Table of Contents Introduction.2 Goals/Objectives/Standards.3 Sequence...4 Introductory Lesson....5-7 Lesson 28-10 Lesson 3.11-13 Lesson 4.14-17 Lesson 5.

18-20 Culminating Lesson21-23 Assessment.24-25 Bibliography....26 Student Evaluation..27 Teacher Evaluation..28

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Introduction
In this unit students will learn about fairy tales and fables. In the first lesson, students will make assumptions about what characteristics folktales might have. The second and third lessons will teach the students the specific characteristics that fairy tales and fables have. In the fourth lesson students will learn how to appreciate fairy tales from different cultures. The fifth lesson will have students presenting fable as readers theaters and presenting the message in their fable. The final lesson will have students comparing and recognizing the difference between fairy tales and fables. The fifth and sixth lessons will also include the final assessments of the unit. Several types of formative assessment will occur throughout the unit.

Goals/Objectives/Standard Goals
The students will understand the characteristics of a fable and the characteristics of a fairy tale. The students will appreciate fables and fairy tales from different cultures. The students will be able to identify the difference between a fable and fairy tale.

Objectives
I can sort books by deciding if they are folktales or not folktales. I can list the characteristics that make a story a fable. I can write out what is needed for a story to be a fairy tale. I can label and color on a map the countries that fables and fairy tales are from. I can compare different versions of Cinderella. I can present a readers theater and can write out the message from a fable. I can label each story as a fable or fairy tale.

Standard
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Sequence/Calendar Date
November 2 November 5 November 6

Lesson
Introductory Lesson

Materials
Several books, Cinderella by Barbara McClintock, movies, whiteboard, marker The Jay and the Peacocks by Tom Paxton, The Tale of Rabbit and Coyote by Tony Johnston, white board, marker, overhead projector, and Fable Chart Overhead Whiteboard, marker, computer, Jack and the Beanstalk story on YouTube, Hansel and Gretel by Rachel Isadora, Fairytale Chart copies for groups, and pencils Paper for groups, paper for entrance card, whiteboard, marker, crayons or markers for students, maps for students, classroom map, Cinderella by Barbara McClintock, The Turkey Girl by Penny Pollock, Angkot The Cambodian Cinderella by Jewell Reinhart Coburn, The Egyptian Cinderella by Shirley Climo, The Persian Cinderella by Shirly Slimo, and A Mexican Cinderella Story Adelita by Tomie dePaola The Lion and the Fox by Michael Morpurgo, Readers theaters for all the groups.

Lesson 2

Lesson 3

November 7

Lesson 4

November 8

Lesson 5 Culminating Lesson

November 9

The Monkey and the Crocodile by Paul Galdone, Aladdin and the Magic Lamp by Isabel Fonte, Fable and Fairy Tale Cards, Scissors for students, Example set of Cards, whiteboard, and marker

Introductory Lesson
I. Standard: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Objective/Target: A. The student will begin to understand the characteristics of folktales. B. I can sort books by deciding if they are folktales or not folktales. C. The teacher will observe the students discussions and will help lead the students while they are sorting the books. The books the students will be presented with will include fairy tales, fables, as well as some obvious choices that are not folktales. Anticipatory Set: A. The teacher will have several books and a few movies displayed at the front of the classroom. Many will be folktales, but a few will not be folktales. B. The teacher will ask the students if they have watched or read any of the movies/books and what they know about them. C. Students will discuss the books and movies with a partner. Input: A. 1. Students will see the books; the teacher will ask a few students which books and movies are familiar to them. 2. The students will teach/tell each other what they know already about some of the books. 3. The teacher will mention that some of these books are folktales, while others are not. 4. The class will sort the books based on what they think is a folktale and what is not a folktale. This will be their pre-assessment. The students will create a list about what they think a folktale is that will be written on the board. This will be altered as the unit continues. 5. The teacher will read the fairytale Cinderella by Barbara McClintock and will point out characteristics of the book such as the good and bad characters. 6. The students will be asked to talk to their partner again to see if they want to change where any of the books are. 7. The students will then close their eyes and vote on whether each book should be classified as a fairy tale or a fable. This will be just for the teachers knowledge. This will give the teacher a good idea about how much students already know about fairy tales and fables. 8. The teacher will show the students how the books are sorted after they all vote and will mention that there are different kinds of folktales that they will start to learn about in the next lesson.

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B. Knowledge-The student will recall information they already know about the books to help group them. Comprehension-The student will understand that books can be grouped by characteristics. Analysis-The student will classify books as folktales and not folktales. C. Interpersonal- The students will work with partners to help determine if books are folktales. Verbal/Linguistic-The students will use information they know about stories and will use that information to help them sort the books. D. Remediation-The teacher will read through the titles with the class to help students who may have difficulty reading the titles. Extensions- The teacher can ask more in depth questions for students that want to continue thinking about what makes a story a folktale. E. The questions asked by the teacher will vary based on the comments of the students. Prompting from the teacher will also vary from student to student. F. 1. Methods-The teacher will lead a discussion and will demonstrate reading a book to the class. 2. Materials-Several books, Cinderella by Barbara McClintock, movies, whiteboard, marker

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Modeling: A. The students will be shown the books and will be read one book as well as told the titles of each book. B. The students will be told how to sort the books and they will sort the books by what they have in common. C. The books will be used as the visuals for the students and there will be a verbal discussion about the books. Checking for Understanding: A. What do some of these books have in common? Has anyone seen any of these movies? Has anyone read any of these books? Do we think this book is a folktale? What do we think a folktale is? Who is the good character in this book?

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Who is the evil character in this book? B. The students will have Teach, Ok time where they can teach one another what they know about each of the books. They will also discuss with their partner whether they think a book or movie is a folktale or not. C. The students will use thumbs up if a book is a folktale and thumbs down if the book is not a folktale. D. The students will close their eyes and will be asked to do thumbs up if they think a book is a folktale and thumbs down if they think it is not a folktale. VII. Guided Practice: A. The teacher will ask the class if they think a book is a folktale and they will do a hand signal. The teacher will also ask a few students why they think a book is a folktale. B. The first few books will be done solely by the teacher to demonstrate the procedure to the students. C. The teacher will respond to the students suggestions and questions as they are asked. Independent Practice: This will occur when students have their eyes closed and are voting on whether a book is a folktale or not. Closure: The teacher will mention that there a two specific types of folktales, fairytales and fables, that they will start to learn about in the next few days. Assessment: A. The teacher will be able to tell if the students met the objective by seeing how they vote when they have their eyes closed. B. By watching how the students vote individually the teacher will be able to see who understands folktales already. C. If students have difficulty with some of the books the teacher can spend more time on those particular books in future lessons. Reflection: What do students already know about folktales, fairy tales, and fables? Do the students seem interested in getting to know about fairy tales and fables?

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Lesson 2 I. Standard: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Objective/Target: A. The students will learn the characteristics that make a story a fable. B. I can list the characteristics that make a story a fable. C. The teacher will observe the students creating a list of characteristics in a fable with their group members at the end of the lesson. Anticipatory Set: A. The students will become interested in the lesson by listening to the teacher read The Tale of Rabbit and Coyote by Tony Johnston. B. The students will use what they know to help the teacher fill out the Fable Chart on the overhead projector. They will need to use prior knowledge of human qualities and lessons. C. The student will practice identifying human like qualities of the animals. Input: A. 1. Students will listen to The Tale of Rabbit and Coyote by Tony Johnston, a fable read by the teacher. 2. Students and teacher will fill out Fable Chart on the overhead projector. 3. Teacher will point out and write on the board the characteristics of a fable. 4. The teacher will read through these characteristics several times with the class. 5. Students will teach a partner what those characteristics of a fable are. 6. The teacher will read another short fable, The Jay and the Peacocks by Tom Paxton to the class. 7. The students will talk to their partner and will fill out the Fable Chart in partners. 8. The teacher will ask for volunteers to help fill out the Fable Chart on the board. B. Knowledge- The student will list the characteristics of a fable. Comprehension-The student will explain how they chose a human characteristic for an animal. Analysis-The student will identify the lesson or moral of the fables after listening to them. C. Verbal/Linguistic- The students will be listening to and interpreting fables. Interpersonal- The students will be working together to identify the parts of a fable.

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D. Remediation- The teacher can offer assistance to students that are struggling with identifying the characteristics of a fable while they are working with their partners. Extensions-Students will be able to provide extended reasoning for their answers and come up with multiple human characteristics that represent each animal. E. Students will be in partners so they will have assistance identifying the characteristics of a fable. The teacher will also be walking around while the groups are working to help the students who are having difficulty with the new concept. F. 1. Methods-The teacher will present the material through a short lecture, discussion, and demonstration. 2. Materials- The Jay and the Peacocks by Tom Paxton, The Tale of Rabbit and Coyote by Tony Johnston, white board, marker, overhead projector, and Fable Chart Overhead. V. Modeling: A. The teacher will show the students how to fill in the Fable Chart on the table and will be told ideas and ways to identify each of the characteristics in the story. B. The teacher will demonstrate how to fill out the Fable Chart and will explain what students should listen for in stories to help them find the characteristics. C. The students will visually see the book and the overhead and the teacher will verbally explain the Fable Chart to the students. Checking for Understanding: A. What is a human quality? What is the lesson mentioned in the fable? What are the important characteristic of a fable? What animals are mentioned in the story? What human quality did each animal have? B. The students will be teaching each other when they work as partners to identify the characteristics of the fable. This will help the students remember the characteristics of a fable. C. The teacher will walk around when students are working with their partners to offer assistance to groups. Guided Practice: A. The students will fill out the Fable Chart for the second fable read. This is the same chart the teacher helped the students fill out for the first story read in the lesson. B. The teacher modeled filling out the Fable Chart for the first fable with assistance from the students. C. The teacher will talk to groups and offer assistance while they are discussing the fable. Independent Practice: The students will be working with partners to fill out the second Fable Chart.

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Closure: A. The teacher will end by reading through the second Fable Chart with the class. Assessment: A. Listening to the students discussions the teacher will determine if the students have met the objectives. B. The teacher will see what the students know when they call on students to fill in the second Fable Chart that is on the overhead. C. If the students are having difficulty identifying the characteristics of a fable it will be revisited at the beginning of the next lesson. Reflection: Can the students list the characteristics of a fable? What do the students have difficulty identifying in a fable?

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Lesson 3 I. Standard: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Objective/Target: A. The students will learn what characteristics are necessary for a story to be a fairy tale. B. I can write out what is needed for a story to be a fairy tale. C. This will be observed by the teacher when the students work in small groups to write out the Fairy tale Chart. Anticipatory Set: D. Before asking the students what they know about fairy tales the teacher will ask students to review the characteristics of a fable verbally. E. The students will be asked what they know about fairy tales before watching the video. They will be asked to look for these characteristics while watching the video. F. The students will watch a video of Jack and the Beanstalk found at http://www.youtube.com/watch?v=rKB1_wBueFM&feature=related.

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Input: A. 1. The students will review the characteristics of a fable, and will be asked what they know about fairy tales. 2. The students will watch Jack and the Beanstalk on the computer screen. 3. The teacher will help the students fill out the Fairy tale Chart on the whiteboard. 4. The teacher will highlight each of the characteristics of fairy tales on the chart. The students and teacher will read the characteristics chorally. 5. The students will explain the characteristics of a fairy tale to their partner. 6. The teacher will read the fairy tale Hansel and Gretel by Rachel Isadora to the class. 7. The class will work in groups of two to three to complete the Fairy tale Chart for the story the teacher just read. 8. The lesson will end with the teacher asking volunteers to help fill in the same Fairy tale Chart on the board. 9. The teacher will lead a discussion about the similarities of the two fairy tales by looking at the charts on the board. B. 1. Knowledge- The students will recognize the characteristics of a fairy tale to fill in the Fairytale Chart. 2. Comprehension- The students will explain each characteristic of a fairy tale.

