughkeydetailsinthetext.
3. CCSS.ELALITERACY.RL.3.7

Explainhowspecificaspectsof
atext'sillustrationscontributetowhatisconveyedbythewords
inastory(e.g.,createmood,emphasizeaspectsofacharacteror
setting)

MACurriculum
Frameworks/CCSS:

I.LessonLearningTargets/HeadandHeartLearningObjectives:
WhatdoIwantthestudentstolearn,know,understandbeabletodo?

LearningTargets
1.Icanlistentoandengageinthereadaloudofafairytale.
2.Icanrecallinformationaboutfolktalesfrompreviouslessonstohelpmemakeconnectionsto
fairytales.
3.Icanidentifyatleasttwocharacteristicsofafairytale.

II.Assessment:
HowwillIassessthechildrensunderstandingand/orskillstodetermineifthe
objectives/learningtargetshavebeenmet?HowwillIobserve?WhatwillIlookfor?How
willIencourageselfassessmentonthepartofthechildren?HowwillIleadthechildrento
reflectonthecontentandnatureoftheexperience?

Studentswillbeassessedontheirknowledgeoffairytalecharacteristicsastheyengagein
guidedreadingquestionsandwholegroupdiscussion.Studentswillbeaskedtoshareexamples
fromthetextthatsupportthedifferentcharacteristicsofafairytale.Studentswillhavethefairy
taleanchorchartaccessibletothemtomakeconnectionsbetweeneventsinthestoryand
characteristicsofafairytale.
26


III.

InstructionalSteps/LessonSequence:
a.
Connectingtoorbuildingstudentspriorknowledge/experiencesengaging
learners/settingthepurpose:
HowwillIactivatechildrenspriorknowledge,experiences,
orskills?Howwillthelessonbuildontheirknowledge,experiences,andskills?

Iwillactivatechildrenspriorknowledgebyaskingthemiftheyhaveanyconnectionstofairy
tales,andiftheycanprovideexamplesandofferupbackgroundknowledgeaboutthisgenreof
text.Iwillactivatestudentskillsbyaskingthemguidedreadingquestionsduringthereadaloud.
Theywillbeaskedtousecomprehensionskillssuchasmakingconnections,predicting,
inferring,andmore.IwillpushtheirthinkingtothinkingaboutthisfairytaleastheCinderellaof
anotherculture,andaskthemtocompareandcontrasttheelementsofthisstorytothe
AmericanizedversionofCinderella.

b.
Descriptionofhowthelessonunfolds:
WhatwillIdo(teachermoves)?Whatwill
thestudentsdo(studentmoves)?WhatquestionswillIask?

TeacherMoves
1. Askstudentstojoinmeattherugbythecountof10
2. HavethebookCendrillon:ACaribbeanCinderellawithyouat
therug.
3. Showstudentsthecoverofthebook.Askstudentsiftheycan
makeaneducatedguessaboutthegenreoffolktalethisstorybelongsto.
4. Oncestudentidentifythegenrefairytalehavestudentsmake
connectionstothetexttoactivatebackgroundknowledge.
5. Askstudentstoidentifyotherfairytalestheyhavebeenexposedto
andshareoutsomeideasaboutwhatwasinthestory.Recordstudent
ideasonthewhiteboardforreferenceduringthereadaloud.
6. Showstudentsthefairytaleanchorchartandgooverthemajor
characteristicsofafairytaleroyalty,magic,andgoodvs.bad.
7. Askstudentstobethinkingaboutandlookingforevidenceto
supporttheseideasfromthetextaswewilldiscussthempostread
aloud.
8. BeginreadaloudofCendrillon
27

GuidedReadingQuestions

Whatisthesettingofthestory?

WhatdidhermotherleaveCendrillonwhenshedied?

Whatdoyouthinktheword
nannin
meansinthetext?

WhatcanweinferaboutCendrillonsStepmother?

Whatdoesitmeanwhenitsaysherhandswereblistered
andred?WhatcanweinferaboutCendrillon?

WhyisCendrillonattheriverlookingsadfaced?

BasedonourexperiencewithCinderellaandotherfairy
tales,whatcanwepredict
nannin
willturntheagoutis,lizards,
andotheritemsinto?

WhydoCendrillonsstepmotherandstepsisterlookather
inacrossway?Howmighttheyfeelaboutherandwhy?

Howdoweknowthatthemagicspellendedandwhy?

WhydidntCendrillonreturntotheriverthenextday?

WhydoesPaulcometoCendrillonshome?

WhymightCendrillonnotwanttoappearthewayshedoes
infrontofPaul?

HowdoweknowthatPaulsloveforCendrillonissincere?
9. Askstudentstotakeaminuteofthinktimetoconsiderthe
followingwhataresomeexamplesofmagic,royalty,andgoodvs.bad
thatwereadaboutinthisfairytale?Recordstudentideasontheboard
10.Fosteraclosingdiscussionaboutcomparingandcontrasting
CendrillontotheAmericanCinderella.Whatarethesimilaritiesand
differencesacrosscultures?

StudentMoves
1.
Studentsjointeacherattherug
2.
StudentslookatthecoverofCendrillonandmakepredictionsaboutthegenreof
folktaleandtherelationshiptoCinderella.Studentsmakeconnectionstothisstory.
3.
Studentstalkaboutotherfairytalestheyhaveexperiencewithanddescribetheir
characteristics
4.
Studentsbecomefamiliarwiththefairytaleanchorchartandlearntheprimary
characteristicsofafairytale
5.
Studentspreparetolookforexamplesoffairytalecharacteristicsroyalty,magic,and
goodvs.badduringthereadaloud
6.
Studentslistentofairytaleandrespondtoguidedreadingquestions
7.
Studentsshareexampleofmagic,royalty,andgoodvs.badfromthetext
28

8.
StudentscompareandcontrastthisCaribbeanversionofCinderellatotheCinderellawe
knowfromAmericanculture

c.
Closure:
HowwillIendthelesson?HowwillIsetthestageformakingconnection
fromthislearningexperiencetoapastorfuturelearningexperience?Howwillideasbe
synthesized?

