Elementary English Language Arts
Material Type:
Upper Elementary
  • Lesson Plan
  • october22
  • october23
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    Education Standards

    The Legend of Sleepy Hollow

    The Legend of Sleepy Hollow


    This is a Halloween lesson based off of the book The Legend of Sleepy Hollow. Students will learn about the legend by reading the passage or book and watching the movie. 


    In this lesson students will Compare and Contrast the experience of reading a story and viewing a video of the same or similar text. Students will Compare and Contrast what they both see and hear. 

    • This lesson takes 30-60 Minutes to complete
    • Face to Face or Virtual
    • Ashley Thompsom 

    Step 1 - Goals and Outcomes

    Learning Intentions:

    • Students will be able to compare and contrast the experience of reading a story, listening or viewing a video of the text and including what they see and hear when they read compared to what they see when they watch the video. 

    Success Criteria:

    • Students will be able to find similarities and differences in multiple versions of the same story. 

    Step 2 - Planning Instruction

    Prior to this lesson students will need to have an understanding of where this story is taking place and what the headlesss horseman is. They will also need to know that this takes place in the late 1700s so things are not the same as they are today. 

    To access the students background knowledge ask them if they have ever heard of the Legend of Sleepy Hollow. Then show them a this song about the legend

    Step 3 - Instruction

    Southern Utah University – Teacher Education

    Integrated Core Applied Project (ICAP)


    NameKeni Floyd,Grade Level/Content Area:6th Grade Language ArtsEstimated Time30 -60 minutes
    Standard:  (Utah Core Standard(s): Reading: Literature Standard 7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch
    Integrated Content Areas:
    Learning Objective(s):  (*Each content area listed needs to have a learning objective):  Students will be able to compare and contrast the experience of reading a story, and listening or viewing a video of the text and including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
    Essential Question(s):  Can I find similarities and differences in multiple versions of a story? Can I find similarities and differences in a text vs. a visual representation?
    Materials: Headless horseman video, computer/projector to show video,  The Legend of Sleepy Hollow passage, whiteboard and markers to write Venn Diagram on the board.


    *Complete the following sections of the lesson plan using: red or bold type – to script what teacher says, blue or regular type – to script what students will do, green or italic type - for what is to be written on the board or a chart




    Time *Numberof min. for each componentLesson ComponentsInstructional Language/Teacher Script/Activities*Scripted step by step for each lesson component.  *Remember to add in essential questions when applicable.EngagementDescribe what students will be DOING. Include UDL Principles, Guidelines and CheckpointsTechnology Integration*How will I MEANINGFULLY integrate technology?Assessment*Documentation*Outcomes*Pre and Post*Formative/  Summative*Rubric, Project*Observation*Paper/Pencil*Reteach conceptsReflection*How did the   students respond*What do I need   to change*New ideas to   improve this  section
    5 minutes BEGINNINGAnticipatory Set / Warm-up /Introduction*How will I “hook” the students?Access/build on prior knowledge.Ask the students if they have ever heard of the Legend of Sleepy Hollow? Show this video to the students for some background information on the Legend of Sleepy Hollow, specifically the traits of the Headless Horseman.: : SONG Ask the students if they have ever heard of the Legend of Sleepy Hollow. Students will be watching the video, and using their background knowledge to create their personal image of the Headless Horseman.By showing the videos of the Sleepy Hollow on the computer. What do you know already about the Legend of Sleepy Hollow? 


    10minutesMIDDLEGuided Practice Reinforce / Reteach(We do it. Teacher guides students and models instruction.)*Practice together*Small group*Whole group*With teacherIndependent Practice Scaffolding:Practice:(You do it. Individual student practice)*Similar to guided   practice activities*Done alone to   show competencyPass out the excerpt (attached at the end)  from The Legend of Sleepy Hollow by Washington Irving. Have students read through the excerpt, looking for similarities and differences between what they already know about the legend and what is portrayed in the excerpt.Watch the following video, keeping in mind that they are looking for similarities and differences between the videos and text. : SLEEPY HOLLOW MEETING  Have students use these similarities and differences in an individually created venn diagram on their paper.Students will read and watch the different representations of The Legend of Sleepy Hollow, keeping in mind the similarities and differences between them. Write down these similarities and differences in an individually created venn diagram.By showing the videos of the Sleepy Hollow on the computer. Walk around and monitor to ensure the students are understanding and participating in the assignment. 


    10minutes ENDClosure / Revisit / Exit Ticket *Learning objectives*Did students answer essential questions *Did students make a real life connectionOn the board, draw two giant circles in a Venn Diagram shape. Label one circle “Video”, and the other “Text”. You can also have the students do this on google draw.  Have students tell their groups their ideas of similarities and differences in the two versions, while writing their ideas in the diagram.Come together as a class and talk about what the differences were found in part of the movie you watched as well as an excerpt of the story you read. Students will perform the diagram as a group. They will participate by sharing their answers and ideas with their groups.None Using what the students say as a class to determine if they have a clear understanding of how to find similarities and differences in the different versions. 


     Overall Reflection:Reflect:*Were the learning objectives met in each content area*Did the lesson answer essential questions*Did students reach competency *Did I adjust lesson to meet the need of all types of learners*How was my timing and “withitness”*Did I enjoy teaching and did students enjoy learning     


    “He was, moreover, approaching the very place where many of the scenes of the ghost stories had been laid. As Ichabod began to whistle; he thought his whistle was answered; it was but a blast sweeping sharply through the dry branches. As he approached a little nearer, he thought he saw something white, hanging in the midst of the tree: he paused and ceased whistling but, on looking more narrowly, perceived that it was a place where the tree had been scathed by lightning, and the white wood laid bare. Suddenly he heard a groan—his teeth chattered, and his knees smote against the saddle: it was but the rubbing of one huge bough upon another, as they were swayed about by the breeze. He passed the tree in safety, but new perils lay before him. About two hundred yards from the tree, a small brook crossed the road, and ran into a marshy and thickly-wooded glen, known by the name of Wiley’s Swamp. A few rough logs, laid side by side, served for a bridge over this stream. To pass this bridge was the severest trial.  In the dark shadow of the grove, on the margin of the brook, he beheld something huge, misshapen and towering. It stirred not, but seemed gathered up in the gloom, like some gigantic monster ready to spring upon the traveller. Summoning up, therefore, a show of courage, he demanded in stammering accents, “Who are you?” He received no reply. He repeated his demand in a still more agitated voice. Still there was no answer. Once more he cudgelled the sides of the inflexible Gunpowder, and, shutting his eyes, broke forth with involuntary fervor into a psalm tune. Just then the shadowy object of alarm put itself in motion, and with a scramble and a bound stood at once in the middle of the road. He appeared to be a horseman of large dimensions, and mounted on a black horse of powerful frame.

    Ichabod, who had no relish for this strange midnight companion, and bethought himself of the adventure of Brom Bones with the Galloping Hessian, now quickened his steed in hopes of leaving him behind. The stranger, however, quickened his horse to an equal pace. Ichabod pulled up, and fell into a walk, thinking to lag behind,—the other did the same. His heart began to sink within him; he endeavored to resume his psalm tune, but his parched tongue clove to the roof of his mouth, and he could not utter a stave. There was something in the moody and dogged silence of this pertinacious companion that was mysterious and appalling. It was soon fearfully accounted for. On mounting a rising ground, which brought the figure of his fellow-traveller in relief against the sky, gigantic in height, and muffled in a cloak, Ichabod was horror-struck on

    perceiving that he was headless!—but his horror was still more increased on observing that the head, which should have rested on his shoulders, was carried before him on the pommel of his saddle! His terror rose to desperation; he rained a shower of kicks and blows upon Gunpowder, hoping by a sudden movement to give his companion the slip; but the spectre started full jump with him. Away, then, they dashed through thick and thin; stones flying and sparks flashing at every bound. Ichabod’s flimsy garments fluttered in the air, as he stretched his long lank body away over his horse’s head, in the eagerness of his flight. They had now reached the road which turns off to Sleepy Hollow; but Gunpowder, who seemed possessed with a demon, instead of keeping up it, made an opposite turn, and plunged headlong downhill to the left. This road leads through a sandy hollow shaded by trees for about a quarter of a mile, where it crosses the bridge famous in goblin story; and just beyond swells the green knoll on which stands the whitewashed


    As yet the panic of the steed had given his unskillful rider an apparent advantage in the chase, but just as he had got half way through the hollow, the girths of the saddle gave way, and he felt it slipping from under him. He seized it by the pommel, and endeavored to hold it firm, but in vain; and had just time to save himself by clasping old Gunpowder round the neck, when the saddle fell to the earth, and he heard it trampled under foot by his pursuer.  An opening in the trees now cheered him with the hopes that the church bridge was at hand. The wavering reflection of a silver star in the bosom of the brook told him that he was not mistaken.

    “If I can but reach that bridge,” thought Ichabod, “I am safe.” Just then he heard the black steed panting and blowing close behind him; he even fancied that he felt his hot breath. Another convulsive kick in the ribs, and old Gunpowder sprang upon the bridge; he thundered over the resounding planks; he gained the opposite side; and now Ichabod cast a look behind to see if his pursuer should vanish, according to rule, in a flash of fire and brimstone. Just then he saw the goblin rising in his stirrups, and in the very act of hurling his head at him. Ichabod endeavored to dodge the horrible missile, but too late. It encountered his cranium with a tremendous crash,—he was tumbled headlong into the dust, and Gunpowder, the black steed, and the goblin rider, passed by like a whirlwind.

    The next morning the old horse was found without his saddle, and with the bridle under his feet, soberly cropping the grass at his master’s gate. Ichabod did not make his appearance at breakfast; dinner-hour came, but no Ichabod. The boys assembled at the schoolhouse, and strolled idly about the banks of the brook; but no schoolmaster. An inquiry was set on foot, and after diligent investigation they came upon his traces. In one part of the road leading to the church was found the saddle trampled in the dirt; the tracks of horses’ hoofs deeply dented in the road, and evidently at furious speed, were traced to the bridge, beyond which, on the bank of a broad part of the brook, where the water ran deep and black, was found the hat of the unfortunate Ichabod, and close beside it a shattered pumpkin. The brook was searched, but the body of the schoolmaster was not to be discovered.

    THE END.”


    Step 4 - Assessments

    Students will fill out a Venn Diagram to show that they can compare and contrast the video from the book.