Fairy Tales

EDU 626-Spring 2017

Lesson Plan
Grade Level: Pre-K 3

Topic: Fairy Tales

Question: How can we change the characters bad choices to good choices?

Social Studies Strands:

People, places, and environments
Individual development and identity
Individuals, groups, and institutions
Power, authority, and governance

Social Skills (Affective)

Communicating own beliefs and feelings
Contributing, listening, negotiating

Standards/Goals/ Objectives

Teaching Strategies GOLD (Kindergarten)

Shows basic understanding of how people and how they live.

Cognitive Goal 1: The students will show increasing awareness that

positive choices help us get along in communities.

Cognitive Objective1: While reading the fairy tale story, the

students will verbally identify the problem in the story and create
a new solution.

Cognitive Objective 2: The students will verbally explain how

the ending can be retold for the characters to make a better
choice and give one example. (acquire information, organize and
use information.)

Blooms taxonomy: Affective skills: Responding

Affective Goal: The student will interact with peers.

Affective Objective: Sitting in the circle with the group, the

student will positively interact with peers with a score of at least
2/3 on the rubric. (Social Skills)
Materials

Fairy Tale Story: The Sea Serpents Daughter by Margaret H. Lippert

Procedure

Preparation (10 Minutes) The teacher will begin by starting morning

meeting. During morning meeting the students will begin with the good
morning song. Each student will greet each other and share their favorite
fairy tale they have read so far. The teacher will then read the morning
message. Good morning friends, today is Wonder Wednesday. We are going
to be super problem solvers today. We will go to French today. Love, Ms.
Kelly. As the students sit in a circle the teacher will discuss what it means to
be a problem solver. What is a problem? Have you ever had a problem you
needed to solve at home or at school? Some students may discuss a problem
they had with a sibling or a problem they had on the playground. How did
you solve that problem? Some students may discuss how they talked it out
with their friend or sibling and some may talk about going to an adult for
help. The teacher will discuss that there are different ways to solve a
problem. Lets read this story and think about what is going to happen and
how we can help.

During (30 minutes) The teacher will read The Sea Serpents
Daughter by Margaret H. Lippert. During the story the teacher will encourage
dramatic play and actively role playing scenes in the story. The teacher will
ask the students to what happened in the scene they just acted out and how
they feel about it. Some scenes in the story include: swimming in the ocean,
searching through the forest, acting sad/happy, carrying a heavy package for
the king, acting as the kings helpers when they break the rules, and acting
out as some animals in the story. The teacher will encourage students to use
body language and show emotions when acting out. The teacher will ask
what choices were made in the story. Students should mention at least 2 out
of 3 choices made in the story either positive or negative (Good vs Evil). If
the students are having a difficult time identifying the problem, the teacher
will expand on parts of the story such as the kings helpers opening the
package when they arent supposed to and do. Was that the right thing to
do? What should they have done? Now that they opened it, how can they
help? Was the king turning them into monkeys a good idea? How else could
he have solved the problem instead?

Debrief (15 minutes) The students will summarize the story and the
actions they did during. Students will discuss how they felt about the
characters actions and what they couldve done differently. The students will
also discuss if they felt it was a good story and what culture it came from.

Prompting Questions:
What actions were bad choices?
What actions were good choices?
Was it fair when the servants opened the bag when they were
not supposed to?
What did the Sea Serpents daughter need darkness for?
What could the servants have done differently?
What culture was this book from?

Home/ school connection: The families will be asked to bring an age

appropriate fairy tale to school to share with the class that relates to their
background and culture. The parents will need to inform the teacher which
book they are bringing to make sure the book is appropriate for class and will
do a show and tell of the book. Each child will explain the fairy tale and will
have reading time during the day for the students to read each others fairy
tale stories.

Extension (Next Class) After the students have created a new ending to
the story, the students will read another similar fairy tale, recreate the
endings, and create their own version of the story.

Adaptions and Modifications: The teacher will provide small group

discussions with those who are overwhelmed in larger groups. The teacher
will have flexible seating available to make sure the students are
comfortable. The teacher will also provide a larger print copy of the story for
students with visual impairments.

Evaluation (Formative)
Objective 1: Checklist
Objective 2: Rubric and Checklist

Table 1

Cognitive Objective Anecdotal notes

Student Criteria 1: the Criteria 2: the

student recognized student verbally
the Good VS Evil in communicated a
the story. problem and a
solution to the story.
Student 1

In table 1 above, the teacher will take note of the students verbal

description in each category.

Table 2

Affective Objective rubric

1 2 3
The student positively The student somewhat The student did not

interacted with others interacted with others interact with others

during read-aloud during read-aloud during the read-aloud

In table 2, the area that fits the students behavior will be highlighted

during the activity.