ms. j. helton’s fairy tales lesson plans morning work: boys and girls, please unpack your bags....

Ms. J. Helton’s Fairy Tales Lesson Plans

Morning Work:

• Boys and girls, please unpack your bags.• Put your math books, paper, and crayon

box under your desk.• Make sure you get your name tag and

place it around your desk.• Get your Reading Notebook and place it on

top of your desk, along with a pencil.• Get your breakfast and begin eating.

Message to Students:

• Good morning students! I hope that you had a wonderful and a restful weekend. Today is our first day of brand new information and learning. This week, we will be reading Fairy Tales, Tall Tales, and Fables. We will discuss elements of each tale as we read. We will also compare and contrast stories. Before we begin lets go over class procedures and how we conduct ourselves.

Classroom Procedures:

• Show Respect• Show Responsibility• Show Self-Control• HAVE FUN

Reading Common Core Standards:

By the end of this unit, the students will be able to:

• Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral

• Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action



• Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

• Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

• Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.



• Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

• Describe how characters in a story respond to major events and challenges.

Reading Objectives:

Students will be able to…• Identify the characteristics of a fairy tale• Identify traits of fairy tale characters• Identify the problem faced by the central

character( s) and how the problem is solved • Identify the central message/lesson of a fairy tale• Retell a fairy tale and include the characters,

setting, problem and solution • Identify the point of view from which a story is

told• Compare and contrast characters in a fairy tale

Reading Objectives:

Students will understand…• The characteristics of fairy tales• The purpose of fairy tales• That fairy tales can be told from

different points of view

Essential Questions:

• What characteristics can I use to identify a fairy tale?

• How do I identify character traits?• How can I figure out the problem and

solution that the characters face in a fairy tale?


• How can I identify the lesson or central message of a fairy tale?

• How do I identify the point of view from which a story is told?

• How do I compare characters in a story?

Key Points:

• You can describe a character using character traits

• Stories have “elements” that make them a certain type of story

• Certain elements make up nonfiction books

Key Points:

• Fiction books or stories are made up and is not based on facts (make-believe)

• Non-fiction books or stores are true and are about real people or events (real

Hook:

• Writing:• For pretend (tell students its just

pretend), tell your students that you are thinking about getting a class pet. Tell them you are thinking of a fish, hamster, or hermit crab.

Hook:

• Writing: You are to write a letter to me, Ms. Helton about what class pet we should have in the classroom. Make sure you explain—tell why this animal should be our classroom pet.

Morning Message:

• Good morning students! Today is a wonderful day to learn about fairy tales. Oh yes, we will be reading fairy tales for the next couple of days. No only will we learn about fairy tales, we will also learn how to describe how characters respond to major events, the central message of the fairy tale, point of view, and a lot of important information.

Introduction to New Material—I Do:

• Today before we begin our lesson, I want to discuss fiction and nonfiction

• Display a fiction book and a nonfiction and distribute to each group of students a copy of a fiction book and a nonfiction book.


• Have the students to discuss what they noticed about the nonfiction book and list the responses of the students on an anchor chart.

Contrasting Fiction and Nonfiction:

FictionFiction NonfictionNonfiction


• Ask students to do a picture walk on the nonfiction book.

• Have the students to discuss what they noticed about the nonfiction book and list the responses of the students on an anchor chart.


FictionFiction NonfictionNonfiction•Not real•Chapters•Animal can talk•Not based on real events•Illustrations,•Beginning, middle, end•Setting, characters, events

•True•Photos of real things•Facts• may have glossary•Index•Table of Contents•Captions


FictionFiction NonfictionNonfiction•Tells a story in order•Can have characters, setting, a problem, and solution•Author’s purpose is to entertain, persuade

•Gives information about a topic•Can have questions and answers•Author’s purpose is to inform


• Today, we are going to look at fairy tales. A fairy tale is a fiction story.


• Ask students to do a picture walk on the fiction book.

• What do you noticed about fiction books?


• Introduce the Elements of a Fairy Tale by reading any Fairy Tale OR by watching one from the site above (we will be comparing them).

• First I want you to make a K-W-L chart in your notebook.


• Under the K- write what you know about fairy tales?


• Under the W- write what you want to know about fairy tales?


• Under the L- after we finish with fairy tales, I want you to write what you learned about fairy tales?

• Now, I want you to sit back and watch a fairy tale video.

What I know about What I know about Fairy Tales?Fairy Tales?

What I want to What I want to know to know know to know

about Fairy Tale?about Fairy Tale?

What I learned about What I learned about Fairy Tales?Fairy Tales?


• *Boys and girls there are some elements of fairy tales I want you to add in your reading notebook.

What are Fairy Tales?

•Stories for children that come from oral storytelling tradition

•Old stories that tell of man’s problems, fears and hopes

Fairy Tales

•Fairy tales are fantasy stories.•Fairy tales do not teach a

moral or a lesson.•Fairy tales are for

entertainment and usually involve magic or make-believe.

Checking for Understanding:

•Why is a fairy tale a fiction story?

Elements of a Fairy Tale

• We are going to watch a video of a fairy tale. I want you to look for the elements of a fairy tale.


