Effective Fall 2014

Baldwin Wallace University

School of Education
Lesson Plan
Rachel Forrer
I. Major Topic:
Folk Tales (Lesson 3) Stone Soup
Date:
October 11, 2016 Grade Level: Kindergarten
II. MATERIALS: Large soup pot, ladle, 24 plastic vegetables/soup ingredients (salt
shakers, herbs, water, stone), Stone Soup book (JOURNEYS curriculum)
III. CANDIDATE Resources: JOURNEYS curriculum book, Unit 1 Lesson 5: Helping
IV. (A.) NATIONAL/STATE Standards:
CCSS.ELA-LITERACY.RL.K.10

Actively engage in group reading activities with purpose and understanding.

CCSS.ELA-LITERACY.RL.K.3

With prompting and support, identify characters, settings, and major events in a story.
CCSS.ELA-LITERACY.RL.K.5

Recognize common types of texts (e.g., storybooks, poems).

IV. (B.) National/State technology standards (if applicable):
N/A
V. Objective(s):
By the end of the three-day unit, students will be able to identify the characters, setting,
and major events in a folk tale.
By the end of todays lesson, students will act out the story by playing the characters in
the story. Students will be able to use the Five-Finger Retell to remember the main events
in the story.
I can act out the characters in a story!
I can use the Five-Finger-Retell!
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size:
Whole group, students will sit crisscross in a large circle on the carpet.
Transition/Focus Attention:
Students will come into the room after lunch, put away lunchboxes, and sit down at the
carpet. Say, Stop, look and listen with hand signals to gain attention.
Motivation/Hook:
A large soup pot will be sitting in the middle of the carpet. Hand each student an
ingredient (plastic vegetable, salt shaker, stone, etc.)
Set Behavior Expectations:
Students will sit crisscross applesauce quietly in a circle on the carpet. Students will
follow directions and maintain self control while using the materials. Students who are
disruptive or not listening to directions will get two verbal warnings before clipping down.

Effective Fall 2014

Set Purpose:
Students will apply what they learned in the previous lessons about characters and
settings to a new folktale to see if they can transfer what they learned to a new set of
characters and a new setting.
Assess (activate and/or build) Background Knowledge:
Raise a quiet hand to tell me what a folktale is. Who remembers what a character is? A
setting? Who can tell me what the five-finger retell is? (Somebody, wanted, but, so, then).
VII. Steps/Learning Activities/Differentiated Instruction: (Check Students
Understanding during the Lesson)
(Anticipated Time for each step)
1. Help students sit in a large circle on the carpet. Ask students if they remember what
folk tales, characters, and settings are from the last lessons. (2 min.)
2. Put large soup pot in the center of the circle. Tell everyone close his or her eyes. No
peeking! As their eyes are closed, walk around the circle putting ingredients into
their hands. As youre passing them out, say I want you to imagine that you are
were outside playing all day, and you come inside so hungry and so tired, and your
mom or dad tells you its time for dinner. Youre excited because so much playing
made you very hungry. Your mom or dad places something into your hand, and says
heres your dinner! This is all you get! Now open your eyes. Ask a student, How do
you feel about your dinner? (sad, hungry) Be sure to ask students with salt or a
stone to give their responses. Now imagine a stranger, or a person youve never
met before, comes up to you and says, Im very hungry! Will you share your
(potato, carrot, pepper) with me? Would you want to share if thats all you have to
eat for the rest of the day? Ask a few students to share what they are feeling. (5-7
min)
3. Today we are going to read a folktale called Stone Soup. You are going to be the
characters in our story, and you are going to help tell it. I want you to listen
carefully to the story, and when you hear your ingredient called, I want you to come
forward and carefully add what you have to the pot. Then you may pretend to taste
the soup, then go back to your spot on the carpet. Thumbs up if you understand. I
want you to pay close attention so we can do our Five Finger Retell at the end of
our story. (2 min)
4. Read the Big Book. Students will act out the story as their part comes up. (15 min)
5. Who were our characters? (villagers, traveler) Who was our main character?
(traveler). What kind of character was the traveler? (nice, smart). What was our
setting? (village, a long time ago) How did the villagers feel at the beginning of the
story? (Hungry, sad, selfish). Did they want to share with the traveler? Why not?
How did the traveler get something to eat? (He made stone soup and everyone
shared to make it yummy). Do you think the villagers were glad they shared? (3
min)
6. Do the Five Finger Retell (somebody, wanted, but, so, then) to find the main
events in the story. Hold up five fingers, starting with your thumb. Who was the
somebody or the main character in our story? (the traveler) What did he
want? (something to eat) But what happened? (nobody would share) So what
did he do? (Made stone soup) Then what happened? (There was enough for
everyone!) Ok lets do it together, everyone hold up 5 fingers, The traveler

Effective Fall 2014

wanted something to eat, but no one would share, so he made stone soup, then
there was enough for everyone! Turn to your neighbor and do the 5 Finger Retell
with him or her. (10 min)
Differentiated instructionThis lesson teaches to a variety of modalities. Visual learners benefit from the picture
cards. Auditory learners are listening for the beginning sounds. Tactile learners can touch
the sand and the corn. Kinesthetic learners are making the Cc motion in the sand.
Students are grouped by ability for their daily center work.
Closure:
What did we do today? (read Stone Soup) Someone tell me one thing you learned from the
story Stone Soup. Who were the characters? What was the setting? Somebody raise
their hand to do the five finger retell for me.
Assessment Activities: Determine that objectives were met and that learning
occurred.
Observe students as they actively engage in acting out the story, class discussion, and the
5 finger retell. Use checklist to assess understanding.
Transition: Have students move to their square on the carpet and watch math
introductory video.
VII. REFLECTION
How do you know that learning took place? How does the data support your conclusion?
Students were very involved, engaged and focused throughout the lesson. During the fivefinger retell, most students were able to remember the main events in the story, and tell a
neighbor what they remembered. I saw through observation that the students will need
additional practice with the Five-Finger retell, as it is a recently introduced strategy, and
three students greatly struggled to retell the story. During class discussion, they were able
to identify the characters and setting in the story. Students also remembered the
characteristics of a folk tale. They clearly demonstrated that they could apply what they
learned in the first two lessons about characters, settings and main events. I was pleased
with the results.
What kind of adaptations did you make to accommodate individual differences? What
other adaptations would be helpful to accommodate the needs of individual students?
This lesson was very multimodal. Many learning styles were present in the lesson. Some
students required directions to be repeated or restated throughout the lesson, which I did
as necessary. I used leveled and strategic questioning; I had questions that challenged my
higher-level students, and some that my lower-level students could answer successfully. I
also had open-ended questions that any student could answer according to his or her own
experience and cognitive ability. Some students would have benefitted from more support
with the five-finger retell, as some students are still struggling to retell the story. Some
students may have benefitted from picture cue cards to guide them as they retold the
story.

Effective Fall 2014

Other than the modifications discussed above, would you change any aspect of the plan or
how you conducted the lesson? (E.g. introduction and transitions, sequence of activities,
time management, questioning, etc.) Why or why not? What changes would you make?
I would have found a better way to display the book as I was reading it. It was a Big Book,
so it was awkward to carry around the room, but students were sitting in a circle and
moving around, so it was difficult to find an angle where all students could easily see the
words and pictures. I would have given clearer directions so students understood the
procedure for when their ingredient was called. I used up a lot of time restating directions.
Overall, I was very happy with this lesson and how the students responded to the activity.
Signature of Cooperating Teacher:

Date: