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Unit Plan Overview

Unit:

Fairy Tales

Teacher: Hannah Hougen


Stage 1- Desired Results

Connections to Context:
-Fairy tales are commonly found on
standardized testing, yet many of
these ELLs have not had exposure to
the traditional fairy tales of
American culture. This unit will give
opportunities for learners to bring to
the classroom fairy tales from their
own culture while learning the the
basics of a story (plot,
characters/character traits, setting)
through the creativity of four popular
fairy tales. They will hopefully
develop a deeper appreciation for
stories and enrich their view of
literature as they compare fairy tales
and their variations.
(How does this fit with students
experiences, the school goals, and the
larger societal issues? How does this fit
with the broader curriculum- what has
come before and what will come after?)

Established Goals

Reading standards for 1st Grade:


CCSS.ELA-LITERACY.RL.1.1 Ask and
answer questions about key details in a
text.
CCSS.ELA-LITERACY.RL.1.2 Retell stories,
including key details, and demonstrate
understanding of their central message

Transfer
Students will be able to independently use their learning to

Apply the concepts of plot, setting, and characters to any story

Perform in small groups

Compare using a Venn Diagram

(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering

All fairy tales have similarities that

What can we learn from fairy tales?


we can find even though they come from all

How do different cultures express


different cultures and are unique
their fairy tales?

Fairy tales have a basic structure

Why are fairy tales important to us?


and characteristics that allow us to make

How can we use pictures to help us


comparisons between different tales or
infer information?
versions of a tale
(What specifically do you want students to
understand?
What inferences should they make?)

(What thought-provoking questions will foster inquiry,


meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions


Cognitive Objectives
Physical Development
Socio-emotional Objectives
Objectives

Understand that

Act out fairy tales


other cultures have their

Define fairy tale


during narration
own fairy tales and we can
(R)
see our own culture in others

Identify different
as well
key elements of a fairy tale

Name a lesson
(R)
(What discrete skills and processes
that
a
fairy
tale is trying to

Summarize the
should students be able to use?)
teach
four fairy tales of the unit (U)

Appreciate the

Name common
value of fairy tales as a
themes in the four fairy tales
literary genre
of the unit (R)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

or lesson.
CCSS.ELA-LITERACY.RL.1.3 Describe
characters, settings, and major events in
a story, using key details
CCSS.ELA-LITERACY.RL.1.7 Use
illustrations and details in a story to
describe its characters, setting, or
events.
CCSS.ELA-LITERACY.RL.1.9 Compare and
contrast the adventures and experiences
of characters in stories.
CCSS.ELA-LITERACY.RI.1.7 Use the
illustrations and details in a text to
describe its key ideas.
CCSS.ELA-LITERACY.RI.1.9 Identify basic
similarities in and differences between
two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).

Be able to explain
concepts of plot, setting, and
character (U)

Be familiar with
the plot, setting, and
characters of each fairy tale
in the unit (R)

Compare the
characteristics of different
fairy tales (An)

Compare the fairy


tales of different cultures
(An)

Illustrate a scene
from their favorite fairy tale
(U)

Understand how to
use a Venn Diagram

Collaborate and
share ideas with other
students in small groups

(What values and commitments and


attitudes should students acquire or
wrestle with?)

(What facts and basic concepts


should students know and be
able to recall?)

English Language Arts Standards. (2016). In


Common Core State Standards Initiative .
Retrieved October 29, 2016.

(What content standards and programor mission-related goal(s) will the unit
address?
What habits of mind and crossdisciplinary goal(s)- for example 21st
century skills, core competencies- will
this unit address?
Include source and identifying number)

Evaluative Criteria
-The class responses &
engagement throughout class

Stage 2- Evidence
Students will show their learning by (summative assessment)
-The summative assessment will be the independent completion of the fairy tale characteristics, plot,

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

discussion
-The review activities at the
beginning of several of the
lessons.
-Rubric used for summative
assessment

setting, and characters of The Three Billy Goats Gruff, as modeled with the other 3 fairy tales of the
unit.

PERFORMANCE TASK(S):

Students will illustrate a scene from their favorite tale, showing evidence of
understanding of setting & characters

Students will act out fairy tales in front of the class


(What criteria will be used in each
assessment to evaluate attainment of
the desired results?)(rubric required)
(Regardless of the format of the
assessment, what qualities are most
important?)

