Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Story Elements
Michaela Plute
Reading, writing, speaking, and listening
1st and 2nd
80-90 minutes
CK
1.4.2.AWriteorganized,detaileddescriptivepoemsandstoriesthatincludeliteraryelements
Formal Evaluation
Individual fractured fairy tale
Use the following rubric to grade the fairy tales (separate document)
Informal Evaluation
Participation during teacher reading
Participation during creation of the class fractured fairy tale
Objective
A-B-C-D
Bloom's Taxonomy
identify and create BASIC story elements using familiar fairy tales.
Webb's Depth of
Knowledge (DOK)
Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
"Today we will begin a new lesson a fairy tales. Fairy tales is a genre that
involves a story that is make believe. We will look at a few stories that
you are familiar with and review the elements of the stories.
CK
What are elements of a story? Think back to the common things found in
most stories. Can anyone tell us about one element of a story?"
The teacher should probe the children for answers like characters, setting, plot, etc.
Hook/Lead-In/Anticipatory Set
Tell the students : "At the end of this lesson, you will use a website to
develop your very own fairy tale."
As an introductory activity, read one of the fairy tales from the IWB from the
site http://www.readwritethink.org/files/resources/interactives/fairytales/ . If you do
not have access to the technology, read one of the books to the students. Discuss
the elements of the story with the class.
Explicit
Instructions
Big Ideas
Essential
Questions
Key Vocabulary
Plot-storyline. the plan, scheme, or main story of a literary or dramatic work, as a
play, novel, or short story.
Setting- when and where a story takes place.
Character-someone or something represented in a drama, story, etc.
Point of view-the position of the narrator in relation to the story, as indicated by the
narrator's outlook from which the events are depicted and by the attitude toward
the characters.
Problem of the story- the particular situation the character faces in a story.
genre-of or pertaining to a distinctive literary type.
Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Pre-Assessment of Students
Accommodations,
Modifications
Instructionalstrategiestouseduringthelearning:Scaffolding , Active
Engagement , Modeling , Explicit Instruction , Simulation , Differentiated
Learning , Auditory , Verbal/Linguistic
The students will express their understanding and be actively engaged in the
learning process by writing an authentic story.
As an introductory activity, read one of the fairy tales from the IWB from
the
site http://www.readwritethink.org/files/resources/interactives/fairytales/ . If
you do not have access to the technology, read one of the books to the
students. Discuss the elements of the story with the class. Sample
questions:
"What was the setting of the story" Where and when did the story take
place?
Now the students will be ready to work on their fairy tales with their
partner. Pass out the templates copied so the students can record the
information they put into the computer. Have the students take turns
writing the information on the template and typing it into the computer.
Each group of partners may need at least 10 minutes on the computer. If
you do not have enough computers, you can have students who are waiting
for the computer to start the process at their seats. You can rotate the
students every 10 minutes.
The teacher will facilitate the learning process by walking around and
probing students for the elements of their particular story.
The students will need time to write their stories at their seats. "Now that
we have experienced the fractured fairy tale using Thinkfinity, we
are going to take this information that we entered and develop our
stories with our partners. Everyone will use the rubric I gave you
to develop the story. Please make sure you include all of the parts
identified on the rubric."
The teacher will facilitate this experience by walking around and making
sure the students are achieving success.
Materials
(reading,
technology,
equipment,
supplies, etc.)
Internet access
www.thinkfinity.org
Copies of the fairy tales: Jack and the Beanstalk, Little Red Riding Hood, and The
princess and the Pea.
Paper
Pencil
Computers (stations or a lab)
Printer
Lined Paper to write the fractured fairy tale
or
Copies of the fractured fairy tale template found
at http://www.readwritethink.org/files/resources/interactives/fairytales/
Optional:
Closure
Homework/Assignments
none
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?