Teacher Education Program

Lesson Plan
Session 3

Teacher Education Candidate: Kristie Najdek Date: March 11, 2020

Subject:Reading Grade Level: 1st and 2nd

Topic: Fables/ Fairytales

1.Goal

The purpose of this lesson is for students to compare and contrast The Three Little Pigs with The True Story of the
Three Little Pigs.

2. Student Learning Objectives and Standards

Students will be able to discuss the answers to comprehension questions asked from the read aloud.
CCSS.ELA-LITERACY.RI.1.1: Ask and answer questions about key details in a text.

Students will be able to define five key vocabulary words on the topic of Fables/ Fairytales.
Standard - CC.1.2.1.K: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based
on grade-level reading and content

Students will be able to compare and contrast the key details from The Three Little Pigs with The True Story of the
Three Little Pigs.
Standard - CC.1.2.2.I: Compare and contrast the most important points presented by two texts on the same topic.

Students will be able to write a wanted poster on the character they feel is most wanted, and support their reasoning.
CCSS.ELA-LITERACY.W.1.1: Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Students will be able to design their own wanted poster for the character they see most wanted in the story.
Standard - 9.1.V.1.B1: Create works of art and identify art materials, techniques, and processes.

3. Assessment of Student Learning

Pre-assessment The teacher will have students complete a journal entry called what it your favorite
fable/fairytale?. The teacher will walk around and see what students know and are interested in.

Formative assessment The teacher will play a video of The Three Little Pigs. Followed by completing a
read aloud on the book The True Story of the Three Little Pigs. The teacher will introduce the trifold board
on Fables/Fairytales with an interactive vocabulary active and compare and contrast activities.

Summative assessment The teacher will see what students learned by having students design their wanted
posters and share them to the class to express their opinions.
 4. Books, Materials, Resources, Websites, Technology (APA format)

YouTube Videos:
The Three Little Pigs
https://www.youtube.com/watch?v=HtHjB6rRmQc

Materials:
 Journals
 Crayons
 Pencils
 Bins
 Coloring sheets
 Wanted poster
 Trifold board
 Expo markers

Books
 Goldilocks and the Three Bears, Emma Chichester Clark
 Hansel and Gretel, Brothers Grimm
 Red Riding Hood, James Marshall
 The Boy Who Swallowed Snakes, Laurence Yep
 The Cook and the King, Julia Donaldson
 The Frog Prince, Edith Tarcow
 The Golden Goose, William Stobbs
 The Honest Thief, Val Biro
 The Little Red Hen, Jerry Pinkney
 The Three Little Pigs, Steven Kellogg
 The Three Wishes, Margot Zemach
 The True Story of the 3 Little Pigs!, Jon Scheszka

5. Teaching Strategies

Direct instruction, discussion, sustained silent reading, read aloud, hands-on activity, QAR, YouTube video

6. Sequence of Instructional Delivery and Classroom Management

Introduction—Engage, Motivate, Explore

 To begin session 3, Fables/Fairytales, the teacher will have students complete their journal prompt on what it your
favorite Fable/Fairytale? Why?
 The teacher will then go around the classroom interviewing students on two more questions.
 If you could go anywhere in the world, where would you go?
 What is your favorite thing to do?
 Then if students finish early they may begin SSR.
 Students will then have an opportunity to explore their knowledge on Fables/Fairytales with silent sustained
reading time. The teacher will instruct students to pick a book from the library that interests them and read it. If
time allows they may trade their book for a new book. The teacher will remind students this is a quiet independent
reading time.
 The teacher will walk around and discuss with students individually what their favorite is.
 The teacher will introduce the topic of Fables/Fairytales.

Body—Explain, Extend, Make Connections

 The teacher will play the YouTube video of The Three Little Pigs.
 The teacher will then introduce the read aloud book The True Story of The Three Little Pigs. Throughout the read
aloud the teacher will ask comprehension questions including:
o Page 1:Predict what the wolf’s side of the story may be?
o Page 6:What fairytale is this like?
o Page 8: What do you think is going to happen with the wolf?
o Page 16: Do you believe the wolf?
o Page 22: How is this story different from the other Three Little Pigs?
 The teacher will then introduce the trifold on Fables/Fairytales and all students will participate in an interactive
vocabulary Velcro activity.
 Vocabulary words include: Moral, Protagonist, Fable, Fairytale, and Antagonist.
 Followed by a class discussion and Velcro/white board activity on comparing and contrasting the original story to
the true story.
 The teacher will have students get with a partner and hand them a few cards. The students job is to organize them
into the events that only happened in the original, both, or the true story.
 Then one group at a time they will come and Velcro them onto the trifold board in there correct spots. We will
then go over them as a class.
 Lastly students will be split into two groups, and will complete the parts of a story for the true story and the
original story.
 Students will work as a group and fill in the corresponding boxes with an expo marker to be discussed later to
check understanding.

Closure—Evaluate Summarize, Review

 To end our session, the teacher will introduce the activity they will be creating.
 It will be a wanted poster. The teacher will show students the example she created.
 Each student will receive a blank wanted poster, and their job is to pick a character they feel is most wanted based
on the two stories.
 Students will come up with a reward, when the character was last seen, clues, the crime, and drawing the character
and their footprint.
 The result should leave a colorful and informational wanted poster on the character they believe is most wanted.
 In order to assess what students have learned, the teacher will have students share their posters. Discussing who
they chose and why.
 The teacher will then dismiss students for the session.
Day 3: Fables/ Fairytales

4:00-4:10: Students arrive, and students will complete journal entry. Teacher will also ask questions five and six of
oral interview.

4:10-4:15: SSR

4:15-4:20: YouTube video of The Three Little Pigs

4:20-4:30: Read aloud/snack

4:30-4:35: Trifold introduction and vocabulary

4:35-4:45: Compare and contrast activities

4:45-5:00: Wanted poster and sharing projects

Session 1: Vocabulary Words

Moral Protagonist Fable

Fairytale Antagonist

7. Reflections—Question, Analyze, Revise

 What was your favorite
Fable/Fairytale? Why?

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