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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher : Hannah Hougen


Date: 2 November 2016
Subject/ Topic/ Theme: Fairy Tale Unit Lesson 1: Red Riding Hood
I. Objectives
How does this lesson connect to the unit plan?

Grade: 1st

This is the first lesson of the unit. It introduces the characteristics of fairy tales, which will be reviewed
throughout the entire unit, and the stories Red Riding Hood and Lon Po Po.
cognitiveR U Ap An E C*

Learners will be able to:

Name the characteristics of a fairy tale


Understand that fairy tales are found in many cultures, two different
cultures can have versions of the same story
Identify fairy tale aspects in the stories Little Red Riding Hood and Lon
Po Po
Compare the Little Red Riding Hood and Lon Po Po on a Venn
Diagram
Understand what a Venn Diagram is and how it is used

physical
development

socioemotional

U
R
An
U

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.1.9 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.

This is the first lesson in the unit, so no specific prerequisite knowledge is needed
Pre-assessment (for learning):

-Ask students to think of words they associate with fairy tale, ask if they can
name any fairy tales
Formative (for learning):

Outline assessment activities


(applicable to this lesson)

-Complete the Unit Chart: characteristics of Little Red Riding Hood as a class
-Complete the Venn Diagram comparing the 2 stories as a class
Formative (as learning):
Summative (of learning):

What barriers might this

Provide Multiple Means of


Representation

Provide Multiple Means of


Action and Expression

Provide Multiple Means of


Engagement

lesson present?

What will it take


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

Provide options for perceptionmaking information perceptible


-read story aloud while showing
illustrations
-write key components of class
discussion on the board to see
visually
-show video of Little Red Riding
Hood after reading

Provide options for physical


action- increase options for
interaction
-take a poll of preferred fairy tale,
move to one side of the rug or the
other

Provide options for recruiting


interest- choice, relevance,
value, authenticity, minimize
threats
-Ask students to help brainstorm
ideas from their prior knowledge
of fairy tales

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression


and communication- increase
medium of expression

Provide options for sustaining


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

-clarify definitions of
fairy tale and venn
diagram
Provide options for
comprehension- activate, apply
& highlight

-highlight relationship and


patterns between Lon Po Po
and Little Red Riding Hood

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

How will your classroom be


set up for this lesson?

-communicate story
through book & animated
video
Provide options for executive
functions- coordinate short &
long term goals, monitor
progress, and modify strategies

-facilitate management of
information by:
- organizing it visually on
the big notebook
-creating a Venn Diagram

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 was

-Little Red Riding Hood


-Lon Po Po
--Easel/Unit Notebook/Marker
-Whiteboard/markers
-Computer/projector/speakers to play video
-Students will be sitting on the rug at the front of the classroom, able to see both the whiteboard at
the front of the classroom and the easel with the Unit Notebook on it
-A screen will be pulled down in order to play the video

III. The Plan


Time

0:00

1:00

Components
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.

Has anyone ever heard the word


brainstorming?
-Call on students
-Explain to students what brainstorming
means: a group discussion to come up with
ideas about something
-Ask students: What comes to their head
when you hear fairy tale?
-write down their brainstormed answers on
the whiteboard

-students are sitting on the rug, engaged


and raising their hands to answer questions

2:00

2:30

4:00
5:00
11:00

Development
(the largest
component or
main body of
the lesson)

-Define fairy tale for the class, write it down on the


unit notebook on easel
-A childrens story that has been passed down for
many years that has magic or fantasy

-Students are attentive

-Ask students some ideas of fairy tale


characteristicsWhat are some of the characteristics, or things that
help us to tell, if a story is a fairy tale?
-Write down some characteristics of a fairy tale on
notebook:
Made up story
Has magic or spells
Animals act like humans
Good guys and bad guys
Castles or forests
Once Upon A Time
Happily Ever After
Passed down for many years
-Read Little Red Riding Hood
-Guide students in coming up with fairy tale
characteristics to write on the unit chart

-Students listen quietly


-Students raise hands and offer responses

What were some things you saw in that story that


are on our list?
13:00

18:00

19:00

-Show video of Little Red Riding hood

-Students watch quietly

https://www.youtube.com/watch?v=uaWHWO4Z5ic
-discuss the video: did you notice anything different in
the video? What did you like or not like about that
version?

-students are responsive

-Introduce Lon Po Po: Chinese story


-emphasize that this story is similar but there are
many differences
-emphasize that different people all over the world
have fairy tales and we can learn from them, this
story is from China

-Students listen quietly

-Read Lon Po Po aloud, show illustrations


19:30
25:00

-Explain the concept of a Venn Diagram


A Venn Diagram helps us compare two different
things that have some things in common
-Complete Venn Diagram comparing the two
stories

-students are engaged, raising hands with


responses

- What are some important parts from the two


stories that were the same or different? Can you tell
me where on the Venn Diagram to put it?

26:00

-Take poll of students, ask: What story did you


like better? Facilitate movement to the two
designated sides of the rug

29:00
30:00

Closure
(conclusion,
culmination,
wrap-up)

-Encourage students to go home and ask their

-students move to the designated rea,


choosing which story they liked more

-Students are attentive

parents about fairy tales, share that they will


be able to share with the class at the end of the
unit.

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.)

The first lesson went much better than I expected it to go. The classroom teacher settled the class
down a bit before I began teaching, so the students were already seated quietly and respectfully on the rug
when I began. The brainstorming of fairy tale characteristics went pretty well, although the students did give
some responses that were off the mark. During this segment, I struggled with how to correct their wrong
answers yet still be encouraging and keep answers coming. I tried not to linger on this section too long because
I was afraid they would lose interest quickly, and I especially didnt want that right off the bat.
While reading Little Red Riding Hood aloud to the class, they listened quite well. I knew before
starting the unit that the class enjoys being read aloud to, and this lesson was no exception. Filling out the fairy
tale characteristics on the easel after reading went well, and the class continued to behave while I read Lon-Po
Po aloud. One section of the lesson I took out was showing a video of Little Red Riding Hood, for the sake of
time. However, if it was my classroom and the distribution of time was up to me, I would certainly include
this.
The Venn Diagram comparing the two versions of Red Riding Hood was probably the part that
went the poorest, I think in part because it was right at the end, very close to the 30 minute mark. If I were to
teach this lesson again, I would go more in depth with my explanation of what a Venn Diagram is. I think it
would have been more effective if I had created a Venn Diagram comparing two things that the students are
familiar with rather than jumping right into the comparison of the two fairy tales covered in the lesson. For
example, I could have compared apples and oranges as an example and elaborated on why each characteristic
belongs where it does.
During this lesson, I realized that 30 minutes is just about the maximum amount of time that the
students are able to stay interested in one thing. I think in some cases, even this is pushing it with this
particular group of students. If this were my classroom, I would definitely try to include more movement
during class instruction. I feel as though the majority of the time the class does not behave well while sitting on
the rug, mostly due to their inability to sit still, yet their teacher uses this classroom set-up for much of her
large group instruction. If I was the teacher, I would establish expectations early on in order to include more
movement during instruction, but I didnt feel like I had the time to teach this as part of this unit, and I was
concerned that too much movement without guidance would have derailed all of the instruction.

Perhaps part of what made this lesson a success was the novelty of me teaching. I think the students
were interested in it because prior to this lesson I had done very little large group instruction and they were
stimulated to see a new face at the front of the room. If I could change just one thing, I would split this lesson
into two 20 minute lessons taught at different times in order to better keep the students interest and fit in a bit
more discussion time, as well as the video I had planned on showing.