E325unit 1

Shannon Krebs
Kristen Eleftheri
Social Studies Unit Plan (First Grade)
Inquiry Lesson Plan 1: What Is a Folktale?
Lesson Rationale
WHY are you teaching this lesson? What assessment data is driving this lesson? Consider
formative and prior summative assessments. How does this lesson fit in the curriculum and the
state standards?
The summative assessment data driving this lesson is the question from the focus group
interview dealing with the famous people students stated they knew from history. Students
named real people and did not name any people from folktales. This lead the teachers to creating
a unit over famous American folktale story.
This lesson fits in with the state standard 1.1.9, which states, Distinguish between
historical fact and fiction in American folktales and legends that are part of American culture.
The teacher will address in this lesson the difference between historical fact and fiction in
American folktales, which will tie it into this standard. Also, this lesson fits into the curriculum
because in the students social studies book there is a section about folktales, which in fact
explains the difference between historical fact and fiction in folktales.
State Content Standards: What Standards will you be using to guide this lesson? Cite the grade
level and standards using the numbers as well as the text. Use only the relevant parts to help
focus your lesson planning.
Standard 1: History
1.1.9 (First Grade) Distinguish between historical fact and fiction in American folktales and
legends that are part of American culture.
Content Information (resources and research used to support lesson plan): What do you, as
the teacher, know about this particular concept/topic/etc.?
The teacher needs to understand how some folktales are based on both true and fictional
characters. In addition to knowing the definitions and distinctions between historical fact and
fiction. The teacher should also understand the folktale Johnny Appleseed and the historical facts
and fiction that go along with it.
Historical Facts: His real name was Johnny Chaplin and he was a pioneer in the seventeen
hundreds. He was born in Massachusetts, moved to the Ohio valley.
Historical Fiction: He walked through all the three states (Ohio, Indiana, and Illinois) and planted
apple orchards.
Where did you find this information? (List specific resources). What research are you using to
guide lesson development?
My World Social Studies, Making Our Way, By Pearson, published in 2016
American Tall Tales, By Mary Pope Osborne, Published by Scholastic Inc., Published in 1991
Johnny Appleseed A tall Tale by Steven Kellogg

