5E Lesson Plan Template

Teacher

Date June 9th, 2021

Subject English/Language Arts, Kindergarten

area/course/grade
level
-Anchor Charts
Materials
-The book “Goldilocks and the Three Bears”
-The book “The Three Little Pigs”
-The book “The Wrong Fairytale”
-Paper
-Pencil, Crayons, Markers, Colored Pencils
-Phone, Camera, iPad, Tablet
Standards (State and State Standards
ISTE Standards for RL.K.1 With prompting and support, ask and answer
Students) questions about key details in a text
RL.K.2 With prompting and support, retell familiar
stories, including key details
RL.K.3 With prompting and support, identify characters,
setting, and major events in a story
RL.K.9 With prompting and support, compare and
contrast the adventures and experiences of characters in
familiar stories
RL.K.10 Actively engage in group reading activities with
purpose and understanding
W.K.3 Use a combination of drawing, dictating, and
writing to narrate a single event or several loosely linked events,
tell about the events in the order in which they occurred, and
provide a reaction to what happened.
W.K.6 With guidance and support from adults, explore a
variety of digital tools to produce and publish writing, including in
collaboration with peers
ISTE Standards

3c Student’s curate information from digital resources using

a variety of tools and methods to create collections of artifacts that
demonstrate meaningful connections or conclusions.
6b Students create original works or responsibly
repurpose or remix digital resources into new creations.

Objectives Students will show understanding of sequence of events in a story.

Page 1 of 4
 Students will identify major characters.
Students will work collaboratively with others.
Students will use technology to show their knowledge.
Students will make up their own story and tell the story using words and
pictures.

Differentiation I do not have any students in my current class with special needs, at this
Strategies (How will time. For my lower-level learners, I will have them paired with one of
the lesson address my higher-level learners for support. I will also walk around and
the various learning constantly support all of my students learning.
styles of the students
and the needs of
those with special
needs?)

The 5 Es

E Description

Engagement The lesson will begin by watching videos of the stories, “Goldilocks and the
Bears” and “The Three Little Pigs”.
Goldilocks and the Bears: https://youtu.be/qOJ_A5tgBKM
The Three Little Pigs: https://youtu.be/cRSX5s2J3WY
We will then discuss the characteristics of fairytales:
-Begins with Once Upon a Time
-Good and Bad Characters
-Castle, forest, or town setting
-Magic
-The Good Character Wins
-Happily Ever After
I will then ask the students if they believe “Goldilocks” and “The Three Little
Pigs” are fairytales and why they think that. I will then point out how each story
contains the 6 characteristics of fairytales.
We will then create an anchor chart of the characteristics that are involved in
each of the fairytales.

Page 2 of 4
 E Description

Engagement Assessment for the engagement section of learning will be based on

Assessment observations made throughout open discussion. Assessment of student learning
will also be made based on the information given to be put on the anchor chart.

Exploration Students will then listen to a read aloud of the book “The Wrong Fairytale
Goldilocks and The Three Little Pigs” by Tracey Turner and Summer Macon.
After we finish the read aloud, we will create a new anchor chart where we will
discuss and write down different characteristics of which aspects of the fairytale
in the story were messed up or wrong based on how the original stories were
told.

Exploration The assessment for the exploration stage will be done by observations made
Assessment throughout open discussion. Assessment of student learning will also be made
based on the information given to be put on the anchor chart.

Explanation In order for my students to fully understand the lesson, they will need to
understand the characteristics of a fairytale. We will create an anchor chart, as a
class, listing the characteristics of a fairytale to tap into prior background
knowledge and/or to build the foundation of that knowledge for those who never
had it. The students will also hear the two original stories before hearing the
mixed-up story. Most students will have heard an adaptation of both stories in
the past, but we will reiterate this by having each student listen/watch the
stories.
Goldilocks and the Bears: https://youtu.be/qOJ_A5tgBKM
The Three Little Pigs: https://youtu.be/cRSX5s2J3WY

Higher Order Thinking Questions:

-How do we know that these stories are fairytales?
-If you were a character in this story, what would you do differently?
Explanation Informal assessment will be made based on the answers given to the higher
Assessment order thinking questions.

Elaboration After we have discussed the differences in the fairytales, I will open the

Page 3 of 4
 E Description

discussion to different fairytale characters. I will ask my students who their

favorite fairytale character is and why. I will then tell my students that they will
be creating their own fairytale, using characters from all different fairytales and
then they will present them to me, telling me about the different characters. They
will also take a picture of their work. They will be required to illustrate their
fairytale and explain their fairytale to me. While they are explaining their
fairytale to me, I will be assessing them based on a checklist. Students will then
use a technology device (phone, iPad, tablet) to capture a picture of their artwork
to send to post to their HiMama Portfolio.

Evaluation Yes No

Student Name:_________________________________

Student included more than one fairytale in their assignment

Student did their best work and utilized their all-star color
skills (didn’t scribble scrabble and used more than 1 color)
Student was able to explain their fairytale, the different
characters, and what was happening in their fairytale
Student used their technology device to capture a picture of
their work
Student attached their work to their HiMama Portfolio, with
assistance from their teacher

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National Center for
Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford:
Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A
guide for teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided
inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

Page 4 of 4