Student Teacher: Angela Walter

School: Sunnybrae Elementary School

Date: March 2015
Period/Time: 40 Minutes
Grade: 3rd
Subject/Topic/Activity: Writing/ Fairy Tales/ Day 12
1. 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.3.5-With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and
including grade 3 here.)
2. Objectives:
Students will be able to explain the rule of three.
Students will be able to use the rule of three technique to enhance the problem they have
established in their stories.
Students will be able to identify the authors use of the rule of three in a variety of fairy
tales.
3. Materials:
Aladdin Text
Goldilocks and the Three Bears Text
Pencils
Drafts
Pre-Writing
Writers Notebook
SmartBoard
Spider Legs
4. Procedures:
Introduction:

The rule of three is often used in writing, especially in fairy tales. It is based on the idea
that things that come in threes are pleasing and helps build suspense.
o The students will briefly discuss fairy tales that involve the rule of three.

The rule of three is often used in writing, especially in fairy tales. It is

based on the idea that things that come in threes are pleasing and helps
build suspense.
To start the lesson, the teacher reads an excerpt from two stories the involve the rule of
three.

o The stories show the rule of three in different ways.

o The students will then discuss how the rule of three was used.
We have been working on the drafts of our stories. Today we will work on adding the
rule of three to enhance our stories.

Body:
Together, we will look at The Three Little Fishes and how the rule of three was used.
o The teacher will model thinking about how to include the rule of three.
o The students will point out how the rule of three was used.
The rule of three shows three tasks or three adventures a character goes
on to get a certain reward.
The students will go back into their story to include the rule of three.
o The students may add spider legs to their stories to add detail to their stories.
Closing:

To close the lesson, the students will share how they added the rule of three to their
fairy tales.
o The students will briefly describe their story and then explain how the rule of
three is used.
Today we used the rule of three to enhance our stories. Tomorrow we will learn a
new technique to help us improve our stories.

5. Assessment:
To assess the students, I walk around and read their drafts as they write.
o I will ask the students how they are using the rule of three in their fairy tales.
If a student is not using the rule of three, they will be asked to brain storm
different ways to use the rule of three.

Student Teacher: Angela Walter

School: Sunnybrae Elementary School
Date: March 2015
Period/Time: 40 Minutes
Grade: 3rd
Subject/Topic/Activity: Writing/ Fairy Tales/ Day 13
1. 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.3.5-With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including
grade 3 here.)
2. Objectives:
Students will be able to identify the use of personification by watching a video clip and
hearing an example of personification.
Students will be able to use the technique of personification to enhance the fairy tales
they are working on.
Students will be able to name fairy tales that use personification and explain how the
author uses the technique.
3.

Materials:
Smartboard with internet access (to view video clip)
Pre-Writing
Drafts
Pencils
The Gingerbread Boy
Spider Legs

4. Procedures:
Introduction:
To begin the lesson, the students will engage in discussion about personification.
o How many of you have seen the movie Beauty and the Beast? Can you picture
the song Be Our Guest where the teacups and dressers and other furniture are
dancing around and singing?
The
students
will
watch
a
clip
from
the
movie.
https://www.youtube.com/watch?v=afzmwAKUppU

o The teacher will tell the students that, in real life, animals and objects do not have
human like characteristics. Authors use a writing technique to make their stories
more interesting.
This is called personification. Personification is when a non-living thing
is given human like qualities can walk, talk, dance, etc. So in the movie,
the teacup, Chip, is a non-living thing that can walk and talk. Can anyone
name any other examples of personification in any other stories?
Body:
The students will work on their drafts and try to use personification in their stores.
o As we write today, try to use personification to enhance your stories.
The students will be encouraged to use spider legs to add on to a section of
their stories.
The students will be asked to brainstorm ideas in their notebooks about how they would
use personification in their stories.
Closing:

To close the lesson, the students will share how they added personification to their
fairy tales.
o The students will briefly describe their story and then explain how
personification is used.
Today we used personification to enhance our stories. Tomorrow we will learn a new
technique to help us improve our stories.

5. Assessment:
o To assess the students, I walk around and read their drafts as they write.
o I will ask the students how they are using personification in their fairy tales.
If a student is not using personification, they will be asked to brain storm
different ways to use personification.

Student Teacher: Angela Walter

School: Sunnybrae Elementary School
Date: March 2015
Period/Time: 40 Minutes
Grade: 3rd
Subject/Topic/Activity: Writing/ Fairy Tales/ Day 14
1. 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.3.5-With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and editing. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including
grade 3 here.)
2. Objectives:
o Students will be able to identify how the conflict of good vs. evil can enhance the plot of
a fairy tale.
o Students will be able to add a conflict of good vs. evil to the fairy tale draft they are
working on.
o Students will be able to list examples of good vs. evil in fairy tales they are familiar with.
3.
o
o
o
o
o

Materials:
Pencils
Smartboard
Pre-writing
Drafts
Spider Legs

4. Procedures:
Introduction:
o The students will be introduced to the concept of good vs. evil
o In stories and fairy tales, the author typically uses the conflict of god vs. evil.
The teacher discusses how the good vs. evil conflict is portrayed in fairy
tales.
The conflict occurs between a character that is good vs a character that is
evil.

o Together, the class will create a chart identifying good vs. evil characters.
In my story, The Three Little Fishes there is a conflict between the little
fish and the sharks. The little fish are good and the shark is bad.
Body:
o The students will work on their drafts and try to use the conflict of good vs. evil in their
stories.
o Today when you are working on your stories, think about your conflict. You
might want to use a good vs. evil conflict in your fairy tale..
The students will be encouraged to use spider legs to add on to a section of
their stories.
o The students will be asked to brainstorm ideas in their notebooks about how they would
use the conflict in their stories.
Closing:

To close the lesson, the students will share how they added the conflict of good vs.
evil to their fairy tales.
o The students will briefly describe their story and then explain how good vs.
evil is used.
Today we used good vs. evil to enhance our stories. Tomorrow we will learn a new
technique to help us improve our stories.

6. Assessment:
o To assess the students, I walk around and read their drafts as they write.
o I will ask the students how they are using good vs. evil in their fairy tales.
If a student is not using the conflict of good vs. evil, they will be asked to
brain storm different ways to use this type of conflict.