Previous Learning: How does the lesson build on previous lessons or previous learning? What
prerequisite skills do students need in order to access the lesson & participate fully? How does
the content build on what the students already know and are able to do? How will the learning in
this lesson be further developed in subsequent lessons?
The students have not received lessons involving folktales, so they have no prior school
setting knowledge of this type of literacy. This is the first lesson the students will be introduced
to over folktales in the classroom setting. They only have their background knowledge and
experiences over the topics of folktale from their outside of the school learning.
The students need to be able to distinguish between truth vs. lies and fact vs.fiction. Also,
the students have to understand how a T-chart works. To build on what they already know the
students and the teacher will establish a definition of fact and fiction geared towards the lense of
folktales. Specifically in this lesson the students will be studying Johnny Appleseed, this will
expanded on their thinking of how apples came to the mid-west. After learning about historical
fact and fiction in this lesson the students will be able to discuss these differences in the next
three lessons as they analysis three more folk tales thourgh our unit. Each day the teacher will
also be breaking down what is a folktales, so each lesson will build off of this initial lesson.
Content Objectives (Established Goals) (Label objectives C1, C2, C3): What do you want
students to be able to do (identify, give examples, compare, use, design, judge, etc.). Be specific
and use concrete terms.
C1- Students will demonstrate their knowledge of the difference between historical fact and
fiction by comparing events and main characters in Johnny Appleseed A tall Tale by Steven
Kellogg and categorising them in a historical fact and fiction T-chart.
C2- Students will compare the difference between a folktale and a fairytale by completing a Venn
Diagram.
Academic Language Objectives (Label objectives L1, L2, L3): How will students
demonstrate their English language development within the context of the content lesson?
Objectives should describe observable actions.
L1- Students will identify and explain which components of Johnny Appleseeds story are based
on historical fact or fiction using the correct definitions of the vocabulary words by using the
simple past tense verbs like happened, occurred, long time ago, etc.
Social Studies: Folktale, Fairytale, Historical Fact and Fiction
Formative Assessment (Process): In what ways will you monitor student learning during the
lesson and how might this guide your instruction? What specific actions do you expect to
observe? How will you record what you see and hear? What specific language do you expect to
hear? How will students demonstrate their understanding? How will they demonstrate their use
of language? How will you know that the students are learning/working towards your goals?
Does your assessment directly reflect the content and language learning objectives you set forth
for your students to learn? What criteria will you use to judge whether your students are/are not
meeting the content and language objectives you have identified? What feedback will you
provide? How will your feedback support students in meeting the objectives of the lesson? How
will you provide feedback in a way that distinguishes between meaning (the content they are
communicating) and the form (the language they are using to communicate)? Describe the ways
in which you will use these assessments to inform your teaching decisions during the lesson.
The teacher will be monitoring student learning by using formative assessments
throughout all of the discussions. There is an expectation to observe conversations between
students with students and students with teachers. The teacher will record what he or she see and
hear during student with student talk on a clipboard so they are able to hear specific student ideas
over historical fact and fiction in large group discussion. The specific language expected to be
heard are the students using the new vocabulary (fact, fiction, and folktale). Based on the
answers the teacher receives during the T-chart and read aloud discussion he or she will know
what needs to happen next. The teacher will also take class polls throughout to see if it is
necessary to review what was just taught. This will also demonstrate their understanding and use
of language because of how they use the vocabulary terms.
The teacher will know if the students are learning and working towards the goals of
understanding the difference between: fairytale vs. folktale; historical fact vs. fiction, in addition
to their comprehension of Johnny Appleseeds story through the classroom discussions and Exit
Activity. Yes, the assessments directly reflect the content and language learning objectives set
forth for the students to learn. The students will be assessed on their verbal understanding of the
difference between a folktale and fairytale (Venn Diagram creation), categorizing events in their
story as historical fact or fiction (Exit Activity), and talking about the events of the story in the
past tense (discussion) fulfilling the learning objectives. To judge whether the students are
meeting the content and language objectives the teacher will look at the Truth or Lie and the Exit
Activity. Students will begin to comprehend the difference between a folktale and fairytale. They
will demonstrate this by creating the Venn Diagram as a class and through discussion. The
students will be completing the Truth or Lie activity. From this activity the students will
demonstrate their knowledge of the difference between a statement which is categorized as
factual and fictional. Later in the closure section of the lesson the students will be completing the
Exit Activity for another assessment. Students will evaluate and criticize the components of the
folktale Johnny Appleseed as historical fact or fiction by using a T-Chart (historical fact vs.
fiction) to organize pictures from the book with simple sentences into either historical fact or
fiction columns. This will also allow the teacher to see if the students have met or have not met
the content and language objectives we have identified early.
Feedback will direct the students attention to key concepts that will help them
understand and achieve the objectives. Feedback will be provided that addresses understanding
of the meaning of historical fact and fiction, which is one of the objectives. When the students
are incorrect and needing feedback on the content of the lesson the teacher will pose inquiring
questions to guide the students into the right mindset of what historical fact and fiction are (e.g.
Is it realistic for a man to travel through many states planting apple seeds=> guiding why Johnny
Appleseed is fictional or real). If the students are using the wrong form of language the teacher
would simply correct them (e.g. Johnny Appleseed is strong => Johnny Appleseed was strong).
When students inaccurately use language the teacher can pair them up with another student, so
that they can hear how the accurate use of the language is presented (peer teaching). When
accurate use of language is demonstrated the teacher will use that as a chance to have a student
model the desired work, behavior, or response to the whole class.
Overall, the teacher will use these assessments to help with the instruction of the next
lesson. The first lesson will help the teacher see what instructional method worked best that day
to present the information. The assessments will also help the teacher know what will need to be
reviewed or stressed the follow day.
Co-Teaching Model: Specify what type of co-teaching model you will be using in the lesson
The teachers will be modeling the co-teaching style of one teach and one support in
context of dividing up parts of the lesson (e.g. intro, activity 1, activity 2, closure).
Launch
Fairytale vs. Folktale Venn Diagram - led by Kristen and supported by Shannon
Folktale Definition - led by Kristen and supported by Shannon
Historical Fact Vs. Fiction T-Chart - led by Shannon and supported by Kristen
Explore
Truth or Lie - led by Shannon and supported by Kristen
Read aloud Johnny Appleseed A tall Tale by Steven Kellogg - lead by Kristen and supported by
Shannon
Closure
Exit Activity - led by Shannon and supported by Kristen in instruction; however all teachers will
have a small group.
Review of the lesson - both will lead in the discussion
Provisions for Individual Differences: How do activities provide for differentiation? What
special arrangements have you made for students with special needs?
Within this lesson the teacher will conduct the Truth or Lie activity. The Truth or Lie
activity has us starting sentences for the whole class and then the students will decide if what we
are saying is the truth or a lie. In this classroom the majority of the students are below grade level
when it come to reading and writing. We know their ability based on our time with them and
asking our teacher.
For the The Truth of Lie activity, we will start by asking questions to the entire class
geared towards the below grade level students. If the students responses are all on-level we will
increase the difficulty until the below start to get discouraged or disengage. We will know when
the students are getting discouraged because we have observed a specific pattern in our
classroom. The below students start to become disruptive because they do not understand the
material. Once this happens we will change to a question-answer format (e.g. who can raise their
hand and tell me if this statement is true or false?) Here we can continue to engage the above and
below by varying the question difficulties.
Statements are:
On-level: George Washington was not a President; The American flag contains the colors blue,
white, and red;
Below: My cat is green; Students go to school
Above: The human body has 206 bones; The country we live in is the United States
*these questions are not all based around social studies because the students have yet to learn it
in a classroom setting.
In the Exit Activity the students will be deciding if statements from the Johnny Appleseed
read aloud are historical fact or fiction by using a T-Chart. The Exit Activity will provide
differentiation because the teacher can group the children based on ability and provide them with
appropriate leveled materials. We will know which students need to be grouped together based
on their engagement and our prior knowledge of their academic level.
Exit Activity Statements:
On-level: Families picked their own food.
Below: Johnny Appleseeds real name is John Chapman. Johnny could pick up trees! Johnny
played with bears.
Above: Pioneers moved west. The snakes fang did not hurt Johnny.
Resources: What materials will you/ the students need in order to teach this lesson?
Discussion of Folktales
Overarching question on sentence strips
What is historical fact and fiction?
Definition of Folktale on sentence strip
Fairytale vs. Folktales Venn Diagram (on SMARTboard)
Historical Fact vs Fiction T-Chart
T-chart on SMARTboard
Truth or Lie
List of questions to ask the students
John Appleseed read aloud/ virtual field trip
Johnny Appleseed A tall Tale by Steven Kellogg
Google Earth- background of the apple orchard
Questions that will connect the book to the virtual field trip
Exit Activity
Glue sticks
Picture cut-outs with simple - complex sentence
Management and Safety Issues: Are there management and safety issues that need to be
considered when teaching this lesson? If so, list them. What will you do to prepare your students
for these issues?
For this lesson the teacher should not have any safety issues, however, there could be
management issues. The issue could be goofing around, not listen, talking out of turn, and other
classroom disruptions. The teacher will discuss expectations at the beginning of the class to
avoid disruptions. The expectations are sitting on pockets on the all on the floor, the teacher
should have all eyes and hears when giving instructions, etc. If there are any issues the teacher
will move students away from friends when causing disruptions and reward paw points when
acceptable.
Instructional Strategies and Learning Tasks to Support Learning (this is where you
communicate what happens in the classroom your instructional plan):
Launch:
Students will be introduced to the overarching question What is historical fact and
fiction? in the first day of our unit, this will be written on a sentence strip and brought out and
referenced in each lesson to follow. In addition to the overarching question, in this lesson
students will be answer the key questions: What is a folktale?; How do folktales relate to
history?; and What points of Johnny Appleseeds story are based on historical fact and which are
based on fiction? By answering the questions correctly the students will be meeting the learning
goals of understanding the difference between historical fact and fiction, the definition of a
folktale, how folktales relate to history, and if the components of Johnny Appleseed's story are
historical fact and fiction. These questions will be introduced orally through whole class
discussion before the first activity.
For the introduction the teacher will conduct two activities, which have to do with filling
out the Fairytale vs. Folktale Venn Diagram and the Historical Fact vs. Fiction T-Chart. The first
activity will motivate the students into exploration because this introduction into folktales might
alter prior schemas the students had involving the two types of literature, Fairytale vs. Folktale.
By introducing new schemas or altering the ones the students already have they will naturally
become curious to what the difference between these stories are, seeing as fairytales are so well
known at this age. In addition, students will also be introduced to new terms such as, historical
fact and fiction. This will motivate the students because the teacher will be introducing a concept
the students will use for the rest of the unit. Students will need to understand the language
dealing with the definitions of folktale, fairytale, and historical fact and fiction. The teacher will
model this language through the whole class discussion giving the students direct definitions and
examples. The teacher will also make the two charts available so the students can reference them
at any point during the lesson and the upcoming lessons. Overall, the teacher will make clear
transitions and instructions during the exploration phase, allowing for the students to understand
their responsibilities (e.g. finger poll so they know what to do next in the lesson).
Explore:
The first activity will be Truth or Lie. Here the students will be using their new
knowledge of the difference between historical fact and fiction. The teacher will read a sentence
out loud (e.g. My dog is green. I have black hair. George Washington was not one of our
presidents.) and the students will put a thumbs up if the sentence is true or a thumbs down if the
sentence is false. The purpose of this activity is for the students to apply their knowledge of
historical fact and fiction, while also allowing the teachers to assess if the students are
understanding the objective. Students will need to use language revolving around historical fact
and fiction. Possible questions to monitor the exploration are: Why is this sentence my dog is
green fiction?; What is the definition of historical fact/ fiction?; What is an example of
historical fact/ fiction? The second activity will be conducting a read aloud over Johnny
Appleseed A tall Tale by Steven Kellogg. Here the students will be actively listening, gathering
information, and answering posed questions. The purpose of this activity is for the students to be
introduced to a folktale and start to analyze historical fact and fiction found in the story. Students
will need to use language revolving around past tense and correct vocabulary in terms of
historical fact and fiction. Possible questions: What can be historical fact and fiction in this
story?; How does this story relate to history?; and Is Johnny Appleseed based off a real or
fictional character?
Feedback will be orally provided and will support the students by directing their attention
to key concepts that will help them understand and achieve the objectives. The teacher will
provide feedback addressing the students comprehension of the concept being taught: historical
fact and fiction. When the students are incorrect and needing feedback on the content of the
lesson the teacher will pose inquiring questions to guide the students into the right mindset of
what historical fact and fiction are (e.g. Is it realistic for a man to travel through many states
planting apple seeds=> guiding why Johnny Appleseed is fictional or real). If the students are
using the wrong form of language the teacher would simply correct them (e.g. Johnny Appleseed
is strong => Johnny Appleseed was strong). When students inaccurately use language the teacher
can pair them up with another student, so that they can hear how the accurate use of the language
is presented (peer teaching). When accurate use of language is demonstrated the teacher will use
that as a chance to have a student model the desired work, behavior, or response to the whole
class.
The teacher will be scaffolding the students to the final product of creating their very own
folktale. With this lesson and the activities the students are learning the tone of folktales, which
will get the students exposed to this type of literature they might not necessarily have knowledge
about. Here the students will be learning about how folktales are written with historical fact and
fiction. This will help them in the future lessons when creating their own folktale. The teacher
will gather students insight through the Truth and Lie and read aloud discussion. The students
will be applying these insights they a have learned in the introduction and explore phase to the
closures Exit Activity.
Closure:
This lesson does not revolve around questions or prompts per say. The teacher will be
evaluating the student's learning based on the Exit Activity. He or she will use the results of the
students categorizing in the Exit Activity to articulate the students learning, based on their results
the teacher will know if the students understood the martial being taught throughout the lesson.
Key points in this lesson will be brought up throughout by the teacher, with simple questions and
student answers the teacher will be constantly guiding the students back to focusing on historical
fact and fiction. The teacher will summarize the lesson by asking the students questions based on
the concepts covered in the activities. For example, Give an example of a historical fact.; what
parts of Johnny Appleseeds story are historical fact/ fiction?; and What are some facts and
fictions about your life?
Time
15 mins
Objective
Code
C1, C2
Learning Activities (What and How)
Launch
Fairytale vs. Folktale Venn Diagram, Folktale
Definition, and Historical Fact Vs. Fiction T-Chart
A Venn Diagram will be created on a PowerPoint
containing fairytales on one side and folktales on
Purpose (Why)
Launch
The purpose of the Venn
Diagram is to get the students
thinking about what folktales are
and how they are different than
the other side. Both of these sides will be filled out

with the correct traits of these two types of stories.
The middle section will be left blank. The teacher
will fill the both out with the class.
Hold a discuss about the Venn Diagram *notes on
PowerPoint
5 mins
12 mins
C1
C1, L1
The teacher will then pull out a sentence strip with

