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					                                                                                                    1
                                      Jacqui Ainsworth

UNIT CONCEPTUAL FRAMEWORK
Unit Title:            Fantasy stories
Class/Grade Level:     Princess bride – High school
Unit Time Frame:       MTWRF 10-11
Unit Essential         What are the elements of a fantasy story?
Question:
Key Concepts:          Elements of a fantasy story
Key Skills:            Grouping, discussion, reading, writing, drawing, editing, presenting
Colorado Model         Reading and Writing
Content Standards
and Benchmarks:        STANDARD 1:
                       Students read and understand a variety of materials.
                            o make connections between their reading and what they already know,
                                 and
                       identify what they need to know about a topic before reading about it;
                       STANDARD 2:
                       Students write and speak for a variety of purposes and audiences.
                            o write and speak for audiences such as peers, teachers, and the
                                 community;
                            o plan, draft, revise, proofread, and edit written communications! using
                                 fictional, dramatic, and poetic techniques in writing;
                       STANDARD 3:
                       Students write and speak using conventional grammar, usage,
                       sentence structure, punctuation, capitalization, and spelling.
                           o using pronoun reference correctly in writing and speaking;
                           o refining spelling and grammatical skills and becoming a self-evaluator
                                of their writing and speaking.
                       STANDARD 5:
                       Students read to locate, select, and make use of relevant information
                       from a variety of media, reference, and technological sources.
                           o evaluating information in light of what they know and their specific
                                needs;

                       MATH

                       STANDARD 4:
                       Students use geometric concepts, properties, and relationships in
                       problem-solving situations and communicate the reasoning used in
                       solving these problems.
Rationale for Unit:    The purpose of this unit is to have the students better appreciate the fantasy
                       genre for their reading of the Princess Bride and also be able to recognize
                       fantasy stories in the media to better understand the information that is
                       coming at them.
Resources/Materials:   Power point presentation, butcher paper, markers, “Elements of Fantasy”
                       worksheet, “Make your own Hero” worksheet, “Story Starter” worksheet,
                       rulers, “Fantasy assignment” worksheet, “Elements Of Fantasy?”
                       true/false/short answer flashcards, examples of fantasy maps, rubric to assess
                       “Fantasy assignment”, “peer editing” worksheet, laptop, light projector.
                                                                                                          2
Assumptions about        That they can recognize elements in the Princess Bride that make it a fantasy
Students’ Prior          story. Students can recognize fantasy genre movies and TV shows in the
Knowledge, Skills,       media.
Understanding:           Entire power point presentation will be based off of pretest analysis, clarifying
                         things that student missed. See pretest analysis report.
 Unit-level Questions    1. What is each student’s accomplishments with respect to each unit goal,
for Reflection:              lesson objective, and each benchmark/standard targeted in this unit? Use
                             a grade book format that has columns for each assessment, including the
                             pretest and a column that summarizes each student’s accomplishments
                             with respect to benchmarks, objectives, and unit goal.
                         2. Based on what you discovered about student learning and what happened
                             in this unit, what still needs to reinforced before the teacher can move on?
                             What differentiation needs to be done to challenge every student?
                         3. What have you learned about yourself as a teacher? Describe your current
                             strengths and areas for improvement.
Unit Schedule
                                                                                               Teaching
     Lesson                   Lesson Objectives                   Lesson Assessments
                                                                                              Strategies
                     o   Students will introduce them
                         selves (5 minutes)
                     o   Students will get into groups to
                         make a quick list of elements they
                         think make up the fantasy genre
                         and share their lists with the class.
                         (10)
                                                                                              Direct
                     o   Students will watch power point           Teacher will informally
                                                                                             Instruction,
                         presentation while following along      assess students with
                                                                                             Whole Group
        1                with elements of fantasy                comments/questions on
                                                                                             Instruction,
                         worksheet.(15 minutes)                  their diagrams in the
                                                                                             Small group
                     o   Students will break into groups         group discussion.
                                                                                             discussion
                         and use butcher paper and
                         markers to make a Venn diagram
                         based on the Princess Bride and
                         another movie assigned by the
                         teacher.(15 minutes)
                     o   Students will discuss their
                         diagrams as a class. (15 minutes)
                     o   Students will be informally quizzed     Teacher will formally
                         using True or False/short answer        assess students with
                         “Elements of Fantasy?” flashcards       true or false/short
                         as a whole class. (25 minutes)          answer flashcards on
                                                                                             Direct
                     o   Students will complete “Make your       elements of fantasy
                                                                                             instruction,
                         own Hero” worksheet (20 minutes)        Teacher will informally
                                                                                             Whole Group
        2            o   Students will receive “Fantasy          assess students by
                                                                                             Instruction,
                         Assignment” worksheet along with        monitoring “Make your
                                                                                             Independent
                         “Story Starter” worksheet. Teacher      own Hero” worksheet by
                                                                                             work
                         will read assignment to them and        walking around room
                         have them answer questions at           and checking student
                         bottom. (15 minutes)                    work.