Iwillclosethelessonbyhavingstudentsthinkabouttheoverallstructureoffairytalesas
consistentonaglobalscale,butthatthecontextofthestorycandifferacrossculturesaswesaw
todaywithCendrillon.Havestudentsdiscusswhythismightbe,andwhatinfluencesthese
differencesacrosscultures?Talkaboutculturalvalues,customs,andidentities.Thenconnect
backbyrevisitingtheanchorchartandcheckingtoseethatallfairytalesstillsharethese
essentialcharacteristicsthoughtheircontextsdiffer.Setthestageforthenextlessonbytelling
studentsthatwewillbelookingatanewgenreoffolktaletomorrowamyththatalsocometo
usfromanotherpartoftheworldGreece.

d.
Differentiation:
HowwillImeettheneedsofarangeoflearners?Whoneedswhat
tomakethislessonaccessibleandsuccessfulforall(IEPs,504s,ELLs)?

ThislessonwillbemadeaccessibletostudentswithIEPsandcommunicativebarriersthrough
thesupportofillustrationsandclarificationoflanguage.Iwillmakesuretouseillustrationsas
visualsupportforELLs,andIwillmakesuretoclarifylanguageforallstudentssothatthey
storyisaccessibletoallstudents.Iwillalsoaskarangeofguidingquestionsthatvarybetween
directandinferentialtoreacharangeofstudents.Iwilluseconcretequestionsandinstructionto
aidstudentsintheirlearningandunderstanding.Iwillrecordallstudentsideasonthe
whiteboardnexttotheanchorcharttosupportstudentconnectionsandlearning.Finally,Iwill
fosterdiscussionsothatstudentsmayputtheirlearningintopracticeandparticipateequallyin
ourlearningcommunity.

e.
SocialJusticeOrientation:
Howdoesthislessonrespectandincludeindividual
studentscultural,socioeconomic,andracialbackgrounds?

Studentsofallidentities,backgroundsandexperienceswillbeaskedtoparticipateinthislesson
andthelearningcommunity.ThebookIhavechosenforthislessonisamulticulturaltextand
supportsexposureandlearningofadifferentculture.Italsoexposesstudentstoalanguageother
thanEnglishwhichsupportsdiversityoflanguagesandculturesinourworld,andmoredirectly,
29

ourclassroom.Studentswillbeinvitedtosharetheirconnectionstothisfairytalebothfrom
Americancultureandotherculturesthatmayberelevanttothem.Allstudentbackgroundswill
beincludedinthislesson.

f.
TechnologyIntegration:
Howwastechnologyusedinthislessontoenhancethe
learningexperience?

Thereisnotechnologyintegrationforthislesson.

LessonPlan3TheStarBearer

Topic/LessonTitle

ReadAloudTheStarBearer

Date

Spring2016

TimeFrame

22:35pm

AuthorofLesson

Authoroflesson:GraceGustafson(Authoroftext,DianneHofmeyrand
JudeDaly)

Subject

FolktalesMyth

Grade
Level

3rd

UnitofStudy

FolktalesFolktaleDetectives
30

Materials/Preparation

StickyNotes
Pencil
Whiteboardandmarker
TextTheStarBearer

MACurriculum
Frameworks/CCSS:

CCSS.ELALITERACY.RL.3.1
Askandanswerquestionstodemonstrateunderstandingofatext,referring
explicitlytothetextasthebasisfortheanswers.

CCSS.ELALITERACY.RL.3.2
Recountstories,includingfables,folktales,andmythsfromdiverse
culturesdeterminethecentralmessage,lesson,ormoralandexplainhowit
isconveyedthroughkeydetailsinthetext.

CCSS.ELALITERACY.RL.3.3
Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)and
explainhowtheiractionscontributetothesequenceofevents

I.

LessonLearningTargets/HeadandHeartLearningObjectives:
WhatdoIwantthestudentstolearn,know,understandbeabletodo?

LearningTargets

Icanidentifyandrecordcharacteristicsofthestory

Icanidentifywhichgenreoffolktalethisstorybelongstoandsupportmychoicewith
evidence

LearningObjectives

Studentscanbeheldaccountabletodocumenttheirthinkingastheyengageinalesson

Studentscanengageinagrouplessonwhilehavingautonomyoverpersonallearningand
ideas

Studentscansupportideaswithevidence

II.

Assessment:
HowwillIassessthechildrensunderstandingand/orskillstodetermineifthe
objectives/learningtargetshavebeenmet?HowwillIobserve?WhatwillIlookfor?How
31

willIencourageselfassessmentonthepartofthechildren?HowwillIleadthechildrento
reflectonthecontentandnatureoftheexperience?

Formative

Studentswillrecapwhattheyknowaboutthedifferentgenresoffolktales

Studentswillbrieflyprovidenoticingsaboutthebookpriortothereadaloud

Studentswillbeaskedtoidentifythegenreoftextandgivesupportingevidenceto
supporttheirchoices

III.InstructionalSteps/LessonSequence:
a.
Connectingtoorbuildingstudentspriorknowledge/experiencesengaging
learners/settingthepurpose:
HowwillIactivatechildrenspriorknowledge,experiences,
orskills?Howwillthelessonbuildontheirknowledge,experiences,andskills?

Iwillactivatepriorknowledgeandexperiencebyaskingstudentstorecallwhattheyvelearned
thusfaraboutthegenresoffolktalesfables,myths,legends,fairytales,andtalltalesinclass.
Iwillactivatestudentskillsthroughpromptingdiscussionaboutobservationsornoticingsofthe
text,askingstudentstorecordnoticingsandcharacteristicsduringthereadaloud,andalso
throughaskingstudentstosupportdecisionswithevidenceandideas.Thelessonwillbuildon
priorknowledgebyaskingstudentstorecallinformationlearnedtomakeconnectionstotext
genresratherthanbeinggiventheinformationaboutthegenreexplicitly.Nowstudentsmust
uncoverthegenreusingwhattheyknowandlearned.

b.
Descriptionofhowthelessonunfolds:
WhatwillIdo(teachermoves)?Whatwill
thestudentsdo(studentmoves)?WhatquestionswillIask?

TeacherMoves
1.
Askstudentstojoinmeattherugbythecountof10.Pleaseputawayyourthings
fromrecess,grabapencil,andjoinmeattherugbythecountof10,123
2.
Tellstudentsthatwewillbeuncoveringorfindinganothergenreoffolktaletoday.Ask
studentswhatgenreweuncoveredduringTuesdaysreadaloudandhowweknewitfitthat
genreOnTuesdaywereadafolktalethatweuncoveredwasafablewhatcharacteristicsdid
weidentifythathelpedusknowthistobetrue?Todayitisourjobonceagaintouncoverthe
nextgenreoffolktale!

32

3.
Introducetodaysbook.AskstudentswhattheynoticeaboutthecoverTodaywewill
bereadingTheStarBearer,whatobservationsornoticingsdoyouhaverightawayjustfrom
lookingatthecover?
4.
Handoutstickynotestostudentsandgivedirectionsonhowthesewillbeusedinlesson
Imgoingtopassoutastickynotetoeachofyou.JustlikeonTuesdayyourjobistowrite
downcharacteristicsyounoticeaboutthestoryasIread.Oncethereadingisfinished,takea
minutetothinkaboutandlookatwhatyouverecordedonyourstickynote.Makeadecision
aboutwhatgenreoffolktaleyournoticingsBESTsupportorfitintoto?
5.
Beginthereadaloud,remindstudentsthattheyshouldbewritingontheirstickynotesas
IdothisSowithoutfurtherado,hereisourfolktalefortoday,itcomestousfromAncient
EgyptitscalledTheStarBearer.Makesuretobewritingonyourstickynotesasyoulisten
andfollowalongwithmyreading.
6.
Attheendofthereadaloud,tellstudentstotakeaminutetolookattheirstickynotesand
whattheyvewritten,andconsiderthegenreoffolktaleitfulfillsTakeaminutetothinkabout
whatyousaw,whatyouheard,andwhatyourecordedonyourstickynotes.Whatgenreof
folktaledoesthisstorybestfitinto?Ifyoudliketoconsultthefolktalegenrepostersforsome
extrahelpbeforemakingadecision,youmaydoso.
7.
Askstudentstoplacestickynotenexttocorrespondingfolktalegenresthatwillbe
writtenonthewhiteboardOnceyouvemadeadecision,placecomeupandplaceyoursticky
notenexttothegenreoffolktaleyoubelievethisstoryfulfills.
8.
Acknowledgestudentresponses.Ifthereisarangeofanswersacrosstheboard,make
suretoaskstudentswhochosedifferentgenrestoexplainwhytheythoughtthistobetrue,and
whatcharacteristicsornoticingstheyhavetosupporttheirdecision.Tryandguidestudent
discussiontowardconsensusofamyth.Askstudentswhochosemythtoexplainwhytheymade
thischoice.Askstudentsifafterthediscussion,anyonewouldliketochangetheplacementof
theirstickynoteSoImlookingattheboardandImnoticingthatwehaveafewdifferent
answersuphere.Cansomeoneraiseaquiethandandexplainwhytheybelievethisstoryisa
myth(oratalltale,fairytale,etc.dependingonanswers)?Isthereanyonewhowishestochange
theiranswerorwhereyouplacedyourstickynoteafterhavingthisdiscussion?
9.
Uncoverthatthemysterytextisamyth.Havestudentstellthe2maincharacteristicsof
thestorythattellusitisamyth1.Explainssomethingabouttheworld2.Mysteriousand
naturalforcesThestorywereadtodayisamyth.Whocantellmethetwocharacteristicswe
talkedaboutthatmakesthisstoryamyth?Useconnectionsfromthebooktosupportyour
reasoning.
10.Cometoaconsensusaboutthestorybeingamyth.
11.Thankstudentsandendthelesson.

StudentMoves
33

12.Studentsjointeacherattherugwithapencil
13.StudentsdiscussTuesdaysreadaloudandwhyitwasafableusingsupportingevidenceand
priorknowledgeoffables.
14.Studentsgiveobservationsandnoticingsabouttodaysbook.
15.Studentsacceptstickynotes
16.Studentslistentothereadaloudandrecordobservationsandcharacteristicsofthestory.
17.Studentsconsiderthestory,whattheyvewrittendown,andmakeachoiceaboutwhich
genreoffolktalethisstoryfulfills.Theyconsultthefolktalegenrepostersiftheysowish.
18.Studentsplacestickynotesnexttothegenreofthestory.Genreswillbewrittenonthe
whiteboard.
19.Studentstalkaboutwhatgenrestheychoseandwhyusingevidencefromthereadingand
knowledgeaboutthegenre.
20.Studentschangedecisionsaboutthegenreiftheyhavereconsideredtheiroriginalanswers.
21.Studentsandteachercometotheconclusionthatthestorytodayisamyth.Thenstudents
talkaboutthecharacteristicsofamythandwhatfromtodaysstorysupportthistruth.
22.Endoflesson.

c.
Closure:
HowwillIendthelesson?HowwillIsetthestageformakingconnection
fromthislearningexperiencetoapastorfuturelearningexperience?Howwillideasbe
synthesized?

