Unit Plan Title: Tales of Different Folks Curricular Areas

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Unit Plan

Title: Tales of Different Folks
Curricular Areas:
Language Arts and Reading, Art, Social Studies, and Theatre.
Grade Level:
Grade 2
Unit Length: 55 minutes, 21 days.

Goals: The Student will:

  1. Understand cultural differences by using themes to draw conclusions.

  2. Independent learning project that will be used to help in group project by keeping data records in a journal book.

  3. Collect and store data in their journal books from their independent reading assignments.

  4. Understands how physical characteristics of places and regions affect people’s activities and settlement patterns.

  5. Use problem-solving and decision-making skills, work independently and with others, in a variety of settings.

  6. Use cooperative learning to enhance learning through a collaborative group project.

Objectives: The Student will:

  1. The student will be able to compare different fairy tales.

  2. The student will be able to compare and analyze how these books may or may not relate to your own life.

  3. The student will be able to write a collaborative story of Cinderella using a person from a country that was assigned to their group.

  4. The student will be able to use visual effects such as puppets, different medias, and/or costumes to differentiate the effects of fairy tales to our own lives.

  5. The student will be able to compare/contrast characters from the books.

TEKS Standards Addressed

Language Arts and Reading – 110.4

(9) Reading/Comprehension- F & G

(10) Reading/Literary Response – D
(13) Reading/Culture – A & B
(14) Writing/Purpose – B

Social Studies-113.4

(15) Culture – A

(18) Social Studies – B
(19) Social Studies Skills – B

Art – 147.8

(2) Creative Expression/Performance

Theatre – 117.10

  1. Perception – D

  2. Creative Expression/Performance – B & D

(4)Historical/Cultural Heritage – A & B

Major Teaching/Learning Activities

1.Teacher initiated discussion on folktales and how they relate to our lives.

2. The will lead an instructional group that assists students with learning disabilities.
3. The teacher will distribute vocabulary lists prior to lesson so students will be familiar with unfamiliar words.
4. Students will participate in independent activities that relate to 4 different folktales.
5. Students will write data from their independent studies in their journal books that will be used for the group project later on.
6. The teacher will assign buddies from the group to other students in the class for assistance, as well as, assistance from the teacher led instructional group.
7. Students will be in 4 or 5 groups for the group assignment and will be assigned a specific country to create their own Cinderella story.

8. Each group will present using different medias, books, puppets, or dramas to show the class their Cinderella story.


characters folktales compare

analyze inference contrast
role-play dramatic play similarities

Major Materials

“Cinderella,” by Charles Perault(Disney)
“Bubba, the Cowboy Prince,” by Helen Ketterman
“Adelita: A Mexican Cinderella Story,” by Tomie Depaola
“Mufaro’s Beautiful Daughters: An African Cinderella Tale,” by John Steptoe.
Construction paper
Journal Book
Paper bags or fabric


  1. Journal Assignments -10%

  2. Independent work – 20%

  3. Group Assignment -30%

  4. Group presentations – 40%

Accommodation Strategies:

  1. Teacher lead instructional group

  2. Assign a work buddy to help each other

  3. Give timelines for tasks to be completed

Lesson Plan

Unit Title: Tales of Different Folks
Lesson Title: Tales of Different Folks
Time Frame: 55 minutes, 16 days


Students will be able to understand cultural differences by using themes, inferencing, and characterization to draw conclusions about folktales.


Students will:

1. Understand cultural differences that are presented in folktales.

2. Comprehend the story and how it evolved.
3. Identify moral lessons as themes in well-known fables, myths or stories.
4. Identify differences in the roles each character portrayed.
5. Collect information and write in their journals information from the folktales they read.

TEKS Standards Addressed:
Language Arts and Reading 110.4

(9) Reading/Comprehension – F & G

(10) Reading/Literary Response – D
(13) Reading Culture – A & B
(14) Writing/Purpose – B


Comprehension folktales evolved

moral themes fables
myths differences character
role non-fiction fiction


Vocabulary lists handed out
“Snow White”
“Bubba the Cowboy Prince,”
“Adelita: A Mexican Cinderella Story,”
“Mufaro’s Beautiful Daughters.”


Prior Knowledge
Students should have a foundation in characters, main idea, and theme.

1. Teacher lead instruction group for special needs students.
2. Set rubrics for timeline of work to be completed.
3. Accommodate any special assistance the students may need.

Anticipatory Focus

Read the book “Snow White” as a reference of folktales.

Setting Expectations

1.Teacher gives detailed explanations of timelines for due dates of assignments.

2. Teacher will explain how the individual assignments will compliment the group assignment at the end of the unit.

3. Discuss strategies to help the students with their individual assignment, as well as, their group projects.

4. Discuss active participation in their learning tasks.


1. Teacher will discuss the theme and characteristics of “Snow White.”

2. Teacher will explain the individual assignments and what the purpose they serve.
3. Hand out the group assignments and assign countries to groups.
4. Hand out activity sheet of bubble diagram to assist students in organizing their thoughts.


1.The teacher will model what is to be expected from reading the folktale of “Snow White.”

2. The teacher will write the theme on the overhead, and show who the main characters are from the story.
3. The teacher will demonstrate the roles each character portrayed in the book.
4. The teacher will write in a journal to demonstrate the type of information collected to use for the group assignment.

Checking for Understanding

1.The teacher will check for understanding by answering questions before the individual assignments begin.

2. The teacher will preview the journals every 3 days to make sure the students are comprehending what is to be expected.
3. The teacher will evaluate the individual assignments for accuracy.

Guided Practice

1.The teacher will let the students draw to see which folktale to read first.

2. The teacher will see the outline of how the students will construct their data.


The teacher will use the book, “Sleeping Beauty” to re-teach the lesson if necessary.

Independent Practice

Students will complete their individual assignments by the task dates and write the information in their journals which will be used for their group projects.

Mastery Check
The independent activity outline form and data in the student’s journals will provide information on understanding of the unit lesson.


Independent work may be extended to accommodate some needs of students who require special assistance. Teacher lead instruction may be necessary to complete the individual assignments.


At the end of the independent work, students will turn in their journals for grades. The journals will be returned before work can begin on the group assignment.

Reflective Critique

This lesson had many individual activities that served to combine with the group project at the end of the unit lesson on folktales. We have many folktales that surround our diverse cultures, and this serves to provide fiction to non-fiction. Many folktales don’t really resemble our lives today as it did in the past, but allows our students to dream and create many writings that depict our dreams. The folktale books are ways in which we can surpass the events of the past and dwell on how we live in the present and the future.

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