SETON HILL UNIVERSITY

Lesson Plan Template Explanation

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

Common Core
Standards

English- writing
Ms. Plute
English
2nd
grade
12-15 minutes (class of 20 students)
All fairytales have the same underlying themes, with
differences mainly in the plot.
There are many different versions of fairytales from the
Brothers Grimm versions (with darker endings), Hans
Christian Handerson, and Disney versions (with happily
ever after. All the writers wrote what they wanted the
story to be and the audience they wanted to appeal to.
What is the topic of a book or story?
What is a conclusion?
What is an opinion?
Have you ever read a story and not liked how it ended?
Do you ever wish you could change the ending to a
story?

Objectives
A-udience
B-ehavior
C-ondition
D-egree

Can have one

objective.

Formative &
Summative
Assessment
EVIDENCE

Asking

CC.1.4.2.B: Identify and introduce the topic.

CC.1.4.2.D: Group information and provide a concluding statement or
section.
CC.1.4.2.F: Demonstrate a grade appropriate command of the
conventions of standard English grammar and spelling.
CC.1.4.2.E: Choose words and phrases for effect.
CC.1.4.2.G: Write opinion pieces on familiar topics or texts.
CC.1.4.2.M: Write narratives to develop real or imagined experiences or
events.
CC.1.4.2.N: Establish a situation and introduce a narrator and/or
characters.
CC.1.4.2.O: Include thoughts and feeling to describe experience and
events to show the response of characters to situations.
CC.1.5.2.A: Participate in collaborative conversations with peers and
adults in small and larger groups.

Students as a whole group will answer questions about

fairytales that they have read with 100% accuracy.
Students will in small groups, choose a fairytale to work
with, and write a new ending to with 100% accuracy.
Students will individually complete their assigned
job/role in the group with 100% accuracy.
Students will individually complete an assessment about
the presentations of the other groups in the class with
100% accuracy.
What data will you collect to assess the extent of
learning before, during, and after instruction to
provide feedback to students and adjust ongoing
teaching and learning to improve student
achievement and mastery of the objectives?
Assessments must be ongoing and help the teacher to

CK

questions
Observation
Etc

21ST CENTURY
SKILLS
TECHNOLOGY

make adjustments to the teaching so that all students

master the objective.
Assessments must be ongoing and help the student to
identify what they have learned and still need to learn.
Formative Assessments
Students will be informally assessed by the teacher
walking around the classroom and observing student
participation and how they work together. Students will
also be informally assessed based on how they
complete their jobs assigned to them.
Summative Assessments
Students will be formally assessed based on their
presentations of their writings and the correct grammar
and conventions in the writing. The students will also
receive an assessment about the other groups
presentations to make sure all students were paying
attention.
Students will need to utilize learning and innovation
skills; creativity and innovation, critical thinking and
problem solving, and communication and collaboration.
Also they will need information, media, and technology
skills; information literacy and media literacy skills. They
will also need the ISTE standard skills of problem
solving, decision-making, and critical thinking.
Students will receive group roles based upon ability
level (physical, mental, etc.). All students will be given a
job that will utilize their strengths and abilities.

ACCOMMODATIO

NS
MODIFICATIONS
ADAPTATIONS
SUPERVISING
Before you may proceed to creating the step-by-step lesson
TEACHERS
plan procedures on the next page, your supervising
SIGNATURE
teacher/cooperating teacher/professor must approve this plan
with his/her signature/initials.
Note:
Before students can begin the lesson plan step-by-step procedures on the next page,
they are required to complete this first page and receive the supervisor/professors
signature. The Education Departments goal is to have students address critical
components of the learning before they begin choosing activities.
Resources used:
www.pdesas.org
www.p21.org
www.iste.org

LESSON PLAN TEMPLATE STEP-BY-STEP PROCEDURES

RATIONALE for the
Learning Plan
Introduction

CK
Activating Prior Knowledge
I will first ask my students as a whole class, what they

