Focus Plan
Texarkana Independent School District
GRADING PERIOD: / PLAN CODE:Writer: / G. Peterson / Course/subject: / Language Arts
Grade(s): / 3rd / Time allotted for instruction: / Three 30 minute sessions
Title: / Fairy Tale Blitz
Lesson TOPIC: / Students will “update and improve” their favorite fairy tale.
TAKS Objective:
FoCUS TEKS and Student Expectation: / 11(I) identify the importance of the setting to a story’s meaning
11(J) recognize the story problem or plot
Supporting TEKS and Student Expectations: / 11(H) analyze characters, including their traits, feelings, relationships, and changes
14(B) write in different forms for different purposes, such as stories to entertain
Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
Setting
Problem
Plot
Character analysis
Author’s purpose / - the time and place a story takes place.
- most stories include a problem faced by the main character
- plot is the sequence of events that occur in the story.
- traits and values of the characters must be inferred from details contained in the text.
- authors write for different purposes; one being to entertain.
I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set
As a class, brainstorm a list of favorite fairy tales. Write the list on the board. Give each student a sticky-note to use to chart their favorite on the board. (Each student places his or her own sticky-note under their favorite title.) Discuss why these are their favorites and why they think the author wrote it (author’s purpose).
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, think-aloud, discussion, reading, listening, viewing, etc.)
1. Read a fairy tale. (Transparency 1 - Cinderella and Transparency 2 - The Sleeping Princess are included.) (Or you could use the stories as listening practice.)
2. Utilize the power-point presentation “Fairy Tale Blitz” (included) which presents the essential components of a fairy tale, and discuss the questions and components with your students. Discuss the required components of a fairy tale.
C. Guided activity or strategy
Review and list story components (setting, characters, problem, and solution). Assign student groups of two or three. Each group will select a fairy tale to “blitz.” (Groups may choose the same fairy tale.) Advise the groups to discuss the ways they plan to modify the story before they begin writing on the Handout 1 - Fairy Tale Story Map (you will need at least one copy per group). Each group will re-write their fairy tale and modify at least two story components. Groups should be challenged to change two components of the tale but to leave the essential problem intact. The story setting, problem, and solution should tie together in a logical manner. (For example if Cinderella is to be a mountain climber, the shoe she would lose might be a rock climbing cleat).
D. Accommodations/modifications
Students who are not able to write should be placed in groups with a student who can or will be allowed to tape their story.
E. Enrichment
Perform the fairy tales for the class. Discuss the traits and values of the characters based on their words and actions.
Students who work quickly can practice their play or create props and costumes.
Students can compare and contrast their version of the fairy tale to the original using a Venn diagram.
Students can compare two original fairy tales or two blitzed fairy tales in a Venn diagram.
Plays could be edited, rewritten, illustrated, and published.
Plays could be read aloud by the authors and taped for use in the Listening Center.
II. STUDENT PERFORMANCE
A. Description
In cooperative groups, the students will re-write and modify (or “blitz”) their favorite fairy tale changing at least two components but without changing the essential problem of the story.
B. Accommodations/modifications
Students who are unable to write will be placed in a group with a student who can write or will be allowed to tape their story.
C. Enrichment
Students will perform their fairy tales for the class. Class will discuss character traits and story components.
Students who work quickly can practice their play or create props and costumes.
Students can compare and contrast their version of the fairy tale to the original using a Venn diagram.
Students can compare two original fairy tales or two blitzed fairy tales in a Venn diagram.
Plays could be edited, rewritten, illustrated, and published.
Plays could be read aloud by the authors, and taped for use in the Listening Center.
.
III. ASSESSMENT OF ACTIVITIES
A. Description
Students will be assessed on their completion of the assignment. Teacher will evaluate the success of the group and each individual student. (See rubric)
B. Rubrics/grading criteria
See Grading Rubric - Fairy Tales.
Fairy Tale Blitz Quiz over Fairy Tale components and vocabulary. (Handout 2)
C. Accommodations/modifications
Teacher will modify his or her assessment based on student needs.
D. Enrichment
E. Sample discussion questions (answers may vary)
How would the story differ if Cinderella went to the Mall instead of the Ball?
Why is the setting important in this story?
What words did you hear in this story that helped you paint a picture in your mind? (adjectives)
What can we understand about Cinderella (or other character) by the way she acted?
Can you think of a character who acted in a similar manner? What would you infer about them?
Can you change the plot without changing the story? Why or why not?
What do you predict will happen next in this story?
Can you think of other stories authors have written to entertain an audience? What makes you think entertainment was the author’s purpose?
IV. TAKS PREPARATION
A. Transition to TAKS context
Discuss and practice inferring traits about the characters based on their actions or words.
B. Sample TAKS questions – see attached TAKS Reading (Transparency 3 – A Secret Place), questions (Transparency 4), and answer key. TAKS Reading could be given as individual reading assessment or used as a whole class review.
C. KEY VOCABULARY
Setting, problem, plot, character, author’s purpose
VI. RESOURCES
A. Textbook
B. Supplementary materials/equipment
Trade books such as Fractured Fairy Tales, The Korean Cinderella, The True Story of the Three Little Pigs, or The Wolf’s Story: What Really Happened to Little Red Riding Hood
D. Technology
http://www.w8r.com/kidsbook
www.childrenstory.com/tales
http://childhoodreading.com/Edmund_Dulac_and_Gus/Cinderella.html
VII. FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
Brainstorm and write about what might happen next in their stories.
Write an additional paragraph from another character’s perspective.
Write what happened next to the antagonist of the story.
VIII. TEACHER NOTES
Your class can write fairy tales in less than three thirty minute sessions. However, if you are able to allow the additional time the students will benefit from the planning time and extension activities.
¨ Division of Curriculum and Instruction ¨ School Improvement Department ¨ Texarkana Independent School District