Professional Documents
Culture Documents
Kailey Davis
Grades 2-3
Reading
2
Table of Contents
Overview 3
Rationale
Unit Topic
New Literacy Practices
Standards/Objectives
Unit Timeline . 5
Instruction .. 5
Daily Instructional Plan
Assessment Plan . 9
Rubric
References .12
3
Overview
Rationale
Next school year, my Special Education resource classroom will be comprised of eight
students from second to fourth grade. However, due to scheduling and student needs, I will be
completing this unit with my second and third graders. As far as instruction goes, there will be a
35 minute block each day where my fourth grade students are at a special, allowing me time with
just my second and third graders. This means that my fourth graders will not miss out on
instruction, but instead they will receive their reading instruction at a different time in the day
My second and third grade students are all reading at a Fountas and Pinnell level ranging
from first to second grade. They have similar reading IEP goals including decoding magic E
words, sequencing, and retelling a story. A unit on fractured fairytales will help my students
achieve proficiency in grade level standards while also holding their engagement and working on
their personal IEP goals. Going through this unit, my students will practice sequencing and
retelling, in which I can collect data to progress monitor. By sequencing and retelling events, my
students will use the story elements to help them do so. The ultimate objective of this unit,
comparing the story elements from the fairytales read, will help them achieve grade level
standards.
My lessons, over the course of the nine planned instructional days, follow a predictable
routine. This is in the best interest for some of my students who do not adjust well to change and
Unit Topic
Students will engage in comparing fairytales, more specifically they will compare the
traditional fairytale to an adapted or fractured version of that same fairytale. During this unit,
students will be looking at story elements like characters, setting, problem, and solution. For
each story they listen to or watch, they will analyze the story elements and then compare it to the
This unit plan incorporates the four New Literacy Practices. Situated practice is making
students. For this unit, the overt instruction will be how to compare two similar stories referring
to the story elements. Critical framing refers to what my students will be critiquing and
analyzing. Although they will not be analyzing real world events, my students will be analyzing
traditional and fractured fairy tales to identify the similarities and differences. Transformed
practice is a term used to explain how students will show their knowledge. My students will
show their proficiency in comparing similar stories through drawing, vent diagrams, other
By the end of this reading unit, my students will be able to confidently say, I can
compare and contrast the story elements of two different stories. Both my second and third
grade students will be working toward proficiency in similar standards of reading literature,
specifically the integration of knowledge and ideas. The second grade standard we are focusing
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on is RL.2.9, to compare and contrast two or more versions of the same story by different authors
or from different cultures. The third grade standard we are focusing on is RL.3.9, to compare
and contrast the themes, setting, and plots of stories written by the same author about the same or
similar characters.
Unit Timeline
This fractured fairytale unit will last nine school days, assuming their are no interruptions
from assemblies or special events. Monday through Friday, we will work on this unit for 35
minutes each day during our small group reading block. Being in a resource room allows for
more freedom to slow down and extend my unit depending on student understanding. It is
important to note that the timeline is tentative and can be adjusted as necessary.
Instruction
The table below reflects the tentative instructional plan for this unit. The books are
subject to change depending on what the students are familiar with. The pre-assessment will be
with a book that all students know; in the plan, it says Cinderella will be used in the pre-
assessment, but that may change based off students prior knowledge. The term read aloud
may take the form of a traditional teacher read aloud with a printed text and bound book or may
be a YouTube read aloud. This will allow a small change to keep the students engaged. Some of
the teaching strategies that will be used during this instructional block for this unit include
building background knowledge for each book read, explaining key vocabulary as needed,
partner and whole group discussions, I Do-We Do-You Do scaffolding, and questioning
Assessments
The pre-assessment will have students analyzing a familiar fairytale for its story elements.
Students will be asked to identify the main characters, setting, problem, and solution. Students
will also identify the story elements for the storys matching fractured fairytale. Without
instruction, they will compare both stories through writing or drawing. The students will identify
story elements and compare independently, but both stories will be read aloud due to my students
having difficulty with reading. Taking out the reading portion will allow my students to focus
purely on the story itself, rather than becoming exhausted with decoding and trying to make
sense of the words. This pre-assessment will show me what students know about story elements,
if they know how to compare, and how they can convey their thoughts through drawing or
writing.
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stories, the class will participate in book discussions to identify the story elements. Facilitating
the class discussion will allow me to see if the students are understanding the elements and how
to compare.
The summative assessment is similar to the pre-assessment and will require students to
identify story elements and compare two similar fairytales. The summative assessment will
allow student choice in what they will focus on and how they show what they learned. Over the
course of this unit, students will be shown how to compare stories through various ways: venn
diagrams, graphic organizers, and sentence stems. For this assessment, students will choose
which route they want to take when showing their knowledge based off their personal preference.
Students will also be given a list of three fairytales that were not read together as a class and they
will choose with pair of fairytales they want to use for their assessment. Again, the stories will
be read aloud, in book-based groups, to allow students to put more of their energy into
comparing rather than decoding. The summative assessment will show me what all of my
Rubrics
needed
/2 /1 /0
11
characters
/2 /1 /0
needed
/2 /1 /0
needed
/2 /1 /0
Comparison
ALL similarities are At least 60% of Less than 60% of
(Similarities)
identified
similarities are identified
similarities are
identified;
setting
characters
Could not identify any
problem
similarities
solution
/2 /1 /0
Contrast
ALL dierences are At least 60% of Less than 60% of
(Dierences)
identified
dierences are dierences are
identified
identified;
setting
characters
Could not identify any
problem
dierences
solution
/2 /1 /0
12
Instruction -
1. Cinderella
1. OMG, Cinderella is so Annoying! by Trisha Shashkan
2. Three Little Pigs
1. No Lie, Pigs (and their Houses) can Fly! by Jessica Gunderson
3. Little Red Riding Hood
1. Honestly, Red Riding Hood was Rotten! by Trisha Shashkan
4. The Little Mermaid
1. No Kidding, Mermaids are a Joke! by Nancy Loewen
5. Jack and the Beanstalk
1. Trust Me, Jacks Beanstalk Stinks! by
6. Goldilocks and the Three Bears
1. Believe Me, Goldilocks Rocks!
7. The Frog Prince
1. Frankly, I Never Wanted to Kiss Anybody!
References
Cope, B., & Kalantzis, M. (2000).Multiliteracies: Literacy learning and the design of social