sandy-woods. web viewsuggested mentor texts used in this unit: (if using a book other than the ones...

Text Type: NarrativeGenre: Fairy TalesGrade Level: 2nd

Time Frame: 5-6 weeks*Lessons may vary in length according to your students’ needs. Additional grammar mini-lessons can be interjected as needed.

Georgia Standards of Excellence: ELAGSE2RL2, RL5, RL6, RL7, RL9 ELAGSE2RF3ELAGSE2SL1-3 ELAGSE2W3, W5, W6ELAGSE2SL1-3ELAGSE2L1-2, L4, L6

Suggested mentor texts used in this unit: (If using a book other than the ones listed below, make sure the mentor text has magic/enchantment in it.)

Believe Me, Goldilocks Rocks! – LolwenThe Horned Toad Prince – HopkinsGoldilocks and the Three Dinosaurs-Mo WillemsTrust Me, Jack’s Beanstalk STINKS!-BraunThree Frog Princess? – MannA Wolfs Tale-MontanariThe Three Little Pigs-KelloggThe Three Little Pigs-ZemachThe Three Little Wolves and the Big Bad Pig-TrivizasThe Three Little Gators-KettemanThe True Story of the 3 Little PigsPig, Pigger, PiggestPaper Bag PrincesRough Face Girl

Immersion Teaching Point Day 1: I can identify elements of a fairy tale.

Inform: What is a fairy tale? You will be able to identify the elements of a fairy tale. Review narrative/fairy tales

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Present (I Do): Teacher will read a selected fairy tale and complete first entry on the Fairy Tale Analysis Chart. Discuss authors’ added thoughts/dedications/thanks. Purpose/Point of View

Mentor Text(s): Selected Fairy Tale text

Anchor Chart(s): Pinterest-Elements of a Fairy Tale

Anchor Chart- Fairy Tale Analysis Chart

Teachers modify the anchor chart as needed. Use for immersion days 1-5

Active Engagement (We Do): Students will use short fairy tale with partners and find elements through reading and discussion.

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Inform: Review yesterday’s focus on fairy tale elements. Today you will look closer at magic/enchantment in a fairy tale.

Present (I do): Teacher will read a selected fairy tale and complete second entry on the Fairy Tale Analysis Chart. Author’s added thoughts/dedication/thanks. Focus enchantment/magic.


Anchor Chart(s): Elements of a Fairy Tale and Fairy Tale Analysis Chart (on-going)

Active Engagement (We Do): Students will locate magic/enchantment sections in a short fairy tale with a small group through reading and discussion.


Inform: Terms: Protagonist (Good)/Antagonist (Evil)

Present (I Do): Teacher will read a selected fairy tale and complete third entry on the Fairy Tale Analysis Chart. Focus on identifying the antagonist and the protagonist of the text.



Active Engagement (We Do): Students will identify the traits of the antagonist and the protagonist in a short fairy tale with a small group through reading and discussion..


Inform: Today we will analyze the different openings you can find in a fairy tale.

Present (I Do): Teacher will read a selected fairy tale and complete fourth entry on the Fairy Tale Analysis Chart. Focus on the opening of the mentor text. Discuss background/author’s inspiration.



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Active Engagement (We Do): Students will use fairy tale introductions to discuss different openings in a short fairy tale with a small group through reading and discussion.


Inform: Yesterday, we looked at a variety of openings. Today we will analyze different closings that can be used in fairy tales.

Present (I Do): Add to feature analysis chart. Focus on the closing of the mentor text. Discuss background knowledge/author’s inspiration. Go back after student work and review chart.

Mentor Text(s): Selected Fairy tale text


Active Engagement (We Do): Students will use fairy tale closings and discuss the differences

Generating Ideas Teaching Point Day 1: I can develop elements of a fairy tale.

Inform: We will look at characters and problems from previously read mentor texts. Today we will look at problems that involve danger.

Present (I Do): Teacher will read a mentor text, then complete the APPS chart focusing on danger of the protagonist/antagonist and problem/solution.

Active Engagement (We Do): Now using another mentor text, students participate in small groups or with a partner completing the same kind of APPS chart.

