Lesson Plan Topic: Fairy tales and plot Class: Grade 3 Date: March 28, 2011 Description of Lesson: In this lesson, we will read the fairy tale Cinderella as a class and then discuss the plot of the story as well as words that we saw in the book that can go up on the word wall. Objectives: -Comprehend the basic plots of traditional tales (including First Nations and Métis narratives), fairy tales, and fables from around the world, identify the common elements (e.g., characters, setting, problem/solution), and note and talk about author s content and craft. Evaluation: -I will evaluate the students with an exit slip to see if they understand plot in a story. If many of them have trouble with the exit slip then we will go over it some more Materials/Resources: -the story Cinderella -sequence cards -word wall word cards -plot poster -chart paper and marker -tape -exit slips CEL s: [C, CCT] Prerequisite Learnings: -Students need to be able to listen effectively to a story -Students need to be able to have a class conversation Lesson Preparation: -Create word wall word cards from the story -Create sequence cards for the story -Create a poster that talks about plot -create exit slips for students and photocopy them
Presentation: Set: -Have students come to the reading corner -Introduce the book Cinderella to the class and ask a few questions about the book -Has anyone read this book before -What do we call a book like Cinderella? (fairy tale) -What are fairy tales? -Explain what fairy tales are and that we will be focusing on them for the next week or so -fairy tales are short stories that have magical beings and are fiction (not true) Development: -Read Cinderella to the class -Ask questions about the story -What were some things in the story that could never happen in real life that would make it a fairy tale? (magic, fairy godmother) -Ask students what were some words/characters in the book that was used that we could put up on the word board -Have students answer and have the word wall cards ready to post on the wall -Introduce plot to the class and ask if anyone knows what a plot is in a story -plot is events in a story and they using happen in a sequence/order that makes sense and there is always a problem, and events that led up to a solution -On chart paper write Cinderella s plot at the top -Explain to students that we are going to pick out the main events/plot out of Cinderella -Ask students what was the first major event that happened in Cinderella and have students guess -when student gets it right post the sequence card up on the chart paper and write number one by it -continue until all of the sequence cards are up on the chart paper -Ask students which sequence card describes the problem in the story and label it -Ask which sequence cards are the events leading up to the solution (rising action) and label it -Ask which sequence card(s) show the solution to the problem and label it Closure: -Have students go back to their desks and hand out an exit slip that has a sequence of events on it and go over the sheet together as a class -Have students order the events correctly and label which event shows the problem, rising action and the solution -Have them hand them in for me to correct Management: -have students quietly come to the corner -hand up to answer question -Read the story -ask questions -post words on the word wall -post plot poster up on word wall -label the problem, rising action and solution on chart paper next to sequence card -hand out exit slips -have students hand them in Time: 3-5 30-35 3-5
Plot Exit Slip Name: Date: Put the events in order and label which event is the problem, rising action and the solution in this plot. -The lost jewels are found in an old deserted mine. -A detective is hired to help find the jewels. -Valuable jewels have been stolen from Mr. and Mrs. Jones. -They call the police department to report the missing jewels. 1. 2. 3. 4. Plot Exit Slip Name: Date: Put the events in order and label which event is the problem, rising action and the solution in this plot. -The lost jewels are found in an old deserted mine. -A detective is hired to help find the jewels. -Valuable jewels have been stolen from Mr. and Mrs. Jones. -They call the police department to report the missing jewels. 1. 2. 3. 4.
Lesson Plan Topic: Hansel and Gretel and setting Class: Grade 3 Date: March 29, 2011 Description of Lesson: In this lesson, we will read the fairy tale Hansel and Gretel as a class. We will focus this lesson on setting as well as add some more words to our word wall from the story. Objectives: -Comprehend the basic plots of traditional tales (including First Nations and Métis narratives), fairy tales, and fables from around the world, identify the common elements (e.g., characters, setting, problem/solution), and note and talk about author s content and craft. Evaluation: -I will evaluate the students on the setting worksheet that they will be working on in this class to see how well they know about setting Materials/Resources: -the fairy tale Hansel and Gretel -word wall word cards -setting worksheet -setting poster -Chart paper and marker CEL s: [C, CCT] Prerequisite Learnings: -Students need to be able to listen to a story effectively -Students need to be able to work independently -Students need to know what adjectives or describing words are Lesson Preparation: -Create word wall word cards -Create the setting worksheet and photocopy worksheets -Create Setting poster for the classroom
Presentation: Set: -Have students come to the reading corner -Explain that we will be reading another fairy tale called Hansel and Gretel and will be focusing on setting in the story -Ask students what setting in a story is -setting is the place where the story takes place (castle, forest, cottage, etc.) -Ask why setting is important for a fairy tale or any type of story -Ask students where they think the setting in this story will be Development: -Keeping setting in mind, read the students the story -After the story ask students some questions -What can we use to describe a place or a setting? -descriptive words or adjectives -What were some descriptive words that were used in the story to describe the cottage, the forest, old Woman s home? (read the parts again to familiarize the students with the setting again) -What are some other descriptive words that can be used to describe a place or setting? -What are some other settings or places that a story can take place? -Choose one place/setting and as a class describe this place using descriptive words. Describe the place in a few sentences -Have students go back to their desks and hand out worksheet -Explain the activity they will be doing -The students will be given a worksheet and on the worksheet the students will pick a place of their own (could be their favourite place to go/visit) and write descriptive words or phrases about the place on the lines given. -Students will then draw the place they chose using their descriptive words that they chose to help them draw this place. -Ask if there are any questions -Have students start the worksheet Closure: -Students hand in the worksheets when they are done -Students can work on other work that needs to be done or read a book until majority of the students are done there worksheet -Have all students hand in their worksheets Management: -students come quietly to the corner -hands up to answer -show setting poster and post it up on the wall -read the story -write descriptive words and places on chart paper -do an example together -hand out worksheets -post chart paper on board for students to see -ask if there are any questions -students hand in worksheets to the teacher Time: 5-8 30-40 2-3