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3. Evaluation- The students will compare the two fairy tales that were read to find the similarities. C. Verbal/Linguistic- understanding and interpreting the two fairy tales. Interpersonal-working with group members on Fairy tale Chart G. 1. Remediation-When the teacher is working with students while they are working in small groups to fill out the chart. The teacher will ask different questions to help students understand the fairy tale. 2. Extensions-The teacher can ask some students to fill out the same Fairy tale Chart for another common fairy tale they already know.

E. The teacher will help students through prompting with different types of questions while they are working in groups. Since the students are working together they will also be able to help one another. F. 1. Methods-The material will be presented through a short lecture, classroom discussion, short video, demonstration of filling out the Fairy tale Chart, and reading of Hansel and Gretel. 2. Materials-Whiteboard, marker, computer, Jack and the Beanstalk story on YouTube, Hansel and Gretel by Rachel Isadora, Fairy tale Chart copies for groups, and pencils. V. Modeling: A. The students will be shown pictures or will be watching a video during each fairy tale and will be told about the parts of a fairy tale after each story. B. The students will know how to fill out the Fairy tale Chart as well as what belongs in each part of the chart. C. The students will visually see the video and pictures from the book and will hear verbal input from the teacher during both stories. Checking for Understanding: A. Who was the good character/s in this story? Who was the bad character in this story? What happened that was magically during this story? Was there a happy ending to this story? What was the title of this story? What is similar about these two stories? What are the four major things we look for to see if a story is a fairytale? B. The teacher will explain the characteristics of a fairy tale before allowing the students to teach one another the characteristics.

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The students will be asked to signal if they agree with what there classmate said with a thumbs up during the classroom discussion. There will also be some choral responses during the discussion.

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D. Formative assessment will occur when students are filling out the Fairy tale Chart in groups. Guided Practice: A. The teacher will help the students fill out the Fairy tale Chart after they watch Jack and the Beanstalk. B. The teacher will model filling out the Fairy tale Chart before the students are given their own chart to fill out in groups. C. The teacher will walk around and help students while they are working in small groups. Independent Practice: The students will be working in small groups or as a full class for this lesson. Closure: A. The lesson will end with the teacher filling out the second Fairy tale Chart for all student to see and a small discussion about the similarities between the two stories. Assessment: A. The teacher will see if the objective is met by noticing how the groups do when filling out the Fairy tale Chart. B. The teacher will also notice what the students need extra practice on at the end of the lesson. C. The teacher will review the characteristics of a fairy tale that students have difficulty with at the beginning of the next lesson. Reflection: Are the students able to identify the characteristics of a fairy tale? Can students work together to find the characteristics of a fairy tale?

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Lesson 4 I. Standard: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Objective/Target: D. The students will learn about fables from different cultures and will learn to appreciate them for their differences. E. I can label and color on a map the countries that fables and fairy tales are from. I can compare different versions of Cinderella. F. This will be observed while students are coloring in their maps after hearing fables and fairy tales from different cultures. Anticipatory Set: H. The teacher will have the following six versions of Cinderella in the front of the room for students to look at: Cinderella by Barbara McClintock, The Turkey Girl by Penny Pollock, Angkot The Cambodian Cinderella by Jewell Reinhart Coburn, The Egyptian Cinderella by Shirley Climo, The Persian Cinderella by Shirly Slimo, and A Mexican Cinderella Story Adelita by Tomie dePaola. I. The students will remember the original story of Cinderella by Barbara McClintock that was read during the first lesson on fairy tales and fables. J. The students will complete an entrance card that will list the characteristics of a fairy tale. The teacher will take time to review the entrance card responses with the class. Input: A. 1. Students will list the characteristics of a fairy tale on an entrance card. The teacher will review the characteristics of a fairy tale with students by looking at their entrance cards. 2. The teacher will show the several versions of Cinderella that students can look at. 3. The teacher will divide the students into four-five groups. Each group will be given one of the Cinderella books. 4. Each group will read their Cinderella book in their group. The teacher will assist students with reading as necessary. 5. The students will then list differences between the original Cinderella story, and the story they read. 6. Students will be given the opportunity to share the differences they noticed in their story with the class. 7. The students will be given a copy of a map that contains Iran, Turkey, Cambodia, Mexico, and Egypt. 8. After each group presents the teacher will point out on the classroom map where each country is located on their map. The students will be told to color each country a

