Unit: Fairy Tales - Weeblykaralynnparsons.weebly.com/.../fairy.tale.unit.docx · Web viewUnit...

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Unit Plan Cover Page

Name: Kara Parsons

Unit Topic: Fairy tales, Fractured fairy tales

Subject: Library

Grade Level: 1st grade

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Student Population

A. Description of the School, Student Population, Economics:

Located in the rural countryside of Foxburg, Pennsylvania, Allegheny Clarion Valley Elementary School is

a medium sized building designed serve students, preschool – 6th grade, in the school district. Overall, the students

seem to come from lower to upper middle class families.

B. Age/Grade Level:

The students are in 1st grade, and as a result, their ages range from approximately 6-7 years of age.

C. Number of Students by Gender:

Class A: There are 8 girls and 12 boys.

Class B: There are girls and boys.

Class C: There are girls and boys.

E. Background Skills and Knowledge:

The students should already have exposure to different types of literary genres, so that they view fairy tales

as a unique literary genre. The concept of genre will not be specifically addressed within the unit plan, but a basic

understanding of it will help learners to better comprehend what is or isn’t a fairy tale. Furthermore, it would also

benefit students to understand concepts of story grammar, such as character, setting, plot, etc. The students should

be able to answer reading comprehension questions, retell stories, and compare different texts.

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Unit Rationale

A. Why and How the Unit Topic Was Chosen

Shortly before I commenced my student teaching experience, my cooperating teacher told me that as a

student teacher, I would need to write two unit plans, one of which being a unit plan on fairy tales. As a result, this is

how I came to choose fairy tales as my topic. Although I did not directly pick this topic, I have greatly enjoyed

compiling a unit on fairy tales. Furthermore, I understand the importance of teaching with fairy tales. First of all,

fairy tales are part of many cultures’ literary heritages. By exposing students to fairy tales, they gain a common

connection with many other people. Furthermore, fairy tales can help students become more globally aware. By

learning about fairy tales from around the world, their worldviews are broadened.

B. Explanation of How it Fits into the Curriculum

In the library curriculum, my cooperating teacher has been using thematic units to expose her students to a

wide array of literature. For example, the previous unit was on stories about pigs. Similarly, my unit aims to

introduce the students to a variety of fairy tales and fractured fairy tales. Additionally, my unit continues to give

students practice with reading comprehension, retelling stories, and comparing different texts.

C. Projected Student Interest:

Students should find this unit interesting, and hopefully fun as well. For each of the lessons, I have

carefully selected a fairy tale or fractured fairy tale to share, based on quality narrative and illustrations.

Furthermore, the students will be engaged meaningfully through class discussions and questions.

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Bibliography

1. Goldsack, G. (2002). The three billy goats gruff. Bath, UK: Parragon Publishing.

2. Hoberman, M. A. (2012). You read to me, I’ll read to you: Very short fairy tales to read

together. New York, NY: Little, Brown and Company.

3. Lesser, R. (1984). Hansel and gretel. New York, NY: Dutton Children’s Books.

4. Salzman, Y. (1988). The three little pigs. Racine, WI: Western Publishing Company, Inc.

5. Sturges, P. (1999). The little red hen makes a pizza. New York, NY: Puffin Books.

6. Trivizas, E. (1993). The three little wolves and the big bad pig. New York, NY:

Scholastic Inc.

7. Zelinsky, P. O. (1986). Rumpelstiltskin. New York, NY: Dutton Children’s Books.

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STAGE ONE – Desired Results

Common Core State Standards

Reading: Literature

Key Ideas and Details:

CCSS.ELA-Literacy.RL.1.1: Ask and answer questions about key details in a text.

CCCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-Literacy.RL.1.3: Describe characters, settings, and major events in a story, using key details.

Integration of Knowledge and Ideas:

CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Writing

Production and Distribution of Writing:

CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge:

CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects

CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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II. Enduring Understandings and Essential Questions

A. Enduring Understandings – Broad, in-depth statements that capture the big ideas of the unit

B. Essential Questions – Open ended questions that encourage the students to think in-depth about the big ideas

Enduring Understandings Essential Questions

1. The students will understand that fairy tales can be classified into the same genre, because they share many of the same characteristics.

2. The students will understand that fairy tales can be altered, by manipulating story grammar elements, to create fractured fairy tales.

1. How can we tell if a story is a fairy tale?

2. How can we tell if a story is a fractured fairy tale?

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STAGE TWO – Assessment Evidence

I. Formative Assessment

Content: Objectives: The students will – Formative Assessment:

Day 11. Fairy tale elements a. Long ago b. Make believe c. Good person d. Bad person e. Good wins f. Happy ending

1.a-f Name the elements of fairy tales

1.a-f.1 Name examples of fairy tales

1.a-f Questions: Elements of fairy tales

1.a-f.1 Questions: Examples of fairy tales

.Day 2 2. Fairy tale elements a. Long ago b. Make believe c. Good person d. Bad person e. Good wins f. Happy ending


2.a-f.1 Analyze a story to determine if it is a fairy tale


2.a-f.1 Questions: breaking down story to find fairy tale elements

Day 33. Review of fairy tale elements a. Long ago b. Make believe c. Good person d. Bad person e. Good wins f. Happy ending

3.a-f Generate the name of a fairy tale element, corresponding to clues supplied by the librarian

3.a-f Review Game: Bread crumb path with flip signs containing the elements of fairy tales underneath

Day 44. Fractured Fairy tales a. Different plot

4.a Compare a fairy tale and a fractured fairy tale

4.a Class Discussion: “Little Red Hen” v. The Little Red Hen Makes a Pizza

Day 55. Storytelling

6. Fractured Fairy Tales a. Different characters

5.a Retell “The Three Little Pigs” as a class

6.a Compare and contrast a fairy tale with a fractured fairy tale

5.a Fill-in-the-Blank PowerPoint Activity –

6.a Class Discussion – Compare “The Three Little Pigs” with The Three Little Wolves and the Big Bad Pig

6.a.1 Venn Diagram – Compare a fairy tale with a fractured fairy tale

Day 67. Storytelling 7.a Answer questions in order to

contribute to the writing of a fractured fairy tale

7.a “Write a Fractured Fairy Tale” Activity

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Day 78. Visual Storytelling 8.a Create illustrations to go along

with the text of a story8.a Draw pictures that correlate with a page from the fractured fairy tale class collaboration

II. Summative Assessment

1. Fairy Tale Elements Quiz

In order to see if students grasp the fairy tale elements, this brief quiz could be used.

Because of the variation in reading ability, the quiz is primarily fill-in-the-blank. The teacher

would read each question for the students, and students would supply the necessary word. For

certain students, the test might have to be taken orally, with the teacher recording the answers

supplied by the students. All students should be able complete the last question, which is simply

creating a visual representation, or picture, of a fairy tale that has been read in class.

2. Writing: Fractured Fairytale

After learning about fairy tales and fractured fairytales, the students will collaborate as a class

to make a fractured fairy tale. First, the students will choose a fairy tale to alter. Students will be

able to choose from “The Three Billy Goats Gruff”, “Hansel and Gretel”, and “The Little Red

Hen”. After the class has chosen the fairy tale through voting, the librarian will pull up a

template based on the original fairy tale. The librarian will read the template pausing at spots that

require student in put. The librarian will ask the students for what they want it to say, and then

call on volunteers to supply information. After the story is complete, the students will each be

given a page of the story to illustrate. Upon gathering the completed product, the librarian will

compile everything into a book that can be circulated in the library.

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Name: __________________________________

1. Fairy tales happened _____________________.

(Long Ago)

2. Fairy tales are make _____________________.

(believe)

3. The _____________________ person wins in a fairy tale.

(good)

4. Fairy tales end __________________ever after.

(happily)

5. Draw a picture of a fairy tale that we read. Use the back of the paper.

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Stage III – Learning Experiences

Lesson Plan – Day 1

Unit: Fairy Tales

Topic: Fairy tale elements

Grade Level: 1st

Common Core State Standards:

1. CCSS.ELA-Literacy.RL.1.1: Ask and answer questions about key details in a text.

2. CCSS.ELA-Literacy.RL.1.3: Describe characters, settings, and major events in a story, using key details.

Enduring Understanding:


Essential Question:


Specific Content:

1. Fairy tale elements a. Long ago b. Make believe c. Good person d. Bad person e. Good wins f. Happy ending

Specific Objectives:The students will –


1.a-f.1 Name examples of fairy tales

Specific Formative Assessments:


1.a-f.1 Questions: Examples of fairy tales

Procedures

I. Lesson Beginning

The students will enter the library quietly and take their assigned seats.

Next, the librarian will have the students line up.

The librarian will ask the students to name the rules for visiting the pit.

The librarian will take the students to the story pit.

Overview/Motivation:

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The librarian will explain that the students are going to listen to a special kind of story called a fairy tale, and that after the story, they will talk about the elements different fairy tales have in common with each other.

II. Lesson Development

The librarian will tell the story of The Three Billy Goats Gruff.

Throughout the story, the librarian will use colored pictures of the characters on the magnet board to illustrate the actions of the story.

After the story, the librarian will introduce the elements of fairy tales by displaying a poster will a list of the elements. (This way, students will have the opportunity to look at the words and practice reading.)

The librarian will go over each element one at a time, and use the story of The Three Billy Goats Gruff to demonstrate each element.

For example, the librarian will tell the students that an element of fairy tales is that fairy tales happened long ago. Then, the librarian will revisit the beginning of the story with the students to see whether or not The Three Billy Goats Gruff happened long ago.

Next, the librarian will ask the students if they know of any other fairy tales. The librarian will ask volunteers to provide the name of a fairy tale. Briefly, the librarian and students will determine why a certain story does or does not qualify as a fairy tale.

III. Lesson Ending

Review

The librarian will put the poster away, and ask for volunteers to name an element of fairy tales until each element has been reviewed.

Closure

The librarian will show the students a selection of fairy tales that they can check out from the library, if they wish.

Then, the librarian will let students select and check out books.

Materials and/or Equipment:

The Three Billy Goats Gruff by Gaby Goldsack

Colored pictures of goats, troll, bridge, and grassy area to use on magnet board

Magnets

Large poster listing the elements of fairy tales, which are: 1. Happened long ago2. Make Believe 3. Good person4. Bad person5. Good wins

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6. Happily ever after (positive ending)

Selection of fairy tale picture books from the “Everybody” section of the library

Guided and/or Independent Practice:

Questions: While first going over the elements of fairy tales, the librarian will ask questions about The Three Billy Goats Gruff that lead students to seeing how this story qualifies as a fairy tale. (i.e. “Do trolls exist in real life? Do you think that the troll in the story is an example of make believe? Since trolls are make belief creatures, and there is a troll in the story, this helps us to know that the story is a fairy tale.”)

Discussion: The students will use their knowledge of fairy tales to name specific fairy tales, and then talk with the librarian about why the story is or is not a fairy tale.

Assessment:

Observations: The librarian will ensure that the students are listening to the story by noticing the students’ body language, facial expressions, and behaviors.

Questions: The librarian will ask the students questions to see if they can name elements and examples of fairy tales.

Modifications and/or Adaptations:

Increase student involvement: Some students may need additional motivation during story time. These students could be given the opportunity to put a colored picture of a character on the magnet board after receiving a cue from the librarian.

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Name: Kara Parsons

Title of Lesson: Rumpelstiltskin

Grade Level: 1st

Strategy: Indirect

Common Core State Standards:

Reading: Literature:

CCSS.ELA-Literacy.RL.1.1: Ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.1.3: Describe characters, settings, and major events in a story, using key details.

Enduring Understanding:


Essential Question:


Specific Content:

1. Fairy tale elements a. Long ago b. Make believe c. Good person d. Bad person e. Good wins f. Happy ending

Specific Objectives:The student will -

1.a-f Name the elements of fairy tales.

1.a-f.1 Analyze a story to determine if it is a fairy tale.

