example reading lesson revised-udl group5

7/29/2019 Example Reading Lesson Revised-udl Group5

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Name: Tara, Alley, Brittany

Content: English Language Arts

Grade: 3rd

Standard and Essential Skills and Knowledge from Common Core:

RL2 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. (SC, 3)

• Analyze details and events in a literary text to determine a message, lesson, or

moral.

• Connect appropriate key details to determine how the author conveys a message,

lesson, or moral.

Objective:

Given the story The Korean Cinderella , students will be able to write a moral of the story

using 3 supporting details from the text with 90% accuracy.

Materials:

• The Korean Cinderella by Shirley Climo (1 per student)

• Pencils

• Highlighters

• Pre-assessments (attached)

• Moral Matching Activity pieces (1 set for each student pair)

• “Building the Moral” story web

• “What’s the Moral” story paper worksheet



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• Formative assessments (attached)

• Formative assessments: modified version (attached)

Media or Technology:Promethean board

• Each story and summary from the anticipatory set• Story web: “Building the Moral”

Method of Differentiation (Product):

Given 3 supporting key details and 3 options of morals from The Korean Cinderella,

students will be able to choose a moral of the story with 90% accuracy.

(See attachment: Formative assessment-Modified Version)

Given the supporting key details:

1. The mother ( Omoni ) and the step sister (Peony) were mean to Pear Blossom

but she still continued to work hard and be kind.

2. Pear Blossom did all the chores for Omoni and Peony, she never got a ‘thank

you’ but she still continued to work hard and be honest.

3. Pear Blossom’s hard work and kindness led the magistrate to her and they

married and lived happily ever after.

Given the morals:

• Good things happen to those who work hard.

• Good things happen to those who are kind.

• Good things happen to those who are lazy.

- Student(s) will be able to choose “Good things happen to those who work hard.”

- Also accept, “Good things happen to those who are kind.”



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- Student(s) will be able to orally express what it means when a story has a moral.

Accommodation for Students with Special Needs:

Reduce distractions to the student(s).

• Student(s) may be placed at a table in the classroom that is separated from high

traffic areas (e.g. bathroom sign out sheet, sink and/or water fountain, near the

classroom entry where hallway traffic can be a distraction).

• Student(s) may wear headphones that block out noise while they read.

• Student(s) should be placed in an area of the classroom that is appropriately lit (i.e.

the area is not too bright or too dim, there is no sunlight that is coming in at an

angle that may interfere with the student(s) ability to do work).

Modifications for Students with Special Needs:

1. Highlight the key information in the text that develops the moral of the story.

Possible morals and the appropriate text to highlight:

Moral: Help is there when it is needed the most; Highlight:

• “But Omoni, the jar is full,” Pear Blossom protested. “A frog helped me.”

• “Will none in this world help me?” In a matter of minutes the sparrows had

polished the rice and piled it in a corner.

• “Who could do such a task?” The ox began to munch the weeds, moving

through the rows of rice faster than the wind itself.

Moral: Good things happen to those who _____ (accept: work hard, are patient,

are kind); Highlight:

• “Both Omoni and Peony were jealous of Pear Blossom, and the harder she

worked, the happier they were.”



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• “She cooked and cleaned until midnight, with only the crickets for company.”

• “Each year was worse than the one before, for her father grew too feeble to pay

attention to Pear Blossom’s troubles”

• “She bowed, then cupped her hands and called, ‘A thousand thanks!”

• “‘Then she must deserve me as her husband,’ said the magistrate, “for this

lucky shoe has led me to her.”

2. Read text to the student(s) that measures comprehension and not decoding.

• This can be done in the general education classroom, by an inclusion assistant or

a special educator. This must be executed in a quiet, distraction-free part of the

classroom.

• Have student(s) interact as the text is being read. Have them answer questions

about the text as you read it or upon finishing a page with important highlighted

information.