the definition of folktale.
Next the teacher and students will fill out
historical fact and fiction T-chart.
Have the students share ideas about what they
know about these topics to fill in the sides of the Tchart as a class.
Explore
Truth or Lie
Now that we have talked about the difference
between historical fact and fiction, I want to see
are if all of you can tell the difference between a
truth or a lie.
The teacher will say sentences to the students and
after each one the students will either hold a
thumbs up, if it is true, or a thumbs down, if it is
false.
Some examples of sentences will be:
My cat is green.
George Washington was not a President
The American flag contains the colors blue, white,
and red.
Students go to school.
Read aloud Johnny Appleseed A tall Tale by
Steven Kellogg, and virtual field trip.
Now we talked about historical fact and fiction,
we are going to read our first folktale story about
Johnny Appleseed. Before we begin I want you all
to close your eyes. We are going to go on a field
trip in our heads to an apple orchard.
Some possible questions we will ask the students
to get them into the virtual field trip are:
What do you see in the apple orchard?
What do you smell in the apple orchard?
What is the weather like?
As the students are visualizing the apple orchard
we will pull up a picture of an apple orchard on the
SMARTboard to be displayed as we read the book.
Pay close attention to what can be considered
historical fact and fiction in the story.
Some possible read aloud questions are:
fairytales. The purpose of the

sentence strip is so the students
have a clear definition for the
term folktale, which they can
refer to all unit. The purpose of
doing the T-chart in the launch is
to get the students thinking
about how historical fact and
fiction work, so that they can
apply these terms to the
folktales we read throughout all
of our lessons.
Explore
The purpose of the Truth or Lie
activity is to get the students to
apply fact and fiction to what
they are observing in their
everyday lives. This will engage
them throughout the lesson
because it will help them to
understand how historical fact
and fiction are used in folktales.
The purpose of the read aloud is

to get the students to apply
historical fact and fiction to an
What is historical fact and fiction in this story?

How does this story relate to history?
Is Johnny Appleseed based off a real or fictional
character?
Closure
Exit Activity
We now know how to apply historical fact and
fiction to a folktale, so I want each of you to go
one step further. On the sheet of paper I have
passed out you and your partner will read each
statement with its picture and place it under
historical fact or fiction. Once you have completed
a teacher will come around to check and see how
you did.
actual folktale, so they can get

an idea of how it is used. The
purpose of having the virtual
field trip to go along with the
read aloud is to get the students
engaged in the story by helping
them feel like they are actually
in the setting.
Review of the lesson discussion form

This will be an overview of what has been taught.
Some possible questions that we will ask are:
What made Johnny appleseed real/ fake?
Give me an example of fact/ fiction?
What is one thing that makes folktales different
from fairytales?
C1, L1
10 mins
3 mins
Closure
The purpose of the Exit Activity
is to give the students a chance
to work with a small group in
distinguishing between
historical fact and fiction. Up to
this point we have been working
with the whole class, so this will
be an added challenge to see if
each student understand the
difference between these two
concepts.
The purpose of the review is to
recap what has been learned

throughout the day and reinforce
to the students what the
difference between historical
fact and fiction is, what the
difference between fairytales
and folktales are, and how
Johnny Appleseed can be
applied to these concepts
because the students will be
using them throughout all of the
lessons.
Inquiry Lesson Plan 2: Elements of a Folktale

Lesson Rationale:
state standards?
interview about famous people students knew from history. The students named real people and
did not name any people from folktales. This lead the teachers to creating a unit over famous
American folktale story. In addition to this, the teacher will also use the Exit Activity from lesson
one as a formative assessment. Here the teacher can see if he or she will need to elaborate on the
understanding of historical fact and fiction.
The teacher will address in this lesson the different between historical fact and fiction in
American folktales, that will tie it into this standard. Also, this lesson fits into the curriculum
because in the students social studies book there is a section about folktales and it explains the
difference between historical fact and fiction in the folktales through the lense of Sally Ann
Thunder Ann Whirlwind.
Standard 1: History
The teacher needs to know the key elements of folktales (orally told, stories about
people's lives, most characters are struggling, character qualities symbolize America ). He or she
should also know the folktale Sally Ann Thunder Ann Whirlwind, which is about a female
pioneer in Appalachian Mountains. The teacher should understand the character Sally Ann is a
fictional.
Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg
The students will have already learned the basic vocabulary of folktales, historical fact
and fiction from our first lesson. This lesson will take it a step further in enriching their
understanding of the key elements of a folktale. In addition, they will be learning another
American folktale, involving a female character.
The students need to be able to understand what an oral story is and have experience with
the telephone game. They will also need to apply what they learned in the first lesson. The
content will build on a basic understanding of folktales to being able to identify the different
elements of a folktale, to finally analyzing the elements of a specific folktale. Once the students
understand the elements of a folktale they can apply that knowledge in the next two lessons;
where they are asked to analyze two more folktales and then final create their own. In addition to
being able to analyze and create their own stories, this lesson will prepare the students to
thinking about how folktales can relate to their own life through the Best Trait Picture Caption
worksheet.
C1- Students will identify the key elements of a folktale (orally told; stories about people;
conflict; character represents American value) by breaking down a folktale, Sally Ann, into the
identified categories.
C2- Students will connect themselves to a folktale character by identifying a trait in themselves
and specific traits that the folktale character possesses.
C4- Students will identify if Sally Ann is a real or fictional person by analyzing historical fact
and fiction of the folktale.
L1-Students will identify and summarize key elements of folktales through the lense of both
Johnny Appleseed and Sally Ann, using the correct vocabulary to describe the stories and use
the simple past tense verbs, like happened, occurred, long time ago, etc.
Social Studies: Elements of folktales; orally told; stories about people; conflict; character
represents American value
throughout all of the discussions. He or she would expect to observe conversations between
students with students and students with teachers. In addition, the teacher should expect to see
students engaged in the read aloud and Telephone Game. He or she would also expect some
students to struggle with brainstorming, which is why there will be prompts. The teacher will
record what he or she sees and hears during student with student talk on a clipboard so he or she
can use specific student ideas over elements of folktale stories in discussion. The specific
language the teacher should expect to hear from the students is their usage of the new vocabulary
terms they learned from earlier in the lesson and in the first lesson (e.g. oral story, elements,
folktale). Based on the answers the teacher receive during the Sally Anns Element Chart and
read aloud discussion he or she will know what needs to happen next. The teacher will also take
class polls throughout to see if it is necessary to review what was just taught. This will also
demonstrate the students understanding and use of language. Lastly, the teacher should expect to
hear the students using vocabulary terms such as, historical fact, fiction, and elements of a
folktale (e.g. orally told, about a person, etc.).
understanding the key elements of a folktale through deconstructing Johnny Appleseeds story in
the Finger Poll activity. In addition, students answers during the discussion and contributions to
filling out Sally Anns Element Chart will inform the teacher if the goals are met. Yes, the
assessments directly reflect the content and language learning objectives set forth for the students
to learn. The students will be assessed on their ability to identify and summarize key elements of
folktale stories through the lense of both Johnny Appleseed and Sally Ann (Finger Poll and Sally
Anns Element Chart), using the correct vocabulary, the elements of folktales, describing the
stories, and use the simple past tense verbs like happened, occurred, long time ago, etc.
(discussion). To judge whether the students are meeting the content and language objectives the
teacher will look at the Finger Poll results, Sally Anns Element Chart, and the Best Trait Picture
Caption Worksheet. Students will be able to identify the key elements of a folktale though the a
Finger Poll activity. The result from this activity, will demonstrate whether or not the students
are understanding the definition of key elements of a folktale and how to apply it to a folktale,
like Johnny Appleseed. Students will analyze a folktale (Sally Ann) by breaking down the key
elements found within the story. By having the students contribute their ideas to fill out the Sally
Anns Element Chart, the teacher will know if the students are understanding how to pull out key
elements of a folktale, which meets this objective. After Sally Anns Element Chart, the students
will complete an activity called, Best Trait Picture Caption Worksheet. In this activity the
students will choose their best trait and make a connection between having a trait and a folktale
character having a best trait (Sally Ann). This allows the teacher to access if the students are able
to construct a connection between themselves and the folktale character. Allowing the teacher to
see if the students have met or have not met the content and language objectives identified early.
Feedback will be provided orally and will support the students by directing their attention
provide feedback addressing the students comprehension of the concept being taught: the four
elements of a folktale (orally told, stories about people's lives, most characters are struggling,
character qualities symbolize America) and analyzing the historical fact and fiction of a specific
folktale. When the students are incorrect and needing feedback on the content of the lesson the
teacher will pose inquiring questions to guide the students into the right mindset of what
historical fact and fiction are (e.g. Is it realistic for a baby to run right when she is born? =>
guiding why Sally Ann is fictional or real). If the students are using the wrong form of language
the teacher would simply correct them (e.g. Sally Ann is strong => Sally Ann was strong).
The teacher will use these assessments to help them with the instruction of the next
lesson. The second lesson will help us see what instructional method worked best that day to
present the information. The assessments will also help the teacher know what will need to be
reviewed or stressed in the follow lesson.
Launch
Review Lesson One- both will led in the discussion
Discussion of Key Elements- led by Kristen and supported by Shannon
Finger Poll- led by Shannon and supported by Kristen
Telephone Game- led by Shannon and supported by Kristen however all teachers will have a
small group.
Explore
Sally Ann read aloud: Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg and Sally
Anns Element Chart- led by Shannon and supported by Kristen filling out the chart
Best Traits Picture Caption worksheet- led by Kristen and Shannon will support in instruction,
but all teachers will have a small group
Closure
Brainstorm Game- led by Shannon and supported by Kristen
Review Activity - both will lead in the discussion
In this classroom the majority of the students are below grade level when it come to
reading and writing. We know their ability based on our time with them and asking our
teacher.The differentiation the teacher will provide when introducing the definitions of the key
elements are picture symbols along with words.This is for the below students but all will use it
and benefit from it. Later when the students are asked in the Finger Poll to classify components
of Johnny Appleseed's story into the elements there will be a variation of sentence length and
questions read out loud to the students who need it.
On-level: The story is about Johnny.
Below:There was a war. Ms. Eleftheri told the story.
Above: Johnny worked hard.
The differentiation for the The Best Traits Picture Caption Worksheet, will provide the
students with the option of drawing if they are not able to construct sentences.
Review Day 1
Definition of Folktale Sentence Strip
Historical Fact vs. Fiction T-Chart on SMARTboard
Discussion of key elements
Picture Cards to symbolize elements of folktale
Sentence strips/ pictures of Johnny Appleseed for the Finger Poll on SMARTboard (slides 13
-16)
Read Aloud
Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg
Sally Anns Element Chart
Sally Ann Thunder Ann Whirlwind Activity:
Best Traits Picture Caption worksheet
Brainstorm Game to figure out their folktale
Template for the students to write their topics on
for these issues?
In the second lesson the teachers should not have any safety issues, however, there could
be possible management issues. The issues could be goofing around, not listen, talking out turn,
and other classroom disruptions. The teacher can predict during the Telephone Game some
students may make up words or phrases that they are not supposed to.
To address this the teacher will discuss expectations, like not having them sit on the
chairs/ bench (all on the floor), move students away from friends when causing disruptions, and
reward paw points when acceptable. In the beginning we will discuss the expectations which
would receive paw points (e.g. following directions, working quietly). To prevent being to silly
with the Telephone Game the teacher could have the students work in smaller groups, so that
there will be less students trying to mess up the game.
Launch
Students have already been introduced to the overarching question What is historical
fact and fiction? in the first day of our unit, this will be written on a sentence strip and brought
out and referenced to each lesson. In addition to the overarching question, in this lesson the
students will be answering the key questions, What are the key elements of folktale? and Is
Sally Ann Thunder Ann Whirlwind based off a real or fictional character? By answering the
questions correctly the students will be meeting our learning goals of understanding the elements
of a folktale. The questions will be introduced orally through whole class discussion before the
first activity.
For the introduction there will be two activities, Finger Poll and Telephone Game. Our
first activity to motivate the students into exploration is the Finger Poll. This activity will
motivate the students into the exploration because they are deepening their understanding of a
folktale. The teacher will frame it in a way so the students know this information will be used in
the rest of the unit. Students will need to understand the language dealing with the elements of a
folktale (e.g. struggle of main character, orally told, about someones life, qualities symbolize
America). The teacher will model this language through the whole class discussion giving the
students direct definitions and examples. He or she will also keep the review charts available for
the students so they can reference it at any point during the lesson and the upcoming lessons. The
second activity is the Telephone Game. Here the students will be motivated to create their own
ideas, topics, and sentences to start the game. This leads to the exploration because students will
be formulating their own traits similar to Sally Ann, which is scaffolding them to create their
own folktale. Students will need to use descriptive and reflective language. The teacher will
model this through instruction, giving the students explicit examples (e.g. my best trait is my seablue, big eyes). Overall, the teacher will make clear transitions and instructions during the
exploration phase, allowing for the students to understand their responsibilities (e.g. finger poll
so they know what to do next in the lesson).
Explore:
The first activity will be a read aloud along with Sally Anns Element Chart. Here the
students will be learning the folktale Sally Ann Thunder Ann Whirlwind Crockett. As the teacher
reads the story, the students along with the co-teachers will fill out a class element chart. The
purpose of this activity is for the students to identify the elements of a folktale within a specific
story and use their analysis skills on deciding what is historical fact or fiction. Here the students
will be actively listening, gathering information, and answering posed questions. Students will
need to use language revolving around past tense and correct vocabulary in terms of our
elements. Possible questions: What is historical fact and fiction in this story?; What are the key
elements of folktale?; and is Sally Ann Thunder Ann Whirlwind based off a real or fictional
character? The second activity is the Best Traits Picture Caption worksheet. This will get the
students brainstorming about their own personal traits that can be exaggerated in their future
folktale. The purpose is to start scaffolding the students in their writing process for their final
lesson. Students will need to use language revolving around description and reflective phrases.
Possible questions: What was one of Sally Anns non-realistic traits? Who can give me an
example of a realistic trait? Non-realistic?
provide feedback addressing the students comprehension of the concept being taught: key
elements of folktales. When the students are incorrect and need feedback on the content of the
lesson the teacher will pose inquiring questions to guide the students into the right mindset of
what historical fact and fiction are (e.g. Is it realistic for a baby to talk in full sentence before it is
one year old => guiding why Sally Ann is fictional or real). If the students are using the wrong
form of language the teacher would simply correct them (e.g. Sally Ann is strong => Sally Ann
was strong). When students inaccurately use language the teacher can pair them up with another
student, so that they can hear how the accurate use of the language is presented (peer teaching).
When accurate use of language is demonstrated the teacher will use that as a chance to have a
student model the desired work, behavior, or response to the whole class.
The teacher has been scaffolding the students to the final product they are creating, their
very own folktale. Here the students will be identifying the key elements their story must hold.
With this lesson and the activities in the exploration the students are starting to think about traits
they will be able to use in their story. The teacher will gather students insight through the read
aloud discussion, filling out the whole class Sally Anns Element Chart, and the product they
produce when completing their Best Trait Picture Caption worksheet.
Closure
evaluating the student's learning based on their Best Trait Picture Caption worksheet and the
ideas from the Brainstorming Game. A prompt to help them brainstorm will be think back to the
trait that you described on the Best Trait Picture Caption Worksheet, and now brainstorm a
folktale that you can make up about yourself, using that trait. If the students are struggling the
teacher will have them write down five items around them and create a story from this new list.
Key points in this lesson will be brought up throughout the whole lesson, with simple questions
and student answers we will be constantly guiding the students back to focusing on historical fact
and fiction and the elements of folktale. At the end of this lesson the teacher will summarize the
lesson by asking the students questions based on the concepts covered in the activities. For
example, Give an example of a key folktale element in Johnny Appleseeds story; What parts of
Sally Anns story are historical fact, or fiction?; and Give me an example of a key element of a
folktale found in Sally Anns story.
Time
Objective
Code
Purpose (Why)
Launch
Review Lesson One
The T-Chart over fact v. fiction and the sentence strip
with the definition of folktale will be displayed at the
front of the room.
The teacher will go over these two items with the
students to remind them of what we learned in the
lesson before.
3 mins
Discussion of Key Elements

A PowerPoint will be displayed of the four key
elements of folktales
orally told
stories about people
conflict
character represents American value
On the PowerPoint there will be a picture next to
each of the elements.
5 mins
5 mins
7 mins
C1, L1
Finger Poll
On the next part of the PowerPoint there will be
some sentences about the folktale Johnny Appleseed.
I am going to read each sentence to you. I want you
to choose which element you think is being
described. If you believe that the sentence uses the
element orally told hold up one finger, if you think
the sentence uses the trait stories about people hold
up two fingers. If you believe the sentence uses the
trait conflict hold up three fingers. If you think the
sentence uses the trait character represents
American value hold up four fingers.
After the students respond to each sentence the
teacher will go over what the correct answers and
then move on to the next., This way the students will
get an idea about how the elements could be
correctly applied to this story.
Launch:
The purpose of reviewing is
because we will not be teaching
these lessons each day of the week
with the students, so this will be to
refresh for the students minds.
The purpose of the Key Elements

