Essential
Questions
PA/Common
Core/Standards
Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence
DETAILS
Kelcey Miller PDE Lesson Plan @ www.pdesas.org
English Language Arts
1
2 class periods, 40 minutes each
The basic elements of a story help us comprehend its
meaning. When the basic elements of a story are
changed, our comprehension of the story changes too.
How can we use our prior knowledge of a familiar story
to create a new story?
Why are the elements of a story important?
When the basic elements of a story are altered, how
does this affect our comprehension of the story?
Why is it important to include characters, setting, plot,
etc. in a story?
How do these elements help us interpret the story?
Standard CC.1.2.1.A : Identify the main idea and retell
key details of text.
Students will be able to identify and create basic story
elements using familiar fairy tales and utilize
technology to effectively create a modified fairy tale
with 90% or greater accuracy, over two lessons.
CK
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
fairy tale?
Family: Teacher asks if there was a certain fairy tale
that their families read to them when they were
younger.
Culture: Teacher asks ELLs if they know any fairy tales
that are popular in their culture. She provides examples
of a few Spanish fairy tales in order to get them
thinking.
Grading the individual fractured fairy tales using a
modified rubric with check boxes
Students use the online fractured fairy tale creator to
demonstrate their creativity and work collaboratively
with their partners.
Teacher shows students a link about the history of fairy
tales.
SUPERVISING
TEACHERS
SIGNATURE
CK
Activating Prior Knowledge
Teacher asks the students to write a short fairy tale in
their journals.
ELL students will develop a story board using pictures.
Stage 2 ELLs can write short sentences that explain each
picture.
Explicit
Instructions
Hook/Lead-In/Anticipatory Set
Teacher puts the students into groups of three and they
share their stories with one another.
ELL students can share their stories by pointing to the
pictures on their story boards and having their buddies
read the sentence related to the picture. ELLs repeat the
phrases (in English and Spanish) after their buddies.
Ask the students what would happen if the basic
elements (characters, setting, plot, etc.) of a story were
changed. Teacher reads the students a sample of a fairy
tale where the elements are altered
(http://www.readwritethink.org/files/resources/interactive
s/fairytales/).
Teacher asks the ELL students the same question, but
prompts them to respond in English and their native
language (Spanish). The altered version of the fairy tale
is provided in Spanish.
Teacher instructs the students to change a few elements
of their stories such as characters, setting, and plot.
Then, the teacher randomly chooses a student by pulling
one of their names out of a hat. The student who is
picked shares how they have changed their story with
the class.
ELL students replace some of the pictures on their story
boards to change their stories. If an ELL is chosen to
share with the class, the teacher will allow the student
to speak in Spanish. The teacher will then help the
student explain their response in English.
Big Idea Statement
Teacher asks students to read the Big Idea that is posted
on the board.
Teachers will point to the Big Idea so that ELLs can listen
and follow along as the class reads the statement(s). ELL
students in the second stage could repeat the
statement(s) after the teacher reads them.
Essential Questions Statement
Teacher asks the students the essential questions.
Students respond to the questions.
Teacher will point to each word of the question as she
reads them. After the general education students
respond to the questions, the teacher will write the
responses on the board next to the questions. ELLs will
either follow along as the class reads the responses
together or they will read them aloud too.
Objective Statement
Teacher informs students that they will be learning about
fractured fairy tales or fairy tales in which the main
elements of the story have been changed. She relates
this idea of change to a science experiment. She lets
them feel a rough, splintered piece of wood. Then, she
Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs
Closure
Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection