General Information

Lesson Title: The Frog Prince Day 1

Subject(s): Language Arts and Literature
Grade/Level/Setting: First Grade, 26 students, General Ed Classroom
Prerequisite Skills/Prior Knowledge:
Students have been exposed to fairytales in previous literature lessons.
Standards and Objectives
State/National Academic Standard(s):
Utah Core First Grade Language Arts Standard 1.R.5:
Ask and answer questions about key details in a text. (RL & RI)
Utah Core First Grade Language Arts Standard 1.R.7:
Describe characters, settings, and important events in a story (RL) or pieces of information in a text. (RI)
Learning Objective(s):
Given a read-a-loud and modeling, students will retell key details from the story (characters, setting, beginning,
middle, and end) with a partner and score at least an 80% or higher on the retell rubric.

Materials Technology
The Frog Prince Story Book Computer
Retell Rubric Worksheet Projector
Pencils
Lesson Powerpoint

Language Demands
Language Function(s):
Students will describe key details from the story, including the characters, setting, and main events.
Instructional Support: The teacher will explain what the word describe means and model how to retell
key details from the story.
Vocabulary:
Describe, Story Elements, Characters, Setting, Retell
Instructional Support: The teacher will define the vocabulary with the class and display them with visual
aids on the board.
Discourse and/or Syntax:
Fairytale story elements
Instructional Supports:
Teacher will review elements of a fairytale with the class prior to reading the story.

Instructional Strategies and Learning Tasks

Anticipatory Set:
Activity Description/Teacher Student Actions
- The teacher will begin by - The students will think about what
projecting a powerpoint at the animal they would want to be and
front of the classroom. The first why. They will then discuss their ideas
 slide will be a think-pair-share to with a partner. When called upon, the
get students interested in the topic students will share their ideas with the
of the story. The teacher will class.
instruct students to think about - When asked what the students know
what animal they would want to about frogs, they will share comments
be and why, talk about it with their about where frogs live, what frogs eat,
partner, and then share what they what they look like, and what they do.
discussed with the class. The students will give a thumbs up or
- The teacher will explain that today thumbs down to show if they would
we will be hearing a story about like to be a frog.
someone that turned into an - The students will share their ideas
animal, this animal is a FROG! They about common elements of a fairytale,
will turn to the next slide which and definitions of characters and
will be an image of a frog. The setting.
teacher will ask students what - Students will raise their hands to give
they know about frogs. The their perspectives on what the Term
teacher will also ask students if describe means.
they would like to be a frog. - Students will look for characters,
- The teacher will then project the setting, beginning, middle, and end as
Fairytale Story Elements Review they listen to the story.
Slide and complete the graphic
organizer on the board with the
class. The teacher will define what
story elements are, and ask the
class about each portion (Common
Elements of a fairytale, character,
and setting) and write their ideas
on their board).
- The teacher will then display a
slide that shows the learning
target: “Today we will: Retell a
story by describing the characters,
setting, beginning, middle and end
of a story.” The teacher will ask the
students what the term “describe”
means and define the term for the
class. The teacher will ask students
to look for the characters, setting,
beginning, middle and end as they
read the story.
Presentation Procedures for New Information and/or Modeling:
Activity Description/Teacher Student Actions
- The teacher will read “The Frog - The students will listen as the teacher
Prince” to the class using the reads “The Frog Prince”.
 virtual book. As the setting, - Students will answer the teacher’s
characters, beginning, middle, and questions while reading, such as
end are introduced, the teacher “What happened at the beginning of
will ask scaffolding questions such the story?” or “What is the setting of
as “Which character did we just the story?”
meet?” or “What is the setting of
this story?”
Guided Practice:
Activity Description/Teacher Student Actions
- At the conclusion of the story, the - Students will watch the teacher as
teacher will then model how to they model how to properly orally
properly retell the story to a retell the events of the story with the
partner. They will project the retell characters, setting, beginning, middle,
rubric on the board and model and end.
how to orally retell the story to a - They will also pay close attention as
partner. the teacher shows how to properly
- They will also model how to evaluate their partner’s retell using
evaluate a partner’s retell using the rubric.
the rubric.
Independent Student Practice:
Activity Description/Teacher Student Actions
- The teacher will have students - Students will take turns orally retelling
work with a partner and assess the story and evaluating each other
each other’s ability to orally retell using the retell rubric.
a story.
- The teacher will walk around and
monitor the students as they
practice oral retell and evaluation.
Culminating or Closing Procedure/Activity:
Activity Description/Teacher Student Actions
- The teacher will collect the rubrics - Students will turn in their rubrics to
and evaluate student data. the teacher at the conclusion of class.
Differentiated Instruction
Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific
accommodations that help to meet a variety of learning needs.
Gifted and Talented:
Gifted and Talented students will be able to share their unique perspectives during the anticipatory
set. They will also be able to give and apply feedback during the oral retell.
EL:
The teacher will use an illustrated storybook to help English language learners better understand the
story.
Students with Other Special Needs:
All directions and text will be read aloud during this lesson for struggling readers.
Assessment
Formative
The teacher will ask guiding questions and scaffolding to check students’ comprehension and understanding of the text while
reading. The teacher will also monitor student’s abilities to retell by observing the class as they practice oral retelling with a
partner.
Summative
The rubric at the end of the lesson will assess the students’ ability to recall key details from the text. The rubric includes students
ability to recall the characters, setting, beginning, middle, and end of the story. If students are able to scorewith 80% accuracy,
they will have successfully met the learning objective.