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specific color. (Red-Iran, Blue-Turkey, Green-Cambodia, Orange-Mexico, and PurpleEgypt). 10. The teacher will summarize that there are many different types of Cinderella stories and each story represents a different culture. Looking at their map the students will see how spread out the countries are. B. Knowledge- The students will write the characteristics of a fairy tale. Evaluation-The students will compare the different versions of the Cinderella story. Comprehension- The students will understand that each Cinderella story came from a different culture. C. Verbal/Linguistic- The students will be comparing fairy tales from different cultures. Interpersonal-The students will be working in partners and as a class during the discussions and reading the stories. D. Remediation- The teacher will help students locate the correct country on the maps when the students are coloring on the map. The teacher will also assist some groups with reading the book and creating a list of differences. Extensions-Some students will be able to compare the books and can begin to understand what different cultures might value. Some groups will read through their Cinderella book without much assistance from the teacher. E. The teacher will help partners and students in the classroom with appropriate questions and prompts for comparing the Cinderella stories. F. 1. Methods-The teacher will present through reading the stories, discussions with the class, and demonstrating how to find similarities and differences between stories. 2. Materials- paper for groups, paper for entrance card, whiteboard, marker, crayons or markers for students, maps for students, classroom map, Cinderella by Barbara McClintock, The Turkey Girl by Penny Pollock, Angkot The Cambodian Cinderella by Jewell Reinhart Coburn, The Egyptian Cinderella by Shirley Climo, The Persian Cinderella by Shirly Slimo, and A Mexican Cinderella Story Adelita by Tomie dePaola. V. Modeling: A. The students will be shown a map and will be told where the story being read is from so they can color the appropriate country. B. The students will be told how to compare and contrast stories and what they should be thinking about while the teacher is reading the stories. C. The students will visually see the pictures in the story and will see where each country is located on the map. They will verbally hear each story and the classroom discussion about the similarities and differences.

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Checking for Understanding: A. What is in common between these two books? Who was the good character in this book? What are the four characteristics of a fairytale? Who was the bad character in this book? Did we notice any differences between these two books? Are all three books a fairy tale? Would the other Cinderella books be exactly the same as one of these books or would there be some differences in them as well? B. The teacher will allow the students to talk with partners before sharing similarities and differences with the whole class. C. The teacher will have students raise their hand if they think all the Cinderella books at the front of the room will be exactly the same or if they think they will have some differences. D. Formative assessment will be if students can individually color the correct countries on a map so they can visually see that the two books originated from countries that are quite a ways away from each other. Guided Practice: A. The students will learn that fairy tales can come from various cultures by coloring the countries the fairy tales originate form on their maps. B. The teacher will first model where the countries are on the large classroom map. C. The teacher will assist students with finding the correct countries as they are coloring. Independent Practice: The students will individually color in the countries on their map to represent where the fairy tale is from. Closure: The teacher will discuss the remaining books and will reiterate that each of the stories will be slightly different, because each culture values different characteristics. The teacher will also mention that although all the stories were slightly different they are all enjoyable to read and appreciate. Assessment: A. The classroom discussion and how the students do coloring their map will allow the teacher to see if the objective is met. B. The teacher will see through the classroom discussion if students can identify the differences and similarities between the stories and if they can find the correct countries on their maps. C. The teacher will mention in future lessons if the fable or fairy tale is from a particular culture so students continue to appreciate stories from different cultures.

