Planning Guide

Creating Learner-Focused
Schools

* Madison-Oneida BOCES- This document may not be reproduced in any form without the expressed written consent of the District Superintendent or his designee.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

• What is a fairy tale?
• Why are fairy tales still popular?
• How has modern day society changed the perspective in which fairy tales are told and written?

INITIATING ACTIVITY

Students will brainstorm different titles of common fairy tales. They will poll classmates, teachers, and school staff on their favorite, keeping a tally. Students will use this information to create a graph of choice (circle, line, bar) using this information.

LEARNING EXPERIENCES

(Brief Overview – see pages 4 – 5 for detailed explanation)

1. Initiating activity – graphing results of a survey
2. Finding patterns and themes – Cooperative groups and whole class discussion. Students brainstorm from the fairy tales they are familiar with patterns or themes they see.
3. Character traits – Teacher models character traits on a common fairy tale, filling in a graphic organizer. Students do their own.
4. Compare / contrast – Teacher models using different versions of the same fairy tale, using graphic organizers students will compare and contrast their own with a partner or group.
5. Analyze perspectives / point of view - Teacher(s) model a mock debate, taking on point of view of a specific character from the same fairy tale. Students, in cooperative groups, complete graphic organizer and then argue in a debate as their character.
6. Cause / effect – Whole class lecture, teacher modeling cause / effect relationships in tale. Students complete graphic organizer finding the cause / effect relationships in the fairy tale of their choice.
7. Wanted Poster – Picture, description, reward amount and reason the character is wanted.
8. Catalog Page – Students will create a catalog page for items that would be useful for a modern day fairy tale character.
9. Classified Ad – Students will write an ad looking for a house for a fairy tale character.
10. Time Line – Create a time line of events that happen in a student chosen fairy tale.
11. Relating to occupation of modern day – Identify character traits and relate them to an occupation of modern day that would suit their aptitudes and abilities.
12. Letter Writing – Students will become a fairy tale character, from that characters perspective, they will write a letter to another fairy character telling about themselves.

CULMINATING PERFORMANCE

(Brief Overview – See page 6 for detailed explanation)

Students will decorate the hallway and classroom to create a "Fairy Tale Land." Students will make invitations and create "paper people" of their fairy tale character.

Working with a small group, the students will perform a puppet show or short play based on a fairy tale choice. These will be presented to the primary classrooms.

CONNECTIONS TO STANDARDS

ELA # 1 – Information and Understanding – Elementary

Performance Indicator:

• Gather and interpret information from children’s books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams.
• Select information appropriate to the purpose of their investigation and relate ideas from one text to another.
• Select and use strategies they have been taught for notetaking, organizing, and categorizing information.
• Support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.
• Present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters and charts.
• Select a focus, organization, and point of view for oral and written presentations.
• Use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference.
• Use details, examples, anecdotes, or personal experiences to explain or clarify information.
• Use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed information texts.
• Observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

ELA # 2 – Literary Response and Expression – Elementary

Performance Indicator:

• Understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives.
• Use inference and deduction to understand the text.
• Present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure.
• Explain the meaning of literary works with some attention to meanings beyond the literal level.
• Create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary.

ELA #3 – Critical Analysis and Evaluation – Elementary

Performance Indicator:

• Read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor.
• Recognize that the criteria that one uses to analyze and evaluate anything depend on one’s point of view and purpose for the analysis.
• Present arguments for certain views or actions with reference to specific criteria that support the argument.
• Monitor and adjust their own oral and written presentations to meet criteria for competent performance

ELA #4 – Social Interaction - Elementary

Performance Indicator:

• Listen attentively and recognize when it is appropriate for them to speak.
• Take turns speaking and respond to others’ ideas in conversations on familiar topics
• Recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.
• Adjust their vocabulary and style to take into account the nature of the relationship and the knowledge and interests of the person receiving the message.

MST #2 – Access, generate, process, and transfer information using appropriate technologies. -Elementary

Performance Indicator:

• Use a variety of equipment and software packages to enter, process, display, and communicate information in different forms using text, tables, pictures, and sounds.
• Demonstrate the ability to evaluate information
• Demonstrate the ability to evaluate information critically

MST #4 – Understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. – Elementary

Performance Indicator:

• Describe some survival behaviors of common living specimens. (Living Environment)
• Describe chemical and physical changes, including changes in states of matter. (Physical Setting)

Social Studies # 1 – Use intellectual skills to demonstrate understanding of major ideas, eras, themes, developments and turning points in U.S. history. - Elementary

Performance Indicator:

• Recognize how traditions and practices were passed from one generation to the next.
• Distinguish between near and distant past and interpret simple timelines.

Social Studies # 2 – Use intellectual skills to demonstrate understanding of major ideas, eras, themes, developments and turning points in world history and examine the broad sweep of history from a variety of perspectives. - Elementary

Performance Indicator:

• Read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses.

Arts #1 – Engage in the processes that constitute creation and performance in the arts, and participate in various roles in the arts. - Elementary

Performance Indicator:

• Use creative drama to communicate ideas and feelings
• Imitate experiences through pantomime, play making, dramatic play, story dramatization, story telling, and role playing.
• Use language, voice, gesture, movement, and observation to express their experiences and communicate ideas and feelings.
• Use basic props, simple set pieces, and costume pieces to establish place, time, and character for the participants.

Arts #2 – Will be knowledgeable about and make use of the materials and resources available for the participation in the arts various roles. - Elementary

Performance Indicator:

• Understand the concept of live performance and appropriate conduct

Arts #4 – Develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

Performance Indicator:

• Dramatize stories and folk tales from various cultures.

Career Develop./Occupational Services #1 – Be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes and abilities to future career decisions. - Elementary

Performance Indicator:

• Demonstrate an awareness of their interests, aptitudes, and abilities.

Learning Experiences

(Detailed explanations)

1. Graphing: On the first day of the unit, the essential questions will be introduced and discussed. The initiating activity will follow. First students will brainstorm different titles of fairy tales and develop a class list. As a class, the students will decide which six they want to use for their survey. They will poll classmates, teachers and school staff on their favorite, keeping a tally. Students will develop a graph (either circle, bar, or line), using the information from the tally. Students will then create a graph, using the information from the whole class, showing the most popular fairy tale in the school. Graphs will be displayed in the classroom / hallway.
2. Patterns / themes: Students will discuss in cooperative groups the question "What is a fairy tale?" They complete the "K" and "W" of a KWL chart in their groups. The teacher will read aloud a fairy tale, going over the characteristics found in the story. The students will then fill in the "L" column. The following commonalties should be discussed:

• "Once upon a time" as a beginning
• Magical events often occur
• One character is sometimes of royalty
• One character is evil or wicked
• Animals are often characters
• Special numbers (3 and 7) are often in the story
• There is often a message or lesson
• "… and they lived happily ever after" is a common ending
• Includes heroes / heroines
• Depict hopeless / unhappy situations

1. Character traits: The teacher will model, using the overhead projector or blackboard, by reading a classic fairy tale and filling in a graphic organizer (web) on the character traits of a main character. Students will use a web, placing the main character in the middle and filling in the character traits. For each new fairy tale presented, students will choose a character and complete a character trait web.

