6b+Lesson+Plan


 * 6B Lesson Plan: Introduction to Fantasy**


 * Purpose: **The purpose of this lesson is to introduce the class to elements of fantasy as well as introduce fractured fairytales.


 * Pre-Assessment: **It has been observed that the class is familiar with fantasy text but does not fully comprehend the elements of a fantasy novel.


 * Objective: **Students will be able to identify elements of fantasy and find examples in __Jamanji__. Students will be able to choose a traditional fairytale and twist the plot based on examples.


 * Assessment: **Students will be informally assessed based on their participation in class discussions, and cooperation during the partner activity. Students will be formally assessed based on the writing assignment which will require them to twist a traditional fairytale.

Indicator 3. **Use elements of narrative texts to facilitate understanding Materials: ** - __Imagine__ anthology (1 per student) - Elements of Fantasy worksheet (1 per student) - laptop, LCD projector - __The True Story of the 3 Little Pigs__ - __The Frog Prince Continued…__ by Jon Scieszka - note cards with fairytale titles on them - equity sticks - Fractured Fairytale Organizer worksheet - Writing Process Tracker poster with name clips
 * VSC: Standard 3.0 Comprehension of Literacy Text
 * Objective a.** Identify and distinguish among types of narrative texts such as stories, fold tales, realistic fiction, historical fiction, fables, fairytales, and biographies
 * Objective b.** Identify elements of a story
 * 

- create Writing Process Tracker poster - make copies of worksheets - test technology - pre-read stories intended for read-alouds
 * Preparation:**


 * Technology:** A laptop and LCD projector were used for this lesson in order to create a Kidspiratation web of fantasy elements. The document camera will be used when reading __The Frog Prince Continued…__ so the call can sit at their seats but still see the pictures. Note: After testing the document camera, the pictures did not show up clear enough; plans were adjusted to a traditional read-aloud on the carpet.


 * Procedures: **

1. Welcome students back from technology, instruct them to eat their snack in the allotted 5 minutes then ask for students to have a seat on the front carpet.

2. Begin to discuss elements of fantasy. “What are some elements of fantasy books or stories?” Use Kidspiratation to web they class’ ideas. *add any major missed ideas.

3. Review web once the class mentioned all the major elements.

4. Type the next set of directions into new “bubbles” in Kidspiratation… 1. Return to your seat, 2. Bring a pencil, folder and __Imagine__ book back to the rug, 3. Sit where you will not be distracted.

5. Transition to reading __Jamanji__ with the class, pass out Elements of Fantasy worksheet. Direct students to listen as I read and record any elements of fantasy from the text that match with their worksheet.

6. Read half of the story. (time constraint) Pull ~4 sticks and have students share elements of fantasy they discovered in __Jamanji__.

7. Transition to writing. Instruct students to return their things to their desks and come back to the rug standing. Give students ~30 seconds to shake out their jitter bugs. Call back together using… “3, 2, 1 and we are sitting and quiet.”

8. Discuss traditional fairytales; introduce twisted fairytales by reading __The True Story of the 3 Little Pigs__. Question the differences between the traditional and twisted versions. *3 main requirements, share overall plot, same characters, told from a DIFFERENT POINT OF VIEW!

9. Create a web on the chalkboard of traditional fairytales. Distribute the organizer and have students being. *Before beginning their rough draft, students must clear their ideas with me, and then instruct the students to move their name clip to rough draft.

Day 2 -

1. Welcome students back from P.E.

2. Have students join me on the rug with an Imagine book and their fairy tale chart.

3. Ask comprehension questions based on what we read yesterday (first half of the story).

4. Finish reading __Jumanji__ as the class completes their fantasy chart.

5. Pull ~4 sticks and have students share different (bottom two) element examples with the class.

6. Have students return to their seats and put the fantasy chart in their reading folder.

7. Review elements of a fractured/twisted fairy tale. [same main and supporting characters, similar problem, same setting, same overall theme, TOLD FROM ANOTHER POINT OF VIEW]

8. Prompt students by asking if they have ever heard of the fairy tale, the Frog Prince. [frog becomes a prince after getting a kiss from the princess- live happily ever after]

9. Use document camera to read __The Frog Prince Continued__ by Jon Scieszka. Show the pictures to the class while reading the story. *Remind students to be thinking about ways to twist this fairy tale.

10. After finishing the story, pass out note cards with examples of traditional fairy tales. Have students pick a partner- NOT in their reading group, and quickly twist the fairy tale written on the card. [~5 minutes] Monitor volume.

11. Call students back together on rug [using 5, 4, 3, 2, and 1].

12. Pull sticks to have students share their twists.

13. Review the rubric for the Fractured Fairy Tale writing assignment with the class. Remind them to move their pins when they have finished their organizer, they can then begin to work on their rough draft after I have reviewed their idea.


 * Differentiation: **The level of teacher support will vary based on the needs of the students. Support and guidance based on the Fractured Fairytale organizer will vary depending on relevance and thought development.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Adaptations for students with special needs: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">DD will be assisted by a special educator; she will scribe his ideas in order to complete the organizer. DD will also be allowed to type his final copy.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Extension for early finishers: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students who finish their organizers early will be instructed to begin to work on their rough drafts.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Multicultural considerations: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Fairytales from other cultures, particularly Korean culture will be discussed in order to help KS (//very// new to the US) understand the concept of twisting a traditional fairytale.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Homework: **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> There will not be any homework for this lesson.


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Analysis: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">The majority of the class stayed on-task during the __Jamanji__ read aloud, 3 students frequently turned the page to read ahead.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">17 out of 24 students we able to complete their organizer on day 1. The rest of the class completed their organizer on day 2.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">All 12 sets of partners completed the Twisting a Fairytale activity accurately.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Reflection: **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Students enjoyed listening to __Jamanji__. They were very engaged while working on their Elements of Fantasy charts. I think this was a good activity for the below grade level readers because they did not have to work their way through the text, but could follow along with the words.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">I could have used one copy of the __Imagine__ anthology for me, but I wanted to make sure the students could see the pictures. Each student having their own did result in some students getting ahead, but not too many.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">After day 1 of writing, it was clear that some students still did not understand the idea of fractured fairytales. Incorporating the partner activity into day 2, worked well because students who did not have the right idea were able to hear some examples.
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">I’m looking forward to reading the students’ fractured fairytales, they have a wonderful imagination.

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