UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template
UNLV Student: Sydnee Cimini PSMT Name: Audra Dillard
Lesson Plan Title: What is a Moral? Lesson Plan Topic: Fables from diverse
cultures
Date: February 9, 2017 Estimated Time: 20 Minutes
Grade Level: 2nd School Site: Bonner ES
1. State Standard(s): RL.2.2- Recount stories including fables and folktales from diverse cultures,
and determine their central meaning, lesson, or moral
2. Teaching Model(s): Direct instruction; Cooperative Learning
3. Objective(s): Students must determine how a fable helps to teach a lesson, moral, or central
message.
Student friendly objective: I know a moral is a lesson that a story can teach you.
4. Materials and Technology Resources
The Boy Who Cried Wolf!, The Lion and the Mouse, and The Fox and the
Grapes stories (20 copies of each story)
Fables and Moral mini anchor chart (2 sheets)
Whats the Moral worksheet (20 copies)
Fables question cards (x10 sets)
Dry erase marker
Characteristics of a fable worksheet (20 copies) (EXTENSION)
5. Instructional Procedures:
a. Motivation/Engagement:
Students will be given the story The Boy Who Cried Wolf and predict with
their shoulder partners what they think the story may be about.
I will read the story aloud while the students follow along.
I will ask the students what genre they think the book is based on what we have
been learning this week (fable).
I will introduce the objective; I know a moral is a lesson that a story can teach
you.
I will show the students the mini anchor charts that give the definition of a fable
and of a moral, reading them aloud to the students.
b. Developmental Activities or Learning Experiences:
I am going to pass out Whats the Moral handout to the students and ask them to
think about the story we have read while they write the and ask the questions:
What do you think the moral of the story is? _____ (Blooms level:
Understand).
I will take a couple of answers then have the students write the moral on the
correct section of their handout while I do the same showing my work on the
ELMO. Why do you think the author chose to write a story to depict this
moral (Use details from the story to prove your answer)? _____ (Blooms
level: Understand)
I will take a couple answers by calling numbers out of the bucket and then have
the students reference their story and answer the question What details does the
author give to convey the message? (Blooms level: Apply)
Students write their answers in the correct section of the handout.
I will ask the students the following questions: If the boy never cried wolf when
there were no wolves present, what might the ending of the story look like?
_____ (Blooms level: Analyze) What would you do if you were the boy who
cried wolf? ____ (Blooms level: Analyze)
When students are done, they will work with their should partner (KAGAN
STRATEGY) from their group and come and grab another short fable of their
choice as well as the fable question cards.
(Circulate: LEMOV) Students will take turns reading the story out loud to each
other.
Students will use the fable question cards, and answer the questions taking turns
answering, writing the answers on their cards with whiteboard marker
QUESTION CARDS BLOOMS QUESTIONS: Who are the characters in the
story? (Blooms level: Remember) Describe the characters. Are they like me or
someone I know? (Blooms level: Analyze) What is the setting of the story?
(Blooms level: Remember) How does the setting affect what happens? (Blooms
level: Understand) What is the moral of this fable? (Blooms level: Understand)
What can I learn from this lesson? (Blooms level: Apply)
c. Closure: We will come back together as a class and have some of the students give a
summary of the story they read, and what they as a team determined the moral of the
story to be. We will review the objective and review what a moral is.
d. Extension: Students who get done with the question cards quickly will get a separate
handout in which they will write three characteristics from the text that make the story a
fable.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Differentiation: For visual learners Ms. Dillard will have already completed an anchor
chart that will be posted, allowing for students to reference back to it about fables. I will
be posting two new mini anchor charts for the students to reference. Kinesthetic learners
will have handouts and question cards to hold on to during questioning. Auditory learners
will have the chance to listen to the story while I read it aloud.
Modification: I will enlarge the story on the ELMO so all students can see it.
Accommodations: n/a
7. Assessment and Evaluation of Learning:
a. Formative: I will collect the question cards and analyze how well the students are
understanding what they are reading by the way that they answer the questions.
b. Summative: n/a
8. Homework Assignment: none
9. Reflection:
a. Strengths:
b. Concerns:
c. Insights:
