Standard Based Lesson Plan Format Lesson: Inferring with Fables Subject Area: English/ Language Arts I.

Standard: Common Core Standard 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. Common Core Standard L.3.5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

Objective/Benchmark: The students will retell fables and determine the central message, lesson, or moral. They will explain how it is conveyed through key details in the text. *I can tell what happened in a fable and tell what the lesson from the fable is. I can explain how the lesson was shown using details from the text. The students will demonstrate understanding of figurative language. *I can tell what the author of the fable was trying to say and understand that even though the fable is about animals, the author wasnt really talking about animals. II. Anticipatory Set: I will motivate the students by first asking them if they know what a fable is. I will show them the cover of the book Aesops Fables and tell them that I have a whole book about fables and that theyre really fun to read and that Im excited to share them with them. We will then talk about what a fable is and why theyre important to think about. Input: Task Analysis: Ask questions about what a fable is Talk about what makes a story a fable and why theyre important Read one of the fables from Aesops Fables Discuss why the fable is considered a fable Ask the students if they know what inferring means Talk about what inferring means and what we need to use to make inferences Read a fable from the book Aesops Fables and demonstrate making an inference about the moral of the fable using the same form the students will use

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Demonstrate one more example of inferring about the moral using a different fable Ask the students to help with the next one. Use a different fable and ask the students to offer ideas to help fill out the inference sheet Split students up into groups. Each group will be given a fable and a Making Inferences worksheet. Have groups complete the worksheet together. When the students have finished the worksheet, ask the students to write why they think the moral of that story is so important on the back of their paper. If the students finish early, they can get another fable to read and infer about the moral of that fable. When all students have finished, ask them to share their inferences.

Thinking Levels: Knowledge: What are fables? Comprehension: What can you infer about the moral of the fables? Application: Practice inferring about a fable using the making inferences worksheet. Analysis: Make a diagram of what you already know and what you know from the text to make an inference

Methods of Engagement: During the modeling I will not give the students any papers yet. They dont need them yet so they will only be distracting. I will be creating a poster of inferences as examples. After modeling two fables, I will ask the students to join me and offer suggestions. When the students are working they will be in groups so that the group members can help to keep everyone on task.

Accommodations: Remediation: Students who struggle with pulling ideas out of stories and inferring will be paired up with a group who does very well in literacy topics. Extensions: Highly motivated students in this area will be invited to complete another Making Inferences worksheet. Materials: Poster Board Aesops Fables Making Inferences worksheet Copies of some of Aesops Fables for students to work with

Methods:

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Discuss what a fable is. Read The Lion and the Mouse from Aesops Fables. Brainstorm ideas about why the fable is a fable. Talk about what the word infer means. Demonstrate how to infer about the moral from a fable. Complete Making Inferences worksheet with a group. Tell why the moral of that fable is important. Modeling: Infer about the moral of several fables using the making inferences format. Model how to use the graphic organizer on the making inferences worksheet Checking for Understanding: Rotating between the different groups of students to make sure theyre on task and that they understand. Ask students to share their making inferences worksheets once everyone has finished. Guided Practice: After modeling two examples of inferring from the fables on my own, I will complete one more asking students to help me fill out the information. The students will then begin working in groups on their own making inferences worksheet. I will rotate between groups of students and guide their work as needed. Independent Practice: There is no independent practice for this lesson. Closure: I will ask students who have had time to complete their making inferences worksheet to share their inferences. I will then ask the students What did we learn about today? Assessment: Students will be invited to share their inferences from the making inferences worksheet. I will also collect the inferences worksheets so that I can look over them at a later time. Reflection: Self-evaluations and reflection will take place after the lesson with my Field Coordinator. Resources: Teachers Pay Teachers -graphic organizer -http://www.teacherspayteachers.com/Product/Graphic-Organizer-Making-Inferences Aesops Fables

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