Dianne M. Reinel Prof. Anne K.

Bednar EDMT 330 November 18th, 2013 Project 3: Lesson Plan on Fairy Tales

Instructional Setting and Audience:      Twelve 4th Grade Students Class Time: 75 Minutes MELPS Level 5 “Monitored Advanced Proficiency” Students of various cultures and backgrounds Theme: Identifying the main elements of a fairy tale story.

Standards and Benchmarks: Michigan English Language Proficiency Standards R.5.1.a Name characters and identify setting of story. R.5.2.a Participate in discussions describing characters, setting, events, and plot.

Behavioral Objectives   Students will be able to create a Concept Map using Inspiration App on the computer. Students will be able to identify the main elements of a short story, such as the title, characters, problem, setting, solution, events in order, and ending of 3 different fairy tales by doing a concept map using Inspiration.

Prior Learning    Students have read different American fairy tales to develop fluency and are able to summarize briefly. Students are already familiar with the main elements of a short story and what they mean. Students are already familiar with using the iMovie and Movie Maker to create digital storytelling, as well as collect data using an Excel spreadsheet.

Materials Needed  Media and Technology: computers for Excel spreadsheet to collect date on stories, Inspiration to create a concept map for the elements of a story, and iPads for iMovie to create a digital story with fairy tales.    White dry erase board and marker Short story fairy tale sheets of “Goldilocks and the 3 Bears”, “The Little Red Riding Hood”, and “The 3 Little Pigs and the Big Bad Wolf” (4 copies of each). Clothing Props:
Goldilocks and the Three Bears – blonde wig, blue dress, 3 pairs of bear ears The Little Red Riding Hood – red hood, apron, nightgown, wolf ears and tail, lumberjack blouse The Three Little Pigs and the Big Bad Wolf – 3 pairs of pig ears and tails, wolf ears and tail

Pre-Reading (15 minutes) Learning Style: Visual, Auditory Instructional Strategy: Whole-class and groups  T begins class by saying that now that Ss are familiar with different fairy tale stories in American culture; they are going to think of one that comes from their culture. T writes a question on the board, “What is a popular fairy tale from your country or culture?” T dictates question aloud and asks Ss to think silently. T gives Ss time to think.  T chooses random Ss to share with the class what their answers are. T must pick on at least 5 Ss to share. As Ss share the title of the story, T writes titles on the board for Ss to visually see.    T then instructs Ss that they’re going to collect data on how many of the fairy tales the Ss are familiar with by using Excel to create a spreadsheet. Students will be grouped in 3 groups (4 Ss in each) and assign each group to a computer since there are only 3 computers. Together Ss must create spreadsheet. T tallies up how many stories Ss are familiar with my writing on the board. Ss take the numbers and create a spreadsheet putting the name of the fairy tale down then putting down the equation to get the total sum.  After the Ss are done collecting their data the class will compare the results.

T will announce to the Ss that for today’s lesson they are going to identify the main elements of 3 fairy tales “Goldilocks and the 3 Bears”, “The Little Red Riding Hood”, and “The 3 Little Pigs and the Big Bad Wolf” by doing a concept map with Inspiration.

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T must explain that the concept map is going to have the following elements and say them aloud, “…such as, the title, characters, problem, setting …etc.” T explains to Ss that going over the fairy tales is relevant to their lives because although Ss may come from different countries, they all have a unique fairy tale from their own cultures. T must refer to the Excel activity they just did to show Ss how many fairy tales there are from different cultures and how many students are familiar with those fairy tales. T explains that the fairy tales they’re going over are popular ones that the American culture reads a lot.

T will explain to Ss that using a concept is helpful because then it keeps then Ss can focus on the reading for specific info and will raise their reading comprehension. T will emphasize that it is a good way to keep the story elements organized.

During Reading (45 minutes) Learning Style: Visual, reading, writing, auditory Instructional Strategy: Pairs   T will pass out the copies of the 3 fairy tales at random to the Ss. T instructs to Ss that they must partner up. T instructs Ss to find a partner with the same story as them. T must give Ss a few seconds to find partners. T must look around the room to check that each pair has the same stories. (There should be 6 pairs)   T will instruct the pairs that one S must read the story, and the other S can create the concept map with the help of the reader. T will demonstrate to the Ss how to use Inspiration on the computers to create a concept map. T alternates the 3 computers with pairs (which should be 6 total since there are 12 students). On the meantime T tells other students to create a concept map on paper to not waste time and so they have their elements organized and ready for when they create the concept map on Inspiration.

T demonstrates tutorial videos on how to use Inspiration http://www.inspiration.com/Curriculum-Integration/Inspiration and then creates an example concept map with a story they’re familiar with such as “Jack and the Beanstalk”.

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Once the first 3 sets of pairs are taught the concept map they create it, when they’re done, the next 3 pairs go use the computers. T then informs them that after they are done with their concept map they will be discussing the main elements with each other. T does a comprehension check by going over the directions one more time and writes down on the board numbers 1 – 4. T asks the Ss, “What’re we going to do first? …second? …third? …and lastly?” as Ss respond to each question the T will write the directions on the board next to the appropriate number. T directions should look like the following: 1.) Partner up 2.) Read the assigned fairy tale 3.) Create concept map 4.) Discuss

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T instructs to the Ss to begin reading and allows sufficient time for them to read and create the concept map. T must walk around the classroom to see how the Ss are coming along in their work. T will then gather all the Ss attention by turning off the lights. T will then ask each pair to share with the rest of the class what they put down for a different main element. First teacher will go over “Goldilocks and the 3 Bears”, then “The Little Red Riding Hood”, and then “The 3 Little Pigs and the Big Bad Wolf”. T will say f or example, “Miguel and Lee, can you please share with the rest of the class who you put down for the main characters of (fairy tale)?” Each pair should be able to discuss a different main element.

Post-Reading (15 minutes) Learning Style: Kinesthetic/tactile, auditory, visual Instructional Strategy: Groups

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T informs Ss that for the rest of the class they are going to be grouped off into 3 groups of 4. T groups students by grouping all students who had “Goldilocks and the 3 Bears”, “The Little Red Riding Hood”, and “The 3 Little Pigs and the Big Bad Wolf” T hands off assigned clothing props to assigned fairy tale groups. T informs Ss that using these clothing props they are going to act out their assigned fairy tale story by doing a digital story using the iMovie. T instructs Ss to have each member of the group be a different character, and emphasizes that there are 4 props, one for each member of the group.

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T passes out iPads to Ss. T indicates to Ss that she is going to give the groups a few minutes to practice. T does a comprehension check by going over the directions one more time and writes down on the board numbers 1 – 3. T asks the Ss, “What’re we going to do first? …second? …and lastly” as Ss respond to each question the T will write the directions on the board next to the appropriate number. T directions should look like the following: 1.) Group off into assigned groups. 2.) Practice acting out assigned fairy tale. 3.) Create digital story

T indicates to Ss that they may begin practicing for a few minutes. T assigns one group to one side of the classroom, the other group to the opposite side, and the third group in the middle of the class. T then tells the students to use the iMovie to create digital story.

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T gathers the Ss attention by switching the lights, and asks groups to pass their iPad to the next group so they can all see each others digital stories. T informs the Ss that she is very happy to see that the Ss enjoyed this acting activity and that they did a fabulous job and understood the story well. T also tells Ss that they did a very nice job with the concept map.

T instructs Ss that for homework she wants them to bring to the next class their own fairy tale from their culture. T indicates that they will be reading them in the next class.