Fayne,+Jonathon-Final+Project

Fairy Tale Unit The focus of this unit is for students to read, discuss, analyze, and write fairy tales. Students will elements of fairy tales and use this information to compose and revise fairy tales of their own. Students will record their readings of the original stories in both audio and video form then publishes them online to VoiceThread. Fourth or Fifth This unit consists of twelve lessons that will take approximately three or four weeks. Each lesson will take approximately two or three forty-minute sessions. Rhode Island State Standards for Information Literacy 2. Students will demonstrate information-seeking strategies to identify, locate, access and retrieve information in all formats. 5. Students will demonstrate an ability to communicate ideas and information through the use of various media 6. Students will communicate an understanding of responsible and ethical practices related to the use of ideas and information. W-5-10 Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. W-5-1 Students demonstrate command of the structures of sentences, paragraphs, and text. W-5-2 In response to literary or informational text, students show understanding of plot/ideas/concepts W-5-3 In response to literary or informational text, students make and support analytical judgments about text. W–5–4 In written narratives, students organize and relate a story line/plot/series of events. W–5–9 In independent writing, students demonstrate command of appropriate English conventions. OC–5–2 In oral communication, students make oral presentations. OC–5–1 In oral communication, students demonstrate interactive listening. R-5-4 Demonstrate initial understanding of elements of literary texts. R-5-5 Analyze and interpret elements of literary texts, citing evidence where appropriate. Students will be able to  ·   Demonstrate understanding of the genre fairy tale by responding to questions.  ·  Follow the writing process to create a fairy tale.  ·  Identify unique characteristics of fairy tales.  ·  Produce written work to show evidence of knowledge of fairy tales.  ·  Read and listen to fairy tale examples to increase knowledge of the genre characteristics.  ·  Read an original fairy tale to class members using appropriate expression and fluency skills.  ·  Students will demonstrate knowledge of editing skills by editing written work.  ·  Use Web tools to access information about fairy tales.  ·  Use Web tools to write and publish original fairy tales. Prior to these lessons beginning teacher will sign up for a class wiki on Wikispaces and a VoiceThread account. Instruct students how to use audacity to record a podcast. Students will need their own log in information and instruction how to use these web tools. Teacher will use smart board or computer projector to demonstrate and instruct how to use these tools. Teacher will use class wiki to post information on all assignments or students and parents as needed. Students can use wiki for any questions and to post their assignments. Writing assignments can be done on paper but must be posted to the class wiki. The wiki will be used in order for the whole class to work together because work done by the class collectively is greater than each individuals work. The teacher can assist the class in coming up with a set of rules for using these technologies. Particular attention must be paid in the areas of Cyberbullying and respect of others work. Students will brainstorm a list as many fairy-tales they know of. The students will then list possible characteristics of fairy-tales. Students will keep a list of these characteristics on class wiki and will update as needed. Preview The Emperors New Clothes by discussing title, illustrations, author’s purpose, predictions, etc. Read The Emperor’s New Clothes using “storytelling voice” and then have students independently complete a characteristic chart for this fairytale. Students review list of fairytale characteristics and then read The Three Little Pigs. Have student add or subtract from their list. Introduce story elements that are present in fairy-tales. begin with” Once upon a time,” or “ long, long ago” supernatural characters like witches and fairies a humble setting turning into a luxurious setting magical elements number 3 and 7 talking animals and plants good characters versus evil character story teaches a lesson/moral Instruct students that fairy tales are a kind of folklore or fable and the oldest ones were told and retold for generations before finally being written down. Have students compare this list to their own list of fairytale characteristics and commenting on the differences on the class wiki. There are fairy tales from many different cultures as well as many versions of well-known fairy tales. Students will complete a characteristic chart for the Three Little Pigs. Review fairytale story elements with students. Have the students read The True Story of the Three Little Pigs by Jon Sciezka. Have them partner read in small groups and remind them to use “storytelling voices.” Have each group of students use Audacity to make a podcast of each student reading the True Story of the Three Little Pigs. On the class wiki, have the students compare and contrast the differences between the original story and the adapted version. Use a Venn diagram to illustrate differences in the two Three Little Pig stories. Discuss whose perspective the story was told by with the students. Is it the same or different in the two Three Little Pig stories? Add perspective to the Venn diagram. Discuss what happened to the wolf and if he dies, or not. What punishment should he