MH Lesson Plan 4th Grade ELA Canvas Example-1 PDF

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EDEE/ME 3380 Madeline Hunter Lesson Plan Example Your Name: Example Grade Level and/or Subject Area: 4th Grade ELA Date: Summer 2020 PART I. DEFINE THE GOAL(S) FOR THE LESSON Lesson Overview This lesson serves as an introduction to two types of In your own words, explain in general terms the children’s literature: myths and fables. Students will learn topic, skills, or process this lesson is about. how to distinguish between a myth and a fable by learning the unique characteristics of each. National/State Learning Standard(s) TEKS Identify the relevant grade-level and/or subjectELA 4.9(A) Demonstrate knowledge of distinguishing specific standard(s) that will be addressed in this characteristics of well‐known children's literature such as lesson. folktales, fables, legends, myths, and tall tales Transfer Goal(s) Understanding genre‐specific characteristics within and How will the skills learned during this lesson benefit across increasingly complex traditional and classical students outside of the classroom and in life? stories and books is important for success in the upper grade levels, college, and as a lifelong reader of literary fiction. PART II: WRITE THE OBJECTIVE(S) FOR THE LESSON Learning Objective(s) Objectives have a formal structure and differ in that way from the transfer goals and TEKS you stated above. Given a set of 5 well-known children's books and a list of distinguishing characteristics for myths and fables, the Conditions/Context: What conditions are provided learner will independently classify which books are fables for the learner’s success? and which are myths, verbally, with 100% accuracy. Audience: Who will exhibit the learning? Behavior: What are the observable outcomes? Degree: What is an acceptable indicator of success for the learner? PART III: TEACH THE LESSON Determine Prior Knowledge MH Step 1 - Review What prior knowledge might students have about (Since this is a hypothetical lesson, let’s assume that in a this lesson? How will you review, activate, and/or previous lesson, I have already introduced the concept add to the prior knowledge necessary for learners of folktales and the different types of folktales: fables, to be successful in the lesson? legends, myths, and tall tales.) To review the previous lesson, the teacher will show and discuss this graphic:

Introduce the Lesson How will you introduce the lesson to your students in a fun and exciting way? How you will capture your students’ attention and engage them with the lesson content? How will you convince them that this lesson is meaningful and relevant to their lives?

Procedures List, in order, the steps of the lesson. Since this is a Madeline Hunter lesson, the steps are outlined for you. Include: -What you will do and say during the lesson -What the students will do during the lesson -Specific questions you will ask the students

MH Step 2 – Anticipatory Set The teacher will say, “Guess what??? The kindergarten teacher needs our help! His students are just learning how to read. He would like each of his students to have a 4th grade reading buddy! He wants each of you to write your own fable or myth to share with a student in his class! In order to do this, we have to learn the characteristics of these two types of folktales. So that is what we are going to do today! ” MH Step 3 – Objective(s) The teacher will say, “Today, we are going to learn how to distinguish a myth from a fable! It is important to know the difference because each type of literature has its own special purpose! Knowing the difference will help us become powerful readers and writers! ” MH Step 4 – Teacher Input/ Modeling (I do) The teacher will say, “I am going to read a story out loud. Then, I am going to show you what I do to figure out whether it is a myth or a fable.” The teacher will read The Lion and the Mouse out loud to the class. The teacher will say, “Now that I read this story, I am going to look back at the chart. I am going to look at the fable column first to see if this story is a fable. The first characteristic of a fable is that it has 3 or less animals acting like people. The lion and the mouse in this story act like people! And there are only two animals. So this might be a fable. Let’s look at the next characteristic. The second characteristic is the setting which is generally outside. The lion and the mouse are outside in this story!!! It’s beginning to look more and more like this is a fable! Let’s keep going. Is there only one problem in this story, and does it use trickery? Well, there is one problem. The mouse gets caught by the lion and must convince him to let her go. She does this by saying she will help him out one day. The lion thinks that it ’s a trick, because how could a mouse help a lion? But he lets her go anyway. Let’s look at the last criteria: Ends with a lesson. Does this story have a lesson? YES! This story ends with the lesson that even small acts of kindness can yield great rewards! The Lion and the Mouse must be a fable because it contains all of the characteristics of a fable! ” The teacher will read the Greek myth of Arachne, then repeat the modeling process above. MH Step 5 – Checking for Understanding The teacher will ask: “What did I do first when I was trying to decide if the story was a fable or myth?” “How did I know the first story was a fable?” “How did I know the second story was a myth?” “How is a myth different from a fable?” “What purpose does a myth serve?” “What purpose does a fable serve?”

