1. The Little Red Hen by

2. Lessons
During our Fairy Tales unit , we studied The Little Red Hen. Students had the opportunity to learn about how it feels not to get helped and changed the ending of the story.
We learned about identifying characters, and events in the story, sequence a story using technology, even what they would have cooked if they were the “Little Red Hen”. We also talked about kinds of books, fiction and non fiction.

3. Lessons
Day 1: Teacher introduced the story to kids and read it. Also, we discussed what happed in the story.
Day 2: Create an events chart. Read the story one more time.
Day 3: Students sequenced the story, they drew the story, using a three steps chart, students had to draw the three main events of the story.
Day 4: Students were ask to illustrate and describe their new ending of the story.
Day 5: Students created a graph by choosing their favorite new ending of the story.

4. Classroom supporting activities
Some of the questions discussed were: How would you describe the cat, the goose and the dog? What words can you use to describe the Little Red Hen? How do you think the little red hen felt doing all her work herself? How do you think the little red hen felt when all the animals wanted to eat the bread she had made? How would the story be different if all the animals had agreed to help the little red hen with the work?

5. Classroom supporting activities
Flow map
Parts of the story

6. Responses Scribbled by Mrs. Lares
When students were asked to come up with a new ending these are some of their responses and representation.
Yareli said: “In my ending the Little Red Hen will sell the bread instead of eating it herself ”.

7. Responses Scribbled by Mrs. Lares
Melissa and Matty said: “In my ending the Little Red Hen will share her bread with her friends”.

8. Responses Scribbled by Mrs. Lares
Eduardo said: “In my ending the Little Red Hen will sell the bread to her friends”.

9. Responses Scribbled by Mrs. Lares
Jonathan said: “In my ending the Little Red Hen will share the bread with her chicks”.

10. Classroom supporting activities
As a class, we voted and chose our favorite ending of the story. We made a chart and then using the iPad and the app Graphing for Kids to create our class graph. This app allows us to switch to various types of graphs We had the opportunity to have our recorded information presented in different types of graphs, such as pie, vertical, and horizontal bar graphs. This allows us to view several types thus allowing multiple learning styles to receive the information in the best way.

11. graphing

12. graphing

13. graphing

14. Using our graph we discussed which ending they liked the most and which one was liked the least. Also, we compared all three graphs and demonstrated that it is the same information in different representations.

15. Classroom supporting activities
Using iPads students illustrated what they would have cooked instead of bread. It was printed and pasted it their journal page.

16. Pre k guidelines
III.D.1. Child retells or reenacts a story after it is read aloud.
III.D.2. Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting.
X.A.3.Child operates voice/sound recorders and touch screens.
X.A.4. Child uses software applications to create and express own ideas.

17. Bibliography
All work is students created.
Graphing for Kids App.