Lesson Plan Cig 602

1
Construction of Differentiated Instructional Plan
Lesson: Identifying Key Elements of Fairy Tales

By: Risa Berman
Subject Area: Language Arts
State Standards: The Common Core Standards included in this lesson are
Key Ideas and Details: ELA Literacy. RL.1.1 Ask and answer questions about
key details in a text. ELA-Literacy.RL.1.2 Retell stories, including key details,
and demonstrate understanding of their central message or lesson. ELALiteracy.RL.1.3 Describe characters, settings, and major events in a story,
using key details. ELA-Literacy.RL.1.7 Use illustrations and details in a story
to describe its characters, setting, or events.
Principal Taught/Objective: Identifying Story Elements of Fairy Tales
Unit: Fairy Tales
Grade Level: First Grade

Lesson Time Frame: Beginning Lesson as whole class will take twenty minutes and
each center will last ten minutes. I would break this down into two days.
Materials: Goldi Rocks and The Three Bears by Corey Rosen Schartz, original
Goldilocks and The Three Bears, cut-out character and objects puppets for the story,
Venn Diagram, leveled readers of the original story, Readers Theater of the story,
popsicle sticks with element questions of a fairy tale on them, paper with lines and
picture box, paper with lines, pencil, crayons, examples of a poem and song,
element cards and picture cards, grass, plants, seeds, sticks, flowers, journal,
wanted ad paper, and assessment.
Linguistic Activity:
Teacher will read Goldi Rocks and The Three Bears by Corey Rosen Schartz and
original story as a whole class. The teacher will go over key element for a fairy tale.
The teacher and whole class will create an anchor chart describing and giving an
example of fairy tale elements. Then in small groups the students will read leveled
books of the original Goldilocks and The Three Bears. Students know there reading
level and need to read a book at their level. They can buddy read with a partner or
two. After the students finish reading the book together or independently, they will
pick a popsicle stick out of the cup and answer them. The popsicle sticks each have
a question on them. The questions include:
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1. What is the setting?
2. Who are the main characters?
3. What are the magical elements?
4. Who is the villain?
5. Who are the good characters?
6. What happened at the beginning of the story?
7. What happened at the middle of the story?
8. What happened at the end of the story?
9. What is the problem in the story?
10.What is the solution in the story?
11.How does the story begin and end?
Logical-Mathematical Activity:
Students will compare and contrast Goldi Rocks and The Three Bears and the
original Goldilocks and The Three Bears. Students already have prior knowledge of
using a Venn Diagram to compare and contrast the two stories. The students are to
fill out a Venn Diagram to help compare and contrast the fairy tale. Students will
have pictures to help sort what is the same or different in the stories. At this station
there will be extra copies of the story if they need to go back and look through the
story to find similar or differences elements. The students can work together if they
are struggling or can work independently if they want to.
Kinesthetic Activity:
Students will retell the story and role play. The students will use paper cut-out
puppets to help retell the story. There are cut-outs of the characters and different
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objects in the story. They must retell the story to a partner. They must include the
key elements of a fairy tale while retelling the story.
1. Who are the characters? Who is evil? Who is good?
6. What where the magical elements?
7. What was the problem?
8. What was the solution?
9. How does the story begin and end?
The students can get clues and coaching from their partners to help guide them in
the correct direction.
Another option is to read a readers theater script on Goldilocks and the Three
Bears. Then after reading the script they must take turns answering questions that
identify the key elements in the story.
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9. How does the story begin and end?
Visual-Spatial Activity:
Students will draw one of the scenes from the story to show one of the fairy tale
elements. They must include details from the story. They need to include the
characters and must show enough details to explain what is happening in the in this
scene. They must write three five sentences to explain what is happening in this
scene of the story.
Musical Activity:
The students will create a poem or song of Goldilocks and The Three Bears. They
will either try to use a melody or rhyming pattern to create their poem or song. I will
give different type of melodies they can use to help create their poem. Examples
include BINGO, Mary Had a Little Lamb, etc. There will be an example of a poem and
song but on a different story so they can see a good example. This will be a
challenging assignment for some students and for the higher students they can
incorporate more of the story elements into their poem or song. For the students
who struggle need to have at least two lines in their poem or song with rhyming
words.
Interpersonal Activity:
In pairs students will take turns with matching pictures and fairy tale elements
together. There will pictures to match all the fairy tale story elements. The elements
included in this activity are:
5
Then there will be a picture to represent each of these elements and they will math
them up. If they finish this quickly they can turn the cards over and play memory
with the cards.
Intrapersonal Activity:
In their journal they will respond to the following questions:
1. Which character did you relate most to in Goldilocks and The Three Bears and
why?
2. If you were Goldilocks what items would you want to try out in a house you
enter in and why?
3. If you could change the ending of the story, what would it be?
4. Why do you think Goldilocks liked only little bears things and why?
Or they can create a Wanted Ad for Goldilocks. They must include:
1. Who they are looking for?
2.
Why they are looking for her?
3. What did she do?

