Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher : Hannah Hougen

Date: 10 November 2016 Subject/ Topic/ Theme: Fairy Tale Unit Lesson 4: The Three Billy Goats Gruff

Grade: 1st

I. Objectives
How does this lesson connect to the unit plan?This lesson is the fourth in the unit. It will review Lesson 3 (The Three Little Pigs),
as well as fairy tale characteristics, aspects of a story, and character traits. The students will take a summative assessment applying
the main ideas to the story The Three Billy Goats Gruff independently.
cognitivephysical
socioLearners will be able to:
R U Ap An E C* development emotional

Identify fairy tale aspects, characters, plot, & setting in the story The
Three Billy Goats Gruff independently
Predict throughout the story of The Three Billy Goats Gruff
Compare two versions of The Three Billy Goats Gruff

R
U

An

Common Core standards (or GLCEs if not available in Common Core) addressed:

[Link].1.1 Ask and answer questions about key details in a text.

[Link].1.2 Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
[Link].1.3 Describe characters, settings, and major events in a story, using key details
[Link].1.7 Use illustrations and details in a story to describe its characters, setting, or events.
[Link].1.9 Compare and contrast the adventures and experiences of characters in stories.
[Link].1.7 Use the illustrations and details in a text to describe its key ideas.
[Link].1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
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-Students will be familiar with the stories from Lesson 1, Red Riding Hood and Lon
Po Po, the stories from Lesson 2, Goldilocks and The Three Bears and The Story of
The Three Bears, and the story from Lesson 3, The Three Little Pigs
-Students will have learned the characteristics of a fairy tale
-Students will have learned the parts of a story (including plot, setting, and
characters)
-Students will have learned how to identify character traits
Pre-assessment (for learning):

Formative (for learning):

-Oral review of Lesson 3 (The Three Little Pigs)
Formative (as learning):
-Class discussion comparing 2 versions of The Three Billy Goats Gruff

(applicable to this lesson)

Summative (of learning):

-students will complete the Unit Chart on their own, including naming the setting, characters, plot,
fairy tale characteristics of The Three Billy Goats Gruff

What barriers might this

lesson present?

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
read story aloud while showing
illustration, invite students to
chorally read the bridge sounds
Trip Trap Trip Trap

Provide Multiple Means of Action

and Expression
Provide options for physical
action- increase options for
interaction
-take a poll of preferred fairy tale
by moving to one rea of the rug

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-recruit interest by having students
make predictions throughout the
reading of the story

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression

and communication- increase
medium of expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for

comprehension- activate, apply &
highlight

Provide options for executive

functions- coordinate short &
long term goals, monitor progress,
and modify strategies

Provide options for selfregulation- expectations, personal

skills and strategies, selfassessment & reflection
-students participate in a poll to
reflect on what their favorite fairy
tale is

-Highlight relationships
between the two versions of
The Three Billy Goats Gruff
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

-Easel/Unit Notebook/marker
-2 versions of The Three Billy Goats Gruff
-Unit Test

-At the beginning of the lesson, students will be sitting on the rug, where they will stay to listen to the
story.
-Students will move to their desks to take the summative assessment
-Students will move to the designated spot in the room during poll

III. The Plan

Time
0:00

Components
Motivation
(opening/
introduction/
engagement)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Ok lets start off today by reviewing yesterdays
story. Who remembers what it was? (The Three
Little Pigs)
-students sit on the rug and listen attentively
Who were the characters from that story?
What happened in the story?
What was the setting of the story?
What are some of the fairy tale characteristics

from the story?

1:00
-Today were going to look at our last fairy tale of
the unit. While Im reading it, Im going to take
some pauses and give you a chance to guess whats
going to happen next. Theres a word to describe
this that starts with the letter p, does anyone have a
guess? (predict)
-Read The Three Billy Goats Gruff, pausing to
encourage students to predict what events will
happen, invite students to chorally read the bridge
sounds Trip Trap Trip Trap

6:00

11:00

Development
(the largest
component or
main body of
the lesson)

-students attentively sit on rug

-students listen, raise hands to answer when

appropriate, chorally read bridge sounds

-Read a second version of The Three Billy Goats

Gruff
-Facilitate discussion on the differences between
the two versions of the story
-students raise hands when appropriate

15:00

-Now, you will all get the chance to show me what

you know and fill out the unit chart on your
own!

-students go to desk

28:00

-administer summative assessment

-when all students are finished, orally review the
assessment
(evaluate summative assessments with a rubric)

30:00

-facilitate poll
Okay! Now that weve looked at all the fairy tales
of the unit, were going to do our final poll! If

Closure
(conclusion,
culmination,
wrap-up)

-students independently do their assessment at their

desk
-students raise hands to contribute to discussion
-students reflect on their favorite story and move to
the appropriate place on the rug

you liked Red Riding Hood the best, go

here. If you like Lon Po Po the most go
here. If you liked Goldilocks & the Three
Bears most, go here. If your favorite was
The Story of the Three Bears, go here. If
you liked The Three Little Pigs best, go to
this spot. Finally, if you liked todays story,
The Three Billy Goats Gruff best, go here.

-choose a few students from different

selections to share what they liked about
the fairy tale they chose

-students respond when called on

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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Sadly, the fourth and final lesson that I got to teach did not go well. While the first three lesson felt
cramped for time, this lesson was over in just 20 minutes! The students were talkative and distracted
throughout the entire lesson. I filmed this one, and the presence of the flip camera certainly did not help
matters. I was asked several times what it was for, and one particularly frustrating instance involved a student
who made faces in front of the camera while I was talking. The classroom teacher was sitting at the back of the
room administering some sort of test to one student at a time, and this background noise was not conducive to
quiet and respectful students.
I know that good lesson plans solve classroom management issues, but I really think that my
classroom management during this lesson is what caused it to go so poorly. I dont think I addressed the issues
of side conversation and movement enough, instead continuing to press on through the material while missing
the attention of 25-50% of the students. The lesson itself was quite similar to the other lessons, which went
better. I am wondering if this is perhaps the reason why this one went so poorly: the novelty had been lost and
their attention along with it.
The students do the best with listening to stories, and even on this especially bad day in regards to
the attentiveness of the students, they listened well throughout the story. Unfortunately, this version of the story
was very short, and after it ended in just a few minutes, the students attention was again scattered.
In my ideal unit, all of the lessons would be just 20 minutes, so the brevity of Lesson Four was not the
worst thing that could have happened. However, I had planned on this taking 10 more minutes so I felt
frustrated with my foresight. In the moment, I was feeling discouraged because of the lack of attention and
engagement, and I did not add anything else to the instruction to stretch it out the full 30 minutes. Looking
back on that specific day I might have included a review of the first three lessons. In a perfect world with 20
minute lessons, I would teach it similarly, but incorporate better management strategies. If the time distribution
stayed the same with 30 minutes allotted, I would plan on moving something from one of the first three
lessons to this one, or simply involve more review with the remaining time.

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