More Lessons Like This...
Random Five More New
Grade:
Subject:
Elementary
Reading/Writing
New Jobs on Teachers.Net

Keystone International...
Chengdu

Discovery Lab of Ellen...
Ellensburg

Infinite Learning
Anywhere

Christian Education Na...
Anywhere

Creighton School Distr...
Anywhere

EdVenture
Anywhere


Grade: Elementary

#923. Fairy Tale Unit

Reading/Writing, level: Elementary
Posted Sun Mar 28 12:43:41 PST 1999 by Melissa Stout (MissyS455@aol.com).
Harford County Public Schools, USA
Materials Required: fairy tale books
Activity Time: 2-3 weeks

UNIT PACING

Day 1

Whole Group
Outcome:The students will preview the focus of the unit by brainstorming a list of known fairy tales.
The students will brainstorm a list of known fairy tales.
The students will determine what makes these stories fairy tales. The students will list these characteristics in chart form.
Read The Shoemaker and the Elves.
Characteristics of this fairy tale will be discussed and added to the chart.

Small Group
Outcome:The students will utilize the title and cover illustrations of the text to make a prediction.
The fairy tale trade book will be introduced utilizing the pre-reading strategy Guess and Check. (time period, author’s purpose, etc.)
The predictions will be recorded for future activities as the group progresses through the book.

Independent Workshop
Outcome:The students will examine the fine details of the cover illustration by creating a camera picture and record predictions about their new text.
The students will illustrate the cover of their new trade book.
The students will record and illustrate one prediction they are certain will appear in the content of the text on the back of their camera illustration.

Writer’s Workshop
Outcome:Students will examine the elements of a fairy tale.
Read The Emperor’s New Clothes and The Principal’s New Clothes OR Sleeping Beauty and Sleeping Ugly. (or any other fairy tale and its’ spin –off) Read only one of the “set” today.
Using a fairy tale characteristic chart, complete for the fairy tale just read. Use teacher model on the overhead as students complete their own charts.
Discuss fairy tale elements evident in the text.

Day 2

Whole Group
Outcome:Students will identify the story elements in the fairy tale Goldilocks and the Three Bears.
The students will brainstorm the elements that are present in a fairy tale.
Record predictions for reference.
Read,Goldilocks and the Three Bears.
Give students an opportunity to add or delete items from their list.
Introduce the elements of a fairy tale to the class:
Magical elements, begins with “Once upon a time” or “Long, long ago”, usually ends with” They lived happily ever after”, good characters versus bad characters, the numbers 3 and 7, a humble setting which progresses to a luxurious surrounding, contains supernatural characters, such as fairies or witches
Compare the fairy tale elements to the students' lists.
Complete the Fairy Tale Characteristic Chart for Goldilocks and the Three Bears.

Small Group
Outcome:The students will begin to read the context of the fairy tale tradebook.
Review the elements of a fairy tale.
Students will read pp.________ to pp. __________.
The group will discuss and clarify as needed.

Independent Workshop
Outcome:The students will identify the elements of a fairy tale displayed in the text __________________.
The students may work independently or in pairs to find the elements present in the text _______________ up until this point.
The examples will be recorded on chart paper/sentence strips.(Teacher judgement)
Complete Day 1’s activities if necessary.

Writer’s Workshop
Outcome:Students will identify elements of a fairy tale.
Review and discuss the elements with students.
Read the “modernized or adapted” fairy tale from the whole group fairy tale.
Discuss how this tale was modernized or adapted from the original.
Complete the fairy tale characteristic chart and compare to the prior text.
Students will brainstorm possible topics and titles for original/adapted fairy tale based upon the fairy tales read in their writing journals.


Day 3

Whole Group
Outcome:The students will ”List, Group, Label” selected vocabulary from the two articles about Hans Christian Andersen and the Grimm Brothers.
Divide the class in to groups of 4 or 5.
Allow the groups ample time to categorize their given words on poster board. Allow the students to glue down their words after careful consideration of

Small Group
Outcome:The students will read the two articles about The Brothers Grimm and Hans Christian Andersen.
Review the vocabulary categorized in their charts from the whole group activity.
Discuss the List, Group, Label charts

Independent Workshop
Outcome:The students will read a fairy tale.
The students will either buddy read or independently read a fairy tale.
This fairy tale will be added to the fairy tale characteristic sheet.

