Folk Stories Unit Plan

Unit Plan Cover
(Course Specific: EDU 6604/6606)

Subject: Reading/Language Arts Teacher: Anna Harris
Unit Title: Folk Tale Fiesta Grade level: 1st Length of Unit (Days): 5 days
Focus (main purpose): We can learn a lot from stories even if we’ve never heard them Themes (sub-ideas/issues of purpose):
before. Oral tradition, finding similarities and differences
Teacher Materials: Student Materials:

Bringing the Rains to Kapiti Plains Pencil
The Turnip Coloring materials
The Fox in the Moon
When the Sun Fell from the Sky
Aesop’s Fables
Copies of Story Maps
Copies of rubrics
Copies of dialog strips and sequencing sentences from stories
Art supplies
Finger puppet templates
Standards (For total unit – list in order taught - add rows as needed):
1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and
major events in a story using key details.
1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.
1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate,
describe characters, settings, and major events in a story using key details.
Pre-Assessment: (Beginning of unit assessment to determine what needs to be taught in unit.) Summative (End of Unit) Assessment: (What formal assessment will be done to
demonstrate students have an understanding the concepts and acquired the skills of the standards? Must be
Asking questions to determine students’ understanding of tales. written prior to the beginning of the unit. Attach to end of unit.)
Diorama created by students based on details from one of the stories read in class.
Lesson Plan Model1

Lesson Title/#: Bringing the Rain
Grade Level: 1st

Learning Central Focus
Central Focus Problem solving
What is the central focus for the content
in the learning segment?
Content Standard 1.SS.C.1.3 Re-tell stories from folk tales, myths, and legends from other cultures.
What standard(s) are most relevant to
the learning goals?
Student Learning Goal(s)/ Students will be able to re-tell a story including the problem and solution.
Objective(s)
Students will be able to describe the climate and one or more physical features of the setting of the story.
Skills/procedures
What are the specific learning goal(s) Students will be able to identify the main character and talk about his actions that move the story forward.
for student in this lesson?
Concepts and reasoning/problem
solving/thinking/strategies2
What are the specific learning goal(s)
for students in this lesson?
1 The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking
when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates
to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts
2 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject
specific components.
Prior Academic Knowledge Students must already be able to retell familiar stories, including key details (K.RL.KID.2)
and Conceptions
Students must already be able to orally identify characters, setting, and major events in a story (K.RL.KID.3)
What knowledge, skills, and concepts
must students already know to be Students must already be familiar with the concept of culture.
successful with this lesson?
What prior knowledge and/or gaps in
knowledge do these students have that Students have not had a wide exposure to stories from other cultures.
are necessary to support the learning of
the skills and concepts for this lesson? Students have not yet learned how to give additional details about characters, setting, and events in stories.
Common Errors, Students may have no context for the setting of this story and no guesses as to where it might take place and that it could be modern day. This
Developmental is an opportunity for a discussion on the variety of cultures around the world.
Approximations,
Misconceptions, Partial
Understandings, or
Misunderstandings
What are common errors or
misunderstandings of students related
to the central focus of this lesson?
How will you address them for this
group of students?
Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch The teacher will say: “Raise your hand if you know the story ‘Jack and the Beanstalk.’ (Write title on board and allow students to respond.) “What about
____5______ ‘Little Red Riding Hood’? What other stories can you think of that most people have heard?”
Minutes
The teacher will allow students to continue naming common fairy tales and write titles on board.
How will you start the
lesson to engage and “We’re going to read a story from another culture. It’s a story you probably haven’t heard before, but in that culture most people know if just like most people
motivate students in here know the stories we just talked about.”
learning?
Instruction The teacher will show the class the book Bringing the Rain to Kapiti Plain and say, “Looking at the cover, who can guess where this story is from? What
___20_______ makes you guess that? How can we know from the cover that this story probably doesn’t take place in Tennessee, or even America?”
Minutes
The teacher will allow students to make inferences and describe their reasoning.
What will you do to
engage students in The students will probably point out the landscape, animals, clothing of the character on the front, etc. If not, the teacher can prompt them by pointing out
developing these details.
understanding of the
lesson objective(s)? The teacher will read the story.
How will you link the
new content (skills and
After reading the story, the teacher will call on different students to reach into the “story bag” and pull out a prop. The teacher will then ask, “Why is that in
concepts) to students’ the story bag?” and allow students to re-tell parts of the story related to that object. Then the teacher will ask, “What would happen if _____ wasn’t in the
prior academic learning story?” and let the students imagine and describe how the story would be different.
and their
personal/cultural and
community assets?
What will you say and

do? What questions will
you ask?
How will you engage

students to help them
understand the concepts?
What will students do?
How will you determine

if students are meeting
the intended learning
objectives?
Structured Practice After the “story bag” activity the teacher will hand out story maps for students to fill in. The teacher will demonstrate on the board, asking “Who is the story
and about? Where did it happen? What happened in the beginning? What happened in the middle? What happened at the end?”
Application Students may name many details, some minor. To guide students to judge which details are more important, the teacher will say (for example), “Did Ki-pat
__________ stand on one leg in the story?” (“Yes.”) “Did his arrow shoot the cloud so the rain could come?” (“Yes.”) “If Ki-pat stood on two legs, would the story be very
Minutes different? If his arrow didn’t shoot the cloud would the story be very different? How?”
How will you give Based on responses, the teacher will know whether additional examples are needed or not.
students the opportunity
to practice so you can
The teacher will then assign students numbers from 1 to 3. She will then say, “Make a group. Each group should have 3 people, and there should be a 1, a 2,
provide feedback?
and a 3 in each group.” Once the students have formed clusters the teacher will explain, “This is your story telling group. If you’re a 1 you’ll tell the beginning
How will students apply of the story. Then the 2 will tell the middle. Then the 3 will tell the end.”
what they have learned?

objectives?
Closure The teacher will give opportunities for different groups to briefly re-tell the story.
____5______
Minutes
How will you end the

lesson?
Differentiation/ Whole Class:
Planned Support This lesson provides students opportunities to learn in a variety of ways: visually, audio/lingually, and kinesthetically.
How will you provide

students access to
Groups of students with similar needs:
learning based on The teacher will be strategic in how she seats students and assigns them numbers, allowing students with similar needs to have needed support.
individual and group
needs?
Individual students:
How will you support The teacher can take into consideration which groupings would work well for individual students, providing challenges or assistance according to need.
students with gaps in the
prior knowledge that is Students with IEP’s or 504 plans:
necessary to be
The students will provide verbal prompting when needed and allow students to look at the book.
successful in this lesson?
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or
misunderstandings:
Student As stated, the teacher will assign numbers and divide the class into groups that way. Prior to this activity, the teacher will think about which students may be
Interactions better suited for certain numbers.
How will you structure

opportunities for students
to work with partners or
in groups? What criteria
will you use when
forming groups?
What Ifs This book is a longer story book, although the rhyme and cadence make it fun to listen to. If the students seem restless, the teacher can have them interact with
the story by listening and providing sound effects at certain points along the way (Moo, thunder clap, etc.)
What might not go as
planned and how can you
be ready to make
adjustment?
Theoretical
Principles and/or
Research–Based
Best Practices
Why are the learning The story is simple enough for students to remember the details and their sequence. The story map requires some writing but not so much that it is
tasks for this lesson overwhelming, just enough, rather, to guide students.
appropriate for your
students?
Materials Teacher- “Bringing the Rain to Kapiti Plain,” “story-bag” with cut-outs and props related to objects in the book (cardboard cloud, bow and arrow, toy cow,
blade of dry grass, etc.), copies of the story map worksheet, dry erase marker.
What materials does the
teacher need for this Students- pencil
lesson?
What materials do the

students need for this
lesson?
Academic Language Demand(s):

What language function do you want Students should already be familiar with the terms “character,” “setting,” and “culture.” They should continue to hear and use these words
students to develop in this lesson? themselves. Students must understand the value of storytelling.
What must students understand in order
to be intellectually engaged in the
lesson?
What content specific terms Kapiti Plain
(vocabulary) do students need to herdsman
support learning of the learning
objective for this lesson
What specific way(s) will students Students will need to listen and speak in order to answer questions about the story. They will need to be able to read and write to follow along
need to use language (reading, writing, with the example story map and fill out their own copies.
listening and/or speaking) to participate
in learning tasks and demonstrate their
learning for this lesson?
What are your students’ abilities with They will need guidance when filling out story maps. Some words will be unfamiliar in the story but the teacher can briefly explain or have
regard to the oral and written language students infer by context clues.
associated with this lesson?
How will you support students so they By using academic language when speaking/responding to them and correcting them as needed.
can understand and use the language
associated with the language function
and other demands in meeting the
learning objectives of the lesson?
Assessments:
Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the
resources section at the end of the lesson plan.
Type of assessment Description of assessment Modifications to the assessment so that all students Evaluation Criteria - What evidence of student learning
(Informal or Formal) could demonstrate their learning. (related to the learning objectives and central focus) does the
assessment provide?
Informal Students will re-tell the story in Prompting, assigning students numbers that fit best This assessment will let the teacher know how well student
groups. with their abilities. can recall the important details of the story and tell them in
order.
Analyzing Teaching
To be completed after the lesson has be taught
What worked?
What didn’t?
For whom?
Adjustments
What instructional
changes do you need to
make as you prepare for
the lesson tomorrow?
Proposed Whole class:

