Integrating tales with academics: 

Jim and the Beanstalk S

​ torytelling Lesson Plan 
 
Title​: ​Jim and the Beanstalk​ integrating fairy tales with math 

Time: ​ ​45-60 minutes (Lesson allows for flexibility in schedule)

Introduction: ​This is a math literacy lesson integrating the concept of measurement with a 
retelling of the fairy tale ​Jack and the Beanstalk​; ​Jim and the Beanstalk.​ The anticipatory set includes 
questions to draw student’s prior knowledge of measurement and the fairy tale. This lesson is 
designed for elementary students in grades 1st through 4th grade with a hands-on activity and 
technology component. 

Texas Standards: 
● 2.9D, 2.9E Estimate and measure objects to nearest inch, half inch 

Library Standards: 
● Library Standards:

I (3) model and promote collaborative planning, cooperative teaching, and direct instruction as
determined by learners' needs and state curriculum standards

III (3) employ existing and emerging technologies to access, evaluate, and disseminate
information for possible application to instructional programs

Instructional objectives:  
After a short discussion, and telling of ​Jim and the Beanstalk, t​he students will demonstrate an
understanding of measurement by using a ruler to accurately record the length of different objects.

Resources: 
● Jim and the Beanstalk by Raymond Briggs [book: Briggs, Raymond. Jim and the 
Beanstalk. New York, New York, The Putnam & Gosset Group, 1997.] 
● Props for Storytelling 
○ Ruler 
○ Tape Measure strips (could be hand made from paper) 
● Hands-on Activity 
○ 12 Tape Measuring strips 
○ Pencil 
○ Hand out 
● Assessment 
○ Student ChromeBooks 
○ Access to Flip Grid 
○ Hand out 
○ Ruler or tape measure 
 
 

Learning Outcomes:

Students will learn how to measure and record in inches using a tape measure. Working in
pairs the students will take turns assuming the role of Jim; the partner will be the Giant, and take
turns measuring and recording different parts such as the foot, head, hand, etc. When complete
the students will show evidence of learning by answering questions in FlipGrid.

Students review inferencing, characterization, main idea, and compare & contrast through
questioning before, during, and after the story.

Introduce the story by building on prior knowledge through questioning. Collaborating with the
math teacher the librarian will draw attention to the cover of the book and how it is related to
math. Discuss the tape measure and the kind of units it measures. What does it remind the
students of. What is the physical property of the tape measure to allow it to measure around
something like the giants head?

Pre-Activity​:

Hold up a ruler and ask students what it is? What is it used for? What units does it measure?
Then hold up the book ​Jim and the Beanstalk​. How does the picture on the cover relate to the
ruler that was studied in math class? Guide the discussion towards measurement vocabulary;
units, inches, foot, centimeters, measure, flexibility, etc. Then discuss the Title and ask
compare/contrast questions to the known tale ​Jack and the Beanstalk​.

Activity:

Students sit in storytime position. The librarian will show prop: a ruler. Then begin Pre-Activity:
Hold up a ruler and ask students what it is? What is it used for? What units does it measure?
Then hold up the book ​Jim and the Beanstalk​. How does the picture on the cover relate to the
ruler that was studied in math class? Guide the discussion towards measurement vocabulary;
units, inches, foot, centimeters, measure, flexibility, etc. Then discuss the Title and ask
compare/contrast questions to the known tale ​Jack and the Beanstalk​.

Read or perform an oral tale: ​Jim and the Beanstalk. ​ Allow for audience participation by leaving
off end words like; “gold”, “beanstalk”, “wig”, and “get one” for children to call out.

Closure: Discuss how Jim used math to solve the giants problem.

Hands-on activity: Break students into pairs. Provide each group with a tape measure, pencil,
and handout. Tell students they will take turns being the characters in the story. One will be
Jim and take the first measurement. The other will be the Giant and will be measured by their
partner. They switch roles for the next measurement taking turns until all measurements are
complete. Students are sent to tables to complete the measurement handout (included below)
taking measurements of their feet, leg, hand, head etc.

Assessment:

Each student will log into Flip Grid and record themselves answering the following questions:

“How did Jim use math to solve the Giants problem?”

“Tell me all about the tape measure then demonstrate how to measure the line on the back of
the handout.” Remind student to point camera down to record the measurement of the paper.

Modification of the Lesson:

Modify by time: Use handout as assessment instead of Flip Grid. Only use half of the handout,
or tell students to chose 3 to 4 objects on the handout to measure instead of all objects. If more
time is needed students could then measure items in the library or make their own measuring
strips with a strip of 11 x 17 paper and ruler.

Modify by Tools: If there are not any tape measures available cut out all items on the handout
that require a flexible measuring device like head and wrist, or students could make a paper
ruler to use on 11 x 17 paper strips.

Modify Assessment: Flip Grid could also be done in pairs for time or academic modifications. A
script with questions for a students to answer is a great modification for Flip Grid for students
who are reluctant to record themselves, or why may need a little more direction when providing
an oral assignment.

If Flip Grid is not available any recording device would work; iPad video recording,
screencastify, iMovie, etc.

Assessments:

The peer handout will be used as a whole class assessment tool identifying the understanding of the
concept as a class (See handout below). Student FlipGrid videos allow for further assessment by getting
a true idea of the students thinking and ability to measure to the nearest inch and half inch by answering
the following questions:

“How did Jim use math to solve the Giants problem?”

“Describe how to measure the lines on the back of your paper?” “What is the length of the line?”
Supplemental information or sites:

Math Read Alouds provided by K-5 Math resources:

https://www.k-5mathteachingresources.com/measurement-read-aloud.html

Math Through Stories is an organization that provides ideas and links to other stories that integrate math:

https://www.mathsthroughstories.org/jim-and-the-beanstalk.html
Name ___________________________ Date ______________

Jim and the Beanstalk​ Measuring Activity

Directions: Take turns being Jim and measuring your partner’s (the giant) different body
parts in inches. Be sure to record your measurements below.

Body Part Length

Head __________ inches

Length of Foot __________ inches

Length of Hand __________ inches

Pointer Finger __________ inches

Elbow to the tip of the longest finger __________ inches

Across the shoulders (shoulder to __________ inches

shoulder)

Free Space
_______________________________ __________ inches

Free Space
_______________________________ __________ inches