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Reflection: Can students compare two different Cinderella stories? Did students learn to appreciate Cinderella stories from different cultures?

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Lesson 5 I. Standard: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Objective/Target: A. The students will learn how to present a readers theater to the class and how to identify the message in each fairy tale. B. I can present a readers theater and can write out the message from a fable. C. This will be measured by watching the students performance as well as through the short written assessment students will take at the end of the performances. Anticipatory Set: A. The teacher will read a short fable The Lion and the Fox by Michael Morpurgo and ask the class to identify the message. B. The students will use previous knowledge to assist them in finding the message in this fable. C. The students will practice identifying the message in the readers theater as well as in the short fable they are read. Input: A. 1. The teacher will read the fable The Lion and the Fox by Michael Morpurgo and will ask the students to identify the message from the fable. 2. The teacher will explain what a readers theater is. 3. The class will be broken up into groups; each group will be given a different script. 4. The students will be asked to read through the script all together. 5. Next, the students will read through their scripts several times with each student reading their own part. 6. The teacher will review what a good audience would look like. 7. Groups take turns presenting their readers theaters to the class. 8. The teacher will summarize what they have learned about fables finding the message in fables. B. Synthesis- The students will perform a readers theater of a fable. Knowledge- The students will write the message from a fable. Comprehension- The students will generalize what they know about fables and fairy tales to answer questions on the final assessment. C. Bodily/Kinesthetic-The students will be using their whole bodies to assist in the presentation of their readers theaters. Visual/Linguistic- The students will listen to and read fables.

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Interpersonal- Students will work together on their readers theater. D. 1. Remediation- The teacher will help students read through their parts for the readers theater. Some students will have shorter lines so they are easier for students to learn. 2. Extensions-A few students will have longer parts to read and learn for the readers theatre. On the written assessment students will have the option of writing additional things they learned about fables or fairy tales at the bottom of the assessment sheet. E. The teacher will provide different leveled parts to the students in the classroom for the readers theater. The teacher may rewrite parts in readers theatres so all students can be successful in presenting their readers theatre. F. 1. Methods-The teacher will present the material through a short lecture, presentation, reading a story, group work, and group presentations. 2. Materials-The Lion and the Fox by Michael Morpurgo, Readers theaters for all the groups. V. Modeling: A. The students will be shown how to present a readers theater and will be told particular things to focus on while they are presenting. B. The students will be told how to practice their readers theater in a group and what each member of the group should be doing. C. The students will visually see each group present a readers theater and will hear the groups verbally present the readers theater. Checking for Understanding: A. What should a good audience member do? What is the message in this fable? What would be a good thing to focus on while presenting your readers theater? B. The teachers will demonstrate how students should read a readers theater to the class, then the students will be given time to practice their own readers theater with their group. C. The students will use hand signals to show what they think about different ideas mentioned for what a good audience member should look like. D. This lesson will allow students to share the message of their fable with the class. Guided Practice: A. The students will practice identifying the lesson in a fable twice, once during the story and once for their readers theater. B. The teachers will model how students are to practice their readers theater. C. The teacher will be available to help members in groups and groups when they are working on their presentations.

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Independent Practice: The students will be working in small groups during this lesson. Closure: A. The teacher will briefly remind students some things they learned about identifying the message of a fable. Assessment: A. The teacher will watch the readers theaters to see if the students met the objective. B. The teacher will be able to see everything that the students achieved by listening to what students present as the message in their fable. C. Using the messages students present after reading their fable the teacher will understand if students can identify the message of a fable correctly. Reflection: Can students identify the message in a fable? Do students understand how to present a readers theater? Do students understand how to be a good audience?

