Lesson Plan Number - Weebly
Lesson Plan Number
(Check one box) |1 |2 |3 |4 | |
| |X | | | |
|Lesson Title: |Elements of a Fairy Tale |
|Grade Level/Subject |Grade 4-ELA |
|Area: | |
|Performance Objectives: |After completion of the lesson, students will be able to: (use action verbs) |
| |Identify and explain major aspects of a fairy tale |
| |Review story elements |
| |Express sequence of events in a fairy tale by Hans Christian Anderson |
| |Discuss and Critique characteristics of fairy tales |
| |Practice summarizing |
| |Analyze themes and symbols in fairy tales/fairy tale critiques |
|Assessment: |Questions on Power point |
| |Oral Discussion |
| |Written group work summary |
|Technology Connections: |Smart board Power Point Presentation |
| |Smart Board Video Clip |
| |Google images-bullfighting, matador |
|Materials: |Smart Board |
| |Notebooks |
| |Exit Slip per child |
| |Graphic organizer per group |
| |Chart paper |
|Related URLs: | |
|Procedures: |Share background knowledge of “fairy tales”, what is a fairy tale, what are some fairy tales we know. Place on chart |
| |paper to display throughout unit |
| |Define a fairy tale-students first, power point second. Define on chart paper to display throughout unit |
| |Examples of Fairy tales-students first, power point second. Display answers on chart paper to display throughout the |
| |unit. |
| |Elements of a fairy tale (setting, plot, character, theme, etc). Chart paper to display throughout the unit. |
| |Critique these elements: Discuss if these elements represent real life? (Ie. Roles of women, family, romance, |
| |problem/solution, etc). Chart paper to display throughout the unit. |
| |With this analysis in mind, discuss why people enjoy fairy tales (reading, Disney, dressing up, etc). Students share |
| |first, power point second. Chart paper answers to display. |
| |Watch “Nightingale”. Students work independently to answer the questions on their “exit slip”. (Questions are shown |
| |on the power point) |
| |Review answers and share |
| |Students work in small groups to select a Fairy Tale they know. Use the Smart Board instructions to summarize, |
| |critique and anayze each Fiary tale. The students will use a graphic organizer to illustrate their answers. After 45 |
| |minutes, students will share their results with the class. Work can be displayed |
|Classroom Management: |whole group discussion |
| |independent work assessment |
| |small group discussion, analysis and design |
| |team building, grade wide gallery presentation |
|Lesson Plan Number |1 |2 |3 |4 |
|(Check one box) | | | | |
| | |X | | |
|Lesson Title: |Fractured Fairy Tales |
|Grade Level/Subject |Grade 4-ELA |
|Area: | |
|Performance Objectives: |Define, explain and support “What is a Fractured Fairy Tale” |
| |After Compare and Contrast traditional Fiary Tales to a Fractured fairy tale |
| |Express sequence of events in the story |
| |Explain author’s purpose |
|Assessment: |Comprehension assessment during video presentation |
| |Formal assessment-graphic organizer comparison |
|Technology Connections: |Smart board video presentation |
| |Smart board graphic organizer modeling |
|Materials: |Smart board |
| |Graphic organizers |
| |Index card |
| |Print out from PDF on the Ski Cap |
|Related URLs: | |
| | |
|Procedures: |Review: use charts to review material discussed yesterday presentation. |
| |Pair Share: Define “Fractured” on a flash chard. Share. Develop a class definition. Add to chart #1 from yesterday. |
| |To define a Fractured Fairy tale |
| |Add to the chart from yesterday to name Fractured Fairy Tales we know: movies, books, etc (Enchanted, Frog Princess, |
| |etc). Discuss |
| |Compare and contrast graphic organizer. Students fill out organizer based on the passage presented from the PDF. |
| |Students can work independently or in pair. Struggling readers work with teacher in a guiding reading group. |
|Classroom Management: |whole group discussion and definition |
| |partner vocabulary development |
| |small group/independent work and assessment |
|Lesson Plan Number |1 |2 |3 |4 |
|(Check one box) | | | | |
| | | |X | |
|Lesson Title: |The Paper Bag Princess |
|Grade Level/Subject |Grade 4-ELA |
|Area: | |
|Performance Objectives: |After completion of the lesson, students will be able to: (use action verbs) |
| |Identify and explain main ideas from the passage |
| |Analyze this fairy tale |
| |Explain sequence of events in the story |
|Assessment: |Comprehension assessment during oral read aloud |
| |Informal assessment/observations during pair share |
| |Formal assessment-comprehension/written response questions |
|Technology Connections: |Smart board presentation of passage and response questions |
|Materials: |Student worksheets |
| |Smart board |
| |Paper Bag Princess |
| |Reader’s Chair |
|Related URLs: |NA |
|Procedures: |Review work from the past two days. Use charts to define a Fairy Tale and Fractured Fairy Tale |
| |Whole group prediction. Use the cover of the story to predict what the story elements are and why it is “fractured” |
| |Read aloud by teacher and children in the “reader’s chair” |
| |Students complete worksheet for a quiz grade |
| |Review answers |
|Classroom Management: |whole group read aloud/model and discussion |
| |independent written assessment and quiz |
| |student ownership: leading the class |
| | |
| | |
| | |
|Lesson Plan Number |1 |2 |3 |4 |
|(Check one box) | | | | |
| | | | |X |
|Lesson Title: |Fractured Fairy Tale Guided Reading |
|Grade Level/Subject |Grade 4-ELA |
|Area: | |
|Performance Objectives: |After completion of the lesson, students will be able to: |
| |Identify and explain main ideas from the passage |
| |Analyze this fairy tale |
| |Explain sequence of events in the story |
| |Summarize a story in writing and illustration |
|Assessment: |Formal and informal assessments throughout observations and read alouds |
| |Written summary |
| |Illustrative summar |
| |Oral presentation |
| |Peer responses, strengths and weaknesses |
| |Student reflection and rubric |
|Technology Connections: |Slideshow of posters |
| |Digital camera |
|Materials: |Individual copies of : “The Horned Toad Prince”, “Sleeping Ugly”, “The Frog Prince, Continued”, “Cinder edna”, |
| |Vocabulary and prior knowledge pre-reading sheet per group |
| |Smart board |
| |Digital Camera |
| |Graphic organizer |
| |Poster paper/caryons |
| |Reading group response ticket |
|Related URLs: | |
|Procedures: |Students work in their guided reading groups to perform their background knowledge lesson |
| |-individual vocabulary sheet |
| |-prior knowledge questionnaire |
| |-prediction section |
| |2. Students read the story independently and silently |
| |3. Students read the story as a closer read in their groups, aloud. Teacher can monitor comprehension and fluency at |
| |this time |
| |4. Students complete the graphic organizer in their groups. (Students take turns responding and writing on the sheet)|
| |5. Students work together to develop a summary on their poster paper. (Students need to draft individual and as a |
| |group first before publishing) |
| |6. Students work collaboratively to design a new book cover for their story which best summarizes the plot and theme |
| |of the book |
| |7. Students share their posters and oral summaries for the class |
|Classroom Management: |Small group discussion |
| |Individual and group reading to monitor fluency, comprehension and behavior |
| |Teacher/group and teacher/individual time |
| |Whole group, team building presentations |
|Lesson Plan Number |1 |2 |3 |4 |5 |
|(Check one box) | | | | | |
| | | | | |X |
|Lesson Title: |Writer’s Workshop-Writing a Fractured Fairy Tale |
|Grade Level/Subject |Grade 4-ELA |
|Area: | |
|Performance |After completion of the lesson, students will be able to: (use action verbs) |
|Objectives: | |
|Assessment: |Work through the steps of the writing process: brainstorm, draft, edit, revise, publish |
| |Informal assessment/observations during pair share |
| |Create and review an online story map |
| |Formal assessment-comprehension/written response questions |
|Technology |Smart board presentation of passage and response questions |
|Connections: | |
|Materials: |Student worksheets |
| |Smart board |
| |Construction paper/crayons |
|Related URLs: | |
| | |
| | |
|Procedures: |1. Review the common elements of fractured/fairy tales, titles, and specific stories the class explored. |
| |Explain the project to the students, sharing these instructions: |
| | |
| |Choose a fairy tale. |
| |Complete a Story Map for the fairy tale you’ve chosen, and print it out. |
| |Choose one of the element from the Story Map (character, conflict, resolution, or setting), and change it. |
| |Rewrite the fairy tale, incorporating the changed element. |
| | |
| |Model the Online story map for the class on the Smart Board |
| | Goldilocks and the Three Bears, you can share the following examples: |
| | |
| | |
| |Character: Change from Goldilocks and the Three Bears to Goldilocks and the Three Pigs. |
| |Conflict: Instead of Goldilocks breaking into the bears’ house and eating porridge, she breaks in and borrows lawn tools|
| |and supplies. |
| |Resolution: Goldilocks ran away. The new resolution could be that she writes a letter of apology and replaces the |
| |missing and broken items. |
| |Setting: The tale could take place in the big city instead of in the forest. |
| | |
| |Arrange a computer schedule so that students can complete Story Maps on their selected fairy tale, and print them out. |
| |If desired, students can use the print version of the Character Map, Setting Map, Conflict Map, and Resolution Map. |
| |Ask the students to bring their story maps to writing conferences. |
| |In the writing conferences, ask students to discuss the element of the fairy tales they are going to change. Provide |
| |students with feedback before they begin drafting their fractured fairy tales. |
| |Conduct writing conferences as needed while students work on their fractured fairy tales. |
| | |
| |Students draft their writing pieces in their writer’s notebook |
| | |
| |Self Edit |
| | |
| |Draft 2 |
| | |
| |Peer Edit |
| | |
| | |
| |When students have finished drafting their fractured fairy tales, allow time for the students to publish their new fairy|
| |tales |
| |Share the fairy tales. Allow the students to dress up/invite an audience to read aloud and view our work from the unit. |
|Classroom Management:|whole group read aloud/model and discussion |
| |independent reading, brainstorming, writing and editing |
| |pair share and partner peer edit |
| |student choice-value and ownership |
| |building school community and class pride |
| | |
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