Setting Worksheet Name: Date: The setting is an important part of any fairy tale. Pick a setting or place; it could be your favourite place in the world! Write the descriptive words or phrases that describes this place. Draw a picture to match the description of the setting:
Lesson Plan Topic: Little Red Riding Hood and characters Class: Grade 3 Date: March 30, 2011 Description of Lesson: In this lesson, we will read the fairy tale Little Red Riding Hood as a class. We will focus on the characters as well words/characters in the story to put up on our word wall. Objectives: -Comprehend the basic plots of traditional tales (including First Nations and Métis narratives), fairy tales, and fables from around the world, identify the common elements (e.g., characters, setting, problem/solution), and note and talk about author s content and craft. Evaluation: -I will evaluate the student on their character trading cards that they will work on. Materials/Resources: -the fairy tale Little Red Riding Hood -word wall word cards -Characters poster -chart paper and marker -Character trading cards template CEL s: [C, CCT] Prerequisite Learnings: -Students need to be able to listen to a story effectively -Students need to know adjectives -Students need to be able to work independently Lesson Preparation: -Create character poster -Create word wall word cards from the story -Create character trading cards template and photocopy it
Presentation: Set: -Have students come sit in the reading corner -Explain that we will be reading another fairy tale called Little Red Riding Hood and we will focus on the characters in the story today -Ask why characters in the story are important. Why is it good to know lots about the character? Development: -Read the story to the class. -Go through some words/characters in the book to put on the word wall -On chart paper, write Little Red Riding Hood in the middle of the chart paper -Have students brainstorm some things that we know about Little Red Riding Hood and write it on the chart paper to make a web of the character -Explain that last day we used adjectives to describe setting and now we need to brainstorm some adjectives that would describe a character -Have the students go back to their desks -Handout the worksheet -Explain to students their task -On your trading card you will pick a character that you remember the best out of Cinderella, Hansel and Gretel or Grandma and the Big Bad Wolf from Little Red Riding Hood -You will say the name of the character, what story they are from, their home or where they live, what they look like (appearance), and what they are like (personality) -You will then draw a picture of them in the square at the bottom. Once you are done you can cut it out and put your name on it and hand in. -Try and use as many adjectives you can to describe the character that is true about them -Ask if there are any questions -Have students start on the assignment Closure: -Have students put their names on the trading cards and hand them in on my desk -Have students clean up and get ready for the next subject Management: -have students come quietly to the corner -hands up to answer -put words on word wall -write on chart paper the character map -put adjectives on chart paper -handout worksheet -put instructions up on the board Time: 2-3 35-40 -students hand in on my desk 2-3
Character Trading Card Name: Title of Story: Home: Appearance: Personality: Picture:
Lesson Plan Topic: Fairy Tale Analysis Class: Grade 3 Date: March 31, 2011 Description of Lesson: In this lesson, students will look at many other fairy tale stories that are around. In partners, students will look at the different fairy tales, and then pick one to do an analysis or book report type worksheet and share it with the class. This will prepare them for their final assignment for this mini-unit. Objectives: -Comprehend the basic plots of traditional tales (including First Nations and Métis narratives), fairy tales, and fables from around the world, identify the common elements (e.g., characters, setting, problem/solution), and note and talk about author s content and craft. Evaluation: -I will evaluate the students on their book report worksheets that they will be filling out on one of the fairy tales in partners. Materials/Resources: -Variety of fairy tale books ( Beauty and the Beast, Snow White, The Frog Prince, The Three Little Pigs, Jack and the Beanstalk, The Gingerbread Man, Goldilocks and the Three Bears, Rumpelstiltskin, Three Billy Goats Gruff, The Ugly Duckling, Sleeping Beauty ) -Book report worksheet CEL s: [C, CCT, IL] Prerequisite Learnings: -Students need to be able to work in partners effectively Lesson Preparation: -Collect the many fairy tale books needed for the class -Create the book report worksheet and photocopy it for the class
Presentation: Set: -Get students attention -Review the fairy tales and what we have been doing for the last few classes with fairy tales -Today you, the students, will be looking at the different fairy tales Development: -Explain to students their task for the class -In partners, you will look at the different type of fairy Tales that I have brought to class -You will pick one fairy tale that you and your partner liked and fill out the sheet that you will be given about your fairy tale -You will need to read the fairy tale first and then fill out the sheet together -You can look on our word wall for help and if you have a new word that can go up then let me know -You can look at the posters for help and I will put up the adjectives chart paper on the board for you to look at -You will have about a half an hour to complete this -Ask if there are any questions -Hand out worksheets and have partners go pick one book out, one at a time -Have students start Closure: -Have students explain the fairy tale they looked at by reading off of their book report -If students do not want to talk in front of the class then I will talk about their fairy tale by reading what they wrote on their worksheet about it -Collect the worksheets and have students put away books Management: -waiting time or silencing -point to word wall and posters -hang up adjective chart paper -handout worksheets -students talk about their fairy tales they looked at Time: 2-3 40 4-5
Names: Date: FAIRY TALE BOOK REPORT Fairy Tale: Author: How story starts: Setting: Main Characters What was the conflict or problem in this fairy tale? How was the problem solved? Conclusion: How did the fairy tale end?
Lesson Plan Topic: Fairy Tale Creations Class: Grade 3 Date: April 1, 2011 Description of Lesson: In this lesson, students will be introduced to their final assignment for this mini-unit. Students will be creating their own fairy tales using the elements that we discussed in class (plot, characters, setting). Objectives: Write narratives that provide a context within which an action takes place and includes characters and their traits, setting, and problem and solution in students stories. Evaluation: -I will evaluate the fairy tales that they created with a rubric to see if all the elements that we talked about is used in the fairy tale and that the writing process is used. Materials/Resources: -Rubric and overhead -overhead projector -story planner sheet -Story starters -adjective posters CEL s: [C, CCT] Prerequisite Learnings: -Students need to know the writing process -Students need to be able to write with little help Lesson Preparation: -Create rubric -put rubric on overhead -Create and photocopy story planner sheet -Create and photocopy story starters page
Presentation: Set: -Get students attention -Review what we have done in the last four lessons about fairy tales Development: -Explain to students their assignment that they will be doing to finish up this mini-unit -Students will be creating their own fairy tales -They will need to go through the writing process when creating this fairy tale story -They will be given a sheet that they will be doing their brainstorming or planning on -When finished the sheet, bring up to me to see if they are ready to start writing -Students will start writing their first draft of their fairy tale story -When done, bring the first draft to me to revise or edit -Students will then type up their final copies of their fairy tales and will print it off -Students will be given story starters that they can choose from (must choose one) to make it a real fairy tale beginning -Ask if there are any questions about the assignment -Go through the rubric that I will be using to mark their fairy tale stories (put up on overhead) -Go through the Mastery column and the Not Yet column of the rubric -Ask if there are any questions about the rubric and what is expected of them -Remind them that the word wall and posters are there for them to look back at and the adjective charts will be put up for them to look at as well -If they need help to put up their hands -Hand out the story planner sheets and story starter sheets and have the students start Closure: -Have students put their names on the pages and hand them in on my desk -Have them clean up and get ready for the next subject Management: -silencing or wait time -have instructions on chart paper to refer back to -put rubric up on overhead -put up chart paper with adjective lists on it -Hand out story planner sheets and story starter sheets -students put work on my desk Time: 2-3 35-40 2-3 *Students will be given a few more writing periods to work on and finish their fairy tale stories*
FAIRY TALE STORY PLANNER Use this form to plan your story. SETTING Where does this story take place? Name and describe the place where your story happens. CHARACTERS Who are your characters? Give them names and write brief descriptions of each one. CONFLICT What is the action in the story? What gives the story a beginning, middle, and end? CONCLUSION How will the story end? Will it be funny, sad, or something else?
Grade Three Fairy Tale Writing Rubric Name: Date: Ideas/Content Organization Sentence Fluency Word Choice Process Excels Idea/plot is developed with well-chosen details Engages the reader creatively, has logical sequence that moves to good ending Sentences flow, Sentence length and structure is varied Uses vivid descriptive language and details Uses all of the steps of the writing process effectively Meeting Outcomes Idea/plot is developed with appropriate details Engages the reader, has a logical sequence and moves to an ending Sentences flow, Sentence structure varies Uses some descriptive language and concrete details Uses most of the steps of the writing process Beginner Idea/plot is poorly developed with few inappropriate details Has weak beginning, provides minimally developed sequence of events Sentences are fragmented, runon and/or confusing, sentences are limited in variety Uses limited, repetitive words and little detail Uses some of the writing process Not Yet Idea/plot not developed and lacks details Lacks beginning and/or conclusion, organization is hard to follow Sentences are incomplete and/or unclear Dull, repetitive words and little to no detail Does not follow the writing process Comments:
USE THESE STORY STARTERS TO START YOUR OWN FAIRY TALE START WITH WHO There once was a princess who... Once there was a prince who... When the dragon emerged from its long slumber......or WHEN... Once upon a time... Long, long ago... Many long years ago......or WHERE... In a distant land... In a faraway land... In a small village... In a distant kingdom...