Lesson Plan Template
Grade Level
Big Ideas


Webb's Depth of
Formative &

Kelcey Miller – PDE Lesson Plan @
English Language Arts
2 class periods, 40 minutes each
 The basic elements of a story help us comprehend its
meaning. When the basic elements of a story are
changed, our comprehension of the story changes too.
 How can we use our prior knowledge of a familiar story
to create a new story?
 Why are the elements of a story important?
 When the basic elements of a story are altered, how
does this affect our comprehension of the story?
 Why is it important to include characters, setting, plot,
etc. in a story?
 How do these elements help us interpret the story?
 Standard – CC.1.2.1.A : Identify the main idea and retell
key details of text.
 Students will be able to identify and create basic story
elements using familiar fairy tales and utilize
technology to effectively create a modified fairy tale
with 90% or greater accuracy, over two lessons.

Regular Education Students:
 Student participation during teacher reading
 Student participation during creation of the class
fractured fairy tale
 Grading the individual fractured fairy tales using a
For ELLs:
 Speaking: ELLs talk to their peers during the
Hook/Lead-In/Anticipatory Set when they are making
story boards of their fairy tales. Their buddies read the
sentence that describes the picture and the ELLs repeat
after them. When ELLs share their story boards with the
class, they speak in Spanish and then in English (with
the teacher’s help). ELLs repeat the Big Idea
statements after the teacher reads them. Students
provide a verbal response to the questions about family
and culture. They repeat the essential elements of
stories after the teacher. They say the word and its
definition during the beach ball vocabulary game. ELLs
answer the teacher’s questions regarding text
connections. During the Informal Evaluation at the end


ISTE Standards
for Students

Framework for
21st Century

s, Modifications

of the lesson, they answer the questions in Spanish and
Writing: ELLs write yes or no in response to questions
about “Cinderella.” They write short sentences that
explain the pictures on their story boards. Students use
sentence frames to answer the Essential Questions.
They also write the elements of the original and
fractured version of “The Three Little Pigs” on a chart.
Students use sentence strips to write what they would
change about “The Little Red Riding Hood.” While
working in groups, ELLs make their own fractured fairy
tale by filling in the blanks on the “Princess and the
Pea” template.
Reading: ELLs follow along as each word of the Big Idea
statements and Essential Questions are read. Students
read their responses to the Essential Questions to their
partners and the class. They read the vocabulary word
they receive during the beach ball vocabulary game by
sounding it out.
Listening: They listen to the pronunciation of words
throughout the lesson and during partner work. They
also listen as the Big Idea statements and Essential
Questions are read.
Family: Students answer the question: Was there a
certain fairy tale that your family read to you when they
you younger?
Culture: Students answer the question: Do you know
any fairy tales that are popular in you culture? (Teacher
provides examples of a few Spanish fairy tales in order
to get them thinking.)
Grading fractured fairy tales using a modified rubric
with check boxes
Students use the online fractured fairy tale creator to
demonstrate their creativity and work collaboratively
with their partners.
Teacher shows students a link about the history of fairy

There is an interactive story at
ml that helps students identify the elements of a story.
The website reads “Cinderella” to them and gives a
review of the different elements of the story. Students
can test their skills with the multiple choice test.
ELL Students:
 I would modify the interactive story activity for ELLs by
reading “Cinderella” to them using Total Physical
Response. I would also change the format of the
questions. I would change them to yes/no questions.
Instead of a question reading “What is the setting of

Cinderella?” and giving the student several different
answer choices, I would make the question into a
statement. The statement might be “The setting of
Cinderella is a faraway kingdom.” The student would
have to respond to this statement by writing and saying
yes or no. I would also provide pictures that accompany
the questions.