PowerPoint is to get the students
familiar with what the key elements
of folktales are. This will also
prepare them for the Sally Anns
Element Chart that we will do later
in this lesson.
The purpose of this activity is to get

the students interacting with how
the key elements of folktales are
presented in the actual stories. This
will also help them prepare to use
the four elements in context of
another folktale later in the lesson.
Telephone Game
The teacher will divide the class into three groups
and have them get into small circles in different areas
of the room.
Now we are going to play the telephone game. I will
make up a sentence and whisper it in the ear of the
person next to me. They will then whisper it in the
ear of the person next to them and so on, until we get
back to me. The last person to hear the sentence will
say it outloud for everyone to hear.
The purpose of the Telephone
The teacher will then discuss how the sentence
Game is to get the students to
changed from the original one was made up and
understand why folktales are so
explain how folktales change over time, just like the
sentence did in this game.
10 mins
C3, L1
10 mins
C2
5 mins
Explore
Sally Ann read aloud: Sally Ann Thunder Ann
Whirlwind Crockett by Steven Kellogg and Sally
Anns Element Chart
Have the Sally Anns Element Chart pulled up on the
SMARTboard
Now we are going to do a read aloud and as we go
through the book we will stop at certain parts and fill
out our Sally Anns Element Chart when we reach
each of the different elements within the story.
Some potential questions to ask throughout these
activities are:
What is historical fact and fiction in this story?
What are the key elements of folktale?
Is Sally Ann Thunder Ann Whirlwind based off a real
or fictional character?
exaggerated, change over time

(making the details fuzzy), and
never have a specific author.
Explore:
The purpose of the read aloud is to
introduce to students to another
folktale, so they become more
aware of the historical fact and
fiction found in the story along
Best Traits Picture Caption worksheet
with the different elements.The
Now we have read about all of Sally Anns traits, I
Sally Anns Element Chart will
want you to think of one trait about yourself that you once again enforce how elements
think you are really good at. If you cannot think of
fit into the folktale to get the
anything you can make it up.On the worksheet I want students familiar with them.
you to draw a picture of the trait and you doing an
activity with it and then write a two sentence
minimum caption for your picture.
As the students finish their worksheets the teacher
will give them feedback on what to add or fix.
Closure
Brainstorm Game
Now that everyone has chosen their best trait, we
are now going to make our own folktales about that
trait.
If students are struggling coming up with ideas the
teacher will have them take out a few items from
their desks/ around them and they can use those to
add components to their stories.
The teacher will be walking around the room to help
the students brainstorm ideas.
Review Activity
This will just be a discussion about what we have
learned in this lesson.
Some potential review questions would be:
Give an example of a key folktale element in Johnny
The purpose of this worksheet is to

get the students relating the
folktales to their own lives. They
will then use this trait to create their
own folktales in lessons three and
four.
Appleseeds story.
What parts of Sally Anns story are historical fact, or
fiction?
Give me an example of a key element of a folktale
found in Sally Anns story.
Closure:
The purpose of this activity is to get
the students to dig deeper into their
best trait about themselves and
actually creating a folktale with it
to be used in lessons three and four.
2 mins
The purpose of the review activity

is to remind the students about the
topics were addressed, so the topics
will be once again be reinforced in
their heads of what the key
elements of folktales are and where
they appear in the two folktales we
have read.
Inquiry Lesson Plan 3: Relating Folktales to Our Life
Lesson Rationale
state standards?
American folktale story. In addition to this, the teacher will also use the Best Traits Picture
Caption from lesson two as a formative assessment. Here the teacher can see if he or she will
need to elaborate on the understanding of how a personal trait be used to create a story.
We will address in this lesson the different between historical fact and fiction in American
folktales, that will tie it into this standard. Also, this lesson fits into the curriculum because in the
students social studies book there is a section about folktales and it explains the difference
between historical fact and fiction in the folktales.
Standard 1: History
The teacher will need to understand how some folktales are based off of true or fictional
characters. He or she should also understand how folktales can connect to one's life today and
the lives of students. For this third lesson the students will be learning about John Henry, so it is
important for the teacher to have knowledge on the folktale (he was a former slave, has a
hammer made out of his shackles, raced a steam drill and won). In addition to the story, the
teacher should know John Henry is based on a fictional character.
John Henry by Julius Lester
In the previous lesson the students started to think of their own folktale about themselves
leading into the next lesson. Here the students will go further into understanding and elaborating
on how folktales can relate to their own lives. In addition, students are continuing to look at
folktales, their elements, and if this character is based on a real or fictional characters, just like
they have been doing in the prior two lessons.
The prerequisite skills students will need in this lesson are understanding what a folktale
is, how a concept map works, and how folktales are based off of real and fictional people. This
content builds on what the students have already learned because the teacher is continuing the
discussion of folktales and expanding the students understanding, while also connecting it to
their lives, making it personal! At the end of this lesson students will start their concept map to
orally telling their own folktales about themselves. The students have made connections in lesson
two with ideas for their folktale to revolve around, now in this lesson students are starting their
outline, which will be completed and presented on the final lesson day.
C1- Students will relate significant symbols from the folktale John Henry to their own lives by
choosing a movement to symbolize something important to them.
C2- Students will identify if John Henry is a real or fake person by analyzing historical fact and
fiction of the folktale.
Academic Language Objectives (Label objectives L1, L2, L3) How will students
L1- Students will explain how folktales, such as John Henry, relate to their lives and are based
on historical fact and fiction using the correct definitions of the vocabulary words by using the
simple past tense verbs like happened, occurred, long time ago, etc.
Social Studies: historical fact, historical fiction, generation, and connections
throughout all of the discussions and in the student small groups. These will include discussion
questions throughout the lesson, the Graffiti Board and the Association Game. This will guide
the teacher's instruction because he or she will be able to tell if the students are understanding the
concept of folktales and their relationship to ones life. Once the teacher acquires this data he or
she can either proceed with the lesson or address concerns seen more in depth. The teacher
should expect to observe conversations between students with students and students with
teachers. He or she will record what they see and hear during student with student talk on a
clipboard. The teacher should be able to hear specific student ideas, their connections, and
answers to the questions during the small group Graffiti Board. Specifically, the Graffiti Board
will allow the students to demonstrate they are understanding the concept of how folktales relate
to our lives based on their use of language as they fill out the post-it notes. The teacher should
expect to hear the students using vocabulary terms such as, historical fact, fiction, and
connections.
understanding how folktales relate to ones life and their comprehension of John Henrys story,
through the classroom discussions and John Henrys Sequencing Map. Yes, the assessments
directly reflect the content and language learning objectives set forth for the students to learn.
The students will be assessed on their ability to recognize if John Henry is a real or fiction
character based off of historical fact and fiction. This will be addressed in the read aloud
discussion where the students will be expected to use the vocabulary discussed and the correct
tenses of words when describing the storys fact and fictional details. To judge whether the
students are meeting the content and language objectives the teacher will look at the Graffiti
Board posts, Association Game participation, and John Henrys Sequencing Map completion.
Students will recognize how folktales were meant to relate to ones life. They will demonstrate
this by the connections they facilitate in the small group Graffiti Board discussion. Here the
students will be answering questions such as, Why did people tell stories like these folktales we
have been reading? Why did stories like these survive this long, going from generation to
generation? Based off of the students answers the teacher will know if they are making the
connections needed to fulfill the first content standard. Later on in the lesson, students are
relating significant symbols from the folktale John Henry to their own lives. They will
demonstrate this through their participation in the Association Game. From this activity the
students will demonstrate their knowledge of making connections by associating something in
their lives to something from the John Henry story. This will address our standard because the
students are making a connection between the literature and themselves. Lastly, students will
identify if John Henry is a real or fictional person by analyzing historical fact and fiction of the
folktale. They will demonstrate this through the read aloud discussion and completion of the
John Henrys Sequencing Map. This will allow the teacher to see if the students have met or have
not met the content and language objectives we have identified earlier.
provide feedback addressing the students comprehension of the concept being taught: making
connections from folktales to their own lives. When the students are incorrect and needing
feedback on the content of the lesson the teacher will pose inquiring questions to guide the
students into the right mindset of what is historical fact and fiction (e.g. Is it realistic for a man to
beat a steam drill => guiding why John Henry is fictional or real). If the students are using the
wrong form of language the teacher would simply correct them (e.g. John Henry is strong =>
John Henry was strong).
During the lesson, the responses the teacher receives will inform him or her if they must
slow down, give more examples, or elaborate on how/why folktales are still around and relatable.
The teacher will use these assessments to help them with their instruction for the next lesson. The
first, second, and third lessons will help see what instructional method worked best that day to
present the information. The assessments will help the teacher know what will need to be
reviewed or stressed the follow day.
Launch
Review of the previous lesson- both will led in discussion
Graffiti Board - led by Kristen and supported by Shannon

