Lesson Plan #1 Template

Assignment: Design a lesson plan which integrates the use of one or more of the
Internet web pages you evaluated last week into instruction in a meaningful way.

Note: Type in the gray areas.

Lesson Author
First and Last Name Felicia Berumen & Andrea Fonseca
Author's E-mail Address felicia.berumen@yahoo.com, afonseca@unm.edu

Lesson Overview

Lesson Plan Title Brothers Grimm

Essential Question What is a wish?

Who is asking for wishes to be granted in the story?
Who is granting the wish?
Guiding Question(s)
Can asking for wishes become taken advantage of?
Do wishes that come true always leave you happy?
This lesson will help students gain awareness on the
meaning of wishes. Many young children refer to the term
but do not completely understand what a wish can and
cannot be. The discussion centered upon the essential
question will bring clarity and the comparison to other fairy
tales that have a character making a wish in them will
Lesson Summary
provide more helpful examples of what a wish is. By reading
The Fisherman and His Wife, students will be able to
evaluate a situation that involves wishing. Then, through
analyzing and understanding what a wish is, students will
create a digital story based upon a character wanting a wish
to be granted.
Subject Area(s) Literature
Grade Level 2nd
Student Objectives Students will:
• Explain what a wish is in new vocabulary through
reading The Fisherman and His Wife
• Compare The Fisherman and His Wife to other
fairytales that involve a wish(es)
• Respond to the text and recall what occurred
• Describe a wish they currently have or have had
• Create a digital story that centers around a plot in
 which a character has a wish

Standards and Benchmarks K-4 Benchmark 1-A: LISTEN TO, READ, REACT TO AND
RETELL INFORMATION:
1. Independently recall facts and detail in text.
2. Increase vocabulary through reading, listening and
interacting.
K-4 Benchmark 1-B: LOCATE AND USE A VARIETY OF
RESOURCES TO ACQUIRE INFORMATION ACROSS
THE CIRRUCULUM:
3. Use print and electronic resources to access information
(e.g., images, sound, text, video).
K-4 Benchmark 1-C: DEMONSTRATE CRITICAL
THINKING SKILLS TO COMPREHEND WRITTEN,
SPOKEN, AND VISUAL INFORMATION:
4. Discuss similarities and differences in events and
characters across stories.
K-4 Benchmark 1-D: ACQUIRE READING STRATEGIES
WHICH INCLUDE PHONEMIC AWARENESS, PHONICS,
FLUENCY, VOCABULARY AND COMPREHENSION:
5. Increase vocabulary by listening and discussing
responses to literature that is read and heard.
K-4 Benchmark II-A: DEMONSTRATE COMPETENCE IN
SPEAKING TO CONVEY INFORMATION:
6. Explain and describe new concepts and information in
own words.
K-4 Benchmark II-B: APPLY GRAMMATICAL AND
LANGUAGE CONVENTIONS TO COMMUNICATE:
7. Write compositions that show proper use of pronouns,
adjective, adverbial forms, and coordinating conjunctions.
8. Spell correctly using previously studied words, spelling
patterns and analysis of sounds.
9. Use capitalization, punctuation and paragraphs in one’s
writing.
10. Use subject, predicate and modifiers in sentences.
11. Use editing to check and confirm correct use of
conventions for complete sentences, correct word order in
sentences and punctuation.
K-4 Benchmark II-C: DEMONSTRATE COMPETENCE
IN THE SKILLS AND STRATEGIES OF THE WRITING
PROCESS:
12. Plan and make judgments about what to include in
written products (e.g., narrative of personal experiences,
creative stories, skits based on familiar stories/experiences).
 13. Produce a variety of types of composition (e.g., stories,
reports, correspondence) using media and technology to
enhance the presentation for an audience for a specific
purpose.

Assessment

Student Assessment Complete a digital storybook based upon a character who

(include rubric) has a wish.

Procedure
Step-by-step Procedure
(Includes facilitation
questions throughout the
lesson and all resources
used in the lesson)
1. Teacher opens: We all have had a wish before.
When we blow out our birthday candles, what do
they tell you to do? (Students answer) But does
anyone know the true definition, the real meaning of
a wish? (ESSENTIAL QUESTION: WHAT IS A
WISH?). *Begin discussion on what a wish is and
what it entails.* Is a wish a command? Are you telling
someone to do something for you in a bossy way? Is
a wish a question that you are really confused about
and need the answer to it? Like, how come you can
see the moon in so many different places? Is that a
wish? Tell me what you think a wish is. (Students
offer their input) (Teacher responds) A wish is a
desire, something you really want but you know
inside you may not get it. Now, does a wish always
come true? (Students answer) A wish is something
you hope for and when you hope you do not always
have a guarantee that it will come true.
2. Ask: So, can anyone share a wish they have had
before and tell me what they did to act on their wish.
(Connection to student’s out of school life) Ok, those
are all great examples of what a wish looks like. Now
that we know what exactly a wish is, can anyone
think of any stories, fairytales, or movies that contain
characters who have wishes? (Connection to
student’s out of school life) Very good. (Bring in
Aladdin and Cinderella) Both Aladdin and Cinderella
wanted a wish to be granted. Can anyone remind me
what Aladdin and Cinderella wanted? Ok, great and
who did they ask to grant their wish?
3. Say: I am going to read you a book. It’s called The
Fisherman and His Wife. In it one of the characters
has a wish. I want you to look for the answers to
these questions 1. Who is asking for wishes to be
granted in the story? 2. Who is granting the wishes?
 (Guiding Questions) Read book.
Say: So who wanted the wishes? Who granted the wishes?
Ask the other two guiding questions: 1. Can asking for
wishes become taken advantage of? 2. Do wishes that
come true always leave you happy?

4. Tell students that as a reflection, they will be creating a

Approximate Time Needed
for lesson
(Minutes, Days, Hours, etc)
Prerequisite Skills Needed
Materials and Resources
Required for Lesson
Storyboard that is based on a character who has a wish.
Say: Now that we’ve discussed the meaning of a wish, for
homework I want you to create your own story that has a
character that has a wish. You are going to be using the site
Storyboard again.
One literature period (40 minutes).
Story will be due one week later from assigned date.
None
Books: The Fisherman and His Wife, Aladdin, Cinderella
Homework: Computer

“Brothers Grimm”- Modified Lesson from DiscoverySchool.com

http://www.discoveryeducation.com/teachers/free-lesson-plans/brothers-grimm.cfm

When I came across this lesson plan on the Discovery School website, I immediately envisioned
how it could be used to ask the essential question of the meaning of a wish. Another benefit was
since it was a literature lesson, I thought that a way to incorporate a multimedia element in the
lesson could be a digital story. The objectives of the lesson from the website differ greatly from
mine. I changed the objectives to focus on my essential question. Throughout my whole lesson, I
focus on the meaning of a wish, not the elements of a fairytale such as magic. Also, I did not do
the art project of making a fish because I wanted the assessment to focus on literature and
writing. The assessment’s goal was to figure out if the students could properly use the meaning
of a wish in a story they created themselves. In my opinion, the art project for this lesson was for
younger students while the rest of the design for my lesson was for an older grade. Unlike the
original lesson, my lesson focused much more on critical thinking skills: recalling elements of
the story, responding to the story, and creating an original story.