FairyTale

UnitAssessmentPlan

SubjectArea
GradeLevel
Topic
LengthofUnit
(days)

EnglishLanguageArts
9
TraditionalandFracturedFairyTales
22

Stage1DesiredResults
EstablishedGoals
1.1.3ExpressPreferences:
a) Explainpreferencesfortextsandgenresbyparticularwriters,artists,storytellers,andfilmmakers
2.1.1UsePriorKnowledge
b)Usepreviousreadingexperiencesandpriorknowledgeasabasisofreflectingonandinterpretingideas
encounteredintexts
2.2.1ExperienceVariousTexts
b)Identifyanddiscusshowtimelessthemesaredevelopedinavarietyoforal,print,andothermediatexts
c)Considerhistoricalcontextwhendevelopingownpointsofvieworinterpretationsoforal,print,andother
mediatexts
e)Expressthethemesoforal,print,andothermediatextsindifferentformsofgenres
2.2.2ConstructMeaningfromTexts
a)Analyzehowthechoicesandmotivesofcharactersportrayedinoral,print,andothermediatextsprovide
insightintothoseofselfandothers
b)Identifyanddiscussthemeandpointofviewinoral,print,andothermediatexts
2.2.3AppreciatetheArtistryofTexts
d)Identifyfeaturesthatdefineaparticularoral,printandothermediatexts;discussdifferencesinstyleandtheir
effectsoncontentandaudienceimpression
2.3.1UnderstandFormsandGenres
a)Explaintherelationshipbetweenpurposesandcharacteristicsofvariousformsandgenresoforal,print,and
othermediatexts
2.3.2UnderstandTechniquesandElements
a)Comparethedevelopmentofcharacter,plot,andthemeintwooral,printorothermediatexts
c)Compareamaincharacterinonetexttothemaincharacterinanothertextfromadifferentera,genre,or
medium
2.4.3StructureTexts
a)Createoral,print,andothermediatextsthatinterrelateplot,setting,andcharacter,andrevealthesignificance
oftheaction
3.4.1 Share Ideas and Information
a) Communicate ideas and information in a variety of oral, print, and other media texts such as scripts,
multimedia presentations, panel discussion, and articles
4.1.1 Appraise Own and Others Work
4.1.2 Revise and Edit
c) revise to combine narration, description and exposition effectively
4.3.1 Present Information
4.3.3 Use Effective Oral and Visual Communication
4.3.4 Demonstrate Attentive Listening and Viewing
5.1.2 Relate Texts to Culture
a) Analyze how oral, print, and other media texts reflect traditions, beliefs, and technologies of different cultures,
communities or periods in history
5.2.1 Cooperate with Others
5.2.2 Work in Groups
b) Share responsibility for the completion of team projects by establishing clear purpose and procedures for
solving problems, monitoring progress, and making modifications to meet stated objectives

FairyTale
UnitAssessmentPlan

SubjectArea
GradeLevel
Topic
LengthofUnit
(days)

EnglishLanguageArts
9
TraditionalandFracturedFairyTales
22

5.2.3 Evaluate Group Process

a) Establish and use criteria to evaluate group process and personal contributions; set goals and make plans for
improvement

Understandings:
Studentswillunderstand

EssentialQuestions:
1. Howdohistoricalandculturalcontextsinfluence
fairytales?

Howfairytaleshavechangedovertimewith
societysnormsandperceptionsofchildhood

Howtoworkthroughthewritingprocess

2. Whatisitaboutfairytalesthatmakesthem
timeless?

Howtochangeelementsofafairytalewithout
makingtheproductunrecognizable

3. Whichaspectsofafairytalecanbefractured
withoutmakingitunrecognizable?

HowtouseaVennDiagramtocompareand
contrastfairytales

Howtoworktogethertoaccomplishgoals

Studentswillknow

Studentswillbeableto

Thekeycharacteristicsoffairytales

Determineifastoryisafairytalebasedon
whetherornotitincludesthekeycharacteristics
offairytales

Thehistorical/culturalcontextthatinfluenced
prominentfairytaleauthors/collectors

Thatfairytalesbeganasanoraltradition

Thedifferencebetweentraditionalandfractured
fairytales

Plan,draft,revise,edit,andpublishafractured
fairytalebychangingoneormoreelementsofa
traditionalfairytale.

Whatathemeis

Worktogethertocreateanengagingpresentation

Writeamemorablestatementoftheme

Evaluatetheirownwork,andtheworkofothers

FairyTale
UnitAssessmentPlan

SubjectArea
GradeLevel
Topic
LengthofUnit
(days)

EnglishLanguageArts
9
TraditionalandFracturedFairyTales
22

Stage2AssessmentEvidence
PerformanceTasks,Projects
GroupProject:Studentswillworktogethertocompare,contrast,andanalyzedifferentversionsofthe
samefairytale.Theywillthencreateashort,butengagingpresentationfortheclass.

PreWriting:Studentswillplantwodifferentfracturedfairytalesandchoosewhichonetheythink
holdsthemostpromise.

FracturedFairyTale:Studentswillapplytheirunderstandingoffairytalestocreatetheirown
fracturedfairytale.

Quizzes,Tests,Assignments
JournalEntries:Studentswillcompleteatleastonejournalentryeachweektoreflectonlearning.
Thesejournalswillbehandedinforcompletionmarksbutfeedbackwillbeprovidedtoprompt
deeperthinkingand/oranswerquestions.
OtherEvidence(observations,worksamples,
Studentselfassessment
dialogues)

FreeWrite

IsThisaFairyTale?

VisualRepresentation

MessagestoChildren

Conversations

Observations

Discussions

GroupEvaluation:Studentswillevaluateeach
memberoftheirgroupsparticipationincluding
theirown.

PreWriting:Studentswillchoosewhich
prewritngsampletofollowthroughtopublication

SelfEvaluation:Duringtheirfinalconference
withtheteacherstudentswillevaluatetheirown
fracturedfairytaleaccordingtotheagreedupon
criteria.

AssessmentToolOverview

FairyTale
Assessment
Outcomes
UnitAssessmentPlan
ToolTitle

EnglishLanguageArts
SubjectArea
BriefDescription
9
GradeLevel
TraditionalandFracturedFairyTales
Topic
Students
will begin the22unit by taking time to free
LengthofUnit
write everything
that comes to mind when they think
(days)

of fairy tales. This activity will be completed again at

the end of the unit to help students visualize what
2.1.1UsePriorKnowledge they learned.

FreeWrite

2.3.1UnderstandForms
andGenres
2.3.2Understand
TechniquesandElements

This assignment is considered assessment for

learning because it allows the teacher to quickly
gauge individual interest, and background knowledge
regarding the focus of this unit. This will allow for
lessons to be created that fill in the gaps in student
knowledge.
It is also assessment as learning because students
will use this activity as a means of reflecting on
individual learning at the end of the unit.

1.1.3ExpressPreferences
2.1.1UsePriorKnowledge

JournalEntries

2.2.1ExperienceVarious
Texts
2.2.2ConstructMeaning
fromTexts
2.2.3Appreciatethe
ArtistryofTexts

IsThisaFairy
Tale?

Each week students will be asked to respond to at

least one prompt designed to help them assess and
reflect on personal learning. Journals will be
submitted for completion marks and will account for
5% of the overall unit mark. Each missing journal
entry will result in the loss of 1%.

After determining a class favorite, students will

briefly retell the fairy tale they chose as a class.
2.1.1UsePriorKnowledge They will then decide which elements of fairy tales
apply to their selection, and which do not, to decide
2.3.1UnderstandForms
if it is a true fairy tale. Students will then be asked to
andGenres
repeat the exercise in small groups by reading
2.3.2Understand
several lesser known tales and justifying which
TechniquesandElements
stories should be considered fairy tales.
This activity will allow the teacher to observe how
well students understand the key elements of fairy
tales which makes it assessment for learning.

Visual

2.2.1ExperienceVarious
Texts
2.2.3AppreciatetheArtistry
ofTexts
2.3.1UnderstandFormsand
Genres

Students will spend a limited amount of time at each

of three author stations. At each station students will
read a fairy tale by a particular author and then
visually represent the mood/tone of the fairy tale.
After rotating through each station students will
compare their visual representations to those
produced by their peers and discuss
similarities/differences.

5%

FairyTale
UnitAssessmentPlan

SubjectArea
GradeLevel
Topic
LengthofUnit
(days)

EnglishLanguageArts
9
TraditionalandFracturedFairyTales
22