| Folk Tales Unit |
Focus Poetry:
"Little Miss Muffet"
"Little Miss Muffet"
Shared Reading:
Off to Work by Ron
Bacon
Off to Work by Ron
Bacon
Journal Topics:
*Draw your favorite "little pig" building his house.
*Draw the 3 Billy Goats Gruff.
*Draw the 3 Bears' house.
*Draw your favorite fairy tale character.
*Which character do you think was the smartest? Why?
*Draw your favorite "little pig" building his house.
*Draw the 3 Billy Goats Gruff.
*Draw the 3 Bears' house.
*Draw your favorite fairy tale character.
*Which character do you think was the smartest? Why?
Literature:
The Little Red Hen by Brenda Parkes and Judith Smith
The Little Red Hen by Paul Galdone
*After reading the story, volunteers dress up and act out the tale. Then we all work
together to bake some bread. While the dough is rising, each child completes a
sequencing activity to aid in retelling the story at home.
Jack and the Beanstalk by Matt Faulkner
*Click title for more information.
The Three Billy Goats Gruff by Ellen Appleby
Billy Goats Gruff by Susan Hellard
Three Billy Goats Gruff or 3 Strikes Yer Out! by Ted Dewan
*After reading one of the versions, we act out the story (the 3 billy goats wear horns
on a headband with styrofoam cup "hooves" on their hands; the troll wears an ugly
mask and hides under the "bridge" (table) waiting for the goats to "trip-trap" across).
We discuss the characters and the details of the setting. Then each child makes
his/her own "fairy tale theater." The "fairy tale theater" for this tale is the setting
(brown hill on the left; lush, green grassy hill on the right; popsicle stick bridge
connecting the two hills). Then the students make the puppets by coloring/cutting
out pictures of the characters and gluing them onto popsicle sticks. They retell the
tale to each other and even travel to our pre-K and PPCD classes to perform for the
younger students!
Little Red Riding Hood by James Marshall
Red Riding Hood by Paul Galdone
*After reading, we discuss "fact" and "fantasy," listing the clues in the tale.
The Three Little Pigs by James Marshall
The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
The True Story of the Three Little Pigs by Jon Scieszka
The Three Little Pigs by Gavin Bishop
*We create another "fairy tale theater" for this story. After discussing the details of
the setting, students decide how many houses (1 yellow, 1 brown, and 1 red) and
what kind of materials (raffia-straw, toothpicks-sticks, and red lima beans-bricks)
they'll need to create their "theaters". Then they set to work to "build" each pig's
house and glue them to the background. They create popsicle stick puppets for the
3 pigs and the wolf.
Rumpelstiltskin by Paul Galdone
*One of our 1st grade teachers (Mrs. Scott) always has her students write a riddle
describing what they brought for show and tell. They are pretty good at writing
them now, so we decided to use them in this lesson. We asked her class to come
up with riddles for us to guess their "names".
Wow! Here were some of their riddles:
"I am extinct. I begin with a 'd'. I have 3 syllables in my name." (dinosaur)
"I rhyme with lake. I am very sweet. I begin with the letter 'c'." (cake)
"I am a number. I rhyme with sun. I am less than 2." (one)
Hansel and Gretel by Jane Ray
*We discuss the plot and identify the problem. We talk about how Hansel and
Gretel solved the problem, then we list our ideas for possible "solutions".
Three Bears by Paul Galdone
*The students created a "fairy tale theater" for this story, too. (By the end of this
unit, they ALL know what "setting" means.) Each child was given a house cut-out
made of folded paper. They illustrated the exterior however they wanted, but on
the inside they needed to depict the important areas/details of the Bears' house
(table with 3 different-sized bowls in the kitchen, 3 different-sized chairs in the
living room, and 3 different-sized beds in the bedroom). Then they made popsicle
stick puppets and retold the tale to someone.
Somebody and the Three Blairs by Marilyn Tolhurst
*After reading this version, we compare both stories using a Venn diagram.
Run! Run! by JoAnn Vandine (Mondo Publishing)
Henny Penny by Paul Galdone
*We made puppets for this story using different kinds of feather dusters for the bird
characters and a red sock for Foxy Loxy. We use the puppets to tell the story.
Then the puppets are put into the storytelling center for students to perform for each
other.
Rapunzel (Troll Assoc.)
*Students create a cylindrical tower with a cut-out window for this "theater". They
make popsicle puppets for each character. (We hot-glue yellow yarn "hair" to the
ends of popsicle sticks for each Rapunzel the day before.) Then they add the
faces, clothes, etc. "Rapunzel, Rapunzel, let down your hair," they call as they
dangle the yellow hair out the window for the prince to climb up.
Fairy Tales Theme Packets by Lakeshore
Rumplestiltskin by Paul Galdone
3 Little Pigs by Paul Galdone
Gingerbread Boy by Paul Galdone
Red Riding Hood by James Marshall
The Little Red Hen by Paul Galdone
The Princess and the Pea by Janet Stevens
Jack and the Beanstalk by Matt Faulkner
The Frog Prince by Edith H. Tarcob
The Little Red Hen by Paul Galdone
*After reading the story, volunteers dress up and act out the tale. Then we all work
together to bake some bread. While the dough is rising, each child completes a
sequencing activity to aid in retelling the story at home.
Jack and the Beanstalk by Matt Faulkner
*Click title for more information.
The Three Billy Goats Gruff by Ellen Appleby
Billy Goats Gruff by Susan Hellard
Three Billy Goats Gruff or 3 Strikes Yer Out! by Ted Dewan
*After reading one of the versions, we act out the story (the 3 billy goats wear horns
on a headband with styrofoam cup "hooves" on their hands; the troll wears an ugly
mask and hides under the "bridge" (table) waiting for the goats to "trip-trap" across).
