Lesson Plan Weeks 1-3

Lesson Title:

Once Upon A TimeOriginal Fairy Tales of Other Cultures and Countries

Grade Level

Grade 2

Subject Area:

Literature

Concept/Topic:

Students will be able to identify elements of the story like characters, setting,
problem, solution, message or lesson, main events in a fairy tale from another
culture or country

Length of Lesson:

Fifteen, 30 minute sessions during the social studies block

2:15-2:45

Content Standards
(MCPS)

Measurement Topic: Reading; Literature: Describe how characters

respond to major events and challenges

Measurement Topic: Reading; Literature: Compare and contrast two or

more versions of the same story by different authors

Measurement Topic: Reading; Literature: Acknowledge differences in

the points of view of characters

Measurement Topic: Reading; Literature: Compare and contrast two or

more versions of the same story from different cultures

National Education
Technology
Standard for
Students NETS (S)

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats

c. Develop cultural understanding and global awareness by engaging with

learners of other cultures
d. Contribute to project teams to produce original works or solve problems

3. Digital Citizenship

Students understand human, cultural, and societal issues related to technology

and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship

4. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems,

and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively

Performance
Objectives:

By the end of the three week lesson, students will have been able to identify
three fairy tales that are familiar and popular among their culture and country.
By the end of the three week lesson, students will be to identify story elements
of three fairy tales from other cultures and countries using a graphic organizer.

Introduction Day 1: To begin, ask my students to analyze a popular fairy tale (The Three Little Pigs).
Students will need to identify the elements of the story like characters, setting,
problem, solution, lesson, etc. After the student share ideas ask,

How would this story be different if it were told in another country?

Would certain elements stay the same?
What is the most important element in this story?

Through the discussion, students will have identified that individuals in another
culture or country may not know certain words, places or expressions that are
mentioned in the story. Students will also identify that the most important
elements in a story are the characters actions and the message or lesson the story

teaches.
Procedures:

Day Two

Refer back to the fairy tale of the previous day. (The Three Little Pigs)
As a class work through the Fairy Tale Outline and fill in all parts.
After the outline is complete, ask students to brainstorm with a partner or
small group of the different elements that they can change within the
story without changing the essential message. Please use the Changeable
Detail activity sheet.
Inform students that they can change the elements like the setting, the
characters physical appearance, the clothing, the sayings, etc
For The Three Little Pigs, show students that they can change elements
like the setting to take place under water. The three little pigs could
then be the three little guppies. The big bad wolf can be changed to
the big bad shark. Instead of huffing and puffing the house down, the
big bad shark can use her tail to swish and swash the coal house
causing it to fall off the reef.

Day Three

Ask students to think of their favorite or most memorable fairy tale

Pass out sticky notes and have students write the title of three fairy tales
down
After all students have written their choices, use a tally system which
will show the top three popular fairy tales in the class.
Each title gets one tally when a student shares the same like.
At the end, the three fairy tales with the most tally marks will be the fairy
tales that the class will share with the classroom from another culture or
country through ePals.

Day Four and Five

The fairy tale with the most tally marks will be the first fairy tale that is
shared the paired classroom
For the first fairy tale, the teacher will read the story out loud while being
recorded by either a student or another teacher.
As the teacher reads the story out loud, it is important to make sure that
pictures are shown so that the paired classroom is able to not just enjoy
the story, but also the pictures.
Once the story is read aloud, the teacher will upload the video recording
and send the fairy tale story, through ePals, to the paired classroom.
By the fifth day, the teacher will have also received a fairy tale
presentation or reading from the paired classroom. The teacher will view
and show the story to the students the next day.

Day Six and Seven

As a class, students will watch or view the presentation of a fairy tale

from another country that was sent through ePals.

Students will watch or view the presentation at least twice, once for pure
enjoyment and the other with the purpose of identifying the story
elements.
After the fairy tale is viewed a couple times, students will collaboratively
work together in small groups and with guidance from teacher/facilitator,
to fill out the Fairy Tale Outline.
Sitting around the classroom, students will need to identify the elements
of the presented fairy tale and write them in the provided graphic
organizer.
After about 10-15 minutes, students will join back together as an entire
class.
As a whole class they will compile what they were able to identify on the
fairy tale outline.
A class Fairy Tale Outline will be created and displayed for all students
to see and later refer back to.