Specific Formative Assessments:


1.a-f.1 Questions: Breaking down story to find fairy tale elements

I. Procedures

A. Lesson Beginning

Review

The librarian will ask the students to name the elements of fairytales. This way, the students will be prepared to identify elements of fairy tales in the upcoming story. If students have trouble remembering the elements, the librarian will use additional prompts as necessary. After the elements of fairy tales have been named, the librarian will pull out the fairy tale elements poster so that students can see that they have named all the elements.

Motivation

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The librarian will show the students a spinning wheel or a picture of a spinning wheel, state that it is called a spinning wheel, and ask if anyone has seen one before. Next, the librarian will briefly describe the purpose of a spinning wheel, stressing that spinning wheels were used in the past to make thread.

Overview

The librarian will tell the students that she is going to read them a fairy tale about a spinning wheel, in which the characters try to use the spinning wheel to make gold instead of thread.

B. Lesson Development

1. The librarian will read Rumpelstiltskin by Paul O. Zelinsky.

2. After reading, the librarian will ask the students, “Why do you think Rumpelstiltskin is a fairy tale?”

3. The librarian will listen to the students’ responses and provide feedback.

4. If students have trouble responding to this question, the librarian will use additional prompts to help students identify the reasons that Rumpelstiltskin is a fairy tale.

5. For example, the librarian could ask smaller questions such as:

“Did Rumpelstiltskin happen a long time ago? How do we know?” “Does magic happen in the story? What happens in the story that is magic?”“Is there a good person in the story? Why is he/she good?”“Is there a bad person in the story? Why is he/she bad?”“Who wins?”“Does the story have a happy ending?”

6. By answering these questions, the class will have cited specific examples that prove Rumpelstiltskin is a fairy tale.

C. Lesson Ending

Review

The librarian will ask students to name other fairy tales that they know, and to give a reason why the story is a fairy tale.

Preview

The librarian will tell the students that she is going to read them another fairy tale next week.

Closure

The librarian will show the students a selection of fairy tales that they can check out from the library. Then the librarian will let the students select and check out books.

II. Meaningful Student Involvement

Questions – Throughout the lesson, the librarian will ask the students questions to keep them involved. By answering questions, the students will actively construct meaning during the lesson instead passively absorbing information.

III. Special Adaptations/Modifications

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Preferential seating – Some students may need to sit in the front so that they can see the pictures better. Other students may have trouble attending to the lesson; these students should be seated near the librarian and away from any students that will distract them.

Visual Scaffolding – In order to help students visualize the story and better understand the progression of the plot, the librarian will show students the pictures in the book that is read to them. Furthermore, when the class goes over the elements of fairy tales, the librarian will display a poster containing the elements so that students can read the words as each element is discussed.

IV. Anticipated Difficulties and Modifications

Off-task students – Some students may not pay attention during the lesson, and could potentially disrupt the lesson. If a student starts to disrupt the lesson, the librarian could ask him/her a quick reading comprehension question in order to keep the student on task and interested in the story.

Reluctant students – Some students may not want to answer questions, which would make the lesson difficult to teach. In order to help students feel more encouraged to answer questions, the librarian will use prompts to break large questions down into more manageable parts. Additionally, the librarian could teach certain parts of the lesson directly instead of indirectly, if necessary.

V. Physical Structure:

The lesson will take place in the classroom and story time sections of the library. When students initially enter the library, they will take their assigned seats in the classroom area, which consists of several rectangle tables (approximately 5 chairs at each table) facing a bulletin board/dry erase board. After receiving instructions from the librarian, the students will line up and walk to the story time section. This section of the library is commonly referred to as “The Pit,” since it has miniature, stadium-like seats indented into the floor. The seats indented into the floor are used for students to sit on while they listen to the story. In front of the seats, there is a story telling chair for the librarian. On the wall behind the chair, there is a dry erase/magnet board.

VI. Materials

Rumpelstiltskin by Paul O. Zelinsky Spinning wheel or picture of spinning wheel Large poster listing the elements of fairy tales Selection of fairy tale picture books

VII. References:

1. Zelinsksky, P. O. (1986). Rumpelstiltskin. New York, NY: Duntton Children’s Books.

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Unit: Fairy Tales

Topic: Fairy tales

Grade Level: 1st

Learning Objectives:

The students will –

1. Listen to a story2. Name the elements of fairy tales3. State ways that fairy tale elements can be found in a story4. Answer comprehension questions about a story

Relation to the Standards:



Teaching Strategies – Procedures:

The students will quietly enter the library and take their assigned seats in the classroom section.

I. Lesson Beginning

Motivation/Review:

The librarian will explain a review game to the students while they are sitting in their seats.

Fairy Tale Elements Review Game:

The librarian will have students line up in a straight line near the 600’s section of the library.

After lining up, the librarian will lead the students in following a trail of crumpled papers throughout the library. (The day’s story will be Hansel and Gretel, so the trail of crumbled papers will signify the trail of breadcrumbs.)

Along the trail, there will be signs posted at intervals. Each sign will have one element of a fairy tale written on it.

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Once the librarian and students encounter a sign along the path, the librarian will signal and call for everyone to stop.

Next, the librarian will read the sign, and ask a corresponding question to go with the fairy tale element written on the sign. For example, if the sign says “Long Ago,” the librarian will ask, “How can we tell if a story happened long ago?”

Once a question has been answered, the librarian and students will continue along the path until they reach the end.

The end of the path should be next to the story time pit.

After explaining this game to the students, the librarian will have students line up, and commence the game.


The librarian will read Hansel and Gretel by Rika Lesser.

During the story, the librarian will briefly mention story grammar elements within the book. For example, after reading that Hansel and Gretel go into the woods, the librarian would say something along the lines of, “So I guess that the setting of this story is the forest.”

III. Lesson End

Closure

The librarian will tell the students that it is time to pick books from the library.

The librarian will point out the fairy tale book display to the students, so that they have the option of selecting a fairy tale if they would like.

Review

While the students are waiting for their teacher to pick them up, the librarian will ask the students reading comprehension and/or story grammar questions. If the students answer correctly, they will receive a bookmark as a prize.


6 signs, with a different fairy tale element on each sign Crumpled paper to make a trail through the library Hansel and Gretel by Rika Lesser Bookmarks to pass out to students


Fairy Tale Elements Review Game – By participating in this game, the students will practice naming and discussing the elements of fairy tales.

Questions – The teacher will ask the students reading comprehension questions at the end of the lesson, in order to help them recall important parts of a story. Depending on how the lesson goes, the librarian may also ask questions that lead the students toward identifying story grammar elements in Hansel and Gretel.

Assessment:

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Questions – The librarian will use questions to see if students are grasping the elements of fairy tales.

Observations – The librarian will pay attention to the students’ facial expressions and behaviors to see how students feel about the lesson content.

Modifications and/or adaptations:

Condensed Story – Hansel and Gretel may take too long to read in this lesson, so a shorted version may be used.


Unit: Fairy Tales

Topic: Fairy tales/ Fractured fairy tales

Grade Level: 1st



1. Listen to a story2. Read a story3. Determine if a story is a fairy tale4. Compare a fairy tale to a fractured fairy tale




7. CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

8. CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.



I. Lesson Beginning

Review:

The librarian will ask the students what kind of stories they have been learning about. The librarian will ask students to name different ways that help them know if a story is a fairy tale or not.

Motivation/Overview:

The librarian will give directions for the read aloud story activity.

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Details for Read Aloud:

a. The librarian will use a projector to display a PowerPoint containing a poem version of the Little Red Hen. b. Since the story poem is broken into stanzas, each stanza will be on its own slide in the PowerPoint. c. The librarian and the students will take turns reading the poem. First, the librarian will read a stanza, and

then the students will read a stanza. d. In order to help guide the reading, each stanza will be displayed one of two different colors. The librarian

will read all stanzas displayed in red-orange, and the students will read all stanzas displayed in purple.


The librarian and students will read “The Little Red Hen and the Grain of Wheat,” using the PowerPoint.

After the reading, the librarian will ask students to keep the story of the Little Red Hen in mind.