Mentor Text(s): Possible texts are Hansel & Gretel, The Three Little Pigs, Little Red Riding Hood

Anchor Chart(s): APPS Chart (Antagonist, Protagonist, Problem, Solution Chart)

Independent Application (You Do): Students will use handout to generate a possible hero/villain/problem/solution to add to danger section on APPS chart.

Student Handout(s): APPS (Antagonist, Protagonist, Problem, Solution) Chart

Generating Ideas Teaching Point Day 2: I can develop elements of a fairy tale.4

Inform: We will look at characters and problems from previously read mentor texts. Today we will look at problems that involve mistreatment.

Present (I Do): Teacher will read a mentor text, then complete the APPS chart focusing on mistreatment of the protagonist/antagonist and problem/solution.


Mentor Text(s): Cinderella, Snow White, Rapunzel

Anchor Chart(s): APPS Chart

Independent Application (You Do): Students will use handout to generate a possible hero/villain/problem/solution to add to mistreatment section on APPS chart.

Student Handout(s): APPS Chart

Generating Ideas Teaching Point Day 3: I can develop elements of a fairy tale.

Inform: We will look at characters and problems from previously read mentor texts. Today we will look at problems that involve Mischievousness.

Present (I Do): Teacher will read a mentor text, then complete the APPS chart focusing on mischievousness of the protagonist/antagonist and problem/solution.


Mentor Text(s): Goldilocks & the 3 Bears, Jack & the Beanstalk, Princess & the Frog

Anchor Chart(s): APPS Chart

Independent Application (You Do): Students will use handout to generate a possible hero/villain/problem/solution to add to mischievousness section on APPS chart.


Selecting Ideas Teaching Point Day 1: I can select a topic for a fairy tale.

Inform: We will select an idea based on the ideas generated on our “APPS” Chart that we created during the generating process over the last few days. You will poll 5-6 students about what ideas they liked most.

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Present (I Do): Teacher will demonstrate how to poll for topic selection from student APPS charts. Discuss that when real writers select a topic for a book or story they are creating, they think about certain things. They take their time, speak to friends, and think about how much they like their topics. Students should really be interested in their topic. They should feel strongly connected to it and want to stay with the topic for a few weeks. Writers can't decide to change their idea in the middle of their process. Students should have lots more to say about their topic. They should be able to tell many details about this idea and have tons of details ready to add to their draft. If they can't name two things about the event, they probably won't have much to add to the draft. Teachers will demonstrate how to poll students (writers) for topic selection from teacher APPS chart based on what they’d be most interested in reading. Writers must think about their audience when choosing a topic. Explain that the topic students choose today will be one that they stay with for another few weeks and ultimately, be their first piece of process writing for the year.

Mentor Text(s): N/A

Anchor Chart(s): Teacher APPS Chart

Active Engagement (We Do/You Do): Students will poll 5-6 students using their APPS charts about what ideas they like most.


Selecting Ideas Teaching Point Day 2: I can select a topic for a fairy tale.

Inform: We will go public with our selected ideas and give at least 2 reasons orally for our choice.

Present (I Do): Reiterate what good writers/authors think about when choosing a topic.

Mentor Text(s): N/A

Anchor Chart(s): “Go Public” Chart and Teacher Created APPS Chart (from Immersion)

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Independent Application (You Do): Students will review their APPS charts and make a final decision on their topic. They will go public about their topic using the class anchor chart. They will verbally give 2 reasons for their choice.

Student Handout(s): Student APPS Charts

Collecting Ideas Teaching Point Day 1: I can develop traits for an antagonist in a fairy tale.

Inform: Today we will discuss what traits make a good antagonist.

Present (I Do): Teacher will refer back to the Fairy Tale Analysis Chart created during immersion lessons and discuss the characteristics of each antagonist.

Mentor Text(s): Refer back to immersion mentor texts as needed during discussion.

Anchor Chart(s): Fairy Tale Analysis Chart (from Immersion)

Active Engagement (We Do): Students will be placed in small groups to read a short fairy tale (not previously read). After reading the fairy tale and discussing with their group, they will decide who the antagonist of the story is and give characteristics of the antagonist.

Independent Application (You Do): Students will then create their own antagonist for their story using their writing notebook to record characteristics of their antagonist or use the attached Collecting Handout. (attached at the end of the unit)

Student Handout(s): assorted fairy tales, writer’s notebook, Collecting Handout

Collecting Ideas Teaching Point Day 2: I can develop traits for a protagonist in a fairy tale.

Inform: Yesterday, we discussed traits of an antagonist. Today, we will discuss the traits of a protagonist.

Present (I Do): Teacher will refer back to the Fairy Tale Analysis Chart created during immerging lessons and discuss the characteristics of each protagonist.

Mentor Text(s): Refer back to immersion mentor texts as needed during discussion.

Anchor Chart(s): Fairy Tale Analysis Chart

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Active Engagement (We Do): Students will be placed in small groups to read a short fairy tale (previously read yesterday). After reading the fairy tale and discussing with their group, they will decide who the protagonist of the story is and give characteristics of the protagonist.

Independent Application (You Do): Students will then create their own protagonist for their story using their writing notebook to record characteristics of their protagonist or the Collecting Handout. (You may use any type of chart for students to record in their writer’s notebook).


Collecting Ideas Teaching Point Day 3: I can develop settings for a fairy tale.

Inform: We will analyze different settings from fairy tales and how they change throughout the story. We will develop settings for our personal fairy tale.

Present (I Do): Refer back to mentor texts and various settings already discussed with Fairy Tale Analysis Chart (immersion lesson).

Active Engagement (We Do): In small groups, students will analyze through discussions, how setting was used in various mentor texts. Make sure setting and story line match or enhance the story. Each group will present how setting enhanced their story/stories.

Mentor Text(s): teacher selected


Independent Application (You Do): Students will return to their seats and they will develop their setting(s) for their selected topic in their writer’s notebook. Teachers can decide how they want students to record the data in the writer’s notebook (think map, graphic organizer, simple chart).

Student Handout(s): assorted fairy tales, writer’s notebook

Collecting Ideas Teaching Point Day 4: I can develop magic/enchantment in a fairy tale.

Inform: We will look at how magic/enchantment is used in a fairy tale and how it affects the story. We will develop magic/enchantment for our personal fairy tale.

Present (I Do): Refer back to mentor texts and various magic/enchantment already discussed with Fairy Tale Analysis Chart (immersion lesson).

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Active Engagement (We Do): In small groups, students will analyze through discussions, how magic/enchantment was used in various mentor texts. Make sure magic/enchantment and story line match or enhance the story. Each group will present how magic/enchantment enhanced their story/stories.



Independent Application (You Do): Students will return to their seats and they will develop their magic/enchantment for their selected topic in their writer’s notebook. Teachers can decide how they want students to record the data in the writer’s notebook or using the Collecting Handout.


Collecting Ideas Teaching Point Day 5: I can add details to my problems and solutions in a fairy tale.

Inform: Today we will revisit your chosen problems and solutions for fairy tales and add details (APPS chart).

Present (You Do): Refer back to mentor texts and various problem/solution already discussed with Fairy Tale Analysis Chart (immersion lesson).

Active Engagement (We Do): In small groups, students will analyze through discussions, how problem/solution was used in various mentor texts. Make sure problem/solution and story line match or enhance the story. Each group will present how problem/solution enhanced their story/stories.

Mentor Text(s): Teacher selected


Independent Application (You Do): Students will return to their seats and they will develop their problem/solution for their selected topic in their writer’s notebook. Teachers can decide how they want students to record the data in the writer’s notebook or using the Collecting Handout.


Drafting Ideas Teaching Point Day 1: I can organize and plan my writing using a timeline.

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Inform: Today we will create a timeline to begin to plan/organize our fairy tale. Today we will be working on drafting. Writer’s use this phase to organize their writing and think about the order of their story. Good writers have well thought out pieces that make sense.

Present (I Do): Teacher will use a mentor text (immersion fairy tale) to model using a timeline. See attached example under anchor chart.

Mentor Text(s): Teacher selected

Anchor Chart(s): Timeline template (attached at the end) Timeline example (attached at the end)

Independent Application (You Do): Students will return to their seats and they will develop their timeline to plan/organize their fairy tale. Timelines must be approved by the teacher before moving ahead in their writing.

Student Handout(s): Timeline for Fairy Tale (attached at the end)

Drafting Ideas Teaching Point Day 2-6: I can take the information from the timeline and create my rough draft across the pages.

Inform: Yesterday we talked about completing our timeline. Over the next 5 days, we will transfer the points from our timeline to their own drafting pages and add more details. Good writers write using everything they have collected and create great stories.

Present (I Do): The teacher will use the same mentor text as used on the demonstration timeline to discuss how to add details to their drafts.

Active Engagement (We Do): Students will practice this by having a discussion with a partner about how to add details from their timeline to their writing drafts.


Anchor Chart(s): Timeline from Day 1 Drafting

Independent Application (You Do): Students will write across the pages taking their information from the timeline and putting it onto draft paper. Each point will go on one piece of draft paper. Students will have 5 sheets of draft paper, which you can staple or organize to meet your needs. They will be explaining their points with greater detail as they transfer the info onto their draft pages.

Student Handout(s): Timeline and draft pages

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Revising Teaching Point Day 1: I can add transition words to my writing.

Inform: Over the last few days, we worked on drafting our main points in our writing to organize our writing. Today we are going to work on adding transitional words or phrases to move the story forward or to help sequence information. Good writers use transitional words to make their story flow and give the reader a sense of order.

Present (I Do): Use mentor text to show how the author used several transitional words or phrases to sequence the text.

Active Engagement (We Do): Students will be turning and talking about what word and phrases are considered to be transitional words. Independently they will be checking for transitional words or phrases in classroom books. They will write down what they locate on post-it notes. Students will report back to meeting area to share as teacher records on Transitional Words and Phrases Anchor Chart, if not already listed on chart. Afterwards, teacher will give out Transitional Words/Phrases to students to add to their writing notebooks. Students will go back to their writing to add transitional words or phrases to give their reading a sense of order.

Model/Mentor Text: The chosen mentor text.

Anchor Chart(s): Transition Words (you may choose a different chart)

Independent Application (You Do): Students will add transitional words to give their writing a sense of order.

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Student Handout(s): Transition Words (attached at the end of the unit)

Teacher Note: Students will use color pen for revision process.

Revision Day 2: I can revise my writing using “Show, Don’t Tell”.

Inform: Yesterday we talked about using transitions words in our writing. This helps the reader follow the story and puts the story in the correct order. Today we are going to revise our drafts by using a technique called “Show, Don’t Tell”. Share with the students the definition of “Show, Don’t Tell”: Use descriptive language to make pictures in the readers’ minds, being as specific or detailed as possible. Writers use this strategy to paint a picture in the reader’s mind by showing what’s going on in their fairy tale instead of directly telling them.

Present (I Do): Show how the author of your mentor text uses “Show, Don’t Tell” in their fairytale.

Active Engagement (We Do): Students will be turning and talking about what does it mean to show, don’t tell and how this changes writing. As a group, they will practice this by using a whiteboard to write down 2 statements that show, and then transforming them into “Show, Don’t Tell”.

Model/Mentor Text: Selected Text

Anchor Chart(s): “Show, Don’t Tell”

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Independent Application (You Do): Students will revise their writing using sticky notes or colored paper to make their writing more descriptive- “Show, Don’t Tell”.

Teacher Note: Students will use one color pen for revision process.

Editing Day 1-3: I can use my checklist and anchor chart to edit my work. (Teacher may want to do this in sections looking at your Non-Negotiables, your checklists, and your anchor charts, about 1-3 days)

Inform: Today you are going to use an editing checklist/anchor chart to complete the editing of your draft to get it ready for your readers!

Present (I Do): Teacher will model using an editing checklist and anchor chart to proofread a piece that needs to be edited.

Active Engagement (We Do): Students will practice editing by working with a partner using a non-negotiables checklist and CUPS chart to edit the sentences or paragraph given to them by the teacher (paragraphs can be teacher created or found in many teacher resource books). Have students share their changes and mark with a different color pen. Teacher will monitor and check.

Anchor Chart: CUPS or other writing chart

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Independent Application (You Do): Students will use both their editing (Non-negotiables) checklist and anchor chart to edit their draft.

Student Handout(s): School Based Non-negotiables, Students Copy of CUPS Chart

Teacher Note: students will use a different color pen for editing process.

Publishing Day 1: I can write a title and create a cover page.

Inform: Yesterday we worked on editing to make sure our fairy tales are clear and free of errors. Today we are getting ready to publish our piece. When good writers publish their writing, they are preparing their pieces for an audience of readers. Today we will select a title and make a cover page to share it with an audience.

Present (I Do): Authors create titles that capture the reader’s interest. The title gives them enough information but leaves them wanting more and therefore, want to read it. Choose some authors that show this. Explain to students how each title hooks the reader without giving too much away.

For example, “thundercake” is such a strange word. I’ve never eaten a thundercake. I wonder what it could be? The cover illustration also looks like the characters are in some sort of trouble. Everyone is looking at the storm about to come through. The title and cover make me wonder and want to read more.”

Active Engagement (We Do): Students will practice this by creating a new title to a book. Students will change the title of a “bland titled” book with a partner. You can use Every Friday, The Best Story, or a title from a familiar read aloud. They will turn to a partner and share a new title and their reasons for their suggestion.

Model/Mentor Text: Thundercake by Patricia Polacco, Those Shoes by Maribeth Boelts, The Relatives Came by Cynthia Rylant or any chosen text

Independent Application (You Do): Students will record three titles for their fairy tale, share with their groups the title names, and indicate which title they chose and why. Students will create their cover page with an illustration.

Publishing Day 2-4: I can publish my writing.

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Inform: Yesterday we worked on writing a title and creating a cover page to share with our audience. Over the next few days, we are working on completing our published copy with or without illustrations. A published copy is free of mistakes and is what you will share with an audience.

Independent Application (You Do): Students will complete their publishing.

Publishing Day 5: I can create a “person behind the pages” page

Inform: Yesterday we completed our published story. Today we are working on writing a “Person Behind the Pages” page to give the reader some insight as to who you are as an author. Good authors give the readers information about themselves to get to know about the “Person behind the pages”.

Present (I Do): Authors give their readers information about themselves to capture the readers’ interest. Two authors we will learn more about are: Patricia Polacco and Tony Fucile. We will find out what inspired these authors to write the following books: Thundercake and Let’s Do Nothing. Teacher will share Patricia Polacco’s website (link below)and read the summary to the students. Have the students turn and talk about one new and interesting thing they learned about Patricia Polacco from this summary. Teacher will share Toni Fucile’s website (link below) and read a few “question and answer” items with the students. Have the students turn and talk about something new and interesting they learned about Tony Fucile.

Model/Mentor Text: Thundercake by Patricia Polacco, Those Shoes by Maribeth Boelts, The Relatives Came by Cynthia Rylant or any chosen text

Model/Mentor Texts (2) (websites): 1. Thundercake by Patricia Polacco patricia polacco: Thundercake- About the Author Page2. Let’s Do Nothing by Tony Fucilehttp://www.candlewick.com/book_files/0763634409.art.1.pdf

Independent Application (You Do): Students will create their own “Person Behind the Pages” page to include at the end of their story using presentation examples as guidance.

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APPS Chart

Danger

Antagonist (Villain) Protagonist (Hero)

Problem Solution

Mistreatment


Problem Solution

Mischievous


Problem Solution

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Collecting Handout: Students may brainstorm thoughts for each in the corresponding boxes.These should not be sentences at this point.

AntagonistTraits

ProtagonistTraits

Magic/EnchantmentFeatures

ProblemIdeas

SolutionIdeas

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Timeline for Fairy TaleExample

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How does it begin?

Next point

Middle point

Next point

How does your fairy tale end?

Point 1

Once upon a time there were three little pigs.

Point 2

Each of the pigs had to build their own home.

Point 3

The big bad wolf wanted to eat the pigs.

Point 4

The wolf tried but couldn’t catch the pigs.

Point 5

The pigs lived happily ever after.

May be modified to fit learner’ needs.

Timeline for Fairy Tale

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How does it begin?

Next point

Middle point

Next point

How does your fairy tale end?

Point 1

Point 2

Point 3

Point 4

Point 5

Transition Words

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sandy-woods. web viewsuggested mentor texts used in this unit: (if using a book other than the ones...

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