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Culminating Lesson
I. Standard: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Objective/Target: A. The teacher will review the characteristics of a fairy tale and fable with students. B. I can label each story as a fable or fairy tale. C. This will be observed by having the students close their eyes and raise their hand for the story being a fable or the story being a fairytale. Anticipatory Set: A. The students will become interested in the lesson when the teacher leads asks the students which book they think is a fairy tale and which is a fable between The Monkey and the Crocodile by Paul Galdone and Aladdin and the Magic Lamp by Isabel Fonte. B. The students will use their prior knowledge of what a fairytale is and what a fable is to help them determine which book falls in what category. C. They will practice listing the characteristics of a fairy tale and the characteristics of a fable. Input: A. 1. The teacher will ask the students which book they think is a fairy tale and which is a fable between The Monkey and the Crocodile by Paul Galdone and Aladdin and the Magic Lamp by Isabel Fonte. 2. The teacher will read The Monkey and the Crocodile by Paul Galdone to the class. 3. The teacher will ask the students at the end if the story was a fairy tale or a fable. 4. The teacher will then explain the Fairy Tale and Fable Response Cards that the students will cut out. The teacher will show what the cards will look like when they are completed. 5. The students will cut out their own cards and will then return the floor with their cards. 6. The teacher will read through each card with the students. 7. The students will read through their cards with a partner. 8. The teacher will read Aladdin and the Magic Lamp by Isabel Fonte and will stop various times to ask the students a question that they will answer by holding up one of their cards. 9. The teacher will ask the students at the end if the story is a fairytale or fable. 10. The teacher will review why each of the stories read are categorized as either a fairy tale or a fable to summarize the lesson. 11. The students will complete the written assessment as well as the student evaluation.

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B. Analysis- The students will identify the story as a fable or fairy tale. Application-The students will show with their cards which part of the story the teacher is reading. Knowledge-The students will state the characteristics of a fable and a fairy tale. C. Verbal/Linguistic-The students will be listening to and identifying information during a story. Interpersonal- The students will work with partners to go through their cards. D. 1. Remediation- The teacher will provide extra assistance to students while they are working with partners. The teacher can also direct appropriate questions to students that have difficulty holding up the correct card. 2. Extensions-Once completing the activity some students may have time to go back to the fable that was read and identify each part of the fable by looking through their cards. E. The teacher will vary questions and prompt students that have difficulty holding up the correct card during the fairy tale. F. 1. Methods- The teacher will present through a short lecture, discussion, reading stories, and allowing time for group work. 2. Materials - The Monkey and the Crocodile by Paul Galdone, Aladdin and the Magic Lamp by Isabel Fonte, Fable and Fairy Tale Cards, Scissors for students, Example set of Cards, whiteboard, and marker. V. Modeling: A. The teacher will show the students the pictures in the book and will tell the student important characteristics of the book as they read them. B. The teacher will demonstrate how the students are to hold up their cards and will demonstrate what card they should hold up at which time. C. The students will visually see their cards and will verbally hear the card read after everyone in the class is holding up a card. Checking for Understanding: A. Is Aladdin a good character or a bad character? Was the story a fable or a fairy tale? Was there anything magical in this book? Who was the bad character in this book? What was the message in this fable?

VI.

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B. The teacher will teach students what their cards say by reading through them. The students will then be given a chance to go through them with their partners. There will also be several stopping points during the reading of Aladdin for students to hold up cards. C. The students will respond by raising their cards to answer questions. D. Formative assessment will occur when students are raising their cards to answer questions. VII. Guided Practice: A. The students will practice identifying the characteristics of a fable and fairy tale which will help them determine the difference between the two. B. The teacher will model how the students are to hold up their card during the story after the teacher asks a question. C. The teacher will be able to correct students when they are holding up the card. The teacher can offer help to students by asking appropriate questions. Independent Practice: Independent Practice will occur when students are holding up their cards during Aladdin. Closure: A. The teacher will review at the end why one of the stories they read was categorized as a fable while the other was categorized as a fairy tale. The teacher will mention the characteristics of each story that the students noticed. Students will then complete the final assessment and student evaluation. Assessment: A. The teacher will determine if the objective is met by seeing how students do on their written assessment. B. The teacher will see what their students by reading over the answers written on the final assessment. C. The teacher will use the final assessments to make changes to the unit plan for the next time the unit is taught? Reflection: Where the students able to identify the difference between fables and fairy tales? Did students enjoy the unit on fairy tales and fables?