MH Step 6 – Guided Practice (We do) The teacher will say, “Now, you will work with your partner to discover whether a story is a myth or fable. I will give each pair of partners one of each type of story. You will use your list of characteristics to decide which story is a myth and which is a fable by asking yourself the same questions I just modeled for you! I will be walking around to help you and to provide feedback! ” The teacher will give each pair of partners a copy of The Fox and the Grapes and Anansi the Spider. The students will work with their partner to determine which story is the fable and which is the myth. The teacher will visit each pair of partner to provide guidance throughout this part of the lesson, and to model and reteach as needed. After the students have completed the guided practice, the teacher will go over the correct responses: The Fox and the Grapes is a fable, and Anansi the Spider is a myth. The teacher will ask students to share which characteristics of each story helped them to identify it as a myth or fable. MH Step 7 – Independent Practice (You do) The teacher will say, “You all did a wonderful job with your partners! Now, I am going to give each of you 5 new stories! You will be working by yourself to figure out which are myths and which are fables. Remember to use your list of characteristics just like we’ve been practicing, and put the fables in one pile, and the myths in another. You will do this quietly without talking to your partner. I will play some music as you work. When you think you’ve gotten them figured out, place your green cup on your desk to signal me! I will come over and check to see if you got them right, and you will tell me how you figured it out! Don’t worry if you get one wrong, I’ll give you another chance to try again! ” The teacher will allow students time to work independently while circling the room to observe and check. When students finish their independent practice, they can begin brainstorming ideas for writing their own myth or fable using the chart with characteristics and the books from the lesson as examples. MH Closure The teacher will say, “Now you have learned the distinguishing characteristics of myths and fables! Why is this an important piece of knowledge to have? How will you use this knowledge in the future? ” The teacher will administer the traditional summative assessment and/or provide the guidelines for the traditional summative assessment.

Informal/Formative Assessment During the lesson, how will you determine or measure the learners’ progress toward meeting the lesson objective(s)? What techniques will you use to determine whether or not students have grasped the concept or skills? Ex: Observation, Checking for Understanding, etc.

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Grouping Structure(s) How will the students be organized throughout the lesson: independent work, pairs, small groups, or whole class? Use purposeful grouping based on the demands of this lesson for the learners. Accommodations, Modifications, and Differentiation for Diverse Learners How will you accommodate or modify for students with 504 plans (Dyslexia, ADHD), with IEPs (Autism, Disabilities, etc.), ELLs, and GT students?

Instructional Materials and Equipment List ALL materials, equipment, and technology the teacher and students will use. Add or attach copies of ALL printed and online materials to this document.

The teacher will have students practice classifying books with a partner before doing it independently. In partners, they will monitor and provide feedback to each other while practicing. The teacher will visit each set of partners while they are practicing to check for understanding, and to model or reteach how to classify the books if needed. The teacher will say, "Tell me how you know this book is a fable." The teacher will ask, "What is a distinguishing characteristic of a myth?" After providing each child with 5 new books to classify independently, the teacher will observe (and make note of) students who are struggling and do not meet the learning objective and students who finish quickly with 100% accuracy. The teacher will use the information they gather from these informal assessments to decide whether or not they need to reteach the lesson to the whole class or to a small group, or whether or not they need to provide enrichment for students who easily completed the task.

For MH Step 4: Whole Group For MH Step 6: Partners For MH Step 7: Independent Dyslexia Give directions out loud and provide them in writing, read stories out loud OR play an audio recording; Provide preferential seating near the teacher and screen. ADD Provide preferential/flexible seating options. Provide non-verbal reminders to stay on task. Autism Provide preferential seating, modeling, visual cues. Emergent Bilingual (ESL) Provide modeling, visuals, and demonstrations of key concepts/skills; allow students to answer questions with a partner before sharing answers with the class or working independently. GT Allow GT students to work together; provide enrichment activities for students who finish early.       

Projector, computer, and screen Folktale Chart (one to project, and one copy for each student) The Lion and the Mouse story The Myth of Arachne story The Fox and the Grapes story Anansi the Spider story 5 copies of various myths and fables per student

PART IV: FORMAL/SUMMATIVE ASSESSMENT Formal/Summative Assessment The students will complete the following two assessments: How will you formally assess whether or not students mastered the learning objective? Include details of Traditional: The teacher will read the story, “The Fox and any summative assessment (homework, quiz, essay, the Hound” aloud to the class. The student will explain project, assignment, performance task, etc.) and whether this story is a myth or a fable and list at least attach a copy and answer key if applicable. three distinguishing characteristics to support their Make sure that your summative assessment aligns answer. Then, the teacher will read the greek myth of with your Learning Objective. In other words, the Icarus. The student will explain whether this story is a myth summative assessment must demonstrate that the or a fable and list at least three distinguishing student did or did not meet the learning objective. characteristics to support their answer. Authentic: Performance Task! The student will write their own story in the style of a myth or a fable (their choice). Their story must include all distinguishing characteristics of the genre they select, and will be scored using a rubric. The students will read their completed stories to the kindergarten students at their school. This will be done either at home, or the following day during class time. PART V: REFLECTION Reflection (You will write a two-paragraph reflection here about Reflect on your lesson planning experience. What your lesson planning experience and how you envision challenged you? What did you learn? using this type of lesson model in your future classroom, etc. You will also describe what you learned throughout the planning process and how it connects to the course content)....