Seton Hill University Lesson Plan Template Step-by-Step
the Learning

Activating Prior Knowledge
 Teacher asks the students to write a short fairy tale in
their journals.
 ELL students will develop a story board using pictures.
Stage 2 ELLs will write short sentences that explain each
Hook/Lead-In/Anticipatory Set
 Teacher puts the students into groups of three and they
share their stories with one another.
 ELL students can share their stories by pointing to the
pictures on their story boards and having their buddies
read the sentence related to the picture. ELLs repeat the
phrases (in English and Spanish) after their buddies
 Ask the students what would happen if the basic
elements (characters, setting, plot, etc.) of a story were
changed. Teacher reads the students a sample of a fairy
tale where the elements are altered
 Teacher asks the ELL students the same question, but
prompts them to respond in English and their native
language (Spanish). The altered version of the fairy tale
is provided in Spanish.
 Teacher instructs the students to change a few elements
of their stories such as characters, setting, and plot.
Then, the teacher randomly chooses a student by pulling
one of their names out of a hat. The student who is
picked shares how they have changed their story with
the class.
 ELL students replace some of the pictures on their story
boards to change their stories. If an ELL is chosen to
share with the class, the teacher allows the student to


speak in Spanish. The teacher will then help the student
explain their response in English.
Big Idea Statement
 Teacher asks students to read the Big Idea that is posted
on the board.
 Teachers will point to the Big Idea so that ELLs can listen
and follow along as the class reads the statement(s). ELL
students could also repeat the statement(s) after the
teacher reads them.
Essential Questions Statement
 SIOP1: Teacher uses the think-pair-share
technique. She breaks students into groups of
two. Teacher reads the essential questions,
pointing to each word of the questions as she
reads them. Individually, students think of the
answers to the questions. (They may not know the
answers to all of the questions, but they will make
educated guesses.) ELLs receive sentence frames
for answering the questions. Then, they share
their answers with their partners. Teacher calls on
a few students share their answers (with
teacher’s assistance, if necessary) with the entire
class at the end of the activity.
Objective Statement
 Teacher informs students that they will be learning about
fractured fairy tales or fairy tales in which the main
elements of the story have been changed. She relates
this idea of change to a science experiment. She lets
them feel a rough, splintered piece of wood. Then, she
rubs a piece of sandpaper on the wood, smoothing out
the rough parts. She asks the students what happened
to the piece of wood, then informs them that the wood
has been changed as the result of her doing something
to change it. Teacher passes around the smooth piece of
wood for the students to feel. Teacher gives the students
a brief history of fairy tales and fractured fairy tales
Teacher tells the students that they will be reading a few
familiar fairy tales and reviewing the elements of the
stories. There will also be the opportunity for them to
create their own fractured fairy tale. Teacher asks the
students what the elements of a story are.
 Teacher provides examples of Spanish fairy tales. She
asks ELLs if they know any fairy tales that are popular in
their culture. She also asks if there was a certain fairy
tale that their families read to them when they were
younger. After the students have given all the elements
of a story, the teacher states the elements and the
students repeat (CALP).

Must include
adaptations &
s for students
with special

Students will play a quick game of beach ball vocabulary
before moving onto the next activity. Teacher uses a
permanent marker to write the key vocabulary words on
a beach ball (this is done beforehand). Students sit in a
circle. Teacher tosses ball to a student. Student must
give the definition and an example of the word that their
thumb lands on.
 The words on the ball are written in English and Spanish.
Teacher helps ELL students sound out the word that their
thumb lands on. If the student does not know a
definition or example, they can consult a buddy.
Key Vocabulary
 Plot: the plan, scheme, or main story of a literary or
dramatic work, as a play, novel, or short story
 Setting: when and where a story takes place
 Character: someone or something represented in a
drama, story, etc.
 Point of view: the position of the narrator in relation to
the story, as indicated by the narrator's outlook from
which the events are depicted and by the attitude
toward the characters.
 Problem of the story: the particular situation the
character faces in a story
 Genre: of or pertaining to a distinctive literary type
 The vocabulary terms are translated into Spanish for the
PreAssessment of Students
 Teacher provides the students with an original copy of
“The Three Little Pigs” and a version in which some
major elements have been changed. Before they read
the fairy tales as a class, teacher asks the students what
they think the story will be about based on the title and
the pictures. Students are required to identify the
differences between the original fairy tale and the
fractured fairy tale. Teacher asks the students to count
the number of differences that were found. Teacher also
asks students if the original fairy tale reminds them of
something that has happened in their own lives (text-toself connection), something that has happened in
another book they have read (text-to-text connection),
or something that has happened in the world (text-toworld connection).
 SEI1: ELL students are given English and Spanish
copies of the original and fractured versions of
“The Three Little Pigs.” Teacher also provides
them with a chart to better organize the elements
(plot, setting, character, point of view, and
problem) of two versions. ELLs give their response of
the number of differences using their fingers. Teacher
frames the responses for the question regarding

connections. For the text-to-self connection, she gives
the students the phrase “This reminds me of when I…”
For the text-to-text connection, she might say, “This
reminds me of another book that I read…” She frames
their responses for the text-to-world connection by
saying, “This makes me think about…”
Modeling of the Concept
 Teacher projects the website
s/fairytales/) onto the screen. She demonstrates how to
create a fractured fairy tale of “Jack and the Bean Stalk”
using the website.
 The fairy tale and the teacher’s changes to the fairy tale
are translated into Spanish for the ELL student.
Guiding the Practice
 After the teacher demonstrates, she asks for volunteers
to offer ideas of different elements they would like to
add to the fractured fairy tale of “Little Red Riding
Hood.” The class works together to create a new
fractured fairy tale.
 Teacher provides ELL students with sentence strips so
they only have to fill in a few words that they would
Providing the Independent Practice
 Teacher passes out a blank fairy tale template of “The
Princess and the Pea” to each student. Teacher informs
students that they will be writing their own fractured
fairy tales. They can decorate their fairy tales using
stickers and colored pencils if they choose. Students will
also receive the rubric for the assignment.
 The templates distributed to the ELL students has
pictures that accompany the words. Teacher gives these
students a paper copy of a sample fractured fairy tale
that they may refer to as they create their own. ELL
students will also receive a rubric with visuals of each
required element. The rubric will have boxes where the
students can check off each element that they have
included in their projects.
 SIOP2: After students have completed the
fractured fairy tales, teacher will give them a
partner. They will take turns using role play to act
out their fairy tales.
Adaptations/Accommodations for Students with Special
 Students with autism with sensory issues who do not like
the texture of paper could complete their fractured fairy
tales on the computer.
 Students with cerebral palsy who have dexterity
problems can complete the activity on the computer

with the help of voice recognition software. They can say
their responses and the software will type it for them.
 See the text in red for adaptations/accommodations for
Evaluation of
Formal Evaluation
 The students’ fractured fairy tales will be graded with a
rubric ( of the
 ELL students’ fractured fairy tales are graded with a
visual rubric with check boxes.
Informal Evaluation
 During the lesson, students are asked what would occur
if the basic elements (characters, setting, plot, etc.) of a
story were changed.
 They are also asked the essential questions.
 Teacher asks students what the main elements of a story
 Teacher walks around the room while the pairs create
their fractured fairy tales. She checks for overall
understanding of the activity.
 At the end of the lesson, students are asked what they
 ELL students are asked the same questions during the
lesson, but they are prompted to respond in English and
Spanish. There are also opportunities for them to repeat
answers that have already been given.
Summary & Review of the Learning
 SEI2: As a wrap up, students do an activity called
“Find Someone Who.” The teacher hands out
worksheets (made in advance) with questions
about the lesson. Students have to find a
classmate who satisfies each question. For
example, one of the requirements is “Find
someone who knows what the objective of the day
was.” Teacher encourages students to speak to a
variety of peers and not use the same peer more
than once. Students share the results of the
 Students will take their fractured fairy tales home and
share them with their families.
 Internet access
 Copies of the fairy tales: Jack and the Beanstalk, Little
Red Riding Hood, and The Princess and the Pea (and
Spanish versions of the fairy tales for the ELL students)
 Samples of fairy tales popular in Spanish culture (ex:
“The Wolf Child,” “The Magic Mirror,” “The Seven




Computers (stations or a lab)
Lined Paper to write the fractured fairy tale or copies of
the fractured fairy tale template found at
Interactive whiteboard (IWB)
Construction paper, decorations, and colored pencils for
the authentic fairy tale
Copies of the fractured fairy tale from the website
Note: This lesson plan was taken from,
Lesson plans for 1st grade, allowable by PDE