Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher:
Hannah Hougen_
Date: 3 November 2016
Subject/ Topic/ Theme: Fairy Tale Unit Lesson 2: Goldilocks & The Three Bears
Grade: 1st
I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson in the unit on fairy tales. It will review Red Riding Hood & Fairy Tale Characteristics from Lesson 1, and
then introduce parts of a story and two different versions of Goldilocks and The Three Bears.
cognitiveR U Ap An E C*

Learners will be able to:

Identify fairy tale aspects in the story Goldilocks and The Three Bears
Know and define the parts of a story: characters, setting, plot,
beginning, and end
Identify the parts a story in Goldilocks and The Three Bears and Red
Riding Hood
Compare Goldilocks and The Three Bears and Red Riding Hood orally
Understand that different cultures have variations of the same story
Compare two versions of Goldilocks using a Venn Diagram
Share ideas with table during review at the beginning of the lesson

physical
development

socioemotional

R
R
An
U
_____
An

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details
CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-LITERACY.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

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-Students will be familiar with the stories from Lesson 1, Red Riding Hood and
Lon Po Po
-Students will have learned the characteristics of a fairy tale

Pre-assessment (for learning):

Formative (for learning):

Outline assessment activities

(applicable to this lesson)

-Review of Lesson 1: Students will write down two things things that are found in
a fairy tale from Red Riding Hood, share with their table group then will review as
a class
-apply the concepts of a story to Red Riding Hood and Goldilocks and the Three
Bears
-complete Venn Diagram comparing Goldilocks and the Three Bears and Red
Riding Hood
Formative (as learning):
Summative (of learning):

What barriers might this

lesson present?

What will it take

neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?

Materials-what materials
(books, handouts, etc) do you
need for this lesson and are
they ready to use?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
-read story aloud while showing
illustrations
-write key components of class
discussion on the board to see
visually

Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
take a poll of preferred fairy tale,
move to designated part of the rug

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance,
value, authenticity, minimize
threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
-clarify definitions of plot, setting,
and characters

Provide options for expression

and communication- increase
medium of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback

Provide options for

comprehension- activate, apply
& highlight
-highlight big ideas of the two
stories along with relationships
between Lesson 1 and Lesson 2

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies

-foster collaboration by
allowing students to
complete review/share
answers as table groups

-facilitate management of
information by:
- organizing it visually on
the big notebook
-creating a Venn Diagram
-Easel/Unit Notebook/Marker
-Goldilocks and The Three Bears
-a printed copy of The Story of the Three Bears
-review handout for beginning of lesson

Provide options for selfregulation- expectations,

personal skills and strategies,
self-assessment & reflection
-students participate in a poll to
reflect on what their favorite fairy
tale is

How will your classroom be

set up for this lesson?
-The tables will be set up in three clusters of six, as it always is -used during review at beginning
-Students will be sitting on the rug at the front of the classroom, able to see the story/illustrations
and easel
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-Students will move to the designated spot on the rug during poll

III. The Plan

Time

Components

0:00
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Introduce the review of Lesson 1
Last time, we learned about the characteristics of a -Students write down two characteristics of a fairy
fairy tale, and we read two different versions of a
tale
story. I have a challenge for you today! I want you
to write down two things you can remember that
we usually find in fairy tales.
-After most students have written 2, have them
work as a table to compare answers and complete if
needed. Monitor discussion.

3:00

-Collect the review (formative assessment to guide

further instruction)
-Move the class to the rug
-Ask students to share what they wrote down or
talked about in groups

5:00
Development
(the largest
component or
main body of
the lesson)

-Using the Unit Notebook, write down the words

character, setting, plot, beginning, end
-Read the words aloud, pointing to each one
-Can anyone explain one of these words for me?
Raise your hand if you think you know

-Students work as a table unit to complete the task

and compare answers

-students sit on rug, raising their hands to answer

and contribute to discussion

-students listen attentively, raising hands to answer

-students provide input

-using student input, write definitions on the Unit

Notebook, explaining each one further if necessary
-Beginning: tells us a little bit about what is going to
happen, Once upon a time
-Setting: where and when the story takes place
-Characters: who are the people/animals in the story?
-Plot: what happens in the story, what problems occur?
-Ending: solves the problem, bad guy is defeated &
ending is happy
10:00

Ok. Lets take what we just learned about parts of

a story and apply it to Little Red Riding Hood
-On Unit Chart, fill out characters, plot, and setting
for Little Red Riding Hood getting input from
students.
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-students listen attentively

-students help provide answers to be written down

-Read Goldilocks and the Three Bears, show
illustrations

11:00

-students listen
-Fill out Unit Chart for Goldilocks and the Three
Bears (fairy tale characteristics, plot, setting, and
characters)

17:00

-Introduce The Story of the Three Bears by

explaining that it is from England & emphasizing
cultural differences

-students provide input by raising their hands

Who can remember what country Lon Po Po is

from? (China) Were going to read another
variation today that is from England Its similar, but
use your best listening ears to try and find the
differences. There are no pictures, so you have to
use your imaginations

-Read The Story of the Three Bears

-Compare the two versions using a Venn

Diagram
-Write the characteristics of both fairy tales as
well as the similarities on pieces of paper with
tape on the back, call on students one at a time
to place the paper in the correct section of the
Venn Diagram

19:00

25:00

28:00

Why do you think it is important to learn

about the stories from other cultures?

29:00

Closure
(conclusion,
culmination,
wrap-up)

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-facilitate poll
Were going to take another poll today of
your favorite fairy tale story so far. If you
liked Red Riding Hood the best, go here. If
you like Lon Po Po the most go here. If
you liked Goldilocks & the Three Bears
most, go here. If your favorite was The
Story of the Three Bears, go here.

-students listen
-students help sort pieces of paper to fill
out the graphic organizer

-students think and raise hands to answer

-students respond to poll by moving to

different areas of the rug

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

This lesson began with a formative assessment to evaluate how well the students remembered the lesson
from the day before. I told them to write down two things we find in Fairy Tales, yet the outcome was a bit
disappointing. The students had trouble with spelling, and I am wondering if I should have reworded the
question in order to make it easier to understand. Looking back, I should have better reviewed the fairy tale
characteristics before moving on to teach about plot, setting, and characters. I think for the sake of time, I
glossed over this a bit quickly, however repetition is crucial for students this young, and it would have been
beneficial to drill these more.
Applying the concepts of plot, setting, and characters to Little Red Riding Hood went pretty well.
Students raised their hands to provide answers, and I also got correct answers from students without raised
hands that I called on. I felt as though I had to move through this quickly in order to keep their attention,
however. I am still not sure how I could lead a discussion like this and keep everyone completely engaged.
Trying to manage all of the students while they sit on the rug is challenging! I think it would help if each
student had an assigned spot to sit on on the rug rather then having free reign to sit by whomever, wherever
they want.
As I predicted, the students listened well during the readings of both versions of The Three Bears.
During the comparison of the two using the Venn Diagram, it was a bit difficult to get correct answers out of
the students. If I were to do this lesson again, I would write down characteristics of each story as well as
similarities between the two and have the students sort them into the proper section of the graphic organizer,
rather than having them come up with them and have to sort them. Even though a Venn Diagram may be
difficult for 1st graders to understand, I think it is important and provides a visual way to contrast two stories.
Again, in Lesson 2, time was the biggest constraint. 30 minutes is about the limit of their attention
spans, but I didnt go in depth as I would have wanted to. I think the best solution would be to teach this as two
20 minute lessons rather than just one 40 minute lesson, however the limits of the classroom teacher prevented
this from being a reality.

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