Changes.
If you could teach this Groups of students:
lesson again to this
group of students what
changes would you Individual students:
make to your
instruction?
Justification
Why will these changes
improve student
learning?
What research/ theory

supports these changes?
Resources:
Attach each assessment and associated evaluation criteria/rubric.

Lesson Plan Model3
Lesson Title/#: When the Sun Fell from the Sky
Grade Level: 1st

Central Focus Dilemmas, problem solving, unexpected solutions
What is the central focus
for the content in the
learning segment?
Content Standard
What standard(s) are most
relevant to the learning
goals?
1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally approp
describe characters, settings, and major events in a story using key details.
Student Learning Students will be able to identify the problem in a story.

Goal(s)/
Based on the problem, the students will be able to give the solution, thus pointing out the important details of a story.
Objective(s)
Skills/procedures Students will be able to re-tell a story in their own words.
What are the specific
learning goal(s) for student
in this lesson?
Concepts and
reasoning/problem
solving/thinking/strategie
s4
learning goal(s) for
students in this lesson?
Prior Academic Students must know the meaning and importance of characters and setting and understand that every story has a beginning, middle, and end.
Knowledge and
Students need practice in identifying key characters and events in a story.
Conceptions
What knowledge, skills,
and concepts must
students already know to
be successful with this
lesson?
What prior knowledge
and/or gaps in knowledge
do these students have that
are necessary to support
the learning of the skills
and concepts for this
lesson?
Common Errors,
Developmental
Approximations,
Misconceptions,
Partial
Understandings, or
Misunderstandings
What are common errors
or misunderstandings of
students related to the
central focus of this
lesson?
How will you address
them for this group of
students?

Launch
____5______ The teacher will show on screen a series of pictures, asking with each picture, “What was the problem? What did somebody do to fix the problem? Why was
Minutes it/wasn’t it a good way to fix the problem? How would you fix the problem?”
How will you start the Then the teacher will say, “What was the big problem in yesterday’s story?” The students will answer, “They needed rain.”
lesson to engage and
motivate students in The teacher will say, “In today’s story there is another problem, and the solution, or the way the problem got fixed, isn’t what you would expect.”
learning?
Instruction
___20_______ The teacher will say, “Pull out your story maps. Look at the cover and first few pictures of this story. Judging from the pictures, what do you think the setting
Minutes is?” The teacher will explain that it’s from the Yurok culture in California and have students fill out that portion of their story maps.
What will you do to

The teacher will read the story, pausing on page 12. “At this point, what do you think the raccoons’ plan is?” Allow different students to hypothesize, then
engage students in finish reading the story.
developing
understanding of the “How is the problem in this story like the problem in yesterday’s story?”
lesson objective(s)?
The students might answer: it’s a problem related to the sky/nature, it’s a big problem, animals were key in helping, etc.
new content (skills and The teacher will allow students time to continue to fill out their story maps.
concepts) to students’
prior academic learning
and their
community assets?

you ask?
How will you engage


objectives?
Structured Practice The teacher will pass out a sequencing activity. Students will work with a partner put the sentences in order, then work individually to illustrate the sentences.
and
The teacher will monitor students and assess whether additional guidance is needed.
Application
___15_______
Minutes
How will you give

provide feedback?
How will students apply


objectives?
Closure The teacher will say, “Tell your shoulder partner about a time when you had to solve a problem.”
___2_______
Minutes

lesson?
Planned Support The book is a grade-level text and activities allow them to work individually, with a partner, and as a class.

students access to
learning based on The teacher can pair students with a partner they will work well with and provide additional support during individual work.
needs? Individual students:
The teacher can take into account which part of the lesson may be especially challenging/easy for certain students and provide prompting or modifications as
How will you support needed.
prior knowledge that is
necessary to be
Students with IEP’s or 504 plans:
The teacher can modify the sequencing activity by removing (or adding) the number of sentences.
misunderstandings:
The text is short enough that it can be read again if students aren’t able to recall details for the sequencing activity. If students don’t remember from the
previous story, the teacher may pull out that book too and use it to jog their memories.
Student Students will listen to the story and answer questions as a whole, then work with a partner, then work individually.
Interactions
The teacher will modify the sequencing activity and take that into consideration when pairing students.
will you use when
forming groups?
What Ifs Timing may not go as planned. If time is running out students may choose one part of the sequencing activity to illustrate rather than all of them. If there is lots
of leftover time, the teacher may read the story (or have students read it) while other students listen and act out the parts.
be ready to make
adjustment?
Theoretical Having begun the story map the day before, students will have additional practice in filling out this story’s details. Today’s story also has some things in
Principles and/or common with Bringing the Rain to Kapiti Plain, so students should be able to draw some parallels.
Research–Based
Best Practices
Why are the learning

tasks for this lesson
students?
Materials Teacher- A copy of When the Sun Fell from the Sky
Dry erase marker
What materials does the Copies of sequencing worksheet.
teacher need for this Colored construction paper.
lesson?
Students- pencil, coloring materials, scissors, glue.
lesson?

What language function do you want
students to develop in this lesson?
lesson?
What content specific terms
(vocabulary) do students need to
What specific way(s) will students

need to use language (reading, writing,
What are your students’ abilities with Students shouldn’t have any trouble with the vocabulary in this book. They will need prompting when filling out story map.
regard to the oral and written language
How will you support students so they

Assessments:
assessment provide?
Informal questions Different levels of questions aimed at students Whether students can connect the abstract idea in this story
to the problems they face.
Analyzing Teaching
What worked?
What didn’t?
For whom?
Adjustments
What instructional

Changes.
make to your
instruction?
Justification
improve student
learning?

Resources:

Problems and solutions: the teacher will show these pictures to students as a hook, asking them about these problems and
solutions.
When the Sun Fell from the Sky
Instructions: Cut out these 6 sentences from the story and put them in the right order. Then glue them in that order onto a sheet
of construction paper, leaving room above each sentence to draw a picture. Illustrate the sentences.
So the people tried to toss the sun back up into the sky. “If the sun does not shine, how can we fish?” the men cried.
“We know a song that might help,” said one raccoon. One day, long ago, the sun fell from the sky.
As they sang, the sun floated back into the sky. No one knew what to do.
Lesson Plan Model5
Lesson Title/#: The Turnip
Grade Level: 1st

Central Focus Teamwork
What is the central focus
for the content in the
learning segment?
Content Standard
What standard(s) are most
relevant to the learning
goals?
1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, desc
characters, settings, and major events in a story using key details.
1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or
events.
Student Learning Students will be able to use illustrations and sentences from the story to gather descriptions about characters.
Goal(s)/
Students will be able to explain how stories change over time through oral tradition.
Objective(s)
Skills/procedures
learning goal(s) for student
in this lesson?
Concepts and
reasoning/problem
solving/thinking/strategie
s6
learning goal(s) for
students in this lesson?
Prior Academic
Knowledge and Students should already be able to retell stories from memory and give examples of folk tales we’ve read in class.
Conceptions
What knowledge, skills, Students have not learned how folk tales like the ones we’ve been studying have been passed down.
and concepts must students
already know to be
What prior knowledge
and/or gaps in knowledge
do these students have that
are necessary to support
the learning of the skills
and concepts for this
lesson?
Common Errors, Students may be confused about stories orally handed down and books that have been written in recent years. The teacher can give examples of each,
Developmental using the classroom library.
Approximations,
Misconceptions,
Partial
Understandings, or
Misunderstandings
What are common errors
or misunderstandings of
students related to the
central focus of this
lesson?
How will you address them
for this group of students?

