EFFECTIVE TEACHING LESSON PLAN The Dorothy M.

Bush College of Education has adopted this format for lesson planning because it provides a format for planning engaging, rigorous, relevant lessons for students. While some of the plan must be done sequentially, much of the sequence is determined by the purpose of the lesson. VITAL INFORMATION Author: Hannah McIntosh Subject(s): ELA Lesson Topic: Traditional vs. Contemporary Folk Tales Goal/Objective: The student will be able to discuss the differences and similarities between a traditional and a contemporary folk tale. Value and Importance: Folk Tales usually teach students a lesson, such as, you should never trust a stranger, or think before you make a hasty decision. In The Gingerbread Man and The Gingerbread Cowboy, both stories teach that you should never trust a stranger. MATERIALS AND RESOURCES Materials needed: Anticipatory set pictures of The Three Little Pigs The Gingerbread Man by Karen Schmidt The Gingerbread Cowboy by Janet Squires Venn Diagram on butcher paper Sticky notes for each student Folk Tale Anchor Chart (previously made) Grade Level: 2nd Date 9/26/13

Technology: Technology would not benefit the students in this lesson due to the fact that we were reading books and doing paper assessment. Instructional Motivational Strategies: Group Discussion Think, Pair, Share

Story time on the rug Sticky notes

INSTRUCTIONAL STRATEGIES Prior Knowledge Needed: The students will need to have a basic understanding of Folk Tales and their elements. This is the fourth day the class will have been focused on Folk Tales. The students will also need a basic understanding of the words, contemporary and traditional. Anticipatory Set: The teacher candidate will have two different pictures of The Three Little Pigs posted on the board. In order to gain the students attention, the teacher will ask the students to raise their hand and provide one similarity or one difference between the two pictures. Direct Teach: The teacher candidate will explain to the students that they will be reading two different versions of The Gingerbread Man and that they will be looking for similarities and differences between the two versions of the story. Modeling: While reading the two books, the teacher will be pointing out differences and similarities while they read. After reading the two books, the teacher will show the students the Venn Diagram posted on the board and explain the different elements of the diagram so that students see that there are places to put differences AND similarities between the two stories. Guided Practice: The teacher will provide the students with their own sticky note and show them, by utilizing the Venn Diagram, where those sticky notes belong. Independent Practice: The students will sit at their own desk and come up with one difference or one similarity between the two stories. Once finished, they will be asked to go back to the reading rug and think, pair, share with a partner. Modifications for Special Populations: The GT students will be provided extra sticky notes if they would like to come up with multiple similarities or differences.

The ELL/ SPED students will get extra attention and have help with writing their sentence. If the student is stuck, the teacher will ask probing questions to encourage the student to come up with their own answer. Closure: The students will come back to the reading rug and have the opportunity to stand up at the front of the classroom and share their sticky note. As a class, they will decide where the sticky note will be placed on the Venn Diagram. Check for understanding: The teacher will check for understanding as she monitors the students during independent practice, and through think, pair, share. In addition, the teacher will use the think aloud method during reading and will ask students questions, gauging their attention and understanding. Standards: (6) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) identify moral lessons as themes in well-known fables, legends, myths, or stories; and (B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot. Reflections: