KU Lesson Plan Format Template

Teacher Candidate: Kelsey Metzler Date:

Cooperating Teacher: Stump Coop. Initials

Group Size: 16 Allotted Time: 60 min-Day 2,

(If needed )15-30 min-Day 3 Grade Level:2

Subject: Fairy tale Red Riding Hood Lit circles-Book 2 Section: Weiler

I. Objectives and Standards

 Standard - CC.1.3.2.G-Use information from illustrations and words, in print or
digital text, to demonstrate understanding of characters, setting, or plot.

A. Performance Objectives: The students will be able to read a story and analyze
illustrations and in text details in order to determine the fairy tale
characteristics present, main characters, setting, and problem in the story.

II. Instructional Materials

A. Teacher:
 Copies of stories: Lon Po Po, Little Red Riding Hood, Honestly, Red
Riding Hood was Rotten, Little Red Riding Hood by Marshall- 4
copies of each book
 Packets (for students)
B. Student:
 Lit Circle Packet
 Pencil
 Copy of story

III. Subject Matter Explanation

A. Prior Knowledge/Skills:
 can read grade level text
 Emerging knowledge of fairy tale characteristics gained through
previous lesson
B. New Knowledge:
 There are many different ways of telling stories- fairy tales have
many different versions

Big Idea: There is always more than one way to tell a story
Vocabulary: Setting: where they story takes place-location
IV. Implementation
A. Introduction:
 Explain that groups will be getting a new book to read with their Lit
circle group
 Explain students will turn to the third page of their packet and write
the title of new book on that page
 Explain that the last 2 packet pages are same as book before- a place
to mark characteristics and a place to answer questions about setting,
characters, etc.

B. Development
 Explain that when students get their book they are to take a picture
walk and let each person in the group share a prediction about what
might happen in this different version of the story
 Explain that the group should read the story together, each person
takes a turn reading
 Split students into groups and hand out new books:
1. Ava, Jessica, Caden, Liam: Young Little Red Riding Hood by
Ernst

2. Keira, Camden, Annabell, Connnor: Lon Po Po by

3. AJ, Mikayla, Emma, Domanic: Honestly, Red Riding Hood was

Rotten by Shaskan

4. Rylee, Austin, Isabel, Olivia- Honestly, Red Riding Hood was

Rotten by Shaskan
x
 Circulate as groups begin reading books
 Groups that finish early on day 2 may take out a book for SSR

C. Closure
 Tell students that groups will be given time next day to finish book
#2 and packet if needed
 Have students keep packet in reading folder
 Collect books or copies of books

D. Accommodations/Differentiation:
 High level reading groups will receive longer, more challenging
texts to read
 Teacher will sit with lower level groups to help guide reading and
comprehension of story
 V. Assessment of Students
A. Formative- answers in packets
B. Summative- Compare/contrast activity after lit circles

VI. Reflective Response

A. Report of Students’ Performance in Terms of Stated Objectives
B. Personal Reflection

VII. Resources
Ernst, L. C. (1998). Little Red Riding Hood: a newfangled prairie tale. New York:

Aladdin Paperbacks.

Shaskan, T. S., & Guerlais, G. (2012). Honestly, Red Riding Hood was rotten!: the

story of Little Red Riding Hood as told by the wolf. Mankato, MN: Picture

Window Books.

Spirin, G., Grimm, W., & Grimm, J. (2010). Little Red Riding Hood. Tarrytown, NY:

Marshall Cavendish.

Young, E. (2012). Lon Po Po: a Red-Riding Hood story from China. New York:

Penguin Putnam Books for Young Readers.