Lesson Plan Template

Name: Ms. Stanley, Ms. Spence, Ms. Stephens

Grade Creative Writing 10 Topic Introduction to Fairy Tales

Date TBA Lesson 1 Allotted Time 80 minutes

STAGE 1: Desired Results

Cite sources used to develop this plan:

Snow White and The Seven Dwarfs by the Brothers Grimm

Rationale: How does this lesson fit in with the unit being studied? How does this lesson prepare for future
learning? How does this lesson relate to the students’ real life?
This lesson provides students an introduction to fairy tales. It is an exploration of fairy tale motifs,
tropes, and modes. Studying fairy tales is a good way to study archetypes, stock characters, and
stereotypes. Studying fairy tales helps students understand the pervasive relationship certain
literature has with our culture.

Prior Learning: What previous learnings do students need to know to be able to be successful in the lesson?
How does this lesson extend prior learnings? What connections if any can be made to First Nations Culture and
ways of knowing?
Students will need basic reading and writing skills. A general knowledge of fairy tales will help
students in the first lesson, but if this knowledge isn’t present students can still participate as it will
be built upon or introduced to them.

Curriculum Connections: What Big Ideas (Understand,) Core and Curricular Competencies (Do), Content
Standards (Know) does this lesson develop? What connections if any can be made to First Peoples’ principles
and ways of knowing?

Understand
Big Ideas: The exploration of text and story deepens our understanding of diverse, complex ideas about
identity, others, and the world.

Essential or Guiding Questions: What are Fairy Tales? What are their common elements?

Do
Core Competency: Thinking, Communicating
Curricular Competencies: Think critically, creatively, and reflectively to explore ideas within, between,
and beyond texts
 Know
Content Standards: Text forms and text genres

STAGE 2: Assessment Plan

Learning Intention(s): By the end of this lesson, students will be able to define what a fairy tale is,
What will students learn? and be able to identify common elements and motifs of fairy tales.

Evidence of Learning:
How will students show their
learning?
Students will show their learning by the brainstorm activity at the
beginning, and by playing the headband game. This allows the teacher to
identify where the students are at the beginning of the lesson.
Students will demonstrate their ability to identify fairy tale tropes/motifs in
their discussion following the reading of “Snow White,” during which the
teacher will circulate and hear the discussions.

Criteria: Students will be required to participate by listening respectfully, asking

What criteria will help questions, and contributing to discussion.
students know how to be
successful?

STAGE 3: Learning Plan

Resources, Material and Preparation: What resources, materials and preparation are required?

“Snow White and the Seven Dwarfs” By the Brothers Grimm handouts and a teacher copy
Chalkboard/whiteboard and writing material
ID cards for headband game (printed on business cards)

Differentiated Instruction (accommodations, adaptations, extensions, other): How will you plan for students
who have diverse learning abilities/behaviour or require enrichment?
Student X, will work in their usual group who provides them with support and with whom they feel
comfortable.
Students will have choice of who to go to when playing the headband game, so those students who are
struggling, have little experience with fairytales, or who have any confidence/anxiety issues can stick with
the people whom they feel comfortable working with.
Students who excel or finish quickly can begin to think about/list the first fairy tales which come to mind
and consider why they come to mind.
Lesson Development

Connect (Hook):
How will you introduce this lesson in a manner that engages students and activates their thinking (pose
questions, build background knowledge, capture interest, make connections, share learning intention)?
Teacher will Students will Management Pacing

Welcome Class Listen Agenda will be on board so

students can be prepared
Set explicit time constraint,
Ask students a to do a quick Students will do the so this does not take too 2
brainstorm (60 seconds) on a brainstorm long
scrap of paper: “what do you
know about fairytales? which
ones come to mind”

Ask students to pair up with
the person beside them, and
share what they have come up
with
Students will pair up and share
their lists
Students will be familiar with 4
the think, pair, share
practice, and will know to
listen respectfully, and thank
their partner for sharing.

Teacher will ask groups to Students will share and listen 10

share what they talked about
with the class, record on the
board

Body:
Process (activities):
How will students interact with new ideas, build understanding, acquire and practice knowledge, skills
and/or attitudes? How will you build in any guided practice? How will you embed assessment activities?
Transformation (application):
How will students apply and/or practice learning, incorporate personalized representation of learning,
and/or provide “real life” applications?
Management strategies:
What decisions will you make regarding groupings, passing out and collecting in materials, questioning,
monitoring progress, safety, clean up, getting student attention, etc?
Diversity:
How will you meet the needs of diverse learners?
Teacher will
Explain the rules for head-
band game, do a demo
Give each student a card with
a fairy tale character or motif
and stick it/tie it
on their forehead and tell kids
to go for it
Tell students to take their
seats and bring their attention
to the front of the class
Teacher will summarize
activity, general definition of
fairy tale
Teacher will distribute Snow
White and the Seven Dwarfs
Teacher will read the fairytale
aloud
Teacher will have students
work in their table groups to
discuss the elements of fairy
tale, and things that came to
mind when reading this story
Teacher will have each group
report out, 1 thing in one
minute
Student will
Students will listen
Students will play the game,
walk around, give hints, and
guess what character they are.
Students will sit and get
settled
Students will listen
Students will read along or
listen
Students will discuss
Each group will report one
thing their group talked about,
other students will listen
Management Pacing
Considerations
Visual instructions will be up 5
on the board, and teacher
will do a demo so students
can understand
When students have 12
correctly guessed, they will
take off their card and sit in
their seat.
teacher will wait for the class 2
to quiet before starting again
Chalk and Talk is kept to a 8
minimum and is done in
small chunks
teacher will use multiple 20
voice levels and voices to
engage students
Teacher will circulate and tell 8
students that they will report
out and to take notes so they
are engaged
expectations for respecting 7
classmates will be set at the
beginning of the course, and
teacher will remind students
 as necessary

Closure: (2 – 5 min)
How will you solidify the learning that has taken place and deepen the learning process?
Teacher will Students will Management Pacing
Teacher will review the
elements of the fairytales that Students will listen 4
students have come up with,
and tell them to keep it these
elements in mind, and think
about more as we will
elaborate in next lesson

Reflection What was successful in this lesson? If taught again, what would you change to make this lesson
even more successful and inclusive for diverse and exceptional students? What timing adjustments might you
make?