Instructional Lesson Plan

Lesson Overview Quantitative Measure: Lexile Level 660L; Guided Reading Level: L; DRA Level: 20/ This lesson is the secondQualitative lesson in week Measure: two’s focus: The vocabulary“How does an used author throughout adapt fairytales?” “The Three During Billy this Goats lesson, Fluff” students will be practicing their fluency through expression, intonation, and phrasing. The students will also be illustrates a higher-level text is being used, for example exceedingly and reading the text, The Three Billy Goats InstructionalFluff. Utilizing the Lessontext, students Plan will be comparing and contrasting the goats that can be foundadvertisement. in The Three Billy Additionally,English Goats Fluff Language andstudents The Three will Arts beBilly modeling Goats Gruff higher-level. comprehension by analyzing how “The Three Billy Goats Gruff” has been adapted into “The Three Grade: 1 UnitBilly Title: Goats Happily Fluff.” Ever After – A Unit on Fairy Tales Length: 4/5 Weeks Teacher Planning, Preparation,Reader and and Task: Materials During this lesson, the reader will be completing fluency Materials: activities that involve reading with voice fairy tale sentences. Additionally, the reader  The Three Billywill Goats identify Fluff byhow Rachael the goats Mortimer. have been adapted in “The Three Billy Goats Fluff”  Fluency Sentence Strips on Various Fairytales (http://www.fcrr.org/Curriculum/pdf/GK-1/F_Final.pdf: (pages 74-77 of the document).  Retelling Wheel http://www.fcrr.org/curriculum/pdf/GK-1/C_Final.pdf: (Pages 45 and 46 of document).  Venn Diagram Comparing and Contrasting the Goats.

Quantitative Measure: Lexile Measure: 660L; DRA: 20; Guided Reading L Qualitative Measure: The Three Billy Goats Fluff follows the same pattern of repetition in The Three Billy Goats Gruff. The vocabulary and text features increase the rigor of the text. Due to the vocabulary and text features, multiple readings may be required. Reader and Task: The Three Billy Goats Fluff is the first adaptation of a fairy tale students will be exposed to. The students will be expected to retell the story, along with comparing and contrasting to the original The Three Billy Goats Gruff. Additionally, students may need a review of the original The Three Billy Goats Gruff to complete the Venn Diagram. The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and make adjustments accordingly.

Apply appropriate elements of UDL:  Options for Perception: 1.1 Customize the display of information, 1.2 Provide alternatives for auditory information, 1.3 Provide alternatives for visual information  Options for Expression: 5.1 Allow choices of media for communication, 5.2 Provide appropriate tools for Pre-Assessment:composition and Students problem will solving create, 5.3 a retelling Provide wheel. ways toThe scaffold retelling practice wheel and will performancebe utilized to retell The Three Billy OptionsGoats Gruff for Comprehension: from the previous 3.1 lesson. Provide As ora result,activate the background teacher will knowledge have the background , 3.2 Highlight knowledge critical features, necessarybig ideas, on students’and relationships abilities ,to 3.3 retell Guide and information knowledge processingof the story, 3.4yesterday Support to memory compare and and transfer contrast. http://www.fcrr.org/curriculum/pdf/GK-1/C_Final.pdf Options for Sustaining Effort: 8.3 Foster collaboration (Pages and 45 communication and 46 of the document). 1. Complete Fluency Strips with Students. The teacher will model how to read the fluency strips using voice. Then,The following students willwebsites get into provide partners alternate to read the strategies fluency cardsand information with voice and for expression. differentiation One ofpartner lesson. will read the fluency strip, while the partner will guess the fairytale the sentence appears in. The teacher will monitor the groupsEnglish of Language partners toLearners ensure proper fluency and voice. (This activity can also be completed in small-group readinghttp://www.wida.us/standards/CAN_DOs/ for more individualized attention). http://www.fcrr.org/Curriculum/pdf/GK-1/F_Final.pdf (Pages 74-77 of the document).

2. The teacher will read aloud The Three Billy Goats Fluff to students. Throughout the reading, the teacher will promptGifted Childrenstudents to use responses reflective of those used on their retelling wheel. National Association for Gifted Children 3.http://www.nagc.org/ Students will take out the retelling wheel that was used in the pre-assessment. The students will then use the retelling wheel for The Three Billy Goats Fluff. This can be used as a whole group activity or in small groupsConsider based the on need students’ for Accessible needs. Instructional Materials (AIM) when selecting texts, and captioned/described video when selecting video or other media for this lesson. Post-Assessment: Complete the Venn Diagram to compare and contrast the goats in The Three Billy Goats GruffSpecial to TheEducation Three Billyand 504Goats LD Fluff Online. The amount of details in the graphic organizer can be differentiated based http://www.ldonline.org/educators 2on014 student Copyright need. MSDE 1 http://marylandlearninglinks.org

**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the concept of Fairy Tales wherever possible