3.

Lesson Planning Form for Accessible Instruction — Calvin College Education Program
Teacher Sharon Kim

Date Subject/ Topic/ Theme Language Arts – Stone Soup Grade ___2___________

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson of the unit plan. Students will be reading the second folktale “Stone Soup” that is a different version from “Cactus Soup”. Once the students
read both the stories, students are able to compare and contrast the differences between the two folktales.
Students will learn a little bit more about the Chinese culture that is illustrated in the book.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
• Consider how different environments (such as setting, weather or country) affect the characters and plot of book. Ap
• Use fabric ingredients and place them in the cooking pot to reenact the recipe from “Stone Soup”. Ap *
• Students will discuss with new partners or buddies, how the characters in a story responded to a major event or An *
challenge.
• Students will write or draw about how the villager’s attitude and behavior changed from the beginning of the story E
compared to the end of the story.
• Look at an illustration of a page to see how it provides a deeper meaning to the book. An
• Learn about different cultures through observing the clothes, types of food, physical appearance, and the setting. U
• Find the ingredients necessary for “Stone Soup” by going on a treasure hunt around the classroom. *
• Share personal experiences about how sharing helped them feel happier, and what sharing might look like. *
Common Core standards (or GLCEs if not available in Common Core) addressed:
Reading Standards for Literature K-5
1. Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text.
2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
(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.
Outline assessment activities
(applicable to this lesson)
What barriers might this
Students must have a solid idea of what sequencing is, and how the steps are related to each other.
Students must understand what a folktale is and that they have a lesson or a moral that it teaches
at the end of the story. Students should understand that the illustrations of the book help us
understand the book more and that they show different aspects of characters, setting or plot.
Pre-assessment (for learning):
- Students will look at the first page of the book and and discuss what they observe to their
partners.
- Teacher will ask questions about generosity and students will discuss the answer in pairs.
Formative (for learning):
- Students will analyze how the character is different at the end of the story then at the
beginning.
- Students will reenact what happened and put vegetables in the pot according to the order
the villagers put in soup.
Formative (as learning):
- Students will show a thumbs up if they know what to draw/write for the character change
worksheet. Students can show a thumbs down sign if they are struggling with what to do.
- Students will look at the illustrations of the book and try to answer the questions that the
teacher asks.
Summative (of learning):
- Students will write or draw about how the villager’s attitude and behavior changed from
the beginning of the story compared to the end of the story.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression

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lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
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?
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Provide options for self-
regulation- expectations, personal
skills and strategies, self-
assessment & reflection
- Students will show a
thumbs up or a thumbs
down sign to show
comprehension.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback
- Students will
collaborate their
ideas by discussing
with each other and
answering questions
the teacher asked.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
- Students will go on a
treasure hunt around
the classroom to find
the vegetables that
are necessary for the
recipe.
Book Stone Soup
Paper cut out of ingredients (Hide the vegetables)
Pot to place ingredients
Worksheet (characters change from beginning to end)
- Whole group: Read the book together and interpret the front cover
- Pairs: Partner up when discussing questions
- Individual work: Students go back to their desks to finish individual worksheet
Provide options for Provide options for executive
comprehension- activate, apply & functions- coordinate short &
highlight long-term goals, monitor
- The book has progress, and modify strategies
illustrations for
students to visualize,
and the teacher will
explain and
summarize important
parts of the book for
the students to
understand. The
teacher can ask the
students if they have
any questions if they
are wondering about
something.
-
Provide options for language, Provide options for expression
mathematical expressions, and and communication- increase
symbols- clarify & connect medium of expression
language - If students aren’t able
- Students may not to write the change
know the different that occurred
types of Asian between villagers,
vegetables, so the then students can
teacher can provide draw pictures on the
clarification through worksheet rather than
the sequencing writing it out.
activity and introduce
the vegetables while
the students are
placing the
vegetables in the pot.
Provide options for perception- Provide options for physical
making information perceptible action- increase options for
- When different interaction
characters are - Students are moving
speaking throughout around and showing
the book, the teacher physical action when
can change the voice they are getting up to
of the characters so grab the vegetables
that students are able and placing it in the
to hear the difference pot.
in voice.
III. The Plan
Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
- Students will look at the front page of the book and - Students can close their
Motivation discuss the different illustrations between “Stone eyes and think about a time
(opening/ Soup” and “Cactus Soup” when someone was
introduction/ - Students will talk to a partner and answer questions generous to them.
engagement) about generosity. (Who is someone in your life who
has been generous to you? What did they give to
5 mins. you? When have you been generous to others? How
did that make you feel?)
- Students will go on a Vegetable hunt around the
classroom and find hidden vegetables. Students will - Students will go on a
each have one or two vegetables in their hand. “Vegetable Hunt” to find
- Go over the type of vegetables with the students and the hidden vegetables
talk about the ones that look unfamiliar (bean curd, - (Make sure to tell students
cloud ear, mung beans, yams, lily buds) to hold on to them and not
Development - Read the book Stone Soup to the students. lose it because they are
(the largest - Pg. 1 Ask students about setting and clothing. important ingredients for
10 mins. component or
(treasure Where is the setting? What clothes are they wearing? stone soup)
main body of How does their hair look like? Do Chinese people
hunt) the lesson) use different utensils?
Setting is up in the mountain, so the area is colder.
Wearing warmer clothes. Men have long hair or are
bald. Asians use chopsticks.
- Pg. 2 (Famine, floods and war made the villagers
weary and untrusting of strangers) => What does this
mean? Famine and flood means there wasn’t food