• Let’s discuss the elements of a fairy tale.


• A fairy tale is a fictional story that has characters (such as fairies, goblins, elves, trolls, witches, giants, and talking animals).

• A fairy tale often involves a far-fetched sequence of events


• Fairy tales always have at least one good character,character, or person, in the story.

• An example of a good character is Cinderella. Fairy tales often have bad characters, too, like Cinderella's mean stepsisters.

• Another example of a bad character is the evil witch in Hansel and Gretel.

•

Magical Characters


• One element of a fairy tale is that it often start and end with special special wordswords like “once upon a time,” “a long, long time ago,” and “they lived happily every after.”


• Another element of a fairy tale is that the story often takes place in a castle, a forest, or a town.

• This is called the settingsetting. The setting is where the story takes place. Little Red Riding Hood is set in the forest, and part of Cinderella is set in the castle of the prince.

•

Magical Settings


• Little Red Riding Hood is set in the forest, and part of Cinderella is set in the castle of the prince.

•

Magical CharactersMagical Characters


• One of the characters is royalty, which means that the person is a king, a queen, a prince, or princess.


• A good example of this is The Princess and the Pea. Characters may also be animals, like the wolf in Little Red Riding Hood, or the bears in Goldilocks and the Three Bears.


• MagicMagic is often an element of fairy tales.

• In Cinderella, there is a fairy godmother who helps Cinderella go to the ball in a fancy dress and carriage. In Jack and the Beanstalk, Jack buys magic seeds that grow into a beanstalk.

Magic or Enchantment


• One of the most important elements in a fairy tale is that they always have a problemproblem that must be solved. .


• For example, in the Princess and the Pea, the prince wants to find a real princess to marry.

• His mother, the queen, helps him find a real princess by putting a pea in the bed to find out if the princess can feel it.

• .

Good versus Evil


Think Check• Ask: How did I compare and contrast

fiction books to nonfiction books? (the ones you held up and discussed)


Think Check• Have students respond after they

have looked at the pictures, text, and text features of fiction books and nonfiction books and identified which characteristics were similar and which were different.

Guided Practice:

• Have the students help you define fiction and non-fiction-write words on Word Wall

• Together as a class make the class chart telling the elements of a fiction and nonfiction book-put anchor chart on wall.

Guided Practice:

• Have students go to the carpet with their Reading Notebook and pencil.

• Remind students how to sit on the carpet and how to act on the carpet.

Guided Practice:

• Read aloud a fairy tale and have students complete the chart with the elements they notice

Guided Practice:

Fairy Tales:• *start and end with special words:

Once upon a time, A long, long time ago, They lived happily ever after

• *setting is usually a castle, forest, or town

• *one good character and bad characters

• *

Guided Practice:

Fairy Tales:

• *Often there is royalty• *Usually magic• *there is a problem and solution

Guided Practice:

Writing:• Let them discuss at their table

groups which pet they would want to get. After the discussion, let each table group share with the class what pet they would want to get and WHY

• *

Guided Practice:

Writing:• *After each table shares, explain that

when they were telling their reasons for getting that particular class pet, they were using persuasion- trying to convince someone to do what they want/get the pet they want


•What are the elements of a fairy tale?

Independent Practice-You Do:

Reading:• With partner, examine fiction

and nonfiction books looking for elements that make them a F and NF book


Reading:• Share with class one element

from each book you have selected, and see if class agrees with their element - use thumbs up/down. If thumb down have them explain why they don’t agree


Reading:• Class if you agree with their

element - use thumbs up. If you disagree with their element-use thumb down and explain why you disagree.


Reading:• Fairy Tales:

• Write your name on the Elements of a Fairy Tale.

• Complete the Elements of a Fairy Tale on the crown paper handout.

CFU:

• When they are sharing elements of F and NF book, have class agree or disagree with the story element with a thumbs up/down – you can check to see that they are understanding the elements of a F and NF book .

Assessment:

• Complete a fairy tale element chart.

Closure:

Reading:• Closure - Sharing of element in F

and NF book• Making Fairy Tale elements

resource chart

Closure:

Writing:• Sharing of class pet decision and

WHY

Homework:

Ms. J. Helton’s Language Lesson

Plans

Warm-Up:

• Okay now it is time for to edit two sentences.

• jamile will sit in his seat quietly

• did zykeria walked around the classroom

Message to Students:

•We will continue with our next part of our ELA lesson in language.

Language Common Core Standards:


• Use collective nouns correctly.

Language Objectives:

Students will be able to…•Use collective nouns correctly.

I Can Statement:

What will we be learning?

•I can correctly use collective nouns.

• Show RespectShow Respect

• Show ResponsibilityShow Responsibility

• Show Self-ControlShow Self-Control

• Have Fun!!!!!!Have Fun!!!!!!


• What is a noun?• What is a collective noun?

A.A. SwimSwim

B.B. BeautifulBeautiful

C.C. LawnmowerLawnmower

Someone tell me why you made that choice.

Do Now:

• You will have 3 minutes to complete the Do Now on your desk. When you are finished place your pencil in your desk.