4. What is the reward?
5. A detailed picture of the Goldilocks
Naturalist Activity:
Students will create one of the story elements using plants, leaves, grass, sticks,
seeds, and flowers. The students must add written sentences to go along explaining
the story element they chose and why. They will have a paper with a picture box to
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create their story element and lines underneath to add an explanation of it. The
different story elements they can choose from are:
Assessment:
Students will take a test on writing the story elements of Goldilocks and the Three
Bears. For my lower struggling students I will have them match the story elements
with pictures or words of Goldilocks and the Three Bears. Two of my students will
only be able to complete the assessment with matching the pictures. My eight low
students will be able to do the matching and words of the fairy tale elements. The
rest of my students will be able to write the answers on their own.
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Risa Berman
University of Nevada Las Vegas
Part One: Lesson Topic and Objectives

The topic I chose is Fairy Tales because it is a fun unit where students can
learn and enforce common core strategies. My students already know some fairy
tales and strategies for reading. Students know how to identify elements of a story.
This lesson will help enforce strategies for identifying the story elements. The main
objective of this lesson is identifying elements of a fairy tale. There are additional
strategies being used in the lesson to help reinforce these strategies. Students will
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be able to read or hear a fairy tale story. Students will be able to put a fairy tale in
sequence order. Students will be able to retell fairy tale. It is important that students
can identify key elements in a story and fairy tale. There are many common core
standards that the students are to know in first grade. Students need to identify
main characters, setting, problem in the story, solution, beginning, middle, end,
fiction or nonfiction, and more. The Common Core Standards included in this lesson
are Key Ideas and Details: ELA Literacy. RL.1.1 Ask and answer questions about key
details in a text. ELA-Literacy.RL.1.2 Retell stories, including key details, and
demonstrate understanding of their central message or lesson. ELA-Literacy.RL.1.3
Describe characters, settings, and major events in a story, using key details. ELALiteracy.RL.1.7 Use illustrations and details in a story to describe its characters,
setting, or events.
Part Two: Students and Their Diversity
This lesson is for a first grade class. There are thirty students in this
class. There are sixteen males and fourteen females in this first grade class.
There is a diversity of different cultural backgrounds in this class. There is a
huge amount of students who are Ethiopian, there are African Americans,
Asians, and Caucasians in my class. There is a mix ability of learning in my
class. I have two students who struggle with academically and are English
Language Learners. I have a group of eight students who are low, ten who
are average, and ten who are above grade level.
Part Three: Curriculum Materials
The materials needed for this lesson are Goldi Rocks and The Three
Bears by Corey Rosen Schartz, original Goldilocks and The Three Bears, cut-
10
out character and objects puppets for the story, Venn Diagram, leveled
readers of the original story, Readers Theater of the story, popsicle sticks
with element questions of a fairy tale on them, paper with lines and picture
box, paper with lines, pencil, crayons, examples of a poem and song,
element cards and picture cards, grass, plants, seeds, sticks, flowers, journal,
wanted ad paper, and assessment.
It is extremely important for students to be able to identify story
elements. For this lesson we are focusing on Fairy Tale elements of a story.
Although, we are focusing on fairy tale elements many elements coincide
with other story elements. A lot of reading and language arts common core
standards have students identify key elements of a story. It is important
because understanding key elements of a story will help them comprehend
the story and organize the story in order. They need to be able to identify
these elements in higher grades as well. I think two weaknesses would be
the musical activity. To make it easier I differentiated for the students
abilities. I also included a sample of different types of melodies and an
example of a song and poem on a different fairy tale. Having these examples
might trigger a thought to help them create their own song or poem. Another
weakness is different level readers for the linguistic activity because
students might not pick the correct leveled book. Students know their level
of books by colors so I will color code each book depending on the level. I
think this help them choose the correct one. The strengths are providing
many examples for my students at each station. This allows students to
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visually see what is expected of them along with written directions. I know
this will help many of my students. I believe the cut-out character and object
puppets will help with retelling the story because it is hands on and a visual
object. I have used this before and did not realize how much of a difference it
made for them to remember and retell the story. I also feel the questions
sticks on the popsicles with a mini picture will help my students answer the
key element questions. I have noticed that using popsicle sticks or cards
makes it easier and more likely for my students to do the work instead of
questions just written on a piece of paper. The book suggested similar
activities to help with the different multiple intelligences. I noticed in the
book that many lessons for kindergarten through second grade have more
hands on activities and that is what I created in my lesson plan.
Part Four: Your Instructional Activities and Sequence:
For the linguistic activity the teacher will read Goldi Rocks and The Three
Bears by Corey Rosen Schartz and original story as a whole class. The teacher will
go over key element for a fairy tale. The teacher and whole class will create an
anchor chart describing and giving an example of fairy tale elements. This part of
the lesson will be twenty minutes. Then in small groups the students will read
leveled books of the original Goldilocks and The Three Bears. Students know there
reading level and need to read a book at their level. They can buddy read with a
partner or two. After the students finish reading the book together or independently,