Iwillclosethelessonbyaskingstudentstosynthesizetheessentialorimportantcharacteristics
oftheidentifiedgenre(myth).Iwillthentellstudentsthatwehaveidentifiedbothafableanda
myththisweek,andthattheyshouldbethinkingaboutwhatothergenreswestillneedto
uncovertofindallofourfolktales!

d.
Differentiation:
HowwillImeettheneedsofarangeoflearners?Whoneedswhat
tomakethislessonaccessibleandsuccessfulforall(IEPs,504s,ELLs)?

StudentswithIEPswillhaveextrateachersupportidentifyinganddocumentingtheirideasabout
thefolktalegenre.TheywillalsohavecluestohelpelicitthegenreoftextasIreadthebook
aloud.ThetextbeingusedincludesmanyillustrationstosupportELLswhomayencounter
difficultywiththelanguage.Studentswillattentionalchallengeswillhaveatasktokeepthem
engagedastheylisten.Studentswhoareaudiovisuallearnerswillhavesupportfromthetext
itself,andstudentswhoarehandsonwillbesupportedbythestickynoteportionofthelesson.

34

e.
SocialJusticeOrientation:
Howdoesthislessonrespectandincludeindividual
studentscultural,socioeconomic,andracialbackgrounds?

ThetextbeingusedTheStarBearercomesfromAncientEgyptiantimes,thusteaching
childrenabouttheideasandbeliefsofaculturedifferentfromtheonebeingexperiencedintheir
immediateclassroomsetting.Thisbookwillbroadenstudentunderstandingofaculturethey
maynotbefamiliarwith.Allstudentsareaskedtoparticipateinthislesson,includingallstudent
identitiesequally.

f.
TechnologyIntegration:
Howwastechnologyusedinthislessontoenhancethe
learningexperience?

Technologywasusedtoenhancethislessonbymagnifyingpicturesofthetextonadocument
cameraforallstudentstosee.

LessonPlan4TheMonkeyandtheCamel

Topic/LessonTitle

Identifyingcharacteristicsofanimalsinafable

Date

Spring2016

TimeFrame

22:35pm

Author

GraceGustafson

Subject/UnitofStudy

FolktaleFables

GradeLevel

3rd

UnitofStudy

Folktale

Materials/Preparation

AesopsFablesTheMonkeyandtheCamel(book)
35

Whiteboardandmarker
Chartpaperandcoloredmarker
MACurriculum
Frameworks/CCSS:

CCSS.ELALITERACY.RL.3.1
Askandanswerquestionstodemonstrateunderstandingofatext,
referringexplicitlytothetextasthebasisfortheanswers.
CCSS.ELALITERACY.RL.3.2
Recountstories,includingfables,folktales,andmythsfromdiverse
culturesdeterminethecentralmessage,lesson,ormoralandexplainhow
itisconveyedthroughkeydetailsinthetext.
CCSS.ELALITERACY.RL.3.3
Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)
andexplainhowtheiractionscontributetothesequenceofevents

I.

LessonLearningTargets/HeadandHeartLearningObjectives:
WhatdoIwantthestudentstolearn,know,understandbeabletodo?

LearningTargets
1.Icanidentifythetwomaincharactersinthisstoryanddescribetheircharacteristicsusing
evidencefromthetext
2.IcanmakepersonalconnectionstootherexperienceswiththeseanimalsinotherstoriesIhave
read

II.

Assessment:
HowwillIassessthechildrensunderstandingand/orskillstodetermineifthe
objectives/learningtargetshavebeenmet?HowwillIobserve?WhatwillIlookfor?How
willIencourageselfassessmentonthepartofthechildren?HowwillIleadthechildrento
reflectonthecontentandnatureoftheexperience?

Iwillassessstudentunderstandingbyaskingstudentstoprovidecharacteristicsofthetwomain
characterstocheckforunderstandingofthelessonaswellascomprehensionofthestory.
Studentswillfirstgeneratealistofcharacteristicsofamonkeyandcamelfrom
personal/backgroundexperiencewithotherstories.Then,toseehowtheirknowledgeand
understandinghasgrown,wewilladdtothelistofcharacteristicsafterreadingthestory.
Studentswillhavetosupporttheseadditionalcharacteristicswithevidencefromthetext.The
finalchartofcharacteristicswillserveastheformativeassessmentforthislesson.
36


III.

InstructionalSteps/LessonSequence:
a.
Connectingtoorbuildingstudentspriorknowledge/experiencesengaging
learners/settingthepurpose:
HowwillIactivatechildrenspriorknowledge,experiences,
orskills?Howwillthelessonbuildontheirknowledge,experiences,andskills?

Iwillconnecttostudentspriorknowledgebyaskingthemtomakeconnectionsfromprevious
experienceswithmonkeysandcamelsinothertexts.Thiswillactivatebackgroundknowledge
andengagelearnersinthelesson.Iwillthenactivatestudentskillsbyaskingthemtocontinue
thisthinkingaboutthesetwoanimalsbylisteningtoastoryandpickingoutorgeneratingnew
characteristicsfromevidenceinthetext.Thiswillrequirestudentstoaccesstheirlistening,
speakingandcomprehensionskills.

b.
Descriptionofhowthelessonunfolds:
WhatwillIdo(teachermoves)?Whatwill
thestudentsdo(studentmoves)?WhatquestionswillIask?