        3            Students will be given time to work on      Teacher will informally     Direct
                                                                                       3
    their “Fantasy Assignment” – story      assess student              instruction
    starter and map-making (1 hr)           understanding of            Independent
                                            “Fantasy assignment” by     work.
                                            allowing time for
                                            questions
                                            Teacher will informally
                                            assess students by
                                            walking around the
                                            room and checking on
                                            productivity.
    Students will be given time to work on    Teacher will informally
    their “Fantasy Assignment” – story      assess students by
    starter and map-making.                 walking around the          Direct
    During this time students will also be  room and checking on        instruction
4   asked to peer edit one a partner’s      productivity.               Independent
    paper using a “peer editing” worksheet Students will informally     work. Group
    (1 hr)                                  assess one another’s        work
                                            stories with a “peer
                                            editing” worksheet
                                            Teacher will informally
    Students will present their “Fantasy
                                            assess students about
    Assignment” to class (Hero, Story, Map)                             Direct
                                            their assignment with
    to the class/teachers.(45 minutes) (5                               Instruction,
5                                           questions
    minutes per student)                                                Independent
                                            Teacher will formally
    Students will retake pretest (15                                    work
                                            assess students on their
    minutes. Same time as before)
                                            assignment with a rubric
                                                                                                          4
                                Fantasy Assignment- Due Last Day

For this assignment you are expected to do 3 things:

1) Write a short fantasy story
2) Draw a map of a fantasy world
3) Present your story and map to the class

Fantasy story: This story should include some elements of fantasy. You can find these elements on the
“Elements of Fantasy” worksheet I gave you. Your story should also include the hero or heroine you
created using the “make your own hero/heroine” worksheet. You may choose to use or not use the story
starter I gave you. I do not expect you to write me an entire fantasy story. Pretend you’re writing one
chapter of a fantasy story. Leave the reader wanting more at the end of your chapter. You may choose
to write or type this paper.

Fantasy map: As we have learned, a made up world is an element of a fantasy story. Create a map of a
fantasy world based off of the short fantasy story you write. Name your fantasy world and feel free to
include places that aren’t in your story. Please make your map neat and colorful. Use your imagination!

Presentation: We will have time to work on both your story and map in class on Wednesday and
Thursday. On Friday you will present your map and story to the class. Your presentation should be
around 5 minutes. Share a section of your story you like with the class or give us an overall view.
Explain your map to the class.

Do you understand this assignment?

1) What are the two things you should include in your fantasy story?


2) Does your story have to be resolved and finished or should you leave the reader hanging?


3) What length should your story be?


4) Can your map have other places beside what is in your story?


5) Do you have to name your fantasy world?


