EDUC 2220- Educational Technology Lesson Plan

Fables and Folklore

Maggie Miller

Grade 3 / English Language Arts

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

Craft and Structure:

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.
CCSS.ELA-LITERACY.RL.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a character or setting)

Lesson Summary:

This lesson will teach my students the elements to a story as well as how to determine the central concept or
moral of the story. Students will also be taught how to describe characters and how their actions affect the
story.

Estimated Duration:

This lesson will be 2 and a half hours long. I plan on dividing the lesson into five days, each period will last
30 minutes.

Commentary:
I will keep my students interested in the material by presenting them with fun interesting stories. I will also
make my class very interactive, so everyone is participating and giving commentary. I also think that being
able to express their own creativity will be a good way to keep them engaged.

Instructional Procedures:
Day 1:
First, I plan on asking my students if they know what a fable or folklore is. I will give them a brief
introduction of what they are and how they are different. I will also emphasize that many different cultures
have folklore. I will then give them examples that they are familiar with such as the boy who cried wolf.
Next I will have them pull up a pdf on their iPad of “The Turtle and The Hare”. The students will then
popcorn read. At the end of the story I will ask my students to point out key moments. I will prompt them by
asking how the character felt in a particular situation. I will then ask them how the characters actions
attributed to the outcome of the story. In this case, the hare messing around because he was so confidant he
was going to win. I will then ask my students what the moral of the story is and to summarize the story.

Day 2:
I plan on having my students open the folklore link I provide in my extension. Here they will pick a folklore
story of their choosing. They will then read the story on their iPad silently. Once they are finished, they
should take notes on their iPad of key elements and the overall moral of the story. I will have questions
prompted on the board that they should answer in their notes. I will then have my students email me their
notes and then I will assess their comprehension.

Day 3:
I will first warm up my students by showing them a PowerPoint of a fable I wrote on my own. I will present
it to my students and ask them again to point out key elements. I will then tell them that I wrote the fable,
and they will be writing one like I did. I will tell them that their story requires key elements such as a
beginning, characters, a moral or message, and a conclusion. I will then give them the rest of class to start
working on their stories.
Day 4:
I will have my students type up their story into a power point. They will be required to copy images from the
web or insert pictures of their own drawings. I will spend most of this class period walking around helping
students who have questions and asking students where they are at with their stories.

Day 5:
I will begin class by giving my students 15 more minutes to work on their stories. I will then leave the last
15 minutes for presentations. I will allow students who wish to share their work with the class the
opportunity to do this, but I will not enforce a presentation. I will ask my students to submit their work by
emailing me a copy of their PowerPoint.

Pre-Assessment:

I will give my students a short story or fable to read and then have them answer a series of questions about
the text. Questions such as what the moral of the story is, how a character was feeling, and then to
summarize the story. I will not grade this work but use it as an assessment to see where each student stands. I
will also use the quiz to see exactly what my students need more clarification on and how this will affect my
teaching plan. The quiz will also be a good comparison of the students’ final work and how much they
learned.
Scoring Guidelines:

The pre-assessment will not be graded. I will be looking for level of reading comprehension. I will
see if my students understand what happened in the story based on context from the story and no help
from outside sources. I will also look to see if they understand the moral of the story and how certain
characters felt.

Post-Assessment:

I will be grading my students’ power-point project that they will complete in class.

Scoring Guidelines:
This assessment will be worth 100 points. I will be grading the project on introduction, plot, conclusion, and
creativity. Each section will be worth 25 points. To get 25 points for the introduction section, students’
stories should have a setting, introduction of characters, and possible introduction of conflict. The overall
plot will be graded on the fluency and sequence of events. The conclusion will be graded on if they provide a
resolution or have a moral to the story. Creativity will be based on if the student put effort into their project.
I am not grading if the artwork is good but if the student tried their best.

Differentiated Instructional Support

For accelerated students I would provide them with fables that are at a higher reading level or have more
complex plots. For my students who are behind in completing their projects, I would pair them with their
classmates who have already finished for extra help. The classmate should only help with technical
difficulties and fluidity of the story. I would also show my students an animated short story and pause at
each occurrence and explain what is happening and how it aids the story. I would then show them different
short stories and ask for their feedback.

Extension
https://membean.com/
Will be assigning for homework. This website helps learn new vocabulary through reading context words. It
also has a section of games you can play to learn new vocabulary.
https://americanfolklore.net/sindex.html
Website I would use in class for students to access thousands of different folklore stories.

Homework Options and Home Connections

I would assign homework through a website called “Membean”. Through this website you learn vocabulary
by playing games and completing study questions. I would assign a certain amount of new words they have
to learn or a minimum time they must complete for a homework grade. Another assignment I could do is ask
them to find a fable at home and either print it or have it prepared to share with the class. I could also assign
them readings of a book and have questions they must answer at the end.

Interdisciplinary Connections

Students will be reading fables from different time periods and cultures, so I would begin to integrate world
history into my lesson.
Students will also be using the arts. They will be creating power point slides with digital images or their own
work, as well as creating their own story.

Materials and Resources:

 For teachers Email account, projector, power-point,

For students I-pad/laptop, email, power-point

Key Vocabulary
Fable, Folklore, Plot, Introduction, Conclusion, Moral,

Additional Notes

http://www.corestandards.org/ELA-Literacy/RL/3/#CCSS.ELA-Literacy.RL.3.2

None of the links provided for standards would open. I tried different browsers and typed them in and the
websites still would not open. It might be an issue with my computer. This is the website I used.