Day Eight

Once the class has compiled all the elements of the fairy tale that they
viewed, the teacher/facilitator will then send the completed Fairy Tale
Outline back to the original classroom.
Once it is sent back, the students in that classroom will assess to identify
how well the outline was completed.
(Were the good and evil characters identified correctly? Was the
message or lesson of the story correctly identified? Etc.) Any corrections
should be told to the classroom so that clarification and understanding
can occur.

Day Nine and Ten

As class, the students will then choose the second popular fairy tale to
share with their paired class.
This time, a select student will read the story out loud while the teacher
records.
Again, make sure that the student is showing the pictures of the story, if
there are any, so that the students in the paired classroom have the same
experiences when hearing the tale.
Once the story is read aloud, the teacher will upload the video recording
and send the fairy tale story, through ePals, to the paired classroom.
By the tenth day, the teacher will have also received a fairy tale
presentation or reading from the paired classroom.
The teacher will view and show the story to the students the next day

Day Eleven and Twelve

As a class, students will watch or view the presentation of a fairy tale

from another country that was sent through ePals.
Students will watch or view the presentation at least twice, once for pure
enjoyment and the other with the purpose of identifying the story
elements.

After the fairy tale is viewed a couple times, students will collaboratively
work together in small groups and with guidance from teacher/facilitator,
to fill out the Fairy Tale Outline.
Sitting around the classroom, students will need to identify the elements
of the presented fairy tale and write them in the provided graphic
organizer.
After about 10-15 minutes, students will join back together as an entire
class.
As a whole class they will compile what they were able to identify on the
fairy tale outline.
A class Fairy Tale Outline will be created and displayed for all students
to see and later refer back to.

Day Thirteen

Once the class has compiled all the elements of the fairy tale that they
viewed, the teacher/facilitator will then send the completed Fairy Tale
Outline back to the original classroom.
Once it is sent back, the students in that classroom will assess to identify
how well the outline was completed.
(Were the good and evil characters identified correctly? Was the
message or lesson of the story correctly identified? Etc.) Any corrections
should be told to the classroom so that clarification and understanding
can occur.

Day Fourteen and Fifteen

Technology
Requirements:
Materials:

Assessment Based
on Objectives:

As class, the students will then choose the third popular fairy tale to
share with their paired class.
This time, a select another student to read the story out loud while the
teacher records.
Again, make sure that the student is showing the pictures of the story, if
there are any, so that the students in the paired classroom have the same
experiences when hearing the tale.
Once the story is read aloud, the teacher will upload the video recording
and send the fairy tale story, through ePals, to the paired classroom.
By the fifteenth day, the teacher will have also received a fairy tale
presentation or reading from the paired classroom.
The teacher will view and show the story to the students the next day

Digital recorder (phone, camera)

ePals account
Smartboard
Books of the three fairy tales chosen by students
Smartboard technology to record student discussion and findings
Fairy Tale Outline
Changeable Detail
During these three weeks, students are working in collaborative groups in order
to analyze and identify the elements and message or lesson of fairy tales from

another culture or country. As students are working in these pairs or small

groups, the teacher/facilitator needs to identify each students engagement and
participation.
Using grading scale, students will be given a score that shows their level of
engagement and participation during the three different fairy tale outline
activities.
Grading Scale:
2 - Student was actively engaged and participated by having meaningful
discussions with peers about the fairy tale
1 - Student was slightly engaged and only offered minimal ideas with peers
about the fairy tale
0 - Student did not engage with peers and did not offer any ideas about the
elements of the fairy tale
By the end of the first three weeks, students could have accumulated up to six
points toward their grade. Following the grading system of MCPS, students with
a score of 5-6 will receive the letter grade of a "P" to represent that the students
is "proficient" in the topic. With a score of 2-4, students will receive an "I"
which represents that the student is "in progress" and is on their way to gaining a
full understanding. Finally, students who receive a score or 0-1 will earn a "N"
which identifies that the student "needs further work" on the concept.
Differentiation

Most of the activities for this week are done in collaborative student groups. To
make sure that all students are getting what they need in order to learn
effectively, the teacher/facilitator should use a system where small groups are
randomly generated for each fairy tale activity. Choosing small groups or pairs
of students in a randomized way will help keep students "on their toes" and
focused because they are not aware of who they will be working with ahead of
time.
The teacher/facilitator also needs to actively show and guide students as they
complete each activity. The teacher/facilitator is there to guide and prompt
students to help them come to their own conclusion. Constant prompting and
questioning should occur while walking around to each collaborative group.
Prompting and questioning will also help students, who may be stuck,
participate in the small group discussion.