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Planning Guide

Name: Chelsey Law Date: 3/14/12 Time: 30 minutes Lesson Topic: Creative Writing Fractured Fairy Tales Grade Level: 3rd Group Size: [x]Whole Class []Small Group How Evaluated (Performance Objective) Formal Assessment: (ABCD) Given an graphic organizer, the students will make changes to at least two areas of the graphic organizer to create a fractured fairytale. Informal Assessment: Mix Pair Share. As the students are sharing the elements of a fairy tale with each other I will observe to see if we need to spend more time on what a fairy tale is, or if they know it and can go on to fractured fairy tales. Pre-Assessment: The day before I Lesson Type: [x]Introduction []Review []Reteach []Ongoing Unit What Taught (Learning Objective) CCSS Language Arts Language Standard 8: Students write daily to communicate effectively for a variety of purposes and audiences. Obj. 1: Prepare to write by gathering and organizing information and ideas. d. Use a variety of graphic organizers to organize information. Obj. 6: Write in different forms and genres. b. Produce traditional and imaginative stories, narrative and formula poetry. Learning Goal: The students will understand what a fairy tale is and the difference between a fairytale and a fractured fairy tale. This is important because the students will be writing their own fractured fairy tales and [x] Direct Instruction How Taught (Instructional Strategy) []Guided Learning []Inquiry []Problem Solving

Expectations for behavior: 1) Listening Position (hands, bellies, eyes) 2) Raise your hand if you have a comment or question. Introduce Objective/Learning Goal Student Self-Assessment - 3 fingers if you know what adverbs are, 2 fingers if you think you might know, and 1 finger if you dont have any idea what an adverb is. Anticipatory Set: - Ask the students what some of their favorite fairy tales are. Instruction Procedures: Input (Cycle 1 Elements of a Fairy Tale): Bring the students back to the different fairy tales they listed. Ask the students what all of these stories have in common. Model jobs List fairy tales and elements of a fairy tale on the white board during discussion. CFU Mix Pair Share: Have the students mix and tell each other one element of a fairy tale. (Different than partner, and different element for each person they speak to). Input (Cycle 2 Fractured Fairy Tales): With the students on the carpet, have them discuss what they think a fractured fairy tale is. Tell them it is when you take one of the original fairy tales and change parts of

folk tales. At the end of the lesson you will be able to tell the difference between a fractured fairy tale and the original.

it, but keep the main theme/idea the same ** You can change character, setting, plot/problem, conclusion/solution** Model Show the students examples of Fractured Fairy Tales Titles, and ask them what they think changed in the story Character, Setting, Plot, etc.)

teach this lesson, I will ask the students to tell me what a fairy tale is, and what a fractured fairy tale is. St. SelfAssessment: At the beginning of the lesson I will have the students all close their eyes and then put up three fingers if they feel like they know what a fairytale is, 2 fingers if they think they might know what a fairy tale is, and 1 finger if they have no idea what a fairy tale is. I will repeat this for a fractured fairy tale.

Guided Practice: Give each of the students a graphic organizer (Venn Diagram). Tell the students that they are going to be comparing and contrasting a regular fairy tale with a fractured fairy tale. Fill in one side of the Venn Diagram with Cinderella story, by ask students for the main events/ideas in the story. Read a fractured fairy tale of Cinderella (Cindy Ellen), and with the students fill in the other side of the Venn Diagram Discuss the similarities and differences, and what was changed in the fractured fairy tale. Independent Practice: 1) Give students Fractured Fairy tale graphic organizer, and tell them that you are going to write some Fairy Tales/Folk Tales up on the board, and they are going to pick one to change into a fractured fairy tale (or folk tale remind them that a fairy tale is a subgenre of folk tales and so they can choose either one). Possible titles up on the board (Hansel and Gretel, Rapunzel, Beauty and the Beast, Jack and the Beanstalk, Sleeping Beauty, Snow White and Red Ridding Hood). 2) Each student needs to think of changes they can make to the story to turn it into a fractured fairy tale. 3) There are four boxes/areas on the graphic organizer they can change (Character Changes, Plot/Problem Changes, Setting Changes, Conclusion/Solution Changes). Assessment: Exit Ticket I will collect their graphic organizer from their individual practice where they were changing parts of an original fairy tale/ folk tale to make it fractured. I will assess this worksheet to see whether they understood the idea of changing certain parts but leaving others the same to keep the same story but make it a fractured fairy tale/ folk tale.

Materials: Video, Graphic Organizers and Charts,

Fast Finisher: For those students who finish their worksheet early, I will have them continue to brainstorm and think of different ways to change their original fairy tale into a fractured fairy tale. If

Learner Accommodations: Behaviorally

Books different fairy tales, fractured and not, graphic organizers for brainstorming, exit ticket.

they are completely done with this then I will have them read silently.

Challenged: Dallan - daily report card on behavior (watching during lessons, encourage with positive praise). Emmie self monitor (buzzer) to remind her to stay focused and on task. Ive set up a reward system with her based off of what she says will motivate her. 4 tallies = sticker; 5 stickers = fun size candy bar; 25 stickers (whole box) = art supplies (colored pencils). LD: I will help Maddy, Jair, and Emmie as they are brainstorming on their individual practice assignment, and will only have them make changes in only one of the graphic organizer areas instead of all four. ELL:

I will use all for modalities reading, writing, listening and speaking to help the ELL students in our class as well as all of the students and their diverse learning styles.