Вы находитесь на странице: 1из 9

FRIT 7090: Young Adult Program #3 Fairy Tale Fun

Young Adult Program #3 S. Justin Keith Charity Manomano Georgia Southern University - Georgia OnMyLine FRIT 7090: School Library Programming for Young Adults - Summer 2011 Dr. Kathryn Kennedy, Instructor

FRIT 7090: Young Adult Program #3 Fairy Tale Fun Young Adult Program #3 Fairy Tale Fun Title of Program: Fairy Tale Fun Curriculum Areas/Topics Covered: This program will use classic fairy tales to engage children in reading, creative writing and literature. Teachers and parents will also be provided with a wide range of activities to use as supplements to this program. Time Frame of Program: Fairy tale Fun will be a daily program the week before Halloween. This will allow school library media staff and parent volunteers time to prepare after the beginning of school and before the program is set to begin. Goals and Rationale of Program: The goal of this program is to help students foster an interest and love of reading and encourage creative writing. Fairy tales often stem from historical beliefs and happenings. It is hoped that as students progress through their education that these stories will become more than fairy tales and that they will be understood to show a representation of history, life, and culture. The following are some specific goals that this program will try to help students understand as they get older. To appreciate literature, we must know the archetypes on which it is based. To get along with others, we must understand how our culture's values relate to theirs. To process our own experiences, we must compare them to those in stories. To build our own belief systems, we must find the roots of our current belief system. AASL Standards 1 Inquire, think critically, and gain knowledge. 1.1 SKILLS Inquire, think critically, and gain knowledge. 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning.

FRIT 7090: Young Adult Program #3 Fairy Tale Fun 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.9 Collaborate with others to broaden and deepen understanding. 1.2 DISPOSITIONS IN ACTIONS 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective. 1.3 RESPONSIBILITIES 1.3.4 Contribute to the exchange of ideas within the learning community. 1.4 SELF-ASSESSMENT STRATEGIES 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when it is needed. 2 Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge. 2.1 SKILLS 2.1.1 Continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real- world situations, and further investigations.

FRIT 7090: Young Adult Program #3 Fairy Tale Fun 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.2 DISPOSITIONS IN ACTION 2.2.1 Demonstrate the flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. 2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.3 RESPONSIBILITIES 2.3.1 Connect understanding to the real world. 2.3.2 Consider diverse and global perspectives in drawing conclusions. 2.4 SELF-ASSESSMENT STRATEGIES 2.4.1 Determine how to act on information (accept, reject, modify). 3 - Share knowledge and participate ethically and productively as members of our democratic society. 3.1 SKILLS 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.5 Connect learning to community issues. 3.2 DISPOSITIONS IN ACTION 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.

FRIT 7090: Young Adult Program #3 Fairy Tale Fun 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3 Demonstrate teamwork by working productively with others. 3.3 RESPONSIBILITIES 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.3.7 Respect the principles of intellectual freedom. 3.4 SELF-ASSESSMENT STRATEGIES 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4 Pursue personal aesthetic growth. 4.1 SKILLS 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. 4.1.4 Seek information for personal learning in a variety of formats and genres. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.1.6 Organize personal knowledge in a way that can be called upon easily. 4.1.7 Use social networks and information tolls to gather and share information. 4.1.8 Use creative and artistic formats to express personal learning. 4.2 DISPOSITIONS IN ACTION 4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. 4.3 RESPONSIBILITES 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.3 Seek opportunities for pursuing personal and aesthetic growth.

FRIT 7090: Young Adult Program #3 Fairy Tale Fun 4.4 SELF-ASSESSMENT STRATEGIES 4.4.1 Identify own areas of interest. 4.4.2 Recognize the limits of own personal knowledge. 4.4.4 Interpret new information based on cultural and social context. Intended Audience and Demographics: The intended audience for the FTF program is 1st -5th grade students at Gainesville Exploration Academy. GEA is a school that claims diversity in their enrolment. Approximately there 800 plus students, with 75% Hispanic, 10% Caucasian, 10% African American and 5% other. On average there are 20 students per class. 1.1 GEA Percentage of Students by Race

Hispanic Caucasian 5% 10% 10% Black American Other


Steps for Implementation: 1) Starting at the beginning of the school year, students should be informally surveyed by the school library media staff to see what fairy tales are the student favorites. 2) Featured fairy tales will need to be decided upon by the school library media staff. 3) Assessment of fairy tale books already on the library shelf will need to take place to determine the need to purchase new books. 4) A plan for splitting up the library into 5 different sections for each fairytale day of the week will need to be developed. 5) Decorations for each of the five fairytale areas will need to be made or obtained and put into place.

FRIT 7090: Young Adult Program #3 Fairy Tale Fun 6) Supplementary projects and crafts (coloring sheets, finger puppets, etc) will need to be decided on and materials to complete the chosen tasks will need to be stocked. 7) Permission will need to be obtained from administration to have a fairy tale dress up days on the concluding day of the project, which is preferably Halloween day. 8) School library media staff, teachers, and administrators will need to be informed of the fairy tales that will be featured each day of the program and encouraged to dress up as one of the characters. Funding and Budget Needs: The funding and budgetary needs that will need to exist for the program to take place depend on the school library media center and what they already have. The cost of this program should be minimal as most media centers already have many of the craft supplies that will be needed to make decorations and crafts. Also, many fairy tale books may already be found on the shelves, however some new books may need to be purchased. Number of Staff and Volunteers: The librarian, library paraprofessional, the art club crew members, the assistant principal and all the parent volunteers will be scheduled to take turns during presentations. They will be needed along with each visiting class teacher to provide assistance with students, performances, arrangements and decorations. Marketing: Flyers will be posted throughout the school, an announcement will be made in the morning and afternoon through the announcement system, an article will be featured on the school website, informational calls and emails will be disseminated and social networking sites such as Facebook and Twitter may also be utilized. All announcements and communications will be designed in a fairy tale manner and will use phrases such as Once upon a time to help grab the attention of the students. Youth Participation: Informal surveys of students will be taken to see what their favorite fairy tale may be so that the school library media staff and volunteer parents can decide on which fairy tales will be featured. Students will be asked to be listeners and active participants as they have a fairy tale story read to them during each day of the program. Student work and productions from the previous year may also be used as decorations in the SLMC.

FRIT 7090: Young Adult Program #3 Fairy Tale Fun Evaluation: The number of fairy tale books being checked out will be monitored for an increase in circulation. Also, student work and productions will be informally assessed by the school library media staff, volunteer parents, and teachers. Resources: Lesson plans and project ideas for coloring pages, finger puppets, sock puppets, costume ideas and more can be found easily on the internet by doing a simple search for Fairy tale lesson plans or Fairy tale unit some good links are: http://www.teachingheart.net/f.html http://www.abcteach.com/directory/theme_units/literature/fairy_tales/ http://www.tooter4kids.com/classroom/FairyTaleUnit.htm References: Baker-Sperry, Lori. (2007). The Production of Meaning through Peer Interaction: Children and Walt Disney's Cinderella. Sex Roles, 56(11-12), 717-727. Bauer, E. , & Arazi, J. (2011). Promoting Literacy Development for Beginning English Learners. Reading Teacher, 64(5), 383-386 Little, D. C., & Box, J. (2011). THE USE OF SPECIFIC SCHEMA THEORY STRATEGYSEMANTIC MAPPING-TO FACILITATE VOCABULARY DEVELOPMENT AND COMPREHENSION FOR AT-RISK READERS. Reading Improvement. 48(1), 24-31. Loertscher, D. (2006). TEACHING THINKING SKILLS WITH FAIRY TALES AND FANTASY Teacher Librarian, 33(3), 40,66. Manning-Sander, R. (1969). A book of ghosts and goblins. Methuen & Co Ltd: UK Moran, M. (2011). Cultural Journeys: Multicultural literature for Elementary and Middle School Students. Young Adult Library Services, 9(3), 45. OToole, M. (1988). The strange visitor. Macmillan: NY

FRIT 7090: Young Adult Program #3 Fairy Tale Fun Young Adult Program #3 Scoring Rubric 2 Program is workable, but it is not original. Some sections of the template have been completed with meaningful entries. It does not paint a complete picture of the program. It does not speak well enough to the focused topic of YOUR CHOICE. Some of the required five references are included. Project shows some planning. Some components do not work together as intended. Some of the components lack depth and detail. References are mostly documented, and APA formatting is attempted. A few errors found in grammar, spelling or usage that distract reader.


0 Not original/ Not workable/ Not submitted/ Not attempted (Counts twice)


Program is workable, original, creative, and innovative. It has fresh and exciting ideas. Each section of the template has been completed with meaningful entries. It paints a complete picture of the program and speaks to the focused topic of YOUR CHOICE. All of the required five references are included. Projects shows a great deal of planning went into it. All components work together as intended. Components demonstrate depth and detail. References are all documented, and APA formatting is used throughout, including intext citations and reference list. No errors found in grammar, spelling or usage that distract reader. Total


Template was not used. At least five references are not included. Does not include a focused topic of YOUR CHOICE./ Not submitted



Project shows lack of planning. Components do not work together as intended. Project lacks depth and detail./ Not submitted References are not documented at all, and there is a lack of APA formatting. Numerous errors in grammar, spelling or usage that distract reader.






Scoring Guide: 18-20 Target 14-17 Acceptable <14 Unacceptable