“The Declaration of Independence” Lesson Plan

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					                   “Fractured Fairytales” Writing Unit Plan Project
                                   Lesson Plan #2

Title/Topic of Lesson:
       Planning the Writing Process: “Fractured Fairytales”

Context of Lesson:
        This is the second day of the new language arts/writing unit. The previous lesson
introduced the students to the “Fractured Fairytales” unit and they were shown an
example of a fractured fairytale. Through a whole class discussion, they generated a list
of possible fairytales that they could change. Also, the elements of a fairytale were
discussed.

Grade Level and Length of Lesson:
      4th grade classroom, approximately 1 hour

Lesson Objectives (Goals):
    Students will choose the fairytale that they will change in their own writing.
    Students will begin the planning of their Fractured Fairytale through the use of a
      planning worksheet.
    Students will review setting, voice/narration, and main character traits.
    Students will review the elements of a fairytale.

Technology Foundation Standards
(ISTE National Educational Technology Standards for Students – NETS*S)
      Basic operations and concepts
                   Students demonstrate a sound understanding of the nature and
                      operation of technology systems.
                   Students are proficient in the use of technology.
      Social, ethical, and human issues
                   Students practice responsible use of technology systems,
                      information, and software.
                   Students develop positive attitudes toward technology uses that
                      support lifelong learning, collaboration, personal pursuits, and
                      productivity.
      Technology productivity tools
                   Students use technology tools to enhance learning, increase
                      productivity, and promote creativity.
                   Students use productivity tools to collaborate in constructing
                      technology-enhanced models, prepare publications, and produce
                      other creative works.
      Technology communications tools
                   Students use telecommunications to collaborate, publish, and
                      interact with peers, experts, and other audiences.
                   Students use a variety of media and formats to communicate
                      information and ideas effectively to multiple audiences.
Chelsea School District Standards:

Reading:
      Narrative Text
      Students will…
                  Identify and describe a variety of narrative genre (e.g., poetry,
                     myths/legends, fantasy, adventure).
                  Analyze characters’ thoughts and motivation through dialogue;
                     various character roles and functions (e.g., hero, villain, narrator);
                     know first person point of view and conflict/resolution.
      Comprehension
      Students will…
                  Retell and summarize grade level appropriate narrative and
                     informational text.
                  Explain oral and written relationships among themes, ideas, and
                     characters within and across texts to create a deeper understanding
                     (e.g., categorize and classify, compare and contrast, draw parallels
                     across time and culture).
Writing:
      Writing Genres
      Students will…
                  Write a narrative piece (e.g., myth/legend, fantasy, adventure)
                     creating relationships among setting, characters, theme, and plot.

Speaking:
      Spoken Discourse
      Students will:
                 Engage in interactive, extended discourse to socially construct
                     meaning (e.g., book clubs, literature circles, partnerships, or other
                     conversation protocols).
                 Discuss narratives (e.g., mystery, myths and legends, tall tales,
                     poetry), conveying the story grammar (i.e., various character roles,
                     plot, story level theme) and emphasizing facial expressions, hand
                     gestures, and body language.

Listening and Viewing:
       Conventions
       Students will…
                  Respond to questions asked of them, providing appropriate
                     elaboration and details.
                  Listen and interact appropriately and view knowledgably in small
                     and large group settings.
Materials:
   Picture Book, The True Story of the Three Little Pigs, by Jon Scieszka
   SmartBoard (with scanned copy of worksheet and the previous days lists)
   Computer (to project onto SmartBoard and save discussion materials)
   Worksheet, “Planning Worksheet”
   Student generated list of fairytales
   Pencils/pens for students

Instructional Sequence:
           1. Begin by having the students revisit the list of fairytales that they created.
              Add any new fairytales that the students may choose to rewrite.
           2. Introduce the students to the “Planning Worksheet” that is shown on the
              SmartBoard. Explain that this worksheet is a tool for them to organize
              their thoughts and guide them in the writing process.
           3. Briefly mention the parts of the worksheet and explain that we will be
              doing an example together as whole class using the book The True Story
              of the Three Little Pigs. When we complete the example together, we will
              discuss each question in detail and discuss what they mean.
           4. To the whole class, demonstrate how to complete the “Planning
              Worksheet”. For each question, take questions from the students, review
              the elements of a fairytale, and review the basic structure of a story.
                   What original fairytale are you changing?
                   Who is going to tell the new story?
                          Review narration and voice. In the book, the Fractured
                              Fairytale is told from the point of view from the wolf. His
                              side of the story is very different than the three pigs. Why is
                              this? How did the author make this change in his story?
                   Where will this new story take place?
                   When will this new story take place?
                          These two questions deal with the setting of the story, both
                              time and place. Review setting with students. Would this
                              story be the same if it was told today? How would it be
                              different? These are things you will consider when writing
                              your stories. Cinderella would be very different if it was set
                              in Chelsea in 2006 than in the original version.
                   What will be your title of your Fractured Fairytale?
                          Discuss with students the importance of a catchy title.
                              Remind them that 5th graders will be reading these stories,
                              so you want to grab their attention by the title. Use the
                              example of the book The TRUE Story of the Three Little
                              Pigs. Explain that readers are drawn to find out what
                              ‘really’ happened in the words of the wolf.
                   What are at least 3 things you want to change in your story?
                          Discuss with students some of the most important changes
                              in the book versus the original story. Record these on the
                              worksheet that is scanned on the SmartBoard. Discuss
                                some possible changes in other fairytales. Tell them that
                                they must have at least 3 things changed in their Fractured
                                Fairytale but there is space if they want to change more.
           5.   After completing the worksheet together as a whole class and reviewing
                the basic structure of a fictional story, review the elements of a fairytale.
           6.   Now that students should have decided which fairytale to rewrite, have
                them refer to their list of elements and circle the ones that are relevant to
                that original fairytale. Remind the students that if they were present in the
                original then they need to remain in the Fractured Fairytale, however, they
                can be changed.
           7.   Have students use the remaining time of Writer’s Workshop to complete
                their “Planning Worksheet”, with the exception of the final question,
                independently. Teacher will circulate around the room to check for
                understanding and answer any questions.
           8.   After it is complete, have students turn this sheet in so that the teacher can
                monitor progress and meet with individuals that are struggling.


Assessment:
       Most assessment will be through the use of whole class discussion to check for
students’ understanding of the material. By having the students complete the planning
worksheet, the teacher can help by guiding their writing after initially reviewing their
progress. By having the students turn in their worksheet early on, the teacher will have an
opportunity to meet with individually with the struggling students and keep all students at
the same beginning, planning phase for one more day.