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Unit:
Fairy Tales
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
Transfer
Students will be able to independently use their learning to
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Understand that
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)
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 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
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)
OTHER EVIDENCE:
(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.
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
(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?)
Assessment)
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
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum