Story Telling

ELA Unit

Stacy Delgadillo
Day 1: Introduction to Storytelling
The students will be introduced to the
aspects of storytelling including prosody,
beginning, middle, end, and plot
sequencing.
Day 3: Jake and Dale Help (Character
Study)
On this day we will revisit a story that we
read the week prior. The students will be
asked to attempt to retell the story. We
will then place ourselves in the position of
the characters and illustrate what jobs we
would do around the house.
Day 5: Magic E
The students will be introduced to the
Magic E as a grammar lesson.
Day 7: Little Red Riding Hood
(Character, Setting, Plot)
The students will be able to identify the
characters, the setting, and the plot of the
story.
Day 9: The Little Red Hen
After the students listen to the story “The
Little Red Hen” they will then be asked to
complete a plot sequencing worksheet in
which they will identify different areas of
the plot.
Day 2: Goldilocks and the Three Bears
(Prosody)
The students will learn about prosody,
reading with a natural voice. I will read to
the students Goldilocks and the Three
Bears.
Day 4: Peter’s Chair (Comprehension)
The students will be read the story
Peter’s Chair. I will ask the student to
keep in mind how the main character is
feeling and why he feels that way.
Day 6: Little Red Riding Hood
(Beginning, Middle, End)
On this day the students will listen to the
Little Red Riding Hood. They will be able
to sequence the story
Day 8: Little Red Riding Hood (Readers
Theater)
The students will perform a readers
theater of Little Red Riding Hood.
Day 10: Hen Hears Gossip
On this day the students will listen to the
story “Hen Hears Gossip.” After listening
to the story the class will create a Venn
Diagram about the differences and
similarities between “The Little Red Hen”
and “Hen Hears Gossip.”
 Day 1: Introduction to Storytelling
Title/theme/focus of lesson: All About Storytelling
Essential Question: Why is storytelling important?
Learning Outcomes/Objectives:
● SWBAT identify the different aspects of storytelling.
Vocabulary:
● Storytelling
● Structure
Assessment: The students will be participating in discussion about storytelling and also
telling the class a story.
Materials: Technology to play videos.
Room Environment: The students will be sitting in the table groups of three facing the
front of the classroom. Eventually, the pods will engage in group work where they will
turn and talk to each other.
Instructional Procedure:
I will begin the lesson by asking the students if they have ever heard a story before. Of
course, all of the students will raise their hands. I will ask students to name some stories
they have heard before. As they are telling me the stories that they have heard I will be
writing them on the board. I will give examples of some of my personal favorite stories
as well. Once we have accumulated a good list of stories I will ask the students if they
have ever told a story before. I will then show them a charming video of other kids being
asked to tell a story. Once we finish watching the video I will ask the students to think of
a short story that they could tell to their pods and then I will give them a few minutes to
turn and talk. After that I will ask the students why they think it is important to tell stories.
We will come to the conclusion that stories are valuable in giving us lessons in life and
also access to stories and histories that we may have never heard before.
Resources:
https://www.youtube.com/watch?v=uK6fP3NWrRE&ab_channel=HiHoKids
 Day 2: Prosody
Title/theme/focus of lesson: Goldilock and the Three Bears
Essential Question: How do our voices affect our storytellin?
Learning Outcomes/Objectives:
● SWBAT hear the difference between a story being told with enthusiasm versus
not.
● SWBAT retell “Goldilocks and the Three Bears” with style.
Vocabulary:
● Prosody
● Natural Voice
Assessment: I will be listening for students tone in voice when retelling the story of
“Goldilocks.”
Materials: A copy of “Goldilocks and the Three Bears” and little booklets that tell the
story in a simpler way.
Room Environment: Students will be sitting in their table groups and when the story is
being read aloud they will be allowed to sit on the ground and listen.
Instructional Procedure:
I will begin the lesson by reading the story of “Goldilocks and the Three Bears.” Most of
the children will be well familiar with the story and therefore while I am reading the story
I will make sure to read with lots of inflection in my voice. During the story I will make
occasional stops to check for understanding. Once I am finished reading the story I will
ask the students if they noticed anything about my voice while I was reading that story.
If they can’t figure it out I will tell them that it was the tone of my voice which is called
prosody. At the desk of all the students will be a little booklet that has a simplified
version of “Goldilock and the Three Bears” I will let the students know that they are
going to practice using their “natural voices” while reading the story to their table
partners. Once they do that they can go ahead and color the booklet will be an exit
ticket for recess.
Resources: N/A
 Day 3: Jake and Dale Help
Title/theme/focus of lesson: Getting into Character
Essential Question: How can we get into character using the characters we already
know?
Learning Outcomes/Objectives:
● SWBAT identify the characters in a story.
● SWBAT put themselves in the position of the characters in a well known story.
Vocabulary:
● Characters
● Comprehension
Assessment: I will be collecting the worksheet that students will be illustrating
themselves as a character in the story Jake and Dale Help.
Materials: Wonders Reader, ELD companion worksheet, and crayons.
Room Environment: Students will be working in small groups in the back corner of the
room with myself as the small group leader. The rest of the students will be working on
other assignments while they wait for the next small group rotation.
Instructional Procedure:
This lesson is going to be given in a small group setting unlike the other lessons I have
