KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: __Abby Gipe_____________________________________ Date:

__11/12/2019________________
Cooperating Teacher: __Mrs. Loughery_____________________________ Coop. Initials: _____________
Group Size: _16____________ Allotted Time: 20 Minutes_____________ Grade Level: _Kindergarten_
Subject or Topic: _Red Riding Hood _____________________________________ Section: _933_________________

STANDARD: (PA Common Core):

 CC.1.3.K.C With prompting and support, identify characters, settings, and major events
in a story.
I. Performance Objectives (Learning Outcomes)
 Students will be able to identify characters, setting, and plot points by listening to Red Riding Hood by
James Marshall
II. Instructional Materials
 Red Riding Hood by James Marshall
 Story Elements chart
 Story element pieces

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
 Prerequisite Skills
o Listening comprehension
o Knowledge of story elements
 Vocabulary
o Considerate- careful and kind to others
o Delighted- happy and excited
o Tarry- stay longer than intended
o Lurking- hiding
o Horrid- terrible
 Big Idea
o Students will pick out key details in the text such as characters, setting, and story line after hearing
the book
 Content
o Red Riding Hood by James Marshall is a retelling of the fairy tale. Red Riding hood brings a
basket of goodies for her sick grandmother and meets a wolf along the way. The wolf hurries
ahead while she is picking flowers for her Granny and eats the grandmother. Once Red Riding
Hood gets there the wolf eats her up too and fall asleep. A passing hunter finds the wolf and kills
him, freeing Granny and Red Riding Hood.
o Story elements
 Character
 Setting
 Plot

IV. Implementation

A. Before Reading –
 Introduce to the students that we will be starting a new story today
 Ask the students to raise their hand if they have heard the story of Red Riding Hood before
 Introduce the book to the students looking at the front cover of the book
o Point out Red Riding Hood on the cover
o Read that James Marshall is both the author and illustrator
o Ask the students what the illustrator does
 B. During Reading –
 Stop at "Do not speak to any strangers"
o Should we talk to strangers?
 No, especially when we aren't with mom or dad
 Stop at "He put on Granny's cap and glasses, jumped into bed, and pulled up the covers"
o What do you think will happen when Red Riding Hood gets there?

C. After Reading–
 Teacher will fill add story element pieces to the story chart as the students answer the questions
o Ask who were the characters in the story
 Red Riding Hood
 The wolf
 Granny
 The hunter
o Ask what the setting of the story was
 In the woods
o Ask what happened at the beginning of the story
 Red Riding Hood met the wolf in the woods
o Ask what happened in the middle of the story
 The wolf ate Granny and pretended to be her
o Ask what happened at the end of the story
 The hunter killed the wolf and saved Red Riding Hood and Granny

D. Accommodations / Differentiation -
 Gavin will use AAC to communicate
 Jacob, Margaret, and Gage sit close to the teacher

E. Assessment/Evaluation plan
1. Formative
 Teacher Observation
2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)
Many of the students knew the story of Red Riding Hood. They were able to answer the questions
about the story elements easily. This is also the final lesson using fairy tales for story elements, so the students were
familiar with each of the story elements. Overall, I have no concerns about the students' performance.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
 Were the questions/book engaging?
Yes, students were familiar with the story, therefore, I decided not to ask the prediction question since they
wouldn't really be predicting since they know the end of the story.

 How was time management?

Time management is something I often struggle with, especially during read-alouds. I was able to stay on
time today. I think my pacing was good with the story especially since I didn’t ask a lot of questions.

 How was behavior management?

I made sure to remind the students at the beginning of the lesson what my expectations are for them during
a read aloud. This helps them think about behaviors like raising their hand and sitting quietly.

VI. Resources

Marshall, J. (2013). Red Riding Hood. London: Walker Books.

 KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: __Abby Gipe_____________________________________ Date:

__11/13_________________
Cooperating Teacher: __Mrs. Loughery_____________________________ Coop. Initials: _____________
Group Size: _16____________ Allotted Time: __30 minutes__________ Grade Level: _Kindergarten_
Subject or Topic: ___Culture Pt. 1___________________________________ Section: _933_________________

STANDARD: (PA Common Core):

 AL.1.K.B1 Demonstrate a willingness to participate in an increasing variety of diverse
experiences.
 CC.1.2.K.I With prompting and support, identify basic similarities and differences
between two texts (read or read aloud) on the same topic.
I. Performance Objectives (Learning Outcomes)
 Students will be able to identify aspects of other cultures by listening to versions of Little Red Riding
hood from other cultures
II. Instructional Materials
 Lon PoPo by Ed Young
 Culture Anchor Chart

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
 Prerequisite Skills
o Listening Comprehension
o Memory of Red Riding Hood Story
o Comparing and contrasting
 Vocabulary
o Po Po- grandmother
o Cunning- achieving means by tricking
o Gingko- a type of tree found in china
o Brittle- weak and easily broken
 Big Idea
o Students will understand aspects of other cultures
 Content
o Lon PoPo is a Red Riding Hood story from China. In the story, after mother leaves her three
children at home wolf comes by and dresses as their PoPo. The wolf tries to trick them and eat
them, but the oldest child sees through his disguise and the children trick the wolf into trying to
get up the tree and eat a nut that will make him live forever. They kill the wolf by dropping him
off of the top of the tree.
o Culture is what a group of people have in common and the way they live
o Culture can be seen through religion, holidays, customs, music, art, food, clothing, and language

IV. Implementation

A. Before Reading –
 Introduce the book to the class as being another story of little red riding
hood, but very different because it comes from another country and another
culture.
 Go over the anchor chart on the board
o Culture is what a group of people have in common and the way
they live
o Culture can be seen through religion, holidays, customs, music, art,
food, clothing, and language
 Ask the students to think about how you can see the Chinese culture
throughout the book as it is read
 B. During Reading –
 Stop at "Our mother has gone to visit you"
o Ask the students "How is the story different from the other Red Riding Hood story?"
 Stop at "The wolf did not answer"
o Ask the students to turn to a partner and discuss "What do you think the wolf is planning to do?"
 Stop at "I can pull you up"
o Ask "What can you predict the children will do?"

