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Fairy Tales!

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Aaron Ogilvie

on 25 January 2015

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Transcript of Fairy Tales!

This unit covers many of the Massachusetts Grade 2 Reading, Writing, and Speaking and Listening Standards. Some
key examples

Reading Standards for Literature Gr. 2

Standard 2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Writing Standards For Gr. 2

Standard MA.3.A: Write stories or poems with dialogue.

Speaking and Listening Standards for Gr. 2

Standard 2: Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
Essential Questions:
1. What do fairy tales have in common (i.e., What makes a fairy tale a fairy tale)?

2. Why do we enjoy reading fairy tales over and over again?

3. How do fairy tales relate to our own lives?

4. What can we learn about other cultures through fairy tale?

5. How does looking at a fairy tale through a different character’s eyes change the story or its meaning?
This unit will be 9-10 lessons over a 3-4 week period. The lesson topics will be:

• Introduction to Fairy Tales

• Story Sequencing

• Character Traits

• Points of View

• Multiculturalism in Fairy Tales

• Reader's Theater
Intended Unit Outcomes:

1. Identify the beginning, middle, and end of classic fairy tale stories.

2. Demonstrate a character’s motivation and point of view by engaging in a “hot seat” activity.

3. Fluently read parts of a fairy tail through readers’ theater.

4. Distinguish between physical characteristics and character traits of a character and will be able to identify several character traits of a designated fairy tale character.

5. Write a scene from a fractured fairy tale by changing the point of view of a classic story.
Turning Fairy Tales Inside and Out
• The overall purpose of the unit is to
deepen the students’ understanding
of basic fairy tale story elements

• Focus on
character traits
and the character’s
point of view

• Differentiate between
character attributes.

• Multicultural

• How point of view can dramatically
shift the readers’ understanding
of the story.
Inclusive Classroom Community
Social Considerations
Physical organization of the classroom
• lighting
• nature

Ensure feelings of safety in with classroom
• routines
• discussions
• activities

Affective/Emotional systems
• give students choices

Positive behavior supports
• feedback
• praise
• get to know the students
Unit Lessons
Individual Student Profiles

Name: Danielle Age: 7 Grade: Second Diagnosis: Dyslexia
exceptional imagination, creativity, able to visualize things very well
Reading, writing neatness, taking too long on assignments
The reading specialist is providing color overlays and large print materials, as well as audio books to determine which interventions work best for her.
MCAS Considerations:Use whichever intervention she and the specialist have determined helps her the most.

Name: Timothy Baker Age: 8 Grade: Second Diagnosis: ADHD
Sports, physical activity
: Time to finish assignments, attention
Sensory cushion, gum, frequent breaks, reduce visual and auditory distractions in the classroom
MCAS Considerations: He should take advantage of the MCAS offer of shorter testing periods with more frequent breaks.

The student with Asperger’s has many social goals on his IEP, so he is provided with social stories to encourage positive and appropriate interactions with his peers.
Given a weekly schedule to reduce anxiety.

25 students
Varying racial and ethnic backgrounds
3 ELL students speaking different languages
3 students with Individualized Education Programs (IEP)s

Introduction to Fairy Tales

Story Sequencing

Character Traits

Points of View

Multicultural Fairy Tales

Reader's Theater

Climo, S., & Heller, R. (1993).
The Korean Cinderella
. New York, NY: HarperCollins.

Gargiulo, R. & Metcalf, D. (2010).
Teaching in Today’s Inclusive Classrooms: A Universal Design for Learning Approach.
Belmont, CA: Wadsworth, Cengage Learning.

Gibbons, P. (2002). S
caffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom.
Portsmouth, NH: Heinemann.

Hardiman, M. (2012). T
he brain-targeted teaching model for 21st century schools.
Thousand Oaks, CA: Corwin.

Hickox, R., & Hillenbrand, W. (1998). T
he golden sandal: A Middle Eastern Cinderella story.
New York: Holiday House.

Onyefulu, O., & Safarewicz, E. (1994).
Chinye: A West African folk tale.
New York: Viking.

Perrault, C., & Brown, M. (1954).
Cinderella, or, The little glass slipper.
New York: Charles Scribner's Sons.

Shaskan, T. (2011).
Seriously, Cinderella Is SO Annoying!: The Story of Cinderella as Told by the Wicked Stepmother (The Other Side of the Story).
Mankato, MH: Picture Window Books.

Souci, R., & Souci, D. (1994).
Sootface: An Ojibwa Cinderella story.
New York: Dragonfly/Random House children's Books.

Young, C., Dr. Young’s Reading Room, Retrieved from http://www.thebestclass.org/rtscripts.html

Brittish Council, Learn English for Kids (Software). Available from http://learnenglishkids.britishcouncil.org/en/make-your-own/story-maker

Brainstorm character traits
Distinguish between "inside" and "outside" characteristics
Four corners character traits
Analyze fairy tale characters
Create character puppet
Multiple products - graphic organizer and puppet
Various groupings
Multiple intelligences - linguistic, bodily-kinesthethic, spatial
Read fractured fairy tales to explore points of view
Mind map to define POV
Use "Hot Seat" activity to explore a different perspective
Create own fractured fairy tale
Various projects to present story including illustrated story, digital story, puppet show, or comic strip
Varying content: books, graphic organizer, role-play
Multiple products - graphic organizer, writing, projects
Different groupings
Multiple intelligences - linguistic, bodily-kinesthethic, spatial
"Passport" to travel the world through fairy tales
Examining Cinderella stories from 5 different cultures
Scavenger hunt to capture key similarities and differences
Station format to allow movement and exploration
Graphic organizer to capture information
Different groupings - small and whole group
Multiple intelligences - linguistic, interpersonal
Explore fairy tales through scripts
Practice fluency
Perform fairy tales for class and family
Supported reading through choral reading and practice
Varying levels of difficulty among parts
Learning through the arts
Multiple intelligences - linguistic, bodily-kinesthethic, spatial
How Classroom Community Informs Instruction
Multiple inputs:
graphic representations
audio recordings
Plenty of built in movement breaks
Assistive technology: audio recordings, text to speech software, storybook applications
Theater and arts
Supportive ELL strategies
Activate prior knowledge about fairy tales
Create anchor chart of fairy tale elements
Read Cinderella
Assign Students to "Fairy Tale Groups"
Varying content: leveled versions of fairy tales
Cooperative learning groups
Different groupings
Review what student already know
Focus on sequencing words
Create story using Storymaker program to highlight beginning, middle and end
Turn and Talk
Built-in movement opportunities
Use of technology for story development

By Karen Mahoney, Aaron Ogilvie,
Rachel Scarano & Liz Eichenbeg

2nd Grade

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