Text Type: Narrative
Genre: Fairy Tales
Grade Level: 2nd
Time Frame: 5-6 weeks
*Lessons may vary in length according to your students’ needs. Additional grammar mini-lessons can be interjected as needed.
· Georgia Standards of Excellence:
ELAGSE2RL2, RL5, RL6, RL7, RL9
ELAGSE2RF3
ELAGSE2SL1-3
ELAGSE2W3, W5, W6
ELAGSE2SL1-3
ELAGSE2L1-2, L4, L6
Suggested mentor texts used in this unit: (If using a book other than the ones listed below, make sure the mentor text has magic/enchantment in it.)
Believe Me, Goldilocks Rocks! – Lolwen
The Horned Toad Prince – Hopkins
Goldilocks and the Three Dinosaurs-Mo Willems
Trust Me, Jack’s Beanstalk STINKS!-Braun
Three Frog Princess? – Mann
A Wolfs Tale-Montanari
The Three Little Pigs-Kellogg
The Three Little Pigs-Zemach
The Three Little Wolves and the Big Bad Pig-Trivizas
The Three Little Gators-Ketteman
The True Story of the 3 Little Pigs
Pig, Pigger, Piggest
Paper Bag Princes
Rough Face Girl
Immersion Teaching Point Day 1: I can identify elements of a fairy tale.
Inform: What is a fairy tale? You will be able to identify the elements of a fairy tale. Review narrative/fairy tales
Present (I Do): Teacher will read a selected fairy tale and complete first entry on the Fairy Tale Analysis Chart. Discuss authors’ added thoughts/dedications/thanks. Purpose/Point of View
Mentor Text(s): Selected Fairy Tale text
Anchor Chart(s): Pinterest-Elements of a Fairy Tale
Anchor Chart- Fairy Tale Analysis Chart
Teachers modify the anchor chart as needed. Use for immersion days 1-5
Active Engagement (We Do): Students will use short fairy tale with partners and find elements through reading and discussion.
Immersion Teaching Point Day 2: I can identify elements of a fairy tale.
Inform: Review yesterday’s focus on fairy tale elements. Today you will look closer at magic/enchantment in a fairy tale.
Present (I do): Teacher will read a selected fairy tale and complete second entry on the Fairy Tale Analysis Chart. Author’s added thoughts/dedication/thanks. Focus enchantment/magic.
Mentor Text(s): Selected Fairy Tale text
Anchor Chart(s): Elements of a Fairy Tale and Fairy Tale Analysis Chart (on-going)
Active Engagement (We Do): Students will locate magic/enchantment sections in a short fairy tale with a small group through reading and discussion.
Immersion Teaching Point Day 3: I can identify elements of a fairy tale.
Inform: Terms: Protagonist (Good)/Antagonist (Evil)
Present (I Do): Teacher will read a selected fairy tale and complete third entry on the Fairy Tale Analysis Chart. Focus on identifying the antagonist and the protagonist of the text.
Mentor Text(s): Selected Fairy Tale text
Anchor Chart(s): Elements of a Fairy Tale and Fairy Tale Analysis Chart (on-going)
Active Engagement (We Do): Students will identify the traits of the antagonist and the protagonist in a short fairy tale with a small group through reading and discussion..
Immersion Teaching Point Day 4: I can identify elements of a fairy tale.
Inform: Today we will analyze the different openings you can find in a fairy tale.
Present (I Do): Teacher will read a selected fairy tale and complete fourth entry on the Fairy Tale Analysis Chart. Focus on the opening of the mentor text. Discuss background/author’s inspiration.
Mentor Text(s): Selected Fairy Tale text
Anchor Chart(s): Elements of a Fairy Tale and Fairy Tale Analysis Chart (on-going)
Active Engagement (We Do): Students will use fairy tale introductions to discuss different openings in a short fairy tale with a small group through reading and discussion.
Immersion Teaching Point Day 5: I can identify elements of a fairy tale.
Inform: Yesterday, we looked at a variety of openings. Today we will analyze different closings that can be used in fairy tales.
Present (I Do): Add to feature analysis chart. Focus on the closing of the mentor text. Discuss background knowledge/author’s inspiration. Go back after student work and review chart.
Mentor Text(s): Selected Fairy tale text
Anchor Chart(s): Elements of a Fairy Tale and Fairy Tale Analysis Chart (on-going)
Active Engagement (We Do): Students will use fairy tale closings and discuss the differences
Generating Ideas Teaching Point Day 1: I can develop elements of a fairy tale.
Inform: We will look at characters and problems from previously read mentor texts. Today we will look at problems that involve danger.
Present (I Do): Teacher will read a mentor text, then complete the APPS chart focusing on danger of the protagonist/antagonist and problem/solution.
