S3+Stevens+Cindy

=Stage 3 Plan Learning Experiences and Instruction=

// **Note:** **Each lesson must consider the TPACK framework.** // (How are you using technology as a teacher? How are your students using technology?) Logical: Social: Solitary**: [|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ([|Graphic Organizer]), **Experience** ([|Cooperative Learning]), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [|Checking for Understanding])
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [|Learning Styles])
 * Visual:** story illustrations
 * Aural:**
 * Verbal:**
 * Physical:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe:

=Facet 1 - Perspective= 2. Do you think Red Riding Hood was a boy or girl? The land of Fairy tales is filled with beasts and beauty and many magical things can happen. Additionally, each fairy tale can be written in many different ways. We will be exploring different fairy tale versions to learn how they are alike and different. Not only will we find out if Red Riding Hood was a boy or a girl but who Cinderella’s Fairy Godmother was and many other fairy tale details. 3. Students will know how to use critical story details to compare/contrast different versions of fairy tales. (EQUIP) Process: The first five weeks will follow a similar process with each week focusing on a different fairy tale. Week 1 Red Riding Hood Day 1 Students will be asked the hook question and discussion will follow. I will read the first read aloud book and the class will discuss the storyline, characters, setting and illustrations. Day 2 I will read another read aloud and again the class will discuss this version. Discussion will focus on how the versions represent different cultures as well as how versions are alike and different. I will record their answers on a Venn Diagram and model the use of this graphic organizer. Days 3-5 This process will continue as more versions are read, discussed and compared. (EXPLORE) Students will move from whole class Venn Diagram recording to small group, pair and then individual recording. In Week 4 students will create their Kidspiration Venn Diagram. A class rubric will be created for this project, prior to the activity, so students will understand the expectations for quality work. Students will complete a rough draft which they will use in creating their Kidspiration Venn Diagram. Each student will self assess their work using the class rubric. Students will present their work to the class. (EXPERIENCE)
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 1. Students will understand that the perspective and culture of a person affects their understanding and actions. (WHERE) The same story can be told many different ways depending on who is telling it or what country they live in. (WHY) Students read fiction (including fairy tales), nonfiction, drama, and poetry, within a grade appropriate span of text complexity. (WHAT)

(RESOURCES): Teacher Resources for unit: Student Online Resources for unit: Cinderella http://storynory.com/2006/04/08/cinderella/ A Book of Fairy Tales from Many Places http://oaks.nvg.org/fairy-book.html BBC Fairy Tales http://www.bbc.co.uk/cbeebies/drilldown/stories/4/1/1/ Fairy Tale Land http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/html/fiction/fairytale2/fairytale.htm The Real Stories http://www.alfy.com/teachers/teach/thematic_units/Fairy_Tales/Fairy_1.asp Text Resources Week 1 Red Riding Hood Little Red Riding Hood - Trina Schart Hyman, Little Red - Lynn Roberts, Red Riding Hood - Beatice Schenk de Regniers, Into the Forest - Anthony Browne, Lon PoPo - Ed Young, Petite Rouge - Mike Artell Week 2 Cinderella Cinderella - K.V. Craft, Cinderella - Ruth Anderson, Yeh-Shen -Ai-Ling Louie, The Rough-Face Girl - Rafe Martin, Cendrillon - Robert D. San Souci, The Gift of the Crocodile - Judy Sienna, Glass Slipper, Gold Sandal Paul Fleischman, Dinorella - Pamela Duncan Edwards, Adelita - Tomie dePaola Week 3 Goldilocks and the Three Bears and The Three Little Pigs and The Three Billy Goats Gruff - Mary Finch, Three Billy Goats Gruff - Janet Stevens, The Three Billygoats Gruff and Mean Calypso Joe - Cathrene Valente Younguist Goldilocks and the Three Bears - Jim Aylesworth, Goldilocks and the Three Bears -Lorinda Bryan Cauley, Goldilocks and the Three Bears - James Marshall, Goldilocks and the Three Bears - Jan Brett The Three Little Pigs - Steven Kellogg, Suddenly! - Colin McNaughty, The Three little Wolves and the Big Bad Pig - Eugene Trivizas, The Three Little Javelinas - Susan Lowell Week 5 Jack in the Beanstalk and Rumplestiltskin Jack and the Beanstalk - Paul Galdone, Jack and the Beanstalk - Steven Kellogg, Jim and the Beanstalk - Raymond Briggs, Jack and the Beanstalk - Albert Lorenz, Rumplestiltskin's Daughter - Diane Stanley, Rumplestiltskin - Paul O. Zelinsky