given which have been whole groups. We will be using a story that the students are
already familiar with in order for me to check for overall comprehension. Because we
have already read the story we will begin the small group by reviewing what we
remember about the story. I will then let the students know that we are going to be doing
a character study on the main character of our story. While we discuss what we know
about the main characters I will show the students the companion worksheet we will be
using. The students will be asked to pick a job that they believe the main characters in
our story would do and then illustrate themselves completing that job. Once everyone is
finished with their illustration we will go around the circle and share what we drew and
why. The students will turn in their worksheet as an exit ticket in order to change the
small group rotation.
Resources: N/A
 Day 4: Peter’s Chair
Title/theme/focus of lesson: Comprehending “Peter’s Chair”
Essential Question: How can we effectively retell a story?
Learning Outcomes/Objectives:
● SWBAT retell the story “Peter’s Chair” effectively.
● SWBAT identify the feelings of the main character at the beginning of the story
and also at the end of the story.
Vocabulary:
● Retelling
Assessment: I will be collecting the worksheet that the students will be writing their
observations on about the feelings of the main character at the beginning and the end of
the story.
Materials: Large copy of the story “Peter’s Chair”, Wonders ELD companion worksheet
and pencils.
Room Environment: Students will be sitting in the back of the classroom with me as a
small group leader. We will be sitting in a small circle on the ground.
Instructional Procedure:
I will begin the lesson by asking students to pay special attention to the main characters
feelings at the beginning of the story and how those feelings are resolved at the end of
the story. I will then proceed to read the story “Peter’s Chair” to the small group and as I
am reading the story I will make occasional stops and check for understanding. What I
want the students to recognize is that Peter was mad and sad at the beginning of the
story and he was feeling happy at the end of the story. Once the students have
identified those feelings we will write them into the sentence frames that the ELD
Wonders companion worksheet has provided for us. Once the students have completed
that they will turn it into me and move to the next small group rotation.
Resources: N/A
 Day 5: Grammar Long A and Silent E
Title/theme/focus of lesson: Queen Magic E
Essential Question: How does Queen Magic E change the way CVC words are
pronounced?
Learning Outcomes/Objectives:
● SWBAT identify how Magic E changes the vowel A in CVC words.
Vocabulary:
● Magic E
● Long A
Assessment: I will be asking students to read out loud words that have a in the middle
and then how they change when the Magic E is added to the end of the word.
Materials: White board, white board markers, crown, Magic E wand.
Room Environment: The students will be sitting in their small group pods of three facing
the classroom. This lesson will be given entirely to the whole group because this
grammar lesson is really important and will be brand new material for the students.
Instructional Procedure:
I will begin the lesson by showing the students the song that I have linked below. I will
ask them to listen to the song intently on the different ways Magic E can change the
vowel sound in CVC words. Once the song is finished I will ask the students what they
noticed about the song. Once we have discussed what the students have noticed I will
write “HAT” on the whiteboard and I will use the fairness sticks to ask one of the
students to read that word to me. After the student that was chosen reads the word to
me I am going to tell the students that I am going to invite my friend Queen Magic E
over. I will then turn my back to the students, put on a crown, and pick up my E wand
and introduce myself to the students as Queen Magic E. I will tell the students that when
I tap my E wand onto the end of the word “HAT” I make the A in the middle say its
name. I will then ask the students if there is someone who can now read the word to me
with my magic E wand attached to the end. I will repeat this process with multiple long a
CVC words.
Resources:
https://www.youtube.com/watch?v=7hTWuN0WCu4&ab_channel=theelectriccompany
 Day 6: The Structure of a Story
Title/theme/focus of lesson: “Little Red Riding Hood” Beginning, Middle, End
Essential Question: What is the beginning, the middle, and the end of the story “Little
Red Riding Hood”?
Learning Outcomes/Objectives:
● SWBAT identify the beginning, middle, and end of the story “Little Red Riding
Hood”
● SWBAT complete the worksheet that follows the structure of a story.
Vocabulary:
● Story Structure
● Beginning
● Middle
● End
Assessment: The students will be working on completing a worksheet that details the
structure of a story including the beginning, middle and end.
Materials: Clipboards, pencils, a copy of Little Red Riding Hood
Room Environment: Students will be working in the back corner of the room with me as
the small group leader. We will be sitting on the floor in a circle formation.
Instructional Procedure:
I will begin the lesson by asking the students to listen carefully for what happens at the
beginning, what happens in the middle, and what happens at the end of the story as I
read to them. I will introduce that I am going to be reading Little Red Riding Hood. I
know that the students are going to be familiar with the story and that was intentional. I
want them to be able to focus on the things I am asking them to focus on rather than
focusing on ingesting the content for the first time. I will read the story aloud to them and
immediately after we will begin discussing what observations they made while listening
to the story. I will ask the students to help me write out some sentences explaining their
observations onto the given worksheet and at the end of our time they will turn that into
me.
Resources:
 Day 7: Details of a Story