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 available. So very careful about sharing.
- Pg. 3 (But they had little to do with one another)
What does this tell you about the attitude of the
villagers? Do they look happy and satisfied? Why is
the carpenter blocking the door?
Villagers were hard workers but kept everything to
themselves and didn’t share with other people.
Observe their facial expressions. Blocking door
because wants the food all to himself.
- Pg. 6 (A brave little girl who had been watching
came to them) Why is the girl brave? What is special
about the little girl?
Girl is brave because she was the first person to
speak to the monks. All the other villagers didn’t
trust the monks. The little girl is special because she
is still very young and is willing to help older
monks. She is wearing yellow (in China yellow
means the sun, so only worn by kings and royalty)
- Pg. 9 (Was a true curiosity!) What does curiosity
mean? How do the villagers show that they are
curious?
Curiosity means wanting to learn more about
something. Illustration show that villagers were
peering out of their windows and doors to see what it
was about.
- Pg. 10 (Once there are vegetables, ask the students
to come up and put the vegetables they have inside
the pot)
- Pg. 11 (Something magical began…As each person
opened their heart to give, the next person gave even
more) What is the magical thing that happened?
How are their faces different from pg. 3?
As each person gave more of their things, the
villagers became more generous and the soup grew
richer and more delicious as they added ingredients.
- Pg. 12 (Everyone sat down to eat. They had not been
together for a feast like this) How did the villagers
change? What do the villagers look like now? What
are they doing now?
Villagers used to be cautious and suspicious. Now
they are excited about making soup. They are
25 mins. running off and returning with all they can carry.
(read People are running off to find food and smiling.
book and They look happy and content.
discuss Pg. 14 (Everyone gathered together near the willows
questions) to say farewell) Teacher can explain how the
villager’s attitude changed towards the monks. Pg. 4
says that no one came to greet them and shut their
windows tight. Now, people are giving them their
homes and saying goodbye.

- Once finished reading, ask students if they noticed a

difference in the people in the village. (How did the
villagers change? How were their attitudes in the
beginning and how were they different after the
soup?)

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10 mins. - Students can draw or write down how the villagers’ - Students will show a
Closure
attitudes have changed from the beginning and at the thumbs up sign or a thumbs
(conclusion,
end. down sign to show that
culmination,
they understand what to do
wrap-up)
.

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.)

Print out pictures:

Stones
Salt and pepper
3 carrots
5 onions
Mushrooms
Noodles, pea pods and cabbages
Dumplings
Bean curd, cloud ear, mung beans and yams.
Garlic, ginger root, soy sauce, lily buds

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