C. After Reading–
 Ask the students what was the same about this story and Red Riding Hood
 Ask what was different about this story from Red Riding Hood?
 Ask students to think of examples of how the Chinese culture is shown in the story

D. Accommodations / Differentiation -
 Gavin will use AAC to communicate
 Jacob, Margaret, and Gage sit close to the teacher

E. Assessment/Evaluation plan
1. Formative
 Teacher Observation
2. Summative
 Culture Sheet

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)
I think that the concept of culture may have been a little too big for the students to understand. I
wish I had just picked a few elements of culture to explain to them in depth. I also should have had more visual
representations of these to show them and help them understand rather than trying to find examples in our own
culture. If I had thought ahead, I could have also probably used technology to find more examples for the students. I
also think that the use of a map to help them see where China is would have been beneficial to the lesson. The
students were still able to find examples of the Chinese culture with some prompting.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
 Were the questions/book engaging?
Yes, the students were very engaged and interested in the story. They even asked some of their own
questions and making comments about the story in addition to the questions I had for them.
 How was time management?
Time management was good today. We ended the story right on time for the next lesson. I think that the
pacing and number of questions was appropriate for the time given for the lesson.
 How was behavior management?
Once again, I went over behavior expectations before the story and this helped a lot with behaviors
throughout the story. Some students still call out, but much less than if expectations were not gone over.

VI. Resources
Young, E. (1989). Lon PoPo. Scholastic Inc.
 KUTZTOWN UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: __Abby Gipe_____________________________________ Date:

__11/14_________________
Cooperating Teacher: __Mrs. Loughery_____________________________ Coop. Initials: _____________
Group Size: _16____________ Allotted Time: ______________________ Grade Level: _Kindergarten_
Subject or Topic: ___Culture Pt. 2___________________________________ Section: _933_________________

STANDARD: (PA Common Core):

 AL.1.K.B1 Demonstrate a willingness to participate in an increasing variety of diverse
experiences.
 CC.1.2.K.I With prompting and support, identify basic similarities and differences
between two texts (read or read aloud) on the same topic.

I. Performance Objectives (Learning Outcomes)

 Students will be able to identify aspects of other cultures by listening to versions of Little Red Riding
hood from other cultures
II. Instructional Materials
 Pretty Salma by Niki Daly
 Culture Anchor Chart
 Culture Sheet
 Crayon Box

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
 Prerequisite Skills
o Listening Comprehension
o Memory of Red Riding Hood Story
o Comparing and contrasting
 Vocabulary
o Ntama- cloth used to make a skirt
o Anansi- an Akan folk character
 Big Idea
o Students will understand aspects of other cultures
 Content
o Pretty Salma is the story of little red riding hood from Africa.
o Culture is what a group of people have in common and the way they live
o Culture can be seen through religion, holidays, customs, music, art, food, clothing, and language

IV. Implementation

A. Before Reading –
 Introduce that today we are reading another story of Little Red Riding Hood from another culture. This
time from Africa.
 Go over the anchor chart on the board again to remind the students
o Culture is what a group of people have in common and the way they live
o Culture can be seen through religion, holidays, customs, music, art, food, clothing, and language
 Ask the students to think about how you can see the African culture throughout the book as it is read

B. During Reading –
 Stop at pager 11
o Ask what is the same about this story and little red riding hood? What is different?
 Stop at page 23
o Ask what is the same about this story and little red riding hood? What is different?
 C. After Reading–
 Ask the students what was the same about this story and Red Riding Hood
 Ask what was different about this story from Red Riding Hood?
 Teacher will explain the culture sheet to the class
o Students will choose an element of culture from one of the books and draw that element, then
circle which one they showed.
 Students will be sent back to their desks to complete the culture worksheet.

D. Accommodations / Differentiation -
 Gavin will use AAC to communicate
 Jacob, Margaret, and Gage sit close to the teacher

E. Assessment/Evaluation plan
1. Formative
 Teacher Observation
2. Summative
 Culture Sheet

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)
As I can see from the assessment sheets, most students did not understand the concept. Many drew
pictures of parts of the story and circled whatever they wanted on the bottom. I think it may have been better if I
picked out a few specific aspects of culture that I knew they would be able to see in the books and focused on those
rather than all of the aspects of culture that there are.

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)
 Were the questions/book engaging?
The students were not as engaged in this story as in the previous lesson. I am not sure why that is especially
because I thought that this story was a lot more like the original Red Riding Hood and that they might
enjoy that more and be able to make more connections between the two stories. At the start of my lesson
itself they seemed displeased that we had another story from a different country/ part of the world, and I
don’t know if it was because concept of culture was hard for them to grasp or what it was.

 How was time management?

Today took longer than the allotted time for the lesson, but the story was longer than the other two and we
had the sheet to fill out as an assessment. I don’t believe there is anything that I could have done differently
to make the lesson fit into the time slot any better. We also didn’t go over too long so the rest of the day
wasn't shortened too much to accommodate.
 How was behavior management?
None of the students called out today and they were mostly on task during the lesson. By going over the
expectations of behavior, the students know how they should act during the lesson.

VI. Resources
Daly, N. (2008). Pretty Salma. London: Frances Lincoln Childrens.