• Compare / contrast: The teacher will read aloud two versions of the same fairy tale, filling in a graphic organizer comparing and contrasting the two stories. Students will then be placed in groups of 2-3. They will read a classic fairy tale, along with another version of that fairy tale. In their groups they will discuss and complete a graphic organizer comparing and contrasting the two versions. Students will write an essay, using their graphic organizer as a guide and also telling which version they liked better and why. Students may or may not share these essays with their classmates. Students will be assessed on a rubric, given to them before they begin the process.
• Analyze perspective / point of view: Teacher(s) will read aloud two versions of the same fairy tale. They will model a mock debate, defending a different point of view. Students will then work in cooperative groups to create their own debate, defending a character assigned by the teacher. They will take the role of that character and his / her point of view, completing a graphic organizer to organize their ideas. The students will then argue in a debate as the character.
• Cause / effect: The teacher will complete a mini-lesson explaining cause / effect relationships, using real life examples. The teacher will hand out a common fairy tales to each group. Students will find examples of cause / effect relationships in these stories, recording them on a teacher-made graphic organizer. The students will chose one of the relationships from their papers to act out or explain to the class, letting the class determine which is the cause and which is the effect.
• Wanted Poster: The students will examine a fairy tale character of their choice in great detail. They will then create a wanted poster that includes the following: a picture of the character, a written description of his / her appearance, a reward amount, and reason(s) the character is wanted.
• Catalog Page: After looking through a variety of catalogs / magazines and seeing an example completed by the teacher, students will create a catalog page for items that would be useful for a fairy tale character that lived in the present century.
• Classified Ad: After the students have looked through the newspaper to read samples from the classified ads, students will write their own ad, looking for a house for a fairy tale character. These will be compiled into a class "Classified Ad" newspaper page, using the computer program "Print Shop Deluxe."
• Time Line: The teacher will show examples of time lines and model the creation of one. Students will work in pairs to create a time line of events that occur in a fairy tale of their choice. These will be displayed around the border of the classroom / hallway.
• Occupation of modern Day: Students will identify the character traits of a fairy tale character. They will then relate them to an occupation of modern day that would suit their aptitudes and abilities.

12. Letter to a Friend: Students will write a letter to fairy tale from the perspective of a chosen fairy tale character. They will give clues and discuss their actions in order to describe themselves.

Example – 1 Lonely Lane

Fairyland, NY 12345

Dear Rapunzel,

I finally got five minutes to sit down and write to you. I’m sorry it’s been so long,

But between doing laundry, washing dishes, sweeping and mopping floors, cleaning

draperies, feeding animals and waiting on my Stepmother and Stepsisters, I hardly have

time to breathe let alone write to friends.

Students will then exchange letters, read them and write a response.

CULMINATING ACTIVITY

Learner Outcomes / Content Standards / Benchmarks

ELA # 4 A # 1

- Listen attentively and recognize when it is appropriate for them to speak

- Use creative drama to communicate ideas and feelings.

- Take turns speaking to respond to others’ ideas in conversations on familiar topics

- Imitate experiences through pantomime, play making, dramatic play, story dramatization, story retelling, and role playing.

- Recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one to-one conversations.

– Use language, voice, gesture, movement, and observation to express their experiences and communicate ideas and feelings.

- Adjust their vocabulary and style to take into account the nature of the relationship and the knowledge and interests of the person receiving the message.

- Use basic props, simple set pieces, and costume pieces to establish place, time, and character for the participants..

A # 2 A # 4

- Understand the concept of live performance and appropriate conduct.

- Dramatize stories and folk tales fromvarious cultures.

Description of Task

The room and hallway outside the classroom will be decorated to create a "Fairy Tale Land." The students will make "paper people" of their fairy tale character by tracing their body on butcher paper. The character will be dressed accordingly. Invitations will be made to invite other classrooms, staff, and parents to the "Fairy Tale Land" in the classroom.

In cooperative groups, students will perform a play or puppet show based on a fairy tale of choice. The group will be responsible for creating a program, using "Print Shop Deluxe". The program must include characters, setting, a summary, and illustrations from the story. The goal of each performance is an in depth character development, accurate prop and costume portrayal, and the clearness and projection of the speech is appropriate. Both students and teachers will evaluate the performance using a rubric.

RUBRIC for Culminating Activity

Bibliography

Edwards, Pamela Duncan and Henry Cole (1997). Dinorella: A Prehistoric Fairy Tale. New York, NY:

Scholastic Inc.

Granowsky, Dr. Alvin (1993). Point of View Stories: That Awful Cinderella. Austin, TX: Steck-Vaughn

Publishers.

Granowsky, Dr. Alvin (1993). Point of View Stories: Grow Up, Peter Pan! Austin, TX: Steck-Vaughn

Publishers.

Granowsky, Dr. Alvin (1993). Point of View Stories: The Unfairest of Them All. Austin, TX: Steck-

Vaughn Publishers.

Jackson, Ellen (1994). Cinder Edna. New York, NY: Lothrop, Lee & Shepard Books.

Lowell, Susan (1992). The Three Little Javelinas. New York, NY: Scholastic Inc.

Maccarone, Grace (1997). Three Pigs, One Wolf, and Seven Magic Shapes. New York, NY: Scholastic

Inc.

Marshall, James (1987). Red Riding Hood. New York, NY: Scholastic Inc.

Marshall, James (1987). The Three Little Pigs. New York, NY: Scholastic Inc.

Perlman, Janet. Cinderella Penguin or, The Little Glass Flipper. New York, NY: Scholastic Inc.

Petach, Heidi(1995). Goldilocks and the Three Hares. New York, NY: Scholastic Inc.

San Souci, Robert (1994). Sootface: An Ojibwa Cinderella Story. New York, NY: Bantan Doubleday Dell

Publishing Group, Inc.

Scieszka, Jon (1989). The True Story of the Three Little Pigs. New York, NY: Scholastic Inc.

Thaler, Mike (1997). Cinderella Bigfoot. New York, NY: Scholastic Inc.

Thaler, Mike (1997). Hanzel and Pretzel. New York, NY: Scholastic Inc.

Thaler, Mike (1997). Schmoe White and the Seven Dorfs. New York, NY: Scholastic Inc.

Trivizas, Eugene and Helen Oxenbury. The Three Little Wolves and the Big Bad Pig. New York, NY:

Scholastic Inc.

Unada (1997). Actually, I Used to Be a Princess. St. Petersburg, FL: Willowisp Press.

Vozar, David (1993). Yo, Hungry Wolf. New York, NY: Bantan Doubleday Dell Publishing Group, Inc.

1 Lonely Lane
Fairyland, NY 12345

Dear Rapunzel,

I finally got five minutes to sit down and write to you. I’m sorry it’s been so long, but between doing laundry, washing dishes, sweeping and mopping floors, cleaning draperies, feeding animals and waiting on my Stepmother and Stepsisters, I hardly have time to breathe let alone write to friends.

It has been terribly lonely and depressing around the house since Dad died. I don’t mean to complain or feel sorry for myself but give me a break! You’d think my family would show a little sympathy. All I do all day is wait on them. Do this, do that, you’d think they were helpless!

About the only pleasure I get is being with my animal friends. Bruno is a great companion. He really looks out for me. There is also a group of mice that seem to follow me wherever I go. Kind of odd company to have around but I’ll take what I can get.

I’ve been forced to move up into the tower. It’s awful dreary and damp. Of course- I’m not telling you anything you don’t already know! The only good thing about it is that I have an awesome view of the palace! Each night before I go to bed I look across the kingdom and pray that someday I’ll marry a handsome prince and live happily ever after! Fat chance of that ever happening! A girl can always dream though.

Oh well – someone’s ringing for me, gotta go. Please write back soon as you’re the only contact I have outside the castle. I can’t wait to hear from you!

Your Desperate-but always cheerful friend

EXAMPLE LESSONS

Classified Ad – Brainstorm Activity

• appliances included? security deposit?
• furnished
• basement? garage?
• # of bedrooms address & phone #
• parking?
• newly remodeled
• price of rent, or to buy
• house, apartment
• pets allowed? or trailer?
• measurements?
• are utilities included?

Classified Ad

Fairyland. One bedroom shack. Newly remodeled. $50./month.
Unfurnished. Backyard mud puddle. 2x3. Railroad track through shack.
Must see! Call 555-1020.

Wanted Poster

WANTED:

CINDERELLA

pp

For: Breaking Fairygodmothers curfew the night of the ball.

Age: 19 Wearing: rags

Weight: 110 lbs. Last seen: scrubbing floors in castle

Height: 5’4’’ Occupation: maid

Eye Color: blue

Catalog Page

EVERYTHING NEEDED FOR THE

"MODERN" DAY RED RIDING HOOD