(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)

OTHER EVIDENCE:

participating in small group discussions

performance on formative review assessments

(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Students will know what a fairy tale is
and the characteristics of therm and
understand the basic components of a
story: plot, characters, and setting.

Stage 3- Learning Plan


Pre-assessment- due 10/31
To pre-assess the students knowledge, the day before teaching the unit I am going to provide a worksheet with pictures of different things,
some that relate to characteristics of fairy tales and some that do not. The students will circle the pictures of fairy tale aspects as a way to
check what their understanding of what a fairy tale is. Because many of the students in the class struggle to read and write independently, I
am choosing not to use a pre-assessment that requires these skills. I want solely want to assess their grasp on what elements a fairy tale
include. I will do it before the first day I teach the unit so it will be a tool to guide instruction.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does
Learning Events
each learning event build?)
Acquisition

Student success at transfer, meaning, and acquisition depends upon their


participation in these learning events

Progress Monitoring
(How will you monitor
students progress toward
acquisition, meaning, and transfer
during lesson events?) (Formative

Meaning
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

Transfer

Lesson 1: Writing qualities of a fairy tale on the big easel, reading the stories
Red Riding Hood & Lon Po Po, creating a Venn Diagram to compare the two,
watching a Red Riding Hood video
Lesson 2: Defining plot, setting, and characters and identifying these
concepts in Red Riding Hood & Goldilocks and The Three Bears, identifying
fairy tale characteristics of Goldilocks and the Three Bears, reading The
Three Bears and comparing it to Goldilocks as a class with a Venn Diagram
Lesson 3: Reading The Three Little Pigs, watching a Three Little Pigs video,,
naming fairy tale characteristics, plot, setting, and characters of The Three
Little Pigs, naming character traits of a classmate and fictional characters
Lesson 4: Reading The Three Billy Goats Gruff, naming fairy tale
characteristics, plot, setting, and characters to The Three Billy Goats Gruff
Lesson 5: Illustrating a scene from their favorite fairy tale (including the
setting and characters), acting out a fairy tale with peers

(Have you included multiple means of representation, multiple means of


action and expression, and multiple means of engagement?)

(Are all three types of goals (acquisition, meaning, and transfer) addressed in
the learning plan?)

(Does the learning plan reflect principles of learning and best practices?)

(Is there tight alignment with Stages 1 and 2?)

Assessment)

Lesson 1: The students responses


in brainstorming ideas of
fairytale, completing the Venn
Diagram comparing the two
versions of Little Red Riding Hood,
identifying fairy tale characteristics
of Little Red Riding Hood
Lesson 2: Written Review Activity
(naming 2 characteristics of a fairy
tale), Unit Chart completion as a
class of Goldilocks and The Three
Bears (FT characteristics, plot,
setting, characters), Venn Diagram
as a class comparing two versions
of Goldilocks and The Three Bears
Lesson 3: Written Review Activity
(drawing setting/characters of The
Three Bears), Unit Chart
completion as a class of The Three
Little Pigs (FT characteristics, plot,
setting, characters), Naming
character traits of a classmate/FT
characters, completion of WL chart
as a class
Lesson 4: Summative Assessment:
Independent written completion of
Unit Chart for the story The Three
Billy Goats Gruff
Lesson 5: Students performance
in acting out fairy tales (poor
comprehension will be evident),
Illustration of favorite fairy tale
scene including setting &

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

characters
(How will students
monitor their own progress
toward acquisition, meaning,
and transfer?)(Assessment as
learning)(rubric?)
-Completion of WL chart as a class at
the end of Lesson 3, more or less the
middle of the Unit

(What are potential


rough spots and student
misunderstandings?)

-The writing abilities of this group of


1st graders varies a lot. In the
different writing activities
(formative assessments & unit
test), the purpose is to see how
well they are comprehending and
learning new concepts. I fear the
weaker writers will struggle and not
be able to show their true
understanding, but I dont know
how else I can assess the entire
class in these areas.
I dont think these
students have ever acted
anything out before, so having
them act out the different fairy
tales may prove to be a
challenge for them.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum

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