Fairy Tale Lessons & Ideas
Point of View
(K-3)
I. Behavioral Objectives
a. Given a "same story, different version chart" the students with assistance from the teacher will fill in the chart by comparing the wolf’s version of events from the True Story of the 3 Little Pigs to the pigs’ version found in a traditional telling of the story, to the satisfaction of the teacher.
b. Given a point of view art sheet entitled, "The Pigs or the Wolf - Whom do you Believe?", the students will complete the sheet by choosing which point of view they agree with, why they agree with that point of view, and by decorating the sheet appropriately to the satisfaction of the teacher.
II. Materials
a. The True Story of the 3 Little Pigs - By Jon Scieszka
b. The Three Little Pigs - by James Marshall
c. A "same story, different version chart" on poster board or overhead
d. The point of view art sheet entitled, "The Pigs or the Wolf - Whom do you Believe."
III. Procedures
Introduction:
1. Have the children sit in around the "circle time chair". Show the class The Three Little Pigs book and say, "You know, I was never too sure about this version of The Three Little Pigs because it seems to be so one sided. I always wondered why the pigs point of view or side of the story was the only one presented. In fact, I always wondered if the wolf would of told a different story than the one told by the pigs." Then explain to the class that, "Today we will here the other side of the story told in the point of view of the wolf, then we will fill out a chart together about the two versions of the same story, and finally we will each decide what point of view we agree with the pigs or the wolfs’ by creating a "Whom do you Believe Sheet" (show an example of a "Whom do you Believe Sheet.)
Development:
1. Have the students retell the commonly known version of "The Three Little Pigs." Ask students questions about the story such as,
Who’s side of the story or point of view is this story told from?
Describe the Wolf in this story?
Describe the Pigs in this story?
What happens to each pig in this story?
What happens to the wolf in this story?
2. Next, show the class the other version of the story. Let them examine the cover closely and then have them predict how this version may differ from the traditional one. Point out these clues if needed: the book title, the name of the newspaper, the author of the news story.
3. Now tell the class that you are going to read the story. Also, tell them to listen carefully and think about how this version is different from the common version of The Three Little Pigs.
4. When the story is finished ask the class about how this book is different from the original. Discuss the differences and then talk about the different points of view of these two stories.
5. Finally, explain to the children that they will need to complete the art activity sheet. Tell the students to decide whose story they believe - the wolf or the pigs’? Tell them to cut out the matching art and paste it in the window. Then direct students to write on a separate piece of paper why they choose what they did and then turn it in to the teacher to proof read. Next the teacher will have the student write on the door why they chose what they did. Have the children color the house so it looks like it is made of straw, sticks, or bricks. Explain to the class that you will be binding the book to put in the class library. Once all questions have been answered send the class back to their seats to start their projects.
Conclusion:
1. After the project has been completed explain to the class, "Today we learned that there are many sides or points of views to the same stories."
Evaluation of students:
1. By observing the students during the lesson and while they are completing the project the teacher will determine if the student has successfully completed the lesson.
Introduction to a Unit on Fairy Tales
(k-3)
I. Behavioral Objectives
a. Given fairy tale clues the students will fill out the guessing sheet with 85%
accuracy.
b. Given the What we Know About Fairy Tales Chart each student will supply
one fairy tale fact to be placed on the chart to the satisfaction of the teacher.
c. Given the materials to make a mail box, each student will creatively design
their own mailbox to the satisfaction of the teacher.
II. Materials
a. Magic Wand - star covered and glittered
b. Cinderella Song - Snow-white Song ( What kind of books will we be
studying ditto)
c. Fairy Tale Pop up Book
d. Four Fairy Tale Books
e. On Poster Board the Words (magic, fantasy stories, plot, setting, characters, once Upon A Time.)
g. What we Know About Fairy Tales Chart
h. The Jolly Postman by Allan Ahlberg
i. Setting Up Post office Ditto.
III. Procedures
Introduction:
1. Tell the class that you need them to be detectives! Say, "I need you to
listen to these two songs and figure out what kind of books we will be
reading and learning about. As you listen to the songs I will be placing
clues in front of the room to help you come up with the answers on this
sheet. (Read the guessing ditto) Let’s see who is the best detective in the
class." (Play the tape and set-up the fairy tale pop-up book, four fairy
the fairy tale words, the wand, and the chart.)
After the two songs have played tap a volunteer on the head to guess what
kinds of books we will be reading. Once a student guess fairy tales and
the name of the two songs. Explain, "Yes, over the next two weeks some of the things we will be doing are we will be reading many fairy tales, writing letters to fairy tale characters, writing our own fairy tale, making a fairy tale cookbook, researching fairy tales from another country, making
a favorite fairy tale poster, doing a fairy tale project, and having a fairy
tale party to share our fairy tale projects."
Today we will start our fairy tale unit by being read a book about a postman who delivers letters to fairy tale characters. Then make our own
mailboxes.
Development:
1. Fill out the what we know about fairy tales chart. Do this by tapping a student on the head with the magic wand and having them say something
they know about fairy tales.
2. Once the chart has been filled, have the student go to back chair and listen to The Jolly Postman. Read the book and let students open the letters and read them. Be sure to point out the parts of the envelope and the letters. Also, have them predict who the letters are for by looking at the envelope.
3. Discuss the story. Tell the class, "The story was basically about a mailman who delivers letters to fairy tale characters. We are going to eventually write own letter to a fairy tale character. First we need to set up a town name for our class. So we will brainstorm together some ideas and then vote on the one we like best."
4. Take down the students ideas and then vote.
5. Say to the class, "Now that we have a town name and a zip code, each group needs a street name. So, one of the things you will be doing when you go back to your seat is filling out this sheet (mail sheet) as a group.
Once the sheet has been completed and turned in you may go and get your
materials to make a mail box.
6. Explain how to make the mail box.
7. Then repeat what needs to be completed.
Conclusion:
1. Before you release each student to their desks, call on each one individually to tell you something they know about a fairy tale or learned today. As they answer send them back to their seat with the ditto.
valuation of students:
1. By observing the students during the lesson the teacher will determine if the student has successfully completed the lesson.
Character Traits
(2-3)
I. Behavioral Objectives
a. Given a character mobile, the students will pick a favorite fairy tale character to make a mobile of.
b. Given a hand to cut out, the students will write the title and author of their favorite fairy tale.
c. Given the hand the student will choose two different characters, an item in the setting, and two objects to illustrate and paste on the fingers, that were important in the story.
II. Materials
a. Character mobile
b. Hand
c. art supplies
III. Procedures
Introduction:
1. "For awhile now we have been reading a variety of fairy tales. Today we are going to do two activities to share how we feel about fairy tales. The first activity deals with your favorite Fairy Tale character and the second activity deals with your favorite Fairy Tale. It will be neat to learn about Fairy Tales from each other.
Development:
1. Talk about a variety of characters and ask children who their favorite character is. Tell them about your favorite character and show them your mobile.
2. Talk about each part of the mobile. I like..., I can..., and I’m...
3. Tell the class that they too need to think of their favorite fairy tale character to design and make into a mobile like yours.
4. Now tell the students that there are millions of fairy tales. Talk about the ones you have read as a class. Discuss other fairy tales. Show the class the fairy tale books.
5. Now tell the class about you favorite fairy tale. Show them the hand you made that describes your fairy tale.
Conclusion:
1. Go over the steps of each project.
Evaluation of students:
1. By observing the students during the lesson and while they are completing the project the teacher will determine if the student has successfully completed the lesson.
Cinquain-
Poetry
review of nouns, adjectives, verbs, and synonyms
I. Behavioral Objectives
a. Given a cinquain the students will discuss its parts to the satisfaction of the teacher.
b. Given a noun, verb, or adjective the student will tell the teacher what the word is noun, verb, or adjective.
c. Given a cinquain ditto, the student will make a sloppy copy of their own cinquains.
II. Materials
a. Various fairy tales
b. The Cinquain ditto
III. Procedures
Introduction:
1. Read the following;
Almost Gingerbread
Hansel
Clever and Kind
Following white pebbles
Finds the gingerbread house
Yum! Yum!
Now say, "I just read you a poem about a fairy tale we have read. Do you know what fairy tale it came from?"
Today you will write a poem like the one I wrote!
Development:
1. Have the students brainstorm names of characters in fairy tales they have read. Use the first line as an example. List the rest under it. This poster will be used as a suggestion list for when the students write their cinquains.
2. Discuss the adjectives or describing words. Use the second piece of poster board to list as many adjectives as children can brainstorm which describe fairy tale characters.
3. On a third poster list action words or verbs to be used in line three.
4. Finally, make a list of words associated with the ending of fairy tales.
5. Hang all of these lists on the board, in the order they appear in a cinquian.
Conclusion:
1. Explain that cinq is French for five, and each poem have five lines. Provide students with a copy of the attached page and allow them to write their own cinquians about a character or situation in a fairy tale.
Evaluation of students:
1. By observing the students during the lesson and while they are completing the project the teacher will determine if the student has successfully completed the lesson.
Part II
I. Behavioral Objectives
a. Given their cinquains that they wrote in the last lesson, the students will place the cinquain in a fairy tale setting.
b. Given a cinquain to listen to, the students will discuss what picture may go along with the cinquain.
II. Materials
a. typed cinquains
III. Procedures
Introduction:
1. Tell the students that you have typed up their cinquains that they wrote during the last lesson. Explain to them that you want them to listen to each cinquain and see if they can guess what it is about.
Development:
1. As you finish reading each cinquain give that student ideas of a picture they may want to draw to illustrate their cinquain.
2. After all the finished cinquains are completed, explain that you want them each to draw a picture that illustrated their cinquains. Remind them that there must be a setting to go aloud with each picture. Also, stress that they need to draw their picture in pencil first and then color it.
3. Hand the cinquains back.
4. Walk around and help the students. Students who finish early can work on their fairy tale fun book or go to the learning center.
Conclusion:
1. Explain that cinq is French for five, and each poem have five lines. Hang the finished cinquains.
Evaluation of students:1. By observing the students during the lesson and while they are completing the project the teacher will determine if the student has successfully completed the lesson.
Friendly Letters
(2-3)
I. Behavioral Objectives
a. Given an envelope, the student will place the return address, the delivery address, and stamp on the envelope with 85% accuracy.
b. Given a piece of paper and an assigned person to write to, the student will write a friendly letter with 85% accuracy.
II. Materials
a. Parts of a Friendly Letter Poster
b. Three activities - (See attached)
III. Procedures
Introduction:
1. For the past couple of days we have been learning about how to address
letters and how to write friendly letters. Let’s see how much you
remember! For the next couple of minuets we will play a review of four. Pick a group to start with. Have someone ingame
and the winning group will find a surprise in their mailboxes after lunch.
Development:
1. The class is seated in their groups
each group roll the dice. Write the numbers the groups rolled onto the board.
2. Tell the class that I will ask three questions to each team. For each questions you get correct you will get the number of points you rolled on your dice. If you get it incorrect all the other teams will get your points added to their score. And if anyone in the group is disruptive or talks while the other teams are up. You will give 1 point to all the other teams.
3. Go to each team and ask questions about letter writing and addressing letters. Do this for two rounds.
9. Pass out the guided practice. Work on it as a group.
10. Re-explain the items that need to be finished from Thursday’s lesson.
Conclusion:
1. Before allowing the students to work independently on the assigned
activities conclude by asking questions about addressing letters and writing friendly letters
NOTE: Student who finish early may work on illustrations for
the Jolly Post Man Cook Book!
Evaluation of students:1. Students will turn in the three activities. The teacher will look over each to ensure 85% accuracy of each student.