Launch The teacher will say, “Make a big circle so we can play ‘Twisted Tale.’”
___10_______
Minutes When the class is seated in a circle and ready to listen the teacher will explain, “I will whisper something to Student _________, and he will whisper what he
heard to the next student, and the next, until we reach the last person in the circle. Then that person will say aloud what they heard, and we’ll see how close it
How will you start the was to what I said first.”
lesson to engage and After a round or two of the game, the teacher will explain: this is how folk tales like the ones we’ve been reading have been passed from person to person.
motivate students in Sometimes they change because people tell them differently, but they’re still going around and around. Today’s story is like that too.”
learning?
Instruction The teacher will show the students the cover of The Turnip and say “In your head, guess what a turnip is and what kind of setting is in today’s story. Don’t say
____15______ it out loud, but wait till the end to see if you’re right.”
Minutes
The teacher will read The Turnip, then say, “What do you think a turnip is? What do you think it’s like? What does it make you think of? Were you right about
What will you do to
the setting?”
engage students in
developing Students will add this book to their story maps. The teacher will say, “Write all the characters you remember from the book.” She will spell the names of
understanding of the Dedoushka, Baboushka, and Mashenka.
lesson objective(s)?
Then the teacher will say, “Looking at the cover, what do we know about Dedoushka?” Students may answer, “He’s a man. He’s old. He’s not strong enough to
How will you link the pick the turnip. He’s a farmer.”
The teacher will say, “I’m going to read the book again and this time, when you see a picture or hear a sentence that tells us something special about one of the
and their characters, snap your fingers.”
community assets? The teacher will read the book again, pausing to allow students to point out what they notice about individual characters and then filling that in on their story
maps.
you ask? Students may find it easier to use only the pictures, but the teacher will also emphasize listening to certain sentences to get information about characters.
How will you engage

objectives?
Structured Practice After the students fill out their story maps, the teacher will divide students into groups of 6 and instruct them, “You’re going to re-tell the story through
and practicing a skit with your group. You’ll act out the story like it is in the book BUT I will give you one change to make in your story.”
Application The teacher will allow students time to get into groups and then talk to each group about the change they are to incorporate into their story, reminding them to
_____20_____ use what we’ve learned about each character in their skit.
Minutes The changes are:
How will you give 1. It starts to hail
students the opportunity 2. The cat and mouse don’t get along
to practice so you can 3. They’re trying to pick a big bunch of bananas high up on a tree instead of a turnip
provide feedback? 4. Dedoushka has the chicken pox
5. The turnip is magic and can give them one wish
The teacher will give students time to practice their skits and perform in front of the class.
objectives?
Closure
____2____ Minutes The teacher will say, “Think of another change you could make to the story and tell your neighbor.”

lesson?
Planned Support The story is read twice and activities allow students to practice and apply knowledge through listening, speaking, writing, and acting.

students access to
learning based on The story “additions” for skits are differentiated by content, some allowing for more challenging/creative thought processes.
needs?
How will you support The variety of characters in the story allows for more choice in finding a role.
necessary to be
The teacher can supervise groups and help students find roles that they feel comfortable with, allowing them to use the book as a reference.
misunderstandings:
If students struggle with adding the extra detail to their skits, the teacher can model an example for them.
Student The class will play the opening game and listen to the story as a whole.
Interactions Students will work in groups of 6 to perform skits. If some groups have extra, a narrator may be added. If not enough, the story can be tweaked.
How will you structure Students will be allowed to choose their own groups but the teacher may pull certain students to even out the numbering.
will you use when
forming groups?
What Ifs Some groups may get carried away with the skit portion. The teacher may use a timer to ensure an equal amount of time for each group.

be ready to make
adjustment?
Theoretical
Principles and/or
Research–Based
Best Practices
This story is appropriate for acting out because of the repetition and sparse dialogue.
students?
Materials Teacher- copy of The Turnip, dry erase marker
What materials does the Students- pencil, Story Map from earlier in the week
teacher need for this
lesson?

lesson?

What language function do you want Students should use the word “character” when referring to all characters, both humans and animals, in today’s story.
What must students understand in orderStudents should understand that using both pictures and text in a story can give them important information, such as details of a character.
lesson?
What content specific terms New vocabulary from today’s story may be “turnip.”
What specific way(s) will students Students will use writing to continue to fill out their story maps. They will listen to the story being read aloud (twice) and will also demonstrate
need to use language (reading, writing, listening skills when watching other groups perform their skits. When acting with their groups students will be speaking in front of the class.
What are your students’ abilities with Students are already familiar with the terms on the story maps. The character’s names will be difficult for them to pronounce and write, so the
regard to the oral and written language teacher should model by writing them on the board.
How will you support students so they Primarily through modeling the proper language and prompting/correcting as needed.
Assessments:
assessment provide?
Content of skits will be modified to provide the This assessment will show whether students can remember
Informal Students will perform a skit right level for students. key details and character qualities from a story.
Analyzing Teaching
What worked?
What didn’t?
For whom?
Adjustments
What instructional

Changes.
make to your
instruction?
Justification
improve student
learning?

Resources:
Lesson Plan Model7

Lesson Title/#: What do you see?
Grade Level: 1st
Central Focus Friendship, dreams, perspective
What standard(s) are most relevant to 1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters,
the learning goals? settings, and major events in a story using key details.
Student Learning Goal(s)/ Students will be able to describe the main characters in a story and point out what is unique about each and what is the same.
Objective(s)
Skills/procedures
Prior Academic Knowledge Students should be able to recognize not only the characters of a story but the main characters of a story.
and Conceptions
Students have had some practice using pictures as a guide to character descriptions but haven’t yet relied almost entirely on text for this.
must students already know to be
knowledge do these students have that
the skills and concepts for this lesson?
Common Errors, This story has many details and students may get distracted from the main point of the lesson. The teacher may choose to leave out the last few
Developmental pages as they are not part of the story but rather facts from around the world.
Approximations,
Understandings, or
Misunderstandings
group of students?

Launch
____5______ The teacher will say, “Come to the front of the room and get comfortable. We’re going cloud gazing! Cloud gazing is when you look at the clouds and see
Minutes what shapes you can find in them.”
How will you start the The teacher will play a video of clouds (https://www.youtube.com/watch?v=Z4kfI-cHTX0) and pause it several times to let students look for shapes in the
lesson to engage and clouds and tell the class what they see.
motivate students in
learning?
Instruction The teacher will say, “Did that make you think of anything? Have you ever heard of the man in the moon?” (Allow students to answer if they have, if not,
_____20_____ explain, “Some people look at the moon and think it looks like the face of a man. In other cultures people have different ideas about what the moon looks like.
Minutes That’s what today’s story is about.”
What will you do to

The teacher will read The Fox in the Moon. She will then have the students take out their story maps and fill in what they can. Then she will say, “I have strips
engage students in of paper with sentences from the book. When I give you a strip of paper, read it, decide who said it or who it’s about, then trade papers with another student
developing and do the same thing until the timer goes off.”
lesson objective(s)? When the timer goes off the teacher will say, “Take a seat and raise your hand if you can read me your strip and tell me which character it’s from or about.”
How will you link the On the board the teacher will write “Fox” and “Mole.” Students will take turns reading their strips of paper and then tape their strips under the corresponding
new content (skills and character.
and their The teacher will say, “On the back of your story map, draw two circles like this:
community assets?

you ask?
How will you engage “On one side write ‘Fox’ and on the other side write ‘Mole.’ Let’s compare them. Thinking about theses sentences on the board, what kind of character is
students to help them Fox?” Students may say, “Brave, a dreamer, excited, likes adventure.”
The teacher will say, “What kind of character is Mole?” Students may say, “Scared, worried, likes to eat worms.”
The teacher will say, “Now compare them. What is the same about them?” Students may say, “They’re both good friends. They both try to go to the moon.”
The teacher will demonstrate by writing the similarities in the middle.
objectives?
Students will follow along by filling in their Venn Diagrams. If they have difficulty thinking of ways to describe the characters, the teacher will read the
sentences again, emphasizing emotion.
Structured Practice The teacher will say, “Get out your scissors so you can make a finger puppet. Then you and your partner will use your puppets to re-tell the story. Remember
and what Mole is like and what Fox is like- some things about them are the same but a lot of things are different.”
Application Have students work in pairs practicing their finger puppets, the put sets of pairs together to watch and perform.
____20______
Minutes Students will apply what they’ve learned by re-telling the story, putting special emphasis on the qualities of each character. After performing as one character,
students will trade puppets with each other and voice the other character.
How will you give
provide feedback?


objectives?
Closure The teacher will say, “Compare this story with other stories we’ve read this week. Did it remind you of anything?” Allow students to answer. They may
____2______ suggest, “Animals helping each other, working toward a goal, problem solving,” etc.
Minutes

lesson?
Planned Support Activities allow students time to listen, speak, move around, and cut and color their puppets.