TeacherMoves
1.
Askstudentstojoinmeattherugbythecountof10
2.
ShowcasethecoveroftheAesopsFablesbookwewillbeusingforthisdayslesson.
Sharewithstudentsthatwewillagainbelookingforthecharacteristicsofanimalsinafable.
3.ShowstudentsthefablewewillbereadingtodayTheMoneyandtheCamel.Askstudentsto
thinkaboutwhoourmaincharacterswillbebasedonthetitleofthefable
4.Nowwritethetwocharactersnamesonthewhiteboardmonkeyandcamel.Askstudentsto
thinkaboutsomecharacteristicsoftheseanimalstheyknowfrompriorexperienceswithother
texts
5.Modelthisprocessandbrainstormacharacteristicofoneoftheanimalsaloudusing
contextualsupportfromthestoryyouhaveaconnectionto.Recordthischaracteristicsunderthe
animalsnameonthewhiteboardandallowstudentstomakeconnections
6.Askstudentstodothesameprocess
7.Oncestudentshaveexhaustedtheirideas,tellstudentsthatweregoingtoreadthefableThe
MonkeyandtheCamel,andthatwewanttobethinkingaboutcharacteristicsoftheseanimals
fromthisstory.Tellstudentstobethinkingaboutthisaswereadtogether
8.Readthestoryaloud2timessothatstudentsgetthoroughexposureandadequatethinktime
9.Askstudentstotakeaminutetogathertheirthoughts,thenbegintakingshareoutsof
characteristicsofthemonkeyandthecamel.Makesurestudentsuseevidencefromthetextto
supporttheiranswers.Recordideasonthewhiteboard.
37

10.Onceallideasareshared,workwithstudentstoconsolidateideas.Makeafinallistand
recordtheseofficialcharacteristicsonchartpaper.
11.Asanextension,readthefableonemoretimeandhavethestudentsidentifyanddiscussthe
moral
12.Endlesson

StudentMoves
1.Studentscometotherugforlessonbycountof10
2.StudentsobservethetextwewillbeusingforthedayAesopsFables
3.Studentsconsiderthemaincharactersoranimalsthatwewillbeencounteringintodaysfable
(MonkeyandCamel)
4.Studentsshareoutpriorexperienceswiththeseanimalsfromothertextsandusecontextual
evidencetosupportthesecharacteristics
5.StudentslistentoreadaloudofTheMonkeyandtheCamelandthinkaboutthedifferent
characteristicsofthemonkeyandthecamelfromthisstory
6.Studentsshareouttheirideas/characteristicsthattheyextractedfromthisfableandusetextual
evidencetosupportthem
7.Studentscomeupwithafinalizedlistofcharacteristicsasaclass
8.Studentsidentify,unpackanddiscussthemoralofthefable

c.
Closure:
HowwillIendthelesson?HowwillIsetthestageformakingconnection
fromthislearningexperiencetoapastorfuturelearningexperience?Howwillideasbe
synthesized?

Iwillendthelessonbyaskingstudentstolookatthechartofcharacteristicsandmakesurethat
theyarehappywiththefinalproduct.Thiswillsynthesizelearning.Oncetheyarecontent,Iwill
extendstudentthinkingtoconsiderationofthemoral.Toendthelessonstudentswillengageina
briefdiscussionofthemoralofthestory,usingevidencefromthetexttosupporttheiranswers.
Wewillunpackthemoralsothatitiswrittenandunderstoodinthirdgradeterms.Thiswillset
thestageforfurtherlessonsaswejourneyintoextractionofmoralsandcreationofourownfor
fableswriting!

d.
Differentiation:
HowwillImeettheneedsofarangeoflearners?Whoneedswhat
tomakethislessonaccessibleandsuccessfulforall(IEPs,504s,ELLs)?

IwillmeettheneedsofarangeoflearnersIwillsupportstudentscomprehensionbymodeling
thinkingaloud.IwillthinkaboutanexperienceIhadwithamonkeyoracamelintextsand
38

recordmyideasonarunninglistofcharacteristics.Iwillprovidecontexttomyideastosupport
studentsinusingevidencefromthetext.Iwillmakesuretousetheillustrationsasaguideto
helpELLsandlearnerswithlanguagechallengesaccessthelanguage.Iwillmakesuretoclear
upconfusinganddifficultlanguagetostudents.StudentswithIEPsand504swillbegiven
appropriateaccommodations(i.e.extrathinktime,teacherandpeersupport,physicallyengaging
environment)tobesuccessfulintheirlearning.

e.
SocialJusticeOrientation:
Howdoesthislessonrespectandincludeindividual
studentscultural,socioeconomic,andracialbackgrounds?

Iwillincludestudentsofallidentitiesandcurrentlearningabilitiesinthislesson.Nostudent
shallbediscriminatedbasedonaspectsofidentity.Allstudentswillbegivenaphysically,
emotionally,andsociallysafespacetosharethoughts,questionsandconcernsofthelesson.All
studentswillbeencouragedtoshareandparticipateinthelearningcommunity.

f.
TechnologyIntegration:
Howwastechnologyusedinthislessontoenhancethe
learningexperience?

Thereisnotechnologyintegrationforthislesson.

LessonPlan5Morals(LionandtheMouse)

Topic/LessonTitle

Morals

Date

Spring2016

TimeFrame

22:35pm

Author

GraceGustafson

Subject/UnitofStudy

FolktalesFables

Grade
Level

3rd

UnitofStudy

Fables

39

Materials/Preparation

WhiteboardandMarker
LoinandtheMouse
ChartPaper

MACurriculum
Frameworks/CCSS:

CCSS.ELALITERACY.RL.3.1
Askandanswerquestionstodemonstrateunderstandingofatext,
referringexplicitlytothetextasthebasisfortheanswers.

CCSS.ELALITERACY.RL.3.2
Recountstories,includingfables,folktales,andmythsfromdiverse
culturesdeterminethecentralmessage,lesson,ormoralandexplain
howitisconveyedthroughkeydetailsinthetext.

RL.3.2Recountstories,includingfables,folktales,andmythsfrom
diverseculturesdeterminethecentralmessage,lesson,ormoraland
explainhowitisconveyedthroughkeydetailsinthetext.

SL.3.1Engageeffectivelyinarangeofcollaborativediscussions
(oneonone,ingroups,andteacherled)withdiversepartnerson
grade3topics

andtexts
,

buildingonothersideasandexpressing
theirownclearly.

I.LessonLearningTargets/HeadandHeartLearningObjectives:
WhatdoIwantthestudentstolearn,know,understandbeabletodo?

LearningTargets
1.Icandescribeamoralanditsintent
2.Icanidentifythemoralofafable

II.Assessment:
HowwillIassessthechildrensunderstandingand/orskillstodetermineifthe
objectives/learningtargetshavebeenmet?HowwillIobserve?WhatwillIlookfor?How
willIencourageselfassessmentonthepartofthechildren?HowwillIleadthechildrento
reflectonthecontentandnatureoftheexperience?

40

Iwillassessstudentunderstandinginmultiplewayspostreadaloud,Iwillaskstudentsto
identifywhattheythinkisthemoralofthefable.IwillreadaloudthefableLionandthe
Mouse,andstudentswillbeaskedtoidentifythemoralinthisstory.Theywillbeaskedto
phrasethemoralinawaythatmakessensetothem.Iwillthenbeabletoassessiftheyareable
toidentifythemoralandcomprehenditandworditinthirdgradefriendlylanguage.Iwillalso
assessstudentunderstandingastheyanswerthesequestionswhatisamoral?Whatisthejobof
amoral?Whyaretheyimportant?Whydopeopleevenbotheraddingthemintostories?As
studentsanswerthesequestions,Iwilllookforunderstandingand/orconfusionandclearup
challengingmaterial.Iwillthenrecordstudentresponsesandideasonthewhiteboardandlook
visuallyattheideasandunderstandingsofthestudentsduringthislesson.

III.InstructionalSteps/LessonSequence:
a.
Connectingtoorbuildingstudentspriorknowledge/experiencesengaging
learners/settingthepurpose:
HowwillIactivatechildrenspriorknowledge,experiences,
orskills?Howwillthelessonbuildontheirknowledge,experiences,andskills?

Thislessonwillbuildonstudentknowledgefromearlierintheunit.StudentsreadthefableThe
GrasshopperandtheAntsatthebeginningofthisunit,sotheywillbefamiliarwiththe
structureandelementsofafable,aswellastheideaofamoral.Studentspriorexperienceswill
beactivatedaswell,asmanyofthestudentshaveinteractedwiththisfablebefore,eitherin
libraryorintheirlivesoutsideofschool,aswellasinanearlierlessoninthisunit!Thislesson
willbuildonstudentsskillsofcomprehensionandusingevidencefromatexttosupportanidea,
inthiscase,themoralofthestory.Studentswillalsobeaskedtoconsiderquestionsabout
moralsincludingtheirintentionandimportance,whichwillcalluponcriticalthinkingskills.

b.
Descriptionofhowthelessonunfolds:
WhatwillIdo(teachermoves)?Whatwill
thestudentsdo(studentmoves)?WhatquestionswillIask?

TeacherMoves
1. Askstudentstojoinmeattherugbythecountof10
2. HaveLionandtheMousereadytoreadaloud
3. StudentswillhavereadthisbookinanearlierlessonwithFolktale
Detectives,andshouldthereforerememberthisstory.Askstudentsto
refreshclassmemoryofwhatthisfableisabout,ourcharacters,the
setting,butNOTthemoral.
4. TellstudentsthattodaywewillberereadingtheLionandthe
Mouse,butwewillbelookingtoidentifythemoral.
41

5. Wealsowanttoconsidersomeveryimportantquestions,whichI
willwriteonthewhiteboardforstudentsasIreadWhatisamoral?
Whatisthejobofamoral?Whyaretheyimportant?Whydopeople
botheraddingthemintostories?
6. BeginthereadaloudofLionandtheMouse
7. Oncethereadaloudiscomplete,givestudentsaminuteofthink
timetoconsiderthemoralofthestory.Thenaskstudentstoshareout
ideasofwhatthemoralis
8. Onceallstudentshaveshared,cometoaconsensusaboutthe
moral,andphraseitinthirdgradefriendlyterms.Writethemoralonthe
whiteboardaboveallofthequestions.
9. Nowsegueintothequestionsposedforstudentshavethemthink
aboutourmoralweidentifiedtodayaswellasothermoralswehave
identifiedoverthecourseofthisunit.Whatisamoral?Whatisthejob
ofamoral?Whyaretheyimportant?Whydopeoplebotheraddingthem
intostories?
10.ReallyhavestudentsconsiderWHYamoralisimportantandits
FUNCTION,asmoralsaretheheartofallfables,andwillbeatthe
centeroftheirfableswriting.
11.Recordanswersonthewhiteboard,andonceconsolidatedwrite
studentsideasonchartpaperforthemtoreferencebacktoastheybegin
theirfableswriting.
12.Tellstudentsthattheywillbeginconsideringtheirownmoralsand
lifelessonsthatarevaluabletothemintheirlives