Explore
Association Game- led by Shannon and supported by Kristen
John Henry read aloud John Henry by Julius Lester- led by Shannon and supported by Kristen
John Henrys Sequencing Map- led by Kristen and supported by Shannon
Closure
My Folktale Outline-led by Shannon and supported by Shannon
Review of Lesson - both will led in discussion
Provisions for Individual Difference: How do activities provide for differentiation? What
reading and writing. We know their ability based on our time with them and asking our teacher.
Within this lesson the teacher will be doing the Graffiti Board, the Association Game, and John
Henrys Sequencing Map. For the Graffiti Board, if students are unable to inscribe their thoughts,
the teacher will do so. To gear up this activity the students will write their own thoughts and
provide two sticky notes to put on the board. For our second activity the students will participate
in an Association Game, if students are struggling with memory the teacher can make the groups
smaller. To gear the activity up the students will create two movements instead of one. For the
last activity, finishing the My Folktale Outline:
On-level: Three event boxes and sentence sections
Below: Four event boxes and no sentence sections
Students again have the option to draw a picture if they cannot transcribe their thoughts.
The teacher will be going around to help and can ask question prompts as such to help the
student right.
Who is your story about?
How does your story start?
What happens during your story?
How does your story end?
Above: Four event boxes and sentence sections
Students will require more detail to go into each box of the outline
Reviewing
Previous Charts
Graffiti Board
Three Column PowerPoint with Questions
Post-it notes
Read Aloud
John Henry by Julius Lester
Association Game
Ideas for teacher modeling
John Henrys Sequencing Map
SmartBoard
My Folktale Outline
Teacher example
Worksheet
for these issues?
There should not be any safety issues, however, some management issues could arise.
The issue could be goofing around, not listen, talking out turn, and other classroom disruptions.
The teacher will discuss expectations, like not having them sit on the chairs/ bench (all on the
floor), move students away from friends when causing disruptions, and reward paw points when
acceptable. In the beginning we will discuss the expectations which would receive paw points
(e.g. following directions, working quietly).
Launch
fact and fiction? in the first two days of the unit, this will be written on the T-chart and brought
out and referenced to each lesson. In addition to the overarching question, in this lesson students
will be answer the key questions, How do folktales relate to your life? and Is John Henry
based on a real or fictional character? By answering the questions correctly the students will be
meeting the learning goals of understanding why folktales survived due to their relatability and
symbolism. The questions will be introduced through the introduction of the Graffiti Board and
after the read alouds.
The first activity to motivate the students into exploration is a Graffiti Board. This
activity will motivate the students into the exploration because the questions are open-ended and
allow for the students to bring in their prior knowledge. This will also prepping their midside
into thinking about how folktales are relatable, which is something they are going to be exploring
in the next phase of the lesson. Students will need to use language revolving around past tense
and reflective phrases. The teacher will model the language the students need to use by sharing
his or her own connections and interpretations to the folktales. The teacher will know if the
students are understanding their responsibilities for this exploration activity by the answers to the
Graffiti Board and the elaboration on their connections they create.
Explore:
The first activity is the Association Game. Here the students will learn about how
folktales symbolize certain aspects of American culture. The purpose of this activity is for the
students to get up, move, and create their own symbols to represent something important to them.
This will allow for the students to make connections to how they can have symbols which
represent themselves just like the hammer represents John Henry. Students will actively
participate in three activities during the explore phase. Students will need to use language
revolving around reflective phrases. Possible questions: How does ___(students name)____
movement relate to them?; Why did you choose the movement to symbolize you?; and What is
the importance of symbols? The second activity will be the read aloud of John Henry by Julius
Lester. Here the students will be actively listening, gathering information, and answering posed
questions. The purpose of conducting a read aloud is to introduce another folktale and have the
students use their analysis skills to practice on historical fact and fiction. Students will need to
use language revolving around past tense. Possible questions: What about this story makes it
fiction?; What were some key elements of folktales within this story?; and Is John Henry based
on a real or fake character, how do you know? The third activity is John Henrys Sequencing
Map. This will introduce to the students the writing process they will be doing for their own
folktale. They will start by mapping out John Henry's story as a whole class. The purpose is to
get the students familiar with the worksheet and how to organize their ideas in the sense of
beginning, middle, and end. Students will need to use language revolving around transitional,
past tense, and reflective phrases. Possible questions: What happened first in the story?; What
are some major events that took place in the story?; and what was the conclusion to John Henry's
story?
provide feedback addressing the students comprehension of the concept being taught: making
connections from folktales to their own life. When the students are incorrect and need feedback
on the content of the lesson the teacher will pose inquiring questions to guide the students into
the right mindset of what is historical fact and fiction (e.g. Is it realistic for a man to beat a steam
drill => guiding why John Henry is fictional or real). If the students are using the wrong form of
language the teacher would simply correct them (e.g. John Henry is strong => John Henry was
strong). When students inaccurately use language the teacher can pair them up with another
student, so they can hear how the accurate use of the language is presented (peer teaching).
When accurate use of language is demonstrated the teacher will use that as a chance to have a
student model the desired work, behavior, or response to the whole class.
The teacher has been scaffolding the students to this final product of creating their very
own folktale. The students have reviewed the elements of a folktale and how to tell a folktale in
the exploration of the lesson. Students will be introduced to a sequencing outline and practice
completion it with John Henrys story. This leads into the closure where the students are creating
their own sequencing map of the folktale they created and that they will be sharing with their
peers in lesson four.
Closure
evaluating the student's learning based on their outlining of their storytelling. In sense there will
be a writing prompt introduced in this week, Write your own folktale about your life, creating an
outline by using the key elements we have learned. Key points in this lesson will be brought up
throughout the whole lesson, with simple questions.The teacher will guide the student answer
back to focusing on historical fact and fiction, the elements of folktales, and how these stories
can connect to their lives. At the end of this lesson the teacher will summarize the lesson by
asking the students questions based on the concepts covered in the activities. For example, Why
did the hammer symbolize John Henry? or Why did you chose your symbol to symbolize you?
Time
3 mins
Objective
Code
Launch
Review of the previous lesson
Purpose (Why)
Launch
The purpose of reviewing is
L1
7 mins
This will be a quick discussion where the teacher will

pull out the sentence strip, definition of folktale, Tchart over historical fact and fiction, elements of a
folktale, to discuss the concepts covered
because we will not be teaching

these lessons each day of the week
with the students, so this will be to
refresh for the students minds.
Graffiti Board
For this activity the students will be broken up into
three groups and answer each of our three questions on
the PowerPoint: Why did people tell stories like these
folktales we have been reading?; Why did stories like
these survive this long, going from generation to
generation?; What is a symbol and how are symbols
used in folktales?
The students will write 2-3 responses to each question
on sticky notes in their groups and put them on the
board under the corresponding question.
Then the teacher will hold a whole class discussion
over the different responses.
The purpose of the Graffiti Board

activity is to introduce students to
how folktales relate and connect to
peoples lives. This activity will
give the students a chance to think
about why people continue to tell
folktales and how the symbolism in
them connects to people who read
and tell them. This activity will
also allow for the student to work
together and share ideas.
C1, L1
7 mins
Explore
Association Game
Keep students in their groups from the Graffiti Board.
The students will stand in a circle.
The next folktale we will be looking at today is, John
Henry. He is known for his hammer, this is something
we call a symbol. The hammer plays an important role
in his folktale. Before we read all about it we are going
to do our own activity, picking movements as our
symbol for something we are good at. For example, I
would pick kicking my foot because I am good at
soccer.
Have the students pick a movement that represents/
symbolizes an activity they are good at (e.g. for soccer,
kick their foot).
The students will then take turns in the circle saying
their name while doing their movement. After each
child does their movement everyone repeats it. We will
create a round adding the next student each time.
Hold a discussion to discuss how the symbolism is
shown in this activity:
Questions:
How does the movement (students name) did relate to
them?
Why did you choose that movement to symbolize you?
What is the importance of symbols?
Explore
The purpose of the Association
Game is to get to students to think
about how folktales can connect to
their lives. Just like John Henry is
associated with the hammer, the
students much pick a symbol that
they believe they are associated
with. This game will help the
students to get engaged into how
symbols work and connect to them.
John Henry read aloud John Henry by Julius Lester

Possible read aloud questions:
What about this story makes it fiction?
What were some key elements of folktales within this
story?
Is John Henry based on a real or fake character, how do
you know?
C2
5 mins
C2
8 mins
John Henrys Sequencing Map

Now we have read John Henrys story, as a class, we
are going to create a sequencing map. On this map we
will lay out the events that happened in this book and
why they were so important.
Explain how to fill out the sequencing map using
simple sentences and pictures. Looking for what
happened first, two events, and then what happened
last.
Some prompting questions for this activity are:
What happened first in the story?
What are some major events that took place in the
story?
What was the conclusion to John Henry's story?
Now we have filled out John Henrys Sequencing
Map, we will fill out a sequencing map for your stories
you started to brainstorm in the last lesson.
Closure
My Folktale Outline
On the outline we passed out we want you to FIRST
write a sentence about the events that happened at each
part of your story (beginning, event 1, event 2, end).
Then you are to show a teacher, once we approve, you
can draw pictures next to each part of the story that
relate to what you wrote.
12 mins
(teacher
will
The purpose of the read aloud is to

introduce to students another
folktale, so that they become more
aware of the historical fact and
fiction found in the story along
with the different elements.
The purpose of the John Henrys