receive for his actions? Review the parts of a friendly letter and then tell students they are going to write a friendly letter to the wolf in jail asking him what happened to the pigs. What questions would you like to ask him about the pigs? Tell the pig how you feel about what he did and what his punishment should be. Remind the students to be creative with the letters. Have the students act out the Three Little Pig stories. Put students in groups of four and have half of the groups do the original story and half do the “true” version. Allow students time to write out notes and practice what they will say when the wolf comes to each house. Have the students in the audience write to the wiki what they liked about each performance and how each was different. Videotape students acting out the story and upload video to VoiceThread to archive the video. Students can decide if they want to share their video and who with. Preview the fairy tale, The Frog Prince, and ask if any students know the story. Have a couple of the students who know the story summarize the plot and then preview the story. Tell students to pay close attention to the setting of the story while you read the story. Read The Frog Prince and then have the students write a description of the setting of the story and an explanation of how the setting enhances the story and post it to the wiki. Discuss the term character trait and how the action relates to the development of the character. Preview Pinocchio and tell students to pay attention to the character’s traits and if they change. Read Pinocchio and then have students break into small groups and list the characters, their traits, and any change in the characters. After about ten minutes, discuss the character traits each small group came up with as a whole class and make a class list on the board. Demonstrate making a story map for Pinocchio making sure to include the problem and the solution Preview Jack and the Beanstalk. Read Jack and the Beanstalk but stop halfway through. Ask students about the plot and discuss the plots in fairy-tales. Finish reading the story. Have students break into small groups and make story maps to help with their writing process. Remind students to include a problem and solution. Have students use Internet to research fairy tales because they will be choosing and reading a fairy tales of their own choosing. Students who are having trouble finding fairy tales should be directed to http://en.wikisource.org/wiki/Main_Page for assistance. Students will choose their own fairy tale to read. They can choose one from classroom library or find one on the Internet. Once they read a fairy tale, the student will create a story map for the story and then write their own version of the fairy tale they read. They will first show changes on the story map and use the new story map to assist in the writing process. Remind students to be creative with their version and include some interesting twist to ensure it is entertaining. Students will edit each other's fairy tale versions on the class wiki. Each student will be assigned two other students' work to edit but may also read and comment on other work as they wish. Once student has checked edits and finalized his fairy tale on the wiki, the student can record his/her work as an audio file or video file. This will be uploaded to VoiceThread. Students will write their own fairytale. They can use an event from their lives or from someone they know. Student will first make a story map for their story including the problem and solution. Instruct the students to check their planned fairytale against the list of story elements. Students need to revise their plans if needed to add more story elements to their fairy tales. Students will edit each other's fairy tales on the class wiki. Each student will be assigned two other students' work to edit but read and comment on other work as they wish. Once student has checked edits and finalized his fairy tale on the wiki, the student can record his/her work as an audio file or video file. This will be uploaded to VoiceThread. Every student has their own individual differences and the teacher must be constantly observe and question the students to ensure none are struggling with any of the lesson tasks. Any problems that arise must be handled to ensure all students have a positive experience. Technology can often be a way for students who are challenged in the classroom to excel. Students who finish early can help other students. Teacher and/or other students can assist those students who have trouble typing. Students with language problems can have another student read while they use body language to express themselves. Students will be assessed by formal and informal methods. Written work will be assessed using a rubric from 1-5 in five areas. The five areas are content/ideas, organization, vocabulary, mechanics, and editing. Students will also be assessed using observation as to how they work in groups, use technology, and performance skills. RESOURCES http://teacher.scholastic.com/writewit/ http://www.ipl.org/div/pf/entry/48473 http://en.wikisource.org/wiki/Main_Page http://audacity.sourceforge.net/ http://www.wikispaces.com/site/for/teachers http://voicethread.ning.com/
 * INTRODUCTION **
 * GRADE LEVEL **
 * DURATION **
 * STANDARDS ADDRESSED **
 * RI GLE'S **
 * GOALS **
 * PRE-ACTIVITIES **
 * LESSON ONE **
 * LESSON TWO **
 * LESSON THREE **
 * LESSON FOUR **
 * LESSON FIVE **
 * LESSON SIX **
 * LESSON SEVEN **
 * LESSON EIGHT **
 * LESSON NINE **
 * LESSON TEN **
 * LESSON ELEVEN **
 * LESSON TWELVE **
 * EXTENSION AND ADAPTATION **
 * ASSESSMENT **