We discuss the characters and the details of the setting. Then each child makes
his/her own "fairy tale theater." The "fairy tale theater" for this tale is the setting
(brown hill on the left; lush, green grassy hill on the right; popsicle stick bridge
connecting the two hills). Then the students make the puppets by coloring/cutting
out pictures of the characters and gluing them onto popsicle sticks. They retell the
tale to each other and even travel to our pre-K and PPCD classes to perform for the
younger students!
Little Red Riding Hood by James Marshall
Red Riding Hood by Paul Galdone
*After reading, we discuss "fact" and "fantasy," listing the clues in the tale.
The Three Little Pigs by James Marshall
The Three Little Wolves and the Big Bad Pig by Eugene Trivizas
The True Story of the Three Little Pigs by Jon Scieszka
The Three Little Pigs by Gavin Bishop
*We create another "fairy tale theater" for this story. After discussing the details of
the setting, students decide how many houses (1 yellow, 1 brown, and 1 red) and
what kind of materials (raffia-straw, toothpicks-sticks, and red lima beans-bricks)
they'll need to create their "theaters". Then they set to work to "build" each pig's
house and glue them to the background. They create popsicle stick puppets for the
3 pigs and the wolf.
Rumpelstiltskin by Paul Galdone
*One of our 1st grade teachers (Mrs. Scott) always has her students write a riddle
describing what they brought for show and tell. They are pretty good at writing
them now, so we decided to use them in this lesson. We asked her class to come
up with riddles for us to guess their "names".
Wow! Here were some of their riddles:
"I am extinct. I begin with a 'd'. I have 3 syllables in my name." (dinosaur)
"I rhyme with lake. I am very sweet. I begin with the letter 'c'." (cake)
"I am a number. I rhyme with sun. I am less than 2." (one)
Hansel and Gretel by Jane Ray
*We discuss the plot and identify the problem. We talk about how Hansel and
Gretel solved the problem, then we list our ideas for possible "solutions".
Three Bears by Paul Galdone
*The students created a "fairy tale theater" for this story, too. (By the end of this
unit, they ALL know what "setting" means.) Each child was given a house cut-out
made of folded paper. They illustrated the exterior however they wanted, but on
the inside they needed to depict the important areas/details of the Bears' house
(table with 3 different-sized bowls in the kitchen, 3 different-sized chairs in the
living room, and 3 different-sized beds in the bedroom). Then they made popsicle
stick puppets and retold the tale to someone.
Somebody and the Three Blairs by Marilyn Tolhurst
*After reading this version, we compare both stories using a Venn diagram.
Run! Run! by JoAnn Vandine (Mondo Publishing)
Henny Penny by Paul Galdone
*We made puppets for this story using different kinds of feather dusters for the bird
characters and a red sock for Foxy Loxy. We use the puppets to tell the story.
Then the puppets are put into the storytelling center for students to perform for each
other.
Rapunzel (Troll Assoc.)
*Students create a cylindrical tower with a cut-out window for this "theater". They
make popsicle puppets for each character. (We hot-glue yellow yarn "hair" to the
ends of popsicle sticks for each Rapunzel the day before.) Then they add the
faces, clothes, etc. "Rapunzel, Rapunzel, let down your hair," they call as they
dangle the yellow hair out the window for the prince to climb up.
Fairy Tales Theme Packets by Lakeshore
Rumplestiltskin by Paul Galdone
3 Little Pigs by Paul Galdone
Gingerbread Boy by Paul Galdone
Red Riding Hood by James Marshall
The Little Red Hen by Paul Galdone
The Princess and the Pea by Janet Stevens
Jack and the Beanstalk by Matt Faulkner
The Frog Prince by Edith H. Tarcob
More Fairy Tales and Folklore unit Literature:
Click on book covers for summaries, reviews, and price information from
Amazon.com.
Click on book covers for summaries, reviews, and price information from
Amazon.com.
Science/Social Studies:
We study the parts of plants after each child plants lima beans in a clear plastic cup.
They sprout pretty quickly and we sometimes estimate which day we think they'll sprout.
This year we studied the effects of light on growing plants. (We put 1 plant in a box with
holes on one side. We put another plant in a box with no holes.) They were amazed
how the plant with "box holes" grew crooked, toward the light holes and the other plant
withered.
As part of our Social Studies curriculum, we study the importance of jobs and why people
have them. We make a list of all the different jobs we've read about in the fairy tales for
this unit. Then we compare that list of jobs to the jobs their parents have.
We study the parts of plants after each child plants lima beans in a clear plastic cup.
They sprout pretty quickly and we sometimes estimate which day we think they'll sprout.
This year we studied the effects of light on growing plants. (We put 1 plant in a box with
holes on one side. We put another plant in a box with no holes.) They were amazed
how the plant with "box holes" grew crooked, toward the light holes and the other plant
withered.
As part of our Social Studies curriculum, we study the importance of jobs and why people
have them. We make a list of all the different jobs we've read about in the fairy tales for
this unit. Then we compare that list of jobs to the jobs their parents have.
Links:
Folklore, Myths, and Legend
Fairy Tale Unit
Kindergarten Kafe
Fairy Tale Links
Fairy Tales Lessons
The 3 Bears
Fairy Tales by Tooter 4 Kids
The 3 Pigs
The 3 Billy Goats Gruff
The Little Red Hen
Folklore, Myths, and Legend
Fairy Tale Unit
Kindergarten Kafe
Fairy Tale Links
Fairy Tales Lessons
The 3 Bears
Fairy Tales by Tooter 4 Kids
The 3 Pigs
The 3 Billy Goats Gruff
The Little Red Hen
