ED 345 Calvin College Lesson Planning Form

Teacher:
Miss Spoelma
folktales/fairytales/fables

Date: Lesson 1

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to introduce the unit and explore different folktales, fairytales, and fables.
How does this lesson tie in to a unit plan? (If applicable.)
The unit plan is folktales, fairytales, and fables. This lesson introduces the unit.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
1. Students will be able to identify elements of a folktale, fairytale, and fable.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
II. Before you start
Prerequisite knowledge
and skills.

Students should be able to compare and contrast.

Assessment
(formative and
summative)

Pre-assessment: students will share examples of folktales, fairy tales, and

fables
Formative assessment: Students will use worksheet to sort folktales,
fairytales, and fables.
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Students will have an anchor chart to refer
to, and they will be able to write down
their own ways to remember the
differences between genres (using
columns)
Options for Language/Symbols
Characteristics and definitions on an
anchor chart.

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students can work with people
around them to distinguish
between genres. They may also
work independently.

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Start out using examples they are
familiar with and that many of
them enjoy. (ex. Cinderella)

Options for Expression

Go through a couple examples
with students, then let them
explore different texts.

Options for Sustaining Effort &

Persistence
Switch books after a few minutes.

Options for Comprehension

Options for Executive Function
Options for Self Regulation
Give characteristics of each genre, give
At the end, have students share
They may use their own chart for
examples of stories they are familiar with,
what they came up with.
sorting genres.
having them come up with their own
examples.
Materials-what materials
(books, handouts, etc) do Anchor chart; Variety of books that are folktales, fairytales, or fables; Chart
worksheet (double sided); folders for each student
you need for this lesson
and do you have them?

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

N/A

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Begin by telling the students that they are starting a unit on folktales, fairytales, and
fables.
Ask them if they know what any of these words mean.
Take out anchor chart and hang it up in the front. Go through each genre and talk
about the characteristics of each. Ask students if they have any examples. (Ex.
Little Bunny Fufu is a folktale, Cinderella is a fairy tale, and The Hare and the
Tortoise is a fable.) Make sure to give examples of each, especially if students
unsure of an example.
Pass out folders. Explain that the folders are to be used for storing papers from the
unit. Have them write their name and folktale folder on the front.
Then, pass out the folktale chart worksheet. Tell students that they may write things
in each column to help them remember each genre. They may write titles,
attributes, etc. They may work with people around them if it helps them.

Developm
ent

Pass out books to each student. Tell them that they should read the story and be
looking for certain attributes (that they wrote in their charts) to these stories to tell
what genre it is. Flip over the chart worksheet and show them how they can write
the title of a book in each column. Ex. If they have Sleeping Beauty, they would
write the title in the Fairy Tale column.
If you have struggling readers in your class, have them work with somebody near
them who may be a stronger reader. They can work together. Let them do this for
about 15-20 minutes.

Closure

After the students are finished sorting their fairytales, folktales, and fables, make a
chart up on the board (or on poster board) with each category. Have the students
share their findings and why they put a story where they did. Write them down in
the column.
Ask students: Why did I have you do this?
How does it help us to sort the stories?
How does it help us to write down the characteristics that help us the most?

Your reflection on the lesson including ideas for improvement for next time: