K-12 Teaching and Learning From the UNC School of Education

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Important Message about LEARN NC

LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you.

Don’t worry! The lesson plans, articles, and textbooks you use and love aren’t going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know it’s important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, we’re directing our resources into our newest efforts, so we won’t be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we won’t be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment.

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Related pages

  • Fairy tales: This lesson will begin a unit on fairy tales for young learners. It will begin with assessing what first graders know about fairy tales. Children will learn about the original version of The Three Little Pigs.
  • Bulletin board of story elements: This lesson will introduce young children to the elements of stories starting with characters. Children will be involved with interactive writing as they respond to shared reading lessons. Students will illustrate a caption of a character to be displayed on a bulletin board.
  • Learning literary elements through African and African American folktales: In this eighth grade lesson, students will apply their knowledge of literary elements (plot structure and archetypal characters) to the analysis and creation of African and African American folktales. Students will work in groups to read several picture book versions of African and African American folktales. Each group then creates a plot map for a story and highlights other literary elements identified within the text. Students then compare the folktales with fairy tales from other cultures and explain what they learned about African and African American culture from reading the folktales. Finally, students work independently to write their own modern-day folktale.

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Learning outcomes

  • The learner will answer factual questions after reading “Jack and the Beanstalk.”
  • During group discussion, the learners will recall the five major events in “Jack and the Beanstalk.”
  • The learner will illustrate the major events of the story.
  • The learner will independently write in correct sequential order the five major events of the story.

Teacher planning

Time required for lesson

2 Hours


  • Jack and the Beanstalk story book
  • chart paper
  • 12×18 white construction paper
  • crayons


Fold 12″ by 18″ in half lengthwise, measure 3 1/2″ blocks to make five sequence blocks and cut to fold. Make one for each student in the class.


  1. Read aloud “Jack and the Beanstalk.”
  2. After a group discussion of the story to ensure comprehension, the students will brainstorm 5 major events of “Jack and the Beanstalk.” The teacher will write the 5 events on chart paper, not necessarily in sequential order.Next, the teacher will cut the 5 sentences out and together the students will arrange the sentences in correct order. The students will draw pictures to illustrate the five events using the flipbook idea.
  3. Teacher removes the five sentences that the group has written together.
  4. The students will use their pictures to write their own story in correct sequential order. Depending on the ability of the student, the student can write 1 to 3 sentences for each sequenced event telling the story.


The students ability to answer comprehension questions during class discussion will be monitored. The correct sequence of events in their flipbooks will be assessed. Each student must have 1-3 logical sentences on each page of their flip book.

Supplemental information


This lesson was completed with students in third grade who needed remedial help in the areas of reading comprehension and reading sequencing skills.

  • Common Core State Standards
    • English Language Arts (2010)
      • Reading: Literature

        • Grade 1
          • 1.RL.1 Ask and answer questions about key details in a text.
          • 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
        • Kindergarten
          • K.RL.1 With prompting and support, ask and answer questions about key details in a text.
          • K.RL.2 With prompting and support, retell familiar stories, including key details.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 1

  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.02: Use words that name characters and settings (who, where) and words that tell action and events (what happened, what did ___ do) in simple texts.
    • Objective 4.05: Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem).


  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.01: Demonstrate sense of story (e.g., beginning, middle, end, characters, details).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.06: Write and/or participate in writing behaviors by using authors' models of language.