Updated 3/13/2119:36 A3/P3

Danielson Aligned Lesson Plan Template for Formal Observations

Primary Subject Area and Grade Level: ELAR, 8th grade

Interdisciplinary Connections: Reading, Writing, History

(1a: Demonstrating Knowledge of Content and Pedagogy)

Lesson Duration: 45 minutes

(1e: Designing Coherent Instruction)

Relevance/Rationale: This lesson is relevant to students in this class because it demonstrates how literature is a
reflection of real life, specifically time and culture. They will understand that culture shapes texts. This lesson will pique
the interest of my class due to the shock factor of the dark, older version of the fairytale they thought they knew.
(1b: Demonstrating Knowledge of Students)

Outcomes/Objectives: Students will be able to analyze the difference in message between two different adaptations of the
same story. Students will recognize that time and culture shape themes of texts, and recognize metaphors within a text
that contribute to a bigger message. Also, they will be able to take their prior knowledge into consideration to create their
own adaptation that is meaningful to them.
(1c: Setting Instructional Outcomes)

Content Standard(s) and/or Common Core Learning Standard(s): (9) Comprehension of Informational Text/Culture and
History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding. Students are expected to
analyze works written on the same topic and compare how the authors achieved similar or different purposes. (8)
Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about
how an author’s sensory language creates imagery in literary text and provide evidence from text to support their
understanding. Students are expected to explain the effect of similes and extended metaphors in literary text.
(1c: Setting Instructional Outcomes)

Use of Formative Assessment to Inform Planning: Throughout the lesson I will stop frequently during the reading and the
making of the pattern, asking students to give a thumbs up or thumbs down. I will also walk around during group work,
and ensure the students’ thinking and work are on the right track.
(1f: Designing Student Assessments)

Class Information: This class includes an array of learning styles: visual, aural, verbal, and kinesthetic; and this lesson
appeals to all four learning styles. This particular 8 th grade class currently does not have any ELLs.
(1b: Knowledge of Students)

2
 Updated 3/13/2119:36 A3/P3

Overview: Students will read two versions (newest and oldest) of LRRH in order to discuss differences and similarities.
We will discuss how time and culture affects those differences and similarities, as well as how metaphor influences
theme. After analyzing two versions and coming to a consensus regarding the pattern this tale follows, students will write
their own version in groups. Each group will present what they have written.
(1a: Demonstrating Knowledge of Content and Pedagogy)

Technologies and Other Materials /Resources: Copies of LRRH (new and original), Promethium board
(1d: Demonstrating Knowledge of Resources)

Grouping Strategy: To facilitate the learning outcomes for this lesson, students are to be grouped heterogeneously. The
rationale behind grouping students of different learning abilities is that a deeper understanding can occur when students
that think differently, think together. Students will benefit by sharing differing ideas and views, and learn from each other.
Students have been grouped in this seating arrangement (groups of 3 desks) since the first week of school.
(1e: Designing Coherent Instruction)

Academic Vocabulary: Metaphor, Moral, Theme, Fairytale

(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

Lesson Procedures: Bellringer: Activate prior knowledge – “Tell me what you know about Little Red Riding Hood (“she has a
red hood” is not an acceptable answer!).” Allow students a few minutes to answer, then discuss answers as a class. (5 minutes)
Tell the students that today we are going to look at “Little Red Riding Hood.” Pass out the Modern Version. Popcorn read this story.
(5 minutes)
Remind students of the Cinderella story last week, and tell them that now we are going to look at the original version of LRRH that
was first published by the French writer Charles Perrault in 1697.
Popcorn read the original LRRH. After finishing, ask them if they noticed anything strange in the “Moral” the author ended the
story with… “When we read the story with “wolf” as a metaphor, it becomes a much darker story. (8 minutes)
Point out the fact that LRRH is not saved in the original version, but rather pays the ultimate price for her foolishness. “Why do you
think the old fairytales are so much darker than the way we tell them today?... Simply put, centuries ago, they could not afford the
luxury of putting fuzzy, feel-good, happy endings on their fairytales because more often than not life did not end happily. Life was
more fragile than it is today, and the world was a lot less connected. These fairytales give us a glimpse into the harshness of life
centuries ago.
Talk about how all Cinderellas, and all Sleeping Beauties, and all Little Red Riding Hoods maintain a familiar core that allows them
to be recognized as Cinderella, Sleeping Beauty, LRRH, etc. “As the details change throughout the centuries, if the core of the story
stays the same, then the tale is recognizable.”
Make a pattern on the board together. (5 minutes)
After the pattern is established, tell the students that they are going to create their own version of LRRH. The story must keep this
pattern (the only exception is that LRRH can be a boy if they want…), and it must be at least 3 paragraphs long. Tell them that they
will be doing this in pairs, and presenting their stories to the class. They have 20 minutes to write. (21 minutes)
The remainder of the class period will be spent sharing stories. If each group does not get to share, then the beginning of the next
class period will be designated for this.

(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Differentiation: For advanced learners: higher level learners that finish more quickly, an extension activity of creating 2
questions for each level (Level 1, 2, and 3) for their story will be provided.
For support: I will assist students that are having trouble by providing ideas, and reiterating the pattern the fairytale
follows.
(1e: Designing Coherent Instruction)

2
 Updated 3/13/2119:36 A3/P3

Assessment Criteria for Success: I will walk around during the activity, and listen to the students’ conversations to assess
whether or not they are on the right track. The summative assessment will come from the completed writing assignments.
I will be looking for the pattern within the rewrite.
(1f: Designing Student Assessments)

Anticipated Difficulties: The difficulty I anticipate for this lesson is the time constraint of writing a fairytale. The students will
not finish if they do not focus and stay on track. I will prevent this with constant monitoring during group work.
(1a: Demonstrating Knowledge of Content and Pedagogy)

Reflections: 1. Did I create a lesson that capitalized on all learning styles in my classroom?
2. Did my students benefit socially as well as academically thanks to my lesson?
3. Do my students understand how culture is reflected in literature thanks to this lesson?
(4a: Reflecting on Teaching)