4. Students will be asked to continually rethink comparisons by using titles previously compared to be contrasted with new ones being read. (RETHINK) Students will be asked to share pair Venn Diagrams with another pair for commonalities and differences and will have the opportunity to revise their product. (REVISE) 5. Students will progress from working in whole class to small group to partner and finally individual Venn diagrams. I will observe their understanding during this process. Students will self assess their Kidspiration Venn Diagram with a class made rubric. 6. Visual: Story illustrations and graphic organizers will address this component. Aural: Students will listen to fairy tale read alouds and listen to fairy tales online. Verbal: Students will engage in discussion to compare and contrast fairy tales from different cultures. Physical: In small class groups students will create Venn diagrams through Interactive writing. Logical: Students will be asked to use Venn diagrams to organize their comparisons. Social: Fairy tales will be compared/contrasted, with Venn Diagrams, as a class, small group and in pair groupings. Solitary: Fairy tales will be compared/contrasted, with Venn Diagrams individually. 7. Students will be able to compare and contrast fairy tale versions. Product : Students will create a Kidspiration Venn Diagram comparing two versions of the same fairy tale of their choice. Timeframe: 7 week unit || =Facet 2 - Interpretation=

8. Students will document the elements ( once upon a time..., setting, beginning, middle, end, hero, heroine, villian, magical elements, magical numbers, promise, royalty) of fairy tales. (WHERE) Different types of texts have different structures. Understanding a text’s structure helps areader and writer better understand meaning and to compose texts in that genre. (WHY) Students read fiction (including fairy tales), nonfiction, drama, and poetry, within a grade appropriate span of text complexity. (WHAT) 9. You and I have parts. What are a few of our parts? Did you know that fairy tales have special story parts too? Students will identify story elements in fairy tales. (EQUIP) Process: The first five weeks will follow a similar process with each week focusing on a different fairy tale. Week 1 Red Riding Hood Day 3 Students will be asked the hook question and discussion will follow. Students will be asked: "How are fairy tales different from other types of fiction?" I will chart their responses. I will read the first read aloud book and the class will discuss the storyline, characters, setting and illustrations and model filling out a story element graphic organizer using a Smartboard so that students can rearrange elements and results can be printed. Following days: I will read other read alouds and again the class will discuss the versions. Discussion will focus on how the elements present in the different versions. I will record their answers on the story element graphic organizer to model its use. This process will continue as more versions are read, discussed and compared.(EXPLORE) Students will move from whole class recording, to small group, pair and then individual recording. In Week 3 students will create individual story element graphic organizers. (EXPERIENCE) (RESOURCES): Teacher resources for unit: And the Moral of the Story Is...http://www.recipes4success.com/index.php?&v=lp&page_ac=view&lpview=public&lptype=lessonplans&lpquery=true&application_query=&gradelevel_query=26&lessontype_query=&str_query=&utma=74247441.1968535812527928800.1237244352.1237244352.1239064383.2&__utmz=74247441.1239064383.2.2.utmcsr=google|utmccn=(organic)|utmcmd=organic|utmctr=recipes%204%20success&PHPSESSID=pnqnian5mfg3hidrcl74ksd113pdbnbc&__utmb=74247441.2.10.1239064383&__utmc=74247441&lesson=189 Teaching About Story Structure Using Fairy Tales http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=874 Student resources and text resources are the same as in Lesson 1 with addition of: Read Write Think’s Online Story Mapping Tool http://www.readwritethink.org/materials/storymap/ 11. Students will be asked to continually rethink story element identification by using a variety of fairy tales. (RETHINK) Students will be asked to share pair graphic organizers with another pair for commonalities and differences and will have the opportunity to revise their product. (REVISE) 13. Visual: Story illustrations and graphic organizers will address this component. Aural: Students will listen to fairy tale read alouds and listen to fairy tales online. Verbal: Students will engage in discussion to identify story elements. Physical: In small class groups students will identify story elements through Interactive writing. Logical: Students will be asked to use Venn diagrams to organize the elements. Social: Story elements will be identified and recorded with a graphic organizer as a class, in small groups and in pair groupings. Solitary: Story elements will be identified and recorded with a graphic organizer individually. 14. Students will document the elements in a fairy tale, of their choice using online templates from Read Write Think. Timeframe: 7 week unit || =Facet 3 - Empathy=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * Consider the W.H.E.R.E.T.O. (L)

15. Students will understand what character traits are and how they influence a story. (WHERE) Understanding critical story details helps a reader and writer better understand meaning and to compose texts in that genre. (WHAT) Students read fiction (including fairy tales), nonfiction, drama, and poetry, within a grade appropriate span of text complexity. (WHAT) 16. I have just realized that I am like the third little pig. Can you guess why? 17. Day 2 of Week 5, as a class, students will brainstorm a list of words (adjectives) that describe non-physical character or personality traits. I will record all words on large chart paper. Students will be asked to think about their own character traits and discuss whether they have any that are similar to any of the introduced story characters. Each student will be asked to choose a character trait and role play it, through charades, before the class. Class members will try to guess the trait being acted out. (EXPERIENCE) (RESOURCES): Teacher resources for unit: Identify Character Traits http://multiculturalcanada.ca/LearningModules/whoami/Grade1/ Student resources and text resources are the same as in Lesson 1. 18. Students will be asked to rethink character traits from different perspectives including comparing their own character traits to story character traits. (RETHINK) 19. Teacher observation of students’ charade demonstrations will serve as the informal assessment component of this facet. 20. Visual: Character traits will be charted as a visual clue to character trait possibilities for the charade activity. Aural: Students will listen to discussion about characters and traits. Verbal: Students will engage in discussion to identify character traits and to discuss how we are like and different from the characters we have read about. Physical: The charade performance will be the physical component of this facet. Logical: Students will be asked to make a personal connection to literature. Social: Character traits and story action will be identified discussed as a class. Students will present their charade to the class. Solitary: Personal character traits identified prior to the charade activity. Students will perform character traits for classmates to identify. Timeframe: 7 week unit. || =Lesson 4 - Application=
 * Consider the W.H.E.R.E.T.O. elements. (L)

23.I just read a new version of the Three Billy Goats Gruff and the troll was happy to let the billy goats cross the bridge. He was generous and neighborly. How do you think that this changed the story? 24. Students will identify critical elements in fairy tales and predict how they change the story. (EQUIP) Process: The first five weeks will follow a similar process with each week focusing on a different fairy tale. Setting and critical details will be discussed as the class discusses story elements and compares story versions. Comparison discussion will highlight how changes in setting or characters influences the storyline. I will divide students into small groups and ask them to determine which of the character trait words, charted in the Empathy lesson, can be considered positive and which of the words can be considered negative. They will be asked to record all their answers. Students will regather as a group to discuss perspective, and how other people may have a different perspective about who we are than we do. I will read The True Story of the Three Little Pigs By Jon Scieszka and the class will discuss how the wolf’s perception of himself is different from how the three pigs perceive him. The class will generate a list of words that the wolf would use to describe himself, and a list of words that the pigs would use to describe the wolf. We will discuss which words are positive and which are negative and why. We will discuss how different people may have different points of view and the concept of bias and how the storyteller can create or put forth a different point of view. Day 3 In preparation for the poster project I will read/show classified ads to the students focusing on for rent and for sale ads as well as wanted ads. I will show the class exemplars from the previous class’s poster projects as well as the scoring rubric used for those projects. (EXPLORE) Students will discuss the categories used and score the posters using the rubric. As a class, students will write a rubric for their posters. Students will create a rough draft for their poster. They will meet with a peer to share their rough draft for suggestions and editing. The pair will use the rubric for revision support. Students will use Pixie software to create their poster. (EXPERIENCE) (RESOURCES): Teacher resources for unit: Identify Character Traits http://multiculturalcanada.ca/LearningModules/whoami/Grade1/Lesson_1 Student resources and text resources are the same as in Lesson 1 with the inclusion of newspaper/magazine classified ads and exemplars of posters from a previous class.
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 22. Students will understand how critical details such as setting and character traits influence a story. (WHERE) Understanding critical story details helps a reader and writer better understand meaning and to compose texts in that genre. (WHY) //Students read fiction (including fairy tales), nonfiction, drama, and poetry, within a grade appropriate span of text complexity.// (WHAT)