6) When do you present to the class? How long should your presentation be?
5
                                                                                                            6
MONDAY

Unit Title:               Fantasy stories
Class/Grade Level:        Princess Bride – High school
Time Frame for Lesson:    1 hr
Unit Essential            What are the elements of a fantasy story?
Question:
Lesson Objectives:        Students will watch a power point presentation
                          Students will create a Venn diagram
                          Students will participate in group discussion
Colorado Model            STANDARD 1:
Content Standards and     Students read and understand a variety of materials.
Benchmarks Relevant
to Lesson:                STANDARD 2:
                          Students write and speak for a variety of purposes and audiences.
Rationale for Lesson:     The rationale for this lesson is to clarify things from your pretest, to put us
                          all on the same page as we dive into understanding fantasy, appreciating it
                          in the Princess Bride and recognizing it in the media.
Resources/Materials       Light projector. Laptop, butcher paper, markers
for this Lesson:
Safety and                While presenting power point presentation be careful that students would
Management:               not be able to know whose pretest I might be clarifying.
Learner with Special      Based on their pretests, I am going to group the students by understanding
Needs:                    of the fantasy genre to make their Venn diagrams.
Lesson                    1. I will introduce myself (5 Minutes) Students will be put in groups to
Activities/Procedures:        come up with a list of what they think makes up the fantasy genre and
                              share list with class (10 minutes)
                          2. Power point presentation on examples of fantasy in the media.
                              Specifically answers on their pretest will be addressed in the power
                              point presentation. They will also be given the elements of fantasy
                              worksheet to follow along with presentation. (15 minutes)
                          3. Students will be assigned into 3 groups of 3 designed by me based on
                              their pretest responses. Each group will be given a different example of
                              fantasy and will Venn diagram it along with The Princess Bride.
                              Examples to be diagramed are lord of the rings, matrix and harry potter.
                              (15minutes)
                          4. Each group will show their diagram to the rest of the class. I will prod
                              group discussion by asking questions about the group’s diagram. After
                              each group is finished. I will use the board to create a venn diagram
                              using 2 examples of fantasy (star wars and princess bride) and 1 sci-fi
                              (matrix) to demonstrate the fine line between sci-fi and fantasy. (15
                              minutes)
Lesson Assessments:       Students will be informally assessed by teacher when I ask them questions
                          about their diagrams.
 Lesson-level Questions   1. What is each student’s accomplishments with respect to each lesson
for Reflection                objective, and each benchmark/standard targeted in this lesson?
                              Provide examples from the student’s assessment products to justify
                              claims you make about the student.
                          2. Based on what you discovered about student learning and what
                              happened in this lesson, what adjustments would you make in the next
                                                                                                      7
                                lesson? For example what needs to reinforced before you can move on
                                and/or what differentiation needs to be done to challenge every
                                student?
                             3. What have you learned about yourself as a teacher? Describe your
                                current strengths and areas for improvement.


                                         Elements of Fantasy

These are some elements and examples found in the fantasy genre.

A Fantasy story doesn’t have to include all of these elements to be considered in the fantasy
genre but it should include some…

*LOTR stands for Lord of the Rings*
* TPB stands for The Princess Bride*


1) Fantasy stories take place in a world separate from our own.
                 For example: Florin in TPB or Middle Earth in LOTR.

2) Fantasy stories have “made up” creatures.
                 For example: The R.O.U.S’s in TPB or the Ents in LOTR.

3) Fantasy stories have magical people, places or objects.
                 For Example: Miracle Max in TPB or the “one ring” in LOTR.

4) Fantasy stories have heroes and heroines that are almost unbelievable in strength and courage.
However, these heroes and heroines are not magical.
                 For Example: Wesley in TPB or Aragon in LOTR.

5) Fantasy stories also have a “love story.”
                 For Example: Wesley and Buttercup in TPB and Aragon and Arwen in LOTR.

6) Fantasy stories have an evil villain.
                 For example: Prince Humperdink in TPB and Sauron in LOTR.

7) Fantasy stories have a long journey.
                 For example: Buttercup through Guilder in TPB and Frodo and Sam in LOTR.




                                               TUESDAY

Unit Title:               Fantasy stories
Class/Grade Level:        Princess Bride- High school
Time Frame for            1 hr
Lesson:
Unit Essential            What are the elements of a fantasy story?
Question:
                                                                                                     8
Lesson Objectives:       Students will be orally quizzed on their elements of fantasy worksheet
                         Students will create their own hero/heroine using “make your own hero/heroine
                         worksheet.”
                         Students will be assigned their “fantasy assignment.”
Colorado Model           STANDARD 1:
Content Standards        Students read and understand a variety of materials.
and Benchmarks
Relevant to Lesson:   STANDARD 5:
                      Students read to locate, select, and make use of relevant information
                      from a variety of media, reference, and technological sources.
Rationale for Lesson: To give students clear guidelines on the elements of fantasy to better
                      appreciate the Princess bride and to recognize fantasy in the media
Resources/Materials elements of fantasy flashcards, make your own hero worksheet, fantasy
for this Lesson:      assignment worksheet
Safety and            Be sensitive to students who might have trouble reading the worksheet while
Management:           asking oral questions.
Learner with Special All examples on elements of fantasy worksheet are from the Princess Bride and
Needs:                Lord of the Rings. If a student has not seen or read Lord of the Rings, I will sit
                      down with the student after the oral quiz and give them examples from a
                      fantasy story they know.
Lesson                1. Students will be informally quizzed using True or False/short answer
Activities/Procedures     “Elements of Fantasy?” flashcards as a whole class. (25 minutes)
:                     2. Students will complete “Make your own Hero” worksheet (20 minutes)
                      3. Students will receive “Fantasy Assignment” worksheet along with “Story
                          Starter” worksheet. Teacher will read assignment to them and have them
                          answer questions at bottom. (15 minutes)
Lesson Assessments: Teacher will formally assess students with true or false/short answer flashcards
                      on elements of fantasy
                      Teacher will informally assess students by monitoring “Make your own Hero”
                      worksheet by walking around room and checking student work.
Lesson-level          1. What is each student’s accomplishments with respect to each lesson
Questions for             objective, and each benchmark/standard targeted in this lesson? Provide
Reflection                examples from the student’s assessment products to justify claims you
                          make about the student.
                      2. Based on what you discovered about student learning and what happened
                          in this lesson, what adjustments would you make in the next lesson? For
                          example what needs to reinforced before you can move on and/or what
                          differentiation needs to be done to challenge every student?
                      3. What have you learned about yourself as a teacher? Describe your current
                          strengths and areas for improvement.
                                                                                                      9
STORY STARTER

The wheels of the wagon bounced through the ruts of the old dirt road. ___________ (insert hero or

heroine’s name here) bounced along with the wagon.

“Come along you old horse. You can make it up this hill” he/she yelled at the bony mare.

All the sudden the mare reared up, spooked by something and caused the wagon’s axle to break.

____________ and the wagon went rolling down the hill and crashing through the woods.

_____________ ducked, tree branches barely missing his/her head. The wagon was headed right for a

tree. _____________ leaped out of the wagon and bumped along through the woods. He/ She came to

a stop in a puddle of mud.

“Ugh” ___________ said, shaking off the murky water, but stopped short as he/she looked up to see a

towering castle surrounded by a moat.
10
                                                                                                   11
WEDNESDAY AND THURSDAY

Unit Title:              Fantasy stories
Class/Grade Level:       Princess Bride- High school
Time Frame for           2 hrs total (1 hr each Wednesday and Thursday)
Lesson:
Unit Essential           What are the elements of a fantasy story?
Question:
Lesson Objectives:       Students will be given time to work on their fantasy assignment.
Colorado Model           MATH STANDARD 4:
Content Standards        Students use geometric concepts, properties, and relationships in
and Benchmarks           problem-solving situations and communicate the reasoning used in
Relevant to Lesson:      solving these problems.

                      READING AND WRITING STANDARD 2:
                      Students write and speak for a variety of purposes and audiences.
                           o write and speak for audiences such as peers, teachers, and the
                                community;
                           o plan, draft, revise, proofread, and edit written communications
                           o using fictional, dramatic, and poetic techniques in writing;
Rationale for Lesson: To give students clear guidelines on the elements of fantasy to better
                      appreciate the Princess bride and to recognize fantasy in the media
Resources/Materials materials for making maps, (art supplies, butcher paper) 7 laptops.
for this Lesson:
Safety and            Students will be expected to stay on task during work time, but will be allowed
Management:           to talk, listen to music, not sit at table etc.
Learner with Special Laptops will be provided for students with poor handwriting.
Needs:
Lesson                Students will be given time to work on their “Fantasy Assignment” – story
Activities/Procedure starter and map-making (1 hr)
s:                    On Thursday students will also orally peer edit a partner’s paper
Lesson Assessments: Teacher will informally assess student understanding of “Fantasy Assignment”
                      by allowing time for questions.
                      Teacher will informally assess students by walking around the room and
                      checking on productivity.
Lesson-level          1. What is each student’s accomplishments with respect to each lesson
Questions for              objective, and each benchmark/standard targeted in this lesson? Provide
Reflection                 examples from the student’s assessment products to justify claims you
                           make about the student.
                      2. Based on what you discovered about student learning and what happened
                           in this lesson, what adjustments would you make in the next lesson? For
                           example what needs to reinforced before you can move on and/or what
                           differentiation needs to be done to challenge every student?
                      3. What have you learned about yourself as a teacher? Describe your current
                           strengths and areas for improvement.

FRIDAY

Unit Title:                Fantasy stories
Class/Grade Level:         Princess Bride- High school
                                                                                                     12
Time Frame for           1 hr
Lesson:
Unit Essential           What are the elements of a fantasy story?
Question:
Lesson Objectives:       Students will present their fantasy assignment to the class.
                         Students will take their post test.
Colorado Model           STANDARD 2:
Content Standards        Students write and speak for a variety of purposes and audiences.
and Benchmarks               o write and speak for audiences such as peers, teachers, and the
Relevant to Lesson:              community;
                             o plan, draft, revise, proofread, and edit written communications! using
                                 fictional, dramatic, and poetic techniques in writing;
Rationale for Lesson:    To give students clear guidelines on the elements of fantasy to better
                         appreciate the Princess bride and to recognize fantasy in the media
Resources/Materials      Posttests
for this Lesson:
Safety and               Students will be expected to be quiet and attentive when their peers are
Management:              presenting, if not depending on severity of incidence they will be docked
                         points from their presentation.
Learner with Special     All students will be able to present, if shyness is a factor we can work out a
Needs:                   written assignment for that student.
Lesson                   Students will present their “Fantasy Assignment” to class (Hero, Story, Map)
Activities/Procedures:   to the class/teachers.(45 minutes) (5 minutes per student)
                         Students will retake pretest (15 minutes. Same time amount as before)
Lesson Assessments:      Teacher will informally assess students about their assignment with questions
                         Teacher will formally assess students on their assignment with a rubric
                         Teacher will formally assess students with a post test identical to pretest.
Lesson-level             1. What is each student’s accomplishments with respect to each lesson
Questions for                 objective, and each benchmark/standard targeted in this lesson? Provide
Reflection                    examples from the student’s assessment products to justify claims you
                              make about the student.
                         2. Based on what you discovered about student learning and what
                              happened in this lesson, what adjustments would you make in the next
                              lesson? For example what needs to reinforced before you can move on
                              and/or what differentiation needs to be done to challenge every student?
                         3. What have you learned about yourself as a teacher? Describe your
                              current strengths and areas for improvement.