Title/theme/focus of lesson: Character, Setting, Plot of Little Red Riding Hood

Essential Question: Can we identify the characters, setting, and plot of the story?
Learning Outcomes/Objectives:
SWBAT identify the character, setting, and plot of the story Little Red Riding Hood.
Vocabulary:
● Character
● Setting
● Plot
● Details
Assessment: Students will be turning in the worksheet where they detail their
observations about the story.
Materials: Character, setting, plot worksheet, pencils, and copy of Little Red Riding
Hood
Room Environment: This will be a whole group lesson as opposed to a small group
lesson like the two lessons prios. Students will be sitting at their table groups facing the
front of the room.
Instructional Procedure:
I will begin the lesson by asking one of the students to retell the story of the Little Red
Riding Hood to the class. Once the student who was selected to do so finishes retelling
the story to the class I will then ask a different student if they can remind myself and the
rest of the class what the structure of a story is. I will illustrate the beginning, middle,
and end like a sandwich, there's a beginning piece of bread, the stuff in the middle, and
then the ending piece of bread. I will then explain to the student that we are going to be
diving even deeper in the structure of a story by looking at the details of a story. I will
introduce the characters, setting, and the plot of the story. Once I have identified the
details the student will then fill out the worksheet that has space for them to fill in the
information and they will turn it into me when they complete the worksheet.
Resources: N/A
 Day 8: Readers Theater
Title/theme/focus of lesson: Little Red Riding Hood readers theater
Essential Question: How can we bring the story Little Red Riding Hood to life?
Learning Outcomes/Objectives:
● SWBAT perform Little Red Riding Hood using a variety of resources.
Vocabulary:
● Readers Theater
● Script
● Cast
● Props
● Costumes
Assessment: Students will give a performance of Little Red Riding Hood.
Materials: Little Red Riding Hood readers theater video script, red riding hood, basket,
flowers, grandmas apron, wolf hat and feet, pretend axe.
Room Environment: This will be a whole group lesson in which some of the students will
be playing the characters in our story and some will be watching in the audience (from
their seats).
Instructional Procedure:
I will begin the lesson by introducing what a readers theater is to the students. Because
the students are now so familiar with the story Little Red Riding Hood it is only fitting
that they get to perform the story. I will explain to them the aspects of the theater
including the cast, the script, and the costumes. The way I am going to cast the play is
by pulling the fairness sticks. Because most of my students would not be able to read a
script they will follow a video which I have linked below. The person in the video reads
the script and I will pause after they say the line so that the cast members can perform
them for the class.
Resources:
https://www.youtube.com/watch?v=BWSt7OrAn7k&t=139s&ab_channel=HomeLea
rningHeroes
 Day 9: Story Sequence
Title/theme/focus of lesson: The Little Red Hen Story Sequence
Essential Question: What is the story sequence of The Little Red Hen?
Learning Outcomes/Objectives:
● SWBAT identify the sequence of the story The Little Red Hen.
Vocabulary:
● Story Sequence
Assessment: The students will submit a worksheet where they will put the story of The
Little Red Hen in sequential order.
Materials: Story sequence worksheet, The Little Red Hen interactive reader cards, and
pencils.
Room Environment: This will be a whole group lesson and therefore the students will be
seated in their table groups facing the front of the room.
Instructional Procedure:
In the spirit of consistency we will be essentially doing the initial Red Riding Hood
lesson with The Little Red Hen. I know that the students being able to put a story in
sequential order is an important aspect of kindergarten and something that they are
going to be assessed on later on in the year and therefore I want to make sure that all of
my students understand the concept fully. I will read the story to the whole class using
