- Grade Focus
- Grade 3
- Age Level
- 9
- Subject
- Computers, Literature
- Technology Integration Activity
- PowerPoint Presentations
- Estimated Time of Completion
- One 45-minute library visit; one 45-minute computer lab visit; minimal additional writing time in classroom as needed.
Fairytales vs. Fables
Downloads for this lesson plan
Introduction
Students will be challenged to demonstrate their knowledge of fables and fairytales by teaming up as “The Fairytales” or “The Fables” to choose examples of their genre. This is played like a game show with the team working together. Review whole group briefly. Students will then work with a partner in their group to take an online quiz as an assessment of fairytale and fable characteristics.
Students will choose story components to write either a fairytale or fable from the “Fairytale vs. Fable Story Components” activity page. Students will color the story components they select that demonstrate characteristics of that genre of folktale. Students will use the activity sheet for their prewriting (sloppy copy). Writing should include 3-7 sentences and reflect a simple fable or fairytale storyline utilizing appropriate characteristics. Students will then use the Book Activity in Pixie2 or the PowerPoint template to type their story and add illustrations.
Prerequisite Experience
Students have been studying characteristics of folktales in the classroom and one previous library visit. Students will understand that various genres of folktales contain certain identifying characteristics. Fables: Animals acting and speaking like people, not more than 3 characters, a moral that teaches a lesson. Fairytales: People and animal characters that act like people, good vs. evil, magic, sets of three, formulaic beginning and ending, 1-dimensional, flat characterization. Teacher or LMS will model how to access and take online quiz. Students will have received prior instruction on the use of Pixie2 or PowerPoint. The teacher or CRS can have students work through the Nortel video tutorial for creating a PowerPoint for practice, http://www.nortellearnit.org/technology/PowerPoint_Presentations/.Teacher Prep Time
Approximately 45-60 minutes prep time: Copy sample pages from fables and fairytales showing clear examples of characteristics noted above; access online quiz for familiarity; copy story components page for each student; acknowledge access path to Pixie2 or PowerPoint. Lesson time will be used in the library and computer lab. Teacher may allow additional time in the classroom for writing of the storyline.Project
Students will choose story components to write either a fairytale or fable from the “Fairytale vs. Fable Story Components” activity page. Students will color the story components they select that demonstrate characteristics of that genre of folktale. Students will use the activity sheet for their prewriting (sloppy copy). Writing should include 3-7 sentences and reflect a simple fable or fairytale storyline utilizing appropriate characteristics. Students will then use the Book Activity in Pixie2 or the PowerPoint template to type their story and add illustrations.Assessment/Grading
Rubric for final project; ongoing teacher and self-assessment.Time Management Tips
Make copies of fables and fairytales that show explicit examples of characteristics discussed for genres. Include illustrations that show animals showing human behavior. Pair students heterogenously to take the online quiz.Lesson Plan Details
Engage
This lesson plan was written as collaborative instruction between the library media specialist, computer resource specialist, and classroom teacher. It can be taught without all three components.Divide students into two teams: Fables and Fairytales. One student from each team will walk up to the table where the copied pages are laid out. The student will choose a page that represents their genre and return to the group. The group will review the page and agree or disagree. If the team disagrees, the first student must return and choose another page. If the group agrees, the second student goes up to choose a page, and so on. After both teams have chosen 6 pages, review characteristics that represent that genre and review quickly whole group. Model access of the online quiz, http://www.oswego.org/ocsd-web/quiz/mquiz.asp?filename=fairytale_fable, for students and partner students from their Fables or Fairytale group. Before releasing students to take the quiz, show the “Fairytale vs. Fable Story Components” activity page and give directions. As partners finish the quiz and are checked by the teacher or LMS, they may go back to the tables, pick up an activity sheet, crayon, and pencil and begin working.
Explore
Students will work on their activity sheet by selecting characters, setting, and events to write a simple storyline for a fable or fairytale. The length should be between 3-7 sentences. Differentiation: The inclusion of more indepth setting information, descriptive words, or conversation.Explain
- Students will finish their prewriting in the classroom or in small groups sent to the library. Their writing will be completed before their visit to the computer lab.
- Students will self-assess to assure inclusion of appropriate genre characters, setting, events, and conversation.
Elaborate
- Students will visit the computer lab where the computer resource specialist will review the use of Pixie2 or PowerPoint.
- Students will open the Book Activity (Pixie) or the PowerPoint template and type their storyline and add illustrations. Book pages will be printed and saved to the student’s classroom folder.
Evaluate
Ongoing assessment through each step; final assessment using a rubric assessing for appropriate genre characteristics, inclusion of characters, setting, events, conversation, and illustrations in Pixie2/PowerPoint. Student will self-assess during writing process and before completion of book pages.
Optional Rubric:
| Rubric | 4 | 3 | 2 | 1 |
| Organization | Very well organized and well presented. | Well organized and well presented. | Some organizational problems and/or not well presented. | Many organizational problems and/or presentation problems |
| Timeliness | Used all of his/her time wisely. | Used most of his/her time wisely. | Used some of his/her time wisely. | Used very little of his/her time wisely. |
| Cooperation | Worked with partners and made a strong team with each other. | Worked with partners and made good choices on his/her own. | Worked with partners with adult support. | Would not work with partners. |
| Comprehension | Understands content and can explain to other people clearly. | Mostly understands content and can explain to other people. | Understands some of the content, but has 1-2 misunderstandings. | Understands very little of the content and is unable to explain it to other people. |
| Content | Understanding of correct and student made many insightful observations. | Understanding is mostly correct and student made some insightful observations. | Understanding is partly correct but student has some significant gaps in understanding | Understanding is minimal. |
| Length(as/if applicable) | ||||
| Presentation | Presentation is well-rehearsed, clear and keeps audience attention. | Presentation is clear, but student needed a little more practice. | Presentation is a little hard to follow. | Presentation is very hard to follow. |
| Name ___________ Total Score _____ (out of X) | ||||