Daily Lesson Planning
- Present "Once upon a time" and ask students to identify the storybook characters and related story props. As the children do this, list the names and items they mention.
- Have children tell their versions of one or two of the fairy tales, giving individuals opportunities to pick up where another leaves off.
- Implement “Once upon a time . . . ” (BB 76).
Choose from the following:
- Implement “Writers use words to tell stories” (BB 77). Consider doing this after you complete the next activity.
- A wolf appears in many fairy tales. Talk about these tales and think of words that describe the wolf. List these words with a small group of children. Implement "A wolf is . . . " as a follow-up activity.
- Read different fairy tales to the class. Keep a list of the titles you read.
- Invite children to tell fairy tales or folktales from their families or cultural backgrounds.
- Have children make signs and props for dramatic-play time and designate the dramatic-play center in the classroom as a “fairy-tale land” for a period of time.
- Have children draw or paint favorite fairy-tale scenes. Then ask them to write a sentence or two about the scene—on their own or by interacting with you or another assistant. These pages can enhance a bulletin board.
- After telling the story of the gingerbread man, have children draw him, or implement "Gingerbread Man." Ask students to write some words that Gingerbread Man might say. Consider making a shape book.
- Invite students to choose a fairy-tale animal and then write (or dictate) a riddle about it on a piece of paper. Have them draw a picture of the animal on another sheet of paper. Then help them to staple or connect the two pages together, with the riddle on top. Children may share their riddles in small groups.
- Have individuals share what they have enjoyed about this unit.
- Write a starter sentence: “We enjoyed reading and writing about fairy tales.” Then, with the children’s help, write sentences to support this idea.