This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Holly Steelman Grade-Level: 3rd Lesson Date:

2/12-16/24

Title of Lesson: Fables Cooperating Teacher: Beverly Stemen

Core Components
Subject, Content Area, or Topic
Language Arts
Student Population
17 students
Learning Objectives
I can summarize a fable.
I can identify the theme of a fictional text or moral of a fable using key supporting details.
I can create my own story using transitional words, story elements, and sequencing events.
Virginia Standard(s) of Learning (SOL)
3.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry. j)
j) Identify the theme.
3.8 The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.
3.9 The student will edit writing for capitalization, punctuation, spelling, and Standard English.
Materials/Resources
Fables by Arnold Lobel
Fable worksheet
Aesop’s Fables site
SeeSaw assignment
Graphic organizer.

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Reading 10%
Lecture 05%
Safety Considerations

Time
(min.) Monday-Process Components
5 min. *Anticipatory Set
TTW ask the students if they have ever heard of the word "fable" before.
TTW call on 3 students to share what they think a fable is.
Engage them in a brief discussion about what they think a fable might be.
*State the Objectives (grade-level terms)
I can summarize a fable.
I can identify the theme of a fictional text or moral of a fable
10 *Instructional Input, Modeling, or Procedures
minutes TTW define a fable: a short story that typically has animals, plants, or inanimate objects
. as characters. Fables often convey a moral lesson or message. TTW make the
connection to theme.
TTW will discuss the elements of a fable, such as: characters-animals or objects as
characters, setting-When and where it takes place, conflict-problem, resolution-solution
to the problem, and moral-the lesson learned
TTW give examples of well-known fables, such as "The Tortoise and the Hare" and "The
Ant and the Grasshopper."
*Check for Understanding
Thumbs up/thumbs down: I can describe a fable.
10 min. *Guided Practice
TTW read a fable aloud to the class. “The Hen and the Apple Tree.” (page 11 of Fables
book) -Picture of fable will be projected onto smartboard so students can follow along.
TTW pause throughout the reading to ask students questions about the characters,
events, and potential moral lesson (Theme).
TSW will write down key points on their whiteboards. (Characters, main events, and
their guess of the moral)
TSW show whiteboard (SHOWDOWN) during each time the teacher pauses.
10 min. *Independent Practice
TTW distribute copies of a fable to each student. (The Fox and the Crow)
TTW instruct the students to read the fable independently and then identify the
characters, events, and moral lessons. (worksheet)
Assessment
TTW grade independent practice worksheet. Also observing the students whiteboard
answers during guided practice.
5 min. *Closure
TTW ask students to share their findings from the independent practice worksheet.
TTW will summarize the key points of the lesson, emphasizing the definition and
characteristics of a fable.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
Taking notes

Classroom Management Strategies (To ensure a positive learning environment).

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Pull sticks
Dug the goat
Call + Respond
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Tuesday: Process Components
5 *Anticipatory Set
minutes TTW ask students to recall some of the fables they learned about and briefly discuss the
morals or lessons of those fables.
*State the Objectives (grade-level terms)
I can summarize a fable.
I can identify the theme of a fictional text or moral of a fable
10 *Instructional Input, Modeling, or Procedures
minutes Because I felt you all understood the concept of finding the theme, I wanted to make it a
little bit trickier. Today we are going to pick 7 actors/actresses to come to the front of the
class and read a fable to the class. As they read, try to figure out the characters, the
setting, the conflict, resolution, and most importantly the moral of the story. Use your
SWBST chart to help you.
*Check for Understanding
TTW will choose one student to repeat the directions back to the class.
10 *Guided Practice
minutes Readers Theatre: 7 students will take on the roles of the tortoise and the hare. TTW
stop at underlined vocabulary words to teach the meaning. After reading, TTW ask the
listening students to work with their table to fill out any remaining rows still empty on
their charts. TSW share what they put for each row. TTW correct as needed.

Small groups
10 *Independent Practice
minutes The fox and the crow assessment.

Achieve article and independent reading for 15 minutes.

Assessment
TTW assess the worksheets for understanding.
5 *Closure
minutes TTW ask 3 students to share

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Graphic organizer

Classroom Management Strategies (To ensure a positive learning environment).

