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Lesson Plan Weeks 4-6

Lesson Title:

Once Upon A TimeNew Fairy Tale Versions of Other Cultures and Countries

Grade Level

Grade 2

Subject Area:

Literature

Concept/Topic:

Students will be able to identify elements of the story like characters, setting,
problem, solution, message or lesson, main events in a fairy tale from another
culture or country

Length of Lesson:

Fifteen, 30 minute sessions during the social studies block


2:15-2:45

Content Standards
(MCPS)

Measurement Topic: Reading; Literature: Describe how characters


respond to major events and challenges

Measurement Topic: Reading; Literature: Compare and contrast two or


more versions of the same story by different authors

Measurement Topic: Reading; Literature: Acknowledge differences in


the points of view of characters

Measurement Topic: Reading; Literature: Compare and contrast two or


more versions of the same story from different cultures

National Education
Technology
Standard for
Students NETS (S)

1. Creativity and Innovation


Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work


collaboratively, including at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats

c. Develop cultural understanding and global awareness by engaging with


learners of other cultures
d. Contribute to project teams to produce original works or solve problems

3. Digital Citizenship

Students understand human, cultural, and societal issues related to technology


and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship

4. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems,


and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively

Performance
Objectives:

By the end of the three week lesson, students will have been able to identify
three fairy tales that are familiar and popular among their culture and country.
By the end of the three week lesson, students will be to identify story elements
of three fairy tales from other cultures and countries using a graphic organizer.

Introduction Day 1:

To begin this part of the project, have students revisit a fairy tale that is
well known to them. (Three Little Pigs)
Once this fairy tales has been chosen, have the students retell the
elements of the story.
As students tell the elements, write down their ideas and display them on
the Smartboard
Save the discussion for students to use later and refer back to for
guidance and support.
Once the story elements are identified, ask students, "what elements can
we change without changing the message or lesson of the story?"
Using the Changeable Detail activity page, identify the elements that can
be changed.

After these elements have been identified as a "changeable detail" ask


students to identify another element that could replace it.
For The Three Little Pigs, show students that they can change elements
like the setting to take place under water. The three little pigs could
then be the three little guppies. The big bad wolf can be changed to
the big bad shark. Instead of huffing and puffing the house down, the
big bad shark can use her tail to swish and swash the coal house
causing it to fall off the reef.

By the end of this activity, students will see that changing the characters (from
humans to animals), the setting of the story (from in the rainforest to under the
sea), or the clothing worn (Americanized t-shirt, blue jeans and sneakers to a
Russian folk dress and valenki felt boots) does not change the essential message
or lesson of the fairy tale.
Procedures:

Day Two

Place students in small peer collaborative groups of no more than 5


students.
These are not randomized groups. Students should be strategically placed
together in order to receive the best end result and positive experience
during the activity.
Once in each group, students in each group will choose one of the three
fairy tales that was shared over the previous three weeks from the paired
classroom.
They will then need to start thinking about how they can create a new
version of the fairy tale that resembles their culture or country without
changing the message or lesson of the original story.
Student groups will let the teacher/facilitator know the fairy tale they
have chosen by the end of this day.

Day Three

As a collaborative small group, students will complete the Fairy Tale


Outline activity in order to outline the original fairy tale.
Once the outline is correctly complete, students will being work on the
Changeable Detail activity page.
The task for today is to identify all of the elements in the original story
that they want to change.
Students will use the changeable detail worksheet to fill out the groups
ideas on what elements should be changed (setting, characters, character
names, clothing, sayings, etc)

Day Four and Five

Over the next two days, students will then add and change the elements
to create a new version of the fairy tales that currently resembles the
culture or country of the students.
Using the Changeable Detail activity page, students will add ideas for

different elements that they could use in their new version


Example: original setting Paris, France in front of the Eiffel Tower,
new setting Washington, DC in front of the Washington Monument;
original characters names Pierre and Bernard, new character names
Bradly and Andrew
This activity should be used to come up with as many different ideas as
the students can think of.
Students need to remember that they need to use elements that are
apparent and regular in their culture or country.
The end fairy tale should resemble a fairy tale told in their culture or
country.

Day Six

During this day, students in their groups need to determine and decide on
the new version elements to use.
Collaboratively, students need to look at their notes and ideas that they
collected over the past two days in order to choose elements that they
want to use in their final story
If groups are at a standstill and are unable to determine what new
elements they want to use in their new version, the teacher/facilitator can
intervene and either choose for the students or help them come to a
shared decision through a democratic way (voting)
At the end of the day, students will have determined and identified which
new elements they will be adding to and changing in the fairy tale.

Day Seven and Eight

Over the next two days, students will be work on writing their new
version of the story from the original.
To start, students will fill out a new Fairy Tale Outline making sure to
include their new elements that resemble their culture or country.
Students need to be as detailed as possible so that once they complete the
Fairy Tale Outline, they are able to turn the outline into a true story with
a beginning, middle and end.

Days Nine through Thirteen

After the outline is completed, students will need to decide how they
want to tell their new story.
Depending on the limitations of the classroom, students can create a
PowerPoint presentation, record a video, make a play, or actually write a
book and record a read aloud making sure to display the pictures.
In my classroom, students will need to create a hand written story that is
later turned into a book. (Only have one computer lac in the school
building will make it difficult to get enough time scheduled in to
complete this portion digitally)
In the group, students will need to choose roles (At least two writers and
two artists)

Day Fourteen and Fifteen

Technology
Requirements:
Materials:

Assessment Based
on Objectives:

Differentiation

Over the next two days, students will present their new versions of the
fairy tale to their class.
While presenting, the teacher will be recording their reading and new
images.
After the recording, the teacher will upload and the video though ePals to
be shared with their paired classroom in another country.
On the final day, the paired classrooms will exchange the new versions
of the stories that were created through ePals.
After receiving the new version of the fairy tale, original classrooms will
be able to see how a familiar story can be changed to resemble a different
culture or country without changing the essential message or lesson of
the original fairy tale.

Digital recorder (phone, camera)


ePals account
Smartboard
Books of the three fairy tales chosen by students
Smartboard technology to record student discussion and findings
Fairy Tale Outline
Changeable Detail
Over these three weeks, students will chose from one of the three fairy tales
from another culture or country that was presented by their paired classroom. As
a small group of no more than five students, students will collaborate and
discuss ways they can change the elements of the original story in order to
create a version of that story that reflects their own culture or country. Students
will be assessed on their engagement and participation in their group, ability to
identify elements that can be changed in the original fairy tale, ability to add new
elements that reflect their culture or country, and the final presentation of their
newly created version of the fairy tale. All grades will align with MCPS grading
and reporting.
During this part of the project, there is more opportunity to differentiate for
students. Creating differentiated small groups will help all students across
different learning levels. Students who may need more support and guidance
from their peers or teacher, should be placed in a group with a strong student(s)
who is/are able to work with these students and help provide guidance and
support in the group setting.
Pairing students according to different learning levels may give those who excel
in their learning the ability to slow down and become a leader to their peers
through teaching and guiding. While students who may struggle are given the
motivation they may need in order to be as involved and engaged as their peers
in the group.