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ELAR_5_3_A

Page history last edited by Judi Moreillon 5 years, 9 months ago

5th-grade Lesson Plans

 

Lesson Title: I Hope You Learned Your Lesson (Extension: Storyboarding/Claymation Project)
Created and Submitted by: Bernardino Vargas
School Name: JW Arndt Elementary
District: United Independent School District
Role: School Librarian

 

Grade Level: 5th

 

Lesson Plan Objectives:
At the end of this lesson, students will be able to:
1. Analyze, make inferences, and draw conclusions about fables.
2. Infer themes and morals of the text based on the story plot.
3. Create a storyboard (extension).
4. Create Claymation of an Aesop’s fable (extension).

 

ELA-R TEKS:
§110.16. (3) (A) compare and contrast the themes or moral lessons of several works of fiction from various cultures.

 

Other Content Areas Addressed:
§110.16. Writing (For extension)
(15) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea.

 

§126.7. Technology Applications (For extension)
(4) Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources. The student is expected to:
(B) collect, analyze, and represent data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages.

 

Standards for the 21st-Century Learner Indicators:
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. (For extension)
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. (For extension)

 

Classroom Teacher – School Librarian Collaboration:
• Both introduce the fable genre and its components.
• Both introduce text and model think-aloud method to draw conclusions.
• The classroom teacher assigns an Aesop’s fable for each group.
• The classroom teacher and librarian co-design a visual literacy graphic organizer (storyboard for extension).
• The librarian trains four student leaders of each group on the handling of a camera and PowerPoint (For extension).

 

Measurable Outcome or Final Product:
The students will learn to infer a fable’s moral based on the story plot. The students will re-create the fable on a storyboard graphic organizer, utilizing the writing process. The students will create a Claymation project based on the storyboard.

 

Assessment Tools:
Evidence-Opinion-Inference Graphic Organizer
Storyboard Graphic Organizer (For extension)

 

Resources:
Teacher(s) obtain a large selection of fables to print for their students. Do not include morals.
www.discoveryeducation.com (Aesop’s Fables) – subscription required
http://www.taleswithmorals.com (This site provides the moral. Do not provide students with the moral.)
The Boy Who Cried Wolf by B.G. Hennesy (Simon & Schuster Books for Young Readers 2006)
The Fox and the Crow by Graham Percy (Child's World 2009)
The Tortoise and the Hare by Janet Stevens (Holiday House 1985)

Evidence-Opinion-Inference Graphic Organizer
Storyboard Graphic Organizer (For extension)

 

Estimated Lesson Time: Two 55-minute Sessions

 

Instructional Plan Outline

 

Implementation Steps:

Preparation
• Educators divide students into groups of four and distribute Evidence-Opinion-Inference graphic organizers.
• Educators distribute storyboard graphic organizer. One storyboard per group (for extension).
• Educators assign specific roles for the group (for the extension): student leader (responsible for uploading pictures and creating PowerPoint), writer/illustrator, prop designer, and clay model designer (clay characters). Note: Students are encouraged to multitask.
• Educators post learning objectives.

 

Session 1

 

Motivation
1. Open up a discussion with morals/lessons students might have learned from members of their family. To facilitate, as questions such as:
a. Who are some people who have helped you learn lessons in life?
b. What are some of the lessons they helped you learn?
c. How did those lessons help you?
2. Educators read (and model) one of Aesop’s fables to discuss the story and its outcome.
3. Educators make personal connections with the students.
4. Educators implement the think-aloud strategy as educators (and students) complete the Evidence-Opinion-Inference Graphic Organizer to serve as a model.

 

Presentation
5. Educators will read a second Aesop’s fables and compare it with a third fable.
6. Students will work in groups, using the Evidence-Opinion-Inference Graphic Organizer.

 

Guided Practice
7. Educators implement the think-aloud strategy while he/she goes from one group to another, serving as a facilitator.  
8. Educators guide students to find a pattern: conflict plus resolution equals moral (an inference).

 

Assessment
9. Educators will assess students’ Evidence-Opinion-Inference Graphic Organizers.

 

Session Two

10. Educators assign an Aesop’s fable to student groups.
11. Students use the Evidence-Opinion-Inference Graphic Organizer to comprehend the fable.

 

Guided Practice
12. Educators monitor as students collaborate and discuss their designated Aesop’s fable, work together to infer the moral of the story based on the plot, and complete their storyboard.

 

Closure
13. Students conduct an oral presentation of their fable, focusing on the conflict, resolution, and moral of the story.

 

Assessment
14. Educators assess students’ Evidence-Opinion-Inference Graphic Organizer.

 

Extension
15. Students work as a group on a Claymation project based on one of Aesop’s fable.
16. Students will create a background (diorama) based on details of a story fable, snap photos of characters made out of clay, upload photos based on sequence of events, and type the moral of the story at the end.

 

Lesson Plan Resources

 

Evidence-Opinion-Inference Graphic Organizer

Storyboard Graphic Organizer (For extension)

 

ELA_R_5_3_A_Vargas_TEKS_Alignment_Lesson_Plan

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