Lesson Plan Template ED 3501 (Version C)

Lesson
Parts of a Fairytale: Beginning, Middle &
Title/Focus
End
Subject/Grade
Grade 1 & 2 English Language Arts
Level
Unit

Inference Investigators

Date

March 24, 2015

Time
60 Minutes
Duration
Teacher

Kristen ter Steege

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Outcome 2: Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media texts.
2.2.1- Experience various texts- participate in shared listening, reading and viewing
experiences, using oral, print and other media texts from a variety of cultural traditions and
genres, such as poems, storytelling by elders, patter books, audiotapes, stories and
cartoons.
2.2.4- Construct meaning from texts- tell or represent the beginning, middle and end of
stories
2.4.1- Generate ideas- generate and contribute ideas for individual or group oral, print
and other media texts
LEARNING OBJECTIVES

Students will:
1. Participate in a read-aloud of Jack and the Beanstalk
2. Illustrate the beginning, middle or end of Jack and the Beanstalk
3. Contribute ideas for group representations of the parts of the story
ASSESSMENTS
Observations:
Observe students practicing their spelling words
Observe students explain and defending their illustrations to their groups
Key Questions:
What makes up the beginning, middle and end of the story?
Are you able to explain the beginning, middle and end of the story?
Products/Performanc Students will create an illustration based on the part of the story they
es:
have chosen
Students will create their spelling words with popsicle sticks and
clothespins.
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Lori Ozckus: Interactive Think Alouds
Beginning, Middle and End Labels
Scholastic Literacy Place
Blank paper
Jack and the Beanstalk by Stephen Kellogg
PROCEDURE
Prior to lesson
Cut up labels of beginning, middle and end after counting how many
students are present.
Introduction
Time
Assessment of Prior
Ask students to tell you the parts of the fairy tales we discussed
2 Minutes
Knowledge
yesterday.
Expectations for
1) Students will stay focused while completing their spelling
Learning and
practice.
Behaviour
2) Students will listen closely for the beginning, middle and
end of the story in the read aloud
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Advance
Organizer/Agenda
Transition to Body

Learning Activity #1

Teacher Notes:
Assessments/
Differentiation
Learning Activity #2

3) Students will participate and respect others findings in the

small group activity.
1) Spelling
2) Read Jack and the Beanstalk
3) Complete small group activity
Explain to students that after they have practiced their spelling
words we will be completing an activity with Jack and the
Beanstalk.
Body
Spelling: Clothespins and Popsicle Sticks
START WITH DICTATION SENTENCES
1. Students will be practicing their daily spelling words using
popsicle sticks and clothespins.
2. Write weekly spelling words on popsicle sticks (two sets of
each word)
3. Write alphabet letters on each individual clothespin (focus
on the letters that will be needed the most to ensure there
are enough for students to write their words)
4. Explain to students that they will need to find the matching
letters to create their word.
5. In order to show they have spelt their word they will have
to pin the letter on their popsicle stick.
6. Instruct students to take their clothespins off of the
popsicle stick after they have found the letters needed to
spell their word to allow other students to spell that word
and begin to work on a different word.
Observe students matching the letter to each word. Circulate and
have students put their new spelling words in sentences for
comprehension and context.
Read-Aloud: Jack and the Beanstalk
1. Have students join you on the carpet to read Jack and the
Beanstalk for a second time.
2. Post the Beginning, Middle and End anchor chart on the
chart paper.
3. Have 3 different students read the descriptions for the
beginning, middle and end of stories.
4. Explain to students that they will have to use their
detective inferring skills to answer the questions on the
anchor chart.
5. Read through the story as a whole.
6. After reading ask students to stand up and share their ideas
of the beginning, middle and end of the story (relieve
sitting too long jitters) and sit back down after their
responses.
7. After students have a concrete understanding of what
happened at the beginning, middle and end of the story
have them return to their desks and show you that they are
ready to complete the activity.

Adapted from a template created by Dr. K. Roscoe

1 Minute
Time

15 Minutes

18 Minutes

Lesson Plan Template ED 3501 (Version C)

Teacher Notes:
Assessments/
Differentiation
Learning Activity #3

Consolidation of
Learning:
Transition To Next
Lesson

Allowing students to stand up to share their answers will help

them remain focused. Assess students ability to find the
beginning, middle and end of the story.
Matching Up Illustrations of the Beginning, Middle and End.
1. Explain to students that they will be picking beginning,
middle or end out of a container.
2. Once they receive their word have the student share with
the class which part they will be illustrating.
3. Explain to students that they will use the anchor chart
questions to illustrate the part of the story they have
chosen.
4. Make sure students know they will have to explain their
illustration and part (B,M,E) to their group so add as much
detail as they can.
22 Minutes
5. Allow students to use 15 minutes of their time to perfect
their illustrations of the part they were given.
6. Then group the students so there is at least one of each
(B,M,E) in each group.
7. Explain to students that the beginning illustrators will
explain their illustration (and the beginning of the story)
first and then the middle and the end.
8. Observe students sharing their illustrations and
explanations to the group.
9. If there is more that one beginning, middle or end in the
group have them explain their part first.
Observe how many students are present to ensure there will be
enough for beginning, middle and end to be in each group and
assign students their roles accordingly. 8 students in the class (each
group will have two of one part)
Assess how students are able to re-tell and describe the beginning,
middle and end.
Closure
Time
Have students tell you the parts that make up the beginning of the
2 Minutes
story, the middle of a story and the end of the story.
Explain to students that next class we will be reading a fractured
1 Minute
version of Jack and the Beanstalk.

Sponge
Activity/Activities

Have students who finish their illustration early read or work on flipbook (if not
finished) or extra time bin.

Teacher Notes:
Assessments/
Differentiation

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe