Fairy Tale

Salpy Baharian, M.Ed
Teacher.org Co-Founder

This lesson is great for students who have already been introduced to the concept of "real" and "make-believe" characters.  The lesson take students through the elements that make up a fairy tale.

Grade Level: K - 1st

Subject: English/Language Arts

Length of Time: 40-50 Minutes

Common Core Alignment

CCSS.ELA-LITERACY.RL.1.5 - Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Objectives & Outcomes

Students will be able to identify the magical and impossible elements found in fairy tales.

Materials Needed

  • pencils
  • colored pencils
  • construction paper
  • butcher paper
  • markers
  • "The Three Little Pigs"

Procedure

Opening to Lesson

  • Connect to prior knowledge by reviewing real and make-believe characters
  • Show students ten pictures of different characters from stories we have read in the class.  We will play a quick game of "Real or Make-Believe"

Body of Lesson

Guided Practice

  • Make a KWL chart about fairy tales.
  • Introduce the main elements of a fairy tale (fantasy story, has magic or spells, animals act like humans, once upon a time, good guys vs. bad guys, princes, princesses).
  • Read the entire story, "The Three Little Pigs".
  • To check for understanding, use name cards to randomly call on students to provide characteristics from fairy tale stories.
  • Is this story a fairy tale?  Why? Students will give reasons to support.
  • Dictate comments onto a chart on the board. This will be a great way to model language and check for understanding.

Independent Practice

  • Strategically pair up students (varied  skill levels).
  • Students will be asked to draw a picture of a part of the story that is related to being a fairy tale.
  • Advanced students could extend by writing words to describe their drawing.
  • Monitor comprehension by observing the conversations and drawings. Provide immediate feedback through teacher modeling.

Closing

  • Students can share their findings with the class.
  • This will give an opportunity for students to teach their peers.  Students will be invited to "pick" the presenter's brain by asking questions.

Assessment & Evaluation

  • The activity in the “Closure” section can be used as a performance assessment.  Students will be assessed on their ability to convey why they drew what they did to represent a scene from the fairy tale.  This provides EL students an opportunity to convey their understanding through  drawings, gestures, sounds, and physical movement.

Modification & Differentiation

  • Use gestures, body language, and shorter sentences to make the lesson more comprehensible for students.
  • Speak slowly, enunciate, use gestures, touch clothing items when applicable, and make references to photos to accompany speech.
  • Sentence frames can be provided for English Learners.

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