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Alicia Eldridge

J.E. Robins Elementary

Fairy Tales
October 23, 2012

Instructional Objectives/Student Outcomes
Students will be able to use Kidspirations web mapping to create a chart of their fairy tale. They
will be able to put together a chart that shows the characters, setting, and main idea of a
traditional fairy tale using the Kidspiration software.

WVCSOS/Next Generation CSOs
ELA.5.R.C1.2 determine a theme of a story, drama or poem from details in a literary text,
including how characters in a story or drama respond to
challenges or how the speaker in a poem reflects upon a topic; summarize the text.
ELA.5.R.C2.2 explain how a series of chapters, scenes or stanzas fits together in a literary text to
provide the overall structure of a particular story,
drama or poem.
ELA.5.W.C9.3 write a narrative to develop real or imagined experiences or events using
effective technique, descriptive details and clear event
orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that
unfolds naturally.
use narrative techniques, such as dialogue, description and pacing, to develop experiences
and events or show the
responses of characters to situations.
use a variety of transitional words, phrases and clauses to manage the sequence of events.
use concrete words and phrases and sensory details to convey experiences and events
provide a conclusion that follows from the narrated experiences or events.
ELA.5.SL.C13.2 summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively and

National Standards
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate
texts. They draw on their prior experience, their interactions with other readers and writers,
their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence, sentence structure,
context, graphics).
5. Students employ a wide range of strategies as they write and use different writing process
elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
Have Management Framework
Overall Time: 1 hour
Time Frame:
5 minutes Introduce fairy tale topic and read short fairy tale book
10 minutes Have students write out their fairy tale ideas on paper
10 minutes Get students to the computer lab and introduce Kidspiration (overview)
25 minutes Let students work on their web mapping of their fairy tale
5 minutes Students can share their fairy tale ideas

Show students how to use the web mapping on Kidspiration to help them organize their fairy
tales. Use Kidspiration to show students how they can keep all their ideas on one map and how
they can add visuals to their mapping to make it more creative.

Differentiated Instruction/Adaptions/Interventions
Special needs students: Have another student of aide work with the student to help them, give
them a simpler map to do, and give them more hands on help.
Different language speaking student: Have an interpreter work with the student, have parent
come in and help if they are available.

Introduction/Lesson Set: I will begin the lesson by introducing the topic of fairy tales. I will read
a short fairy tale to the class to give them some ideas to get their creative flow going. I will let
them know that they are making up their own fairy tales and that they will be using Kidspiration
to map out their fairy tales setting and characters, etc. They will be told how to write a fairy tale
and how to make sure that everything in their fairy tale flows and makes sense together.

Body & Transitions: The class will get out a piece of paper and a pencil to write out their ideas
for their fairy tale. This will get them started. They can work individually or in groups to help
each other with ideas. We will transition into the computer lab to get introduced to
Kidspiration. Once the students know how to use the different tools to make their web
mapping then they will incorporate their written ideas into a 10 image web mapping
assignment. I will walk around the room to make sure the students are staying on task and they
will put images into their web mapping. They will work for 25 minutes on their project.

Closure: After they finish with the Kidspiration web mapping then they will share their ideas
with class.

Diagnostic: I will do the diagnostic assessment by just talking about fairy tales and asking
students if they can give ideas of fairy tales. The diagnostic will just be a discussion.

Formative: The students will write out a rough draft of their fairy tale to turn in with their web
mapping. This will be their formative assessment after they finish their web mapping using
Kidspiration in the lab.

Summative: The finished product of their web mapping and their written fairy tale will be the
summative assessment and graded with a rubric the students need to follow.

Kidspiration program
Fairy Tale Book
Extended activities materials
Construction paper

Extended Activities
If students finish early: Students can create a creature from their fairy tale using crayons, glue,
and construction paper. They can do the first exercise or use Kidspiration to create another
fairy tale with web mapping.
If lesson finishes early: Students can work on any of the above activities.

Post-Teaching Reflection
I had a great lesson with these students. I was up to date on my content knowledge and was
able to go over the elements of a story with the students before they began to do the web
mapping. They enjoyed making their own stories, and coming up with their own scenarios.
Some students had trouble figuring out what type of fairy tale they wanted to do. As I walked
around the room while they did this in Kidspiration online, they had a lot of fun and wanted to
share their ideas, so whoever wanted to share at the end of the class got to share. Most of the
students were done early, so they were able to make one of the characters in the story they
made a web map of. By knowing the content of the lesson very well, I was able to teach a great
lesson and answer any questions the students had.