Sequencing Map is to give the
students an idea about what a
sequencing map is and how it
works. This activity allows us to
support the students because we
will be doing this activity with
them and from this group activity
Review of Lesson
we will then be able to scaffold
This review will be structured as a question/answer and their thinking to creating their own
class poll assessment.
sequencing maps.
Some potential questions:
Why did the hammer symbolize John Henry?
Why did you chose your symbol to symbolize you?
finish on
tue.
before
lesson 4)
3 mins
Closure
The purpose of this activity is to
get the students to understand how
story sequencing works. This will
also get them to write their stories
down, so that it is easier for them
to present them in the next lesson.
The purpose of the lesson review is

to remind the students about the
topics that were addressed, so that
the topics will be once again
reinforced in their heads about how
folktales can connect to peoples
lives.
Inquiry Lesson Plan 4: Campfires and Folktale Storytime

Lesson Rationale
state standards?
American folktale story. In addition to this, the teacher will also use the My Folktale Outline
from lesson three as a formative assessment. Here the teacher can see if he or she will need to
elaborate on the understanding of how a personal trait be used to create a story or how to fill out
the outline.
We will address in this lesson the different between historical fact and fiction in American
folktales, that will tie it into this standard. Also, this lesson fits into the curriculum because in the
students social studies book there is a section about folktales and it explains the difference
between historical fact and fiction in the folktales.
State Content Standards What Standards will you be using to guide this lesson? Cite the grade
Standard 1: History
The teachers need to understand how some folktales are based off of true or fictional
characters. The teacher should also understand how folktales are told and the expression used to
tell them. For the last lesson in the unit the students will be learning about the folktale Paul
Bunyan. The teacher should feel comfortable with the story and know Paul Bunyan is based on a
fictional character. He was a very large man and has an ox named Babe.
Paul Bunyan, a tall tale by Steven Kellogg
I am a Story by Dan Yaccarino
In the previous lesson the students started to think of their own folktale about themselves
and how they relate to their own lives this leads into the fourth lesson because the students will
be finishing their folktale to share in small groups. In addition, students are continuing to look at
folktales, their elements, and if the character is based on a real or fictional person just like they
have been doing in the prior three lessons, this time through the lense of Paul Bunyan.
The prerequisite skills students will need in this lesson are understanding what a folktale
is, it would be beneficial if the students have an understanding of emotions and expressions,
however it is not essential. This content builds on what the students have already learned because
the teacher is continuing the discussion of folktales, expanding their understanding and making it
personal by creating their own story. By the end of this lesson students will produce a final story
that encompasses everything they have learned so far. Their story will be organized in a way that
is based off of historical fact and fiction (from their life experiences), fulfills all the elements of a
folktale, relate to their lives, and is delivered in the folktale fashion.
C1- Students will recognize how to speak with expression and tone by duplicate expressions of
emotional phrases presented to them (e.g. sad, angry, happy).
C2- Students will identify if Paul Bunyan is a real or fictional person by analyzing historical fact
and fiction of the folktale.
L-1 Students will create and perform their own folktale, by using the appropriate influctuations
when telling their story (e.g. happy, sad, angry) and by using expressions (varying tones,
loudness, etc.).
Language Arts: Tone, expressions, loudness, storytelling, voice, and feeling
throughout all of the discussions. These will include discussion questions throughout the lesson,
Expression Card Activity and the students ability to tell the story in the correct fashion. This will
guide instruction because the teacher will be able to tell if the students are understanding the
concept of expression, tone, and how to tell a folktale. Once the teacher acquires this data he or
she can either proceed with the lesson or address concerns seen from the assessments in depth.
The teacher should expect to observe conversations between students with students and students
with teachers. He or she will record what they see and hear during student with student talk on a
clipboard. The teacher is able to hear specific student ideas, their connections, and answers to the
questions during the lesson. The teacher will expect to hear the students using vocabulary terms
such as, historical fact, fiction, elements of a folktale, expression, etc. For this lesson in
particular, the students will be demonstrating their understand and use of language through the
the students actions while participating in the Expression Card Activity and storytelling in the
Camp Fire Activity.
understanding how to tell a folktale, in addition to their comprehension of Paul Bunyans story
through the classroom and read aloud discussions. Yes, the assessments directly reflect the
content and language learning objectives set forth for the students. The students will be assessed
on their ability to create and perform their own folktale, by using the appropriate influctuations
when telling their story (e.g. happy, sad, angry) and by using expressions (varying tones,
loudness, etc.). To judge whether the students are meeting the content and language objectives
the teacher will look at the actions and tone in the Expression Card Activity and the telling of
their own stories in the Camp Fire Activity.
Students will duplicate expressions of emotional phrases presented to them (e.g. sad,
angry, happy). They will demonstrate this by their participation and tone used during the
Expression Cards Activity. This will inform the teacher if the students are meeting the standard
based on if they accurately express the emotions. In addition to identifying the elements, students
will analyze if Paul Bunyan is a real or fictional person by looking at historical fact and fiction of
the folktale. They will demonstrate this by the discussion after the read aloud. Lastly, the
students will dramatize their own personal folktale and demonstrate the usage of engaging
storytelling via expressions. They will demonstrate their understanding of how a folktale is told
through their small group Camp Fire Activity. This will allow the teacher to see if the students
have met or have not met the content and language objectives identified earlier.
provide feedback addressing the students comprehension of the concept being taught: how to
tell a folktale with expression. When the students are incorrect and needing feedback on the
content of the lesson the teacher will pose inquiring questions to guide the students into the right
mindset of what is historical fact and fiction (e.g. Is it realistic for a man to have a blue ox as a
pet? => guiding why Paul Bunyan is fictional or real). If the students are using the wrong form of
language the teacher would simply correct them (e.g. Paul Bunyan is powerful => Paul Bunyan
was powerful).
During the lesson, the responses the teacher receives will inform him or her if they must
slow down, give more examples, or elaborate on how a folktale is told. The teacher will use these
assessments to help with instruction for the rest of the lesson. The first, second, and third lessons
will help the teacher see what instructional method worked best that day to present the
information. The assessments will help the teacher know what will need to be reviewed or
stressed that day.
Launch
Review from Last Visit- both will lead discussion
Conduct read aloud over I am a Story by Dan Yaccarina- led by Kristen and supported by
Shannon
Explore
Conduct the Expression Card Activity - both will lead discussion
Conduct the read aloud of Paul Bunyan: Paul Bunyan, a tall tale by Steven Kellogg - led by
Kristen and supported by Shannon
Paul Bunyan Question Discussion- led by Shannon and supported by Kristen
Finish My Folktale Outline - both will lead discussion
Closure
Camp Fire Activity - both will lead discussion, however all teachers will have a small group
Mass review of what has been learned- both will lead discussion
reading and writing. We know their ability based on our time with them and asking our teacher.
Within this lesson the teacher will conduct the Expression Card Activity and finishing the My
Folktale Outline activity. With the Expression Card Activity to gear it down, the student will see
the word along with some pictures to help them identify the tone they should speak in.To gear
this activity up students will not be given the picture and be given more abstract words (e.g.
jealous, confused, and joyful; To see this look at attache PowerPoint). For the second activity,
finishing the My Folktale Outline:
On-level: Three event boxes and sentence sections
Below: Four event boxes and no sentence sections
Students again have the option to draw a picture if they cannot transcribe their thoughts.
The teacher will be going around to help and can ask question prompts as such to help the
student right.
Who is your story about?
How does your story start?
What happens during your story?
How does your story end?
Above: Four event boxes and sentence sections
Students will require more detail to go into each box of the outline
Reviewing
Previous Charts
Read Aloud
I am a Story by Dan Yaccarino
Expression Card Activity
PowerPoint with 6 emotions/expressions
Read Aloud Number 2
Paul Bunyan, a tall tale by Steven Kellogg
My Folktale Outline
Teacher Examples
Collected from last class
Camp Fire Activity
Teacher Examples
Three fake fires
Snacks
Three flashlights
for these issues?
There is only one foresee safety issue, if a student has a food allergies to the snack
(smores) the teacher plans to bring in, in addition to some management issues. The issues could
be goofing around, not listen, talking out turn, and other classroom disruptions.
The teacher will check with the host teacher ahead of time to see if any students have
food allergies and make other food arrangements for students if necessary. The teacher will
discuss expectations, not having them sit on the chairs/ bench (all on the floor), move students
away from friends when causing disruptions, and reward paw points when acceptable. In the
beginning we will discuss the expectations which would receive paw points (e.g. following
directions, working quietly).
Launch:
fact and fiction? in the first three days of our unit, this will be written on the T-chart and brought
out and referenced to in each lesson. In addition to the overarching question, in this lesson
students will be answer the key question, How do you tell a folktale? By answering the
question correctly the students will be meeting the learning goals of understanding how to tell
folktales using expression, tone, inflection, and exaggeration. The question will be introduced
after the read alouds.
The teacher will be conducting a read aloud to engage the students in storytelling. This
read aloud will motivate the students into exploration because the teacher will plan on being
animated and expressive while reading the story to get the students excited to present their own.
By doing this the teacher is not only getting the students excited and engaged, but is modeling
how the students should present their own folktale, in regards to the proper expression of
language. Students will need to use language revolving around past tense and expression. The
teacher will know if the students are understanding their exploration of the activity through the
read aloud because it will demonstrate to the students their responsibilities as a storyteller. In
addition, the teacher will conduct a formative assessment based on questioning to make sure the
students understand their role.
Explore:
Students will actively participate in two activities during the explore phase. The first
activity will be the Expression Card Activity. Here the students will read aloud a word in the
correct tone (e.g. sad => sadness; happy => joyful tone). The purpose of this is to get the students
to use the language in a way to make the audience feel like they are engaged in the story.
Questions will will be asking are: How can we express different feelings in the story; What
would happen if you used the wrong tone while reading part of a story; and What is the
importance to use expression in a story? The second activity will allow the students to review
and explore the folktale of Paul Bunyan. Here they are again looking at elements of a folktale
and deciding whether this character is based on a real or fictional person. This will give them
further experience analyzing folktales (e.g. components, characteristics, etc.) to help them
develop their own. The purpose of this is to get the students to use the vocabulary language they
have been applying all week. Questions we will be asking are: Why do you think Paul Bunyan
is real or fictional; What are the key elements in Paul Bunyan; and How did we use expression
when reading the story to you?
to key concepts will help them understand and achieve the objectives. When students
inaccurately use language the teacher can pair them up with another student, so they can hear
how the accurate use of the language is presented (peer teaching). When accurate use of
language is demonstrated the teacher will use as a chance to have a student model the desired
work, behavior, or response to the whole class. The teacher will provide feedback addressing the
students comprehension of the concept being taught: how to tell a folktale with expression.
When the students are incorrect and needing feedback on the content of the lesson the teacher
will pose inquiring questions to guide the students into the right mindset of what historical fact
and fiction are (e.g. Is it realistic for a man to have a blue ox as a pet? => guiding why Paul
Bunyan is fictional or real). If the students are using the wrong form of language the teacher
would simply correct them (e.g. Paul Bunyan is powerful => Paul Bunyan was powerful).
The teacher has been scaffolding the students to this final product they are creating, their
very own folktale. Here the students will be sharing their own story at a small (fake) campfire
with their peers. The students have reviewed the elements of a folktale and how to tell a folktale
in the exploration of the lesson. Now the students will be performing and executing just that in
the final stage of the lesson.
Closure
evaluating the student's learning based on their outlining and production of their storytelling. In
sense there will be a writing prompt introduced on third week, Write your own folktale about
your life, by creating an outline using the key elements we have learned. Key points in this lesson
will be brought up throughout the whole lesson, with simple questions and student answers we
will be constantly guiding the students back to focusing on the elements of folktale and how they
are told. At the very end of the lesson the teachers will articulate to the students what they have
accomplished and discussed from each lesson throughout the unit.
Time
10 mins
For
whole
launch
Objective
Code
Purpose (Why)
Launch
Review from Last Visit
Who can tell me what a folktale is?
Who can list the different folktale characters we
have discussed?
Which ones were real and fake?
Who can tell me how folktales relate to your life?
Who remembers why people started telling stories
like folktales?
How are folktales still around today?
One key element of a folktale is that it is orally
today and today we are going to look deeper into
that element.
Conduct read aloud over I am a Story by Dan
Yaccarino
What did you notice about my voice when I read
you all the story?
Why is it important to express emotions while
reading a folktale?
Launch:
The purpose of reviewing is because
we will not be teaching these lessons
each day of the week with the
students, so this will be used to
refresh the students minds.
The purpose of this read aloud is for

