Little Red Hen (A lesson for First Grade Integrating Visual Arts and Reading) Academic Standards

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Little Red Hen (A lesson for First Grade Integrating Visual Arts and Reading)

Academic Standards:

Reading GLE 0101.2.4: Summarize what has been heard using a logical sequence of events.

Visual Arts Standards:

1.1 Demonstrate developmentally appropriate use of tools and media. (e.g. scissors, glue, pencils, markers, crayons, paper paint, paintbrush)

1.4 Produce artwork with developmentally appropriate levels of craftsmanship.

1.2 Demonstrate an understanding of a variety of techniques.

  • Standard 2.0 Structures and Functions

2.2 Identify and understand the principles of design.


TLW be expected to create/produce a background scene for the Little Red Hen with appropriate tools.

TLW be expected to sequence events in story from the beginning, middle, and end with appropriate tools.
Reading Vocabulary:

Sequencing (beginning, middle, end)



Art Vocabulary:


Arts media/medium


Primary Colors





Teacher Questioning


Student Product

Graphic Organizer Chart Paper of beginning, middle, end

Materials Needed:

TE/student edition Unit 2: Little Red Hen pages 47-59

Poster board, shoe/cereal boxes Markers

Chart paper Copy of farm animal puppets

Paint Popsicle sticks

Paint brushes Glue

Warm-up: Care flash cards with different voices ( ex. opera singer, pirate, baby, rapper, angry mother, country singer, doctor giving bad news, etc.)

Hook: Read Little Red Hen (change voices for each character)
Essential Question: What is your favorite kind of bread? Describe the setting where hens live? Who are the characters in the story?


1. Do a picture walk and introduce setting as where the story takes place.

2. Discuss the characters on the farm that participate in the story.

3. Divide students into beginning, middle, and end groups.

4. Explain to students they have an option to utilize different art media tools they can choose from in order to design a background from the setting.

5. Each child needs to understand they will be the illustrator creating the setting/background from a specific page in the story.

6. Once students have completed their background, they will need to color (cut/glue) and make their stick puppets, which correspond to their specific setting/page number.

7. After that, students could share and discuss with group members their setting and what’s happening in the story.

8. Next, teacher models/role plays how to decide where his/her background/settings belongs (beginning, middle, end) and begin the sequencing process.

9. Evaluate students based on where they place their background box according to if it belongs in the beginning, middle, or end of the story.


1. Students follow the same procedures as above to create a haunted house setting and sequencing of events. (During the Halloween holiday revisit this skill)

2. Ask students to create different settings for a haunted house with the beginning, middle, and end.

3. Discuss with students what they would find/background in a haunted house.

4. Ask students who live in a haunted house. (create different characters who live there like monsters)

5. As a whole group activity develop/create a haunted house story. (shared writing piece guided by teacher/students)

6. Then, follow the procedures as above and create settings/backgrounds including puppets for Halloween characters in the story.

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