the interactive reader cards. I will be able to walk around the classroom and show the
students the pictures while I read the story to them. Once I am finished reading the story
I will ask the students to help me put the story in sequential order which they should be
familiar with identifying the sequence. Once the students have verbally shown me that
they know the order of the story we will do some guided writing in order to fill in the
worksheet. They will submit their finished worksheet as an exit ticket to recess.
Resources: N/A
 Day 10: Compare and Contrast
Title/theme/focus of lesson: Hen Hears Gossip Comparison
Essential Question: How are The Little Red Hen and Hen Hears Gossip similar and how
are they different?
Learning Outcomes/Objectives:
● SWBAT identify the differences and similarities between the two stories.
● SWBAT create a venn diagram comparing and contrasting the two stories.
Vocabulary:
● Compare and contrast
● Venn diagram
Assessment: As a class we will create a large venn diagram poster and as an individual
the students will create a venn diagram.
Materials: Large poster paper, markers, copy of Hen Hears Gossip, venn diagram
worksheets.
Room Environment: This will be a whole group lesson and therefore the students will be
seated in their table groups facing the front of the room.
Instructional Procedure:
I will begin the lesson by asking the students if we had read the story Hen Hears
Gossip. I am assuming that some of the students might get confused and think that we
had indeed read this story, however I will explain to them that we have not read this
story. I will ask the students to pay close attention to things that are the same about the
two stories and things that are different. Once I am finished reading the story I will direct
the students to the venn diagram poster that I created. They have been introduced to
comparing and contrasting using a venn diagram so they should be familiar with the
process. We will fill in the venn diagram as a class and once I feel that they have
identified all of the comparisons and contrasts about the two stories the students will
then be asked to fill in the worksheet venn diagram. They will be allowed to use the
venn diagram we created as a reference and they can also draw pictures. They will turn
in the worksheet as an exit ticket to recess.
Resources: N/A
 Unit Plan Reflection

I really enjoyed teaching this unit because it was teaching from stories that I

know and love and I got to pass down those stories and concepts to my students. I

thought that using Red Riding Hood consistently in my unit plan was really successful

because it was a story that most of the students were already familiar with and if they

weren’t initially familiar with the story thye quickly learned it. It then gave the students an

opportunity to focus on the content that I wanted them to focus on rather than trying to

understand the story and also focus on the content. The readers theater was really

successful and when we found free time in the day the students were begging me to let

them do it again so it was a lot of fun seeing them get excited about performing. I am

confident that my students all understand the concepts that I taught them.

Some areas for improvement in this unit plan are that fact that I didn’t use much

music or movement. A lot of the lessons were consistent and easy to understand but I

would like to see myself incorporating music and movement into more of the lessons.

Even if it's just creating hand gestures to show beginning, middle, and end or character,

setting, and plot. I’m also sure that there are songs about Little Red Riding Hood that

are easy to learn. I also think that I can take the grammar lesson out of this unit. Yes,

that grammar lesson was important and they needed those foundational skills in order

to take them to the next level of reading however, that could turn into a mini lesson. We

just really needed to squeeze in that lesson and the only time that worked was during

this unit plan. In the future I don't imagine myself teaching that lesson during this unit.

Overall I am happy with the outcome of this unit and I can definitely see myself

using this lesson in my future teaching.