fairy tales from various cultures seniors fall 2015

Fairy tales from Various CulturesSeniors Fall 2015

Thursday October 29, 2015Do NowOn a piece of paper answer the following questions:1. How do you define

culture?2. What cultures are a part

of you?AND

Grab a new sticky note from box to create a tab for the new unit.Title the tab “Fairy tales from Various Cultures,” and place on 29 B.

Learning TargetI can explain and discuss my idea of culture.

Agenda1.Do Now2.CCD3.4 Corners

HomeworkIdentify cultures you consider to be part of you.

Cognitive Content DictionaryWord Prediction Final Meaning Sentence

4 Corners

• Move to the corner that best describes your feeling about the statement.

• Must have a reason for choosing that corner.

• Must be ready to share your reasoning.• Be respectful of the speaker during

discussion.

It is important to understand cultures that are different from our own.

Our personal culture influences the way we see the world.

We can create our own culture.

We must choose to be a part of the culture we were born into.

Culture is more than just ethnicity.

We can be a part of more than one culture.

Culture can be a type of music of hobby that we like.

Grade yourself!

• On Do Now paper, grade yourself on today’s 4 Corner discussion.

• Use discussion rubric in your notebooks.

• What is one thing you wish you had said?

Friday October 30, 2015Do NowIn your notebooks on 30A1. Think about your

favorite fairy tales growing up. What are the things that they all had in common?

Learning TargetI can break down and identify the elements of a fairy tale.

Agenda1. Do Now2. Summative3. CCD4. Elements of a Fairy

tale5. French “Cinderella”

Homework1.Finish reading French “Cinderella”2. Elements of a Fairy tale graphic organizer3. Put new vocab words in glossary.

Summative and rubric

• Read summative assignment and rubric.

• Circle words you don’t know.

• Question mark next to anything confusing.

• Fold and glue on 30A.

30B--What is a fairy tale?

• A short story that features fantasy characters

• Fairy tales are important because they usually teach us a lesson.

• Examples include: Cinderella, Beauty & the Beast, The Little Mermaid, and Aladdin

Special Words• “Once upon a

time…”

• “A long, long time ago…”

• “They lived happily every after.”

Setting• The setting is

where the story takes place.

• Fairy tales usually take place in a scary forest or a royal castle.

Characters• Good vs. Evil• The good characters

despite battling evil always remain good.

• The evil characters, usually motivated by jealousy, or other wicked traits, tries to disrupt the good character’s life.

Magical Symbols• There is usually

one or more magical symbols in fairy tales.

• In “Aladdin” there is a magical carpet and even a magical genie.

• There can be more than one!

Conflict/ Problem• One of the most

important parts of a fairy tale is that they have a problem that must be solved.

• In “The Princess and the Pea” the prince’s problem is that he needs to find a real princess to marry, so he puts a pea under her mattress, because a real princess will feel it.

Lessons learned/ Moral of the Story

• Fairy tales are important because they often tell about a lesson or have a moral(value) to them.

• In “Sleeping Beauty” one of the lessons is that true love conquers all odds.

Elements of a Fairy Tale• Setting: Scary forest or royal castle.• The good characters despite battling evil always

remain good.• The evil characters, usually motivated by jealousy,

or other wicked traits, tries to disrupt the good character’s life.

• There are at least one magical symbol in the story.• There is always a conflict or problem that needs to

be resolved.• There is always a lesson to be learned or a moral

to the story.

Monday November 2, 2015Do Now1. Sit at a computer

next to students who will support your success.

2. Go to Ms. Snellgrove’s SWIFT site.

3. Open Culture Webquest.

Learning TargetI can identify and explain the different parts of culture.

Agenda1. Do Now2. Web Quest3. Exit slip

Homework1.Finish Web Quest

Webquest Norms

• Go to Ms. Snellgrove’s SWIFT site, documents, culture webquest.

• Type your answers into the document, print, staple, and turn in when finished.

• Whisper, because we are in the library.

Tuesday November 3, 2015

Do Now• Look at the summative

assignment and identify words that will be important to this unit.

• Write these words on 31A in your notebooks.

• Write down predictions for each word.

Learning TargetI can identify examples of figurative language.

Agenda1. Do Now2. CCD3. Figurative

Language4. Egyptian

Cinderella--SIFTT

Homework1.Finish reading the Egyptian Cinderella.

31A (Under Do Now)Figurative Language

• Metaphor: A word or phrase for one thing that is used to refer to another thing in order to show or suggest that they are similar.

• Example: Her eyes are stars.

• Simile: Makes a comparison between two things using “like” or “as.”

• Example: Her eyes are like stars.

Personification• Personification:

When a thing, an idea or an animal is given human attributes.

• Example: The dog told me not to eat the food.

Symbolism• Symbolism: The

use of symbols to express or represent ideas or qualities.

• Example: The husband gave his wife a red rose to show his love.

SIFTTTheme: Characters with good values are always rewarded.

Literary Element Text Details (Quote) Effect or Meaning of Details(Analysis: Connect to the Theme)

Symbol

Imagery

Figurative Language

Tone


Symbol

Imagery

Figurative Language

Tone

Wednesday November 4, 2015

Do Now• Get your SIFTT

poster from the back table.

• Finish poster with group.

• Hang up on the wall when you are finished.


Agenda1.Finish SIFTT2.Gallery Walk3.Chinese Cinderella--Reading Prompt

HomeworkFinish reading Chinese Cinderella and finish reading prompt.

SIFTTTheme: Characters with good values are always rewarded.


Symbol

Imagery

Figurative Language

Tone


Symbol

Imagery

Figurative Language

Tone

Reading Prompt Yeh Shen• On 32A copy the following directions.

• Purpose: To analyze the Chinese version of the Cinderella story.

• Task: • Circle words that are confusing, predict what they mean in the

margin.• Underline and name examples of figurative language.• Box words or phrases that show culture.

• Outcome: Write two (level2 or 3) questions you want to discuss in Socratic Seminar.

Thursday November 5, 2015

Do NowSet up Cornell notes on 33A in your notebooks.


Agenda1.Figurative Language 2. CCD3. Grimm brothers’ German Cinderella—reading prompt

HomeworkFinish German Cinderella and reading prompt

33A—Figurative LanguageOnomatopoeia

• Onomatopoeia: a word, which imitates the natural sounds of a thing. It creates a sound effect that mimics the thing described, making the description more expressive and interesting.

• Examples: “Down to the earth he swooped, seized one of her beautiful gilded sandals…” from “Rhodopis and Her Little Gilded Sandals”

• “Ha! How beautiful she is! Ha! How beautiful she is!” from “The Little Glass Slipper” by Charles Perrault

Hyperbole• An exaggeration of ideas for the sake of

emphasis.

• Examples: “…the finest princess, the most beautiful ever was seen with mortal eyes.” from “The Little Glass Slipper” by Charles Perrault.

• “Beautiful as the dawn was Rhodopis…” from “Rhodopis and Her Little Gilded Sandals”

Imagery• To describe objects, actions and ideas in such a way

that it appeals to our physical senses.

• Examples: “…a servant bore on a splendid cushion before him the precious gilded sandal.” from “Rhodophis and Her Little Gilded Sandals”

• “Suddenly she was wearing a beautiful gown of azure blue with a cloak of kingfisher feathers draped around her shoulders.” from “Yeh-Shen”

Kingfisher Feathers

Tone• An attitude of a writer toward a subject or an audience.

Tone is generally conveyed through the choice of words or the viewpoint of a writer on a particular subject or theme.

• Examples: “The stepmother and daughter were never allowed to visit Yeh-Shen and were forced to continue to live in their cave until the day they were crushed to death in a shower of flying stones.” from “Yeh-Shen”

• “Cinderella, who was as good as she was beautiful, gave her two sisters a home in the palace, and that very same day married them to two great Lords of the Court.” from “The Little Glass Slipper” by Charles Perrault

Vocabulary• Dictionaries and Thesaurus: located in bookshelf to the

left of the smartboard.

• 1.5 Computers: Merriam-Webster.com, Dictionary.com, Google.com, etc.

• Cell phones: If you have asked Ms. Loete or Ms. Snellgrove and if you make sure to use it for vocabulary help ONLY.

• Tablemates: Use the friends at YOUR assigned table and ask in a quiet voice.

Reading Prompt 33BThe German “Cinderella”

• Purpose: To analyze the German version of “Cinderella.”

• Task: • Circle words that are confusing, predict what they mean in

the margin. • Find and write the definition of at least three words. Use

your resources!• Underline and name examples of figurative language.• Box words or phrases that show culture.

• Outcome: Write two (level2 or 3) questions you want to discuss in Socratic Seminar.

