Happily Ever After A Second Grade Fairy Tale...
Transcript of Happily Ever After A Second Grade Fairy Tale...
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Happily Ever After
A Second Grade Fairy Tale Unit
A Project Based Unit of Study
Common Core State Standards
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Grade __2_ Literacy:
Unit overview
Building on the retelling of stories with details, students will focus on the categorizing of those
story details into characters, setting, plot, lesson, theme, or moral. They will read and listen to
fairy tales and learn about their specific characteristics. Students will compare and contrast
similar stories by different authors. They will analyze stories to identify the narrator, their point
of view, and how those characters overcome obstacles. Students will transfer their verbal
discussions into opinion driven written pieces. Finally, they will create three separate projects to
demonstrate their degree of knowledge on the unit.
TASK DETAILS
Task Name: Fairy Tale Choice Board
Grade: Second
Subject: English Language Arts
Depth of Knowledge: The activities in the choice board range from level 2 to level 3. Each
child will have completed an activity from level 2 and 3 by the end of the week.
Task Description: Students will choose three activities to complete on the choice board. They
will choose an activity from each tier. Each tier varies in rigor and learning style. They will
present one project at the end of the unit. Teacher will use a rubric to grade each project.
Standards:
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL. 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different
voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
W.2.2 Write opinion pieces in which they introduce the topic or book they are writing about,
state
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an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also)
to connect opinion and reasons, and provide a concluding statement or section.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
Materials Needed:
Fairy Tale Choice Board
Choice Board Rubric
Writing paper, pencils, erasers, publish paper
Materials for 3D dioramas: shoe boxes, construction paper, glue, scissors, crayons, markers, etc.
Materials for scrapbook page project: scrapbook paper (or large construction paper) construction
paper, glue, scissors, crayons, markers, etc.
Computers for teacher and multiple student use (students can use www.readwritethink.org
Microsoft Word, Power Point, or Publisher to digitally create their projects)
(If possible you may want to coordinate with your librarian or computer lab teacher to see if
they will allow students to publish their work on those computers if there is not enough
computers available in the classroom.)
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UNIT OUTLINE
INTRODUCTION: This unit outline provides guidance around how to integrate a
performance task into a unit. Teachers may use this unit as it is described below; integrate parts
of it into a currently existing curriculum unit; or use it as a model for a currently existing unit on
a different topic.
Grade 2 Literacy
Unit Topic and Length: This unit extends students’ understanding of literary texts, focusing on fairy tales.
Through the use of these texts students will write opinion based pieces. The learning
plans lead students through opportunities and experiences with literary comparison,
analysis, comprehension, and discussion. The culminating performance task asks
students to use stories they have read to create a series of three projects that vary in skill
and product. The unit length is approximately 3 weeks.
Common Core Learning Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL. 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different
voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
W.2.2 Write opinion pieces in which they introduce the topic or book they are writing about,
state
an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also)
to connect opinion and reasons, and provide a concluding statement or section.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
L2.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
e. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
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b. Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to
stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Big Ideas/Enduring Understandings:
Point of view is the perspective from
which a story is told. It helps us to
understand the character’s actions and
story outcomes.
Readers compare and contrast themes,
settings and plots to understand the
author’s message.
Readers read and compare complex
literary texts independently and
proficiently. Opinions expressed in writing can
persuade readers with specific
supporting details.
Conversations and discussions with
various partners can clarify thinking by
building on the ideas of others.
Essential Questions What lesson is this story teaching you?
How did the characters solve the
problem in this story?
How are the characters thinking/feeling
about this event?
What do the illustrations tell you about
the setting?
Can you find an illustration that tells
you how a character is feeling?
What is the same about the characters
in the two stories? What is different?
What happened to the characters that is
the same? What happened that is
different?
Look at these two stories. How did the
authors solve the same problems in
different ways?
Content: Reading: literary texts
Analysis Comparison
Comprehension Writing:
Planning
Opinion
Organize
Present Speaking & Listening:
Discussion
Stay on topic Language:
Description
Skills : Reading: literary texts
Analyze key details to determine the
central message, lesson, or moral of
literary text.
Listen to, read, and discuss a variety
of literary texts representing diverse
cultures, perspectives, ethnicities, and
time periods.
Analyze a story to identify the
likenesses and differences between
characters, settings, and events in two
ore more versions of the same story.
Draw conclusions about characters in a
story to determine their traits.
Compare and contrast different points
of view of characters in a story.
Identify major events and cause/effect
relationships between characters and
challenges in the text.
Explain how repetition and rhyme
supplies rhythm and meaning in a story.
Describe how text features, specifically
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illustrations, aid in understanding of a
text and its characters, setting, and plot.
Writing: Opinion Pieces
Apply the prewriting and planning
stages of the writing process
Develop a clear, focused topic sentence
that states a point of view or opinion
Draft a paragraph or multiple
paragraphs to support an opinion
Apply the revising and editing stages
of the writing process
Consult reference materials, including
beginning dictionaries, as needed to
check and correct spellings.
Prepare the final product for
presentation and/or publication in a
variety of formats
Speaking & Listening:
Demonstrate ability to stay on topic
during conversations and add
appropriate ideas to support or extend a
conversation
Language:
Demonstrate the correct use of
adjectives and adverbs in oral and
written language
Strengthen writing by using adjectives
and adverbs correctly to expand
sentences.
Vocabulary/Key Terms: Reading Literary: characters, setting, plot, compare, contrast, moral, lesson, values, traits, fairy
tale, opinion, narrator, first person, third person
ASSESSMENT EVIDENCE AND ACTIVITIES
INITIAL ASSESSMENT: Some options for assessing your students’ understanding of
literary reading and opinion based writing include:
Genre K-W-L Use to determine the students understanding of literary text focusing on
characteristics of fairy tales
Fiction reading in-class assignments. Examine previous assessments; such as:
guided reading notes; running records, cold-read assessments, etc. Look for: What do
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students know about characters, setting, and plot? How well can students identify the
central message or lesson of a story?
Writing in-class assignments. Examine previous writing pieces and conference
notes. Look for: pre-writing techniques, organization skills, conventions, vocabulary,
and conclusion.
FORMATIVE ASSESSMENT:
Observations
Guided reading notes
Daily tasks during guided or independent work time
Literacy station work
Smaller performance tasks
Ongoing assessments
FINAL PERFORMANCE TASK: The unit culminates with a final performance task.
This task consists of a fairy tale choice board which is tiered by difficulty. Students will create
three different products focusing on a variety of skills and standards addressed throughout the
unit. See attached materials for details on the task.
RESOURCES: (professional resources websites, etc)
Websites:
http://streaming.discoveryeducation.com/ (James Marshall’s Cinderella, The Emperor’s New
Clothes Michael Sporn Version, Goldilocks and the Three Bears)
http://www.bbc.co.uk/cbeebies/stories/theme/fairytales/
http://www.readwritethink.org/classroom-resources/student-interactives/fractured-fairy-
tales-30062.html
http://www.speakaboos.com/theme/fairy-tales http://www.timeforkids.com/search/site/fairy%20tales (informational text connections)
http://www.readinga-z.com
Reader’s Theater (Located in your school’s literacy room)
“Rough-Face Girl” A Native American Cinderella Tale
“Yeh-shen” A Cinderella Tale from China
“Cindy Eller Plays Ball” A Modern-Day Cinderella Tale
Books:
Fractured Fairy Tales:
The Paper Bag Princess by Robert Munsch
Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka
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The True Story of the 3 Little Pigs by Jon Scieszka
The Three Little Javelinas by Susan Lowell
Somebody and the Three Blairs by Marilyn Tolhurst
3 Little Wolves and the Big Bad Pig by Eugene Trivias
The Stinky Cheese man and Other Fairly Stupid Tales by Jon Scieszka
The Wolf’s Story: What Really Happened to Little Red Riding Hood by Toby
Forward
Little Red Riding Hood: A New Fangled Prairie Tale by Lisa Campbell Ernst The Truth About Hansel and Gretel by Karina Law
Fairy Tales:
Goldilocks and the Three Bears by James Marshall (BookFlix)
Goldilocks and the Three Bears by Jan Brett
The Three Little Pigs by Steven Kellogg
Hansel and Gretel by James Marshall (BookFlix)
Lon Po Po, A Red Riding Hood Story From China by Ed Young (BookFlix/
Scholastic library)
Cinderella (Traditional)
The Rough Face Girl (Native American Cinderella)
Mufaro’s Beautiful Daughters (African Cinderella)
Red Riding Hood by James Marshall (BookFlix)
The Princess and the Pea by Hans Christian Anderson
The Princess and the Pea by Rachel Isadora
Princess Pigtoria and the Pea
The Twelve Dancing Princesses by Rachel Isadora
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Rapunzel by Rachel Isadora
Rapunzel by Paul O. Zelinsky and Brothers Grimm
Rumpelstiltskin retold by Paul O. Zelinsky
Professional resources:
“Literacy Work Stations: Making Centers Work” and “Making the Most of Small
Groups” by Debbie Diller
‘The Next Steps in Guided Reading” by Jan Richardson
“The Continuum of Literacy Learning Grades PreK-2” by Gay Su Pinnell
Printable Resources:
Fairy Tale Facts
Double Bubble Map
Questions for Three Little Pigs
Identifying Point of View
Character Value Response Sheet
Characteristics of a Fairy Tale Chart Example
Fairy Tale Graphic Organizer
Independent Reading Response Form
Read to self reading log
Fairy Tale Report
Fairy Tale Story Board ( can be used as an organizer to create their own fairy tales)
Fairy Tale Choice Board (Final Performance Task)
Choice Board Rubric
Opinion Writing Rubric
Opinion Writing Checklist
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SUPPORT FOR DIVERSE LEARNERS:
Approaching Learners:
Provide follow-up lessons for small groups as needed. Use leveled text in small
groups to help reach students on their reading ability. See readinga-z.com books
under resources.
Scaffold instruction to help students practice and apply skills and concepts for each
day’s lesson objective
Instead of asking complex questions, break your language into meaningful parts.
Such as, Who is the main character? How does that character feel?
To help students with the meaning of words pose this format I noticed _________.
What do you think it means? I think it means________________ because
_________________________. What questions do you have about the words in this
text? What are some ways we could answer these questions?
Use graphic organizers, word illustrations, and word sorts for vocabulary acquisition.
On Grade Learners:
Use leveled text in small groups to help reach students on their reading ability. See
readinga-z.com books under resources.
Use the following strategies to facilitate vocabulary learning: ensure that students
read often, provide instruction related words students will need to deeply comprehend
the material they are reading, do not focus on a casually chosen set of words, but
rather on a key word with multiple connections or nuances to other words.
Use graphic organizers for vocabulary acquisition.
Scaffold instruction to help students practice and apply skills and concepts for each
day’s lesson objective
Beyond Level Learners:
Use leveled text in small groups to help reach students on their reading ability. See
readinga-z.com books under resources.
Have students complete assignments or projects using multimedia tools such as
Microsoft Publisher, www.readwritethink.org, Power Point, etc.
Have students choose a character or an event to analyze from a story they have read.
Students create multimedia studies of their chosen project. For example for a
character study one might create a detailed drawing of the character in three points of
time, a set of quotations showing the nature of the character, or a narrative written
from the character’s perspective describing a small but important moment in the
story.
Use graphic organizers for vocabulary acquisition.
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Literacy Station Activities:
Library Station: Have a selection of fairy tales on various reading levels available for students
to read. Have students independently read one selection. Have the students complete a
“Character Value” response sheet (attached). Week 2 Have them complete “Fairy Tale Report”
sheet on good and bad characters
Create a browsing bin for when students are finished. Have available nonfiction books on
castles, China, gingerbread houses, the Brothers Grimm, wolfs, pigs, etc. Students can make the
information connection to the fairy tales they have read.
Listening Station: Students can listen to a fairy tale of choice. Once finished they can use the
text features to identify the characters, setting, and plot using the My Fairy Tales Graphic
Organizer sheet (attached). (Your book room, school library, and public library have a variety of
books on tape and CD for your use.)
Computer Station: Student can listen to fairy tales on Book Flix or visit a website listed on the
resources
Independent Reading Station: Students are independently reading a variety of literature on
their reading level. Students can record these books on an independent reading log (example
attached).
Create a browsing bin with five or six familiar fairy tales. Some of the books should be narrated
by the author and some by a character. Students need to sort through the books to make two
piles: stories read by the author and stories narrated by a character. Then, they read through the
books and write down one sentence from each that helps show the point of view of the narrator.
(See attached Identifying Point of View)
Poetry Station: Students choose a poem from a set selected by the teacher. They read the poem
many times (independently or with a partner) to notice the interesting ways the author uses
language. They record two words or phrases that have a “punch”, create an illustration for each,
and write down why they like them. What do they notice about those words? Does it sound like
a song, have a beat, rhyme, or have repeated lines,
Word Work Station: http://www.wordway.us.com/ Has a multitude of word study activities
to meet the individual needs of your students.
Possible high frequency word activity: “Roll it. Read it. Write it.” Make a dice/cube (or use
wooden block cubes) and write the high frequency words students need help with on each side of
the cube. Children roll the dice, read the word to a partner, and write the word down. To make
it challenging, have students write a sentence for each word also.
Writing Station: Provide plenty of writing materials for students: blank cards, construction
paper, line and unlined paper, pencils, makers, scissors, tape, glue, crayons, erasers, pens,
beginning dictionaries, miniature word walls, examples of good writing (I use students writing
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and post on the wall near this center so students can see) etc. Provide students with an “I Can…”
chart so they can choose what they would like to do in the writing station. (See example
attached)
*Rotation style and set up depend on teacher. See “Literacy Work Stations: Making Centers
Work” and “Making the Most of Small Groups” by Debbie Diller for further examples
** Guided reading material and lessons also depend on students’ levels and teacher structure.
See ‘The Next Steps in Guided Reading” by Jan Richardson and “The Continuum of Literacy
Learning Grades PreK-2” by Gay Su Pinnell and Irene Fountas for further assistance.
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LEARNING PLAN Week 1~ Day 1
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided reading)
RL.2.2: Recount stories including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral
RL.2.3 Describe how characters in a story respond to major events and challenges.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Lesson Objectives: The student will read fairytales and learn the distinct characteristics of this
type of tale. They will also analyze a fairy tale to explain how a character reacts to major
problems and events in the story. They will participate in collaborative and respectful
conversations.
Essential Questions:
How do you know a story is a fairy tale?
How does a fairy tale differ from other types of stories?
Does a story have to contain certain elements or characteristics in order to be considered
a fairy tale? If so what are they?
Lesson Resources & Materials:
Cinderella Classic version
KWL chart titled Elements of Fairy Tales
two sticky notes for each child
clipboards for each child
pencils,
Characteristics of Fairy Tales Chart (see appendix)
Rumpelstiltskin retold by Paul O. Zelinsky
guided reading materials
literacy station materials
Lesson Summary: In this lesson the teacher will introduce the new fairy tale unit to the class.
The teacher will administer a pre-assessment (KWL) to gauge students’ knowledge of the
characteristics of this text type. Students will analyze a fairy tale to identify the problem and
explain how the main character reacts to the problem.
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Opening Activities: Gather students on the carpet. (Make sure they bring a clip board and
pencil.) Introduce fairy tales unit to students. Explain that they will be learning about this type
of fictional genre over the next three weeks. Have students share fairy tales that they are familiar
with. Then give each student two sticky notes. Label one sticky note Know and one Wonder.
Have students write what they know about fairy tales on one note and what they wonder on the
other. Have students share with a knee partner their thoughts and questions and then place them
on the KWL chart. Read a few of the students’ responses and discuss similarities and differences
in them with the students.
Explain: “Fairy tales are old stories that have been passed down from generation to generation.
They have a very long “oral” history, which means they were told rather than written down for
many years. These tales often have morals, or lessons, to tell. They have a common theme of
good vs. evil. Sometimes it is the prince against the evil monster, or a bad pirate. Sometimes it
is a wicked witch or a crafty wolf and a young girl or boy. Fairy tales and folktales are built
around a conflict between the good and evil characters.”
Direct Instruction: Explain to students that one characteristic of fairy tales is that they are
focused around a problem that needs to be solved. A problem is a difficulty or challenge that a
character in the story faces. I can identify the problem in a fairy tale by thinking about what my
main character wants, and why he or she cannot get it. What is in his or her way? Model
identifying a problem in a familiar fairy tale—Cinderella. Begin reading Cinderella. Pause at
various points to highlight and explain examples of a problem and solution. Discuss how the
problem was solved.
After reading: Remind students that these tales often have morals, or lessons, to tell. Have
students think-pair-share what they think was the most important lesson or overall idea they
learned from the story. What was the author trying to teach us?
Share that Cinderella, the main character, wants to go to the ball. She cannot go to the ball
because her evil stepmother locks her away in a cellar, and she cannot get out. Also, she cannot
go to the ball because she is poor and has nothing to wear. Therefore, one of the problems in
Cinderella is that she cannot go to the ball, even though she wants to. Explain that you will add
Cinderella to my Characteristics of Fairy Tales Chart because it is a fairy tale with a problem
that needs to be solved.
Guided & Independent Practice (Active Engagement):
Students will add this to their Characteristics of Fairy Tales Chart (see appendix). Have students
think-pair-share how Cinderella overcame her problem of going to the ball. Call on a few
students to share with the entire class.
Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Routine and procedure for group work should be determined and
modeled by teacher prior to lesson. Students will complete various literacy station activities
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based on lesson objectives while teacher pulls small guided reading groups to work on word
study, reading strategies, and responses to literature (Instruction will vary for each guided
reading group, See attached)
Reflection: Ask: "How do I identify the problem that needs to be solved in a fairy tale?"
Students should answer that you identify what the main character wants and what is stopping
them from getting it.
Closure: Read the fairy tale Rumpelstiltskin retold by Paul O. Zelinsky. We will identify the
problem in the fairy tale by identifying the main character, describing what the character wants,
and then discussing what is in his or her way.
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LEARNING PLAN Week 1~ Day 2
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided reading)
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
e. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
Lesson Objectives: Students will analyze a story to identify and explain the elements in the
story (character(s), setting, problem, solution, plot, central message), and use key words to
compare and contrast two fairy tales. They will also participate in collaborative and respectful
conversations.
Essential Questions:
What is the same about the characters in the two stories? What is different?
What happened to the characters that is the same? What happened that is different?
Look at these two stories. How did the authors solve the same problems in different
ways?
Why is it helpful to know the setting of a story?
Lesson Resources & Materials:
Rough Face Girl by Rafe Martin
Cinderella from Day One
large Venn Diagram (either on Smart Board or on chart paper)
chart markers
writing paper for students
pencils
guided reading materials
literacy station materials
http://www.timeforkids.com/news/modern-fairy-tale/7581
Lesson Summary: In this lesson students will compare and contrast two versions of Cinderella
using a Venn Diagram as a framework for their thinking. Students will then use comparing and
contrasting words to create sentences about the information placed in the Venn Diagram about
the two texts.
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Opening Activities: Review the traditional story of Cinderella. Explain to students that we are
going to compare and contrast the stories of Cinderella and the Rough Face Girl.
Direct Instruction: Read aloud the first half of Rough Face Girl and begin comparing and
contrasting the two stories using a Venn diagram. Then use compare and contrast key words to
write sentences about the similarities and differences identified in the Venn Diagram. For
example: Both Cinderella and the Rough Face girl were treated badly by their sisters. During this
demonstration, provide ample examples of comparison to ensure students understand the concept
of comparing and contrasting. Elicit students’ responses and invite them to look for similarities
and differences between the two stories.
Guided & Independent Practice (Active Engagement):
Students will write their own sentences comparing and contrasting the stories of Cinderella and
Rough Face Girl using the information from the Venn diagram. They will use “compare” and
“contrast” key words in their sentences. Explain to students that they will continue reading the
text to Have students share their sentences with their learning club taking turns listening and
sharing. Emphasize the
Have students or sets of students look through a beginner’s dictionary. Ask them what they
notice. Discuss how its features: ABC order, bolded words at the top, definitions, illustrative
sentences, and any lists of related words that are included, are organized. Have them use these
dictionaries to check their spelling from their compare and contrast sentences. Arrange for
students to build their own dictionaries or word journals through the school year to use as
another reference tool.
Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Routine and procedure for group work should be determined and
modeled by teacher prior to lesson. Students will complete various literacy station activities
based on lesson objectives while teacher pulls small guided reading groups to work on word
study, reading strategies, and responses to literature (Instruction will vary for each guided
reading group, See attached). The teacher should continue to support and scaffolding instruction
with strategies to help students understand comparing and contrasting events when reading.
Explain to students how these strategies will help them understand what they read.
Reflection: Ask: How did I compare and contrast two fairy tales? Students should respond that
you read a fairy tale and used a Venn Diagram to identify the similarities and differences
between two fairy tales.
Closure: Gather students on the carpet. Have children share what they did in their literacy
stations. Ask them how the comparing fairy tales activity helped them with their independent
work during stations.
Extension: Display http://www.timeforkids.com/news/modern-fairy-tale/7581 and discuss the
differences between a modern day fairy tale and Cinderella.
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LEARNING PLAN Week 1~ Day 3
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided reading)
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.7 Use information gained from illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
RL. 2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Lesson Objectives: Students will: explain that fairy tales often have objects, characters, and
events that come in groups of three; identify objects, characters, and events that come in groups
of three in fairy tales; and participate in collaborative and respectful conversations. Students will
produce simple and compound sentences in response to a prompt.
Essential Questions:
How does knowing the essential characteristics of fairy tales help you understand what
you are reading?
What clues tell you where and when a story takes place?
How does the repetition of items important to the meaning of the story?
Lesson Resources & Materials:
Goldilocks and the Three Bears by Jan Brett (or James Marshall’s version on BookFlix)
chart paper
markers
writing journals
Characteristics of a Fairy Tale Chart
http://streaming.discoveryeducation.com/ (Goldilocks and the Three Bears)
guided reading materials
literacy station materials
Lesson Summary: In this lesson students will learn about another characteristic of fairy tales.
They will add this information to their ongoing fairy tale chart. Students will participate in a
quick writing activity taking the point of view of Goldilocks.
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Opening Activities: List three different books on the board “Goldilocks and the Three Bears”
“The Three Little Pigs” “Three Little Wolves and the Big Bad Pig”. Ask students what all these
books have in common. (They have the number three in them, etc) Explain to students that
another characteristic of fairy tales is that objects, characters, and events often occur in groups of
three. This is a characteristic of fairy tales because story tellers from the past believed that the
number three was lucky.
Direct Instruction: Explain/say: To identify sets of three in the text, I will look for explicit
evidence in the text that tells me that there is three of something. Other times, I will have to pay
attention to repetition in the text and count for myself whether there are three similar objects,
characters, or events. Model how to identify groups of three in a familiar fairy tale—
Rumpelstiltskin (from Lesson 1). For example, say "the miller’s daughter was given three rooms
full of hay to spin into gold. The text did not tell me that there would be three rooms. I had to
listen for the repetition (the same thing happened each day) and count for myself. Also, the text
explicitly told me that Rumpelstiltskin gave the miller’s daughter three days to guess his name."
Begin reading “Goldilocks and the Three Bears” and discuss the objects, characters, and events
that are in groups of three in the text. For example, the text explicitly tells the reader that there
are three bears, but we have to count the number of bowls to discover that there are three of
those too. Discuss essential question: How does the repetition of items important to the meaning
of the story?
Guided & Independent Practice (Active Engagement):
At their learning tables students will reflect on identified groups of three in the fairy tale with
their team, and add the title and characteristics to their Characteristics of Fairy Tales Chart (see
attached). Extension: have students brainstorm with their team what if the magic number was 5
instead of 3. How would that have changed the story? Let students share out with the other
teams their thoughts. (Teacher could use this as a writing prompt for students who finish early
or in the writing station.)
Quick write: (In writing journal) After Goldilocks runs away from the bears, she sees a house
that belongs to three little pigs. She goes inside. Tell which pig’s house it is and happens inside.
Then draw a picture to go with your writing.
Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Routine and procedure for group work should be determined and
modeled by teacher prior to lesson. Students will complete various literacy station activities
based on lesson objectives while teacher pulls small guided reading groups to work on word
study, reading strategies, and responses to literature (Instruction will vary for each guided
reading group, See attached)
See appendix for station rotation ideas and activities.
Reflection: Ask: "How do I identify groups of three in a fairy tale?" Students should answer that
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you can identify explicit information in the text that tells you that there are three objects,
characters, or events. Other times you have to pay attention to repetition in the text and count for
yourself to find out whether there are three objects, characters, or events.
Closure: View Goldilocks and the Three Bears using http://streaming.discoveryeducation.com/
and compare to the book version read today
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LEARNING PLAN Week 1~ Day 4
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided reading)
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Lesson Objectives: Students will analyze key details to determine the central message or moral
of a literary text. They will also explain who is telling the story and how fairy tales show a
character’s values. The students will participate in collaborative and respectful conversations.
Students will produce simple and compound sentences in response to a prompt.
Essential Questions:
How do the characters’ values and point of view affect the overall moral of the story?
How do you know when a story’s message or lesson is important?
How do those lessons help you to better understand and connect to what you are reading?
Lesson Resources & Materials:
The Three Little Pigs by Steven Kellogg
Characteristics of a Fairy Tale Chart
chart paper
markers
writing journals
guided reading materials
literacy station materials
Lesson Summary: In this lesson students will learn about another characteristic of fairy tales:
value/morals. They will do this through analyzing literature and discussing it with the class.
Opening Activities: Explain to students another characteristic of fairy tales is that they are
stories about values. Values are ideas about what is good. When you value something, you
believe it is good. Values often describe the good ways people believe we should behave and
treat each other. For example, some people value hard work, while others value freedom to do
what they want. Some people value money and others value honesty.
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Direct Instruction: Use the familiar fairy tale Rumpelstiltskin (from Lesson 1) to identify values
in the text. Say: I can identify values by thinking about what a character believes is good. I can
figure this out by using a character’s actions and feelings. For example, I will identify the King’s
values—greed. He is willing to marry a girl just because she can spin straw into gold, not
because he feels love for her.
Then, read the fairy tale, The Three Little Pigs by Steven Kellogg. Teacher (with students’ help)
will identify one character’s values from The Three Little Pigs. You will use this example to
explain that in a fairy tale, the characters have values. Example: the third little pig who built his
house of bricks was a hard worker who had patience and also compassion when the other pigs
needed a home. Note: If possible, display the text and have students read along. If copies of the
text were provided to students, have them mark or place sticky notes on the text where they find
similar examples. Explain that this strategy will help them when they work with partners or
groups.
Lead the class in a discussion about point of view. Questions you might pose are: Who is telling
the story? (The author/third person) When authors narrate stories, they let us know how certain
characters feel and see things. Which characters do we know about? What are their views?
How are they feeling?
Guided & Independent Practice (Active Engagement):
At their learning tables students will discuss the different characters’ values and add this
characteristic (values/morals) to the Characteristics of Fairy Tales Chart that they started in
Lesson 1.
Quick write continued: (In writing journal) After Goldilocks runs away from the bears, she sees
a house that belongs to three little pigs. She goes inside. Tell which pig’s house it is and happens
inside. Then draw a picture to go with your writing.
Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Students will complete various literacy station activities based on lesson
objectives while teacher pulls small guided reading groups. Continue to scaffold instruction on
the lesson’s objective with student. Monitor students’ understanding and give support as needed.
(Instruction will vary for each guided reading group, See attached)
Reflection: Ask" "How is knowing the characters’ values essential to the meaning of the story?"
Students could reply that you can use a character’s actions and feelings to help you identify what
a character believes is good or bad, the problem and solution, and/or the plot.
Closure: Gather students on the carpet and have students share their quick write pieces.
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LEARNING PLAN Week 1~ Day 5
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided reading)
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different
voice for each character when reading dialogue aloud.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
e. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
Lesson Objectives: Students will take their knowledge of The Three Little Pigs and share what
is alike and different about this story compared to The True Story of the Three Little Pigs. They
will participate in collaborative and respectful conversations. Students will use a Venn diagram
to compare and contrast different points of view of characters in a story. They will then create a
paragraph about their comparisons using a beginner’s dictionary to check their spelling. Students
will produce simple and compound sentences independently.
Essential Questions:
How can we use what we have learned this week to analyze the wolf’s character in two
different stories?
How can stories be alike and different? Why are these similarities and differences
important to readers?
Lesson Resources & Materials:
The True Story of the Three Little Pigs by Jon Scieszka
The Three Little Javelinas by Susan Lowell
Bubble Map Activity
Writing paper
guided reading materials
literacy station materials
Opinion Writing Rubric
opinion writing checklist
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Lesson Summary: This lesson is a culminating lesson to see if the students are able to identify
with characters in the story to compare and contrast similar version of the same fairy tale. They
have to use prewriting techniques as well as correct conventions when expressing their ideas.
Opening Activities: Have student retell the original version. Explain that you will read another
version of the story. The True Story of The Three Little Pigs. Discuss how this story is told by the
wolf and the original is told by the pigs. Generate a discussion on a time when you saw a
situation differently than a friend did. Perhaps you could bring up something that happened on
the playground or in your classroom to get the ball rolling.
Direct Instruction: Ask students how the pigs felt about the wolf in the first story. Explain that
yesterday’s story was about the pigs’ point of view. Explain to students that today they are going
to read about the wolf’s point of view. Let them look at the front cover and let them predict what
they think the wolf will say about the situation. Turn to the inside first page and have students
also predict why he might be in jail (the picture is of the wolf behind bars).
As you read the story, take time to ask how the wolf’s view of what happened varies from what
the pigs’ point of view was.
Discussion: We can see that one of the characters is telling the story (first person). Who is
telling the story? How is the character feeling? How would they sound and act?
What point of view do your students feel is correct - the pigs or the wolf's point of view?
Compare the two stories: brainstorm some things that happened in the Three Little Pigs story that
did not happen in the True Story. Lead into performance task.
Guided & Independent Practice (Active Engagement):
Introduce Bubble Map Activity, to students. Display a large example of the Bubble Map
Activity, on the board. Pass out a copy of the bubble map to each student. Show students how
each circle represents the two different stories. Label the left circle The Three Little Pigs and
label the right circle The True Story of the Three Little Pigs. Explain to the students that the
circles overlap because these stories may have some things in common. Ask students to tell what
was alike and different about the two stories. Ask students to share their ideas and have them
choose where their answer would correctly go. Students should apply these
Performance task activity: have students explain in writing their answer to the discussion
question “What point of view do you feel is correct – the pigs’ or the wolf’s point of view?”
“Whose story do you believe?” Have students use their bubble maps to guide their writing.
Students can use the opinion writing checklist to revise their work. (Teacher needs to model
how to use checklist before given to students.)
(Note: Collect performance task and the “Characteristics of a Fairy Tale Chart” that the
students have been working on all week. Using the rubric provided the performance task
can be a major grade and the chart can be a class work grade.)
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Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Routine and procedure for group work should be determined and
modeled by teacher prior to lesson. Students will complete various literacy station activities
based on lesson objectives while teacher pulls small guided reading groups to work on word
study, reading strategies, and responses to literature (Instruction will vary for each guided
reading group, See attached)
Reflection & Closure: Gather students on the carpet. Have students share their performance
tasks allowing students to take this time to discuss how their opinions are similar and different. If
time read The Three Little Javelinas by Susan Lowell
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LEARNING PLAN Week 2~ Day 1
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided reading)
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different
RL.2.7 Use information gained from illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Lesson Objectives: Students will identify and explain the elements of a story (character(s),
setting, problem, solution, and plot). They will recount a story with appropriate facts and
relevant descriptive details, speaking audibly in coherent sentences. Students will produce
simple and compound sentences in response to prompts.
Essential Questions:
What do we know about characters in fairy tales? What characteristics separate fairy tale
characters from other characters in fictional stories?
What can you learn from a character’s words and actions?
How do text features, specifically illustrations, aid in the understanding of a text?
Lesson Resources & Materials:
Little Red Riding Hood by James Marshall (BookFlix)
Little Red Riding Hood: A New Fangled Prairie Tale by Lisa Campbell Ernst.
Smart Board
Computer
reading journals (or writing paper)
crayons
pencils
guided reading materials
literacy station materials
Lesson Summary: In this lesson students will analyze a familiar fairy tale in order to analyze
the motive of the main characters. After a class discussion students will apply this skill in a
quick write journal activity.
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Opening Activities: Introduce story Little Red Riding Hood by telling students Red Riding
Hood was afraid of the dark. It’s okay to be afraid of something. Have students think pair share
something they used to be or currently are afraid of. How do they overcome their fear?
Direct Instruction: Show the front cover of the book. Draw on their prior knowledge of this
well-known story and to engage in thinking to interpret the traits, feelings, and motives of the
central characters, based on clues in these pictures. Remind students that the fairytale genre is a
story that usually has some kind of magic or fantasy and a hero or heroine. Explain to students
that fairytales usually have some sort of lesson in them. Encourage children to watch and listen
for these elements in the story of Little Red Riding Hood. Discus these elements and essential
questions when finished story.
Guided & Independent Practice (Active Engagement):
Independently: At the end of the story: Ask students to identify the magical or fantasy elements
(a talking wolf); the hero (the hunter); and the lesson of the story (possible answer: don’t talk to
strangers). They can complete this response in their reading journals and then illustrate the main
setting of the story. Have them share with their work with someone not sitting at their learning
club.
Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Routine and procedure for group work should be determined and
modeled by teacher prior to lesson. Students will complete various literacy station activities
based on lesson objectives while teacher pulls small guided reading groups to work on Reader’s
Theater lesson (see teacher’s guide in kit).
Reflection/ Closure: Read Little Red Riding Hood: A New Fangled Prairie Tale by Lisa
Campbell Ernst. How is the story similar/different?
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LEARNING PLAN Week 2~ Day 2
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided reading)
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Lesson Objectives: Students will listen to two or more versions of the same story by different
authors and from different cultures and then participate in collaborative and respectful
conversations about their similarities and differences.
Essential Questions:
How can one event in a story cause another to happen?
What helps you make a decision about a character?
Look at these two stories. How did the authors solve the same problems in different
ways?
Why is it helpful to know the setting of a story?
Lesson Resources & Materials:
Lon Po Po: A Red Riding Hood Story from China (BookFlix/Scholastic books)
One copy of Red Riding Hood retold by James Marshall
Lon Po Po: A Red Riding Hood Story from China by Ed Young, a class set of Fairytale
Comparison T-Chart (see attached) http://www.scholastic.com/teachers/lesson-
plan/collateral_resources/pdf/j/JanFairyTales.pdf
The Wolf’s Story: What Really Happened to Little Red Riding Hood by Toby Forward
Chart paper
Markers
Smart Board
guided reading materials
literacy station materials
Lesson Summary: In this lesson students will discuss the story of Little Red Riding Hood from
day one. Listen to a Chinese version of this tale and discuss the similarities and differences.
Then students will compare and contrast the two stories with a T-Chart.
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Opening Activities: Gather the students on the carpet or in a group area. Today they will be
reading a Chinese story similar to one that they already know. Display Red Riding Hood by
James Marshall. Take a quick picture walk through the story to recall what was read yesterday.
Flip the pages and have the students tell you the story in their own words.
Direct Instruction: Display Lon Po Po by Ed Young. Tell the students that this is the Chinese
version of Little Red Riding Hood. Instruct them to pay careful attention to the story and note the
similarities and differences. As you read the story, stop to ask if they are noticing any
differences. Model your thinking, by thinking out loud some of the connections you make to the
American version.
Guided & Independent Practice (Active Engagement):
When you finish the story, distribute the T-chart reproducible and display your chart version
(make your own or display on Smart Board). Work as a class to fill in the comparisons between
the two stories. Ask for any additional comparisons that the students noticed.
Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Routine and procedure for group work should be determined and
modeled by teacher prior to lesson. Students will complete various literacy station activities
based on lesson objectives while teacher pulls small guided reading groups to work on Reader’s
Theater lesson (see teacher’s guide in kit).
Reflection/Closure: Read The Wolf’s Story: What Really Happened to Little Red Riding Hood
by Toby Forward.
Review with students the similarities in the versions of the stories read. Have them respond to
the essential questions for today’s lesson. Review the essential learning that you want them to
remember and explain how this learning will support tomorrow’s lesson objectives.
Extension: use Smart Board to display a map of China and discuss its location compared to the
United States
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LEARNING PLAN Week 2~ Day 3
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided
reading)
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
L2.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Use adjectives and adverbs, and choose between them depending on what is to be modified.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Lesson Objectives: Students will analyze key details to determine the lesson of a literary text.
They will produce simple and complex sentences independently. They will participate in
collaborative and respectful conversations.
Essential Questions:
Why might an author write a story? What is their central message?
How do you know which details are important to that central message?
Lesson Resources & Materials:
Rapunzel by Paul O. Zelinsky and Brothers Grimm or Rapunzel by Rachel Isadora
(either version can be used)
chart paper
markers and large paper (construction paper, drawing paper, etc) for each learning club
(or groups of students)
guided reading materials
literacy station materials
Lesson Summary: In this lesson students will work together to describe in detail how a
character responds to the major events and challenges in a story.
Opening Activities: Gather students on the carpet. Have chart paper visible to students with
these questions on them:
How would you describe one of the main characters? What are their traits?
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What does this character want to do, and why?
How does this character respond to challenges?
What details are important to include when we describe this event?
Introduce the story to them Rapunzel. Tell students that this story is about a girl who is trapped
in a tower with no door. Have them think-pair-share how would they feel and what would they
do to escape.
Then read the questions to the students (listed above) and tell them to answer these questions
silently while you read the story. Remind them that they should listen carefully in order to
respond to the questions.
Direct Instruction: Read the story aloud. Stop throughout portions of the text to demonstrate
how to think through the key questions. Show students how you work through the questions,
rereading and thinking about the content. Model how to use descriptive words when talking
about a character.
After reading the story, have students go back to their learning clubs (or place them in teams) to
discuss the passage and questions. If possible, have provide students copies of the text to refer to
when completing this task.
Guided & Independent Practice (Active Engagement):
In learning clubs, students will use large paper to answer the questions discussed during the read-
aloud. Guide students through the thinking process used during the read-aloud. Ask them how
they would describe each of the main characters. Make a list of those words on the Smart Board
or chart paper for students to use as a guide.
Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Routine and procedure for group work should be determined and
modeled by teacher prior to lesson. Students will complete various literacy station activities
based on lesson objectives while teacher pulls small guided reading groups to work on Reader’s
Theater lesson (see teacher’s guide in kit).
Reflection/Closure: Have each learning club share their character descriptions to the class.
Post their work in the classroom for students to use as an anchor for descriptive writing and
character analysis.
Extension: use the Smart Board to research information about castles and the purpose of their
towers.
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LEARNING PLAN Week 2~ Day 4
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided
reading)
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different
RL.2.7 Use information gained from illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
L2.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Use adjectives and adverbs, and choose between them depending on what is to be modified.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
Lesson Objectives: Students will identify the characters and their values as well as the central
message found in a fairy tale. They will describe their characters in detail. Students will
produce simple and compound sentences independently.
Essential Questions:
How is making predictions a useful strategy for successful reading and comprehension?
What if your prediction wasn’t right?
How are the characters thinking/feeling about this event?
Lesson Resources & Materials:
Hansel and Gretel James Marshall (Book Flix)
large drawing or chart paper for each student (use a black marker to divide paper into two
sections)
sticky notes
crayons
pencils
Smart Board
guided reading materials
literacy station materials
Lesson Summary: In this lesson students will use predicting as a comprehension strategy. They
will analyze the characters in order to describe them, using appropriate adjectives.
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Opening Activities: Display the cover of the story (use hard copy or Book Flix). Ask students
to make a few predictions regarding what they think the story will be about. (You can have
students verbally respond or write their predictions on sticky notes and put on chart paper to
view after story). Why did you make those predictions? What led you to that opinion?
Direct Instruction: Begin reading book. Stop along the way to revise and/or confirm their
predictions.
Discussion questions that may be asked during and/or after story are: Why did Hansel and
Gretel’s stepmother want to get rid of them? Do you think her plan was fair? When Hansel and
Gretel were alone in the forest how do you think they felt? (Push students to use high level
describing words such as worried instead of just sad, or frightened instead of scared.) How did
Hansel try to save his sister? (laying a track of bread crumbs) How did Gretel save both of them?
(killing the witch) Which one do you think was more courageous? Why?
Guided & Independent Practice (Active Engagement):
Using large drawing or chart paper have students draw one of the main characters, on one side of
the paper, from the story using as much detail as possible. Students then need to describe in
writing with as much detail what is happening in the picture. (Teacher needs to collect paper
because they will draw on the other side in the lesson on Day 5). Students can share their
drawings and explanations with their learning clubs.
Guided Reading: Divide students into small groups based on skill level or focused strategy
determined by teacher. Routine and procedure for group work should be determined and
modeled by teacher prior to lesson. Students will complete various literacy station activities
based on lesson objectives while teacher pulls small guided reading groups to work on Reader’s
Theater lesson (see teacher’s guide in kit).
Reflection/Closure: Build on others’ talk in conversations by linking their comments to the
remarks of others.
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LEARNING PLAN Week 2~ Day 5
Standards:
RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Recognize and read grade-appropriate irregularly spelled words. (This standard should
be taught all week long during morning message and word study during guided reading)
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different
RL.2.7 Use information gained from illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
L2.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
a. Build on others’ talk in conversations by linking their comments to the remarks of others.
Lesson Objectives: Students will compare and contrast two similar stories with varying points
of view. They will describe in detail character’s traits and physical descriptions. They will
participate in collaborative and respectful conversations. Students will produce simple and
compound sentences independently.
Essential Questions:
How does the point of view of the narrator change the story?
What can you learn from the way a character acts?
Why is it important for good writers to use adjectives?
Lesson Resources & Materials:
The Truth About Hansel and Gretel by Karina Law
character drawing from Day 4
crayons
pencils
markers
differently in each book? Ask the class if they agree/disagree with the portrayal and why. Lesson Summary: In this lesson students will be introduced to the final performance task. They
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will choose their three projects that they will complete in one week.
Opening Activities: Gather students on the carpet. Read any fairy tale not covered in the first
two weeks. Let this be just an enjoyable read-aloud and a time to introduce this week’s plans
and objectives.
Direct Instruction: Display the choice board on the Smart Board for all students to see. Before
giving each child their own copy, explain the requirements. (All students much choose one
activity from each tier in order to complete final performance task. Have a class discussion
about each activity. Pass out a copy of the choice board to students. Allow ample time for
children to review the board and ask any questions necessary.
Guided & Independent Practice (Active Engagement):
Allow students to pick their three choices. Meet with students to review their choices, explain
the requirements, and record what they have chosen to do. During this time other students can
be independently or partner reading.
Gather students back together and display the rubric for their performance task. Let them know
that each activity will be graded separately using the same rubric. Give each child a copy of the
rubric and have a class discussion about the requirements.
(You may want to provide students with a folder to keep up with the papers from the
performance task or students can keep their work in a reading or writing folder.)
Reflection/Closure: Gather students on the carpet. Allow students to share what options they
have chosen and what ideas they already have.
Property of Richland School District © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION July 2012 April Snyder
LEARNING PLAN
Final Culminating Week
Week 3~ Day 1
Standards:
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their
central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a
different voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from illustrations and words in print or digital text to demonstrate
understanding of its characters, setting, or plot.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by
different authors or from different cultures.
W.2.2 Write opinion pieces in which they introduce the topic or book they are writing about,
state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and,
also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
L2.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
e. Use adjectives and adverbs, and choose between them depending on what is to be modified.
L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
e. Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to
stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
Lesson Objectives: Students will use their knowledge of standards taught during the unit to
create their choice of three different products. They will use a choice board and rubric to guide
their creations. Students will apply the prewriting and planning stages of the writing process,
develop a clear, focused topic that states a point of view or opinion, and produce writing that is
legible and grammatically correct. They will also use technology to present in a variety of
formats, and contribute to a learning community.
Essential Questions: How can we use what we have learned about fairy tales to help us create
three different projects?
Property of Richland School District © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION July 2012 April Snyder
Lesson Resources & Materials:
Teacher choice read-aloud
Smart Board
folders for students to place work in
Choice Board Rubric
Fairy Tale Choice Board
Lesson Summary: In this lesson students will be introduced to the final performance task. They
will choose their three projects that they will complete in one week.
Opening Activities: Gather students on the carpet. Read any fairy tale not covered in the first
two weeks. Let this be just an enjoyable read-aloud and a time to introduce this week’s plans
and objectives.
Direct Instruction: Display the choice board on the Smart Board for all students to see. Before
giving each child their own copy, explain the requirements. (All students much choose one
activity from each tier in order to complete final performance task. Have a class discussion
about each activity. Pass out a copy of the choice board to students. Allow ample time for
children to review the board and ask any questions necessary.
Guided & Independent Practice (Active Engagement):
Allow students to pick their three choices. Meet with students to review their choices, explain
the requirements, and record what they have chosen to do. During this time other students can
be independently or partner reading.
Gather students back together and display the rubric for their performance task. Let them know
that each activity will be graded separately using the same rubric. Give each child a copy of the
rubric and have a class discussion about the requirements.
(You may want to provide students with a folder to keep up with the papers from the
performance task or students can keep their work in a reading or writing folder.)
Reflection/Closure: Gather students on the carpet. Allow students to share what options they
have chosen and what ideas they already have.
Property of Richland School District © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION July 2012 April Snyder
LEARNING PLAN
Project Days
Week 3~ Days 2-4
Standards: Same as day 1
Lesson Objectives: Students will use their knowledge of standards taught during the unit to
create their choice of three different products. They will use a choice board and rubric to guide
their creations. Students will apply the prewriting and planning stages of the writing process,
develop a clear, focused topic that states a point of view or opinion, and produce writing that is
legible and grammatically correct. They will also use technology to present in a variety of
formats, and contribute to a learning community.
Essential Questions: How can we use what we have learned about fairy tales to help us create
three different projects?
Lesson Resources & Materials:
Fairy Tale Choice Board
Choice Board Rubric
Teacher choice read-aloud
Writing paper, pencils, erasers, publish paper
Materials for 3D dioramas: shoe boxes, construction paper, glue, scissors, crayons,
markers, etc.
Materials for scrapbook page project: scrapbook paper (or large construction paper)
construction paper, glue, scissors, crayons, markers, etc.
Computers for teacher and multiple student use (students can use
www.readwritethink.org Microsoft Word, Power Point, or Publisher to digitally create
their projects)
Lesson Summary: In this lesson students will be working on their three projects from the choice
board. The teacher will conference with students to monitor their progress and answer any
questions they may have.
Opening Activities: Gather students on the carpet. Read any fairy tale not covered in the first
two weeks. Let this be just an enjoyable read-aloud and a time to review this week’s plans and
objectives.
Direct Instruction: Have students review their choice board decisions and rubrics. Review
classroom expectations for behavior during this project week. Show children where they can
access all the materials they may need. Demonstrate how to use materials, including the
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computer to publish stories and diary entries.
Guided & Independent Practice (Active Engagement):
While children are working on their projects meet with students on an independent basis (or
small groups) to monitor their progress.
(If possible you may want to coordinate with your librarian or computer lab teacher to see if
they will allow students to publish their work on those computers if there is not enough
computers available in the classroom.)
Reflection/ Closure: Gather students on the carpet and allow them to share what they worked on
that day and share any questions they may have with the class.
Property of Richland School District © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION July 2012 April Snyder
LEARNING PLAN
Week 3~ Day 5
Standards
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
L2.1 Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
b. Build on others’ talk in conversations by linking their comments to the remarks of others.
Lesson Objectives: They will also use technology to present in a variety of formats, and
contribute to a learning community.
Essential Questions:
How can we use good listening skills to show respect to our fellow classmates?
What have learned during our fairy tale unit?
What did you find the most interesting?
Lesson Resources & Materials:
Choice Board Rubric
students’ final projects
sticky notes
clipboards
pencils for each student
KWL from 1st lesson in unit
Lesson Summary: In this lesson students will choose one project to present. They will present
in front of the class and allow students to ask questions to spark discussions.
Opening Activities: Gather students on the carpet. Introduce today’s activities.
Direct Instruction: Teacher will model how to use good listening skills when students are
presenting. Also model how to speak loudly and clearly when presenting.
Guided & Independent Practice (Active Engagement):
Students will present one project. When finished have students place all three projects on their
table/desk. Give each student sticky notes, clipboard, and a pencil. Allow students to participate
in a Gallery Walk. Students will view all of the projects and place positive notes beside
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students’ projects. Allow time for students to read their positive notes at the end of the walk.
Reflection/Closure: Revisit KWL chart from the first lesson. Have students share what they
have learned and add it to the L category.
Property of Richland School District © - Cannot be reproduced without permission CURRICULUM AND INSTRUCTION July 2012 April Snyder
Unit
appendix