LESSON PLAN TOPIC: 6 Trait Writing TITLE: Fractured Fairy Tales
AUTHOR: Cathy Brown
GRADE: 8-9 Integrated Discipline(s): Language Arts
NE STANDARDS
12.1 READING
12.1.1 By the end of the twelfth grade, students will identify the main idea and supporting details in what they have read.
12.1.2 By the end of the twelfth grade, students will locate, evaluate, and use primary and secondary resources for research.
12.1.4 By the end of the twelfth grade, students will analyze literature to identify the stated or implied theme.
12.2 WRITING
12.2.1 By the end of the twelfth grade, students will write using standard English (conventions) for sentence structure, usage, punctuation, capitalization, and spelling.
12.2.2 By the end of the twelfth grade, students will write compositions with focus, related ideas, and supporting details.
12.2.4 By the end of the twelfth grade, students will use multiple forms to write for different audiences and purposes.
12.3 SPEAKING
12.3.1 By the end of the twelfth grade, students will participate in student directed discussions by eliciting questions and responses.
ASSESSMENT (formative and summative)
Participation in class discussion will be part of overall class participation grade
Fairy Tale Story will be graded by Rubric below
Web Quest will be graded by Rubric below
MATERIALS:
- Copy of the book: The Stinky Cheese Man and Other Fairly Stupid Tales By, Jon Scieszka and Lane Smith
- A traditional version of one of the fairy tales found in the book.
- Writing materials
- Computers with word processing and internet access
PROCEDURES:
Anticipatory Set
Read selected fairy tale. Ask the kids what they think about fairy tales and fantasy stories. Ask for their favorites. Talk about my favorites and draw in how popular they are in culture today (Lord of the Rings, Shrek etc)
Vocabulary
Fractured; 6-Traits
Activities
1) Read to class a traditional
version of a fairy tale (make sure it is one found in "The Stinky Cheese Man"
book).
2) Follow this story with the
‘fractured’ version. Discuss the similarities and differences. Discuss word
choices that were used. Figure out how this fairy tale was ‘fractured’.
3) Have students pick a regular fairy
tale and then write their own fractured version. They may work with a partner, a
small group, or individually.
4) Have the students then illustrate
a picture to go with their fairy tale, students also need to type their fairy
tale using a computer.
5) Let the students go on a
"Fractured Fairy Tale-Web Quest". A very good web site is located at:
http://www-ma.beth.k12.pa.us/jhoke/jhwebquest/jhwebquest.htm (samples of
Web Quest Requirements on pages 5&6
Provision for special needs:
-
Clear, concise instructions
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Use of visuals
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Modeling of expectations
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Repeating of instructions
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Incorporation of all the senses
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Other modifications as needed by IEP in consultation with the special education teacher
CLOSURE:
Discuss what students think about the script for Shrek or other changed fairy tales—ask if the 6 traits helped in writing the story
References: Julie Fields at http://www.holbrook.k12.az.us/sixtrait/lessonplans.html#Fractured%20Fairy
Reflection: To be filled in later
____________________________________________________________________________________
|
6 Trait Writing: Fractured Fairy Tale Teacher Name: Mrs. Brown |
|
CATEGORY |
4 | 3 | 2 | 1 |
| Organization | A snappy lead gets the reader’s
attention · Order and logic with clear connections to main idea · Easy to follow—not too predictable · graceful ending—doesn’t just STOP |
Good logic and connections. | The writer shows some logic and connection. Paper is predictable. | Paper not logical and connections not clear |
| Voice | The writer seems to be writing from knowledge or experience. The author has taken the ideas and made them "his own." | The writer seems to be drawing on knowledge or experience, but there is some lack of ownership of the topic. | The writer relates some of his own knowledge or experience, but it adds nothing to the discussion of the topic. | The writer has not tried to transform the information in a personal way. The ideas and the way they are expressed seem to belong to someone else. |
| Ideas | There is one clear, well-focused topic. Main idea stands out and is supported by detailed information. Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. | Main idea is clear but the supporting information is general. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. | Main idea is somewhat clear but there is a need for more supporting information. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. | The main idea is not clear. There is a seemingly random collection of information. Supporting details and information are typically unclear or not related to the topic. |
| Sentence Fluency
|
· Easy to read aloud · Varied sentence length · Purposeful sentence starts: Now, After a while, Because of this, Nevertheless, As a result, Consequently, However, Therefore. |
Sentences are varied length, Some purposeful starts used; can read aloud, but story flow is not smooth | Sentences are varied in length; can read aloud with difficulty | Cannot read aloud since sentence structure is too choppy |
| Conventions | Writer makes no errors in grammar or spelling that distract the reader from the content. | Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. | Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. | Writer makes more than 4 errors in grammar or spelling that distract the reader from the content. |
|
Word Choice |
Moments that stick w/you · strong verbs & precise nouns not modifiers · Creates word pictures · "Just right" language-suits the topic, the audience, the purpose · Simple language used well-never tries to impress with jargon or overblown language · Minimal redundancy |
Strong verb and nouns used; good language; some issues with redundancy or jargon | Verb and nouns used; language is OK. | Modifiers used instead of precise nouns; language inappropriate |
________________________________________________________________________________________
Your WebQuest will be evaluated based
on the following rubric:
|
________________________________________________________________________________________
Names:________________________________________________________
Date:_____________
Story Map
Directions:
1. Print this page.
2. Describe the story elements you will include when you to write your own fairy tale.
3. Think about the fairy tale themes you identified from the chart, and list the ones you plan to include in your story.
| Important Characters:
|
| Setting (include time/when and
place/where):
|
| Story Problem:
|
| Major Events (How did your characters try
to solve the problem?):
|
| Solution (How was the problem solved?):
|
Identify at least three fairy tale themes (from the chart) to be used in your story:
__________________________________________________________________________________________
Names:________________________________________________________
Date: ___________
Themes Presented in Fairy Tales
Directions:
1. Print this page.
2. Read at least 8 out of the 15 fairy tales from the Fairy Tales Page.
3. As you read, place an X in the chart to identify recurring themes in each story.