Multicultural and Diverse Perspectives:

Explain to students that the story is a Korean version of Cinderella. The author, Shirley

Climo, retells the story based on three variations of a tale that has been told in Korea for

centuries. The author and the illustrator, Ruth Heller, incorporate traditional Korean

patterns and traits of Korean tales into the story that symbolize Korean heritage. The

story also contains Korean words:

• Omani - mother

• Hai - sun

• Tokgabi - goblin

• Ewha - pear blossom



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As the story is read, point out these words and their meanings.

Possible Modification of Plans:

Given the “What’s the moral?” story paper worksheet, students will write the moral of

the story that they identified then draw and label a picture that represents the moral of

the story.

Pre-Assessment:

Students will complete the following short answer responses:

1. What does it mean when a story has a moral?

2. Think of a story you have read. In the space below, write the title, write the

moral of the story, and write 3 key details from the story to support your

answer.

Anticipatory Set:

• Explain to students that during today’s lesson we will explore morals of stories.• Ask students if they can define and explain the meaning of moral of a story.

• Discuss the definition of moral as it pertains to stories.

• Explain that a moral of a story is the lesson that the author is trying to convey to the

reader using key details in the story.

Students will work with a partner to complete the “Moral Matching” activity. In this

activity, students will develop their understanding of story morals and understand that

many stories contain a lesson that the author wants to convey to the reader. Each

student-partner pair will be given eight cards. Four of the cards will have a familiar story

title and a story summary, the other four cards will have a moral that matches each of



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the stories. The objective of the activity is for students to match the moral to the

appropriate story.

Instruction:

Direct Instruction:

• Discuss the definition of moral as it pertains to stories.

• Explain that a moral of a story is the lesson that the author is trying to convey to the

reader using key details in the story.

• Demonstrate key details from text that support a moral of the story using the “Moral

Matching” story cards.

• Introduce one of the stories and read the story summary. Then read the moral that

matches the story. Explain to the students that there are key details mentioned in the

story that support the moral of the story.

• Re-read the story summary and during reading, write each key detail that supports the

moral on the Promethean board.

• Describe how each detail is supportive of the moral of the story.

• Explain to students that authors of stories provide details in stories that are meant to

lead the reader to the moral of the story.

• Introduce the story, The Korean Cinderella by Shirley Climo.

• Ask the students if they know of a story that may be similar to this story.

• Ask the students how the story they provided may be similar to this story.• Explain to students that as we read, we are going to be listening for key details that

build the moral of the story. Review the definition for moral of a story; the lesson that the

author is conveying to the reader.



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• Instruct the students to use their knowledge about the story of Cinderella to make

predictions about the story, The Korean Cinderella . What do they think the moral or the

lesson of the story will be? Do they think it will be similar to the Cinderella story that they

know, how? Have them explain their responses.

• Read The Korean Cinderella by Shirley Climo.

• Discuss the characteristics of the characters in the story and how that may influence

the moral, or lesson, of the story. Instruct students to relate the characters of The

Korean Cinderella to the characters in Cinderella (For example, relate the animals or

insects in The Korean Cinderella to the animals in Cinderella ).

• Ask students to make inferences about the story based on their prior knowledge and

the story thus far. What will happen to Cinderella? How do they know; what cues or

details from the story drew them to that prediction?

• Comment on key details that help build a moral of the story.

• Discuss the story and the key details that the students feel may help them determine

the moral of the story.

Guided Practice:

• Review the definition of moral of a story: the lesson the author is conveying to the

reader.

• Discuss, briefly, the summaries and morals of the stories that the students read and

matched during the “Moral Matching” activity.

• Ask how they knew to match the moral with the story. What information did they use to

help them.

• Explain that these are called key details and they help build the moral of a story.

• Reveal the “Matching Morals” stories and morals on the Promethean board.



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• Instruct a student to choose one of the summarized stories from the list.

• Place the story with the summary on the Promethean board (left side) and the story

web (right side).

• Write, on the Promethean board, the title of the story at the top of the story web.

• Ask for a student to orally express the moral of the story that is written on the

Promethean board (students may refer to the “Moral Matching” activity cards).