25. Students will be asked to continually rethink critical story details and their effect on storylines through using a variety of fairy tales. Students will be asked to rethink character traits from different perspectives. (RETHINK) Students will be asked to share their rough drafts with peers and will have the opportunity to revise their product. (REVISE) Students will be asked to rehearse the presentation of their posters before presenting it to the class. (REHEARSE) 26. Student paired conferences and individual conferences with the teacher will be used to check student’s readiness to advance to the next stage or milestone of the project. A class created rubric will be created and used to score the rough draft and finished poster. 27. Visual: Exemplar posters and newspaper classified ads will address this component. Aural: Students will listen to fairy tale read alouds and listen to fairy tales online. Verbal: Students will engage in discussion to identify settings, character traits and their effect on story action. Students will engage in discussion about the format of classified ads. Students will discuss exemplar posters and create a class rubric. Students will present their published poster to the class. Physical: Students will be using a computer ans draw program to create their poster. Logical: Students will be asked to create a rough draft to preplan their poster. Social: Character traits and story action will be identified and cause and effect will be discussed as a class. Students will work in small groups to create character trait lists. Students will revise their rough draft in pair groupings. Students will present their published poster to the class. Solitary: Character traits and story action will be identified and cause and effect will be used to create poster rough draft. 28.Students will create “wanted” or “for sale” posters using character traits and story details using Pixie software and a wide format printer. Timeframe: 7 week unit || =Lesson 5 - Self-Knowledge=

30. We write in our journals every morning. Cinderella’s Fairy Godmother wrote in diary too. Today I am going to share her diary with you. It lets us know what she was doing and thinking about as she was watching over Cinderella and trying to help her. 31. Students will use their growing understanding of perspective, character traits and story elements to write a fairy tale character’s journal.Process: The first five weeks will follow a similar process with each week focusing on a different fairy tale. In week 5 I will introduce and read the book, The Fairy Godmother’s Diary. We will discuss how hearing about what Cinderella’s Fairy Godmother was thinking and doing to help Cinderella helps us understand the story differently. Discussion will then focus on how we could relate this idea to other stories we have shared. “What do you think that the Ogre in Jack and the Beanstalk would write if he kept a journal or a diary?” We will continue the discussion with other characters.(EXPLORE) Children will be asked to write a diary or journal from the perspective of a character of their choice.(EXPERIENCE) (RESOURCES) Teacher Resources: MSAD#9’s Developmental Writing Rubric, the book, The Fairy Godmother’s Diary Student Resources: diary/journal samples, student generated writing rubric. 32. Students will be asked to continually rethink critical story details, perspective and fairy tale elements as they create their journals. (RETHINK) Students will be asked to share their rough drafts with peers and then with the teacher, before publishing, and will have the opportunity to revise their journals. (REVISE) 33. Peer conferences and individual conferences with the teacher will be used to check student’s readiness to advance to the next stage or milestone of the project. Students will score their journal on the student generated writing rubric. I will use MSAD#9’s Developmental Writing Rubric to score student Fairy Tale Character Journals. 34. Visual: Students will look at a variety of diaries/journals as models for this type of writing. Aural: Students will listen to each others rough drafts. Verbal: Students will engage in discussion about diaries from different perspectives and participate in conferencing opportunities as well as read their completed journal to the class. Physical: Students move to a variety of groupings to rehearse and present their diary. Logical: Students will be asked to create a story planner to pre-plan the rough draft of their journal/diary. Social: Students will participate in conferencing opportunities as well as read their completed journal to the class. Solitary: Students will, individually, work through the Writing Process to create their journal/diary. 35. Students will publish and illustrate a Fairy Tale Journal or Diary. Timeframe: 7 week unit. || =Lesson 6 - Explanation=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 29. Students will assume the role of a fairy tale character and write a journal from that character’s perspective. (EQUIP) Understanding critical story details and perspective helps a reader and writer better understand meaning and to compose texts in that genre. (WHY) Students read fiction (including fairy tales), nonfiction, drama, and poetry, within a grade appropriate span of text complexity. (WHAT)

37. Fairy Tale Land is bustling as characters prepare for the Annual Fairy Tale Academy Awards Celebration. This year the Awards are to be held here, in Farmington, at Devaney, Doak, and Garrett Booksellers. Soon the judges will be reviewing the nominations in each category. Now as you know fairy tale characters cannot leave Fairy Tale Land. They need you to represent them and explain why they are most deserving of an award. You will need to chose a character and create a movie clip explaining why they should receive an award in one of the following categories: Most Magical Character, Bravest Hero, Best Villain, Best Main Character (Female), Best Main Character (Male), Best Supporting Character (Female), Best Supporting Character (Male), and our newest category... Most Creative Retelling of a Fairy Tale. Your movie report will be used by the Academy judges to determine the award winners. 38. In week 7, of the Fairy Tale Unit, students will be presented with the the culminating activity. (EQUIP) The process of creating this project will be modeled. A sample movie will be shown and scored using a project rubric. This scoring tool will be used to highlight project components and software use. A sample storyboard will be shown and compared to the project. (EXPLORE) Students will choose their character and award category and create a storyboard and movie. Upon completion of their movie students will use the Oral Presentation Rubric to plan and prepare for their movie presentation. The two rubrics will be created by the class. (EXPERIENCE) (RESOURCES) Teacher Resources: Project and Oral Presentation Rubrics, Student Samples. No additional student resources will be added in this facet. 39. Students will be asked to continually rethink critical story details, perspective, story sequence and fairy tale elements as they create their storyboards. (RETHINK) Students will be asked to share their rough draft storyboards with peers and then with the teacher, before progressing to the movie creation part of the project, and will have opportunities to revise their planners. Students will also follow this process to share and revise their movies. (REVISE) Students will rehearse their presentations alone, in pairs, and before the class prior to the event at the Booksellers. (REHEARSE) 40.Peer conferences and individual conferences with the teacher will be used to check student’s readiness to advance to the next stage or milestone of the project. Students will self-assess their storyboards and projects using a class created Project and Oral Presentation Rubrics. Student writing, on the storyboard, will also be teacher scored using the teacher created project rubric, which is based on MSAD#9s Developmental Writing Rubric. 41. Visual: Students will view a student sample as a model for their project work. Aural: Students will listen to how the sound effects and music support the message of the movie. Verbal: Students will engage in discussion about the project sample, participate in conferencing opportunities, rehearse their presentation as well as present their movie to the class and the “judges”. Physical: Students will move to a variety of groupings to rehearse their project before presentation. Logical: Students will be asked to create a storyboard as well as participate in rubric creation. Social: Students will participate in discussion and conferencing opportunities. Solitary: Students will, individually, work through the Project Process to create their storyboard and movie and will present to the class and “judges”. 42. Students will create a movie representing their character for the Fairy Tale Academy Awards. Timeframe: 7 week unit ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * 36. //Students will represent a fairy tale character by documenting evidence for their nomination to the Fairy Tale Academy Awards. (WHERE) The same story can be told many different ways depending on who is telling it or what country they live in and can have an influence on our understandings and decisions. (WHY) Students read fiction (including fairy tales), nonfiction, drama, and poetry, within a grade appropriate span of text complexity.// (WHAT)

2004 ASCD and Grant Wiggins and Jay McTighe