Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Miss Deelstra

Date: April 4, 2016

Subject/ Topic/ Theme: Fairy tales- elements

Grade 2

I. Objectives
How does this lesson connect to the unit plan?
The unit plan is on fairy tales and this lesson involves exploring what fairy tales are and looking at different books to see if they are a fairy tale.
cognitiveR U Ap An E C*

Learners will be able to:

Explain different ways that fairy tales can be studied- they will look at the setting, culture, and elements of fairy tales
Know that fairy tales originated as oral tradition all over the world
Explain that the specific elements of a fairy tale are that it takes place in a far off place, there are magical elements,
there are good and bad characters, and the good are rewarded and the bad are punished
Evaluate picture books and identify whether the story is a fairy tale or not by using their knowledge of fairy tale
elements and the Is __________ a Fairy Tale handout
Label fairy tales as their own genre of literature

physical
development

socioemotional

U
R, A
U
E, R, A

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
CCSS.ELA-LITERACY.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

-Ask the students if they have any ideas of what makes a fairy tale a fairy tale
-Ask them what their favorite fairy tale is
Pre-assessment (for learning):

There will be a small questionnaire about fairy tales to see what students know already.
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,

1-19-13

-Teacher will guide conversation and will walk around room during activity to see how students are
doing
Formative (as learning):

-Students will be looking at books and filling out a handout to see if it is a fairy tale. They will also tell
the class if they think it is a fairy tale.
Summative (of learning):
-See how the students did on the handout identifying different elements to see if the book was a fairy
tale
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

-Listening to story
-Reading books
-Filling out handout

-Working with a partner somewhere

in the room reading a book and
deciding whether it is a fairy tale or
not.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students can choose with their
partner what book they want to read
and study

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
-Listening to the story, reading their
own story with a partner and using
what they read to fill in the
handout, Is ______ a fairy tale?

emotionally, etc., for your

students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for comprehensionactivate, apply & highlight

-The students will be applying

what they learned and what they
read in the story to see if the
book is a fairy tale or not

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

-Students can choose with their

partner what story they want to
read. They will then work with their
partner to see if the book they are
reading is a fairy tale

-Students will be collaborating

with a partner

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-Monitoring how they do on the

handout

-Students will have to use

personal skills to work together
with their partner. They will
explain to the class whether they
think their book is a fairy tale or
not

Chart paper and markers

Fairy Tale Checklist handout
Rumpelstiltskin by Paul O. Zelinksy
Is _____________ a fairy tale? handout
Enough preselected picture books so that every student pair gets one. Some books should be
fairy tales, and some should not be. The books will range in topic, including fairy tales from
different cultures.
Students will sit on the carpet for the story, then they will sit at their seats so we can do Fairy Tale
Checklist handout. There will be books (fairy tales and non fairy tales) on the shelf that students can
look at to determine if they are a fairy tale or not.

How will your classroom

be set up for this lesson?

III. The Plan

Time
5 min

2 min

Components
Motivation
(opening/
introduction/
engagement)

-Explain that we are going to be doing a unit on

fairy tales. We are going to look at the elements o
of fairy tales, the setting, problem, and solutions in
the stories, and we will explore where the different
stories came from. Invite students to ask questions

-Students will listen and ask questions if they have

any

3 min

-Go through elements of fairy tale poster. Ask them

to look for these elements in the story we read.

-Students will listen and ask questions if they have

any

1 min

-Introduce Rumpelstiltskin and say how the country

of origin is Germany. Put it on the map for kids to
see.

-Will listen and look to see where Germany is

1-19-13

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Call Students to the rug
-Students will come to the rug, contribute to the
-Does anyone know what makes a fairy tale a fairy
discussion, and say their favorite fairy tale on their
tale?
turn
-Ask them what their favorite fairy tale is

10
min

10
min

-Students will listen to the story and answer

questions if asked

-Talk about the elements of a fairy tale. Go through

the elements and ask students what ones
Rumpelstiltskin has.

-Students will listen and contribute to the

conversation

-Explain that fairy tales started off as oral tales.

Oral tales were passed down from generations all
around the world. For example, there are over 200
versions of Cinderella from all over the world.
Discuss how could there be so many versions? Tell
them that we are going to be reading two different
versions during this unit.

3 min

-Teacher will pick student pairs randomly. Students

will pair up and choose a story (out of preselected
picture books) they will read together. They may
read aloud to each other. After reading, they will
decide if the book has each element of a fairy tale,
and then determine if it is a fairy tale. They will
complete the Is____________ a fairy tale?!
handouts

20
min

-Each pair will report back to the class with their

conclusion. The teacher will record on a Whats in
a Fairy Tale Anyways?! class chart the titles of
books and check off each element as pairs present
their stories

10
min

3 min

-Read Rumpelstilktskin by Paul O. Zelinksy, asking

questions during about the setting, problem,
solution, and lesson

Closure
(conclusion,
culmination,
wrap-up)

- Follow up questions to discuss: Did the fairy

tales always have happy endings? Was it a happy
ending for everyone? Do you think the story might
be different in another country?

-Students will listen and ask questions if they have

any.

-Students will read a book and decide if it is a fairy

tale or not

-Students will say if they think their story is a fairy

tale or not.

-Students will listen and answer questions

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

1-19-13