Once Upon A Time, Author(s): Peg Dowling,Grade Level: 1-2, Subject Area: English Language Arts, - Using a professional storyteller, have students listen to traditional and non-traditional fairy tales. Storyteller will discuss the elements of a fairy tale.

Planning Guide

Creating Learner-Focused
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LU Title: Once Upon A Time	Author(s): Peg Dowling
Grade Level: 1-2	School Address: Thomas Jefferson Multicultural Magnet School, Booth Street, Utica, New York 13502
Subject Area: English Language Arts	School Phone/Fax: 315-792-2163/2066

CONTENT KNOWLEDGE

Declarative	Procedural
Name the elements of a fairy tale.	Listens to a fairy tale.
Discriminate between fantasy and reality.	Reads a fairy tale.
Describe the literary elements of character, setting and plot (what happens).	Writes an original fairy tale using a framed paragraph format.
Identify synonyms.	Writes a friendly letter.
Identify letter sound relationship for alphabet.	Designs and builds a castle with blocks and tiles.
Sequences alphabet.	Illustrates an imaginary fairy tale.
Matches picture vocabulary cards. Matches words to their corresponding contractions. Knows rules for capital letter use in proper nouns, titles and beginning of sentences.	Summarizes a fairy tale. Classifies stories as fairy tales using criteria. Designs and constructs stick puppets for culminating performance. Designs a backdrop depicting a setting for a fairy tale. Performs a fairy tale using stick puppets to an audience of their peers.

ESSENTIAL QUESTIONS

How can children begin to become effective communicators?
What practices do young children need to help learn to make decisions?
How can children learn to be cooperative workers?
What skills do children need to become lifelong readers and writers?
What practices are necessary to enhance vocabulary development in young children in order for them to be effective communicators?

INITIATING ACTIVITY

Using a professional storyteller, have students listen to traditional and non-traditional fairy tales. Storyteller will discuss the elements of a fairy tale. children will then begin a K-W-L Chart incorporating all aspects of their previous knowledge such as:

Titles of fairy tale
Familiar characters
Settings-common characteristics
Problems
Magical occurrences
Similar endings-They lived happily ever after
Common beginnings-Once upon a time

Connection to State Learning Standards

Content Area: English Language Arts

Level: 1-2

Benchmarks: 1. Students will identify story pattern of a fairy tale. 2. Students will create their own fairy tale using elements of the literature they have read. 3. Students will read, listen to and view a wide variety of fairy tales. 4. Students will write their own fairy tale using the elements of a fairy tale and a framed paragraph.

Benchmarks: 1. Students will use tape recorders, videoplayers and computer software to view, read and listen to fairy tales. 2. Students will use Scholastic Wiggle Works program to store vocabulary and use word processing.

Standard: English Language Arts 2: Students will read, write, listen and speak for literary response and expression.

Standard: Math, Science and Technology 2: Information Systems

Unit Theme:

Once Upon A Time

Standard: English Language Arts 4: Students will read, write, listen and speak for social interaction.

Standard: English Language Arts 3: Students will read, write, listen and speak for critical analysis and evaluation.

Benchmarks: 1. Students will write a friendly letter. 2. Students will work in cooperative groups to develop and perform puppet show. 3. Students will listen attentively to others' ideas.

Benchmarks: 1. Students will identify main characteristics of two fairy tales and write a sentence expressing personal feelings about the fairy tales. 2. Recognize the criteria used to analyze and evaluate fairy tales. 3. Assess the quality of a presentation using the criteria of the genre.

Learning Experiences

Declarative Knowledge

What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand…

What experiences or activities will be used to help students acquire & integrate this knowledge?

What strategies will be used to help students construct meaning, organize and/or store the knowledge?

Describe what will be done.

The story elements of a fairy tale; good characters, evil characters, something magical, a reward, common beginnings and endings

Identify synonyms

Describe the literary elements of setting, characters and plot

Identify letter-sound relationships for alphabet

Sequences alphabet

Identifies vocabulary frequently used in fairy tales

Knows rules for capital letter use with proper nouns, titles and beginnings of sentences

Storyteller, Audio tapes, Video tapes, Read Alouds

Independent Study-Students will use prepared vocabulary cards to match synonyms

Storyteller, Real Alouds, Audiotapes, Videotapes

Using teacher prepared alphabet cards and fairy tale illustrations, students will match pictures to initial alphabet letter card

Using teacher prepared alphabet cards and fairy tale illustrations, students will put the cards in alphabetical order

Students will match a printed image (picture) to a vocabulary word

Read Alouds, Class discussion

Graphic organizers, K-W-L Chart, Construction of models

Pictographic representation and practice

Graphic organizer, Pictures with labels, Oral discussion

Use classroom resources (alphabet wall chart, word wall etc.)

