F RACTURED FAIRY TALES

ABOUT TIME
Grade 3-4
Adaptive Learning Games

ELA

1.5 weeks

CCSS.Math.Content.3.MD.1 CCSS.Math.Content.4.MD.2 CCSS.ELA-Literacy.W.3.4 CCSS.ELA-Literacy.W.3.10 CCSS.ELA-Literacy.W.4.4 CCSS.ELA-Literacy.W.4.10

BIG GOALS
By the end of this lesson, students will be able to: Follow a verbal sequence of steps to calculate a series of elapsed time questions interwoven into a story Creatively write an original fractured fairy tale that incorporates mathematical elements to demonstrate their understanding of elapsed time Engage in brainstorming, outlining, drafting, and revising an original story with a specific purpose and clear point of view.

SET

THE

STAGE

W ord problems are notorious for instilling fear in the hearts of math students. Short word problems lack backstories, so students never get the chance to know and care for the characters. In this lesson, students will have the opportunity to work through elapsed time problems embedded within a fractured fairy tale. They will then write their own fractured stories and formulate appropriate mathematical questions and solutions based on the demonstrated model.

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BUILD

THE

FOUNDATION STUFF YOULL NEED

Play BrainRushes to 100% mastery Select any combination from the Its About Time! Playlist

Internet access Computers or tablets Markers/crayons White butcher paper Lined paper & pencils Highlighters

F RACTURED FAIRY TALES ABOUT TIME

STEPS
Adaptive Learning Games PART ONE: Intro to Elapsed Time & Word Problems Build Foundational Knowledge: Before the start of this lesson, assign students a combination or all of the recommended BrainRushes in the playlist. Number and combination should vary by student level. Think-Pair-Share: Pose a simple elapsed time problem and prompt students to consider how they would solve it. Ask students to pair up and share their ideas with their partners. Then call on one or two pairs to explain their conclusions. Next, demonstrate the number line model. This method visually represents the step-by-step mental process one would undergo to solve elapsed time problems. See this short video of two young students explaining the method. You may choose to show your students part of the video for inspiration. Note: 4th graders may have already mastered this method; if so, do a quick review and jump ahead to the class practice. Class Practice: Pose several elapsed time scenarios for the class to solve using the number line model. Depending on their proficiency, students may use clock manipulatives to help them. You can also scaffold the activity, first allowing writing implements and then challenging students to attempt a few mentally. You may also start by posing scenarios that involve half hour increments before proceeding to narrower time intervals. Start at 3:15 pm. End at 9:30 pm. How much time has passed? Start at 1:20 am. Go back 2 hours and 40 minutes. What time do you have? Start at midnight. End at noon. How much time has passed? Start at 11:43 am. Go forward 2 hours and 5 minutes. What time do you have?

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Small Group, Big Task: Students work together in groups of 2-4 to figure out the solution to a lengthier problem (see Attachments file for suggested examples). Provide them with white butcher paper to diagram their thinking. Students then present their solutions and explain their process to the class. Classmates offer feedback on each others methods. Challenge students to home in on the important pieces of information needed to solve the problem.

F RACTURED FAIRY TALES ABOUT TIME

STEPS,
Adaptive Learning Games

CONTD

PART TWO: Intro to Fractured Fairy Tales Read Aloud: Read aloud The True Story of the Three Little Pigs by Jon Scieszka. Explore the Genre: Explain to the class that a fractured fairy tale is designed to be humorous, and while the basic plot or characters are recognizable, the story is changed in an unexpected way. As a class, brainstorm the common elements of fairy tales (e.g. concept of threes, unspecified time period long ago, third person perspective, black and white evil and good characters, etc.). Then ask students to consider the original story of The Three Little Pigs and identify elements that have been altered in Jon Scieszkas version. Generate a list of the different ways one can fracture a fairy tale (e.g. shift the point of view, make a good character bad or a bad character good, or alter the language or setting). Provide students with a list of common fairy tales. Ask students to select a tale that they would like to rewrite into a fractured version. Then, either go online or visit the library for age-appropriate versions of the fairy tales they have chosen. Go here and here for some fractured fairy tale lesson resources. PART THREE: Marrying the Two
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Small Group, Deep Exploration: Students work in groups of 4 to read and answer questions about elapsed time that are incorporated into a fractured version of Goldilocks and the Three Bears. (Find the story in the Attachments file. Feel free to alter the story or change the numbers to fit the level of your students.) Students should first read the story together in their groups, highlight all the timerelated phrases, and underline all the fraction-related phrases before attempting to answer the questions. Provide white butcher paper and markers so that they can draw models to explain their work and solutions. Encourage students to assume the role of the teacher to each other. Post completed solution sheets up on the board and allow students to evaluate each groups thoughts. Discuss the answers as a class, calling on groups as necessary to explain their methods.

F RACTURED FAIRY TALES ABOUT TIME

STEPS,
Adaptive Learning Games

CONTD

PART FOUR: The Writing Process Introduction: Provide students with one or all of the following resources to assist them in brainstorming and outlining. You may choose to introduce the resources one at a time or explain the uses for them all at once. Story Mapping Fractured Fairy Tale Rubric Common Elements of Fairy Tales

Brainstorm & Outline: Students will outline the basic plot of their fractured stories. They should also indicate the time components they plan to use. More enthusiastic students can opt to add additional mathematical components (e.g. multiplication, addition, fractions, measurement, etc). Students submit their ideas and outlines for approval. Stories should include: Both am and pm time. Some time word phrases (e.g. half past six, eight minutes past, midnight) At least 5 points in the story when you ask the reader to make a time calculation before moving on. Logical mathematics Answers to the questions you pose in your story First Draft: Specify a deadline and allow students to flesh out their ideas over the course of several class periods. If it is manageable, you may wish to check in with each student via short teacher-student conferences. You may also want assign the writing as homework.. Peer Review: : After completing a first draft of the story, students engage in peer review with 1 or 2 classmates. Provide students with a peer-editing checklist. Second Draft: Students write a second draft before submitting to the teacher. Teacher provides additional feedback. Final Draft: Students write their final drafts. They should prepare two versions: one with the solutions to the math questions they posed and the other without.

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F RACTURED FAIRY TALES ABOUT TIME

STEPS,
Adaptive Learning Games

CONTD

PART FIVE: WRAP IT UP 1. Assign each student the story of one of their classmates. Match the level of the student with the level of the mathematics in the story. Students will read and prepare a write-up of the answers to the questions posed. Write-ups should be comprehensive, including clear explanations as well as number and visual models. 2. Students compile their stories and solutions into a class book.

SEE WHAT THEY KNOW

Consider the following in assessing student work. Weigh the importance of each part as appropriate for your class.

Math
Complexity (use of a variety of numbers, multiple steps, and future and past time) Logical sequencing of mathematical events Clear directions/explanation of steps Correct mathematics

ELA
Originality Consistent point of view and narrative style Descriptive language using adjectives and metaphors where appropriate Clear and concise language

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BEYOND

THE

FINISH LINE

Encourage students who finish quickly to incorporate additional mathematical

elements into their story. For instance, they can add prompts relating to the four operations, fractions or geometry.

BRING THEM UP

TO

SPEED

Students who have difficulty coming up with a topic may choose to

finish the Goldilocks story. They may also less complex numbers.