Sadie Johnson Zeyna Pruzhanovsky Brittani Albee EED 531 TIP Part I 1.

Topic of your lesson: Fairy Tale Comprehension 2. Teachers (your names): Brittani Albee, Sadie Johnson and Zeyna Pruzhanovsky 3. Essential question(s) that drive(s) your lesson: 1. Who are the main character(s) of the story? 2. What is the basic plot? 3. What obstacle do the characters have to overcome? 4. How is the conflict resolved? 5. What is the setting? 6. What is the moral of the story? 4. Grade Level: Grade 3 5. Arizona State Standard that your lesson will address: 1. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (3.RL.2) 2. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (3.RL.3) 6. Student learning outcomes: 1. Students understand the common flow of a fairy tale story.

2. Students are also able to add to their knowledge about different genres of stories in order to compare and contrast fairy tale with other genres.

TIP Part 2 First Step Students will be engaged with the fairytale stories presented to them; having a variety of stories told to them each day. This will be an interactive way for the students to be involved in re-telling a story, creative story writing and presenting via animated KidPix. They will answer questions, by building upon prior knowledge of their comprehension of the elements of a story: character, setting, plot, problem / solution. These story elements will be described to them before the story is read aloud to them. This lesson will take the course of two weeks to complete. The teacher will explain that there will be fairy tale stories read aloud to them with the use of a digital story on the SmartBoard with the use of the Kindle or iPad. Each story will be presented in fully illustrated book format and easy to see. They will have a book discussion after each fairy tale is read. There will be one fairy tale read each day. Teacher will pre-emptively motivate students before each fairy tale is read; reviewing each time of the characters, setting, problem and solution (moral) in the fairy tale . These components of a fairy tale will be reviewed by writing on the white board in dry erase marker. Differentiation from a regular story and a fairy tale will be discussed. The pertinent elements of the chosen fairy tale read aloud for the day will be discussed with students after each story is read. In the discussion, the elements explained including the following: Once upon a time or a long, long time ago and / or they lived happily ever after. The setting is often in a castle, or in a forest or in a cottage, etc. Characters will include at least one good character and a villain, or evil character. Fairy tale characters may also include animals. We will explain also that magic is often a component of fairy tales. The fairy tales for the read-aloud include: Rapunzel, Hansel and Gretel and Cinderella and The Ugly Duckling. Pre-empting fairy tale element questions before the story is read to encourage their listening skills, as well as during the reading. During the open group discussion each day, students will be reminded that we take turns. If the questions regarding setting, characters, problem or solutions are answered incorrectly, the teacher will prompt further questioning to help guide students to the correct answer. While brainstorming ideas for their own fairy tales, teacher will prompt students to discuss the components of a fairy tale; displaying them on the white board. During the lesson students should be attentive to the teacher; evidenced by the expressions on their faces. Students will be participating by listening and modeling proper student behavior. Teacher and co-teacher will be present to provide additional assistance for student questions related to the fairy tale stories, themes and elements presented for the week. Second Step

Students will be practicing brainstorming ideas for their own fairytales during guided practice. Students will gather ideas from previous fairytales that we read aloud as well as from their own imagination. Students will be writing and gathering their thoughts and ideas onto a graphic organizer. They will be free to choose their character, setting, problem and solution. They will have the opportunity to practice brainstorming with a partner. While students are practicing ideas, I will ask them questions such as why did you choose that setting for your story what do you think is an important moral that children should know? Did you pull ideas from your own experiences? Why or why not? I will check for understanding by walking around and observing the practice and making sure they understand the elements of a fairytale. I will also compile examples on the board and check their understanding by observing the examples they share. I will provide guidance by walking around and by reminding students of the fairy tales we read aloud in prior weeks. I will remind students of the rules of not shouting out in class as well as how to work with partners. For students who need more help with the story elements, I will sit with them or have an aide if available sit with them for more practice on setting, character, theme, problem, solution. Students who need more of a challenge are free to add as many details as they want. More advanced students can make it as complicated as they choose. Third Step For the third part of this lesson students will actually be creating their own fairy tales and putting them together. First they will be writing their fairy tales down in a packet of papers. We will give them 5-6 pages stapled together and ask them to write their story down in this notebook. This way students have the ability to do a rough draft, and we as teachers have a chance to help them as they go through before they work with the computer. They will need to have two sentences per page, as well as a rough sketch of a drawing or picture they would like to have on their Powerpoint. Students will be told that while they are writing, they are expected to come up with their own original stories, as well as stay focused on the task at hand. They will be allowed to quietly discuss their work with each other for support and feedback. Once this is done, it will be checked off by at teacher for spelling, grammar and completion. Students will be given as much time as they need for the rough draft. This way when they get to the computer portion they will be able to focus on using the technology. It also allows teachers a physical copy of what the students are trying to get to, in case they do not have time to finish the Powerpoint. The rough draft portion should take about a week. After it has been checked, students will be allowed time on the computer to make their Powerpoint. Students will watch a screencast on how to create a Powerpoint before they begin to create. Then they will open their projects and begin. This section of the lesson should take about a week, if students are given time each day to work on it. Students will be working off of their rough draft, so they should not have to spend too much time redoing any part of the story. Once they are finished creating their Powerpoint, they will share it online at Slideshare so that their classmates and other students around the world can view and comment. For our version of this lesson, we have chosen to use Powerpoint. There are many other options teachers can use with students to create fairy tales. We chose to use PowerPoint for three very reasons specific to our classroom. First, it was the most accessible to students, since most have access to the program even at home, should they need to take the project home to

work on. Second, it is the most straightforward to teach. We wanted a program that students would not feel overwhelmed with, and would be able to connect to a previously created schema. Finally, students will be using Powerpoint for many other projects throughout their academic and professional careers, and therefore we felt it was part of our job as educators to prepare them for those situations. Other applications like KidPix, My Story, Artsonia, Popplet, and many others can help students as they brainstorm and create. Should our classroom situation change, or for fellow educators who would like to use this lesson in their classroom, these apps can be useful and fun for students.

ASSESSMENT

We will assess students by looking at the fairy tales they have written. We will use the rubric below to evaluate their work.

Story Writing : Original Fairy Tale Teacher Name: Ms. Johnson

Student Name: ______________________________________ CATEGORY Characters 4 The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately. Many vivid, descriptive words are used to tell when and where the story took place. 3 The main characters are named and described. Most readers would have some idea of what the characters looked like. 2 The main characters are named. The reader knows very little about the characters. 1 It is hard to tell who the main characters are.

Setting

Problem/Conflict

Some vivid, descriptive words are used to tell the audience when and where the story took place. It is very easy It is fairly for the reader easy for the to understand reader to the problem understand the main the problem characters the main face and why characters it is a face and why problem. it is a problem.

The reader can figure out when and where the story took place, but the author didn't supply much detail.

The reader has trouble figuring out when and where the story took place.

It is fairly easy It is not clear what for the reader to problem the main understand the characters face. problem the main characters face but it is not clear why it is a problem.

Solution/Resolution The solution The solution to the to the character\'s character\'s problem is problem is easy to easy to understand, understand, and is logical. and is There are no somewhat loose ends. logical. Moral There is a There is a clear moral clear moral taught taught through the through the story, in a story, which way that does may be not state the stated moral outright. outright. Organization The story is The story is very well pretty well organized. organized. One idea or One idea or scene follows scene may another in a seem out of logical place. Clear sequence transitions with clear are used. transitions. Spelling and There are no There is one Punctuation spelling or spelling or punctuation punctuation errors in the error in the final draft. final draft. Character and place names that the author invented are spelled consistently throughout. Illustrations Original Original illustrations illustrations are detailed, are attractive, somewhat creative and detailed, relate to the attractive, text on the and relate to page. the text on the page.

The solution to the character\'s problem is a little hard to understand.

No solution is attempted or it is impossible to understand.

There is an There is no attempt attempt at a at a moral. moral, however there is no clear right and wrong to the moral.

The story is a Ideas and scenes little hard to seem to be follow. The randomly arranged. transitions are sometimes not clear.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Original Illustrations are not illustrations present OR they relate to the text are not original. on the page.

Date Created: Oct 30, 2013 07:15 pm (CDT)

NETS-S TECH STANDARDS 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Create original works as a means of personal or group expression Students will be creating their own story, using their creativity, imagination and technology skills. 2. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively Students will be using Powerpoint and the internet to create and share their stories, demonstrating that they understand how to operate the apps on a basic level.

3. Critical Thinking, Problem Solving, and Decision Making Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. a. Advocate and practice safe, legal, and responsible use of information and technology b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Students exhibit safe behavior by using sites approved by the district, and use those sites to collaborate and receive feedback from others.

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a. Plan and manage activities to develop a solution or complete a project Students will form a story with a beginning, middle and end to complete their fairy tale project.

LEARNING THEORY We are using a designed based learning theory. Students learning is driven by projects, teaching them what they need to know by asking them to integrate it into a real world project.

These projects create a fun and interactive environment which encourages them to ask the questions they need to learn the answers to. Once they have their questions they are able to find their own solutions and become invested in their learning.

Designed based learning programs. (2013). Retrieved from http://www.artcenter.edu/teachers/about_dbl.php

PART 3 Here is a link to our Google site with a Student Activity Guide. https://sites.google.com/a/asu.edu/eed-531-project-site/