Writer’s Workshop
Due to the time required for the List, Group, Label activity, Writer’s Workshop time was used.

Day 4

Whole Group
Outcome:The students will compare the List, Group, Label charts on the lives of the Grimm Brothers and Hans Christian Andersen.
Allow time for each group to share their charts with the entire class and explain why they categorized the vocabulary words as they did.
As a whole group, categorize the words with their proper labels on one chart.

Small Group
Outcome:We will continue to read in our trade books.
Students will determine which author their trade book fairy tale is most like, Hans Christian Andersen or The Brother’s Grimm.

Independent Workshop
Outcome:The students will complete an outline on the articles of the Grimm Brothers and Hans Christian Andersen.

Writer’s Workshop
Outcome:We will investigate a fairy tale.
Read a fairy tale to the students.
Add the elements of the fairy tale to the characteristic chart.
Day 5
Whole Group
Outcome:The students will examine the setting of fairy tales.
As a whole group, complete the first part of the worksheet on “setting” for fairy tales.
Read the fairy tale The Frog Prince and listen for descriptions of the setting.
Discuss the setting together orally.

Small Group
Outcome:The students will examine the setting of their fairy tale.
After reading, discuss the setting and how it enhances the story.

Independent Workshop
Outcome:The students will describe the setting in their trade book fairy tales.
Using the same fairy tale “setting” worksheet from whole group, the students will complete the bottom half on their small group fairy tale.

Writer’s Workshop
Outcome:The students will be introduced to a new prompt , “Writing A Fairy Tale”.
Display the writing prompt on the overhead and pass out the individual copies.
Find the FATP.
Read the fairy tale The Ugly Duckling.
Tell the students to think about how they will change “the duckling” for their own version of this fairy tale.

Day 6

Whole Group
Outcome:The students will identify the characters in the fairy tale., The Shoemaker and the Elves.
As a whole group, complete the first part of the worksheet on “characters” for fairy tales.
Read the fairy tale The Shoemaker and the Elves and listen for descriptions of the characters.
Discuss the characters together orally.

Small Group
Outcome: The students will focus on the characters in their fairy tale.

Independent Workshop
Outcome: The students will identify characters in their fairy tale.
The students will complete the bottom half of the “characters” activity from whole group on their small group fairy tale.

Writer’s Workshop
Outcome: The students will read and discuss The Ebony Duckling.
Read the adapted version of The Ugly Duckling, The Ebony Duckling to the students.
Discuss how it differs from the original version using a Venn diagram.
The students will brainstorm in their writing journals how they will adapt their own fairy tales.

Day 7
Whole Group
Outcome: The students will identify the character traits of the main characters in the fairy tale Pinocchio.
Discuss the terms character traits and the action and supporting details as related to the development of the character.
Read Pinocchio.
Add this fairy tale to the characteristic sheet.
Discuss and list Pinocchio's character traits on the board.
Using the overhead, Character trait Organizer, show the text evidence for each of Pinocchio's character traits.
Small Group
Outcome: The students will identify the character traits of the main character in their small group fairy tales.

Independent Workshop
Outcome: The students will identify three character traits of the main character and provide text support.
Give each student the character trait organizer.
The students will identify three character traits and give text support for each cited.

Writer’s Workshop
Outcome: The students will brainstorm ideas for their adapted fairy tale.
Explain to the students that in some way the main character needs to be “different” and that there needs to be three other characters he/she comes in contact with before realizing his/her beauty.
Students will begin the fairy tale story
Day 8
Whole Group
Outcome: The students will identify the character traits of the main characters in the fairy tale Pinocchio.
Discuss the terms character traits and the action and supporting details as related to the development of the character.
Using the traits and support derived from day 7, develop a main idea statement and a closing statement together.
Explain that the students will now use this information to develop a good paragraph and a “character” puppet.
Show the paragraph and puppet already (teacher) created for Pinocchio.

Small Group
Outcome: The students will identify the character traits of the main character in their small group fairy tales.

Independent Workshop
Outcome: The students will construct a paragraph describing their main character’s character traits.
Using the Character Trait Organizer, the students will construct a paragraph with a main idea statement and a closing statement.
The students will complete a “puppet” character to accompany the paragraph. (see person pattern)

Writer’s Workshop
Outcome: The students will complete the fairy tale story map.
Model the story map with a “class” fairy tale. (see example The Ugly Horse)
Allow the students time to complete their own story maps.

Day 9
Whole Group
Outcome: The students will focus on the problem and solution for the fairy tale Jack and the Beanstalk.
As a whole group, complete the first part of the worksheets on “problem and solution” for fairy tales.
Read the fairy tale Jack and the Beanstalk and listen for the problem and solution.
Discuss orally.

Small Group
Outcome: The students will determine the problem and solution in their small group fairy tales.

Independent Workshop
Outcome: The students will complete the problem and solution activities for their small group fairy tales.

Writer’s Workshop
Outcome: The students will begin to draft their fairy tales.
Using the class fairy tale, The Ugly Horse, model how to draft.
Remind the students to skip lines and to use only one side of the paper.
Allow the students time to begin their drafts.


Day 10
Whole Group
Outcome: The students will read The Steadfast Tin Soldier and examine the personal stance.
Explain the personal stance to the class.
Read The Steadfast Tin Soldier.
Complete the Comparison paragraph Organizer together on the overhead. (I used myself to compare)

Small Group
Outcome: The students will compare themselves to the main character in the small group fairy tale.

Independent Workshop
Outcome: The students will complete the comparison chart for the main character in their small group fairy tale.

Writer’s Workshop
Outcome: The students will examine the elements of PQP.
Using the class created fairy tale, The Ugly Horse, I will model PQP.
I will read the fairy tale as the class listens.
Using an overhead of the PQP form, I will write what they tell me for each area of the PQP form.
Partner the students and allow them to PQP with each other.

Day 11

Whole Group

Outcome: The students will examine techniques for creating a main idea and closing statement for the comparison paragraph.
using my comparison paragraph organizer, the class will develop a main idea and closing statement together. I will model it on the overhead.
the students will develop a main idea and closing statement for their own comparison.

Small Group

Outcome: The studetns will continue to examine the elements of a fairy tale.

Independent Workshop
Outcome: The students will develop a paragraph from their comparison organizer.
The students will create their main idea and closing statements.
The students will write their paragraph.

Writer’s Workshop

Outcome: The students will examine techniques for editing their fairy tales.
Using The Ugly Horse as a guide, I will model the Editing Checklist for the class.
The students will edit their fairy tales using this checklist.
The students will continue to write their fairy tales.

Day 12

Whole Group

Outcome: The students will examine techniques for publishing a flip book that will accompany their personal response paragraphs.

Using the long white construction paper, the students will fold it lengthwise like a hot dog.
The paper will then be divided into fourths and the top part will be cut to create a “flap”.
Each section will be labeled with one of the following: Appearance, Homes, Clothing, transportation.
Under each flap the students will use the top to draw pictures of themselves for each category.
On the bottom, they will draw illustrations depicting the main character for each category.
The flap booklet will be displayed together with the paragraph.


Small Group

Outcome: The students will continue to examine the elements of a fairy tale.


Independent Workshop

Outcome: The students will complete their paragraphs and create their flip booklets.

Writer’s Workshop

Outcome: The students will continue to write their fairy tales.
This is a “catch up” day. Students will be completing their drafts, PQP, or editing worksheets.
Day 13

Whole Group

Outcome: The students will view the video Hansel and Gretal.
Show the video of the fairy tale, Hansel and Gretal. ( or another that you have access to)
The students will be recording information about the video on the Comparing Books chart.
After the video, the class will list the information on the fairy tale characteristic chart.


Small Group

Outcome: The students will determine possible solutions to our fairy tales.

Independent Workshop

Outcome: The students will begin to publish their fairy tale drafts into books.
As students complete all work on their draft, they will begin to publish their fairy tale into a book.


Writer’s Workshop

Outcome: The students will publish their fairy tales.
Using the pre made construction paper booklets, the students will publish their fairy tales.
Day 14

Whole group

Outcome: The students will read the fairy tale, Hansel and Gretal and compare it to the video.
Read Hansel and Gretal.
As the fairy tale is being read the students are adding it to the Comparing Books form.
Discuss the similarities and differences between the book and the video.


Small Group

Outcome: The students will compare the versions of their fairy tales to other adapted versions.

Independent Workshop

Outcome: The students will compare two versions of the same fairy tale.
Using the Fairy Tale Comparison Chart, the students will compare the video and book of Hansel and Gretal.


Writer’s Workshop

Outcome: The students will complete their fairy tales for publication.

Day 15

Whole Group

Outcome: The students will assess their knowledge of fairy tales
using the Maryland Assessment Consortium for Fairy Tales (1994).
For Activity 1, read The Three Little Pigs. As I read the students will be completing the story map.

Small Group

Outcome: The students will assess their knowledge of fairy tales
using the Maryland Assessment Consortium for Fairy Tales (1994).
Read The True Story of the Three Little Pigs.
The students will use this version to complete activity 2 on the assessment.

Independent Workshop

Outcome: The students will assess their knowledge of fairy tales
using the Maryland Assessment Consortium for Fairy Tales (1994).
The students will utilize the comparison matrix for Activity 3 to compare and contrast The Three Little Pigs and the True Story of the Three Little Pigs.


Writer’s Workshop

Outcome: The students will assess their knowledge of fairy tales
using the Maryland Assessment Consortium for Fairy Tales (1994).
The students will complete activity 4 of the consortium task. They will be writing a letter to a pen pal to suggest a favorite fairy tale.

Day 16


This is a day of Celebration for the students! They will celebrate the culmination of this fairy tale unit by:

writing invitations to other classes and/or parents to come and listen to their adapted fairy tales
read their fairy tales to their classmates or visit other classes to share their fairy tales
discuss their favorite fairy tales and activities throughout the unit

ASSESSMENT

Summative:

Reading:

Using the Maryland Assessment Consortium Fairy Tales, students will:

complete story maps on two versions of the same fairy tale.
complete a comparison matrix on the two fairy tales.
write a letter persuading a friend to read their favorite version of one of the fairy tales.

Writing:

Students will write an original or adapted fairy tale using a graphic organizer and specification sheet.


Pre assessment:

Student’ knowledge of characteristics of a fairy tale and ability to compare can be accomplished through comparing a fairy tale to a traditional story and by brainstorming a list of fairy tales they already know. Knowledge of using graphic organizers as a planning sheet for writing can be assessed through prior writing projects.

Formative:

Students’ knowledge of fairy tale characteristics and character’s perspective can be formatively assessed through their independent workshop activities and through their comparisons of different countries’ versions of the same fairy tale.

OUTCOMES
Outcomes: Students will demonstrate an understanding of the structure and organization of texts by listening, reading, discussing, and writing in response to fairy tales. (Dimension2-Declarative) Students will read and listen to imaginative literature using global, interpretive, and personal stances and demonstrate an initial understanding of the critical stance to construct meaning, extend, and examine meaning. (Dimension 3-Comparing_ Students will formulate and convey attitudes about varied cultures and groups and their contributions by listening, reading, discussing, and responding to a variety of literature that reflects diversity. (dimension 3-Comparing) Students will speak, write, and perform to express personal ideas to a specific audience by creating products, including imaginative stories, poems, friendly letters, and thank you notes. (Dimensions 4_inventory) Student will begin to use the writing process by generating and organizing ideas, drafting, revising by adding, changing or deleting, proofreading using a checklist reflecting skills taught, and producing a final copy when appropriate. (Dimension 2-Procedural) Students will develop self-regulated thinking. (Dimension5-Self-regulation) Students will develop positive attitudes and perceptions about learning. (Dimension 1-Tasks) Indicators: After listening to and/or reading fairy tales, students will: Identify the story elements of the text. Focusing on the interpretative stance, students will: Compare different versions of the fairy tales. Identify and discuss a character’s perspective of an event. After listening to and/or reading fairy tales, students will: Compare different countries’ versions of the same fairy tale. Students will: Write an adapted or original fairy tale. Use characteristics of a fairy tale. Generate and organize ideas using graphic organizers. Students will: Plan an imaginative story. Students will: Develop positive attitudes and perceptions about classroom tasks by understanding and being clear about tasks.