Friday November 6, 2015

Do NowFinish reading prompt for The Grimm Brothers’ “Cinderella”

Learning TargetI can use evidence to support character analysis.

Agenda1.Do Now2.Body maps3.Gallery Walk

HomeworkMake sure your notebooks are up to date.There will be a notebook check November 24th!

Body Maps

• Create two body maps for the Cinderella’s on the card your group chooses.

Body Map• Head: What does the character

think?• Quote and analysis

• Mouth: What does the character say?• Quote and analysis

• Heart: What does the character feel?• Quote and analysis

• Feet: How does the character change?• Quote and analysis

Theme: People with goodness in their hearts deserve the good benefits that come to them.

Exit Slip

•On a piece of paper, choose two different Cinderella’s, and explain at least two ways that they have been portrayed differently. Use evidence to support your analysis.

Monday November 9, 2015

Do Now for 2nd PeriodComplete your gallery walk graphic organizer. Be respectful of private reasoning time.Glue graphic organizer on 34A.


Agenda1. Do Now2. Read (Insert)

Cinderella—Character Chart

3. Create Your Character Chart

HomeworkFinish Cinderella and character charts

Monday November 9, 2015Do Now for 3rd and 4th PeriodOn a piece of paper, choose two different Cinderella’s, and explain at least two ways that they have been portrayed differently. Use evidence to support your analysis.


Agenda1. Do Now2. Read Mexican

Cinderella—Character Chart

3. Create Your Character Chart

HomeworkFinish Cinderella and character charts

Compare Characters

•On a piece of paper, choose two different Cinderella’s, and explain at least two ways that they have been portrayed differently. Use evidence to support your analysis.

Mexican Cinderella Character• Read and T4 the Mexican Cinderella story.

• Complete graphic organizer for the Mexican Cinderella story. For each section include:• Quote from the story.• Analysis, connecting the quote to the theme.• Include a theme statement of your choosing.

• On 34B create Cornell Notes• On the left side write headings: Speech, thought, effect on others,

actions, looks.• On the right side, brainstorm and describe what the main

character in your story will be like. Need more than a sentence for each section.

Tuesday November 10, 2015Do NowOn 35A in your notebooks, write about some of the stories you have read or heard that have dramatic or suspenseful situations.Explain how authors create drama, suspense, or mystery.

Learning TargetI can break down the literary devices authors use to create drama.

Agenda1. Do Now2. Jigsaw3. “Cenerentola”

Italian Cinderella

HomeworkFinish reading “Cenerentola” and graphic organizer for jigsaw.

Jigsaw

•DO NOT write on the articles or take them home.


Do NowDo Now: On 36A, Write numbers 1-6 down the left side of the paper.

Learning TargetI can map out plot lines.

Agenda1. Do Now2. “Vasilisa the

Brave” --Say Something

3. Character Plots

HomeworkFinish Character Plots.

Say (AND WRITE) Something

• Read at your table groups.• Read out loud• Switch reader every page• At the end of every page, say something, and write it on

36A• What you can say:• ✶ make a prediction

ask a question ✶ clarify something you had misunderstood ✶ make a comment ✶ make a connection✶ make an argument✶

• Don’t forget to write it down on 36A!!

Character Plot• Skim the reading, for the main events where your character is

present.

• Plot these events with an X and a quote showing the characters involvement.

• If your character is missing for large portions, explain where the character might be, use evidence to show that this is possible.

• Show the level of intensity by marking the X higher for high intensity and lower for low intensity.

• Draw a line connecting all of the events.

Friday November 13, 2015Do NowOn 37A, name the missing elements of the simple plot line below.

Learning TargetI can map out multiple plot lines.

Agenda1. Do Now2. Character Plots3. Your Story’s Plot

Map

HomeworkMake sure your notebooks are caught up!Notebook check: November 24th

Character Plot• Skim the reading, for the main events where your character is

present.

• Plot these events with an X and a quote showing the characters involvement.

• If your character is missing for large portions, explain where the character might be, use evidence to show that this is possible.

• Show the level of intensity by marking the X higher for high intensity and lower for low intensity.

• Draw a line connecting all of the events.

Plot Map of Vasilissa• Plot all 4 character plots onto the poster paper.

• Each character will have a different color line.

• Include the quotes.

• Show where more than one character is present, by connecting their lines at that point.

Your Story’s Plot Map

• Need a main character, and at least 3 supporting characters (good and evil).

• Main character: 5-7 main events

• Supporting characters: 3-5 main events.

Exit Slip

•On a 3X5 card, explain your main character’s plot. What will your main character go through in this story?

Monday November 16, 2015

Do NowGet a Tell Me, Show Me graphic organizer from Ms. Loete.

Learning TargetI can plan the elements of my narrative.

Agenda1. Do Now2. Tell Me, Show

Me3. Finish Posters

and Plot Maps

HomeworkFinish Tell Me, Show Me.

Don’t just tell me,

Show me!

Plot Map of Vasilissa• Plot all 4 character plots

onto the poster paper.

• Each character will have a different color line.

• Include the quotes.

• Show where more than one character is present, by connecting their lines at that point.

Your Story’s Plot Map• Need a main

character, and at least 3 supporting characters (good and evil).

• Main character: 5-7 main events

• Supporting characters: 3-5 main events.

Tuesday November 17, 2015

Do Now1. Go back to your CCD.2. Work with your table groups 3. Use your vocabulary resources to find definitions for remaining words.

Learning TargetI can plan the elements of my narrative.

Agenda1. Do Now2. CCD3. Planning

Graphic Organizer

HomeworkFinish planning graphic organizer and start writing draft.

Story Planning Resources• 34B Main Character Chart (speech, thoughts,

effects on others, actions, looks)

• 37B Your Story’s Plot Map

• Tell Me, Show Me Culture Graphic Organizer

• Planning Graphic Organizer

• When all of this is complete, start writing your first draft!

Wednesday November 18, 2015

Do NowSet up Cornell notes on 38A.

Learning TargetI can use transitions to show changes in time and place.

Agenda1. Narrative Writing

Transitions2. Add transitions

to your story’s plot map

3. Write your first draft.

HomeworkFirst draft is due at the beginning of class on Friday.

Narrative Writing Transitions• Need to be clear and obvious.

• Example: “When the Scribe had finished his work, he went forth into the city…” from “Cenerentola”

• Make sure to finish the event or scene before trying to break to a new one.• Example: “Then the Baba Yaga sprang up in a fury. "Get

thee out of my house this moment!" she shrieked…and [Vasilissa] ran out on to the lawn.” from “Vasilissa the Beautiful”

• Explain when and where the new scene is.• Example: “Whether she ran a long way or a short way…

towards evening of the next day…she came out of the dark, wild forest to her stepmother's house.” from “Vasilissa the Beautiful”

Transition Suggestions• After subsequently at first• As soon as first it began• Before second Meanwhile• it started next once• after that Initially during• in the meantime Now later on• at the end When at last• in the beginning Immediately Last• after a while pretty soon • when we finished soon after • the last thing lastly• Later just then• Since before long• Suddenly after ___ minutes• As when we were don• However right after• Whenever in an instant

Add transitions to plot map

• Go to your story’s plot map on 37B

• Draw vertical (up and down) lines at every X on the main character’s plot line.

• Between each vertical line, write the transition word or phrase that fits best.


Do NowOpen your notebooks to 30A and read the reflection section of your summative assignment. On 39A, write down what you see, think, and wonder.

Learning TargetI can analyze the choices that I make as an author.

Agenda1. Do Now2. Write Reflection3. Finish Draft

HomeworkFinish first draft of your story.

Reflection (1-2 Pages)Summative Assignment 30A

Analyze your choices as an author by identifying and explaining the figurative language you chose (1-2 paragraphs)

1. Why did you choose these types of figurative language?

2. What effect did you hope they would have on the audience.

Analyze cultural elements by identifying and explaining the cultural elements you used in your story (1-2 paragraphs).

1. How do they show your culture?

2. Why are they important to your culture?

3. Why did you choose this culture to represent?

Friday November 20, 2015

Do NowFinish writing the rough draft of your story.

Learning TargetI can revise my story to make improvements.

Agenda1. Finish Draft2. Peer Edit3. Revise StoryHomework

Finish first draft of your story.

Peer Edit Prompt• Underline examples of figurative language.

• Box words or phrases that show culture.

• Star any fairy tale elements.

• Write a # next to every transition word or phrase between scenes.

• Check off each section of the author’s Planning Graphic Organizer as you see it in the essay.

• Reflection: Check the questions for the reflection on the summative assignment on 30B. If any questions aren’t answered, write those questions on the author’s reflection paper.

fairy tales from various cultures seniors fall 2015

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