Using teacher prepared alphabet cards and fairy tale illustrations, students will put the cards in alphabetical order

Use classroom resources (alphabet wall chart, word wall etc.)

Classroom chart summarizing capitalization rules, Construct models for rules

Students will: -Listen to storyteller and learn about the elements of a fairy tale. -Listen and watch audio and videotapes and using an organizer identify the story elements of a specific fairy tale. -Using a chart, students will identify the story elements of two fairy tales using written words or pictures to complete the chart. -Using a framed paragraph, students will complete an original fairy tale.

With teacher modeling, student will play memory using synonym match cards. -Students will play Go Fish for a synonym. Each child gets 3 charts, and asks partner if he has a card that means the same as…GO FISH

After listening to oral fairy tales, students will discuss the elements of character, setting and plot. Teacher will discuss commonalties among fairy tales. Students and teacher will complete a graphic organizer. Students will illustrate and label pictures depicting familiar fairy tale characters, settings, and plots (simple). **

**Using prior knowledge and classroom resources, students will match pictures to letter cards identifying initial sounds.

Using prior knowledge and classroom resources, students will sequence cards in alphabetical order.

Provide students with direct and indirect experience with the new vocabulary through classroom activities and resources such as discussion, pictures, student illustrations, and prior knowledge of letter sound correspondence. After students have experience with the genre specific vocabulary, the will match picture cards to the words.

Teacher will read fairy tale from a big book and children will identify words with capital letters. Teacher and student will chart words and reason for capitalization. Teacher and students will create a chart defining rules for capitalization. Teachers and students will create model sentences illustrating rules.

Learning Experiences

Procedural Knowledge

What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:

What will be done to help students construct models, shape & internalize the knowledge?

Describe what will be done.

Listen to a fairy tale

Write an original fairy tale using a framed paragraph

Write a friendly letter

Compare 2 fairy tales and write a short critique supporting the selection of one as a favorite

Classify stories as fairy tales using genre criteria

Use a think aloud process to demonstrate good listening habits, Teach students to mentally rehearse the steps involved in listening

Provide students with a framed model of a fairy tale

Provide students with a model of a friendly letter, Provide students with a printed template of a friendly letter including date, greeting, body, closing and signature.

Provide students with a teacher made fairy tale graphic organizer that includes good characters, evil characters, a magical occurrence and a happy ending.

Think aloud; create a chart, practice applying criteria to fairy tales.

Teacher will read aloud the fairy tale Rumpelstiltsken. Before the story is read, the teacher will demonstrate good listening habits, such as eye contact with reader, posture and using prior knowledge to help understand the story. Teacher and students will create a picture chart to demonstrate good listening habits.

Teacher will discuss characteristics of a fairy tale and review the teacher prepared framed paragraph of a fairy tale. Using the teacher prepared vocabulary cards, students will write their own fairy tale including good characters, evil characters, common beginnings and endings, and a magical happening.

Using the friendly letter template, students will write a letter to a known fairy tale character warning them of impending doom. Teacher will model example of this with students contributing ideas. Students will then write a letter to the chosen character. **

**Using the teacher made graphic organizer, teacher will read a fairy tale and class will complete the organizer. The teacher will then model the summary process by writing one sentence for each topic on the graphic organizer.

Students will then choose their own fairy tale that they are familiar with and complete the graphic organizer. They will then summarize the fairy tale by writing one sentence for each topic on the organizer. The students will then write a statement choosing the favorite fairy tale and support the statement with two reasons.

Using a known fairy tale, teacher will read story and identify facts that meet the fairy tale criteria. Information will be put on a chart. Students will then listen to several selections over a period of time and classify the selections that are fairy tales.

Learning Experiences

Extending and Refining

What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of…

What reasoning process will they be using?

Describe what will be done.

The elements of a fairy tale by adopting and adapting a fairy tale for presentation as a puppet show for their peers.

Comparing
Classifying
Inductive Reasoning
Deductive Reasoning
Error Analysis
Analyzing Perspectives
Constructing Support
Abstracting
Other:

Students will classify stories as fairy tales using a set of criteria provided by the teacher.

Students will write an original fairy tale using a framed paragraph. The fairy tale must contain the elements of a fairy tale.

Students will write a friendly letter warning a story character about impending danger. Students will analyze the perspective of the character.

Students will summarize a fairy tale using an organizer containing the story elements.

Listen to a fairy tale and identify the story specific elements of a fairy tale.

Analyze perspectives of the characters and determine the reasons behind character actions.

Learning Experiences

Meaningful Use Tasks

What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to.

What reasoning process will they be using?

Describe what will be done.

Students will use the elements of a fairy tale to adapt an existing fairy tale and role-play the story using stick puppets and backdrops depicting setting.

-Decision Making (selecting from seemingly equal alternatives or examining the decisions of others)

-Problem Solving (seeking to achieve a goal by over coming constraints or limiting conditions)

-X-Invention (creating something to meet a need or improve on a situation)

-Experimental Inquiry (generating and explanation for a phenomenon and testing the explanation)

-Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something)

-X-Systems Analysis (analyzing the parts of a system and how they interact)

Students will choose a story and summarize a familiar fairy tale in writing or picture format.

Students will decide which characters are important to the story and design and construct stick puppets.

Students will decide which settings are important to the story and will design and construct a backdrop.

Students will design a system that incorporates elements of a fairy tale with the tools necessary to perform a puppet show.

Students will adapt the story summary to an oral performance for an audience of their peers.

Audience will use a simple rubric to decide if the performance met the criteria of a fairy tale.

Planning Guide

Unit:

Step 1	Step 2	Step 3
*What knowledge* will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to...........**	What reasoning process will they be using?	Describe student's products and performances and the criteria for evaluation.
	[ ] Decision Making (selecting from seemingly equal alternatives or examining the decisions of others) [ ] Problem Solving (seeking to achieve a goal by overcoming constraints or limiting conditions) [ ] Invention (creating something to meet a need or improve on a situation) [ ] Experimental Inquiry (generating an explanation for a phenomenon and testing the explanation) [ ] Investigation (resolving confusions or contradictions related to a historical event, a hypothetical past or future event, or to the defining characteristics of something) [ ] Systems Analysis (analyzing the parts of a system and how they interact) [ ] Other:	Products/Performances
		Criteria for evaluation

Rubric:

Key Questions:

What are the key elements, traits, or dimensions that will be evaluated?

Are the identified elements of equal importance or will they be weighed differently?

	Element #1	Element #2	Element #3	Element #4
Elements Scale	Common Beginnings	Characters	Magical Occurrence	Happy Ending
Weights
4	The play begins with "Once upon a time…"	The play has at least one good character with actions that support those characteristics.	The magical occurrence will be an integral part of the plot with characters involved with the magic.	The play ends with characters resolving their problems, begin rewarded and living happily ever after.
3		The play has a good character and an evil character.	Something magical occurs, it may relate to the plot.	Characters resolve their problems and live happily ever after.
2		The play has either a good character or an evil character.	Something magic occurs.	The characters live happily ever after.
1	The play does not begin with "Once upon a time…"	The roles of the characters are undefined.	No magic occurs.	There is no apparent ending to the story.

NOTE: Rubric or other performance assessment instruments may be used.

Friendly Letter Rubric

Letter Format Warning Signature Punctuation

4	Includes, date, greeting and closing.	Clearly warns character of story appropriate danger and supports warning.	Signs first and last name correctly using upper and lower case letters.	Uses ending punctuation and commas in date, greeting and closing.
3	Includes 2 of 3 items.	Warns character of story appropriate danger.	Signs first and last name.	Uses ending punctuation and commas in 2 of 3 places.
2	Includes 1 item.	Warns character of any danger.	Signs first name.	Uses ending punctuation and commas in 1 of 3 places.
1	This in not a letter.	Does not mention danger.	No name.	Uses ending punctuation.

Compare and Contrast Rubric

4Clearly states favorite fairy tale and supports choice with two story specific reasons.	Mechanics usage and grammar is correct and spelling errors are minimal.
3	Summarizes 2 fairy tales with some inaccuracies.	Clearly states favorite fairy tale and supports choice with a reason.	Mechanics usage and grammar is basically correct. Spelling and grammar errors do not affect meaning.
2	Summarizes 1 fairy tale.	States favorite fairy tale.	Many errors may affect meaning.
1	Is unable to summarize any.	Does not state favorite fairy tale.	Meaning is unclear because of errors.