Stephanie De Haan EDPR 432 Unit Analysis Part III Calendar (Lesson=additional lesson, Lesson=adapted lesson) Wk 1 Monday Tuesday

Wednesday
Read adapted fairy tales aloud as a class and discuss Students will also have time to choose one fairy tale to read on their own.

Thursday
Reading (Lesson 1): Read adapted fairy tales aloud as a class and discuss Students will also have time to choose one fairy tale to read on their own.

Friday
Read adapted fairy tales aloud as a class and discuss Students will also have time to choose one fairy tale to read on their own.

Read classic fairy Read one tales aloud as a classic and class and discuss one adapted fairy tale Students will aloud as a also have time to class and choose one fairy discuss tale to read on their own. Students will also have Books will be left time to on display at the choose one front of the room fairy tale to for students to read on their access when own. they choose.

Reading: Continue reading fairy tales as a class. Compare how the story has been changed from the classic version. Writing (Lesson 2): Students will start brainstorming ideas for their fairy tales.

Reading: Read a fairy tale and keep a list of the characters. After the story, have the students complete a character map and then independentl y they will choose one character to

Reading (Lesson 4): Read a fairy tale and have the students focus on the events and plot. After reading divide the students into small groups and they will have to

Fairy Tale Search Make an anchor worksheet. chart outlining Students who the features finish early that were should write a common paragraph in throughout the their journals fairy tales we reflecting on read this week their favorite (characters, stories from settings, plot, this week and problems, why they liked solutions, etc). it. Reading: Reading: Continue Continue reading fairy reading fairy tales as a class. tales as a class. Compare how Compare how the story has the story has been changed been changed from the classic from the classic version. version. Writing: Students will review their ideas and narrow down their stories. Writing: Students will write the first draft of their story.

Students will have time to collect their ideas in whatever format they prefer (list, concept map, pictures, etc).

draw. Writing (Lesson 3): Students will start developing their characters. They will write descriptions and can include background information. Students may also draw pictures of their characters after they are finished writing about them. The characters dont all have to be used in their stories. Character worksheets.

illustrate a part of the story. Then the students will have to put their scenes in order and label them (Beginning, Middle, Problem, Solution, End)

Students should focus on eliminating ideas that they cant develop further and focusing on ideas that they can write in depth about. Students will write a timeline of their story.

Reading (Lesson 5): Students will get in small groups and choose a play to act out. Students will have time to meet with their group to read the script and decide on roles.

Writing: Students will develop their setting and start outlining their plot. Students can develop multiple plots, events, or problems if they have lots of ideas. The settings and plot ideas should make sense with the characters they developed. Reading: Reading: Students will Students will have time to decide on practice their costumes for skits in their their small groups. characters and if a group is Writing(Les ready they son 6): can perform Students their skit for should have the class. a completed

Reading: Performances continue Writing: Students will continue their second drafts and they should try to finish them during this

Reading: Performances continue. Writing: Students should have their second draft finished. Students who are finished will meet with me

Writing: Students will continue writing the first draft of their story. Most students should be finished by today. If necessary extra time can be added the next day or the students can take their writing home for homework.

Reading: Extra time for practice or performances if needed. Writing: I will finish up writing conferences with all the students. Students who have already had a conference should be editing their stories for

first draft (additional time may be available if students need to finish). Students will meet in small groups (3-4) to share their stories. One student will read their story out loud and the other students will have to take notes (questions, comments, critiques). The students will then share these notes with the reader and the reader should take notes based on their suggestions. Reading: Extra time for practice or performance s if needed. Writing: Students will write their final drafts. Students can choose to type them or hand write

Writing: Students will write their second draft of their story, taking the suggestions from their peer review session into consideratio n.

time. Students will turn in both their first draft and their second draft, I will expect to see significant changes to their stories.

in one-on-one conferences to review their stories. I will check that the stories make sense and conventions/ spelling. Students who are finished will go first and students who arent done will have more time to work. While they wait students can either read or draw pictures to add to their stories.

Reading: Extra time for practice or performance s if needed. Writing (Lesson 7): Writers Celebration Students will finish their final drafts. Students

Reading: Extra time for practice or performances if needed. Writing: If needed, students will have more time to present their stories to the class so that everybody gets a turn.

Reading: Extra time for practice or performances if needed. Writing: Students will get to see their stories on display at the library.

spelling, grammar, coherence, etc.

them. Students who handwrite their stories will be given nice paper to write on, they should write in pencil first and then they can go over it in pen or marker.

who finish early can get with a partner to share their stories. Once all students are finished they will be able to present their stories to the entire class.

Resources (5) Strategies for Writers: A Complete Writing Program Zaner-Bloser Language Arts Program This resource is a textbook that used to be part of the curriculum that was used at my school before they adopted the Lucy Calkins. It breaks down the five stages of writing in a language and format that students can understand. It also include rubrics for the final drafts that are simple enough for the students to interpret. There are also examples of student writing that the kids can read and see how they were edited and revised from the rough draft to the final. In addition, this resource book comes with a workbook for the students that I can make copies of and use with my lessons. 12 Fabulously Funny Fairy Tale Plays by Justin McCory Martin (Scholastic) This resource has scripts for 12 different plays that are funny versions of classic fairy tales for grades 2-4. For my unit the students are going to be writing their own fairy tales and I want them to experience stories that are different from every other fairy tale they already know. Im hoping that by acting out these fun skits the students will be inspired to be more creative and see that not all fairy tales have to be Once upon a time there was a princess who was rescued by a prince and they lived happily ever after. Im also hoping that the skits will help the students understand dialogue a little better and how to use it to add to their stories. Fairy Tale Unit binder from other teacher This resource is a unit binder that a 2nd grade teacher at my school put together for her fairy tales unit. She has included lesson plans, story lists, worksheets and journal articles, everything she used when she taught her unit. This binder is really helpful because it is a unit that has already been implemented in a class. The teacher was able to see which lessons worked really well and get rid of the ones that didnt so I already know that the materials are likely to be effective.

This resource also helps me so that I dont have to make up completely new worksheets for some of my lessons. Curriculum Corner 3rd Grade Fairy Tale Unit http://www.thecurriculumcorner.com/thecurriculumcorner123/2012/11/09/fair y-tale-unit/ This unit breaks down a three week fairy tales unit that is relatively similar to what Im planning. I used two of these activities and the worksheets they provided as the basis for two of my lessons. The first was a lesson for creating an anchor chart that lists the common features of fairy tales. The anchor chart will be on display in the classroom for the entirety of the unit. This activity also provides a worksheet for a fairy tales search that I will be using so that the students can practice finding the different features in a story on their own. Read Write Think Fairy Tales from Life, Grades 3-5 http://www.readwritethink.org/classroom-resources/lesson-plans/fairy-talesfrom-life-42.html?tab=4#tabs This resource is another unit that is similar to what I am planning. This resource includes detailed lesson plans broken into eight different sessions, as well as objectives, standards, resources, preparation, and assessment. Im using material from one session in a variety of the activities I will be teaching that revolve around brainstorming features of a fairy tale. I will be teaching the students about what kinds of characters, settings and conflicts typically take place in a fairy tale and they will have to brainstorm ideas for each for their own stories. I also used some of the objectives and standards they provide in my lessons. The Rough Face Girl Recording http://www.youtube.com/watch/?v=TuYQhBcyR_8 This video is a recording of someone reading the story The Rough Face Girl which is a Native American retelling of Cinderella. I am planning to use stories that are versions of the well-known fairy tales from other countries and cultures so that the students can see how a story changes based on who is telling it and their background. I think the kids would get excited about getting to watch a video of a story instead of hearing me read to them all the time. However, Im not entirely sure Im going to use this exact version yet. I may want to use a different story or a different recording depending on when I use this in my unit. There are a lot of other stories that have recordings online so I have other options if I decide to use something else thats similar (http://www.pinterest.com/rmbhenry/3rd-gradeunits-fairy-tales/). Fairy Tales Elements Worksheets: http://www.teacherspayteachers.com/Product/Fairy-Tales-Elements-andchecklist-224422 These worksheets are concept maps that I can use with my students when they are planning their stories. I plan to put together a planning booklet for my students that includes worksheets for each brainstorming session we do and these

worksheets would be included at the end to summarize their story ideas. These worksheets break down the sections in simple categories that will help the students sort out all the necessary features of a fairy tale and they can organize what they want to include in their stories. Once Upon a Genre Scholastic http://www.scholastic.com/teachers/lessonplan/once-upon-genre This resource is a unit from Scholastic about comparing classic fairy tales to fractured fairy tales. Im going to be spending a lot of time showing the students classic fairy tales that are really well-known and fairy tales that have been twisted or changed in some way so this resource helps me break down how I can compare the different stories. I want the students to realize that not all fairy tales have to be like the ones theyve already heard and they can change the characters, perspectives, settings, etc to make an entirely different story. This resource will help me focus on which stories are easy to compare and will make the greatest impression on my students.

LESSON PLAN 1
Name: Stephanie De Haan Date: Grade Level/Subject: 3rd Grade, Language Arts, Fairy Tales Prerequisite Knowledge: Awareness of some of the classic/well-known fairy tales Approximate Time: 30 minutes Student Objectives/Student Outcomes: Students will listen to and read fairy tales, analyzing them for common elements and genre characteristics. Students will participate in a whole group discussion to identify and list the elements and characteristics of a fairy tale on an anchor chart. Content Standards: CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Materials/Resources/Technology: Favorite Fairy Tales: Snow White, poster paper, markers Implementation:

Time
5 min

15 min

Opening of lesson: (Objectives, hook, behavior expectations) Review the fairy tales we read days before, ask the students to think about what was similar about each of those stories. Students should raise their hands and contribute ideas about what the stories had in common. Tell students that we will be making a list of traits and elements that make up a fairy tale so as I read they should be listening and thinking about what makes a story a fairy tale. Students to be aware of (behavior management): RC, PK, EB, XD, LD JJJ: Autism, will be in the classroom for the lesson, may be at his table or on the carpet with the class, usually quiet but will make noises when agitated or bored, most students know to ignore. Procedures: Include critical thinking questions and accommodations for individual needs I will read pages100-102 and ask the students if they notice anything about the beginning of the story that we have already seen. I will read pages 103-110 and ask the students if they notice anything

about the characters that is similar to what we have already read. I will read pages 110-113 and ask the students what the problem in the story is and if it is similar to anything else weve read. I will read to the end of the story and ask the students if the ending is similar to the other stories we read. After finishing the book we will make a list on poster paper that can be displayed in the room. The list will include features of fairy tales including the beginning, middle, end, characters, problem, and solution. I will pull number sticks and each student will have a turn to contribute to the list, each student will have to add an item to the list before they can be dismissed back to their seat.
10 min

Summary/Closing: I will pull number sticks and each student will have a turn to contribute to the list, each student will have to add an item to the list before they can be dismissed back to their seat. When students go back to their seat I will give them lined paper and they can copy the anchor chart list so that they have a reference to keep at their desk. Student Assessment: Each student will have to contribute one item to the list before they can start their independent work, this way I will know that they have at least one idea about what is in a fairy tale. They will also make their own reference page to keep with them to access throughout the unit.

LESSON PLAN 2
Name: Stephanie De Haan Date: Grade Level/Subject: 3rd Grade, Language Arts, Fairy Tales Prerequisite Knowledge: Awareness of some of the classic/well-known fairy tales and the elements that make up the genre Approximate Time: 40 minutes Student Objectives/Student Outcomes: Students will work independently to brainstorm ideas for the stories they will write later in the unit. Students will meet with partners to discuss their ideas and ask questions. Content Standards: CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. Materials/Resources/Technology: Anchor chart, student materials (paper, pencils) Implementation:

Time
7 min

Opening of lesson: (Objectives, hook, behavior expectations) Review the anchor chart about fairy tales to remind students of the elements they will need in their stories. Have 2-3 students share the reflection they wrote the previous day about their favorite fairy tale to help students remember what they like about fairy tales and give them inspiration. Tell students it will be quiet writing time. Hook: Writing colony Explain to students what a writing colony is and tell them that we will be turning the classroom into a writing colony. Writers in a writing colony get their own private cabin to work in where they are away from everybody else, the students will have their own cabins in the room. They are free to sit wherever they want in the room (except the beanbags) as long as they are not sitting close to somebody else (if they both stretch out their arms they shouldnt be able to touch). They can sit, stand, lay, etc as long as they are writing. The room will be

20 min

quiet except for the light music I will be playing in the background (nature sounds set to music, as if they are in a cabin in the woods). They have to write for 20 minutes, I will be going around the room checking that they are being productive. Students to be aware of (behavior management): RC, PK, EB, XD, LD JJJ: Autism, will be in the classroom for the lesson, may be at his table or on the carpet with the class, usually quiet but will make noises when agitated or bored, most students know to ignore. Procedures: Include critical thinking questions and accommodations for individual needs Students will be dismissed to find their spot in the room (1 or 2 students may be allowed to sit in the hall but I will only choose students who are trustworthy and can be productive on their own). Once I start the timer and turn on the music the students have to be writing. They can make a list, graphic organizer, concept map, draw pictures, write paragraphs, etc, anything that helps them organize their ideas. This time is for brainstorming so their ideas dont have to be related or coherent, they just have to be putting ideas on paper. If I see students who arent writing I will talk to them individually and try to help them develop some ideas. Questions: - What story was your favorite? What did you like about it? - What kind of characters do you like to read about? - What actions/events were the most exciting for you to read about or hear about? - If you could live anywhere in the world (real or magical) where would you live? - If you were a story character who would you be? Summary/Closing: In a writing colony picnic baskets for breakfast, lunch and dinner are delivered to their door so after the 20 minutes are up I will deliver a snack to their cabin. Writers also go to a meeting space where they can discuss their ideas and get help from the other writers. The students will then have to meet with a partner in a meeting space to share their ideas and talk about what they want to write about. They can also ask questions if they need help coming up with more ideas. Student Assessment: I will be checking the students as they write to make sure they are being productive. At the end I will collect their planning sheets and review their ideas, I will circle the ideas that I think they can develop further and write comments (but they are not required to follow my suggestions at this point in the unit).

13 min

LESSON PLAN 3
Name: Stephanie De Haan Date: Grade Level/Subject: 3rd Grade, Language Arts, Fairy Tales Prerequisite Knowledge: Awareness of some of the classic/well-known fairy tales and the elements that make up the genre Approximate Time: 30-40 minutes Student Objectives/Student Outcomes: Students will develop characters for an original fairy tale using a Character Development worksheet. Students will use adjectives to describe their characters appearance, behaviors, likes/dislikes, actions, etc. Content Standards: CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Materials/Resources/Technology: Anchor chart, Character Development worksheets, adjective packet Implementation:

Time
5 min

20 min

Opening of lesson: (Objectives, hook, behavior expectations) Review the anchor chart about fairy tales to remind students of the elements they will need in their stories. Students will be going back to their writing colony cabins to brainstorm more ideas for their characters. Students should bring their adjective packets and will receive a stack of Character Development worksheets. Students will have 20 minutes to fill out the worksheets for each character they want to make and they can begin working when I start playing the background music. Procedures: Include critical thinking questions and accommodations for individual needs Students will have quiet time to work individually, I will be going

around the room checking their work and to answer questions. If a student seems like they are struggling to create their characters I will ask additional questions (other than the ones on the worksheet) to help give them some ideas. If a student has more characters they want to make they can raise their hand and I will deliver more. The students should create at least one hero and at least one villain but they can create as many other characters in addition to that. Questions: - Who is your favorite character from any of the fairy tales weve read so far? What do you like about that character?
15-20 min If you were to base a character off yourself what would that character be like? Where is your story going to be located? What kind of character would be in that setting?

Summary/Closing: After the 20 minutes of writing time is up the students will find a partner and a meeting space and share the characters they created. They can ask each other questions and give each other ideas to help develop their characters more. Student Assessment: I will collect their character development worksheets to check their work and see if they can develop their characters any further. I will give comments and feedback, also if a student developed a lot of characters I will try to pick out the characters that would work well together or that they can go more deeper with in a story.

LESSON PLAN 4
Name: Stephanie De Haan Date: Grade Level/Subject: 3rd Grade, Language Arts, Fairy Tales Prerequisite Knowledge: Awareness of some of the classic/well-known fairy tales and the elements that make up the genre Approximate Time: 30 minutes Student Objectives/Student Outcomes: Students will listen to a fairy tale and identify the sequence of events in the story. Students will work in small groups to illustrate one event from the story. Students will work as a class to organize their illustrations in the proper sequence and identify the beginning, middle, end, problem, and solution. Content Standards: CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in

the text. CCSS.ELA-LITERACY.W.3.3.C Use temporal words and phrases to signal event order.

Materials/Resources/Technology: Favorite Fairy Tales: Little Red Riding Hood, Anchor chart, Fairy Tale Search worksheet, poster paper, markers, pencils, crayons, plot worksheet Implementation:

Time
5 min

20 min

Opening of lesson: (Objectives, hook, behavior expectations) Students will be invited to the carpet when they are seated quietly at their desk and show me they are ready. Review the anchor chart about fairy tales to remind students of the elements they will need in their stories. Tell the students that we will be playing a game at the end of the story so they have to pay close attention to the plot. Review what a plot is (the sequence of events in the story beginning, middle, problem, solution, ending). Procedures: Include critical thinking questions and accommodations for individual needs

Read Little Red Riding Hood and have students pay attention to the events in the story. After the story I will use number sticks to assign groups of 3-4 students. Each group will be assigned an event in the story and they will be given a piece of poster paper. The groups will have 10 minutes to illustrate their event on their poster. Events: 1. (Beginning) LRRH is asked to bring a basket of food to Grandma. 2. (Middle) LRRH is walking through the forest and meets the hungry wolf. 3. (Problem) LRRH gets to grandmas house, the wolf is disguised as grandma and eats LRRH 4. (Solution) The lumberjack shakes the wolf and Grandma and LRRH come out. 5. (Ending) Grandma, LRRH and the lumberjack chase the wolf. LRRH learns her lesson (Never speak to strangers). After the posters are done the students will come back to the carpet and they will have to put their posters in the correct order (beginning, middle, problem, solution, ending). When they think they have the correct order we will check in the book to see if they were right. Summary/Closing: Once the illustrations are in the correct order I will give the students 5 cards, each labeled Beginning, Middle, Problem, Solution, End and they will have to label their posters. At the end the students will be dismissed back to their desks to write the plot of the story on a worksheet. Student Assessment: There will be whole group discussion and I will listen and check for understanding. I will also be checking that they understood the plot of the story based on if they were able to put the events in the correct order. I will collect the plot worksheet to check that each student understood the sequence of events.

LESSON PLAN 5
Name: Stephanie De Haan Date: Grade Level/Subject: 3rd Grade, Language Arts, Fairy Tales Prerequisite Knowledge: Awareness of some of the classic/well-known fairy tales and the elements that make up the genre Approximate Time: 4-5 30 minute lesson periods Student Objectives/Student Outcomes: Students will work in small groups to read and act out a short skit based off of a classic fairy tale. Students will choose roles and create whatever costumes, props, or sets they want to use when performing their skits for the class. Content Standards: CCSS.ELA-LITERACY.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Materials/Resources/Technology: 12 Fabulously Funny Fairy Tale Plays, Scripts for various stories (enough copies for each character), any props/costumes/setting materials the students want to use Implementation:

Time
10 min

30 min each day

Opening of lesson: (Objectives, hook, behavior expectations) Review the classic fairy tales they already know about (focusing especially on the ones that have been adapted in the scripts). Tell the students they are going to get to act out a fairy tale and put on a play for the group. List the options that are available and have the students think about which ones they might want to do. Each student should have a small slip of paper with their name on it and they will write their top 2 choices. I will then sort the kids into groups based on their choices. Procedures: Include critical thinking questions and accommodations for individual needs Day 1: Students will be given time to work with their group to read the script and choose roles. Day 2: Students will be given time to practice their skits in their groups

(they do not have to be memorized). Students can choose a space in the room, one group can go down the hall to the collaboration area and one group can be outside the door (I will choose these groups based on who has shown they can be responsible on their own). Day 3: Students will have more time to practice and can create costumes, props or setting materials.
30 min each day

Summary/Closing: Day 3: If the students are ready the performances can start on this day, if not they will have more time to work. Day 4: The students will give their performances for the rest of the class. Student Assessment: Assessment for this activity will be very informal. I will be checking with each group as they prepare and rehearse and making sure they understand their skits. I will ask them to tell me which classic fairy tale their skit is based off of and how it is different.

LESSON PLAN 6
Name: Stephanie De Haan Date: Grade Level/Subject: 3rd Grade, Language Arts, Fairy Tales Prerequisite Knowledge: Awareness of some of the classic/well-known fairy tales and the elements that make up the genre Approximate Time: 40 minutes Student Objectives/Student Outcomes: Students will practice revising a sample piece of writing to understand what they should be looking for during peer conferences. Students will work in small groups (peer conference) to read and listen to each others stories. Students will provide feedback (comments, critiques, and questions) for each story they listen to using a Peer Review worksheet. Content Standards: CCSS.ELA-LITERACY.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CCSS.ELA-LITERACY.SL.3.1.B Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) CCSS.ELA-LITERACY.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Materials/Resources/Technology: Anchor chart, Peer Review worksheet, each student should have a rough draft of their story, peer conference etiquette poster Implementation:

Time
5 min

Opening of lesson: (Objectives, hook, behavior expectations) Students will be going back to the writing colony and will be participating in writing conferences. Explain that writing conferences are when people get together to share their writing and get feedback. They will be reading their stories for their group and listening to each others stories. They will have to

30 min

provide feedback to each other using a Peer Review worksheet. Procedures: Include critical thinking questions and accommodations for individual needs Students will be put into groups using number sticks. Before they are dismissed to their groups we will review the proper conference etiquette. - Students are not to talk when someone is reading their story. They are to listen respectfully and be prepared to give feedback. - Feedback should be positive and constructive, no negative or mean comments. Students should think about what they have to say and if it is something they would want somebody to say to them about their story. Students should meet with their groups. I will have desks set up in stations around the room for the students to sit at. One student will read their story aloud to the rest of the group and the other students should listen. After the reader finishes each listener will have to fill out a Peer Review worksheet, listing one comment (something they liked about the story), one question (something they didnt understand or needed clarified), and one critique (one positive suggestion to help improve the story). Each student will read their positive comment to the reader and then the next person will read and the process will repeat. Summary/Closing: Once all students have read and gotten their comments they can continue to discuss their stories in a free flowing conversation until time is up. Student Assessment: I will collect the Peer Review worksheets and review them for completion, thoughtfulness and respectfulness before returning them to the author. If a worksheet is inappropriate it will not be given to the author of the story.

5 min

LESSON PLAN 7 (Possible collaboration with younger class to come listen?)

Name: Stephanie De Haan Date: Grade Level/Subject: 3rd Grade, Language Arts, Fairy Tales Prerequisite Knowledge: Awareness of some of the classic/well-known fairy tales and the elements that make up the genre. Experience writing, revising, editing and publishing their own original fairy tales. Approximate Time: 40 minutes (may take multiple days?) Student Objectives/Student Outcomes: Students will publish their final draft of their original fairy tales by reading them aloud to a group of their peers. Students will read or listen to the stories written by their peers and post a comment to each authors Comment Board Content Standards: CCSS.ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Materials/Resources/Technology: Students final drafts of their original fairy tales, Comment Board for each student Implementation:

Time
5 min

Opening of lesson: (Objectives, hook, behavior expectations) Each student should have a final draft of their original fairy tale and they will be presenting them for their peers. This is their time to be in the spotlight and share their work that they spent a lot of time on. Students from a younger class will be coming in (or we will go to another class) to listen to their stories in small groups. The students will have time to rehearse their fairy tales or read them aloud to themselves so they are comfortable reading them for other people. Procedures: Include critical thinking questions and accommodations for individual needs We will meet with the other class and the students will be assigned to small sharing groups. Each author will have a turn to read their fairy tale for the group and after each story the audience should applaud (quietly so as not to disturb the other sharing groups).

30 min

5 min

Summary/Closing: After all authors in the group have read the students can go up to their Comment Board and write one comment about something they really liked about the story (each student should sign their name after their comment). Once all groups are finished the final drafts will be put on display in the classroom for each student to read independently. After reading someones story the reader should post a comment on the authors Comment Board. Student Assessment: I will be going around to each group to listen to the stories but I wont get to everybody. Before I put the stories on display I will read through them and post a comment to each authors Comment Board. I will also be checking comments to make sure they are respectful and appropriate. I will also be checking that the comment is relevant and specific to the story so that I will know they were listening carefully.