Fairytales,+Christina+Moore

Fairytales
This lesson plan focuses on the fairytale The Three Little Pigs to help student understand the difference between what the pigs did in the story and what pigs are like in real life. After students listen to the story, they will investigate what real pigs do on a daily basis through a visit from a local farmer, video, and non-fiction books. 1.3.4 Distinguish fantasy from reality 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1. Tell students that we are going to read a story today about three pigs. They need to decide if this story is real or made-up. 2. Read __The Three Little Pigs__ by James Marshall 3. After reading the story ask a. What did the three pigs do? b. What did the wolf do? c. Is this story real? Why? d. What is one part of the story that is not real? With the following questions create a KWL chart e. What do you know about pigs? (Write comments down) f. What do you want to know about pigs? (Write comments down) g. How can we find the answers to this information? 4. Have student work in groups to come up with one question that they want to learn about pigs to take on 5. Watch a video __Barney Let’s Go to the Farm__ 1. Take a field trip to a real pig farm with class 2. Have student ask the farmer questions about the pigs 3. When they return ask the questions to write down what they learned about the pigs and answer their original question. 4. Have a collection of easy non-fiction books available for students to view to remind them about what they learned. Circulate to help student look through the books to find information to answer their questions. 5. As a group have students answer the questions on the,, worksheet. 6. After finishing the worksheet has students sit on the floor and share what they learned from the video, the farmer, and non-fiction books and how that compares to the pigs in __The Three Little Pigs__.
 * First Grade Overview**
 * Indiana Academic Standards**
 * 21st Century Learner Standards from AASL**
 * Lesson Plan**
 * Day One**
 * Day Two**

Student will be assessed by their group work. • Did they find the answer to their questions? • Did they find that they pigs in __The Three Little Pigs__ were not like real pigs? • Were they able to make conclusion from the different resources that they used throughout the lesson?
 * Assessment**

Student will be given several fairytales to compare their similarities and differences. After they have learned about the different elements, they will create their own versions of their classic fairytale. 3.3.7 Compare and contrast version of the same stories from different cultures. 3.3.2 Comprehend basic plots of classic fairytales, myths, folktales, legends, and fables from around the world. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias 1. Today we are going to explore different stories from around the world. Many countries share common stories such as Cinderella, Sleeping Beauty, Snow White, and etc. Often they will change different parts of the story so they can understand it better. 2. Read together two different books of the same story such as __Soot-Face Girl__ and __Mountain Rose Girl__. Ask students to tell you about the similarities and differences. 3. Model a sample story with different parts changed in the story such what the shoe was made of, what her step-sisters look like, and what object changed to create her carriage. 4. Have students work in groups to look at different versions of the same story. Each group will have a different fairytales. 5. Student will answer questions about the difference and similarities in their fairytale books using the worksheet,. 6. When they have finished looking at the different books, they will begin to create their own version of the story. 7. Students will need to share their version by recording themselves acting out, making an illustrate book, or creating a online version using Comic Life or Story Maker Students need to show that they were able to answer the following questions. • Were students able to identify similarities and differences between the stories? • Did they include some of the basic elements of their fairytale in their own version? • Were they able to find conflicting information after compare each fairytale?
 * Third Grade Overview**
 * Indiana Academic Standards**
 * 21st Century Learner Standards from ASLA**
 * Lesson Plan**
 * Assessment**

The first lesson for first grade required that I use more modeling and guidance. The Indiana Academic standards for the first graders were much more abstract than the standards for the same content area for third graders. Therefore to help the first grader have a better understand of the difference between fantasy and reality, I used more elements that student could use to make concrete connections such as watching a video and visiting a pig farm. We also did the lesson over a little longer period of time to give the students a little more time to process the information they were learning about pigs. In this lesson, I also tried to ask more leading questions about they thought about the differences in the pigs from the story and real pigs. In the third grade lesson the student did not need to have as many concrete examples. The Indiana Academic standard was much simpler to just compare and contrast elements of story. I still felt that I did need to model how students would start compare the several different stories. My role in this lesson plan was more of an encourager and modeler. I would plan to circulate within the groups to check understanding of the task and help groups that may be struggling. As the students are creating their final project they would need more help if they had never created a project like that before. The students in this lesson become more of the creators and investigators. I also expect the third grader to be able to work more independently on this project than I expected the first graders.
 * Lesson Comparison**

Addition by Amy Loane Grade 7 Lesson: Fairy Tales Indiana State Standards English Language Arts

7.3.3 Analyze characterization as shown through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. 7.3.4 Identify and analyze themes — such as bravery, loyalty, friendship, and loneliness — which appear in many different works.

Whole Group Discussion** Discuss as a whole class which fairy tales students know. Which authors are students familiar with? Discuss what are some of the characteristics of the fairy tales? What do the fairy tales have in common/different? Are there any common issues in these fairy tales?
 * Lesson Idea:

Teacher will read two fairy tales aloud to class: Rapunzel and The Princess and the Pea
 * Read Aloud**

Students will work together to answer questions: Students will have specific roles in the group: interview, note taker, and presenter. //Interviewer-will ask questions and try to get the most out of each group member Note taker-will record the findings Presenter-will present group answers with class// What was the plot of the story? Who are the main characters? How did they solve the problem? What is the moral of the story?
 * Small group discussion:**

Students will write in journals about the fairy tales they heard in class. Students should think about what the moral of each story was and how each character played a role in the story.
 * Journal Writing**

Students will form small groups (3-4). They can choose a fairy tale from http://www.familymanagement.com/literacy/grimms/grimms-toc.html. Students will act out one fairy tale for the class. They must adapt the fairy tale to relate to the current time: i.e. students can incorporate such common technological tools such as cell phones, ipods, computers, cars, ect. Students will then act out the play for the entire class.
 * Drama: A Fairy Tale set in 2008**

This plan focuses on the students applying knowledge to analyze fairy tales and determine varying perspectives in writing a story. Sixth grade students have progressed beyond identifying fantasy from reality and comparing different elements of stories in early primary grades to analyzing the effects of storylines, settings, purpose, and audience awareness in upper grades. Students demonstrate their knowledge through various forms of creative projects. 6.3.2 Analyze the effect of the qualities of the character on the plot and the resolution of the conflict. 6.3.3 Analyze the influence of the setting on the problem and its resolution. 6.3.6 Identify and analyze features of themes conveyed through characters, actions, and images 6.4.1 Discuss ideas for writing, keep alit or notebook of ideas, and use graphic organizers to plan writing. 6.5.1 Writing narratives that: · establish and develop a plot and setting and present a point of view that is appropriate to the stories. · include sensory details and clear language to develop plot and character · use of range of narratives devices, such as dialogue or suspense. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. Copies of fairy tales, folk tales, and nursery rhymes Copy of the Jon Scieszka book, “The Real Story of the Three Little Pigs” Writing material for listing ideas Project materials including pencils, paper, computer, software Begin by explaining how a story can present one point of view for the characters. Ask the students, “Have you experienced situations where only one side of what happened was told? How did that version affect the outcome of the situation? After conclusion of the discussion, read the book, “The Real Story of the Three Little Pigs.” Then ask the students how this version is different from the traditional version. Make a list of answers on the board. Explain that each of us can experience the same situation, but view the experience differently, because our perspectives differ. Discuss how different points of view can affect daily interactions with others (peers, parents, teachers, community members) Have each students choose a fairy tail, folk tale, or nursery rhyme with a “bad guy” and explain that they need to rewrite the story from the “bad guy’s” point of view. The students will need to present their stories in their choice of formats. Students will need to have their chosen format approved by the instructor. The instructor may need to demonstrate the available formats including, Word processor, publishing, comic, drama, or other creative representation of ideas. Some students may require special assistance with writing, “getting started” with writing, or matching the project format that best demonstrates their individual strengths. Instructors should provide the necessary tools that match each student’s abilities. A rubric will evaluate the students on use of writing traits and creativity.
 * Fairy Tale Perspectives- Beth Schroeder**
 * Overview**
 * Objectives**
 * Students will distinguish differences that may exist in point of view.
 * Students will demonstrate creative writing by selecting a fairy tale and rewrite it using a different character’s point of view.
 * Indiana** **Academic Standards**
 * Standard 3 Reading: Comprehension and Analysis of Literary Text**
 * Standard 4 Writing Processes and Features**
 * Standard 5 Writing: Applications**
 * 21st Century Learner Standards from AASL**
 * Materials**
 * Lesson**
 * Activity**
 * Special Accommodations**
 * Assessment**

Addition by Samantha Warner Fractured Fairy Tales -- 5th Grade

In the two plans for first and third grade, the students are learning about structures and features of stories. As students move into upper grades they are using learned information to analyze stories. In this lesson, Sixth grade students learn to identify how authors influence readers through perspective and various forms of writings. Students are able to express ideas through speech and writings using multiple forms of media. Callison describes this ability as fluency, where the “mature information literate student understands that several models may be needed in order to deal adequately with the problem or project at hand.” In this lesson for sixth graders, students need to analyze critically how the authors present their plot. Then the will construct new meaning by creatively twisting the plot to another’s perspective. This may require students to conduct additional research on the story’s setting, character traits, and the resolution of the plot. Perspective Lesson Plan. http://csmsstu01.csm.edu/st03/dwagner/perspective_lesson_plan.htm Callison, Daniel. (2003). Information Fluency. (School Library Media Activities Monthly).
 * Lessons Comparison**
 * References**

Addition by Lucy Gellert 7th grade Language Arts

**Indiana Academic Standards** 7.3.5 Contrast points of view — such as first person, third person, limited and omniscient, and subjective and objective — in a literary text and explain how they affect the overall theme of the work. • First person: the narrator tells the story from the “I” perspective. • Third person: the narrator tells the story from an outside perspective. • Limited narration: the narrator does not know all thoughts of all characters. • Omniscient narration: the narrator knows all thoughts of all characters. • Subjective: the point of view involves a personal perspective. • Objective: the point of view is from a distanced, informational perspective, as in a news report. 7.5.6 Use varied word choices to make writing interesting and more precise. 7.5.7 Write for different purposes and to a specific audience or person, adjusting style and tone as necessary. **AASL Standards** 1.1.2 Use prior and background knowledge as context for new learning. 1.2.3 Demonstrate creativity by using multiple resources and formats.

Students will look at the original version of __The Three Little Pigs__ (recalled by memory) and then compare that version to __The True Story of the Three Little Pigs__ by A. Wolf. Students will then create their own stories by looking at fairy tales and telling them from a different point of view.
 * Lesson Overview:**

Have students learn the different types of point of view through pictures. Have a handout of pictures taken from the different levels of point of view.
 * Lesson 1:**

Split students into groups. Students will recall different fairytales. Have one student from each group act as the recorder and the rest will be actors. Give a different fairytale to each group. Examples: Little Red Riding Hood, Three Little Pigs, Rumpelstiltskin, Cinderella, Jack and the Beanstalk, Hansel and Gretel, etc. Have them come to the front of the class and act out the story.
 * Lesson 2:**

Have students then identify from which point of view are all these stories told. (Third Person Limited) Why might fairy tales be told in this point of view?

Read aloud __The True Story of the Three Little Pigs__. Ask students in what point of view is this story told. Discuss how much different these famous stories would be if told be another point of view.
 * Lesson 3:**

Moodle - Have students respond to the forum "Have you ever tried to tell a story and had people interrupt you to tell you 'no, it didn't happen like that'? Relating this to our point of view lessons, why does this happen? Can there be different points of view to the same story?"
 * Lesson 4:**

Have students research whatever fairytale they would like to change. Make sure students have a copy of the original fairytale to reference during their writing. This copy can be printed from the internet, or an actual book from the library.

Explain that they will be creating a new fairytale from a different character's point of view. For example: How would the "witch" from Hansel and Gretel feel about two bratty kids eating the house she worked hard to create out of candy? Is it vandalism? Theft?

Stories should be 2-3 pages in length and focus on the 6+1 Traits of Writing - Ideas, Organization, Word Choice, and Voice.