The librarian will ask students to line up next to the bookshelf before leading them to the story pit.

The librarian will read The Little Red Hen Makes a Pizza by Philemon Sturges.

The librarian will ask the students to compare and constrast “The Little Red Hen” and The Little Red Hen Makes a Pizza.

III. Lesson Ending

Closure

The librarian will tell the students that it is time to pick books from the library. The librarian will point out the fairy tale book display to the students so that they have the option of

selecting a fairy tale if they would like.

Review



PowerPoint You Read to Me, I’ll Read to You: Very Short Fairy Tales to Read Together by Mary Ann Hoberman The Little Red Hen Makes a Pizza by Philemon Sturges Selection of fairy tale books Bookmarks


Class discussion – The librarian will use a class discussion to help students practice determining what a fairy tale is, identifying story grammar elements, and comparing fairy tales to fractured fairy tales.

Assessments:

Questions – The librarian will ask the students questions to see if they know what a fairy tale is, and can identify specific reasons why a fairy tale is a fairy tale.



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Sequential adjustments – If the students are restless after listening to The Little Red Hen Makes a Pizza, the librarian will postpone further questions until after the students have had a break to move and check out books.

Read aloud – If the students have difficulty reading their stanzas, the librarian or another adult will read with them for additional support.


Unit: Fairy Tales

Topic: Fractured fairy tales

Grade Level: 1st



5. Retell a story as a class6. Listen to a story7. Compare and contrast a fairy tale and fractured fairy tale


9. CSS.ELA-Literacy.RL.1.1: Ask and answer questions about key details in a text.

10. CCCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.


12. CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.



I. Lesson Beginning

Review:

The librarian will remind the students that they have been learning about two kinds of stories.

The librarian will ask the students to name the types of stories they have been learning about, fairy tales and fractured fairy tales.

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Motivation/Overview:

The librarian will ask the students to clap their hands if they have ever heard of the story, “The Three Little Pigs.”

Next, the librarian will explain that the class is going to practice retelling the story of “The Three Little Pigs,” without using a book.

Details for Retell a Story Activity:

e. The librarian will display a PowerPoint containing a fill in the blank version of “The Three Little Pigs.” f. The librarian will read what is written on the page, and ask students to supply the missing information.g. The librarian will fill in the blanks by writing on the electronic slate, so that students can see the words they

have added to story.


Activity 1 – Retell a Story:

The librarian will give directions for the “Retell a Story” activity.

The librarian and the students will retell the story of “The Three Little Pigs” by completing the fill in the black PowerPoint.

Activity 2 – Fractured Fairy Tale:

The librarian will ask the students to line up.

The librarian will review the rules for visiting the story pit as the students find a seat.

The librarian will read the story, The Three Little Wolves and the Big Bad Pig by Eugene Trivizas.

The librarian will ask the students to compare and contrast “The Three Little Pigs” with The Three Little Wolves and the Big Bad Pig, using a series of smaller questions.

When the students find a similarity or difference, the librarian will write it in a Venn diagram for visual scaffolding, time permitting.

III. Lesson Ending

Closure

The librarian will tell the students that it is time to pick books from the library.

The librarian will point out the fairy tale and fractured fairy tale book display to the students so that they have the option of selecting a book from these displays, if they would like.

Review



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PowerPoint – Fill in the blank Fairy Tale The Three Little Pigs by Yuri Salzman The Three Little Wolves and the Big Bad Pig by Eugene Trivizas Venn diagram Selection of fairy tale and fractured fairy tale books Bookmarks


Retell a Story – The class will practice recounting a fairy tale with this activity.

Venn Diagram – The librarian will use a Venn diagram to show students the differences and similarities they notice between the fairy tale and fractured fairy tale.

Assessments:

Questions – The librarian will ask the students questions to see if they can compare and contrast a fairy tale with a fractured fairy tale.



Retell a story – If the students do not already know the story of “The Three Little Pigs,” then the librarian will read a short version of the story instead of doing the fill in the blank PowerPoint.

Venn Diagram – If there is not enough time, the librarian will not use the Venn diagram during the class discussion.