Explicit
Instructions

know about fairytales and show them some examples

on the board. We will talk about what all fairytales have
in common and how they differ (ex.) all fairytales have
a princess/prince, all stories have a happy ending.
However, not all stories have the same plot to them. I
will ask students if there are any fairytales they do not
like the endings of.
Hook/Lead-In/Anticipatory Set
I will start with showing the students a fairytale
video (Cinderella) we will talk about how this video is
different than the regular story and how it is similar
(different the god mother is her real mother). We will
discuss it is similar to other fairytales and if the
students enjoy the ending or wish it was different.
Big Idea Statement
All fairytales have the same underlying themes, with
differences mainly in the plot.
There are many different versions of fairytales from
the Brothers Grimm versions (with darker endings),
Hans Christian Handerson, and Disney versions (with
happily ever after. All the writers wrote what they
wanted the story to be and the audience they
wanted to appeal to.
Essential Question Statement
What is the topic of a book or story?
What is a conclusion?
What is an opinion?
Have you ever read a story and not liked how it
ended?
Do you ever wish you could change the ending to a
story?
What type of audience do you want to appeal to with
your new ending?
Objective Statement
Students as a whole group will answer questions
about fairytales that they have read with 100%
accuracy.
Students will in small groups, choose a fairytale to
work with, and write a new ending to with 100%
accuracy.
Students will individually complete their assigned
job/role in the group with 100% accuracy.
Students will individually complete an assessment
about the presentations of the other groups in the
class with 100% accuracy.
The students as a group will present their alternative
fairytale ending with 100% accuracy.
Key Vocabulary

Lesson Procedure

topic
conclusion
plot
Setting
Characters
Conflict
PreAssessment of the Students
I will first ask my students as a whole class, what
they know about fairytales and show them some
examples on the board. We will talk about what
all fairytales have in common and how they differ
(ex.) all fairytales have a princess/prince, all
stories have a happy ending. However, not all
stories have the same plot to them. I will ask
students if there are any fairytales they do not
like the endings of.
Modeling of the Concept
The students will be given the pre assessment
activity of determining important information about
fairytales and what they know about specific
fairytales.
The teacher will show the students a video about a
fairytale/fairytales.
The teacher and students will discuss how it is
similar and different than the original (the cat is
good, godmother=realmother).
Teacher and students will discuss how there are
different versions of the same story and those
versions can have different endings. The students
will be asked if they like the endings to every
fairytale they have ever heard of.
The students will then split up into groups of 4 (5
groups total) based upon already made groups.
Students in each group will receive roles/jobs of the
group that they must fulfill for a participation grade
for the assignment.
Students will then decide as a group which fairytale
they will chose (they can do online research for
ideas) to rewrite. The students can look up endings
to fairytales if they are unsure of how they end.
Students will then receive a rubric of what must be
included in their new write up of the fairytale ending.
All students will participate in the ideas but one
person will lead the group, one will write the ending,
one will check the writing for spelling and convention
errors, and one will present the ending to the class.
Students will then take a quiz based on the other
presentations.

Reading Materials
Technology
Equipment
Supplies

Evaluation of the
Learning/Mastery
of the Concept

Closure

Guiding the Practice

I will walk around the room making sure each group
is doing their work. I will not intervene unless I see
the group is not on task. I might ask questions as to
how the work is going or how each student is
participating/contributing. I will also answer
questions if the whole group is confused about a
particular part of the assignment or what they must
do.
Providing the Independent Practice
Students will work as a group to decide on the
fairytale and rewrite an ending.
Although one student is doing the main part of the
presenting all students will present their new ending.
All students will work on the assignment but have
individual jobs during the assignment
The students will complete the quiz on the
information the other groups presented to check for
comprehension and that they were paying attention.
Transition
Students will transition from whole group learning to
small group learning. In small group learning they
will be able to move around the room to find a space
they helps assist their learning.
Paper
Pencil
Lap tops for research
Rubrics
Quiz
Teacher computer for video
Pictures of fairytale stories
Powerpoint
Formal Evaluation
Students will be formally assessed based on their
presentations of their writings and the correct
grammar and conventions in the writing. The
students will also receive an assessment about the
other groups presentations to make sure all
students were paying attention.
Informal Evaluation
Students will be informally assessed by the teacher
walking around the classroom and observing student
participation and how they work together. Students
will also be informally assessed based on how they
complete their jobs assigned to them.
Summary & Review of the Learning
Students will complete the quiz
Students will be able to tell me information about

Teacher Selfreflection

how fairytales are similar but different.

Homework/Assignments
There would be no homework for the assignment.
How do you know what students have learned?
Which students did not master the concept?
How will you address this lack of mastery?
How would you change this lesson the next time you
teach it?
What changes would you make to the differentiation
techniques you used?
What evidence do you have of students learning
and what other ways would you collect this
evidence?
Write down students comments about this lesson
their ideas are valuable and can help you strengthen
the lesson.