Lylia Schoepp

Lesson 3
Based on Lesson from 301
Presentational Writing from Fairy Tales/Stories

There are a few ways I could go from this lesson to adjust it to fit students in high

school. My first thought was giving students an authentic fairy tale for children: this will be

easier to understand, and more fun to act out. I also would take the parts of the process from

301 where the students diagrammed the story and then used the same diagraming structure to

create their own story, and then writing their own story from this. From here, I could have

students just turn in their stories, or create them in groups and make storybooks and read them

to their peers. The other way I could go about this lesson would be to read a regular story, not a

fairy tale, and have it be fiction or non-fiction, but have enough action that students could still

act it out. The final way I came up with would be to have students read the fairy tale, and

diagram it out, then diagram and create their own story. But instead of turning in their story

just in writing or making books out of them, they could create videos of them acting out the

story. I decided that I will make a lesson plan for one day out of my initial idea, and then just

write out how the rest of the unit would go. I will do this lesson plan for a block class.

LESSON PLAN FORMAT

FLAN 405-LOTE

OBEJCTIVE The students will be able to understand and analyze a fairy tale, and be able
to write one in Spanish.

STANDARDS Interpersonal Communication: Learners interact and negotiate meaning in

spoken, signed, or written conversations to share information, reactions,
feelings, and opinions.

Presentational Communication: Learners present information, concepts, and

ideas to inform, explain, persuade, and narrate on a variety of topics using
appropriate media and adapting to various audiences of listeners, readers, or
viewers.
Lylia Schoepp
Lesson 3
Based on Lesson from 301

MATERIALS Your List:

El Cuento: La Leyenda de la Araa (the students will have already read
this at home and will have highlighted main events in one color, main
characters in another color, and imperfect and preterit in different colors).
Story diagramming sheet-for La Leyenda de la Araa
Story diagramming sheet-blank (students will use to create their own
stories)
Paper and markers for timelines

HOOK
Students will enter the classroom and write their favorite fairy tale as a child,
and a quick one paragraph summary of this story in Spanish.

TIMELINE Include pre-class (anticipatory set) to end-time.

Hook: 5 minutes
Timelines: 10 minutes: Students will create timelines of the events in
order that they occur in the story (they should already be
highlighted). Point out that they should be using preterit in the
timelines.
Act out the story: 30 minutes: Students will decide in their table
groups (this is assuming they are sitting in groups of 4) who will
play the narrator, Princesa Uru, The Goddess, and the castle maid.
They will act out their stories in their small groups. One group will
be asked to volunteer and act out the story in front of the class
(Students will get up and actually act out).
Diagramming the story: 15 minutes: As a class, we will diagram the
story, so that students can see how to use the diagramming sheet.
Brain Break: 2 minutes: Crossed-up squats
Creating their story: The rest of the class (about 25 assuming this is a
90 minute class): Students will split into pairs (either of their own
choosing of the teachers choice depending on the students) and
use the blank diagramming sheet to start planning their own fairy
tales.

MODIFICATIONS
If some students are very shy and dont want to act out the story, they could be
put into a group with students who want to act out and be the narrator or be put
into their own group and take turns reading the story.
Lylia Schoepp
Lesson 3
Based on Lesson from 301

CLOSURE:
We will look at a rubric for the stories and discuss the important pieces that need
to be incorporated into their stories, as well as the specific grammar that needs
to be used.

EVALUATION:
Students will turn in their diagrams of the stories for La Leyenda as well as
their timelines.

HOW I WOULD MOVE ON WITH THE LESSON FOR THE REST OF THE UNIT:

Students will continue writing their own fairy tales in groups of 2 or 3.

They will turn these stories into storybooks-with pictures.

Students will read their stories to their classmates.

There will be a focus on the grammar usage in stories-past tense with present tense for

dialogue.