• Write the moral of the story in the circle of the story web titled: ‘The Moral of the Story’.

• Instruct students to raise their hands and provide details, one at a time, that helped

them determine the moral of the story. As students volunteer details, highlight the

coinciding sentence in the story summary. Ask them how they knew that was a key

detail that helped to form the moral.

• Write the details on the story web as students provide them, record 3 key details for

the story.

Independent Practice:

• Explain to students that they are going to try this activity using the story, The Korean

Cinderella.

• Distribute the key details story web, one per student.

• Distribute the story, The Korean Cinderella , one per student.

• Instruct students to review the story The Korean Cinderella and as they review,

highlight key information that builds the moral of the story.

• Explain to students that they should identify key information that will help them

determine the moral of the story, The Korean Cinderella.



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• Encourage students to use information and details from class discussion about the

story to complete the story web, the same way that we just did for the story from the

anticipatory set.

• Instruct the students to use the key details that they highlighted to determine a moral

of the story, then write the moral in the appropriate circle.

• Below the moral, they will record three key details to support the moral of the story

that they identified.

Closure:Review the definition of moral of a story.

• Ask students, “Who can define what a moral of a story is?”

• Instruct students to raise their hands, you will call on a volunteer: Ask students, “Who

can give me an example of a story and the moral of the story that we talked about in

class today?”

• Instruct students to raise their hands, you will call on a volunteer: Ask students, “Who

can give me an example of a story and the moral of the story that we did not talk about

in class today?” Have student support their answer with details from the story that

support the moral they provide.

Formative Assessment:

Students will complete the following short answer responses:


2. Write the moral of The Korean Cinderella story and write 3 key details from the

text to support your answer.



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Pre-assessment

Name: ____________________ Date: _______________

What’s the Moral?

1. What does it mean when a story has a moral?__________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Think of a story you have read. In the space below, write the title, write themoral of the story, and write 3 key details from the story to support your answer:

Title: ___________________________________

Moral: ___________________________________________________________ ________________________________________________________________ ________________________________________________________________

Supporting Details:

(1) ______________________________________________________________ ________________________________________________________________ ________________________________________________________________

(2) ______________________________________________________________ ________________________________________________________________ ________________________________________________________________

(3) ______________________________________________________________ ________________________________________________________________ ________________________________________________________________



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Direct Instruction: Moral Matching Activity (These will be cut out and laminated)



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Independent Practice (Promethean board) and Independent Practice: Story Web



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Modification of Lesson Plan/Extra Time Activity

Name: ____________________ Date: _______________

What’s the Moral?

The Korean Cinderella By Shirley Climo

In the space below, draw and label a picture that shows the moral of thestory that you identified. On the lines provided, write the moral of the story.



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Formative assessment

Name: ____________________ Date: _______________

What’s the Moral?The Korean Cinderella

By Shirley Climo




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__________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Write the moral of The Korean Cinderella story and write 3 key details from thetext to support your answer:

Moral: ___________________________________________________________ ________________________________________________________________ ________________________________________________________________

Supporting Details:

(1) ______________________________________________________________ ________________________________________________________________ ________________________________________________________________

(2) ______________________________________________________________ ________________________________________________________________ ________________________________________________________________

(3) ______________________________________________________________ ________________________________________________________________ ________________________________________________________________

Formative assessment- Modified Version



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Name: ____________________ Date: _______________

What’s the Moral?

The Korean Cinderella By Shirley Climo

Supporting Details

1. The mother (Omoni) and the step sister (Peony) were jealous of Pear

Blossom and treated her badly but she still continued to work hard and be

respectful.

2. Pear Blossom did all the chores for Omoni and Peony, she never got a ‘thank

you’ but she still continued to work hard and be honest.

3. Pear Blossom’s hard work and kindness led the magistrate to her and they

married and lived happily ever after.

Circle the moral of the story that is supported by the details listed above:

Good things happen to those who work hard.

Good things happen to those who are kind.



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Good things happen to those who are lazy.

example reading lesson revised-udl group5

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