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Unit: Fairy Tales

Topic: Writing Fractured Fairy Tales

Grade Level: 1st



1. Apply knowledge of fractured fairy tales to creating one


CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

CCSS.ELA-Literacy.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects

CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Teaching Strategies – procedures

I. Lesson Beginning

The students will quietly enter the library and take their assigned seats.

Review

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The librarian will students the name of the book read during the previous week’s class.

The librarian will ask the students what kind of book The Three Little Wolves and the Big Bad Pig is and why.

The librarian and students will discuss fractured fairy tales.

Overview/Motivation

The librarian will tell the students that the class is going to write a fractured fairy tale together.


The librarian will explain that the class needs to choose a fairy tale to alter into a fractured fairy tale.

The librarian will provide the students will choices of fairy tales to choose from: “The Three Billy Goats Gruff”, “Hansel and Gretel”, and “The Little Red Hen”.

The librarian will have students vote for the fairy tale of their choice by raising their hand. The fairy tale that gets the most votes will be the one that the class will turn into a fractured fairy tale.

Based on which fairy tale is chosen, the librarian will display a corresponding PowerPoint or Word document containing a template for writing a fractured fairytale.

The librarian will read through the document, and stopping at points that require the students to supply information verbally. In order select the information, the librarian will call on volunteers.

For example, one page of the template could be, “Once upon a time, there were three, little, ____________.” The librarian would call on a student to choose the three main characters of the fractured fairy tale.

The librarian and students will complete as much of the fractured fairy tale as possible. If it is not finished by the end of instructional time, the class will continue writing the fractured fairy tale during the next week’s class.

III. Lesson Ending

Preview

The librarian will tell the students that (once they finish writing the fractured fairy tale), they will each be creating an illustration for a page in the story.

Closure

During the last ten minutes of class, the students will select and check out books.

The librarian will give them the option of choosing a story from the fairy tale or fractured fairy tale displays.

Materials and/or Equipment

PowerPoint/Word fairy tale templates: “The Three Billy Goats Gruff,” “Hansel and Gretel,” and “The Little Red Hen”

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Guided and/or Independent Practice

Writing a Fractured Fairy Tale – The students will apply knowledge of fairy tales and fractured fairy tales to create a fractured fairy tale as a class

Assessments

Questions – By answering questions the teacher asks during review and the writing activity, students will demonstrate an understanding of fractured fairy tales and their components.

Observations

Modifications and/or adaptations

Restless students – Since the class will be writing a fractured fairy tale together, some students may have a hard time attending to the task when they do not have anything concrete in front of them. As a result, the librarian could provide students with their own copy of the fairy tale template to fill in, along with the librarian. I do not know for sure if this would work, but some students may appreciate the opportunity to participate further than just supplying information to go into the PowerPoint.


Unit: Fairy Tales

Topic: Illustrating Fractured Fairy Tales

Grade level: 1st



1. Illustrate a fractured fairy tale


1. CCCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Teaching Strategies – Procedures

I. Lesson Beginning


Review

The librarian will ask the students what they did in the previous library class.

Overview/Motivation

The librarian will tell students that they are going to illustrate the fractured fairy tale that they wrote as a class.


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The librarian will give each student a page of the fractured fairy tale, written in the previous lesson, to illustrate.

The librarian will explain that the finished product will be made into a book that can be checked out of the library. This should motivate the students to take their time making thoughtful illustrations.

The students will be given the rest of instructional time to create their illustrations.

III. Lesson Ending

Closure

During the last ten minutes of class, the students will have time to select and check out books from the library.

The librarian will collect the students’ illustrations.


Individual pages of the fractured fairy tale written in class, with room for student illustrations Art supplies: crayons, markers, colored pencils

Assessments:

Observations – The librarian will flow through the classroom in order to look at the students’ work to see how it matches up with the designated text.

Questions – The librarian will ask students about their illustrations in order to understand the students’ thought processes.


Reading of Text – Some students may have trouble reading the text on the page that they have been given to illustrate. The teacher will make sure to read the text for these students, so that they understand what to illustrate.

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