Active Engagement (We Do): Now using another mentor text, students participate in small groups or with a partner completing the same kind of APPS chart.
Mentor Text(s): Possible texts are Hansel & Gretel, The Three Little Pigs, Little Red Riding Hood
Anchor Chart(s): APPS Chart (Antagonist, Protagonist, Problem, Solution Chart)
Independent Application (You Do): Students will use handout to generate a possible hero/villain/problem/solution to add to danger section on APPS chart.
Student Handout(s): APPS (Antagonist, Protagonist, Problem, Solution) Chart
Generating Ideas Teaching Point Day 2: I can develop elements of a fairy tale.
Inform: We will look at characters and problems from previously read mentor texts. Today we will look at problems that involve mistreatment.
Present (I Do): Teacher will read a mentor text, then complete the APPS chart focusing on mistreatment of the protagonist/antagonist and problem/solution.
Active Engagement (We Do): Now using another mentor text, students participate in small groups or with a partner completing the same kind of APPS chart.
Mentor Text(s): Cinderella, Snow White, Rapunzel
Anchor Chart(s): APPS Chart
Independent Application (You Do): Students will use handout to generate a possible hero/villain/problem/solution to add to mistreatment section on APPS chart.
Student Handout(s): APPS Chart
Generating Ideas Teaching Point Day 3: I can develop elements of a fairy tale.
Inform: We will look at characters and problems from previously read mentor texts. Today we will look at problems that involve Mischievousness.
Present (I Do): Teacher will read a mentor text, then complete the APPS chart focusing on mischievousness of the protagonist/antagonist and problem/solution.
Active Engagement (We Do): Now using another mentor text, students participate in small groups or with a partner completing the same kind of APPS chart.
Mentor Text(s): Goldilocks & the 3 Bears, Jack & the Beanstalk, Princess & the Frog
Anchor Chart(s): APPS Chart
Independent Application (You Do): Students will use handout to generate a possible hero/villain/problem/solution to add to mischievousness section on APPS chart.
Student Handout(s): APPS Chart
Selecting Ideas Teaching Point Day 1: I can select a topic for a fairy tale.
Inform: We will select an idea based on the ideas generated on our “APPS” Chart that we created during the generating process over the last few days. You will poll 5-6 students about what ideas they liked most.
Present (I Do): Teacher will demonstrate how to poll for topic selection from student APPS charts. Discuss that when real writers select a topic for a book or story they are creating, they think about certain things. They take their time, speak to friends, and think about how much they like their topics. Students should really be interested in their topic. They should feel strongly connected to it and want to stay with the topic for a few weeks. Writers can't decide to change their idea in the middle of their process. Students should have lots more to say about their topic. They should be able to tell many details about this idea and have tons of details ready to add to their draft. If they can't name two things about the event, they probably won't have much to add to the draft. Teachers will demonstrate how to poll students (writers) for topic selection from teacher APPS chart based on what they’d be most interested in reading. Writers must think about their audience when choosing a topic. Explain that the topic students choose today will be one that they stay with for another few weeks and ultimately, be their first piece of process writing for the year.
Mentor Text(s): N/A
Anchor Chart(s): Teacher APPS Chart
Active Engagement (We Do/You Do): Students will poll 5-6 students using their APPS charts about what ideas they like most.
Student Handout(s): APPS Chart
Selecting Ideas Teaching Point Day 2: I can select a topic for a fairy tale.
Inform: We will go public with our selected ideas and give at least 2 reasons orally for our choice.
Present (I Do): Reiterate what good writers/authors think about when choosing a topic.
Mentor Text(s): N/A
Anchor Chart(s): “Go Public” Chart and Teacher Created APPS Chart (from Immersion)
Independent Application (You Do): Students will review their APPS charts and make a final decision on their topic. They will go public about their topic using the class anchor chart. They will verbally give 2 reasons for their choice.
Student Handout(s): Student APPS Charts
Collecting Ideas Teaching Point Day 1: I can develop traits for an antagonist in a fairy tale.
Inform: Today we will discuss what traits make a good antagonist.
Present (I Do): Teacher will refer back to the Fairy Tale Analysis Chart created during immersion lessons and discuss the characteristics of each antagonist.
Mentor Text(s): Refer back to immersion mentor texts as needed during discussion.
Anchor Chart(s): Fairy Tale Analysis Chart (from Immersion)
Active Engagement (We Do): Students will be placed in small groups to read a short fairy tale (not previously read). After reading the fairy tale and discussing with their group, they will decide who the antagonist of the story is and give characteristics of the antagonist.
Independent Application (You Do): Students will then create their own antagonist for their story using their writing notebook to record characteristics of their antagonist or use the attached Collecting Handout. (attached at the end of the unit)
Student Handout(s): assorted fairy tales, writer’s notebook, Collecting Handout
Collecting Ideas Teaching Point Day 2: I can develop traits for a protagonist in a fairy tale.
Inform: Yesterday, we discussed traits of an antagonist. Today, we will discuss the traits of a protagonist.
Present (I Do): Teacher will refer back to the Fairy Tale Analysis Chart created during immerging lessons and discuss the characteristics of each protagonist.
Mentor Text(s): Refer back to immersion mentor texts as needed during discussion.
Anchor Chart(s): Fairy Tale Analysis Chart
Active Engagement (We Do): Students will be placed in small groups to read a short fairy tale (previously read yesterday). After reading the fairy tale and discussing with their group, they will decide who the protagonist of the story is and give characteristics of the protagonist.
Independent Application (You Do): Students will then create their own protagonist for their story using their writing notebook to record characteristics of their protagonist or the Collecting Handout. (You may use any type of chart for students to record in their writer’s notebook).
Student Handout(s): assorted fairy tales, writer’s notebook, Collecting Handout
Collecting Ideas Teaching Point Day 3: I can develop settings for a fairy tale.
Inform: We will analyze different settings from fairy tales and how they change throughout the story. We will develop settings for our personal fairy tale.
Present (I Do): Refer back to mentor texts and various settings already discussed with Fairy Tale Analysis Chart (immersion lesson).
Active Engagement (We Do): In small groups, students will analyze through discussions, how setting was used in various mentor texts. Make sure setting and story line match or enhance the story. Each group will present how setting enhanced their story/stories.
Mentor Text(s): teacher selected
Anchor Chart(s): Fairy Tale Analysis Chart
Independent Application (You Do): Students will return to their seats and they will develop their setting(s) for their selected topic in their writer’s notebook. Teachers can decide how they want students to record the data in the writer’s notebook (think map, graphic organizer, simple chart).
Student Handout(s): assorted fairy tales, writer’s notebook
Collecting Ideas Teaching Point Day 4: I can develop magic/enchantment in a fairy tale.
Inform: We will look at how magic/enchantment is used in a fairy tale and how it affects the story. We will develop magic/enchantment for our personal fairy tale.
Present (I Do): Refer back to mentor texts and various magic/enchantment already discussed with Fairy Tale Analysis Chart (immersion lesson).
Active Engagement (We Do): In small groups, students will analyze through discussions, how magic/enchantment was used in various mentor texts. Make sure magic/enchantment and story line match or enhance the story. Each group will present how magic/enchantment enhanced their story/stories.
Mentor Text(s): teacher selected
Anchor Chart(s): Fairy Tale Analysis Chart
Independent Application (You Do): Students will return to their seats and they will develop their magic/enchantment for their selected topic in their writer’s notebook. Teachers can decide how they want students to record the data in the writer’s notebook or using the Collecting Handout.
Student Handout(s): assorted fairy tales, writer’s notebook, Collecting Handout
Collecting Ideas Teaching Point Day 5: I can add details to my problems and solutions in a fairy tale.
Inform: Today we will revisit your chosen problems and solutions for fairy tales and add details (APPS chart).
Present (You Do): Refer back to mentor texts and various problem/solution already discussed with Fairy Tale Analysis Chart (immersion lesson).
Active Engagement (We Do): In small groups, students will analyze through discussions, how problem/solution was used in various mentor texts. Make sure problem/solution and story line match or enhance the story. Each group will present how problem/solution enhanced their story/stories.
Mentor Text(s): Teacher selected
Anchor Chart(s): Fairy Tale Analysis Chart
Independent Application (You Do): Students will return to their seats and they will develop their problem/solution for their selected topic in their writer’s notebook. Teachers can decide how they want students to record the data in the writer’s notebook or using the Collecting Handout.
Student Handout(s): assorted fairy tales, writer’s notebook, Collecting Handout
Drafting Ideas Teaching Point Day 1: I can organize and plan my writing using a timeline.
Inform: Today we will create a timeline to begin to plan/organize our fairy tale. Today we will be working on drafting. Writer’s use this phase to organize their writing and think about the order of their story. Good writers have well thought out pieces that make sense.
Present (I Do): Teacher will use a mentor text (immersion fairy tale) to model using a timeline. See attached example under anchor chart.
Mentor Text(s): Teacher selected
Anchor Chart(s): Timeline template (attached at the end)
Timeline example (attached at the end)
Independent Application (You Do): Students will return to their seats and they will develop their timeline to plan/organize their fairy tale. Timelines must be approved by the teacher before moving ahead in their writing.
Student Handout(s): Timeline for Fairy Tale (attached at the end)