Lesson Plans

Theme: Fairy Tales
The Letter of the Week: G
Primary Subject: Literacy
Secondary Subjects: Art and Mathematics

Learning Outcomes/Procedure: Through dramatic play, books, songs, activities and art projects, students will learn about the structure of fairy tales, what is often common or similar in fairy tales and practice story-sequencing and storytelling. We will be discussing some of the classic fairy tales and use the format of the stories to discuss beginning, middle and end. The students will begin to understand cause and effect, and that some stories tell of a lesson about right and wrong. We will be looking at a variety of illustrations to these different stories.

Books: The Billy Goats Gruff, Three Little Pigs, Jack and the Beanstalk, Goldilocks and the Three Bears, The Three Little Wolves and the Big Bad Pig, Jack and the Beanstalk, Ugly Ducklings, The Gingerbread Boy, The Gingerbread Baby, Kate and the Beanstalk, The Princess and the Pea.

Daily Projects & Activities

Monday: NO SCHOOL

Tuesday: We will begin our unit on fairy tales by asking students what they already know about them and chart their responses. We will look for what they have in common, how the stories begin and end, who are the characters in the fairy tales, if they seem realistic or not. Our first fairy tale for the unit will be Jack and the Beanstalk. We will have a variety of illustrated versions of this classic tale and compare and contrast the different versions. For our project students will create paper strip beanstalks and leaves with construction paper. They may add puffy, white cotton clouds, and grey castle squares on the top. Students will share how long their beanstalk is, using the green strips as an unit of measurement.

Wednesday: Our fairy tale focus will be the Billy Goats Gruff. We will look at the variety of concepts that are in this tale such as small, medium large; first second, third; how each goat outwits the troll, and how the story has repeating phrases. For our project, students will make character headband to retell the story in small groups. Students can take turns at each part. We will also discuss the sequence of the story, and how we can remember what is the beginning, middle and end.

Thursday: This well known tale is a favorite among small children, as they relate to both Goldilocks and Baby Bear. We will discuss the sequence of the story, and how the characters relate to the objects that Goldilocks “try’s out” (in terms of the size of the object and the person it belongs to). For our project students will make fingerpuppets of Goldilocks and the Three Bears. These fingerpuppets can be used for individual storytelling and play. We will also have some bears for counting, color sorting, and pattern making.

Friday: The Gingerbread Man/Boy/Baby tale will be the focus for today. We will read various books that are based on the traditional gingerbread man tale, and make some comparisons with the different interpretations. Most of the versions turn out with the gingerbread man getting eaten at the end, but a few the gingerbread man is saved, we will see which version the students like best and why. For our project, students will decorate a gingerbread man cookie (most likely a shortbread man) and we will enjoy these for snack or “save them” to take home.

Possible Songs:

All Around the Castle (tune of Pop Goes the Weasel)
All around the castle
The knight chased the dragon
The dragon thought it was all in fun
“Roarrrrr” went the dragon!
Goldilocks
When Goldilocks went to the house of the bears,
Oh what did her blue eyes see? (put fingers around eyes)
A bowl that was big. (arms out stretched)
A bowl that was small. (cup hands together)
A bowl that was in between.
She counted them 1,2,3. (count with fingers)

When Goldilocks went to the house of the bears,
Oh what did her blue eyes see? (put fingers around eyes)
A chair that was big. (arms out stretched)
A chair that was small. (cup hands together)
A chair that was in between.
She counted them 1,2,3.
When Goldilocks went to the house of the bears,
Oh what did her blue eyes see? (put fingers around eyes)
A beds that was big. (arms out stretched)
A beds that was small. (cup hands together)
A beds that was in between.
She counted them 1,2,3.

A bear that was big.
A bear that was small.
A bear that was in between.
She ran away 1,2,3.
(Growl at the end!)