StudentMoves
1.Studentscometotherugforthereadaloud
2.StudentsmakeconnectionstoLionandtheMousefromprior
experiencesandgiverecountsofthestoryselements.
3.Studentsconsiderimportantquestionsaboutmorals,whichwillbe
writtenonthewhiteboardduringthereadaloudWhatisamoral?What
isthejobofamoral?Whyaretheyimportant?Whydopeoplebother
addingthemintostories?
4.StudentslistentoreadaloudofLionandtheMouseandconsiderthe
moralofthestoryaswellasthequestionswrittenonthewhiteboard
5.Studentsidentifythemoralofthefableandunpackitandworditin
thirdgradefriendlyterms
6.Studentscometoaconsensusaboutthemoral,andbegintothinkabout
answerthequestionswrittenonthewhiteboard
42

7.Studentsanswerallquestionsandagreeuponconsolidatedresponsesto
berecordedonofficialchartpaper.
8.Studentscontinuetothinkaboutwhymoralsareimportantandtheir
functionalityinfables
9.Studentsbegintothinkaboutwhatmoralsareimportanttothemin
theirlives

c.
Closure:
HowwillIendthelesson?HowwillIsetthestageformakingconnection
fromthislearningexperiencetoapastorfuturelearningexperience?Howwillideasbe
synthesized?

Iwillendthislessonbyconsolidatingstudentideasaboutimportanceofmoralsandtheir
intentionandrecordingthemonachartsothatstudentsmayberemindedofthisduringtheir
writingoffables.Iwillsetthestageforfurtherlearningbytellingstudentsthatournextstepwill
betothinkaboutmoralsthatareimportanttous.Tellstudentsthattheyshouldbegintothink
aboutmoralsoflifelessontheyholdmeaningfulintheirlivesandthattheywouldliketoinclude
intheirownfableswritingthiswillsetthestageforbrainstormingofmorals.

d.
Differentiation:
HowwillImeettheneedsofarangeoflearners?Whoneedswhat
tomakethislessonaccessibleandsuccessfulforall(IEPs,504s,ELLs)?

Iwillmeettheneedsofalllearnersbygivingthemwhattheyneedtosucceedtoreach
understandingofthislesson.Studentswithlanguageandcommunicationchallenges(aswellas
ELLs)willbegivenadditionalteachersupporttohelpdecipherpotentiallychallengingmaterial
andideas,andIwillmakesuretoclearupanypointsofconfusionandmakeinformationand
languageaccessibletomylearners.IwillmakesurethatstudentswithIEPsand504shavethe
appropriateresourcestheyneedtobesuccessfulintheirlearning,includingaphysically
conducivelearningenvironment.

e.
SocialJusticeOrientation:
Howdoesthislessonrespectandincludeindividual
studentscultural,socioeconomic,andracialbackgrounds?

Allstudentswillbeencouragedtoparticipateandengageinthislessonregardlessofidentity.
Studentsfromdifferingbackgroundsandexperienceswithfablesandmoralswillbegiventhe
materialstheyneedtobesuccessfulintheirlearningandreachalevelofunderstanding.Students
willnotbediscriminatedagainstbasedonanyaspectoftheiridentity.Wewillcreateasafe,and
inclusivelearningenvironmentforallstudentstolearn.Alllanguagefromthereadaloudand
questionsdirectedatstudentswillbemadeaccessibletoallstudents.
43


f.
TechnologyIntegration:
Howwastechnologyusedinthislessontoenhancethe
learningexperience?

Notechnologywillbeusedduringthislesson.

Resources
Anchor Texts

44

The Grasshopper and the Ants

The Crow and the Fox
The Crow and the Swan
The Wolf in Sheeps Clothing

(Lesson plan 1)

45

(Lesson plan 2)

46

(Lesson plan 5)

(
Lesson plan 3)

The Monkey and the Camel

The Hares and the Frogs

(Lesson plan 4)

47

Video
https://www.youtube.com/watch?v=484AJlOnOnc
- Johnny Appleseed Video
from Disney
Aesop Handout
(Lesson plan 1)

Aesop

Creator of Aesops Fables

Ancient Greek story teller
No proof of his existence, but many stories credited to him
over centuries
His stories have been told in many different language
48

Worksheet
(Lesson Plan 1)

The Grasshopper and The Ants

A Fable
1. What is the lesson (or moral) that was learned in this fable?
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
____

2. Which character learned the lesson? How do you know?

__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
_____

49

Character Anchor Charts

50

Folktale Anchor Charts

51

(Lesson plan 1)

52

53

(Lesson plan 2)

Fables Elements Organizer - For Writing

54

Fables Writing Template

Fables Writing Checklist

55

Summary Reflection
56

My Learning
Planningthisunithelpedmedevelopmyvaluesandpracticesasateacher.IlearnedthatIam
verymuchacollaborativeteacherwhovaluesstudentengagementinlessonsbothfromthestandpointof
teacherstudentinteractionsandstudentstudentinteractions.Ideeplyvalueemphasisondiscussion
duringlessonsandinlearning.Ithinkthatdiscussionsordialogueisoneofthebestwaysforstudentsto
puttheirknowledgeandunderstandingintopractice.IalsorealizedthatImyselfamcollaborativeasan
instructor.ThoughIwriteoutconcretelessonsplans,Itendtoletmystudentsdriveandinfluencethe
lesson.Iliketousemystudentsasagaugeofwheretomoveinalesson,andhowtomakeadjustmentsto
practiceasIteachandplanforfuturelessons.
IalsolearnedthatItendtobeabitmorerelaxedinmyclassroommanagementstyle,andIhope
tocontinueworkingonthisaspectofteaching.Ihaveanextremelydiversegroupofstudentsinmy
classroom,andsoIwanttopracticedifferentmanagementstylesthatbesthelpthisgroupoflearners
attendtoandengageinlearning.Iwanttocontinuetotryondifferentmanagementstylesandfindone(s)
thatbestsuittheneedsofmylearners.
Finally,IlearnedthatIamaverythoroughinstructor.Iliketospendalotoftimeonmeaty
materialanddiscussionsthatIfeelneedtobetalkedaboutindepth.Iwouldratherhavetopushbacka
lessonfurtherintheweekthanrushthroughcontentforthesakeofaschedule.Iverymuchvaluethe
richnessofcontentinthisunitandacrosscurriculumaswell,andtendtospendmoretimeelicitingas
muchasIcanfromstudentsonatopic,andgivingthemasmuchinformationasIcansqueezeoutofa
lesson.Ineverwanttoshortchangemystudentstheopportunitytoengagewithrich,important,and
meaningfulinformation.