they will pick a popsicle stick out of the cup and answer them. The popsicle sticks
each have a question on them. This part of the lesson will be ten minutes. The
questions include:
12
In the Logical-Mathematical Activity students will compare and contrast Goldi
Rocks and The Three Bears and the original Goldilocks and The Three Bears.
Students already have prior knowledge of using a Venn Diagram to compare and
contrast the two stories. The students are to fill out a Venn Diagram to help
compare and contrast the fairy tale. Students will have pictures to help sort what is
the same or different in the stories. At this station there will be extra copies of the
story if they need to go back and look through the story to find similar or differences
elements. The students can work together if they are struggling or can work
independently if they want to. This lesson will last ten minutes.
13
In the Kinesthetic Activity, Students will retell the story and role play. The
students will use paper cut-out puppets to help retell the story. There are cut-outs of
the characters and different objects in the story. They must retell the story to a
partner. They must include the key elements of a fairy tale while retelling the story.
The students can get clues and coaching from their partners to help guide them in
the correct direction. Another option is read a readers theater script on Goldilocks
and The Three Bears. Then after reading the script they must take turns answering
questions that identify the key elements in the story. This lesson will last ten
minutes.
14
In the Visual-Spatial Activity, Students will draw one of the scenes from the
story. They must include details from the story. They need to include the characters
and must show enough details to explain what is happening in the in this scene.
They must write three five sentences to explain what is happening in this scene of
the story. This lesson will last ten minutes.
In the Musical Activity, the students will create a poem or song of Goldilocks
and The Three Bears. They will either try to use a melody or rhyming pattern to
create their poem or song. I will give different type of melodies they can use to help
create their poem. Examples include BINGO, Mary Had a Little Lamb, etc. There will
be an example of a poem and song but on a different story so they can see a good
example. This will be a challenging assignment for some students and for the higher
students they can incorporate more of the story elements into their poem or song.
For the students who struggle need to have at least two lines in their poem or song
with rhyming words. This lesson will last ten minutes.
15
In the Interpersonal Activity, in pairs students will take turns with matching
pictures and fairy tale elements together. There will pictures to match all the fairy
tale story elements. This lesson will last ten minutes.The elements included in this
activity are:
Then there will be a picture to represent each of these elements and they will math
them up. If they finish this quickly they can turn the cards over and play memory
with the cards. This lesson will last ten minutes.
In the Intrapersonal Activity, the students will work in their journal they will
respond to the following questions:
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1. Which character did you relate most to in Goldilocks and The Three Bears
and why?
2. If you were Goldilocks what items would you want to try out in a house
you enter in and why?
3. If you could change the ending of the story, what would it be?
4. Why do you think Goldilocks liked only little bears things and why?
Or they can create a Wanted Ad for Goldilocks. They must include
1. Who they are looking for?
2. Why they are looking for her?
3. What did she do?
4. What is the reward?
5. A detailed picture of the Goldilocks
This lesson will last ten minutes.
In the Naturalist Activity, Students will create one of the story elements using
plants, leaves, grass, sticks, seeds, and flowers. The students must add written
sentences to go along explaining the story element they chose and why. They will
have a paper with a picture box to create their story element and lines underneath
to add an explanation of it. This lesson will last ten minutes. The different story
elements they can choose from are:
17
Each different multiple intelligence is used to help students understand key
elements of a fairy tales. I love that this differentiated instruction plan is focusing all
on the same objective but in so many different ways. It allows students to enhance
each element in many different ways. All students will be able to complete each
center and will excel at certain centers more depending on their multiple
intelligences. I think that linguistic activity the students will read a story which is
similar to activities mentioned in the book. In this center the students will use
popsicle sticks which students love using hand on objectives even if it means
answering questions. The logical they are creating a Venn Diagram to compare and
contrast and this has them do deep thinking to be able to complete the diagram.
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The kinesthetic they are role-playing which the students will love the most. The
book mentioned that role-playing as a good kinesthetic strategy (Campbell, 2008,
p.45). Role playing and retelling will really see if the students are understanding key
elements and sequence order. I like this activity because my students think it is fun
and more of a game. The book uses many examples of musical strategies of either
writing a song or poem (Campbell, 2008, p.120). My students will find this
challenging but some will really enjoy doing this. I differentiated this activity
because of its difficulty. For many of my activities I had to differentiate it, and the
book had many examples of showing this (Campbell, 2008, p.45). For interpersonal
and intrapersonal activities the book suggested working in pairs and journaling
(Campbell, 2008, p.49-50). Many students know how to work in pairs and we do it a
lot with Kagan Cooperative Learning. The naturalist examples in the book for
younger grades levels suggested using outside materials to create a picture or
project (Campbell, 2008, p. 120). I had the students chose an element to create it
out of natural resources. I think this allows students to use their imagination to help
create the image they are trying portray. I used a lot of differentiated instruction to
help students individual needs. I used different level reading book, different writing
choices, working with partners, and more. I really think all the stations help enforce
the students using their knowledge to identify key elements of a fairy tale.
Part Five: Your Assessment Plan:

For the assessment students will take a test on writing the story elements of
Goldilocks and the Three Bears. For my lower struggling students I will have them
match the story elements with pictures or words of Goldilocks and the Three Bears.
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Two of my students will only be able to complete the assessment with matching the
pictures. My eight low students will be able to do the matching and words of the
fairy tale elements. The rest of my students will be able to write the answers on
their own. I feel I have to differentiate the assessment so students can complete it
by themselves. Each assessment is testing if they students understand the key
elements of fairy tales. I have half my class where they can read the questions and
answer them in complete sentences. I have a group of students who need more
assistance and can match the correct picture to the key element. I would have to
read the elements but they will match the correct picture on their own. Then I have
two students who will need pictures of what the elements are and pictures of the
story to help match them together. I think it is important for students to complete
an assessment. I want to know what they know on their own. If I had more time I
could have students pulled but realistically there is not that much time. I think by
differentiating the assessments as I did the students can mainly finish it by
themselves. I want to see what they grasped and if they understand the key
elements of a fairy tale. By completing this assessment I will see what individual
students are understanding of the objective being asked. If I see they did not get an
element correct, then I will have to have that student work on that specific element.
I might notice that a group of students are not understanding a particular element
and need to create an additional activity and lesson for them. An assessment will
help me as a teacher understand what they know and what they might need more
practice on. Then I can take that information and create a lesson to further that
concept so they understand it completely. This assessment would allow me to do
this.
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References
Common Core State Standards Initiative: Preparing Americas Students For

College and Career. 2015. Retrieved from http://www.corestandards.org/ELALiteracy/L/1/
21
Campbell, Bruce. 2008. Handbook of Differentiated Instruction Using the

Multiple Intelligences, Lesson Plans and More.

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1

Construction of Differentiated Instructional Plan

Lesson: Identifying Key Elements of Fairy Tales

Grade Level: First Grade

Why they are looking for her?

3. What did she do?

Part One: Lesson Topic and Objectives

Part Five: Your Assessment Plan:

Common Core State Standards Initiative: Preparing Americas Students For

Campbell, Bruce. 2008. Handbook of Differentiated Instruction Using the

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