an introduction into the main concept
*If students are struggling read part of the story

with no emotion to help them identify why emotion
and expression are important to the story.
Now we are going to do an activity where everyone
can practice using expression.
C1
5 mins
C1
10 mins
For
read
aloud
and
Paul
Bunyan
Discuss
C1
ion
Explore
Conduct the Expression Card Activity
Teacher Reference: In this activity there is a
PowerPoint with expression words (happy,
sad, mad) and pictures that express the
emotions. The teacher will have the students
read the word and, or, sentence (depending
on ability level). The students are to use the
correct expression when reading the word.
Explain instructions to students
Now we are going to look at different expression
cards on a PowerPoint. Once a word pops up on the
screen you have to say that word with the
expression. There will also be pictures on the cards
to help you in understanding the word.
First, we will give you an example. Teacher does
the first Expression Cards - Joy
Have the students use expression for the rest of the
words on the slide show.
Conduct the read aloud of Paul Bunyan: Paul

Bunyan, a tall tale by Steven Kellogg
Possible read aloud questions:
What makes Paul Bunyan real or fiction?
Does anyone know what an ox is?
Does anyone know anyone that is really tall, like
Paul Bunyan?
Paul Bunyan Question Discussion
Prompting questions can include:
What were some struggles that Paul Bunyan faced
during the story?
In what ways was expression used to make this
story interesting?
Why do we think that Paul Bunyans story is so
important and chosen to be a folktale?
Finish My Folktale Outline
See lesson three description of details on the
sequencing map.
*The goal for this is to have the teacher and students
work on these when we are not there.
the students will be looking at in this

lesson over a key elements of what
makes a folktale a folktale
(expression).
Explore:
The purpose of the Expression Card
Activity is so the students will be
able duplicate expressions of
emotional phrases presented to them
(e.g. sad, angry, happy).
The purpose of this read aloud is to

introduce to students to another folk
tale, so that they become more aware
of the different elements of folktales
and so that they can once again
distinguish between historical fact
and fiction of folktale characters.
The purpose of the questions for

Paul Bunyan is so the students can
have more practice with breaking
down a folktale and finding the
different elements that we discussed
in our third lesson (orally told,
struggle of a character, importance of
folktales, etc.).
Closure
*5 mins
Camp Fire Activity
We will split the students up into three small groups
(about 7-8 per group) and have each group sit by a
campfire with a teacher. We will then go around
the circle in our groups and have each student share
their folktale.
The students will also get a surprise Smores snack
to eat after their group has finished sharing.
Mass review of what has been learned
This will be a question- answer discussion for each
15 mins
day of the lesson.
Questions to ask about day 1:
What is the difference between historical fact and
fiction?
Is Johnny Appleseed based on a real or fictional
person?
Questions to ask about day 2:
What are some key elements of folktales?
Why do folktales change overtime?
C2 and L1 Questions to ask about day three:
How can folk tales relate to you?
5 mins
Is John Henrys folktale based on a real or fictional
person?
Questions to ask about day four:
Why is using expression so important to folktales?
What characteristics make Paul Bunyan fake?
The purpose of this activity will be

to have the students finish up
applying what they have learned
about folktales the in the last few
lessons to their own lives, by
creating their own stories. These
stories will reiterate how folktales
can connect to childrens lives and
why they are important to many
people.
Closure
demonstrate the usage of engaging
storytelling via expressions. Also, it
will allow us to see if the students
applied the elements that they have
been learning throughout the lessons
to their own folktale.

review everything the students
learned throughout the unit. We want
to leave the class knowing that we
are leaving the students with a
deeper knowledge of what exactly
folktales are and how they relate to
everyday life. This review will help
us know if we were able to meet all
of our objectives in the unit.

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Shannon Krebs

Johnny Appleseed A tall Tale by Steven Kellogg

Learning Activities (What and How)

the other side. Both of these sides will be filled out

The teacher will then pull out a sentence strip with

fairytales. The purpose of the

The purpose of the read aloud is

What is historical fact and fiction in this story?

actual folktale, so they can get

Review of the lesson discussion form

recap what has been learned

Inquiry Lesson Plan 2: Elements of a Folktale

Learning Activities (What and How)

Discussion of Key Elements

The purpose of the Key Elements

The purpose of this activity is to get

sentence did in this game.

exaggerated, change over time

The purpose of this worksheet is to

The purpose of the review activity

Graffiti Board - led by Kristen and supported by Shannon

Learning Activities (What and How)

This will be a quick discussion where the teacher will

because we will not be teaching

The purpose of the Graffiti Board

John Henry read aloud John Henry by Julius Lester

John Henrys Sequencing Map

The purpose of the read aloud is to

The purpose of the John Henrys

The purpose of the lesson review is

Inquiry Lesson Plan 4: Campfires and Folktale Storytime

Learning Activities (What and How)

The purpose of this read aloud is for

*If students are struggling read part of the story

Conduct the read aloud of Paul Bunyan: Paul

the students will be looking at in this

The purpose of this read aloud is to

The purpose of the questions for

The purpose of this activity will be

The purpose of this activity is to

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