students access to
Students will have guided practice and then time to apply what they’ve just practiced.
learning based on
needs? Individual students:
The teacher can pass out strips of dialogue according to appropriate levels for individual students.
How will you support
necessary to be Students with IEP’s or 504 plans:
successful in this lesson? The teacher can assist students in reading their strips of paper and ask additional questions to prompt a response if needed. To challenge gifted students, the
teacher may have students think up additional lines of dialogue for each character based on their personality rather than reading ready-made strips.
misunderstandings:
Students may have trouble thinking of adjectives to describe the main characters. The teacher can offer/write several suggestions and have students weed out
the ones that don’t fit the characters.
Student Students will work in pairs and each pair will have an additional pair of students to work with while they perform/listen. The teacher can let students pick their
Interactions partners but have partners rotate if trouble arises.

will you use when
forming groups?
What Ifs Students may have trouble listening when it’s their turn to watch other students’ puppet shows. The teacher can model acceptable and unacceptable behavior as
a reminder.
be ready to make
adjustment?
Theoretical
Principles and/or
Research–Based
Best Practices
students?
Materials Teacher- copy of The Fox in the Moon, dry erase marker, copies of finger puppet templates, tape, set of quotes from the book
What materials does the Students- pencil, scissors, coloring materials, story map from earlier in the week
lesson?

lesson?

students to develop in this lesson? Students should understand that characters differ from each other in a story.
lesson?
What content specific terms Students should be well familiarized with the terms “character,” “setting,” and “folk tale.”
What specific way(s) will students Students will listen to the story, write in their graphic organizers, and speak when retelling the story to each other and answering questions.
What are your students’ abilities with Students have by now had lots of practice retelling stories. They will need modeling when filling out their graphic organizers.
How will you support students so they By modeling through speaking and writing.
Assessments:
assessment provide?
Informal Puppet show put on by students Allow certain students alternate time frame for Through the puppet show the teacher will see what students
performing remember from the story and if they grasp the comparison of
the two main characters.
Analyzing Teaching
What worked?
What didn’t?
For whom?
Adjustments
What instructional

Changes.
make to your
instruction?
Justification
improve student
learning?

Resources:
Sentences from The Fox in the Moon:
He wanted to go to the moon.
All he cared about was eating worms.
“Hey! I’ve got an idea.”
“It’s impossible.”
“It’s moon time!”
“Oh! I get scared when I look down!”
“We’re almost there!”
“It’s cold up here and I get dizzy every time I look down.”
“It will be easy!”

“But I have a plan.”
Fox and Mole puppet templates

Lesson Plan Model9
Lesson Title/#: Aesop’s Fables
Grade Level: 1st

Central Focus Slow and steady wins the race
What standard(s) are most relevant to
the learning goals?
Student Learning Goal(s)/ Students will be able to describe characters using details from a story.
Objective(s)
Students will be able to remember the details of a story so they can tell it themselves.
Skills/procedures
Prior Academic Knowledge Students have already had some practice in using text/pictures in a story to gather information about the characters.
and Conceptions
must students already know to be
knowledge do these students have that
the skills and concepts for this lesson?
Common Errors, Students may go too far and begin to describe things we don’t know about the characters from the text. The teacher can call their attention back
Developmental to the story and ask where they found that.
Approximations,
Understandings, or
Misunderstandings
group of students?

Launch The teacher will say, rank these animals by who you think is the fastest:
____5______
Minutes 1. Turtle
2. Mouse
How will you start the 3. Grasshopper
lesson to engage and 4. Ant
motivate students in 5. Rabbit
learning? Students will have time to write the numbers on a piece of paper in the order they would rank them.
Instruction The teacher will call on students to read their rankings and say, “Explain why you put them in that order.”
____15______
Minutes Then the teacher will say, “If a rabbit and a turtle were having a race who would you think would win and why?” Allow students to explain their guesses and
reasoning.
What will you do to
engage students in The teacher will say, “We’ll read today’s story and see if you’re right. A ‘hare’ is a kind of rabbit.” (Writes “hare” on the board.) “And a tortoise is like a turtle
developing that lives on land.” (Writes ‘tortoise’ on the board.) “This story is called ‘The Hare and the Tortoise.’ It’s a very old story that people have told for a long time.”
lesson objective(s)? The teacher will read “The Hare and the Tortoise,” and ask, “Raise your hand if you thought the hare would win. Why didn’t he? What does that tell us about
him?”
concepts) to students’ Have students fill out information in story maps.
prior academic learning The teacher will say, “We might not know the place this story takes place, but we do know what was happening. What were they about to have?”
and their
personal/cultural and Students: “A race.”
community assets?
Teacher: “So for the setting we can write ‘race.’ What do we know about the hare? What about the tortoise?” The teacher will continue to guide students in fill
What will you say and in out their story maps.
you ask?
How will you engage


objectives?
Structured Practice After reading and discussing the story the teacher will say, “Just like you ranked the animals by who was the fastest, I want you to rank the stories we read this
and week. Write the numbers 1 to 5 and next to number 1 write the book you liked the best and continue down the list. Now, you’ll choose one of your top favorite
stories from this week and you’ll make a diorama based on it. The diorama should show the characters, the setting, and an important part of the story.”
Application
____20______ The teacher will show a model as an example and give students time in class to begin working on their dioramas.
Minutes
How will you give

provide feedback?


objectives?
Closure The teacher will say, “Tell your neighbor 3 things you’ve learned this week.”
___2_______
Minutes

lesson?
Planned Support Choice appeals to all students when selecting the theme of their project.

students access to
learning based on The teacher can help students brainstorm about their projects and make sure they choose appropriate scenes from the stories
needs?
How will you support The teacher can encourage students to be guided by their strengths and interests.
necessary to be
The teacher spend extra time discussing the rubric with students and making sure they have an idea for each part.
misunderstandings:
Students may tend to be overly creative but not spend enough time putting actual details from the story into the diorama. The teacher can repeatedly stress the
rubric.
Student Students will be working individually on their rubric but if helpful could divide up according to the stories they chose so the teacher could address groups as a
Interactions whole when answering questions and getting feedback.

will you use when
forming groups?
What Ifs Students may have a foggy idea of what a diorama is, even after seeing a model. The teacher can show additional examples online and give students examples
of materials to use.
be ready to make
adjustment?
Theoretical While previous lessons have focused on orally re-telling stories, this gives students a more creative means of recreating a story.
Principles and/or
Research–Based
Best Practices

students?
Materials Teacher- Aesop’s Fables, various craft materials including shoeboxes, dry erase marker
What materials does the Students- pencil, coloring materials, story maps
lesson?

lesson?

lesson?
What content specific terms
What specific way(s) will students

What are your students’ abilities with Students will encounter some new vocabulary: hare, tortoise, diorama. These are easily explained and linked to existing concepts for them.
How will you support students so they

Assessments:
assessment provide?
Formal Diorama Additional brainstorming with teacher; modified The assessment will show that students can retell a story
rubric if needed complete with characters, setting, and key events.
Analyzing Teaching
What worked?
What didn’t?
For whom?
Adjustments
What instructional

Changes.
Groups of students:
If you could teach this
group of students what Individual students:
changes would you
make to your
instruction?
Justification
improve student
learning?

Resources:

Folk Stories Unit Plan

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Unit Plan Cover

(Course Specific: EDU 6604/6606)

Teacher Materials: Student Materials:

Lesson Plan Model1

Grade Level: 1st

Instructional Strategies and Learning Tasks

What will you say and

How will you engage

What will students do?

How will you determine

How will you determine

How will you end the

How will you provide

How will you structure

What materials do the

Academic Language Demand(s):

Proposed Whole class:

What research/ theory

Attach each assessment and associated evaluation criteria/rubric.

Grade Level: 1st

Student Learning Students will be able to identify the problem in a story.

Instructional Strategies and Learning Tasks

What will you do to

What will you say and

How will you engage

What will students do?

How will you determine

How will you give

How will students apply

How will you determine

How will you end the

How will you provide

Why are the learning

Academic Language Demand(s):

What specific way(s) will students

How will you support students so they

Proposed Whole class:

What research/ theory

Attach each assessment and associated evaluation criteria/rubric.

Grade Level: 1st

Instructional Strategies and Learning Tasks

What will students do?

How will you determine

How will you end the

How will you provide

What might not go as

Materials Teacher- copy of The Turnip, dry erase marker

What materials do the

Academic Language Demand(s):

Proposed Whole class:

What research/ theory

Attach each assessment and associated evaluation criteria/rubric.

Lesson Plan Model7

Grade Level: 1st

Instructional Strategies and Learning Tasks

What will you do to

What will you say and

How will students apply

How will you determine

How will you end the

Groups of students with similar needs:

How will you structure

What materials do the