Children’s Literature in the Primary School (CLiPS)

Unit Plan
Unit Overview
Unit Title
The Elves and the Shoemaker
Unit Summary
1. To enjoy reading and understanding the story.
2. To locate and recognize details such as the names of characters, the time of the story, or the
place of the story.
3. To identify the main idea of each paragraph in the story.
4. To recall the sequence of the story.
5. To identify problems and make good decisions to handle them rationally
6. To do an extension project – A Story Hat
• Pupils make a newspaper hat by using a manila card.
• On the front part of the hat, pupils will write the title and author’s name.
• Just below the hat, it will be divided into 3 sections
• On each section, the plot will be described as the beginning, middle and resolution
• On the back part of the hate, pupils will draw pictures of the main characters.

Subject Area
Literature Arts, History, Economy
Grade Level
Year 5
Approximate Time Needed
4 Hours – 8 Lessons
Unit Foundation
Targeted Content Standards and Benchmarks
Syllabus Specifications
1.7.3 – Listen to stories and tell what happens next.
2.2.1 – Ask WH-questions to get information
2.2.2 – Ask questions to seek clarification
2.3.1 – Respond to simple simple questions
3.4.3 – Read aloud stories expressively and fluently
3.8.1 – Scan for information from the story
4.1.2 – Copy words, phrases and sentences in clear legible writing
4.7.9 – Write simple descriptions with guidance.

© 2000-2007 Intel Corporation. All Rights Reserved. Page 1 of 5

 Children’s Literature in the Primary School (CLiPS)

Student Objectives/Learning Outcomes

Students will be able to:
• Read and enjoy simple stories
• Give respond by talking about the people and moral values in the story.
• Read simple texts and predict outcomes.
• Read simple texts and make inferences and draw obvious conclusions.
• Perform activities like ‘Hot seat’, ‘Acrostic’, ‘Matching sentence strips’, ‘Describing a character’
and ‘Talk from another point of view’.
• Create a portfolio.
• Present a project.
Curriculum-Framing Questions
Essential Do people readily render help to us when we are in trouble?
Question Do elves exist today?
Unit How can a positive outlook lift up a depressive person?
Questions Does a good deed deserve a return?
How was the relationship between the shoemaker and his wife?
Did the shoemaker and his wife give up hope when they noticed that they had
no money to buy leather?
Did the shoemaker repay the elves for their help?
Content How did they thank the elves for their efforts?
Questions What were the elves reactions after they put on the clothes?
Did the shoemaker expect the elves to continue helping them?
What made them decide to make clothes for them?
What do you think happen to the elves?

Student Assessment Plan

Assessment Summary
A worksheet to show comparison of the shoemaker’s behaviour and life
To give opinion on the storyline with a reason.- A Self Evaluation Form
To give evaluation by peer and teacher - Peer and Teacher’s Evaluation Form
To reflect on the story – A Webbed Self Evaluation Form

© 2000-2007 Intel Corporation. All Rights Reserved. Page 2 of 5

 Children’s Literature in the Primary School (CLiPS)

Assessment Timeline

Before project work begins Students work on projects After project work is
and complete tasks completed
Lesson 6 Lessons 7 & 8 Lessons 7 & 8
Project 1 Project 1 Project1
•Discussion • • Make a hat • • Present •
•Brainstorming from the the
the things manila card. project
needed for the • Write out the
project • Display
title and
•Write out the
author of the
sequence of project in
storybook.
events and the
• Draw out
main classroom
sequence of
characters
events in
• Give peer
each section
and
on front hat.
teacher’s
• Draw the
evaluation.
main
characters in
each section
on the back
hat.

Unit Details
Prerequisite Skills
• Literature
Instructional Procedures
Prior to Instruction:

Month One – Lessons 1 and 2

To introduce the story
• Review the cover.
• Teacher reads the story aloud.
• Pupils read aloud the story expressively in a role-play.
• Pupils give comment on the story in a self-evaluation form.
2. The beginning of the story
• To recall sequence of the story, the setting and the characteristics of the main
character.
• To do a silent mime to portray the main character in the beginning of the story.

Month Two – Lessons 3 and 4

1. Complication: the middle of the story
• State the problems occurred in the story.

© 2000-2007 Intel Corporation. All Rights Reserved. Page 3 of 5

 Children’s Literature in the Primary School (CLiPS)

• Show the effect of poverty in a person’s life.

• Pupils display a collage to show common problems that people encoutered daily.
2. Climax : the most exciting moment in the story
• To impart good values in sowing and reaping principle
• To repoduce a good sense of responsilibility and pride in a given task.
• To show the changes in the life of the shoemaker during the problem and after.
• To personalize the experience in a `hot seat’ activity (an interview between the
shoemaker and a reporter.
Month Three – Lessons 5 and 6
1. Resolutions: the ending of the story
• To tell how the problems are sorted out
• To compare the differences in the shoemaker’s behaviour and life.
• To say how the shoemaker and his wife repay the good deeds done by the
elves.
• To talk from the elves point of view on why he or she helped the shoemaker.
2. Introduction: The Extension Project ( A Story Hat)
• To chart the plot and draw the outline to begin project.
• To list down the things needed for the project.
• Revise and name the characters in the story.
Month Four – Lessons 7 and 8
1. Create a story hat
• Make a hat out of a manila cardboard.
• Write the title and author’s name on the hat.
• Draw the plot on the front hat.
• Draw the characters on the bach hat.
• Display the pupils’ finish product.
2. Evaluation
• Peer and teacher’s evaluation based on the story hat project.
• Self evaluation to give opinion based on the Webbed format.

Optional Extension Activity

Accommodations for Mixed Ability Instruction

At Risk Student • Worksheet to show comparison

EFL Student • Worksheet to show comparison

Advanced Student • Worksheet to show comparison

© 2000-2007 Intel Corporation. All Rights Reserved. Page 4 of 5

 Children’s Literature in the Primary School (CLiPS)

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)
Camera Laser Disk VCR
Computer(s) Printer Video Camera
Digital Camera Projection System Video Conferencing Equip.
DVD Player Scanner Other
Internet Connection Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet Image Processing Web Page Development
Desktop Publishing Internet Web Browser Word Processing
E-mail Software Multimedia Other
Encyclopedia on CD-ROM

Printed Materials • Storybook , Rubrics, Worksheets, Evaluation Forms

• Manila cardboards, colours. Mahjong papers, blue tack, marker

Supplies
pens
Internet Resources

Other Resources • Books from library

Unit Plan template adapted from the Intel Essentials v10 Programme
*Legal Information | Privacy Policy

© 2000-2007 Intel Corporation. All Rights Reserved. Page 5 of 5