VIII.

IX.

X.

XI.

23

Fables and Fairy tales

Name:___________________________ 1. Which type of story teaches a lesson? A. Fable B. Fairy tale C. Folk tale 2. The main character in a fable is usually a/an_____________. A. Child B. Animal C. Magical creature 3. Animals in fables must have______________. A. Human qualities B. Names C. Magical qualities 4. A story that has a clear good and bad character is a______________. A. Fable B. Fairy tale C. Folktale 5. A fairy tale must contain______________. A. An animal as the main character B. Magic C. A princess as the main character 6. What is the lesson taught in the Fable you are using for your readers theater? ________________________________________________________________________

24

Readers Theatre Presentation

Teacher Name: T Horak

Student Name:

________________________________________

CATEGORY Volume

4
Volume is loud enough to be heard by all audience members throughout the presentation.

3
Volume is loud enough to be heard by all audience members at least 90% of the time.

2
Volume is loud enough to be heard by all audience members at least 80% of the time.

1
Volume often too soft to be heard by all audience members.

Enthusiasm

Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. Speaks clearly and distinctly all (10095%) the time, and mispronounces no words.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. Speaks clearly and distinctly all (10095%) the time, but mispronounces one word.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. Speaks clearly and distinctly most ( 9485%) of the time. Mispronounces no more than one word.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented. Often mumbles or can not be understood OR mispronounces more than one word.

Speaks Clearly

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is Student does not somewhat prepared, seem at all prepared but it is clear that to present. rehearsal was lacking.

Listens to Other Listens intently. Does not make Presentations

distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

25

Bibliography
Climo, S. (1989). The Egyptian Cinderella. New York: Thomas Y. Crowell Junior Books. Climo, S. (1999 ). The Persian Cinderella. U.S.A: Harper Collins Publishers. Coburn, J. R. (1998). Angkat The Cambodian Cinderella. Shen's Books. Cullum, D. A. (1993). Aesop's Fables Plays for Young Children. United States: Fearon Teacher Aids. dePaola, T. (2002). A Mexican Cinderella Story Adelita. New York: G.P. Putnam's Sons. Fonte, I. (2003). Aladdin and the Magic Lamp. Tormont Publications Inc. Galdone, P. (1969). The Monkey and the Crocodile. New York: Houghton Mifflin Company. Grimes, N. (1993). Cinderella. New York: Random House Inc. Isadora, R. Hansel and Gretel. New York: Penguin Young Readers Group. Johnston, T. (1994). The Tale of Rabbit and Coyote. New York: G.P. Putnam's Son Kent ISD. (2002). Fable Chart. Michigan: Kent ISD. Kent ISD. (2002). Fairy Tale Chart. Michigan: Kent ISD. Kent ISD. (2004). Fairy Tales and Fables Response Cards. Michigan: Kent ISD. McClintock, B. (2005). Cinderella. New York: Scholastic Press. Morpurgo, M. (2004). The McElderry Book of Aesop's Fables. New York: Simon & Schuster Children's Publishing Division. Paxton, T. (1991). Androcles and the Lion and other Aesop's Fables. New York: Morrow Junior Books . Pollock, P. (1996). The Turkey Girl. Canada: Little, Borwn & Company. http://www.printablemasks.net/ http://www.freefunfings.com/masks/animal.html

26

Student Evaluation
Circle the smiley that best describes what you.

Yes 1. I like listening to or reading fables.

Kind of/Somewhat

No

Yes

Kind of/Somewhat

No

2. I like listening to or reading fairy tales.

Yes

Kind of/Somewhat

No

3. I can know the difference between a fairy tale and a fable.

Yes

Kind of/Somewhat

No

4. I can list the characteristics of a fable.

Yes

Kind of/Somewhat

No

5. I can list the characteristics of a fairy tale.

Yes

Kind of/Somewhat

No

6. I can find the message in a fable.

Yes

Kind of/Somewhat
27

No

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