UH COE Lesson Plan Template (Differentiated Instruction)

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Name of Teacher Candidate Gabriella Harrison

Lesson Overview
Grade Level 5th Grade ELA
Estimated Time Needed Example: One 50-minute class period
This lesson is created to show the different types of traditional literature.
This lesson will focus on myths. We will also focus on why and how
Lesson Description myths are created and what their purpose is. I want students to
understand that myths are created to try and explain something in
nature.
5.9(A) Multiple genres: Listening, speaking, reading, writing and thinking
using multiple texts—genres. The student recognizes and analyzes
genre-specific characteristics, structures, and purposes within and
across increasingly complex traditional, contemporary, classical, and
Content Area Standards diverse texts.

The student is expected to: demonstrate knowledge of distinguishing

characteristics of well-known children’s literature such as folktales,
fables, legends, myths, and tall tales.
Technology Standards N/A

Objectives The learner will Identify myths as a type of traditional literature and
explore the characteristics that make up what a myth is.

Resources/Materials/Tools
Terms/Vocabulary
Aboriginal- being the first or earliest known of its kind present in a region
Serpent – Snake
Myth- Passed down from generation to generation created to explain
something in nature

Hover Cam
Mic
Technology Resources
Kahoot
Laptops at students’ tables

The Rainbow Serpent (75 copies)

The San Creation (25 copies)
Kahoot
Other Resources
PowerPoint

Lesson Procedures
UH COE Lesson Plan Template (Differentiated Instruction)
This template is built on the
traditional “Madeline
Hunter” lesson structure.
Focus/Anticipatory Set
(motivational hook) Include
questions you will ask.
Note if this will be facilitated
in whole group or Teacher
Guided Groups.
Content-input
(Could include content
outline, presentation,
questioning, modeling,
examples) Include
questions you will ask.
Note if this will be facilitated
in whole group or Teacher
Guided Groups.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on
task noted in parentheses for each
step. In other words, completely
Describe how each stage
describe the flow of the lesson-the Cite specifically what
of the lesson will be
content to be presented, and the resources for this activity
managed, including role of
strategies to be used. Include will be used, and
teacher and learners (who
actual words you will use and describe in detail how
is doing what at each
questions you will ask students.
point), location (e.g.,
they will be used.
Consider items such as: parts of Note who will be using the
classroom, computer lab,
the lesson that might be difficult, tool and in what ways.
outside), and any special
and how you will know whether you Note any safety
considerations, such as for
can go on; how to ensure that considerations needed.
differentiated instruction.
students completely understand
directions before releasing them to
work independently; and what
students will do if they finish their
work early.
Discuss how we have been
looking at different types of
traditional literature. Ask
students, “What are the
different origins of traditional
literature we have been
talking about? Can someone
tell me how these stories get Students will be called
retold? Do people write these to the carpet. Students
stories or are they passed sit in assigned seating
down?” Discuss how the day on the carpet. N/A
before we talked about Students are welcome
legends. “Today we are to share answers out
going to talk about another loud.
type of traditional literature
called Myths.” I will pose the
question, “When can you see
a rainbow? What does it look
like? What do you think
people first thought when
they saw a rainbow?”
As a whole group we will look
Students will be called
at an anchor chart displayed
to the carpet once
on a slide. The slide will
they are unpacked
show what the purpose of a
and seated. Students
myth is. We will discuss that
will be seated on the
myths are created and
carpet in their PowerPoint
passed down from
assigned seats.
generation to generation and
Students will need to
they are created to explain
follow along as the
something in nature. We will
teacher reads out
define some key vocabulary
loud.
terms prior to reading our
UH COE Lesson Plan Template (Differentiated Instruction)
Teacher Guided Groups
Delineate what you will be
doing with EACH group you
meet with for this lesson.
Note if this will be facilitated
over more than one class
period. Include questions
you will ask.
Workstations/Independent loud. I will remind students
Work
Delineate what students will myth to play a game so they
be doing in each
workstation or describe the read so they know what to
independent work.
story, The Rainbow Serpent.
I will have terms and
definitions on a slide. We will
define these terms together. I
will ask students, “what are
some things in nature that
you think people might have
had a hard time explaining?”
We will read a story called,
The Rainbow Serpent.
Students will have their copy
of the myth in front of them,
but the teacher will read
aloud and ask that students
follow along. This will be Students will be • Copies of
done in a whole group seated at their desks. The
setting. Before we read our Teacher will be mic’d Rainbow
story, we will define some up so students can Serpent.
key vocabulary terms that will hear as teacher Teacher will
be of use throughout the circulates room. The need the
story. We will then read our questions will be teacher
story. Once we finish displayed on the slides copy that
reading, we will go back to for my visual learners has the key
our PowerPoint that will have to refer to as we go in the back.
some key questions we will along. • PowerPoint
answer. I will model for
students how to find the
answers in the text. The
questions will be geared
towards understanding why
and how myths are created.
Teacher will read aloud For the reading of The
another myth called The San San Creation students
Creation. Students will have will be seated at their
a class copy of this story at tables reading along.
their tables. They will follow Teacher will be
along as I read the story out circulating the room as
he/she reads aloud.
• Copies of
that we are going to use this This story will be read
The San
out loud because
Creation
must pay attention when we there are several
• Kahoot
students in the class
do. I created a Kahoot game that require read aloud • Laptops
that the students will do as accommodations. It is
table groups. After we read also helpful for my
The San Creation, I will do a auditory learners.
check for understanding. I
have chosen a question that I
believe will show what
UH COE Lesson Plan Template (Differentiated Instruction)
students are comprehending. Students tables that
After the check for are at the back of the
understanding we will begin room may be asked to
our Kahoot game. Students come sit on the carpet
will have one laptop at each to encourage
table. Teacher will designate engagement and
who will sign in and be the ensure they are able
first player on the Kahoot to see the questions.
game. There is a total of ten
questions on our Kahoot
game. Students will complete
this as a table group. Each
student must participate.
After each question on the
Kahoot we will have a small
discussion on why it was
correct or incorrect. The
Kahoot will tell me as the
teacher, which tables got
which answers incorrect and
I may formulate in my head
who may need a reteach or
small group later. Once we
have completed out activity
teacher will instruct to
students that whoever got
the laptop first to log in must
also log out and leave the
laptop at their tables for the
next class. We will begin
closing at this portion of the
lesson.
As students begin the pack
up process, I will ask
questions to bring our lesson
full circle. I will ask, “What
was the origin of the type of
traditional literature called
Closure
that we went over today?
Describe how you will close
Why are myths created?
the lesson: 1) Closing Students will be at
What is the purpose? How N/A
statement 2) Reflection their tables.
are these myths passed on?
question 3) Concluding
What was the purpose of The
statement.
Rainbow Serpent and The
San Creation that we read
today? What were these
myths trying to explain?”
Teacher will wrap up by
stating what we must look
UH COE Lesson Plan Template (Differentiated Instruction)
forward to tomorrow.
“Tomorrow we will be looking
at our last piece of traditional
literature called Fables.

Plans for Differentiated Instruction/Accommodations

Special Education Students
English Language Learners
Gifted and Talented
Other:
N/A
ELL will benefit from extra visuals in the PowerPoint as well as our passages
being read aloud. Teacher will provide sentence stems when needed.
N/A

Potential Challenges/Plan B
If the technology component fails, I have hard copies of all necessary materials.

Assessment
There will be a check for understanding before we move into our workstation activity.
Below is the link to our Kahoot that will be quizzed over The San Creation myth that we read. Teacher
will be able to look at Kahoot scores as the assessment portion of the lesson.
https://create.kahoot.it/share/a-san-creation-myth/5be2b91c-3391-40a5-8ddb-
a0bef1f28af5

Notes and Credits

1. N/A