Title of Unit

Curriculum
Area
Developed By
Content
Standards

Little Red Riding Hood
Literacy

Grade Level
Time Frame

Kindergarten
15-30 minutes per lesson

Ashley Wynn
Common Core Standards
CCSS.ELA-LITERACY.SL.K.2 - Confirm understanding of a text
read aloud or information presented orally or through other media
by asking and answering questions about key details and requesting
clarification if something is not understood.
CCSS.ELA-LITERACY.W.K.3 - Use a combination of drawing,
dictating, and writing to narrate a single event or several loosely
linked events, tell about the events in the order in which they
occurred, and provide a reaction to what happened.
CCSS.ELA-LITERACY.W.K.6 - With guidance and support from
adults, explore a variety of digital tools to produce and publish
writing, including in collaboration with peers.
AASL Standards
1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather meaning.

Activity 1

The teacher will read the story of Little Red Riding Hood aloud to
the class. The students will listen to the story and answer
questions asked by the teacher throughout the reading. Students
will be listening for understanding as well as learning details so
they can retell the story.
The teacher will ask questions about the emotions that each
character feels throughout the story. Students will be put into
partner groups to discuss the emotions felt by one of the
characters during the story. The teacher will then ask each pair
to tell the class what emotion the characters felt and when they
felt that way.

Activity 2

Activity 3

Activity 4

Activity 5

As a whole group students will take turns acting out the story of
Little Red Riding Hood. Students will be assigned roles to play and
will be given help if they need to know what to say during the skit.
The remaining students will act as the audience for the skits.
Each student will be assessed on their attempt to participate in
the skit and their attentiveness to the students acting out the
skit.
In a small group setting the students will go through a picture
walkthrough of Little Red Riding Hood with a teacher to review the
story. Students will then be asked to retell the story using the
story props of their choice. The props available are sequencing
cards, flannel board story pictures, magnetic story props, or
puppets.
Students will be assessed on the amount of the story they are able
to retell. They will be given one attempt to completely tell the
story with a few prompts allowed from the teacher.
Students will write or create a video blog acting as one of the
characters from Little Red Riding Hood. The video blog should
consist of how they felt during the story and what further actions
they would take after the incident at Grandmother’s house.
Students will be required to have at least one blog entry posted
acting as one of the characters. Each student will be able to
choose which character’s point of view they will be writing the blog
as. Since students are in Kindergarten they will have the option of
posting a video or writing the blog in word form. Teachers will be
monitoring student progress writing the blog and can assist with
spelling where needed.
The teacher will present a new version of Little Red Riding Hood.
As a whole group the teacher will direct students into creating a
Venn diagram to compare the two versions of the story. Students
will assist the teacher to complete the diagram showing how the
stories are the same and how they are different.