Unit Audience
Thisunitisappropriateforathirdgradestudentaudience.Alllessons,aswellastheunitinits
entirety,isalignedtobothCCSSandMAFrameworkStandardsforthirdgrade.Mosttoallofthisunitis
reliantuponteacherguidanceandinstructionandshouldbeexplicitandaccessibletoallstudents.Almost
allinformationwillbeavailablethroughanchorcharts,anchortexts,orprintedhandoutsandworksheets,
sostudentsshouldhavealloftheresourcestheyneedtoaccesstheirlearning.Theemphasisonread
aloudsandclassdiscussionshouldhelpELLsandstrugglinglearnersfindaccessintothematerial,which
willbeadditionallysupportedbyaforementionedclassresourcesaswellasplentyofteacherand
classmatesupport.Acollaborativelearningcommunitycoupledwithdiverseresourceswillhelpto
supportabroadrangeoflearners.

Potential Challenges
Iseetherebeingafewpotentialchallenges.Thefirstisstayingonschedule.OneoftheareasIam
alwaystryingtoworkonasateacheristimemanagement,andIforeseesomeofthelessonsbeinga
challengetocompleteinsuchashortamountoftime.Ialsoseerememberthecharacteristicsofeach
genreasbeingsomewhatchallenging.Thoughstudentswillhaveanchorchartsasresources,Icansee
studentspotentiallyhavingahardtimeretrievingthatknowledgefrommemoryevenafterwehave
57

learnedit,giventhatthereare5separategenresoffolktalesalongwiththeumbrelladefinitionofafolk
tale.Studentsmayfindthetransitionfromreadaloudheavylessonstolessonsfocusedontheintentionof
writingdifficult,thoughIwillmakesuretoscaffoldandsupportstudentsinthistransitionsothatall
contentandactivitiesfeelrelatedandunfragmented.

Favorite Lessons
Iamveryexcitedtoteachthelessononthinkingaboutmorals.Asateacherwhoverymuch
valuesthesocialaspectofteaching,Iamveryexcitedtohavethediscussionaboutmorals,whytheyare
important,andwhichonesareimportantorpertinenttomythirdgraders.Ihopeandbelievethatthis
lessonwillgivemeinsightintothemindsandheartsofmythirdgraders,whichissomethingIvalue
greatly.Ithinkthelessonthatasksstudentstobrainstormtheirownmorals,aswellasalllessonscentered
aroundmorals,helptocreateandmaintainasociallyandemotionallysafelearningenvironmentformy
students.
Iamalsoveryexcitedtoteachtheindividualreadaloudlessonsthatintroducestudentstothe
differentgenresoffolktales.Iamateacherwhovaluesliteratureinhighesteem,andsoIappreciate
everyopportunityImallowedtoteachcontentthroughliterature.Iamthrilledtobeabletoteachstudents
theunitoffolktaleswithsuchaheavyinfluencefromliterature.Ilovetheuseofanchortextsandanchor
chartsasIbelievetheyarehelpfulandengagingtoolsforstudentstoreferenceintheirlearning,andto
calluponastheymakeconnectionsinfuturelearning.Ithinkthatreadingtogetherasaclassnotonly
helpsscaffoldeachotherslearningthroughsharingideas,questions,andcomments,butalsohelpscreate
atrustingandcaringlearningenvironmentforourclassroomcommunity.

Final Thoughts
Ihadawonderfultimeplanningandimplementingthisunit.Assomeonewhoenjoysandvalues
literature,itwasanexcitingexperiencecreatingaunitthatcentersontheuseofbooksandother
literature.Ialsoloveallofthediverseresourcesincludedinthisunit.Ithinkthatthemany,anddifferent,
resourceshelpmakethisunitaccessibletoarangeoflearners.Ialsoreallyenjoythewritingcomponent
ofthisunit.Ibelievethataskingstudentstotransfertheirknowledgeintoawritingactivitywillhelp
studentsconceptualizeandmakemeaningofthecontenttheylearnedinthisunit,andalsogivetheman
engagingendgoaltoworktoward.Imsuperexcitedtoshareandshowcasethestudentworkattheendof
theunit!
Inretrospect,thereareafewthingsImayhavedonedifferentlyincreatingthisunit.Iwouldhave
condensedtheunitandmadeit4weeksinsteadof5.Ithinkthatacoupleofthelessonsfeelabit
redundant,thoughIalsobelievethatstudentswillbenefitfromthereinforcement.Iwouldhavealso
foundamorediversesetoffables.Manyofourfablescomefrom2books,andIwouldhavelovedto
exposestudentstoevenmoreliteraturewereItogobackandresearchmoreresources.
Thatbeingsaid,Iamextremelyproudofthisunitandlookforwardtoteachingitinmy
classroom!

58