Lesson Planning Form

Name: Alyssa Turzai

Grade Level: 1st
Content Area: ELAR
Lesson Title: Fairy Tales & You
TEKS:
ELAR-(9) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to:
(A) describe the plot (problem and solution) and retell a story's beginning, middle, and
end with attention to the sequence of events; and
(B) describe characters in a story and the reasons for their actions and feelings.
(7) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical,
and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to:
(A) connect the meaning of a well-known story or fable to personal experiences;
Social Studies-(15) Culture. The student understands the importance of family and community beliefs,
customs, language, and traditions. The student is expected to:
(B) explain the way folktales and legends such as Aesop's fables reflect beliefs, customs,
language, and traditions of communities.
Objectives:
Students will retell the stories beginning, middle and end through a worksheet
with all pictures glued down in the correct area. Students will show mastery of
this worksheet by correctly identifying the beginning, middle and end with the
pictures.
Students will reflect on the connection between the stories and their own lives
with a partner and discuss how the characters may be feeling based on their
actions. Students will come together and synthesize their information as a whole
group, having every student participate.
Students will research the culture of one fairy tale and incorporate 2 correct facts
into the independent practice letter that will be written.
Preparation (for the teacher): Before the children arrive I will have gathered the books
that are needed and prepped the videos that will be shown in class. I will have all hand
outs and supplies present and know the questions that I will be asking the students.
Preparation (for the student): Students will be asked to get their glue sticks, journal and
pencil. Once they have their supplies they will be waiting quietly in their seat to begin.
They will have the span of the music to get this completed.

Modifications:
Sped Modifications
o Auditory Aid
o Added words to worksheet for guidance
o Magnifying glass for text
ELL Modifications
o Buddy to help with spelling
o Words to reference in Spanish and in English for discussion
o English and Spanish words on worksheet

Instructions
Time Est.:
1. Students will previously have experience writing in their journals and
5 minutes
know that they follow the directions given by the teacher. This lesson can
be done in one day or two depending on how long the books and YouTube
videos take. Students will be allowed around 5 minutes to write down all of
the things they think of when it comes to fairy tales.
2. We will then all come together to read some books that they named are
fairy tales that they know. The reading of the books will last around 30
minutes and the videos on YouTube will take around 10 minutes

40 minutes

3. First, the students will be shown how to glue down the beginning,
25 minutes
middle and end of one story. (After students have completed that) Then,
students will be asked to discuss with their shoulder partners how the fairy
tales relate to their own lives and the characters actions were justified. I
will share that in Cinderella she is a friend with many animals, and
growing up I had a lot of pets and animals that I considered my friends.
When I did not feel that I had anyone to talk to, I talked to my animals and
they made me feel happy. I will also give them the example that whenever I
was in college and did not have much money, I would do different jobs and
was looking for any way to make sure that I could put food on my table.
Jack traded those magic beans in hopes that they would bring him riches
and I find that it was right. After this the teacher will let the students do
this among themselves while the teacher monitors and apply input into
their own discussions.
4. The teacher will bring them together as a group and allow for discussion
on what they found out from their partners.

15 minutes

5. Students will be given an assignment at the end of the lesson to solidify

that they understand what they learned. Students will be asked to write a
letter as one of the characters in the story to another character in a different
story
1. Summarizing the story.
2. Explaining why they did something major in the story.
3. How they relate to the character they are writing to.

10 minutes

This worksheet will have prompts given and will be modified for students
who need additional support.
If not completed in class, it will be given as homework or during down
time in class.
6. Once the discussion with the whole class is finished, they will be given a
ticket to leave (the lesson) that asks them What was the end of
Cinderella? or a question similar to that. They will also be asked to write
how one of the characters is similar to themselves. Once this is done, they
will turn it in and move on to the next lesson that will be provided by the
teacher.

5 minutes

Materials/Resources Needed:
Cinderella
Princess and the Pea
Pus in Boots
Jack and the Beanstalk
Youtube videos on one or two of these stories
Worksheet with pictures Beginning, Middle, End
Journal
Pencil
Questions to Provoke Critical Thinking:
What fairy tales do you know?
What are some characteristics of a fairy tale?
Who is your favorite character from a fairy tale and why?
Name a few phrases that remind you of a fairy tale.
How do these stories compare to your life?
Explain the beginning, middle and end of a story.
How does the place a story is written about impact the actions of the characters?

Ways Students Can Represent Learning: The students will use pictures that are cut out
and pasted onto a worksheet to show beginning, middle, and end. Students will also use
what they have learned to construct a letter as one of the characters from a story we read.
This letter will be evidence of their learning.
Ways Students Can Reflect on Learning: Discussion will be the main way for students to
reflect on their learning from the books and the worksheets. By allowing for interaction
and collaboration, students are able to discuss what they know and also learn from their
peers. Students will be given a ticket to leave, and this will be a way they can reflect on
the whole lesson and what they have gotten from it.
Assessment Strategies (ways to document that objectives were met):
I (the teacher) will walk around and observe childrens discussions with their peers and
mediate the discussions with the whole class. The worksheet that they will complete with
beginning, middle, and end will indicate if they are understanding the sequential order of
the story. The ticket to leave will also give me quick information on what they learned
from the lesson.
Connections/Bridges/Extensions:
As an extension, students will create their own fairy tale that clearly has a beginning,
middle and end. Students will write a few sentences about their story and will be able to
draw pictures to illustrate what their characters are doing. Students who excel in this will
be asked to write a script for future readers theatre with the entire class.
Follow-up Analysis/Reflection (How did participants respond? What worked? What
would you change?):

Do students know what fairy tales are?

Did the students meet the objective?

Do I (the teacher) need to spend more time modeling to the whole class, small
group, or individual mini-lessons?

I would have broken up groups of my choice.

I will have made sure that the students knew the books that were read to the class.