Do Now:

Television Run GirlsPresident Obama

Tree Pencil Dance Mouse

Drip Lower Lee Elementar

y

Sumter Principal Jacobs

Write on your paper the nouns in the chart. Remember not all of the words are nouns.

Hook:

• Look around the classroom and list the nouns you see.

Morning Message:

• Good morning students! Today is a wonderful day to learn about fairy tales. Oh yes, we will be reading fairy tales for the next couple of days. No only will we learn about fairy tales, we will also learn how to describe how characters respond to major events, the central message of the fairy tale, point of view, and a lot of important information.


•T. write on a chart the word "Noun" at the top.


•T. Tell the students that today they are going to learn about nouns.

• Have students say: Nouns.


•T. Ask to show you 1 finger if they've never heard of a noun before, 2 if they have heard of it, and a 3 if they know what it is and could tell someone else what it is.


• Tell the students: A noun is a person, place, or thing.

• Have students mirror your actions while you repeat the definition: A noun is a person (2 thumbs pointing at yourself), a place (point around the room in an arc), or a thing (knock on a desk or table).


• Have the students turn a buddy and teach (with gestures) what a noun is.

• After students have taught, have a couple of students stand up and teach the class what a noun is.


• Tell the students: A noun is a person, place, or thing.

• Have students mirror your actions while you repeat the definition: A noun is a person (2 thumbs pointing at yourself), a place (point around the room in an arc), or a thing (knock on a desk or table).


•Why is a fairy tale a fiction story?

Explore:

• On a 3-column chart have the labels• person | place | thing.• Have students look around the

classroom and tell you a noun that can be placed on the list.

Explore:

• Ask: is it a noun? how do you know?• Tell the students they are now going

to identify nouns in sentences.

Explore:

• The farmer fed the cow.

• The children walked to the zoo.

• The car was parked at the school.

Explore:

• On chart paper have students come up and underline the nouns in the sentence.

Explore:

• Have them draw a sketch above to tell what kind of noun it is (stick figure=person, house=place, apple=thing)

•


What is a noun?

Think-Pair-Share:

Think Check—Work with a partner to find all the nouns in the passage. Underlined each noun.

Guided Practice:

• Students and teacher will identify all the nouns in the class room.

• List the nouns on an anchor chart.


•We are now going to work with nouns and collective nouns.

September 9, 2013

WELCOME TO ….

A noun is a word that names a:

What is a Collective Noun ?

**Hint**You know what a noun is.

What is a collection?

Collective NounA noun that names a group of:•people•things

class

Is the noun a COLLECTIVE noun?

YES NO

crowd tiger glasses

tree gang crew

team stars run

ELA (Common Core)ELA (Common Core)6. Lang Standard CC6. Lang Standard CCa. Nounsa. Nouns

ReadingReading1. Language1. Languagea. Nounsa. Nouns

Use your polling tools.Which is a collective noun?

A. teamB. horsesC. friendD. grass

Who can defend their answer?


class

Can you identify the type of noun in each of these sentences? Choose the correct answer.

Bobby walked to the storestore late yesterday. What type of noun is store?

A.A. personpersonB.B. placeplaceC.C. thingthing

The teamteam has a game on Saturday. What type of noun is team?

A.A. PersonPersonB.B. PlacePlaceC.C. thingthing

The committeecommittee met at noon. What type of noun is committee ?A.A.PersonPerson

B.B.PlacePlaceC.C.thingthing

Mr. Johnson carried in the heavy boxesboxes. What type of noun is boxes?A.A. PersonPerson

B.B. PlacePlaceC.C. thingthing

Find the collective nouns:Once upon a time there was a school of fish that lived in the sea. There was a gang of sharks that always chased the group into a cave. The fish found a bunch of oyster shells to throw at the sharks. Those sharks swam off like a scared litter of puppies.

You have survived NounMadness!

If you are watching the recording, send your teacher a kmail naming 2 collective nouns.

What will we be learning?

CC.2.L.1.a *I can correctly use collective nouns.

ESSENTIAL QUESTIONS…

What is a noun?

What is a collection?

What do you think a collective noun is?


class

Brainstorm!!!!Can you think of other collective nouns-Words that stand for ONE group but have several members?

What do you call groups of certain kinds of animals?The word would be a collective noun.Let’s play a game and see if we know any.

http://funschool.kaboose.com/formula-fusion/games/game_zoo_crew.html?g=ags_ds2



What did we learn?

What is a collective noun?A. a person/place/thingB. more than one C. a group of people or

things

You have survived NounMadness!

If you are watching the recording, send your teacher a kmail naming 2 collective nouns of a certain kind of animal.

Assessment:

Closure:

• Give them a "ticket to leave the carpet" by asking them to tell you a noun. You can limit it by asking one for a person, one to name a place, and one for a thing, then repeat it. This way you can check for basic identification of examples of a noun.

Closure:

Writing:• Sharing of class pet decision and

WHY

Homework:

Look around your house and list all the nouns you can find.

ms. j. helton’s fairy tales lesson plans morning work: boys and girls, please unpack your bags....

Documents