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FAIRY TALES Amanda Toth Lori Whited Tina Wysong.

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Presentation on theme: "FAIRY TALES Amanda Toth Lori Whited Tina Wysong."— Presentation transcript:

1 FAIRY TALES Amanda Toth Lori Whited Tina Wysong

2 Classroom Features ~ Fifth Grade Approximately 20-24 students
Whole-class, small group, and individual activities Picture Books are key to the success of this unit

3 Key Concepts & Parent Letter ~
What is a “Book Walk” and how does it work? What is the real story behind the “Three Little Pigs”? What are some elements of a fairy tale? Tell me about the different Cinderella books you have been reading. What do you think is the climax of the "Jack and the Beanstalk" fairy tale? Which fairy tale ending would you change and how? If you were to write your own fairy tale, how would it begin? And end?

4 Introduction ~ JOURNAL BOOK WALK
Reflection after each lesson BOOK WALK Featuring 5 stations with minimum of 4 books each Small group instruction Students will complete an analysis activity List books Common theme Fairy Tale beginning Fairy Tale ending Other interesting features

5 Book Walk Selections ~ Kate and the Beanstalk Mary Pope Osborne
Sootface: An Ojibwa Cinderella Story Robert D. SanSouci The True Story of The 3 Little Pigs! Jon Scieszka

6 Book Walk Selections ~ The Egyptian Cinderella Shirley Climo
Jack and the Beanstalk~Juan y Los Frijoles Magicos Francesc Bofill Strega Nona Tomie dePaola

7 Lesson One ~ Some examples *Common Elements of Fairy Tales Do NOT need to include fairies. Set in the past – usually significantly long ago. May be presented as historical fact from the past. Typically incorporate clearly defined good characters and evil characters. Involves magic elements, which may be magical people, animals, or objects. Magic may be positive or negative. Focus the plot on a problem or conflict that needs to be solved. Often have happy endings, based on the resolution of the conflict or problem. Usually teach a lesson or demonstrate values important to the culture. Sketch to Stretch Explain that they should think about the parts of the story that they liked or did not like and illustrate it. They should then write 1-2 sentences (for each frame) about what they drew and explain why they liked/did not like this part. (They can extend this by telling how they would change it.) KWL Chart (Students to brainstorm a list of characteristics)

8 Lesson One ~

9 Lesson Two ~ Character Mapping & Story Map
Have students identify the lesson from Sootface Ask students to identify values that the Ojibwa people who told the tale seem to value. Encourage direct connections to specific details in the story. Demonstrate/model the Story Map for the students by collaborating to complete the information for Sootface that we read as a class. You can complete the Character Map tool for multiple characters from the story

10 Lesson Two ~

11 Lesson Three ~ V/S Compare/Contrast
The True Story of the 3 Little Pigs By Jon Scieszka The Three Little Pigs By James Marshall Given a "same story, different version chart" the students will compare/contrast the wolf and pig’s version of events Given a point of view sheet entitled, "The Pigs or the Wolf - Whom do you Believe?", the students will analyze and choose which point of view they agree with, why they agree with that point of view, and create a one page persuasive summary along with their decorative cover of the book. V/S

12 Lesson Three ~

13 Lesson Four ~ This lesson allows students to explore and share their story map from the previous lesson. It also includes a group discussion and analysis of characters. Having read tales from a range of cultures, students will discuss the fairy tale elements that are common across cultures. The printed maps will be organized by story element. At this point the connections between the conflict and resolution in the various stories will be reinforced. (This lesson is a review of fairy tale elements.)

14 Lesson Five ~ Students will select their situation, lesson to be learned, and sketch out characters for the story. During this lesson students will brainstorm to create their own fairy tale situation. The finished product will be their own fairy tale complete with conflict and resolution.

15 Lesson Six ~ Using “Jack and the Beanstalk~ Juan y los Frijoles Majicos”, we will introduce the concept of a plot diagram. Teacher will go over each section of the plot diagram with students and students will outline their own fairy tales using the plot diagram as their guiding tool.

16 Plot Diagram Worksheet

17 Lesson Seven ~ Teacher will read the book “Kate and the Beanstalk” and model how to fill out the peer review form. Students will then pair up in groups of two and complete a peer review form for their peer’s fairy tale.

18 Fairy Tale Peer Review Form
Writer's Name: Peer Reviewer’s Name: Focus What parts of the draft help you know that it's a fairy tale? List the characteristics in the draft that are also in the class list. What details does the writer include? Praise What is good about the writing? What should not be changed? Why is it good? Question As a reader, what do you not understand? Polish What specific suggestions for improvement can you make?

19 Assessment ~ Informal assessment during all lessons
Cumulative formal assessment: Student Portfolio &Journal Rubric provided

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