Pull sticks
Dug the goat
Call + Respond
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Wednesday -Process Components
5 min. *Anticipatory Set
TTW review the previous day’s fable and ask the students to share what they remember
from the fable. What was the moral or lesson learned in the fable? Who were the
characters? Humans or animals? (TTW call on students with their hands raised for this
one. 2 for each question)
*State the Objectives (grade-level terms)
I can write my own fable with complete sentences.

20 *Instructional Input, Modeling, or Procedures

min. TTW explain to students that they will be creating their own fable today, emphasizing the
importance of including a clear moral, interesting characters, and a well-developed plot.
TTW quickly review story elements with examples to ensure all students understand what
they need to have in their fable. TTW create an outline of a fable on the board using the
planning my fable worksheet.
2min. *Check for Understanding
What is the main focus of a fable? (Show with fingers)
1) Describing a character's emotions
2) Developing a complex plot
3) Conveying a moral lesson or message
4) Creating vivid imagery
15min *Guided Practice
TTW divide students into small groups and have them brainstorm ideas for their own
fables, encouraging them to discuss possible characters, settings, and morals.
15min *Independent Practice
TSW begin writing their fables independently.
Roll and Write activity (SeeSaw)/ Planning my fable worksheet
Assessment
TTW assess the students SeeSaw assignments checking for each story element to be
met especially the moral.
5 min. *Closure
Students who have a rough draft may share with the class.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Graphic organizers,

Classroom Management Strategies (To ensure a positive learning environment).

Pull sticks
Dug the goat
Call + Respond
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Time
(min.) Thursday-Process Components
2min *Anticipatory Set
Review what a fable is using the picture on slide 13. Go over that fables have
animals or inanimate objects as main characters and usually talk!
*State the Objectives (grade-level terms)
I can summarize a fable.
I can identify the theme of a fictional text or moral of a fable
10min *Instructional Input, Modeling, or Procedures
TTW read the two fables. (Dog and his Reflection and the Lion and the Mouse)
TSW identify the theme TTW Fill out the SWBST organizer to quickly summarize the
story. TSW assist in filling each row out.
TTW ask the students to pick a fable they would like to change as a class. TTW go back
to the organizer and pull sticks to decide who will change each aspect of the fable. (Drum
roll before each stick to boost engagement)
*Check for Understanding
Thumbs up/thumbs down: I can identify the theme in a fable.
5min *Guided Practice
TTW will divide students into small groups.
TTW hand out sheets with fables. TTW instruct each group to read their assigned fable
together and identify the moral lesson or message-TSW write the moral on the bottom on
the page.

Reading groups.
5min *Independent Practice
TTW have each group share the moral lesson or message they identified from their
assigned fable with the class.
TTW encourage discussion and ask students to explain how the characters and events in
the fable contributed to the moral lesson.
*Continue working on fable.
10min Assessment
Worksheets and Fable writing.
1min. *Closure
TTW ask students to reflect on how the moral lessons of fables can apply to their own
lives. (Pull 3 sticks)
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
Graphic organizer

Classroom Management Strategies (To ensure a positive learning environment).

Pull sticks
Dug the goat
Call + Respond
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

Time
(min.) Friday-Process Components
5 *Anticipatory Set
minutes TTW ask, “What does it mean to edit your work?” (Call on 3 students) TTW share
. Editing is the process of checking and fixing your mistakes to make your writing better.
When your writing it edited, I can read it clearly and it is easier to understand.
*State the Objectives (grade-level terms)
I can edit and revise my own work.

10min *Instructional Input, Modeling, or Procedures

Anchor chart: Flex your ARMS, call the COPS. Using this checklist will help you know
what you should be looking for when you edit your own paper.

1 min. *Check for Understanding

What am I looking for when I grade your fables writing? (Pull 4 sticks.)

5min. *Guided Practice

TTW ask the students to edit the passage with me. Point out the mistakes and tell me
how to correct them.
10 min. *Independent Practice
Go to your fable writing and edit your work.

Assessment
TTW read over students fables assessing for the editing process.
1 min, *Closure
Share one thing you learned today. (Pull 3 sticks)

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).

Dictionary for students who need spelling help.

Classroom Management Strategies (To ensure a positive learning environment).

Pull sticks
Dug the goat
Call + Respond
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Signature Date

Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Somebody
Wanted
But
So
Then
The theme of the fable is:

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021